2. CONTEXTCONTEXT
CENTRE D’ESTUDIS MOLLET
Independent / semi-private
school
One class per grade
1 English teacher (P3 – 6th)
2nd grade – 25 children
ESCOLA ABAT MARCET
State school
Two classes per grade
4 English teachers
1st grade – 27 children
4. DESCRIPTION OF THE ACTIVITYDESCRIPTION OF THE ACTIVITY
Description of the session.
-First reading of the story showing flashcards of each
animal while reading.
-Review of the vocabulary of the book (animals and
colors)
-Second reading of the story making mistakes on purpose.
-”Creating our own story”
Set up:
-Materials: Book and Flashcards (pictures of the animals
and typed names of each one)
5. THEORETICAL BACKGROUNDTHEORETICAL BACKGROUND
Mary Slattery & Jane Willis (2001)
Stories are interesting, enjoyable and fun.
Help children revise language they are familiar with.
Work on intonation and pronunciation by listening.
Help children relate new things to what they know already.
Can be told with pictures and gestures to help them understand an specific
content or area.
Ellis and Brewster (2002)
Good for reinforce concepts already taught like colour, size or shape
Subjective theories:
Students have worked on this content (colours and animals) during the course.
Since it was a short activity, we considered the storytelling a suitable activity.
7. CRITICAL INCIDENCESCRITICAL INCIDENCES
The tale is suitable and fun but maybe a bit repetitive. It was
easy for children to get distracted.
The story is not real, there is not a real plot.
Maybe it would had been interesting to use a interactive
board for story telling. We didn’t have a whiteboard in one
of the schools though.
The class of Laia’s school was bigger, and we noticed that
this fact affected to children’s attention.
In both schools, students presented some difficulties to
understand the second activity on retelling the story
correcting our mistakes.
9. WHAT HAVE WE LEARNT?WHAT HAVE WE LEARNT?
2 teachers in class makes activities much easier.
Andrea Honigsfeld & Maria Dove (2008). Co-teaching can:
(a) become an effective support for inclusive practices to accommodate the
needs of diverse English Language learners
(b) help all students meet national, state, and local standards
These activities make students be more engaged.
It is nonetheless essential to choose the suitable
story depending on the characteristics of the
group.
The use of storytelling in the class should be more
spread in schools.
10. REFERENCESREFERENCES
Ellis, G., & Brewster, J. (2002). Sortytelling
methodology. In G. Ellis, & J. Brewster, Tell it again! The
new storytelling handbook for primary teachers (pp. 1-47).
Harlow: Penguin English.
Honigsfeld, A & Dove, M (2008). Co-teaching in the ESL
Classroom. Delta Kappa Gamma Bull 74 no2 Wint 2008
Slaterry, M., & Willis, J. (2001). Reading and telling
stories. In M. Slaterry & J. Willis. English for primary
teachers (pp. 96-119). Oxford: Oxford University Press.
