Professional Documents
Culture Documents
Prepared by
The Center for Curriculum and Materials Development
For
Primary and Preparatory School Teachers
Table of Contents
Preface.
• Techniques.
• Introduction in Arabic.
I. Part One
• ABC.
• Cobbler, cobbler.
• Good Morning.
• Good bye, Good bye.
• Good night.
• Hello there.
• I was ill.
• Put your hands.
• Sleep baby sleep.
• Stop, look and listen.
• Ten little fingers.
• This is the way.
Sample Lesson:
• Stop, Look and Listen,
IV. Appendix.
References.
2.Types of Songs
You as a teacher can introduce music and songs into the everyday
activities of your classroom. If these are integrated into the child’s
learning environment they will enable her/him to absorb new ideas
and experiences that might otherwise be difficult to understand. In
other words songs can be used as a tool in teaching English as a
foreign language in many different school settings. Songs will help
children to develop physical coordination, to learn phonics, to
acquire new vocabulary, give opportunities for dramatics and
increase their understanding and appreciation of different people,
places and cultures. Some of the songs the children learn will give
new meaning to things they have learned elsewhere. Some songs are
associated with holiday celebrations, others help children to
understand animals or community workers and many often illustrate
facts and ideas about nature.
Songs are regularly included in the foreign language learning process
for the following reasons:
• to add variety and enjoyment to the language lesson.
• to provide listening comprehension practice.
• to reinforce learned language patterns.
• to enrich cultural understanding and provide new insights.
• to motivate the learners.
As you begin to write a lesson plan to teach English using song, you
need to ask yourself the following questions:
• What is the activity?
• Who is the lesson for? (grade level)
• What concepts do you want to teach?
• What materials do you need?
• What do you want to do? ( content )
• How are you going to do it? ( procedures )
• How will you tie everything together? (closure)
• Did you teach what you thought you were going to? (evaluation)
Details in a lesson plan are very critical, so don’t leave anything to chance.
All or any of these ideas can be used in a sequence of events that proceed
from the introduction of a song or larger composition to a deeper
understanding of the lines.
The length of lessons will depend on the age and grade level of your
students. In general, younger children will need to have shorter lessons than
older students who have longer attention spans. A lesson length of 20 to 25
minutes is recommended for students in grades 4, 5 & 6. The decision about
lesson length, however, needs to be carefully tailored to each particular class.
When planning, determine the approximate number of minutes needed for
each segment of the lesson.
Relating the songs to the personal lives of your students often occurs in
preliminary activities as well as in the lesson itself. Many times, preliminary
activities often lead students to an understanding of the concept being
taught (through repetition of the idea). Preliminary activities normally call for
teachers to present something familiar to the students, with the idea of letting
that experience act as a bridge to the principal part of the lesson.
I. Evaluation
Evaluation tells how effective you have been in your teaching. Often
you will discover that you have been successful with some aspects of a
presentation and not as effective with others. By systematically evaluating
students, you learn what changes need to be made in materials and
teaching strategies to ensure that students make satisfactory progress in all
areas of study.
For students, periodic evaluation is crucial in letting them know how well
they are progressing in their study of the songs. Children need to have a
sense of accomplishment, and a regular program of evaluation gives them
needed feedback.
Vary the way you introduce your songs, in the same way that you try
different ways of introducing new reading passages. Consider the
purpose of the lesson, the type of material, the class level, students’
interest and your mood. Variety always helps to motivate your
students and spice up the lesson.
• Write the title on the board, see what your students can
guess about the meaning and context of the song. Then read,
write on the board, or dictate the key words, and find out what
the students can guess from these words. Have your students
write the lyrics down and study them.
• Write the lines of the song on the board, one verse at a time,
and practice with the students, line by line or phrase by phrase.
First erase the last word of the line, and have your students
repeat the whole line. Then erase the first word of the line and
so on. Have your students repeat before and after you erase,
until you have erased all the words of all the lines, and your
students can repeat the whole song or verse from memory.
• If the phrases are long and difficult, try starting with the last
word or phrase, while the students listen and repeat. Keep
adding another word or phrase each time until the students
can repeat the whole line easily (without the music).
• Write the words on the board, leaving out certain key words
or rhyming words, or dictate the lines and indicate the blanks.
Working in pairs, the students listen and fill in the blanks with
words they think may be appropriate. Read or have the
students listen to the song again so the students can check
their work.
• Try making picture cards that illustrate the key idea or word
in each line. The alphabet song, for instance, can be
reinforced with cue cards. One way to do this is to make a
card for each letter of the alphabet and hand them out to the
children after they have practiced the song in groups. Each
student should sing the letter on her/his card without breaking
the rhythm.
• Visuals must be large enough to be seen from the back of the room.
Do not use yellow or orange as a color for a printed text; they cannot
be seen on white paper. The same is true of black on blue or purple
paper.
• You are the leader in teaching. Be involved in your lesson. Get the
children involved in doing something, responding in some way.
• Be involved in the listening; don’t just stand and gaze at the floor or
look out the window.
• If you use a recording of the song, be sure to sing the song along with
the recording.
• Every lesson should have apposite closure; avoid just stopping. Review
to find out if you have achieved your objectives.
ﻳ ﺴﻌﺪﻧﺎ أن ﻧﻘ ﺪم ه ﺬا اﻟﻜﺘ ﺎب ﻟﻤﻌﻠﻤ ﻲ و ﻣﻌﻠﻤ ﺎت اﻟﻠﻐ ﺔ اﻹﻧﺠﻠﻴﺰﻳ ﺔ اﻟ ﺬﻳﻦ ﻳﺤ ﺎوﻟﻮن ﺗﻄ ﻮﻳﺮ ﻃ ﺮق
اﻟﺘﺪرﻳﺲ اﻟﺘﻲ ﻳﺴﺘﺨﺪﻣﻮﻧﻬﺎ و إدﺧﺎل اﻟﺘﻌﻠﻢ اﻟﻨﺸﻂ و اﻷﺳﺎﻟﻴﺐ اﻟﺘﻔﺎﻋﻠﻴﺔ ﻓﻲ اﻟﺘﻌﻠﻴﻢ و اﻟﺘﻌﻠﻢ.
ﻳﻌﺘﺒﺮ هﺬا اﻟﻜﺘﺎب إﺿﺎﻓﺔ إﺛﺮاﺋﻴﺔ ﻟﻤﻨﺎهﺞ اﻟﻠﻐﺔ اﻹﻧﺠﻠﻴﺰﻳﺔ ﻓﻲ اﻟﻤ ﺮﺣﻠﺘﻴﻦ اﻻﺑﺘﺪاﺋﻴ ﺔ و اﻹﻋﺪادﻳ ﺔ ،و
ﻗﺪ اﻋﺘﻤﺪﻧﺎ ﻓﻲ ﺗﺼﻤﻴﻤﻪ و ﻓﻲ اﺧﺘﻴﺎر اﻷﻏﺎﻧﻲ و اﻷﻧﺎﺷﻴﺪ ’ ﻋﻠﻲ اﻟﻤﻮاد اﻟﺘﻌﻠﻴﻤﻴﺔ اﻟﺘﻲ أﻧﺘﺠﺖ ﻟﺒﺮﻧﺎﻣﺞ
اﻟﺘﻌﻠﻴﻢ اﻟﺘﻔﺎﻋﻠﻲ ﻋﻦ ﻃﺮﻳﻖ اﻟﺮادﻳﻮ ) (IRIو اﻟﻤﺴﺘﺨﺪم ﻟﺘﻌﻠﻴﻢ اﻟﻠﻐﺔ اﻹﻧﺠﻠﻴﺰﻳ ﺔ ﻓ ﻲ ﻣ ﺪارس اﻟﻔ ﺼﻞ
اﻟﻮاﺣﺪ.
و ﺗﺠﺪر هﻨﺎ اﻹﺷﺎرة إﻟﻰ أن اﻟﻤﻮاد اﻟﺘﻌﻠﻴﻤﻴﺔ ﻟﺒﺮﻧﺎﻣﺞ ) (IRIﻗﺪ ﺗ ﻢ إﻧﺘﺎﺟﻬ ﺎ ﺑﻮاﺳ ﻄﺔ ﺧﺒ ﺮاء ﻣﺮآ ﺰ
ﺗﻄﻮﻳﺮ اﻟﻤﻨﺎهﺞ و اﻟﻤﻮاد اﻟﺘﻌﻠﻴﻤﻴ ﺔ ) (CCIMDﻣ ﻊ ﺧﺒ ﺮاء اﻟ ﻮزارة ’ و ﺑﺎﻟﺘﻌ ﺎون ﻣ ﻊ ﺧﺒ ﺮاء اﻟﻠﻐ ﺔ
اﻹﻧﺠﻠﻴﺰﻳﺔ ﻓﻲ ﺑﺮﻧﺎﻣﺞ اﻟﻠﻐﺔ اﻹﻧﺠﻠﻴﺰﻳ ﺔ اﻟﻤﺘﻜﺎﻣ ﻞ – (IELP II) . 2و ﺗ ﺸﻤﻞ اﻟﻤ ﻮاد اﻟﺘﻌﻠﻴﻤﻴ ﺔ اﻟﻤ ﺸﺎر
إﻟﻴﻬﺎ ﺷﺮاﺋﻂ ﺻﻮﺗﻴﺔ ﻣﺴﺠﻞ ﻋﻠﻴﻬﺎ ﻣﺮاﺣﻞ اﻟﺘﺪرﻳﺲ اﻟﺘﻔ ﺎﻋﻠﻲ ﺑ ﻴﻦ ﻣﻌﻠﻤ ﺔ اﻟﺮادﻳ ﻮ و ﻣﻌﻠﻤ ﺔ اﻟﻔ ﺼﻞ و
اﻟﺘﻠﻤﻴﺬات ’ و ﻳﺼﺤﺐ هﺬﻩ اﻟﺸﺮاﺋﻂ دﻟﻴﻞ ﻟﻠﻤﻌﻠﻤﺔ ’ و آﺮاﺳﺔ ﻟﻠﺘﻠﻤﻴ ﺬات .و ﻧ ﺴﺘﻜﻤﻞ ه ﺬﻩ اﻟﻤﺠﻤﻮﻋ ﺔ
اﻟﺘﻌﻠﻴﻤﻴﺔ ﺑﻜﺘﺎب اﻷﻏﺎﻧﻲ و اﻷﻧﺎﺷﻴﺪ ’ و آﺘﺎب اﻷﻟﻌﺎب اﻟﺘﻌﻠﻴﻤﻴﺔ ،و ﻳﻤﻜ ﻦ اﺳ ﺘﺨﺪام ه ﺬﻳﻦ اﻟﻜﺘ ﺎﺑﻴﻦ
،آﺘﺎب اﻷﻏﺎﻧﻲ و آﺘﺎب اﻷﻟﻌﺎب اﻟﺘﻌﻠﻴﻤﻴﺔ ’ ﻓﻲ ﻣﺪارس اﻟﺘﻌﻠﻴﻢ اﻟﻌﺎم اﻟﺘﻲ ﺗﻌﺘﻤﺪ ﻋﻠﻲ اﻟﻜﺘﺎب اﻟﻤﻘﺮر
اﻟﻤﻌﺘﻤﺪ ﻣﻦ اﻟﻮزارة ’ و ﻻ ﺗﺘﺒﻊ ﻧﻈﺎم اﻟﻔﺼﻞ اﻟﻮاﺣﺪ ﻣﺘﻌﺪد اﻟﻤﺴﺘﻮﻳﺎت.
ﺗ ﻢ إﻋ ﺪاد ه ﺬا اﻟﻜﺘ ﺎب ﺑﻬ ﺪف ﺗ ﻮﻓﻴﺮ اﻟﻤ ﺎدة اﻟﺘﻌﻠﻴﻤﻴ ﺔ اﻟﻤﻼﺋﻤ ﺔ اﻟﺘ ﻰ ﺗ ﺴﺎﻋﺪ اﻟﻤﻌﻠﻤ ﻴﻦ ﻋﻠ ﻰ
اﺳ ﺘﺨﺪام ﻃ ﺮق اﻟﺘ ﺪرﻳﺲ اﻟﻤﺆدﻳ ﺔ إﻟ ﻰ ﺗﻔﺎﻋ ﻞ ﺻ ﻔﻰ ﻧ ﺎﺟﺢ ﻣ ﻊ إدﺧ ﺎل ﻋﻨ ﺼﺮ اﻟﺘ ﺸﻮﻳﻖ واﻟﺘ ﺴﻠﻴﺔ –
وﻻﻳﻤﻜﻦ ﺗﺼﻨﻴﻒ هﺬا اﻟﻜﺘﺎب ﻋﻠﻰ أﻧﻪ ﻣﻨﻬﺞ دراﺳﻲ و ﺑﺎﻟﺘﺎﻟﻲ ﻓﺈﻧﻪ ﻏﻴ ﺮ ﻣﻘ ﺼﻮد ﺑ ﻪ أن ﻳﻜ ﻮن ﺟ ﺰءًا
ﻣﻦ اﻟﺨﻄﺔ اﻟﺪراﺳﻴﺔ اﻟﻴﻮﻣﻴﺔ وإﻧﻤﺎ ﻳُﻨﺼﺢ ﺑﺈﺳﺘﺨﺪام هﺬا اﻟﻜﺘﺎب آﻤﺼﺪر ﻟﻸﻏﺎﻧﻰ اﻟﺘﻌﻠﻴﻤﻴﺔ واﻷﻧ ﺸﻄﺔ
اﻟﺼﻔﻴﺔ اﻟﺘﻰ ﺗﺴﺎﻋﺪ ﻋﻠﻰ ﺗﻨﻤﻴﺔ ﻣﻬﺎرات اﻹﺳﺘﻤﺎع واﻟﺘﺤﺪث ﻣﻤﺎ ﻳﺆدى ﺑﺪورﻩ إﻟﻰ ﺗﻌﺰﻳﺰ وﺗﻘﻮﻳﺔ دور
اﻟﻤﻨﺎهﺞ ﻓﻰ ﻋﻤﻠﻴﺔ اﻟﺘﻌﻠﻴﻢ.
إن إﺿ ﺎﻓﺔ أﺟ ﻮاء اﻟﻤﻮﺳ ﻴﻘﻰ واﻟﻐﻨ ﺎء إﻟ ﻰ أﻧ ﺸﻄﺔ اﻟ ﺘﻌّﻠﻢ اﻟﻴﻮﻣﻴ ﺔ داﺧ ﻞ اﻟ ﺼﻒ اﻟﺪراﺳ ﻲ ﻗ ﺪ
ﺗﻜ ﻮن ﻟ ﻪ ﻣﺰاﻳ ﺎ ﻋﺪﻳ ﺪة إذا أُﺣ ﺴﻦ إﺳ ﺘﺨﺪاﻣﻬﺎ وآ ﺎن اﻷﻋ ﺪاد ﻟ ﺬﻟﻚ ﺟﻴ ﺪًا ﺑ ﺼﻔﺔ ﻋﺎﻣ ﺔ ،ﻓ ﺈن اﻷﻏﻨﻴ ﺔ
اﻟﺘﻌﻠﻴﻤﻴﺔ وﻣﺎ ﻳُﺼﺎﺣﺒﻬﺎ ﻣﻦ ﻣﻮﺳﻴﻘﻰ ﺗُﺴﺎﻋﺪ ﻋﻠﻰ ﺧﻠﻖ ﺑﻴﺌ ﺔ ﺗﻌﻠﻴﻤﻴ ﺔ ﻳ ﺴﻮدهﺎ اﻟﻬ ﺪوء واﻹﺳ ﺘﻤﺘﺎع ﻣﻤ ﺎ
ﻳﺆدى إﻟﻰ ﺗﻔﻌﻴﻞ أﻓﻀﻞ ﻟﻌﻤﻠﻴﺔ اﻟﺘﻌﻠﻴﻢ .وﻗﺪ ﺗﻀﻴﻒ اﻷﻏﻨﻴﺔ ﺑﺬاﺗﻬﺎ ﻋﺒﺎرات وآﻠﻤﺎت ﻣﻌﻴﻨﺔ ﺗ ﺆدى إﻟ ﻰ
زﻳﺎدة اﻟﺨﺒﺮات اﻟﺤﻴﺎﺗﻴﺔ ﻟﻠﻄﺎﻟﺐ ودﻓﻌﻪ ﻟﻠﺘﻔﻜﻴﺮ ﻓﻰ ﺗﺤﺼﻴﻞ اﻟﻤﺰﻳﺪ ﻣﻦ اﻟﺨﺒﺮات ،وﺑﻮاﺳﻄﺔ اﻷﻏﻨﻴ ﺔ
ﻳﻤﻜﻦ ﻣﻌﺮﻓﺔ وإﺳﺘﻴﻌﺎب ﺧ ﺼﺎﺋﺺ اﻟﻠﻐ ﺔ اﻟ ﺼﻮﺗﻴﺔ واﻟﻠﻐﻮﻳ ﺔ وذﻟ ﻚ ﻋ ﻦ ﻃﺮﻳ ﻖ اﻟﺘﻜ ﺮار ﻟﻤﻘ ﺎﻃﻊ ﻣ ﻦ
اﻷﻏﻨﻴﺔ وآﺬﻟﻚ اﻹﺣﺴﺎس ﺑﺘﻨﺎﻏﻢ اﻟﻜﻠﻤﺎت ووﺟﻮد اﻹﻧﺴﺠﺎم )اﻟﺘﻮاﻓﻖ( ﺑﻴﻦ ﺑﻌﻀﻬﺎ اﻟﺒﻌﺾ.
آﻤ ﺎ أن هﻨ ﺎك أﻏ ﺎﻧﻰ ﻣ ﺼﺤﻮﺑﺔ ﺑﺎﻟﻤﻮﺳ ﻴﻘﻰ اﻟﺤﺮآﻴ ﺔ اﻟﺘ ﻰ ﻗ ﺪ ﺗ ﺴﺎﻋﺪ ﻋﻠ ﻰ ﺗﻨﻤﻴ ﺔ اﻟﺘﻮاﻓ ﻖ
اﻟﻌﻀﻠﻰ واﻟﺬهﻨﻰ ﻟﻠﻤﺘﻌﻠﻢ ،وﻓﻰ ﻧﻔﺲ اﻟﻮﻗﺖ ﻓﺈن اﻟﺤﺮآ ﺎت اﻟﻤ ﺼﺎﺣﺒﺔ ﻟﻜﻠﻤ ﺎت اﻷﻏﻨﻴ ﺔ ُﺗ ﺴﺎﻋﺪ ﻋﻠ ﻰ
ﻓﻬﻢ دﻻﻟﺔ هﺬﻩ اﻟﻜﻠﻤﺎت ﺑﻄﺮﻳﻘﺔ ﻋﻤﻠﻴﺔ دون ﺷﺮح ﻣﻦ اﻟﻤﻌﻠ ﻢ ،وﻳﻤﻜ ﻦ أﻳ ﻀًﺎ أن ﺗﻜ ﻮن هﻨ ﺎك أﻏﻨﻴ ﺎت
ﺗﻌﻠﻴﻤﻴﺔ ﻋﻠﻰ ﺷﻜﻞ ﺣﻮار ﻣﻤﺎ ﻳﺆدى إﻟﻰ ﺧﻠﻖ ﻣﺰﻳ ﺪ ﻣ ﻦ اﻟﺘﻔﺎﻋ ﻞ اﻟ ﺼﻔﻰ وآ ﺬﻟﻚ إدﺧ ﺎل ﻋﻨ ﺼﺮ اﻟﻔ ﻦ
اﻟﻤﺴﺮﺣﻰ ) (Dramaﻓﻰ اﻷﻧﺸﻄﺔ اﻟﺼﻔﻴﺔ.
إن ﻟﻸﻏ ﺎﻧﻰ اﻟﺘﻌﻠﻴﻤﻴ ﺔ دور آﺒﻴ ﺮ ﻓ ﻰ إﺛ ﺎرة داﻓﻌﻴ ﺔ اﻟﻄﺎﻟ ﺐ ﻟﻤﻌﺮﻓ ﺔ اﻟﻤﺰﻳ ﺪ ﻋ ﻦ ﺷﺨ ﺼﻴﺎت
اﻷﻏﻨﻴﺔ واﻷﻣﺎآﻦ اﻟﺘﻰ ورد ذآﺮهﺎ ﺑﻬﺎ ﻣﻤﺎ ﻳُﻨﻤّﻰ وﻋﻰ اﻟ ُﻤ ﺘﻌﻠﻢ ﺑﺘ ﺎرﻳﺦ ﺗﻠ ﻚ اﻟﺸﺨ ﺼﻴﺎت واﻷﻣ ﺎآﻦ
وﻳﻜﻮن ﻟﻪ ﺑﺎﻟﺘﺎﻟﻲ دور ﻓﻲ اﻹﻃﻼع ﻋﻠﻰ ﺛﻘﺎﻓﺎت ﺟﺪﻳﺪة.
وﻷﻏﺎﻧﻰ اﻟﻤﻨﺎﺳﺒﺎت دور آﺒﻴ ﺮ ﻓ ﻰ اﻟﺘﻌ ﺮف ﻋﻠ ﻰ ﻋ ﺎدات وﺗﻘﺎﻟﻴ ﺪ اﻟ ﺸﻌﻮب ،ﻓﻬﻨ ﺎك اﻷﻏ ﺎﻧﻰ اﻟﺘ ﻲ
ﻳﺮددوﻧﻬﺎ ﻓﻲ اﻟﻌﻄﻼت أو أﺛﻨﺎء ﺗﻨﺎول اﻟﻄﻌﺎم أو ﻋﻨﺪ اﻹﺑﺤﺎر ﺑﻌﻴﺪًا وهﻜﺬا.
وهﻨﺎك اﻷﻏﺎﻧﻰ اﻟﺘﻰ ﺗﺴﺎﻋﺪ ﻋﻠﻰ ﺣﺐ اﻟﻤﺘﻌﻠﻢ ﻟﻠﻄﺒﻴﻌﺔ ﺑﻤﺎ ﻓﻴﻬﺎ ﻣﻦ ﻧﺒﺎت وﺣﻴ ﻮان وﺗﻠ ﻚ اﻟﺘ ﻰ ﺗﺰﻳ ﺪ
ﻣﻦ وﻋﻴﻪ وﺗﻘﺪﻳﺮﻩ ﻟﻠﻤﺠﺘﻤﻊ اﻟﺬى ﻳﻌﻴﺶ ﻓﻴﻪ وآﻞ ﻧﻮﻋﻴﺎت اﻟﻌﻤﻞ اﻟﻤﻮﺟﻮدﻩ ﺣﻮﻟﻪ.
وﻣﻦ اﻟﻤﻤﻜﻦ ﺗﻠﺨﻴﺺ اﻟﺪور اﻟﺬى ﺗﻠﻌﺒﻪ اﻷﻏﻨﻴﺔ واﻟﻤﻮﺳﻴﻘﻰ ﻓﻰ ﻋﻤﻠﻴ ﺔ ﺗﻌﻠ ﻴﻢ اﻟﻠﻐ ﺔ اﻹﻧﺠﻠﻴﺰﻳ ﺔ ﻓﻴﻤ ﺎ
ﻳﻠﻰ :
ﺧﻠﻖ ﺟﻮ ﻣﻦ اﻻﺳﺘﻤﺘﺎع واﻟﺘﺸﻮﻳﻖ واﻟﺘﻨﻮع ﻓﻰ دروس اﻟﻠﻐﺔ اﻹﻧﺠﻠﻴﺰﻳﺔ. •
اﻟﺘﺪرﻳﺐ ﻋﻠﻰ اﻹﺳﺘﻴﻌﺎب واﻟﻔﻬﻢ ﻋﻦ ﻃﺮﻳﻖ اﻻﺳﺘﻤﺎع. •
ﺗﻌﺰﻳﺰ ﺗﻌﻠﻢ اﻷﻧﻤﺎط اﻟﻠﻐﻮﻳﺔ ﻓﻰ اﻟﻠﻐﺔ اﻹﻧﺠﻠﻴﺰﻳﺔ. •
إﺛﺮاء ﺗﺤﺼﻴﻞ وإﺳﺘﻴﻌﺎب اﻟﻤﺤﺘﻮى اﻟﺜﻘﺎﻓﻰ ﻓﻰ اﻟﻠﻐﺔ اﻹﻧﺠﻠﻴﺰﻳﺔ وﺗﻌﻤﻴﻖ اﻟﻤﻔﻬﻮم اﻟﺜﻘﺎﻓﻰ. •
إﺛﺎرة اﻟﺪاﻓﻌﻴﺔ ﻟﺘﻌﻠﻢ اﻟﻠﻐﺔ اﻷﺟﻨﺒﻴﺔ. •
ﻣﻦ اﻟﻤﻼﺣﻆ أن ﻋﻤﻠﻴﺔ اﻟﺘﻌﻠﻢ ﺗ ﺘﻢ ﺑ ﺸﻜﻞ أﻓ ﻀﻞ ﻋﻨ ﺪﻣﺎ ﻳﺘ ﺪرج ﻣﺤﺘ ﻮى اﻟ ﺪرس )ﻣ ﻦ أﻧ ﺸﻄﺔ
وﻣ ﻮاد ﺗﻌﻠﻴﻤﻴ ﺔ( ﻣ ﻦ اﻷﺳ ﻬﻞ إﻟ ﻰ اﻷآﺜ ﺮ ﺻ ﻌﻮﺑﺔ وهﻜ ﺬا وﻟﻬ ﺬا ﻓﺈﻧ ﻪ ﻋﻨ ﺪ إﻋ ﺪاد اﻟ ﺪرس ﻳﺠ ﺐ
اﻟﺘﻔﻜﻴﺮ ﺟﻴﺪًا ﻓﻰ ﺗﺴﻠﺴﻞ اﻷﻧﺸﻄﺔ اﻟﺼﻔﻴﺔ وﻣﻌﺮﻓﺔ ﻣﺎ ﻳﺠﺐ أن ﻳُﻘﺪم أوﻻ ﺛﻢ ﺑﻌﺪ ذﻟﻚ وهﻜﺬا...
وﻋﻠﻰ ﺳﺒﻴﻞ اﻟﻤﺜﺎل ﻓﻰ ﻣﺠﺎل ﺗﺪرﻳﺲ أﻏﻨﻴﺔ ﺑﺎﻟﻠﻐﺔ اﻹﻧﺠﻠﻴﺰﻳﺔ آﻠﻐﺔ أﺟﻨﺒﻴﺔ ﻳﻤﻜﻦ أن ﺗﺒ ﺪأ ﺑ ﺄن
ﻳ ﺴﺘﻤﻊ اﻟﻤ ﺘﻌﻠﻢ ﻷداء اﻷﻏﻨﻴ ﺔ آﻠﻬ ﺎ ﻣ ﺮة واﺣ ﺪة أو أآﺜ ﺮ اذا ﻟ ﺰم اﻷﻣ ﺮ – ﺛ ﻢ ﺗﻌﻤ ﻞ ﻋﻠ ﻲ إﺛ ﺎرة
ﻳﻌﺘﻤﺪ ﺗﺤﺪﻳﺪ اﻟﻔﺘﺮة اﻟﺰﻣﻨﻴﺔ ﻟﻜ ﻞ درس ﻋﻠ ﻰ ﻣ ﺴﺘﻮى اﻟﻌﻤ ﺮ وﻣ ﺴﺘﻮى اﻟ ﺼﻒ وﺑ ﺸﻜﻞ ﻋ ﺎم
آﻠﻤ ﺎ ﻗ ﻞ ﻋﻤ ﺮ اﻟﻤ ﺘﻌﻠﻢ آﻠﻤ ﺎ ﻗﻠ ﺖ ﻓﺘ ﺮة ﻗﺪرﺗ ﻪ ﻋﻠ ﻰ اﻟﺘﺮآﻴ ﺰ واﻹﻧﺘﺒ ﺎﻩ ،ﻓﻔ ﻰ اﻟ ﺼﻔﻮف اﻟﺮاﺑ ﻊ
واﻟﺨﺎﻣﺲ واﻟﺴﺎدس ﺑﺎﻟﻤﺮﺣﻠﺔ اﻹﺑﺘﺪاﺋﻴﺔ ﻣﻦ اﻷﻓﻀﻞ أن ﺗﺘﺮاوح اﻟﻔﺘﺮة اﻟﺰﻣﻨﻴﺔ ﻟﻠﺪرس ﺑﻴﻦ ، 20
25دﻗﻴﻘﺔ وﺑﻤﺎ أن ﻟﻜﻞ ﺻﻒ دراﺳﻰ إﺣﺘﻴﺎﺟﺎﺗﻪ وﻇﺮوﻓﻪ ﻓﺈن ﺗﺤﺪﻳﺪ اﻟﻔﺘﺮة اﻟﺰﻣﻨﻴﺔ ﻟﻠﺪرس ﻳﺠ ﺐ
ﻗﻴﺎﺳﻬﺎ ﺑﺪﻗﺔ ﻣﺘﻨﺎهﻴﺔ ﺗﻤﺎﻣًﺎ آﻤﺎ ﻳﺮاﻋﻰ ﺻﺎﻧﻊ اﻟﻤﻼﺑﺲ اﻟﻘﻴﺎﺳ ﺎت اﻟﺨﺎﺻ ﺔ ﺑﻜ ﻞ ﻣ ﻦ ﺳ ﻴﺮﺗﺪى ه ﺬﻩ
اﻟﻤﻼﺑﺲ.
وﻳﺮاﻋﻰ أﻳﻀًﺎ ﺗﺤﺪﻳﺪ اﻟﻔﺘﺮات اﻟﺰﻣﻨﻴﺔ ﺑﺎﻟﺘﻘﺮﻳﺐ ﻋﻨﺪ إﻋﺪاد اﻟﺪرس وﻋﺪد اﻟﺪﻗﺎﺋﻖ ﺗﻘﺮﻳﺒ ًﺎ ﻟﻜ ﻞ
ﺟﺰء ﻣﻦ أﺟﺰاﺋﻪ أو ﻟﻜﻞ ﻧﺸﺎط ﺻﻔﻰ ﺳﻮف ﻳﻘﻮم ﺑﻪ اﻟﻤﺘﻌﻠﻤﻮن.
ﻳﺠ ﺐ ﻓ ﻰ ﺧﻄ ﻮة اﻟﺘﻬﻴﺌ ﺔ اﻟﺤ ﺎﻓﺰة ﻓ ﻰ ﺑﺪاﻳ ﺔ آ ﻞ درس ﺗﻮﺿ ﻴﺢ اﻟﻤﻔﻬ ﻮم اﻟﺮﺋﻴ ﺴﻰ ﻟﻸﻏﻨﻴ ﺔ أو
اﻟﻤﻮﺿﻮع اﻟﺬى ﺗﺘﻨﺎوﻟﻪ ﻟﻠﺪارﺳﻴﻦ ﺛﻢ اﻟﻌﻤﻞ ﻋﻠﻰ رﺑﻄﻪ ﺑﺎﻟﺨﺒﺮات اﻟﺤﻴﺎﺗﻴﺔ اﻟﻴﻮﻣﻴﺔ ﻟﺪﻳﻬﻢ.
وﻳﺘﻢ ذﻟﻚ ﻋﺎدة ﻋﻦ ﻃﺮﻳﻖ أﻧ ﺸﻄﺔ ﺗﻤﻬﻴﺪﻳ ﺔ ﺗﺘﻌﻠ ﻖ ﺑ ﺸﺊ ﻣ ﺄﻟﻮف ﺗﻤﺎﻣ ﺎ ﻟ ﺪى اﻟﻤﺘﻌﻠﻤ ﻴﻦ ﻳﻜ ﻮن
ﺑﻴﻨﻪ وﺑﻴﻦ اﻷﻏﻨﻴﺔ ﺻﻠﺔ ﻣ ﺎ ﻣ ﻦ ﻗﺮﻳ ﺐ أو ﺑﻌﻴ ﺪ ﺛ ﻢ اﻹﻧﺘﻘ ﺎل ﻣ ﻦ ه ﺬا اﻟ ﺸﺊ اﻟﻤ ﺄﻟﻮف إﻟ ﻰ اﻟﻤﻔﻬ ﻮم
اﻟﺠﺪﻳ ﺪ اﻟ ﺬى ﺗﺘ ﻀﻤﻨﻪ اﻷﻏﻨﻴ ﺔ .وه ﺬﻩ اﻷﻧ ﺸﻄﺔ اﻟﺘﻤﻬﻴﺪﻳ ﺔ ﻳُﻨﻈ ﺮ اﻟﻴﻬ ﺎ داﺋﻤ ًﺎ آﻤﻌْﺒ ﺮة ﺑ ﻴﻦ ﻣ ﺎ ه ﻮ
ﻣﺄﻟﻮف وﺑﻴﻦ اﻟﻤﻔﻬﻮم اﻟﺠﺪﻳﺪ.
ﻣﺮاﻋﺎة اﻟﺒﻌﺪ اﻟﺜﻘﺎﻓﻰ وذﻟﻚ ﺑﻠﻔﺖ إﻧﺘﺒﺎﻩ اﻟﻤﺘﻌﻠﻢ إﻟﻰ ﻧﻮع اﻟﻤﻮﺳﻴﻘﻰ اﻟﻤﺼﺎﺣﺒﺔ اﻟﺘ ﻰ ﺗﺨﺘﻠ ﻒ ﺑ ﻼ ﺷ ﻚ •
ﻋ ﻦ اﻟﻤﻮﺳ ﻴﻘﻰ اﻟﻤﺤﻠﻴ ﺔ ﻣﻤ ﺎ ﻗ ﺪ ﻳ ﺆدى ﺑ ﺪورﻩ إﻟ ﻰ ﺗﻨﻤﻴ ﺔ وﻋ ﻰ اﻟﻄﻔ ﻞ ﺑﻮﺟ ﻮد أﻧ ﻮاع أﺧ ﺮى ﻣ ﻦ
اﻟﻤﻮﺳﻴﻘﻰ وﺛﻘﺎﻓﺎت أﺧﺮى ﻣﺨﺘﻠﻔﺔ وﺑﺎﻟﺘﺎﻟﻰ ﺗُﻨﻤﻰ ﻓﻴﻪ روح ﺗﻘﺒﻞ اﻟﺜﻘﺎﻓﺎت اﻵﺧﺮى.
ﻓﻰ ﻧﻬﺎﻳﺔ اﻟﺪرس ﻳﺮاﻋ ﻰ ﺿ ﺮورة رﺑ ﻂ اﻷﻧ ﺸﻄﺔ اﻟﺘﻌﻠﻴﻤﻴ ﺔ اﻟﺘ ﻰ ﻗ ﺎم ﺑﻬ ﺎ اﻟﻤﺘﻌﻠﻤ ﻮن ﻃ ﻮال اﻟﻔﺘ ﺮة •
اﻟﺰﻣﻨﻴﺔ ﻟﻠﺪرس ﺑﺤﻴﺚ ﺗﺼﺒﺢ ه ﺬﻩ اﻷﻧ ﺸﻄﺔ وﺣ ﺪة ﻣﺘﻜﺎﻣﻠ ﺔ ﺗ ﻀﻢ ﺟﻤﻴ ﻊ ﻋﻨﺎﺻ ﺮ اﻷﻏﻨﻴ ﺔ ﻣ ﻦ ﻟﻐ ﺔ
وإﻳﻘﺎع وﻣﻮﺳﻴﻘﻰ وﻣﻔﺎهﻴﻢ ﺟﺪﻳﺪة.
ﻓﻰ ﻣﺮﺣﻠﺔ اﻟﺘﻘﻴﻴﻢ ﻗﺪ ﻳﻜﺘﺸﻒ اﻟﻤ ﺪرس أﻧ ﻪ ﻗ ﺪ ﻧﺠ ﺢ ﻓ ﻰ إﺣ ﺪى ﻣﺮاﺣ ﻞ اﻟ ﺪرس ﺑﻘ ﺪر ﻣ ﺎ أﺧﻔ ﻖ ﻓ ﻰ •
ﻣﺮﺣﻠﺔ أﺧﺮى ،وﻓﺎﺋﺪة ﻣﺮﺣﻠ ﺔ اﻟﺘﻘﻴ ﻴﻢ ه ﺬﻩ ﺗﻜ ﻮن ﻓ ﻰ ﻗﻴ ﺎس ﻣ ﺪى ﻧﺠ ﺎح اﻟﻤﻌﻠ ﻢ ﻓ ﻰ ﺗﺤﻘﻴ ﻖ أهﺪاﻓ ﻪ
وﻣﺪى ﺗﻤﻜﻦ اﻟﻤﺘﻌﻠﻤﻴﻦ ﻣﻦ إﺳﺘﻴﻌﺎب ﻣﺎ ﻗﺪم ﻟﻬﻢ ،وﻟﺬﻟﻚ ﻣﻦ اﻟﻀﺮورى إﻋﺪاد أﺳﺎﻟﻴﺐ ﺗﻘﻴﻴﻢ ﻣﻨﻈﻤﺔ
وﺛﺎﺑﺘ ﺔ ﻓ ﻰ آ ﻞ درس ﻳﻤﻜ ﻦ ﻋﻠ ﻰ أﺳ ﺎس ﻧﺘﺎﺋﺠﻬ ﺎ ﺗﻌ ﺪﻳﻞ وإدﺧ ﺎل ﺗﻐﻴﻴ ﺮات ﻓ ﻰ أﺳ ﺎﻟﻴﺐ اﻟﺘ ﺪرﻳﺲ
وﻧﻮﻋﻴﺔ اﻷﻧﺸﻄﺔ اﻟﺼﻔﻴﺔ ،وﺑﺎﻟﻨﺴﺒﺔ ﻟﻠﻤﺘﻌﻠﻤﻴﻦ ﻓﺈن اﻟﺘﻘﻮﻳﻢ اﻟﻤﻨﺘﻈﻢ ﻷداﺋﻬﻢ ﻳﻜﻮن ﻟﻬﻢ ﻣﻘﻴﺎﺳًﺎ ﻟﻤﺪى
ﺗﻘﺪﻣﻬﻢ ،ﻋﻼوة ﻋﻠﻰ أﻧﻪ ﻳﻜﺴﺒﻬﻢ اﻹﺣﺴﺎس ﺑﺄﻧﻬﻢ أﻧﺠﺰوا ﺷﻴﺌًﺎ ﻣﻬﻤًﺎ واﺳﺘﻄﺎﻋﻮا ﺗﺤﻘﻴﻖ ذاﺗﻬﻢ .
ﻣ ﻦ اﻟﻤﻌ ﺮوف أﻧ ﻪ آﻤ ﺎ ﻳ ﺘﻢ ﺗﻨﻮﻳ ﻊ أﺳ ﺎﻟﻴﺐ ﺗﻘ ﺪﻳﻢ اﻟ ﺪروس اﻟﺠﺪﻳ ﺪة ﻓ ﻰ اﻟﻘ ﺮاءة ،ﻓﺈﻧ ﻪ ﻣ ﻦ
اﻟﻀﺮورى أﻳﻀًﺎ ﺗﻨﻮﻳﻊ أﺳﺎﻟﻴﺐ ﺗﻘﺪﻳﻢ اﻷﻏﻨﻴﺔ اﻟﺘﻌﻠﻴﻤﻴﺔ وﻳﺘﻢ ذﻟﻚ آﻤﺎ أﺳ ﻠﻔﻨﺎ ﻋﻠ ﻰ أﺳ ﺎس ﻣﺮاﻋ ﺎة
أهﺪاف اﻟ ﺪرس وﻧﻮﻋﻴ ﺔ اﻟﻤ ﻮاد اﻟﺘﻌﻠﻴﻤﻴ ﺔ اﻟﻤ ﺴﺘﺨﺪﻣﺔ وإهﺘﻤﺎﻣ ﺎت اﻟﻤﺘﻌﻠﻤ ﻴﻦ وآ ﺬﻟﻚ ﻋﻠ ﻰ أﺳ ﺎس
إﺳ ﺘﻌﺪاد اﻟﻤﻌﻠ ﻢ وﺣﺎﻟﺘ ﻪ اﻟﻤﺰاﺟﻴ ﺔ 0ه ﺬا اﻟﺘﻨ ﻮع ﻓ ﻰ اﻷﺳ ﺎﻟﻴﺐ ﻳ ﺴﺎﻋﺪ ﻋﻠ ﻰ إﺛ ﺎرة اﻟﺪاﻓﻌﻴ ﺔ ﻟﻠ ﺘﻌﻠﻢ
وﺧﻠﻖ ﻋﻨﺼﺮ اﻟﺘﺸﻮﻳﻖ واﻟﺮﻏﺒﺔ ﻓﻰ ﺗﺤﺼﻴﻞ اﻟﻤﻌﺮﻓﺔ واﻟﺨﺒﺮة اﻟﺠﺪﻳﺪة.
ﻳﺒﺪأ اﻟﻤﻌﻠﻢ ﺑﻜﺘﺎﺑﺔ اﺳﻢ اﻷﻏﻨﻴ ﺔ ﻋﻠ ﻰ اﻟ ﺴﺒﻮرة ﺛ ﻢ ﻳﺤ ﺎول إﺛ ﺎرة داﻓﻌﻴ ﺔ اﻟﻤﺘﻌﻠﻤ ﻴﻦ ﻟﻠﺘﻔﻜﻴ ﺮ ﻓ ﻰ ه ﺬا •
اﻻﺳﻢ وﻣﺎ ﻳﻤﻜﻦ أن ﻳﺘﻮارد ﻓﻰ أذهﺎﻧﻬﻢ ﻣﻦ أﻓﻜﺎر ﺣﻮﻟﻪ وﻳﺠﺐ إﻋﻄﺎء اﻟﻔﺮﺻﺔ اﻟﻜﺎﻓﻴﺔ ﻷآﺒﺮ ﻋﺪد
ﻣﻦ اﻟﻤﺘﻌﻠﻤﻴﻦ ﻟﻠﺘﻌﺒﻴﺮ ﻋﻤﺎ ﻳﺜﻴﺮﻩ اﻻﺳﻢ ﻓﻰ أﻧﻔﺴﻬﻢ ﻣﻦ ﺧﻮاﻃﺮ وأﻓﻜﺎر.
ﻓﻰ اﻟﻤﺮﺣﻠﺔ اﻟﺘﺎﻟﻴﺔ ﻳﻘﻮد اﻟﻤﺪرس ﻋﻤﻠﻴﺔ ﺗﺪرﻳﺐ اﻟﺪارﺳﻴﻦ ﻋﻠﻰ إﺗﻘﺎن ﻗ ﺮاءة اﻷﻏﻨﻴ ﺔ وﻳﻜ ﻮن ذﻟ ﻚ •
ﺗﺪرﻳﺠﻴًﺎ ﺳﻄﺮًا ﺑﻌﺪ ﺳﻄﺮ وﺑﻴﺘًﺎ ﺑﻌ ﺪ اﻵﺧ ﺮ وﻋﺒ ﺎرة ﻋﺒ ﺎرة ﺛ ﻢ ﻳﻤﺤ ﻮ اﻟﻜﻠﻤ ﺔ اﻷﺧﻴ ﺮة ﻣ ﻦ اﻟ ﺴﻄﺮ
ﻟﻴﻜﻤﻠﻬﺎ اﻟﺪارﺳﻮن وﻳﻘﺮأون اﻟﺴﻄﺮ آﻠﻪ ﺛﻢ ﻳﻤﺤﻮ اﻟﻜﻠﻤﺔ اﻷوﻟﻰ ﻣﻦ آﻞ ﺳﻄﺮ ﻟﻴ ﻀﻴﻔﻬﺎ اﻟﺪارﺳ ﻮن
وﻳﻘﺮأون اﻟﺴﻄﺮ آﻠﻪ وهﻜﺬا ﺣﺘﻰ ﻳﻜﻮن اﻟﻤﻌﻠﻢ ﻗﺪ ﻣﺤﺎ آﻞ اﻷﻏﻨﻴﺔ ﺗﻘﺮﻳﺒًﺎ ﺑﻴﻨﻤﺎ ﻳﺮدده ﺎ اﻟﻤﺘﻌﻠﻤ ﻮن
ﻣﻊ اﻟﻤﻌﻠﻢ ﺣﺘﻰ ﻳﺘﻘﻨﻮﻧﻬﺎ ﺗﻤﺎﻣًﺎ .وﻟﻮ آﺎﻧﺖ اﻷﻏﻨﻴﺔ ﻃﻮﻳﻠﺔ وﺑﻬﺎ ﺻﻌﻮﺑﺎت ﻟﻐﻮﻳﺔ ﻳﻤﻜﻦ ﺗﻘﺴﻴﻤﻬﺎ إﻟﻰ
أﺟﺰاء وﺗﻘﺪﻳﻢ ﺟﺰء واﺣﺪ ﻓ ﻰ آ ﻞ درس أو ﺗﺮدﻳ ﺪ ﻣﻘ ﺎﻃﻊ اﻷﻏﻨﻴ ﺔ اﻟﻤﺘﻜ ﺮرة ﻷن ذﻟ ﻚ رﺑﻤ ﺎ ﻳﺜﻴ ﺮ
ﺷﻐﻔﻬﻢ ﺑﺎﻷﻏﻨﻴﺔ وﻳﺤ ﺎوﻟﻮن ﻗﺮاءﺗﻬ ﺎ وﺗﺮدﻳ ﺪهﺎ آﻠﻬ ﺎ أﻣ ﺎ اذا آﺎﻧ ﺖ اﻷﻏﻨﻴ ﺔ ﻃﻮﻳﻠ ﺔ وﺳ ﻬﻠﺔ ﻓ ﻴﻤﻜﻦ
ﺗﻘﺴﻴﻢ اﻟﺪارﺳﻴﻦ إﻟﻰ ﻣﺠﻤﻮﻋﺎت ﺗﻘﻮم آﻞ ﻣﺠﻤﻮﻋﺔ ﺑﺪارﺳﺔ وﻗﺮاءة ﺟﺰء ﻣﻦ اﻷﻏﻨﻴﺔ.
ﻣﻦ اﻷﺳﺎﻟﻴﺐ اﻷﺧﺮى ﻓﻰ ﺗﻘﺪﻳﻢ اﻷﻏﻨﻴﺔ أن ﻳﺨﺘﺎر اﻟﻤﻌﻠﻢ ﻋ ﺪدا ﻣ ﻦ اﻟﻤﻔ ﺮدات اﻟﺮﺋﻴ ﺴﺔ اﻟﺘ ﻰ •
ﺗﻜﻮن اﻷﻏﻨﻴﺔ ﺛﻢ ﻳﻤﻠﻰ هﺬﻩ اﻟﻤﻔ ﺮدات ﻋﻠ ﻰ اﻟﻤﺘﻌﻠﻤ ﻴﻦ دون ﺗﺮﺗﻴ ﺐ وﻳ ﺘﻢ ﺗﻘ ﺴﻴﻢ اﻟﻄ ﻼب إﻟ ﻰ
ﻣﺠﻤﻮﻋﺎت ﺗﺨﺘﺺ آﻞ ﻣﺠﻤﻮﻋﺔ ﺑﻌﺪد ﻣ ﺎ ﺑ ﻴﻦ ﺳ ﺖ أو ﺛﻤ ﺎن ﻣ ﻦ ﺗﻠ ﻚ اﻟﻤﻔ ﺮدات وﺗ ﺴﺘﺨﺪﻣﻬﺎ
ﻓﻰ آﺘﺎﺑﺔ ﻗﺼﺔ ﺑﺴﻴﻄﺔ أو ﻣﻮﺿﻮع ﻣ ﺎ دون أى إﻟﺘ ﺰام أن ﺗﻜ ﻮن اﻟﻤﻔ ﺮدات ﻣﺘﺘﺎﺑﻌ ﺔ ﻋﻠ ﻰ أى
ﺻﻮرة ،وﺗﻘﺮأ آﻞ ﻣﺠﻤﻮﻋﺔ ﻣﺎ آﺘﺒﺖ ﻋﻠﻰ اﻟﻤﺠﻤﻮﻋﺎت اﻷﺧﺮى ﻟﺘﺨﻤﻴﻦ اﻟﻤﻔﺮدات اﻟﺮﺋﻴ ﺴﺔ
اﻟﺘﻲ أﺳﺘﺨﺪﻣﺖ.
ﺑﻌ ﺪ ذﻟ ﻚ ﻳﻘ ﺪم اﻟﻤﻌﻠ ﻢ اﻷﻏﻨﻴ ﺔ ﻟﻠﻄ ﻼب اﻟ ﺬﻳﻦ ﻳ ﺴﺘﻤﻌﻮن اﻟﻴﻬ ﺎ ﻋ ﺪة ﻣ ﺮات اذا ﻟ ﺰم اﻷﻣ ﺮ وأﺛﻨ ﺎء •
اﻹﺳﺘﻤﺎع ﻳﻘﻮﻣﻮن ﺑﺘﺮﺗﻴﺐ اﻟﻤﻔﺮدات اﻟﺮﺋﻴﺴﺔ ﺣﺴﺐ ﺗﺮﺗﻴﺐ ورودهﺎ ﻓﻰ اﻷﻏﻨﻴﺔ.
ﻃﺮﻳﻘﺔ أﺧﺮى ﻟﺘﻘﺪﻳﻢ اﻷﻏﻨﻴﺔ هﻮ أن ﻳﺴﺘﻤﻊ اﻟﺪارﺳﻮن ﻋﺪة ﻣﺮات ﻟﻸﻏﻨﻴﺔ اﻟﺘﻌﻠﻴﻤﻴ ﺔ ﺑﻴﻨﻤ ﺎ ﻳﻌﻤﻠ ﻮن •
ﻓﻰ ﻣﺠﻤﻮﻋﺎت ﺗﺤﺎول آﻞ ﻣﺠﻤﻮﻋﺔ آﺘﺎﺑ ﺔ اآﺒ ﺮ ﻋ ﺪد ﻣ ﻦ آﻠﻤ ﺎت اﻷﻏﻨﻴ ﺔ وﻳ ﺴﺘﻤﺮون ﻓ ﻰ ﺳ ﻤﺎع
اﻷﻏﻨﻴﺔ ﺣﺘﻰ ﺗﺘﻮﺻﻞ إﺣﺪى اﻟﻤﺠﻤﻮﻋﺎت إﻟﻰ آﺘﺎﺑﺔ آ ﻞ آﻠﻤ ﺎت اﻷﻏﻨﻴ ﺔ وﺑﻌ ﺪ ذﻟ ﻚ ﻳﻘ ﺮأ اﻟﻄ ﻼب
آﻠﻤ ﺎت اﻷﻏﻨﻴ ﺔ آﻤ ﺎ آﺘﺒﺘﻬ ﺎ آ ﻞ ﻣﺠﻤﻮﻋ ﺔ ﺛ ﻢ ﻳ ﺴﺘﻤﻌﻮن إﻟ ﻰ اﻷﻏﻨﻴ ﺔ ،ﺑﻌ ﺪ ذﻟ ﻚ ﻳﻌﻴ ﺪون آﺘﺎﺑ ﺔ
اﻟﻜﻠﻤﺎت ﻣﺮﺗﺒﺔ وﻳﺼﺤﺤﻮن ﻣﺎ ﻗﺪ ﻳﻜﻮن ﻋﻨﺪهﻢ ﻣﻦ أﺧﻄﺎء.
وﻣ ﻦ اﻷﺳ ﺎﻟﻴﺐ اﻟﻤﺘﺒﻌ ﺔ أﻳ ﻀًﺎ أن ﻳﻜﺘ ﺐ اﻟﻤﻌﻠ ﻢ آﻠﻤ ﺎت اﻷﻏﻨﻴ ﺔ ﻋﻠ ﻰ اﻟ ﺴﺒﻮرة ﻣ ﻊ ﺗ ﺮك •
ﻓﺮاﻏ ﺎت ﻟ ﺒﻌﺾ اﻟﻤﻔ ﺮدات اﻟﺮﺋﻴ ﺴﺔ ﻓ ﻰ اﻷﻏﻨﻴ ﺔ ،ﺑﻌ ﺪ ذﻟ ﻚ ﻳ ﺴﺘﻤﻊ اﻟﺪارﺳ ﻮن ﻟﻸﻏﻨﻴ ﺔ ﻋ ﺪة
وﻣﻦ اﻟﻤﻤﻜﻦ أﻳﻀًﺎ أن ﻳﻜﺘﺐ اﻟﻤﻌﻠﻢ اﻟﻤﻔﺮدات اﻟﺮﺋﻴ ﺴﺔ دون ﺗﺮﺗﻴ ﺐ – ﺛ ﻢ ﻳﺠ ﺮى ﻣﻨﺎﻗ ﺸﺔ ﻣ ﻊ •
اﻟﺪارﺳﻴﻦ ﻹﺳﺘﻨﺒﺎط ﻣﻌﺎﻧﻰ هﺬﻩ اﻟﻜﻠﻤ ﺎت ﺑﻌ ﺪ ﻗﺮاءﺗﻬ ﺎ ﻟﻬ ﻢ ﻣ ﺮة أﺧ ﺮى ﻓ ﻰ ﺳ ﻴﺎق اﻷﻏﻨﻴ ﺔ ﺛ ﻢ
ﻳﺴﺘﻤﻌﻮن ﻟﻸﻏﻨﻴﺔ ﺑﺎﻟﻜﺎﻣﻞ وﻳﻘﻮﻣﻮن ﺑﺘﺮﻗﻴﻢ هﺬﻩ اﻟﻜﻠﻤﺎت ﺣﺴﺐ ورودهﺎ ﻓﻰ اﻷﻏﻨﻴﺔ وﻳﺘﻜﺮر
اﻹﺳﺘﻤﺎع إﻟﻰ اﻷﻏﻨﻴﺔ ﺣﺘﻰ ﻳﺘﺄآﺪ اﻟﺪارﺳﻮن ﻣﻦ ﺗﺼﺤﻴﺢ ﻣﺎ آﺘﺒﻮﻩ ﺗﻤﺎﻣًﺎ.
وﻣﻦ اﻷﺳﺎﻟﻴﺐ اﻟﻤﺘﺒﻌﺔ ﻓﻰ ﺗﺪرﻳﺲ اﻷﻏﻨﻴﺔ اﻟﺘﻌﻠﻴﻤﻴﺔ أن ﻳ ﺴﺘﻤﻊ اﻟﻄ ﻼب ﻟﻸﻏﻨﻴ ﺔ ﺑﻴﻨﻤ ﺎ ﻳﻌﻤﻠ ﻮن •
ﻓﻰ ﻣﺠﻤﻮﻋﺎت ﻣﺤﺎوﻟﻴﻦ إﻟﺘﻘﺎط اﻟﻜﻠﻤﺎت اﻟﺘﻰ ﻟﻬﺎ ﻧﻔﺲ اﻟﻮزن وﺗﺄﺗﻰ ﻓ ﻰ ﻧﻬﺎﻳ ﺔ آ ﻞ ﺳ ﻄﺮ وﺗﻜ ﻮن
ﻣﺎ ﻳﻌﺮف ﺑﺎﺳﻢ اﻟﻘﺎﻓﻴﺔ وﺑﻌﺪ أن ﺗﺘﺄآﺪ آﻞ ﻣﺠﻤﻮﻋﺔ ﻣﻦ ﺻﺤﺔ آﺘﺎﺑﺔ اﻟﻜﻠﻤﺎت هﺠﺎﺋﻴ ًﺎ ﻳﺤ ﺎول أﻓ ﺮاد
آﻞ ﻣﺠﻤﻮﻋﺔ آﺘﺎﺑﺔ ﻗﺎﺋﻤﺔ ﺑﺎﻟﻜﻠﻤﺎت اﻟﺘﻰ ﻟﻬ ﺎ ﻧﻔ ﺲ اﻟ ﻮزن ،وﺗﻘ ﻮم آ ﻞ ﻣﺠﻤﻮﻋ ﺔ ﺑﻘ ﺮاءة اﻟﻜﻠﻤ ﺎت
اﻟﺘﻰ ﻓﻰ ﻗﺎﺋﻤﺘﻬﺎ وﻳﻜﻮن اﻟﻔﻮز ﻟﻠﻤﺠﻤﻮﻋﺔ إﻟﻰ ﺗﺤﺘﻮى ﻗﺎﺋﻤﺘﻬﺎ ﻋﻠﻰ اآﺒﺮ ﻋ ﺪد ﻣ ﻦ اﻟﻜﻠﻤ ﺎت وﻋ ﺎدة
ﻣﺎ ﻳﺘﻢ هﺬا اﻟﻨﺸﺎط ﻋﻠﻰ ﺷﻜﻞ ﻟﻌﺒﺔ ﻣﺴﻠﻴﺔ ﺗﺴﺘﺤﻮذ ﻋﻠﻰ إهﺘﻤﺎم اﻟﺪارﺳﻴﻦ.
وﻟﻠﺘ ﺪرﻳﺐ ﻋﻠ ﻰ ﺣﻔ ﻆ أﻏﻨﻴ ﺔ ﺗﻌﻠﻴﻤﻴ ﺔ وﺗﺮدﻳ ﺪهﺎ أو ﻣﺮاﺟﻌ ﺔ أﻏﻨﻴ ﺔ ﺳ ﺎﺑﻘﺔ هﻨ ﺎك ﻃﺮﻳﻘ ﺔ ﺑ ﺴﻴﻄﺔ
ﺗ ﺘﻠﺨﺺ ﻓ ﻰ ﺗﺤﺪﻳ ﺪ ﺳ ﻄﻮر ﻣﻌﻴﻨ ﺔ أو ﻣﻘ ﺎﻃﻊ ﺧﺎﺻ ﺔ ﻟﻜ ﻞ ﻣﺠﻤﻮﻋ ﺔ ﻓ ﻰ اﻟ ﺼﻒ أو ﺣﺘ ﻰ ﺣ ﺴﺐ
ﺗﺮﺗﻴﺐ ﺟﻠﻮس اﻟﺪارﺳﻴﻦ ﻓﻰ ﻣﺨﺘﻠﻒ أرآﺎن اﻟﻔﺼﻞ ،ﺛﻢ ﻳﻤﻜﻦ ﻟﻠﻤ ﺪرس أن ﻳﺒ ﺪأ اﻷﻏﻨﻴ ﺔ ﺛ ﻢ ﻳ ﺸﻴﺮ
إﻟﻰ ﻣﺠﻤﻮﻋﺔ ﻟﺘﻜﻤﻞ اﻟﺴﻄﻮر أو اﻟﻤﻘﺎﻃﻊ اﻟﺨﺎﺻ ﻪ ﺑﻬ ﺎ ﺟﻤﺎﻋﻴ ﺎ ﺛ ﻢ ﻣﺠﻤﻮﻋ ﺔ أﺧ ﺮى وهﻜ ﺬا ﺣﺘ ﻰ
ﻳﺸﺘﺮك ﺟﻤﻴﻊ اﻟﺪارﺳﻴﻦ ﻓﻰ ﺗﺮدﻳﺪ اﻷﻏﻨﻴﺔ.
وﻳﻤﻜﻦ ﻓ ﻰ ﺣﺎﻟ ﺔ اﻹﺳ ﺘﻤﺎع إﻟ ﻰ ﺗ ﺴﺠﻴﻞ اﻷﻏﻨﻴ ﺔ أن ﻳ ﺪﻳﺮ اﻟﻤﻌﻠ ﻢ اﻟ ﺸﺮﻳﻂ ﻟﻺﺳ ﺘﻤﺎع إﻟ ﻰ
ﺟ ﺰء ﻣ ﺎ ﻣ ﻦ اﻷﻏﻨﻴ ﺔ ﺛ ﻢ ﻳﻜﻤ ﻞ اﻟﺪارﺳ ﻮن اﻟﺠ ﺰء اﻵﺧ ﺮ اﻟﺨ ﺎص ﺑﻬ ﻢ وهﻜ ﺬا وأﺣﻴﺎﻧ ﺎ ﻳ ﺴﺘﻤﻊ
اﻟﺪارﺳ ﻮن إﻟ ﻰ اﻷﺟ ﺰاء اﻟﺮﺋﻴ ﺴﺔ ﻟﻸﻏﻨﻴ ﺔ ﺛ ﻢ ﻳ ﺮددون ه ﻢ اﻟﺠ ﺰء اﻟﻤﺘﻜ ﺮر اﻟﺨ ﺎص..ﺑﺎﻟﻐﻨ ﺎء
اﻟﺠﻤﺎﻋﻰ )اﻟﻜﻮرس( .
وﻣﻦ اﻷﺳﺎﻟﻴﺐ اﻟﻤﺘﺒﻌﺔ أﻳﻀﺎ ﺗﻘﺴﻴﻢ اﻷﻏﻨﻴﺔ إﻟﻰ ﻣﻘﺎﻃﻊ أو أﺟﺰاء ﻋﺎدة ﺗﻜﻮن ﻣﻦ ﺳﻄﺮﻳﻦ ﻻ أآﺜﺮ •
وآﺘﺎﺑ ﺔ آ ﻞ ﻣﻘﻄ ﻊ ﻋﻠ ﻰ ﺑﻄﺎﻗ ﺔ ﻣ ﺴﺘﻘﻠﺔ وﺗﻮزﻳﻌﻬ ﺎ ﻋﻠ ﻰ ﻣﺠﻤﻮﻋ ﺎت ﻣﻜﻮﻧ ﺔ ﻣ ﻦ دارﺳ ﻲ اﻟ ﺼﻒ
اﻟﻮاﺣﺪ .ﺑﻌﺪ ذﻟﻚ ﻳﺴﻤﺢ ﻟﻬﻢ ﺑﻤﻨﺎﻗﺸﺔ ﺗﺮﺗﻴﺐ اﻷﻏﻨﻴﺔ أﻳﻬﻤﺎ ﻳﺄﺗﻰ أوﻻ ﺛﻢ اﻟﺬى ﻳﻠﻴﻪ وهﻜ ﺬا ﺣﺘ ﻰ ﻳ ﺘﻢ
ﺗﺮﺗﻴﺐ ﻣﻘﺎﻃﻊ اﻷﻏﻨﻴﺔ ﺗﺮﺗﻴﺒﺎ ﺻﺤﻴﺤﺎ ﺑﺈﺷﺮاف اﻟﻤﻌﻠ ﻢ وﻳﻠ ﻰ ذﻟ ﻚ أن ﺗﻘ ﺮأ آ ﻞ ﻣﺠﻤﻮﻋ ﺔ اﻟﻤﻘﻄ ﻊ
اﻟﻤﻮﺟﻮد ﻣﻌﻬﺎ ﻃﺒﻘﺎ ﻟﻠﺘﺮﺗﻴﺐ اﻟﺬى ﺗﻢ اﻹﺗﻔﺎق ﻋﻠﻴﺔ.
وﻣﻦ اﻷﻣﻮر اﻟﺘﻰ ﻳﺘﻢ اﻟﺘﺄآﻴﺪ ﻋﻠﻴﻬﺎ هﻮ ﻣﺤﺎوﻟﺔ ﻋﺮض ﺑﻄﺎﻗﺎت أو ﺻﻮر ﺗﺤﻤ ﻞ آﻠﻤ ﺎت اﻷﻏﻨﻴ ﺔ
أو ﺗ ﺼﻮر ﻣﻮﺿ ﻮﻋﻬﺎ إن أﻣﻜ ﻦ وﻳﻜ ﻮن ﻋ ﺮض ه ﺬﻩ اﻟﺒﻄﺎﻗ ﺎت أﺛﻨ ﺎء ﺗﺮدﻳ ﺪ اﻷﻏﻨﻴ ﺔ وﻗ ﺪ ﻟ ﻮﺣﻆ
ﻣ ﺪى ﻓﺎﻋﻠﻴ ﺔ ذﻟ ﻚ ﻓ ﻰ أﻏﻨﻴ ﺔ ABCاﻟﺘ ﻰ ﻳﺘﻌﻠﻤﻬ ﺎ اﻷﻃﻔ ﺎل ﻓ ﻰ ﺑﺪاﻳ ﺔ ﺗﻌﻠ ﻢ اﻟﻠﻐ ﺔ.وﻳﻤﻜ ﻦ أﻳ ﻀﺎ
ﺗﻮزﻳﻊ اﻟﺒﻄﺎﻗﺎت اﻟﺘﻰ ﺗﺤﻤﻞ اﻟﺤﺮوف ﻋﻠﻰ اﻟﻤﺘﻌﻠﻤﻴﻦ وﻳﻄﻠﺐ ﻣﻦ آﻞ ﻣ ﻨﻬﻢ ﻗ ﺮاءة اﻟﺤ ﺮف اﻟ ﺬى
ﻳﺤﻤﻠﻪ و اﻹﺣﺘﻔﺎظ ﺑﺈﻳﻘﺎع وﻟﺤﻦ اﻷﻏﻨﻴﺔ .وﻣﻤﺎ ﻳﺸﺠﻊ اﻟﻤﺘﻌﻠﻤﻴﻦ أﻳﻀﺎ ﻋﻠﻰ اﻹﻧﺪﻣﺎج ﻓﻰ اﻷﻏﻨﻴ ﺔ
أن ﻧﻄﻠﺐ ﻣﻨﻬﻢ إﺣﻀﺎر ﻣﺎ ﻳﻤﻜﻦ إﺣﻀﺎرﻩ ﻹﺳﺘﺨﺪاﻣﻪ ﻓﻰ اﻟﺼﻒ آ ﺄدوات ﻣﻮﺳ ﻴﻘﻴﺔ وﻣ ﻦ ذﻟ ﻚ-:
اﻷﺟﺮاس اﻟﺼﻐﻴﺮة ،اﻟﻤﺜﻠﺜﺎت اﻟﻤﻮﺳﻴﻘﻴﺔ اﻟﻤﺼﻨﻮﻋﻪ ﻣﻦ ﻗﻄﻌﺔ ﻣﻌﺪﻧﻴﺔ ﺗﺘﺪﻟﻰ ﻣﻦ ﻃﺮﻓﻬ ﺎ ﺧﻴ ﻮط
أن ﺗﻜ ﻮن اﻟﻮﺳ ﺎﺋﻞ اﻟﺒ ﺼﺮﻳﺔ آﺒﻴ ﺮة اﻟﺤﺠ ﻢ ﺑﺤﻴ ﺚ ﻳﻤﻜ ﻦ رؤﻳﺘﻬ ﺎ ﺑﻮﺿ ﻮح ﻣ ﻦ •
اﻟﺠﺎﻟﺴﻴﻦ ﻓﻰ ﺁﺧﺮ اﻟﺼﻒ ،ﻣﻊ ﻋﺪم إﺳﺘﺨﺪام اﻟﻠﻮﻧﻴﻦ اﻷﺻﻔﺮ واﻟﺒﺮﺗﻘﺎﻟﻰ ﻓﻰ اﻟﻜﺘﺎﺑ ﺔ
وﻳﻨﻄﺒﻖ هﺬا ﻋﻠﻰ إﺳﺘﺨﺪام اﻟﻠﻮن اﻷﺳﻮد ﻋﻠﻰ أوراق زرﻗﺎء أو أرﺟﻮاﻧﻴﺔ.
اﻟﺘﺄآﺪ ﺗﻤﺎﻣﺎ آﻤﺎ ذآﺮﻧﺎ ﺳﺎﺑﻘﺎ ﻣﻦ ﻣﻼﺋﻤﺔ ﻣﻔﺎهﻴﻢ اﻟﺪرس وﻣﺤﺘ ﻮاﻩ ﻟﻤ ﺴﺘﻮى ﻧ ﻀﺞ •
اﻟﺪارﺳﻴﻦ.
ﻳﺠﺐ أن ﺗﺸﺎرك ﻣﺸﺎرآﺔ آﺎﻣﻠﺔ ﻋﻨﺪ اﻹﺳﺘﻤﺎع أو ﺗﻐﻨﻰ ﺑﻤﺼﺎﺣﺒﺔ اﻷﻏﻨﻴ ﺔ اﻟﻤ ﺴﺠﻠﺔ وان
ﺗﺘﺠﻨﺐ اﻟﻨﻈﺮ ﺧﺎرج اﻟﻨﺎﻓﺬﻩ أو إﻟﻰ اﻷرض و ﺗﺄآﺪ ﻣﻦ ﺗﺘﺎﺑﻊ ﺧﻄﻮات اﻟﺪرس.
• ﻳﺠﺐ أن ﻳﻜﻮن ﻟﻜﻞ درس ﻧﻬﺎﻳﺔ ،ﻓﻼ ﺗﺘﻮﻗﻒ ﻓﺠﺄة وﻟﻜ ﻦ ﻳﺠ ﺐ إﻋ ﺎدة اﻟﻨﻈ ﺮ ﻟﻠﺘﺄآ ﺪ
ﻣﻤﺎ ﺗﻢ ﺗﺤﻘﻴﻘﺔ ﻣﻦ أهﺪاف وﺗﻘﻴﻴﻢ اﻟﻤﺤﺼﻠﺔ اﻟﻨﻬﺎﺋﻴﺔ.
• ﻋﻨﺪﻣﺎ ﻳﺤﺠﻢ اﻟﻤﺘﻌﻠﻤﻮن ﻋﻦ اﻟﻐﻨﺎء وﻻ ﺗﺴﺘﻄﻴﻊ أن ﺗﺪرك ﻣﺎذا ﺗﻔﻌﻞ إﺗﺒﻊ اﻵﺗﻰ:
آﻦ ﻣﺘﺤﻤﺴﺎ
إﺧﺘﺮ أﻏﻨﻴﺔ ﺧﻔﻴﻔ ﺔ ﺗ ﺮوق ﻟﻬ ﻢ ﻋﻠ ﻰ أن ﺗﻜ ﻮن ذات ﻣﻐ ﺰى وﺗﺘﻄﻠ ﺐ ﻋﻨ ﺪ
أداﺋﻬﺎ ﻃﺎﻗﺔ آﺒﻴﺮة وذات ﺳﺮﻋﺔ ﻣﻌﻘﻮﻟﺔ .
ﻗﻢ ﺑﺘﻘﺪﻳﻢ ﻧﻤﻮذج ﻟﻬﻢ ﺑﻐﻨﺎء اﻷﻏﻨﻴﺔ أو ﺗﻤﺜﻴﻠﻬﺎ .
ﺗﺄآﺪ ﻣﻦ ﻣﻨﺎﺳﺒﺔ اﻷﻏﻨﻴﺔ ﻟﻠﻘﺪرة اﻟﺼﻮﺗﻴﺔ)اﻟﻤﺪى اﻟﺼﻮﺗﻰ( ﻟﻠﺪارﺳﻴﻦ .
آ ﻦ ﻋﻠ ﻰ دراﻳ ﺔ ﺑﺘ ﺸﻐﻴﻞ اﻷﺟﻬ ﺰة ) ﻣﺜ ﻞ ﺟﻬ ﺎز اﻟﺘ ﺴﺠﻴﻞ ( ﻗﺒ ﻞ ﺑﺪاﻳ ﺔ
اﻟﺪرس ﻣﺜﻞ اﻟﻤﺴﺠﻞ .
Part One
ﻳﺤﺘﻮى اﻟﺠﺰء اﻷول ﻋﻠﻰ ﻣﺠﻤﻮﻋﺔ ﻣﻦ اﻷﻏﺎﻧﻰ اﻟﺘﻌﻠﻴﻤﻴﺔ اﻟﻘﺼﻴﺮة ﻣﺪة آﻞ ﻣﻨﻬﺎ
ﺣﻮاﻟﻰ ﺧﻤﺲ دﻗﺎﺋﻖ – وﻳﻤﻜ ﻦ إﺳ ﺘﺨﺪام ه ﺬﻩ اﻷﻏ ﺎﻧﻰ اﻟﺘﻌﻠﻴﻤﻴ ﺔ اﻟﻘ ﺼﻴﺮة آﺘﻬﻴﺌ ﺔ ﺣ ﺎﻓﺰة
.ﻗﺒﻞ اﻟﺪﺧﻮل ﻓﻰ اﻟﻤﺎدة اﻷﺳﺎﺳﻴﺔ ﻟﻠﺪروس اﻟﺮﺋﻴﺴﺔ ﻓﻰ اﻟﻜﺘﺎب اﻟﻤﻘﺮر
2. Hello There
Hello there, hello there, how are you?
It is so good, it is so good to see you.
We will sing and we will sing
Be happy, be happy
That we are all here together.
3. Good morning
Good morning, good morning,
How are you?
Good morning, good morning,
How do you do?
Good morning, good morning,
How are you?
4. Goodbye
Goodbye, goodbye
It’s time for us to go
Good bye good bye
It’s time for us to go
7. Good night
Good night to you all.
Objectives :
Supplementary Materials :
A poster card to illustrate the main concept of the song based on a
prescribed textbook lesson, namely, “ Traffic “, exemplified in how to
cross the street.
A wall chart for the song with the words “ stop”, “look”, “listen”, “cross”
highlighted
Vocabulary cards
Procedure:
Show the students the poster card of the song and encourage
them to predict what they will hear.
• Play the tape to get students to hear the music
and words as well as feel the rhythm. Use the three
sets of cards and point to each word whenever
they hear the stop, look, listen, cross actions.
• Play the tape once more and sing along with the
tape while acting out stop actions: look, listen?
and cross.
• Play the tape several times and get students to
sing along with the tape while acting out actions.
• Point to each line of the song on the wall chart
and at the same time get one student to act out
the actions.
• Get students to repeat the song with you first in
chorus and then individually.
• Have four students form a circle in the class and
each one sings and acts out one line of the song.
ﻳﺘﻀﻤﻦ اﻟﺠﺰء اﻟﺜﺎﻧﻲ ﻣﻦ اﻟﻜﺘﺎب أﻏﺎﻧﻰ ﺗﻌﻠﻴﻤﻴﺔ ﻳﻤﻜﻦ اﻹﺳﺘﻔﺎدة ﻣﻨﻬﺎ آﻮﺳﻴﻠﺔ
ﻟﻠﺘﻌﺰﻳﺰ وﻟﻤﺮاﻋﺎة اﻟﻔﺮوق اﻟﻔﺮدﻳﺔ ﺑﻴﻦ اﻟﺘﻼﻣﻴﺬ
17.Come along
Come along
Sing a song
Follow me
Come along
Sing a song
Follow me
It is easy you can see
Every day just repeat
till the tune is complete
In this way just repeat.
اﻷهﺪاف:
ﺗﻬﺪف هﺬﻩ اﻷﻏﻨﻴﺔ إﻟﻰ ﺗﻌﺰﻳﺰ ﺑﻌﺾ ﻋﻨﺎﺻﺮ اﻟﻠﻐﺔ اﻟﺘ ﻰ ﺗﺒ ﻴﻦ ﺑﻌ ﺪ ﻋﻤﻠﻴ ﺔ اﻟﺘﻘﻴ ﻴﻢ
أن اﻟﺘﻼﻣﻴﺬ ﻓﻰ ﺣﺎﺟﺔ إﻟﻰ ﻣﺰﻳﺪ ﻣﻦ اﻟﺘﺪرﻳﺒﺎت ﻋﻠﻴﻬﺎ ﻟﻤﺴﺎﻋﺪﺗﻬﻢ ﻋﻠ ﻰ ﻓﻬ ﻢ ﻣ ﺎ ﺗ ﻢ ﺗﻘﺪﻳﻤ ﻪ
ﻓﻰ اﻟﺪرس وذﻟﻚ ﻟﻤﺮﻋﺎة اﻟﻔﺮوق اﻟﻔﺮدﻳﺔ ﺑﻴﻦ اﻟﺘﻼﻣﻴﺬ.
☺
happy face unhappy face
Students’ Activities:
1. Sing the song many times with your students. Ask your students to
write down the song words as they listen. Ask students to write down as
many words as they can. Ask them to read their words, and then play
the song again so students can check their words.
2. Write words on the board in random order and ask students to re-
order them:
head - you’re – nod – if happy.
face – them – your – show – it – surely – will.
3. Write down the lines of the song on strips of paper – give one strip to
each pair of students to decide the order of the lines – encourage
students to interact and discuss which line is at the beginning and which
line is at the end.
ﻳﺤﺘﻮى اﻟﺠﺰء اﻟﺜﺎﻟﺚ ﻣﻦ اﻟﻜﺘﺎب ﻋﻠﻰ أﻏﺎﻧﻲ ﺗﻌﻠﻴﻤﻴﺔ رﺑﻤﺎ ﻳﺮﻏﺐ اﻟﻤﻌﻠﻢ أن ﻳُﻔﺮد
ﻟﻬﺎ درﺳًﺎ آﺎﻣﻼ وﻣﻮﺿﻮع هﺬﻩ اﻷﻏﺎﻧﻰ اﻟﻤﻄﻮﻟﺔ ﻳﻜﻮن ذا ﻋﻼﻗ ﺔ ﻗﻮﻳ ﺔ ﺑﻤﺤﺘ ﻮى اﻟﻤ ﻨﻬﺞ
اﻟﻤﻘﺮر واﻟﺨﺎص ﺑﺘﺪرﻳﺲ اﻟﻠﻐﺔ اﻹﻧﺠﻠﻴﺰﻳﺔ آﻠﻐﺔ أﺟﻨﺒﻴﺔ
أﻣﺜﻠﺔ ﻣﻦ هﺬﻩ اﻷﻏﺎﻧﻲ
The wheels on the bus go round and round, round and round,
the wheels on the bus go round and round , all day long.
The bell on the bus goes ding, ding, ding, ding , all day long.
The wipers on the bus go swish, swish, swish, swish
The wipers on the bus go swish, swish all day long.
The babies on the bus go boo hoo hoo hoo
Boo hoo hoo, boo hoo hoo
The babies on the bus go hoo hoo hoo all day long.
The mummies on the bus go “yakity-yak. yakity-yak”
the mummies on the bus go “yakity-yak” all day long.
The Daddies on the bus go “hush, hush, hush, hush”
The Daddies on the bus go “ hush, hush, huh” all day long.
The people at the stop shout “wait for me” “wait for me, wait for me”
The people at the stop shout” wait for me. All day long.
:اﻷهﺪاف
ﺗﻬﺪف هﺬﻩ اﻷﻏﻨﻴﺔ إﻟﻰ إﺛﺎرة داﻓﻌﻴﺔ اﻟﺘﻼﻣﻴﺬ وإدﺧﺎل ﻋﻨﺼﺮى اﻟﺘﻨﻮع واﻹﺳﺘﻤﺘﺎع-1
( واﻷدوار اﻟﻤﺨﺘﻠﻔﺔJobs) ﺑﺪراﺳﺔ اﻟﻠﻐﺔ اﻹﻧﺠﻠﻴﺰﻳﺔ وذﻟﻚ ﻣﻦ ﺧﻼل ﻣﻔﻬﻮم )اﻟﻮﻇﺎﺋﻒ
و ﺳﻴﺘﻤﻜﻦ اﻟﺘﻸﻣﻴﺬ0(driver) ﻣﺜﺎل اﻟﺘﻰ ﻳﻘﻮم ﺑﻬﺎ أﻓﺮاد اﻟﻤﺠﺘﻤﻊ
ﻣﻦ اﻷﺗﻰ ﺑﻌﺪ اﻷﻧﺘﻬﺎء ﻣﻦ هﺬا اﻟﺪرس
. اﻹﺳﺘﻴﻌﺎب ﻋﻦ ﻃﺮﻳﻖ اﻹﺳﺘﻤﺘﺎع-1
. ﺗﻌﻠﻢ ﺑﻌﺾ اﻟﻜﻠﻤﺎت اﻟﺠﺪﻳﺪة-2
اﻟﺘﻐﻨﻰ ﺑﺎﻷﻏﻨﺔ و ﺗﺮدﻳﺪ ﺳﻄﻮرهﺎ-3
Supplementary materials:
• Picture cards that illustrate the key words: wheels, round wipers,
shout, bell.
• A wallsheet for the whole song.
• A picture of a bus illustrating the parts – wheels – wipers round
– bell
Procedure
• Show students the picture of a bus and elicit the meanings of
the words: wheels, round, wipers, bell
• Explain the meanings of the words shout, all day long, wait
• Play the tape and sing along with it many times and get
students to sing it many times.
• Divide the class into groups of three and assign one verse to
each group.
• Each group can work on its own verse and then sing it in turn to
others.
• Write the lines of the song on the board, one verse at a time
and practice it with your students. First, erase the last words of the
line, and have your students repeat the whole line then erase the
first word of the line and so on. Have the students repeat before
and after you erase, until you have erased all the words of all the
lines, and your students can repeat the whole song from memory.
Get the student to listen to the song many times to allow each
group to complete writing the verse. Students listen again so they can
check their work.
Get students to sing the song again both chorally and individually.
Evaluation
Divide your students into groups. Assign each group to a number
of lines, play the music on tape and point to one group at a time to sing
their lines.
ﻳﺤﺘﻮي ه ﺬا اﻟﻤﻠﺤ ﻖ ﻋﻠ ﻲ اﻟﻨ ﻮت اﻟﻤﻮﺳ ﻴﻘﻴﺔ اﻟﻤﻮزﻋ ﺔ ﻟﻸﻏ ﺎﻧﻲ اﻟﻤ ﺴﺠﻠﺔ ﻋﻠ ﻲ اﻟ ﺸﺮﻳﻂ
اﻟﻤﺼﺎﺣﺐ ﻟﻠﻜﺘﺎب.