Szenario 3- Singing and playing with the language

Szenario 3- Singing and playing with the language

Berufsspezifische Sprachkurse für die Weiterbildung der Lehrpersonen im Projekt Passepartout
Kursszenario 3 – Orientierungsrahmen für die Gestaltung eines Moduls
Singing and playing with the language
Contents
1. Identity Card (general information)
2. Objectives in terms of learning results (cf. Kompetenzkatalog “Berufsspezifischer Sprachkurs”)
3. Introduction
3.1. Singing and playing with words in the target language
3.2. Suggestions for the contents
3.3. Suggestions for the methods
4. Pedagogical steps (scenario) leading to realization of objectives
4.1. Songs
4.2. Poems, nursery rhymes and tongue-twisters
5. Bibliography
5.1. Books, articles, texts, Internet links
6. Resources
6.1. Web sites
6.2. Books, albums … etc.
6.3. Other resources (games, DVDs, CDs of songs, nursery rhymes...etc.)
7. Annex
7.1. Classification table for reference documents (suggestion)
7.2. Some exercises to have fun with words
7.3. Suggestion for a card to communicate in class
Szenario 3- Singing and playing with the language.docpage 1 of 17 1. Identity Card
Title
Authors
Translation
Date
Discipline
Target group
Abstract Key words Duration Singing and playing Sylvia Gauthier and Mirjam Egli Cuenat
Adapted for English by Michael Wirrer Barbara Chuck and Rod Chuck
January 2010/October 2011 Français langue étrangère (FLE) ou L2
English as a foreign language (EFL) or L3 Enseignants du primaire des classes 3 à 6
Primary School Teachers (grade 5 and 6) This module aims at enriching the teachers’ repertoire of songs, poems
and tongue-twisters. It should help them discover their potential for
playing with words, rhymes, expressions and the melody of the target
language as well as going beyond that. Joy of singing and playing with the language.
Sharing moments of relaxation with the target language.
Learning songs and poems by heart.
Creating poems.
Opening up languages and cultures. 2 introductory lessons
2 in-depth and enrichment lessons in sharing and developing
knowledge
Preliminary remarks:
The presented material and the suggested links in this scenario should only be regarded as a list of suggestions
and in no way be considered as an exhaustive list of references. It may well be that the songs or texts suggested
do not suit the tastes of everyone.
However we will endeavour to suggest as wide a choice as possible, with respect to songs, raps or poems.
Szenario 3- Singing and playing with the language.docpage 2 of 17 2. Objectives in terms of learning results (cf. Kompetenzkatalog “Berufsspezifischer Sprachkurs”)
2.1.1. Lernstrategische Kompetenzen
Sprachemotion
Die Lehrperson hat keine Angst , beim Sprechen in der Zielsprache Fehler zu machen
Positive Einstellung zum
Sprachlernen
Die Lehrperson versteht ihr eigenes Sprachlernen als lebenslangen Prozess.
Die Lehrperson versteht ihr eigenes Sprachlernen und das Sprachlernen der Schülerinnen und
Schüler/der Kolleginnen und Kollegen als gemeinsamen Prozess
Die Lehrperson ist auf die Präsenz von Kindern, deren L1 die Zielsprache (Französisch oder Englisch)
ist, vorbereitet.
2.1.2.Bewusstheit für Sprachen und Kulturen
Haltung/Savoir-être
Fertigkeiten/Savoir
Die Lehrpersonen ist neugierig auf die zu unterrichtende Sprache und Kultur und findet es spannend,
mit deren Sprecherinnen und Sprechern den Kontakt zu pflegen
Die Lehrperson nimmt eine Haltung der Offenheit gegenüber anderen Sprachen und Kulturen ein.
Die Lernperson weiss, dass die zu unterrichtende Sprache ein Teil ihres mehrsprachigen und
interkulturellen Repertoires ist.
2.2. Sprachlich-kommunikative Handlungsfähigkeit in der Zielsprache
2.2.1. Die Zielsprache beim Planen und Vorbereiten einsetzen
Handlungsfeld
Unterrichtsmaterial
finden und
auswählen
Sprachliche Aufgabe (Aktivität)
Monologisches
Dialogisches
Sprechen
Sprechen
Schreiben
-Die LP kann sich im
Gespräch mit einer/m
Kollegin/en über
interessante
authentische Texte für
den Unterricht
austauschen und so
neues
Unterrichtsmaterial
(Lieder, Kinderreime,
Gedichte, usw.) finden
Unterrichtsmaterial
erstellen und
bearbeiten
Leseverstehen
Hörverstehen
-Die LP kann auf
dem Internet, in
einer
Buchandlung,
einer Bibliothek
usw, authentische
Lesetexte resp.
Inputquellen
finden und für den
Unterricht
auswählen
-Die LP kann
authentische
Lesetexte
(Kinderverse,
Chansons...) im
Detail verstehen,
wenn nötig
unter Einsatz von
Hilfsmitteln
-Die LP kann auf dem
Internet, in einer
Buchhandlung, einer
Bibliothek, usw.
authentische
Hörtmaterialen (Lieder,
Kinderreime, Gedichte,
usw. ) finden und für den
Unterricht auswählen.
-Die LP kann
authentische Hörtexte
(Kinderlieder, Chansons,
Videos...) im Detail
verstehen, wenn nötig
unter Einsatz von
Hilfsmitteln
2.2.2. Die Zielsprache inhalts- und handlungsorientiert unterrichten (Fortsetzung)
Handlungsfeld
Zielsprache
über Gesang
und Spiel mit
der Sprache
unterrichten
(„Textmusik“)
Sprachliche Aufgabe (Aktivität)
Monologisches
Dialogisches
Sprechen
Sprechen
-Die LP kann Lieder in der
Zielsprache mit den
Kindern
singen.
-Die LP kann spontan im
Unterricht auf ein
Repertoire von zehn
Liedern und Kinderversen
in der Zielsprache
-Die LP kann die
Kinder in Gesang und
Sprachspiele in der
Zielsprache
enbeziehen.
-Die LP kann die
Kinder
unterschiedlicher
sprachlicher Herkunft
Szenario 3- Singing and playing with the language.docpage 3 of 17 Schreiben
Leseverstehen
Hörverstehen
zurückgreifen.
-Die LP kann mit der
Zielsprache
spielen und rhythmische
Elemente und Reime
finden.
-Die LP kann Lieder
und Verse in der
Zielsprache mit
Bewegung verbinden.
-Die LP kann Gedichte
lebendig vortragen.
-Die LP kann mehrere
Sprachen in Gesang und
Sprachspielen
aufnehmen.
und ihre Sprachen in
Gesang und
Sprachspiele
einbeziehen
Szenario 3- Singing and playing with the language.docpage 4 of 17 3. Introduction
3.1. Singing and playing with words in the target language
The repertoire of songs for a better sociocultural understanding
Songs tell about customs, beliefs, hopes and dreams while disclosing the mentality and visions of the world
suitable for a cultural universe. To know this is to move towards a better understanding of the target language
and its cultures in a playful manner.
Knowing a part of the traditional repertoire, but at the same time following the evolution of modern songs in the
target language, is to become familiar with and to adopt the vocabulary, as well as a wealth of specific
expressions.
By absorbing this form of literature, the participants have the opportunity to improve and expand their oral and
written understanding, widen their lexical assets, their morphosyntactic knowledge, refine their pronunciation, and
enjoy themselves in a language other than their own.
Play with the language, have fun with the words
“We're all born poets. We all enjoy the sounds of language”
The 20th Century Children's Poetry Treasury,
Knopf, 1999, copyright by Charles Ghigna
There are many occasions to improve one’s oral and written capabilities of approaching and assimilating poetry
such as discovering, understanding, adopting a text in the target language, then enjoying reading it aloud,
punctuating and learning it by heart, then trying to modify it, even completing and expanding it.
A pleasure to share
Singing and playing with the language also presents the opportunity to share one’s own knowledge with that of
the other participants, or quite simply to share the pleasure of playing with the target language by juggling words.
Furthermore, the teachers are preparing to introduce this culture form to the learners, to create occasions for
them to listen to authentic audio texts, to give them the opportunity to repeat the melodies, while practising the
target language and going beyond that.
Exceed the limits of the target language by building bridges to other languages and cultures
Songs and poetry are a wonderful resource for starting to discover the teachers’ multilingual repertoire and that of
their colleagues (and later their pupils): Sing a song that one knows in the first language, in English, then in other
languages, experiment with a mixture of languages; in short it is a key moment for consciously practising openmindedness towards languages and cultures.
3.2. Suggestions for the contents
In this module, the participants will familiarise themselves with texts belonging to the world of song for children.
Classical songs of heritage that cannot be ignored or more modern songs, as well as poems (classical poems /
limericks / haiku etc.), raps or tongue-twisters. They make up a catalogue of references that will be useful to them
to improve their linguistic capabilities while gaining access to a particular sphere of the culture of the target
language, and then sharing this with the learners at another time.
Through research based on reflecting and observation, the participants also seek to connect their own learning
with the texts of the songs and the topics broached as well as poetic texts, all of this being in harmony with the
step of the Passepartout project.
The participants learn certain texts of songs and poems off by heart, know how to sing and recite them, in order
to build up a certain personal culture in the realm of the song and poetry in the target language.
Together with the other participants, they set up an exchange network of songs, poems and nursery rhymes, with
the goal of facilitating access to new texts and new ideas, and this can even go beyond their training.
Szenario 3- Singing and playing with the language.docpage 5 of 17 The participants refine their pronunciation, practicing their elocution by varying the rhythm of the words as a
function of the texts, accompanying this with gestures or appropriate mimicry. In certain cases, they could also
be asked to create circles.
The participants finally try to go beyond the contents of the texts, to modify and expand these, to open them in
other languages, always with the goal of a learning target and personalised for the learners, linking this with their
level in the target language.
The participants create poems for their own enjoyment and also with the aim of making them sometimes more
accessible to the level of the learners.
3.3. Suggestions for the methods
Starting from as rich and varied a choice as possible, and placed at their disposal by the presenters, the
participants set up a research project to select the songs, poems and nursery rhymes that interest them or that
could be put as a link to the learning manual (New World for English). Then they decide how to classify them into
categories, with the aim of optimal usage in class.
It must be stressed that this is a matter of subjective choice, and can be modified afterwards on any occasion by
the participants during their lesson preparation.
This research allows at the same time the opportunity to present and discuss in the target language the personal
choices with regard to the different objectives.
The work is oriented towards immediate practical use of the discoveries, that is to say: sing, spout, recite, with the
aim of creating a reference catalogue:
• reference cards of songs
• reference cards of songs /raps / songs with gestures and mimicry
• reference cards of poems (classical poems / limericks / haiku)
• vocabulary cards for classwork (vocabulary and communication)
The participants carry out personal research outside the sessions, sharing this during the later meetings.
4. Practical training steps
4.1. Songs
1st meeting
4.1.1. Coming into contact with the material and classification of selected documents
Objective
Suggestions for realization
Sprachemotion –Positive
Einstellung zum Sprachlernen
Haltung/attitudes
In small groups, the participants put together songs, chants and raps
already known to them in the target language (see 6.1-6.3). They try to
reconstruct them when training. They imagine the benevolent
presence of a child whose first language is the target language to help
them. (The presenter can take on this role when going from one group
to the other).
-Die Lehrperson ist neugierig auf die zu
unterrichtende Sprache und Kultur und
findet es spannend, mit deren
Sprecherinnen und Sprechern den
Kontakt zu pflegen.
Together the participants review the documents (songs, raps and
chants) put at their disposal by the presenter. (cf. 6.1. - 6.3. other
resources)
- Die Lehrperson ist auf die Präsenz von
Kindern, deren L1 die Zielsprache
(Französisch oder Englisch) ist,
vorbereitet.
Unterrichtsmaterial erstellen und
bearbeiten
-Die LP kann authentische Lesetexte und
Hörtexte (songs, raps, chants...) im Detail
verstehen, wenn nötig
unter Einsatz von Hilfsmitteln
They find the songs they already know and try to understand the texts
of the songs, chants, raps and rhymes they don’t know (in broad
outline).
See 6.1. - 6.3.
Szenario 3- Singing and playing with the language.docpage 6 of 17 Wissen/Knowledge
- Die Lehrperson weiss, dass die zu
unterrichtende Sprache ein Teil ihres
mehrsprachigen und
Interkulturellen Repertoires ist.
Haltung/attitudes
- Die Lehrperson nimmt eine Haltung der
Offenheit gegenüber anderen Sprachen
und Kulturen ein.
Zielsprache über Gesang
und Spiel mit der Sprache
unterrichten („Textmusik“)
They reflect together on common songs, chants and raps which exist
both in English, German and other languages that could lead to crossfunctional activities (E.g. Christmas carols such as, I saw three Ships,
Silent Night, Ding Dong Merrily on High and Christmas songs such as
Jingle Bells) or also Happy birthday, Brother John, How many roads
(Blowin’ in the Wind) (see 6.3.2)
The participants sing together one or more of these songs in different
languages.
-Die LP kann mehrere Sprachen in
Gesang und Sprachspielen aufnehmen.
Unterrichtsmaterial
finden und auswählen
-Die LP kann sich im Gespräch mit
einer/m Kollegin/en über interessante
authentische Texte für den Unterricht
austauschen und so neues
Unterrichtsmaterial finden
4.1.2. Tasks
Objective Zielsprache über Gesang und Spiel
mit der Sprache unterrichten
(„Textmusik“)
-Die LP kann Lieder in der Zielsprache mit
den Kindern
singen.
-Die LP kann mit der Zielsprache
spielen und rhythmische Elemente und
Reime finden.
-Die LP kann Lieder
und Verse in der Zielsprache mit
Bewegung verbinden.
Sprachemotion
Positive Einstellung zum
The participants draw up a list of selective standards for “a song worth
selecting”, taking into consideration the multicultural interest and the
multidiscipline of primary school teaching, connected with the
pedagogical concept of Passepartout.
They select songs/raps / chants / poems (e.g. haiku) they wish to
study after having taken note of the criteria presented by the
presenter.
(cf. annex 7.1.).
(Criteria are not exhaustive).
They classify these songs in the table and complete it according to
their wishes.
Proposal for realization Working in groups:
- Each group chooses a criterion from the table and a songs that fits
it:
Example of a criterion:
• rap: « Don’t push , basket ball is cool… » (see annex 7.2.1)
• song: If you are happy and you know it clap your
hands…(see annex 7.2.1- each participant learns to sing
this song.
Working in groups:
• the participants practice the pronunciation by reading the
songs and accentuating the sounds of the rhymes.
• -they create a parallel story following an identical pattern,
but choosing another animal or another object (a bicycle, a
house….) and using different sounds. (See: annex 7.2.1.)
The participants learn their song by heart in a manner as playful as
possible.
• to make this learning by heart easier, it is possible to
associate body movement or specific gestures for each
rhyme sound (inspired by body language for the hard of
hearing)
• (See rap and song in annex 7.2.1.)
Szenario 3- Singing and playing with the language.docpage 7 of 17 Sprachlernen
- Die Lehrperson hat keine Angst , beim
Sprechen in der Zielsprache Fehler zu
machen
-Die LP kann mehrere Sprachen in
Gesang und Sprachspielen aufnehmen.
- Die LP kann die Kinder in Gesang und
Sprachspiel in der Zielsprache
einbeziehen.
-Die LP kann die Kinder unterschiedlicher
sprachlicher Herkunft und ihre Sprachen
in Gesang uns Sprachspiele einbeziehen.
In the class, the participants present their song in turn, finding
strategies to teach the other participants of the group to learn it by
heart.
To finish off the meeting, the participants set themselves the task
• either the choice of discovering and learning the song (How
many roads 6.3.2, while finding ideas for the teacher to
learn (the song being rather difficult) and possible different
ways to use this song at the fifth primary learner’s level.
• or discovering and learning the song (Dodo Hug: Centro del
Mundo or Katie Melua: If you were a sailboat ) while finding
learning ideas and different possible uses of this song at the
learner’s level (grade 6).
Tasks for the second meeting:
• Personal research of five new songs – learning by heart
• Learning five songs (suggested at the first meeting) by heart.
Second meeting
4.1.3. Songs (concluded)
Unterrichtsmaterial finden und auswählen
-Die LP kann auf dem Internet, in einer Buchhandlung, einer
Bibliothek usw., authentische Lesetexte resp. Inputquellen
(chansons, comptines, poèmes) usw. finden und für den Unterricht
auswählen
-Die LP kann auf dem Internet, in einer Buchhandlung, einer
Bibliothek usw, authentische Hörmaterialen (chansons pour
enfants, poèmes, virelangues) finden und für den Unterricht
auswählen Zielsprache über Gesang und Spiel mit der Sprache
unterrichten(„Textmusik“)
-Die LP kann spontan im Unterricht auf ein Repertoire von zehn
Liedern und Kinderversen in der Zielsprache zurückgreifen.
Sprachemotion
Positive Einstellung zum Sprachlernen
- Die Lehrperson versteht ihr eigenes Sprachlernen als
lebenslangen Prozess.
- Die Lehrperson versteht ihr eigenes Sprachlernen und das
Sprachlernen der Schülerinnen und Schüler/der Kolleginnen und
Kollegen als gemeinsamen Prozess.
For this second lesson the participants will have done
some personal research with the aim of finding new
songs or raps in view of certain possible criteria to be
studied. They present their findings to the group.
For the second lesson, the participants will have
widened their repertoire by learning ten new songs by
heart: five selected from the first lesson and five found
during their personal research. The participants present their new documents in a way
that can be used by everyone, completing together the
classification chart, putting in the new songs, nursery
rhymes and tongue twisters that they have brought in.
Sprachreflexion
Eigene Lernfortschritte reflektieren, sich Ziele setzen,
den Lernweg dokumentieren
-Die Lehrperson kann mit dem Europäischen Sprachportfolio,
effizient und konstruktiv an ihrem eigenen sprachlich-kulturellen
Repertoire arbeiten (sich Ziele setzen und Lernweg
dokumentieren).
They reflect on their progress with the help of the
portfolio and creating cards to put into their file. (Also
to be continued for part 4.2. (Poems). Szenario 3- Singing and playing with the language.docpage 8 of 17 4.2. Poems
The participants can use poems or raps in the following way (list is not exhaustive):
• Playing with the rhythm and sound
(Certain raps learnt or read allow further imagination based on the same model)
• Playing with the words and phrases
• Playing with poems and raps
• Improving and enriching the language
• Becoming aware of certain structures of the language
• Awareness of dialogue
(cf: examples annex 7.2.)
Sprachemotion
Positive Einstellung zum
Sprachlernen
- Die Lehrperson hat keine Angst , beim
Sprechen in der Zielsprache Fehler zu
machen
Die LP versteht ihr eigenes
Sprachlernen und das
Sprachlernen der Schülerinnen
und Schüler/der Kolleginnen und
Kollegen als gemeinsamen
Prozess.
- Die Lehrperson ist auf die Präsenz von
Kindern, deren L1 die Zielsprache
(Französisch oder Englisch) ist,
vorbereitet.
Sprachemotion
Positive Einstellung zum
Sprachlernen
- Die Lehrperson hat keine Angst , beim
Sprechen in der Zielsprache Fehler zu
machen
Zielsprache über Spiel mit der
Sprache unterrichten (raps,
chants, poems, tongue-twisters)
-Die LP kann mit der Zielsprache spielen
und rythmische Elemente und Reime
finden
-Die LP kann Gedichte lebendig
vortragen.
-Die LP kann die Kinder unterschiedlicher
sprachlicher Herkunft und ihre Sprachen
in Sprachspiele einbeziehen.
The participants receive a list of tongue twisters (cf. 6.1).
They will discover them by working in groups.
• Read aloud together, slowly.
• Read again, faster.
• Be aware of the appropriate difficulties, isolate sounds that cause
problems.
• Auto-correct and help other participants in the group to recognize
the appropriate difficulties.
• Create a rhythm when reading aloud, and manage breathing. All together in class:
• Compare the individual difficulties. Remove complexes in the
ideal case in front of a native speaker (e.g. a child whose mother
tongue is the target language).
• Observe the movement of the lips and the position of the tongue
when the sounds are emitted by the vowels.
Practice the distinctions between the mute and voiced consonants. (see
http://www.enghttp://www.mamalisa.com/ (songs and rhymes round the
world) (cf 6.1)
• http://www.englishclub.com/pronunciation/phonemic-chart-ia.htm
or develop certain body movement strategies (can be used a
second time in the class by the learners), in a manner which
makes discriminating between the sounds easier. In groups:
• Listen to certain tongue twisters
• Repeat certain tongue twisters putting the emphasis on
delivery, speed and melody of the language.
In groups, work with a different poem:
• Read the poem aloud
• Understand the sense and analyse the structure.
• Inspired by annex 7.2.1 – 7.2.2, try to imagine others in the same
pattern.
• Write down suggestions.
All together in class:
• Presentation of different approaches to creating and displaying
poems.
In pairs:
• Choose a series of poems and learn them by heart
• Find memorising strategies (which could be useful in a
second stage for the learners), such as, for example,
miming, interacting, and practising role plays…. Szenario 3- Singing and playing with the language.docpage 9 of 17 5. Bibliography (for going beyond)
5.1. Books, articles, texts, Internet links
General:
http://www.eslgames.com/edutainment/songs.htm
http://www.songsforteaching.com/teachertips.htm
http://www.musicalenglishlessons.org/
http://www.tefltunes.com/Default.aspx
Pronunciation:
(5th/6th grade) http://www.thrass.co.uk/captain_thrass.htm
http://www.bbc.co.uk/worldservice/learningenglish/grammar/pron/
http://www.englishclub.com/pronunciation/phonemic-chart-ia.htm
http://elt.oup.com/student/englishfile/elementary/c_pronunciation/;jsessionid=DA68A66F9A46CCE4F63851AFF6
3C984A?cc=ch&selLanguage=en
6. Resources
6.1. Websites
General: http://www.mamalisa.com/ (songs and rhymes round the world)
Topic based: http://www.songsforteaching.com/index.html
•
Tongue twisters
http://www.uebersetzung.at/twister/en.htm
http://www.world-english.org/tonguetwisters.htm
http://www.uebersetzung.at/twister/ (International / multilingual)
•
Songs:
General:
http://www.songsforteaching.com/index.html
http://learnenglishkids.britishcouncil.org/en/songs
•
Songs matching topics New World 1 & 2:
Songs and raps of Young World 3 & 4
Young World 3: Pupil’s book: 978-3-264-83535-9
Activity book: 978-­‐3-­‐264-­‐83536-­‐6
Audio Cd: 978-­‐3-­‐264-­‐83539-­‐7
Young World 4: Pupil’s book: 978-­‐3-­‐264-­‐83540-­‐3
Actvitiy book: 978-­‐3-­‐264-­‐83541-­‐0
Audio Cd: 978-­‐3-­‐264-­‐83544-­‐1 •
Onomatopoeia:
Old MacDonald (rap version) http://www.youtube.com/watch?v=bVJ_2RvH_X4&feature=related
Old MacDonald (hip-hop version) http://www.youtube.com/watch?v=pNZ4yErRi2Q&feature=related
Szenario 3- Singing and playing with the language.docpage 10 of 17 •
Poems:
Poetry for adults:
Poetry for young teenagers:
http://www.poetry-online.org/
http://www.loriswebs.com/youngpoets/
Ideas for poems and language artwork:
http://homeschooling.gomilpitas.com/explore/poetry.htm (e.g.poems to finish etc)
http://www.dmoz.org/Kids_and_Teens/School_Time/English/Literature/Poetry/
(Inter-)Cultural aspects of poems: Limericks - pratice (beginners):
http://www.learner.org/teacherslab/math/patterns/limerick/limerick_acttxt.html
Haiku poems:
Theory & technique of writing haiku poems: http://www.toyomasu.com/haiku/
Practice & samples:
http://www.gigglepoetry.com/poetryclass/Haiku.html
http://homeschooling.gomilpitas.com/explore/poetry.htm
e.g. An old pond!
A frog jumps inThe sound of water.
•
Playing with the language/language games:
http://www.youtube.com/watch?v=5GOEdHK3xaY (Swinglish)
•
Raps/ Chants:
Raps by kids: http://www.pecentral.org/assessment/kidsrap6-10.html
Critical voices of rap culture: http://theybf.com/2011/03/02/10-year-old-girl-raps-an-open-letter-to-lil-wayne-abouthis-derogatory-lyrics
Chants: http://www.songsforteaching.com/chantsraps.htm
•
Slam Poetry:
http://www.ecenglish.com/learnenglish/lessons/what-slam-poetry
http://www.webenglishteacher.com/poetryslam.html
6.2. Books, albums…
Books:
•
Essentials (part1-3): musicvision.ch
•
Rocking around the globe (Song book for Explorers ZLV ISBN 978-3-03713-535-8
•
More raps for Learning English Educational EAN: 9781904720423
•
Das dreisprachige Kinderliederbuch – deutsch. französisch, englisch. Britta Greve, Lund-Verlag
2008.
6.3. Other resources
6.3.1 CD of songs:
• The Beatles:
Ø All together now (album: Yellow Submarine)
Szenario 3- Singing and playing with the language.docpage 11 of 17 Ø Hello – Goodbye (album: Magical Mistery Tour)
Ø
Multi-cultural (Language &Cultural awareness):
Hug: Centro del Mundo (album: ma collection ISBN: 3-7296-4572-2)
Dodo
6.3.2 YouTube
Find more songs on www.youtube and copy paste the website of the chosen mp3 file to the mp3 converter
(http://www.youtube-mp3.org) and insert the YouTube file. – convert and download the file. The
corresponding lyrics of the song can be found on www.google.com. (Insert “lyrics” and add the name of
the song)
e.g. song:
How many roads (Blowin’ in the Wind by Bob Dylan)
(B. Springsteen cover): http://www.youtube.com/watch?v=Gyq1ke1zTtc
Katie Melua (very good pronunciation)
How many roads (Blowin’ in the Wind): http://www.youtube.com/watch?v=5AKiQzxWgLA
If you were a sailboat: http://www.youtube.com/watch?v=bZnNu_TLvX4
Szenario 3- Singing and playing with the language.docpage 12 of 17 7. Annex
7.1. Classification table for reference documents
In order to find an audio document more easily, we suggest a classification which can be modified at any time,
according to the needs and wishes of the individual.
Titles
All
together
now
If you were
sailboat
Singer Album (edition)
CD
Internet
Beatles
Yellow
Submarine
Katie Melua
YouTube
Beatles
Approximate level
(beginners/
intermediate)
advanced (B / I / A) Traditional
repertoire
B A
I-A
Modern repertoire
x x
X
Phonology
(rhymes, specific
sounds, rhythm Link to New World
Vocabulary
(enrichment of the
language)
x x
X
NW 1
unit 1
x
x
NW 1
unit 1
X
x
Second
conditional
Morphosyntactic
construction With a round or
gestures
x
Exists in several
languages x
Hello
Goodbye
How many
roads (Blowin’
in the Wind)
If you
are
happy
and…
Do you
wanna
dance
Choco-ate
Rap
Orca Whale
Jumps
(Haiku)
B. Springsteen
YouTube
YouTube
Young
World 3
unit 7
Audio Cd
Young
World 4
Unit 4
Audio Cd
B-I
B
B–I
B- I
http://homepag
e2.nifty.com/hai
kueg/gardenE235
.htm
I-A
x
Dance x
Rap
x
x
x
NW 1
Unit 4
NW 1
Unit 4
x
Interrogative
pronouns
X
x
B= beginner level
I =intermediate level
A= advanced level
Szenario 3- Singing and playing with the language.docpage 13 of 17 Syntax
questions
X
Learners
invent a
dance
NW 2
chocolate
x
NW 1
Unit 5
x
X
Learners
invent
gestures
7.2. In the style of …
Here are some examples to illustrate possible creations to be integrated into the class
7.2.1. Playing with rhythm and sound:
Certain songs, chants and raps learnt or read in class which allow the children to imagine others in the same
style
Original rap
http://www.pecentral.org/assessment/kidsrap1-5.html
Learner’s production
Don't push, basketball is cool
Don't shove, be fair, keep cool
Basketball is cool, don't push or shove
Keep your cool and then your team will rule!
Don’t push football is cool
Don’t box, be fair, keep cool
Football is cool, don’t push or box
Keep your cool and then you aren’t a fool.
Original: song (If you are happy and you know it…
http://www.youtube.com/watch?v=FrsM9WggCdo
(hip hop versions:
http://www.youtube.com/watch?v=36OCgtcwBgw&featur
e=related
http://www.youtube.com/watch?v=gQvmXXi2hsI
Learner’s production
If you are happy and your know it
…clap your hands
If you are happy and you know it
…dance around
..scream out loud
…jump up high
Jack Hartmann; Make new sounds http://www.songsforteaching.com/jackhartmann/digraphschwhshth.htm
It’s fun to make new sounds
And make new words each day
It’s fun to make new sounds
And make new words each day
Take the letter c – that makes the sound c
Take the letter h – that makes the sound h
Put them together to make a new sound – ch, ch, ch
Like in cheer, chomp, cheeseburger
Now take the letter w – that makes the sound w
Take the letter h – that makes the sound h
Put them together to make a new sound – wh, wh, wh
Like in whistle, wheel, whisper
Szenario 3- Singing and playing with the language.docpage 14 of 17 Repeat Chorus
Take the letter s – that makes the sound s
Take the letter h – that makes the sound h
Put them together to make a new sound – sh, sh, sh
Like in shake, shine, shoe
Take the letter t – that makes the sound t
Take the letter h – that makes the sound h
Put them together to make a new sound – th, th, th
Like in think, three, thunder
Repeat Chorus
7.2.2. Playing with the words and phrases
Learner’s production:
http://homepage2.nifty.com/haiku-eg/gardEC2.htm
7.2.3. Playing with poems
http://www.poetry4kids.com/poems
(Creative poetry game for beginners, including weak learners)
7.2.4. Improving the language
Ideas
songsforteaching.com/musicapaedia/teachingtargetlanguagethroughlyrics.htm
Improving stress
LIKE PIZza.
I LIKE my PIZza HOT.
I LIKE my PEPperoni PIZza HOT.
I LIKE my CHEEsy pepperoni pizza HOT.
http://minnetesol.org/journal/26articles/6_article_fischler.htm
The teacher could proceed in the following manner:
She picks out an error (e.g. I talk with you instead of talk to you), suggests a rap or a chant to instil a correct style
into the pupils. The pupils listen, compare, discuss and finally create other chants or raps based on the style
suggested by the teacherTwo and two
I talk to you
She and he please speak with me.
Learner’s production
You too, you too
I talk to you
They too, they too
They talk to you
Let’s now see what you can to
7.2.5. Becoming aware of certain structures of the language
(How to formulate questions)
Szenario 3- Singing and playing with the language.docpage 15 of 17 Question mark rap:
Here's a question mark
And what do I do?
Put it after a sentence
That asks something of you.
Like, "Where's my shoe?"
And "Do you like stew?"
And "Is your name Lou?"
And "Does one plus one equal two?"
And yes, it's true
A question mark
Comes after a sentence
That asks something of you.
Yes, it's true.
A question mark
Comes after a sentence
That asks something of you.
When a sentence starts with
"Why," "where," "is," "does," or "when"
Why are you here?
What do you know?
Yes, it's true.
A question mark
Comes after a sentence
That asks something of you.
Yes, it's true.
A question mark
Comes after a sentence
That asks something of you.
Felice Green: www.songsforteaching.com/kidzup/questionmarks.htm
Further ideas:
(See musical English lessons cf 5.1)
Sailing Rod Steward (objective: verb “to be”)
Transfer course participants (ABBA The day before you came: objective: present perfect)
Szenario 3- Singing and playing with the language.docpage 16 of 17 7.3. Suggestion for a card to communicate in class
Example of a reference: Old McDonald had a farm…
Type of activity: Singing together a known song Key words : Listen – open the mouth – pronounce – articulate New teachers New learners Pre-task: What animals are in the song? What do you think these
animals sound like?
Who knows this song “Old McDonald had a farm?”
What animals are in the song?
Pick out the recurrent words (those which are often repeated)
-“Here and there”
-“Onomatopoeia of animal sounds”
Which animal(s) sound(s) different in German? (Language &
cultural awareness
Now listen to the song and try to find the animals in the song
What sound do they make?
What sound do they make in German/ in French / in L1
language of learners with immigration background?
Now we are going to say (repeat) the words all together
Say which word you hear the most
Here and there - what does that mean?
We are going to sing the first two verses of the song:
Stand in front of me and look at my arms:
I’ll give the signal to start: one, two, three, and......
Starting now, we will try out all the new words (onomatopoeia)
Try to articulate distinctly
Can you do this without me?
Your turn! I’m listening to you.
Watch my arms carefully…
Attention (start): 1, 2, 3 and…..
You are singing too loud (loudly)
You are singing too quietly / softly.
Start nicely, all together.
Everybody listen!
Listen to the other groups singing.
Open your mouth wide
Pronounce clearly, distinctly
Articulate all the sounds
That’s better!
That’s good!
Now we’ll sing the whole song
Try without me!
You sang well! V2.1/ 1.3.2010 (English Draft Version 18.11.2011)
Szenario 3- Singing and playing with the language.docpage 17 of 17