Rainbow_ppt presentation_gwen atkinson_for STEM conference_23 april 2011
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Using Using Song, Media & Corpora Song, Media & Corpora Linguistics Linguistics to Create to Create Content-based Gap-fill Content-based Gap-fill Materials Materials Gwen Atkinson Gwen Atkinson 23 April 2011 23 April 2011 The 15 The 15 th th Society for Teaching English through Media (STEM) Conference Busan National University of Education, Busan, Korea Society for Teaching English through Media (STEM) Conference Busan National University of Education, Busan, Korea Over the Rainbow YouTube Lesson
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This is a walk-through demonstration of an TESOL lesson sequence I designed using corpora linguistic insights and content- and text-based approaches. The lesson material is fun, useful and applicable across many teaching situations and English instructors of every level, elementary through university. The YouTube video songs are Israel Kamakawiwo'ole's Over the Rainbow/What a Wonderful World and Judy Garland’s original Wizard of Oz version of Over the Rainbow. The presentation cites background theory, including text-based and content-based teaching, Extensive Reading principles as applied to other text types, language as a social activity, and corpora linguistics for teachers; there is a brief introduction of how to use a corpora website for teachers. Two New School courses influenced the development of this material: Language Analysis with Scott Thornbury and Materials Development with Steve Cornwell & Deryn Verity. The aim of the classroom materials is to help learners notice the fundamental patterns of English and encourage using the English they already know, in combination with listening, enjoyment and an exploratory, not-speed-driven, not-transmission-driven approach. Corpora data shows that song lyrics often share commonalities with spoken English, making them ideal texts for many language classrooms, while YouTube videos offer a platform for encouraging student-based inquiry and text-based exploration and dialog.
Transcript of Rainbow_ppt presentation_gwen atkinson_for STEM conference_23 april 2011
Using Using
Song, Media & Corpora Linguistics
Song, Media & Corpora Linguistics
to Create to Create
Content-based Gap-fill Materials
Content-based Gap-fill Materials
Gwen Atkinson Gwen Atkinson 23 April 201123 April 2011
The 15The 15thth Society for Teaching English through Media (STEM) Conference Busan National University of Education, Busan, Korea Society for Teaching English through Media (STEM) Conference Busan National University of Education, Busan, Korea
Over the Rainbow YouTube Lesson
some images from:
Stock.XCHNGStock.XCHNGhttp://www.sxc.hu/
image i.d.#
birds 1110509,1112413, 482049, 1110503, 692866, input 48075, baby 396692, rain 529151, calendar 444866
Corpora Websites1. Cobb, T. (2007). The Complete Lexical Tutor: for data-driven
language learning on the Web. University of Quebec, Montreal. Retrieved October 2009 from http://www.lextutor.ca/.
2. Davies, M. (2008). BYU Corpus of American English. Brigham Young University. URL: http://www.americancorpus.org/. Retrieved October 2009.
3. The British National Corpus, version 3 (BNC XML Edition). 2007. Distributed by Oxford University Computing Services on behalf of the BNC Consortium. URL: http://www.natcorp.ox.ac.uk/
4. Davies, M. (2007). British National Corpus (UK, 1980’s to 1993). Brigham Young University. Retrieved October 2009 from http://corpus.byu.edu/bnc/.
References1. Cornwell, Steve, Ed.D. and Verity, Deryn, PhD. (Spring 2008). Online class materials for the
course Writing ESOL Materials. The New School MA-TESOL graduate program,
http://www.newschool.edu/matesol/.
2.2. Day, Richard, Ph.D. “From Intensive to Extensive Reading: Building on Success”. Presentation Day, Richard, Ph.D. “From Intensive to Extensive Reading: Building on Success”. Presentation
at the 6at the 6thth Oxford Day, November 17 Oxford Day, November 17thth, 2007. , 2007.
3. Day & Bamford. “Top Ten Principles for Teaching Extensive Reading”. Reading in a Foreign
Language. Volume 14, Number 2, October 2002. Retrieved 20 October, 2009 from
http://nflrc.hawaii.edu/rfl/october2002/day/day.html and
http://extensivereading.net/er/ERChar.html.
4. Kramsch, Claire. Language and Culture. OUP, 1998. (p.14).
5.5. Lewis, Michael.Lewis, Michael. The Lexical Approach: The State of ELT and a Way Forward The Lexical Approach: The State of ELT and a Way Forward . Thomson Heinle, . Thomson Heinle,
2002. (p.184).2002. (p.184).
6. Thornbury, Scott. Beyond the Sentence: Introducing Discourse Analysis. Macmillan Books for
Teachers, 2005. (p.111).
7. Tomlinson, B., editor. Developing Materials for Language Teaching. Chapter 23, “Materials for
Teaching Vocabulary” by Paul Nation and chapter 25, “Materials for Language Awareness” by
Rod Bolitho. Continuum, 2003.
8.8. Willis, Dave & Willis, Jane. Willis, Dave & Willis, Jane. Doing Task-based Teaching. Doing Task-based Teaching. OUP, 2007. (p.70).OUP, 2007. (p.70).
Thanks to my professors for teaching me kindly& my colleagues for their willingness to look-see.
Scott ThornburyScott Thornbury Deryn VerityDeryn Verity
SteveSteve CornwellCornwell
Joseph Venables Bianca Turalija Joshua Davies
what I do
a web tool to d.i.y.
why it works
Lexical DensityLexical Density
Written texts = 40~65%Written texts = 40~65%
Spoken texts = <40%Spoken texts = <40%
Over the Rainbow
Over the Rainbow = 43%= 43%
Characteristics of an Extensive Reading Approach Characteristics of an Extensive Reading Approach ~ from Day & Bamford ~~ from Day & Bamford ~
#1 read as much as possible#1 read as much as possible
#2 variety of materials & range of topics#2 variety of materials & range of topics
#3 for pleasure, information #3 for pleasure, information & general understanding & general understanding
#4 student awareness of methodology #4 student awareness of methodology
#5 within students’ linguistic competence#5 within students’ linguistic competence
#1 read as much as possible#1 read as much as possible
variety of materialsvariety of materials
& &
range of topicsrange of topics
#2#2
ThemesThemes
travel, places, maps, travel, places, maps,
music styles & moods,music styles & moods,
comparative pop culture, comparative pop culture,
history, iconicity, narrative, history, iconicity, narrative,
hopes, dreams, freedom, lovehopes, dreams, freedom, love
vocabulary/grammar:
vocabulary/grammar:
the patterns of English:the patterns of English:
LanguageLanguage
basicfamiliar
easy
high-frequency
S V Oa/an/the NounS’V…
I’ve Been Everywhere, Johnny Cash
Leaving on a Jet Plane, John Denver/Cass Elliot
Leaving on a Jet Plane, Chantel Kreviazuk
If I Had a Boat, Lyle Lovett
New York, New York, Frank Sinatra
Road to Nowhere, Talking Heads
Thriller, Michael Jackson
Supercalifragilisticexpialidocious, from Mary Poppins
Yesterday, Beatles
““A genuine text…
A genuine text…
is much more likely
is much more likely
to elicit a genuine response.”
to elicit a genuine response.”
Scott Thornbury, Scott Thornbury, Beyond the Sentence
Beyond the Sentence
for pleasure, for pleasure,
information & information &
general understandinggeneral understanding
#3#3
##3…for pleasure, information & general understanding3…for pleasure, information & general understanding
1939
{ Culture }{ Culture }
……is it encoded in the language itself?is it encoded in the language itself?
……is it expressed through actual use of language?is it expressed through actual use of language?
~ Claire Kramsch, ~ Claire Kramsch, Language and CultureLanguage and Culture
““In the absence of interesting texts, In the absence of interesting texts,
very little is possible.”very little is possible.”
~ Ray Williams
“top 10 principles for teaching foreign language reading” quoted in Day & Bamford
student student awareness awareness
of of methodologymethodology
#4
within within students’ students’
linguistic competencelinguistic competence
#5#5
Krashen’s
{ i + 1 }
www.visualthesaurus.comwww.visualthesaurus.com
“…re-visiting should be common, and what-you-meet-you-master
avoided at all costs.
~ Michael Lewis, The Lexical Approach
“…“…it is far more positive to it is far more positive to
build on what your learners build on what your learners
already know, than to start already know, than to start
with what they don’t know.”with what they don’t know.”
~ Willis & Willis, Task-based Learning
Somewhere over the RainbowSomewhere over the RainbowWhat a Wonderful WorldWhat a Wonderful World
Steps of the ‘IZ’ LessonSteps of the ‘IZ’ Lesson
1. Preview the IZ video ~ 1. Preview the IZ video ~ build schemabuild schema
2. Watch the IZ video ~ 2. Watch the IZ video ~ for pleasure & interestfor pleasure & interest
3. Preview lyrics handout method ~ 3. Preview lyrics handout method ~ language focuslanguage focus
4. 4. IZ lyrics handout ~ IZ lyrics handout ~ ss do it together; teacher circulatesss do it together; teacher circulates
5. Listening to IZ song again ~ 5. Listening to IZ song again ~ no video; listen onlyno video; listen only
Somewhere over the RainbowSomewhere over the RainbowWhat a Wonderful WorldWhat a Wonderful World
Israel Kamakawiwo’ole’s nick-name
ukulele
focus on what you knowfocus on what you know
English word orderEnglish word order
Subject Verb ObjectSubject Verb Object
S S V O V O
Birds _____.Birds _____. S VS V
flyfly
He He __________ [upon a star]. [upon a star]. S V O S V O
wisheswishes
focus on what you knowfocus on what you know
ContractionsContractions
{ Subject +Verb } Object{ Subject +Verb } Object
{ { S’V } OS’V } O
As soon as I see a shooting As soon as I see a shooting star…star…
I I __________ [a wish]. [a wish].
S ‘V OS ‘V O‘ll makell make
focus on what you knowfocus on what you know
What little word What little word
often comes before often comes before
a noun?a noun?
I’ll wish upon __ star.I’ll wish upon __ star.aa
focus on what you know
focus on what you know
aa
anan
thethe
the patterns of Englishthe patterns of English
nounnoun
focus on what you knowfocus on what you know
What kind of word What kind of word
can come before a noun…can come before a noun…
to describe it?to describe it?
My ____ hat.My ____ hat. redred
warmwarm
FrenchFrench
woolwool
cutecute
??
focus on what you knowfocus on what you know
use your use your
general knowledge general knowledge
about the worldabout the world
What do babies do?
fly? cry? love? think?crycry
up? down? over? under?up? down? over? under?
Rain falls…Rain falls…
down down
Use the patterns of English you knowUse the patterns of English you know
to help you: to help you:
[S V O] [S V O]
[S’V O] [S’V O]
[[aa//anan//thethe Noun] Noun]
Sit side-by-side with a partner. Sit side-by-side with a partner. Work together to guess the lyrics.Work together to guess the lyrics.
Do the lyrics handout…Do the lyrics handout…
……Then listen to the song again…Then listen to the song again…
……Then discuss the lyrics again with your partner Then discuss the lyrics again with your partner
to double-check them…to double-check them…
Lastly, listen to the song a 3Lastly, listen to the song a 3rdrd time, if you want, or time, if you want, or
just sing along…just sing along…
1.1. familiarityfamiliarity
2.2. memorymemory
3.3. guessing guessing by using the patterns of English & knowledge of the worldby using the patterns of English & knowledge of the world
4. working together4. working together
5. enjoyment5. enjoyment
6. listening 6. listening
Today you’re using theseToday you’re using theseimportant language learning skills:important language learning skills:
Let time pass….
Steps of the ‘OZ’ LessonSteps of the ‘OZ’ Lesson1. Recall IZ video & song ~1. Recall IZ video & song ~ group “culture” brainstormgroup “culture” brainstorm
2. Preview the OZ video ~ 2. Preview the OZ video ~ build schemabuild schema
3. Watch the OZ video ~ 3. Watch the OZ video ~ for pleasure & interestfor pleasure & interest
4. Guess the OZ date ~ 4. Guess the OZ date ~ group/partner guessing gamegroup/partner guessing game
5. Review OZ video & song 5. Review OZ video & song ~~ group “culture” brainstormgroup “culture” brainstorm
6. Review lyrics handout method ~ 6. Review lyrics handout method ~ language focuslanguage focus
7. 7. OZ lyrics handout ~ OZ lyrics handout ~ partners do it; teacher circulatespartners do it; teacher circulates
8. Listening to OZ song again ~ 8. Listening to OZ song again ~ no video; music onlyno video; music only
Is there anything
you
remember
that has to do with
“culture”?
What is “culture”?...Hawai’i Country/ LocationCountry/ Location
beach, ocean, sea, volcano, island Geography Geography
sunny, blue sky, hot WeatherWeather
no shirt, grass skirt ClothingClothing
boat, surf board… ThingsThings
melodies, rhythms, instruments; ukulele, drums MusicMusic
funeral, government honor ceremony, urn, ashes Celebrations & Celebrations &
CeremoniesCeremonies
happy, peaceful, colorful, vivid MoodMood
father, husband, wife, daughter FamilyFamily
dancers, fans, government officials, mourners PeoplePeople
surfing, swimming, going to concerts, relaxing, dancing, mourning, singing, celebrating ActivitiesActivities
Notice any “culture” you see or hear.Notice any “culture” you see or hear.
What year?What year?
Watch the Oz video
What year?What year?
Scan your lyrics paper
Scan your lyrics paper
to find the answer.
to find the answer.
What ‘culture’ did you notice?What ‘culture’ did you notice?
Steps of the ‘OZ’ LessonSteps of the ‘OZ’ Lesson1. Recall IZ video & song ~1. Recall IZ video & song ~ group “culture” brainstormgroup “culture” brainstorm
2. Preview the OZ video ~ 2. Preview the OZ video ~ build schemabuild schema
3. Watch the OZ video ~ 3. Watch the OZ video ~ for pleasure & interestfor pleasure & interest
4. Guess the OZ date ~ 4. Guess the OZ date ~ group guessing gamegroup guessing game
5. Review OZ video & song 5. Review OZ video & song ~~ group “culture” brainstormgroup “culture” brainstorm
6. Review lyrics handout method ~ 6. Review lyrics handout method ~ language focuslanguage focus
7. 7. OZ lyrics handout ~ OZ lyrics handout ~ ss do it; teacher circulatesss do it; teacher circulates
8. Listening to OZ song again ~ 8. Listening to OZ song again ~ no video; listen onlyno video; listen only
Over the Rainbow
Somewhere over the rainbow
Way up high,
There's a land that I heard of
Once in a lullaby.
Somewhere over the rainbow
Skies are blue,
And the dreams that you dare to dream
Really do come true.
Someday I'll wish upon a star
And wake up where the clouds are far
Behind me.
Where troubles melt like lemon drops
Away above the chimney tops
That's where you'll find me.
Somewhere over the rainbow
Bluebirds fly.
Birds fly over the rainbow.
Why then, oh why can't I?
If happy little bluebirds fly
Beyond the rainbow
Why, oh why can't I?
Lexical DensityLexical Density
Written texts = 40~65%Written texts = 40~65%
Spoken texts = <40%Spoken texts = <40%
Over the Rainbow
Over the Rainbow = 43%= 43%
www.visualthesaurus.comwww.visualthesaurus.com
The Complete Lexical TutorThe Complete Lexical Tutorfor data-driven language learning on the Web
http://www.lextutor.ca/
Classic VP English v.3
paste your textpaste your text
click click submitsubmit
FAMILIZER
a word family
list for all of
the words in
the text.
Gwen Atkinson Gwen Atkinson MA-TESOL, curriculum developmentMA-TESOL, curriculum development
http://www.slideshare.net/GwenAtkinsonTESOLhttp://www.slideshare.net/GwenAtkinsonTESOL
Gwen Atkinson Gwen Atkinson MA-TESOL, curriculum developmentMA-TESOL, curriculum development
Here is the APA reference citation for this ppt & presentation:Here is the APA reference citation for this ppt & presentation:
Atkinson, Gwen. (2011, April 23). Using Song, Media, and Corpora Linguistics to Create Content-based Gap-fill Materials. PowerPoint presentation at the 15th Society for Teaching English through Media (STEM) Conference, Busan National University of Education, Busan, Korea. Presentation information retrieved April 18, 2011 from [http://www.stemedia.co.kr/index.htm]. PowerPoint presentation and lyrics handouts retrieved April 18, 2011 from [http://www.slideshare.net/GwenAtkinsonTESOL] and [http://www.slideshare.net/GwenAtkinsonTESOL/documents].
