office standard A practical technique in Teaching

  • Abstract

    Storytelling can be a sensible approach. It can arouse the students' curiosity in studying and be the bridge to connect children's instincts and their language studying. They can supply a rich supply of expertise and reference that e
    < br> I. Rationale concerning the storytelling

    Young children delight in listening to stories within their mom tongue and comprehend the conventions of narrative. For instance, as quickly because they the system 'Once on a time ... expect next, for this reason, storytelling can supply an ideal introduction or revision of goal language to youngsters.

    Storytelling, a practical approach arouse my curiosity in instructing. On this assignment I'm likely to discover to design a teaching strategy with a technique ---- storytelling to determine its supportive elements in children's language learning.

    When i was studying the methodology, I was told that youngsters have the instinct for creativeness. When i feel of my friend's daughter, who is 4 many years older, I believe it true. Once she requested: .

    Then comes a question. What may be a bridge to connect children's instincts and their language understanding. Amongst methods I favor storytelling, considering that tales include some aspects to be designed.

    · Stories are motivating and enjoyable and may assist develop optimistic perspective in the direction of the foreign language and language understanding. They are able to make a want to carry on understanding. Ellis, G. Brester,. J 1991)

    · Tales are significant and intriguing. Frequently tales would have three components: circumstance, trouble and remedy. They're developed to become listened to, in various situations, participated in. (Hoey. 1983)
    < br> · Tales physical exercise the creativity, children can become personally associated with a story because they determine with the characters and try to interpret the narrative and illustrations. This imaginative expertise helps develop their own inventive energy. (Ellis, G. Brester,. J 1991)

    · Stories can enrich the lives of children, for they're a source of enjoyment and insight. Young children find out to make sense of the globe via stories.

    Taking into consideration the positive aspects of stories, I obtain storytelling in classroom a great deal more supportive in children's language studying. For the reason that

    · Storytelling can generate a want to continue learning. They present a rich source of expertise and reference that extends their expertise and knowing of the globe. When youngsters are listening to tales, they're not simply a passive audience but actively concerned. It truly is simply because they're actively engaged in the storytelling method which they find out so a great deal from it. They review what they hear, reflect on it. Youngsters can and do grow to be totally involved within the globe the tale has created. (Val Emblen & Helen Schmitz)

    · The frequent repetition in storytelling encourages participation and joining in. eg for beginners, tales which contain a natural repetition or pattern like the Enormous Pumpkin, Dear Zoo, the 3 Bears are excellent. They allow pupils to predict what likely to occur and deliver the natural repetition of key language which allows the pupils to begin to join in themselves, (handout suggested by Jayne Moon). Repetition also provides type of pattern to practice in a significant context. Following meaning and predicting language are important skills in language learning. (Gall Ellis and Jean Brewster 1991)

    · The language from storytelling adapted by teachers are more suitable for language learning. Bring the planet into the classroom by implementing stories and themes creates different demands for the foreign language teacher. The teacher has to work from the theme or tale to create the context accessible to learners and to construct activities that provide you with language understanding opportunities, and in doing so needs a great number of of the skills and language information.

    · Storytelling offers young children the chance to acquire 'long turns' inside the classroom, to be listened to and offered the creative space to create their communicative competence. In telling, hearing and reflecting on the tales, children develop their comprehending of how spoken language works, how pause and pace, humor and irony, inflection and emphasis may be used for effect. (Howe, A. and Johnson, J. 1992)

    · Listening to tales in class is usually a shared social experience. Reading and writing are normally individual activities; storytelling provokes a shared response of laughter, candies, excitement and anticipation which is not only pleasant but can aid build up the child's confidence and encourage social and emotional development (Ellis, G and Brewster, 1991)

    Then how can a teacher strategy story-based lessons? There are lots of different ways of writing a lesson-plan and equally of conducting a lesson. Below is often a my first attempt:

    II. Context

    l Book and texts

    I select storytelling based on an English course book named 'English' (Book Six) which is being widely used in Guangzhou, the capital of Guangdong, China. It truly is published by Guangdong Education Press. The selected story is revised a little to suit Lesson Seven of the book. The lesson is made up of two texts and its topic is' are as follows:

    Text (I)

    Chen Ping: ---- We are likely to have a two-week holiday. What are you heading to do?

    Kate: ---- I 'm heading to visit Hong Kong and Macao. What about you?

    Chen Ping: ---- I 'm going to visit the new zoo in Panyu. And then I'll go and see my grandparents in Huizhou.

    Kate: ---- Where 's Huizhou?

    Chen Ping: ---- It 's to the east of Guangzhou.

    Kate: ---- Is it a long way from here?

    Chen Ping: ---- I think so.

    Kate: ---- How will you get there?

    Chen Ping: ---- I 'll get there by bus.

    Text (II)

    XiaoLing: ----- We are heading to have a ten-day holiday. What are you going to do?

    Joan: ----- I 'm likely to visit Beijing. What about you?

    XiaoLing: ----- I 'm going to visit Guangzhou Museum of Art. And I'll go to Shunde to see my uncle and aunt.

    Joan: ----- Where 's Shunde?

    XiaoLing: ----- It' s to the south of Guangzhou.

    Joan: ----- Is it a long way from here?

    XiaoLing: ----- I don't feel so.

    Joan: ----- Please say hello to your uncle and aunt for me.

    XiaoLing: ----- I will. Thank you.

    · Language feature of the texts

    The texts focus on the following structures:

    1). .

    · Learners

    The story is designed for 10 or 11 year-old learners. They have learnt English for nearly 3 many years and they have a wider range of vocabulary,Office 2010 Serial Number, like: birds, chicken, hen, cock, and fox. They have also learnt two tenses: the simple existing tense and the present continuous tense, eg hard.

    I will arrange my class of 50 pupils into six groups. Marshall (1963) suggests firmly fixed reading groups based on ability and basal readers. In this organisation kids can become personally invested in language studying

    · Materials

    A set of pictures for storytelling (Appendix)

    Masks of birds & foxes prepared by the students before the class.

    III. Tales and reasons

    · The original tale

    Here is the original tale from repetition of the structures and the other is the rhythm with the words. It reads like this:

    As soon as on a time there was a little chicken called Chicken Licken. One day Chicken Licken was walking in the garden when an acorn fell from a tree and hit Chicken Licken on the head. Chicken Licken thought that the sky was falling down. So she ran off to tell the king. On the way, Chicken Licken met Henny Penny.







    ... ... ... ...

    On the way, Chicken Licken, Henny Penny ... .. met Foxy Loxy







    So Chicken Licken, Henny Penny followed Foxy Loxy. Foxy Loxy led them straight into his house, where his wife and their little foxes were waiting for their dinners.

    · Justification for choosing the story

    There are six reasons for choosing this tale. Firstly,Buy Office Home And Student 2010, the language within the tale is fairly linked for the language with the lesson I opt for. Inside the tale, the structures' and is usually a bird story with fascinating components to attract the attention of children. Because children like birds or animals fairly a great deal. It is actually favourite with young children and and leads itself well to being acted out.

    Thirdly, the tale has a clear and interesting story line and plot. The story contains three main parts: that is, the situation is the little Chicken Licken was walking in the garden. The difficulty is little Chicken Licken was hit by an acorn and she was heading to tell the king about it. The resolution is Foxy Loxy ate them all. The clear elements inside the story can make the tale easier for young children to follow.

    Furthermore, the story contains superb rhythmical elements which youngsters will take pleasure in and which will aid to make the story additional memorable, eg chicken licken; henny penny; and foxy loxy. The rhythmical elements in these words also can develop children's awareness of sound and rhythm in English.

    Subsequent, the natural built-in repetition of the phrases and the structures is most helpful for language studying. It encourages the children to participate and join in the language learning activities. For instance, after listening to dialogues for some times, they would follow the teacher to say. likely to do in such a hurry, Chicken Licken? 'the sky is falling

    down '(London bridge is falling down has been learnt before) within the narrative and within the dialogue between the characters with those less familiar words. eg. in such a hurry.

    Finally, the tale has culturally appreciate. It has a universal theme and situation to which learners can respond easily. The theme is about some birds who are gentle and honest and a fox who deceitful and cunning. All these components are easy to follow and predict. The reasons mentioned above absolutely force me to pick up this story for my material.

    · The adapted tale

    In spite of these reasons, I still come across I have to adapt some places to suit my material . Here is my adapted story for my teaching intent:

    Near the forest on the farm owned by Uncle Sam, there can be a little chicken called Chicken Licken. One day, an acorn falls from a tree and hits Chicken Licken on the head. Chicken Licken thinks that the sky is falling down. So she is likely to tell the king about it. On the way, Chicken Licken meets Henny Penny.















    So Chicken Licken and Henny Penny hurries on, to tell the king that the sky is falling down.

    ... ... ... ... ..

    On the way, Chicken Licken, Henny Penny, Cocky Locky meet Foxy Loxy







    So Chicken Licken, Henny Penny followe Foxy Loxy. Foxy Loxy leads them straight into his house, where his wife and their little foxes are waiting for their dinners. just in time, Uncle Sam arrives and kills the foxes.

    The little chicken and her friends are saved. They live happily ever after.

    · Reasons for adapting

    Here are the reasons for the changes:

    The first change is the tense. I adapt the simple present tense instead of the past tense to make the verbs easier to comprehend, for that learners have not learnt the past tense.

    The second one is the structures. I attempt to adapt the language to have far more links towards the context. For the repeated dialogues between the birds. I add two additional structures: ie: the ending. The original story's ending is sad with all the birds eaten by the fox. I'd like to give children a happy ending to entertain them. Lynne Cameron (2001) suggested that quality tales have characters and a plot that engage kids, generally the art work is as important as the text in telling the tale, and they develop a story freely of satisfaction when the end is reached. A convincing and satisfying closure includes the reader in those who 'live happily ever after.'

    The last one is the characters. For the reason that young children have not learnt the word Drake, I don't adopt Drakey Lakey as one of characters in my story, but add a farmer named Uncle Sam for the tale.. He is so powerful that he kills the foxes and solves the situation.

    IV. Instructing objectives

    After the lesson I 'd like the learners to be capable:

    l To be able to realize the significant story and understand the morals mentioned above

    To pick up the language structures:

    · To be ready to create a simple dialogue using the structures.

    · To become capable to retell the story after practising in groups.

    · To be in a position to read words in rhythms like Chicken Licken,Windows 7 Serial Number, Henny Penny

    V. Instructing steps

    I divide my teaching into 3 steps: pre-telling, while-telling, and post-telling.

    · Pre-telling

    For this step, first I will style a memory game to ask the youngsters to believe over the places which they are going to visit during the holiday. The idea is that young children build up a long list of names with the places with a sentence which they have to remember in sequence. I ask youngsters to sit inside a circle, if possible, decide one child to begin. The first child says that sentence with the place name and adds a second name Beijing towards the list to form for the list, and so on. If anyone makes a mistake, kids must begin with a new list of places.

    And then I'd like to revise the vocabulary of birds using the pictures to help them have an understanding of the meaningful tale.

    The aim of two activities is to support the learners to say the sentence structure fluently and assessment the words which will occur in the tale.

    · While-telling
    < br> The story is told using the aid of pictures and my gestures, giving kids plenty of time to look at the pictures. I will tell the tale three times for young children to listen to. Inside the first telling, I read on through the whole tale rather then stopping too significantly to talk about words or the plot. At this stage, the pictures may be used to emphasise what is happening in the story.

    For your second telling, I can follow straight away. I can pause at the end of each page to point and repeat key words or ideas, or to ask youngsters to recall or remember what will happen next.

    For that last telling, I will tell the tale faster than before without the pictures to give a whole to children.

    After listening, the youngsters will be provided five minutes to respond. They can also be encouraged to express their feelings about the story, in English if possible, employing simple phrases like 'What are you likely to do?, and I am heading to do ....'

    · Post-telling

    For this step I have designed a classroom role-play to practise the retelling. I will support the youngsters to retell the story with some key words form the story. For example: I write the following words on the blackboard or the handout.

    Chicken Licken hit by tell the king

    Henny Penny

    On the way Foxy Loxy What are you heading to do?

    Foxy Loxy lead want to eat

    Uncle Sam kill save

    Birds live happily

    In employing this strategy to recall the overall sequence of events, the children will turn out to be better acquainted with the story. Now how I support the children move into sequencing events to create a story.

    First I ask one child from a group to be Chicken Licken and others to be birds or a fox in the story, and then each pupil is offered a mask made of paper to have a role-play. Then I show my skeletal summary words on the blackboard to give a clue. After that, give them ten minutes to practise: the names with the birds and then the structures. Finally I determine each group to perform the tale.

    I style this classroom role-play. Mainly because I think that

    VI. language skills

    I use this method in order to develop children's four language skills: listening, knowledge, speaking and predicting. Some tasks have been planned to gain my aims.

    For listening and predicting, I would set a function before listening. As an example,Microsoft Office Standard 2007 Key, I would write some questions on the blackboard, eg. How a number of friends will Chicken Licken meet on the way?; What will Foxy Loxy say towards the birds?; What will happen within the end?.

    For understanding, I 'like to style a short-time discussion among groups after listening. Then a representative from one of the groups will report to everyone. For developing speaking, I strategy a role-play to retell the tale in groups.For developing all these language skills, I prefer to working in groups. their opinions and discuss their ideas in small groups before likely on to class-work or individual work. me to recognize the important role storytelling plays in children's language studying. I realise that it truly is rather important to know how to select the suitable story which should have some core language to link to the material. Secondly there is often a need to acknowledge the difficult involved in storytelling building and the need for both young children and me to work together inside the process. As McCarthy says, digested There is actually a need to train them for your test way to accomplish their part.

    All in all, this is my first try, however, I am pretty pleased to say that this critical study has indeed helped me analyse my instructing,office standard, and has resulted in discovering a large number of interesting ways to improve.

    References:

    1. Wang Qiang. primary school English teaching tutorial. Higher Education Press, 2005.6

    2. Betthetheim, B. 1976 The uses of Enchantment: The meaning and Importance of Fairy Tales. New York : Knopf.

    three. Elley, W 1989. Vocabulary Acquisition from Listening to Tales. Reading Research Quarterly, XXTV 2, 174-187

    four. David Nunan, 1989 Designing Tasks for the communicative Classroom. Cambridge University Press

    5. Gall Ellis and Jean Brewster 1991. The storytelling handbook for primary teacher Penguin English

    6. Hoey, M 1983 On the Surface of Discourse. London: Allen and Unwin

    7. Lynne Cameron. 2001 Instructing Languages ​​To Younger Learners. Cambridge University Press

    8. Labov, W. 1972. Language in the Inner City. Oxford: Basil Blackwell

    9. McCarthy, M. 1990. Vocabulary. New York: London

    10. Marshall, S. 1963 An Experiment in Education. Cambridge: Cambridge University Press

    11. Val Emblen & Helen Schmitz Bright Ideas For Early Years: Understanding Through Tale

    12. Wright, A 1997 Creating Tales With Kids. Oxford: Oxford University

    Press

    13. Howe, A abd Johnson, J (1992) Common Bonds: Storytelling inside the

    classroom. London. Hodder & Stoughton

    article from: Paper 115 (www.lunwen115.com) text link:

    article from: Paper 115 (www.lunwen115.com) text link:

    article from: Paper 115 (www.lunwen115.com) text link: