AB-123 TG - Book - Page 9
which takes into account each pupil’s learning style and demonstrated strengths and
weaknesses” is one that succeeds.
In units 1, 2 and 3 of My First English Adventure the exposure to the spoken language
and familiarity with the language helps create a good, solid foundation on which to
then build reading ability. Through work on oral skills, extensive phonemic awareness
exercises, manipulation of the sounds they hear and segmentation of the words they
have learned and acquired, pupils become familiar with the sounds of the language,
creating a smooth gateway to beginning reading.
Alongside the reading of phonetic words, many stories and topics are taught. The
pupils acquire a plethora of language and many of these words and expressions are
taught as global reading words or as sight words to enable a further expansion of
reading ability. These words become part of the repertoire of the pupils, and enables
automaticity on their way to becoming fluent readers.
The combination of the two approaches enables a well-rounded reading program that
ensures success for all. It develops slowly, with plenty of review and reinforcement,
thus enabling each pupil in a heterogeneous class to progress at his or her own pace.
5. Implementation of the Storybook Approach
The storybooks in My First English Adventure were chosen because they suit the unit
topics, as well as the cognitive and interest levels of the pupils.
Stage 1: Preparation for the Story
In order to make the story accessible, pupils are introduced to the major vocabulary,
language structures and language functions that appear in the story before it is read
aloud by the teacher. This provides a minimal base of “content” which enables the
pupil to follow what the story is about and avoids the frustration of having to listen to
something in a foreign language and not understanding anything (in which case the
pupil is apt to “turn off” completely to the language).
Stage 2: Introduction to the Story
Through a series of pre-reading activities, children’s literacy skills are developed and
background knowledge is built: discussing the book cover and title, predicting what
the story will be about, etc.
Stage 3: Reading the Story
The f irst reading of the story is done with exaggerated intonation and gestures, focusing
on the pictures and sequence of the story. Following a discussion, the story is read
a few more times interactively so pupils become progressively more involved in the
storyline. At this stage, discussions revolve around the pupils’ personal and affective
responses to the story as they make connections between the story and their own reallife experiences. They reflect on the story and what they have learned from it.
Stage 4: Acting Out the Story and Role-Playing
In this final stage the pupils put to active use the language they have learned through
the story. They act out the story and are involved in relevant role-play situations.
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