Sing, Sang, Sung, Singing Irregular Verbs

Suzanne L. Medina, Ph.D.
Professor of Graduate Education
California State University, Dominguez Hills

E-Mail: smedina@forefrontpublishers.com

Presentations on this topic were made at the following conferences:

* CATESOL (California Association of Teachers to Speakers of Other

Languages) Conference held in Pasadena, California on April 13,
1998.

* The Los Angeles Regional CATESOL Conference held at Mt. San

Antonio College (Walnut, Calif.) on November 1, 1997.

* Southern Nevada Regional CATESOL Conference held in Las

Vegas, Nevada on October 16, 1997.

Overview of the Presentation

"Ring, rang, rung, ringing." "Sweep, swept, swept, sweeping." These are
but a few of the many irregular verb forms which non-native speakers of
English must acquire. Needless to say, recalling these irregular verb forms
is difficult for many E.S.L. learners. Yet what can E.S.L. teachers do to
facilitate the process of learning these verbs? While there are no pills or
injections, there is an alternative and enjoyable way that can be used with
E.S.L. students: songs. Songs offer a viable alternative since, in the
research literature, songs have demonstrated to have a powerful impact
upon rote memorization and language acquisition (Medina, 1991).

During this session, the presenter demonstrated a technique which she

has used with hundreds of E.S.L. students to help them successfully recall
English irregular verb forms. Participants were introduced to the three
irregular verb songs which have allowed students to master these forms,
then they experienced first-hand the process of acquiring English irregular
verbs through songs. Finally, the presenter discussed step-by-step the
procedure and strategies used in order to teach irregular verb forms with
these songs.
Participants received handouts containing an outline of the procedure used
to instruct irregular verbs through song, the words of a sample irregular
verb song ("Hernando’s Irregular Verb Hideaway"), and information
regarding tape cassettes which are available for purchase. If you would
like to learn more about these tapes, click here.

Procedure for Presenting Songs

Step 1: Teach the meanings of irregular verbs in a song (i.e., the base
form)

a. Select a group of 4 irregular verbs to teach.

b. Teacher models vocabulary

c. Add Student Volunteers

d. Accelerate and vary order of verbs.

e. Test volunteers

f. Test entire class

g. Have students say verbs

Step 2: Test students’ comprehension of the irregular verbs while listening

to song.

Step 3: Model the song and song lyrics.

Step 4: Have students practice singing the song with you.

Step 5: Help students retain what they have learned.

IRREGULAR VERB HIDEAWAY (Tango)

The following irregular verbs and their various verb forms were sung to the
melody of "Hernando’s Hideaway."

Verse 1

break broke broken [breaking]

choose chose chosen [choosing]

freeze froze frozen [freezing]

¡Ole! I must learn these today! ¡Ole!

Verse 2

speak spoken spoken [speaking]

steal stole stolen [stealing]

weave wove woven [weaving]

¡Ole! I must learn these today! ¡Ole!

Chorus (spoken, not sung)

beat beat beaten [beating]

eat ate eaten [eating]

tear tore torn [tearing]

wear wore worn [wearing]

throw threw thrown [throwing]

fly flew flown [flying]

¡Ole! I must learn these today! ¡Ole!

(Musical interlude)

Verse 3

blow blew blown [blowing]

grow grew grown [growing]

know knew known [knowing]

¡Ole! I must learn these today! ¡Ole!

Note: An alternative tango is provided on the cassette tape.

Copyright © 1997 Suzanne L. Medina. All rights reserved. No part of this

document may be copied or reproduced in any form or by any means,
photocopying or otherwise, without written permission. Exception:
Teachers may duplicate these materials as long as the copyright symbol
and statement appear on all copies made. Fax: (310) 514-0396. E-Mail:
smedina@forefrontpublishers.com