Abstract
The present study with a basis on the learning difficulties that Chinese learners often encounter argues that English songs, if chosen carefully, can be used effectively to improve pronunciation, enhance listening comprehension and facilitate communication. Basing on her own teaching experience, the author offers some songs as examples which have already proved effective in the classroom, and carries her idea further that songs need to be well chosen since not all of them are suitable in teaching.
Key words: English songs, rhythm, sound linking, theme, textual analysis
