Storyline.pptx

www.britishcouncil.org
English for Teaching 3
Module 2: Storyline

www.britishcouncil.org 3
By the end of this module, participants will be able to:
●● Use a range of techniques for using poetry in the classroom.
●● Create a modern version of a traditional fable.
●● Identify common learner errors with target language.
●● Assess the advantages of using storytelling and poetry with
learners.
●● Adapt activities for use with their own learners.
●● Consider how linking and sentence stress can affect how
something is read.
●● Use ‘voice’ effectively to convey meaning
in poetry.

1 Language 1.1 Town or country?
 look at the pictures . What can you see? Discuss these questions in groups?
4

1 Language 1.1 Town or country?
 Would you prefer to live in the country or in the city?
 What are the advantages and disadvantages of each?
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1.2 The Town Mouse and the Country Mouse
 What do you know about fables. Does anyone know the one about the two
mice ?
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 What do you know about fables. Does anyone know the one about the two
mice ?
–●● Predict what happens in the fable.
–●● Read the fable and check if your predictions were correct.
–●● Tell the whole group how accurate your predictions were.
–●● Read the fable again and then discuss what the moral is.
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 In groups, discuss and make notes on how the story might be different if it
were written now.
 Listen to a podcast which talks about how living in the town and in the
country has changed, and what it would be like for the mice now.
 Compare your notes with the speaker’s ideas.
 Listen again and note down some of the ideas that the speaker talks about.
 Compare how similar or different your ideas were to the speaker’s.
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 Rewrite the fable of the Town Mouse and the Country Mouse in a more
modern way, using the notes from the previous activities:
 In groups, brainstorm ideas, using the table to help you.
 Decide which of the ideas you brainstormed to use.
 Construct your stories in 20 minutes.
 Walk round the room, reading each other’s stories posted around the
room.
 How similar/different were they? Which one do you like best?
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1.5 Narrative tenses
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 Analyze the past narrative tenses used in
the fable:
 In groups, answer the questions about the
language and work out the rules.
 Refer back to the original text if it helps
you.

1.5 Narrative tenses
The tenses used are the past simple, the past continuous, the past perfect
and the past perfect continuous.
 In sentence 1 – He decided while he ate his dinner.
 In sentence 2 – The Town Mouse made the dinner before the Country
Mouse arrived.
 In sentence 3 – They started eating first, then they heard the noise at the
door.
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1.6 Rules and tenses
 In groups, Match the tenses to the rules.
 Find examples from 1.5 to complete the ‘Example’ column.
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1.6 Rules and tenses
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1.7 Common mistakes
In groups:
●● Read the story quickly and decide if it has a happy ending or
not.
●● Find and correct the mistakes that the learner has made with
the tenses.
●● Compare your answers with the corrected copy.
15

2.1 Using a poem in class
 Have you ever used poems in your lessons?
 If yes, provide examples of how you used them.
 Read through the poem lesson.
 Discuss the questions in pairs.
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1.7 Common mistakes – corrected version
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2.2 Poetic activities
 In groups to come up with different ways of using poetry
in the classroom.
●● Brainstorm ways of using poetry in the classroom (use
your own experience where
possible).
●● Share your ideas with the whole group .
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3.1 Create an activity for a poem
 Work in groups (A-B-C-D) to plan an activity for a poem:
● Create an activity. ( each member of the original group has a copy of the
activity.)
●Join a new group that has one person from groups A, B, C and D.
● Role-play the activities : take turns, e.g. a group A participant ‘teaches’ to
‘learners’ B, C and D.
 which ones would they use with their own learners?
21

3.1 Create an activity for a poem
 Work in groups (A-B-C-D) to plan an activity for a poem:
22

4.1 Word stress and linking
●● In groups, discuss the three questions:
What is word stress?
What is sentence stress?
What is linking?
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 Listen to the poem ‘Smile’ being read out. listen and mark on the poem
any words which are stressed and any words which link together.
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4 Pronunciation
4.3 Poetry practice
In your original groups :
28
● Look at your poem and decide how
you want to say it out loud. Which words
will you stress?
●● Look for examples of catenation
(linking of consonants and vowel
sounds).
●● Read the poem out in your groups.

5.1 Poetry and productive skills
 Read an article about using poems to develop writing
and speaking skills
 In groups, discuss the questions.
 Which ideas did you find most helpful and which you would
like to try?
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6.1 Poetic collocations
In groups :
●● Match the phrases.
●● Discuss the meaning of the words.
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6.2 Advantages and disadvantages
 In groups :
●● Discuss the advantages and disadvantages of using poetry
and storytelling in the classroom.
●● Use the vocabulary from the previous exercise to help you.
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6.2 Advantages and disadvantages
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www.britishcouncil.org 33
In groups, use the pictures to
predict the contents of a poem, put
the poem in the correct order, and
then write your own short poem
about a place they know.

8.1 Reflective rhyme
●● Work individually and make notes in the table about the theme of the
module and what you have learned.
●● Create a poem about the module.
●● Work in groups.
●● Read your poems to each other.
What did you think of the activity and how how could you use it with
your own learners?
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Storyline.pptx

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