Nursery rhymes and Storytelling

Nursery Rhymes

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-magazine article

Fables and Fairy Tales
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STORYTELLING BOOKS

Children as Story-tellers by Claire Jennings

1. The origin of storytelling

2. The importance of storytelling in our lives

3. Storytelling and children

4. Storytelling in the classroom: reasons

5. Storytelling: different skills

6. Types of stories to tell

7. Visual imagery to gain a sense of setting, character and plot

8. What a storyteller should do before the final telling

9. Learning a story to tell

10. Story aids

11. Creating a storytelling atmosphere/ audience participation

12. Working beyond the classroom

Storytelling with Children by Andrew Wright

1. Advantages of storytelling

2. Reading aloud and telling stories: advantages and disadvantages

3. What we should take into account when choosing a story

4. Learning a story to tell

5. Getting ready to tell a story

6. How to begin telling a story/ voice/ language/ the body/ interruptions

7. Children as storytellers or readers

8. Activities to do before telling the story

9. Activities to do while telling the story

10. Activities to do after the story

11. storytelling across the curriculum

12. storytelling and grammar

Some questions to analyze your storytelling:

1. What were your first steps?

2. What were the feelings towards the story the first time you read it? Did those feelings change? Why?
   

3. How did you get ready to tell the story? Did you need to memorize any important sentences or phrases?

4. When telling the story in the classroom, how did you create the atmosphere? How did this affect the rest of the storytelling?

5. How did you bring the story alive?

6. How did you show the difference among the characters?

7. Did you make your characters laugh, dance, sing…?

8. Did you use body language?

9. How did you get your audience involved?

10. Did you encourage your students’ imagination?

11. Did you pause in any key position in the story? Why?

12. What aids have you used? What other aids could you have used?

13. How did you work/could you have worked with your students before, during and after the storytelling? Did you keep in mind the four macroskills of the language?

14. Were your students satisfied with your storytelling? How did you realize?

15. How could you work with the story across the curriculum?

Note: This is just a guide, I still have to upload some material

Education

Listening, speaking and collocations:


Reading and speaking:
Read the texts. What's your opinion?




Tick the best summary of each of them.
Vocabulary and collocations:

Reading and speaking:


Role-play: Parents meeting at school

Look at the sentences below and try to guess the meaning of the underlined lexical items:

1. Janey was as good as gold at school; she never got into trouble.

2. He is the apple of his mother’s eye; she thinks he is perfect and couldn’t imagine him doing anything naughty.

3. The teacher is extremely strict; she won’t even allow talking in class at all!

4. He gets whatever he asks for. If he wants toys, he gets them. If he wants money he gets it. He is really spoilt.

5. My mother is really a softie; she never tells me what to do or when to come home she is really lenient. If I get into trouble, she never punishes me. I don’t think that she has ever told me off!

6. The children in the new school are completely out of control. They fight in class; they throw things at the teachers and they are often absent. The principal doesn’t seem to be able to do anything to stop them.

7. My two-year-old sister is really difficult; she throws things and has tantrums. She often cries and generally won’t do anything that you ask her to; she’s really difficult to handle.

8. The little girl looks like an angel; butter wouldn’t melt in her mouth! She is a sweetheart.

9. Janey’s parents are very overbearing; they are always at school checking on her; they won’t let her go out without them.

Listening Comprehension: Distance Learning

http://www.goear.com/listen/7bbf7c3/from-a-distance-

Grammar: Indirect Speech

Fashion

Communication: Ask your classmates
Which of these things

Vocabulary: Classify words and phrases from the previous exercise into:

for clothes/for décor/ for many different things

More vocabulary:

Speaking:



Debate: write quotations about fashion and give your opinion

Some examples:

a) "Why does mum spend so many hours getting ready? She doesn't need to wear so much make-up! She's more beautiful without it!"

b) "Fashions fade, style is eternal."
Yves Saint Laurent

c) "Every generation laughs at the old fashions, but follows religiously the new."
Henry David Thoreau

d) "If you don't follow fashion you are nobody."

e) "Men act like women and it's difficult to have a relationship because I like men in that old fashioned way."
Sharon Stone


Speaking: Bring a picture to the classroom and describe it using the appropriate vocabulary.
Dictation and reading aloud: The Emperor's New Clothes

http://www.goear.com/listen/6f86bba/The-Enperor%5Cs-New-Clothes-

Reading and speaking:


Listening comprehension: Debate on Obesity
http://rapidshare.com/files/284607695/Debate_on_Obesity.mp3

Listening comprehension: Debate on Obesity

Deadline: Friday September 25th

1. Read the following quotations.

2. Listen to the recording and see what the speakers are refering to with these words.

3. Try to relate the cartoons to the debate.

4. Choose 1 quotation (or more) and give your opinion. Record it (3-5 minutes)

Do you agree?

1. English man: “It's better than starving to death.”

2. EM: “Worrying is one of the things that make us fat.”

3. American man: “I see it as being an epidemic of the future.”

4. Aussie: “A financial issue is part of it.”

5. EM: “Part of the problem is that they're hot-housing children.”

6. Aussie: “Children are probably experiencing a lot more stress.”

7. EM: “It's part of the consumer society.”

8. American Woman: “I think you also have to educate kids as well.”

9. AW: “Kids watch too much TV.”

10. AW: “We have working mothers.”

11. EM: “Everyone has this idea that they have to look young.”

12. Aussie: “Your mental state has a lot to do with it.”

13. Aussie: “Everybody should just find their natural balance.”

Grammar: Modal Verbs
http://rapidshare.com/files/298262530/Modal_verbs-_Devoloping_Grammar_in_context.pdf