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Ruth Benvegnen
Teacher Trainer for English as a foreign language Haute Ecole Pédagogique, Lausanne
Ruth Benvegnen Teacher Trainer for English as a foreign language - - PowerPoint PPT Presentation
Ruth Benvegnen Teacher Trainer for English as a foreign language - - PowerPoint PPT Presentation
Ruth Benvegnen Teacher Trainer for English as a foreign language Haute Ecole Pdagogique, Lausanne A gentle start A short rap / chant to say Hi Why is rhythm and music important for learning? Musical memory Emotional memory Chunks
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Why is rhythm and music important for learning?
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Musical memory Emotional memory Chunks of language Pronunciation Fluency Culture Confidence Autonomy
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Rhythm for pronunciation
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Thirty-three thousand, thundering thoroughbreds thumped Mr Thurber
- n Thursday
* She sells seashells on the sea shore
Can you say these tongue-twisters?
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Songs for culture
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Adapting cultural songs
Adapting a famous melody/song to make it potentially more useful
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The original version - Cultural
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Adapted to work on essential low-level vocabulary
Monday, Tuesday Monday, Tuesday Wednesday, Thursday Wednesday, Thursday Friday, Whoopee! Saturday, Sunday Saturday, Sunday
Created with participants from Carol Bourne and Jacqueline Johnston’s workshop on teaching YLs
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Musical memory
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Cr Creating easy chants
Pupils make a table of three (4?) columns Pupils put lexical words in columns depending on the number
- f syllables (1, 2, 3, and 4?)
Make a chant using the following code:
2 3 1, 2 3 1, 2 3, 2 3, 2 3 1 (or whatever code that works) For example: Food! carrot, cucumber, fish; carrot, cucumber, fish; carrot, cucumber, carrot, cucumber, carrot, cucumber, FISH!
Idea from Jane Harding da Rosa
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Rhythmic memory and autonomy
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Can you find the rhythm for this one?
Economics (pause) Economically Economics (pause) Economically X 2 But The economy? The economy! Don’t forget it’s the economy! X2
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Rhythmic au autonomy
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My favourite singer is Michael He dances really well! I really like his music He comes from the USA My favourite song is ‘Thriller’ There are vampires in the video! Do you know Michael too? What about you, hey, what about you?
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Rhythm for remembering disappearing words
My favourite singer is …………….. He dances really well! I really like his m………. He comes from the …………… My favourite s…. is ‘Thriller’ There are v…………. in the video! Do you know ………… too? What about you, hey, ………………... you?
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My ………… ………..… is ………… He ………… really well! I ………… ……….. his …………. He ……… from the ……… My f…………… s………… is ‘Thriller’ There are ……… in the ………! …. ………. know ………… too? ……… ………… ……., hey, ……… ……….. you?
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Being creative
Outcome : in groups of 3, learners will be able to adapt a chant to create a new version, based on the structures and lexis from the recent unit, for a small class concert.
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Taking rapping / chanting further
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Doing things differently
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B1-B2 level rap, created for using gramma mmar (quantifiers) in in co cont ntext
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B1-B2 level rap, created for using gramma mmar (quantifiers) in in co cont ntext
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What else?
Soundtracks for writing development, using film music, peer story writing, guessing films, writing film critics, … Identifying sentences through clapping rhythms (teacher to class, learners to learners, …) Running dictation to lead into song, warm-up discussion, followed by a closed activity like a gap-fill whilst listening, or a wider, more flexible activity like answering a few open questions about the song
- r video, Bingo projection into a song, what do learners think they
might hear, discuss, check, give a section of text from a song with missing words but allow learners to put other words in, discuss which is the better version, … Your ideas?
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Over to you
1.
Get together with teachers of similar learner groups
2.
Create a rap / chant for the grammar (e.g. conditionals, past simple regular/irregular, future for plans, …) or vocabulary you have selected, with or without background music
3.
When you’re ready, share with another group
4.
End with a mini Class Concert
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Why use chants, songs and music?
To include all of our learners’ ‘intelligences’ Songs often include a lot of repetition that can make
language more memorable
Songs contain chunks of language that help learners
remember and use
There are many songs that are about issues of interest Songs often contain grammatical structures that
exemplify our learners’ target language (google can help here)
Because songs contain natural phonological features
like linking and weak forms that learners learn to recognise and become comfortable with
Music can help promote a relaxed, stress-free
atmosphere in the classroom
Music has the potential to stimulate strong feelings that
can be used to root language or deepen the learning experience
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Acknowledgements
Davanellos A. (1999) Songs English Teaching Professional Issue
October 1999 (13) 13-15
Brewster J., Ellis G., Girard D. 2012. The Primary English
Teacher’s Guide. Essex: Pearsons Education Ltd.
JamerikanBeatz (2012) YamiBeatz
https://www.youtube.com/watch?v=uKFgST4CYZI&list=RDQMh YP8S0g4Bok&index=20
Rap instrumental Beat (new 2018), InstrumentalSAD
https://www.youtube.com/watch?v=5DtgXdOYbq8&list=RDQM hYP8S0g4Bok&index=18
Samba Percussion (2013) Niclas Schmied
https://www.youtube.com/watch?v=XC0yHAw3-8w
Harding da Rosa, J. Teaching English to Young Learners Blog