English storytelling - The Open University

Elementary English
Unit 5:
English storytelling: using questions,
adapting texts, extracting learning
Teacher Education
through School-based
Support in India
www.TESS-India.edu.in
http://creativecommons.org/licenses/
The TESS-India project (Teacher Education through School-based Support) aims to improve
the classroom practices of elementary and secondary teachers in India through studentcentred and activity-based approaches. This has been realised through 105 teacher
development units (TDUs) available online and downloaded in printed form.
Teachers are encouraged to read the whole TDU and try out the activities in their classroom
in order to maximise their learning and enhance their practice. The TDUs are written in a
supportive manner, with a narrative that helps to establish the context and principles that
underpin the activities. The activities are written for the teacher rather than the student,
acting as a companion to textbooks.
TESS-India TDUs were co-written by Indian authors and UK subject leads to address Indian
curriculum and pedagogic targets and contexts. Originally written in English, the TDUs have
then been localised to ensure that they have relevance and resonance in each participating
Indian state’s context.
TESS-India is led by The Open University and funded by UKAID from the Department for
International Development.
Version 1.0
Except for third party materials and otherwise stated, this content is made available under a
Creative Commons Attribution-ShareAlike licence: http://creativecommons.org/licenses/bysa/3.0/
Contents
Introduction
1
Learning Outcomes
2
1
The importance of storytelling
3
2
What stories teach
4
3
What can students learn from a short story?
5
4
'The Birth of Ganesh'
8
5
A text in two languages
9
6
Using two languages in class
10
7
Classroom language for storytelling
13
8
Summary
15
9
Resources
16
Resource 1: Lesson outline plan for storytelling
Resource 2: Further reading
16
17
10 Related units
18
References
19
Acknowledgements
20
Transcript
21
Introduction
Introduction
Everyone enjoys a good story. Stories can make us laugh and sometimes cry.
They often make us think. Stories can be mysterious and magical, or they
can convey information, history and traditions. From the time we are young
children, stories are naturally a part of our lives. When we hear stories or
tell stories, we are learning about language and about the world
spontaneously.
In the classroom, reading stories aloud and storytelling are key elements of
language teaching. Do you tell stories to your class? How confident are you
as a storyteller? Do you use stories as opportunities to use and practise
English – for yourself as well as for the students in your class?
In this unit the focus is on learning and using English through storytelling
with the students in your class. Through stories, we can start to use a new
language in a familiar context.
1
TDU 5
English storytelling: using questions, adapting texts, extracting learning
Learning outcomes
After studying this unit, you should have developed:
2
.
knowledge of specific language features of stories
.
understanding of the value of stories for language learning
.
skills in interactive storytelling with students
.
skills in speaking and listening in English.
1 The importance of storytelling
1 The importance of storytelling
Do you have a favourite story that you remember from your childhood?
Perhaps it was a story that made you wonder or laugh, or a story that made
you thoughtful or sad. Maybe it was a story where you learned something
new. Maybe you can remember a story that frightened you. Stories are so
memorable that most of us can recall at least one story from when we were
very young, and even where we first heard it and who told it to us.
In our daily life as adults we continue to tell stories – about what happened
to us on the way to work, what we saw on the bus, or what happened
yesterday in school. Many of us switch languages when we do this – for
instance, do you use mainly Hindi for some words, or mix in English
phrases? We often switch languages and use different ‘voices’ when we tell
a story to emphasise a point or get our meaning across in the most effective
way.
Pause for thought
When you were a student in school, did your teacher tell or read
stories? Can you recall any of these?
Was there a special story time in your classroom when you were a
young student? Teachers often tell a story at the end of the school day.
Maybe you remember this as a relaxing time, without the stress of
lessons. Telling and listening to stories is a pleasurable activity that can
bring teachers and students together in a shared experience.
Experienced teachers know that students will remember any information very
well when it is told to them as a story. Storytelling can be a powerful
teaching method because you (the teacher) are in direct communication with
your class. Stories and storytelling require only one resource – you, the
teacher. Storytelling allows you to ask open questions such as ‘What do you
think will happen next?’ and ‘Why do you think he does this?’ that
encourage students to think, recall, reflect, imagine and respond – which will
all develop their language skills.
It is good practice to tell and read stories regularly in the classroom, because
these are learning opportunities as well as fun occasions. In India we are
fortunate to have many stories from folklore and tradition that teachers can
draw upon to promote language learning in the classroom.
The aim of this unit is to develop your skills in using stories for English
language teaching, but of course it will be natural and expected in the
classroom to mix languages (English, mother tongue and other local
languages) – especially in the early years of school.
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English storytelling: using questions, adapting texts, extracting learning
2 What stories teach
There is a traditional saying: ‘If you don't know the trees you may be lost in
the forest, but if you don't know the stories you may be lost in life.’
Stories are how we make sense of life and how we understand the lives of
others. This is because stories are narratives that provide a comprehensible
structure to information. A story is, after all, a sequence of linked events.
Stories can be personal (‘this happened to me’), reported fact (‘this happened
yesterday, or long ago’), or fiction (‘imagine this happening!’). Stories cover
the full range of life experience: they can be light-hearted, funny, thoughtful
and moralistic, or they can be strange, serious, frightening and tragic.
What is the significance of stories for
students’ learning?
Stories offer students a safe way to explore powerful feelings such as love,
sadness, fear and anger. Stories can help students to develop empathy and
understanding of how others feel.
Stories boost students’ intellectual development by presenting them with new
information about the world. Through stories, students learn about nature,
social systems, history, traditions and culture, as well as unfamiliar, faraway
worlds and cultures so that they understand them better. Stories invite
students to solve dilemmas, challenges and problems.
Stories promote students’ language development by exposing them to new
words and high-level literary language: vocabulary, metaphors, similes and
complex sentence structures they are not yet be able to read independently.
Stories develop students’ listening and speaking skills, which are vital in
their own right and are important stepping stones to reading and writing.
Stories can motivate and inspire students to persevere with reading and
writing.
4
3 What can students learn from a short story?
3 What can students learn from a
short story?
Activity 1: ‘The Moon and His Two Wives’
Read this short story in English. You might like to read it more than
once. Underline or circle any words you are not sure of, and look these
up in a dictionary so that you are confident about their meaning. Read it
aloud to yourself, or to someone in your family.
The Moon and His Two Wives
Did you know that the moon has two wives?
One is a brilliant cook and when he visits she makes him one
delicious dish after another. She cooks and he eats. She cooks and
he eats. She cooks and he eats. And he gets fatter and fatter until
he is entirely round and can eat no more.
Then he staggers off to see his other wife. For she is a storyteller
and when he visits her she weaves one fabulous tale after another.
Day and night, night and day, he sits entranced and listens. And he
becomes so caught up in her stories that he forgets to eat anything
at all. So he gets thinner and thinner until he is just a tiny crescent.
Then hunger calls and he must visit his cook-wife once more …
After you read the story several times, try to tell it aloud without looking
at the text.
Discussion
In a few very short paragraphs, the tale ‘The Moon and His Two Wives’
teaches a number of things, playfully and without explicit instruction.
First, the story invites us to think and to wonder – why does the moon
change its shape? Stories often embed new concepts in familiar
contexts: there are descriptions of traditional family roles and everyday
activities such as cooking and storytelling. But the story also describes
the phases of the moon and introduces the astronomical term ‘crescent’
moon.
The story reflects the tradition in many cultures of explaining the natural
world and scientific phenomena through myth, allegory and imaginative
anecdote, and of attributing human characteristics to natural or
inanimate objects.
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TDU 5
English storytelling: using questions, adapting texts, extracting learning
Pause for thought
What are some other words that have the same meaning as ‘staggers’?
What are some other words that have the same meaning as ‘weaves’, in
this story?
Traditional stories often have gender stereotypes, such as the husband
and wife roles in ‘The Moon and His Two Wives’. How would you talk to
students about this? Could the story be changed, to make it less
stereotypical?
Of course, there is a scientific explanation for the way the moon
changes shape. Do you think the story ‘The Moon and His Two Wives’
could cause students to develop misconceptions? Would you introduce
the astronomical concepts at the same time as you tell this story? How
would you talk to students about the differences between the science
and the story?
Think other traditional stories that you know. Do they present problems
of stereotyping and scientific misconceptions?
Activity 2: Language features of ‘The Moon and His
Two Wives’
Within the short story ‘The moon and his two wives’ there is a wealth of
language instruction.
Because you are an adult, you don’t think about all the language
knowledge you use when you read ‘The Moon and His Two Wives’.
However, try to list all of the following language features that you can
find in the story:
.
nouns
.
adjectives
.
verbs
.
connectives
.
antonyms
.
comparatives
.
dependent clauses
.
personification.
Now list the literary language, poetic words and phrases that are unlike
what students hear and say in everyday talk.
What are the story’s repeated phrases?
Discussion
Here are the story’s language features:
.
6
nouns: moon, wife, day, night, storyteller, stories, hunger, crescent
3 What can students learn from a short story?
.
adjectives: thin, round, thin, brilliant, fabulous, delicious, tiny
.
verbs: visits, cooks, eats, listen, forgets, staggers, weaves, sits,
listens, calls
.
connectives: then, until, so, and
.
antonyms: thin/fat
.
comparatives: fat/fatter, thin/thinner
.
dependent clauses: ‘day and night, night and day, he sits entranced
…’
.
personification: the moon is a man who has two wives.
In the story students hear literary language, poetic words and phrases
that are unlike everyday talk and conversation:
.
‘she makes him one fabulous dish after another’
.
‘until he can eat no more’
.
‘she weaves one fabulous tale after another’
.
‘he sits entranced’
.
‘staggers’
.
‘hunger calls’.
Students have opportunities to internalise and practise language through
the repeated phrases of the story:
.
‘she cooks and he eats’
.
‘he gets fatter and fatter’
.
‘he gets thinner and thinner’
.
‘day and night, night and day’.
Students are developing their linguistic knowledge in English. When
they listen to a story in English, they internalise important information
about this language and how it works. When you tell a story to your
class in English you are doing in-depth language teaching. Through
stories, students learn how nouns, verbs, adverbs and adjectives create
meaningful and interesting sentence structures. They hear the language
of books and literature – language they could not read on their own.
This kind of exposure, if sustained, will have a positive impact on
students’ English oral language development and, later, on their English
writing ability.
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TDU 5
English storytelling: using questions, adapting texts, extracting learning
4 ‘The Birth of Ganesh’
Case Study 1: Mrs Ramchand’s storytelling
Mrs Ramchand is an experienced Class II teacher who often tells
stories to her students in Hindi – especially traditional stories. She
wanted to use storytelling to practise English, for herself as well as for
her students. Read her account of how she told a familiar story in
English and how she incorporated storytelling as part of her regular
teaching schedule.
I chose a story that I and my students knew very well in Hindi: ‘The
Birth of Ganesh’. I did not need to read it – I knew it by heart in my first
language. I then wrote out a short, simple version of the story in
English. I had practised telling this story aloud to my husband at home. I
practised until I felt very confident to tell the English version to my
students.
One morning, I told my students that we were going to practise English
together. I asked the students to listen carefully as I told the story of the
birth of Ganesh in English. As I told the story in English, I showed word
cards with pictures of key vocabulary: ‘bath’, ‘river’, ‘boy’, ‘head’,
‘sword’, ‘elephant’. I encouraged the students to practise saying the
words with me as I spoke them. I also had the students practise the
English phrase that the boy in the story says to Shiva: ‘No, you can’t
come in!’
After the story, I put the words and the sentence ‘You can’t come in!’ on
the word wall so that students could continue to read and practise
English.
Now I plan English practice with storytelling every week for my Class II
students. The students have always enjoyed storytelling, and now the
sessions have a strong additional focus on learning and practising
English. After each storytelling session, I put the English words and
phrases on the word wall and use these for spelling and reading
practice later in the week.
8
5 A text in two languages
5 A text in two languages
Activity 3: Understanding a story
In this activity you will read a text at your own level in two languages
and think about how you can apply this method in your classroom with
students.
There was this man and he seemed very agitated. This andras, this
guy, he went round and round the kipo behind his house (‘kipo’ is a
garden) looking for something. The andras got down on his hands
and knees and started scrabbling around in the border underneath
the traiandafila, the roses.
Now the wife of the andra, his yineka, happened to be in one of
the upstairs rooms of the house. The yineka looked out through the
bedroom parathiro and saw her andra searching for something in
the border under the traiandafila.
She asked him what he was doing. ‘I’m looking for my house keys,’
her andras shouted back.
‘Did you lose your house klidia down there in the kipo, in the
border under the traiandafila?’
‘No,’ said her andras. ‘I didn’t lose my klidia here under the
traiandafila, but the light is so much better here!’
Discussion
As you read this story, you were learning some words – nouns – in
Greek: ‘man’, ‘garden’, ‘roses’, ‘wife’. You probably did not struggle to
understand the meaning of the Greek vocabulary, because nearly all the
words were briefly explained and then immediately used in a familiar
context within a logical narrative sequence and linguistic structure. How
did you make sense of the words that are not explained in the text:
‘parathiro’ and ‘klidia’?
You can teach students English vocabulary and phrases in this way, by
adapting any text you are using in the classroom to introduce English
words and phrases. Of course, because students do not have an adult’s
knowledge of language and the world, you could use pictures to help
the students identify and learn the words in English.
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TDU 5
English storytelling: using questions, adapting texts, extracting learning
6 Using two languages in class
Activity 4: ‘When Humans Had Tails’
In this activity you will listen to a story in two languages. The story is
called ‘When Humans Had Tails’ and is available on the Story Museum
website – follow this link to visit the website and click on the audio
player icon. It lasts around three minutes. You may already know of this
story, or a version of it. You may wish to listen more than once.
After you listen, think about the following:
.
How does the storyteller begin? Why does he begin in this way?
.
When does he switch languages? Why does he do this, do you
think?
.
How many different sounds and voices does the storyteller use?
Discussion
Stories around the world begin with ‘Once upon a time …’, or ‘Long,
long ago …’, or ‘When the world was young …’. This signals to
everyone that a story is about to be told. It is an invitation to stop and
listen. They are words that draw everyone together to listen and
respond to the story.
The storyteller switches to Punjabi to imitate the way that people admire
their tails. He uses the same phrase in two languages to emphasise the
way that people have become vain about their beautiful tails. He uses a
mixture of voices and sounds to impersonate people, the Great Creator,
the noise of the tails and the swishing of grasses. The storyteller speeds
up and slows down, to give drama and excitement to the story. He uses
the narrative device of time connectives such as ‘After some time …’,
‘And that was when …’, ‘Even now …’, and ‘All those years later …’ to
link the different parts of the story.
Imagine you are going to tell this story to your students. What words or
phrases in English could you select and practise with them?
What kinds of open questions could you ask students about this story,
to encourage their participation? Open questions do not have a single
right or wrong, ‘yes’ or ‘no’ answer. We have suggested some open
questions, but you will be able to think of others:
10
.
Why were people so afraid of the Great Creator?
.
What would you do if you had a tail?
6 Using two languages in class
Activity 5: Using English in lessons
Now watch the video below where a teacher is telling the story ‘The
Enormous Turnip’ in English to students. You may also find it useful to
read the video’s transcript. Please note that the video will be available in
early 2014. Notice how the teacher encourages students to listen and
participate by asking questions and showing pictures.
Now watch the video clip. If it is unavailable or has not been
provided separately, you can find it at the TESS-India YouTube
channel. You will find the transcript at the end of this unit.
Activity 6: Telling a story in English
Read the lesson outline plan in Resource 1. Adapt and expand it to suit
your classroom, the needs of your students and your own professional
development. Refer also to TDU 10, Creating opportunities to practise:
listening and talking in English.
Here are some issues to consider as you choose a story and plan this
activity:
.
Choose a story you know well. It can be from a book, but you will
need to tell it aloud without the book. The story might be linked to a
topic in your textbook, or it might be linked to a local festival or
community event. The story might be important to students’
experiences in a general way, or it might develop their knowledge in
a specific subject area such as science, history or geography.
Perhaps the story has a moral message that you feel is important for
students to learn. Perhaps you will choose a traditional tale. Why is
this story a good one for your class?
.
Consider the story in terms of its length. Can it be told in a short
space of time?
11
TDU 5
12
English storytelling: using questions, adapting texts, extracting learning
.
Consider the story in terms of complexity. Does it use familiar or
unfamiliar words and phrases?
.
Where in the story will you be able to stop and invite students to join
in with you or repeat after you?
.
Consider whether the story is inclusive from the perspective
of marginalised groups. Will any student feel left out or embarrassed
by the story? Will the students already know the story or will it be
new to them?
.
Think about what props or pictures you have or you need to make,
to help the story come alive for the students. Will you need, for
instance, pictures of a hat, a broom or a lamp? Or will you use real
objects?
.
Think about open questions you can ask students about the story as
you tell it, or after you tell it.
7 Classroom language for storytelling
7 Classroom language for
storytelling
To gather the class together and prepare students to listen to a story, you can
ring a story time bell or beat a story time drum. You can say a rhyme or
sing a version of ‘If You’re Happy and You Know It’:
If
If
If
If
you
you
you
you
want
want
want
want
to
to
to
to
hear
hear
hear
hear
a
a
a
a
story,
story,
story,
story,
clap your hands!
clap your hands!
if you want to hear a story,
clap your hands!
Try using these English phrases for storytelling in your classroom:
.
It’s story time!
.
Sit down, everyone.
.
Are you ready?
.
Is everyone ready to listen?
.
Are you ready to listen?
.
Listen to me.
.
Who is listening?
.
Repeat after me …
.
Say it with me …
.
Let’s say together …/Say it with me …
.
Now you say it.
.
What do you think will happen?
.
What’s going to happen now?
.
Close your eyes and imagine what it looks like.
.
What do you think?
.
You are good listeners!
.
You are good storytellers!
Continuous and comprehensive evaluation (CCE)
Storytelling can involve students actively in the learning process. It
should provide opportunities for you to listen to students and observe
their understanding.
When you re-tell a story, ask the students ‘Now, what happened next?’,
‘Where did that happen?’ or ’Who did that?’ This is an opportunity to
assess their understanding.
Encourage students to tell stories in English. Make brief notes about
individual students, using criteria such as:
.
listens carefully to the narrative
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TDU 5
English storytelling: using questions, adapting texts, extracting learning
.
shows involvement (comments, asks questions)
.
explains the plot or the characters of the story
.
is able to use some English words and phrases in a story
.
is able to tell a story partly in English
.
is able to tell a story in English
.
is able to make inferences and connections
.
is able to extend the story
.
imagines an alternative ending or title.
You can do this for small groups of students throughout the year.
Weekly storytelling activities can help you evaluate students’ progress at
regular intervals.
14
8 Summary
8 Summary
We hope you have enjoyed the storytelling activities in this unit, and that
you have developed confidence to use English in your classroom. Creating,
recalling and repeating stories are learning processes, for teachers as well as
for students. The ability to tell a story in an interesting and lively way is an
important teaching skill. A good story is entertaining, of course, but it can
also hold students’ attention while they learn important concepts, attitudes
and language skills.
Now reflect and make some notes on the following:
.
Identify three key ideas or skills you have learned in this unit.
.
Identify your strengths as a storyteller.
.
What skills for storytelling and using stories in teaching would you like
to develop further?
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TDU 5
English storytelling: using questions, adapting texts, extracting learning
9 Resources
Resource 1: Lesson outline plan for
storytelling
You may also want to refer to TDU 9, Content and language integration:
coordinating, planning, implementing and assessing and TDU 10, Creating
opportunities to practise: listening and talking in English.
Learning outcomes
Students will develop:
.
oral knowledge of English vocabulary and phrases
.
skills in listening, responding and speaking in English
.
understanding of story narrative structures.
Adapt the following checklist for your own class.
Preparation
.
Choose a story you know well.
.
Prepare a simple version of the story in English.
.
Practise telling it, so that you are confident.
.
Select key words and phrases. Choose words and phrases that are
important to the story and are repeated in the story, so that students have
more than one opportunity to listen and practise them. Make these words
and phrases memorable and manageable, so that students will enjoy
learning them.
.
Write the key words and phrases in English on word cards.
.
Make pictures (draw them or cut them out of a magazine) to match the
word cards. Or use objects, such as a hat, broom or pot.
.
Practise telling the story using the word cards and pictures or objects.
.
Find moments in the story where you can stop and ask students to repeat
after you, or to join in a repeating phrase.
.
Decide how you will prepare the students to listen to the story (rhyme,
song, drum, bell or other method).
Lesson
16
.
Prepare the students for a story so that they are all listening (ring a bell,
beat a drum, clap).
.
Tell them they will hear a story in English and practise English together
with you.
.
Tell the story. Speak slowly. Use gestures and facial expressions. Show
the word cards, pictures or objects. Encourage students to repeat and join
in.
9 Resources
.
Practise together the words and phrases in English, matching words with
pictures or objects.
After the story
.
Put English words and phrases on the word wall so that students can
continue to read and practise them.
.
Encourage the students to retell the story in English.
.
When you read the story again, ask the students questions such as ‘Now,
what happened next?’, ‘Where did that happen?’ or ’Who did that?’ Take
this as an opportunity to assess students’ understanding.
Resource 2: Further reading
There are many story and storytelling resources you can find online. Here
are a few of them:
.
Karadi Tales
.
Centre for Learning Resources (interactive audio)
.
Tulika Publishers (bilingual books)
.
Beginner’s English Language Teaching Programme (BELT)
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TDU 5
English storytelling: using questions, adapting texts, extracting learning
10 Related units
18
.
TDU 6, Reading English: shared reading and guided reading.
.
TDU 7, Using activities alongside teaching an English text: the
importance of planning and preparation.
.
TDU 12, The input rich environment for learning English: displays, word
walls, labelling and games.
References
References
Centre for Learning Resources, http://www.clrindia.net/ (accessed 25
July 2013).
Karadi Tales, http://www.karaditales.com/ (accessed 25 July 2013).
R V Educational Consortium (undated) ‘About BELT’ (online). Available from:
http://rvec.in/belt.html (accessed 25 July 2013).
The Story Museum (undated) ‘When Humans Had Tails’ (online). Available
from: http://www.storymuseum.org.uk/1001stories/detail/168/whenhumans-had-tails.html (accessed 24 July 2013).
Tulika Publishers, http://www.tulikabooks.com/ (accessed 25 July 2013).
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English storytelling: using questions, adapting texts, extracting learning
Acknowledgements
The content of this teacher development unit was developed collaboratively
and incrementally by the following educators and academics from India and
The Open University (UK) who discussed various drafts, including the
feedback from Indian and UK critical readers: Mythili Ramchand and
Kimberly Safford.
Except for third party materials and otherwise stated, this content is made
available under a Creative Commons Attribution-ShareAlike licence:
http://creativecommons.org/licenses/by-sa/3.0/.
The material acknowledged below is Proprietary and used under licence (not
subject to Creative Commons Licence). Grateful acknowledgement is made
to the following sources for permission to reproduce material in this unit:
CCE logo: http://www.cbse.nc.in/.
Video: thanks are extended to the heads and students in our partner schools
across India who worked with The Open University in this production.
Every effort has been made to contact copyright owners. If any have been
inadvertently overlooked, the publishers will be pleased to make the
necessary arrangements at the first opportunity.
20
Transcript
Transcript
Narrator:
In this video the teacher tells a story in English that the students
already know well in Hindi. She doesn’t use a book, she tells the
story orally she has made some simple picture to reinforce the
meaning of vocabulary, she also uses gestures and mime.
Teacher:
Children do you like stories?
Students:
Yes ma’am.
Teacher:
So, today I am going to tell you a story. Once upon a time, there was
an old man. Do you know any old man in your family?
Students:
Yes ma’am.
Teacher:
Who’s the old man?
Students:
Grandfather.
Teacher:
Yes, a person maybe of fifty or sixty years?
Students:
Yes ma’am.
Teacher:
See this picture, this is an old man.
Students:
Yes ma’am.
Teacher:
Can anybody tell me what is this?
Students:
Turnips.
Teacher:
Yes. You like turnips?
Students:
Yes ma’am.
Teacher:
What do you call turnips in Hindi?
Students:
(Unclear) षलगम.
Teacher:
Story which I am going to tell you is about turnip. A huge turnip, huge
means big …
Students:
(Unclear)
Teacher:
Enormous. What is the meaning of enormous? Big.
Teacher:
One day an old man planted some turnip seeds. When you plant
something in the soil what you have to do?
Students:
We have to water the plants.
Teacher:
Yes. He planted some turnip seed then he waters after few days
what he saw. A small plant came out, a small plant. Then, he again
waters that plant after some days what he saw, it grew, grew, and
grew a big turnip grew. How much big? This much big. Now, that old
man wants to eat that turnip, so he pulled and pulled and pulled, do
you think could he pull it out?
.
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TDU 05 English storytelling: using questions, adapting texts, extracting learning
Students:
No ma’am.
Teacher:
No. He pulled and pulled and pulled could he pull it out?
Students:
No ma’am.
Teacher:
No. He could not pull it out, so what do you think will happen next.
Yes.
Students:
Will someone help.
Students:
Ma’am, dad will help.
Students:
Ma’am, sister can also help.
Teacher:
Yes. Sister can also help.
Students:
Ma’am, brother …
Narrator:
You can prepare a simple version of a story in English practice telling
it slowly with gestures and props or pictures.
Find moments where you can stop and ask the students questions
about the story.
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