Iz Oz Over The Rainbow Presentation TESOL lesson ppt by Gwen Atkinson, May 2010

From Gwen’s PresentationFrom Gwen’s PresentationApplying Language Learning Principles Applying Language Learning Principles

& Corpora Linguistic Tools to Songs, Lyrics & YouTube:& Corpora Linguistic Tools to Songs, Lyrics & YouTube:

Over the RainbowOver the Rainbowa TESOL lesson sequencea TESOL lesson sequence

27 March 201027 March 2010at theat the

77thth Annual KoTESOL Seoul Chapter Conference Annual KoTESOL Seoul Chapter Conferencehttp://www.kotesol.org/?q=node/980

byby

Gwen AtkinsonGwen [email protected]

Teacher

Preparation Slide

Dear TESOL teacher,Dear TESOL teacher,

This is not the PowerPoint I used during my presentation, although This is not the PowerPoint I used during my presentation, although

some of the slides are the same. You can use these slides if you some of the slides are the same. You can use these slides if you

want to prepare a similar lesson, including trying the LexTutor want to prepare a similar lesson, including trying the LexTutor

website, and if you do use the website, and if you do use the Over the Rainbow Over the Rainbow lessons in your lessons in your

classroom, you can use the classroom, you can use the Over the Rainbow Over the Rainbow slides in this ppt slides in this ppt

directly with your students.directly with your students.

Good luck! I hope this is helpful ~ : > ~gaGood luck! I hope this is helpful ~ : > ~ga

Your feedback is much appreciated. Many thanks!~ : >

Teacher

Preparation Slide

Table of Contents

~ Link to lyrics handout & YouTube “Iz Kamakawiwo’ole/over the rainbow”

~ Link to lyrics handout & YouTube “Wizard of Oz/over the rainbow”~ “Iz” lesson (75 minutes or more):

ppt slides (optional), lyrics sheet, YouTube video~ “Oz” lesson (75 minutes or more):

ppt slides (optional), lyrics sheet, YouTube video

~ LexTutor website link & how-to

~ Reference Lists: books & articles; corpora websites

~ APA Citation for this ppt/presentation

about the ppt slides: Hide the teacher preparation slides for classroom use. ss is my abbreviation for ‘students’. Teacher

Preparation Slide

How to Structure the Iz LessonTotal Time: 75 minutes or more

2 min. – Students sit next to a partner and say ‘hello’ & exchange names if they need to. It is important that students work side by

side, not across from each other.

5~10min - Introduce the video (you can use the ppt slides about the video).

5 min - Watch the video – only enjoy it! Don’t focus on the lyrics or language at all at this point.

2~3 min – students chat with a partner about the IZ video.

10 min – teacher introduces how to work with the language (you can use the “focus on what you know slides).

2 min – Teacher gives every PAIR of students the lyrics handout. It is very important to give one lyrics handout per pair, so that they

literally work on it together.

10~20 min – Pairs of students do the lyrics handout. Allow time to guess all or almost all the gaps. If the song is easy, that’s good!

—enjoy it! If it’s difficult, take risks and guess. The teacher circulates, pointing out the language patterns, and offering

encouragement. Don’t give the answers.

5 min – Listen to the song again (no video this time!) while students read & check their lyrics handout or sing if they want.

5~10 min – Students go over their lyrics handout again, checking/editing/correcting it.

5 min – listen to the song again if students want to.

Notes

* It is not necessary to give the answers, even at the end of class, because they can do it themselves, step by step during the class.

If they want to, they can listen to the song again at home via the weblink provided on the lyrics handout. It’s all about the students’

own effort/interest.

* Allow plenty of time for students to interact & work together on the lyrics and other interaction points in the lesson.

* Lower level classes will need more time with the lyrics, while higher level students can focus on using what they know & enjoying

the song; mixed-level classes should be interacting a lot together as they do the lyrics handout. ~

TeacherPreparation

Slide

How to Structure the Oz Lesson, page-1

Total Time: 75 minutes or more

2 min. – Students sit together in groups of 3 to 5. Give scrap paper/note-taking paper to each group. Teach

them how to “take notes” using key words, word maps, or however you usually do this with your students.

1 min – Introduce that “today we’re going to listen to the original version of Over the Rainbow”.

2 min – Ask students if they remember the Iz video/song. Set this task for each group: Group brainstorm “what

about culture do you recall from the Iz video/song?” Tell them they will have to report their answers.

5~25 min – Group brainstorm time. They should take notes as they brainstorm & they should be prepared to

report their results to the class. They should use as much English as possible & a translation dictionary as they

work with their group. Lower level students will need more time than higher level students. Give enough time to

interact, but move on to the reporting activity when you see that groups are losing the focus.

5~15 min – each group reports 1 or 2 items from their brainstorm as the teacher helps classify it into categories

such as “clothing”, “transportation”, funeral/birth ceremonies”, etc. “All cultures have clothing”. “All cultures have

death & birth ceremonies”. This is a task-based/content-based style activity.

5~10 min - Introduce the video (you can use the ppt slides about the OZ video).

2 min – Students rearrange into sitting side by side with a partner.

5 min - Watch the video – only enjoy it! Don’t focus on the lyrics or language at all at this point.

2~3 min – chat with partner about the video.

Continued on the next slide.

TeacherPreparation

Slide

How to Structure the Oz Lesson, page-2

10 min – teacher introduces how to work with the language (you can use the “focus on what you know slides

again as a review).

2 min – Teacher gives every PAIR of students the lyrics handout. It is very important to give one lyrics handout

per pair, so that they literally work on it together.

10~20 min – Pairs of students do the lyrics handout. Allow time to guess all or almost all the gaps. If the song is

easy, that’s good!—enjoy it! If it’s difficult, take risks and guess. The teacher circulates, pointing out the

language patterns, and offering encouragement. Don’t give the answers. This version is a review & a

shorter song, so it will be easy & go quickly.

5 min – Listen to the song again (no video this time!) while students read & check their lyrics handout or sing if

they want.

5~10 min – Students go over their lyrics handout again, checking/editing/correcting it.

5 min – listen to the song again if students want to.

Notes

* Allow plenty of time to interact in groups (during the brainstorming stage, with the whole class (during the

reporting stage), and with their partner (during the lyrics handout stage). ~

TeacherPreparation

Slide

ppt (presentation) & lyrics handouts (document) link: ppt (presentation) & lyrics handouts (document) link:

http://www.slideshare.net/GwenAtkinsonTESOL.

““Iz”Iz”

““Israel Kamakawiwo'Ole 'IZ' 'Somewhere Over The Rainbow‘”Israel Kamakawiwo'Ole 'IZ' 'Somewhere Over The Rainbow‘”

posted on YouTube by DVideoPro, December 01, 2008. posted on YouTube by DVideoPro, December 01, 2008.

YouTube Video: YouTube Video: http://www.youtube.com/watch?v=0ltAGuuru7Q

Links to Links to YouTubeYouTube Video, Video, pptppt & Lyrics Handouts & Lyrics Handouts

YouTubeYouTube links/March 2010 (If you plan to use the lesson more than once, download the videos links/March 2010 (If you plan to use the lesson more than once, download the videos before they get deleted from before they get deleted from YouTube).YouTube).

“Oz”

“Over the Rainbow -Judy Garland--with lyrics”

posted on YouTube by pinklittledog, october 05, 2008.posted on YouTube by pinklittledog, october 05, 2008.

YouTube Video: YouTube Video: http://www.youtube.com/watch?v=AKIjsWUbhVM Teacher

Preparation Slide

Consider these lessons as like the ‘word

food’ of the Slow Food movement.

Give the students plenty of talk time, brainstorm time &

interaction time.

Since it’s a language lesson, they should use English as

much as possible. Students may use translation

dictionaries as they work.

Teacher

Preparation Slide

This is just a sample lesson.

You don’t actually need PowerPoint.

All you need is a song.

Teacher

Preparation Slide

Over the RainbowOver the Rainbow

by Gwen Atkinson by Gwen Atkinson [email protected] [email protected]

lesson sequencelesson sequencesongs, lyrics & songs, lyrics & YouTubeYouTube

~ for English language learners ~~ for English language learners ~

Somewhere over the RainbowSomewhere over the RainbowWhat a Wonderful WorldWhat a Wonderful World

Israel Kamakawiwo’ole’s nick-name

ukulele

Now watch the video…

Now watch the video…

Israel Kamakawiwo'Ole 'IZ' 'Somewhere Over The Rainbow‘Israel Kamakawiwo'Ole 'IZ' 'Somewhere Over The Rainbow‘

posted on YouTube by DVideoPro, December 01, 2008.posted on YouTube by DVideoPro, December 01, 2008.

http://www.youtube.com/watch?v=0ltAGuuru7Q

This YouTube link was alive March 2010.This YouTube link was alive March 2010.If you plan to use this lesson more than once, If you plan to use this lesson more than once,

download it before it gets deleted from YouTube.download it before it gets deleted from YouTube.Teacher

Preparation Slide

The following slides introduce students to the approach they can use when doing the lyrics handout.

(Give the lyrics handout after going through these slides).

Teacher

Preparation Slide

focus on what you know

focus on what you know

the patterns of Englishthe patterns of English

(How are English patterns different from Korean (or your ss’ L1) language patterns?)Talk about how to do the gap-fill. The word choices can be used more than once, as indicated (if I made any errors, my apologies…the ss can correct them~ ^ ^). Important: Ss work together in pairs, sitting side-by-side (negotiation of meaning & social benefits of working together; Vygotsky; Sociocultural learning theory; learning as a social process).

Share these language learning 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 & reinforce awareness of it & encourage ss to use this knowledge to figure it out.Tell ss to try to do as much 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 & encouraging; discuss with them their use of what they know in the context of these lyrics (use colored pens for [SVO], [a/an/the Noun], etc.).

Ss sit in pairs, ideally side by side. Give ss the gap-fill lyrics handout. Allow plenty of time for ss to work together.After most ss have done as much as they can on the first try (this should be most or all of the lyrics handout—the point is that they put some effort into guessing the difficult bits & that they take some risks) (the activity is not about “right” or “wrong”; this type of activity should not be a “test”), listen again (cover the video—it’s very important to only listen at this stage of the activity).After listening, ss work on the gap fill again, about 2-8 minutes. If ss want, listen to the song a third time and/or sing (the very musical of my university students usually either sing or do some percussion…others mouth the words or just smile…).The YouTube & a listening link is on the ss handout if anyone wants to watch it again at home. ~

Teacher

Preparation Slide

focus on what you knowfocus on what you know

English word orderEnglish word order

Subject Verb ObjectSubject Verb Object

S S V O V O

Birds _____.Birds _____. S VS V

flyfly

He He __________ [upon a star]. [upon a star]. S V O S V O

wisheswishes

As soon as I see a shooting As soon as I see a shooting star…star…

I I __________ [a wish]. [a wish].

S ‘V OS ‘V O‘ll makell make

focus on what you knowfocus on what you know

ContractionsContractions

{ Subject +Verb } Object{ Subject +Verb } Object

{ { S’V } OS’V } O

focus on what you knowfocus on what you know

What little word What little word

often comes before often comes before

a noun?a noun?

I’ll wish upon __ star.I’ll wish upon __ star.aa

focus on what you know

focus on what you know

aa

anan

thethe

the patterns of Englishthe patterns of English

nounnoun

focus on what you knowfocus on what you know

What kind of word What kind of word

can come before a noun…can come before a noun…

to describe it?to describe it?

My ____ hat.My ____ hat. redred

warmwarm

FrenchFrench

woolwool

cutecute

??

focus on what you knowfocus on what you know

use your use your

general knowledge general knowledge

about the worldabout the world

What do babies do?

fly? cry? love? think?crycry

up? down? over? under?up? down? over? under?

Rain falls…Rain falls…

down down

Use the patterns of English to help you: Use the patterns of English to help you:

[S V O] [S V O]

[S’V O] [S’V O]

[[aa//anan//thethe Noun] Noun]

Sit side-by-side with a partner. Sit side-by-side with a partner. Work together to guess the lyrics.Work together to guess the lyrics.

Now do the lyrics handout…Now do the lyrics handout…

……Then listen to the song again…Then listen to the song again…

Then discuss the lyrics again with your partner to Then discuss the lyrics again with your partner to

double-check them…double-check them…

Lastly, listen to the song a 3Lastly, listen to the song a 3rdrd time, if you want, or time, if you want, or

just sing along…just sing along…

Let learners know they have been using Let learners know they have been using these 6 language learning skills:these 6 language learning skills:

1.1. familiarityfamiliarity

2.2. memory/memorizationmemory/memorization

3.3. guessing guessing by using the patterns of English & knowledge of the worldby using the patterns of English & knowledge of the world

4.4. working together/being socialworking together/being social

5.5. enjoyment of songenjoyment of song

6.6. listeninglisteningTeacher

Preparation Slide

Today you’ve usedToday you’ve usedthese 6 language learning skills:these 6 language learning skills:

1.1. familiarityfamiliarity

2.2. memorymemory

3.3. guessing guessing by using the patterns of English & your knowledge of the worldby using the patterns of English & your knowledge of the world

4. working together4. working together

5. enjoyment5. enjoyment

6. listening 6. listening

end of lesson-1end of lesson-1

Let time pass….

Ask:

“Remember the Israel Kamakawiwo'Ole

video & song?...

Is there anything you remember that has

to do with ‘culture’~?”

Pause at the next slide for 5~10 minutes while groups of

Pause at the next slide for 5~10 minutes while groups of

3 to 5 students brainstorm. 3 to 5 students brainstorm.

(See the Willis & Willis book (See the Willis & Willis book Doing Task-based

Teaching for ideas on how to facilitate this type of

activity.)Teacher

Preparation Slide

Is there anything you

remember

that has to do with

“culture”?

Group brainstorm time.Group brainstorm time.

Elicit/discuss:

~ Dorothy

~ Toto

~ farm equipment from another era

Teacher

Preparation Slide

Elicit/discuss:

~ Kansas…the state, geography, weather…

Teacher

Preparation Slide

Elicit/discuss:

~ tornado

Teacher

Preparation Slide

Over the Rainbow -Judy Garland--with lyrics,

posted on YouTube by pinklittledog, october 05, 2008.posted on YouTube by pinklittledog, october 05, 2008.

http://www.youtube.com/watch?v=AKIjsWUbhVM

YouTubeYouTube link/March 2010 link/March 2010(If you plan to use this lesson more than once, (If you plan to use this lesson more than once,

download it before it gets deleted from download it before it gets deleted from YouTube)YouTube) Teacher

Preparation Slide

Note:

~ You can see the tornado developing on

the horizon as she sings…

Teacher

Preparation Slide

Make a short guessing game with Make a short guessing game with ss’ answers forss’ answers for

‘the year the movie was made’.‘the year the movie was made’.

(See the Willis & Willis book (See the Willis & Willis book Doing Task-based Teaching for ideas on how to facilitate this type of activity.)

Teacher

Preparation Slide

As you watch the video, notice any As you watch the video, notice any “culture” you see or hear…“culture” you see or hear…

What year was the original movie was made...?

What year was the original movie was made...?

The tornado…

Watch the Watch the OzOz video video

Now, with your partner or group, guess the year Now, with your partner or group, guess the year

the original movie was made. Write your group’s the original movie was made. Write your group’s

guess on a piece of paper.guess on a piece of paper.

What year?What year?

Scan your lyrics paper

Scan your lyrics paper

to find the answer.

to find the answer.

Give students the lyrics handout…

What “culture” did you notice?What “culture” did you notice?

Discuss

and/or

add to “What is ‘culture’?” chart

(How are English patterns different from Korean (or your ss’ L1) language patterns?)Talk about how to do the gap-fill. The word choices can be used more than once, as indicated (if I made any errors, my apologies…the ss can correct them~ ^ ^). Important: Ss work together in pairs, sitting side-by-side (negotiation of meaning & social benefits of working together; Vygotsky; Sociocultural learning theory; learning as a social process).

Share these language learning 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 & reinforce awareness of it & encourage ss to use this knowledge to figure it out.Tell ss to try to do as much 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 & encouraging; discuss with them their use of what they know in the context of these lyrics (use colored pens for [SVO], [a/an/the Noun], etc.).

Ss sit in pairs, ideally side by side. Give ss the gap-fill lyrics handout. Allow plenty of time for ss to work together.After most ss have done as much as they can on the first try (this should be most or all of the lyrics handout—the point is that they put some effort into guessing the difficult bits & that they take some risks) (the activity is not about “right” or “wrong”; this type of activity should not be a “test”), listen again (cover the video—it’s very important to only listen at this stage of the activity).After listening, ss work on the gap fill again, about 2-8 minutes. If ss want, listen to the song a third time and/or sing (the very musical of my university students usually either sing or do some percussion…others mouth the words or just smile…).The YouTube & a listening link is on the ss handout if anyone wants to watch it again at home. ~

Teacher

Preparation Slide

Use the patterns of English to help you: Use the patterns of English to help you:

[S V O] [S V O]

[S’V O] [S’V O]

[[aa//anan//thethe Noun] Noun]

Sit side-by-side with a partner and work Sit side-by-side with a partner and work together to guess the lyrics.together to guess the lyrics.

Now do the lyrics handout…

Now do the lyrics handout…

……Then listen to the song again…

Then listen to the song again…

Then discuss the lyrics again with your partner

Then discuss the lyrics again with your partner to double-check them…to double-check them…

Lastly, listen to the song a 3

Lastly, listen to the song a 3rdrd time, if you want, time, if you want,

or just sing along…or just sing along…

Today you’ve usedToday you’ve usedthese 6 language learning skills:these 6 language learning skills:

1.1. familiarityfamiliarity

2.2. memorymemory

3.3. guessing guessing by using the patterns of English & your knowledge of the worldby using the patterns of English & your knowledge of the world

4. working together4. working together

5. enjoyment5. enjoyment

6. listening 6. listening

end of lesson-2end of lesson-2

The Complete Lexical TutorThe Complete Lexical Tutorfor data-driven language learning on the Web

http://www.lextutor.ca/

Teacher

Preparation Slide

http://www.lextutor.ca/

VocabProfile

Teacher

Preparation Slide

Classic VP English v.3

Teacher

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paste your textpaste your text

click click submitsubmit

Teacher

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Teacher

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Lexical Density:

For written texts, lexical density is typically 40~65%;

for spoken texts, typically <40%.

Teacher

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Teacher

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Teacher

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Teacher

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FAMILIZER a full word family list

for all the words in the text.

Teacher

Preparation Slide

Thanks to my professors for teaching me kindly& colleagues for their willingness to look-see.

Scott ThornburyScott Thornbury Deryn VerityDeryn Verity

SteveSteve CornwellCornwell

Joseph Venables Bianca Turalija Joshua Davies

Teacher

Preparation

Slide

some images from:

Stock.XCHNGhttp://www.sxc.hu/

image i.d.

birds 1110509

1112413

482049

1110503

692866

input 48075

baby 396692

rain 529151

calendar 444866

Teacher

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References1. Day, Richard, Ph.D. “From Intensive to Extensive Reading: Building on

Success”. Presentation at the 6th Oxford Day, November 17th, 2007.

2. 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.

3. Kramsch, Claire. Language and Culture. OUP, 1998. (p.14).

4. Lewis, Michael. The Lexical Approach: The State of ELT and a Way Forward.

Thomson Heinle, 2002. (p.184).

5. Thornbury, Scott. Beyond the Sentence: Introducing Discourse Analysis.

Macmillan Books for Teachers, 2005. (p.111).

6. 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.

7. Willis, Dave & Willis, Jane. Doing Task-based Teaching. OUP, 2007. (p.70).

TeacherPreparation

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Corpora Websites1. 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/.

2. Davies, M. (2008). BYU Corpus of American English. Brigham Young University. URL: http://www.americancorpus.org/. Retrieved October 2009.

3. 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/

4. Davies, M. (2007). British National Corpus (UK, 1980’s to 1993). Brigham Young University. Retrieved October 2009 from http://corpus.byu.edu/bnc/. Teacher

Preparation Slide

Gwen Atkinson Gwen Atkinson MA-TESOL, curriculum developmentMA-TESOL, curriculum development

[email protected]

Here is the APA reference citation for this ppt & presentation:Here is the APA reference citation for this ppt & presentation:

Atkinson, Gwen. (2010, March 27). Applying Language Learning Principles & Corpora Linguistic Tools to Songs, Lyrics & YouTube: ‘Over the Rainbow,’ a TESOL lesson sequence. PowerPoint presentation at the 7th Annual KoTESOL Seoul Chapter Conference: 'The Complete Teacher,’ Soongsil University, Seoul, Korea. Conference information retrieved March 25, 2010 from http://www.kotesol.org/?q=node/980. PowerPoint presentation and lyrics handouts retrieved March 25, 2010 from http://www.slideshare.net/GwenAtkinsonTESOL.

Teacher

Preparation Slide