Students’ Interest in Reading

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to Develop

Students’ Interest in Reading

Storytelling

A Resource Package for English Teachers

English Language Education Section Curriculum Development Institute

Education Bureau

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English Language Education Section Curriculum Development Institute

Education Bureau

The Hong Kong Special Administrative Region

12/F, Wu Chung House, 213 Queen’s Road East, Wan Chai, Hong Kong

Published 2015

Duplication of materials in this resource package is restricted to non-profit making educational purposes only. Otherwise, no part of these materials may be reproduced, stored

in a retrieval system, or transmitted in any form or by any means without the prior permission of the Education Bureau of the Hong Kong Special Administrative Region.

ISBN: 978-988-8159-59-8

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Preface

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Part I Introduction

⁶

Part II Using Storytelling in the Primary English Classroom

¹⁰

Story 1 The Tailor 12

Story 2 The Bear Hunt 16

Story 3 Bali 20

Story 4 Jack 24

Story 5 The Road to Lhasa 27

Story 6 Chalk 29

Appendix Transcription of the Storytelling Demonstration

³¹

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Preface

Using Storytelling to Develop Students’ Interest in Reading is a resource package produced by the English Language Education Section, Curriculum Development Institute, the Education Bureau, the Hong Kong Special Administrative Region, in support of the English Language Curriculum Guide (Primary 1 – 6) (CDC, 2004). The resource package is based on the professional development activity ‘Using Storytelling to Develop Students’ Interest in Reading’ organised in April 2014. Additional materials and ideas are included for teachers’ reference in using storytelling as a teaching strategy in the primary English classroom.

Aims of the Resource Package

The resource package aims to enhance teachers’ knowledge and skills in conducting storytelling through providing:

• suggestions on how to incorporate storytelling into the primary English classroom;

• stories and suggested activities; and

• video clips to demonstrate good storytelling techniques.

Contents of the Resource Package

The resource package comprises a handbook and a DVD-ROM.

• The handbook contains the following:

Part I: Introduction a What is storytelling?

a Why should storytelling be used in the English classroom?

a What is the role of storytelling in the English Language Curriculum?

a How should storytelling be conducted in the English classroom?

Part II: Using Storytelling in the Primary English Classroom

Teachers may consider the features of a text in deciding whether the text could be used to conduct storytelling in the primary English classroom. Six stories (Stories 1 – 6) are included in the resource package to illustrate the different features of texts which are suitable for conducting storytelling. Some suggested activities to be conducted before, during and after storytelling are provided for teachers’ reference. Only the text version of Stories 1 – 5 is included as Story 6 is a picture book.

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Appendix: Transcription of the Storytelling Demonstration

a Transcription of the storytelling demonstration is provided for teachers’ reference.

• The DVD-ROM contains the following:

a An electronic version of the handbook (in both MS WORD and PDF formats) a Six video clips of the storytelling demonstration

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Part I

Introduction

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Part I

How much do you know about storytelling? Try to answer the following questions.

Questions Yes No

(Please put a “3” in the appropriate box.)

(a) Is storytelling used only when there is spare time in English lessons? q q

(b) Is storytelling only for very young children? q q

(c) Is storytelling best conducted by NETs? q q

(d) Are story books and big books a must in storytelling? q q

(e) Should we teach students to tell stories? q q

1. What is storytelling?

Storytelling is one of the teaching strategies for reading. It is an effective strategy to hold the attention and concentration span of young, active and restless children. It can stimulate emergent readers’ interest in reading as it provides a good opportunity to develop good listening skills and basic reading skills at the same time.

2. Why should storytelling be used in the English classroom?

Storytelling can provide students of all ages with an enjoyable and relaxing learning experience. The length of the stories may vary, depending on the lesson time and the purpose for introducing the stories to the students – for enjoyment and stimulation, developing language skills, teaching the moral, etc. When listening to stories, students can:

3 listen to and take part in the story;

3 give expression to their imaginative ideas;

3 develop skills in listening for explicit and implicit meaning;

3 respond to imaginative experiences with increasing understanding;

3 develop positive attitudes and values;

3 work with narrative texts with teacher support;

3 read the same texts later with teacher support or on their own; and

3 become more independent in writing about or describing their own experience.

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Part I

3. What is the role of storytelling in the English Language Curriculum?

According to the English Language Curriculum Guide (P1-6) (CDC, 2004), schools should develop students’ reading skills and strategies in both the General English Programme and Reading Workshops. About 40% of the lesson time could be allocated to the Reading Workshops to strengthen the school-based reading programme. Various teaching strategies could be adopted in the Reading Workshops to enhance students’ reading skills development.

Storytelling is one of the teaching strategies to help young students learn and practise the key skills and apply the reading strategies in learning to read.

For details of the teaching strategies for reading, please refer to Appendix 5 of the English Language Curriculum Guide (P1-6) (CDC, 2004) which is available at http://www.edb.gov.

hk/attachment/en/curriculum-development/kla/eng-edu/primary%201_6.pdf

Figure 1: Storytelling in the English Language Curriculum

4. How should storytelling be conducted in the English Classroom?

When conducting storytelling, all English teachers including Native-speaking English Teachers (NETs) can make use of simple language, intonation, facial expressions and appropriate gestures, props and pictures to help students understand and interact with the content of the stories. The vocabulary in the story can be adjusted in the process of storytelling to suit the language proficiency of the students. In storytelling, the use of books is not necessary.

Teachers can tell stories drawing upon their own experiences to arouse students’ curiosity and sustain their interest.

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Part I

Students’ participation can be enhanced through making group participating actions/sounds.

The teacher may encourage students to repeat a phrase, a catchy refrain or a repetitive pattern as well as copy his/her actions. Students may be provided with the opportunities to become storytellers themselves, so that they can experiment with the use of facial expressions, gestures and intonation. Students can also be invited to assist in telling the story by being the character(s) in the story. They can also be given lines to say. The class can join in and say the lines of the characters.

Below are some suggested steps for teachers to conduct storytelling:

Before storytelling

• Display pictures or real objects and tell students that you are going to tell a story about them.

• Introduce the setting and characters of the story and invite students to predict what the story is about.

During storytelling

• Tell the story, and throughout the process take on the roles of the characters and the narrator by adjusting the intonation, gestures and facial expressions accordingly.

• Use pictures or relevant props to enhance understanding of the main events or supporting details in the story.

• Invite students to join in at appropriate parts of the story by predicting the next part of the story or inferring the characters’ intentions and feelings.

• Invite students to mime the actions/sounds of the characters.

• Ask stimulating questions to check students’ understanding of the story.

After storytelling

• Invite students to:

- sequence some pictures based on the content of the story just told;

- act out part of the story, using relevant props to remind them of the content of the story; and

- discuss the events in the story after storytelling.

• Distribute the text version of the story to students and provide them with the opportunity to read the story with teacher support or on their own.

• Teach reading skills by exploiting the story.

Answers to questions about storytelling on p.7:

(a) No; (b) No; (c) No; (d) No; (e) Yes

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Part II

Using Storytelling in the Primary

English Classroom

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Part II

The features of a text should be taken into consideration when deciding whether the text could be used to conduct storytelling in the primary English classroom. Six stories (Stories 1 – 6) are included in the resource package to illustrate the different features of texts which are suitable for conducting storytelling. They are stories containing a simple and clear storyline, repetitive language patterns and/or being a rhythmic chant. Their language is memorable and predictable and students can pick up the language more easily. Students may come across the theme of some of these stories in other Key Learning Areas/subjects, which can help to promote reading across the curriculum. The moral of some of the stories can also enhance students’ understanding of positive values and attitudes. One of the stories is from a real book with pictures only. It can help develop creativity in students.

Feature Story

Simple and clear storyline All six stories

Rhythmic chant Story 2 The Bear Hunt

Repetitive language pattern Story 1 The Tailor Story 2 The Bear Hunt Story 5 The Road to Lhasa

Theme introduced in other Key Learning Story 3 Bali (General Studies) Areas/subjects

Moral developing positive values Story 3 Bali (respect for others, care for others)

and attitudes Story 4 Jack (spirit of adventure)

Story 5 The Road to Lhasa (perseverance)

Picture book Story 6 Chalk

Figure 2: Summary of features of the six stories in the resource package

With a view to facilitating the use of these stories in English lessons, some suggested activities to be conducted before and after storytelling are provided for teachers’ reference. Teachers can also refer to the storytelling demonstration video clips in the DVD-ROM for some ideas about the use of various techniques during storytelling, e.g. ‘draw as you tell’, variation in rhythm and speed, use of onomatopoeia, repetitive language patterns, intonation, facial expressions, appropriate gestures, props and pictures. Transcription of the storytelling demonstration in the Appendix is provided for teachers’ reference.

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Part II

Story 1 The Tailor

Roberto was a tailor. He was a very good tailor. He would make the most wonderful suits for men and the most beautiful dresses for women. He would even make clothes for the Queen, opera singers and film stars. But it was so strange that his own clothes were very old and shabby. He had patches on his elbows and his knees.

And one day, his wife said to him, ‘Roberto, why don’t you make yourself a new suit? Think!

What a wonderful advertisement it will be as you walk along the road! People will see, and they will go to you! And you could say, “Yes, I made it myself!”, and you could give them your name card.’ ‘No, I don’t want to make myself a new suit until I find a special piece of cloth - a piece of cloth that is as dark as night, as colourful as the rainbow, as strong as steel and as soft as silk,’

said Roberto.

When Roberto’s wife heard that, she said, ‘Huh? Are you crazy? Where in Hong Kong can you find a special piece of cloth? A piece of cloth that is as dark as night, as colourful as the rainbow, as strong as steel and as soft as silk.’ Roberto just looked at his wife and shrugged his shoulders and said, ‘Well, we’ll see…’

A few days later, someone knocked on Roberto’s front door. And when he opened it, he saw a postman holding a big parcel. The postman gave Roberto the parcel. When he took his scissors and opened the parcel, he found a piece of cloth that was as dark as night, as colourful as the rainbow, as strong as steel and as soft as silk.

‘Now, I am going to make myself a new suit,’ said Roberto. He then took his scissors and cut the cloth. Snip~Snip~Snip And he sewed the cloth. Da da da da da da da~Da da da da da da da~Da da da da da da da And with his needle, he stitched the cloth. Stitch~Stitch~Stitch

He made himself a new suit, and he liked that suit so much. He wore it here; he wore it there;

he wore it everywhere! In fact, he wore it so much. The suit wore out. It had holes, holes, holes, holes and holes. He was going to throw it away. When he looked again and saw that there was enough cloth to make himself a waistcoat. So, he took his scissors, and with his scissors, he cut the cloth. Snip~Snip~Snip And he sewed the cloth. Da da da da da da da~Da da da da da da da~Da da da da da da da And with his needle, he stitched the cloth. Stitch~Stitch~Stitch

He made himself a magnificent waistcoat, and he liked that waistcoat so much. He wore it here;

he wore it there; he wore it everywhere until it was worn out, too. It had holes, holes, holes, holes

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Part II

and holes! So he was going to throw it away. But he looked again and he saw that there was enough cloth to make himself a cap. So he took his scissors and he cut the cloth. Snip~Snip~Snip And he sewed the cloth. Da da da da da da da~Da da da da da da da~Da da da da da da da And with his needle, he stitched the cloth. Stitch~Stitch~Stitch

He made himself a really cool cap, and he liked that cap so much. He wore it here; he wore it there; he wore it everywhere until it was worn out, too. Holes, holes, holes, holes and holes! He was going to throw it away. When he looked again and he saw that there was enough material to make himself a button. So he took his scissors and he cut the cloth. Snip~Snip~Snip And he sewed the cloth. Da da da da da da da~Da da da da da da da~Da da da da da da da And with his needle, he stitched the cloth. Stitch~Stitch~Stitch

He made himself a wonderful button and he liked that button so much. He wore it here; he wore it there; he wore it everywhere until it was worn out, too. Holes, holes, holes, holes and holes! He was just about to throw it away. When he looked again and saw that there was enough cloth to make himself a story. So he took his scissors. Because it’s such a small piece of cloth and he cut it with the scissors very carefully. Snip~Snip~Snip And he sewed the cloth. Da da da da da da da~Da da da da da da da~Da da da da da da da. And with his needle, he stitched the cloth.

Stitch~Stitch~Stitch

OUCH! So he made himself a story and he liked that story so much. He told it here; he told it there; he told it everywhere. BUT because it was a story, it never wore out, and he is telling that story to this very day.

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Part II

Story 1 The Tailor

Suggested activities

Before Storytelling

• Ask students who makes clothes for them (a tailor).

• Ask students to mime the actions of a tailor in making clothes, i.e. cut the cloth, sew the cloth, stitch the cloth.

• Write the title of the story on the board and ask students to predict what kinds of clothing items are made by the tailor in the story.

During Storytelling

• Employ onomatopoeia (i.e. sounds that are similar to the noises the words refer to) and actions to motivate students to participate in storytelling, e.g. Snip~Snip~Snip (mime cutting the cloth with scissors).

• Capitalise on the repetitive language patterns, e.g. repeated use of sentence structures ‘He wore it here; he wore it there; he wore it everywhere!’ and repeated use of literary devices such as similes ‘A piece of cloth that is as dark as night, as colourful as the rainbow, as strong as steel and as soft as silk.’.

• Invite students to make prediction on what might happen in the story, e.g. what was inside the big parcel delivered to the tailor.

After Storytelling

• Distribute the story text to the students.

For KS1 students:

• Read aloud the story (from the beginning to the parcel delivery) with the class.

• Ask students to read the rest of the story and locate the four clothing items that the tailor made for himself.

• Guide students to suggest other possible clothing items that the tailor can make.

• Write down all the clothing items suggested by students on the board.

For KS2 students:

• Invite two students to role play the dialogue between the tailor and his wife.

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Part II

• Draw students’ attention to the use of similes, e.g. ‘A piece of cloth that is as dark as night, as colourful as the rainbow, as strong as steel and as soft as silk.’

• Ask students to work in groups and give each group a piece of paper and a few markers.

• Ask each group to write similes to describe some clothing items, e.g. ‘I want to make pajamas for my mother, I need a piece of cloth that is as bright as the sun.’

• Ask the other groups to listen and draw pictures of the clothing items.

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Part II

Story 2 The Bear Hunt

We’re going on a bear hunt.

We’re going to catch a big one.

I’m not scared, I’m not scared!

It’s a beautiful day!

We come to a fence, A very tall fence.

We can’t go over it.

We can’t go through it.

We’ve got to go under it!

Hugggh! Huggghh! Huggghhh!

Crawl! Crawl! Crawl! Crawl!

I’m not scared! Huh!

It’s a beautiful day!

We come to a bridge, A very long bridge.

We can’t go under it.

We can’t go through it.

We’ve got to go over it!

Stomp! Stomp! Stomp! Stomp! Stomp! Stomp! Stomp! Stomp! Hey!

We come to some mud, Very sticky mud.

We can’t go DIG! DIG! under it.

We’ve got to go through it!

Squish, Squish, Squish! Squish, Squish, Squish! Weeeeeeeeeeee!

We come to a hill, A very high hill.

We can’t go under it.

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Part II

We can’t go DIG! DIG! through it.

We’ve got to go over it!

Huff! Puff! Huff! Puff! Huff! Puff! Huff! Puff!

We get to the top.

Have you seen the bears yet?

NO!

Let’s take a rest! Arhhhhhhhhhhh!

We run down the other side – da da da da da da da da da da We come to a river,

A very wide river.

We can’t go BLURP BLURP BLURP BLURP BLURP! under it.

We’ve got to go through it!

Splish! Splash! Splish! Splash! Splish! Splash!

We come to a cave, A dark spooky cave.

Something’s dripping, Drip! Drop! Plip! Plop!

I’m not scared!

It’s a beautiful day outside!

ARGGHHHHHHHHHHHH!

Something’s breathing.

Something’s snoring! Zzzz! Phew! Zzzz! Phew! Zzzz! Phew!

Reach out your hand.

Something’s there!

It’s… a ... BEAR!

ARGGHHHHHHHHHHHH!

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Part II

Run from the cave.

Down to the river – Splish! Splash! Splish! Splash!

Run up the hill – da da da da da da da da da Get to the top.

Have you seen the bear yet?

IT’S BEHIND US!

ARGGHHHHHHHHHHHH!

Run down the other side – da da da da da da da da da da Run to the mud – Squish! Squish! Squish! WOW!

Run to the bridge – Stomp! Stomp! Stomp! Stomp! Stomp! Stomp! Stomp!

Run to the fence – Huggggggghhhhhh!

CRAWL! CRAWL! CRAWL! CRAWL!

Run all the way home.

Open the door! Eggggggg!

Run up the stairs – da da da da da da da da da da

OH NO! I FORGOT to CLOSE the door! – da da da da da da da da da da SLAMP! ZAP! ZAP! ZAP!

CHA! CHA! CHA! CHA! CHA! CHA!

I am NEVER going on a bear hunt again!

Aaaaaaaaaaaaaaagh!

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Part II

Story 2 The Bear Hunt

Suggested Activities

• Display the picture of a bear and ask students to share how they will feel/felt when they see/

saw a bear.

• Tell students that you are going to tell them a story about a journey to find a bear and remind them to pay attention to what the main character did when s/he met the bear.

• Employ onomatopoeia, e.g. Hugggh, squish, puff, blurp and actions to motivate students to participate in storytelling, e.g. ‘We come to a bridge - (Stand up, march and salute) Stomp!

Stomp! Stomp! Stomp! Stomp! Stomp! Stomp! Stomp!’

• Say one phrase at a time and encourage students to repeat each phrase and copy the accompanying actions. (Please refer to the storytelling demonstration in the DVD-ROM.)

• Demonstrate variation in the rhythm and speed in reading aloud. (Please refer to the storytelling demonstration in the DVD-ROM.)

• Emphasise and place stress on the adjectives used in the story, e.g. big, tall, long.

For KS1 students:

• Read aloud the story with the class.

• Ask students to work in groups and identify the places mentioned, e.g. a fence, a bridge.

• Give each group a piece of paper and a few markers.

• Ask each group to draw picture of one place and write ‘go_________ the ___________’, e.g.

‘go under the fence’.

• Ask the whole class to tell the story together and hold up their group’s pictures in turns.

For KS2 students:

• Allow time for students to read the story.

• Ask students to work in groups.

• Give each group a piece of paper and a few markers.

• Ask each group to draw the route of the bear hunt journey and design a bear warning sign with one or two suggestions on what to do when they see a wild bear, e.g. Do not feed wild bear!, Do not shout!, and then present the route and the bear warning signs to the class.

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Part II

In Bali, there is a very special lizard, called gecko. He has a very special cry. The gecko goes GEC~KO, GEC~KO. At one night, the Chief of the village was trying to get to sleep and the gecko was outside his window. It was going GEC~KO, GEC~KO.

The Chief couldn’t get to sleep because it was making so much noise. He opened his window and he said, ‘Gecko, would you mind not making all that noise?’ ‘Don’t blame me!’ the gecko said. ‘It’s all because of the fireflies. They go ON~OFF, ON~OFF.

Because the fireflies are flashing their lights, I can’t get to sleep. Please go and tell the fireflies to stop flashing their lights.’ And the Chief said, ‘Okay!’

So the next day, the Chief came to the fireflies. He said, ‘Fireflies, you got to stop flashing your lights.’ The fireflies went ON~OFF, ON~OFF. ‘Because of you…’ said the Chief, ‘…the gecko goes GEC~KO, GEC~KO. And I can’t get to sleep.’ The fireflies said, ‘Don’t blame us! It’s all because of the woodpecker. The woodpecker goes TAP~TAP~TAP. He is obviously sending out the warning.

Maybe there’s gonna be an earthquake.’ ‘Oh dear!’ the Chief said, ‘I will go and speak to the woodpecker.’

The Chief came to the woodpecker and he said, ‘Woodpecker…’ The woodpecker went TAP~TAP~TAP. ‘You got to stop doing that! Because of you, the fireflies go ON~OFF, ON~OFF, and the gecko goes GEC~KO, GEC~KO and I can’t get to sleep.’ ‘Oh dear!’ said the woodpecker,

‘Don’t blame me! It’s the frog. I hear the frog going CROAK~CROAK. So obviously he is worried about something.’ ‘Oh dear!’ the Chief said, ‘I’d better go and find out what is worrying the frog.’

He came to the frog and said, ‘Frog…’ The frog went CROAK. ‘You got to stop doing that!’ And the frog said, ‘Why?’ The Chief said, ‘Because of you, the woodpecker goes TAP~TAP~TAP and the fireflies go ON~OFF, ON~OFF and the gecko goes GEC~KO, GEC~KO and I can’t get to sleep.’ ‘Oh dear!’ said the frog, ‘Don’t blame me! It’s the dung beetle. Every day, I see the dung beetle rolling together big balls of poo poo. He rolls it along the street. Isn’t it dirty?’ And the Chief said, ‘It certainly is. You carry on going on CROAK. I will go to speak to the dung beetle.’

When he came to the dung beetle, he saw it going HURRRR! PEW! HURRRR! PEW! He said, ‘You got to stop doing that! Because of you, the frog goes CROAK. The woodpecker goes TAP~TAP~TAP, and the fireflies go ON~OFF, ON~OFF and the gecko goes GEC~KO, GEC~KO and I can’t get

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water buffalo. Every day, I see the water buffalo come home and it drops its poo poo… SPLAT!...

right there on the street. Isn’t that dirty? So I come along, and I clean it up.’ ‘Oh!’ said the Chief,

‘That’s very good of you. Well done! I am going to speak to the water buffalo.’

The Chief came to the water buffalo and said, ‘Hey! Water buffalo…’ The water buffalo went SPLAT! ‘Hey! Be careful! Could you stop dropping your poo poo on the street? Because of you, the dung beetle goes HURRRR! PEW! The frog goes CROAK. The woodpecker goes TAP~TAP~TAP, and the fireflies go ON~OFF, ON~OFF and the gecko goes GEC~KO, GEC~KO and I can’t get to sleep. The water buffalo said, ‘Oh! Don’t blame me! No. It’s the rain.’ ‘The rain?’ asked the Chief. ‘Yes!’ answered the water buffalo. ‘Every afternoon, the rain comes down so hard that it knocks the stones out of the way. It leaves big holes, potholes in the ground. So when we come along, we drop our poo poo. SPLAT! And we fill up the holes. Isn’t it better that people put their foot in the poo poo but not in a hole? If they put it in the hole, they might trip up. They might break their ankle.’ And the Chief said, ‘You know, water buffalo, that’s very good! Ok, you keep dropping your poo poo. SPLAT! But not on me!’

That night, the Chief was trying to get to sleep. But, outside his window, there was the GEC~KO, GEC~KO. ‘Gecko, would you mind not making that sound outside my window? I can’t get to sleep,’ said the Chief. The gecko said, ‘I thought you are going to tell the fireflies to stop flashing their lights.’ The Chief then told the gecko all about the fireflies, the woodpecker, the frog, the dung beetle and the water buffalo. ‘I don’t want to know about that!’ the gecko said. ‘If it is the rain that causes the trouble, tell the rain to stop raining!’

The next day, the Chief set off. ‘How can I stop the rain from raining? I know. I am going to climb the highest mountain in Bali.’ He started to climb up the mountain. WOW! It was hot and hard work. He stopped halfway up and looked around. He saw how beautiful Bali is. He saw the forest with all its trees. He saw the rivers and the lakes. He saw the women. And they all stood in a long line, carrying their fruits and their flowers to the temple because they want to make offerings to their god. And he thought that Bali was very beautiful. Why? Because of all the rain. If there was no rain, there would be no trees. No rain, no rivers. No water, no fruits, no flowers. ‘But what to say to gecko?’ That night again, the Chief was trying to sleep and again outside his window…

GEC~KO, GEC~KO ‘Gecko, would you please stop making that sound?’ And the gecko said,

‘But I thought you’re going to get to stop the rain from raining.’ And the Chief said, ‘But if it stops raining, there will be no puddles.’ And the gecko said, ‘So? Who needs puddles?’ And the Chief said, ‘Well, mosquitoes. Because that’s where mosquitoes breed.’ And the gecko said, ‘EWW!

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Who needs mosquitoes?’ And the Chief said, ‘You do because that’s what you eat.’ And the gecko said, ‘Oh yeah!’ The Chief said, ‘If there’s no rain, there’ll be no puddles. No puddles, no mosquitoes. So everything…’ said the Chief, ‘…is connected. We all need one another.’

And that is why when you go to Bali on holiday, you will still see the rain come down every afternoon. It rains a lot in Bali. You’ll see the water buffaloes drop their poo poo. SPLAT! You may, if you look very carefully, see the dung beetles HURRRR! PEW! You will certainly hear the frogs go CROAK. You will probably hear the woodpeckers go TAP~TAP~TAP. If you are lucky, you will see the fireflies go ON~OFF, ON~OFF. And you will probably hear the gecko cry GEC~KO, GEC~KO.

But now this particular gecko has moved away from the Chief’s window and he makes his cry much more softly. GEC~KO

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Story 3 Bali

• Use a world map to show students the geographical location of Bali.

• Give some brief information about Bali or invite students to share what they know about Bali.

• Tell students that it rains a lot in Bali and ask them to guess why.

• Tell students that they are going to listen to a story which explains it.

• Employ onomatopoeia and actions to motivate students to participate in storytelling, e.g.

GEC~KO, TAP~TAP~TAP. (Please refer to the storytelling demonstration in the DVD- ROM.)

• Use picture cards of animals to enhance students’ understanding of the characters.

• Select some students to role play the characters and mime their actions in the story.

For KS1 students:

• Choose a few dialogues said by the main characters from the story.

• Print the dialogues out and cut them into strips.

• Ask students to work in groups and arrange the dialogues according to the sequence of the story plot.

• Ask the class to read aloud the story.

For KS2 students:

• Allow time for students to read the story ‘Bali’.

• Discuss the moral of the story by identifying the key sentence from the story (i.e. Everything is connected).

• Ask students to illustrate it with other examples, e.g. ‘We hate walking because it makes us hot. In fact, walking and sweating is good for health.’

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Story 4 Jack

One day Jack went to stay with his grandpa, who lives in a village in the New Territories. His grandpa was very old and he went to bed very early. Because the village was far away from the city, there was no wi-fi and Jack couldn’t use his mobile phone there. Jack thought, ‘Oh no!

What am I gonna do?’ Grandpa liked reading books very much and he had a big library. So Jack went to the library and he chose a book from the bookshelf. When he brought the book down, a piece of paper fell from the book. Jack, being a curious boy, picked it up.

On the piece of paper, he saw that there was a river. He looked again and he saw that there was also a lake. And he looked again and he saw mountains marked on the paper. And suddenly Jack said, ‘Oh! I know where this is! That river is the one that goes in front of grandpa’s house.

That lake is just down the road, a couple of kilometres away. And I can see those mountains from my bedroom window on the second floor.’ Jack looked at the map again and suddenly he saw that there was a cross marked on the map. He said, ‘Oh no! This is not just any ordinary map. It’s a treasure map! I know where that cross is. That is old Mr Wong’s farm! I’ve got nothing else to do. I’m gonna go and find the treasure.’ He thought, ‘If I’m going to get the treasure, the first thing I need is something to dig it up. I need a spade.’ And so he went and got himself a spade to dig up the dirt.

Then he walked to Mr. Wong’s farm. When he got to Mr. Wong’s farm, he looked around and he thought, ‘Um…Where is the treasure? I know… There is a big shed in the barn. I’m going to dig there’. And he went to the barn. He came to one corner and he started to dig a hole. But as he dug a hole, suddenly he heard a sound, WOOOOOO! Jack was very scared. He looked around.

He didn’t know what was making the sound. And he thought, ‘HELP! I need to find something to protect myself.’ He got a stick, a big stick. Then, he went back to his hole. He said, ‘This is a big hole. There’s no treasure.’

He went to the next corner of the barn and he began to dig. And as he dug, WOOOOOO!

WOOOOOO! He was very scared. At that moment, the moon came out and began to shine.

Jack looked around to see what was making the sound WOOOOOO! He was very scared because he couldn’t see anything. He ran around the barn. There was a little shed, a small wooden hut and that’s where Mr. Wong kept his firewood to keep warm. Jack ran inside the shed and he looked out through a little hole on the wall to see if he could see what was making the WOOOOOO!

After a while, there was no sound. Jack thought, ‘Now I’m gonna go home. I want to get back

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WOOOOOO! Jack ran inside the shed, closed the door, and looked out through another hole to see what was making the sound. He was so scared. He did not go home, all night.

He stayed there until the morning. And in the morning, the sun came up and it shone. It’s lovely.

The sun was shining. Jack told himself, ‘I can go home! I am not scared anymore.’ So he threw away his big stick. If only Jack had looked back as he walked to grandpa’s home, he would have seen that the ghost was actually a cow! A COW!

Can you see the cow?

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Story 4 Jack

• Set the scene of the story by saying that students are going to listen to a story about a boy called Jack, who went to stay with his grandfather for one day.

• Guide students to predict the content of the story by relating it to their previous experience or world knowledge about staying in a village in the New Territories.

• Use the technique of ‘draw as you tell’ - draw as you are telling the story; pause where appropriate to show students what you have drawn to stimulate their imagination.

• Create suspense through the use of onomatopoeia to hold the students’ attention, e.g.

‘WOOOOOO!’ (i.e. the voice of a cow).

• Create surprises with the final product (i.e. the completed picture).

For KS1 students:

• Ask students to read Paragraphs 1 to 3 of the story.

• Guide students to infer how Jack felt about staying with his grandpa.

• Ask students to read the rest of the story (i.e. Paragraphs 4 and 5).

• Distribute some sentence strips describing the events mentioned in Paragraphs 4 and 5 to students.

• Ask students to work in groups and put the events following the order in Paragraphs 4 and 5.

• Introduce the story map (i.e. the setting, characters, problem, events, solution, ending).

• Ask students to read the story and complete the story map.

For KS2 students:

• Draw students’ attention to the connectives used in the story to express sequences, e.g.

after, before, then, next.

• Ask students to link the events in the story map in the correct sequence using appropriate connectives.

• Guide students to discuss the moral of the story (i.e. the spirit of adventure).

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An old woman sat beside the road and led all the ways to the holy city of Lhasa. One morning, a magnificently dressed-man rode on his horse and said rudely, ‘You, woman, how far is it to Lhasa?’ She said ‘Oh!

It’s very very far. You won’t get there before the night time.’

‘What? Of course I will. Look at my marvellous horse.’ And he dug in his heels and he rode away.

The woman sat beside the road. A little later, a young girl came along, leading her yak. The yak was so big and hairy

but the girl was so small and slim. When she saw the old woman, she said politely, ‘Excuse me.’

The old woman said, ‘Yes.’ ‘How far is it to Lhasa?’ ‘Oh! It’s far, very far, but don’t worry. You will get there before the night comes.’ ‘Will I?’ said the girl uncertainly. ‘Yes,’ said the old woman.

‘Go on.’ And the girl gave her yak a gentle tug. They started walking.

They walked up the steep and winding path. Up, up, up into the mountains. As she walked, she was afraid that she might slip and fall down into the rushing river below. But then she found a bridge and she crossed over the bridge. She came to a forest, a BIG forest on the mountain. The wind was very strong. As she walked through, she struggled to go on. The wind was so strong that it knocked her down. CAK~DON~CAK~DON

But the girl picked herself up and she kept on walking. One step at a time; one foot in front of the other. She went up beyond the trees and then she was in the land of snow. There was no path to follow. There were only stones that other people had piled up to guide the way. The girl was very scared. She thought she might get lost and that she wouldn’t reach Lhasa before the night came. But she kept on walking. One step at a time; one foot in front of the other.

In the afternoon, she walked past the man lying on the ground beside his horse. They were both asleep. They had ridden so hard. They could ride no more. The girl wished that she could also lie down and rest. She was so tired but she knew what she had to do. She gave her yak a gentle tug and kept on walking. One step at a time; one foot in front of the other.

And in the very late afternoon, as she came towards another bridge, suddenly, she heard some sound – the sound of drums, gongs and temple bells. When she got to the ridge and looked over into the next valley, there was Lhasa – the holy city of Lhasa with all its temples and its monks.

She had made it all the way to the holy city of Lhasa, walking one step at a time; one foot in front of the other.

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Story 5 The Road to Lhasa

• Show pictures of a Catholic Church, a Buddhist temple and a Lhasa temple.

• Play some audio clips of temple bells in Lhasa and ask students to guess where they can hear the sound.

• Give them some background information about Lhasa.

• Introduce the setting and characters of the story by telling students they are going to listen to a story about a man and a girl taking a long journey to Lhasa.

• Guide students to predict the content of the story by guessing what types of difficulties they may have on the way to Lhasa.

• Use visual and audio aids, e.g. pictures of Lhasa, traditional music and pictures made with the use of a tangram to stimulate imagination and introduce cultural elements. (Please refer to the storytelling demonstration in the DVD- ROM.)

• Guide students to focus on the repeated sentence, ‘One step at a time; one foot in front of the other.’ and relate it to how the young girl arrived at Lhasa.

• Capitalise on the repetitive language patterns and bring out the symbolic meaning of mountain climbing.

• Ask students to read the story.

For KS1 students:

• Ask students what they think about the man with the horse and the girl with the yak.

• Assign different students to take on the role of the old woman/the man/the young girl in the story.

• Invite them to read aloud the dialogues between the characters, using appropriate intonation.

For KS2 students:

• Introduce the activity “Hot Seat”.

• Assign three students to take on the role of the old woman, the man and the young girl.

• Ask students to interview each of the characters in the story,

• Ask students to work in groups to prepare the questions to ask each character,

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Story 6 Chalk

The text version is not available for Chalk, which is a book with pictures only. Teachers can use any other picture books. Please find the information about the book Chalk below for reference.

Name of the book : Chalk Author : Bill Thomson ISBN – 13 : 9780761455264

• Show students the cover of the picture book.

• Guide students to identify the title on the book cover, “CHALK” and read aloud the title with the students.

• Check students’ understanding of the word ‘chalk’ by asking them to point to some chalk in the classroom.

• Draw students’ attention to the illustration (i.e. a dinosaur) on the book cover.

• Guide students to predict the content of the story by relating the illustration (i.e. a dinosaur) to the title (i.e. CHALK).

• Ask students some questions to prompt responses, e.g. Where can we usually find some chalk?

Who usually uses chalk? Do you think the dinosaur uses the chalk in the story? What do you think the story is about?.

• Get students to work out details for the story, e.g. names of the three children in the story, what the kids draw with the chalk, how the dinosaur is feeling by asking them questions to facilitate co-construction of creative ideas.

• Record students’ suggestions/ideas, e.g. ‘Let’s draw _____ because he/she/it/they can _____.’

on the board to facilitate the activities to be conducted after storytelling.

• Help students to make predictions about the likely development of the story and infer ideas and feelings of the characters.

After Storytelling For KS1 students:

• Ask students to work in groups of three.

• Ask each group to imagine they were the kids in the story.

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• Ask students to think about what they would draw to make the dinosaur disappear and why.

• Invite some groups to share their drawings by practising the language patterns, ‘Let’s draw _____ because _____.’

For KS2 students:

• Ask students to work in groups of three.

• Ask each group to change part of the story by substituting the dinosaur with some other unpleasant things or persons, together with a creative solution.

• Invite some groups to share their ideas by practising the language patterns, ‘Let’s draw _____

because _____.’

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Appendix

Transcription of the Storytelling Demonstration

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My first story is about a tailor. Do you know what a tailor makes? You don’t know? Anybody knows what a tailor does? A tailor… a tailor makes clothes.

He sews clothes. And the tailor in my story was a very good tailor. He would make for men the most wonderful suits. For businessmen, for the president, Mr Obama, now he’s coming to Asia. And for women, OH, he would make the most beautiful dresses. For the Queen, for opera singers, for film stars… But the strange thing was that his own clothes were very old and shabby. When I said shabby… he had patches on his elbows, he had patches on his knees. He even had patches on his… OH, I am sorry, on his… (Point to his hips)

And one day, his wife said to him, ‘Roberto, why don’t you make yourself a new suit? Think, what a wonderful advertisement it will be as you walk along Tong King Road. People will see, and they will go WOW! And you could say, “Yes, I made it myself!” and (Give a name card to one student) you could give them your name card.’ It’s okay. You can take that. And Roberto said, ‘No, I don’t want to make myself a new suit until I find a special piece of cloth. A piece of cloth that is as dark as night, as colourful as the rainbow, as strong as steel and as soft as silk.’ Do you know what is silk? It’s a kind of cloth. It’s very soft. (Turn to teacher observers) Any of the ladies wearing silk today? Oh! They’re only teachers. They can’t afford silk. Silk is very expensive. Silk is very soft. It feels very nice. If you go to Thailand on holiday, then you must buy some silk. Very nice!

So his wife when she heard that, she went ‘Huh?’. She said, ‘Are you crazy?’

She said, ‘Where in Hong Kong can you find a special piece of cloth? A piece of cloth that is as dark as night…’ (Talk to all students) Why don’t you join in with me? Put these things down on the floor, so they don’t drop down and say it with me, do the actions, put things down on the floor. Here we go!

‘A piece of cloth, it is (Form a shelter above his head with hands) as dark as night, (Draw a curve with his hand) as colourful as the rainbow, (Clench his fists) as strong as steel and (Rubbing his fingers) as soft as silk.’ And Roberto just looked at there and shrugged his shoulders and said, ‘Well, we’ll see.’

Well a few days later, there came a knock BAK~BAK~ BAK on his front door. And when he opened it, there was a man from DHL with a big parcel. When he took

Story 1 The Tailor

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his scissors and open the parcel, (Talk to one of the students) what do you think he found inside the parcel? What do you think was inside the parcel? Have a guess.

Just a parcel.

Just a parcel? An empty parcel? No! What a horrible thing.

Some special cloth

Some special cloth! What a clever boy you are. Yes. He found a piece of cloth that was…Here we go…

(Form a shelter above his head with hands) As dark as night, (Draw a curve with his hand) as colorful as the rainbow, (Clench his fists) as strong as steel and (Rubbing his fingers) as soft as silk. (Write the word “Silk” on the blackboard)

‘Now, I am going to make myself a new suit.’ So he took his scissors. (Talk to all students and form a pair of scissors with his fingers) Take your scissors. With his scissors, he cut the cloth. Snip~Snip~Snip Say it with me.

(Mime cutting the cloth with scissors) Snip~Snip~Snip

And he sewed the cloth. (Mime sewing the cloth with a sewing machine) Da da da da da da da~Da da da da da da da~Da da da da da da da

(Mime sewing the cloth with a sewing machine) Da da da da da da da~Da da da da da da da

And with his needle, he stitched the cloth. (Mime sewing the cloth with a needle) Stitch~Stitch~Stitch Go!

(Mime sewing the cloth with a needle) Stitch~Stitch~Stitch

He made himself a new suit, and he liked that suit so much. He wore it here; he wore it there; he wore it everywhere! Well done. He wore it everywhere. In fact, he wore it so much. The suit wore out. It has holes, holes, holes, holes, holes.

Eww…He was going to throw it away. When he looked again and saw that there was enough to make himself a waistcoat. (Point at his own waistcoat) This is a waistcoat, what I am wearing because it comes to the waist. So, he took his scissors, and with his scissors, he cut the cloth and here we go. (Mime cutting the cloth with scissors) Cut~Cut~Cut

(Mime cutting the cloth with scissors) Cut~Cut~Cut

And he sewed the cloth. (Mime sewing the cloth with a sewing machine) Da da da da da da da~Da da da da da da da~Da da da da da da da

(Mime sewing the cloth with a sewing machine) Da da da da da da da~Da da da da da da da

And with his needle, he stitched the cloth.

(Mime sewing the cloth with a needle) Stitch~Stitch~Stitch Student:

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And he made himself a magnificent waistcoat, and he liked that waistcoat so much. He wore it here; he wore it there; he wore it…

… everywhere!

Until it, too was worn out. It has holes, holes, holes, holes, holes! Eww...! So he was going to throw it away. But he looked again, he saw that there was enough material to make himself a cap. (Mime putting on a cap) A Cap. So he took his scissors and he cut the cloth. (Mime cutting the cloth with scissors) Snip~Snip~Snip (Mime cutting the cloth with scissors) Snip~Snip~Snip

And he sewed the cloth.

(Mime sewing the cloth with a sewing machine) Da da da da da da da~Da da da da da da da~Da da da da da da da

And with his needle, he stitched the cloth

And he made himself (Mime putting on the cap) SHOOP! a really cool cap, and he liked that cap so much. He wore it here; he wore it there; he wore it…

… everywhere!

Until it, too was worn out. Holes, holes, holes, holes, holes! He was going to throw it away. When he looked again, he saw that there was enough material to make himself (pointing to a button on his shirt) a button. So he took his scissors and he cut the cloth. (Mime cutting the cloth with scissors) Snip~Snip~Snip (Mime cutting the cloth with scissors) Snip~Snip~Snip

And he sewed the cloth.

(Mime sewing the cloth with a sewing machine) Da da da da da da da~Da da da da da da da~Da da da da da da da

And with his needle, he stitched the cloth.

And he made himself a wonderful button and he liked that button so much. He wore it here; he wore it there; he wore it…

… everywhere!

Until it, too was worn out. Holes, holes, holes, holes, holes! He was just about to throw it away. When he looked again and saw that there was enough cloth to make himself a story. A story. So he took his scissors and very carefully because it’s such a small piece of cloth and he cut with scissors. Here we go! (Mime cutting the cloth with scissors) Snip~Snip~Snip

(Mime cutting the cloth with scissors) Snip~Snip~Snip And he sewed the cloth.

(Mime sewing the cloth with a sewing machine) Da da da da da da da~Da da Storyteller:

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da da da da da~Da da da da da da da And with his needle, he stitched the cloth.

(Mime sewing the cloth with a needle) Stitch~Stitch~Stitch.

(Mime being hurt by a needle) OUCH! So he made himself a story and he liked that story so much. He told it here; he told it there; he told it…

… everywhere!

BUT but but but but, because it was a story. It never wore out, and he’s telling that story to this very day. Thank you very much.

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Now this story is a journey. Just to help some people (Put up a drawing on the blackboard), so we’re going to (Point to the different places/objects while talking) start at home. We gonna go…we come to a fence. You know what a fence is? Yes? Then we gonna go over a bridge, we got some mud. (Talk to the students) You’ve got some shoes on. Good! OK! We gonna go over the hill, across a river, and we come to a cave. And what we are looking for in the cave is a bear! (Show a picture of bears) A bear! We’ve got some actions. That’s why you need to join in to do this, otherwise you will never remember. Here we go, copy me.

(Slap thighs, clap hands, snap fingers) We’re going on a bear hunt We’re gonna catch (mime the action of a bear) a B-I-G one, (Point at himself with his thumbs) I’m not scared, I’m not scared!

(Reach out both arms to the sides) It’s a beautiful day

(Slap thighs, clap hands, snap fingers) We come to a fence, (Raise the left arm high) A very tallllll--ll fence

(Mime going over a fence with his left arm) We can’t go over it

(Mime opening a fence and going through it with his left arm) We can’t go HUH HUH through it (Mime going under the fence with his left arm) We’ve got to go unnn--der it

(Mime lifting a fence) Hugggh! Huggghh! Huggghhh!!

(Mime crawling) Crawl! Crawl! Crawl! Crawl!

(Slap thighs, clap hands, snap fingers) We’re going on a bear hunt We’re gonna catch (mime the action of a bear) a B-I-G one, (Fold his arms) I’m not scared! Huh

(Reach out both arms to the sides) It’s a beautiful day

(Slap thighs, clap hands, snap fingers) We come to a bridge,

(Mime crawling over a long bridge with his fingers) A very lonnn--g bridge (Mime going under a bridge with his left arm) We can’t go under it

(Mime going through a bridge with his left arm) We can’t go through it (Mime going over a bridge with his left arm) We’ve got to go over it

(Stand up, march and salute) Stomp! Stomp! Stomp! Stomp! Stomp! Stomp! Stomp! Stomp! Hey!

(Slap thighs, clap hands, snap fingers) We come to some mud, (Mime touching some very sticky mud) Very sticcc--ky mud

Story 2 The Bear Hunt

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(Kicking his right leg) We can’t go over it

(Mime digging) We can’t go DIG! DIG! under it

(Rub his hands and smile) We’ve got to go throuuu--gh it!

(Mime walking in the mud and making a splash) Squish, Squish, Squish! Squish, Squish, Squish!

Weeeeeeeeeeee!

(Slap thighs, clap hands, snap fingers) We come to a hill, (Raise the left arm high) A very hiii--gh hill,

(Mime going under a hill with his left arm) We can’t go under it, (Mime digging) We can’t go DIG! DIG! through it

(Mime going over a bridge with his left arm) We’ve got to go ooo--ver it

(Mime carrying a backpack, walking and sweating) Huff! Puff! Huff! Puff! Huff! Puff! Huff! Puff!

(Slap thighs, clap hands, snap fingers) We get to the top,

(Mime looking for the bear with a pair of binoculars) Have you seen the bears yet?

(Scratch his head) NO!

(Stretch and sit down) Let’s take a rest Arhhhhhhhhhhh!

(Slap thighs, clap hands, snap fingers) We run down the other side (Mime running) Da da da da da da da da da da

We come to a river

(Reach out his arms to the left and right) A very wiii--de river (Mime going over a bridge with his left arm) We can’t go over it

(Mime breathing under the water) We can’t go BLURP BLURP BLURP BLURP BLURP! under it (Rub his hands and smile) We’ve got to go throuuu--gh it!

(Mime Swimming) Splish! Splash! Splish! Splash! Splish! Splash!

(Slap thighs, clap hands, snap fingers) We come to a cave

(Form a shelter above his head with hands) a dark spooo-ky cave (Slap thighs, clap hands, snap fingers) Something’s dripping

(Reach out the left and right and arm) Drip! Drop! (Touching his head) Plip! Plop!

(Slap thighs, clap hands, snap fingers) We’re going on a bear hunt,

(With a frightening facial expression) We’re gonna catch a big big big big big one, (Cover the ears) I’m not scared,

(Point to the left) It’s a beautiful day outside

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(With a frightening facial expression) ARGGHHHHHHHHHHHH!

(Whisper) Something’s breathing,

Something’s snoring! Zzzz! Phew! Zzzz! Phew! Zzzz! Phew!

(Reach out the right arm) Reach out your hand.

(Point to the front) Something’s there!

(Cry out) It’s… a ... BEAR!

(With a frightening facial expression) ARGGHHHHHHHHHHHH!

(Slap thighs, clap hands, snap fingers in up tempo) Run from the cave

Down to the river – (Mime swimming the breaststroke) Splish! Splash! Splish! Splash!

Run up the hill – (Mime going up a hill with fingers) da da da da da da da da da da Get to the top

Have you seen the bear yet?

(Point to the back with thumbs) IT’S BEHIND US!

(Raise both arms) ARGGHHHHHHHHHHHH!

(Slap thighs, clap hands, snap fingers in up tempo) Run down the other side –

(Mime going down a hill with fingers) da da da da da da da da da da Run to the mud –

(Mime walking in the mud and nearly slipping) Squish! Squish! Squish! WOW!

Run to the bridge –

(Hit the thighs with fists) Stomp! Stomp! Stomp! Stomp! Stomp! Stomp! Stomp!

Run to the fence – (Mime lifting the fence) Huggggggghhhhhh!

(Mime crawling) CRAWL! CRAWL! CRAWL! CRAWL!

(Slap thighs, clap hands, snap fingers in up tempo) Run all the way home

Open the door! (Mime opening a door) Eggggggg!

Run up the stairs –

(Mime going up the stairs with fingers) da da da da da da da da da da (Cover the head with both hands) OH NO! I FORGOT to CLOSE the door! – (Mime going down the stairs with fingers) da da da da da da da da da da (Mime closing a door) SLAMP! (Mime locking a door) ZAP! ZAP! ZAP!

(Mime locking a door) CHA! CHA! CHA! CHA! CHA! CHA!

I am (Wave both hands) NEVER going on (Mime the action of a bear) a bear hunt again!

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This next story comes from… (Write the word “Bali” on the blackboard) Where is that? Bali. Anybody knows where Bali is? Anybody knows? We can do some Geography teaching, can’t we? Bali is in Indonesia. It is in Indonesia. Do you know where Indonesia is? Sort of south from here. Just down below the equator.

It’s a very small island but a very beautiful Island. But I am not being paid by the Hong Kong… I mean the Bali tourism authority, so I won’t say any more. In this story, I need a volunteer to help me. Yes, the back row… (Invite one boy to join).

Thank you very much. Come come come. Very good.

In Bali, they have a very special lizard, called gecko. A gecko. Ok, (Ask the boy to hold a picture of a gecko) hold that for me. And he has a very special cry.

The Gecko goes… GEC~KO, GEC~KO.

GEC~KO, GEC~KO

(Talk to the students) Oh, you want to do it and help him? Well, ok, why don’t we do that? (Talk to the boy) I would like to get you do it on your own but you thank all your friends afterwards.

At one night, the Chief of the village was trying to get to sleep and the gecko was outside his window and it was going… (Lead the students to say GEC~KO) GEC~KO, GEC~KO

The Chief couldn’t get to sleep because it was making so much noise, so he opened his window and he said, ‘Gecko, would you mind not making all that noise?’ And the gecko said, ‘Don’t blame me!’ He said, ‘It’s all because of the fireflies.’ (Invite two girls to join) One, two, could you come and join me? Ok?

(Show a picture of a firefly) Now, the fireflies… (Talk to the two girls) Come and stand right here. You stand right here and the girl gonna stand next to you.

That’s right. Very Good. Come here. Thank you.

The firefly is a little insect and right on its bottom, it has a light. Can you imagine you have a light on your bottom? And the fireflies… (Ask one of the girls to hold the picture) Could you hold that? OK. And they go like this… (Open and close his hands) ON~OFF, ON~OFF. He said, ‘Because the fireflies are flashing their lights, I can’t get to sleep. Please go and tell the fireflies to stop flashing their lights.’ And the Chief said, ‘Okay!’ So the next day, the Chief came to the firefly.

Story 3 Bali

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He said, ‘Fireflies, you got to stop flashing your lights.’ And the fireflies went…

(Open and close his hands) ON~OFF, ON~OFF.

(Open and close their hands) ON~OFF, ON~OFF.

‘Because of you,’ said the Chief, ‘the gecko goes …’

GEC~KO, GEC~KO

‘…and I can’t get to sleep.’ The fireflies said, ‘Don’t blame us!’ They said, ‘It’s all because of the woodpecker…’ (Show a picture of a woodpecker and invite a boy to join) OK, come here. Our third…Ok, the woodpecker. The woodpecker going… (Mime the action of a woodpecker with his index finger) TAP~TAP~TAP.

(Talk to the boy) Can you do that for me?

(Mime the action of a woodpecker with their index fingers) TAP~TAP~TAP

(Talk to the boy) Not down here. Your beak should be here. A sharp beak. (Mime the action of a woodpecker with his index finger) TAP~TAP~TAP

(Continue to tell the story) He is obviously sending out the warning. Maybe there’s gonna be an earthquake. ‘Oh dear!’ so the Chief said, ‘I will go and speak to the woodpecker.’ So the Chief came to the woodpecker and he said, ‘Woodpecker…’ And the woodpecker went… (Mime the action of a woodpecker with his index finger)

(Mime the action of a woodpecker with their index fingers) TAP~TAP~TAP

Wow! Very fast. OK. He said, ‘You got to stop doing that! Because of you, the fireflies go… (Open and close his hands)

(Open and close their hands) ON~OFF, ON~OFF

‘… and the gecko goes…’

GEC~KO, GEC~KO

‘…and I can’t get to sleep.’ ‘Oh dear!’ said the woodpecker, ‘don’t blame me!’ He said, ‘It’s the… (Show a picture of a frog) frog.’ The frog… (Invite a boy to join) Come on, Ivan. You look like frog to me. It’s very good. Ok. You are my frog today. Thank you, Ivan.

He said, ‘I hear the frog going… CROAK~CROAK. So obviously he is worried about something.’ ‘Oh dear!’ the Chief said, ‘I’d better go and find out what is worrying the frog.’ So he came to the frog and he said, ‘Frog…’ And the frog went… CROAK. ‘You got to stop doing that!’ And the frog said, ‘Why?’ The Chief said, ‘Because of you, the woodpecker goes…’ (Mime the action of a woodpecker with his index finger)

(Mime the action of a woodpecker with their index fingers) TAP~TAP~TAP Students:

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Students:

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Students:

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41

Appendix

(Open and close their hands) ON~OFF, ON~OFF

GEC~KO, GEC~KO

‘… and I can’t get to sleep.’ ‘Oh dear!’ said the frog, ‘don’t blame me!’ He said, ‘It’s the dung beetle.’

(Talk to the students) What is a dung beetle? (Show a picture of a dung beetle and invite a boy to join) Tommy, come here. Ok, come here. The dung beetle is a little beetle and it rolls along. And this is a big ball of poo poo. Poo poo… OK?

(Mime smelling something stinky) YUCK! WOOOOOOOOO!

He said, ‘Every day, I see the dung beetle rolling together big balls of poo poo.’

EWW! ‘And he rolls it along the street. Isn’t it dirty?’ And the Chief said, ‘It certainly is, Ivan, the frog.’ ‘Certainly.’ ‘You carry on going on… CROAK. I will go to speak to the dung beetle.’ So when he came to the dung beetle, and he saw the dung beetle… The dung beetle is going… (Stretch out his arms) HURRRR! (Mime smelling something stinky) PEW! (Stretch out his arms) HURRRR! (Mime smelling something stinky) PEW!

(Stretch out their arms) HURRRR! (Mime smelling something stinky) PEW! (Stretch out their arms) HURRRR! (Mime smelling something stinky) PEW!

He said, ‘You got to stop doing that.’ He said, ‘Because of you, the frog goes…

CROAK’

CROAK

‘… the woodpecker goes…’ (Mime the action of a woodpecker with his index finger)

(Mime the action of a woodpecker with their fingers) TAP~TAP~TAP

‘…and the fireflies go…’ (Open and close his hands) (Open and close their hands) ON~OFF, ON~OFF

GEC~KO, GEC~KO

‘…and I can’t get to sleep.’ And the dung beetle said, ‘Don’t blame me!’ He said, ‘It’s not my poo poo. No! It belongs to… (Show the picture of a water buffalo) the water buffalo. (Invite a girl to join) Come on Josephine, here we go. Ok.

‘Every day,’ he said, ‘I see the water buffalo comes home and it drops its poo poo… SPLAT!... right there on the street. Isn’t that dirty? So I come along,’ said the dung beetle, ‘and I clean it up.’ ‘Oh!’ said the Chief, ‘that’s very good of Students:

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Students:

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