INTRODUCING STORIES
Stories create a world that young learners can enter, learn from, and enjoy. In fact, storytelling is a deeply rooted tradition in the Egyptian culture. We have all experienced and enjoyed the stories that our parents or grandparents read or told us.
Not only do stories bring joy to the classroom, but they also provide unique opportunities for learning language, morals, and values. This joy is what you need to remember when you plan activities for your pupils around a story.
Stories in Hand in Hand have been carefully selected to offer language-learning opportunities. They have been written to recycle the language introduced in earlier lessons. However, it is essential to remember that pupils are not expected to know each and every
word in the story.
Two Readers accompany Hand in Hand 3. These Readers are intended to foster love of reading for pleasure in young children. Therefore children should not be assessed in them.
Pre-listening activities
1. Before the pupils listen to the story on tape, have them look at the pictures in the book.
2. Ask them questions in Arabic about what they see in the picture and what they think is happening.
3. Go over the important vocabulary in the story. You may bring actual materials.
4. Provide any explanation or new meanings that you think will help the pupils understand the story.
Listening to the story
1. Have the pupils listen to the tape, giving them time to look at the pictures.
2. Pupils should listen to the whole story without interruptions.
3. The second time pupils listen, pause after each section of the story that relates to a picture. You may repeat key words or ideas, or ask the pupils to recall or predict what happens next.
4. Ask the pupils what they thought of the story. Have them say, “I like the story,” or “I don’t like the story.”
5. Do not ask the pupils to repeat the story after the tape.
After listening to the story
There are many alternative ways to exploit the story in class. Your choice will depend on the proficiency level of your pupils, the facilities and resources available to you, and time constraints.
The following are some of the alternatives:
1. Role-play the actions in the story. The pupils play the roles of the main characters with you playing the role of the narrator. When the dialogue is easy, pupils may be able to say some parts. Many pupils are unable to say parts that are too advanced for them.
2. Make story cards, a sequence of drawings that tell the story in pictures. Have pupils reorder the events using story cards. Once they order the cards, they could use them to retell the story as much as their language allows. Allow them to use Arabic whenever they need to.
Not only do stories bring joy to the classroom, but they also provide unique opportunities for learning language, morals, and values. This joy is what you need to remember when you plan activities for your pupils around a story.
Stories in Hand in Hand have been carefully selected to offer language-learning opportunities. They have been written to recycle the language introduced in earlier lessons. However, it is essential to remember that pupils are not expected to know each and every
word in the story.
Two Readers accompany Hand in Hand 3. These Readers are intended to foster love of reading for pleasure in young children. Therefore children should not be assessed in them.
Pre-listening activities
1. Before the pupils listen to the story on tape, have them look at the pictures in the book.
2. Ask them questions in Arabic about what they see in the picture and what they think is happening.
3. Go over the important vocabulary in the story. You may bring actual materials.
4. Provide any explanation or new meanings that you think will help the pupils understand the story.
Listening to the story
1. Have the pupils listen to the tape, giving them time to look at the pictures.
2. Pupils should listen to the whole story without interruptions.
3. The second time pupils listen, pause after each section of the story that relates to a picture. You may repeat key words or ideas, or ask the pupils to recall or predict what happens next.
4. Ask the pupils what they thought of the story. Have them say, “I like the story,” or “I don’t like the story.”
5. Do not ask the pupils to repeat the story after the tape.
After listening to the story
There are many alternative ways to exploit the story in class. Your choice will depend on the proficiency level of your pupils, the facilities and resources available to you, and time constraints.
The following are some of the alternatives:
1. Role-play the actions in the story. The pupils play the roles of the main characters with you playing the role of the narrator. When the dialogue is easy, pupils may be able to say some parts. Many pupils are unable to say parts that are too advanced for them.
2. Make story cards, a sequence of drawings that tell the story in pictures. Have pupils reorder the events using story cards. Once they order the cards, they could use them to retell the story as much as their language allows. Allow them to use Arabic whenever they need to.
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