Are the children involved?
Would the children enjoy the song outside of class?
Will every student be involved at some point?
Can those children who find English more difficult take part without feeling frustrated?
Is the song easy to understand and sing?
Will the song keep the children's interest until the end?
Does the song have a good melody?
Is language development integrated into the song?
Can the language content be controlled and focused?
Do the children practise English all the time?
Are they challenged by the English?
Can new vocabulary be introduced?
Can new (achievable) structures be introduced into the song?
Can new language be linked with old language during the song?
Does it encourage active learning?
How much do you, the teacher, have to explain or demonstrate?
How much do you have to do during the song?
Can the children do any of this?
Is any new language discovered by the children?
Remember to look very carefully at the language level of the song you are about to use. If the language is unknown and complicated, it could demotivate your learners. However, if you ensure that the language can be clearly understood through the context of the song, maybe with the aid of visuals or through actions, then there is no reason why you should not use it.
Teachers often wonder if they should explain the song in the students' mother tongue before they sing it. Generally speaking, the song should explain itself through the use of visuals or actions. If it doesn't do this, then perhaps you shouldn't be using it.
If you would like to do some further reading on songs and rhymes, as well as get some more practical ideas, please refer to Vale, D. and Feunteun, A. (1995), Teaching Children English, Great Britain: Cambridge University Press, pp.257-262.
5
Games - what and why?
This exercise will take around 30 - 40 minutes.
5.1 Games - what are they?
Children play naturally. For them, playing is a way of learning about themselves and the world around them. They learn through playing because they interact, and through this interaction they can develop social skills, life skills and language skills.
Games provide contexts, reasons and routines for playing.
Read the Games - what are they? resource below to start thinking about games in the classroom.
5.1 Games - what are they?
Children play naturally. For them, playing is a way of learning about themselves and the world around them. They learn through playing because they interact, and through this interaction they can develop social skills, life skills and language skills. Games provide contexts, reasons and routines for playing.
So, the first question is, what is a game?
Think of five important qualities of a game and five reasons why we would use games to teach English. When you've finished, click on the word GAMES below to see what we came up with.
Do you agree with these ideas? Here's a summary of the main points:
Every game has a goal
If you use a game in your class, you need to know why you are using it - you must have an aim
If you use games in your class, you will probably have to prepare a variety of materials
Games are both enjoyable and create a positive environment for effective learning
The most successful games are those which are simple to explain, understand and play
Julia Khan (1996: 142-143) describes games as "activities governed by rules, which set up clearly defined goals ... Games involve a contest ... games should lead to having fun."