III IV V_ Content & Allocation of Topics_V2

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Falsafah Pendidikan Kebangsaan

Falsafah Pendidikan Guru

Learners’ Guide

Introduction

Allocation of Topics

TOPIC 1 The Importance of Stories for Young Learners 1

1.0 Synopsis

1.1 Learning Outcomes

1.2 Framework of Topics

1.3 The Importance of Stories for Young Learners

1.4 Features of Children’s Stories

1.4.1 Characters

1.4.2 Storyline

1.4.3 Time Sequence

1.4.4 Setting

1.4.5 Diction

1.4.6 Length

1.4.7 Illustration

TOPIC 2 Exploration of Types of Stories 9

2.0 Synopsis

2.1 Learning Outcomes

2.2 Framework of Topics

2.3 Exploration of Types of Stories

2.3.1 Characteristics of Modern Fantasy

2.3.2 Realistic Fiction

2.3.3 Non-Fiction

2.3.4 Biography/Autobiography

2.3.5 Folk Tales (Folklore/mythology), Fables, Legends,

Parables

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TOPIC 3 The Stories and The Teaching Context in the Primary

English Curriculum

16

3.0 Synopsis

3.1 Learning Outcomes

3.2 Framework of Topics

3.3 The Stories and The Teaching Context

3.3.1 World of Stories

3.3.2 World of Knowledge

3.3.3 World of Self

3.4 Stories and the Development of Personality

TOPIC 4 Selection of Stories for Young Learners 26

4.0 Synopsis

4.1 Learning Outcomes

4.2 Framework of Topics

4.3 The Four Criteria to Select Stories for Young Learners

4.3.1 Appropriate Language Level

4.3.2 Content

4.3.3 Visuals

4.3.4 Language Learning Potentials

TOPIC 5 Stories in the ESL Classrooms 43

5.0 Synopsis

5.1 Learning Outcomes

5.2 Framework of Topics

5.3 Techniques to Teach Language and Literature Through Stories

5.4 Strategies to Expand Stories in ESL Classroom

5.4.1 Aesthetics Values

5.4.2 Linguistics Skills

5.4.3 Intellectual Skills

5.4.4 Moral and Personality

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TOPIC 6 Craft of Storytelling 52

6.0 Synopsis

6.1 Learning Outcomes

6.2 Framework of Topics

6.2.1 Voice Projection

6.2.2 Diction

6.2.3 Poise

6.2.4 Gestures

6.2.5 Body Movement

6.2.6 Time

6.2.7 Intonation

6.2.8 Props

TOPIC 7 Exploring Language Through Stories 79

7.0 Synopsis

7.1 Learning Outcomes

7.2 Framework of Topics

7.3 Exploring Language through Stories

7.3.1 Developing Fluency and Cohesion

7.3.2 Reading Aloud and Understanding

7.3.3 Stories and Writing

7.3.4 Stories and Critical Thinking

TOPIC 8 Types of Assessment 91

8.0 Synopsis

8.1 Learning Outcomes

8.2 Framework of Topics

8.3 8.2.1 Portfolio

8.2.2 Aural-Oral Assessment

8.2.3 Written Assessment

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TOPIC 9 Storytelling Performance 110

9.0 Synopsis

9.1 Learning Outcomes

9.2 Framework of Topics

9.3 Storytelling Performance

9.2.1 Preparing for Storytelling

9.2.2 Exhibition of Story Crafts

9.2.3 Storytelling

9.2.4 Reflection

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This module has been prepared to assist you in organizing your own learning so that you

may learn more effectively. You may be returning to study after many years from formal

education or you may possibly be unfamiliar with a self-directed learning mode. This

module gives you an opportunity to manage your own learning and to manage the way

in which you use your resources and time.

Self-directed learning requires that you make decisions about your own learning.

You must recognize your own pattern and style of learning. It might be useful if you were

to set your own personal study goals and standard of achievement. In this way you will

be able to proceed through the course quite easily. Asking for help when you need it,

ought to be viewed as creating new opportunities for learning rather than as a sign of

weakness.

The module is written according to topics but to be taught over a period of five

sessions. A session usually covers up to two topics (refer to ‘Allocation of Topics’). How

long you take to go through a session clearly depends on your own learning style and

your personal study goals. Because this module contains 9 topics, you are expected to

take a more proactive role to ensure that all the topics could be completed in the 5

session allotted for this module.

There are tasks set within each topic to help you recall what you have learnt or

to make you think about what you have read. Some of these tasks will have answers

and or suggested answers. For tasks that do not provide answers you might find it

helpful to discuss them with someone like a colleague. You could also make note of your

answers and take them along to the next Tutorial Session.

Tasks that have been set for Tutorial discussion or to be handed in during

Tutorial Sessions will need to be completed before the tutorial takes place. Assignments

that have to be handed in must be handed in according to schedule. This will be a

means for you (and your Tutor) to know how much progress you have made in your

course. You should bear in mind that the process of learning that you go through is as

important as any assignment you hand in or any task that you have completed. So,

instead of racing through the tasks and the reading, do take time to reflect on them.

LEARNER’S GUIDE

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You will find that icons have been used to capture your attention so that at a

glance you will know what you have to do. Appendix A gives you an explanation of what

the icons mean.

There is an end of course examination that you will be required to do. The date

and time will be made known to you when you sign up for the course. The written

examination is expected to take place in an examination venue to be identified.

Here are some useful hints for you to get you going.

1. Find a quiet study corner so that you may set down your books and yourself to

study. Do the same when you visit a library.

2. Set a time every day to begin and to end your study. Once you have

committed a set time, keep to it! When you have finished your module,

continue to read prescribed books or internet materials.

3. Spend as much time as you possibly can on each task without compromising

your study goal

4. Revise and review what you read. Take time to recollect what you have read.

5. Consult sources other than what have been given to you. Do not accept

information at face value.

6. Start a filing system so that you know where you have kept that insightful

article!

7. Find a friend who could help you study.

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INTRODUCTION

Congratulation! You have made the right choice by joining the “Program

Pensiswazahan Guru (PPG)”.

The PPG Mod Pendidikan Jarak Jauh (PPJ) English Language (Major) for

Primary Schools, is one of the major courses offered by the Institut Pendidikan Guru

Malaysia (IPGM). It is offered to English language teachers who want to upgrade and

enhance themselves in teaching English as a subject.

The LGA3103 Stories for Young Learners module is offered as an elective

course. It is a 3-credit hour module that will cover 45 hours. It has nine main topics:

1. Importance of stories for young learners

2. Exploration of types of stories

3. Stories and the teaching contexts in the primary English curriculum

4. Selection of stories for young learners

5. Stories in the ESL classroom

6. Craft of storytelling

7. Exploring Language through Stories

8. Types of Assessment

9. Storytelling Performance

There are no prescribed course books and the sessions are designed to be self

contained. However, we do recommend that you visit the campus library regularly to

access relevant journals and resource books suitable for this course. It is also advisable

for you have access to certain EL references and dictionary such as an ESOL Learners’

Dictionary and a Modern Teacher’s Reference Grammar of English as you may need to

refer to them from time to time.

“Stories tell us of what we already knew and forgot,

and remind us of what we haven’t yet imagined.” - Anne Watson

We are sure that you are looking forward to begin this module with excitement. It

is designed in such a way to allow you to not only refresh your memory of what stories

and storytelling are all about; but also to give you opportunities to obtain new ideas,

knowledge and experience on how best to use stories with young learners. So, bring

along your bag of experience and stories, put on your creative thinking caps and let’s

enter the world of Stories for Young Learners together .

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ALLOCATION OF TOPICS

Code & Name of Course: LGA3103 – Stories for Young Learners

There are nine topics in this module and they are divided into five sessions. The table

below shows the allocation of topics through modular learning or/and face-to-face

interaction.

SESSION TOPIC CONTENT HOURS

1

1

Importance of stories for young learners

Features of children’s stories

Character

Storyline

Time sequence

Setting

Diction

Length

Illustration

3

2

Exploration of types of stories

Modern fantasy

Realistic fiction

Non-fiction

Biography/Autobiography

Folk tales (folklore/mythology), fables,

legends, parables

3

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2

3

Stories and the teaching contexts in the primary English curriculum World of Self

World of Stories

World of Knowledge

Stories and development of personalities

The hopes of mankind

Forming moral judgments

Stimulate mental processes

Effect on personality of learners

(Refer to the Readers specified by National School Curriculum)

3

4

Selection of stories for young learners

Appropriate language level

Content

Visuals

Language learning potentials

3

3

5

Stories in the ESL classroom

Techniques and strategies exploring

- Aesthetic values

- Linguistic

- Intellectual

- Moral/Personality

6

6

Craft of storytelling

Voice projection

Diction

Poise

Gesture

Facial expression

Body movement

Time

Intonation

Props

6

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4

7

Exploring Language through Stories

Developing fluency and cohesion

Reading aloud and understanding

Stories and writing

Stories and critical thinking

6

8

Types of Assessment

Portfolio

Aural-oral assessment

Written assessment

3

5

9

Storytelling Performance

Preparation for storytelling

Exhibition of story crafts

Storytelling

Reflection

9

Total

45