Les médias et la perception de la campagne

2.33 Miming

The children mime an action, character, feeling, and so on from the story. They can mime at their desks or in a clear space in the

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classroom. For example, ‘The little white cat’ (3.6, page 92) can be mimed by each child using his or her fingers to represent the cat. ‘The little Indian boy’ (3.4) can be mimed by the children moving their bodies while sitting in their seats. And ‘Little Red Riding Hood’ (3.7) can be mimed by the children walking in a big circle, each one miming the part.

Example

1 The children listen to you telling (not reading) the story twice, each time miming with you.

2 They listen and mime a third time, but now you only tell the story and don’t mime.

3 The fourth time you read the text of the story.

Acknowledgements

I adapted this idea from Jim Wingate.

2.34 Figurines

MATERIALS______ Figurines on a magnet board or flannelboard or figures and scenes on an overhead projector, or even pictures blu-tacked to the board.

IN CLASS________ The children can operate the figurines as you tell the story (or later when they retell the story themselves), which will show whether they understand.

2.35 Sequencing sentence cards or pictures

LEVEL___________ Elementary and pre-intermediate

If you gave the children sentence cards or pictures to put in order before the story (see 2.23, ‘Muddled pictures’), they can now check them to see if they are in the correct sequence.

2.36 Jump up word card

IN CLASS________ 1 Give each child a word card before the story. You can either give each child a different word, or give the same word to several of them.

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VARIATION 1

VARIATION 2

VARIATION 3

2 Ask them to jump up and sit down every time they hear their word.

1 Divide the class into As, Bs and Cs, and ask the Bs and Cs to look away from you while you show a card with two or three words on it to the As, and then the same for the other groups.

2 You then tell the story and the children jump up and sit down if they hear their word.

3 You can ask the children to notice what their neighbour’s word is.

The children write down their favourite word and their least favourite word, and jump up every time they hear them. Their neighbour has to guess which two words they chose.

Ask them to jump up whenever they hear a certain kind of word, for example, a number, a colour, or an animal. But make sure this is more like a game than a test!

IN CLASS

2.37 Displaying pictures

If the children have drawn or been given pictures before the story (see 2.13, ‘Drawing’, 2.19, ‘Topics from pictures’, and 2.24, ‘Children’s pictures’), ask them to bring them to the front or hold them up at the appropriate moment in the story.

LEVEL

IN CLASS

COMMENTS

2.38 Expressive lines

Pre-intermediate

The children draw an expressive line showing how they feel about each stage in the story.

1 Explain this idea before the story and say that you will stop every so often during the story for them to draw their line.

2 Afterwards they write a sentence under each line.

For more on the use of expressive abstract lines see pages 36-8.

Here is an example, taken from ‘Strange animal’ (3.12, page 123).

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fceg«.« fepick-fruit. iucfdeiUf he ftwweol.

2.39 Drawing and colouring

IN CLASS The children draw and/or colour a person, an animal, or an object based on what they hear in the story. See the illustration below in which the teacher drew the original little duckling and the children added parts (see 3.3 ‘The little duckling’, page 80).

2.40 Labelling a picture

This is suitable for the second or third telling.

PREPARATION Draw a picture based on the story, or ask the children to draw one.

IN CLASS________ 1 Write key words from story on the board before the story begins.

2 As the children listen, ask them to write the words on a picture next to the relevant object or action.

44 A STORE OF 94 ACTI VI TI ES

In this example the child made the drawing as he or she listened to the story of ‘The little duckling’ (3.3) and then, during the second telling, the child wrote the words next to the drawing.

VARIATIONS______ The children can either draw or write on one big picture on the board, or each child does their own picture.

2.41 Using each sense

IN CLASS_________ 1 Tell the children the story and then repeat it.

2 The second time they must concentrate on all the things they can see.

3 The third time they concentrate on all the things they can hear, and so on.

4 Every so often you can stop and ask them to tell their neighbour or the whole class what they have experienced.

Examples

I saw a white cottage. The sun was shining.

I heard some birds and the wind.

In order for this activity to work well you must really tell the story with feeling!

Beginners can use their mother tongue, and elementary and pre-intermediate learners can say short phrases and sentences in English.

2.42 Phrases you like

LEVEL___________ Pre-intermediate

IN CLASS_________ 1 The children listen to the story several times.

2 They note down the words and phrases they like (and some they don’t like) in the story.

3 They write a poem making use of them.

VARIATION_______ A simpler version of this activity is for the children just to repeat words they like, orally.

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