It's spring, it's spring,
it's spring, it's spring!
Butterflies
and bees,
birds
on the trees
oh,
it's spring!
It's
spring, it's spring,
it's spring, it's spring!
Yellow
daisies,
roses
red and pink
oh,
it's spring!
Stage 1 –
Brief Revision
Revise the previous lesson briefly following the procedure of Lesson
3 Stage 1 (here revise: winter, snow, snowman, snowball, cold,
mittens)
Stage
2 – Vocabulary
focus i) SEASONS:
spring ii) ANIMALS:
butterfly, bee, bird iii) PLANTS:
tree, daisy, rose iv) COLOURS:
yellow, red,
pink
Prepare
flashcards and finger puppets at home that depict the season of
spring and whatever characterises it, such as flowers (roses,
daisies, tulips etc), birds, butterflies, bees, green fields, sunny
weather etc. Present the flashcards to Ss, use L1 and ask them: “What
can you see in the pictures?”, “ Look at the pictures and guess
which season we are going to talk about.”, “Do you like spring?”
“What is the weather like in spring?”, “What are the colours of
spring?”. Present and drill the following vocabulary items spring,
butterfly,
bee,
bird,
tree,
daisy,
rose
by using the flashcards and
rhythmical clapping [spring, bee, bird, tree (clap one half note, ta-ah),
ro-se (clap two quarter notes, ta ta), bu-tter-fly, da-i-sy (clap three
quarter notes, ta ta ta). Also, briefly revise colours.
Alternatively,
if the lesson takes place in spring, you can ask
Ss to look outside their windows and describe the weather (it's
sunny), the landscape (green fields / trees, flowers, birds) and the
colours that characterise spring (green, yellow, red, pink etc) as
well as collect some roses, daisies and other flowers and present
them to their classmates. You can also make a recording (or find one
on the Web) of the sound of singing birds and the buzzing of bees,
play it in the classroom and ask Ss to recognise what they hear.
Tell Ss that they will sing a song in which they describe the season
of spring. Play the song on the piano. Ask Ss to i) stand up and move
to the rhythm of the music ii) raise the correct flashcard or finger
puppet of the word that is heard in the song iii) fly like
butterflies / bees / birds and reproduce their sound and raise their
daisies and roses when these are mentioned in the song iv) to
describe what kind of feelings the music evokes by sketching a happy
or sad face on paper v) clap their hands (6 eighth notes per measure, ti-ti-ti ti-ti-ti)
Stage 3 –
Incorporating percussion instruments into our activities &
practising rhythmical patterns
Divide
the class into groups and give them the percussion instruments they
are going to use in this song (Always give instructions by following
the procedure of Lesson 1 Stage 3). Group
A beats 2 one-dotted quarter notes per measure using their bells (ta-i ta-i) ,
Group B beats 6 eighth notes per measure using their jingle sticks (ti-ti-ti ti-ti-ti),
Group C beats “1 quarter note, 1 eighth note, 1 quarter note, 1
eighth note” per measure using their sticks (ta ti ta ti).
Practice
separately and then altogether as a band. Last, ask Ss to play and
sing the song as much as they can.
Stage
4 – Follow-up activities
Ask
Ss to draw something depicting spring or make a collage picture by
cutting pictures from magazines or printing them from the web. In the
end, Ss vote for the best drawing / collage picture and the winner
describes his/her drawing / collage picture in class. While drawing,
Ss could be listening to music (e.g. Vivaldi
“The Four Seasons - Spring”).
Ask Ss to sing goodbye to Mrs Mary (see Lesson 1 Follow-up).
Δεν υπάρχουν σχόλια:
Δημοσίευση σχολίου