Structure Lga 3101

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Structure1) a) Identify 2 features of children’s stories and explain the importance of these 2

features.

Ans:

Features Importance

Character a person, animals or other communicating entities in the story –

catch the reader’s attention, helps the reader relate to the story,drive a plot by providing the main source of action in the story.

Setting To tell where the story take place and also environmental factors,

climate and social factor.

b) Modern fantasy is one type of story. What other 3 different types of children’s

stories can you identify?-Fable, Fairytale, Folk tale

c) Describe 2 similarities and one difference between any 2 different types of children’s

stories that mentioned in (b). Provide 1 example of the story.

Ans:Story Similarities Difference

Fable Both stories that are generally

passed on from generation to

Fairytale to amuse and attract children'sattention

2) a) The primary English curriculum is taught through the context of word of self, world of

knowledge and world of stories. Elaborate with reasons how teachers can teach English

Language based on 3 contexts using children’s stories.Ans

i) World of stories:How to teach: choose children story about pupils, fables, legend etc. Reason: -motivated, arouse pupils interest

- develop positive moral values-instil new vocabulary

ii) World of knowledge:How to teach: choose stories about science, animals, plants, nature in theirsurrounding, people experience etc.

Reason: to broaden their general knowledge by exposing them to the vocabulary andsentence construction.

iii) World of self:How to teach: stories where they get to know about themselves, parts

of body, family members and friend, surrounding..etc

Reason:- provide information about themselves- learn or follow the examples of the characters..(Role-play)



b) Teachers in the primary school acknowledge of children’s possibilities. Provide

explanation to show why this is true in the following two areas.

i) Forming moral judgment

- Directly or indirectly found in the story- Asks questions to make them aware of the moral values

ii) Stimulating mental process

- Develop their thinking and imagination skill- Through asking questions

- By giving challenging task

3) a) There are certain criteria based on how to select stories for young learners. Identify3 of these criteria and explain why they are important.

- Language level; the story selected is appropriate to the learner's age.

- Content; must be suitable to their comprehension level.

- Language learning potential; includes the activities for the development of the lesson,grammar items and predictable sentence pattern

b) Determine any 2 children’s stories that you know of and explore the possibility ofteaching linguistic features through a different technique for each story.

Title of story Linguistic Feature Technique

Snow White Reader theater

Porridge in the pot drilling

4) a) Craft of storytelling are necessary to enhance…….. Indentify 4 of these craft ofstorytelling.c) Based on one of the story, you had been explored in the class. Explain how you can

make it more interesting by using one of the craft of storytelling.

We can make the story more interesting through preparation and practice.For preparation, we can read the story several times. By using prop, body language for

delivery technique. We also can use voice to make good effect.

For Presentation, we can practice in front of a mirror or friends and asks for theirhonest feedback.

Essay

Q1

The concept of using literature teaches language is very effective. Many stories have beenidentified for their various criteria as being suitable to be used in the primary ESL

classroom. Identify 1 story u feel that can be taught in primary classroom & explain in detail1 strategy to instil aesthetic values & 1 strategy to teach pronunciation. Justify your choiceof story.

Aesthetic features:? good n evil kot?Linguistic features: to teach pronunciation



strategy: readers theatretechnique: big book- ask pupils to refer to the book

- practice the story in groups

- ask question..Comparebetween the good and evil

- teach them how to be appreciative

justification: i choose tis story bcos...bla..bla..bla..- a lot of good characters

- attractive picture

- a lot of repetition

activity: role-playcraft; props like mirror..

Q2All the crafts of storytelling, they are some which are used more often than others.

Which 4 crafts do you feel are the more important one? Justify your choice with examplesand elaborations. Make references to the story you have read.

i.Props-Props are not essential but can be very useful.This could include puppets to indicate

the different characters or even to pretend to be the storyteller.costumes like

hat,umbrella,shoes or jacket to give clues as to the setting and characters to keep thechildren interested

ii.Voice ProjectionTeachers have to change the voice based on the characters in the

story.Children also able to hear our voice no matter where they are in the room.This mean weneed to speak loudly but not shout.

iii.Intonation Storyteller must concentrate on the story not only just reading aloud.Do notspeak in a monotone but emphasise the important words.We have to make sure and know

where we should rise our voice in the sentences and when it should fall

Body movement

While you are being careful of your poise, and using gestures and facial expressions, your

body can still do a lot of storytelling as well. For example, each of your important charactershas a different way of standing, and walking. As you mention a character you can get into

their special body shape, take a few steps the way they walk, use their particular gestures

and facial expressions, and speak with their voice.

Facial expression

Tell the story with your face! Your facial expression should depict the various characters,and their feelings, and your feelings in response to the events in the story..

Q3

The big book approach is one of the approaches… Explain the criteria and advantage to use

big book for storytelling.



Selections of texts:

Appropriate language level

The language in the story needs to be mostly known or understood by the children. It’s quite

alright for there to be some new words – these can be introduced during the pre-reading or

pre-telling part of the lesson.

Simple but interestingWithin the background knowledge of the pupils, clear and uncomplicated

Illustrations/colour

Support understanding, bold uncomplicated, colourful (suitable colour)

The length and complexity of the story. Simple, short stories with repetitive language workbest for young EFL learners.

The level of vocabulary. How much of it will be review for your students? If students know

less than 75% - 80% of the vocabulary, they may lose confidence in their ability tounderstand the story.

Advantages

- learning to read can take place at the same time as learning the language

- High motivation to learn- Make children easier to understand

- Picture stories provide a context for all learning activities, provide whole rather than

excerptsDescribe in detail, 2 other activities that can be conducted as follow up activity in a

primary ESL classroom.

Group activities

- Matching sentences- Rearranging sentences

- Reconstructing the story

Individual work- Fill in the blanks

- Using pictures/figurines to create variations in the storyline.

- Word/sentences bingoClass activities

- Role play

1. Benefits of using stories. (focus on character)

a) Create interest and fuel curiosity

b) Capture the imaginations of the children and take them to wonderful places of learning.

c) Children can vicariously try out different experiences without having to deal with the

actual consequences in real life.d) Stories nourish and feed the imagination.

2. Four types of stories.

a) Fable – a short moral story using animals as characters such as, The Fox and the Grapes,The Lion and the Mouse.

b) Fairytale – Imaginary folk such as, elves, giants, witches, gnomes and fairies.



c) Folk Tale – a traditional story, in which ordinary people gain special insight, transformingthem and enabling them to overcome extraordinary obstacles.

d) Legend – a story based on the life of a real person.3. Characteristics of stories.

a) It must be interesting

b) The language of the stories for the children is simple and free ambiguity. It easy to

understand.c) Carry messages of moral value.

4. a) Give one example of each (title of the story)

i) World of Self – I am Special

ii) World of Knowledge – Growing Plantsiii) World of Stories-The grasshopper and the ant

b) Based on the above story, how it fulfills the moral judgment, mental process and positive

personalities.5. Children stories to teach grammar. Explain how to teach grammar using stories.

6. Four factors selecting stories.

- appropriate language level

The language in the story needs to be mostly known or understood by the children. It’s

quite alright for there to be some new words – these can be introduced during the pre-

reading or pre-telling part of the lesson.

- Content

select a story to fit a particular content theme (World of Self, World of Stories, World

of Knowledge), or a particular topic, rather than simply a language concept.

- Visualneed to be the ‘visual’ with lots of facial expression, gestures, and movement. You could

also use pictures (big enough), puppet(s), and/or realia.

- language learning potential – - This includes the pre-reading/telling activity, while reading/telling visual aids for

difficult vocabulary or concepts, pauses and questions (asked and answered by teacher

and/or students), post-reading activities to clarify and reinforce learning.

7. Why are stories valuable to teach language.

- Confidence Levels - Children who can read well are more likely to have higher confidencelevels and self-

- Language and Learning - away to introduce new words and ideas into a child’s language.

Stories can help children learn about concepts such as shape, size, space and colour, upand down, inside and outside, numbers and the names of objects.

- Relaxation - for relaxation, before bedtime for example. They allow children to forget

the stresses and strains of the day.

- Development of Imagination - develop a child’s imagination by introducing new ideas into

their world. It’ll encourage the children to realize that they can, and should, imagine

anything they want.- Coping With Feelings - it can help them understand and accept their own feelings.. This

helps the child understand that feelings are normal and should be expressed





- Use various puppets if you feel confident about doing this and talking at the same time.- Use your voice to good effect when you are telling the story in a calm and relaxed way.

- If you are telling the story to very young children, maintain their attention by keeping it

quite short (approximately ten minutes).- Show enthusiasm and use hand and eye gestures to convey meaning – younger children love

this. Demonstrate sincerity and whole heartedness – be earnest.

- Express animation and variety in your storytelling to make the story seem moreinteresting.

13. Visual aids. (Why is it impotant?)

- to help them focus and concentrate on the content of the story- as an additional comprehension

POrtfolio

The portfolios, if defined as collections of work stored in folders over a period of time, will

have little value either to students or teachers. To be of use, careful consideration needs tobe given to what goes into a portfolio, the process of selection, and how the information is to

be used (Krest, 1990; Valencia, 1990)

To serve the function of assessment, the language arts portfolio should be a record of astudent's literacy development - a kind of window on the skills and strategies the student

uses in reading and writing. A student's portfolio should be the basis for the teacher's

constructive feedback. When portfolios are developed over an extended time period as anintegral part of classroom instruction, they become valuable assets for planning both within

the classroom and on a school-wide basis. When information is gathered consistently, the

teacher is able to construct an organized, ongoing, and descriptive picture of the learningthat is taking place. The portfolio draws on the everyday experiences of the students and

reflects the reading and writing that a student has done in a variety of literacy contexts(Valencia, et al, 1990).New curriculum designs advocate instructional approaches that place an emphasis on:

speaking;

hat inspires and motivates readers;-order thinking skills; and

Features/critiriaHave value to both teachers and students beyond the assessment information provided

by the test.

The tests should be so much like good instruction that a teacher would want to administer

the test for its instructional value even if there was no assessment information provided

Require students to construct responses rather than merely recognizing correct answers.Require students to apply their knowledge.



Performance assessment is open-ended and allows students to apply their knowledge.Student responses to performance assessment should reveal ability to understand a problem

and apply his/her knowledge and skills.Pose problems for students for which they have to use multiple resources.

assessments should also determine if students are able to select pertinent information from

the available resources and put the selected information together in a way that solves the

problem posed by the assessment.Present students with tasks that have a realistic focus.

A question with a more realistic focus might ask students to write a letter to a story

character suggesting how that character might deal with a problem. This presents a realistic

focus to which a student can respond, and the responses will reveal how the student hasunderstood the materials on which the response is based.

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Structure Lga 3101