Falsafah Pendidikan Kebangsaan Falsafah Pendidikan Guru Learners Guide Introduction Allocation of Topics TOPIC 1 The Importance of Stories

for Young Learners

1.0 Synopsis 1.1 Learning Outcomes 1.2 Framework of Topics 1.3 The Importance of Stories for Young Learners 1.4 Features of Childrens Stories 1.4.1 Characters 1.4.2 Storyline 1.4.3 Time Sequence 1.4.4 Setting 1.4.5 Diction 1.4.6 Length 1.4.7 Illustration TOPIC 2 Exploration of Types of Stories

2.0 Synopsis 2.1 Learning Outcomes 2.2 Framework of Topics 2.3 Exploration of Types of Stories 2.3.1 Characteristics of Modern Fantasy 2.3.2 Realistic Fiction 2.3.3 Non-Fiction 2.3.4 Biography/Autobiography 2.3.5 Folk Tales (Folklore/mythology), Fables, Legends, Parables

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TOPIC 3

The Stories and The Teaching Context in the Primary English Curriculum

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3.0 Synopsis 3.1 Learning Outcomes 3.2 Framework of Topics 3.3 The Stories and The Teaching Context 3.3.1 World of Stories 3.3.2 World of Knowledge 3.3.3 World of Self 3.4 Stories and the Development of Personality TOPIC 4 Selection of Stories for Young Learners

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4.0 Synopsis 4.1 Learning Outcomes 4.2 Framework of Topics 4.3 The Four Criteria to Select Stories for Young Learners 4.3.1 Appropriate Language Level 4.3.2 Content 4.3.3 Visuals 4.3.4 Language Learning Potentials TOPIC 5 Stories in the ESL Classrooms

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5.0 Synopsis 5.1 Learning Outcomes 5.2 Framework of Topics 5.3 Techniques to Teach Language and Literature Through Stories 5.4 Strategies to Expand Stories in ESL Classroom 5.4.1 Aesthetics Values 5.4.2 Linguistics Skills 5.4.3 Intellectual Skills 5.4.4 Moral and Personality

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TOPIC 6

Craft of Storytelling

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6.0 Synopsis 6.1 Learning Outcomes 6.2 Framework of Topics 6.2.1 Voice Projection 6.2.2 Diction 6.2.3 Poise 6.2.4 Gestures 6.2.5 Body Movement 6.2.6 Time 6.2.7 Intonation 6.2.8 Props TOPIC 7 Exploring Language Through Stories

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7.0 Synopsis 7.1 Learning Outcomes 7.2 Framework of Topics 7.3 Exploring Language through Stories 7.3.1 Developing Fluency and Cohesion 7.3.2 Reading Aloud and Understanding 7.3.3 Stories and Writing 7.3.4 Stories and Critical Thinking TOPIC 8 Types of Assessment

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8.0 Synopsis 8.1 Learning Outcomes 8.2 Framework of Topics 8.3 8.2.1 Portfolio 8.2.2 Aural-Oral Assessment 8.2.3 Written Assessment

TOPIC 9

Storytelling Performance

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9.0 Synopsis 9.1 Learning Outcomes 9.2 Framework of Topics 9.3 Storytelling Performance 9.2.1 Preparing for Storytelling 9.2.2 Exhibition of Story Crafts 9.2.3 Storytelling 9.2.4 Reflection

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LEARNERS GUIDE

This module has been prepared to assist you in organizing your own learning so that you may learn more effectively. You may be returning to study after many years from formal education or you may possibly be unfamiliar with a self-directed learning mode. This module gives you an opportunity to manage your own learning and to manage the way in which you use your resources and time. Self-directed learning requires that you make decisions about your own learning. You must recognize your own pattern and style of learning. It might be useful if you were to set your own personal study goals and standard of achievement. In this way you will be able to proceed through the course quite easily. Asking for help when you need it, ought to be viewed as creating new opportunities for learning rather than as a sign of weakness. The module is written according to topics but to be taught over a period of five sessions. A session usually covers up to two topics (refer to Allocation of Topics). How long you take to go through a session clearly depends on your own learning style and your personal study goals. Because this module contains 9 topics, you are expected to take a more proactive role to ensure that all the topics could be completed in the 5 session allotted for this module. There are tasks set within each topic to help you recall what you have learnt or to make you think about what you have read. Some of these tasks will have answers and or suggested answers. For tasks that do not provide answers you might find it helpful to discuss them with someone like a colleague. You could also make note of your answers and take them along to the next Tutorial Session. Tasks that have been set for Tutorial discussion or to be handed in during Tutorial Sessions will need to be completed before the tutorial takes place. Assignments that have to be handed in must be handed in according to schedule. This will be a means for you (and your Tutor) to know how much progress you have made in your course. You should bear in mind that the process of learning that you go through is as important as any assignment you hand in or any task that you have completed. So, instead of racing through the tasks and the reading, do take time to reflect on them.

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You will find that icons have been used to capture your attention so that at a glance you will know what you have to do. Appendix A gives you an explanation of what the icons mean. There is an end of course examination that you will be required to do. The date and time will be made known to you when you sign up for the course. The written examination is expected to take place in an examination venue to be identified.

Here are some useful hints for you to get you going. 1. Find a quiet study corner so that you may set down your books and yourself to study. Do the same when you visit a library. 2. Set a time every day to begin and to end your study. Once you have committed a set time, keep to it! When you have finished your module, continue to read prescribed books or internet materials. 3. Spend as much time as you possibly can on each task without compromising your study goal 4. Revise and review what you read. Take time to recollect what you have read. 5. Consult sources other than what have been given to you. Do not accept information at face value. 6. Start a filing system so that you know where you have kept that insightful article! 7. Find a friend who could help you study.

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INTRODUCTION Congratulation! You have made the right choice by joining the Program Pensiswazahan Guru (PPG). The PPG Mod Pendidikan Jarak Jauh (PPJ) English Language (Major) for Primary Schools, is one of the major courses offered by the Institut Pendidikan Guru Malaysia (IPGM). It is offered to English language teachers who want to upgrade and enhance themselves in teaching English as a subject. The LGA3103 Stories for Young Learners module is offered as an elective course. It is a 3-credit hour module that will cover 45 hours. It has nine main topics: 1. Importance of stories for young learners 2. Exploration of types of stories 3. Stories and the teaching contexts in the primary English curriculum 4. Selection of stories for young learners 5. Stories in the ESL classroom 6. Craft of storytelling 7. Exploring Language through Stories 8. Types of Assessment 9. Storytelling Performance There are no prescribed course books and the sessions are designed to be self contained. However, we do recommend that you visit the campus library regularly to access relevant journals and resource books suitable for this course. It is also advisable for you have access to certain EL references and dictionary such as an ESOL Learners Dictionary and a Modern Teachers Reference Grammar of English as you may need to refer to them from time to time. Stories tell us of what we already knew and forgot, and remind us of what we havent yet imagined. - Anne Watson We are sure that you are looking forward to begin this module with excitement. It is designed in such a way to allow you to not only refresh your memory of what stories and storytelling are all about; but also to give you opportunities to obtain new ideas, knowledge and experience on how best to use stories with young learners. So, bring along your bag of experience and stories, put on your creative thinking caps and lets enter the world of Stories for Young Learners together .

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ALLOCATION OF TOPICS

Code & Name of Course: LGA3103 Stories for Young Learners There are nine topics in this module and they are divided into five sessions. The table below shows the allocation of topics through modular learning or/and face-to-face interaction.

SESSION

TOPIC 1

CONTENT Importance of stories for young learners Features of childrens stories Character Storyline Time sequence Setting Diction Length Illustration

HOURS 3

1 2 Exploration of types of stories Modern fantasy Realistic fiction Non-fiction Biography/Autobiography Folk tales (folklore/mythology), fables, legends, parables 3

Stories and the teaching contexts in the primary English curriculum World of Self World of Stories World of Knowledge Stories and development of personalities The hopes of mankind Forming moral judgments Stimulate mental processes Effect on personality of learners (Refer to the Readers specified by National School Curriculum)

Selection of stories for young learners Appropriate language level Content Visuals Language learning potentials

Stories in the ESL classroom Techniques and strategies exploring - Aesthetic values - Linguistic - Intellectual - Moral/Personality

6 3

Craft of storytelling Voice projection Diction Poise Gesture Facial expression Body movement Time Intonation Props

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Exploring Language through Stories Developing fluency and cohesion Reading aloud and understanding Stories and writing Stories and critical thinking

4 8 Types of Assessment Portfolio Aural-oral assessment Written assessment 3

Storytelling Performance Preparation for storytelling Exhibition of story crafts Storytelling Reflection

Total

45

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