Integrating Music into Speaking, Writing, and Grammar Activities in Adult ESL Classrooms

1. Integrating Music into Speaking, Writing, and Grammar Activities in Adult ESL Classrooms Marie Webb Instructor at University of Macau ELC Sunday, February 23rd 2014

2. Overview • Short introduction to my research study • 2 activities you can use in your class 1 focuses on pronunciation (linking) 1 focuses on grammar and writing (2nd conditionals) • Questions!

3. Audience assessment! • Raise your hand if you have used music in your classroom. • Raise your hand if you have used music with children. • Raise your hand if you have used music with adults. • How have you used music? (for pronunciation?)

4. Introduction to my research study • Follow up workshop from my research presentation on Friday in the Research Symposium. • Through a qualitative research study using interviews, surveys, and classroom observations, I found that 10 teachers and 91% of 111 students had an overall positive attitude towards the use of music in ESL and 84% of the students felt that music helped them improve their English skills.

5. How teachers are currently using music to meet their course goals

6. Intro to the activities • Two activities using music will be discussed and demonstrated • One is from a teacher in my research study and another is my own activity. • I will give background information on both of the activities first before we try portions of them out together!

7. Music for pronunciation. Why? • English has a melodic nature that is different from students’ home cultures. • Using music helps students understand the slight differences in speech including, overall pronunciation, pauses, and blending. • Can increase students memorization of certain concepts (such as linking).

8. Linking words • We join or "link" words to each other. • Because of this linking, the words in a sentence do not always sound the same as when we say them individually.

9. Examples! We write it like this: Can I have a bit of egg? We say it like this: Ca-nI-ha-va-bi-to-fegg? We write it like this: You should have studied? We say it like this: You shoulda studied. We write it like this: Turn off. We say it like this: Turnoff.

10. In the research study… Steps to teach linking 1. Teach the concept of linking. (implicitly or explicitly!) 2. Explain that students will listen to a song and that the song is very fast and they might not understand the lyrics at first. 3. Instruct students to fill in the missing words on the lyrics handout sheet.

11. Teacher steps continued… 4. Play 10 seconds of the Modest Mouse song “Dashboard” many times until the students find the first answer to the blank with their partners. 5. Concept check. Ask students what technique is being used and the students should reply “linking.” 6. After the first example is done together students should notice that the three words, “could have been,” are linked, and easily finish the rest of the activity. 7. Follow-up with a speaking homework activity on Voice Thread or etc. where students make their own examples

12. Lets try it! Fill in the blanks! Well, it ________________________ worse than you would ever knowOh, the dashboard melted But we still have the radioOh, it ___________________________worse than you would ever knowWell, you told me about nowhereWell, it sounds like someplace I'd like to go https://www.youtube.com/watch?v=penvn9VL32Y

13. Answers! Well, it would've beenCould've been worse than you would ever knowOh, the dashboard meltedBut we still have the radioOh, it should've beenCould've been worse than you would ever knowWell, you told me about nowhereWell, it sounds like someplace I'd like to go Song: “Dashboard” by Modest Mouse

14. How the students reacted… • Students were eager to share and practice their linking and openly volunteered. • Some of the students even sang the first line of the lyrics to show their mastery of the concept.

15. Using music to teach 2nd conditionals • Advanced integrated skills course • “If I Were a Rich Man” from the 1960’s Broadway Musical Fiddler on the Roof. • The story is centered on a Jewish father that is struggling to maintain his family and Jewish religious traditions during a time of change.

16. Activity Steps 1. Tell the students to take out a blank sheet of paper. 2. Instruct the students to simply listen to the music video. 3. After the music video, students try and remember of the things that the man would do if he was a rich man. 4. Students compare their lists. 5. Play the music video once more and they can edit/add.

17. Activity steps continued… 6. Give the students the lyrics. Ask them to fill in the blanks with the 2nd conditionals “If I were, I’d…..” and then create a grammar rule on how to form it and when to use it. 7. Talk about the grammar concept as a class. 8. Ask the students to write a paragraph about what they would do if they were rich. 9. Students peer review each others writing (focus on grammar). 10. Volunteers briefly present their partners ideas to the class.

18. Lets do it! (Listening focus) • Write down all of the things the man would do if he were rich! • Compare your list with a neighbor! https://www.youtube.com/watch?v=RBHZFYpQ6nc

19. Answers! The man would… • not work hard! • a big tall house with rooms by the dozen • fill his yard with chicks and turkeys and geese and ducks • advise the most important men in town

20. Grammar Focus • Fill in the blanks on the handout with the missing words and lets watch the video. • How do you form 2nd conditional? When do you use it? Second conditional • Nature: unreal (impossible) or improbable situations. Contrary to fact. (Subjunctive mood- something hypothetical!) • Time: present; the TENSE is past, but we are talking about the present, now.e.g. If I knew her name, I would tell you.

21. What would your neighbor do if they were rich?

22. Now write a paragraph! (writing focus)(Presentation/speaking skills/reporting) • Write a paragraph about what you would do if you were rich. • Try using the 2nd conditional at least 4-5 times in your writing. • You will peer edit your neighbors writing when you finish. • Then you will present on your neighbors ideas to the class.

23. How students reacted… • They knew the play. • Was a fun and successful way to lean conditionals. • They sang the song until the end of the quarter. • They referenced the song. (Ex. They corrected each others grammar!). • The middle eastern students really enjoyed the song because it reminded them of music from home. • They had inspiration for their writing!

24. Review Quiz! Talk to a neighbor! • What is linking? • Why is linking important? • What song can you use to teach linking? • What is the 2nd conditional? • How do you form it? • What song can you use to teach the 2nd conditional?