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Multiplication Worksheets | Have Fun Teaching

2011-03-25T16:03:00.000-07:00

Multiplication Worksheets | Have Fun Teaching

Shapes Worksheets | Have Fun Teaching

2011-03-25T15:58:00.000-07:00

Shapes Worksheets | Have Fun Teaching

If you are happy

2011-01-26T20:20:00.000-08:00

ABC Song

2011-01-26T20:19:00.001-08:00

ABC Song

2011-01-26T20:19:00.000-08:00

Haddad Alwi Feat Ashilla - Pergi Haji Ost Emak Ingin Naik Haji

2011-01-11T05:47:00.000-08:00

SILABUS BAHASA INGGRIS SEMESTER 2

2011-01-06T22:05:00.001-08:00

SILABUS
Sekolah : SD NEGERI 1 SUKASENANG
Kelas : IV (Empat)
Mata Pelajaran : BAHASA INGGRIS
Semester : 2 (Dua)
Standar Kompetensi : Berbicara
6. Mengungkapkan instruksi dan informasi sangat sederhana dalam konteks kelas
Kompetensi
Dasar Materi Pokok/Pembelajaran Kegiatan Pembelajaran Indikator Penilaian Alokasi Waktu Sumber Belajar
Teknik Bentuk Instrumen Contoh Instrumen

6.1 Menirukan ujaran dalam ungkapan sangat sederhana secara berterima

Contoh:

A: May I talk aloud here?
B: No, you may not.

A: How many classrooms are there in the school?
B: There are six classrooms.
Menirukan ujaran dalam ungkapan sangat sederhana

Menirukan ujaran dalam ungkapan sangat sederhana

Unjuk kerja

Performance

Repeat the expressions with the correct pronunciation and intonation.
Guru:
How many classrooms are there in the school?
Siswa: (mengulang)
2 x 35 menit

• Script percakapan
• Buku teks
• Alat peraga

6.2 Bercakap-cakap untuk menyertai tindakan secara berterima yang melibatkan tindak tutur: memberi contoh melakukan sesuatu dan memberi aba-aba
Contoh:

A: Switch off the light.

B: Turn the volume up.

1. Tanya jawab yang berkaitan dengan materi
2. Membahas kosakata dan struktur percakapan sesuai materi
3. Latihan percakapan dalam bentuk dialog
4. Menggunakan ungkapan-ungkapan percakapan sesuai materi dalam situasi nyata

Mengungkapkan berbagai tindak tutur:
• Memberi contoh melakukan sesuatu
• Memberi aba-aba
• Unjuk kerja
• Performance
• Act out the dialogues in front of the class!
4 x 35 menit

• Script percakapan
• Buku teks
• Alat peraga

Kompetensi
Dasar Materi Pokok/Pembelajaran Kegiatan Pembelajaran Indikator Penilaian Alokasi Waktu Sumber Belajar
Teknik Bentuk Instrumen Contoh Instrumen

6.3 Bercakap-cakap untuk meminta/memberi jasa/barang secara berterima yang melibatkan tindak tutur: meminta bantuan, meminta barang, memberi barang
Contoh:

A: Can I help you?
B: Yes, I want cabbage, please.

(Lihat BUKU KLS 3 HLM. 42)

1. Tanya jawab yang berkaitan dengan materi
2. Meniru pertanyaan-pertanyaan dan respon pertanyaan
3. Membahas kosakata dan struktur percakapan sesuai materi
4. Latihan percakapan dalam bentuk dialog
5. Menggunakan ungkapan-ungkapan percakapan sesuai materi dalam situasi nyata
Mengungkapkan berbagai tindak tutur:
• Meminta bantuan
• Meminta barang
• Memberi barang
Tes lisan
Pertanyaan
Answer the questions orally!
4 x 35 menit
• Script percakapan
• Buku teks berisi percakapan
• Alat peraga

6.4 Bercakap-cakap untuk meminta/memberi informasi secara berterima yang melibatkan tindak tutur: meminta ijin, memberi ijin, menyetujui, tidak menyetujui, menyangkal, dan meminta kejelasan
Contoh:

A: May I go to the restroom ma’am?
B: Of course.

A: May I open the window?
B: Sure.

1. Tanya jawab yang berkaitan dengan materi
2. Membahas kosakata dan struktur percakapan sesuai materi
3. Latihan percakapan dalam bentuk dialog
4. Menggunakan ungkapan-ungkapan percakapan sesuai materi dalam situasi nyata

Mengungkapkan berbagai tindak tutur:
• Meminta ijin
• Memberi ijin
• Menyetujui
• Tidak menyetujui
• Menyangkal
• Meminta kejelasan
• Tes lisan

• Unjuk kerja
• Pertanyaan

• Performance
• Answer the questions orally!

• Act out the dialogues in front of the class!
4 x 35 menit

Kompetensi
Dasar Materi Pokok/Pembelajaran Kegiatan Pembelajaran Indikator Penilaian Alokasi Waktu Sumber Belajar
Teknik Bentuk Instrumen Contoh Instrumen

6.5 Mengungkapkan kesantunan secara berterima yang melibatkan ungkapan: thank you, sorry, please, dan excuse me
Contoh:

A: How are you?
B: I’m fine, thank you.

A: I’m sorry.
B: It’s ok.

A: Can you spell your name, please?
B: Sure. It’s A-N-A.

A: Excuse me, may I park my bicycle here?
B: No, you have to park your bicycle at the backyard.

1. Tanya jawab yang berkaitan dengan materi
2. Meniru pertanyaan-pertanyaan dan respon pertanyaan
3. Membahas kosakata dan struktur percakapan sesuai materi
4. Latihan percakapan dalam bentuk dialog
5. Menggunakan ungkapan-ungkapan percakapan sesuai materi dalam situasi nyata

Mengungkapkan kesantunan secara berterima yang melibatkan ungkapan:
• Thank you
• Sorry
• Please
• Excuse me
Tes lisan
Performance
Act out the dialogues in front of the class!
4 x 35 menit
• Script percakapan
• Buku teks berisi percakapan
• Alat peraga

SILABUS
Sekolah : SD NEGERI 1 SUKASENANG
Kelas : IV (Empat)
Mata Pelajaran : BAHASA INGGRIS
Semester : 2 (Dua)
Standar Kompetensi : Membaca
7. Memahami tulisan bahasa Inggris sangat sederhana dalam konteks kelas
Kompetensi
Dasar Materi Pokok/Pembelajaran Kegiatan Pembelajaran Indikator Penilaian Alokasi Waktu Sumber Belajar
Teknik Bentuk Instrumen Contoh Instrumen

7.1 Membaca nyaring dengan ucapan yang tepat dan berterima yang melibatkan: kata, frasa, dan kalimat sangat sederhana

Pronunciation kata, frasa, dan kalimat yang dipelajari

1. Mendengarkan dan merespon hal-hal yang perlu diperhatikan dalam kegiatan membaca nyaring: pronunciation, intonation
1. Mendengarkan contoh membaca nyaring yang dilakukan guru
2. Menirukan membaca nyaring dengan intonasi dan jeda sesuai model
3. Membaca nyaring sendiri dengan lafal, intonasi, dan jeda yang baik dan benar
1. Melafalkan kata, frasa, dan kalimat dengan benar
2. Membaca kata, frasa, dan kalimat dengan intonasi yang benar
3. Membaca nyaring dengan baik dan benar

• Tes unjuk kerja

• Observasi

• Uji petik membaca nyaring

• Lembar observasi

Read the work places aloud.

Read all the expressions loudly and carefully.

2 x 35 menit

Buku teks

7.2 Memahami kalimat dan pesan tertulis sangat sederhana
Kalimat-kalimat dan pesan tertulis sangat sederhana

1. Mengidentifikasi informasi dalam kalimat-kalimat sangat sederhana
2. Mengidentifikasi informasi yang terdapat dalam dialog
3. Tanya jawab yang terkait dengan materi
1. Mengidentifikasi berbagai informasi dalam kalimat-kalimat sangat sederhana
2. Mengidentifikasi berbagai informasi dalam dialog

Tes unjuk kerja
Tes membaca kalimat-kalimat dan dialog secara mandiri dan berpasangan

Read the dialogues by yourselves first and then practise with your friends.

2 x 35 menit
Buku teks

SILABUS
Sekolah : SD NEGERI 1 SUKASENANG
Kelas : IV (Empat)
Mata Pelajaran : BAHASA INGGRIS
Semester : 2 (Dua)
Standar Kompetensi : Menulis
8. Mengeja dan menyalin tulisan bahasa Inggris sangat sederhana dalam konteks kelas

Kompetensi
Dasar Materi Pokok/Pembelajaran Kegiatan Pembelajaran Indikator Penilaian Alokasi Waktu Sumber Belajar
Teknik Bentuk Instrumen Contoh Instrumen

8.1 Mengeja ujaran bahasa Inggris sangat sederhana secara tepat dan berterima dengan tanda baca yang benar yang melibatkan: kata, frasa, dan kalimat sangat sederhana

Ujaran bahasa Inggris sangat sederhana

Mengeja ujaran bahasa Inggris sangat sederhana

Mengeja ujaran bahasa Inggris dengan ejaan yang benar

Tes tulis

Menulis ujaran bahasa Inggris dengan ejaan yang benar

Fill in the blanks with the correct expression.

4 x 35 menit

• Buku teks
• Alat peraga

8.2 Menyalin tulisan bahasa Inggris sangat sederhana secara tepat dan berterima seperti ucapan selamat dan pesan tertullis

Tulisan bahasa Inggris sangat sederhana

Menyalin tulisan bahasa Inggris sangat sederhana

Menyalin tulisan bahasa Inggris sangat sederhana dengan benar

Tes tulis

• Menulis tulisan bahasa Inggris sangat sederhana

• Menulis pesan tertulis berupa perintah

• Write the answers for each picture.

• Write five expressios according to the picture board.

4 x 35 menit

• Buku teks
• Alat peraga

SILABUS

Sekolah : SD NEGERI 1 SUKASENANG
Kelas : V (Lima)
Mata Pelajaran : BAHASA INGGRIS
Semester : 2 (Dua)
Standar Kompetensi : Mendengarkan
5. Memahami instruksi sangat sederhana dengan tindakan dalam konteks sekolah
Kompetensi
Dasar Materi Pokok/Pembelajaran Kegiatan Pembelajaran Indikator Penilaian Alokasi Waktu Sumber Belajar
Teknik Bentuk Instrumen Contoh Instrumen

5.1 Merespon instruksi sangat sederhana dengan tindakan secara berterima dalam konteks sekolah

Contoh:

Kaset/CD: Listen and describe.
Siswa: (menulis deskripsi orang yang didengar)
Kaset/CD: Listen and complete.
Siswa: (melengkapi sebuah family tree)
Siswa merespon dengan melakukan tindakan secara berterima
Merespon dengan melakukan tindakan secara berterima

Unjuk kerja

Responding

Listen and describe. Kaset/CD: (memberikan deskripsi beberapa orang)
Siswa: (menulis deskripsi orang yang didengar)

2 x 35 menit

• Rekaman kaset/CD
• Buku teks
5.2 Merespon instruksi sangat sederhana secara verbal

Contoh:

Kaset/CD: Listen and repeat the dialogues.

Siswa: (mengulang dialog)

1. Siswa bersama-sama mengulang dengan suara lantang apa yang didengar dari kaset/CD
2. Masing-masing siswa mengulang dengan suara lantang apa yang didengar dari kaset/CD

• Merespon dengan mengulang apa yang didengar dari kaset/CD dengan suara lantang
• Merespon dengan mengulang apa yang didengar dari kaset/CD dengan pengucapan bahasa Inggris yang benar
Unjuk kerja

Responding

Listen to the dialogues and repeat.
(rekaman kaset/CD): How many brothers and sisters do you have?
Siswa: (mengulang)

2 x 35 menit

• Rekaman kaset/CD
• Buku teks
• Script percakap-an

SILABUS
Sekolah : SD NEGERI 1 SUKASENANG
Kelas : V (Lima)
Mata Pelajaran : BAHASA INGGRIS
Semester : 2 (Dua)
Standar Kompetensi : Berbicara
6. Mengungkapkan instruksi dan informasi sangat sederhana dalam konteks sekolah
Kompetensi
Dasar Materi Pokok/ Pembelajaran Kegiatan Pembelajaran Indikator Penilaian Alokasi Waktu Sumber Belajar
Teknik Bentuk Instrumen Contoh Instrumen
6.1 Bercakap-cakap untuk menyertai tindakan secara berterima yang melibatkan tindak tutur: memberi contoh melakukan sesuatu, memberi aba-aba, dan memberi petunjuk Contoh:

A: You can park here.

B: Don’t smokde here.

1. Tanya jawab yang berkaitan dengan materi
2. Meniru pertanyaan-pertanyaan dan respon pertanyaan
3. Membahas kosakata dan struktur percakapan sesuai materi
4. Latihan percakapan dalam bentuk dialog
5. Menggunakan ungkapan-ungkapan percakapan sesuai materi dalam situasi nyata Mengungkapkan berbagai tindak tutur:
• Memberi contoh melakukan sesuatu
• Memberi aba-aba
• Memberi petunjuk • Unjuk kerja

• Performance

• Act out the dialogues in front of the class!

4 x 35 menit
• Script percakap-an
• Buku teks
• Alat peraga

Kompetensi
Dasar Materi Pokok/ Pembelajaran Kegiatan Pembelajaran Indikator Penilaian Alokasi Waktu Sumber Belajar
Teknik Bentuk Instrumen Contoh Instrumen

6.2 Bercakap-cakap untuk meminta/memberi jasa/barang secara berterima yang melibatkan tindak tutur: meminta bantuan, memberi bantuan, meminta barang, dan memberi barang

Contoh:

A: Can I help you?
B: Yes, I want cabbage, please.

(Lihat BUKU KLS 3 HLM. 42)

1. Tanya jawab yang berkaitan dengan materi
2. Meniru pertanyaan-pertanyaan dan respon pertanyaan
3. Membahas kosakata dan struktur percakapan sesuai materi
4. Latihan percakapan dalam bentuk dialog
5. Menggunakan ungkapan-ungkapan percakapan sesuai materi dalam situasi nyata

Mengungkapkan berbagai tindak tutur:
• Meminta bantuan
• Memberi bantuan
• Meminta barang
• Memberi barang
Tes lisan
Pertanyaan
Answer the questions orally!
4 x 35 menit
• Script percakapan
• Buku teks berisi percakapan
• Alat peraga

Kompetensi
Dasar Materi Pokok/ Pembelajaran Kegiatan Pembelajaran Indikator Penilaian Alokasi Waktu Sumber Belajar
Teknik Bentuk Instrumen Contoh Instrumen

6.3 Bercakap-cakap untuk meminta/memberi informasi secara berterima yang melibatkan tindak tutur: memberi informasi, memberi pendapat, dan meminta kejelasan

Contoh:

A: Can we park here?
B: Sure.

A: Excuse me, Sir.
Where can I park my bicycle?
B: Over there.
A: Thank you.

A: What does Sasya look like?
B: She is tall and pretty.

1. Tanya jawab yang berkaitan dengan materi
2. Meniru pertanyaan-pertanyaan dan respon pertanyaan
3. Membahas kosakata dan struktur percakapan sesuai materi
4. Latihan percakapan dalam bentuk dialog
5. Menggunakan ungkapan-ungkapan percakapan sesuai materi dalam situasi nyata

Mengungkapkan berbagai tindak tutur:
o Memberi informasi
o Memberi pendapat
o Meminta kejelasan
Tes lisan
Performance
Act out the dialogues in front of the class!
4 x 35 menit
• Script percakapan
• Buku teks berisi percakapan
• Alat peraga

Kompetensi
Dasar Materi Pokok/ Pembelajaran Kegiatan Pembelajaran Indikator Penilaian Alokasi Waktu Sumber Belajar
Teknik Bentuk Instrumen Contoh Instrumen

6.4 Mengungkapkan kesantunan secara berterima yang melibatkan ungkapan: Do you mind... dan Shall we...

Contoh:

A: Do you mind giving me some food?
B: Sure.

A: We cannot enter this door. Shall we find another one?
B: Ok.

1. Tanya jawab yang berkaitan dengan materi
2. Meniru pertanyaan-pertanyaan dan respon pertanyaan
3. Membahas kosakata dan struktur percakapan sesuai materi
4. Latihan percakapan dalam bentuk dialog
5. Menggunakan ungkapan-ungkapan percakapan sesuai materi dalam situasi nyata

Mengungkapkan kesantunan secara berterima yang melibatkan ungkapan:
• Do you mind...
• Shall we ...

Tes lisan
Performance
Act out the dialogues in front of the class!
4 x 35 menit
• Script percakapan
• Buku teks berisi percakapan
• Alat peraga

SILABUS
Sekolah : SD NEGERI 1 SUKASENANG
Kelas : V (Lima)
Mata Pelajaran : BAHASA INGGRIS
Semester : 2 (Dua)
Standar Kompetensi : Membaca
7. Memahami tulisan bahasa Inggris dan teks deskriptif bergambar sangat sederhana dalam konteks sekolah

Kompetensi
Dasar Materi Pokok/ Pembelajaran Kegiatan Pembelajaran Indikator Penilaian Alokasi Waktu Sumber Belajar
Teknik Bentuk Instrumen Contoh Instrumen

7.1 Membaca nyaring dengan ucapan, tekanan, dan intonasi secara tepat dan berterima yang melibatkan: kata, frasa, kalimat sangat sederhana, dan teks sangat sederhana

Ucapan, tekanan, dan intonasi kata, frasa, kalimat, dan teks yang dipelajari

1. Mendengarkan dan merespon hal-hal yang perlu diperhatikan dalam kegiatan membaca nyaring: ucapan, tekanan, dan intonasi
2. Mendengarkan contoh membaca nyaring yang dilakukan guru
3. Menirukan membaca nyaring dengan intonasi dan jeda sesuai model
4. Membaca nyaring sendiri dengan lafal, intonasi, dan jeda yang baik dan benar
1. Melafalkan kata, frasa, dan kalimat dengan baik dan benar
2. Membaca kata, frasa, dan kalimat dengan tekanan dan intonasi yang benar
3. Membaca nyaring dengan baik dan benar

• Tes unjuk kerja

• Observasi

• Uji petik membaca nyaring

• Lembar observasi

Read the expressions aloud.

Read the text loudly and carefully.

2 x 35 menit

• Buku teks
• Alat peraga

Kompetensi
Dasar Materi Pokok/ Pembelajaran Kegiatan Pembelajaran Indikator Penilaian Alokasi Waktu Sumber Belajar
Teknik Bentuk Instrumen Contoh Instrumen

7.2 Memahami kalimat, pesan tertulis, dan teks dekriptif bergambar sangat sederhana secara tepat dan berterima

• Kalimat-kalimat sangat sederhana
• Pesan tertulis sangat sederhana
• Teks deskriptif bergambar sangat sederhana

1. Mengidentifikasi informasi dalam kalimat-kalimat sangat sederhana
2. Mengidentifikasi informasi yang terdapat dalam pesan tertulis sangat sederhana
3. Mengidentifikasi teks deskriptif bergambar sangat sederhana
4. Tanya jawab yang terkait dengan materi

Mengidentifikasi berbagai informasi dalam kalimat-kalimat sangat sederhana
Mengidentifikasi berbagai informasi dalam pesan tertulis sangat sederhana
Mengidentifikasi teks deskriptif bergambar sangat sederhana

Tes unjuk kerja
Tes identifikasi informasi yang ada dalam kalimat-kalimat sangat sederhana dalam teks
Read the text and put the words in the box into the correct group according to the text.
2 x 35 menit

Buku teks

SILABUS
Sekolah : SD NEGERI 1 SUKASENANG
Kelas : V (Lima)
Mata Pelajaran : BAHASA INGGRIS
Semester : 2 (Dua)
Standar Kompetensi : Menulis
8. Mengeja dan menyalin kalimat sederhana dalam konteks sekolah

Kompetensi
Dasar Materi Pokok/Pembelajaran Kegiatan Pembelajaran Indikator Penilaian Alokasi Waktu Sumber Belajar
Teknik Bentuk Instrumen Contoh Instrumen

8.1 Mengeja kalimat sangat sederhana secara tepat dan berterima

Kalimat bahasa Inggris sangat sederhana

Mengeja kalimat bahasa Inggris sangat sederhana

Mengeja kalimat bahasa Inggris dengan ejaan yang benar

Tes tulis

Menyusun kata-kata bahasa Inggris menjadi kalimat yang benar

Rearrange the words into good sentences.

4 x 35 menit

• Buku teks
• Alat peraga

8.2 Menyalin dan menulis kalimat sangat sederhana secara tepat dan berterima seperti: ucapan selamat, ucapan terima kasih, dan ucapan simpati

Kalimat bahasa Inggris sangat sederhana

Menyalin dan menulis kalimat bahasa Inggris sangat sederhana

Menyalin dan menulis kalimat bahasa Inggris sangat sederhana dengan benar

Tes tulis

Menulis kalimat sangat sederhana

Write the correct expressions.

4 x 35 menit

• Buku teks
• Alat peraga

SILABUS

Sekolah : SD SD NEGERI 1 SUKASENANG
Kelas : VI (Enam)
Mata Pelajaran : BAHASA INGGRIS
Semester : 2 (Dua)
Standar Kompetensi : Mendengarkan
5. Memahami instruksi dan informasi sangat sederhana baik dengan tindakan maupun bahasa dalam konteks sekitar peserta didik

Kompetensi
Dasar Materi Pokok/Pembelajaran Kegiatan Pembelajaran Indikator Penilaian Alokasi Waktu Sumber Belajar
Teknik Bentuk Instrumen Contoh Instrumen

5.1 Merespon instruksi dan informasi sangat sederhana baik dengan tindakan maupun bahasa secara berterima di dalam dan luar kelas

Contoh:

Kaset/CD: Listen and repeat.

Siswa: (mengulang apa yang didengar)

Kaset/CD: Listen and follow the direction.

Siswa: (mengikuti petunjuk arah sebuah peta jalan)

Siswa merespon dengan melakukan tindakan secara berterima

Merespon dengan melakukan tindakan secara berterima

Tes lisan

Unjuk kerja

Mengulang secara lisan

Responding

Listen and repeat. Kaset/CD: (memberikan ungkapan yang siswa harus ulang)

Listen and follow the direction.
Kaset/CD: (memberikan informasi tentang arah yang harus diikuti siswa)

2 x 35 menit

• Rekaman kaset/CD
• Buku teks

Kompetensi
Dasar Materi pokok/ Pembelajaran Kegiatan Pembelajaran Indikator Penilaian Alokasi Waktu Sumber Belajar
Teknik Bentuk Instrumen Contoh Instrumen

5.2 Merespon instruksi dan informasi sangat sederhana baik dengan tindakan maupun bahasa secara berterima dalam berbagai permainan

Contoh:

Kaset/CD: Listen and write.

Siswa: (menulis)

Siswa menulis berdasarkan informasi yang didengar dari kaset/CD

Merespon dengan menulis apa yang didengar dari kaset/CD

Unjuk kerja

Responding

Listen to the cassettes and write.
Kaset/CD): (memberikan informasi yang harus siswa tulis)

2 x 35 menit

• Rekaman kaset/CD
• Buku teks
• Script percakap-an

5.3 Memahami cerita lisan sangat sederhana dengan bantuan gambar

Contoh:

Kaset/CD: Rearrange the pictures according to the story that you hear.

Siswa mendengarkan kaset/CD untuk mengurutkan gambar-gambar yang acak

Memahami cerita lisan sangat sederhana dengan bantuan gambar

Unjuk kerja

Responding

Listen to the cassettes and rearrange the pictures below.

Kaset/CD: (memberikan informasi agar siswa dapat mengurutkan gambar)
2 x 35 menit

• Rekaman kaset/CD
• Buku teks
• Script percakap-an

SILABUS
Sekolah : SD SD NEGERI 1 SUKASENANG
Kelas : VI (Enam)
Mata Pelajaran : BAHASA INGGRIS
Semester : 2 (Dua)
Standar Kompetensi : Berbicara
6. Mengungkapkan instruksi dan informasi sangat sederhana dalam konteks sekitar peserta didik

Kompetensi
Dasar Materi Pokok/ Pembelajaran Kegiatan Pembelajaran Indikator Penilaian Alokasi Waktu Sumber Belajar
Teknik Bentuk Instrumen Contoh Instrumen

6.1 Bercakap-cakap untuk menyertai tindakan secara berterima yang melibatkan tindak tutur: memberi contoh melakukan sesuatu, memberi aba-aba, dan memberi petunjuk
Contoh:

A: How does John go to school?
B: He goes to school by bicycle

Tanya jawab yang berkaitan dengan materi
Meniru pertanyaan-pertanyaan dan respon pertanyaan
Membahas kosakata dan struktur percakapan sesuai materi
Latihan percakapan dalam bentuk dialog
Menggunakan ungkapan-ungkapan percakapan sesuai materi dalam situasi nyata

Mengungkapkan berbagai tindak tutur:
• Memberi contoh melakukan sesuatu
• Memberi aba-aba
• Memberi petunjuk
Tes lisan

Pertanyaan

Answer the questions orally!

4 x 35 menit
• Script percakap-an
• Buku teks
• Alat peraga

Kompetensi
Dasar Materi Pokok/ Pembelajaran Kegiatan Pembelajaran Indikator Penilaian Alokasi Waktu Sumber Belajar
Teknik Bentuk Instrumen Contoh Instrumen

6.2 Bercakap-cakap untuk meminta/memberi jasa/barang secara berterima yang melibatkan tindak tutur: meminta bantuan, memberi bantuan, meminta barang, dan memberi barang

Contoh:

A: Can you tell me where west is?
B: Sure. That’s west.

Tanya jawab yang berkaitan dengan materi
Meniru pertanyaan-pertanyaan dan respon pertanyaan
Membahas kosakata dan struktur percakapan sesuai materi
Latihan percakapan dalam bentuk dialog
Menggunakan ungkapan-ungkapan percakapan sesuai materi dalam situasi nyata
Mengungkapkan berbagai tindak tutur:
• Meminta bantuan
• Memberi bantuan
• Meminta barang
• Memberi barang
Tes lisan
Pertanyaan
Answer the questions orally!
4 x 35 menit
• Script percakapan
• Buku teks berisi percakapan
• Alat peraga

6.3 Bercakap-cakap untuk meminta/memberi informasi secara berterima yang melibatkan tindak tutur: mengungkapkan perasaan, merespon ungkapan, mengungkapkan keraguan, menanyakan, dan meminta kejelasan
Contoh:

A: How can I get to the post office?

B: Can you tell me where the post office is?

C: How much is it?

D: Shall I get you something?

Tanya jawab yang berkaitan dengan materi
Meniru pertanyaan-pertanyaan dan respon pertanyaan
Membahas kosakata dan struktur percakapan sesuai materi
Latihan percakapan dalam bentuk dialog
Menggunakan ungkapan-ungkapan percakapan sesuai materi dalam situasi nyata

Mengungkapkan berbagai tindak tutur:
Mengungkapkan perasaan
Merespon ungkapan
Mengungkapkan keraguan
Menanyakan
Meminta kejelasan

Tes lisan
Performance
Act out the dialogues in front of the class!
4 x 35 menit
• Script percakapan
• Buku teks berisi percakapan
• Alat peraga

Kompetensi
Dasar Materi Pokok/ Pembelajaran Kegiatan Pembelajaran Indikator Penilaian Alokasi Waktu Sumber Belajar
Teknik Bentuk Instrumen Contoh Instrumen

6.4 Mengungkapkan kesantunan secara berterima yang melibatkan ungkapan: Would you please .... dan May I ....

Contoh:

A: May I help you?
B: I need spinach.

A: Would you please tell me where the post office is?
B: Go north and turn left. You won’t miss it.

Tanya jawab yang berkaitan dengan materi
Meniru pertanyaan-pertanyaan dan respon pertanyaan
Membahas kosakata dan struktur percakapan sesuai materi
Latihan percakapan dalam bentuk dialog
Menggunakan ungkapan-ungkapan percakapan sesuai materi dalam situasi nyata

Mengungkapkan kesantunan secara berterima yang melibatkan ungkapan:
• Would you please...
• May I ...

Tes lisan
Performance
Act out the dialogues in front of the class!
4 x 35 menit
• Script percakapan
• Buku teks berisi percakapan
• Alat peraga

SILABUS
Sekolah : SD SD NEGERI 1 SUKASENANG
Kelas : VI (Enam)
Mata Pelajaran : BAHASA INGGRIS
Semester : 2 (Dua)
Standar Kompetensi : Membaca
7. Memahami teks fungsional pendek dan deskriptif bergambar sangat sederhana dalam konteks sekitar peserta didik
Kompetensi
Dasar Materi Pokok/ Pembelajaran Kegiatan Pembelajaran Indikator Penilaian Alokasi Waktu Sumber Belajar
Teknik Bentuk Instrumen Contoh Instrumen

7.1 Membaca nyaring teks fungsional pendek sangat sederhana dengan ucapan dan intonasi yang tepat dan berterima

Ucapan dan intonasi teks yang dipelajari

Mendengarkan dan merespon hal-hal yang perlu diperhatikan dalam kegiatan membaca nyaring: ucapan, tekanan, dan intonasi
Mendengarkan contoh membaca nyaring yang dilakukan guru
Menirukan membaca nyaring dengan intonasi dan jeda sesuai model
Membaca nyaring sendiri dengan lafal, intonasi, dan jeda yang baik dan benar
Melafalkan kalimat dengan baik dan benar
Membaca kalimat dengan tekanan dan intonasi yang benar
Membaca nyaring dengan baik dan benar

Tes unjuk kerja

Uji petik membaca nyaring

Read the dialogues aloud.

2 x 35 menit

• Buku teks
• Alat peraga

Kompetensi
Dasar Materi Pokok/ Pembelajaran Kegiatan Pembelajaran Indikator Penilaian Alokasi Waktu Sumber Belajar
Teknik Bentuk Instrumen Contoh Instrumen

7.2 Memahami teks deskriptif bergambar sangat sederhana dalam konteks sekitar peserta didik

Teks deskriptif bergambar sangat sederhana

Mengidentifikasi teks deskriptif bergambar sangat sederhana
Tanya jawab yang terkait dengan materi

Mengidentifikasi teks deskriptif bergambar sangat sederhana

Tes unjuk kerja
Tes identifikasi informasi yang ada dalam teks deskriptif bergambar sangat sederhana
Read the text and answer the questions.
2 x 35 menit

Buku teks

7.3 Memahami teks naratif bergambar sangat sederhana

Teks naratif bergambar sangat sederhana
Mengidentifikasi teks naratif bergambar sangat sederhana
Tanya jawab yang terkait dengan materi

Mengidentifikasi teks naratif bergambar sangat sederhana

Tes unjuk kerja
Tes identifikasi informasi yang ada dalam teks naratif bergambar sangat sederhana
Read the text and answer the questions.
2 x 35 menit

Buku teks

SILABUS
Sekolah : SD SD NEGERI 1 SUKASENANG
Kelas : VI (Enam)
Mata Pelajaran : BAHASA INGGRIS
Semester : 2 (Dua)
Standar Kompetensi : Menulis
8. Menulis teks fungsional pendek sangat sederhana dalam konteks sekitar peserta didik

Kompetensi
Dasar Materi Pokok/Pembelajaran Kegiatan Pembelajaran Indikator Penilaian Alokasi Waktu Sumber Belajar
Teknik Bentuk Instrumen Contoh Instrumen

8.1 Menulis teks fungsional pendek sangat sederhana secara berterima dalam konteks sekitar peserta didik

Teks fungsional pendek sangat sederhana

Menulis teks fungsional pendek sangat sederhana

Menulis teks fungsional pendek sangat sederhana

Tes tulis

Menulis teks fungsional pendek

Complete the dialogues based on the pictures.

4 x 35 menit

• Buku teks
• Alat peraga

8.2 Menulis kartu-kartu ucapan sangat sederhana secara berterima

Kartu ucapan sangat sederhana

Menulis kartu ucapan sangat sederhana

Menulis kartu ucapan sangat sederhana

Tes tulis

Menulis kartu ucapan sangat sederhana

Write a greeting card to your friend.

4 x 35 menit

• Buku teks
• Alat peraga

english story

2011-01-06T22:04:00.001-08:00

http://www.dandi.me.uk/hi-res/tailor/08.htm

Contact Us - Pengin Kaya & Mudah Beribadah? Yuk Kerjasama......

2010-12-12T06:58:00.000-08:00

ENGLISH SONGS FOR CHILDREN

2010-12-10T06:13:00.000-08:00

If you’re happy (mumble, mumble, mumble) clap your hands!
If you’re happy (mumble, mumble, mumble) clap your hands!
If you’re happy (mumble, mumble, mumble),
(mumble, mumble, mumble)
If you’re happy (mumble, mumble, mumble) clap your hands!
The tempo is often too quick and phrases like “and you know it” and “then your face will surely show it” aren’t easy for young children to sing or understand through gestures and expressions.
So, since we like to use this song to teach emotions, we’ve slowed it down a little and simplified the lyrics to just the emotions and the body language that express those emotions. This version allows even very young kids to sing all the lyrics and act them out with gestures.
Lyrics and actions:
If you’re happy happy happy (Smile and put your index fingers on your cheeks.)
clap your hands. (Clap your hands.)
If you’re happy happy happy
clap your hands.
If you’re happy happy happy
clap your hands, clap your hands.
If you’re happy happy happy
clap your hands.
If you’re angry angry angry (Make an angry face and cross your arms over your chest.)
stomp your feet. (Stomp your feet.)
If you’re angry angry angry
stomp your feet.
If you’re angry angry angry
stomp your feet, stomp your feet.
If you’re angry angry angry
stomp your feet.
If you’re scared scared scared (Make a scared face and place your hands on your cheeks.)
say, “Oh no!” (Say, “Oh no!”)
If you’re scared scared scared
say, “Oh no!”
If you’re scared scared scared
say, “Oh no!”, say , "Oh no!"
If you’re scared scared scared
say, “Oh no!”
If you’re sleepy sleepy sleepy (Make a sleepy face.)
take a nap. (Rest your head on your hands and pretend to sleep.)
If you’re sleepy sleepy sleepy
take a nap.
If you’re sleepy sleepy sleepy
take a nap, take a nap.
If you’re sleepy sleepy sleepy
take a nap.
If you’re happy happy happy (Smile and put your index fingers on your cheeks.)
clap your hands. (Clap your hands.)
If you’re happy happy happy
clap your hands.
If you’re happy happy happy
clap your hands, clap your hands.
If you’re happy happy happy
clap your hands.
Activity ideas:
Before or after this song, explore emotions by making faces in the mirror. Or tell your students to make a happy/angry/scared/sleepy/sad/etc. face and take their pictures with a camera phone or a digital camera and then show them their pictures!
For extra fun make an emotions book with those pictures. Just print out the pictures and write the emotion under each one.
If you work with autistic children, an emotions book is great for helping the children to recognize other people's feelings. You may not be able to have your students pose for the pictures, but if you can make an emotions book with pictures of other people, you may find your kids fascinated by it.

Picture cards:

Your videos:
Classroom benefits:This is a classic tune for the days of the week. It's very short and simple and great for playing in the background in the classroom, at home, or in the car while kids gradually pick up on the days of the week and their order.
Lyrics and actions:

A nice way to teach gestures for each of the days of the week is to first talk with the students aboutsome of their daily activities. For example, many of your students may have soccer practice, piano practice, English class, etc. Associate one activity with each day of the week. Then, when you sing the song, gesture the appropriate activity for each day of the week.
Alternatively, you can have the students point to the days on the class calendar as you sing. Or, each class, let a different student be the song leader and point to the days of the week on the calendar.
Sunday
Monday
Tuesday
Wednesday
Thursday
Friday
Saturday
x2
Activity ideas
Try stopping the music at certain days and see if the children can say the next day. Sing while you point at a calendar. If you are using the song in class, assign each student a different day of the week and give them a sign with that day written on it. As the song plays, each student must stand up and sing his/her day at the right time. After singing the song, mix the students up and then have them put themselves in the correct order, starting from Sunday. Mix them up again, have them trade signs, and then have them put themselves in the correct order again, this time starting from Monday.
You can also tell the whole class to stand up on "Wednesday", or stand up on "Tuesday" and sit down on "Friday" . These activities help students internalize the order of the days of the week.
Your videos:
Knock Knock Hello is a great song to use at the beginning of a class, or before studying or playing at home. We created the song to warmly welcome children into our classrooms and get them ready for singing, dancing, and learning.

The easiest way to introduce the song is simply to start playing it each time you clean up after an activity. Children will very quickly associate this song with clean up time.
Lyrics:
Clean up, clean up.
Everybody let's clean up.
Clean up, clean up.
Put your things away.
(x4)
Clean up! Clean up! Clean up! Put your things away.
Pick up your toys.
Pick up your books.
Pick up your shoes.
Put your things away.
Clean up, clean up.
Everybody let's clean up.
Clean up, clean up.
Put your things away.
(x2)
Activity ideas:
When using the song for the first time, you may want to demonstrate with a puppet cleaning up some blocks or other small items. At home, it’s an excellent song to play to encourage children to cleanup when they are finished playing. You could also sing together without the CD, when doing chores together around the house.
Language focus: "Are you hungry?" "Yes, I am." "I'm full!" Foods (banana, watermelon, french fries, spaghetti, ice cream). Yes/No question intonation.
Classroom benefits: This is a great song for teaching the phrases, “Are you hungry?” and “Yes, I am!” You can use it in combination with any number well-known children’s books, such as The Very Hungry Caterpillar by Eric Carle.
Preparation: In keeping with our philosophy of making the language in the songs learnable through gestures, the food we’ve chosen for this song are foods you can easily mime eating. You can quickly introduce the food items before singing by teaching the gestures and/or showing pictures of these foods.
This song can be sung in a call and response format, meaning the children just listen and then repeat. It's VERY simple.
Lyrics and actions:
Are you hungry? (Shrug your shoulders and then rub your tummy.)
Yes I am. (Thumbs up gesturing “yes” and/or nod your head “yes”.)
Are you hungry?
Yes I am.
Mmmmm, a banana! (Gesture peeling and then eating a banana.)
Yum yum yum yum yum yum yum yum yum yum yum yum yum yum!
Are you hungry?
Yes I am.
Are you hungry?
Yes I am.
Mmmmm, a watermelon! (Gesture holding a big slice of watermelon and then eating it.)
Yum yum yum yum yum yum yum yum yum yum yum yum yum yum.
Are you hungry?
Yes I am.
Are you hungry?
Yes I am.
French fries! (Gesture eating french fries one by one.)
Yum yum yum yum yum yum yum yum yum yum yum yum yum yum.
Are you hungry?
Yes I am.
Are you hungry?
Yes I am.
Spaghetti! (Gesture twirling spaghetti with a fork and eating it.)
Yum yum yum yum yum yum yum yum yum yum yum yum yum yum.
Are you hungry?
Yes I am.
Are you hungry?
Yes I am.
Ice cream! (Gesture licking an ice cream cone.)
Yum yum yum yum yum yum yum yum yum yum yum yum yum yum.
I’m full! (Pat your tummy with both hands and puff out your cheeks.)

Activity ideas:
This song is great for teaching a variety of foods. Don’t just stick to the items sung about in the song, think of other foods and come up with gestures for them. When you sing the song, the teacher can just call out the different food over the voice on the CD. You can work with your students to think of new gestures for different foods, or you can use sign language (American Sign Language or the sign language native to the country you live in). You can find many great sign language dictionaries online to teach you the signs for different kinds of foods.
This song works great with all kids, but it’s especially satisfying to see pre-verbal youngsters or children reluctant to speak communicating their hunger using the gestures learned in this song. Kids can learn to express, “I’m hungry” by rubbing their tummies. Or they can reply to a caretakers question, “Are you hungry?” by giving a thumbs up or thumbs down.
With older three-year-olds and up, try playing food charades after this song. Pretend to eat some kind of food and the children try to guess which food you are eating. Then have each of the children try. Show one of them a food picture, and have them mime eating that food. The other children try to guess the food.
Your ideas:
Richard Millette from Rick's English House in Iwate, Japan sent along this great idea for using "Are You Hungry" with older kids (Grade 5 and up). He plays the song and everybody sings. Then, everybody has to listen closely to what is said in the line, "mmmmm, a banana" and draw that food as quickly as they can during the "yum yum yum" part and finish before the next "Are you hungry?" verse starts again. The teacher can turn down the volume on the CD player and call out a different food each time. After the song, everyone can laugh at their drawings!

Your videos:

Classroom benefits: Like Seven Steps, this is another classic “get moving” song. Kids will ask for this one again and again. We use Walking Walking in our classes quite frequently when kids want to get up and MOVE. This song really ends with a bang, and kids will be a little tuckered out when it’s over. A good choice to use before a quiet time activity. We’ve added some actions (tiptoe, jump, swim, sleep) to spice up the traditional version.
Preparation: This is another easy one…just follow the actions in the song! Everybody moves in a circle. Encourage everyone to sing with a BIG VOICE.
Lyrics & actions:
Walking, walking. Walking, walking.
*Hop, hop, hop. Hop, hop, hop.
Running, running, running. Running, running, running.
Now let’s stop. Now let's stop. (Place both hands out in front of you, palms facing forward.)
Walking, walking. Walking, walking.
*Hop, hop, hop. Hop, hop, hop.
Running, running, running. Running, running, running.
Now let’s stop. Now let's stop. (Place both hands out in front of you, palms facing forward.)
Tiptoe tiptoe. Tiptoe tiptoe. (Walk on your toes.)
Jump jump jump. Jump jump jump.
Swimming swimming swimming. (Make a swimming motion.)
Now let’s sleep. Now let’s sleep. (Rest your head against your hands or lie down on the ground and pretend to sleep.)
Wake up! (Eyes open! Look alert!)
It’s time to go! (Look at your watch.)
Are you ready to go fast? (Run in place quickly.)
[quickly]
Walking, walking. Walking, walking.
*Hop, hop, hop. Hop, hop, hop.
Running, running, running. Running, running, running.
Now let’s stop. Now let's stop.
Walking, walking. Walking, walking.
*Hop, hop, hop. Hop, hop, hop.
Running, running, running. Running, running, running.
Now let’s stop. Now let's stop.
Whew! (Wipe your brow with your forearm.)

Activity ideas:
After you sing "Now let's sleep", pretend to fall asleep and have the children wake you up by shouting "WAKE UP!" It's a hit everytime.
If you don’t have space to run around, or even if you do, try this song sitting down and just using your fingers! To make it even more fun, use puppets, finger puppets, and/or stuffed animals!
Also, this song provides a great opportunity to teach kids that they should stop at red lights. Make a simple traffic signal with some construction paper. On one side, put a red circle on top and two blank circles below it. On the other side, put a green circle on the bottom with two blank circles above it. When the song says, “Now let’s stop,” hold up the red light! Then flip the signal over and hold up the green light when it is time to walk again. You can continue to play stop and go games after the song has finished!
Your videos:

One little finger, one little finger, one little finger. (Hold up your index finger and bend it up and down.)
Tap tap tap. (Tap your finger against your other INDEX FINGER 3 times.)
Point your finger up. (Point up!)
Point your finger down. (Point down!)
Put it on your head. Head! (Put your finger on your head and say in a loud voice, “Head!”)
One little finger, one little finger, one little finger.
Tap tap tap. (Tap your finger against your HEAD 3 times.)
Point your finger up. (Point up!)
Point your finger down. (Point down!)
Put it on your nose. Nose! (Put your finger on your head and say in a loud voice, “Nose!”)
One little finger, one little finger, one little finger.
Tap tap tap. (Tap your finger against your NOSE 3 times.)
Point your finger up. (Point up!)
Point your finger down. (Point down!)
Put it on your chin. Chin! (Put your finger on your head and say in a loud voice, “Chin!”)
One little finger, one little finger, one little finger.
Tap tap tap. (Tap your finger against your CHIN 3 times.)
Point your finger up. (Point up!)
Point your finger down. (Point down!)
Put it on your arm. Arm! (Put your finger on your head and say in a loud voice, “Arm!”)
One little finger, one little finger, one little finger.
Tap tap tap. (Tap your finger against your ARM 3 times.)
Point your finger up. (Point up!)
Point your finger down. (Point down!)
Put it on your leg. Leg! (Put your finger on your head and say in a loud voice, “Leg!”)
One little finger, one little finger, one little finger.
Tap tap tap. (Tap your finger against your LEG 3 times.)
Point your finger up. (Point up!)
Point your finger down. (Point down!)
Put it on your foot. Foot! (Put your finger on your head and say in a loud voice, “Foot!”)
Put it on your leg. Leg! (Put your finger on your head and say in a loud voice, “Leg!”)
Put it on your arm. Arm! (Put your finger on your head and say in a loud voice, “Arm!”)
Put it on your chin. Chin! (Put your finger on your head and say in a loud voice, “Chin!”)
Put it on your nose. Nose! (Put your finger on your head and say in a loud voice, “Nose!”)
Put it on your head. Head! (Put your finger on your head and say in a loud voice, “Head!”)
Now let’s wave good-bye. Good-bye! (Wave good-bye with your index finger.)
Activity ideas:
When the children have learned the song well enough, sing without the music. A great way to use the song is to stand in a circle as you sing the song, and each child gets a chance to call out a body part. Everybody sings the song together until you reach the “Put it on your ________!” part of the song. One student says, “Put it on your head/elbow/knee/foot/etc.” and all the students put their finger on that body part and shout its name. It’s a great way to review body part names, and the teacher can introduce a new body part name each time you sing the song. The teacher simply calls out a new body part when it’s his/her turn and teaches it by pointing to it.
You can also practice some simple counting by changing the number of fingers each verse. "One little finger", "Two little fingers", "Five little fingers", etc.
This song is also great to sing with children under 2 years old. The caretaker can sing and point to all the parts of baby’s body.
Your videos:
Classroom benefits: Kids love Seven Steps, and it definitely qualifies as a Super Simple Song! It’s a great active song to use anytime to get the wiggles out. For this version, we added a backwards verse to get the kids moving and counting in the other direction.
Lyrics & actions:
1, 2, 3, 4, 5, 6, 7 (Everyone sings and walks forward together.)
1, 2, 3, 4, 5, 6, 7 (Everyone sings and walks backward together.)
1, 2, 3 (Forward.)
1, 2, 3 (Backward.)
1, 2, 3, 4, 5, 6, 7 (Forward.)
1, 2, 3, 4, 5, 6, 7 (Everyone sings and walks forward together.)
1, 2, 3, 4, 5, 6, 7 (Everyone sings and walks backward together.)
1, 2, 3 (Forward.)
1, 2, 3 (Backward.)
1, 2, 3, 4, 5, 6, 7 (Forward.)
1, 2, 3 (Forward.)
1, 2, 3 (Backward.)
1, 2, 3, 4, 5, 6, 7 (Forward.)
Now let's go backward!
7, 6, 5, 4, 3, 2, 1 (Everyone sings and walks backward together.)
7, 6, 5, 4, 3, 2, 1 (Everyone sings and walks forward together.)
7, 6, 5 (Backward.)
7, 6, 5 (Forward.)
7, 6, 5, 4, 3, 2, 1 (Backward.)
7, 6, 5, 4, 3, 2, 1 (Everyone sings and walks backward together.)
7, 6, 5, 4, 3, 2, 1 (Everyone sings and walks forward together.)
7, 6, 5 (Backward.)
7, 6, 5 (Forward.)
7, 6, 5, 4, 3, 2, 1 (Backward.)
7, 6, 5 (Backward.)
7, 6, 5 (Forward.)
7, 6, 5, 4, 3, 2, 1 (Backward.)
Activity ideas:
You can use this song in so many different ways. The easiest of course is simply to march around the room as you sing the song. For variation, try marching with pom-poms, batons, tambourines, or maracas. Act like you are in a parade! Or instead of marching, call out different commands like “Jump!” “Skip!” “Gallop!” “Tiptoe!” “Hop!” etc. Changing the actions you do with the song will keep it interesting for the kids, and it’s great fun to try hopping or skipping backwards!
This is also a great song to use for freeze games. When you stop the music, everybody must stop marching (or jumping or skipping) and freeze! Anybody who is moving gets a playful tap on the head with a squeaky toy or some other harmless and fun “penalty” (it’s no fun when kids are “out” and have to sit out while others participate). To make it more challenging, while the kids are “frozen”, they must continue singing as if the music didn’t stop!
You can also use the song sitting down. Count fingers, toes, bean bags, marbles…anything!
Another great way to use the song is, instead of marching in a circle, have everyone line up holding hands and facing in the same direction and sing.
If you have parents in the class, try having them stand facing the kids. As the kids move forward, the parents (or teacher) move back. When the kids move backward, the parents move forward (as if chasing the kids). It's a lot of fun.
Also, instead of forward and backward, try up and down or right and left. Or try alternating hopping on your left foot and your right foot.
With children under 2, this is a great song for them to "bounce" to. Also, the caretaker can count the child's fingers and toes, or walk his/her fingers up and down the child's arms and legs.
Have a great time!
CAUTION: Kids can get carried away with this song or any song in which they are running/jumping/marching around the classroom. It’s very important to set the tone the first time you use this song. Everybody moves in the same direction. No pushing. This is a great opportunity to help children learn to channel their excitement.

Your videos:

Classroom benefits: Teaches children classroom commands "Make a circle" and "Sit down". Arranges students in a circle for circle-time activities.
Circle time is a great way to start class or to bring everyone back together during class. Our “Make A Circle” song is designed so that when the song finishes, everyone will be seated in a circle and ready for a circle-time activity.
Preparation:
Before singing the song, gather the class in a circle with everyone holding hands. Here you can practice some of the actions in the song and more. Say, "Let's make a BIIIIIG circle!" and then have everyone say "HELLO!". Then say, "Let's make a small circle...smaller...smaller..." Whisper "hello" to everyone. Have some small conversations, whispering the whole time ("What's your name?", "What's your favorite color?", "How old are you?", "How's the weather, today?", etc.) Then say loudly "BIG circle". Alternate between big and small (and bigger and smaller), round and round (faster and slower), up and down, etc. If you like, have one of the children be the circle leader and give the commands. You can alternate circle leaders each week.
The actions for this song are pretty self-explanatory…just make a circle and follow the directions in the song!
Lyrics & actions:
Time to make a circle. (Everyone rushes to the center of the room and holds hands in a circle.)
Make a circle, big big big. (Make the circle bigger.)
Small small small. (Make the circle smaller.)
Big big big. (Make the circle bigger.)
Make a circle, small small small. (Make the circle smaller.)
Hello hello hello. (Everybody waves to each other. Try to make eye contact with all of the children.)
Make a circle, round and round. (Holding hands, walk around in a big circle.)
Round and round.
Round and round. (If you like, move the circle in the other direction.)
Make a circle, round and round.
Hello hello hello. (Everybody waves to each other. Try to make eye contact with all of the children.)
Make a circle, up up up. (While holding hands, everyone reaches up high!)
Down down down. (Crouch down low.)
Up up up. (Reach high!)
Make a circle, down down down. (Crouch low.)
Now sit down. (Everyone sits down.)

Caution:
When going around in a circle, do not allow running. The children will be holding hands, and if some children run faster than others, hands will slip and children can take a pretty hard fall. No running! However, you should try jumping/hopping/tip-toeing/light skipping/etc.
Activity ideas:
If you are using this in a classroom, use the space between verses to prepare the kids for the next verse. For example, after “Hello, hello, hello,” in the first verse, say, “Now let’s go round and round!” After you have used the song a few times, you can ask your students after each verse, “What’s next?”
The song finishes with everybody sitting down, and now you are ready to begin any circle activity you like. Knock Knock Hello followed by Make a Circle is a great way to start any class. This tune is such an easy one to remember, try singing without the CD. Add some extra verses to keep things interesting. Try “In/Out”, “Touch your nose/ears/toes/etc.”, “jump, jump, jump”, “hop, hop, hop”, etc.
If you have a parachute, have the class make a circle holding the parachute as you sing. You can also use a simple bed sheet.

Your videos:
Language focus: "Hello" "sing" "dance" "play."
Classroom benefits: Welcomes students to class. Creates an active, fun learning environment.
Knock Knock Hello is a great song to use at the beginning of a class, or before studying or playing at home. We created the song to warmly welcome children into our classrooms and get them ready for singing, dancing, and learning.
Lyrics and actions:

Hello! (Hello!) [Wave with your right hand.]
Hello! (Hello!) [Wave with your left hand.]
Come in. [Motion to come inside.]
Let’s sing. [Pretend you are singing into a microphone. ]
Let’s play. [Run in place.]
Hello! (Hello!) [Wave with your right hand.]
Hello! (Hello!) [Wave with your left hand.]
Knock, knock, knock. [Pretend to knock on a door.]
Come on in! [Motion for someone to come inside.]
Let’s sing. [Pretend you are singing into a microphone.]
And play. [Run in place.]
And learn together. [Tap your finger on your temple.]
Knock, knock! [Thrust your fist in the air.]
Activity ideas:
With larger groups, try breaking the class up into 2 groups and have them line up facing each other on opposite sides of the room. Kids on one side sing “Hello!” and wave to their classmates on the other side of the room. That group responds, “Hello!” This is a great way to use the song because it emphasizes that we are singing about doing these things together.
With smaller groups, you can have students get together in pairs and sing facing each other. If you have parents in class, try having the child and parent sing facing each other
If you have a small class, consider starting each class by having the children knock on the door. This gives you a chance to talk briefly with each child and then you can invite them to "come in."
Draw a picture of a house with a big door in the middle, and some windows. Cut the picture so that you can open the door and windows. Hold the house in front of you and encourage your child/students to "knock" on the door. Ask, "Who is it?" or "What's your name?". After the child answers, say, "Come in!" and encourage them to open the door. Hold the house up to your face so that when the child opens the door, he/she will see your face saying, "Hello!" Children love this form of "peek-a-boo" and will enjoy knocking again and again, giving them lots of opportunity to practice greetings ("Hello", "What's your name/Who is it", "Come in!", etc.)
Language focus: Counting down from 10 to 1, "Roll over!"
Classroom benefits: Ten in the Bed is an incredibly popular song with young learners. It's a great song for creative play and children will want to sing it over and over again. It's also great for introducing substraction.
Lyrics and actions:

(Thank you to Val in Argentina for introducing these actions to us!)
(Start with 10 students seated in ten chairs in a row. If you have more than 10 students, have part of the class watch and sing. If you have less than 10 students, start the song later or place stuffed animals on the extra chairs.)
Here we go!
There were ten in the bed (Hold up 10 fingers.)
and the little one said, (Hold your hands close together, indicating 'small'.)
"Roll over, roll over" (Roll hands around each other, or each student turns to the right and says, "Roll over! Roll over!")
So they all rolled over and one fell out. (Everyone rolls to the right and the student in the first chair 'falls out' of the bed.)
Nine! (Hold up 10 fingers and then take one away, leaving 9.)
There were nine in the bed (Hold up 9 fingers.)
and the little one said,
"Roll over, roll over"
So they all rolled over and one fell out.
Eight! (Hold up 9 fingers and then take one away, leaving 8.)
There were eight in the bed (Hold up 8 fingers.)
and the little one said,
"Roll over, roll over"
So they all rolled over and one fell out.
Seven! (Hold up 8 fingers and then take one away, leaving 7.)
There were seven in the bed (Hold up 7 fingers.)
and the little one said,
"Roll over, roll over"
So they all rolled over and one fell out.
Six! (Hold up 7 fingers and then take one away, leaving 6.)
There were six in the bed (Hold up 6 fingers.)
and the little one said,
"Roll over, roll over"
So they all rolled over and one fell out.
Five! (Hold up 6 fingers and then take one away, leaving 5.)
There were five in the bed (Hold up 5 fingers.)
and the little one said,
"Roll over, roll over"
So they all rolled over and one fell out.
Four! (Hold up 5 fingers and then take one away, leaving 4.)
There were four in the bed (Hold up 4 fingers.)
and the little one said,
"Roll over, roll over"
So they all rolled over and one fell out.
Three! (Hold up 4 fingers and then take one away, leaving 3.)
There were three in the bed (Hold up 3 fingers.)
and the little one said,
"Roll over, roll over"
So they all rolled over and one fell out.
Two! (Hold up 3 fingers and then take one away, leaving 2.)
There were two in the bed (Hold up 2 fingers.)
and the little one said,
"Roll over, roll over"
So they all rolled over and one fell out.
One! (Hold up 2 fingers and then take one away, leaving 1.)
There was one in the bed (Hold up 1 finger.)
and the little one said,
"I'm lonely...[sigh]" (The one remaining student lays down on the chair, then everyone shouts "WAKE UP!" and the student falls out of bed.)
Activity ideas:
If you have a Ten in the Bed storybook, try reading it as you sing the song together. The teacher or parent can sing, "There were ten in the bed and the little one said..." and the children sing "Roll over, roll over!"
If you have a class with 10 or more students, have 10 of the students act out the song while the other students sing! You can also use stuffed animals to act out the song, or try using finger puppets!
Your videos:
Language focus: "Can you...?" "I can..." "Wash your..." Body parts (hair, feet, face, knees, shoulders, toes, hands, nose).
Classroom benefits: This is a great song for introducing or reviewing body parts. For non-native speakers of English, it is an excellent tool for communicating the meaning of “Can you....?” and “I can.” This also leads to great role-plays in class. Bring out some sponges and some buckets and pretend it's bath time. Kids love it!
Lyrics and actions:

(You can sing this song in a call-and-response format with the teacher singing the "Can you...?" lines, and the children singing the "I can..." lines. Alternatively, split the class up into 2 groups, and have one group sing the "Can you...?" lines, and the other group sing the "I can..." lines.)

Can you wash your hair? (Shrug your shoulders, make an inquisitive look with your face, and pretend to wash your hair.)
I can wash my hair. (Pretend to wash your hair.)

Can you wash your feet? (Shrug your shoulders, make an inquisitive look with your face, and pretend to wash your feet.)
I can wash my feet? (Pretend to wash your feet.)

Can you wash your face? (Shrug your shoulders, make an inquisitive look with your face, and pretend to wash your face.)
I can wash my face. (Pretend to wash your face.)

Can you wash your knees?(Shrug your shoulders, make an inquisitive look with your face, and pretend to wash your knees.)
I can wash my knees. (Pretend to wash your knees.)

I can wash my hair. (Pretend to wash your hair.)
I can wash my feet. (Pretend to wash your feet.)
I can wash my face. (Pretend to wash your face.)
I can wash my knees. (Pretend to wash your knees.)

This is the way we take a bath. (Wash your whole body!)

Can you wash your shoulders? (Shrug your shoulders, make an inquisitive look with your face, and pretend to wash your shoulders.)
I can wash my shoulders. (Pretend to wash your shoulders.)

Can you wash your toes? (Shrug your shoulders, make an inquisitive look with your face, and pretend to wash your toes.)
I can wash my toes. (Pretend to wash your toes.)

Can you wash your hands? (Shrug your shoulders, make an inquisitive look with your face, and pretend to wash your hands.)
I can wash my hands. (Pretend to wash your hands.)

Can you wash your nose? (Shrug your shoulders, make an inquisitive look with your face, and pretend to wash your nose.)
I can wash my nose. (Pretend to wash your nose.)

I can wash my shoulders. (Pretend to wash your shoulders.)
I can wash my toes. (Pretend to wash your toes.)
I can wash my hands. (Pretend to wash your hands.)
I can wash my nose. (Pretend to wash your nose.)

This is the way we take a bath. (Wash your whole body!)
Activity ideas:
Once the students are familiar with the song, you can do a number of variations, such as reversing roles and having the children ask you, “Can you wash your....?”

When you sing, “I can wash my....”, pretend to wash the incorrect body part and see if the students can catch it!

With this song, you can do a fun role-play in smaller classes. Buy some bath supplies such as sponges and bath caps, and get ready for taking a pretend bath! Or give baths to some stuffed animals.

At home, this song becomes a great bath time song (without music--we don’t recommend CD players in the bathroom!) Not only does it teach body parts but it is also a fun way to encourage your child to start washing her/himself! Try it!
Want to share an activity, video or teaching tip? Contact us her
Language focus: Counting down from 5 to 1. English rhythm and ryhme. "Mommy." "Doctor." "No more...! "
Classroom benefits: Five Little Monkeys is a song you can use any time children need to get up and be active. Children love this simple rhyme, and it's great for introducing the expression, "No more...", language that can come in quite handy for teachers and students.
Preparation: Kids love this popular chant and will really enjoy this super simple song! There are a number of storybook versions of this chant available. We suggest introducing this song by reading one of those storybooks first so the children can fully understand what the song is about. Or, watch the above video with them. Then the fun begins....Make a circle with the students. During the intro music you can all move around the circle acting like the silliest monkeys you can! The music is very “monkeyish”!
Lyrics and actions:
Five little monkeys (Hold up five fingers.)
jumping on the bed. (Jump up and down.)
One fell off (Hold up one finger and then roll your hand down towards the floor.)
and bumped his head. (Tap your head with your fist.)
Mama called the doctor and the doctor said, (Put your pinky to your mouth and thumb to your ear like a telephone.)
"No more monkeys jumping on the bed!" (Put one hand on your hip and wag your index finger.)
Four little monkeys (Hold up four fingers.)
jumping on the bed. (Jump up and down.)
One fell off (Hold up one finger and then roll your hand down towards the floor.)
and bumped his head. (Tap your head with your fist.)
Mama called the doctor and the doctor said, (Put your pinky to your mouth and thumb to your ear like a telephone.)
"No more monkeys jumping on the bed!" (Put one hand on your hip and wag your index finger.)
Three little monkeys (Hold up three fingers.)
jumping on the bed. (Jump up and down.)
One fell off (Hold up one finger and then roll your hand down towards the floor.)
and bumped her head. (Tap your head with your fist.)
Mama called the doctor and the doctor said, (Put your pinky to your mouth and thumb to your ear like a telephone.)
"No more monkeys jumping on the bed!" (Put one hand on your hip and wag your index finger.)
Two little monkeys (Hold up two fingers.)
jumping on the bed. (Jump up and down.)
One fell off (Hold up one finger and then roll your hand down towards the floor.)
and bumped his head. (Tap your head with your fist.)
Mama called the doctor and the doctor said, (Put your pinky to your mouth and thumb to your ear like a telephone.)
"No more monkeys jumping on the bed!" (Put one hand on your hip and wag your index finger.)
One little monkey (Hold up one finger.)
jumping on the bed. (Jump up and down.)
She fell off (Hold up one finger and then roll your hand down towards the floor.)
and bumped her head. (Tap your head with your fist.)
Mama called the doctor and the doctor said, (Put your pinky to your mouth and thumb to your ear like a telephone.)
"No more monkeys jumping on the bed!" (Put one hand on your hip and wag your index finger.)
Your videos:
Language focus: The alphabet.
Classroom benefits: The Let's Learn version of The Alphabet Song is paced gently enough for young learners to be able to hear each letter and sing along. We have slowed things down, speaking the letters first, then signing. It is very lullaby-like, and great for sitting down with an Alphabet Chart and just pointing your way through the alphabet.
Lyrics and actions:

(For this song, try pointing at an alphabet chart. For older kids try doing all of the letters in American Sign Language!)
(Talking)

A, B, C, D, E, F, G
H, I, J, K, L, M, N, O, P
Q, R, S, T, U, V
W, X, Y, Z

(Singing)
Now I know my ABCs.
Next time won't you sing with me?

A, B, C, D, E, F, G
H, I, J, K, L, M, N, O, P
Q, R, S, T, U, V
W, X, Y, Z

Now I know my ABCs.
Next time won't you sing with me