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Old Man with a beard

There was an Old Man with a beard, Who said, 'It is just as I feared! Two Owls and a Hen, Four Larks and a Wren, Have all built their nests in my beard!

Poem - Read aloud Reading aloud is valuable asset of instruction a capital of which the teacher should make the most profitable use. The teacher, who can do justice to a story, approaches in power the rhapsodist. The pupils will not only listen to her, but will hang breathlessly upon her every word as upon a rhapsodists. In this way the teacher will not only win their interest, but infuse into their soul sympathy with what is great and noble, and enthusiastic devotion to high ideals. The rewards of encouraging your child to read aloud, to express themselves vocally through the imagery of the author's creation, will be evident in every aspect of his/her later life. Not only does it allow you to observe any mistakes occurring in speech, it allows the child to form opinions, likes and dislikes, and expands the imagination. Readers who are encouraged to have confidence in their presentation will feel valued, and your listening attentively makes them feel worthy of being listened to. The single most important activity you can do to build the knowledge students require for eventual success in reading is to read aloud to them. Students can listen on a higher language level than they can read, so reading aloud makes complex ideas more accessible to students and exposes them to vocabulary and language patterns that are not part of their everyday speech. This, in turn, helps students understand the structure of books when they read independently. Reading aloud is the foundation for literacy development. It is the single most important activity for reading success. To become lifetime readers, students of all ages need role models who are readers. By getting excited about books, taking time to read to students, and sharing your interest in books, you inspire students by showing them the positive effects of reading. The discussions, memories, and time you spend reading with students can help them gain a desire to read for pure pleasure. Reading aloud to students, regardless of their reading ability, provides them with the understanding that print has meaning and can tell a story. Young students can become familiar with the phrasing, expression, and flow of sentences in stories or texts that are read aloud to them. A student's listening level, the level of text that he or she can understand when it is read aloud, is far above the reading level until about eighth grade. When students listen to a

text that is above their reading level, they comprehend more difficult and interesting material and broaden their vocabulary. Fourth-grade students can understand texts written on a seventh-grade level, and these texts are most often more interesting and complex than those students can read on their own.

Reading aloud activities. The following activities all involve reading aloud at least part of a text.

1. Give students a text and put students in pairs. Each student chooses one sentence. They read their sentence to each other, then guess whose sentence came first in the text, and then read the text and check their answers. This could be a pre reading (ie prediction) or post reading activity. 2. Books closed, drill a sentence from the text, but change one word. Students open books and search the text to find the word that is wrong. They have a reason for keeping the sentence in the short term memory. 3. Hum the text, ie hum the words with appropriate intonation, stress while students follow in their books. Stop from time to time to see if students can follow. Put students in pairs to do the same. 4. Quickly skim through a text aloud, i.e. read aloud important words and phrases from a section of text and ask students to note and underline the words you said, these will be mainly nouns and verbs. Ask students to do the same to each other. This should help them to read faster.

Short play - drama After reading a story or watching a video on a familiar topic, have students explore in a variety of ways the ideas, information and events portrayed. The importance of drama in primary school has been elevated in recent years, with many teachers continuing to make it high priority in their teaching. They recognize that it can enrich children's understanding of the world and motivate and encourage them in other curriculum work. This lively and readable book offers a blend of theory and practice based on the author's own considerable experience as a drama teacher. He provides numerous examples taken from work with children in schools, which will help teachers to prepare for drama sessions in the classroom. The book examines the role of drama as a subject in its own right as well as its role in delivering other aspects of the curriculum within primary education. It assumes no prior knowledge of teaching drama and will therefore be useful to trainee teachers and in-service teachers wanting to make use of drama in their daily teaching. Drama makes an important contribution to the development of thinking skills identified in the National Curriculum. These are information-processing skills, reasoning skills, enquiry skills, creative thinking skills, and evaluation skills. In addition, in many drama lessons pupils are encouraged to reflect on their own thinking. This is known as metacognition. Drama promotes language development. Its collaborative nature provides opportunities for pupils to develop key skills of communication, negotiation, compromise and self-assertion. Pupils develop confidence when speaking and their vocabulary is extended when they adopt roles and characters. Pupils also acquire a critical and subject-specific vocabulary through reflecting on and appraising their own work in drama and the work of others.

Method

Role Playing Ask children to spend 5 minutes thinking about what they would like to be,.e,g chicken and bird and ask them to act it out.

Acting in pairs Think up a pair of characters, e.g two animals in farm, etc. and they have to work out how to work together.