Teachers manual Vol. III ESL in Song

Embed Size (px)

DESCRIPTION

ISBN 0-9768650-0-9 order with audio CD: http://www.cantos.org/Booksfolder/voliii.html

Text of Teachers manual Vol. III ESL in Song

  • Cantos Para Todos Volume III Teacher Manual ESL PAGE 1

    Cantos Para Todos offers thanks to these and many others who contributed to thedevelopment of this special series on teaching English to speakers of other languages.

    ResearchJaneen Howard, Mariana Murgua-Ferrer, Michelle Prieto, Brian Dunn, Roderick Grubbs, Socorro Herrera-Dvila, Jess

    Aza, Roberto IbarraDevelopment

    Dan Gmez, Roy E. Howard, Roy JonesProduction

    Paul Carlos Anaya, Robert Hunter, Renee Garca, Marcos Lpez, F.Andrea Garca, Anthony Garca, James BrownSound Engineering

    David Gmez, Timothy J. Jones, Roy HowardAdministration

    Sal Ramos, Patty Alvarado, Sandra K. Young, Elizabeth Garza, Gloria Caudillo, Francisco Ferrer, Janeen Howard, PatriciaPalur

    A special thanks to the teachers and students of Lubbock Independent School District, AlbuquerquePublic Schools, the Lubbock Private Industry Council, and the Joint Training Partnership Act. May you

    keep singing, learning and growing. The Fourth Edition owes much to the inspiration of Colegio Ghandi, Mexico, D.F. where two languagesare valued, New Mexico ESL teacher Janeen Howard for teaching ideas, and Dawn of Pegasus Software

    for technical support.This edition is dedicated to the English teachers of Colegio Ghandi.

    Maps are from MacUSA, Broderbund Software, Inc. Permission is granted by the publisher to useportions of the software in publications if credit is given.

    Tapes are in DBX stereo. Song words, stories, illustrations, and other items may be reproduced forclass members, but may not be copied for other teachers. If you need more copies please call.

    Special Instructions to the teacher: This series is intended to supplement other materials used to teach English as a foreignor second language. The series progresses in complexity from Level One to Level Six. This method encourages communica-tive competence by presenting a song to develop context and practice fluency. Following exercises refer to the songs so thatlanguage concepts are develop in a meaningful context. Students are constantly reminded to search for similar constructs intheir other books and in real life. Maps, recipes, geographical, and economical information is given simply as context, orsomething to communicate about. The purpose of this book is to encourage communication. Teachers should extend thelearning by reading to the students, and encouraging conversation. References to "better using my textbook" refer to theregular English textbook, not this supplement. References to "your readings" refer to trade books and story books used in aliterature based program for learning English. This is very important to the method of Cantos Para Todos, because the shorttexts of the songs are only examples of language in use, and exercises in this series make reference only to these briefexamples. Refer to the Teachers Manual for additional information and teaching ideas.

    CANTOS PARA TODOSMaterials with Multiworlds in Mind

    Bilingual/Multicultural Education Publishers and ConsultantsP.O BOX 657 Silver City, New Mexico 88062-0657

    (505) 388 4696 (and FAX)Mariana Murgua - Ferrer / Daniel P. Gmez / Roy E. Howard

  • PAGE 2 Cantos Para Todos Volume III Teacher Manual ESL

    ContentsSongs for ESL

    Learn English with Music

    Prologue................................................................

    Theoretical Foundations.....................................

    Routines.................................................................LEVEL ONE

    I Come in the DoorRow, Row, Row Your BoatGo In and Out the WindowLooby Loo

    LEVEL TWOGood MorningThis Old ManA-Hunting We Will GoLondon Bridge

    LEVEL THREEWhen You Meet SomeoneShe'll Be Coming 'Round the MountainBINGOBow Belinda

    LEVEL FOURThe RulesBilly BoyShortning BreadThe Farmer in the Dell

    Vocabulary and Syntax......................................LEVEL ONE

    Show MeSkip to My LouEency, Weency SpiderThe Mulberry Bush

    LEVEL THREEThere is a Boarding HouseHeather has a Magic FeatherWhen the Train Comes AlongOld MacDonald Had a Farm

    LEVEL FOURBetty & Bill's Boarding House BluesI Love My RoosterThe HummingbirdBarnyard Song

    LEVEL SIXRolling to SeattleRed Iron OreGoing to BostonOld Chisolm Trail

    Literacy...............................................................LEVEL ONE

    First Counting SongThree Blue PigeonsBaa, Baa, Black SheepHot Cross Buns

    LEVEL TWOCount By TenFive Hundred MilesThree Blind MiceTen Little Children

    LEVEL THREEMaking Shapes is EasyMichael Row the Boat AshoreThere's a Hole in My BucketJennie Jenkins

    Time....................................................................LEVEL ONE

    The Days of the WeekHickory Dickory DockThe Muffin ManTwinkle, Twinkle Little StarEarly to Bed

    LEVEL TWOThe MonthsHappy BirthdayPolly Put the Kettle OnMother's Knives and Forks

    LEVEL FIVEWhat Time is It?The Riddle SongThe Sleeping PrincessOh, How Lovely is the Evening

  • Cantos Para Todos Volume III Teacher Manual ESL PAGE 3

    Emotions..............................................................LEVEL FIVE

    EmotionsO SusannaPaper of PinsOh, My Darling Clementine

    LEVEL SIXMy EmotionsDown in the ValleyPolly Wolly DoodleGreen Grow the Lilacs

    Vocations.............................................................LEVEL FOUR

    The PrincipalThe Little ShoemakerCotton Needs PickingNight Herding Song

    LEVEL FIVEThe Bus DriverI Love the MountainsThe Blue Tail FlyOats, Peas, Beans

    LEVEL SIXLaying PipeSixteen TonsThe BlacksmithErie CanalI've Been Working on the Railroad

    Search for the song on the CD player bythe Track Number

    Level One1 I Come in the Door2 Row, Row, Row Your Boat3Hoe, Hoe, Hoe Your Row4 Ho, Ho Ho5 Go In and Out the Window6 Looby Loo7 Show Me Roy Howard 8 Skip to My Lou9 Eency, Weency Spider10 The Mulberry Bush11 First Counting Song12 Three Blue Pigeons13 Baa, Baa, Black Sheep14 Hot Cross Buns15 The Days of the Week16 Hickory Dickory Dock17 The Muffin Man18 Twinkle, Twinkle Little Star19 Early to Bed

    Level Two20 Good Morning21 This Old Man22 A-Hunting We Will Go23 London Bridge24 Count By Ten25 Five Hundred Miles26 Three Blind Mice27 Ten Little Children28 The Months29 Happy Birthday30Polly Put the Kettle On31 Mother's Knives and Forks

    Level Three32 When You Meet Someone33 She'll Be Coming 'Round the Mountain34 BINGO35 Bow Belinda36 There is a Boarding House37 Boarding House Rap38 Heather has a Magic Feather39 When the Train Comes Along40 Old MacDonald Had a Farm41 Making Shapes is Easy42 Michael Row the Boat Ashore43 There's a Hole in My Bucket44 Jennie Jenkins

    Level Four1 The Rules2 Billy Boy3 Shortning Bread 4 The Farmer in the Dell5 Betty & Bill's Boarding House Blues6 I Love My Rooster7 The Hummingbird 8 Barnyard Song9 The Principal10 The Little Shoemaker11 Cotton Needs Picking12 Night Herding Song

    Level Five13 What Time is It?14 The Riddle Song15 The Sleeping Princess16 Oh, How Lovely is the Evening17 Emotions18 O Susanna19 Paper of Pins20 Oh, My Darling Clementine21 The Bus Driver22 The Blue Tail Fly23 Oats, Peas, Beans Level Six

    24 Rolling to Seattle25 Red Iron Ore26 Going to Boston27 Old Chisolm Trail28 My Emotions29 Down in the Valley30 Polly Wolly Doodle31 Green Grow the Lilacs32 Laying Pipe33 Sixteen Tons34 The Blacksmith35 Erie Canal36 I've Been Working on the Railroad

  • PAGE 4 Cantos Para Todos Volume III Teacher Manual ESL

    PrologueProloguePrologueProloguePrologue

    Every second language learning situa-tion is different, demanding a different kind ofteaching. The premise of Cantos Para TodosVolume III is that music and stories can enhanceany method for any age of learner.

    The learning of a second language canbe enhanced by writing stories and the lyricsfor songs. The basic method is thus: thestudents have a common experience, thenshare thoughts together with the teacherwriting what they say. Students participateactively, either by writing or dictating thestories. Stories written by students are linguis-tically, emotionally, experientially and devel-opmentally appropriate for the student be-cause they contain their own words based ontheir personal experiences. Such stories areused to encourage active learning about andsynthesis of the environment, and to provide aliterary base for reading practice and instruc-tion. When the stories are based on experi-ences in the English speaking culture, thestudents are able to communicate their im-pressions of the new culture to their teachersand classmates as the stories are translated.As they share even the simplest ideas in En-glish, they become able to communicate di-rectly with others through stories even beforethey are "fluent" in oral English. Also, thesequence of stories becomes a documentationof individual progress in language.

    Each of the (original) songs in thisseries was developed in a classroom wherestudents were learning English as a secondlanguage (ESL), usually as part of a story oractual experience. You are encouraged to usethese as examples for your own creative cur-riculum development. Songs can enhance thelearning of the concepts and vocabulary of thestory.

    In addition to the original songs devel-oped in ESL classrooms, many songs have beenincluded for their lasting value to representU.S. culture. You are encouraged to seek moresongs and stories, and use this series as amodel for ideas in adapting culturally authen-tic materials for language learning. The learn-ing of a second language can be enhanced byusing musical methods. Oral and aural par-ticipation of every student is encouraged bysinging. As students gain confidence in their

    PrlogoPrlogoPrlogoPrlogoPrlogo

    Cada clase en que se ensea un i