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USING STORYBOOKS- A METHODOLOGy

1.    Identify your linguistic objectives. Decide which language points your pupils rieed to recognize for comprehension when the story is told. Decide which language points would be useful for your pupils to reproduće, such as lexical sets, language functions, structures and so on.

2.    Provide a context for the story and introduce the main characters; help your pupils feel involved and link their experience With that in the story to set the scene. Once the context has been understood by the children and they can identify with the

• characters, elicit key vocabuiary and phrases, involve them in predicting and participating in the story.

3.    Explain the context, key words and ideas in the child’s mother tongue if necessary.

4.    Provide visual support: use drawings, cut-out figures, speech bubbles, masks, puppets, fiash-cards, realia.

5.    If possible, relate the story or associated actMt-ies with work in the other subject areas.

6.    Decide how long you will spend using the story. h 7    w.

7.    Decide when you will read the-story. Will you read ita littie each lesson or all at once after approppriate preparation.

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8.    Decide in which order you are going to introduce or revise the language necessary for understanding the story. Make surę pupils understand the aim of each lesson and how it relates to the story.

9.    If necssary, modify the story to make it morę accessible to your pupils and easier to follow by substituting unfamiliar words with morę well-known ones and adapting sentence structures and so on.

10.    Find out if there are any rhyfnes or songs that pupils can learn to help reinforce the language introduced.

11.    Decide which follow-up activities would provide opportunities for pupils to produce . tha language from the story in different contexts: roleplay, dramatization, surveys, and

so on.