We led a class where the students wrote their own stories. The students made stories using the ‘beginning’ and ‘character’ cards that we made. Once they had made a story with these, they performed their stories to the class with one person being a narrator. This allowed students to practice their English and use their creativity and imagination to make a story of their own.
At the start of the lesson, we asked students to recall the names of the English language stories that they had read. This helped students to think about the stories they had read and provided a context for the lesson.
We taught the students some new vocabulary, such as the ‘plot’, ‘beginning’, ‘happens’, ‘ending’ and ‘characters’. This gave students the necessary vocabulary to identify these important elements of the story. After explaining these characters and beginning cards to students, we then gave them an example made using the cards. We asked the students to tell us the characters, beginning, ending and plot of the story. This helped the students identify these main features of a story and then help them make their own.
The students got together in teams and made their own stories. The cards had the advantage of being a platform to help the students make a story. Some students chose to act out the actions of their characters with other characters while making the story. This helped them visualize the story, while helping kinaesthetic and kinetic learners in the class.
They then wrote down the story and performed it to the class. This allowed the students to practice their English both narrating the story and by reciting the characters’ dialogue. The students enjoyed the active drama and role-playing element and were strongly engaged by the activity.There were many brilliant performances. This drama element helped students practice their English while moving around and performing their characters’ actions.
This activity not only allowed students to practice their English, but also identify and understand the various elements of a story.