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Life Vision Elem Comm Worksheet U5 AK

This document provides instructions for an activity where students practice telling personal stories in groups. The activity aims to improve students' speaking skills. Students are put into groups and each group is given a topic from a list. They then take turns planning and telling a story about their topic. The stories can be real or imagined. Other students in the group listen and try to determine if the story is true or not. Key phrases are provided to help students structure their stories with an introduction, main events, and conclusion. The goal is for students to believe each other's stories.

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24 views

Life Vision Elem Comm Worksheet U5 AK

This document provides instructions for an activity where students practice telling personal stories in groups. The activity aims to improve students' speaking skills. Students are put into groups and each group is given a topic from a list. They then take turns planning and telling a story about their topic. The stories can be real or imagined. Other students in the group listen and try to determine if the story is true or not. Key phrases are provided to help students structure their stories with an introduction, main events, and conclusion. The goal is for students to believe each other's stories.

Uploaded by

cooleugene64
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PDF, TXT or read online on Scribd
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5 COMMUNICATION WORKSHEET Telling a personal story

Aims: To practise telling a story. Follow-up:


Time: 20 minutes • Try to tell a story as a class. Begin by giving the
Materials: One copy of the worksheet for each group, cut students an introduction, e.g. Two years ago, I was in
into a set of planning cards and a list of topics. Barcelona for three days with some friends.
Procedure: • Choose a student to think of the next sentence, e.g.
• Put the students into groups of three or four. Give each There were lots of interesting things to see there.
group a set of cards. • Then the student chooses another student to continue
• Tell the students to take a planning card and put the the story, e.g. We walked around the old part of the city.
topic list face up in front of them. • Repeat the process until the end of the story or until
• Explain that they are going to choose a topic from the the students can’t continue the story any more.
list and then tell a story about it. It can be a story that
really happened or one that they invent. The important
thing is that when they tell their story, they want the
other students to believe it.
• Remind students to practise using the phrases they
learned in the speaking lesson, shown also in this box:

PHRASEBOOK Telling a personal story


The introduction
A few days / years / months ago, I was (in middle
school) …
The beginning
I was in a school theatre show … It was Beauty and
the Beast …
The main events
First / Then / After that / As soon as I (arrived) …
While I was there, something terrible / amazing
happened.
The end
And, amazingly, … / It’s funny now, but it wasn’t at the
time.

• Ask the students to choose a topic. Give them up to


10 minutes to plan their story and make notes on
their planning card. They should write down the key
information (e.g. a few days ago / my parents / were at
an exhibition, etc.) rather than complete sentences.
• When everyone is ready, the first student tells their
story, using the prompts on the card as a reminder if
necessary. The rest of the group listens to the story
carefully. They can ask questions to check the details if
they want.
• The other students have a quick discussion and say
whether the story is true or false. The storyteller then
reveals whether their story was actually true or false.
• Another student then becomes the storyteller and the
process is repeated. Note: to save time, students can
listen and tell their stories in pairs.

Life Vision Elementary Communication worksheet 5   Teacher’s notes PHOTOCOPIABLE © Oxford University Press

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