ODI 故事教学指导_AmE_L1_Stories

10HowtoUseStoriesStoriesareanessentialpartoflanguagelearningbecausetheyallowstudentstoabsorbinformationinafunandstimulatingway.Learningoutsidethenormalboundariesofateacher-basedclassroomenvironmentcreatestheopportunityforstudentstodeveloptheircreativeandcommunicativeskills.Usingstoriesintheclassroomgreatlyenhancesstudents’abilitytolistenandtoactivelyrespondtotargetlanguageandstructuresinafunandrelaxedatmosphere.Storiesincreasemotivationandencouragelessconfidentstudentstocontributewiththeirideasandopinions,becausetheyarenotconfinedtothelimitsofacertainstructure.Theyprovidelargerchunksoflanguageinacontextandprovideanopportunityforstudentstoproducelanguage.There’sastoryonthe5thpageofeachunitfeaturingthecharacters.Thesestoriesservetoreviewandreinforcethetargetlanguageandstructuresoftheunit.Theartworkisvisuallystimulatingandtheaudioeffectsensurestudentslistenavidlyfromstarttofinish.Belowisafourstepmethodforusingstoriesintheclassroomthatstartswithanticipationandendswith(assisted)performance.Inordertogathereverybody’sattentionwhenworkingwiththestories,wesuggestyouusetheActiveTeach.Stage1–AnticipatingtheStoryBeforelisteningtotheaudio,askstudentsquestionsorcarryoutasimplediscussiontogetthemthinkingaboutthestory.Thiscanenablestudentstobeginforminganideaofthethemeofthestoryandhowitmightdevelop.Italsoprovidesanopportunitytointroduceanynewvocabularyortoreviewpreviouslylearnedlanguage,allowingteacherstoassesshowthoroughlystudentshaveabsorbedthetargetlanguageoftheunit.Teachersshouldnotprovideanyanswersatthisstage,butratherallowstudentstothinkforthemselves.Stage2–HearingandSeeingtheStoryAtthisstage,studentslistentothestoryandworkthroughittofindanswerstoyourquestions.Ifaccesstotechnologyislimitedorifitfailsduringthelesson,teacherscansimplyreadfromthebook.Stage3–CheckingtheStoryQuestionstobeaskedafterlisteningtothestoryareprovidedintheteachingnotes.Thisgivesteachersthepossibilitytofurtherassessthedepthofstudents’comprehensionofthestoryandofthelanguageused.Italsosparksstudents’creativityandimaginationbyencouragingthemtovisualizehowthestorydevelops.Stage4–ActingtheStoryAfterlisteningtothestoryseveraltimes,studentsarereadytoactitoutingroups,providingthemwiththeopportunitytosaylargerchunksoflanguage.Propscanbebroughttoclassandusedtomaketheexperienceevenmorestimulating.Teachersmayplaytherecording,orreadtheaudioscriptfromtheTeacherBook,whilestudentsactout,orstudentsmayrecitethestoryfrommemory.Belowaresomesuggestionsforextraworkwiththestories.•Whilestudentslistentothestory,theyperformaspecificactionfortargetvocabulary(e.g.,studentsclapwhentheyhearthewordpurple,orstamptheirfeetwhentheyhearthewordblue).•Studentsdrawanewpictureforanyframeofthestory.•Studentscreateanewendingforthestory.•Studentsdrawtheirfavoritecharacter.•Studentsdiscussreal-lifesituationswithconnotationstothestory.•Studentscommentonhowtheywouldfeelorhowtheywouldbehaveiftheywereinasimilarsituationtooneofthestorycharacters.TheDVDsgivethelanguageofOurDiscoveryIslandanewcontextforstudentstorecyclelanguageoftheStudentBook.Sally,JackandAlbertprovideasongandthereisananimatedstoryfromeachOnlineIsland.SongStudentswatch,listenandfollowtheactions.Astheygrowmoreconfident,theycanjoininwiththesong.StoryWatchthestory.Askstudentswhathappenedinthestory.Watchagain,stoppingatkeypoints,andaskthemaboutthelanguage,theimagesorthestory.Askthestudentstoactoutthestory.Assigntherolesoftwoofthecharacterstoconfidentspeakersandletotherstudentsplaytheotherparts.Encouragethemtosayasmuchofthedialogueastheycanandpromptthemwherenecessary.A04_ODIA_TE_01GLB_INTRO_rep.indd1009/02/201210:13AM