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Boom chicka Boom. Kylie Malinowska YL Advisor & YLC IHWO. Boom Chicka Boom. Hello! Whats your name?. Boom Chicka Boom. Hey ______! I think I hear my name . Hey ______! I think I hear it again. Youre wanted on the telephone. Well if it isnt ______ Im not home!. - PowerPoint PPT Presentation

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Boom chicka Boom

Kylie MalinowskaYL Advisor & YLCIHWO11Boom Chicka Boom

Hello!

Whats your name?2Ask participants to stand up and do the body parts thing.

Ask if they know the Hello song in Cookie and friends and sing the first verse.

Ask participants to Introduce yourself to the person next to you and share your favourite hello song or chant.

After discussion ask pairs to feedback favourite chants/ songs

Now ask pairs to discuss WHY its their favourite. Is it the catchy tune? The simple lyrics? The actions? Or is it just the only one they know? Or in the coursebook?

Get participants thinking about what makes a good song.Boom Chicka Boom

Hey ______!I think I hear my name.Hey ______!I think I hear it again.Youre wanted on the telephone.Well if it isnt ______ Im not home!

3Kids like to hear their names. Heres a get to know you chain song.

Teach song and get participants to join un.

Offer a teddy bear/ soft toy to anyone shy and encourage them to let the bear sing for them.

Praise people who sing and repeat a couple of times before moving on.Boom Chicka Boom

4Im sure I dont need to tell you that songs and chants are perfect for the YL classroom as they present language in a fun and memorable way and allow our students to experiment with the sounds of English.

Many teachers, however, despite being fully aware of their potential fall a little short because they lack the confidence to pull it off in the classroom. Im here to remind you that confidence and enthusiasm is key.

It really doesnt matter if youre a little off key and no Mariah Carey. Chances are your students wont notice or will feel more comfortable knowing you are normal just like them.

What will stop your students joining in is if they see you arent 100% comfortable and in to it. Its fine to have a CD player for back up. But dont rely on it, and whatever you do dont stand at the front of the class miming and conduction expecting them to do all the work. If you are enthusiastic and singing along you are more likely to get them to join.

For many this is easier said than done both for you and your students so how about using silly voices? Using silly voices can calm the nerves and also helps our students experiment with the sounds of English. Sing like mummy like daddy like a monster.

Introduce COOKIE

Another way to calm yours or your students nerves is to use puppets or soft toys. Then its not you whos singing out of tune and forgetting the words its you alter ego in your hand. Finger puppets work a treat!Boom Chicka Boom

Me: I said a Boom Chicka Boom

You: I said a Boom Chicka Boom

5So lets start with a super easy song. Theres no stress here to get complicated lyrics correct. Its all about letting yourself go and playing with the sounds of English.

All you need to do is repeat after me. Are you ready?Boom Chicka Boom

Me: I said a Boom Chicka Boom

You: I said a Boom Chicka Boom

6Boom Chicka Boom

Me: I said a boom chicka rocka chicka rocka chicka boom!

You: I said a Boom chicka rocka chicka rocka chicka boom!

7Boom Chicka Boom

Uh huhUh Huh

Oh yeahOh Yeah

One more time One more time8Boom Chicka Boom

______ style9Here Id suggest the teacher choose the first style, but then let the students. It can be anything from crying style, laughing style, monster style, lady gaga style. Its only limited by your students imagination.

Ask participants to choose a style, and if not

So how about we start with gangster style. For this youll need actions.

Repeat a couple of times with different stylesBoom Chicka Boom

I said a Boom Chicka BoomI said a Boom Chicka BoomI said a Boom Chicka Rocka Chicka Rocka Chicka BoomUh huhOh yeahOne more time ______ style.10Boom Chicka Boom

I like to eat apples and bananas.I like to eat apples and bananas.

11Heres another good way to get your students playing around with the sounds of English. But first lets learn the basic tune.Boom Chicka Boom

I like to ate ay-ples and ba-nay-nays.I like to ate ay-ples and ba-nay-nays

12Now we sing it again, but we change the vowel sound to a

I wouldnt necessarily write it up Ive just done this for the sake of the conference (as it might confuse the students) but you may want to use phonics if desired.Boom Chicka Boom

I like to eat ee-ples and bee-nee-nees.I like to eat ee-ples and bee-nee-nees.

13Now we sing it again, but we change the vowel sound to eBoom Chicka Boom

I like to ite i-ples and bi-ni-nis.I like to ite i-ples and bi-ni-nis.

.

14Now we sing it again, but we change the vowel sound to iBoom Chicka Boom

I like to ote oh-ples and bo-no-nos.I like to ote oh-ples and bo-no-nos.

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15And finally, we sing it again, but we change the vowel sound to oBoom Chicka Boom

YL learn through direct experiences via the five senses.

Combining singing and TPR encourages cognitive development via concentration and coordination. Whats more, the repetition and parallelism is something they like and is instrumental to memory.16

Head shoulders knees and toes

I

Boom Chicka BoomIm sure you all know the old favourite Head shoulders knees and toes

This song works like a charm because YL learn through direct experiences via the five senses. This combination of singing and TPR (total physical response) encourages cognitive development via concentration and coordination. Whats more, the repetition and parallelism is something they like and is instrumental to memory.

I like to mix up this old favourtie by slowing it right down then speeding it up with each repetition. How do you adapt your favourite songs? Miss out words? Change the words. Tell your partner how you like to make well known songs your own.

Feedback to group and share ideas.

Often we use songs and chants because we want to practice language and or present it in a different context. Its not always easy to find the right song or chant to match the language your students need to practice, so why not let them create the song/ chant?

17Boom Chicka Boom

18Often we use songs and chants because we want to practice language and or present it in a different context. Its not always easy to find the right song or chant to match the language your students need to practice, so why not let them create the song/ chant?

I want you to think of a topic. Any topic. Food? Sport? Music? Teaching?

Now in groups I want you to make a vocab list for that topic. List as many words as you can.

Now I want you to count the number of syllables in each word and write that number next to the word e.g. 1 next to pear, 2 next to apple, 3 next to banana.

Boom Chicka Boom

2312 3 12 3 12 3 2 32 3 119If you are familiar with Carolyn Grahams Jazz Chants then youll recognise this formula.Id stopped chanting years ago until I saw a brilliant session by Jane Harding de Rosa who was the YL Advisor for IHWO before me. She reminded me that although Carolyns Jazz Chant books were released many years ago they are still just as great today and are in fact timeless. So, recently Ive been getting back in to chanting.

http://www.teachingvillage.org/2010/05/23/how-to-create-a-jazz-chant-by-carolyn-graham/

Ask volunteers for vocabDemonstrate chantAll join in and chant togetherShow that some clapping at the end of the 3 and jazz hands make all the difference (without the jazz hands its just a chant!! )Boom Chicka Boom

What is it?

ABWhat is it?Its a _________.A what?A ___________!A ___________?Yes! A _________.Oh, a ___________.20Heres another good chant for practicing vocabulary and also intonation.

Split group into two. Use vocab from previous activity.

Frere JacquesAre you sleeping,Are you sleeping?Brother John?Brother John?Morning bells are ringing,Morning bells are ringing,Ding ding dong,Ding ding dong.

Boom Chicka BoomIm sure you all know this song? Frere Jaques. Its popular in all languages because the tune is familiar, its simple, and its repetitive.

So why reinvent the wheel? This is a great tune to use for making up your own songs.

21Boom Chicka Boom

What is it?

What is it?What is it?Its a _________.Its a _________.Im sorry?What are you saying? What are you saying?I cant hear.I cant hear.I said a ________I said a ________Is that clear?Is that clear?Did you say a ________?Did you say a ________?Yes! A _________!Yes! A _________!Oh, a ___________.22Heres another good chant for practicing vocabulary and also intonation.

Split group into two. Use vocab from previous activity.

Frere Jacques

Look and listen, Look and Listen (point to eyes then ears)What is this? What is this? (hold out arms shrugging and point it flashcard)Is it a.....(pause for a moment to scratch head and shrug) monkey?Is it a monkey? (mime monkey)Yes, yes, yes. Yes, yes, yes (nod and give the thumbs up)

Boom Chicka BoomHere is a song I created for a flashcard game.

Demonstrate.23

Frere JacquesI am hungry, I am hungry (rub belly)I want apples, I want apples (mime ieating apples)Yummy Yummy yummy, Yummy yummy yummy. (rub belly and lick lips)I like apples. I like apples.(nod head and mime eating an apple)5, 4, 3, 2, 1 STOP

Boom Chicka BoomAnd another one I created for a flashcard game. But its just as easy to create your own song for any purpose e.g. To follow a routine of to practice certain language.

Explain flashcard game and how using songs can do so many things e.g. Get the team involved while one person is

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