By Roy Dunning
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Extra info for Cric Crac! Teaching and learning French through story-telling (Modern Languages in Practice, 3)
Suggestions are offered for using the stories and texts in class. Page 2 HOW TO USE CRIC CRAC! Levels 1 and 2 each begin with an example story which is used to illustrate some possible ways of teaching the stories they contain. ' and in Level 2, 'La soupe au caillou' are broken down into their component sentences to be used as examples of possible ways of teaching students to understand and use the language of the stories and to tell stories themselves. Level 3 begins with some suggested strategies for introducing the stories and texts at this level.
A/B: Oui. On échange? C/D: D'accord They exchange to complete their sequence. NB. Such an activity requires a great deal of class practice and teacher involvement to enable it to succeed. Page 32 Chaining and Chunking Chaining (single sentences) The focus is on encouraging the students to produce sentences which tell the story in the correct sequence. You invite the students to produce single sentences in sequence. Teacher: Class: Says: La femme fait ses courses en ville (Naming student:) Continue!
The structure can be used: · to recreate novel versions of the old tale; or, · to elicit novel versions from the class by means of questions. g. the name and rank of the hero, the place and time of the action, etc. These features are then replaced by others to make an old story more modern or to provide a different ending from the traditional one. As part of the process of enabling learners to make their own stories, the procedure can be adapted for all the stories in this book. The well-known story of Goldilocks and the Three Bears is used below to illustrate how stories can be changed: Stage 1: The original story.
Cric Crac! Teaching and learning French through story-telling (Modern Languages in Practice, 3) by Roy Dunning