Telling tales in english stories for young learners and how to use them

l1li e - cn .D - cn .D Narrator The next day, Monkey goes tq -- En Tortoise CZ • D sS" ''iii!: cn -- E No, the Sky God has got the biggest drum. Leopard. Leopard What do you want, Monkey? Leopard What! Monkey I want your drum, your Tortoise It''s huge, he can climb inside it. big ... Leopard Roar. Monkey Goodbye, Leopard. Leopard Well, I can climb inside my drum. Look at me. Narrator Leopard climbs inside his (runs away) drum, and then Tortoise puts a cooking pot on it. She slowly pushes the drum to the Sky God. Tortoise Here is Leopard''s drum. Sky God Well done Tortoise! Let Leopard go, and you can (Part 3) have your reward. What do Narrator The next day, Tortoise goes to you want? Leopard. The other animals Tortoise laugh at her. Animals the other animals cannot You are small, you can''t get hurt me. the drum. ~ Leopard What do you want, Tortoise? Tortoise I want your drum. Leopard It''s a big drum, a huge I want a hard shell so that Narrator The Sky God laughs. He gives Tortoise a hard shell and drum. .. Tortoise It''s not big. It''s tiny. Leopard Tiny? This is the biggest drum in the jungle! e En ce - .n .D cn CD cn .z E © DELTA PUBLISHING _______1_2 The Leopard''s Drum Lesson 0 I( J I ®~O 5'' ;;~~Z~~G I ~ LISTENING Language • What''s this? • Can I have your ... ? • Can you lend me your ... ? • animal vocabulary Materials • • • • cassette Photocopiable pages 10/ I I per pupil Photocopiable pages 13/15 per group small pieces of black card, about 20 cm by 10 cm - one per pupil • small sticks, about 30 cm long - one per pupil • scissors, sellotape, crayons • optional: A screen, which can be made from a thin white sheet of material stretched between two chairs on desks (or held by two pupils) and a lamp, to shine onto the screen from behind (see diagram below). Warm-up Introduce the story to the children, by telling them that this is a story from West Africa about a leopard who has a huge drum, which all the other jungle animals also want. The story is told as a shadow puppet play and they are going to make their own puppets. The story is divided into three parts. 2 Hold up Photocopiable pages 13 and 15 (if the class cannot seethe pages ask them to move to the front of the room). Point to each of the characters in the story in turn and ask What''s this? Pupils reply It''s a leopard. Pupils may know the names of the animals but you will have to explain Sky God. 3 Explain the differences between have and lend using classroom objects. For example, Can I have your pencil? (pupils gives you their pencil and you keep it): Can you lend me your book? (pupils gives you their book, you look at it quickly then give it back). Pupils practise asking each other questions like these in pairs, but answering no. (Teacher''s notes continued on page 14.) The Leopard''s Drum· Lesson I Ell ___ 14- The Leopard''s Drum Lesson 0 ( continued) Procedure Read or play the cassette for Part I of the story. 2 Give out Photocopiable pages 10/ I I and divide the class into groups of 3. Get each group to choose a character: narrator, Leopard or Sky God and then read part I together. 7 Then ask each group to perform their stories in turn using their puppets. The teacher reads the part of the narrator. The pupils can either: • use the top of a desk or table as the stage while they sit on the floor behind it (as in the diagram below), or • make shadow puppets and use a screen and lamp (as in the diagram on page 12). 3 Do the same for Parts 2 and 3 but you will need groups of 5 for re-telling. 4 Now put pupils into groups of 6 and give each group a copy of Photocopiable pages 13 and 15. 5 Each child in the group chooses one of the characters and prepares their puppet as follows: • Cut roughly round your character. • Stick it onto a piece of card. • Cut carefully round its outline. • Attach the character to the stick using tape. • Write your name on the back of your shadow puppet. 6 In their groups get them to practise reading the story together (leaving out the narrator''s part). Follow-up If you have time, or for homework, ask pupils to choose one of the characters in the story. They then draw a picture of it and write 2 or 3 sentences to describe it. Brainstorm some suggestions if necessary e.g. Leopard - He is strong. He is big. He''s got spots. Pupils could read these out in class and/or display their finished pictures on the walls. The Leopard''s Drum • Lesson I __ © DELTA PUBLISHING The Leopard''s Drum Lesson II J ~ I( I I ®~O 51 S:''~I:~~ LISTENING Language • story comprehension • animal vocabulary Materials • cassette • optional: Photocopiable pages 10/1 1 and shadow puppets • Photocopiable page 17 per pupil Warm-up Revise the names of the characters. Hold up a shadow puppet of each character in turn, and ask Who''s this? Pupils reply, e.g. It''s Monkey. 2 Play the cassette of the story again. Stop after each part and explain any necessary language, e.g. fierce, reward, shell. 3 Ask some simple comprehension questions, for example: What does ''huge'' mean? Does it mean the same as ''big''? (No, it means ''very big''). What does Leopard say to pYthon? (What do you want?) Why do the animals run away? (Because they are afraid of the Leopard). Why do the animals laugh at Tortoise? (Because they think she is too small to get the drum from leopard). 4 Optional: Pupils act the story again in groups using their shadow puppets. Procedure I Give a copy of Photocopiable page 17 to each pupil. :I In the first part they should draw a line matching the animals to the correct speech bubble. Answers: I b 2 d 3 a 4 c 3 Ask the children to read the words in the list next to the crossword. They then find the correct place to write them into the puzzle. Answers: p y t h 0 s e P h n a Follow-up Ask the children which other wild animals they think would like to have the Leopard''s drum. Use this as an opportunity to introduce the English words for other animals, such as lion, tiger, giraffe, hyena, zebra, rhinoceros. 1 Now get each pupil to make up another crossword including some of the new animals. They can include some of the letters as a help or draw picture clues and then swap these with a partner and do each other''s.