Nycaflt conference apr 09 2011

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Robin Harvey of Project DCLT and Pauline Huang & Denis Bellocq of St. Hilda's & St. Hugh's School discuss using songs & chants in the Foreign Language Classroom.

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Nycaflt conference apr 09 2011

  1. 1. SONGS AND CHANTS IN THE FOREIGN LANGUAGE CLASSROOM INVENTIVE AND EFFECTIVE LANGUAGE LEARNING TECHNIQUES NYCAFLT CONFERENCE Apr 9.2011
  2. 2. Why Songs & Chants? <ul><li>Chunks of language </li></ul><ul><ul><li>Commonly occurring </li></ul></ul><ul><ul><li>Easily recalled </li></ul></ul><ul><li>Variations on language functions… </li></ul><ul><li>Low-pressure way to practice and commit to memory </li></ul><ul><li>Pronunciation practice/emphasizing tones </li></ul><ul><li>Natural differentiation </li></ul>
  3. 3. Why integrate Songs and Chants into Language Teaching? <ul><li>Affective filter </li></ul><ul><li>Rhythms of Speech </li></ul><ul><li>Repetition </li></ul><ul><li>Joy </li></ul>
  4. 4. The thought process <ul><li>Images/actions m e a n i n g </li></ul><ul><li>Word </li></ul>English Translation
  5. 5. Four Tones Chant <ul><li>Emphasizes Tones (obviously!) </li></ul><ul><li>Natural classroom language </li></ul><ul><li>Very Visual </li></ul><ul><li>Very “action-oriented” </li></ul><ul><li>A bit silly! </li></ul><ul><li>Many levels for scaffolding </li></ul><ul><ul><ul><ul><li>Lacks interaction, spontaneity </li></ul></ul></ul></ul>
  6. 6. Four Tones Chant
  7. 7. Invent your own lyrics!
  8. 8. The power of images <ul><li>How can we create new characters to integrate into our teaching units? </li></ul><ul><li>* Based on Real people vs. Imaginary </li></ul><ul><li>- Rough Sketches </li></ul><ul><li>- Inking and coloring </li></ul><ul><li>- Final drafts </li></ul>
  9. 9. The power of images <ul><li>Pictionary drawing </li></ul><ul><li>New uses of technology – using the smart board. </li></ul>
  10. 10. Denis’s Approach to Songs for French <ul><li>Translating songs into the target language. </li></ul><ul><ul><li>(tips on translation: maybe matching rhythm, every day language) </li></ul></ul><ul><li>Choosing appropriate songs </li></ul><ul><li>Illustrating meaning </li></ul><ul><ul><li>No translation </li></ul></ul><ul><ul><li>Using flashcards to illustrate meaning </li></ul></ul><ul><li>*(On the screen or with actual flash cards.) </li></ul>
  11. 11. Steps to create a chant/song for your own classroom <ul><li>Decide a topic and think of the content as well as style. </li></ul><ul><li>Pick a sample rhythm/melody from traditional or modern chant/song. </li></ul><ul><li>Stick with the original rhythm and melody from those sample chants/songs, adjust it, or create your own! </li></ul><ul><li>Fit in the natural languages. Make adjustments to either words or melody/rhythms to make it work. </li></ul><ul><li>Using other props to make the performance more interesting. </li></ul>
  12. 12. LET’S START!
  13. 13. Step 1: Decide a topic <ul><li>Family members, Occupations </li></ul>
  14. 14. Step 2: Pick a rhythm <ul><li>Chant sample A:  </li></ul><ul><li>小老鼠,上灯台,偷油吃,下不来。 </li></ul><ul><li>Xiǎo lǎo shǔ shàng dēng tái tōu yóu chī xià bù lái </li></ul><ul><li>喵喵喵,猫来了,叽哩咕噜滚下来。 </li></ul><ul><li>miāo miāo miāo, māo lái le jīlīgūlū gǔn xià lái </li></ul>
  15. 15. Step 3: Analyze and adjust <ul><li>What’s the rhythm? </li></ul><ul><li>Clap the beat! </li></ul><ul><li>Feel the rhythm. </li></ul><ul><li>What words/sentences fit this rhythm? </li></ul><ul><li>小 老 鼠 , 上 灯 台 , 偷 油 吃 , 下 不 来 。 </li></ul><ul><li>Xiǎo lǎo shǔ , shàng dēng tái , tōu yóu chī , xià bù lái , </li></ul><ul><li>喵 喵 喵 , 猫 来 了 , 叽哩 咕噜 滚 下 来 。 </li></ul><ul><li>miāo miāo miāo , mā o l ái le , jīlī gūlū gǔn xià lái ! </li></ul>
  16. 16. <ul><li>New Chant: </li></ul><ul><li>我 爸 爸 , 是 律 师 , 我 妈 妈 , 是 老 师 。 </li></ul><ul><li>Wǒ bà ba , shì lǜ shī , wǒ mā ma , shì lǎo shī . </li></ul><ul><li>我 哥 哥 , 是医生 ,我 弟弟 、 妹妹 是 学 生 。 </li></ul><ul><li>Wǒ gē gē , shì y ī shēng , wǒ dìdi mèimei shì xué shēng . </li></ul>Step 4: Try Your Lyrics!
  17. 17. Step 5: Use props to illustrate meaning or keep the rhythm <ul><li>Wood sticks, hand drum, clappers </li></ul><ul><li>Balls, scarves </li></ul><ul><li>Exchang ing sticks, bean bags, cups </li></ul><ul><li>Hit the ground with cups, forks </li></ul><ul><li>Play the sticks with partners </li></ul><ul><li>Images </li></ul>
  18. 18. Step 1-2 <ul><li>Topic: Weather, hobbies </li></ul><ul><li>Chant sample B: </li></ul><ul><li>三轮车,跑得快,上面坐个老太太。 </li></ul><ul><li>sānlúnchē, pǎo de kuài, shàngmian zuò gè lǎo tàitai. </li></ul><ul><li>要五毛,给一块,你说奇怪不奇怪。 </li></ul><ul><li>yào wǔ máo, gěi yí kuài, nǐ shuō qíguài bù qíguài. </li></ul>
  19. 19. Step 3: Feel the rhythm <ul><li>三 轮 车 , 跑 得 快 , 上 面 坐 个 老 太 太 。 </li></ul><ul><li>要 五 毛 , 给 一 块 , 你 说 奇 怪 不 奇 怪 。 </li></ul><ul><li>sān lún chē , pǎo de kuài , shàng mian zuò ge lǎo tài tai . </li></ul><ul><li>yào wǔ máo , gěi yí kuài , nǐ shuō qí guài bù qí guài . </li></ul>1 2 3 4 sānlún chē pǎo de kuài shàngmian zuò ge lǎo tài tai yào wǔ máo g ěi yí kuài nǐ shuō qíguài bù qí guài
  20. 20. Step 4 - Compose lyrics <ul><li>星期一,天气晴,我和同学去逛街。 </li></ul><ul><li>星期二,下大雨,我在家里看电视。 </li></ul><ul><li>星期三,刮大风,我在图书馆看书。 </li></ul><ul><li>星期四,是阴天,我去公园打篮球。 </li></ul><ul><li>星期五… </li></ul><ul><li>Xīngqīyī, tiānqì qíng, wǒ hé tóngxué qù guàngjiē. </li></ul><ul><li>Xīngqīèr, xià dàyǔ, wǒ zài jiālǐ kàn diànshì. </li></ul><ul><li>Xīngqīsān, guā dà fēng, wǒ zài túshūguǎn kànshū. </li></ul><ul><li>Xīngqīsì shì yīntiān, wǒ qù gōngyuándǎ lánqiú </li></ul><ul><li>Xīngqīwǔ… </li></ul>
  21. 21. Things to think about when composing lyrics <ul><li>Natural language </li></ul><ul><li>Mini-dialogues (question & answer) </li></ul><ul><li>Points of Accents: </li></ul><ul><ul><li>Content word </li></ul></ul><ul><ul><li>Contrasts </li></ul></ul><ul><ul><li>Information </li></ul></ul><ul><ul><li>Pronunciation </li></ul></ul>
  22. 22. Step 5 - Option 1: use flash cards
  23. 23. Step 5 - Option 2: use cups <ul><li>Exchanging cups </li></ul><ul><li>* in a circle or at the seats. </li></ul>
  24. 24. Step 5 – Option 3: use Tennis balls <ul><li>Ways to move the ball: </li></ul><ul><li>Bounce and catch, toss and catch, pass, roll, swing, quick switch , tap the ground or body. </li></ul><ul><li>Alon e , with a partner, or with a group. I n one spot, or mov ing around the room. </li></ul>
  25. 25. Move it! Feel the rhythm! <ul><li>Four types of rhythm </li></ul><ul><li>Bu-ma-chi-ka 跑得很快 </li></ul><ul><li>pǎo de hěn kuài </li></ul><ul><li>Two-eight 慢跑 </li></ul><ul><li>màn pǎo </li></ul><ul><li>Beat 走 </li></ul><ul><li>zǒu </li></ul><ul><li>Half 游 </li></ul><ul><li>y óu </li></ul>
  26. 26. Use rhythm to create a vocabulary chant <ul><li>Topic: Sports </li></ul><ul><li>*Group 1: 走,跳 ( Zǒu , tiào ) 。 </li></ul><ul><li>*Group 2: 游泳,跑步,跳舞 ( y óuyǒng , pǎobù , tiàowǔ ) 。 </li></ul><ul><li>* Group 3: 打篮球,打棒球,踢足球 (d ǎ lánqiú , dǎ bàngqiú , tīzúqiú ) 。 </li></ul><ul><li>*Group 4: 打乒乓球,踢橄榄球 ( dǎ pīngpāngqiú , tī gǎnlǎnqiú )。 </li></ul><ul><li>Use percussion to make it a musical piece! </li></ul>1 2 3 4
  27. 27. <ul><li>Topic: Food </li></ul><ul><li>*Group 1: 鱼,肉 ( yú, ròu ) 。 </li></ul><ul><li>*G roup 2: 白饭,蛋糕 ( báifàn, dàngāo ) 。 </li></ul><ul><li>*G roup 3: 冰淇淋,中国菜 ( bīngqílín Zhōngguó cài ) 。 </li></ul><ul><li>Use different gestures for different vocabulary groups. Split the class in two and challenge the students by giving gestures for both groups at the same time to make the vocabulary ensemble. </li></ul>Use rhythm to create a vocabulary ensemble
  28. 28. Use rhythm to create a “ line ” canon game. <ul><li>Warm up with movements to practice the vocabulary. </li></ul><ul><li>*Echo the teacher’s body movements. </li></ul><ul><li>*Circle game. Supply the missing word. </li></ul><ul><li>T wo lines: Stand in two straight lines. The first person will construct one sentence, following the right word order, and pass the sentence to the next person. The teacher can ask the last person to write down the sentence for verification. </li></ul><ul><li>*Group 1 ( subject ) : 我,你,他 ( wǒ nǐ tā ). </li></ul><ul><li>*Group 2(adv): 非常,特别,很 ( fēicháng tèbié hěn ) . </li></ul><ul><li>*Group 3(adj) :漂亮,英俊,可爱 ( piàoliàng,yīngjùn, kěài ). </li></ul>
  29. 29. Try to compose with background music. <ul><li>Use background music and create your own chant. </li></ul>
  30. 30. Greeting chant <ul><li>A: 你好 , 你好 , 请问 你 贵姓 ?   Nǐhǎo, nǐhǎo, qǐngwèn nǐ guìxìng? </li></ul><ul><li>B: 我 姓 ______ 。 请问 你 贵姓? wǒ xìng __, qǐngwèn nǐ guìxìng? </li></ul><ul><li>A: 我 姓 ______ 。 再见 ! wǒ xìng ___. Zàijiàn ! </li></ul><ul><li>B: 再见 ! Zàijiàn ! </li></ul><ul><li>A : 你好 , 你好。 你叫什么名字 ?   Nǐhǎo, nǐhǎo, nǐ jià o shénme míngzi? </li></ul><ul><li>C : 我 叫 ______ 。 你叫什么名字 ? Wǒ jià o ___, nǐ jià o shénme míngzi? </li></ul><ul><li>A: 我 叫 ______ 。 很高兴认识你。 w ǒ jià o __. hěn gāoxìng rènshi nǐ </li></ul><ul><li>C : 我 也很高兴认识你。 W ǒ y ě hěn gāoxìng rènshi nǐ. </li></ul>
  31. 31. Sample Chant-Are you busy? <ul><li>星期一 , 你 忙 不忙 ? 对 不起 , 我 很 忙 ! </li></ul><ul><li>星期二 , 你 有 没有 空 ? 对 不起 , 我 没 空 ! </li></ul><ul><li>星期三 , 有 没有 时间 ? 对 不起 , 我 没 时间 ! </li></ul><ul><li>星期四 , 你 有 没有 事 儿 ? 对不起 , 我 有 事 儿 ! </li></ul><ul><li>星期五 , 想 不 想 跳舞 ? 对不起 , 我 不 想 跳舞 ! </li></ul><ul><li>星期六 , 你 去 不 去 打球 ? 对不起 , 我 不 去 打球 ! </li></ul><ul><li>星期天 , 要不要 吃 中国 菜 ? 对不起 , 我 不要 吃 中国 菜 ! </li></ul><ul><li>算 了 ! 算 了 ! 我 去 找 别人 . </li></ul>
  32. 32. Thank you! <ul><li>Robin Harvey </li></ul><ul><li>New York University </li></ul><ul><li>[email_address] </li></ul><ul><li>Denis Bellocq </li></ul><ul><li>St Hilda’s & St Hugh’s School </li></ul><ul><li>[email_address] </li></ul><ul><li>Pauline Huang </li></ul><ul><li>St Hilda’s & St Hugh’s School </li></ul><ul><li>[email_address] </li></ul>

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