In this paper it is argued that the inherent musical nature of the English language lends itself to intriguing classroom activities which, when implemented, can help English as a Second Language learners acquire a sense of the natural intonation and rhythm of English. The underlying logic of a person's first language can have a profound effect on how that person speaks English as a second language, especially when the two languages have dramatically different rhythmical logics, as Japanese and English do. English language education in Japan tends to emphasize grammar and translation, with the intention of helping students pass standardized written exams, and does little to help students learn to speak in English. This situation can be amelioraated, it is argued, by getting students actively and creatively involved in the music of English. During the autumn term of 2008, we conducted an experimental class at Keio University with the goal of getting students engaged in creative activities, some physical (singing), some cerebral (potry writing), some a little of both (song writing), in order to strengthen their communicative sense of the natural rhythm of spoken English.

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