Using  Song, Media & Corpora Linguistics  to Create  Content-based Gap-fill Materials <ul><li>Gwen Atkinson  </li></ul><ul...
some images from:  Stock.XCHNG http://www.sxc.hu/ <ul><li>image i.d.#  </li></ul><ul><li>birds 1110509,1112413, 482049, 11...
Corpora Websites <ul><li>Cobb, T. (2007).  The Complete Lexical Tutor: for data-driven language learning on the Web . Univ...
References <ul><li>Cornwell, Steve, Ed.D. and Verity, Deryn, PhD.  (Spring 2008).  Online class materials for the course  ...
Thanks to my professors for teaching me kindly & my colleagues for their willingness to look-see.  Scott Thornbury Deryn V...
what I do a web tool to d.i.y. why it works
Lexical Density   Written texts = 40~65% Spoken texts = <40% Over the Rainbow  = 43%
Characteristics of an Extensive Reading Approach  ~ from Day & Bamford ~   <ul><li>#1  read as much as possible </li></ul>...
#1  read as much as possible
variety of materials  &  range of topics <ul><li>#2 </li></ul>
Themes <ul><li>travel, places, maps,  </li></ul><ul><li>music styles & moods, </li></ul><ul><li>comparative pop culture,  ...
Language vocabulary/grammar: the patterns of English: basic familiar easy high-frequency S V O a/an/the  Noun S’V…
I’ve Been Everywhere,  Johnny Cash Leaving on a Jet Plane,  John Denver/Cass Elliot Leaving on a Jet Plane,  Chantel Krevi...
“ A genuine text… is much more likely  to elicit a genuine response.” Scott Thornbury,  Beyond the Sentence
for pleasure, information &  general understanding #3
 
# 3…for pleasure, information & general understanding 1939
{ Culture } <ul><li>… is it encoded in the language itself? </li></ul><ul><li>… is it expressed through actual use of lang...
“ In the absence of interesting texts,  very little is possible.” <ul><li>~ Ray Williams  </li></ul><ul><li>“ top 10 princ...
student  awareness  of  methodology #4
 
 
within  students’  linguistic competence #5
Krashen’s <ul><li>{  i + 1  } </li></ul>
www.visualthesaurus.com
“… re-visiting should be common, and  what-you-meet-you-master   avoided at all costs. ~ Michael Lewis,  The Lexical Appro...
“… it is far more positive to build on what your learners already know, than to start with what they don’t know.”     ~ Wi...
Somewhere over the Rainbow What a Wonderful World
Steps of the ‘IZ’ Lesson 1. Preview the IZ video ~  build schema 2. Watch the IZ video ~  for pleasure & interest 3. Previ...
Somewhere over the Rainbow What a Wonderful World
background information <ul><li>Israel Kamakawiwo’ole </li></ul><ul><ul><li>Nickname: “Iz” </li></ul></ul><ul><ul><li>Kamak...
things to watch for in the video <ul><li>Iz playing in Hawaii </li></ul><ul><li>the Hawaiian government’s honorary  funera...
Israel Kamakawiwo’ole’s  nick-name
ukulele
 
 
 
 
focus on what you know <ul><li>English word order </li></ul><ul><li>Subject  Verb  Object </li></ul><ul><li>S    V  O </li...
Birds  _____.   S  V fly
He  _____   [upon a star].   S  V  O wishes
focus on what you know <ul><li>Contractions </li></ul><ul><li>{ Subject +Verb }  Object </li></ul><ul><li>{  S’V }  O </li...
I  _____   [a wish]. S  ‘V  O As soon as I see a shooting star… ‘ ll make
focus on what you know <ul><li>What little word  </li></ul><ul><li>often comes before a noun? </li></ul>
I’ll wish upon __ star. a
focus on what you know <ul><li>a </li></ul><ul><li>an </li></ul><ul><li>the </li></ul>the patterns of English noun
focus on what you know <ul><li>What kind of word  </li></ul><ul><li>can come before a noun… </li></ul><ul><li>to describe ...
My ____ hat. red warm French wool cute ?
focus on what you know <ul><li>use your  </li></ul><ul><li>general knowledge  </li></ul><ul><li>about the world </li></ul>
What do babies do?
fly? cry? love? think? cry
up?  down?  over?  under? Rain falls… down
Use the patterns of English you know  to help you:  [S V O]  [S’V  O]  [ a / an / the  Noun] Sit side-by-side with a partn...
Do the lyrics handout… … Then listen to the song again… … Then discuss the lyrics again with your partner to double-check ...
<ul><li>familiarity </li></ul><ul><li>memory </li></ul><ul><li>guessing  </li></ul><ul><li>4. working together </li></ul><...
<ul><li>familiarity </li></ul><ul><li>memory </li></ul><ul><li>guessing  </li></ul><ul><li>by using the patterns of Englis...
Let  time  pass… .
 
Steps of the ‘OZ’ Lesson 1. Recall IZ video & song ~   group “culture” brainstorm 2. Preview the OZ video ~  build schema ...
Is there anything you  remember  that has to do with “culture”?
What is “culture”?... Hawai’i Country/ Location beach, ocean, sea, volcano, island Geography  sunny, blue sky, hot Weather...
 
 
 
 
Notice any “culture” you see or hear. Guess the year the original movie was made.
Notice any “culture” you see or hear. What year?
Watch the  Oz  video
What year? What ‘culture’ did you notice?
With a person sitting near you,  guess the year  the original movie was made.
What year? Scan your lyrics paper  to find the answer. What ‘culture’ did you notice?
Steps of the ‘OZ’ Lesson 1. Recall IZ video & song ~   group “culture” brainstorm 2. Preview the OZ video ~  build schema ...
<ul><li>Over the Rainbow </li></ul><ul><li>Somewhere over the rainbow </li></ul><ul><li>Way up high, </li></ul><ul><li>The...
Lexical Density   Written texts = 40~65% Spoken texts = <40% Over the Rainbow  = 43%
www.visualthesaurus.com
The Complete Lexical Tutor for data-driven language learning on the Web   http://www.lextutor.ca/
http://www.lextutor.ca/      VocabProfile
<ul><li>Classic VP English v.3 </li></ul>
<ul><li>paste your text </li></ul><ul><li>click  submit </li></ul>
 
Lexical Density   Written texts = 40~65% Spoken texts = <40% Oz  Over the Rainbow  = 43%
 
 
   Familizer    Cloze    KeyWords
 
FAMILIZER    a word family list for all of the words in the text.
 
Gwen Atkinson  MA-TESOL, curriculum development [email_address] http://www.slideshare.net/GwenAtkinsonTESOL
Gwen Atkinson  MA-TESOL, curriculum development [email_address] Here is the APA reference citation for this ppt & presenta...
 
Upcoming SlideShare
Loading in …5
×

Rainbow_ppt presentation_gwen atkinson_for STEM conference_23 april 2011

1,074 views

Published on

This is a walk-through demonstration of an TESOL lesson sequence I designed using corpora linguistic insights and content- and text-based approaches. The lesson material is fun, useful and applicable across many teaching situations and English instructors of every level, elementary through university.

The YouTube video songs are Israel Kamakawiwo'ole's Over the Rainbow/What a Wonderful World and Judy Garland’s original Wizard of Oz version of Over the Rainbow. The presentation cites background theory, including text-based and content-based teaching, Extensive Reading principles as applied to other text types, language as a social activity, and corpora linguistics for teachers; there is a brief introduction of how to use a corpora website for teachers.

Two New School courses influenced the development of this material: Language Analysis with Scott Thornbury and Materials Development with Steve Cornwell & Deryn Verity. The aim of the classroom materials is to help learners notice the fundamental patterns of English and encourage using the English they already know, in combination with listening, enjoyment and an exploratory, not-speed-driven, not-transmission-driven approach. Corpora data shows that song lyrics often share commonalities with spoken English, making them ideal texts for many language classrooms, while YouTube videos offer a platform for encouraging student-based inquiry and text-based exploration and dialog.

Published in: Education, Technology
0 Comments
1 Like
Statistics
Notes
  • Be the first to comment

No Downloads
Views
Total views
1,074
On SlideShare
0
From Embeds
0
Number of Embeds
16
Actions
Shares
0
Downloads
23
Comments
0
Likes
1
Embeds 0
No embeds

No notes for slide
  • Day &amp; Bamford, #4 The purposes…are usually related to pleasure, information and general understanding
  • Student awareness of methodology is closely related to student motivation and beliefs about learning. When students believe that the some authority has the answers, or some testing system dictates their relationship to english, or one idiom or expression or vocabulary item is unrelated to another, and so has to be learned in discrete, painstaking increments and lists (of course de-contextualized), this picture becomes the students’ relationship to language learning….But students can be made aware of methodology; they can be given basic, easy tools with which to begin to do their own deciphering. Yes, English can be complicated and not necessarily easy to learn. But even the most complicated english can be broken down to very basic patterns. Being aware of these patterns, being able to start with what’s easy and build on it with those tools, effects motivation and beliefs about english and about one’s self as a learner; learning the methodology, the tools, helps students look not so much like this and more like this…
  • Complexity &amp; richness of language…deepening it…opposite of “what you meet you master”
  • Day &amp; Bamford, #1 Students [read] as much as possible
  • Day &amp; Bramford, #6 materials are well within the linguistic competence of the students in terms of vocabulary and grammar…
  • With slide-3
  • With slide-3
  • hand out the lyrics sheet after watching
  • Talk about how to do the gap-fill. The word choices can be used more than once. Important: SS work together in pairs. (negotiation of meaning &amp; social benefits of working together; Vygotsky; Sociocultural learning theory; learning as a social process). Relationship to Extensive Reading principles: Tips for developing fluency (ss love the idea of developing ‘fluency’). Focus on what you know rather than on what you don’t know. Use what you know as clues . Ss may or may not know Over the Rainbow by heart…but the point for developing fluency is that they do not need to have memorized it…they can use the knowledge of English that they already have and work together to guess the lyrics. They already know a lot about how English works. Elicit what they already know &amp; reinforce awareness of it &amp; encourage ss to use this knowledge to figure it out. Tell ss to try to get as many as they possibly can using what they already know about English…and in 10-15 minutes we’ll listen again. Walk around the room checking &amp; encouraging &amp; noting their use of what they know in the context of these lyrics. Ss sit in pairs, ideally side by side. Give ss the gap-fill hand out. Allow plenty of time for ss to work together. After most students have done as much as they can on the first try, listen again (cover the video). Ss work on the gap fill again, about 5-8 minutes. If the ss want to, watch the video and/or listen to the song a third time and/or sing.
  • Talk about how to do the gap-fill. The word choices can be used more than once. Important: SS work together in pairs. (negotiation of meaning &amp; social benefits of working together; Vygotsky; Sociocultural learning theory; learning as a social process). Relationship to Extensive Reading principles: Tips for developing fluency (ss love the idea of developing ‘fluency’). Focus on what you know rather than on what you don’t know. Use what you know as clues . Ss may or may not know Over the Rainbow by heart…but the point for developing fluency is that they do not need to have memorized it…they can use the knowledge of English that they already have and work together to guess the lyrics. They already know a lot about how English works. Elicit what they already know &amp; reinforce awareness of it &amp; encourage ss to use this knowledge to figure it out. Tell ss to try to get as many as they possibly can using what they already know about English…and in 10-15 minutes we’ll listen again. Walk around the room checking &amp; encouraging &amp; noting their use of what they know in the context of these lyrics. Ss sit in pairs, ideally side by side. Give ss the gap-fill hand out. Allow plenty of time for ss to work together. After most students have done as much as they can on the first try, listen again (cover the video). Ss work on the gap fill again, about 5-8 minutes. If the ss want to, watch the video and/or listen to the song a third time and/or sing.
  • Talk about how to do the gap-fill. The word choices can be used more than once. Important: SS work together in pairs. (negotiation of meaning &amp; social benefits of working together; Vygotsky; Sociocultural learning theory; learning as a social process). Relationship to Extensive Reading principles: Tips for developing fluency (ss love the idea of developing ‘fluency’). Focus on what you know rather than on what you don’t know. Use what you know as clues . Ss may or may not know Over the Rainbow by heart…but the point for developing fluency is that they do not need to have memorized it…they can use the knowledge of English that they already have and work together to guess the lyrics. They already know a lot about how English works. Elicit what they already know &amp; reinforce awareness of it &amp; encourage ss to use this knowledge to figure it out. Tell ss to try to get as many as they possibly can using what they already know about English…and in 10-15 minutes we’ll listen again. Walk around the room checking &amp; encouraging &amp; noting their use of what they know in the context of these lyrics. Ss sit in pairs, ideally side by side. Give ss the gap-fill hand out. Allow plenty of time for ss to work together. After most students have done as much as they can on the first try, listen again (cover the video). Ss work on the gap fill again, about 5-8 minutes. If the ss want to, watch the video and/or listen to the song a third time and/or sing.
  • Talk about how to do the gap-fill. The word choices can be used more than once. Important: SS work together in pairs. (negotiation of meaning &amp; social benefits of working together; Vygotsky; Sociocultural learning theory; learning as a social process). Relationship to Extensive Reading principles: Tips for developing fluency (ss love the idea of developing ‘fluency’). Focus on what you know rather than on what you don’t know. Use what you know as clues . Ss may or may not know Over the Rainbow by heart…but the point for developing fluency is that they do not need to have memorized it…they can use the knowledge of English that they already have and work together to guess the lyrics. They already know a lot about how English works. Elicit what they already know &amp; reinforce awareness of it &amp; encourage ss to use this knowledge to figure it out. Tell ss to try to get as many as they possibly can using what they already know about English…and in 10-15 minutes we’ll listen again. Walk around the room checking &amp; encouraging &amp; noting their use of what they know in the context of these lyrics. Ss sit in pairs, ideally side by side. Give ss the gap-fill hand out. Allow plenty of time for ss to work together. After most students have done as much as they can on the first try, listen again (cover the video). Ss work on the gap fill again, about 5-8 minutes. If the ss want to, watch the video and/or listen to the song a third time and/or sing.
  • Talk about how to do the gap-fill. The word choices can be used more than once. Important: SS work together in pairs. (negotiation of meaning &amp; social benefits of working together; Vygotsky; Sociocultural learning theory; learning as a social process). Relationship to Extensive Reading principles: Tips for developing fluency (ss love the idea of developing ‘fluency’). Focus on what you know rather than on what you don’t know. Use what you know as clues . Ss may or may not know Over the Rainbow by heart…but the point for developing fluency is that they do not need to have memorized it…they can use the knowledge of English that they already have and work together to guess the lyrics. They already know a lot about how English works. Elicit what they already know &amp; reinforce awareness of it &amp; encourage ss to use this knowledge to figure it out. Tell ss to try to get as many as they possibly can using what they already know about English…and in 10-15 minutes we’ll listen again. Walk around the room checking &amp; encouraging &amp; noting their use of what they know in the context of these lyrics. Ss sit in pairs, ideally side by side. Give ss the gap-fill hand out. Allow plenty of time for ss to work together. After most students have done as much as they can on the first try, listen again (cover the video). Ss work on the gap fill again, about 5-8 minutes. If the ss want to, watch the video and/or listen to the song a third time and/or sing.
  • Talk about how to do the gap-fill. The word choices can be used more than once. Important: SS work together in pairs. (negotiation of meaning &amp; social benefits of working together; Vygotsky; Sociocultural learning theory; learning as a social process). Relationship to Extensive Reading principles: Tips for developing fluency (ss love the idea of developing ‘fluency’). Focus on what you know rather than on what you don’t know. Use what you know as clues . Ss may or may not know Over the Rainbow by heart…but the point for developing fluency is that they do not need to have memorized it…they can use the knowledge of English that they already have and work together to guess the lyrics. They already know a lot about how English works. Elicit what they already know &amp; reinforce awareness of it &amp; encourage ss to use this knowledge to figure it out. Tell ss to try to get as many as they possibly can using what they already know about English…and in 10-15 minutes we’ll listen again. Walk around the room checking &amp; encouraging &amp; noting their use of what they know in the context of these lyrics. Ss sit in pairs, ideally side by side. Give ss the gap-fill hand out. Allow plenty of time for ss to work together. After most students have done as much as they can on the first try, listen again (cover the video). Ss work on the gap fill again, about 5-8 minutes. If the ss want to, watch the video and/or listen to the song a third time and/or sing.
  • Let time pass…two or three days or even a month or two… 1. Tell ss they’re going to watch another version of “Over the Rainbow”.
  • 2. Explain that Somewhere Over the Rainbow is a popular song with a long history, so there are many versions. The idea of “culture” is often included when studying another language. But what is culture? Music, lyrics, and video often show aspects of culture.
  • 9. Put the YouTube of Oz on the screen, paused at the first frame. 10. Come back to the idea of “Over the Rainbow” being well-known, through generations; a song with a lot of history and many versions. The original version was written for the movie The Wizard of Oz . (Many Korean students are familiar with some version of the book or movie. They might not recognize your pronunciation of “Oz”, so also write it when you’re asking if they’ve heard of it). 11. Today we’re going to watch a film clip from YouTube of the actress Judy Garland singing the original version of “Over the Rainbow” in the original Wizard of Oz movie. 12. Activate schema before watching: Do you know the name of the main character? (you can point to her). [Dorothy Gale] Do you know the name of her dog? [Toto] The movie takes place in Kansas, usa (show a map/next ppt slide) …
  • Kansas.
  • Elicit “tornado”.
  • 13. Describe the scene: Lives out in the countryside, in a time without TV, cell phones, etc., an only child, so she often plays with her dog….and imagines they are somewhere more exciting. In this scene, it’s a beautiful day, Dorothy’s talking &amp; singing to Toto, dreaming of going someplace (over the rainbow) where there’s more adventure…But…point to the gathering tornado behind her, in the distance… 14. Tell ss to notice any “culture” you might see or hear; try to guess the year the movie was made in. 15.Watch the YouTube clip. Remember, the lyrics will be handed out after watching, so don’t look at your lyrics…^^ 16. With your partner (person sitting next to you), decide together what year the movie was made (&amp; write it down). 17. Collect all guess &amp; reveal their guesses…. 18. …then hand out the lyrics for Judy Garland’s version. (Now the audience can look at their lyrics). 19. Find the answer by scanning the lyrics handout for it.…Congratulate the pair that came the closest to the correct guess! (Also, ask “Who wrote the song?” (they can scan lyric sheet for that info).) 20. Ss work in pairs to complete the lyrics. 21. Remind them to use clues (focus on what you know, guess based on what you already know, guess based on the knowledge of English you already have…etc.) 22. Give time (5 to 10 minutes). 23. When most ss are finished, either play the video again or shut off the screen &amp; they can just listen to the song part. 24. Ss work on completing the lyrics again (3 to 10 minutes). 25. Play the song/video again if ss want. Lesson-#3 Ask ss to recall the Oz video clip &amp; song…Although it’s a fictional movie, there are elements of “culture” in the media…ask ss to make a “culture” chart like they did for Iz. (Use any of the styles of chart process &amp; result/information sharing, as previously). ~
  • 13. Describe the scene: Lives out in the countryside, in a time without TV, cell phones, etc., an only child, so she often plays with her dog….and imagines they are somewhere more exciting. In this scene, it’s a beautiful day, Dorothy’s talking &amp; singing to Toto, dreaming of going someplace (over the rainbow) where there’s more adventure…But…point to the gathering tornado behind her, in the distance… 14. Tell ss to notice any “culture” you might see or hear; try to guess the year the movie was made in. 15.Watch the YouTube clip. Remember, the lyrics will be handed out after watching, so don’t look at your lyrics…^^ 16. With your partner (person sitting next to you), decide together what year the movie was made (&amp; write it down). 17. Collect all guess &amp; reveal their guesses…. 18. …then hand out the lyrics for Judy Garland’s version. (Now the audience can look at their lyrics). 19. Find the answer by scanning the lyrics handout for it.…Congratulate the pair that came the closest to the correct guess! (Also, ask “Who wrote the song?” (they can scan lyric sheet for that info).) 20. Ss work in pairs to complete the lyrics. 21. Remind them to use clues (focus on what you know, guess based on what you already know, guess based on the knowledge of English you already have…etc.) 22. Give time (5 to 10 minutes). 23. When most ss are finished, either play the video again or shut off the screen &amp; they can just listen to the song part. 24. Ss work on completing the lyrics again (3 to 10 minutes). 25. Play the song/video again if ss want. Lesson-#3 Ask ss to recall the Oz video clip &amp; song…Although it’s a fictional movie, there are elements of “culture” in the media…ask ss to make a “culture” chart like they did for Iz. (Use any of the styles of chart process &amp; result/information sharing, as previously). ~
  • Lexical density: Written = 40~65%; Spoken = &lt;40%
  • Rainbow_ppt presentation_gwen atkinson_for STEM conference_23 april 2011

    1. 1. Using Song, Media & Corpora Linguistics to Create Content-based Gap-fill Materials <ul><li>Gwen Atkinson </li></ul><ul><li>23 April 2011 </li></ul><ul><li>The 15 th Society for Teaching English through Media (STEM) Conference Busan National University of Education, Busan, Korea </li></ul>Over the Rainbow YouTube Lesson
    2. 2. some images from: Stock.XCHNG http://www.sxc.hu/ <ul><li>image i.d.# </li></ul><ul><li>birds 1110509,1112413, 482049, 1110503, 692866, input 48075, baby 396692, rain 529151, calendar 444866 </li></ul>
    3. 3. Corpora Websites <ul><li>Cobb, T. (2007). The Complete Lexical Tutor: for data-driven language learning on the Web . University of Quebec, Montreal. Retrieved October 2009 from http://www.lextutor.ca/ . </li></ul><ul><li>Davies, M. (2008). BYU Corpus of American English . Brigham Young University. URL: http://www.americancorpus.org/ . Retrieved October 2009. </li></ul><ul><li>The British National Corpus , version 3 (BNC XML Edition). 2007. Distributed by Oxford University Computing Services on behalf of the BNC Consortium. URL: http://www.natcorp.ox.ac.uk/ </li></ul><ul><li>Davies, M. (2007). British National Corpus (UK, 1980’s to 1993). Brigham Young University. Retrieved October 2009 from http://corpus.byu.edu/bnc/ . </li></ul>
    4. 4. References <ul><li>Cornwell, Steve, Ed.D. and Verity, Deryn, PhD. (Spring 2008). Online class materials for the course Writing ESOL Materials . The New School MA-TESOL graduate program, http://www.newschool.edu/matesol/. </li></ul><ul><li>Day, Richard, Ph.D. “From Intensive to Extensive Reading: Building on Success”. Presentation at the 6 th Oxford Day, November 17 th , 2007. </li></ul><ul><li>Day & Bamford. “Top Ten Principles for Teaching Extensive Reading”. Reading in a Foreign Language. Volume 14, Number 2, October 2002. Retrieved 20 October, 2009 from http://nflrc.hawaii.edu/rfl/october2002/day/day.html and http://extensivereading.net/er/ERChar.html. </li></ul><ul><li>Kramsch, Claire. Language and Culture. OUP, 1998. (p.14). </li></ul><ul><li>Lewis, Michael. The Lexical Approach: The State of ELT and a Way Forward . Thomson Heinle, 2002. (p.184). </li></ul><ul><li>Thornbury, Scott. Beyond the Sentence: Introducing Discourse Analysis. Macmillan Books for Teachers, 2005. (p.111). </li></ul><ul><li>Tomlinson, B., editor. Developing Materials for Language Teaching. Chapter 23, “Materials for Teaching Vocabulary” by Paul Nation and chapter 25, “Materials for Language Awareness” by Rod Bolitho. Continuum, 2003. </li></ul><ul><li>Willis, Dave & Willis, Jane. Doing Task-based Teaching. OUP, 2007. (p.70). </li></ul>
    5. 5. Thanks to my professors for teaching me kindly & my colleagues for their willingness to look-see. Scott Thornbury Deryn Verity Steve Cornwell Joseph Venables Bianca Turalija Joshua Davies
    6. 6. what I do a web tool to d.i.y. why it works
    7. 7. Lexical Density Written texts = 40~65% Spoken texts = <40% Over the Rainbow = 43%
    8. 8. Characteristics of an Extensive Reading Approach ~ from Day & Bamford ~ <ul><li>#1 read as much as possible </li></ul><ul><li>#2 variety of materials & range of topics </li></ul><ul><li>#3 for pleasure, information </li></ul><ul><li>& general understanding </li></ul><ul><li>#4 student awareness of methodology </li></ul><ul><li>#5 within students’ linguistic competence </li></ul>
    9. 9. #1 read as much as possible
    10. 10. variety of materials & range of topics <ul><li>#2 </li></ul>
    11. 11. Themes <ul><li>travel, places, maps, </li></ul><ul><li>music styles & moods, </li></ul><ul><li>comparative pop culture, </li></ul><ul><li>history, iconicity, narrative, </li></ul><ul><li>hopes, dreams, freedom, love </li></ul>
    12. 12. Language vocabulary/grammar: the patterns of English: basic familiar easy high-frequency S V O a/an/the Noun S’V…
    13. 13. I’ve Been Everywhere, Johnny Cash Leaving on a Jet Plane, John Denver/Cass Elliot Leaving on a Jet Plane, Chantel Kreviazuk If I Had a Boat, Lyle Lovett New York, New York, Frank Sinatra Road to Nowhere, Talking Heads Thriller, Michael Jackson Supercalifragilisticexpialidocious, from Mary Poppins Yesterday, Beatles
    14. 14. “ A genuine text… is much more likely to elicit a genuine response.” Scott Thornbury, Beyond the Sentence
    15. 15. for pleasure, information & general understanding #3
    16. 17. # 3…for pleasure, information & general understanding 1939
    17. 18. { Culture } <ul><li>… is it encoded in the language itself? </li></ul><ul><li>… is it expressed through actual use of language? </li></ul><ul><li>~ Claire Kramsch, Language and Culture </li></ul>
    18. 19. “ In the absence of interesting texts, very little is possible.” <ul><li>~ Ray Williams </li></ul><ul><li>“ top 10 principles for teaching foreign language reading” quoted in Day & Bamford </li></ul>
    19. 20. student awareness of methodology #4
    20. 23. within students’ linguistic competence #5
    21. 24. Krashen’s <ul><li>{ i + 1 } </li></ul>
    22. 25. www.visualthesaurus.com
    23. 26. “… re-visiting should be common, and what-you-meet-you-master avoided at all costs. ~ Michael Lewis, The Lexical Approach
    24. 27. “… it is far more positive to build on what your learners already know, than to start with what they don’t know.” ~ Willis & Willis, Task-based Learning
    25. 28. Somewhere over the Rainbow What a Wonderful World
    26. 29. Steps of the ‘IZ’ Lesson 1. Preview the IZ video ~ build schema 2. Watch the IZ video ~ for pleasure & interest 3. Preview lyrics handout method ~ language focus 4. IZ lyrics handout ~ ss do it together; teacher circulates 5. Listening to IZ song again ~ no video; listen only
    27. 30. Somewhere over the Rainbow What a Wonderful World
    28. 31. background information <ul><li>Israel Kamakawiwo’ole </li></ul><ul><ul><li>Nickname: “Iz” </li></ul></ul><ul><ul><li>Kamakawiwo’ole (Is it English? What language is it?) </li></ul></ul><ul><li>1959~1997 </li></ul><ul><ul><li>died at 38, complications from obesity </li></ul></ul><ul><ul><li>wife & young daughter </li></ul></ul><ul><li>Brought Hawaiian musical style to the world </li></ul><ul><li>Instruments </li></ul><ul><ul><li>ukulele </li></ul></ul><ul><ul><li>traditional drums </li></ul></ul>
    29. 32. things to watch for in the video <ul><li>Iz playing in Hawaii </li></ul><ul><li>the Hawaiian government’s honorary funeral ceremony </li></ul><ul><li>the traditional Hawaiian funeral ceremony </li></ul><ul><ul><li>beach near his birthplace </li></ul></ul><ul><ul><li>boats </li></ul></ul><ul><ul><li>throw his ashes out to sea </li></ul></ul><ul><ul><li>urn (looks like a kimchi pot) </li></ul></ul>
    30. 33. Israel Kamakawiwo’ole’s nick-name
    31. 34. ukulele
    32. 39. focus on what you know <ul><li>English word order </li></ul><ul><li>Subject Verb Object </li></ul><ul><li>S V O </li></ul>
    33. 40. Birds _____. S V fly
    34. 41. He _____ [upon a star]. S V O wishes
    35. 42. focus on what you know <ul><li>Contractions </li></ul><ul><li>{ Subject +Verb } Object </li></ul><ul><li>{ S’V } O </li></ul>
    36. 43. I _____ [a wish]. S ‘V O As soon as I see a shooting star… ‘ ll make
    37. 44. focus on what you know <ul><li>What little word </li></ul><ul><li>often comes before a noun? </li></ul>
    38. 45. I’ll wish upon __ star. a
    39. 46. focus on what you know <ul><li>a </li></ul><ul><li>an </li></ul><ul><li>the </li></ul>the patterns of English noun
    40. 47. focus on what you know <ul><li>What kind of word </li></ul><ul><li>can come before a noun… </li></ul><ul><li>to describe it? </li></ul>
    41. 48. My ____ hat. red warm French wool cute ?
    42. 49. focus on what you know <ul><li>use your </li></ul><ul><li>general knowledge </li></ul><ul><li>about the world </li></ul>
    43. 50. What do babies do?
    44. 51. fly? cry? love? think? cry
    45. 52. up? down? over? under? Rain falls… down
    46. 53. Use the patterns of English you know to help you: [S V O] [S’V O] [ a / an / the Noun] Sit side-by-side with a partner. Work together to guess the lyrics.
    47. 54. Do the lyrics handout… … Then listen to the song again… … Then discuss the lyrics again with your partner to double-check them… Lastly, listen to the song a 3 rd time, if you want, or just sing along…
    48. 55. <ul><li>familiarity </li></ul><ul><li>memory </li></ul><ul><li>guessing </li></ul><ul><li>4. working together </li></ul><ul><li>5. enjoyment </li></ul><ul><li>6. listening </li></ul>Let learners know ~ they’ve used language learning skills:
    49. 56. <ul><li>familiarity </li></ul><ul><li>memory </li></ul><ul><li>guessing </li></ul><ul><li>by using the patterns of English & knowledge of the world </li></ul><ul><li>4. working together </li></ul><ul><li>5. enjoyment </li></ul><ul><li>6. listening </li></ul>Today you’re using these important language learning skills:
    50. 57. Let time pass… .
    51. 59. Steps of the ‘OZ’ Lesson 1. Recall IZ video & song ~ group “culture” brainstorm 2. Preview the OZ video ~ build schema 3. Watch the OZ video ~ for pleasure & interest 4. Guess the OZ date ~ group/partner guessing game 5. Review OZ video & song ~ group “culture” brainstorm 6. Review lyrics handout method ~ language focus 7. OZ lyrics handout ~ partners do it; teacher circulates 8. Listening to OZ song again ~ no video; music only
    52. 60. Is there anything you remember that has to do with “culture”?
    53. 61. What is “culture”?... Hawai’i Country/ Location beach, ocean, sea, volcano, island Geography sunny, blue sky, hot Weather no shirt, grass skirt Clothing boat, surf board… Things melodies, rhythms, instruments; ukulele, drums Music funeral, government honor ceremony, urn, ashes Celebrations & Ceremonies happy, peaceful, colorful, vivid Mood father, husband, wife, daughter Family dancers, fans, government officials, mourners People surfing, swimming, going to concerts, relaxing, dancing, mourning, singing, celebrating Activities
    54. 66. Notice any “culture” you see or hear. Guess the year the original movie was made.
    55. 67. Notice any “culture” you see or hear. What year?
    56. 68. Watch the Oz video
    57. 69. What year? What ‘culture’ did you notice?
    58. 70. With a person sitting near you, guess the year the original movie was made.
    59. 71. What year? Scan your lyrics paper to find the answer. What ‘culture’ did you notice?
    60. 72. Steps of the ‘OZ’ Lesson 1. Recall IZ video & song ~ group “culture” brainstorm 2. Preview the OZ video ~ build schema 3. Watch the OZ video ~ for pleasure & interest 4. Guess the OZ date ~ group guessing game 5. Review OZ video & song ~ group “culture” brainstorm 6. Review lyrics handout method ~ language focus 7. OZ lyrics handout ~ ss do it; teacher circulates 8. Listening to OZ song again ~ no video; listen only
    61. 73. <ul><li>Over the Rainbow </li></ul><ul><li>Somewhere over the rainbow </li></ul><ul><li>Way up high, </li></ul><ul><li>There's a land that I heard of </li></ul><ul><li>Once in a lullaby. </li></ul><ul><li>Somewhere over the rainbow </li></ul><ul><li>Skies are blue, </li></ul><ul><li>And the dreams that you dare to dream </li></ul><ul><li>Really do come true. </li></ul><ul><li>Someday I'll wish upon a star </li></ul><ul><li>And wake up where the clouds are far </li></ul><ul><li>Behind me. </li></ul><ul><li>Where troubles melt like lemon drops </li></ul><ul><li>Away above the chimney tops </li></ul><ul><li>That's where you'll find me. </li></ul><ul><li>Somewhere over the rainbow </li></ul><ul><li>Bluebirds fly. </li></ul><ul><li>Birds fly over the rainbow. </li></ul><ul><li>Why then, oh why can't I? </li></ul><ul><li>If happy little bluebirds fly </li></ul><ul><li>Beyond the rainbow </li></ul><ul><li>Why, oh why can't I? </li></ul>
    62. 74. Lexical Density Written texts = 40~65% Spoken texts = <40% Over the Rainbow = 43%
    63. 75. www.visualthesaurus.com
    64. 76. The Complete Lexical Tutor for data-driven language learning on the Web http://www.lextutor.ca/
    65. 77. http://www.lextutor.ca/  VocabProfile
    66. 78. <ul><li>Classic VP English v.3 </li></ul>
    67. 79. <ul><li>paste your text </li></ul><ul><li>click submit </li></ul>
    68. 81. Lexical Density Written texts = 40~65% Spoken texts = <40% Oz Over the Rainbow = 43%
    69. 84.  Familizer  Cloze  KeyWords
    70. 86. FAMILIZER  a word family list for all of the words in the text.
    71. 88. Gwen Atkinson MA-TESOL, curriculum development [email_address] http://www.slideshare.net/GwenAtkinsonTESOL
    72. 89. Gwen Atkinson MA-TESOL, curriculum development [email_address] Here is the APA reference citation for this ppt & presentation: Atkinson, Gwen. (2011, April 23). Using Song, Media, and Corpora Linguistics to Create Content-based Gap-fill Materials . PowerPoint presentation at the 15 th Society for Teaching English through Media (STEM) Conference, Busan National University of Education, Busan, Korea. Presentation information retrieved April 18, 2011 from [http://www.stemedia.co.kr/index.htm].   PowerPoint presentation and lyrics handouts retrieved April 18, 2011 from [ http://www.slideshare.net/GwenAtkinsonTESOL ] and [http://www.slideshare.net/GwenAtkinsonTESOL/documents].

    ×