SHOWTIME: Learn English with extracts from songs, rhymes and stories
SONGS: Sing along to catchy tunes and learn new words
Singing classes at school are guaranteed to be lively and fun.
WORD PLAY: Remember new words through repetition and association with visuals and sounds
PLAYTIME: Fun activities that ensure an understanding of the lessons
Lets make English fun,easy and entertaining
Our child will have a great time singing along to songs and participating in activities that will strengthen the grasp of the English language.
The singing lesson aspect of our theatre arts training offers an immediate and spontaneous way for children to express themselves within the group fostering a sense of inter-relationship and peer support.
Singing classes at school are guaranteed to be lively and fun.
When your child learns to sing at school is to: .
~ Build a collection of songs that can be used for performance and fun.
~ Vocal development of the basic skills required to shine.
~ Engender musicality.
~ Build understanding of dynamics, tonality, texture and musical coloration
Two Little Duckies
Two Little Duckies I once knewa fat one a skinny there were two
but the one little ducky with the feathers on he back
he ruled the rest with his quack quack quack
down the river they would go
wibble wobble two and fro
but the one little ducky with the feathers on he back
he ruled the rest with his quack quack quack
Singing combined with dancing and drama provide real and lasting benefit for your child.
Information about this song:
''2 Little Duckies'' or ''Two Little Ducks'' is a young children's song and game the origin of which is unknown. For an alternative version see "Six Little Ducks".
To play the game you can try the following actions:
Two kids stand together one in front and one behind like they were in line. The one at the back puts their hands around the front to clap and one at the front puts their hands at their back to be the feathers, then they wibble wobble through the verse and turn around together to show the feathers on their back while wiggling their fingers, and then turn around again without breaking apart to clap, clap, clap on the quacking.
Two kids stand together one in front and one behind like they were in line. The one at the back puts their hands around the front to clap and one at the front puts their hands at their back to be the feathers, then they wibble wobble through the verse and turn around together to show the feathers on their back while wiggling their fingers, and then turn around again without breaking apart to clap, clap, clap on the quacking.
Lets Watch the video of the song and sing together...
Singing and the associated complementary disciplines of drama plus dance provides a more balanced.
____________________________________________________________________________ Ten Little Fingers and Toes
Ten little fingers, ten little toes,Two little ears and one little nose
Two little eyes that shine so bright
And one little mouth to kiss mother goodnight.
Ten little fingers, ten little toes,
Two little ears and one little nose
Two little eyes that shine so bright
And one little mouth to kiss mother goodnight.
Singing combined with dancing and drama provide real and lasting benefit for your child.
Information about this song:
I had ten little fingers and ten little toes, my heat though very small pulsed in time with yours mommy. Mommy my Father knew me before time had begun and breathed forth his love, creating me and placing me inside you.
Though I never got you see your face mommy I see it now, these days are hard for you, you seem to look very sad. I was sad too mommy when those doctors came for me, removing me from the place I felt safe growing inside you. Why did you allow this to happen mommy, I thought I was safe and loved inside you. Now I know that you never really wanted those ten little fingers and ten little toes.
Though I never got you see your face mommy I see it now, these days are hard for you, you seem to look very sad. I was sad too mommy when those doctors came for me, removing me from the place I felt safe growing inside you. Why did you allow this to happen mommy, I thought I was safe and loved inside you. Now I know that you never really wanted those ten little fingers and ten little toes.
To play the game you can try the following actions:
Touch the different body parts when they are mentioned in the song. You can also count the fingers and the toes.
Touch the different body parts when they are mentioned in the song. You can also count the fingers and the toes.
Lets Watch the video of the song and sing together...
Singing and the associated complementary disciplines of drama plus dance provides a more balanced.
____________________________________________________________________________Three Little Bear
Look, there is three bearsAll in the same house
Father bear, mother bear, little bear
Father bear is very fat
Mother bear is very slim
Little bear is so cute I could die
What a happy family.
Singing combined with dancing and drama provide real and lasting benefit for your child.
Information about this song:
Once upon a time there were three little bears, a mama bear, a papa bear, and a baby bear. They lived deep in the forest, far away from any people. One morning, mama bear decided to treat her family to a hot serving of porridge.
To play the game you can try the following actions:
Touch the different body parts when they are mentioned in the song. You can also count the fingers and the toes.
Touch the different body parts when they are mentioned in the song. You can also count the fingers and the toes.
Lets Watch the video of the song and sing together...
Singing and the associated complementary disciplines of drama plus dance provides a more balanced.
____________________________________________________________________________If You're Happy and You Know It
If you're happy and you know it, clap your hands (clap clap)If you're happy and you know it, clap your hands (clap clap)
If you're happy and you know it, then your face will surely show it
If you're happy and you know it, clap your hands. (clap clap)
If you're happy and you know it, stomp your feet (stomp stomp)
If you're happy and you know it, stomp your feet (stomp stomp)
If you're happy and you know it, then your face will surely show it
If you're happy and you know it, stomp your feet. (stomp stomp)
If you're happy and you know it, shout "Hurray!" (hoo-ray!)
If you're happy and you know it, shout "Hurray!" (hoo-ray!)
If you're happy and you know it, then your face will surely show it
If you're happy and you know it, shout "Hurray!" (hoo-ray!)
If you're happy and you know it, do all three (clap-clap, stomp-stomp, hoo-ray!)
If you're happy and you know it, do all three (clap-clap, stomp-stomp, hoo-ray!)
If you're happy and you know it, then your face will surely show it
If you're happy and you know it, do all three. (clap-clap, stomp-stomp, hoo-ray!)
Singing combined with dancing and drama provide real and lasting benefit for your child.
Information about this song:
Toddlers feel emotions just as older children and adults do. Their frustrations at their inability to say how they feel can be eased with these delightful rhymes that teach words and actions, sung to the tune of “If You’re Happy and You Know It, Clap Your Hands.”
Children need to hear words six to nine months before they can use the words themselves. Babies begin to use the language they hear from birth at about eight to twelve months of age.
Mad, Happy, Silly, and Shy are charming beginner’s introductions to a feelings vocabulary. The sooner parents start using language to express feelings with their babies, the sooner toddlers will be able to say how they feel. Parents know how much easier their job is when their toddlers can make themselves understood!
Mad, Happy, Silly, and Shy will give the youngest children a head start on the road to healthy expression of feelings. These unique board books fill an unmet need in a most engaging way.
Children need to hear words six to nine months before they can use the words themselves. Babies begin to use the language they hear from birth at about eight to twelve months of age.
Mad, Happy, Silly, and Shy are charming beginner’s introductions to a feelings vocabulary. The sooner parents start using language to express feelings with their babies, the sooner toddlers will be able to say how they feel. Parents know how much easier their job is when their toddlers can make themselves understood!
Mad, Happy, Silly, and Shy will give the youngest children a head start on the road to healthy expression of feelings. These unique board books fill an unmet need in a most engaging way.
To play the game you can try the following actions:
Hand shaking, Clap, Dancing (Legs lifting), Dance with smile.
Hand shaking, Clap, Dancing (Legs lifting), Dance with smile.
Lets Watch the video of the song and sing together...
Singing and the associated complementary disciplines of drama plus dance provides a more balanced.
____________________________________________________________________________Accessment:
Original size (large) for Accessment paper. (Direct Links)
Robin Hood Story Robin Hood Worksheets
Robin Hood Notes
____________________________________________________________________________
Reflection:
I have worked on ways to teach my pupils how to take responsibility for their learning. I have worked on myself as a teacher to learn how to listen to the voices of my pupils in order to help them progress. In my case, this has been for them to progress in acquiring the English language. I have worked with them on how to set goals which they can and do achieve. I have used a myriad of feedback pages in order to get them to learn how to think critically and reflect on their progress and on their experiences as learners. And most recently I have taken my techniques of feedback one step further. I have asked my pupils to write reflection journals.
The pupils are given a short period of time to sit quietly in class once a week and reflect on their learning during the previous week. When I say, reflect, I mean to think about what s/he did in class and how s/he feels about this. The students might relate to their behavior and how it affected their learning or they might reflect on a grade they got and why it was high or low. Their reflection must be a look inward at themselves and how they functioned in any aspect of the learning process.
In the beginning I gave the students certain prompts to get them going. For instance, the first entry had to be a short paragraph about the pupil's responsibility. The second week each pupil had to reflect on the lessons during the previous week and relate to four different aspects of the lessons. They were asked to write about one positive thing, one negative thing, one interesting thing and one thing s/he had learned. By encouraging the pupils to relate to four specific issues I felt I was enabling them to focus better. Other issues I plan to focus on are how their behavior affected their learning and how the study skills they used to prepare for an exam helped them. For example, "How did you study for the exam and was this useful? Did studying this way help you know the material? "
For the first few months I hope to structure the once a week reflection entries by using such guided questions as : "Think back over the week and write down what you most strongly remember doing in class. How did this make you feel? Did you like it, or not? Why? "Another guided question might be: "What did you learn this week and how can you apply what you learned in class to other areas of your life, either in school or at home?"
Each week at the end of the week, the students are now asked to write in their reflection journals. I hope that by reflecting each week on different aspects of the lessons, their behavior, their successes or failures they will grow from within as critical thinkers and begin to understand the role they should play in the classroom. The experience of writing about how they feel, how they have progressed or not, will permit them to learn to assess themselves and make changes where they feel they are needed. The idea behind learning to self-assess oneself is to be able to understand where changes need to be made (in themselves) in order to continue learning and progressing.
It is important to note here that I do not grade their writing. I don't check spelling, grammar or word order. I simply comment with a few words such as "nice thoughts", "that's interesting." etc... I do however; tell my pupils that writing something in the reflection journal is a class requirement. Even the few rebels in the beginning eventually began to write and even expressed their enjoyment.
These questions are meant to stimulate the pupils' minds and have they become more aware of the part they play in the learning process. I want my pupils to become pro-active learners who engage in the learning the subject at hand and don't expect to be spoon - fed.
My long term goal in teaching English as an international language is to get my students to use it. I want my pupils to go into the world, able to express themselves in English both orally and in writing. I want them to feel confident when they speak, write and take part in any activity where English is being used. Even if they are not as accurate as they need to be in the beginning I hope that by encouraging them to be aware of their capabilities they will be able to keep learning, growing and developing.
I am quite aware that in the short span of the four years I have with my pupils I am not able to teach them the entire English language especially given only 150 minutes a week. I can only hope to instill in them the understanding of the part they play and to provide them with the tools they need in order to keep on learning.
Reflection journals are a tool which can be used by both pupils and teachers. Reflecting on what we have learned, how we have learned it and how we can use it to progress and learn in the future is crucial to healthy development in all learners. I believe that teachers should use this process too. Teachers can also use reflection journals to figure out how they feel about a certain lesson which went well and analyze why or to analyze the way they handled a specific problem in class. Just because teachers have many years of experience doesn't mean that they have learned from this experience. One year of experience repeated 20 times without any growth or change does not build a healthy foundation from which to work and advance.
The pupils are given a short period of time to sit quietly in class once a week and reflect on their learning during the previous week. When I say, reflect, I mean to think about what s/he did in class and how s/he feels about this. The students might relate to their behavior and how it affected their learning or they might reflect on a grade they got and why it was high or low. Their reflection must be a look inward at themselves and how they functioned in any aspect of the learning process.
In the beginning I gave the students certain prompts to get them going. For instance, the first entry had to be a short paragraph about the pupil's responsibility. The second week each pupil had to reflect on the lessons during the previous week and relate to four different aspects of the lessons. They were asked to write about one positive thing, one negative thing, one interesting thing and one thing s/he had learned. By encouraging the pupils to relate to four specific issues I felt I was enabling them to focus better. Other issues I plan to focus on are how their behavior affected their learning and how the study skills they used to prepare for an exam helped them. For example, "How did you study for the exam and was this useful? Did studying this way help you know the material? "
For the first few months I hope to structure the once a week reflection entries by using such guided questions as : "Think back over the week and write down what you most strongly remember doing in class. How did this make you feel? Did you like it, or not? Why? "Another guided question might be: "What did you learn this week and how can you apply what you learned in class to other areas of your life, either in school or at home?"
Each week at the end of the week, the students are now asked to write in their reflection journals. I hope that by reflecting each week on different aspects of the lessons, their behavior, their successes or failures they will grow from within as critical thinkers and begin to understand the role they should play in the classroom. The experience of writing about how they feel, how they have progressed or not, will permit them to learn to assess themselves and make changes where they feel they are needed. The idea behind learning to self-assess oneself is to be able to understand where changes need to be made (in themselves) in order to continue learning and progressing.
It is important to note here that I do not grade their writing. I don't check spelling, grammar or word order. I simply comment with a few words such as "nice thoughts", "that's interesting." etc... I do however; tell my pupils that writing something in the reflection journal is a class requirement. Even the few rebels in the beginning eventually began to write and even expressed their enjoyment.
These questions are meant to stimulate the pupils' minds and have they become more aware of the part they play in the learning process. I want my pupils to become pro-active learners who engage in the learning the subject at hand and don't expect to be spoon - fed.
My long term goal in teaching English as an international language is to get my students to use it. I want my pupils to go into the world, able to express themselves in English both orally and in writing. I want them to feel confident when they speak, write and take part in any activity where English is being used. Even if they are not as accurate as they need to be in the beginning I hope that by encouraging them to be aware of their capabilities they will be able to keep learning, growing and developing.
I am quite aware that in the short span of the four years I have with my pupils I am not able to teach them the entire English language especially given only 150 minutes a week. I can only hope to instill in them the understanding of the part they play and to provide them with the tools they need in order to keep on learning.
Reflection journals are a tool which can be used by both pupils and teachers. Reflecting on what we have learned, how we have learned it and how we can use it to progress and learn in the future is crucial to healthy development in all learners. I believe that teachers should use this process too. Teachers can also use reflection journals to figure out how they feel about a certain lesson which went well and analyze why or to analyze the way they handled a specific problem in class. Just because teachers have many years of experience doesn't mean that they have learned from this experience. One year of experience repeated 20 times without any growth or change does not build a healthy foundation from which to work and advance.
Assessment:
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