Nycaflt conference apr 09 2011

SONGS AND CHANTS IN THE FOREIGN LANGUAGE CLASSROOM

INVENTIVE AND EFFECTIVE LANGUAGE LEARNING TECHNIQUES

NYCAFLT CONFERENCE Apr 9.2011

Why Songs & Chants?

Chunks of language Commonly occurring Easily recalled

Variations on language functions… Low-pressure way to practice and

commit to memory Pronunciation practice/emphasizing

tones Natural differentiation

Why integrate Songs and Chants into Language Teaching?

Affective filter Rhythms of Speech Repetition Joy

The thought process

Images/actionsm e a n i n g

Word EnglishTranslation

Four Tones Chant

Emphasizes Tones (obviously!) Natural classroom language Very Visual Very “action-oriented” A bit silly! Many levels for scaffolding

Lacks interaction, spontaneity

Four Tones Chant

Invent your own lyrics!

The power of images

How can we create new characters to integrate into our teaching units?

* Based on Real people vs. Imaginary - Rough Sketches - Inking and coloring - Final drafts

The power of images

Pictionary drawing

New uses of technology – using the smart board.

Denis’s Approach to Songs for French Translating songs into the target

language. (tips on translation: maybe matching

rhythm, every day language) Choosing appropriate songs Illustrating meaning

No translation Using flashcards to illustrate meaning

*(On the screen or with actual flash cards.)

Steps to create a chant/song for your own classroom

1. Decide a topic and think of the content as well as style.

2. Pick a sample rhythm/melody from traditional or modern chant/song.

3. Stick with the original rhythm and melody from those sample chants/songs, adjust it, or create your own!

4. Fit in the natural languages. Make adjustments to either words or melody/rhythms to make it work.

5. Using other props to make the performance more interesting.

LET’S START!

Step 1: Decide a topic

1. Family members, Occupations

Step 2: Pick a rhythm Chant sample A: 小老鼠，上灯台，偷油吃，下不来。 Xiǎo lǎo shǔ shàng dēng tái tōu yóu chī xià bù lái

喵喵喵，猫来了，叽哩咕噜滚下来。 miāo miāo miāo, māo lái le jīlīgūlū gǔn xià lái

Step 3: Analyze and adjust

What’s the rhythm?Clap the beat!Feel the rhythm.

What words/sentences fit this rhythm?

小老鼠， 上灯台， 偷油吃， 下不来。Xiǎo lǎoshǔ, shàng dēngtái, tōu yóu chī, xià bù lái,

喵喵喵， 猫来了， 叽哩咕噜 滚下来。miāo miāo miāo , māo lái le, jīlīgūlū gǔn xià lái!

New Chant:我爸爸，是律师，我妈妈，是老师。Wǒ bàba, shì lǜshī, wǒ māma, shì lǎoshī.

我哥哥，是医生，我弟弟、妹妹是学生。 Wǒ gēgē, shì yīshēng, wǒ dìdi mèimei shì xué shēng.

Step 4: Try Your Lyrics!

Step 5: Use props to illustrate meaning or keep the rhythm Wood sticks, hand drum, clappers Balls, scarves Exchanging sticks, bean bags, cups Hit the ground with cups, forks Play the sticks with partners Images

Step 1-2

Topic: Weather, hobbies

Chant sample B: 三轮车，跑得快，上面坐个老太太。sānlúnchē, pǎo de kuài, shàngmian zuò gè lǎo tàitai.

要五毛，给一块，你说奇怪不奇怪。yào wǔ máo, gěi yí kuài, nǐ shuō qíguài bù qíguài.

Step 3: Feel the rhythm

三轮车，跑得快，上面坐个老太太。要五毛，给一块，你说奇怪不奇怪。sānlúnchē, pǎo de kuài, shàngmian zuò ge lǎo tàitai.

yào wǔ máo, gěi yí kuài, nǐ shuō qíguài bù qíguài.

1 2 3 4

sānlún chē pǎo de kuài

shàngmian zuò ge lǎo tài tai

yào wǔ máo gěi yí kuài

nǐ shuō qíguài bù qí guài

Step 4 - Compose lyrics

星期一，天气晴，我和同学去逛街。 星期二，下大雨，我在家里看电视。 星期三，刮大风，我在图书馆看书。 星期四，是阴天，我去公园打篮球。 星期五…

Xīngqīyī, tiānqì qíng, wǒ hé tóngxué qù guàngjiē.

Xīngqīèr, xià dàyǔ, wǒ zài jiālǐ kàn diànshì.

Xīngqīsān, guā dà fēng, wǒ zài túshūguǎn kànshū.

Xīngqīsì shì yīntiān, wǒ qù gōngyuándǎ lánqiú

Xīngqīwǔ…

Things to think about when composing lyrics Natural language Mini-dialogues (question & answer) Points of Accents:

Content word Contrasts Information Pronunciation

Step 5 - Option 1: use flash cards

Step 5 - Option 2: use cups Exchanging cups * in a circle or at the seats.

Step 5 – Option 3: use Tennis balls Ways to move the ball: Bounce and catch, toss and catch, pass,

roll, swing, quick switch, tap the ground or body.

Alone, with a partner, or with a group. In one spot, or moving around the room.

Move it! Feel the rhythm!

Four types of rhythm

Bu-ma-chi-ka 跑得很快 pǎo de hěn kuài

Two-eight 慢跑 màn pǎo

Beat 走 zǒu

Half 游 yóu

Use rhythm to create a vocabulary chant

Topic: Sports*Group 1: 走，跳 (Zǒu, tiào) 。

*Group 2: 游泳，跑步，跳舞（ yóuyǒng, pǎobù, tiàowǔ ）。

*Group 3: 打篮球，打棒球，踢足球 (dǎ lánqiú, dǎ bàngqiú, tīzúqiú) 。

*Group 4: 打乒乓球，踢橄榄球（ dǎ pīngpāngqiú， tī gǎnlǎnqiú ）。

1 2 3 4

Use percussion to make it a musical piece!

Topic: Food*Group 1: 鱼，肉 (yú, ròu) 。*Group 2: 白饭，蛋糕 (báifàn, dàngāo) 。*Group 3: 冰淇淋，中国菜 (bīngqílín Zhōngguó cài) 。 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.

Use rhythm to create a vocabulary ensemble

Use rhythm to create a “line” canon game.

Warm up with movements to practice the vocabulary.

*Echo the teacher’s body movements. *Circle game. Supply the missing word. Two 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.

*Group 1（ subject） : 我，你，他 (wǒ nǐ tā).

*Group 2(adv): 非常，特别，很 (fēicháng tèbié hěn).

*Group 3(adj) ：漂亮，英俊，可爱 (piàoliàng,yīngjùn, kěài).

Try to compose with background music.

Use background music and create your own chant.

Greeting chant

A: 你好 ， 你好 ， 请问 你 贵姓？  Nǐhǎo, nǐhǎo, qǐngwèn nǐ guìxìng?

B: 我 姓 ______ 。 请问 你 贵姓？ wǒ xìng __, qǐngwèn nǐ guìxìng?

A: 我 姓 ______ 。再见 ！ wǒ xìng ___. Zàijiàn ！

B: 再见 ！ Zàijiàn！

A: 你好 ， 你好。 你叫什么名字 ？  Nǐhǎo, nǐhǎo, nǐ jiào shénme míngzi?

C: 我 叫 ______ 。你叫什么名字？ Wǒ jiào ___, nǐ jiào shénme míngzi?

A: 我 叫 ______ 。很高兴认识你。 wǒ jiào __. hěn gāoxìng rènshi nǐ

C: 我也很高兴认识你。 Wǒ yě hěn gāoxìng rènshi nǐ.

Sample Chant-Are you busy?

星期一 , 你忙不忙 ? 对不起 , 我很忙！ 星期二 , 你有没有空 ? 对不起 , 我没空！ 星期三 , 有没有 时间 ? 对不起 , 我没时间 ！ 星期四 , 你有没有事儿 ? 对不起 , 我有事儿！ 星期五 , 想不想跳舞 ? 对不起 , 我不想跳舞！ 星期六 , 你去不去打球 ? 对不起 , 我不去打球！ 星期天 , 要不要吃中国菜 ? 对不起 , 我不要吃中国菜！

算了！算了！我去找 别人 .

Thank you!

Robin HarveyNew York [email protected]

Denis BellocqSt Hilda’s & St Hugh’s School

[email protected]

Pauline HuangSt Hilda’s & St Hugh’s School

[email protected]