Short answer
Keep a steady beat and say a short phrase in time, then add words while keeping the rhythm. In S06E10, Em begins with “you, me, him, her” and gradually expands it to “it’s you, and then it’s me”.
The activity offers a playful way to hear how an English phrase can grow while the beat stays steady. Try it as an experiment and ask learners what they notice; the episode shares it as a memorable classroom activity, not a guaranteed method for every group.
Try this in your next lesson
Start with a short phrase and a steady beat.
👇 Scroll down for our practical checklist or activity and download.
Listen to the whole S06E10 discussion in our podcast episode guide here🔊.
Start with a short pattern
Clap slowly and repeat a short sequence such as “you, me, him, her”. Keep the pace comfortable and let learners join when they are ready.
Add words without rushing
Expand the phrase one step at a time: “It’s you”, then “It’s you and it’s me”, then “It’s you and then it’s me”. Keep the clap steady instead of speeding up to fit the longer phrase.
Notice the rhythm together
Ask learners what stayed the same as the phrase grew. The purpose is to listen and experiment with rhythm, not to race through the words. Let the class decide whether the chant is useful or simply enjoyable.
Keep the beat separate from speaking speed
Em has to remind Gav not to speed up as the phrases grow. That is the useful challenge: fit the extra words around the same main beats. Begin with you, me, him, her, then add it’s and later and then. The pronouns can keep the main beats while the smaller words fit between them. Demonstrate slowly and repeat a short section before trying the whole sequence.
Return to the shortest version
The recording moves back from the longer chant to the four pronouns. Try that contrast so learners can hear how much the phrase has changed while the beat remains steady. Ask what they noticed rather than promising that the activity will fix every rhythm problem. Em remembers it from her first training day and enjoys it, while also admitting uncertainty about its usefulness.
Offer another way to join in
Learners can listen first, tap a finger quietly or speak without a public solo. Online, demonstrate while others are muted, then invite individual responses if they want to share. A shared video call does not need perfectly synchronised clapping to be useful. Finish by saying the phrase naturally without the beat. Our practice sheet offers a short sequence and reflection questions for this adaptation.
Gav and Em suggest: build the chant slowly
- ☐ Start with a short phrase and a steady beat.
- ☐ Add words without speeding up.
- ☐ Let learners listen before joining in.
- ☐ Repeat only as long as the rhythm remains useful and enjoyable.
- ☐ Ask what they notice about stressed and unstressed parts.
Our classroom adaptation: Download the S06E10 practice resource (PDF).
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