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Engaging with Jazz Chants: Enhance Language Skills Through Rhythm and Play

Discover the power of jazz chants in teaching English through engaging rhythms and patterns. This innovative approach links the beats of spoken American English with traditional jazz, helping learners of all ages improve their pronunciation, stress, and intonation. Jazz chants reinforce grammar, practice vocabulary, and mimic everyday conversations, making learning enjoyable and memorable. Learn how to create your own chants by selecting topics, grouping words, and incorporating rhymes. Perfect for young learners and adaptable for all skill levels, jazz chants inspire creativity and active participation.

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Engaging with Jazz Chants: Enhance Language Skills Through Rhythm and Play

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  1. TELS1 and 2

  2. Jazz chants p201 • A rhythmic express of natural language which links the rhythms of spoken American English to the rhythms of traditional American jazz • It’s a tool for: • Stress • Intonation

  3. Jazz chants p202 • You can also • Reinforce grammar patterns • Practice vocabulary • Patterns of every day conversation • “Hi, how are you?” “Fine, how are you?” • It also aids memory • More exciting than repetition drills • Good for any age, but we can do special activities with young learners.

  4. Jazz chants p203 • “When I began, I started to notice things my students needed to work on (like third person –s, for example) and I developed specific chants to address these problems. • You can too! • Step 1: Select a topic • Step 2: Write down words associated with the topic • Step 3: Group words by syllable

  5. Jazz chants p204 • Step 4: Make a list of words that rhyme • Step 5: Make a list of descriptive words to use with topic

  6. Jazz chants p205 • One, Two, I Like You • Hi, How are you? • Shoes and Socks • http://www.youtube.com/watch?v=R_nPUuPryCs

  7. Tels 2

  8. Reading (Chapter 6) p • asdf

  9. Jazz chants p205 • One, Two, I Like You • Hi, How are you? • Shoes and Socks • http://www.youtube.com/watch?v=R_nPUuPryCs

  10. Reading (Chapter 6) p118 • 6.1 Know your teaching situation • Look and say – good activity for PDP • Try to teach new words in context

  11. Reading (Chapter 6) p • asdf

  12. Reading (Chapter 6) p119 • English spelling is difficult! • Many words no longer match the actual sounds of the language • Help children see patterns. • YL are good at recognizing patterns • YL don’t need to know letter names until they start to write and spell • Play with sounds (Jazz chants)

  13. Reading (Chapter 6) p120 • Activities to help children connect sounds with letters • We already taught some in class • Special words • Play alphabet games • Initial letter games • Feel the letter

  14. Reading (Chapter 6) p121 • Alphabet freize • Activities to connect sound recognition to clusters of words • Make children aware of the patterns

  15. Reading (Chapter 6) p122 • Letter and word recognition • Look at say approach • Phonic approach • Words they already know in their mother tongue

  16. Reading (Chapter 6) p123 • What does it say? (focus on stress) • 6.2 Speaking to reading – helping sound and word recognition

  17. Reading (Chapter 6) p124 • Encouraging learner participation: Read transcript 6A (on left) • Highlight 6 phrases the teacher uses to guide the students

  18. Reading (Chapter 6) p125 • 6B Matching the written word to the board • 6C Information gap – students tell teacher if word matches • 6D Clever parrot game – only repeat word on card

  19. Reading (Chapter 6) p126 • Turns card over very quickly • Summary • Extension ideas • Label games • Words games • Class password

  20. Reading (Chapter 6) p127 • Topic Talk: Holidays/vacations • Mind map • Mind maps are very useful for eliciting student background knowledge and making connections

  21. Reading (Chapter 6) p128 • 6.3 Helping children recognize phrases • Activities that consolidate what they heard • Activities that show patterns • Jazz chant • Matching

  22. Reading (Chapter 6) p129 • Extension ideas – organizing vocabulary into groups • 6.3 Making phrases or sentences • Read to partner • He/she can say if they’re true/false • Silly or very silly

  23. Reading (Chapter 6) p130 • 6.4 reading independently – finding information • When children can ready they can use the printed words as an alternative source of English • When children can read silently on their own they are developing confidence and independence • To check their pronunciation, ask individual pupils to read a little bit out loud for you • Children should always have time to look at a written text before reading aloud

  24. Reading (Chapter 6) p131-132 • Remember: prediction is important! • 6.4 chunking – recognizing what words go together. Read it out loud and divide into chunks

  25. Homework: Skim p155-195, pick 2-3 you like • We will choose activities next week and teach in two weeks

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