Archive of ‘narratives’ category

Three Chairs, A Drama Activity for Language Classes

threechairs

I’ll share a quick drama activity I learned from our drama club while performing at an event at school.

  • Put 3 chairs in front of the board.
  • Put labels on the chairs as “sad-1”, “happy-2″,”angry-3”
  • Write some situations on slips of papers and put them in a box. (You are waiting at the bus stop and the bus is late / You are going to take an important exam /You are travelling to …
  • Let students choose a slip of paper
  • Give them a few minutes to prepare a very short story based on the situation they have on their papers.

Begin with the volunteers. Explain the rules.

Tell students that you will shout a number from 1 to 3 and she/he will sit on that chair and start telling the story according to the emotion written on the chair. While the student is telling the story change the numbers randomly.

This activity will be suitable for intermediate and above but I think it can also be tried with beginners as a reading aloud activity. The teacher can give a text to practise reading aloud and then asks the students to read the text sadly, angrily, cheerfully, etc

 

Revisiting Grammar

lilacs-1287880_1920

May is round the corner. This means another school is about to end. Here you can find some revision games and activities that you’d like to use.

When I’m 65 (to revise tenses, time clauses)

Team your students

Prepare small cards, on small cards write random numbers such as 18, 22, 56, 38, etc.

Put the cards upside down on the desk

Tell students, take one card and make a sentence.

  • When I’m 65, I’ll probably have grandchildren.
  • When I was 18, I was a student at university.

postcards-1174179_1920

I had a great holiday there (to revise tenses)

Put some postcards or photos of places on the walls and tell students to walk around and imagine they were on holiday. They have to concentrate on one picture and then go back to their seats and write a paragraph, how they spent their holiday there. Then they can read and their friends try to guess which picture he has chosen.

I’m poem (to revise participles, relative clauses)

Ask them who they are. They will probably laugh and tell their names but tell them what roles do they have as a person in different places. Tell them that you’re their teacher, a mother, a wife, a friend, a colleague and although you are the same person but for your different roles, you have different responsibilities, feelings, emotions. Ask them if they are the same person as a sister, cousin, grandchild etc. Then give them the skeleton and ask them to write a poem describing who they are for different people and how they feel and react.

  • I’m the girl who loves reading books
  • I’m the sister watching you grow up

Guided Collaborative Story Writing

Image source: http://mindshift.kqed.org/ Image source: http://mindshift.kqed.org/%5B/caption%5D

 

Find a photo story, pictures that can be used as sequences or some pictures that can form a story. Make enough copies for your students.

Put students in groups.

Give each group the 1st picture

Tell them to brainstorm anything that comes into their minds first and then tell them to organize their thoughts in sentences as the first part of their story. Don’t forget to mention before that they will write a story collaboratively and they will use past tenses. You may also want to suggest some linking words that they can use to organize their paragraphs.

Tell them to pass their paper to the other groups clockwise and give them the 2nd picture of the story and tell them to continue writing their 2nd paragraph.

Continue the process until the pictures you have all distributed.

Ask students to exchange papers once more to edit. Tell them to read the stories carefully and make necessary changes or corrections.

Ask them to read the stories aloud. Put them on the walls. They can read all the stories in groups and choose the best one. You can collect all the stories on youblisher or issuu, you can ask them to create a glogster, using the pictures and adding the paragraphs or PowerPoint Presentations recording their voices or they can upload their presentation on brainshark and record their story.

Getting Ready to Write A Story

IMG_2175

Level: All

Age: All

Target Language : Narrative Tenses, Adjectives to describe emotions, feelings, etc.                               

Give each student a handout with the chart below.

Play the sound effects you chose

Ask the students to fill in the following chart

What do you see?  
What do you hear?  
What do you feel?  
What do you taste?  
What do you smell?  

When your students finish completing their charts, ask them to share with their friends.

Remind them how we can start to write a first paragraph of a story. ( how we set the scene, etc)

Optional: you can ask your students to draw the scene based on their chart.

Then tell students to write an introduction paragraph for a short story or a novel.

You can download free sound effects

http://www.freesoundeffects.com/free-sounds/weather-sounds-10038/

http://www.soundsnap.com/browse

IMG_2599

 

 

A Drill-like Narrative Writing Activity

Slide1

We were working on narrative tenses and the writing task of the lesson was ‘writing a story’. My class is small and it’s a real mixed-ability class. although it’s small, it sometimes takes very ages for the students to master something. The book we’re using organized the activity very well – first making students to know and use the connectors to make them aware of the sequences in a story. We did the exercise on the book and wrote a paragraph using At First, Then, After that, Eventually, Finally but some of the students had problems writing their own paragraphs so I decided to continue.

photo credit @AClilToClimb #eltpics

I divided the group into two and told them they would write a story using At First, Then, After that, Eventually, Finally.

Each group now had a good students to help the others.

I changed one student from the groups and exchanged them with each other after they finished writing and reading their paragraphs aloud.

I left the good ones in the group, changing one students after writing a paragraph for four times.

In the fifth round, all the good ones were in one group but two groups managed to use the connectors and produced their own sentences.

Then they all went back to their seats and wrote their own paragraphs.

As a follow-up, they wrote another paragraph, creating a book with bookr.

 

 

 

1 2