STAGE 1:
PRE-STORYTELLING ACTIVITY
Grade: 4th
Unit: My Classroom
Grammar Point: This/that is a book. Is this/that a
ruler? Yes, it is/ No, it isn’t.
Vocabulary Point: There are some classroom
instructions such as stand up, sit down, be quiet please, listen to me, point,
open or close your books. In addition, there are some vocabularies such as pen,
schoolbag, eraser, pencil case, sharpener, map, note book, ruler, board, chair,
book, wastebasket and table.
Technique: Repeating key vocabulary items and
phrases.
Showing students the pictures and asking questions and making comments.
Showing students slide show and using song.
Filling worksheet to remember structure and vocabulary
Activity: Question- Answer (Discussion) and
Responding Worksheet Questions
Aim: To make students prepare the story by
predicting and help them to form relationship between the story and the topic.
To activate their schemata and help students remind the vocabulary and
grammar points and help language development.
To have fun while learning the language.
To develop their emotional intelligence.
To work as groups and collaboratively
Materials: PowerPoint Slide Show (Vocabulary),
Song and Flashcards, the Worksheet
Procedure: Teacher comes to the class and s/he
says they will learn a story. Before that, s/he shows the PowerPoint slide show
to remember the students the vocabulary. While reminding the vocabulary
(pencil, book, eraser,..) S/he also reminds grammar point (Is this a schoolbag?
Yes, it is/ No, it is not). After that, s/he plays a video and wants the
students not to watch but to listen to the song and predict what it can be.
After some predictions, s/he shows the video to the students and introduces the
flashcards. On the flashcards, there are the pictures of Pepee and his friends.
Then the teacher wants students to make groups and to discuss the features of
the characters in the story and to share them with their friends. In this
question and answer activity, they will talk about what they know about Pepee
and they predict what the relationship can be between classroom objects and
Pepee. And then teacher gives students worksheets to do. They stay at the same
groups and do the exercise to remember the vocabulary and grammar point.
STAGE 2:
WHILE-STORYTELLING ACTIVITY
Grade: 4th
Unit: My Classroom
Grammar Point: This/that is a book. Is this/that a
ruler? Yes, it is/ No, it isn’t.
Vocabulary Point: There are some classroom
instructions such as stand up, sit down, be quiet please, listen to me, point,
open or close your books. In addition, there are some vocabularies such as pen,
schoolbag, eraser, pencil case, sharpener, map, note book, ruler, board, chair,
book, wastebasket and table.
Technique: Telling the story by using gesture,
mime and facial expressions.
Listening and remembering the rhyming words.
Listening and predicting the names of the characters and names of
vocabulary or grammar point and predicting what is going to happen.
Activity: Telling the story (Teacher tells
‘Pepee’s School Objects’)- Retelling (Students retell the story)
Aim: To develop the students’ listening
skill.
To make them involve the story by asking them some predictions.
To have fun while listening to the story.
To make them active and communicate.
To help students to develop cultural awareness.
Materials: PowerPoint Slide Show(Picture-based Story)
Procedure: Teacher tells the story to the
students. The story is just like that:
PEPEE’S SCHOOL OBJECTS
‘Once upon a time there is a boy. His name is
Pepee. He is a very clever boy. He has a friend. Her name is Şila. They are
always together and they play games. They have also a friend. Its name is Zulu.
Zulu teaches them different games.
One day,
Pepee says ‘I want to go to school and learn classroom objects’. And his friend
Şila says ‘Yes, but we do not know their names’ and they call Zulu. ‘Zulu, Zulu
help us. We want to learn school objects.’ And then Zulu comes and starts to
sing a song. ‘Knock, knock, knock, stand up.. Sit down, stand up, sit down,
stand up. Open the door, close the window..Sit down, stand up, sit down, stand
up’ and then they repeat after Zulu. ‘Sit down, stand up’. Suddenly they see
school objects in the garden. Then Şila takes it and says ‘Hey Pepee, is this a
pen?’ And Pepee says ‘Yes, it is’ and he points the schoolbag and asks ‘Şila, is
that an eraser?’ and Şila says ‘No, it isn’t.’ Then Pepee starts to sneeze and
Şila says ‘Be quiet, please’. And Pepee starts to cry.
Later on, Pepee’s mother comes. Pepee asks her
mother ‘Mamaa, is this a pencil case?’ and mama says ‘No, it isn’t. This is a
sharpener, Pepee.’ Then Pepee looks at the map, he wants to have a nap, but
Şila wants to learn new things, points the notebook and says ‘Is this a ruler,
Pepee?’ and Pepee says ‘No, it isn’t Şila.’ And Pepee’s brother, Bebee comes
and says ‘Brother, brother listen to me’ and Pepee says ‘Bebee, don’t look at
me’. Bebee points the chair and says ‘Brother, brother is that a book?’ and
Pepee says No, it is a table. Then Şila comes and says ‘you are wrong, Pepee.
It is a wastebasket. And they are all confused. Later on Zulu comes and says
‘Children, it is a board.’ After that they become happy and they are lucky.
They go on their games and this story never ends.’
While telling the story the teacher stops in some parts and wants the
students to predict the rhyming words and the names of the characters and names
of vocabulary or grammar point and predict what is going to happen. While
telling the story, the teacher uses her gestures, mimes and shows picture-based
slide show. After telling the story, she wants some students to come to front
of the class and retell the story by looking at the slide show and this
activity goes on like that. Later on, the teacher passes the last stage.
STAGE 3:
POST-STORYTELLING ACTIVITY
Grade: 4th
Unit: My Classroom
Grammar Point: This/that is a book. Is this/that a
ruler? Yes, it is/ No, it isn’t.
Vocabulary Point: There are some classroom
instructions such as stand up, sit down, be quiet please, listen to me, point,
open or close your books. In addition, there are some vocabularies such as pen,
schoolbag, eraser, pencil case, sharpener, map, note book, ruler, board, chair,
book, wastebasket and table.
Activity: Role-Play
Aim: To make students communicate with
each other.
To develop their accuracy and fluency.
To develop their listening and speaking skills
To make them courageous to come to the front of the class.
To have fun in the production part.
To help them use the language for communicative purposes.
To help them use their own creativity and develop their imagination.
Materials: 5 different masks (Pepee, Şila,
Zulu, Bebee and Mamaa)
Procedure: Finally, the students start to
production in this stage. Teacher divides students into the groups and for each
group, there will be five characters. They are Pepee, Şila, Bebee, Zulu and
Mamaa. They come to the front of the class and wear the masks and act out the
story. They do role-play and act the best scene they like. Moreover, they can
change the end of the story or create a different story about Pepee and his
friends. They will use targeted vocabulary and grammar points as well as they
communicate, so it will be their own production. After finishing the role
plays, teacher summarizes the topic and wants students to do peer feedback and
lastly the teacher gives feedback to the students and the class is over.
REFERENCE
Cameron, Lynne (2001) Teaching Languages to Young Learners/ Learning
Grammar.Cambridge University Press.
Kahraman, Ayşe and Bahattin (2012) English 4. Grades. Semih Ofset-S.E.K
Press.
http://www.youtube.com/watch?v=yrv9d4vrtBg
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