All The Little Raindrops

http://www.youtube.com/watch?v=WFBXhCYrqv4

"All The Little Raindrops" Song Lyrics
Adapted By: 3D Magic Factory
Copyright © 3D Magic Factory L.L.C. All Rights Reserved

If all the little raindrops were lemon drops and gumdrops
Oh, what a rain it would be!
I would stand outside with my mouth open wide,
Ah ah-ah ah ah-ah ah ah-ah
If all the little raindrops were lemon drops and gumdrops
Oh, what a rain it would be.

If all the tiny snowflakes were cupcakes and milkshakes
Oh, what a snow it would be!
I would stand outside with my mouth open wide,
Ah ah-ah ah ah-ah ah ah-ah
If all the tiny snowflakes were cupcakes and milkshakes
Oh, what a snow it would be!

If all the bright sunbeams were jellybeans and ice cream
Oh, what a sun it would be!
I would stand outside with my mouth open wide.
Ah ah-ah ah ah-ah ah ah-ah
If all the bright sunbeams were jellybeans and ice cream
Oh, what a sun it would be!

If all the leaves on the trees were presents for you and me
Oh, what a life it would be!
I would stand outside with my arms open wide
Sharing all the presents with everyone I see
If all the leaves on the trees were presents for you and me
Oh, what a life it would be!
If all the leaves on the trees were presents for you and me
Oh, what a life it would be!

Mister Sun

http://thegigglebellies.com/previews/volume-2/mr-sun/

"Mister Sun" Song Lyrics
Traditional Adapted By: 3D Magic Factory
Copyright © 3D Magic Factory L.L.C. All Rights Reserved

Oh Mister Sun, Sun, Mister Golden Sun
Please shine down on me
Oh Mister Sun, Sun, Mister Golden Sun
Hiding behind the tree
Oh these little children are asking you
To please come out so they can play with you
Oh Mister Sun, Sun, Mister Golden Sun,
Please shine down on me!

Oh shine shine shine, shine your light on me
Hey hey now! Shine, shine, shine
Oh, you make me so happy

do do do do do do do do do do do do do
la la la la la la la la la la la la la

Oh Mister Sun, Sun, Mister Golden Sun
Please shine down on me. 
Oh Mister Sun, Sun, Mister Golden Sun
You’re magical to me. 
Oh you make everything grow, grow, grow
beautiful and wonderful!
Well Mister Sun, Sun, Mister Golden Sun,
Thank you Mister Sun

Shine shine shine, shine your light on me
Hey hey now! Shine shine shine
Oh you make me so happy. 
Yeah, yeah, yeah!
Shine, shine, shine. Please shine down on me!

do do do do do do do do do la la la la la
do do do do do do do do do la la la la la

Oh Mister Sun, Sun, Mister Golden Sun,
Please shine down on me! 
Oh Mister Sun, Sun, Mister Golden Sun, 
Thank you Mister Sun!

Colors of the Rainbow!

Colors of the Rainbow

"Colors Of The Rainbow" Song Lyrics
Written By: 3D Magic Factory
Copyright © 3D Magic Factory L.L.C. All Rights Reserved

Apples are red.
Carrots orange. 
Lemons are yellow.
String beans are green.
Blueberries are blue.
Eggplants are indigo.
And violets are violet, well that's a flower you know!

Red, orange, yellow, green, blue, indigo, and violet are the colors of the rainbow.
Colors are everywhere you can see. 
Yeah, colors were made for you and me!

Roses are red.
Pumpkins orange 
The sun is yellow.
The grass is green.
The sky is blue.
Eggplants are indigo. 
Violets are violet, well that's a flower you know!

Red, orange, yellow, green, blue, indigo, and violet are the colors of the rainbow.
Colors are everywhere you can see. 
Yeah, colors were made for you and me!

Cherries are red.
Yams are orange.
Corn is yellow.
Peas are green.
Blue Jays are blue.
Eggplants are indigo.
And violets are violet, well that's a flower you know!

Red - Orange - Yellow - Green - Blue - Indigo 
And violet are the colors of the rainbow! 

Now sing it!
Red, orange, yellow, green, blue, indigo, and violet are the colors of the rainbow. Again!
Red, orange, yellow, green, blue, indigo, and violet are the colors of the rainbow.
And violet are the colors of the rainbow.

Everywhere you look, everywhere you see,
Colors make the world a beautiful place to be!

REACTION PAPER ARTICLES :-)

Music & Movement Activities in Pre-school

   Posted by: admin   in Music & Drama for Young Children

Guidelines for music and movement activities in pre-school

• Be knowledgeable with contents and teaching techniques
• Pay attention to festivals and annual fests that related closely to your community
• Choose topic and try to link it with other activities that are being carried out
• Prepare materials before teaching
• Understand the abilities and needs of the children. Do not compare the abilities of one child to another
• Each child are individual with different abilities and needs
• Get information of the experience of the child so that he/she can develop further
• Plan lessons based on child’s experience and expanding it from thereon
• Use simple to understand language
• Plan many types of activities so that they can learn in many ways
• Understand the child fully by observing and analysing the behaviou and performance of the child
• Plan activities which needs the use of different senses such as smell, taste, sight, hearing, and touch
• Have positive attitude towards music and be interested and willing to learn and improve oneself

Principals of teaching singing in pre-school:

• Conduct singing activities informally so that it’s enjoyable and effective
• Plan activities which include movements, imaginations and creativities as children are naturaly very active
• Teacher should adapt to the language development level of the children so that they can understand
• Pre-schoolers’ attetion span is very short. They are unable to focus more than 10 to 15 minutes
• Give attention to quiet and shy children and don’t force them do the activities
• Should encourage the children to sing solo or in groups and appreciate their performance
• Group children according to gender will create opportunity to talk about boys and girls and their roles in community
• Feeling of harmony must be developed
• Teacher must assist in developing self-confidence
• Provide opportunities for children to choose songs, rhythm and musical instruments
• Start with simple songs then progress to difficult songs
• Provide opportunities to explore fantasy world through singing, drama, pantomime, movement and so on
• Help children improve their voices by guiding them to sing according to appropriate tune, rhythm and pitch

How to choose songs?

• Short and simple repeated lyrics
• Words and sentence structure are simple and relevant to their age level and understanding
• Should reflect their world, experience, feelings and interest
• Choose songs that give training in good health practices and cleanliness, socialization, manners and develop postitive attitude towards their own self and others
• Song should be a joy to sing and help in language development
• Theme song should be attractive and increase their knowledge
• Rhythm should be simple with clear beats and encourage children too move or do actions spontaneously

Music & Drama for Pre-Schoolers

   Posted by: admin   in Music & Drama for Young Children
Add Comment
Elements and concepts in music and drama in a preschool curriculum program:
Acting: 
- Expressive use of body and voice
- Movement is important to free the child’s energy and emotions and aware of the workings of the body and to control them.
- Increase ability to communicate
- Enhance child’s imagination
- Sensory awareness activities to sharpen perception and appreciation of how sense help us enjoy and know the world
- Sensory recall activities to remember feel, look, sound, smell and taste that enable to recreate the sensations even it’s just in their imagination
Playmaking(informal)/Playwriting(formal):
- Collaborative improvisation
- Playmaking, chidlren will will decided on who the character and what the character will be doing, there is no need to write down.
- Playwriting, a formalized script is prepare and it’s it’s already pre-planned on who do what.
Responding & Constructing Meaning:
- Development of aesthetic sensibility
- They must know the theater convention such as curtain up, curtain down, curtain call etc.
- They should also know the audience etiquette where they should keep quite when the play is going on, laugh at appropriate time, clap at appropriate time and so on
Designing:
- Envisioning and arranging the environment
- Arrange furniture to suggest a a particular setting or use fabric or accessories for costumes
Directing:
- Planning classroom improvisation
- Develop social, group, and concensus skills as they plan and rehearse to improvised on the scripted scenes to be presented to the audience
Researching
- Finding information to support classroom dramatizations
- Use books, posters or any visual material
How theater arts work in the classroom?
1. Introduce
Give idea, story or poem to engage attention by related them to their own experiences or ask them questions.
2. Present poem or story
Tell the children the story and have them relate it to their personal experiences
3. Plan
Teacher will plan for the play by being a side coach (give suggestions to the children, let the children pantomime) or play a role(teacher act it out) or appreciative audience(just sit/stand and watch).
4. Act
Start acting and children should keep stay in their intended place and quiet and wait for “curtain” signal.
5. Reflect/Evaluate
Make connection between the play and real life with the children and help them recognize, appreciate the aesthetics of the play. This will let the teacher know how well the children understand the art form.
6. Plan & Replay
Repeat the 5 steps above either replay the same character or scene or move on to a new scene.
Music and drama help children develop an awareness of of themselves as:
Physical beings: Body and voice as an instrument to create and communicate
Creative beings: Enhance creativity
Organizers of experience: Learn to solve problems, shape and control what is happening by using their minds and bodies to give form to the art
Reflective beings: Responding thoughtfully to their surroundings
Social beings: Enhance and cultivate moral values among their peers and their surroundings
Key issues in selecting materials for music and drama lessons:
1. Must be safe and sturdy.
2. Must be suitable for their age.
3. Can be used as teaching materials for other lessons as well.




Articles from :http://www.irenelaw.net/2008/08/28/music-drama-for-pre-schoolers/

MAGIC MESOZOIC NUMBERS

http://learnenglishkids.britishcouncil.org/en/songs/dinosaur-1-10

I was inspired to make this blog because of (British Council Learn English Kids) song that you can see on the above link. It's really very helpful for me to remember the dinosaurs of the Mesozoic Era. I love numbers and music, so here are the loads of information about the Magic Mesozoic numbers.


1. VELOCIRAPTOR

Name Means: Speedy thief

Lived:85-80 million years ago ( Late Cretaceous period)

Where: Mongolia, Russia and China

Diet: Meat eater (it hunted in packs)

Size: 2 meters long and 1 meter long

Features :It could run up to 60km per hour , it had a 9 cm long claw on the middle toe of each foot.

2.BARYONX

Name Means : Heavy Claw

Lived: 125 million years ago (early Cretaceous period)

Found in: United Kingdom, Spain

Diet: Meat eater (it probably mostly ate fish)

Size: 8-10 meters long and 5 meters tall

Features: 30cm long claws on its hands , jaws like a crocodile

3. TROODON

Name Means : Wounding tooth

Lived :76-70 million years ago (late Cretaceous period)

Found in: USA and Canada

Diet: Meat eater

Size: 3 meters long and 2 meters tall

Features: It was probably the most intelligent dinosaur, it moved fast on two legs

4. TRICERATOPS

Name means: Three-horned face

Lived:72-65 million years ago (late Cretaceous period)

Found in: USA and Canada

Diet: Plant eater (it probably ate low-lying plants)

Size: 9 meters long and 3 meters tall

Features: It had three horns on its face, its head was nearly one third as long as its body

5.TYRANNOSAURUX REX

Name means: Tyrant Lizard King

Lived:85-65 million years ago (late Cretaceous period)

Found in: USA, Canada and Mongolia

Diet: Meat eater (it hunted alone)

Size: 12 meters long and 6 meters tall

Features: It could eat 230 kgs of meat and bones in one bite

6.IGUANODON

Name means : Iguana tooth

Lived:135-125  million years ago (early Cretaceous period)

Found in: Europe, Northern Africa,USA, Mongolia 

Diet: Plant eater

Size: 9 meters long and 5 meters tall

Features: It had a beak with no teeth, its teeth were in its cheeks, it had a claw for a thumb

7.PTERANODON

Name means: Winged and Toothless

Lived:85-75 million years ago (late Cretaceous period)

Found in: Kansas, USA,  North America, England and Europe

Diet: Meat eater (probably ate mostly fish)

Size: 1.8 meters tall, 7.8-10 meters wingspan

Interesting fact: It was a flying reptile that lived during the time of the dinosaurs

8.DIPLODOCUS

Name means: Double-beamed

Lived:155-145 million years ago (mid-late Jurassic period)

Found in: USA

Diet: Plant eater ( it probably used its long neck to reach plants in the middle 

of the woods)

Size: 27 meters long , with an 8 meter long neck and a 14 meter long tail

Features: It had extra bones below its backbone

9. GIGANOTOSAURUS

Name means: Giant southern reptile

Lived: 100-90 million years ago (mid Cretaceous period)

Found in: Argentina 

Diet: Meat eater

Size: 14 meters long

Features: It was the largest meat-eating dinosaur

10.BRACHIOSAURUS

Name means: Arm lizard

Lived: 156-145 million years ago (mid-late Jurassic period)

Found in: North America and Tanzania

Diet: Plant eater (it probably ate the tops of trees)

Size: 13 meters tall and 25 meters long

Features: Its nostrils were on the top of its head

Photo Credits to : www.google.com and National Geographic
Editing tool : pizap.com
Information: British Council Learn English Kids

"Common Problems for Korean native speakers when learning English"

Teaching English to native Korean speakers



Some Korean academics believe that the reason why some Koreans cannot pronounce English is because of physical differences. “Those who have a short frenulum (a strap of tissue linking the tongue to the floor of the mouth) can face problems pronouncing some characters due to a disturbance in lateral movements of the tongue,” said Bae Jung-ho, an oral surgeon at Seoul’s Yonsei Severance Hospital.

Such drastic measures are often taken in an ever increasing level of competitiveness in the Korean society, where the need for speaking English is higher than ever.

The operations are mostly performed on young children and cost about 150,000 won. But do they really help? The answer is that there is no decisive evidence, as many months of speech therapy is need after the operation, and the level of success largely depends on the child’s mind & the ability to acquire new language.

Many speech problems can be improved by constant practice of phonics and speech therapy.

Here are the reasons why Korean native speakers have difficulty speaking English:

1. Some English sounds do not exist in Korean, which include friction sounds such as /f/, /v/, /z/, th )


2. Syllables: Korean words never have more than 2 consonants pronounced in one syllable (eg. ‘Disks’ has 3 consonants in a row, ‘sks’). In English, the word ‘disk’ is just one syllable, while in Korean it would have three.


3. Final Sounds: In Korean, consonants are not released unless they are followed by a vowel in the same syllable (eg 맛이 - mashi ), and word final consonants are never released (eg 맛 - mat). This results in Koreans adding an extra ‘u’, or ‘i’ vowel to the end of each English word that ends with a consonant. Eg ‘dark’ becomes /darku/


4. Overall pronunciation of sentences: The semantics in the English language depend on the stress and intonation of words, and how they relate to each other. This allows the English language to include weak forms that may sound completely unfamiliar to Korean English learners, such as: "What'a'ye'gonnaDO?", or “Wach’ya’NAME?”



5. Pollution from Koreanized English words (Konglish). See below for more.



A table of 15 Common Pronunciation Problems



PROBLEM


ENGLISH SOUND





COMMON ERROR





PRACTICE MATERIALS

Tongue touches hard palate.


/l/


"light" (clear)


/r/


"right"




Contact. Brief "schwa" after release.


/ɫ/


"tall" (dark l)










Back of tongue to back roof. Nasal.


/ŋ/ + /k/


"think"


/ŋ/ + /g/


"thin" + k or g




Voiced stop: back of tongue to back roof.


/ŋ/ + /g/


"thing"


/ŋ/ + /k/


"think"




Voiced: tip of tongue behind top teeth. Friction.


/z/


"rise"


/s/


"rice"




Voiceless. Friction. Tongue between teeth.


/θ/


"thin"


/s/


"sin"




Voiced. Friction with top teeth & bottom lip.


/v/


"vet"


/w/


"wet"




Voiced. Friction with top teeth & bottom lip.


/v/


"vet"


/b/


"bet"




Tongue central. Then tightly round lips.


/əʊ/


"bone"


/ɔ:/


"born"




Tongue central. Then tightly round lips.


/əʊ/


"note"


/ɒ/


"not"




Weak endings: e.g. "London" "England"


/ə/


"the" (schwa)










Fix tongue in central position. Long.


/ɜ:/


"bird"










Tongue low, back & fixed. Jaws together.


/ɔ:/


"bought"


/əʊ/


"boat"




Tongue low & back. Jaws together. Long.


/ɔ:/


"nought"


/ɒ/


"not"




Keep mouth round and tongue back.


/ɒ/


"not"











Konglish 

Konglish words are Korean words borrowed from other languages such as English. There are five types of Konglish:

1. “Verbicide’: Words whose meaning has been killed eg. ‘한들’ (Handle) in English is ‘Steering Wheel”


2. Fabricated Phrases: Words that have been made up from an original word or words to mean something different. Eye Shopping (Konglish) = Window Shopping(English)


3. Phonetically Different Words. Words where pronunciation has changed. Eg. Pizza (English), in Pija (Korean).


4. OK Konglish: Where meaning and pronunciation are roughly the same. (eg. Bye Bye)


5. Abbreviated Words, where the original English word has been shortened. Eg Air Con



When teaching English to Koreans, be on the lookout for any Konglish words they throw in, and correct straight away. Sometimes however, Konglish can be useful in teaching English vocabulary - because those are the words that they feel like they can master very easy.
Sources:

A shortcut to better English, MSNBC, http://www.msnbc.com/news/981625.asp
Korean speaking problems http://www.btinternet.com/~ted.power/l1korean.html
Korean English Taxonomy: http://efl.htmlplanet.com/konglish.htm