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How do you get your news? Me Name Name Name Name
TV
Radio
Newspaper
Other?
Scavenger Hunt Grocery Flyer: What is one thing on the first page? _________________________ What is the price? _________________
What meat do you see?
How much is juice?
What fruits do you see on the last page?
What are three things you would buy?
How do you get your news? Me Name Name Name Name
TV
Radio
Newspaper
Other?
Scavenger Hunt Grocery Flyer: What is one thing on the first page? _________________________ What is the price? _________________
What meat do you see?
How much is juice?
What fruits do you see on the last page?
What are three things you would buy?
Exploring the Art of Speaking and Communicating By Heather Ritchie
Communication
the act or process of using words, sounds, signs, or behaviors to express or exchange information or to express your ideas, thoughts, feelings, etc., to someone else
Speak
to utter words or articulate sounds with the ordinary voice; talk:
How do we communicate?
Jigsaw Reading
Linguistic Socio-Cultural
Meaningful Communication Information Gap Choice Feedback/Response Given
How communicative is it?
Caralyn Graham, Jazz Chants
How communicative is it?
Beginning ESOL Learners’ Advice to Their Teachers Repeat, but differently. Spend more time on topics and go more
deeply into them. Don’t fall into a vocabulary rut. Let us know how we are doing. Watch your “teacher talk”. Talk to us about learning and the learning
process. http://www.ncsall.net/index.html@id=279.html
How communicative is it?
FLASH CARDS
http://quizlet.com/75002453/financial-terms-level-4-flash-cards/
How communicative is it?
Conversation Grids
Every Monday I….. Wake up Eat breakfast Drive to work Take the bus to work Work Eat lunch Work Eat dinner Learn English Drive home Take the bus home
How communicative is it?
MATCHING, WORD SORT, WORD ORDER
http://english4communicating.wikispaces.com/file/view/family%20picture%20dictionary.png/385796896/family%20picture%20dictionary.png http://englishwell.biz/uploads/taginator/Sep-2013/family_members_vocabulary.jpg
ESOL Activities Signal Cards
Picture Stories
Chalk Talk
Role Plays
Think-Pair-Share
Brainstorm
Total Physical Response
Word Sorts
Problem Solving Scenarios
T/F Statements
Question Asking and Answering
Fill in the Blank/Info Gap
Games in general
Conversation Grids
Questionnaires/Surveys
Scavenger Hunt
Discussion (Full/groups)
Group Repetition
Dictation
Crossword puzzles
Word sorts
Jazz chants
Name tents/Drawing and giving descriptions
Pronunciation Pictures
Matching/Concentration
Jeopardy
Wheel of Fortune
Bingo
Scrabble
Charades
20 questions
Word Order
Roll the dice prepositions
Ball Toss
Line ups (Speaking)
Cut ups (Paragraphs)
Build a sentence
Summarizing
Exit Cards
K-W-L
Sequencing
Journals
Present/Oral report
Online survey/mul. choice
Completing Dialogue
Complete stories/Choose your own adventure
Debate
Jazz
Cha
nts
. . .
how
to u
se th
em to
hel
p yo
ur s
tude
nts
spea
k m
ore
clea
rly,
pra
ctic
e voc
abul
ary,
and
lear
n an
d re
info
rce
gram
mar
pat
tern
s.
Shi
rley
Tho
mps
on
ESL
Cons
ulta
nt, T
each
er T
rain
er
Goa
ls fo
r thi
s web
inar
:
•to
intr
oduc
e (o
r re
-intr
oduc
e) y
ou to
Car
olyn
G
raha
m’s
Jazz
Cha
nts.
•
to s
how
you
how
I in
trod
uce
and
prac
tice
chan
ts in
m
y cl
asse
s •
to e
xplo
re a
var
iety
of w
ays
you
can
use
jazz
cha
nts
–
to h
elp
your
stu
dent
s sp
eak
with
the
natu
ral r
hyth
m a
nd
into
natio
n pa
tter
ns o
f Am
eric
an E
nglis
h –
to p
ract
ice
voca
bula
ry
–to
intr
oduc
e an
d re
info
rce
gram
mar
pat
tern
s
Wha
t ar
e Ja
zz C
hant
s?
“Ja
zz C
ha
nts
are
Car
olyn
Gra
ham
's s
napp
y,
upbe
at c
hant
s an
d po
ems
that
use
jazz
rh
ythm
s to
illu
stra
te th
e na
tura
l str
ess
and
into
natio
n pa
tter
ns o
f con
vers
atio
nal
Am
eric
an E
nglis
h.”
[fr
om O
xfor
d U
nive
rsity
Pre
ss]
Let’s
list
en to
Car
olyn
Gra
ham
te
ll ho
w ja
zz c
hant
s
wer
e bo
rn.
Caro
lyn
Gra
ham
: “A
jazz
cha
nt is
real
ly ju
st s
poke
n A
mer
ican
En
glis
h w
ith a
n aw
aren
ess
of th
e na
tura
l rhy
thm
s.”
•
Chan
ts u
se n
atur
al s
poke
n En
glis
h •
Chan
ts c
an b
e us
ed in
cla
sses
of a
ny s
ize
•Ch
ants
don
’t re
quire
any
spe
cial
mat
eria
ls
•Ch
ants
can
be
used
with
all
age
grou
ps
•Ch
ants
do
not r
equi
re m
usic
al a
bilit
y
Let’s
beg
in w
ith th
e si
mpl
est o
f cha
nts.
Li
sten
firs
t. T
hen
we’
ll pr
actic
e.
Hi,
how
are
you
?
1
2
Fine
, how
are
you
.
3
4
Adv
ice
from
Car
olyn
Gra
ham
. . .
•A
jazz
cha
nt h
as a
four
-bea
t rh
ythm
: 1, 2
, 3, 4
,
•Ea
ch b
eat w
ill b
e ei
ther
a s
tres
sed
wor
d (o
r sy
llabl
e) o
r cl
ap (o
r ta
p or
pau
se)
•Th
e fir
st b
eat
is th
e fir
st s
tres
sed
wor
d, w
hich
m
ay n
ot b
e th
e fir
st w
ord.
Exam
ple:
Do
you
like
it? (c
lap)
Yes
, I d
o.
1
2
3
4
Why
is th
is fo
cus
on s
tres
s, r
hyth
m,
and
grou
ping
so
usef
ul?
For n
ativ
e En
glish
spea
kers
, stre
ss is
key
to
mea
ning
. It’
s w
hat w
e li
ste
n fo
r to
kno
w w
hat’
s im
porta
nt a
nd w
hat t
o fo
cus o
n.
Jazz
cha
nts a
re a
fun,
pra
ctic
al w
ay
to h
elp
stud
ents
beg
in to
not
ice
and
pro
duc
e na
tura
l rh
ythm
.
SYLL
ABL
E-TI
MED
VS.
STR
ESS-
TIM
ED
M
any
lang
uage
s ar
e “s
ylla
ble-
timed
”-- e
very
syl
labl
e ge
ts m
ore
or le
ss th
e sa
me
stre
ss o
r em
phas
is.
ed
u c
a ti
on
= 5
stac
cato
bea
ts
pa p
a =
2 ev
en, s
tacc
ato
beat
s, s
ame
vow
el s
ound
in b
oth
BU
T N
OT
ENG
LISH
. . .E
nglis
h is
a “
stre
ss-t
imed
” la
ngua
ge.
The
rhy
thm
is b
ased
on
stre
ssed
wor
ds a
nd s
ylla
bles
, no
t all
sylla
bles
.
ed u
CA
tion
= 1
str
ong
beat
PA p
a =
1 st
rong
bea
t
Rh
ythm
in S
ente
nces
How
man
y sy
llabl
es?
How
man
y st
ress
es?
Kids
pla
y ba
ll.
3 sy
llabl
es/3
str
esse
s =
3 be
ats
The
kids
pla
y ba
ll.
4 sy
llabl
es/3
str
esse
s =
3 be
ats
The
kids
are
pla
ying
bal
l. 6
sylla
bles
/3 s
tres
ses
= 3
beat
s Th
e ki
ds a
re p
layi
ng w
ith th
e ba
ll.
8 sy
llabl
es/3
str
esse
s =
3 be
ats
The
kids
hav
e be
en p
layi
ng w
ith th
e ba
ll.
9 sy
llabl
es/
3 st
ress
es =
3 b
eats
The
beat
is s
et b
y th
e nu
mbe
r of
str
esse
s, N
OT
the
num
ber
of
sylla
bles
. So,
eac
h lin
e ta
kes
appr
oxim
atel
y th
e SA
ME
amou
nt o
f tim
e to
say
. Le
t’s tr
y it.
Kids
pla
y ba
ll.
1
2
3
(
clap
= 4
)
The
kids
pla
y ba
ll.
The
kids
are
pla
ying
bal
l.
The
kids
are
pla
ying
with
the
ball.
The
kids
hav
e be
en p
layi
ng w
ith th
e ba
ll.
The
man
y le
vels
of S
TRE
SS
•
Wor
ds w
ith tw
o or
mor
e sy
llabl
es w
ill a
lway
s ha
ve o
ne
prim
ary
stre
ss.
•p
ho
tog
rap
h,
ph
oto
gra
ph
er,
ph
oto
gra
ph
ic
•Ph
rase
s ha
ve s
tres
s.
•an
exc
elle
nt p
hoto
grap
her
(uns
tres
sed,
str
esse
d, fo
cus
stre
ss)
•Se
nten
ces
have
str
ess
patt
erns
. •
My
gran
dmot
her
was
an
exce
llent
pho
togr
aphe
r.
•W
e us
e st
ress
to fo
cus
atte
ntio
n an
d sh
ow c
ontr
ast,
oft
en
to c
orre
ct, c
ontr
adic
t or d
isag
ree.
–
My
fath
er li
ked
to p
aint
, but
my
mot
her
was
a p
hoto
grap
her.
–Sh
e w
as a
pho
togr
aphe
r no
t a p
hoto
jour
nalis
t.
Stre
ss in
Eng
lish
impa
cts
mea
ning
.
(Oth
er la
ngua
ges
have
stre
ss, b
ut o
ften
it do
esn’
t cha
nge
the
mea
ning
.)
W
ord-
leve
l: R
Ecor
d v
s. re
CO
RD
Year
s ago
, I w
as te
achi
ng a
spea
king
& li
sten
ing
clas
s.
Aft
er c
lass
, a st
uden
t app
roac
hed
me
with
his
cass
ette
ta
pe in
his
hand
. . .
Stu
de
nt:
I n
ee
d t
o t
alk
to
yo
u a
bo
ut
my c
asse
tte
.
Me
: D
o I
kn
ow
yo
ur
cous
in?
I mis
unde
rsto
od b
ecau
se th
e st
ress
was
inco
rrec
t eve
n th
ough
he
used
the
corr
ect w
ord.
Stre
ss a
ffec
ts m
eani
ng a
t the
phr
ase
and
sent
ence
leve
l.
A c
onve
rsat
ion
in a
bak
ery:
C
usto
me
r: I’
d li
ke tw
o la
rge
muf
fins,
ple
ase
. Se
rver
: He
re y
ou a
re.
Can
you
gue
ss w
hat t
he p
robl
em is
in e
ach
case
? 1.
Cus
tom
er:
Excu
se m
e, I
aske
d fo
r tw
o la
rge
muf
fins.
2. C
usto
mer
: Ex
cuse
me,
I as
ked
for t
wo
larg
e m
uffin
s.
3. C
usto
mer
: Ex
cuse
me,
I as
ked
for t
wo
larg
e m
uffin
s.
R
egul
ar fo
cus
on s
tres
s an
d rh
ythm
will
trai
n yo
ur s
tude
nts
to
NO
TICE
str
ess
in E
nglis
h –
even
if
they
don
’t a
lway
s ge
t it r
ight
, at
leas
t the
y’ll
be le
arni
ng to
list
en
for i
t!
Som
e ge
nera
l sug
gest
ions
for
usin
g Ja
zz C
hant
s:
Be
gin
ORA
LLY.
Thi
s fo
rces
stu
dent
s to
list
en to
w
hat y
ou a
ctua
lly s
ay a
nd n
ot w
hat t
hey
thin
k w
ords
sho
uld
soun
d lik
e ba
sed
on th
e w
ay
thin
gs a
re s
pelle
d.
Be d
ram
atic
. Exa
gger
ate
and
mak
e it
fun.
Hav
e st
uden
ts li
sten
to th
e w
hole
cha
nt fi
rst.
Th
en h
ave
them
list
en a
nd re
peat
eac
h lin
e se
vera
l tim
es to
geth
er a
s a
chor
us.
How
I te
ach
jazz
cha
nts.
. .
1.In
trod
uce
the
chan
t ora
lly fi
rst.
Exp
lain
any
idio
ms.
D
iscu
ss th
e co
ntex
t.
2.Be
gin
with
gro
up (c
hora
l) pr
actic
e. T
hen
mov
e to
pai
r an
d in
divi
dual
pra
ctic
e.
3.Fo
cus
on s
tres
s, th
ough
t gro
ups,
and
into
natio
n.
4.Fo
r lon
ger,
mor
e co
mpl
ex c
hant
s, a
fter
som
e or
al
prac
tice,
(gro
up a
nd p
airs
) sho
w th
em th
e w
ritt
en
chan
t. G
o th
roug
h it
agai
n se
vera
l tim
es.
5.To
geth
er, m
ark
it to
sho
w m
ajor
str
esse
s, in
tona
tion,
re
duce
d so
unds
, lin
king
and
ble
ndin
g. [V
isua
l lea
rner
s w
ill a
ppre
ciat
e th
is!]
6.
Revi
ew c
hant
s re
gula
rly!
The
y m
ake
grea
t war
m-u
ps.
Do
you
like
it?
•D
o yo
u lik
e it?
(cla
p)
Ye
s, I
do.
•
1
2
3
4
•D
oes
he li
ke it
? (c
lap)
Y
es, h
e do
es.
•D
oes
she
like
it? (c
lap)
Yes
, she
doe
s.
•D
o th
ey li
ke it
? (c
lap)
No,
they
do
n’t
.
•N
o, th
ey d
on
’t. N
o, th
ey d
on
’t.
Do
you
like
it?
1
2
3
4
D
o yo
u lik
e it?
(cla
p)
Yes
, I d
o.
D
oes
he li
ke it
? (c
lap)
Ye
s, h
e do
es.
D
oes
she
it?
(cla
p) Y
es, s
he d
oes.
D
o th
ey li
ke it
? (c
lap)
N
o, th
ey d
on
’t.
N
o, th
ey d
on
’t. N
o, th
ey d
on
’t. (
all t
oget
her)
•co
nten
t w
ords
are
usu
ally
str
esse
d -
noun
s, m
ain
verb
s,
adje
ctiv
es, a
dver
bs, d
emon
stra
tives
(thi
s, th
ese,
thos
e)
and
nega
tives
(can
’t, w
on’t
, nev
er, n
o, e
tc.)
•fu
ncti
on w
ords
are
usu
ally
uns
tres
sed
and
redu
ced
- a,
an
, the
, pro
noun
s, a
uxili
ary
verb
s, m
ost p
repo
sitio
ns, e
tc.
•in
uns
tres
sed
wor
ds a
nd in
uns
tres
sed
sylla
bles
, the
vo
wel
sou
nds
are
red
uce
d a
nd
oft
en
mo
ve t
o “
sch
wa”
: “D
o yo
u lik
e it?
” d
o a
nd y
ou
are
redu
ced
•ty
pica
lly th
e la
st c
onte
nt w
ord
in e
ach
thou
ght g
roup
re
ceiv
es th
e m
ost s
tres
s:
I
pu
t th
e g
roce
rie
s/ i
n t
he
bag
/ o
n t
he
cou
nte
r.
How
str
ess
wor
ks in
sen
tenc
es. .
.
Two
grou
ps:
A –
que
stio
ns; B
– a
nsw
ers.
La
st li
ne a
ll to
geth
er.
Wha
t do
you
wea
r on
you
r hea
d?
A h
at.
1
2
3
4
Wha
t do
you
wea
r on
you
r ha
nds?
Glo
ves.
1
2
3
4 W
hat d
o yo
u w
ear
on y
our
feet
? S
ocks
.
1
2
3
4 Sh
oes
and
sock
s, s
hoes
and
soc
ks. (
all t
oget
her)
1
2
3
4
Do
you
thin
k it
’s g
oing
to ra
in?
(firs
t ver
se)
Do
you
thin
k it
’s g
oing
to ra
in?
I hop
e no
t.
Do
you
thin
k it
’s g
oing
to ra
in?
I h
ope
not.
It
look
s lik
e ra
in.
It lo
oks
like
rain
. D
o yo
u th
ink
it’s
goi
ng to
rain
?
I hop
e no
t.
(fro
m S
ma
ll T
alk
)
It
Was
Rai
ning
Whe
n Sh
e Sa
w H
im
It
was
rain
ing
whe
n sh
e sa
w h
im.
It
was
rain
ing
whe
n th
ey m
et.
It w
as p
ouri
ng w
hen
they
fell
in lo
ve,
the
stre
ets
wer
e da
rk a
nd w
et.
It w
as ra
inin
g w
hen
they
par
ted.
Th
ere
wer
e da
rk c
loud
s in
the
sky.
It
was
rain
ing
whe
n he
left
her
, w
hen
he tu
rned
and
sai
d “G
ood-
bye.
”
H
ere’
s an
othe
r ca
se w
here
you
cou
ld m
ark
the
rhyt
hm in
at l
east
two
diff
eren
t way
s.
1
2 It
was
rain
ing
whe
n sh
e sa
w h
im.
3
4
It w
as ra
inin
g w
hen
they
met
.
1
2
3
4
It w
as ra
inin
g w
hen
she
saw
him
. (cl
ap)
1
2
3
4
It
was
rain
ing
whe
n th
ey m
et. (
clap
)
An
easy
jazz
cha
nt.
•Ja
zz c
hant
s ca
n pr
ovid
e st
uden
ts w
ith u
sefu
l “ch
unks
” of
lang
uage
–
expr
essi
ons
they
lear
n as
a w
hole
rath
er th
an w
ord-
by-w
ord.
•Ca
roly
n G
raha
m’s
cha
nt, H
ow d
o yo
u sp
ell “
dog”
? gi
ves
stud
ent a
“t
empl
ate”
for a
skin
g ho
w to
spe
ll a
wor
d.
•Tr
y be
atin
g ou
t the
rhyt
hm b
y m
arch
ing.
You
can
hav
e st
uden
ts m
arch
in
a c
ircle
as
they
cha
nt. I
t get
s th
e rh
ythm
of E
nglis
h in
to th
eir b
odie
s.
(It’s
spe
cial
ly g
reat
for k
ines
thet
ic le
arne
rs.)
H
ow d
o yo
u sp
ell d
og?
(cla
p, ta
p, o
r sna
p)
d-
o-g
(cla
p/ta
p)
H
ow d
o yo
u sp
ell c
at?
(cla
p/ta
p)
c-a-
t (c
lap/
tap)
H
ow d
o yo
u sp
ell o
ctop
us?
(cla
p/ta
p)
Do
n’t
ask
me
! (cl
ap/t
ap)
In g
ram
mar
cla
sses
. . .
•W
hene
ver
poss
ible
, int
rodu
ce g
ram
mar
poi
nts
oral
ly.
Jazz
ch
ants
are
a fu
n an
d m
emor
able
way
to d
o th
is.
•Fo
cus
on th
e in
divi
dual
sou
nds
that
mat
ter m
ost i
n En
glis
h –
soun
ds th
at in
dica
te g
ram
mat
ical
feat
ures
suc
h as
third
pe
rson
sin
gula
r, pl
ural
or t
ense
s. F
or e
xam
ple:
/s/,
/z/,
/t/
/d/
, and
/Id
/.
•H
ere’
s a
jazz
cha
nt c
alle
d “T
he H
ungr
y Bo
y Ch
ant.”
H
e w
ants
: O
ne e
gg, t
wo
bana
nas,
Th
ree
hotd
ogs,
four
ham
burg
ers,
Fi
ve c
ooki
es, s
ix s
andw
iche
s,
(cla
p) H
e’s
a hu
ngry
boy
! (cl
ap)
This
pro
vide
s pr
actic
e w
ith p
lura
l end
ings
.
You
can
also
use
it to
teac
h st
uden
ts to
not
ice
how
str
ess
chan
ges
to e
xpre
ss
diff
eren
t mea
ning
s. M
ake
true
and
fals
e st
atem
ents
and
hav
e st
uden
ts
corr
ect y
ou. O
r ask
que
stio
ns. E
xam
ple:
•
You:
He
ate
thre
e eg
gs.
Stud
ent:
No,
he
ate
thre
e ho
tdog
s.
•Yo
u: H
e at
e th
ree
bana
nas.
Stu
dent
: N
o, h
e at
e tw
o ba
nana
s.
•Yo
u: D
id h
e ea
t thr
ee s
andw
iche
s? N
o, h
e at
e si
x sa
ndw
iche
s.
Gra
mm
arch
ant:
Irr
egul
ar V
erbs
fr
om G
ram
ma
r C
ha
nts
by
Caro
lyn
Gra
ham
Say,
sai
d.
Stop
on
red.
Ea
t, a
te.
Do
n’t
be
late
. Br
eak,
bro
ke.
Hav
e a
coke
. Ta
ke, t
ook.
Le
arn
to c
ook.
Sp
eak,
spo
ke.
Tell
a jo
ke.
Wri
te, w
rote
. G
et o
ff th
e bo
at!
Chan
ts c
an b
e us
ed to
teac
h or
rein
forc
e gr
amm
ar p
oint
s w
hile
at t
he
sam
e tim
e pr
ovid
ing
spea
king
& p
ronu
ncia
tion
prac
tice.
St
uden
t can
qui
te e
asily
abs
orb
com
plex
gra
mm
ar p
oint
s th
roug
h th
is
type
of q
ualit
y re
petit
ion.
IF IT
RA
INS
I’LL
WEA
R M
Y RA
INC
OA
T BY
CA
ROLY
N G
RAHA
M
If
it ra
ins
/ I’l
l wea
r my
rain
coat
. (cl
ap)
If it
does
n’t r
ain
/ I w
on’t.
(cla
p)
Whe
n it’
s co
ld /
I al
way
s wea
r my
glov
es.
Whe
n it
isn’t
cold
, /
I don
’t. (c
lap
) If
it sn
ows
I won
’t w
ear s
and
als*
(cla
p)
If th
e su
n co
mes
out
I w
ill. (
clap
) Bu
t if i
t rai
ns I’
ll wea
r my
bran
d ne
w c
oat.*
If
I don
’t I’l
l get
a c
hill.
(cla
p)
*W
hen
thre
e co
nten
t wor
ds a
ppea
r in
a ro
w, w
e ty
pica
lly a
ltern
ate
the
stre
ss.
Hab
its (ex
cerp
t)
Bob
gets
up
at s
ix o
’clo
ck.
He
neve
r w
akes
up
late
. (cl
ap)
He
alw
ays
gets
up
earl
y. (c
lap)
H
e ne
ver
slee
ps ti
ll ei
ght.
(cla
p)
He
alw
ays
drin
ks h
is c
offe
e bl
ack.
H
e ne
ver
uses
cre
am. (
clap
) . .
. (f
rom
Gra
mm
arc
ha
nts
)
Wha
t’s G
oing
on
This
Mor
ning
?
The
eart
h is
turn
ing,
The
toas
t is
burn
ing,
The
wat
er is
boi
ling,
The
tea
kett
le’s
whi
stlin
g,
The
fauc
et is
leak
ing,
(etc
.)
Mor
e gr
amm
ar w
ith Ja
zz C
hant
s Fo
r thi
s ac
tivity
, giv
e th
e st
uden
ts th
e w
ritt
en v
ersi
on o
f the
ch
ant b
efor
e th
ey h
ear
it. S
ee if
they
can
app
ly th
e ru
les
of
stre
ss. A
t the
sam
e tim
e, th
ey’re
rev
iew
ing
part
s of
spe
ech.
•H
ave
stud
ents
iden
tify
all o
f the
nou
ns, a
djec
tives
, ad
verb
s an
d ot
her c
onte
nt w
ords
that
will
mos
t lik
ely
be s
tres
sed
whe
n yo
u’re
goi
ng to
do
a ch
ant.
U
nder
line
the
stre
ssed
wor
ds.
•Th
en h
ave
them
iden
tify
the
func
tion
wor
ds th
at
will
be
redu
ced.
Dra
w a
line
thro
ugh
the
unst
ress
ed w
ords
. •
Let’s
try
it.
Is t
he p
ost
offi
ce*
open
tom
orro
w?
It
’s op
en f
rom
nin
e to
fiv
e.
Is t
he p
ost
offi
ce o
pen
tom
orro
w?
It
’s op
en f
rom
nin
e to
fiv
e.
Wha
t ti
me
does
it o
pen?
It o
pens
at
nine
. W
hat
tim
e do
es it
clo
se?
It
clo
ses
at f
ive.
It o
pens
at
nine
and
clo
ses
at f
ive.
It’s
open
fro
m n
ine
to f
ive.
N
ote:
pos
t offi
ce is
a c
ompo
und
or s
et p
hras
e an
d ha
s on
e pr
imar
y st
ress
.
Is t
he P
ost
Off
ice
Ope
n To
mor
row?
(e
xcer
pt f
rom
Jaz
z Ch
ants
by
Caro
lyn
Grah
am)
Is t
he p
ost
offi
ce*
open
tom
orro
w? r
isin
g in
tona
tion
It
’s op
en f
rom
nin
e to
fiv
e.
Is t
he p
ost
offi
ce o
pen
tom
orro
w?
It
’s op
en f
rom
nin
e to
fiv
e.
Wha
t ti
me
does
it o
pen?
falli
ng in
tona
tion
It
ope
ns a
t ni
ne.
Wha
t ti
me
does
it c
lose
?
It c
lose
s at
fiv
e.
It
ope
ns a
t ni
ne a
nd c
lose
s at
fiv
e.
It
’s op
en f
rom
nin
e to
fiv
e.
Not
e: p
ost o
ffice
is a
com
poun
d or
set
phr
ase
and
has
one
prim
ary
stre
ss.
Is t
he P
ost
Off
ice
Ope
n To
mor
row?
(e
xcer
pt f
rom
Jaz
z Ch
ants
by
Caro
lyn
Grah
am)
Wri
ting
your
ow
n ch
ants
. . .
The
lang
uage
sho
uld
be
•re
al
•us
eful
•
appr
opri
ate
for
the
leve
l
Let’s
beg
in w
ith v
ocab
ular
y ch
ants
. W
hy v
ocab
ular
y ch
ants
? Rh
ythm
is a
pow
erfu
l too
l for
mem
ory.
1.
Hav
e st
uden
ts m
ake
a lis
t of v
ocab
ular
y w
ords
from
a le
sson
you
’ve
done
. 2.
Ask
them
to a
rran
ge th
em a
ccor
ding
to th
e nu
mbe
r of s
ylla
bles
per
w
ord.
3.
Choo
se a
two
sylla
ble,
a th
ree
sylla
ble
and
a on
e sy
llabl
e w
ord
to
mak
e a
chan
t.
An
exam
ple
from
Car
olyn
Gra
ham
(y
ou c
an s
ee h
er p
erfo
rm th
is o
n th
e vi
deo)
ru
ler (
2 sy
llabl
es)
er
aser
(3 s
ylla
bles
)
chai
r (1
syl
labl
e)
The
chan
t:
1
2
3
4
rule
r era
ser c
hair
(cla
p)
rule
r era
ser c
hair
(cla
p)
rule
r era
ser r
uler
era
ser
rule
r era
ser c
hair
(cla
p)
Mak
e it
mor
e co
mpl
ex b
y ad
ding
adj
ectiv
es.
1
2
3
4
purp
le r
uler
pin
k er
aser
1
2
3
4 pu
rple
rul
er p
ink
eras
er
1
2
3
4
purp
le r
uler
pin
k er
aser
1
2
3
4
ye
llow
cha
ir y
ello
w c
hair
Voca
bula
ry:
plac
es is
my
tow
n
WO
RD L
IST
drug
stor
e tr
ain
stat
ion
bead
sho
p bo
okst
ore
hard
war
e st
ore
zoo
post
off
ice
m
all
ON
E SY
LLA
BLE
zoo
mal
l
TWO
SYL
LABL
ES
drug
stor
e be
ad s
hop
book
stor
e
THRE
E SY
LLA
BLES
tr
ain
stat
ion
post
off
ice
hard
war
e st
ore
THE
CHA
NT:
dr
ug s
tore
tr
ain
stat
ion
zoo
[cla
p]
(rep
eat)
Mor
e vo
cabu
lary
cha
nts
– ju
st fo
r fu
n (u
sing
th
e 2
– 3
– 1
patt
ern)
:
Wor
ds to
pra
ise
som
eone
’s w
ork:
perf
ect (
2 sy
llabl
es)
fabu
lous
(3 s
ylla
bles
)
grea
t (1
syl
labl
e)
The
chan
t:
perf
ect,
fabu
lous
, gre
at (c
lap)
perf
ect,
fabu
lous
, gre
at (c
lap)
perf
ect,
fabu
lous
, per
fect
, fab
ulou
s
perf
ect,
fabu
lous
, gre
at (c
lap)
Wri
ting
your
ow
n ch
ants
. . .
Onc
e yo
u fe
el c
omfo
rtab
le u
sing
jazz
cha
nts,
yo
u m
ay w
ant t
o tr
y w
ritin
g yo
ur o
wn.
St
art b
y lis
teni
ng to
the
rhyt
hms
that
na
tive
spea
kers
use
.
Rem
embe
r, it
shou
ld b
e:
•re
al la
ngua
ge,
•us
eful
,
•an
d ap
prop
riat
e fo
r th
e ag
e gr
oup.
•A
nd k
eep
it si
mpl
e.
It’s
bes
t to
liste
n to
som
ethi
ng n
atur
al a
nd
unsc
ript
ed a
s a
mod
el. T
ry N
atio
nal P
ublic
Ra
dio,
w
ww
.npr
.org
and
clic
k on
Sto
ryco
rps.
You
’ll h
ear
Am
eric
an te
lling
sto
ries
abo
ut th
eir
lives
usi
ng
natu
ral l
angu
age.
Re
cord
ings
are
gre
at b
ecau
se y
ou c
an li
sten
to
them
aga
in a
nd a
gain
unt
il yo
u he
ar th
e rh
ythm
.
Let’s
reca
p. .
. the
man
y us
es o
f jaz
z ch
ants
-
•U
se ja
zz c
hant
s to
rein
forc
e an
d pr
actic
e vo
cabu
lary
. Rh
ythm
is a
pow
erfu
l mem
ory
tool
. [r
ule
r, e
rase
r, c
ha
ir]
•U
se ja
zz c
hant
s to
pra
ctic
e id
iom
atic
ex
pres
sion
s an
d “c
hunk
s” o
f use
ful l
angu
age.
[H
ow d
o yo
u sp
ell_
__?
Do
you
thin
k it
’s g
oing
to
ra
in?
I h
op
e s
o.
I h
op
e n
ot.
]
•U
se ja
zz c
hant
s to
pra
ctic
e gr
amm
ar p
atte
rns
and
feat
ures
. [I
f it _
___
I’ll
(fut
ure)
. vs
Wh
en
it
__
__
I (
sim
ple
p
rese
nt)
.; D
o y
ou
. .
? D
oe
s h
e.
. .?
]
•U
se ja
zz c
hant
s to
hel
p yo
ur s
tude
nts
lear
n an
d pr
actic
e pr
oduc
ing
the
natu
ral r
hyth
ms
of s
poke
n En
glis
h. [H
i. H
ow
are
yo
u?
]
•If
your
stu
dent
s ar
e sh
y an
d a
bit t
imid
abo
ut
spea
king
Eng
lish,
use
jazz
cha
nts
to h
elp
them
bu
ild c
onfid
ence
.
Than
k yo
u fo
r joi
ning
this
web
inar
!
I ho
pe
yo
u’ll
have
fun
with
the
se c
hant
s!
Jazz Chants TTD Torun April 2014, Lisa Wilson
Jazz Chants !
So, what IS a Jazz Chant? !“Jazz chants are the rhythmic expression of Standard American English as it occurs in
situaEonal contexts. They are a language acquisiEon tool to develop students’ appreciaEon of the rhythm and intonaEon paJerns of spoken English. !
Just as the selecEon of a parEcular tempo and beat in Jazz may convey powerful and varied emoEons, the rhythm, stresses and intonaEon paJerns of the spoken language are essenEal
elements for the expression of feelings and the intent of the speaker. Linking those two dynamic forms has produced an innovaEve and exciEng new approach to language learning. !Although Jazz ChanEng’s primary purpose is the improvement of speaking and listening
comprehension skills, it also works well in reinforcing specific structures used in a situaEonal context. The natural rhythms and humour of the chants are highly moEvaEng and may be
used effecEvely for both classroom pracEce and individual home study.” !Graham, C Jazz Chants Oxford: Oxford University Press, 1978 !
Why use them? !-‐ To make drilling more fun – adding rhythm can make a world of difference to how
engaged your students are with pracEsing pronunciaEon -‐ To help students remember language – think of Jazz Chants as being like an annoying
radio jingle that you can’t get out of your head. Then watch your students singing them on the stairs.
-‐ To help students develop more natural speech – instead of “Teacher! What write ‘sugar’?” , students learn “How do you spell….?” in a jazz chant which gives them both the language and the intonaEon to get them speaking more naturally.
-‐ To challenge your students – there is very liJle challenge in parroEng a word back to your teacher. But when your teacher asks you to think about the sounds you’re hearing and form them into a chant, suddenly the challenge level jumps right up. !
Who do we use them with? !Jazz chants are applicable at all levels, all ages and with all class sizes. Really. Everyone needs to pracEse pronunciaEon and very few students won’t get caught up in a liJle bit of rhythm going on around them, even if they’re hesitant at first. That said, starEng out with kids’ classes is ocen the best way to get your confidence up as the teacher first. If you’re embarrassed, your students will be too so when you’re using Jazz Chants in the classroom, relax and enjoy them! !
!
Jazz Chants TTD Torun April 2014, Lisa Wilson
How do we do it? !The structure of creaEng a Jazz Chant never changes: !
1. Start with a topic (countries) 2. Brainstorm vocabulary around that topic (Poland, Italy, Spain, Canada, Cuba etc) 3. Sort the vocabulary into words with 1 sound, 2 sounds and 3 sounds (Spain /
Poland, Cuba / Canada, Italy) 4. Put the words into a chant! A chant follows the structure of:
-‐ 2 sounds -‐ 3 sounds -‐ 1 sound -‐ clap! (or similar)
(this can also be done using a 3/4/2 structure) 5. So, with the example of countries, we get: Poland, Canada, Spain *Clap* 6. Then, we repeat to make a longer chant, using the structure: 2 / 3 / 1 / clap x2 2 / 3 / 2/ 3 2 / 3 / 1 / clap 7. Giving us: Poland, Canada, Spain *clap* Poland, Canada, Spain *clap* Poland, Canada, Poland, Canada Poland, Canada, Spain *clap* 8. We can then expand the chant by adding relevant grammar. For example: Where’s he from?
He’s from Poland Where’s she from? She’s from Canada Where are they from?
They’re from Spain !Where can we get examples and more info? !Carolyn Graham has a series of books including Jazz Chants, Small Talk – More Jazz Chants, Jazz Chants – For Children, Grammar Chants – More Jazz Chants and Jazz Chant – Fairytales all available through Oxford University Press. They have advice and prepared chants. !The following websites are also really useful: !hJp://jazzchants.net/home hJp://jmhdr.wordpress.com/about/ hJp://www.teachingenglish.org.uk/blogs/seabiscuit/jazz-‐chants-‐jazz-‐your-‐classes hJp://www.nystesol.org/pub/idiom_archive/idiom_fall2003.html hJp://www.teachingvillage.org/2010/05/23/how-‐to-‐create-‐a-‐jazz-‐chant-‐by-‐carolyn-‐graham/ !
!
Jazz Chants TTD Torun April 2014, Lisa Wilson
Our vocabulary chant: !!!!!!!!Stages of making a vocabulary chant with students: !!!!!!!!Stages of making a grammar chant with students: !1. Start with a demo 2. Elicit the demo to the board – ordering / recall 3. Drill the demo open class 4. Drill again (differently) 5. IdenEfy what can be changed within the demo, keeping the structures 6. Students personalise the chant with their own ideas 7. Students teach their chants to each other !!Ideas for drilling: !!!!!!!
!
