Методична розробка «Using of a story-based approach while teaching young children» з англійської мови у 1-4-х класах
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Using of a story-based approach while teaching young children Teaching young learners we use different approaches. Our choice depends on the age of the kids, their background knowledge, level of their abilities and of course on the aims we want to achieve. Frankly speakin                g, the most familiar for me is topic-based teaching, it is a common approach to organizing the teaching at our school. But working with younger children I realized a lot of advantages of story-based approach. Kids adore stories, all of them love being told a story and many are excited with telling them. It really helps to motivate students. I would like to share my thoughts and impressions about the lesson where I incorporated story-based approach. I used it with the youngest pupils at school (firstformers). The main aim of the lesson was to consolidate and practice the language taught. Language point and skills: the names of the animals and birds; adjectives-beautiful, ugly, happy, sad; numbers; structures- What are you? I am a dog. I climb, jump, run. Can you? The lesson was based on the story “The Ugly Duckling”, from the story book of the course “Set Sail” by Express Publishing. The fact that the story is in rhyme makes story-telling an enjoyable experience and not only increases the children's chances of being able to reproduce the story orally, but also to more accurately reproduce the sounds and intonation of the target language. Beginning of the lesson: activities to explore the theme of the story 1. Using the animal flashcards, we revise the names of them: I am a rabbit. What are you? (for the first time kids repeat after the teacher, then they are given a flashcard each and children are doing the same) 2. Then we teach pupils the following lines, according to the animal flashcard we have given to each one I am a dog. I can run all day! I am a rabbit. I can jump all day! (kids can come in front and introduce themselves) 3. We divide the class into groups of 5 and assign the roles of duckling, dog, cat, rabbit, mouse. Children perform short dialogues: I am a duckling. What are you? I am a cat. I can play all day. Can you? Presentation and practice: activity to review and present the vocabulary of the story The teacher pins up flashcards and says the appropriate words (names of the animals and birds, actions, big/small, beautiful/ ugly/sad). Children repeat, chorally and individually. Then using their picture dictionary in the story book, students point to each picture and say the words (chorally and individually). Children open their story books and listen to the story recorded on CD, the teacher can also ask them to point to the character who is speaking. The illustrations are clear enough for the kids to understand the story with very little help. Then we play the story again, but this time we pause and ask questions after each picture: Who is this? (Mummy Duck) How many ducklings? Who is this? (a rabbit, a mouse) Is Mummy Duck happy? These questions are used to elicit simple information that the children can pick up from the story, but not as evaluation devices. Act Out. In groups pupils act out the story while listening to the CD. They can do this by using mime, gestures and/or joining in with as many words from the dialogue as they can. On the other hand, the teacher can narrate the story as the children act it out. Ending the lesson: an activity for children's language development 1. We learn a simple TPR chant: Five little ducklings go to play over the hills and far away. Mummy Duck says “Quack, quack, quack,” but only four little ducklings come back. Four little ducklings… Three little ducklings… Two little ducklings… One little duckling goes to play over the hills and far away. Mummy Duck says “Quack, quack, quack” and all the little ducklings come right back. (Children repeat and demonstrate the actions) 2. The teacher can also ask kids to draw their favourite scene from the story. I can say that young learners really like this approach, they ask when we will have “story lessons” again and are always glad to repeat the story and perform different activities and tasks on the same story content. It is really important for me that I can feel they learnt a lot. This approach is suitable for children with different learning styles (visual, auditory and kinaesthetic). Stories are a natural part of the kids´ world and can be used to provide context for lots of language work. On the following lessons we will discuss their pictures, their favourite scenes and will try to narrate the story together commenting on the pictures. This approach can be used for children of different levels, can be concentrated on different language points. It is really important that it can help children see how the words and structures “live” in the language. It is also very effective to help YL remember the words, phrases, grammar structures easier. Using this approach we can provide an environment of fun and enjoyment for children.