Unit 2 Communicative Principles and Activities 1.Teaching Aims: To diseuss one of the most important trends in second/foreign language teaching in the past three decades,that is the practice of commumicative language teaching 2.Teaching Content: 1)Language use in real life vs traditional pedagogy 2)Fostering communication competence 3)The implementation of languge skills 4)Communicative activities 5)Conclusion How do we learn language? 3.Teaching Hours:4 periods 4.Teaching materials: 1)Textbook 2)Handout 3)Videotape 4)Pictures and real objects 5.Teaching Methods: 1)Lecture Computer-aided Instruction) 2)Demonstration 6.Teaching Procedures 1)Where does communicative language teaching come from? Its origins are mamy,insofar as one teaching methodology tends to influence the next.The communicative approach could be said to be the product of educators and linguists who
Unit 2 Communicative Principles and Activities 1.Teaching Aims: To discuss one of the most important trends in second/ foreign language teaching in the past three decades, that is the practice of communicative language teaching 2.Teaching Content: 1) Language use in real life vs. traditional pedagogy 2) Fostering communication competence 3) The implementation of language skills 4) Communicative activities 5) Conclusion How do we learn language? 3. Teaching Hours: 4 periods 4. Teaching materials: 1)Textbook 2)Handout 3)Videotape 4) Pictures and real objects 5.Teaching Methods: 1) Lecture ( Computer-aided Instruction) 2)Demonstration 6.Teaching Procedures 1) Where does communicative language teaching come from? Its origins are many, insofar as one teaching methodology tends to influence the next. The communicative approach could be said to be the product of educators and linguists who
had grown dissatisfied with the audiolingual and grammar-translation methods of foreign language instruction They felt that students were not learning enough realistic,whole language.They did not know how to communicate using appropriate social language, gestures,or expressions,in brief,they were at a loss to communicate in the culture of the language studied Interest in and development of communicative-style teaching mushroomed in the 1970s,authentic language use and classroom exchanges where students engaged in real communication with one another became quite popullar. In the imervening years,the communicative approach has been adapted to the elementary, middle,secondary,and post-secondary levels,and the underlying philosophy has spawned different teaching methods known under a variety of names,including notional-functional, teaching for proficiency,proficiency-based instruction,and communicative language teaching 2)What is communicative language teaching? Communicative language teaching makes use of real-life situntions that necessitate communication The teacher sets up a situation that students are likely to encounter in real life.Unlike the audio lingual method of language teaching.which relies on repetition and drills,the communicative approoch can leave students in suspense as to the outcome of a class exercise.which will vary according to their reactions and responses.The real-life simulations change from day to day Students'motivation to learn comes from their desire to communicate in meaningful wuys about meaningful topics 3)What are some examples of communicative exercises? Ina communicative classroom for beginners,the teacher might begin by passing out cards each with a different name printed on it.The teacher then proceeds to model an exchange of introductions in the target languge:"Guten Thg Wie heissen Sie?Reply:"Ich heisse Wolfie."for excample.Using a combination of the target language and gestures,the teacher comveys the task at hand,and gets the students to introduce themselves and ask their classmates for information.They are responding in German to a question in German.They do not know the answers beforchand.as they are each holding cards with their new
had grown dissatisfied with the audiolingual and grammar-translation methods of foreign language instruction. They felt that students were not learning enough realistic, whole language. They did not know how to communicate using appropriate social language, gestures, or expressions; in brief, they were at a loss to communicate in the culture of the language studied. Interest in and development of communicative-style teaching mushroomed in the 1970s; authentic language use and classroom exchanges where students engaged in real communication with one another became quite popular. In the intervening years, the communicative approach has been adapted to the elementary, middle, secondary, and post-secondary levels, and the underlying philosophy has spawned different teaching methods known under a variety of names, including notional-functional, teaching for proficiency, proficiency-based instruction, and communicative language teaching. 2) What is communicative language teaching? Communicative language teaching makes use of real-life situations that necessitate communication. The teacher sets up a situation that students are likely to encounter in real life. Unlike the audio lingual method of language teaching, which relies on repetition and drills, the communicative approach can leave students in suspense as to the outcome of a class exercise, which will vary according to their reactions and responses. The real-life simulations change from day to day. Students' motivation to learn comes from their desire to communicate in meaningful ways about meaningful topics. 3) What are some examples of communicative exercises? In a communicative classroom for beginners, the teacher might begin by passing out cards, each with a different name printed on it. The teacher then proceeds to model an exchange of introductions in the target language: "Guten Tag. Wie heissen Sie?" Reply: "Ich heisse Wolfie," for example. Using a combination of the target language and gestures, the teacher conveys the task at hand, and gets the students to introduce themselves and ask their classmates for information. They are responding in German to a question in German. They do not know the answers beforehand, as they are each holding cards with their new
identities written on them:hence.there isn authentic exchange of information. Later during the class,as a reinforcement listening exercise.the students might hear a recorded exchange between two German freshmen meeting each other for the first time at the gymnasium doors.Then the teacher might explain,in English,the differences among German greetings in various social situtions Finally,the teacher will explain some of the grammar points and structures used. "Instructions to students."Listen to a conversation somewhere in a publie place and be prepared to answer,in the target language,some general questions about what 特said 1.Who was talking? 2.About how old were they? 3.Where were they when you eanvesdropped? 4.What were they talking sbout? 5.What did they say? 6.Did they become aware that you were listening to them? The exereise puts students in a real-world listening sitation where they must report information overheard.Most likely they have an opinion of the topic,and a class discussion could follow,in the target language,about their experiences and viewpoints. Communicative exercises such as this motivae the students hy treating topics of their choice. at an appropriately challenging level. Another exercise taken from the same source is for begimning students of Spanish.In "Listening for the Gist,"students are placed in an everyday situation where they must listen to an authentie text. "Objective."Students listen to a parsage to get general understanding of'the topic or message. "Directions"Have students listen to the following announcement to decide what the speaker is promoting
identities written on them; hence, there is an authentic exchange of information. Later during the class, as a reinforcement listening exercise, the students might hear a recorded exchange between two German freshmen meeting each other for the first time at the gymnasium doors. Then the teacher might explain, in English, the differences among German greetings in various social situations. Finally, the teacher will explain some of the grammar points and structures used. "Instructions to students." Listen to a conversation somewhere in a public place and be prepared to answer, in the target language, some general questions about what was said. 1. Who was talking? 2. About how old were they? 3. Where were they when you eavesdropped? 4. What were they talking about? 5. What did they say? 6. Did they become aware that you were listening to them? The exercise puts students in a real-world listening situation where they must report information overheard. Most likely they have an opinion of the topic, and a class discussion could follow, in the target language, about their experiences and viewpoints. Communicative exercises such as this motivate the students by treating topics of their choice, at an appropriately challenging level. Another exercise taken from the same source is for beginning students of Spanish. In "Listening for the Gist," students are placed in an everyday situation where they must listen to an authentic text. "Objective." Students listen to a passage to get general understanding of the topic or message. "Directions." Have students listen to the following announcement to decide what the speaker is promoting
"Passage"Situacion idealServicio de transporte al Aeropuerto Internacional.Cuarentay dos habitaciones de lujo.con aire acondicionado..Elegante restaurante...de fama internacional." (The announcement can be read by the teacher or plarved on tape Then ask students to circle the letter of the most appropriate answer on their copy,which consists of the following multiple-choice options: aa taxi service b.a hocel e.an airport d.a restaurant Gumter Gerngross,an English teacher in Austria,gives an example of how he makes his lessons more communicative.He cites a widely used textbook that shows English children having a pet show."Even when learners act out this scene creatively and enthusiastically. they do not reach the depth of involvement that is almost tangible when they act out a short text that presents a family conflict revolving round the question of whether the children should be allowod to have a pet or not (Gerngross&Puchta 1984.p.92).He continues to sry that the communicative approach 'puts great emphasis on listening,which implies an active will to try to understand others [This is]one of the hardest tasks to achieve because the children are ued to listening to the teacher but not to their peers.There are no quick,set reeipes 4)How do the roles of the teacher and student change in communicative language teaching? Teachers in communicative classrooms will find themselves talking less and listening more--becoming active facilitators of their students'leaming (Larsen-Freeman.1986).The teacher sets up the exercise,but because the students performance is the goal.the teacher must step back and observe,sometimes acting as referee or monitor.A classroom during a communicative activity is far from quiet,however.The students do most of the speaking,and frequently the scene of a classroom duringg a communscative exercise is active.with students
"Passage." "Situacion ideal...Servicio de transporte al Aeropuerto Internacional...Cuarenta y dos habitaciones de lujo, con aire acondicionado...Elegante restaurante...de fama internacional." (The announcement can be read by the teacher or played on tape.) Then ask students to circle the letter of the most appropriate answer on their copy, which consists of the following multiple-choice options: a. a taxi service b. a hotel c. an airport d. a restaurant Gunter Gerngross, an English teacher in Austria, gives an example of how he makes his lessons more communicative. He cites a widely used textbook that shows English children having a pet show. "Even when learners act out this scene creatively and enthusiastically, they do not reach the depth of involvement that is almost tangible when they act out a short text that presents a family conflict revolving round the question of whether the children should be allowed to have a pet or not" (Gerngross & Puchta, 1984, p. 92). He continues to say that the communicative approach "puts great emphasis on listening, which implies an active will to try to understand others. [This is] one of the hardest tasks to achieve because the children are used to listening to the teacher but not to their peers. There are no quick, set recipes. 4) How do the roles of the teacher and student change in communicative language teaching? Teachers in communicative classrooms will find themselves talking less and listening more--becoming active facilitators of their students' learning (Larsen-Freeman, 1986). The teacher sets up the exercise, but because the students' performance is the goal, the teacher must step back and observe, sometimes acting as referee or monitor. A classroom during a communicative activity is far from quiet, however. The students do most of the speaking, and frequently the scene of a classroom during a communicative exercise is active, with students
leaving their seats to complete a task Because of the increaed resporsibillity to participate,students may find they gain confidence in using the target langunge in general.Students are more responsible managers of their own learning (Larsen-Freeman 1986) 4)Classroom activities Pre-comrmicwive acrivities aim to help pupils learn the language forms,without actually requiring them to perform communicative acts.They focus on accuracy. Comunicmtive activiries aim at the communication of meaning They focus on fluency. They pass from strictly guided tasks through semi-guided to free-communication tasks. 1.Functional Communication Activities:the main purpose of the activity is that learners should use the language they know in order to get meaning across as effectively as possible. In the process of performing certain tasks pupils will: a share information eg pair/goup tasks following directions,picture identification. discovering differences,discovering missing information;arranging pieces of information nsno线communicaling putter色and pictures,reconstructing story sequence线cc b.ue information,eg group tasks:pooling information,solving problems 2.Social Interaction Activities:the main purpose of this activity is to give the leamers an oppotunity to use the language in an appropriate social contex.to create variety of social situations and relationships.e.g pair/group tasks conversations.simulations and role-playing ·Learner Role Pupils interact boch with each other and the teacher. ·Teacher Role
leaving their seats to complete a task. Because of the increased responsibility to participate, students may find they gain confidence in using the target language in general. Students are more responsible managers of their own learning (Larsen-Freeman, 1986). 4) Classroom activities Pre-communicative activities aim to help pupils learn the language forms, without actually requiring them to perform communicative acts. They focus on accuracy. Communicative activities aim at the communication of meaning. They focus on fluency. They pass from strictly guided tasks through semi-guided to free-communication tasks. 1. Functional Communication Activities: the main purpose of the activity is that learners should use the language they know in order to get meaning across as effectively as possible. In the process of performing certain tasks pupils will: a. share information, e.g. pair/group tasks: following directions; picture identification; discovering differences; discovering missing information; arranging pieces of information in sequences, communicating patterns and pictures, reconstructing story sequences, etc. b. use information, e.g. group tasks: pooling information, solving problems. 2. Social Interaction Activities: the main purpose of this activity is to give the learners an oppotunity to use the language in an appropriate social contex, to create variety of social situations and relationships, e.g. pair/group tasks: conversations, simulations and role-playing. • Learner Role Pupils interact both with each other and the teacher. • Teacher Role
The teacher is a facilitator of the communicative process in the classroom.S/he is needs analyst,counsellor and group manager.So a Plan your lessons according to your pupils'needs b.Advise and guide pupils in the communication process. c.Organize the classroom as a setting for communication and communicstive activities. The Role of Instructional Materials 1.Text-based materials A typical lesson consists of a theme (e.g relaying information).a task analysis,for thematic development (e.g understanding the mesage,asking questions to obtain clarification,asking for more information,taking notes,ordering and presenting information),a practice situation description (e.g A caller asks to see your manager.He does not have an appointment Gather the necessary information from him and relay the message to you manager."),a stimulus presentation (in the preceding case,the beginning of an office conversation scripted and on tape),comprehension questions (e g."Why is the caller in the office?),and paraphrase exereises. 2.Task-based materials A variety of games.role plays,simulations,and task-based communication activities have been prepared to support Communicative Languge Teaching classes These typically are in the form of one-of-a-kind items exereise handbooks,cue cards.pair-communication practice materials,there are typically two sets of material for a pair of students,cuch set containing different kind of information Sometimes the information is complementary,and partners must fit their respective parts of the "jigsaw"intoa composite whole.Other assume different role relationships for the partners (e.g an interviewer and an interviewer).Still others provide drills and practice materials interactional formats 3.Authentie Materials
The teacher is a facilitator of the communicative process in the classroom. S/he is needs analyst, counsellor and group manager. So: a. Plan your lessons according to your pupils' needs. b. Advise and guide pupils in the communication process. c. Organize the classroom as a setting for communication and communicative activities. • The Role of Instructional Materials 1. Text-based materials A typical lesson consists of a theme (e.g. relaying information), a task analysis, for thematic development (e.g. understanding the message, asking questions to obtain clarification, asking for more information, taking notes, ordering and presenting information), a practice situation description (e.g. "A caller asks to see your manager. He does not have an appointment. Gather the necessary information from him and relay the message to you manager."), a stimulus presentation (in the preceding case, the beginning of an office conversation scripted and on tape), comprehension questions (e.g. "Why is the caller in the office?), and paraphrase exercises. 2. Task-based materials A variety of games, role plays, simulations, and task-based communication activities have been prepared to support Communicative Language Teaching classes. These typically are in the form of one-of-a-kind items: exercise handbooks, cue cards, pair-communication practice materials, there are typically two sets of material for a pair of students, each set containing different kind of information. Sometimes the information is complementary, and partners must fit their respective parts of the "jigsaw" into a composite whole. Other assume different role relationships for the partners (e.g. an interviewer and an interviewer). Still others provide drills and practice materials interactional formats. 3. Authentic Materials
These might include language-based'from-life'materials such as signs, magazines,advertisements,and newspapers,or graphic and visual sources around which communicative activities can be built,such as maps,pictures,symbols, graphs,and charts.Different kinds of objects can be used to support communicative exercises,such as a plastic model to assemble from directions. 5.Using Pictures and games in classroom 1)Why use pictures? By providing a wide range of contexts,students can meet a range of situations and experience that will equip them for real life communication.Specifically.pictures contribute to a interest and motivation b.a sense of the content of the language .Several years ago I was teaching a beginning level class.One student in the group,Juan seemed particularly shy.he was afrand o making mistakes.and reluctant to participate One dary.I garve each student an urususl picture of'a person,and I asked them to describe the people in the pictures Juan's photograph showed a young woman swimming with a killer whale in a deep blue sea.Juan came up with a remarkably long story about a woman who had a pet killer whale.When he gave his deseription,Juan's classmates were faseinated by his vivid imagination.Juan was surprised and thrilled by his classmates' appreciation.He instantly lost his inhibitions toward speaking English in class,and he participated actively from then on. This experience comvinced me that visuals,especially 'unusual pictures foster students' imagination,which in turn motivates them to use English I found that there are many reasons to use magazine cutouts or other pictures in cass With pictures we can: teach,practice,or review new vocabulary do guided prctice (drills) 年Wa线ce grammatical structures practice listening comprehension 年do writing activities
These might include language-based 'from-life' materials such as signs, magazines, advertisements, and newspapers, or graphic and visual sources around which communicative activities can be built, such as maps, pictures, symbols, graphs, and charts. Different kinds of objects can be used to support communicative exercises, such as a plastic model to assemble from directions. 5.Using Pictures and games in classroom 1) Why use pictures? By providing a wide range of contexts, students can meet a range of situations and experience that will equip them for real life communication. Specifically, pictures contribute to: a. interest and motivation b. a sense of the content of the language • Several years ago I was teaching a beginning level class. One student in the group, Juan, seemed particularly shy, he was afraid of making mistakes, and reluctant to participate. One day, I gave each student an unusual picture of a person, and I asked them to describe the people in the pictures. Juan's photograph showed a young woman swimming with a killer whale in a deep blue sea. Juan came up with a remarkably long story about a woman who had a pet killer whale. When he gave his description, Juan's classmates were fascinated by his vivid imagination. Juan was surprised and thrilled by his classmates' appreciation. He instantly lost his inhibitions toward speaking English in class, and he participated actively from then on. This experience convinced me that visuals, especially 'unusual' pictures, foster students' imagination, which in turn motivates them to use English. I found that there are many reasons to use magazine cutouts or other pictures in class. With pictures we can: • teach, practice, or review new vocabulary • do guided practice (drills) • practice grammatical structures • practice listening comprehension • do writing activities
do semi-guided or free spesking practice such as problem solving activities,role plays discussions,etc. Depending on the purpooe of the activity,a task can take up five minutes at the beginning or end of a class,or last 20 minutes or more in the main part of the class Pictures are a source of varied elassroom actrvities in the areas of speaking.listening. writing.vocabulary and grammar.I'll give tips on how to collect and sort suitable pictures and I'll include several sample activities.Teachers can use the activities as they are presented,or adape them to fit their needs Five basic questioms: 1)Easy to prepare 2)Ea网to organi7r 3)Ineresting 4)Meaningful and authentic 5)Sufficient amount of language Preparation Pictures are illustrations that are cut from a magazine.newspapers or cther sourees They're mostly pholographs,but drawings.collages,maps or other illustrations can be used for certain activities.Each picture should be at least 13 x 18 cm.but preferably about 20 x 25 cm. i.e.,almost an entre magazine page.Pictures are cusier to use without any primed text on them.You will orly be able to use pictures with text for certain activities If pictures do include text,the text should be in English Collecting the pictures Students like colorful and varied materials Available sources for pictures are glossy magazines,TV guides,the Sunday supplements of newspapers,and so on You can collect the pictures yourself.or ask your students to bring them in for you Your own selections will probably focus on pictures for discussions.games.and teaching vocabulary.Students are good at getting pictures of famous people,sports and objects they like,which gives you a good opportunity to learn about students'interests
• do semi-guided or free speaking practice such as problem solving activities, role plays, discussions, etc. Depending on the purpose of the activity, a task can take up five minutes at the beginning or end of a class, or last 20 minutes or more in the main part of the class. Pictures are a source of varied classroom activities in the areas of speaking, listening, writing, vocabulary and grammar. I'll give tips on how to collect and sort suitable pictures and I'll include several sample activities. Teachers can use the activities as they are presented, or adapt them to fit their needs. Five basic questions: 1) Easy to prepare 2) Easy to organize 3) Interesting 4) Meaningful and authentic 5) Sufficient amount of language Preparation Pictures are illustrations that are cut from a magazine, newspapers or other sources. They're mostly photographs, but drawings, collages, maps or other illustrations can be used for certain activities. Each picture should be at least 13 x 18 cm, but preferably about 20 x 25 cm, i.e., almost an entire magazine page. Pictures are easier to use without any printed text on them. You will only be able to use pictures with text for certain activities. If pictures do include text, the text should be in English. Collecting the pictures Students like colorful and varied materials. Available sources for pictures are glossy magazines, TV guides, the Sunday supplements of newspapers, and so on. You can collect the pictures yourself, or ask your students to bring them in for you. Your own selections will probably focus on pictures for discussions, games, and teaching vocabulary. Students are good at getting pictures of famous people, sports and objects they like, which gives you a good opportunity to learn about students' interests
Sorting the Pictures When you have a stack of pictures,you will notice that some cutouts seem perfect for teaching vocabulary (for example,clothes,furniture)and other pictures will be appropriste for guessing games.Try to identify a structure or function that can be practiced with each picture You should paste the pictures on letter-sized paper,and punch holes in them to keep them in a binder.You can sort them out by level or grade.by activity or by topic.Some topies are:faces,famous people,clothes,actions,sports,professions,nationalities/cultures,unusual pictures.cities.interiors.nature.cte.You can write notes on the back of the sheets. Some examples for using pictures Below.Ill describe ten activities that can be done with pictures.These are just a few examples of what can be done with pictures As you start using pictures in new and creative ways,you will come up with many variations.Textbooks may also give you ideas for working with pictures 1)Topic from pictures a.show pictures from inside the book. b.Ask the students to tell you as much as they can sbout the topic of the story.The topic or theme may be sbout arything dragons.losing something.dangerous animals.wishing for something and so on. 2)Muddled pictures a.Prepare a series of picture of key moments in the story.You can pholocopy and act up the pictures for each pair of children,or display them on the board,each one with a letter b.Show separate pictures from the story. c.Ask the children to try to put them into the correct sequence.The children put the pictures or letter in the sequence they think the story will be in. d.They then listen to the story to see if they were correct. 3)Children's pictures a.Give the children a brief description of what the story is about. b.Ask each child or pair of children to draw a picture of'a key moment or of a key
Sorting the Pictures When you have a stack of pictures, you will notice that some cutouts seem perfect for teaching vocabulary (for example, clothes, furniture) and other pictures will be appropriate for guessing games. Try to identify a structure or function that can be practiced with each picture. You should paste the pictures on letter-sized paper, and punch holes in them to keep them in a binder. You can sort them out by level or grade, by activity or by topic. Some topics are: faces, famous people, clothes, actions, sports, professions, nationalities/cultures, unusual pictures, cities, interiors, nature, etc. You can write notes on the back of the sheets. Some examples for using pictures Below, I'll describe ten activities that can be done with pictures. These are just a few examples of what can be done with pictures. As you start using pictures in new and creative ways, you will come up with many variations. Textbooks may also give you ideas for working with pictures. 1) Topic from pictures a. show pictures from inside the book. b. Ask the students to tell you as much as they can about the topic of the story. The topic or theme may be about anything: dragons, losing something, dangerous animals, wishing for something, and so on. 2) Muddled pictures a. Prepare a series of picture of key moments in the story. You can photocopy and act up the pictures for each pair of children, or display them on the board, each one with a letter. b. Show separate pictures from the story. c. Ask the children to try to put them into the correct sequence. The children put the pictures or letter in the sequence they think the story will be in. d. They then listen to the story to see if they were correct. 3) Children’s pictures a. Give the children a brief description of what the story is about. b. Ask each child or pair of children to draw a picture of a key moment or of a key
character or place in the story.The pictures should not show any background setting. c.Put the pictures on the wall.Get the children to predict the story.Then tell it. This imvolves the children,helps them to predict the story,and makes them feel interested even before you before you begin. 4)Labeling a picture This is suitable for the second or third telling.Draw a picture based on the story.or ask the children to draw one. a.Write key words from the story on the board before the story begins. b.Ask the children listen,ask them to write the words on a picture next to the relevant object or action. The children can either draw or wrte on one big picture on the board,or each child does their own picture. 5)Remove the pictures Prepare a series of pictures that tell the story.The students can draw these in a previous activity. a.Display all the pictures.Go through the story again,eliciting as much of it as possible from the students,using the pictures as a memory aid. b.The students then close their eyes and you remove one picture. c.The students then open their eyes and tell you which picture is missing and which part of the story it represents d.The children close their eyes again.You now remove another picture and they tell you which one is missing e Gradually remove all the pictures and see if they can retell the story from memory. You can make it easier for the students if you displace semtence strips as captions to the pictures. 6)Pass the picture and tell the story a.Stand in a circle with the students b.Hold up a picture and briefly tell the part of the story which goes with it. c.Give the picture to the child on your left.Who must repeat the semences you said. d.That student then passes it to her or his neighbour,who does the same thing
character or place in the story. The pictures should not show any background setting. c. Put the pictures on the wall. Get the children to predict the story. Then tell it. This involves the children, helps them to predict the story, and makes them feel interested even before you before you begin. 4) Labeling a picture This is suitable for the second or third telling. Draw a picture based on the story, or ask the children to draw one. a. Write key words from the story on the board before the story begins. b. Ask the children listen, ask them to write the words on a picture next to the relevant object or action. The children can either draw or write on one big picture on the board, or each child does their own picture. 5) Remove the pictures Prepare a series of pictures that tell the story. The students can draw these in a previous activity. a. Display all the pictures. Go through the story again, eliciting as much of it as possible from the students, using the pictures as a memory aid. b. The students then close their eyes and you remove one picture. c. The students then open their eyes and tell you which picture is missing and which part of the story it represents. d. The children close their eyes again. You now remove another picture and they tell you which one is missing. e. Gradually remove all the pictures and see if they can retell the story from memory. You can make it easier for the students if you displace sentence strips as captions to the pictures. 6) Pass the picture and tell the story a. Stand in a circle with the students. b. Hold up a picture and briefly tell the part of the story which goes with it. c. Give the picture to the child on your left. Who must repeat the sentences you said. d. That student then passes it to her or his neighbour, who does the same thing