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MY DREAM In
this unit children are helped to talk about their dreams.
They listen to a story of an elephant talking about its dream and then go
on to talk about their own dreams. They can express themselves through words or
sketches. You can provide exposure
to the language needed and encourage the children to share their ideas and
feelings with you and with other children.
It is important to handle the classroom interaction sensitively and
tactfully and be prepared to handle unexpected responses.
Competencies Language
Listening: 1.1.2 Listening to simple stories based on pictures 1.1.3 Listening with comprehension to short descriptions 1.1.5 Listening to and identifying different sounds - animals Speaking: 2.1.2 Retelling simple stories with gestures 2.1.3 Participating in conversations about oneself 2.1.5 Making and responding to simple instructions and requests Self-learning:
5.1.1 Learning to play simple games using known words Environment4.1.2 Recognizing some common animals Sequence One
Whole Class
Story Jumbo’s
Chocolate Dream
This is Jumbo. Jumbo is a baby elephant. Jumbo is sleeping. He is dreaming. In his dream, Jumbo sees a tree. The tree is full of chocolates. Chocolates grow on the tree like fruits. There are no mangoes or apples or oranges on the tree. What is growing on the tree? Chocolates, yes, chocolates are growing on the tree. Jumbo is very happy. He tries to pick the chocolates and eat them. But…but the chocolates are too high. Jumbo tries to stretch (like this – show by action) and tries again. But he cannot reach the chocolates. He calls his friend camel. [While narrating this part take up the roles of Jumbo and another animal in the story. For example, stand to the right of the table and be Jumbo and go to the left and become Camel. You can hold your hand in front of your nose for a trunk to play Jumbo and you can move your neck and shoulders or back to play the role of Camel. You can also try to sound different by using a loud voice for Jumbo and a soft voice for Camel and so on.] Jumbo says, ‘Camel, Camel ! Come here please. Camel comes slowly and says, ‘What is it Jumbo? What do you want?’ Jumbo points to the chocolates and says, ‘Look at the chocolates.’ Camel moves his tongue over his lips [like this- show action] and says, ‘hm….They look nice.’ Jumbo says, ‘Can you reach them?’ Camel says, ‘Let me try,’ and tries to touch the chocolates. Jumbo says’ ‘Please, please get me one’[use a pleading tone when you say this]. Camel tries hard. But he cannot reach the chocolates. He says, ‘Oh, I’m sorry. I can’t reach them’[use a sad tone to say this]. Then Jumbo calls Donkey. Jumbo says, ‘Donkey, Donkey ! Come here please. Donkey comes slowly and says, ‘What is it Jumbo? What do you want?’ Jumbo points to the chocolates and says, ‘Look at the chocolates.’ Donkey moves his tongue over his lips and says, ‘hm….They look nice.’ Jumbo says, ‘Camel can’t reach them. Can you reach them?’ Donkey says, ‘Let me try,’ and tries to touch the chocolates. Jumbo says’ ‘Please, please get me one.’ Donkey tries hard. But he cannot reach the chocolates. He says, ‘Oh, I’m sorry. I can’t reach them.’ Jumbo says, ‘Stand on Camel.’ Donkey stands on Camel and tries to reach the chocolates. But he can’t reach them. Camel and Donkey say, ‘Sorry Jumbo. We can’t get you the chocolates.’ Then Jumbo calls Dog and Cat. He says, ‘Dog! Cat! Please come here. They come running. They say, ‘What is it Jumbo? What do you want?’ Jumbo points to the chocolates and says, ‘Look at the chocolates.’ Dog and Cat move their tongue over their lips and say, ‘hm….They look nice.’ Jumbo says, ‘Camel can’t reach them. Donkey can’t reach them. Can you reach them?’ Dog and Cat say, ‘Let us try.’ Donkey stands on Camel, Dog stands on Donkey and Cat stands on Dog . Cat tries to touch the chocolates. Jumbo says’ ‘Please, please get me one.’ Cat tries hard. But she cannot reach the chocolates. she says, ‘Oh, I’m sorry. I can’t reach them.’ All of them say, ‘Sorry Jumbo. We can’t get you the chocolates.’ Then Jumbo sees Rabbit coming out of a hole. He calls Rabbit. He says, “Rabbit, please come here.’ He comes running. He says, ‘What is it Jumbo? What do you want?’ Jumbo points to the chocolates and says, ‘Look at the chocolates.’ Rabbit moves his tongue over his lips and says, ‘hm….They look nice.’ Jumbo says, ‘Camel can’t reach them. Donkey can’t reach them. Dog and Cat can’t reach them. Can you reach them?’ Rabbit says, ‘Let me try.’ Rabbit happily runs up Camel’s legs, goes up Donkey’s tail and climbs on Dog and Cat. Jumbo says, ‘Please, please get me one.’ Rabbit can easily reach the chocolates. Rabbit picks the chocolates one by one and gives them to Cat. Cat passes the chocolates to Dog. Dog gives the chocolates to Donkey and Donkey passes them on to Camel. Camel gives the chocolates to Jumbo, the baby elephant. Now what does Jumbo do? You guess. Group Work · Ask the children to decide who will play the part of Jumbo, Camel, Donkey, Dog, Cat and Rabbit. They should also decide who would eat how many chocolates. For example, each one can say two sentences about himself / herself. ‘I’m Jumbo. I eat four chocolates.’ ‘I’m Cat. I eat two chocolates.’ Then they mime and enact the story in groups without using langauge. They would particularly enjoy performing the actions of trying to reach the chocolates and not being able to do so, calling out to other animals, the other animals asking Jumbo what he wants from them, Jumbo asking them to pick the chocolates, etc. They could decide what each animal would do with the chocolates and mime either the chocolates being passed on or being eaten up by any of the animals. Later on in the next group activity they can be asked to use language and enact the story. Pair
Work · Ask the children to take up the roles of Jumbo and any one animal in the story and repeat some part of the dialogue. Example: Jumbo: Camel, Camel ! Come here please. Camel: What is it Jumbo? What do you want? Jumbo: Look at the chocolates. Camel: hm….They look nice. Jumbo: Can you reach them? Camel: Let me try, Jumbo: Please, please get me one Camel: Oh, I’m sorry. I can’t reach them Individual
Work Ask the children to look at the tree with chocolates in the textbook. Then ask them to draw a picture of a tree and fill it with whatever they like the most. They should decide what grows on their tree, draw that thing on all the branches. Pair
Work · Ask the children to share their pictures with a partner. Let them look at each others pictures. One can say: I have toys. The other can make comments like : Good/ Very good/ That’s nice/ Very nice, etc. Then the other child can say: I have computers. The first child can make appropriate comments. Group Work · Ask the children to talk about what they think Jumbo and other animals will do in the end. Will Jumbo eat all the chocolates or give some to his friends? How many will he eat and how many will he give each one of them? What will the other animals do? Will they pass on all the chocolates or eat some in the middle – eat one and pass one to the next animal, etc. All answers are acceptable. There is no right or wrong answers to these questions. Pupils should express their personal opinions not the answers expected by the teacher or friends. Then they enact the story before class using some language. Example: Cat: Please give me one. Rabbit: Here you are. Or Sorry, I want this.[ Or I want to eat this.] Whole
Class
Sequence Two Whole
Class · Teach them a rhyme. I have a dream, A song to sing. I dream of rainbow Cutting through the sky. I’m happy, I’m happy I’m very happy. I have a dream A song to sing I dream of breaking A nice, new toy. I’m sad, I’m sad I’m very sad. Tell the children about a dream. For this close your eyes and say, “I am sleeping. I am dreaming. In my dream I see…” Try to make your dream as interesting as possible. Ask all the children to close their eyes and make one or two children talk about their dreams. You say: Now I’m dreaming. I see a flower. You? Then go round the class and ask some children to tell you what they see. Then introduce the words happy, sad, angry and scared with appropriate pictures and gestures. Group Work · First ask some of the children to complete the sentence ‘I dream of ……… I’m very happy / sad.’ Then form groups of four or six and ask the children to talk about their dreams in groups. Ask them also to close their eyes and say: I dream of ………I’m happy / sad . Pair Work · Ask the children to work in pairs and look at the pictures in the textbook showing expressions like happy / sad / angry / scared. Ask one child to say, for example, happy and let the other child point to the correct picture. Individual
Work · Ask the children to draw a matchstick figure of themselves and connect themselves to the expression related to the feelings about their dreams. In the blank space provided in the textbook they can also draw a face expressing their own feelings. You can go round the class and let some of the children tell you what is the expression on the face they have drawn. Pair
Work · Ask the children to share their pictures with a partner. Encourage them to look at each others picture and make appropriate comments. You first look at some pictures and make the comments yourself. You might look at somebody’s sketch connected to the happy / sad / scared / .. and say : Oh, happy! Good. / Sad! I see. / Oh, scared! Poor you / My goodness! Angry,.. etc. The way you look at the children and the expression you show on your face is more important than the actual words you use to comment on the pictures. Group Work · Ask the children to share their pictures in groups. One pair might say : ‘I’m happy. She is scared. And You?’ The other pairs may respond and say, ‘We’re sad.’ Or ‘She’s angry and I’m happy.’ Whole
Class
Sequence Three Whole
Class
· Ask the whole class to look at the pictures in the textbook and listen to the conversation. Before doing this remind them of the previous unit, where the animals were playing hide and seek and the squirrel was sleeping. This conversation picks up the link from there. The focus here is on the sleeping squirrel. Now it is dreaming. You can ask the children to look the picture in the previous lesson, answer some questions like ‘What is the squirrel doing here?’ and then come to the pictures of this lesson. Read the conversation as naturally as possible with appropriate voice modulation. Children only look at the pictures and listen to the conversation. They do not write anything. Dreaming
Squirrel
Group Work · Ask the children to mime and enact the conversation without using words. One of them become the squirrel and pretend to be sleeping. The others become different animals and gather round the squirrel. They show by action they are trying to wake him and are asking him questions. The squirrel should keep his eyes half closed. she should look at the other’s gestures through partly opened eyes and make appropriate gestures to show that he is playing with an elephant and he is collecting stars to fill his pocket. As they present it before class you supply the sentences and ask the class listen to the conversation once again. · Then ask one of the groups repeat parts of the conversation and ask the other groups respond. Example: Group A: What are you doing? Group B: I’m sitting on Jumbo. [Or] I’m filling my pockets with stars. Pair Work · Ask the children to take up parts of the conversation and practise it with words. The conversation could be divided into four segments. In pairs they take turns to repeat the sentences. Segment
One
Cat: Hey, she’s sleeping there! Rabbit : Come, let’s wake him up. Donkey: Squirrel, get up. Camel : Yes, get up. Elephant: Come and play with us.
Segment
Two
Elephant: Come and play with us. Squirrel: But, I’m playing. Cat: What? Rabbit: You are not playing. You are sleeping. Squirrel: No, I’m playing with Jumbo. Segment
Three
Elephant: Who’s Jumbo? Squirrel: The Baby Elephant. Donkey: Where’s he? Squirrel: Flying in the sky. Elephant: What? Squirrel: Yes, now he’s sitting on a cloud. Segment
Four
Cat: What is he doing? Squirrel: Catching the stars. Rabbit: What are you doing? Squirrel: I’m sitting on Jumbo. I’m filling my pockets with stars. Individual
Work ·
Ask the children to draw their dream and colour it.
They can draw whatever they like and you can go round the class and ask
some of them to tell you what their sketches stand for. Pair
Work · Ask the children to share their pictures with a partner. Encourage them to look at each others picture and make appropriate comments. You first look at some pictures and make the comments yourself. You might look at somebody’s sketch and say : What is this? When you get the response you can make an appropriate comment like: Oh, this is nice / Very good / I like that, etc. The way you look at the sketches and the expression you show on your face is more important than the actual words you use to comment on the pictures. Group Work · Ask the children to take up roles and enact the whole conversation in groups. They have already practised it in pairs. Now each one should take up the role of one animal and repeat the sentences spoken by that animal. Whole
Class
Language Making requests: Camel, please come here and help me. Asking for information: What is it Jumbo? What do you want? What are you doing? Giving information: I’m filling my pockets with stars. Talking about ability: Can you reach them? I can’t reach them. Sharing one’s ideas: This is my dream. Commenting / Appreciating: That’s very nice. / good / very good Talking about feelings: I’m very happy / sad / scared / angry Environmental awareness Identifying various animals.
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H M Patel Institute of English Training & Research, Vallabh Vidyanagar - 388120, Gujarat, India Phone : 091-2692-230193, 091-2692-230079 |
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