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The teacher can choose the way that howto show the story. “We need both salt and pepper in our cooking”. Telling andreading aloud both have their strong points. If the teacher reads a story, hedoesn’t have to learn the story or worry about making mistakes in English, andthe pupils will always hear exactly the same text and this will help them topredict what is come. They can borrow the book after the class and the picturesin the book help the children to understand the story. But the teacher must becareful not to read too quickly or forget the listeners. Telling is good, too.Telling is easier to understand. First, the children feel that the teacher isgiving them something very personal, so it can have a powerful effect on them.Secondly, the teacher can see the children and know their expression. But theteacher must learn the story well enough to tell it without the book and mightmake some mistakes in his English. So nobody can say that one is better thanthe other. paper51.com 3.2 Warming up copyright paper51.com Half the success of a story depends on what you do before you begin! “Thepupils must be in the right ‘frame of mind’ for a story. If they think it isall part of the normal lesson they will be in their ‘normal’ frame of mind andnot be in their ‘story’ frame of mind, and you will probably not have muchsuccess”(Wright, A 1995). So the teacher must make the pupils in a story frameof mind before he tells or reads the story. The teacher can do it by many ways.For example, try to get the children much nearer to the teacher than normallythe case. This is partly because it is important for them to see the teacherand his book, but it is also because it changes the relationship between theteacher and pupils. They know they are going to share something. Youngerchildren can be asked to sit around the teacher’s feet. And the teacher can tryto arrange the chairs, and then try to find some other methods of helping thechildren to feel that something special is going to happen. Some teachers takea ‘story bag’ (which might be just an ordinary bag) which they only have tohold up for the children to get into their story frame of mind. Others mightalways wear a particular hat or coat or put some music on and then the childrenwill know and get themselves ready. Once, in a noisy class, a teacher wrote, “I’dlike to tell you a story” on the blackboard. Then he sat on a chair in an openspace at the front of the children and waited them to be quiet. Of course, thepupils understand the teacher and become quiet. paper51.com The teacher can arouse pupils’ interest and curiosity through introducingthe story in an interesting way. The teachers have different ways of beginningstories. For example, first way, the teacher can talk with the children abouttheir experience what will be a central topic of the story. The second way, theteacher can begin with an explicit introduction to the story. For example, theteacher says:” I am going to tell you a story about a little white cat”, thenhe can tell them the ‘Little White Cat’ story. The teacher can begin with ‘Onceupon a time’, too. But the teacher must remember that doesn’t begin until hehas everyone’s attention and total silence-unless he is confident that thesheer power of his telling is going to calm them down. 内容来自论文无忧网 www.paper51.com |