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

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2004 English as a Foreign Language Institutefor
Moroccan Teacher Trainers Partnership for
Learning Conference for CPR-trainers and
SupervisorsFebruary 28-March 2, 2005Rabat
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JAZZ CHANTS
Biare Abderrahim Mokhlis Mohamed
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WHAT ARE JAZZ CHANTS?
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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
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I . WHY USING JAZZ CHANTS?
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A . To develop students oral intelligibility B
. To reinforce / review lexis or grammar C. To
improve students communicative competence
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A . Developing Oral Intelligibility

• 1 . Segmentals
• 2 . Supersegmentals

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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

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Supersegmentals

• 1 . Intonation
• she wants to leave now  
• she wants to leave now
• she wants to leave now
• she wants to leave now

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2 . Stress at the morpheme, word or sentence
levelsShe refused to comment on the managers
suggestionsIts 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 dont think about leaving whenever you
want.
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3 . Reduction Im gonna go (Im going to
go)Wadded plan on doin tomorr ? (what do you
plan on doing tomorrow)?
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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
4 . Projection
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Ø      to reinforce or review lexis or
structures in a naturally repetitive wayØ     
to expose learners to idiomatic expressions.
B . Reinforcing / reviewing lexis or grammar
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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).
C. Improving communicative competence
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II . PROCEDURES OF TEACHING JAZZ CHANTS
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A . Using Jazz Chants to develop oral
intelligibility1 . Choose an appropriate chant
and make copies of the script2 . Play the
recording first (students shouldnt 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
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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)
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 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)
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III . WHAT ARE THE PEDAGOGICAL VALUES OF JAZZ
CHANTS ?
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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
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• AUDIENCE PRACTICE AND APPLICATION

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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? Hows
Jack?(greeting someone and asking about mutual
friends)Hi! How are you?Fine. How are you?Im
finr. Hows Bill?Hes fineHows Mary?Shes
fineHow are the children?They are fineHows
your job?Its fineHows Jack?Hes sick!Oh no!
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B . Reinforcing / reviewing lexisI get up at
seven oclock
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I get up at seven oclock
Fill in the following table
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  I get up at seven thirty Heres my day. This
is what I do.I get up at seven oclock.Seven
oclock? Seven oclock.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 oclock.Nine oclock? Nine
oclock.I have lunch at one oclock.One
oclock? One oclock.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
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I twisted my ankle
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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! 
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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!    
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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