1. Jazz Chants (00:25-03:36)
Definition: A rhythmic presentation of natural language that links the rhythms of natural spoken American English to the rhythms of traditional American jazz
Advantages: Rhythm and intonation (patterns of spoken English), grammar and vocabulary (patterns of everyday conversation), memorization (multiple repetitions), versatile (in classes of any size and with all age groups – and don’t require any special materials)
Practice!
One, Two, I Like You (00:39)
Hi, How Are You? (01:41)
Shoes and Socks (02:04)

2. An innovative way to teach spoken English (03:37-06:57)
3 key points: Must use real language, must use useful language, must be appropriate language
Keeping the rhythm is crucial: Four-beat rhythm – 1, 2, 3, 4; first beat is the first stressed word – which is not always the first word of the line (e.g. Do you like it? <clap> Yes I do.)
Use common exchanges in everyday talk (e.g. Have a nice weekend. Thanks, you too!)
Vocabulary chant: 1. Choose a topic > 2. Write down 10 words that relate to the topic > 3. Separate the words into sounds according to the number of syllables – 1, 2, 3 > 4. Choose three of the words with different numbers of syllables (e.g. ruler, eraser, chair <clap>; purple ruler, pink eraser, yellow chair > animal, food, sports, etc.)
Reinforces a grammar point (e.g. I Like It a Lot)

3. An innovative way to teach spoken English (03:37-06:57)
Try it!: Have a nice weekend. Thanks, you too! (04:00)
Try it!: ruler, eraser, chair <clap> (05:36)
Try it!: purple ruler, pink eraser, yellow chair (06:07)
Try it!: I like it, I like it a lot, I love it (06:30)
Make your own!: Food > Arrange into one-syllable, two syllable, three-syllable groups + add modifiers (e.g. yellow banana)

4. Finding the rhythm of spoken English (06:58-13:05)
Connection between spoken American English and the natural rhythm of jazz: 4-beat rhythm > Beat one is the first stress word; listen for the stress pattern (Hi, how are you? Fine, how are you?)
Practice with a partner! (09:20 +10:23 > stress pattern)
Rhythm – powerful tool for memory (Hungry Boy)
Practice with a partner! (11:21)

5. Models in the classroom (13:05-19:00)
Act out a chant (The Happy Weekend – 13:38)
Use chants to practice names of letters (Names – 14:02)
S-A-M-A-R-A, How do you pronounce it? (x2), How do you spell it?
Now try it with your names!
Create vocabulary chants with names of animals (syllables > 2-3-1, rhyming words: Monkey, Elephant, Fox – 17:26)

6. Models in the classroom (13:05-19:00)
Combine old, new vocabulary with action (Monkey Swings – 17:55)
Write a grammar chant (I Wish I Had a Crocodile – 18:46)
Make an animal chant. Then, turn it into a grammar chant!

7. Creating and adapting chants with your students (19:01-23:52)
Keep your chant simple and short (nothing complicated)
Keep it real (Is it authentic, everyday language? Is it appropriate to the age of the students?)
Have a focus and purpose (vocabulary, ritual language – e.g. greetings/saying goodbye)
Involve your students in creating new chants (personalize > have students create their own lists of their favorite items)
Use chants to reinforce learning (other parts of the curriculum)

8. Creating and adapting chants with your students (19:01-23:52)
Practice!: Mosquitos Bite (22:54)
Personalize! Jobs
Add role playing/gestures! Jobs