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Tell it Again – The Storytelling Handbook for Primary English Language Teachers Part 1: Methodology ●● ●● ●● Guessing from context: encourage pupils to take risks and to guess the meanings of words they do not know. This will help them build up self-confidence so that they can work out the meanings of words when they are on their own and will help them to remember a word. Eliciting: once the context is established, you can ask pupils questions (in the mother tongue if necessary) that they would expect someone to say or do in a particular situation to elicit vocabulary. Translating: if none of the above techniques works, translate. There are always some words that need to be translated and it can save time. When using any of the above techniques, you can follow these five steps: ●● ●● ●● ●● ●● present the word by illustrating its meaning in one of the above ways if a child knows the word, ask her to say it and use this as your model if it is correct; if not, say the word yourself ask the class to repeat, check pronunciation and say the word again (and again) if necessary ask individual pupils to repeat the word and then ask the whole class again write the word on the board. Practising and checking vocabulary Once a new word has been introduced you will want to provide opportunities for pupils to practise it and for you to check that they understand it. Here are a variety of activities you can use to do this: ● ● ● ● ●● ●● ‘What’s missing?’ This game can be played by sticking a maximum of ten illustrations or words on the board. Ask pupils to close their eyes. Remove an item from the board. Pupils open their eyes and tell you what is missing. Ask the rest of the class, ‘Is she right?’ This game can also be played by two teams. Play as above with each team taking a turn. Each time a pupil is correct she wins a point for the team. ‘Kim’s Game’. This works in the same way as ‘What’s missing’, using objects displayed on a tray or a table. Children try to remember all the items on the tray after it is taken away. Matching words to pictures. Pupils match words to the correct picture. Guessing games. ‘Hide-and-Seek’ – a pupil leaves the classroom while the others hide an object. The child comes back and guesses where it is. For example, ‘Is it under the table?’ This helps with prepositions and nouns. ●● ●● ●● ● ● ●● ●● ●● Mime – a pupil can mime an animal, a profession, or anything she chooses, and the class must guess: ‘Is it a…?’ ‘Are you a…?’ Giving instructions/picture dictation. The teacher gives instructions focusing on specific vocabulary. For example, ‘Show me a red square!’/’Colour number four red!’/’Show me a table!’ Sequencing. Jumble up pictures on the board. The teacher or a pupil gives instructions: ‘Put the chocolate cake first!’, and so on. Labelling. Pupils label a picture or a diagram. See The Very Hungry Caterpillar story notes where pupils label the life cycle of a butterfly. ‘Bingo!’. ‘Bingo’ can be played with words or pictures. As words are called out, pupils put picture cover cards or word cover cards on to the board on the item that has been called. Classifying/sorting. Pupils sort words into different categories, for example, sweet or salty food in The Very Hungry Caterpillar story notes. Memory games. ‘Chinese Whispers’ – give one pupil in a group or team a list of words or a sentence that she must remember and then whisper to the next child. This child whispers it to the next child and so on until the last child is reached. This child compares the list of words or sentence with the original one to see if it has changed. (See story notes for Something Else.) ‘Market game’ – a child begins, ‘I went to market and bought a pie.’ The next child adds an item; ‘I went to market and bought a pie and a bun’, and so on. (See story notes for Brown Bear, Brown Bear… and The Elephant and the Bad Baby for variations on this.) Word searches/word chains. Children have to find words or separate out words from a string of unseparated letters. This helps to train children to recognise English spelling patterns. (See story notes for Brown Bear, Brown Bear… and Jim and the Beanstalk.) There are many other activities that can be used to practise vocabulary: crosswords, ‘Hangman’, ‘Odd Word Out’, card games such as ‘Snap!’ and ‘Happy Families’, ‘I Spy’ and so on. 32 Part 1: Methodology © British Council 2014
Tell it Again – The Storytelling Handbook for Primary English Language Teachers Part 1: Methodology Consolidating vocabulary Many children learn new words quickly but they need to recycle them regularly to aid retention. Once new words have been introduced and practised, pupils should be encouraged to devise techniques they can use on their own to consolidate and revise vocabulary. Here are some techniques you can propose. ●● ●● ●● ●● ●● ●● Picture dictionaries/vocabulary books. Encourage pupils to create their own picture dictionaries or vocabulary books. Discuss ways of organising these: alphabetically, by topic, by grammatical category or by story features such as setting, characters, events, etc. (See Funnybones story notes.) Pupils collect or draw pictures to illustrate the meaning of a word and write the word alongside. It is a good idea to have a dictionary for classroom use. This will enable children to find out the meaning of new words themselves. This could be a picture dictionary, a bilingual dictionary or an elementary monolingual dictionary. Word families/sets. Encourage pupils to build up their own word sets as an alternative to a picture dictionary. Pictures can be copied from the stories and labelled, and kept in envelopes with headings such as Clothes, Fruit, Toys, etc. Vocabulary cards. Pupils can make their own sets of vocabulary cards for self-testing. Discuss ways of conveying meaning: a picture, a translation, putting the word in a sentence. On one side of the card pupils draw, for example, a picture and on the other they write the word in English. They pick up a card, look at the picture and try to recall the word in English. They can then turn over the card and check if they are correct. Collages. Making collages is a useful way of revising vocabulary. Pupils collect pictures around a particular theme and stick these, together with labels, on to a large sheet of coloured paper to make a display. Word/picture webs. Word webs are a visually attractive way for pupils to record vocabulary and they help pupils to make associations and categorise words. (See story notes for Funnybones and Mr McGee.) CD-Roms. See Chapter 5 on learning technologies. Grammar In Chapter 1 we discussed how stories introduce pupils to the grammatical structures of English in a natural and authentic way and how the rich context and visual support helps them understand the meanings these structures convey. The natural repetition and cumulative content in some stories also encourages pupils to join in when the story is being told, allowing certain structures to be acquired without being formally or explicitly introduced. For further details regarding stories and language, see Figure 6 on page 20. Pupils do, however, need to have some structures more formally and explicitly introduced and then practised. How this is done will depend on the age of the children as well as their knowledge of grammar in their mother tongue. Children tend initially to learn language by chunks when they listen and repeat in order to master the rhythm and pronunciation, but there is no reason why you should not encourage them to look more closely at how a certain structure is formed when they come to write it down. The story notes outline the structures and functions to be introduced or revised and practised. Many of these consist of questions, statements, instructions and simple descriptions that arise from the related language activities. Introducing a new structure Here is an example of how the frequently used structure ‘Do you like…?’ (‘Yes, I do.’/’No, I don’t.’) can be presented in a lesson on food. Introduction ●● ●● Explain to the pupils that they are going to do a class survey and need to learn how to ask their classmates if they like or don’t like something. Say: ‘You will need to listen and repeat carefully to get the pronunciation and question right before we do the survey.’ Revise the vocabulary for different foods. Encouraging pupils to answer the question ●● Hold up a picture of sausages) and say: ‘Sausages…’ ‘I like sausages.’ Ask: ‘Nicholas, do you like sausages?’ He will probably reply Yes or No at this stage. Repeat the question with other children, substituting different food pictures. ●● Next encourage the response, ‘Yes, I do.’ Ask the whole class to repeat. Ask individual pupils to repeat, help with pronunciation and continue with the questions until you are satisfied with the responses. Repeat, introducing ‘No, I don’t.’ Part 1: Methodology © British Council 2014 33
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