Games and rhymes

Prof. Maryan P. Zuccotti

maryanmadrid@hotmail.es

WELCOME!!!

OBJECTIVE

To create a favorable environment providing useful resources, carefully structured input and
practice opportunities to show that a positive learning atmosphere will ensure success in the process of
learning a second language.

METHODOLOGY

Visual and cooperative.

Active and participative.
Effective learning by doing.

ASSESSMENT CRITERIA

Achievement of the main objective.

Interest and participation in all the activities.
Reading and summarizing content.
Successful tasks development.
TASKS DEVELOPMENT
Throughout the classes you will be go over certain concepts, ideas and examples related to the
topic so as to cover a wide range of material that will help students in their future classes.
There will be 5 classes and 5 sets given. Each of them with varied bibliography included. At the end
of the first 4 sets there is an activity to be done:

Useful definitions: write an example for each.

Rhyming couplets: match rhyming words and create new rhymes.

I gotta a feeling song: Choose a specific topic/structure/word to be taught in a course and write a
mini lesson plan.

Invent an original game: write its objective, its length, who for and its development in no more than
a page.
FINAL TASK
Before the last class you will have to send your dossier by mail in pdf. Your invented games will be
shared with the rest of the online classmates for the purpose of the workshop.
Dossiers must include: a covering with name, an index, the four tasks and a summary+conclusion
on the topic using the same sets as a guide.

THE END

ENJOY!!!
https://www.youtube.com/watch?v=ySey8kbOiO4

GAMES AND RHYMES (1st class)

INTRODUCTION
On the first day of class, the halls buzz with excitement.

Teachers get ready to greet their students, anxious to get started, and our young, or not-so-young, learners are
nervous, wondering what their teachers like. Of course, first impressions count, and its essential to have a first
day of class that will set the tone for what the rest of the school year or course will be like. And it will be fun!
Here are some ideas for the all-important first day of class:
Classroom set up

The physical arrangement of your classroom can inuence your students behavior and learning. The impact of
the room arrangement is too important to leave to chance. Plan the classroom learning environment before the
beginning of the school year. Your goals for the class must guide your choices. Whether you wish to maximize group
interaction with lots of small-group activities or lecture most of the time, the physical arrangement can help or hinder.
Students get a pretty good picture of what their year is going to be like from the d cor and arrangement of the
classroom as they enter for the rst time.
Getting to know your students
The first day of class is a great opportunity to get to know your new students and find out a little more about them.
Whatever you do on the first day of class, take the time to get to know your students and let them get to
know you.
Example

A. This Is Me:
This is a very simple worksheet for very young learners who may not be able to write. They draw a picture of
themselves and several of their favorite things. After theyve completed their worksheets ask them to stand up and
show their pictures to the class. If possible, you may ask them to describe or name some of the things in English.

B. This Is Me (for older students):

This one is similar to the above worksheet but for students who are already able to read and write in English. You may also
ask them to share the information theyve written down with the class. The last part of the worksheet is particularly useful for
teachers. It asks students basically how much they like certain activities like singing, coloring, playing games, etc. and it will
give you an idea as to what type of learner each may be.

Icebreakers
Never underestimate the importance of activities to break the ice on the first day of class. No matter how old or how
young your students are, there is always a little anxiety about having to speak a language that is not their own. To get the
year off to a great start, try any icebreaker (songs, rhymes, short games, posters, anecdotes) and you'll see your
students will be more relaxed and less anxious about learning English.

Rules/Routines
Set forth the classroom rules/routines and discuss your students goals for the course. But the most important
thing is to lay a solid foundation for what will be a year/course of cooperation and learning.
Use the first day to inform students what's expected of them. Present students with a creative visual aid that
details class rules in a simple, straightforward way. Keep rules posted in a prominent location, easily visible to
everyone in the room. Each day, go over the rules as a group. Put it into rhyme or sing-song form to make them
easy to memorize.

Students need structure and routine in order to thrive. They should know what they're supposed to be doing
at all times of the day, and should have individual chores and responsibilities to understand the importance of
pitching in, working together and being accountable. If they all know what they're supposed to be doing, it's easier
to re-direct those who are off task.

Visual aids
Colorful and creative visual aids around the classroom help class time flow efficiently. Post up ABCs, numbers, colors,
shapes, types of food, seasons, clocks and other information you want children to review daily. Keeping these ideas
visible helps students remember what they're supposed to be thinking about and keep them on task.
Bring in interactive activities, videos, films, animated stories, cartoons, books or any other material that could encourage
them to participate and/or to learn by doing.

Songs, rhymes and games

The benefits of songs, rhymes and games as teaching tools go well beyond just teaching the language.
Here are a few reasons to implement them in your lessons from start to finish.

They create a positive atmosphere.

They help to balance energy levels.
They are very effective in signalling transitions.
Students often get confused, and subsequently tune out, during transitions from one activity to another. Using rhymes and
songs to signal changes helps students understand what is going on (and helps save the teachers voice, too!).

They allow everyone to participate.

They allow for quick review.

They are sticky.

2. TEACHING YOUNG LEARNERS

The number of teachers of young learners is increasing as children start to learn English at a younger age around the
world.
The term young learners can be used to describe:
Pre-school learners
Primary school learners and
Secondary school or teenage learners.
Carol Read (2003) proposes some of the optimal conditions for helping young learners to learn:

Learning is natural
Learning is contextualised and part of a real event
Learning is interesting and enjoyable
Learning is relevant
Learning is social
Learning belongs to the child
Learning has a purpose for the child
Learning builds on things the child knows
Learning makes sense to the child
The child is challenged appropriately
Learning is supported appropriately
Learning is part of a coherent whole
Learning is multi-sensory
The child wants to learn
Learning is active and experiential
Learning is memorable
Learning allows for personal, divergent responses
Learning takes account of multiple intelligences
The learning atmosphere is relaxed and warm
The child has a sense of achievement.

Teachers should also keep in mind that, in spite of these optimal conditions, there are always certain problems to face in
everyday classes and some solutions available to help them too. (Shelley Vernon, 1995).
Learners in general and preschoolers in particular:
Have very short attention spans
Forget things quickly
May not be fully confident in their first language
May not be motivated to learn
May be fearful
Develop at very different rates which leads to mixed ability groups
Can be easily overwhelmed
Need to be taught with effective language learning techniques and not just with timefillers to keep them busy.

Any of the ideas suggested below could become useful in case of need:

Change your games and activities every 5-10 minutes.

Vary the pace during the lesson, mixing up energetic games with quiet ones.

Repeat, review and revise. Use short games to review vocabulary and phrases you have already taught.
Make lessons playful and full of physical movement. Children will find them more enjoyable, be more motivated and
remember the language better.
Teach in a relaxed and friendly atmosphere with plenty of encouragement.
Avoid competition with preschool learners. It can be stressful and over whelm them. Play games where everyone wins, or
where you do not single out a winner.
Encourage and support young learners.
Use chants, rhymes and songs. These are great for movement and frequent repetition of vocabulary and phrases.

Do not focus on reading and writing - leave those for when children are older.
Focus on listening and understanding, building vocabulary and the acquisition of short phrases.

Concentrate also on speaking practice, starting with single words and short phrases, and gradually moving onto longer
sentences and questions.
Avoid abstract concepts and focus on concrete items that children understand and relate to. For example, start with familiar
topics such as colours, numbers, greetings, animals, fruit, food and drink, families, body parts, shapes, clothing, the weather,
days of the week and everyday sentences and phrases.

Use please and thank you and be positive. Focus on positive behaviour rather than telling children what not to do.
Be prepared - practise telling stories before you go into class and have your picture flashcards and materials ready.
Mix up active participation and listening. If the children become restless do something active.
Be flexible. If something is not working then change the game or activity.
Involve shy children - help them to express themselves.

Bring in real objects whenever possible, such as clothes to dress up in, or props for acting out little plays or stories. Whe n you
cannot bring in realia use whatever objects are available in your class, and use colourful pictures of real items.
Use stories. Stories are a great resource for preschool learners, who will want to hear the same tales told repeatedly.

References
- Cameron, L (2003). Challenges for ELT from the expansion in teaching children in ELT. Oxford University Press.
- Read, C (2003. Is younger better? Modern English Publishing.
- Read, C (2005) Managing Children Positively. Modern English Publishing.

TASK 1: USEFUL DEFINITIONS

Write the definitions of these words and at least,
one useful example for each:
Alliteration-assonance-imagery-rhyme-internal rhyme-metaphoronomatopoeia-personification-simile-syllable.