Post on 09-Nov-2014
description
Prepared by: PISMP TESL 1 SEM 3
Anne PriyankaChai Xiao Ling
S. HemaNg Pin Ting
Ong Pei Shan
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
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
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
Very young learners, as early as two- year olds (at times even younger than that) can recognise and respond to certain rhymes or simple nursery songs through their repeated listening. The simpler the songs/ rhymes and the beats are, the faster they are able to pick up the rhyme. That is why rhymes like ‘one, two, three’ or ‘a, b,c,d’ are able to attact the toddlers. We can witness these toddlers humming the tune or even uttering bits and pieces of these rhymes.
Adapt Activities and Materials for
Different Levels
How???
Year 1, 2 and 3
Criteria for Poetry Selection1. Learner Levels :1. Learner Levels :
2. Students’ Interest
3. Other Criteria
Poetry:Three Little Kittens
• The three little kittens,They lost their mittens,And they began to cry,Oh, mother, dear,We sadly fear,Our mittens we have lost.What! Lost your mittens,You naughty kittens,Then you shall have no pie.Meow, meow, meow, meow, We shall have no pie.
• The three little kittens,They lost their mittens,And they began to cry,Oh, mother, dear,We sadly fear,Our mittens we have lost.What! Lost your mittens,You naughty kittens,Then you shall have no pie.Meow, meow, meow, meow, We shall have no pie.
• The three little kittens,They found their mittens,Lying on the ground,Oh, mother, dear,See here, see here,Our mittens we have found.What, found your mittens,You good little kittens,Now you shall have some pie.Meow, meow, meow, meow,We shall have some pie.
• The three little kittens,They found their mittens,Lying on the ground,Oh, mother, dear,See here, see here,Our mittens we have found.What, found your mittens,You good little kittens,Now you shall have some pie.Meow, meow, meow, meow,We shall have some pie.
Adaptation of Songs Factors of consideration in adapting songs:
Nursery Rhyme:Old MacDonald Had a Farm
Old MacDonald had a farm, eee-eye-eee-eye-o,
and on his farm he had a [animal name], eee-eye-eee-eye-o,
with a [animal noise twice] here and a [animal noise twice] there.
Here a [animal noise], there a [animal noise], everywhere a [animal noise twice],
Old MacDonald had a farm, eee-eye-eee-eye-o.
Old MacDonald had a farm, eee-eye-eee-eye-o,
and on his farm he had a [animal name], eee-eye-eee-eye-o,
with a [animal noise twice] here and a [animal noise twice] there.
Here a [animal noise], there a [animal noise], everywhere a [animal noise twice],
Old MacDonald had a farm, eee-eye-eee-eye-o.
• For example, a verse using a cow as an animal and “moo” as the cow's sound:
Old MacDonald had a farm, eee-eye-eee-eye-o,
and on his farm he had a cow, eee-eye-eee-eye-o,
with a moo moo here and a moo moo there.
Here a moo, there a moo, everywhere a moo moo,
Old MacDonald had a farm, eee-eye-eee-eye-o.
• For example, a verse using a cow as an animal and “moo” as the cow's sound:
Old MacDonald had a farm, eee-eye-eee-eye-o,
and on his farm he had a cow, eee-eye-eee-eye-o,
with a moo moo here and a moo moo there.
Here a moo, there a moo, everywhere a moo moo,
Old MacDonald had a farm, eee-eye-eee-eye-o.
Year 4, 5 and 6
Poetry:I Taught My Cat To Clean My Room
I taught my cat to clean my room,to use a bucket, brush and broom,
to dust my clock and picture frames,and pick up all my toys and games.
He puts my pants and shirts away,and makes my bed, and I would say
it seems to me it's only fairhe puts away my underwear.
In fact, I think he's got it made.I'm not as happy with our trade.
He may pick up my shoes and socks,but I clean out his litterbox.
Teach sound system, vocabulary and
grammar
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 - a skill that will serve him well when he learns to connect sounds with letters (phonics) in school.
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 - a skill that will serve him well when he learns to connect sounds with letters (phonics) in school.
Sound system
Learning how to make music and keeping rhythm are important listening
skills. Teachers can :• Create a noise routine that can be
choreographed into a favourite song. Make it into a rhythmic pattern using claps, knocking, stomping and mouth noises.
• You can also help children invent their own musical instruments by building objects out of things like boxes, strings, and pebble shakers.
• Have the child play with all of the made-up instruments to explore the different sounds.
Besides that,
To teach sound – system & pronunciation.
A Rum Sum Sum
A rum sum sum,A rum sum sum, A rum sum sum.
Guli guli guli guli guli rum sum sum. A rafi, a rafi,
Guli guli guli guli guli rum sum sum.
1. First sing the song. Give emphasis to the sound-system.
2. Then change the tune to some of your favourite tune. Sing again.
3. The students are of the ages 11-12, communicative speaking activities can be carried out.
4. Give students plenty of pre-reading activities.5. Play some background music to create the
atmosphere.
6. Show some pictures to introduce the topic, and then get students to think about their personal knowledge or experience related to this topic.
7. They then talk about the poem, first with a partner and then in small groups, perhaps coming together as a class at the end to share ideas.
8. Give brief feedback on language used and note any language problems to be dealt with at a later date.
9. Prepare worksheets for pre-reading speaking activities which might involve a quiz, a questionnaire, sentence stems to be completed and discussed.
10. The students might predict endings to verses, the whole poem/song, or events occurring after the end of the poem.
11. Later, the students could talk about their personal response to the poem/song, discuss the characters and theme or debate the moral issues.
Vocabulary
• Students will learn new vocabulary through activities such as word maze, crossword puzzle and jumbled up words. The nursery rhyme ‘Baa baa Black Sheep’ teaches the students new vocabulary and this can be done through the usage of a crossword puzzle.
Baa Baa Black sheepHave you any wool?
Yes sir, Yes sir, three bags full
One for my master and one for the dame
And one for the little boyWho cries down the lane!
For example
Grammar
Grammar can be taught through filling in the blanks or word scrabble activities.
• For example, based on the rhyme ‘Baa Baa Black sheep’, questions such as Baa baa Black sheep, have you any _____________? can be asked. Words like ‘black’ can be scrambled to ‘lbcka’ and the students can be asked to unscramble them.
Other types of activities :
- Listen to songs, rhymes- Listening for specific reasons eg. for words, letters, pronunciation- Sing along ( individual)- Choral / Chorus / small groups singing- Guided singing eg. with lyrics / music- Changing or adapting lyrics- Changing tones, pitch etc.- Dramatization / Role play
References• http://www.edb.gov.hk/FileManager/EN/Common/sow
%20for%20the%20elective%20modules%20-%20211107.pdf
• http://www.heatherwhaley.ca/Rates_and_Information.aspx
• http://cd1.edb.hkedcity.net/cd/eng/PoemsAndSongs/PDF/poems%20and%20songs.pdf
• http://almaflorada.com/doc/Vocabulary-Development-Through-Language-And-Song.pdf
• http://www.abcmusicandme.com/documents/W&G_ABC_To_HeadStart_Outcomes.pdf
• http://www.designedinstruction.com/prekorner/child_lit_poem_rhyme.pdf
• http://www.designedinstruction.com/prekorner/child_lit_poem_rhyme.html