TESOL 2013 Presentation Handout- ESL Instruction: Developing Your Skills to Become a Master Conductor

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TESOL 2013 Presentation Handout- ESL Instruction: Developing Your Skills to Become a Master Conductor

  1. 1. 1 by Beth Clifton Crumpler (Beth@adaptivelearnin.com) Materials Writer, Course Developer, & ESL Instructor More resources available at http://adaptivelearnin.com Session Notes Music Language Communication Producing sound so others Applies to producing sounds and body understand correctly language correctly so others can understand Notes/ Instructional Applications *You can write here: Interpretation The action of understanding Applies to understanding the sound that is being produced communication of sounds and body language Notes/ Instructional Applications *You can write here: Clarity Determining how clear a Applies to producing sounds clearly so sound is others understand Notes/ Instructional Applications *You can write here:2013 TESOL Convention/ ESL Instruction: Developing Your Skills to Become a Master Conductor/ by, Beth Clifton Crumpler
  2. 2. 2 Vocalization & The action of Applies to speaking clearly so others can Enunciation producing sounds understand clearly so others interpret correctly Notes/ Instructional Applications *You can write here: Embouchure The formation of the mouth while Applies to pronunciation producing a sound of sounds and words Notes/ Instructional Applications *You can write here: Articulation Using the tongue to divide Applies to pronunciation of sounds, sounds in different ways phrases and sentences Notes/ Instructional Applications *You can write here: Tone The determination of the Applies to using appropriate tones of the & Pitch sound quality high, low, loud, voice so others will interpret the message soft, mellow, shrill, etc. appropriately Notes/ Instructional Applications *You can write here:2013 TESOL Convention/ ESL Instruction: Developing Your Skills to Become a Master Conductor/ by, Beth Clifton Crumpler
  3. 3. 3 Support Using the diaphragm muscles to Applies to using the diaphragm produce sound correctly muscles to support sound production to produce clear speech Notes/ Instructional Applications *You can write here: Rhythm The various beats and Applies to using correct patterns and syllables syllables heard during speech so others can understand Notes/ Instructional Applications *You can write here: Phrasing Taking breaths at appropriate Applies to taking breaths in places to communicate a appropriate places so speech is message correctly produced clearly Notes/ Instructional Applications *You can write here: Conductor Language Teacher Conducting The process of using body motions Applies to using body motions and and facial expressions to get facial expressions to get the most performers to perform a certain way out of student production and learning Notes/ Instructional Applications *You can write here:2013 TESOL Convention/ ESL Instruction: Developing Your Skills to Become a Master Conductor/ by, Beth Clifton Crumpler
  4. 4. 4 Energy Using body motions and facial Applies to using energy to get the most movements to get performers to production and learning out of students perform their best Notes/ Instructional Applications *You can write here: Model Demonstrating to Applies to demonstrating aspects of performers on what to do instruction that you would like students to practice or do Notes/ Instructional Applications *You can write here: Reading Visually reading the text, and Applies to multi-tasking… reading the Manuscript guiding performers on what the text and lesson plans while directing and text says as they perform teaching students Notes/ Instructional Applications *You can write here: Reading Using ears to listen and sight to Applies to doing visual and auditory Performers watch body movements of various ongoing assessment of students groups of performers at the same abilities…strengths and weaknesses time, to determine if they are and adjusting instruction accordingly performing correctly Notes/ Instructional Applications *You can write here:2013 TESOL Convention/ ESL Instruction: Developing Your Skills to Become a Master Conductor/ by, Beth Clifton Crumpler
  5. 5. 5 Need Analysis Analyzing performers to Applies to doing quick analysis and determine their weaknesses scans of students to determine areas and needs for intervention that need facilitating Notes/ Instructional Applications *You can write here: Leveling The process of determining Applies to listening to students and the correct ability of the determining their English level performers Notes/ Instructional Applications *You can write here: Repetition Repeating tasks so Applies to giving multiple chances in various performers strengthen scenarios for students to practice learning tasks their skills and get better Notes/ Instructional Applications *You can write here: Critique Discussing with performers their Applies to giving feedback to students on strengths and weaknesses, and their strengths and weaknesses, and giving tips on how to improve providing tips on how to improve weaknesses weaknesses Notes/ Instructional Applications *You can write here:2013 TESOL Convention/ ESL Instruction: Developing Your Skills to Become a Master Conductor/ by, Beth Clifton Crumpler
  6. 6. 6 * Please have a copy whether print or digital. We will use this during the session. Example When to use…  Can also use high/low  Use for questions Where are you going?  Use for teaching speech patterns that differ in tone/pitch 2 Beats: low high or high  Use for syllables/ rhythms low Example When to use…  Use for showing breaks and pauses in conversation x x x  Use to clap out syllables noting above text  Use to give nonverbal cues 1 Beat embouchure Example When to use…  Use for showing syllables or rhythms of speech embouchure  Use for showing words are spoken faster 2 Beats than others Example When to use… 2 Beats Same As Above Same As Above Just use note head2013 TESOL Convention/ ESL Instruction: Developing Your Skills to Become a Master Conductor/ by, Beth Clifton Crumpler
  7. 7. 7 Example When to use…  Use for showing syllables or Q: How are you? rhythms of speech  Use for showing words are spoken 1 Beat slower than others A: Fine Example When to use… Same As Last Example Same As Last Example 1 Beat Just use note head Example When to use…  Can also use high/low  Use for questions Really?  Use for teaching speech patterns that 2 Beats: low high or high differ in tone/pitch  Use for syllables/ rhythms low Example When to use… Same As Above Same As Above Just use note heads 2 Beats: low high or high low Example When to use…  Use to show when a sound lolipop should be spoken long and/or smooth 1 Beat Example When to use… x2  Use to show a section is Row : your boat…. repeated  Good to use on whiteboard when you don’t want to Repeat section write out everything  Especially good for chants2013 TESOL Convention/ ESL Instruction: Developing Your Skills to Become a Master Conductor/ by, Beth Clifton Crumpler
  8. 8. 8 Example When to use…  Use to show when a sound lolipop should be spoken short 1 Beat and/or quick Example When to use…  Use to show when a sound accent should be spoken strong 1 Beat and/or accented Example When to use…  Use to show when a sound should be sustained and/or long 1 Beat Row, row, row your boat… Example When to use…  Use to show when to take a Row row row your boat breath or pause during Breath between speech or when reading aloud gently down the stream Sections  Use to show good places to merrily merrily merrily merrily pause during oral life is but a dream presentations2013 TESOL Convention/ ESL Instruction: Developing Your Skills to Become a Master Conductor/ by, Beth Clifton Crumpler
  9. 9. 9 * Please have a copy whether print or digital. We will use this during the session. Note: All songs below are public domain Conducting Strategies Divide into groups. Then choose someone to be the “conductor”. Everyone else will be the “class”. Class: Follow the conductor’s lead. As you speak and/or sing the text below, purposely make periodic speaking mistakes as if you are an ELL student. Conductor: You are the conductor. Use the text below as a guide as you conduct your language orchestra. Use conducting motions to guide your orchestra in how to perform. Use needs analysis as you listen to your group and read the text. Write notes above the text of each song where your “language orchestra” pupils make speaking mistakes (articulation, rhythm, clarity, enunciation, etc.) . Then go back and re-teach, repeat, conduct, and etc. your students in how to improve the mistakes they made. Row, Row, Row Your Boat A-Tistket A-Tasket A-tisket A-tasket, A brown and yellow basket, Row, Row, Row your boat, I send a letter to my mommy, On the way I Gently down the stream dropped it, I dropped it, I dropped it, Yes on Merrily, merrily, merrily, merrily, the way I dropped it , A little girlie picked it up, Life is but a dream. And put it in her pocket. Notation & Syllables Divide into groups. Work together collaborating to write the music rhythms above the words below using the “Music Teaching in Language Teaching Examples and Uses” handout as a guide. This Old Man This old man, He played 1, He played knick knack on my thumb, with a knick knack patty wack give a dog a bone, this old man came rolling home!2013 TESOL Convention/ ESL Instruction: Developing Your Skills to Become a Master Conductor/ by, Beth Clifton Crumpler
  10. 10. 10 Pitch & Tone for Questions & AnswersDivide into groups. Write the music pitch notation above the text below where appropriate for questionsand answers. Use the “Music Teaching in Language Teaching Examples and Uses” handout as a guide. Then,choose someone to be the “conductor”. Everyone else will be the “class”.Class: Follow the conductor’s lead as you read the text below.Conductor: You are the conductor. Use the text below as a guide as you conduct your language orchestra inteaching pitch through questioning and answering. Divide your group into two parts. One group is the “Q”for question, and one group is the “A” for answer. Guide your orchestra in how to speak the pitch of the text.Use conducting hand motions to guide them to raise and lower their voices appropriately for their parts. Baa, Baa, Black Sheep Q: Baa, baa, black sheep, Have you any wool? A: Yes sir, yes sir, Three bags full. One for my master, One for my dame, And one for the little boy, Who lives down the lane. Spoken ArticulationDivide into groups. Work together collaborating to write the articulation above the words below using the“Music Teaching in Language Teaching Examples and Uses” handout as a guide. Hickory Dickory Dock Hey Diddle DiddleHickory Dickory dock, The mouse ran up the clock, Hey diddle diddle, the cat and the fiddle,The clock struck one, The mouse ran down, The cow jumped over the moon.Hickory Dickory dock. Hickory Dickory dock,The mouse ran up the clock, The clock struck two, The little dog laughed to see such fun,And down he flew, Hickory Dickory dock… And the dish ran away with the spoon.2013 TESOL Convention/ ESL Instruction: Developing Your Skills to Become a Master Conductor/ by, Beth Clifton Crumpler

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