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Marta Tarazona

Carmen Escudero
Marina Vendrell
Macarena de la Puerta

3A PIMM

Assignment 1
1. Choose a story to be told to children aged 2-8.
The story that we have chosen is The Rainbow fish, by Marcus Pfister.
2. What pre-telling activities can you think of? See Carol Reads book,
section I-Listening, Speaking. Pronunciation. Choose an activity from
the book. Adapt it. Explain.
We have decided to focus on the different vocabulary that appears on
the story, the important vocabulary we thought was important to
teach the students before reading the book was the different types of
animals that appear in the story and the different colors and different
places of the ocean/sea.
Activity 1: Im a diver
We choose one student and we dress him as a diver, we make him go
around the class swimming and make him questions like: What can
you see under water? Is the water cold? Which colors can you see
under the water? Can you touch any animal? Are you scared of
something?
Activity 2: Animal Detectives
Too make sure children understand or to complete the vocabulary the
student had used in the activity 1, we can make some flashcards and
the students detect which animals we are describing by using some
riddles for example.
Octopus: I live in the ocean, I like to eat crabs, I can change colors,
My eight legs are called tentacles, I am an.
Fish: I live in the ocean, I can swim, I have a tail, I also have fins and
big eyes, I am a
Starfish: I live in the ocean, I move slowly, I eat clams, I have five
arms, I am a
Activity 3 : Colour Fish song
https://www.youtube.com/watch?v=eMQli5JcygQ
With this song kids can learn vocabulary about the see and the
different names colors have.
3. Post-teaching. What vocabulary will you reinforce? How? See Carol
Reads book, sections 2 & 3. Choose and adapt 2 activities suitable for
the post-teaching.
-

Count and colour: This activity is for reinforcing the numbers and
colours vocabulary.

Rainbow fish poem: This exercise will help them to improve their
pronunciation. At the end of the class the teacher will hand out
this worksheet for them to colour and memorize it.

Order the pictures: There will be pictures of the different parts of


the story that the students will have to put in order. With this
activity they will reflect on history and what happen in it.

This would be our extraactivity in case we have


enough time to do it. We
think it is very interesting
and fun to do with the
students.

4. Read section 4 Storytelling and Drama. What do you understand by


planning story-based lessons? What aspects should be taken into
account?
What we understand by planning story-bassed lessons is that it is a
cyclical process which start by motivating the students and catching
their attention. This process has three different parts (pre-telling,
actual telling and post-telling). This method leads the students to
develop their own version of the story.
Also, the drama gives them the opportunity of learning by doing. The
teacher should take into account different aspects (sounds, gestures
and imitation) to help them to understand more easily what the
teacher is saying. Is very important to introduce gradually the drama
activities in order to make them feel comfortable and confident with

themselves. For this reason it is recommended to give children


feedback after doing a drama activity.