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Anne Priyanka Chai Xiao Ling S. Hema Ng Pin Ting Ong Pei Shan
1. Select and create activities and materials to suit learning outcomes
Language development through songs and poetry
2. Adapt activities and materials for different levels
3. Teach sound system, vocabulary and grammar
Activities and materials are designed to suit the learning outcomes.
Teacher should know the learning outcomes to enable him/ her to plan suitable activities and materials for the class.
role-play and other enrichment activities Should contain language compatible with that used in the classroom Criteria for selection of songs and poetry Should present some musical challenge Rhythm should be straightforward and repetitive Topics should be within the experiences of the students .Vocabulary within the level of the students’ ability Should allow for dramatization.
Why use songs and poetry? Linguistic: • To enlarge the vocabulary background of children • To develop pupils' listening and speaking skills • To introduce and familiarize children with the target language culture • To improve children's pronunciation • To teach various language functions • To recall grammatical points • To develop auditory discrimination Affective: • To add fun to learning • To motivate children to participate. even shy ones • To help teachers get closer to their children • To stimulate children's interest in the new language • To create a lively atmosphere in the language classroom .
b. . We can witness these toddlers humming the tune or even uttering bits and pieces of these rhymes. That is why rhymes like ‘one. two.Very young learners. three’ or ‘a. The simpler the songs/ rhymes and the beats are.year olds (at times even younger than that) can recognise and respond to certain rhymes or simple nursery songs through their repeated listening. the faster they are able to pick up the rhyme. as early as two.d’ are able to attact the toddlers.c.
Adapt Activities and Materials for Different Levels .
shows a new way to see reality. makes words highly meaningful. Let words be encountered in a personally meaningful context. and in the process. awakens the imagination. • Songs add music to the enjoyment. and music contributes to facilitate memorization. Present the words through an aesthetic experience. Once a poem is memorized all its words become part of the child’s own word bank.How??? 1. invites reflection through images and metaphors. 2. that relates to the child’s own personal life. • The child’s own life. . • Rhyme and rhythm help to memorize the poem. • The child’s family. • Poetry intrigues the child.
They lost their _______. • “The three little _______. • Point out the rhythm of the text. especially facial expressions on the people and animals in the story.Building Familiarity and Text Structure: • Read the text through slowly. s/he will be able to fill in a rhyming word when you leave it out. and encourage him to do so. Rhyming: • After reading together a few times. • Question and Answer. . Discussing: • Talk about the text as you read it.” Following Up: • Pupils will begin to incorporate the elements of the text into his play. and call attention to some of the rhyming words and phrases. • Study the pictures carefully and point out details. taking time to explain unfamiliar words and phrases.
prepare and produce simple creative works. rhyme. Pupils will also be encouraged to plan. pupils will gain a rich and invaluable experience in using the English language. the Language Arts also provides pupils an opportunity to integrate.Year 1. Through fun – filled and meaningful activities. thus encouraging them to use English language widely. experiment and apply what they have learnt. 2 and 3 The standards in KSSR for Language Arts in Year 1 and 2 will explore the power of story. In addition. and song to activate pupil’s imagination and interest. .
A teacher needs to select poems that suit their students’ level in terms of text difficulty and language complexity. Learner Levels : Learner levels is the most important criteria that must be considered in the selection of a teaching learning material. . • Hence. (vocabulary. they might need to be adapted.Criteria for Poetry Selection 1. structure) The most basic children's poetry can sometimes too difficult for students in the rural areas.
• Children prefer poems with regular. They also like humorous poems. but especially enjoy poems that rhyme.2. The elements of imagery and figurative language are not well received by young learners because it is not easy to understand poems figurative language. distinctive beats (rhythm). . They also prefer poems that have pronounced sound patterns of all kinds. Students’ Interest Young children prefer narrative poems over lyric poems as compared to free verse and haiku. poems about animals. and poems about enjoyable familiar experiences.
They encourage children to extend comparisons. to feel. and findings. Other Criteria Poems for young children should emphasize the sounds of language and encourage play with words. . Poems for young children should tell simple stories and introduce stirring scenes of action.3. images. The most effective poems allow children to interpret. Sharply cut visual images and words used allow children to expand their imaginations and see or hear the world in a new way. and to put themselves into the poems.
Lying on the ground. Oh. dear. Our mittens we have lost. We shall have some pie. Meow. mother. Now you shall have some pie. meow. . They found their mittens. What! Lost your mittens. You naughty kittens. meow. meow. meow. What. See here. meow. see here. meow.Poetry: Three Little Kittens • The three little kittens. They lost their mittens. Then you shall have no pie. • The three little kittens. Our mittens we have found. Meow. dear. We shall have no pie. We sadly fear. And they began to cry. You good little kittens. found your mittens. mother. Oh.
Reward is given when you take good care of your belonging.Characters: Three little kittens • Kitten is baby cat. . Mother Cat Cat and kitten are animal and produced a “meow” sound. Values: Punishment is given when you belonging are missing.
Content Adapt the song by making the melody appropriately paced.Adaptation of Songs Factors of consideration in adapting songs: Lexical items Adapt the song by replacing the wordings or lyrics which are difficult with simpler words. Sentence structure Simplify the sentence structure of the lyrics of the songs chosen. Adapt the song by replacing some of the words with words which will allow gestures. Reduce most carefully some of the lyrics of the songs chosen. .
eee-eyeeee-eye-o. and on his farm he had a [animal name]. eee-eye-eee-eye-o. . Old MacDonald had a farm.Nursery Rhyme: Old MacDonald Had a Farm Old MacDonald had a farm. Here a [animal noise]. • For example. there a [animal noise]. with a [animal noise twice] here and a [animal noise twice] there. Here a moo. eee-eye-eee-eye-o. everywhere a moo moo. eee-eye-eee-eye-o. eee-eye-eee-eye-o. there a moo. eee-eye-eee-eye-o. a verse using a cow as an animal and “moo” as the cow's sound: Old MacDonald had a farm. Old MacDonald had a farm. with a moo moo here and a moo moo there. everywhere a [animal noise twice]. and on his farm he had a cow.
values and traditions that will help them in their emotional and spiritual growth.Year 4. 5 and 6. Pupils will develop an understanding of other societies. Children expand their vocabularies and language skills by listening to and participating in nursery rhymes and singing songs. Through saying Songs and Poems. children practice higher forms of speech and develop vocabulary from very basic words to onomatopoeia. cultures. . 5 and 6 The English Language syllabus has introduced Children’s Contemporary Literature in Year 4.
and meanings. Children acquire and demonstrate their understanding of frequently occurring verbs. • Aloud Rhymes for the Very Young by Jack Prelutsky . White. adjectives. and antonyms through listening. seeing. Examples: • Sing a Song of Popcorn : Every Child’s Book of Poems by M.It places a strong and consistent emphasis on exploring word relationships. and acting them out. nuances. discussing.
and makes my bed. I'm not as happy with our trade.Poetry: I Taught My Cat To Clean My Room I taught my cat to clean my room. I think he's got it made. . He may pick up my shoes and socks. brush and broom. and I would say it seems to me it's only fair he puts away my underwear. to dust my clock and picture frames. In fact. He puts my pants and shirts away. to use a bucket. and pick up all my toys and games. but I clean out his litterbox.
Teach sound system. vocabulary and grammar .
a skill that will serve him well when he learns to connect sounds with letters (phonics) in school.Sound system If you've ever recited a nursery rhyme. . played "Itsy-Bitsy Spider" or sung "If You're Happy and You Know It." you've been preparing the student for learning to read. Familiar songs and poems can strengthen a child’s ability to hear the sounds of a language .
Make it into a rhythmic pattern using claps. knocking. stomping and mouth noises. strings. . • You can also help children invent their own musical instruments by building objects out of things like boxes. and pebble shakers. • Have the child play with all of the made-up instruments to explore the different sounds. Teachers can : • Create a noise routine that can be choreographed into a favourite song.Learning how to make music and keeping rhythm are important listening skills.
. Combine rhyming with rhythmic clapping or movements. Nursery rhymes are especially powerful. because they are so memorable. Songs with rhyming lyrics are also terrific devices for teaching your child about the patterns of sounds.Besides that.
A rum sum sum. Guli guli guli guli guli rum sum sum. A Rum Sum Sum A rum sum sum. Guli guli guli guli guli rum sum sum. .To teach sound – system & pronunciation. A rafi. a rafi. A rum sum sum.
Then change the tune to some of your favourite tune. 3. Give students plenty of pre-reading activities. . 5. First sing the song. 2. Play some background music to create the atmosphere. Sing again.1. 4. The students are of the ages 11-12. communicative speaking activities can be carried out. Give emphasis to the sound-system.
7. Show some pictures to introduce the topic. They then talk about the poem. first with a partner and then in small groups. and then get students to think about their personal knowledge or experience related to this topic. perhaps coming together as a class at the end to share ideas. .6. 8. Give brief feedback on language used and note any language problems to be dealt with at a later date.
10.9. Prepare worksheets for pre-reading speaking activities which might involve a quiz. the students could talk about their personal response to the poem/song. 11. or events occurring after the end of the poem. discuss the characters and theme or debate the moral issues. sentence stems to be completed and discussed. The students might predict endings to verses. the whole poem/song. . a questionnaire. Later.
The nursery rhyme ‘Baa baa Black Sheep’ teaches the students new vocabulary and this can be done through the usage of a crossword puzzle.Vocabulary • Students will learn new vocabulary through activities such as word maze. . crossword puzzle and jumbled up words.
three bags full One for my master and one for the dame And one for the little boy Who cries down the lane! . Yes sir.Baa Baa Black sheep Have you any wool? Yes sir.
For example .
Grammar Grammar can be taught through filling in the blanks or word scrabble activities. Words like ‘black’ can be scrambled to ‘lbcka’ and the students can be asked to unscramble them. based on the rhyme ‘Baa Baa Black sheep’. . questions such as Baa baa Black sheep. have you any _____________? can be asked. • For example.
pitch etc.Other types of activities : .Choral / Chorus / small groups singing .Changing tones. for words.Listening for specific reasons eg.Guided singing eg.Sing along ( individual) .Listen to songs. rhymes . with lyrics / music . .Changing or adapting lyrics . pronunciation .Dramatization / Role play . letters.
asp x • http://cd1.pdf • http://almaflorada.hk/FileManager/EN/Common/sow%20 for%20the%20elective%20modules%20-%20211107.heatherwhaley.designedinstruction.abcmusicandme.pdf • http://www.edb.net/cd/eng/PoemsAndSongs/PDF/ poems%20and%20songs.html .com/documents/W&G_ABC_T o_HeadStart_Outcomes.pdf • http://www.pdf • http://www.pdf • http://www.designedinstruction.ca/Rates_and_Information.gov.com/prekorner/child_lit_p oem_rhyme.hkedcity.com/doc/Vocabulary-DevelopmentThrough-Language-And-Song.com/prekorner/child_lit_p oem_rhyme.edb.References • http://www.
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