The rhyme as a resource for material production

https://preschoolinspirations.com/best-nursery-rhymes-children/

For the “contextual realization” of the material (Jolly &Bolitho, 1998:  97), you can use a rhyme where the target language is illustrated. In our example we have used the rhyme “I hear, I say, I talk” to teach vocabulary about animals and animal sounds or even plurals (Childcraft, 1993).

Rhymes can be a very beneficial resource for a number of reasons.

• they can be used in the EFL classroom in order to promote learning in a motivating and enjoyable way (Williams 1991).

• they can be used “to consolidate or introduce new language” (Brewster et al, 1991: 69).
• They  “make learning more memorable… children of all language abilities can join in, which helps build up confidence” (Cant &Superfine, 1997: 23)
• they add variety to the lesson, increase pupil-pupil communication, improve listening skills, attention span and concentration, and lighten up formal teaching.( Brewster et al, 1991 :174)
• they are motivating since they provide authentic texts (Saricobam & Metin 2000)
• they can broaden the learners’ knowledge of the target culture (Saricoban & Metin 2000)
• they are made of prefabricated phrases or “chunks” which are very important in language learning along with the rhythm that accompanies them (Kolsawalla, 1999)

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References

David Jolly & Rod Bolitho, 1998, A framework for materials writing, in Materials development in language teaching, Brian Tomlinson, C.U.P., Cambridge

Rod Ellis, 1998, The evaluation of communicative tasks, in Materials development in language teaching,  Brian Tomlinson, C.U.P., Cambridge

Dave Willis &Jane Willis, 1996, Consciousness raising activities, in Challenge and Change in Language teaching, Heineman

David Block, 1991, Some thoughts on DIY materials design, ELT Journal Vol. 45/3

Ps.211-216

Michael Breen & Christopher Cantlin, 1987, Which materials? A consumer’s and designer’s Guide, in ELT Textbooks and Materials: Problems in Evaluation and Development, Moder English Publication, Oxford

Hanovi Kolsawalla, 1999, Teaching vocabulary through rhythmic refrain in stories, in Young Learners of English: Some Research Perspectives, Ed. Sheilagh Rixon, Longman

Piotr Kuhiwczack, 1999, Enchantment in the classroom: children’s Literature as a teaching Aid, in Young Learners of English: Some Research Perspectives, Ed. Sheilagh Rixon, Longman

Marion Williams, 1991, A framework for teaching English to young learners, in Brumfit C. , Moon J., &Tongue R., Teaching English to children: from practice to principle, Harper Collins Publishers, London

Arif Saricoban & Esen Metin, 2000, Songs Verse, and Games for teaching Grammar, The Internet TESL Journal , Vol. VI , No 10, http://iteslj.org/

Rod Ellis, 1992, The empirical evaluation of language teaching materials, ELT Journal 51/1, ps.36-42 OUP, Oxford

Rod Ellis, 1993,Second language acquisition research: how does it help teachers?, ELT Journal, Vol. 47/1:6, ps. 3-11OUP, Oxford,

Jean Brewster, 1991, What is good primary practice?, in Brumfit C. , Moon J., &Tongue R.,  Teaching English to children: from practice to principle, Harper Collins Publishers, London

Shelagh Rixon, 1991, The role of fun and games activities in teaching young learners, in  Brumfit C. , Moon J., &Tongue R.,  Teaching English to children: from practice to principle, Harper Collins Publishers, London

Julia khan, 1991, Using games in teaching English to young learners, in Brumfit C. , Moon J., &Tongue R., Teaching English to children: from practice to principle, Harper Collins Publishers, London

Marion Williams & Robert l. Burden, 1987, Psychology for Language Teachers: a Social Constructivist Approach, CUP, Cambridge

Brewster J., Ellis G., &Girard D., 1991, The primary English Teacher’s Guide, Penguin English, London

Amanda Cant & Wendy Superfine, 1997, Developing Resources for Primary, Richmond Publishing, London

David Nunan, 1995, Language teaching methodology, Prentice Hall

Stories and Poems, 1993, Vol. 1, Childcraft

Michael Breen, 1989, The Evaluation cycle for language cycle for language learning tasks in the second language curriculum, Ed. Robert Keith Johnson, CUP, Cambridge

I SEE, I SAY, I TALK.