“The Wheels on the Bus”

Learning Objectives:

• Students will be able to listen to and understand the lyrics of the children’s song “The Wheels on the Bus” with different verses.
• Students will be able to identify and practice vocabulary related to vehicles, actions, sounds, and onomatopoeia.
• Students will engage in critical thinking by analyzing the song’s cultural context and its potential for language learning.
• Students will demonstrate creativity by composing their own verses for the song.

Materials:

• Audio recording of “The Wheels on the Bus” with multiple verses (slow and fast versions).
• Lyrics of the song printed or displayed, including additional verses beyond the basic ones.
• Worksheet or whiteboard for vocabulary, discussion, and writing activities.

Song:

Script (Lyrics):

(Basic Verses)

The wheels on the bus go round and round, Round and round, round and round. The wheels on the bus go round and round, All through the town.

The wipers on the bus go swish, swish, swish, Swish, swish, swish; swish, swish, swish. The wipers on the bus go swish, swish, swish, All through the town.

(Additional Verses)

The horn on the bus goes beep, beep, beep,… The babies on the bus go wah, wah, wah,… The people on the bus go up and down,… The driver on the bus says, “Move on back!”…

Vocabulary:

• wheel (noun): a circular object that revolves on an axle and is fixed below a vehicle or other object to enable it to move easily over the ground.
• wiper (noun): a power-driven device for keeping a windscreen clear of rain.
• horn (noun): a device on a vehicle that makes a loud noise as a signal or warning.
• onomatopoeia (noun): the formation of a word from a sound associated with what is named (e.g., cuckoo, sizzle).

Tasks (From the Student’s Perspective):

1. Listen and Comprehend:

   • Listen to the song with multiple verses. Can you identify all the different actions and sounds mentioned?
   • Discuss the meaning of the lyrics and their potential interpretations.

2. Vocabulary Expansion:

   • Identify any unfamiliar words in the lyrics and look up their meanings.
   • Brainstorm other words that can be used to describe sounds or actions (e.g., honk, rattle, chatter).

3. Cultural Context:

   • Discuss the cultural significance of songs like “The Wheels on the Bus.” What purpose do they serve for children?
   • Consider how this song might be adapted to reflect Cambodian culture and transportation.

4. Songwriters Workshop:

   • In groups, brainstorm and create new verses for the song, using different objects on the bus and corresponding onomatopoeic sounds.
   • Share your verses with the class and perform them together.

5. Language Learning:

   • Discuss how songs like this can be used to learn new vocabulary and improve pronunciation.
   • Think of other songs or rhymes that can be helpful for learning English.

Extension Activities (Optional):

• Research the history of “The Wheels on the Bus” and its different versions.
• Create a picture book or cartoon illustrating the song.
• Learn and perform other children’s songs from different cultures.

Outro:

“The Wheels on the Bus” is a simple yet engaging song that can be enjoyed by learners of all ages. By exploring its vocabulary, cultural context, and creative potential, we can appreciate how songs can be powerful tools for language learning and cultural understanding.