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EXPLAIN HOW YOU CAN

EXPLORE AND EXPLOIT THE

STORY IN THE LANGUAGE

CLASSROOM

Umi Zafirah Othman

Nor Diyanah NordinNur Hayati Amin

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Once upon a time, there was a little girl named Goldilocks. She wentfor a walk in the forest. Pretty soon, she came upon a house. Sheknocked and, when no one answered, she walked right in.

At the table in the kitchen, there were three bowls ofporridge. Goldilocks was hungry. She tasted the porridge from thefirst bowl.

"This porridge is too hot!" she exclaimed.

So, she tasted the porridge from the second bowl.

"This porridge is too cold," she said So, she tasted the last bowl of porridge.

"Ahhh, this porridge is just right," she said happily and she ate it allup.

After she'd eaten the three bears' breakfasts she decided she wasfeeling a little tired. So, she walked into the living room where shesaw three chairs. Goldilocks sat in the first chair to rest her feet.

"This chair is too big!" she exclaimed.

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So she sat in the second chair.

"This chair is too big, too!" she whined.

So she tried the last and smallest chair.

"Ahhh, this chair is just right," she sighed. But just as shesettled down into the chair to rest, it broke into pieces!

Goldilocks was very tired by this time, so she went upstairs tothe bedroom. She lay down in the first bed, but it was too

hard. Then she lay in the second bed, but it was too soft.Then she lay down in the third bed and it was just right.Goldilocks fell asleep.

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As she was sleeping, the three bears came home.

"Someone's been eating my porridge," growled thePapa bear.

"Someone's been eating my porridge," said the Mamabear.

"Someone's been eating my porridge and they ate it allup!" cried the Baby bear.

"Someone's been sitting in my chair," growled the Papabear.

"Someone's been sitting in my chair," said the Mamabear.

"Someone's been sitting in my chair and they've brokenit all to pieces," cried the Baby bear.

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They decided to look around some more and when theygot upstairs to the bedroom, Papa bear growled,"Someone's been sleeping in my bed,"

"Someone's been sleeping in my bed, too" said theMama bear

"Someone's been sleeping in my bed and she's stillthere!" exclaimed Baby bear.

Just then, Goldilocks woke up and saw the threebears. She screamed, "Help!" And she jumped up andran out of the room. Goldilocks ran down the stairs,opened the door, and ran away into the forest. And she

never returned to the home of the three bears.

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HOW to exploit stories and storytelling

to develop language

A child-friendly vehicle for learning

Motivating, entertaining, fun, engaging and relevant

Involving as child identifies with characters andsituations

A social experience

A way to generate intrinsic motivation to learn anotherlanguage

Stories offer a whole imaginary world, created by

language, that children can enter and enjoy, learninglanguage as they go. Lynne Cameron

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Why are stories an essential part of a

childs language learning experience?

All children completely familiar with stories andstorytelling

Example: The formula nce upon a time existsin many languages and children know what follows

Initial understanding of world acquired fromstories

Link between fantasy and reality helps make senseof everyday lives

Medium for learning values, behaviour, culture,history and society

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How to explore and exploit the

story

Entertainment

Moral models forchildren

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Genre : Fantasy

(Cannot happen in reality , Animalstalk)

Language : Simple

(tenses, vocabulary)

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Moral Values : Dont get into strangers

house

You should respect the privacy and property of

others.

Goldilocks should have waited the owner of the

house and not just entered in it.

She shouldnt have eaten and ruin everything.

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Short Stories and Language

Skills Development

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Linguistic value of stories

Help develop

Listening skills and strategies listening forgeneral meaning, guessing meaning,hypothesizing

Awareness of rhythm, intonation andpronunciation

Reading skills, writing skills an speaking skills

Knowledge of grammar, structures and vocabulary

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Reading

1. Completethe word form chart

2. Write the letter of the definition/synonymin

column B that most closely matches each

word/phrase in column A.

3. Choose the word/phrase from column A in the

previous activity that best fits each of the

following sentences.

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Writing

Write a book report or summarize the story in

five to seven sentences, including the main

character, setting, conflict, climax, and

resolution.

Write one sentence on the theme of the story.

Write a book review on the story.

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Speaking and istening The students read the story aloud as a chain

activity.

In an upper intermediate class, the students

retell the story as a chain activity in smallgroups.

An extending activity useful to develop

students speaking skill and to make studentsmore involved in the story is role-play.

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Teachers can do the followings:

Read the story out loud so students have the

opportunity to listen to a native speaker of

English (if at all possible); or

Play the storyif a recording is available.