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/

http://www.lextutor.ca/

VocabProfile

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

TESOLgwen@gmail.com

http://www.slideshare.net/GwenAtkinsonTESOLhttp://www.slideshare.net/GwenAtkinsonTESOL

Gwen Atkinson Gwen Atkinson MA-TESOL, curriculum developmentMA-TESOL, curriculum development

tesolgwen@gmail.com

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].