Target Level : Year One intermediate classroom Theme : World of Knowledge ( Story ) Content Standard : 1.

.3 - By the end of the 6-year primary schooling, pupils will be able understand and respond to oral texts in a variety of contexts. Learning Standard : 1.3.1 Able to listen to and demonstrate, understand of oral texts by a) giving Yes/No replies b) answering simple Wh-Questions

The material. (Printed material)

Title: The Giants House. "Here is the giant's house. You go inside. Climb up the tall steps. Reach way up to the doorknob - stand on tiptoes. Turn the doorknob with both hands. There, you are inside! Walk down the long hall. "Look, there's the giant's cat. It's bigger than you are!!! Try to make friends with the cat. Stand on tiptoes and scratch its ears. Pat it on the head. Oh! Oh! It doesn't want to be friends! Run!!! Run down the hall and into the kitchen. Good! It didn't follow you. "Look around and sniff. You are hungry!!! And you smell food. Maybe it's on the giant's table. Climb up the tall chair leg - just like climbing a pole. Now stand on the chair seat. Oh! Look! There is soup on the table. "Take the huge spoon in both hands and dip it into the soup. Lift the spoon out and blow on the soup. Take a sip. "It needs salt. Pick up the giant salt shaker with both hands. Tip it over the soup. Now try the soup again. Delicious!!! Eat it all. Now jump down to the floor. "You are sleepy. Yawn. Stretch. Look around and walk into the bedroom. There's an enormous bed. Grab onto the bed covers like a rope. Pull yourself up onto the bed. It's so soft - bounce up and down. Then, you fall asleep."

Justification for the material

The reason I chose this text because children love fairy tales. They love imagining things that they never see in their live. According to Piaget, J (1967), The world view is the result of arranging perceptions into existing imagery by imagination. Besides that, the text used is original and not taken from the textbook. Therefore, the pupils will eager to know more about the story. In fact, they will feel like falling deep into a new world. And also, the text is appropriate for the level of the pupils and makes them understand the story easier. Furthermore, the text highlighted some words that needed the pupils to demonstrate it. The verbs in the text will let the pupils do a lot of actions. And so, this text is appropriate for the chosen learning standard. To add a variety to this material, teacher may record it before hand, and let the pupils listen to the story through another media. By doing so, he teacher may be able to get the pupils attraction even more.

Activities

1. The teacher gives an instruction; pupils may act out actions based on the story read by the teacher. Pupils need to listen carefully to the story while standing behind the teacher. 2. The teacher starts telling the story while the children act out the different actions that appear in it. There are no further instructions given. It is left to the children to listen carefully and to imagine how and to do it. 3. Teacher asks some yes and no questions based on what will happen next in the story. Examples of the questions; Is the stairs too tall for you?, Do you like cats?, Is the soup salty?, Can you grab the bed cover? and etc. 4. While imagining for the actions and listening to the story carefully, the questions will be asked to the pupils by selecting any of them randomly. The one who had been picked, must answer the questions with Yes of No. 5. Teacher also asks some WH questions and pupils have to respond to the questions asked. Some of the questions are as follows; How would you turn the door knob? What animal can you find in the story? Why do you have to run? and many more. 6. Teacher provides the pupils with handouts. Teacher retells the story and pupils need to fill in the blanks with some missing words. 7. Teacher then selects any of the pupils randomly and asks him/her to retell the story while others do the actions.

Justification

By doing the role play, pupils are able to have fun and will be excited to do more of the activity. Furthermore, pupils will get attracted to the listening activities which had been planned for them. One study suggested as students take on the feelings and voices of peoples of other times and places, the learning of historical content becomes more natural (Cruz and Murthy, 2006) The imagination used to interpret the story will create a fun learning activity. Pupils will definitely participating with eager thus, competing among themselves and make the activity more enjoyable. The activity planned was based on the suitability in the learning standard itself. The pupils have to respond to the Yes and No questions as per stated in the learning standard. The questions asked were also simple where pupils may be able to answer the questions if they were listening to the story carefully. The activity of answering simple WH questions is very important. This is the only way to measure the pupils listening process for the story theyve heard. Byrd (2005) tells that question and answer sessions are central to many classroom sessions. It is because Wh-questions are essentially statements that contain an information gap. The activity is also will help the teacher to measure the pupils understanding of the story. By retelling the story, teacher may also checks for pronunciation or spelling/ voice so that, they will be able to get corrected To conclude about why I chose the learning outcomes because, they are suitable for the text read by the teacher and easy for the pupils to do the actions. The instructions given are short and precise.

References

1 Internet Wikipedia 2 Breathing Life into History: Using Role-Playing to Engage Students

Exercises.

The Giants House.

"Here is the __________. You go inside. Climb up the _________. Reach way up to the doorknob - stand on tiptoes. Turn the ________ with both hands. There, you are inside! _______ down the long hall. "Look, there's the giant's cat. It's _______ than you are!!! Try to make friends with the cat. Stand on tiptoes and scratch its ears. Pat it on the head. Oh! Oh! It doesn't want to be friends! Run!!! Run down the hall and into the ________. Good! It didn't follow you. "Look around and sniff. You are ________!!! And you smell food. Maybe it's on the giant's table. Climb up the tall chair leg - just like climbing a pole. Now stand on the __________. Oh! Look! There is soup on the table. "Take the __________ in both hands and dip it into the soup. Lift the spoon out and blow on the soup. Take a sip. "It needs salt. Pick up the giant _________ with both hands. Tip it over the soup. Now try the soup again. Delicious!!! Eat it all. Now jump down to the floor. "You are sleepy. Yawn. Stretch. Look around and walk into ____________. There's an enormous bed. Grab onto the bed covers like a rope. Pull yourself up onto the bed. It's so soft - ___________ and down. Then, you fall asleep."