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Another old, but useful, resource is Jazz Chants (Graham, 1978), which can be employed quite differently from the author’s original intention, which was a focus on grammar in spoken English, along with affective intonation. Prosodic elements can be practiced by going through a chant once with the learners listening, and then having them listen again and tap or clap the beats. The instructor can then substitute a single syllable such as “da” for all of the syllables and have the students first listen and then repeat the chant, using “da” throughout (this eliminates any struggles with consonant clusters or other segmental difficulties, which should not be the focus of a prosodic lesson). The students can be asked to count the number of syllables in each line, and then count the number of stressed syllables. For some learners it is a surprise to find that lines that are meant to be of equal length can vary by several syllables yet share the same stress pattern. Several Jazz Chants are available on the internet for teachers who may not be able to access the printed resource, or who are unsure as to the rhythm of each chant.