WARNING:
JavaScript is turned OFF. None of the links on this concept map will
work until it is reactivated.
If you need help turning JavaScript On, click here.
Este Cmap, tiene informaciĆ³n relacionada con: TEMA 97, Young learners are happy to become involved in PLAYACTING and DRAMA. so If the students have been reading comic-strip stories (for example in their COURSEBOOKS), they can rehearse the scenes and act them out. We will spend time helping the students to say their lines with correct pronunciation, using appropriate stress and intonation so that their scenes are dramatic and enjoyable., Need to help younger learners become good storytellers in English. for example As young learners get older, we can get them to retell stories they have heard in class. We can have different GROUPS hear or read different stories. They then have to tell the stories to the other groups so that everyone has heard all the stories., 97. YOUNG LEARNER SPEAKING ???? Speaking activities, Need to help younger learners become good storytellers in English. for example We can get younger students to retell the stories that they have been enjoying in a READING CIRCLE (where the teacher reads a story to the students). We will point out how the story begins and ends with typical phrases such as once upon a time and they all lived happily ever after, Need to help younger learners become good storytellers in English. for example We can tell older students two stories about our lives (or the lives of a person/ celebrity the students know) and they have to decide which story is true and which is false., Need to help younger learners become good storytellers in English. for example Sometimes the simplest things can provoke good stories. For example, we can ask the students to tell the story of a day in the life of pebble on the beach, a five-pound note or a set of keys., Practise speaking, we can use a number of activities and techniques. for example The students can interview PUPPETS or their SPECIAL FRIENDS and ask them questions about what they like, what time they get up in the morning, where they are going on holiday, etc. We can answer for the puppet at first, but later we can give the puppet to one of the children and they can make up the answer., Young learners are happy to become involved in PLAYACTING and DRAMA. so We can get our students to act out situations using language they have been learning. For example, if they have been learning words to describe foods, we can set up a food store, and they can go to the store to buy different items, saying things like Have you got any apples?, Storytelling we Need to help younger learners become good storytellers in English., Creating confident speakers we want our students to Become confident speakers in the foreign language. For some young learners this can be hard, but there a number of ways we can help them to overcome their difficulties., Practise speaking, we can use a number of activities and techniques. for example vVe can get our sn1dents to complete questionnaires. They write the names of other students along the top of a chart and then the names of some foods on the left. They have to ask the other students Do you like chocolate? Do you like snails? etc. If young learners are not writing yet, they can draw (or put) smiling/frowning faces to show the correct answers., Practise speaking, we can use a number of activities and techniques. for example When we ask our students to practise any language (for example I like/don't like bananas or On Sunday I watched television) they can speak in the voice of one of the special friends (such as sad Sadie or happy Harriet in 93). The other students have to guess who they are, Young learners are happy to become involved in PLAYACTING and DRAMA. so Students can ROLEPLAY a visit to a restaurant and order meals., Young learners are happy to become involved in PLAYACTING and DRAMA. so We can reconstruct a familiar story as a drama, and the children can help to create the scenes. They can decide who says what. For example, if they have been reading (or listening to) the story of Cinderella, they can decide what Cinderella's sisters say to her when they are getting ready for the ball, e.g. Cinderella: I want to go to the ball, too. Sisters: Well, you can't! You haven't got anything to wear! We can give different scenes to different groups so that the final version of the whole 'play' has been written by everybody in the class. vVe can help them with words and phrases from the original stories. We will rehearse our play for a fe,.v minutes every day in the weeks before the final performance., Need to help younger learners become good storytellers in English. for example Older children can read or hear a story with several different characters. They then have to retell the story from the point of view of one of the characters in the story., Young learners are happy to become involved in PLAYACTING and DRAMA. so We discuss more speaking activities in 51-53, Practise speaking, we can use a number of activities and techniques. for example We can have a collection of CARDS (or PICTURES on the board) of places such as a library. a swimming pool, a sweet shop and a skating rink, and some objects such as a book, a swimsuit, some money, some gloves, etc. One child chooses one of the places and the others have to ask What do you have in your bag? When the child answers, for example, I have some money, the others ask Are you going to the sweet shop? The child who asks the correct question chooses the next card., 97. YOUNG LEARNER SPEAKING ???? Creating confident speakers, Practise speaking, we can use a number of activities and techniques. for example The students sit in a circle. They pass or throw a soft ball around the circle. When a child receives the ball, they have to say something in English., Need to help younger learners become good storytellers in English. for example We can SCAFFOLD STORIES with our students, gradually helping them to include the elements that they need. For example, we can ask them things such as Who is in the story? Where did they go? What happened next?etc.