2004 English as a Foreign Language Institute for Moroccan Teacher Trainers Partnership for Learning Conference for C

1. 2004 English as a Foreign Language Institutefor Moroccan Teacher Trainers Partnership for Learning Conference for CPR-trainers and SupervisorsFebruary 28-March 2, 2005Rabat

2. JAZZ CHANTS biarebiare

3. WHAT ARE JAZZ CHANTS?

4. Jazz Chants are “the rhythmic expression of standard American English as it occurs in situational context. They are designed as a language tool to develop students’ appreciation of the rhythm and intonation pattern of spoken American English.”  Carolyn Graham

5. I . WHY USING JAZZ CHANTS?

6. A . To develop students’ oral intelligibility B . To reinforce / review lexis or grammar C. To improve students’ communicative competence

7. A . Developing Oral Intelligibility 1 . Segmentals 2 . Supersegmentals

8. Segmentals: To enable students to discriminate between different sounds, especially those that are not generally used in L1; I like voting vs. I like boating. ·        He wants to sell a boat vs. he wants to sail the boat I like voting vs. I like boating. ·        He wants to sell a boat vs. he wants to sail the boat

9. Supersegmentals: 1 . Intonation: she wants to leave now   she wants to leave now she wants to leave now she wants to leave now

10. 2 . Stress: at the morpheme, word or sentence levelsShe refused to comment on the manager’s suggestionsIt’s the process that matters not the productYou can come whenever you want. You can stay wherever you want. You can do whatever you want. But don’t think about leaving whenever you want.

11. 3 . Reduction: I’m gonna go (I’m going to go)Wadded plan on doin’ tomorr’ ? (what do you plan on doing tomorrow)?

12. Voice projection results in communicative confidence. Good pronunciation leads automatically to self-confidence. Students are neither afraid nor embarrassed to use English when speaking to: - classmates - teachers - strangers

13. Ø      to reinforce or review lexis or structures in a naturally repetitive way;Ø      to expose learners to idiomatic expressions.

14. Ø      Chants enable students to move from the formal structure of the chant to an informal classroom improvisation; Ø      Chants enable students to interact appropriately (especially during the initial stage of language development).

15. II . PROCEDURES OF TEACHING JAZZ CHANTS

16. A . Using Jazz Chants to develop oral intelligibility1 . Choose an appropriate chant and make copies of the script2 . Play the recording first (students shouldn’t response)3 . Give students copies of the script and let them read it silently4 . Play the recording again while students listen and read at the same time5 . Students perform the designed task(s) in pairs as they listen to the chant: ·     underline or circle stressed morphemes / words etc. ·     sort out short / long vowels etc. ·     identify contractions / vowel reduction etc.6 . Check students’ answers7 . Play the recording for the last time, and then have students sing. Students in turn sing as soloist while the rest of the class clap hands / pound the table / snap the fingers

17. B . Using Jazz Chants to reinforce / review lexis1 . Be sure students know key vocabulary of the selected chant2 . Make copies of the recording script3 . Write a focal lexical item (e.g. family, school etc.) and ask students to write as many related lexis as possible4 . Play the recording and have students copy down the lexical items related to the vocabulary focus 5 . Give students copies of the chant and check their answers6 . Play the recording once more and have students sing (you may divide the class into two groups, and have each group sing a section)

18.  C . Using Jazz Chants to reinforce / review grammar1 . Choose a chant based on a grammatical point2 . Make copies of the script3 . Write the focal grammatical point on the board and ask students to write down related examples 4 . Play the recording and ask students either: ·  to note how many times they hear the focal grammatical point ·  to copy down the different structures / functions etc. related to the focal grammatical point5 . Give students copies of the chant and check their answers6 . Play the recording again and have students sing (you may divide the class into two groups, and have each group sing a section)

19. III . WHAT ARE THE PEDAGOGICAL VALUES OF JAZZ CHANTS ?

20. Ø      They are effective means of developing oral intelligibilityØ      They are a valuable source of motivation, interest and entertainmentØ      They bring variety and fun to teaching and learningØ      They facilitate memorization of collocationsØ      They enhance students’ positive attitudes towards the target languageØ      They raise students’ awareness towards target language cultureØ      They encourage creativity and use of imagination

21.   AUDIENCE PRACTICE AND APPLICATION

22. A . Developing Oral intelligibility Hi! How Are You?(a casual greeting)Hi! How are you?Fine. How are you?Hi! How are you?Fine. How are you?Hi! How are you?Hi! How are you?Hi! How are you?Fine. How are you? How’s Jack?(greeting someone and asking about mutual friends)Hi! How are you?Fine. How are you?I’m fin*r. How’s Bill?He’s fineHow’s Mary?She’s fineHow are the children?They are fineHow’s your job?It’s fineHow’s Jack?He’s sick!Oh no!

23. B . Reinforcing / reviewing lexisI get up at seven o’clock

24. I get up at seven o’clock

25.   I get up at seven thirty Here’s my day. This is what I do.I get up at seven o’clock.Seven o’clock? Seven o’clock.I take a shower at seven thirty.Seven thirty? Seven thirty.I have breakfast at seven forty-five.Seven forty-five? Seven forty-five.I go to school at eight fifteen.Eight fifteen? Eight fifteen.I start classes at nine o’clock.Nine o’clock? Nine o’clock.I have lunch at one o’clock.One o’clock? One o’clock.I go home at five fifteen.Five fifteen? Five fifteen.I have dinner at seven thirty.Seven thirty? Seven thirty.I go to bed at ten forty-five.Ten forty-five? Ten forty-five.And then I start all over again

26. I twisted my ankle

27. Fill in the blanks with the correct verb and tenseI twisted my ankleOw!What happened?I …………… a heavy bag and I …………… my back!Ow!What happened?I ……………a light bulb and I …………… an electric shock!Ow!What happened?I ……………an onion and I …………… my finger!Ow!What happened?I ……………some tea and I ……………my hand!Ow!What happened?I ……………a ladder and I ……………and …………… my leg! 

28. I twisted my ankle  Ow!What happened?I was lifting a heavy bag and I hurt my back!Ow!What happened?I was changing a light bulb and I got an electric shock!Ow!What happened?I was slicing an onion and I cut my finger!Ow!What happened?I was making some tea and I burned my hand!Ow!What happened?I was climbing a ladder and I fell off and broke my leg!    

29. Bibliography /Webiography:·        A. Richard-Amato, Patricia, (1988) ‘Making it Happen’ Longman Inc. White Plain N.Y.·        Graham, Carolyn.(1986) ‘Small Talk’ Oxford University Press .·        http://exchange.state.gov./forum·        www.onestopenglish.com