USING STORY TO TEACH GRAMMAR

ADAM ARIFF AIN FATIHAH ANIL RAJ

BALQIS
SHAN

ACTIVITY
TARGET GROUP: YEAR 4 INTERMEDIATE OR ADVANCED LEARNERS LEARNING OUTCOMES: 4.5 CONSTRUCT SIMPLE AND COMPOUND SENTENCES WITH GUIDANCE AND INDEPENDENTLY. 4.8 GIVE ACCURATE INFORMATION WHEN WRITING MESSAGES, INSTRUCTIONS, SIMPLE REPORTS, AND WHEN FILLING OUT FORMS.

CURRICULUM SPECIFICATIONS: 4.5.2 FORM SIMPLE SENTENCES BY MATCHING

SENTENCE PARTS 4.8.2WRITE SIMPLE SENTENCES WITH WORD AND PICTURE CUES.

THEME: WORLD OF SELF TITLE: OUTDOOR GAME PLAYED INDOOR

RETELLING STORIES
OUTDOOR GAMES PLAYED INDOOR THE STORY: IT WAS A RAINY-DAY. I WANTED TO PLAY FOOTBALL. MY PARENTS WERE NOT AT HOME. SO, I WENT TO THE LIVING ROOM AND SET UP A GOAL POST. I PLAYED WITH MY BROTHER. SUDDENLY, I KICKED THE BALL HIGH AND BROKE AN LED TELEVISION. MY PARENTS CAME HOME AND SCOLDED ME. I WAS GROUNDED FOR A WEEK.

PROCEDURE
TEACHER TELLS THE STORY TO THE STUDENTS.
THE STORY NEED TO HAVE A CLEAR STORYLINE. THE STORY IS IN SIMPLE PAST TENSE AS TO TEACH THE STUDENTS TO CONSTRUCT SIMPLE AND COMPOUND SENTENCES USING THE CORRECT TENSES. TEACHER ASKS THE STUDENTS TO SHARE THEIR EXPERIENCE OF SIMILAR SITUATION. BY USING THE SAME FORMAT, TEACHER ASKS THE STUDENTS TO RETELL THE STORIES OF THEIR OWN. THEY MAY FOLLOW THE SAMPLE STORY. TEACHER CAN ACT AS A FACILITATOR BY PROVIDING EXAMPLES TO HELP STUDENTS CREATE THEIR STORIES.

JUSTIFICATION
STORYTELLING CAN BE A CONVENIENT AND NATURAL GRAMMAR TEACHING TOOL BECAUSE IT PROVIDES A REALISTIC CONTEXT FOR PRESENTING GRAMMAR POINTS. IT CAN HOLDS STUDENTS' ATTENTION BEST, AS WELL AS BEING THE ONE THEY ENJOY MOST.

GRAMMAR POINTS CAN BE CONTEXTUALIZED IN STORIES THAT ARE ABSORBING AND JUST PLAIN FUN IF THEY ARE SELECTED WITH THE INTEREST OF THE CLASS IN MIND, ARE TOLD WITH A HIGH DEGREE OF ENERGY, AND INVOLVE THE STUDENTS. STORIES SHOULD LAST FROM ONE TO FIVE MINUTES, AND THE MORE EXAGGERATED AND BIZARRE THEY ARE, THE MORE LIKELY STUDENTS WILL REMEMBER THE TEACHING POINTS THEY ILLUSTRATE. STUDENTS NATURALLY LIKE TO LISTEN TO STORIES, AND MOST ARE REMEMBERED LONG AFTER THE LESSON IS OVER.
Source: How to teach Grammar http://www2.vobs.at/ludescher/pdf%20files/grammar.pdf

JUSTIFICATION
STORYBOOKS CAN ENRICH THE PUPILS LEARNING EXPERIENCE. STORIES ARE MOTIVATING AND FUN AND CAN HELP DEVELOP POSITIVE ATTITUDES TOWARDS THE FOREIGN LANGUAGE. STORIES EXERCISE THE IMAGINATION AND ARE A USEFUL TOOL IN LINKING FANTASY AND THE IMAGINATION WITH THE CHILDS REAL WORLD. LISTENING TO STORIES IN CLASS IS A SHARED SOCIAL EXPERIENCE. CHILDREN ENJOY LISTENING TO STORIES OVER AND OVER GAIN. THIS REPETITION ALLOWS LANGUAGE ITEMS TO BE ACQUIRED AND REINFORCED. STORIES CREATE OPPORTUNITIES FOR DEVELOPING CONTINUITY IN CHILDRENS LEARNING (AMONG OTHERS, SCHOOL SUBJECTS Source: Ellis, G. & Brewster, J., (1991), The Storytelling Handbook for Primary Teachers, Penguin ACROSS THE CURRICULUM)

REFERENCES
HOW TO TEACH GRAMMAR HTTP://WWW2.VOBS.AT/LUDESCHER/PDF%20FILES/GRAMMAR.PDF ELLIS, G. & BREWSTER, J., (1991), THE STORYTELLING HANDBOOK FOR PRIMARY TEACHERS, PENGUIN FROM HTTP://WWW.GOBOOKEE.NET/GET_BOOK.PHP?U=AHR0CDOVL3D3DY5YZWFKAW5N BWF0CML4LMNVBS9HCNRPY2XLCY9SB3VRAWEVYXJ0AWNSZS5WZGYKVEVBQ0HJT KCGWU9VTKCGTEVBUK5FULMGVEHST1VHSCBTVE9SSUVTOIBUSEUGREVWRUXPU E1FTLQGT0YGQSAULI4= HTTP://WWW.GOBOOKEE.NET/GET_BOOK.PHP?U=AHR0CDOVL3D3DZIUDM9ICY5HDC 9SDWRLC2NOZXIVCGRMJTIWZMLSZXMVZ3JHBW1HCI5WZGYKSG93IHRVIHRLYWNOI EDYYW1TYXIGLSBIB21LOIBWB3JHCMXIZXJNZXIGQMLSZHVUZ3NZZXJ2AWNL HTTP://WWW.HEINEMANN.COM/SHARED/ONLINERESOURCES/E01246/TEACHGUIDES TORYGRAMREV.PDF