Hyunjin Kim

5/18/16
Title: Learning English through a Song: Wheels on the Bus
Context: Listening Methodologies
Description of Artifact:
I created this artifact for the 20minutes mini-lesson teaching practice in the TESOL listening
methodology class. This handout includes 3 exercises which were designed for the beginning
level students emphasis on practicing listening and speaking. The first exercise is based on the
Cloze activity. I fabricated this activity to help students to practice their listing skills by filling in
the blanks while they are listening to the song. Next, the second exercise, which is a matching
correct answers according to the song, is more like the comprehension check questions. All the
information was given in the music video that I played twice, also hint were given during the
first exercise. The third exercise is a discussion. I extended the topic from the transportation to
travel and have students to share their personal experience in a small group classroom
arrangement.
New ideas, information, or awareness from this artifact:
In the TESOL components A class, I learned that the best formation to arrange the
classroom for the activities is putting students in a small group (Richards&Farrell, 2011),
therefore, I had students to talk in a small group. I thought sharing ideas through discussion is
enough as a communicative activity, however, later in the TESOL grammar methodology class, I
learned that communicative drills should include these three aspects: information gap, choice,
and feedback, to be qualified as a communicative exercise. My discussion question and direction

included the first two parts, but I realized that the feedback is missing in that certain activity.
Since this exercise was designed to help students to improve their listing and also speaking, peer
feedback part will make this exercise as a communicative that include interaction of both sides,
not just one side of listening or speaking.
Reflection on how this will impact your approach to teaching and learning:
First of all, I would like to revise my third exercise in this artifact. I would add a direction
to make a note while listening to other group members stories and then present it with a whole
class while keeping the same question for the discussion. Next, I became aware of the fact that
communicative activities have to involve at least two sided interactions through making mistakes
while creating my own class artifact. If I only used or checked the artifacts that were provided
through the TESOL/IEP classes, or the internet, I would not look at these aspects closely. I
learned more by making my own material to teach students, therefore, I will try to create more
stuff that I can use in my future teaching classes.

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Exercise 1: Listen to the song and complete the lyrics.
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The 1)________ on the bus go round and round, round and round, round and round
The 1)________ on the bus go round and round, round and round and round
The 2)_____ on the bus goes open and 3)_____, open and 3)_____, open and
3)_____.
The 2)_____ on the bus goes open and 3)_____, open and 3)_____, open and
3)_____.
The 2)_____ on the bus goes open and 3)_____, open and 3)_____.

Oh, its 4)_________!

Lets 5)________ on the wipers!

The 6)______ on the bus go swish swish swish, swish swish swish, swish swish swish
The 6)______ on the bus go swish swish swish, swish swish swish, swish swish swish
The 6)______ on the bus go swish swish swish, swish swish swish

The 7)_____ on the bus goes beep beep beep, beep beep beep, beep beep beep
The 7)_____ on the bus goes beep beep beep, beep beep beep, beep beep beep
The 7)_____ on the bus goes beep beep beep, beep beep beep beep beep

The 9)______ on the bus go 8)___ _____ _______, 8)___ _____ _______, 8)___
_____ _______
The 9)______ on the bus go 8)___ _____ _______, 8)___ _____ _______, 8)___
_____ _______
The 9)______ on the bus go 8)___ _____ _______, 8)___ _____ _______

The 10) _____ on the bus goes Wah Wah Wah, Wah Wah Wah, Wah Wah Wah
The 10) _____ on the bus goes Wah Wah Wah, Wah Wah Wah, Wah Wah Wah
The 10) _____ on the bus goes Wah Wah Wah, Wah Wah Wah Wah Wah

The 11)________ on the bus goes shh shh shh, shh shh shh, shh shh shh
The 11)________ on the bus goes shh shh shh, shh shh shh, shh shh shh
The 11)________ on the bus goes shh shh shh, shh shh shh shh shh

The wheels on the bus go 12)________ ____ _________, 12)________ ____

_________, 12)________ ____ _________
The wheels on the bus go 12)________ ____ _________, round and round and round

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Exercise 2: Match the answers (a~f) to the questions (1~6)
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Q: on the bus
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1)
2)
3)
4)
5)
6)

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Which goes open and shut?

What makes the sounds swish?
What makes the sound beep?
What goes up and down?
Who goes Wah Wah Wah?
Who goes shh shh shh?

a) the baby
b) the horn
c) the mommy
d) the people
e) the door
f) the wiper

Exercise 3: Discuss your personal experience of traveling by taking

various transportation methods.

Some questions that you can discuss

- Why did you choose that transportation over other ones?
- What did you see during transport?
- How was your trip overall? Did you enjoy it? Do you have any fun episode to share?