ENGLISH LANGUAGE MATERIALS

COLORFUL RODS

1. WHAT IS COLORFUL RODS.

a) They are small blocks of woods of different lenght.
b) Each different lenght has different colors.
c) They were use originally use in teaching Maths but can donate
different types of words in
sentences, show words, sentences stress and symbolize elements
in the story.
2. GENERAL APPEARANCE AND LAYOUT DESIGN.

They are practical and neat :

a)
b)
c)
d)
e)
f)

They are small.

Easy to carry.
Easy to store.
Many ways to support language Learning and teaching.
Easy to differentiate.
Effective in teaching one-to-one classes or small group.

They are magical.

a) Colorful and appeal to our visual intelligent
( Howard Gardner- Multiple Intelligent)
b) Children like touching and playing with the toys.
( Fun Learning in the classroom)
c) Can produce self confident in speaking and
a. also reveals a lot about the power of
b. imaginations.
c. (creative and critical thinking)
3. METHODOLOGY.

Children like touching, picking things up and moving them.

Thats is why many toys for young children are designed to have
different textures of surfaces to stimulate their interest and
pleasure. It is truly amazing how small pieces of woods can be used
to symbolized not just words but also ideas and elements of stories.
Its reveals a lot about the power of imaginations.
4. SOME ACTIVITIES IN USING THIS COLORFUL RODS.
a) To practise counting, using number words and combining English
and Maths counting, adding and taking away.
b) Which hand is it in? One pupils takes a rod and puts both hand
behind her back. Then brings both hands forwards and says Which
hand is it in ? Pupils will play in groups number of times and teacher
prepare a form to record of right or wrong guess.
c) What color do I have in my hands? Guessing colours. Pupils will
get extensive and practice of the vocabulary. (Red, Yellow, Blue and
Black)
d) Build a train. Ask pupils to build a train by their own imiginations
and talk about their trains. ( My train is blue, brown, red and
yellow)
e) Dictations. The teacher divides out the rods to the pupils and
describe something. The pupils must use their rods to create and
image of what they hear.
( The monsters has a blue head and red
Legs.
( The boy stood by the blue river. He was
wearing a white hat )
5. LANGUAGE CONTENT & TOPIC CONTENT
a) They give learners hands-on ways of manipulating grammatical
structures and vocabulary .
b) Learners have something tangible on which to focus, generally
increasing concentration and engagement in the task at hand
c) They offer visual and memorable ways of explaining word and
syllable stress.
d) They can be used to represent things for other activities (bar
graphs, a room or city layout, quantities, an abstract work of art,
etc.)
e) They can make prettier timelines and process stages than simple
drawn lines
f) Theyre so versatilethe teachers (or learners) imagination is the
limit!

g) This ones obvious, but they can be used to teach colours and
comparisons .
6. LANGUAGE SKILLS
Speaking.
The pupils will try to communicate between their
friends. Teachers will prepare a dialogue to let the
pupils practicing and memorize.
Listening.
By dictations activities, pupils try to listen the
instructions given and try to understand it.
Reading.
Pupils will read the instructions given and try to read
again and presenting its to the class.
Writing.
Pupils will practicing some exercise given by teacher and write
some
simple sentences based on used of rods.
7. TEACHABILITY & FLEXIBILITY
a) Easy to use and carry.
b) Colorful and attracful like a toy.
c) Can be use for all language activities and suitable for groups work
for the large classroom.
d) Easy to access the pupils ability and motivate the pupils to speak
and give respond.
8. CONCLUSION.
On the one hand Colorful rods provide an opportunity for
group work without books, pens and paper and so I tend to look at it
as a chance to change pace, let off steam and re-focus. On the other
hand, in order to challenge and motivate all learners with their
different learning styles, it's important to keep them as another
resource in a variety of activities which range from songs and videos
to games, project work and course book-centred tasks.