more JAZZ CHANTS: RE JAcknowledgments | would like to express my thanks to Margot Gramer, my editor at Oxford University Press, for her dedication and support. T wotld also like to express particular thanks to Matt Kaplowitz, who served as arranger and musical director for the casette recording, and to Dick Hyman, Milt Hinton, and Ron Traxler for their inspired performance. New York City 1985 What Is a Jazz Chant? {A jazz chant isthe shythmie expression of standard AL English as it occurs in a situational context, ‘The jazz chants included in Small Taik end on its accompanying cassete are designed asa language tool to develop students’ appreciation of the rhythm and intonation patterns of spoken American English Just as the selection ofa particular tempo and beat in jazz may convey powerful and varied emotions, the rhythm, stress, and intonation patterns ofthe spoken language ure essential elements for the expression of the felings and intent of the speaker. Linking these two dynamic forms has produced an innovative and exciting approach to language lea s, students are also learning to distinguish asts while they are actively an easily be used in their own In performing the ct difficult vowel and consonant cont engaged in a verbal exchenge th lives,The Sounds of American English ————_— $e ‘American English stretches, shortens, blends, and often drops sounds, ‘These subtle fearures of the language are extremely difficult for a student to comprehend unless his ear has been properly trained to understand the language of ani educated native Speaker in natural conversation. The sound of “Jeet yet?” is meaningless unless one has acquired the listening comprehension skills necessary to make the connection with “Did you eat yet?” ‘Another example of the blending of sounds is I’m going 10 (go), reduced to I'm gonna (go). Students should be aware that the ‘written word gomia would be considered nonstandard English ‘whereas the spoken form is perfectly acceptable in American A comparison of the text of Small Tall and its easette helps to iilustrate this striking difference between the written word and its spoken form, Jazz chants are particularly useful in developing these listening comprehension siOrganization of Small Talk ‘Small Talk is arranged by functions, oF “purposes” for using language, Each unit begins with a number of jazz chants related to ‘given function, for example, Greatings. Within the group of chants there often isa progression from a formal to less formal way of expressing the function. The text is accompanied by a assete of the chants to provide a means of self-study. Ar asterisk at the end ofthe tite of a chant indicates that itis repeated on the ‘Small Talk cassette Following the chants are pronuaciation and listening exercises related to the functional topic of the chapter. Once the class has practiced and performed the chants, they can receive additional reinforcement through these exercises, [An answer key in the back of the book allows students to work at their own pace or individually. So, roo, all ofthe listening enercises have been recorded on a Separate cassette fr that purpose.Presenting the Chants ——————_— Jazz chants are based on a combination of repetition and learned response, The essential element in presenting a chant is to ‘maintain a clear, steady beat and rhythm. Initially, the students should repeat the fines following a model provided by the teacher andior the cassette Once the students are familiar with the material, they should progress from a simple choral repetition of a phrase to giving a froup response in answer 0 a question or statement. This {introduces an important new element as the class is nos in e dialogue with the teacher. This dialogue may then be transformed into @ three or four-part exchange. Many of the chants lend themselves to role playing, which enables the students to move from the formal structure of the chants to an informal classroom improvisation, using what they have learned in 4 situational context, These improvisations give the students not only the opportunity o speak individually but to make choices of attitude in their responses. During the role playing, itis important to make sure that the students retain the rhythm and intonation patterns established earlier.General Suggestions for Presenting the Chants — STEP1 STEP? STEP 3 STEP 4 STEPS STEP 6 STEPT STEP 8 STEP 9 Explain the functionel context of the chant, using ether the students’ native language or very simple English. You should clearly explain any vocabulary items or expressions which might present difficulties, and may wish to discuss the cultural {plications of the materia Have the students listen to the first presentation of the chant on. the cassette or as read by you, Have the students repeat any dificult sounds or particularly new or dificult structures lave the students repeat each line of the chant after you. tis important to establish a clear, strong beat by counting, clapping, using shythm sticks, or snapping your fingers, Have the students listen again to the solo presentation of the chant, Divide the class ito two (or three) groups, each taking a roe in the dialogue of the chant, Have each group repeat their lines after Hive the students respond to you, taking one of the roles in the dialogue of the chant, without hearing you model it first Divide the class agein and have them perform the chant without your model. You now serve as a conductor, keeping a solid, anifying beat while bringing in the two sections atthe correct Have the class continue 19 work with the chant by using three oF four-part exchanges, pair work, and role playing.I Greetings Notes: ve ms Ant I Hit How Are You?* a atest the seas rom ae n Be st Spears gesting you He \ Mow arevou> aworig vce. Hit How are you! Fine. How are you? Hi! How are you? Fine, How are you? Hil How are you? Hit How are you? Hil How are you? Fine. How are you? How's Jack? 2 How's Jack? * Stuer rat th sub (greeting someone and asking about mutual friends) ‘pene contac wih, a, fre oe simon hat stores Soopers Hit How ar you? sarees ee aaocceere, vie ition ran algo oles an example 2 "ypealressense tas rows. Oh no! He's fine How's Mary? She's fine How are the children? ‘They're fine. How's your job? Ir’s fine. How’s Jac He’s sick! Oh no!2 Het Howve You Been? ‘Start pate surf be fevers ac ow'e Ths anoles rice in shit the ‘es fom ts go good se you tele goo 20 you 4. Heo? Heo? Serpe he srg raion alte uted narsweng fneprane. The chen ao coos fratnan te ftraten pate wee fo sok cutcatn oe ast nar, whe? 3 Hello. How've You Been? * (greeting someone you haven't seen in along time) Hello. How've you been? e's so good to see you. It’s good to see you How’ve you been? Justine, Hello, how've you been? Hello, how've you been? Hello, howe you been? Justine, Just fine, It's so good to see you. It’s so good to see you, It’s good to see you. How've you been? Just fine, 4 itello? Hello? * (an informal greeting on the telephone) Hello? Hello? Hi, Sue, thisis Bill. Bill? Bill who? Bill Brown, Oh hi! How are you?5 Jac! Youre Back ‘dicen inthe sound oan So 5 jack! You're Back! * (renga fend ha hs ber a) Jack! You're back! haven't seen you fora long time. How've you been? Just fine 10's been a longtime. How've you been? Justine I’sbeen a long time. 1’ so glad you're back, Jack Soam I. im so glad you're back, Jack Soam I 1’ so glad you're back Tm so glad you're back. P'mso glad you're back, Jack. Seam I haven't seen you for along time.Unit I Exercises Exercise I Listen carefully as your teacher reads the sentences. Then listen again as your teacher repeats them, Pill n the blanks with the correct words, Check your answers inthe Appendix. 1, Mary, mothe? 2, ____ fine, thank you. — — Bill? 3. children? 4 fine job? cyeaemeentnes rn 6 you 1 tad —____ rack, 8. La you ___ong Exercise 2 Listen carefully while your teacher reads the sentences. Write them in the blanks below. Note the suggestions for careful listening, Check your answers in the Appendix, _ (three words) Listen for the sound of the contraction and the reduced vowel sound in your 2. — (six words) Listen for the sound ofthe contraction and the reduced vowel sound in to. 3 three words) Listen for the sound ofthe contraction, 4 (eight words) Listen for the sound ofthe contraction and the reduced vowel sound in fr. (five words) Listen for the sound of the contraction and the reduced vowel sound in you're.Exercise 5 Practice this dialogue with a partner. as? 1 Hello? w= I'm sorry. [can’t hear you very well, Who is this? It's your mother. f= Ob, hi, Mom. How are you? Pall right. How ere you? You sound tired Oh no, I'm just fine. Hows Dad? He's fine, How are your classes? They're OK. How's everything at home? Just fine. Ate you sure you don’t have a col No, no, I'm fine “Take some aspirin ‘Mom, I told you. T don’t have a cold Call me when you're feeling better. = OK, Mom.tat how oo you lanjnge anti eer pater ininn Sehr nous ba ears lho Shing eves posers Mee © iret youce'@ met you Introductions/Identifying Self and Others 1 Harry, This Is Mary * (an informal imroduetion Harry this is Mary Hh Hello. a more formal variation Harry, this is Mary How do you do? How do you do? ayy sister Mars: How do you do, Mary. Vm very glad to meet you Thank vou, I'm glad to meet you 2. Nice to Meet You * [Nice to meet you. Nive 19 meet you, [Nice ta meet you! Nice to meet you Nice ro meet you. 1m so glad to meet you. "Thank you, I'm glad to meet jou.rreny Suis todo saci outart yam gd meet 4. What's Your Name? wnere Are ecard wa el ese ah Stone obi pts he ova fect jer at) S&B _1'm Glad to Meet You. I've Heard So Much About You Pm glad to meet you. [Pve heard so much about you, Prmglad to meet you 1Pve heard so much about you, Pmglad to meet you. [Pye heard so much about you, Thank you, I'm glad to meet yo [Pve heard so many nice things about you. TPve heard so many nice things about you. Somany nice things. ve heard so many nice things. ve heard so many nice things about you. [hm glad to meet you. ve heard so much about you, ‘Thank you, I'm glad to meet you 4 what's Your Name? Where Are You From? What's your name? Where are you from? What's your name? Where are you from? What's your name? Where are you from? How long have you been here? How long have you been here? How long have you been here? What's your name? Where are you from? low long have you been here?5. Whats Your Fist Name? How Bo Toa cn es (evar occ tr ot te apace anne 0 oer ‘emo sso hw you 5 what's Your First Name? How Do You Spell It? What's your first name? Mary. How do you spell? M-A-R-Y, M M. A A R. R x ¥. M-A-R-Y, M-A-R How do you pronounce it? Mary. How do you spell it? M-A-R-Y. How do you pronounce it? Mary.Unit 2 Exercises Exercise 1 Listen carefully as your teacher eads the sentences. Then listen again as your teacher repeats them. Fill inthe blanks with the correct words. Check your answers in the Appendix. 1, Hazey, — Se eg eee ene a sister Mary 20 Ei een ee Mary, very - meet 3 you, glad____ you, heard —____ much —____ you. 4. How _ you ________here? 5. been —___for- ong _ GE Mis emanate cet friend Jane 4. Jane, —_____ heard many —__ abou _ 8. Thank you. Where — —_— %. New York, wo, Exercise 2 Practice the following exchanges with a partner. 18 Pm zo ghad 10 see you ws Tve never met him. © t's wonderful to see you Neither have ws You look great, ws T'm looking forward to meeting them, 3 Sodoyou = Soaml. ws was nice meeting you t= Haven't met you somewhere before? 1 Trwas nice meeting you 5 I don't think so. ws Yd tike to meet him. 2 Sowould IExercise 3 Listen carefully while your teacher reads the sentences. Write them in the blanks below. Note the suggestions for careful listening. Check your answers in the Appendix. a rig worats) Listen for the sound ofthe contraction and the plurals. 0 Listen forthe reduced vowel sound in haze 3. (six words) Listen for the sound ofthe contraction and the reduced vowel sound ia 4 (seven words) Listen for the reduced vowel sounds in do'your. 5. (five words) Listen for the reduced vowel sounds in dai. n3 Notes 2006-0, coos aye clsog aye. gee be Have 8 Ms Weekons frauoey execs have ence Saying Good-bye I Good-bye, Good-bye (casual good-bye 10a friend) Good-bye, good-bye. See you tomorrow, Bye-bye, Good-bye, see you tomorrow: Good-bye, see you tomorrow. Bye-bye See you tomorrow, Bye-bye. Buo-bye, So jong, see you tomorros: So long, see you tomorrow. So long, see you tomorrow. Bye-bye 2 Have aNice Weekend Have anice weekend, ‘Thanks, you wo. Have anice weekend, ‘Thanks, you to. Have a nice weekend See you on Monday Have a nice weekend Thanks, you to, Have a nice weekend, See vou on Monday Have fun ‘Thanks, you toosnc Ive, Students should neta he ond ye ane oo go loka go) reg rm rs oe you 3 it's Getting Late e's getting late. e's getting late e's getting late, and [really hate to say good: bye. Please don't go. Ws getting late, and Treally hate to say good. bye. Please don’t go. 1's getting late. Please doa’t go, 1's getting late. Please doa't go 1's getting late Please don’t go ve got to go hom lease don’t go. Tes getting late, and I really hate tosay good-bye, bbut I've got to go home. ‘Oh no, please don’t go ‘Oh no, please don’t go ve gor to go home. ‘Oh no, please don’t go (Oh no, please doa’t Ro 4 twas Nice Seeing You Again twas nice seeing you again, Thanks. Twas nice secing you enjoyed seeing you again. Thanks, Tenjoved seeing you, was so aice. Tenjoyed it wo, was so nice. Tenjoyed it 10, Iwas nice seeing You "Thanks, Iwas nice seeing you5 goose Sy toto 6. Were Going Mas You realy vaty 4 5 Good-bye, Harry, Say Hello to Mary Good-bye, Harry, say hello to Mary. wil Say hello t Bil, Bye-bye, Jack, say hello to Jil, “Tell her I miss her. Twill So long, Mary, say hello to Harry. ‘Tell him I miss hie, Iwill. G6 We're Going to Miss You We're going to miss you We realy are We're going to miss you, We really are We're really going ta miss you. We're rally going to miss you Pm going t miss you too. {F'm going to miss you 100 Vm really going to miss you. We're going to miss you We realy are. Pm going to miss you too. I really am, We're going to miss you We realy are T’m going to miss you too. Treally ar—— Unit 5 Exercises Exercise I Listen carefully as your teacher reads the sentences, Then listen again as your teacher repeats them, Fill inthe blanks with the correct words. Check your answers the Appendix 2, long. Have —____— nice —_____ 3. tate and —_____ pot he. good-bye. 5. t_____ nice __— you ____ 6, hello —_____ Jack. Tet a —_ 8, going _____ miss you. We —_____—_ are. 10, Please —_____ go. I'm ______ going 18Exercise 2 Listen carefully while your teacher eeads the sentences. Write them in the blanks below. Note the suggestions for careful listening. Check your answers in the Appendix, ee (five words) Listen for the sound ofthe contraction and the reduced vowel sound in o. 2 = five words) Listen for the disappearing hin him 3 — —_—_ (six words Listen for the disappearing in hello and the reduced vowel sound in 0. (five words) Listen for the sound of the contraction and the reduced vowel sound in going 0 5. eee neee eer eee Listen for the reduced vowel sound in toa. (five words) Exercise 3 Listen as your teacher reads you the clues tothe word puzzle. Write the words in the blanks after each number. Check your answers inthe Appendix. L « 2 o 3 _—o 4 s Bo 6. yo _- 1 pe4 Notes Thats a Nice Sweater Giving and Receiving Compliments 1 You Look Wonderful Today * You look wonderful today. Sodo vou You look wonderful today. Sodo you. That's nice color on you. ‘Thanks alr. ‘That's ¢ nice color on vou. “Thanks alt. Tm glad you like it ‘That's ¢ wonderful color on you. “Thanks alt T'm very glad you likeit, 2 That's a Nice Sweater * ‘That's nice sweater Isitnew? Yes, itis. Where did you gett? gor iat Macy's. Ws beautiful Thank you. Pmalad you tike iv Those are nice boots, Are they new? ‘Yes, they are Where did you get them? [got them at Macs"s. They're beautiful Thank you Pm glad you like them,—————EEE——— 2: Luma Yur lve 3 iLike Your Gloves* eke Like our loves ‘Ohno ve had hem for years did you gt them? got ther ia Londo eau "Thank jou w They’ like your ring, sinew? (Oh no, I've had it for years, ‘Where did you get it? Wg tin Tdi, es beni Thank you 4. You oot Mant Yu inet 4 You Look Marvelous! You Haven't ‘he Ser ova practce he Changed a Bit * Digicel (Compt person sou hacen sem ora omg ie) Eey samen doataok marys ra ‘You havent changed bi Nether have you Neither hve yu ‘a look marvelous! Sedo Sou. ‘Yo fook wonder! Sodo yet ‘a look teri Sedo you You haven'tchanged a bit Neither have you. 8—— 5 You Spans Egan vr Wet Yu rely do pooh. 1 6 tm Ata My English 6 Not Very (eee! language aby the Nope! 5 You speak English Very Well* You speak English very well ‘Oh no, no reall. Yes, you do, you really do. No, I don't Yes, you do. No, I don't. Yes, you do. No, I don't. ‘That's not true Yes, iis. You really do speak English vr Thank you, You're very kind No, I mean it Treally mean i Thank you. You're very kind, No, mean it really mean i. ‘You really do speak English very well Thank you. G rm Afraid My English Is Not Very Good* (fishing for npliment) Vm afraid my English is not very good, Don’t be silly 1's wonderful. ‘m afraid my English is not very good. Don’t be silly 1's wonderful. Ie’ terrible ‘Don’t be silly Ws terrible ‘Don’t be sills T'mafraid my English is not very good. Don't be silly e's wonderful 192 Unit 4 Exercises Exercise 1 Liscen carefully as your teacher reads the sentences. Then listen again as your teacher repeats them. Fill in the blanks with the correct words. Check your answers in the Appendix. 1. You —___ wonderful — 2. Thanks, — oo you. 3 — cg eee on — 4 —— glad like eee — nice — —_ Is____ new? 6. Ohno, had - years 1. — beautiful 8, You __ changed — — _ 9.1 loves. Are —_____ new? 10. Yes, ace. —— —___ Macy's. Exercise 2 Listen carefully while your teacher reads the sentences. Write them inthe blanks below. Note the suggestions for careful listening. Ch Appendix: ck your answers in the - _—___ «four words) Listen forthe sound ofthe contraction 2 (five words) fo _ (five words) 4 (six words) Listen for the sound of he contraction and the indefinite article a (four words) Listen for the sound of the plurals.— - five words) 1. ive words) pps nance etoeeneetseesecesrtseeeeeenoee (awo words) (three words) to, five words) Exercise 5 Listen as your teacher reads you the clues tothe word puzzle. Write the words in the blanks after each umber. Check your answers in the Appendix. L 6S 2 R 3 E 4 LE 5. N Exercise 4 Practice this dialogue with a partner. ‘Well, what do you think? ‘About what? My hat. Do you like it? Ie’sfine. Is thatall you have to say? ‘What do you want me to say? I sad it's fine Do youlike i? Ofcourse Like it. mean do you realy like i? like it. Hove it. I'm crazy about it. It's fabulous! ‘You don't have vo overdo it 25 Notes 2. You cat Me or Call You Inviting/Accepting/Refusing I Let's Have Lunch (@cazual isitation) Let's have lunch today. OK Let's have lunch today: OK. Let's have lunch, Ler’s have lunch. Let's have lunch toda. OK. Let's have dinner tonight, Allright Let's have dinner tonight. ‘All ight Lev’shave dinner Let's have dinne Let's have dinner conight. Allright 2 You Call Me or I'll Call You making indefinite plans to meet) You call me or P' all you. ‘You call me or I'l call you. Let's have lunch together someday. OK. Pleat you. You call me You call me ‘You call me or I'l ell you. You call me, You call me. You call me or I'l call you, ‘When's the best time 1 all you? ‘When's the best time to call you? 1m usually home after seven, Pmusually home after seven. ‘When's the best time to call you? Pm usually home after seven,4. ean You Come Over? (wo suds oe tong 22 ‘oul ase poudes sr xonoie fe pite rea wah Fen 3 can You Come Over? Can you come over for dinner tonight? Fd like that very much, ‘Can you come over for dinner tonight? Td like that very much. ‘What time should I come? ‘What time shold I come? Come around six if you can, Fine. Come sround si if you can Fine. Can you come over? Can you come over? ‘Can you come 1 Tdlovero Pdloveto. an you come over fora drink tonight? Tdlove to 1 a dink tonight? Can you come over for lunch tomorrow? wish I could but I'm afraid [can’t Oh, I'm sorry. That's too bad. Treally wish T could 24, Were Having a Party ‘Shier pnt th Conkacons roumpe of he vowel essen $s oes paces nine he Movies Tonight? emeesog ta wrge 4 we're Having a Party ‘We're having a party next Saturday night. Can you come? Can you come? Tdlove to, Tdlove to ‘That sounds great, Pdlove to, We're having a party next Saturday nigh Can you come? Pdlovero, We're having a party hope you can come. ‘That sounds nice. Pdovero. Sounds great Sounds good. Sounds like fun, Fdlovero, ‘We're having a party next Saturday night, Can you come? Can you come? Tidlove to, Pdloveto, That sounds great, Pdove to. 5. Would You Like to Go to the Movies Tonight? ‘Would you like to goto the movies tonight? Td love to Va love to 1 feel like going to the movies tonight. n 1 do to. Let’sgo. 1 feel lke going to the movies tonight. Sod. Let's go. 1 don" feel like studying tonight. Neither doL. Let's go.Unit 5 Exercises Exercise 1 Listen carefully as your teacher reads the sentences. Then listen again as your teacher repeats them. Fill n the blanks with the correct words. Check your answers in the Appendix. A tric 2 come time 4. party ___ Saturday SI bur'm Gr call __? 7.1m home ____ seven, 8. You __me call 9 sensu eee eee ceeceee cae peenee eevee EsENEeESESEES 10.1 eo, 2s26 Exercise 2 Choose a partner. Practice inviting, accepting, and refusing, The first speaker will choose one of the invitations and the second speaker will select any of responses. Look atthe example Example Student A: Let's goout for pizza! Student B: Td love to. Invitations Do you feel like going to the movies tonight? Let's go out for pizza! Let's have coffee after class today. Let's bave lunch together sometime ‘an you come over for dinner tomorrow night? We're going fora walk. Do you want to come with us? Let's have dinner together tonight Let's get together for a drink some night. ‘Would you like to study English with me tonight? ‘Would you like to go 10 the movies this afternoor Responses Pa love. That sounds nice Pd like that very much. That's a wonderful idea Oh, F'm sorry, I'm busy. wish I could but I'm afraid I can't T'msorry [can’t Maybe some other time, Exercise 3 Practice this dialogue with a partner, Notice the strong and regular rhythmic pattern in each line, f= Would you like to have lunch with me tomorrow? Pmsorry, I can’t, I'm busy tomorrow. How about Thursday? Tean’t doit on Thursday: What about Friday? 1m busy Friday: What about next Tuesday? Tuesday is impossible. What about Wednesday? f= Tean’t make it on Wednesday. What about Sunday? 1 Sundays aren’t too good for me. What about Monday? ‘Monday is no good. What about a week from Wednesday? 15 That sounds fine.Exercise 4 Listen as your teacher reads you the clues to the word puzzle. Write the words inthe blanks after each number. Check your answers in the Appendix. «42>8 Expressing Likes and Dislikes Asking For and Giving an Opinion 1 irike ta Lot * kei. ike ita tou love it Liike i. like ita ot. Hove it ike it ery mach. like it ery much. Tike it Tike it ot love it [really lke it very mach. I really lke it very mach. Tike i Tike it ot love it2 Do voutmen? ars practice in he thas rms raya Pe ‘Chee vows sound ave and he 2. How De You Like 2. Do You Like It? * Do you like it? Tike iva lox Pmelad, Do you like it? like it aor Vmghad, Do you like it? Do you really lke it? Do you like it? Do you really like it? Do you like it? Do you really like it? ike i lo Pmglad 3 How Do You Like It?* How do you like i? love it How do you lke it? like it aot. How do you like it? Tike ita ou. Tes wonderful 1m glad you like it. Is this OK? It's wonderful Isthis allright? It's wonderful Is this OK? It's wonderful Good. Tm glad you like it4. ee A igh, | Goees 45, Ws Wot ute Right 30 4 ws all Right, 1 Guess * (an wnenthusiastic agreement) Will this be OK? Tesall right, I guess. [guess its all ight Flldo. Are you sare it's OK? 1's all right, I guess. 1 guess it’ al right. Wilde. W'llhave w do. el have to do. Are you suge it's OK? Tell do. S I's Not Quite Right * (a polite rejection} Is this allright? Not quite. Is this all right? Not quite Is this all right? Not quite Ie's not quite right T'mafraid it’s not quite right Not quite right, Pmafraid it’s no quite Not quite sight Km sorry you feel that wa Pm sorry you feel that was 1m awfully sorry you feel that way Is not quite right igh.