An easy question.

All of them. It is just a matter of the teacher’s intuition and ability to adjust.

Take The Counting Songs. 10 seconds long. The singer counts from one to seven, and then back. It seems like a beginning level activity. Can be. But I have used it at all levels. I have used it with teachers of English and teacher trainers of English. They think it’s easy the first time when they sing “1-2-3-4-5-6-7-7-6-5-4-3-2-1.” But what the heck? The song’s 10 seconds long. It’s not as if you are wasting time. Then they are usually suprised to find that the “2-4-6-8-10-and-12″ version is not so easy, especially counting backwards.

Next, I ask them to write their own number patterns to the karaoke version. We put these on the board and the entire group has to sing/speak them–again at fairly high speed. It’s not just counting anymore. This is tongue training. And because we do the song many times–each one different–there is a high amount of repetition, and repetition is key to language practice.

So a seemingly easy task becomes rich in practice for even advanced levels.

This is why Recycle Songs work for almost any level of learner. When they compose their own words, they are writing to their own level and the level of their peers. Beginners write simple patterns; Ph.ds write complex patterns.

Not all audios are beneficial to basic learners, of course. We don’t want to frustrate them with a lot of language they do not understand. That’s why most of the audio on the site is VERY short. If the teacher presents a short audio task carefully, most students are going to succeed after a few repetitions. And isn’t that what we want–our students to succeed?