Teaching Children English
through Nursery Rhymes
(Mother Goose)
吳淑娟 (南投縣英語輔導團)
http://140.123.113.124/misswu/
Introduction
Karen Galeano (1983)
Elementary ESL teachers have known for
years that comprehensible input is the best
way to teach language…..Small children will
simply not tolerate what is not meaningful to
them.
Alexander Bessmertnyi (1994):
In choosing meaningful language for use in the
ESL classroom, one can do no better than look
to a popular old standby, Mother Goose.
Why nursery rhymes (1)?
It tells a story.
 surprise value (e.g.: Peter Peter Pumpkin
Eater);
 interesting characters (e.g.: Jack Spratt)
 meaningful conflicts (e.g. Little Miss Muffet);
 action (e.g.: Humpty Dmpty)
 relate to the real world of the students they
are aimed at (e.g. Mary Had a Little Lamb)
Why nursery rhymes (2)?
The natural rhythms of the poems helps
intonation in English. (e.g.: Jack & Jill)
It is an excellent medium for a variety of
teaching techniques which make the
classroom into a stimulating learning
environment.
The rhymes help children regain
vocabulary.
Why nursery rhymes (3)?
Mother Goose has been enjoyed by
children since 1697.
Mother Goose rhymes are an important
part of American culture, and as such
should be taught.
Mother Goose rhymes and songs helps
students practice the linking of the sounds
and the speed reading, e.g.: Three Blind
Mice (Angela, 2004)
“Mamamia! It’s a nightmare!”
to check on Internet at least 10 American folk
songs
to check on Internet about Raffi;
to watch the films of Shrek I and Shrek II;
to download the lyrics for Six Little Ducks
to make a riddle from a nursery rhyme
make a little book with lyrics variation in any of
the nursery rhymes; (I’ve been working on the
railroad vs. I’ve been studying in the classroom)
“I am driven nuts!”
make a big book with the introduction of some
Mother Goose (see example)
except for memorizing and performing the
required 40 pieces of Mother Goose, perform
one of the 40 nursery rhymes in a rock-and-roll
style (Angela said, “Are you driving me nuts?”)
To present a project (e.g.: Green Grass Grows
All Around)
Make a worksheet out of a nursery rhyme
Media Introduced by Dr. Chang
Raffi;
Barney’s Rhyme Time
Mother Goose Rocks
(http://www.mothergooserocks.com/ )
Yellow Submarine
Mamma Mia!
Conclusion
The Mother Goose rhymes offer a wealth of
topics, and a wealth of springboards to
learning vocabulary and other language
skills. After almost two hundred years, they
still hold children’s interest and provide ways
to learn about their world. (Karen Galeano,
1983)
Peter Peter Pumpkin Eater
Peter, Peter, pumpkin eater
Had a wife but couldn’t keep her
He put her in a pumpkin shell
And there he kept her very well
Jack Spratt
Jack Spratt could eat no fat,
His wife could eat no lean;
And so between the two of them,
They licked the platter clean.
Little Miss Muffet
Little Miss Muffet sat on a tuffet
Eating her curds and whey
Along came a spider who sat on beside her
And frightened Miss Muffet away
Humpty Dumpty
Humpty Dumpty sat on a wall
Humpty Dumpty had a great fall
All the king’s horses and all the king’s men
Couldn’t put Humpty together again
Mary had a Little Lamb
Mary had a little lamb,
Little lamb, little lamb,
Mary had a little lamb,
Its fleece was white as snow
And everywhere that Mary went,
Mary went, Mary went,
Everywhere that Mary went
The lamb was sure to go
Jack & Jill
Jack and Jill went up the hill to fetch a pail of water
Jack fell down and broke his crown
And Jill came tumbling after
Then up got Jack and said to Jill
As in his arms he took her,
“Brush off that dirt for you’re not hurt
Let’s fetch that pail of water.”
Three Blind Mice
Three blind mice
Three blind mice
See how they run
See how they run
They all run after the farmer’s wife
Who cut off their tails with a carving knife
Did you ever see such a thing in your life
As three blind mice
Six Little Ducks
Six little ducks
That I once knew
Fat ones, skinny ones,
Fair ones, too
But the one little duck
With the feather on his back
He led the others
With a quack, quack, quack
Quack, quack, quack,
Quack, quack, quack
He led the others
With a quack, quack, quack
I am a Little Tea Pot
I am little tea pot
Short and stout
Here is my handle
Here is my spout
When I get all steamed up
I just shout
Tip me over and pour me out
I’ve been Working on the Railroad
I’ve been working on the railroad all the living long day
I’ve been working on the railroad just to pass the time away
Can’t you hear the whistle blowing
Rise up so early in the morn
Can’t you hear the captain shouting,
“Dinah, blow your horn”.
Dinah, won’t you blow? (x2)
Dinah, won’t you blow your horn?
Someone's in the kitchen with Dinah.
Someone's in the kitchen, I know.
Someone's in the kitchen with Dinah
Strumming on the old banjo.
I’ve been Studying in the
Classroom
I’ve been studying in the classroom
All the live long day
I’ve been studying in the classroom
Just to passLet’s
the time away
Can’t you hear the teacher shouting,
“Jackie, stop dreaming” (x2)
Jackie, stop dreaming (x2)
Jackie won’t you stop day dreaming…
An Introduction to
Book 1, Lollipop English
Brainstorm Group
吳淑娟 (愛蘭)
許富美 (南投, 已調至台中)
吳梅菁 (炎峰, 已調至屏東)
林俊宏 (炎峰)
劉宜 (碧峰, 已調至漳和)
許純琦 (南光)
An Introduction to
Book 1, Lollipop English
Contents:
Student Book
Let’s Sing, Let’s Chant, Let’s Do it, Review,
Activity
Activity Book (親子手冊)
Big Book
Flash cards
CD
An Introduction to
Book 1, Lollipop English
錄音小組成員:
一上: Joshua, Natasha,吳淑娟,王瑩, 許瑞蘭
一下: Juliana, Zach, 吳淑娟
Book 1 內容:
What’s your name?
How are you?
Feelings
Review 1
Numbers
Stationery
Review 2 (Halloween & Christmas)
Thanks for your attention!