This is not a review of the iTDi course, but simply sharing the final task we had to complete for the certificate.
I have been wanting to add more song and chant sessions to the in-service teacher training program where I work. So when I came across the iTDi course Rhyme and Rhythm in ELT, I thought it would be a good opportunity to get those creative juices flowing again and hopefully learn a few things I had not thought of yet (and the course delivered just that!). I watched all the videos asynchronously as I signed up well after the live sessions were over. But the folks at iTDi were kind of enough to oblige me. So I used a poem that I shared here previously, and added another verse to it along with a bit more difficult tasks than what I provided on my blog.
Changes and additions:
- Chant consists of full sentences to provide correct input. This is not necessarily a requirement, but just wanted to try something different.
- Chant stresses natural speech as opposed to song-like rhythms.
- More examples of time and more daily activities through 2nd verse.
- Focus on collocations related to daily activities. This results in language that is a bit more difficult, but also very natural, common utterances.
Please, alarm! Please go away!
I’m notready for another day.
I stretch my arms up over my head.
I don’t really want to get out of bed.
I open my eyes to peak around.
No mother, No father, not even a sound.
I check the time, only seven-oh-three.
Maybe time for a few more Zzzzz.
Now I’m up at seven thirty-two.
Not much time, but I know what to do.
I scarf down some toast at seven thirty-three.
Wish I had some milk, how nice that’d be.
My teeth are brushed by seven thirty-eight.
I’m cutting it close, I hope I’m not late.
I’m out the door at seven forty-one.
Down the street for a record-breaking run.
Into my class at seven fifty-nine.
I take a seat, and everything’s just fine.
Accompanying lesson plan:
- Students listen to the chant. Before listening, display these questions for the students to think about while they listen: What part of the day is it? ; What does the person do in the song? ; What times do you hear?
- Discuss their answers after listening and before showing the lyrics.
- Display or distribute the lyrics to the students to check their answers to the listening focus questions.
- Explain any unfamiliar words (peak, scarfdown, whistle).
- Read and chant the song with the students.
- Chant together as a class. Use gestures that demonstrate the activities in the chant (TPR).
- Put students in pairs, Student A and Student B.
- Student A chants the first line, and Student B chants the next line.
- Partners continue alternating lines as they chant. Encourage them to use gestures to express the actions in the chant.
- After doing this once, partners switch roles or even switch partners to try it with someone else.
- If there are any brave pairs, have them perform the chant for the class.
Make a list of common daily activities that are collocations. Elicit some from the chant from students and add others as needed.
|get up in the morning||get out of bed||have breakfast||have lunch|
|have dinner||go home||meet my friends||hang with my friends|
|have a cup of tea||do homework||watch TV||take a shower|
|take a bath||listen to some tunes||hit the sack||go to bed|
|take a seat||record-breaking run||cutting it close|
- Teacher mimes one of the activities and uses fingers to tell what time he/she does the activity.
- Students watch and guess the activity and time.
- Students do the same activity in small groups.
- To reinforce (or HW or expansion of collocations or just as review in the next class period), provide fill in the blanks of daily activities collocations (similar to Rhyme-in-Time activities). This can be done on the board or on projector screen.
|get up in the ______||______ out of bed||______ breakfast||_________ lunch|
|_______ dinner||______ home||______ my friends||_____ with my friends|
|have a _____ of tea||do _________||watch _______||take a ________|
|take a _______||listen to some
t _ n _ s
|hit the ______||______ to bed|
|___ _ seat||record-breaking ___||cutting __ close|