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A summary of the suggested classroom activities

The following is a summary of all the activities suggested in this Section, and they are grouped under the headings of critical thinking, creativity and cultural awareness. The asterisk in the brackets means that it depends on the teaching and learning context.

Writing activity Critical thinking Creativity Cultural awareness
Writing captions for the illustrations of the song
Writing simple sentences to describe the main characters of the song (*)
Giving responses/suggestions/advice to the characters of the song (*)
Writing letters to the characters or composer of the song
Writing slogans for the posters for the song
Composing new verses for the song
Rewriting the rhyme/song in prose form (*)
Rewriting the rhyme/song with different characters, objects and/or setting
Writing their own song

 

Speaking/singing activity Critical thinking Creativity Cultural awareness
Predicting the content of the song (esp. in songtales) (*)
Reading/singing the rhyme/song aloud   (*)
Telling the character(s) what to do (*)
Role-playing different characters in the song   (*) (*)
Singing while showing pictures or puppets   (*)
Retelling the content of the song   (*)
Commenting on the characters (*) (*)
Acting out the rhyme/song (*)
Singing the new song they have composed   (*)
Sharing pupils' related experiences

 

 

Other related activity Critical thinking Creativity Cultural awareness
Drawing illustrations for the rhyme/song
Drawing cartoons/comics for the rhyme/song
Designing and drawing posters
Making puppets and models for the rhyme/song
Inventing actions for the rhyme/song
Making masks and/or costumes for the character(s) in the rhyme/song
Designing outdoor games using the plot and/or characters of the rhyme/song (*)

 

Using nursery rhymes and songs across the curriculum

The primary schools that have been successful in incorporating language arts activities into their curriculum are usually schools which encourage collaboration among several parties. In other words, their success is due to the collaborative effort of more than one teacher and the fervent support of the principal and parents. The use of language arts across the curriculum not only fully utilizes both human and material resources but also helps pupils see the relevance and connection between different activities in school.



Music

An English teacher can collaborate with the Music teacher of the school to allow pupils learn the song in their Music lessons. Music teachers are often better-equipped with the skills of helping pupils learn the song and where best to learn a song than in the music class. If this does not work initially (as collaboration is not yet the climate in your school, which is understandable), you can always ask the Music teacher at your school which songs the students have learnt or will learn and you can design activities accordingly. In this way, you do not appear to be intruding on your colleagues' work, and yet pupils benefit.

Physical Education

Songs and dances are definitely good physical activities. All the gestures and actions like clapping, jumping, hopping, turning around and many others are very healthy physical exercises that help children develop necessary motor skills and coordination. If some songs can be introduced in PE classes, pupils' knowledge of the songs can be consolidated. When the same song is used again in other lessons for other purposes, pupils will not find them unfamiliar. Creativity can also be promoted if pupils are encouraged to think of gestures or actions related to the song.

Mathematics

Rhymes such as "Hickory Dickory Dock" can be used in a unit in Mathematics lessons about telling time. We can ask pupils to make a simple cardboard clock with movable cardboard hands. "Ten green bottles sitting on the wall" can be used with a unit on numbers and subtraction.



Date: 2016-04-22; view: 911


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