Language Arts Sound and Action Listening Activities Materials: sentence cards Steps:

1. Teacher talk about the importance of ears to listen to sound around us. 2. Teachers ask pupils how to take care of their ear. 3. Teacher test pupils listening skill by saying a group of numbers and purposely leave out a number from the order. 4. Pupils say out the missing number. 5. Teacher pastes sentence cards on the board, say it out and let pupils repeat after the teacher. 6. Teacher teaches the gestures for each phrase and pupils imitate. 7. Teacher randomly says a phrase and pupils immediately do the gestures. 8. Teacher selects a few volunteers to lead the class. He or she says out the phrase and pupils immediately do the gestures. 9. Teacher divides the class into 2 groups and call volunteers from each group to play the games. 10.Teacher says out the phrase and pupils do the gestures. The first pupils to do the correct gestures will win.

Phrase (Sentence Card) Hello Goodbye OK No! Me! Stop Shhhhh Sit down Stand up Come here Its hot Its cold

Gesture Wave Wave Make the OK sign Shake your head no Touch your chest Hand up, palm out Index finger in front of mouth Lower hand slightly, palm down Raise hand slightly, palm up Move your index finger Fan your face with hand Put arms around shoulders

I dont know

Pull shoulders and hand up

VIVIANA ANAK KIMPA (IPGKB : A80E 1112 0931) Reflection Using games is one of the most important ways to teach efficiently in a language class. Games mean the world to children. Nothing is more fun than playing games for them because they feel happy and free while playing. If pupils learn with games, have fun, feel happy and free, it means that teacher have reached their goals. Games strengthen language skills, besides; learners develop social skills and good relationships while they interact with each others. It is part of language arts. This is my first time using the language of art entitled action and sound. At first, it is difficult for me to find activities that should be included in the process of teaching and learning in the classroom. After hearing the explanation from Pn. Maheran, then I know what is meant by Language Arts. There are various types of language arts that can be used in teaching and learning in the classroom. For example, such as grammar games, nursery rhymes, intrinsic tongue, short story, jazz chant, information gap, songs, role play, dialogue, Poems, riddles, and many more. We have been divided into 5 groups. Each group has 4 members in it. For my group, we have chosen action and sound, word clap, visual reminder card and draw a picture. From the list of those activities, I have chosen action and sounds for the game played through the activities in the classroom. Although children come to school with a wide variety of background experiences, their experiences may or may not be applicable to the focus of the school. Some know the language of street corners and alleys but do not know the language required for school activities. Children from low socioeconomic backgrounds may not have had experiences with computers or even such school supplies as pencils, scissors, and crayons and may not have traveled

beyond their immediate neighborhoods. Such children are limited in their exposure to a variety of places, people, animals, and other things. Those children who have had varied experiences related to topics covered in the schools' curricula have enhanced comprehension of material that they listen to. Students will be better considering a teaching approach that results from the sounds around them. With the sound produced, pupils can make movement based on the sound they heard. For example, if the teacher says its cold. So, if pupils heard the sentence they will automatically put arms around shoulders to show that they are cold. Sometimes, the body gestures are very important because it is part of non-verbal communication. Pupils have to learn it. Through these activities, I divided the class into two groups. It is a group games. Generally group games are more useful. They are competitive and children come closer with each other. With the feeling of coming first they often have a look at their books or notebooks before a game.