PRESENTER BIOGRAPHY 
Julia R. Anahory is a co-founder of Wooshin Language Consulting where she works as a teacher trainer.  Julia has also been involved in various Korean educational projects and groups such as the Seoul Teachers� Training Center, SESETA and EBS (TV English Conversation).  Prior to Korea, Julia broadened her international teaching experience in France and Canada. 
 

MATERIALS 

In order to teach a foreign language to children, the material must be presented  
in contexts that are both familiar and stimulating. The student's active  
engagement with the language is essential. What better vehicle than stories to  
meet these requirements? 
However, there is much more to storytelling than the telling of stories. A  
positive encounter between student and story can result in a wealth of useful  
language learning activities and follow-up work of which drama, role play and  
chants are but a few examples. 
In brief, stories are just a good excuse to get students to listen, guess, predict,  
act out, discuss, chant, sing ... 
Stories ? Why? 

*Children like stories. They know how stories work.  

*Children naturally try to understand stories. It's listening with  purpose. 

*Young Children discover that English can be read from books.   
 "Oh!! English is a Language ?!!! " 

*Stories help students develop strategies for learning English.              
 Guessing, infering, predicting... 

*Through stories students become familiar with the sounds and            
 rhythm  of English.  

*To listen to stories in class provides a communal experience. 
 Students can share their feelings. 

*Stories create opportunities for developing continuity in the curriculum. 
 They are like springboards. 
 

1-Do I like the story? 

2-Will my students like the story? 

3-Will the students be able to identify with  the characters in the story? 

4-Will it appeal to their sense of humour? 

5-Is the language level appropriate? 

6-Is there natural repetition which will encourage students to participate? 

7-Does it have too many descriptions not enough action? 

8-Does the story contain short dialogues which could be suitable for       
  drama or role play? 

9-Does it contain cultural references that students will not understand? 

10-Does the story tell us something about another culture? 

Reading a story 

*No memorizing. 

*No mistakes in English. 

*Pictures help understand the story. 

*Same words same sentences every time. 

*Students can borrow the books. 

*Students can read along. 
  

*You can use the words 
 your students know. 

*You can be creative. 

*You can use your hands and your body. 

 The boy and the wolf - warm up activity 

Aims-Linguistic:Students practice recognizing English sounds and words. 
      Other:   Students build up their confidence (They realize that they can participate)    
Time -        10 minutes 
Age -         All 
Description -  The students are divided in groups. Each group is given a word.  
                Read the story The boy and The Wolf. 
                Everytime you say one of the chosen words the group which has been   
                assigned that word reacts by making a certain noise or gesture. 
                For example: 
                Boy:'Oh ya!!!' thumbs up 
                Wolf: AOOOOOOOOOOO! 
                Mountain:Weeeeooo! hands go up and down. 

Variations: 
You can choose to use other words like 'sheep'. In that case you should add more  
'sheep' to the script. You can also ask students to come up with their own motions and noise instead of the ones suggested above. The goal is to have all students participate. Even those who don't know a word of English. Drama:Ask students to act out the role of each character- sheep, wolf, boy, people Buzz:Tell the story but 'buzz' instead of saying some of the words. The students try to guess the missing words. 
  

Once upon a time there was a shepherd boy.The boy was looking after his  
sheep on the  mountain. He was bored so he shouted, 'Help! Wolf! Wolf!' 
So all the people ran up the mountain from the town to help  the poor boy. 
When all the people got to the top of the mountain, They asked 'Where's the wolf? 
'There's no wolf!' said the boy. It was just a little joke." So the people went  
down the mountain. They were not happy! 
The next day the boy was bored again. It was so much fun watching all the  
people go up the mountain and  down  the mountain...    
So he tried his little joke again. 'Help ! Wolf! wolf! The wolf is here!' Then he  
watched all the people run up the mountain from the town. 
The baker went up the mountain.  The butcher went up the mountain. 
The hairdresser went up the mountain. The plumber went up the mountain. 
The___________ went up the mountain. The___________ went up the mountain 
And when they got to the top of the mountain, they asked  "Where is the wolf?"  
The boy laughed. 'It ran away !' the boy said.  
So all the people went down the mountain. 
On the third day a wolf really came. So the boy shouted,  'Help! wolf wolf  
wolf! I'm not joking! wolf wolf wolf ! 
The people in the town heard the boy but they didn't come to help the boy.  
They were tired of going up the mountain and down the mountain... 
So the wolf, that very bad wolf, ate all the sheep and the boy!