This is the handout that accompanies my TESOL 2013 PowerPoint (or PDF) presentation uploaded to Slideshare- ESL Instruction: Developing Your Skills to Become a Master Conductor

1. 1
by Beth Clifton Crumpler (Beth@adaptivelearnin.com)
Materials Writer, Course Developer, & ESL Instructor
More resources available at http://adaptivelearnin.com
Session Notes
Music Language
Communication Producing sound so others Applies to producing sounds and body
understand correctly language correctly so others can
understand
Notes/
Instructional
Applications
*You can write
here:
Interpretation The action of understanding Applies to understanding the
sound that is being produced communication of sounds and body
language
Notes/
Instructional
Applications
*You can write
here:
Clarity Determining how clear a Applies to producing sounds clearly so
sound is others understand
Notes/
Instructional
Applications
*You can write
here:
2013 TESOL Convention/ ESL Instruction: Developing Your Skills to Become a Master Conductor/ by, Beth Clifton Crumpler

2. 2
Vocalization & The action of Applies to speaking clearly so others can
Enunciation producing sounds understand
clearly so others
interpret correctly
Notes/
Instructional
Applications
*You can write
here:
Embouchure The formation of the mouth while Applies to pronunciation
producing a sound of sounds and words
Notes/
Instructional
Applications
*You can write
here:
Articulation Using the tongue to divide Applies to pronunciation of sounds,
sounds in different ways phrases and sentences
Notes/
Instructional
Applications
*You can write
here:
Tone The determination of the Applies to using appropriate tones of the
& Pitch sound quality high, low, loud, voice so others will interpret the message
soft, mellow, shrill, etc. appropriately
Notes/
Instructional
Applications
*You can write
here:
2013 TESOL Convention/ ESL Instruction: Developing Your Skills to Become a Master Conductor/ by, Beth Clifton Crumpler

3. 3
Support Using the diaphragm muscles to Applies to using the diaphragm
produce sound correctly muscles to support sound production
to produce clear speech
Notes/
Instructional
Applications
*You can write
here:
Rhythm The various beats and Applies to using correct patterns and syllables
syllables heard during speech so others can understand
Notes/
Instructional
Applications
*You can write
here:
Phrasing Taking breaths at appropriate Applies to taking breaths in
places to communicate a appropriate places so speech is
message correctly produced clearly
Notes/
Instructional
Applications
*You can write
here:
Conductor Language Teacher
Conducting The process of using body motions Applies to using body motions and
and facial expressions to get facial expressions to get the most
performers to perform a certain way out of student production and
learning
Notes/
Instructional
Applications
*You can write
here:
2013 TESOL Convention/ ESL Instruction: Developing Your Skills to Become a Master Conductor/ by, Beth Clifton Crumpler

4. 4
Energy Using body motions and facial Applies to using energy to get the most
movements to get performers to production and learning out of students
perform their best
Notes/
Instructional
Applications
*You can write
here:
Model Demonstrating to Applies to demonstrating aspects of
performers on what to do instruction that you would like students to
practice or do
Notes/
Instructional
Applications
*You can write
here:
Reading Visually reading the text, and Applies to multi-tasking… reading the
Manuscript guiding performers on what the text and lesson plans while directing and
text says as they perform teaching students
Notes/
Instructional
Applications
*You can write
here:
Reading Using ears to listen and sight to Applies to doing visual and auditory
Performers watch body movements of various ongoing assessment of students
groups of performers at the same abilities…strengths and weaknesses
time, to determine if they are and adjusting instruction accordingly
performing correctly
Notes/
Instructional
Applications
*You can write
here:
2013 TESOL Convention/ ESL Instruction: Developing Your Skills to Become a Master Conductor/ by, Beth Clifton Crumpler

5. 5
Need Analysis Analyzing performers to Applies to doing quick analysis and
determine their weaknesses scans of students to determine areas
and needs for intervention that need facilitating
Notes/
Instructional
Applications
*You can write
here:
Leveling The process of determining Applies to listening to students and
the correct ability of the determining their English level
performers
Notes/
Instructional
Applications
*You can write
here:
Repetition Repeating tasks so Applies to giving multiple chances in various
performers strengthen scenarios for students to practice learning tasks
their skills and get better
Notes/
Instructional
Applications
*You can write
here:
Critique Discussing with performers their Applies to giving feedback to students on
strengths and weaknesses, and their strengths and weaknesses, and
giving tips on how to improve providing tips on how to improve
weaknesses weaknesses
Notes/
Instructional
Applications
*You can write
here:
2013 TESOL Convention/ ESL Instruction: Developing Your Skills to Become a Master Conductor/ by, Beth Clifton Crumpler

6. 6
* Please have a copy whether print or digital. We will use this during the session.
Example When to use…
 Can also use high/low
 Use for questions
Where are you going?  Use for teaching speech patterns
that differ in tone/pitch
2 Beats: low high or high  Use for syllables/ rhythms
low
Example When to use…
 Use for showing breaks and pauses in conversation
x x x  Use to clap out syllables noting above text
 Use to give nonverbal cues
1 Beat embouchure
Example When to use…
 Use for showing syllables or rhythms of
speech
embouchure  Use for showing words are spoken faster
2 Beats than others
Example When to use…
2 Beats Same As Above Same As Above
Just use note head
2013 TESOL Convention/ ESL Instruction: Developing Your Skills to Become a Master Conductor/ by, Beth Clifton Crumpler

7. 7
Example When to use…
 Use for showing syllables or
Q: How are you? rhythms of speech
 Use for showing words are spoken
1 Beat
slower than others
A: Fine
Example When to use…
Same As Last Example Same As Last Example
1 Beat Just use note head
Example When to use…
 Can also use high/low
 Use for questions
Really?  Use for teaching speech patterns that
2 Beats: low high or high differ in tone/pitch
 Use for syllables/ rhythms
low
Example When to use…
Same As Above Same As Above
Just use note heads
2 Beats: low high or high
low
Example When to use…
 Use to show when a sound
lolipop should be spoken long
and/or smooth
1 Beat
Example When to use…
x2  Use to show a section is
Row : your boat…. repeated
 Good to use on whiteboard
when you don’t want to
Repeat section write out everything
 Especially good for chants
2013 TESOL Convention/ ESL Instruction: Developing Your Skills to Become a Master Conductor/ by, Beth Clifton Crumpler

8. 8
Example When to use…
 Use to show when a sound
lolipop should be spoken short
1 Beat and/or quick
Example When to use…
 Use to show when a sound
accent should be spoken strong
1 Beat and/or accented
Example When to use…
 Use to show when a sound should
be sustained and/or long
1 Beat
Row, row, row your boat…
Example When to use…
 Use to show when to take a
Row row row your boat breath or pause during
Breath between speech or when reading aloud
gently down the stream
Sections  Use to show good places to
merrily merrily merrily merrily pause during oral
life is but a dream presentations
2013 TESOL Convention/ ESL Instruction: Developing Your Skills to Become a Master Conductor/ by, Beth Clifton Crumpler

9. 9
* Please have a copy whether print or digital. We will use this during the session.
Note: All songs below are public domain
Conducting Strategies
Divide into groups. Then choose someone to be the “conductor”. Everyone else will be the “class”.
Class: Follow the conductor’s lead. As you speak and/or sing the text below, purposely make periodic
speaking mistakes as if you are an ELL student.
Conductor: You are the conductor. Use the text below as a guide as you conduct your language orchestra.
Use conducting motions to guide your orchestra in how to perform. Use needs analysis as you listen to
your group and read the text. Write notes above the text of each song where your “language orchestra”
pupils make speaking mistakes (articulation, rhythm, clarity, enunciation, etc.) . Then go back and re-teach,
repeat, conduct, and etc. your students in how to improve the mistakes they made.
Row, Row, Row Your Boat A-Tistket A-Tasket
A-tisket A-tasket, A brown and yellow basket,
Row, Row, Row your boat,
I send a letter to my mommy, On the way I
Gently down the stream
dropped it, I dropped it, I dropped it, Yes on
Merrily, merrily, merrily, merrily,
the way I dropped it , A little girlie picked it up,
Life is but a dream.
And put it in her pocket.
Notation & Syllables
Divide into groups. Work together collaborating to write the music rhythms above the words below using
the “Music Teaching in Language Teaching Examples and Uses” handout as a guide.
This Old Man
This old man, He played 1, He played knick knack on my thumb, with a knick knack patty
wack give a dog a bone, this old man came rolling home!
2013 TESOL Convention/ ESL Instruction: Developing Your Skills to Become a Master Conductor/ by, Beth Clifton Crumpler

10. 10
Pitch & Tone for Questions & Answers
Divide into groups. Write the music pitch notation above the text below where appropriate for questions
and answers. Use the “Music Teaching in Language Teaching Examples and Uses” handout as a guide. Then,
choose someone to be the “conductor”. Everyone else will be the “class”.
Class: Follow the conductor’s lead as you read the text below.
Conductor: You are the conductor. Use the text below as a guide as you conduct your language orchestra in
teaching pitch through questioning and answering. Divide your group into two parts. One group is the “Q”
for question, and one group is the “A” for answer. Guide your orchestra in how to speak the pitch of the text.
Use conducting hand motions to guide them to raise and lower their voices appropriately for their parts.
Baa, Baa, Black Sheep
Q: Baa, baa, black sheep, Have you any wool?
A: Yes sir, yes sir, Three bags full. One for my master, One for my dame, And one
for the little boy, Who lives down the lane.
Spoken Articulation
Divide into groups. Work together collaborating to write the articulation above the words below using the
“Music Teaching in Language Teaching Examples and Uses” handout as a guide.
Hickory Dickory Dock Hey Diddle Diddle
Hickory Dickory dock, The mouse ran up the clock, Hey diddle diddle, the cat and the fiddle,
The clock struck one, The mouse ran down,
The cow jumped over the moon.
Hickory Dickory dock. Hickory Dickory dock,
The mouse ran up the clock, The clock struck two, The little dog laughed to see such fun,
And down he flew, Hickory Dickory dock…
And the dish ran away with the spoon.
2013 TESOL Convention/ ESL Instruction: Developing Your Skills to Become a Master Conductor/ by, Beth Clifton Crumpler