Once upon a time GIFU
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Slides for the workshop for JALT Gifu chapter April 16th
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Once upon a time GIFU
- 1. “ONCE UPON A TIME…” Folktale in Extensive Reading class
- 2. Kolobok
- 4. Extensive Reading Read quickly Enjoyably At your level Don’t use a dictionary
- 5. Why read in class? Meet language in natural context Build vocabulary/grammar awareness Build reading speed and fluency Lower anxieties about language learning http://erfoundation.org
- 7. Folk stories in my reading class – what students say “I was surprised with the end of the story. The frog is so amazing!” “The story told me not to lose chances to marry a girl.” “I can’t imagine life with the princess frog… This horrible story gave me shivers. I know the princess frog is a perfect girl (?) because she can do needle work, dance and cook, but she is a frog!!! OMG!!!” “I think they are emotional people and Prince Ivan often cried. That’s too much for me. He is a man, he shouldn’t cry too much.” “I want to read many tales like this!!”
- 8. What can we do with a story in class? Discuss!
- 9. What can we do with a story in class? 1. Listen to the teacher reading 2. Read to each other 3. Write impressions and share 4. Write impressions in a reading journal 5. Write questions/messages to characters 6. Give advice to characters 7. Role-play scenes 8. Answer specific questions (think culture) 9. If I were …, I would … 10. Make posters
- 10. Your turn! Choose one of 5 countries (6 stations)
- 11. In your groups… ◦ Check the glossary ◦ Take turns to read the story out loud ◦ Devise an activity or two that suit the story ◦ Write it up!
- 12. Share!
- 13. Folk tales online ◦ Folk tales from Around the World http://www.topics-mag.com/folk-tales/page.htm ◦ World stories http://www.worldstories.org.uk/index.php ◦ World of Tales http://www.worldoftales.com/folktales.html ◦ Tales from Southeast Asia and Korea http://asianfolktales.unescoapceiu.org/sub2.htm
- 15. THANK YOU! ENJOY READING @AnnLoseva http://annloseva.wordpress.com
Notes de l'éditeur
- Read easy books to build their reading speed and fluency The aim – get better at reading!!!
- No pre-post comprehension tasks! No vocab gap fills etc
- !!! Not entirely extensive as in there’s a certain level of difficulty. Why folk stories? (short! Engaging! Simple language and repetition! Exploring values of other cultures) Students comments after first class! (see blog post) Sparked my interest!
- 3) While making a choice to read this particular tale I did not consider the message, values and the moral of the story. In fact, I did not think of it at all, maybe because the story and its plot are already too deeply ingrained in my consciousness through my cultural background. And so I was taken aback (in the best of senses) by the students’ reactions, their raw emotions, true and unaffected by comprehension questions and vocabulary gap fills. A single read was enough to spur a wide range of feelings, wonders and judgements… Yes, very humanly so, judgements of the characters and their actions. I had to do exactly ZERO lead-ins and ask exactly ZERO questions to bring up the topics of moral values, quirks of behaviour, relationship struggles and challenges, life choices. Just one read of this tale, that to me to tell the truth is already rather “flat”, was deeply emotionally affective for them. Which coursebook text could provoke any more sincere reactions from students?? It is a rhetorical question.
- put stickers on the desk - I will then blog the ideas? If have time – have 1-2 groups talk us through it.