Exploring and Exploiting Stories in ESL Classroom QUESTION

8/13/2019 Exploring and Exploiting Stories in ESL Classroom QUESTION

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Exploring and exploiting

stories in ESL classroom.Nur Safawanie

Rosman


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1. Explain the teaching strategies that

can be used to teach literature in

ESL classroom?

2. What are the criteria of the traditional

literature?

3. Give any two example of fantasybook for children.

4. Explain briefly the fantasy literature.

5. What are the types of traditionalliterature?


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Answer 1:1. Read Aloud/Think Aloud: Make Your Thinking Visible

When you read aloud, stop to model comprehension strategies for your pupils. Let themsee what effective readers do inside their heads. E.g. when the tiger says, Look at that

beautiful deer! you may be thinking, Who is the tiger talking to? Is the deer beautiful?

Why would the tiger say that? These questions show the pupils how you reflect on the

story, words, pictures or language.

Choose a different section to open up for discussion

It is best to think aloud during reading at the actual point in the story that raisesquestions in your head.

2. Comprehension Questions

Implicit in the think-aloud process is the use of questions.

Ask open-ended questions that start with Why, How, Who, What and Where

Expose pupils to 3 broad types of questions:

The answer is in the text

The answer is implicit in the text and requires critical thinking

The answer is not in the text but is in our experience


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3.Shared reading and Guided reading

Stop at particular points in the text and ask someone to help you read.

Emphasis is on the print so point to what you are reading.

Stop reading and encourage children to read independently where you know they canread.

Also encourage children to volunteer to read.

When pupils come to a word they know, they can say it aloud.

Then pick up on the reading aloud till you come to a section where they can read

independently.

Guided readingpupils take the leadreading as best he can till he comes to anunknown word. Teacher encourages pupils to decode the word, looking at spelling

patterns, using structural analysis.

4. Story Grammar

Teachers and pupils study one aspect of story grammar in depth each day e.g.

characters, setting, problem, solution, outcome/moral. Knowing the common structure that most stories follow can help pupils remember the

details of a story.


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Answer 2:

Appropriate to developmental age Integrity of the original culture should

retain

Illustration which can assist students ininterpreting the story


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Answer 4: Cannot happen in reality

Animals talk

Written by known authors hence different from traditional

literature

Imaginary worlds are inhabited and future worlds areexplored

Plot, characters and setting must be well developed so

that the children will be able to suspend disbelief and to

accept the impossible as real.


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Answer 5: Myths- stories of gods and heroes of a given culture (Puteri gunung

ledang) Epics- long stories of human adventure and heroism recounted in

many episodes (Ulysses in the Odyssey)

Legends- stories based on either real or supposedly real individuals

and their marvelous deeds (Robin Hood)

Folktales- Humorous (Pak Pandir)

Fairy tales- contains element of magic

Pourquoi tales- setting is earthly (similar to myths)

Fables- simple story that incorporate characters especially animals

(Sang kancil dan buaya) Religious stories


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CONGRATULATION!!!

Good luck for EXAM

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Exploring and Exploiting Stories in ESL Classroom QUESTION