1. Enhancing students’ speaking fluency through Readers’ Theatre Jack and the Beanstalk Project By Fung Kai Liu Yun Sum Memorial School (PM)

2. Background P3 level Focused on speaking Students’ background

3. Why speaking? Children are less inhibited to speak out in class when they are young The speaking component in the textbook is not very strong, but we can adapt it to develop student’s speaking skills in a simple way.

4. Public speaking Drama Longer oral book reports Shorter oral book reports Cooperative learning Group Pair work Readers’ theatre Choral speaking Puppet shows

5. What is Readers’ Theatre? A joint dramatic reading from a text, usually with no memorization, no movement and a minimum of props.

6. Benefits of using Readers’ Theatre Little class preparation time is needed Enhances students’ fluency by giving them a reason to read and re-read the scripts Motivates students to learn since students tend to get excited with the prospect of performing

7. Jack and the Beanstalk Project Objectives Students will learn the elements of the story e.g. beginning, middle and end; characters, events etc. Students will read aloud a simple play script with emphasis on pronunciation, intonation and stress Students will learn directions and prepositions of locations

8. Steps Lessons Lesson objectives Procedures 1-2 Students learned the elements of a story and filled out a story map. ( Setting, characters, events & ending ) Students watched a drama using the play script. Ss then read the story in the book. Tasks: Sequence pictures Fill out a story map 3-6 Students practiced reading aloud with a focus on pronunciation, stress and intonation Ss were divided into different characters and taught how to highlight their lines. Teacher modeled the appropriate voice, intonation, pace and ss could access the sound files on the school web page for practicing at home

9. Steps Lessons Lesson objectives Procedures 7-8 Teacher explained the assessment criteria before the performance. Ss then performed in front of the class Assessment criteria Performance Part I Performance Part II 9 Ss learned how to use prepositions to indicate position “Jack is hiding from the giant in his living room. Tell where Jack is hiding.”

10. Steps Lessons Lesson objectives Procedures 10 Ss learned how to ask WH questions e.g. Where are you? To teach ss how to use prepositions and imperatives to indicate direction “The giant is following Jack. Give ss a map of the castle and ask them to write down the directions how the giant can catch Jack. “ 11-12 Ss practiced reading/listening to instructions, prepositions of location and directions Save the animals game “The giant has caught many animals and has kept them in secret places. You are Jack and his friends. Follow the instructions to save them.” The game

11. What do the students say about the game?

12. Steps Lessons Lesson objectives Procedures 13-14 Extended writing task; Students might learn how to create a new ending for the story using their imagination. Ask ss to create a new ending for the story. Write the dialogs and act it out. E.g. When Jack climbs up to the top of the beanstalk, he sees ……

13. The task design process Teachers’ beliefsStudents’ interests Students’ learning styles Students’ needs Task Design

14. Evaluation of the Project Teachers’ Reflections

15. Tips for organizing Readers’ Theatre Select a story or part of a story. Identify the main characters; introduce one or two narrators. Rewrite some parts of the story as dialogue. Check the script to ensure that the vocabulary and expressions are suitable for students Create roles of different levels of abilities for students of different abilities. Sometimes you can add repeated lines or echoes.

16. Classroom techniques Introduce the story through a big book or drama. Give each student the whole script. Read the whole script together. Keep the fluency. Don’t interrupt too much. Allocate students according to their abilities. Put students into groups of 2 to 4 to enhance confidence.

17. Classroom techniques (Cont’d) Audience must listen and read as the other half practice. Practice for fluency, pronunciation, intonation and stress. You can write your own scripts or adapt the scripts on the web: Tips on scripting: www.aaronshep.com/rt/Tips1.html (Tips & Techniques extracted from TW-NET-Readers’ Theatre)

18. The Success Factors Environment / resource maximization Support from The Principal and PSMCD Adaptive instructional materials Collaboration among teachers