A fable is a short tale in which the chief

characters are animals and sometimes inanimate

objects that act and talk like human beings
1) They give delight and enjoyment to both
children and adults;
2) They teach ethical truths in an attractive
manner and form;
3) They provide background for the
understanding of many new or current
expressions and allusions;
4) Some of the fables serve as a guide to good
conduct on the child’s level of experience;
5) Children enjoy the fable because of the
prominent part played by the animals;
6) They touch on moral and spiritual sense of
values;
7) They cultivate thinking and imagination; and
8) They are good for storytelling and
dramatization purposes.
 Application: Honesty is the best policy
 A legend is a narrative that is partly true ans
partly imaginary about a particular person,
event, place or natural feature, according to
Parayno.
1) Legend as source of children’s literature deals with
religious facts. Religious facts help children in
strengthening their faith in God.
2) Legend deals with historical backgrounds. They
awaken the national consciousness of children;
3) They develop vivid and fantastic imagination;
4) Some legends give children a lesson. They serve as
guide on what is right and what is wrong;
5) Legends help acquaint children with the cultural
heritage of the country; and
6) They give pleasure and enjoyment to children.
 In the early days, the story was a simple
account of the events that took place during the
day. Later on, man learned to express his own
feelings, what he observes around him, the
behavior of others, his dreams, his beliefs.
Telling stories was a form of sharing
experiences, real or imaginary.
1. Storytelling introduces children to the word of written
language. They hear new words and varied language
structures from which they can model their own language.
2. It gives children an opportunity to become acquainted with
the best of children’s literature.
3. It increases the children’s knowledge and experiences.
4. It creates in children a desire to know about the lives of
other people and their own culture.
5. It develops the ability to be good listeners and stirs their
imagination and become creative.
6. It gives pleasure and enjoyment to children.
7. When telling a story himself, the child learns to organize and
express himself clearly, at the same time, building
confidence in his ability to face an audience.
1. Selection of a story to tell-the story must have a good
plot, a well-defined conflict, a good beginning, middle,
and ending. The choice of the story should be governed
by its appeal to the storyteller.
2. Preparation of the story-after the story had been
selected, read the story very well. Then try to picture
the story in your mind and see if you can tell the story
in the proper sequence. Try to imagine the setting and
the scenes in the story as if it has happened to you.
3. Practice telling the story aloud to yourself-take note of
the proper pauses, the places of suspense, the climax.
Master the story so that you can retell it without lapses.
4)Announce the story informally-this can be done in
many ways.
 Today, we are going to hear about our old friends,
“The Three Little Pigs”
 I have a new story for you today and it is called
“The Monkey and the Turtle”.
 You have all heard stories about “Jack and the
Beanstalk”.
5)Show pictures of certain characters in the story you
are going to tell-describe each of the characters. Then
say, “Would you like to know more about them?”
6)At the end of the story, do not give a check-up test
nor ask the question “Did you like the story?”-the
children may not have enjoyed the story because of the
way you told it.
7)Aesthetic Activities-draw that they liked best.
 Is the interpretation of poetry by several voices
speaking as one. It involves the use of a book or
a script.
1. Poems which are universal in tone
2. Poems which vary in mood, content, and type
3. Poems that are lyrical and narrative
4. Poems that are rich in auditory image
5. Poems with marked rhythm
6. Poems that can be used with three voices.
 Light or high voices-for reading lines that
suggest fun, happiness or brightness. For
asking questions, unless a male asks the
question.
 Dark or low voices-for saying lines that suggest
mystery, terror, sadness, solemnity. For
answering questions, unless a female answers
the question.
 Medium voices-for blending all voices. For
relating the narrative, for introducing the
characters and for giving explanation.
 Read the poem selected for its content
 Determine the type or mood of the poem.
 Understand the meaning of the poem.
 Know the rhythmical nature of the poem.
 Read the poem with the children.
 Read the selection together again.
 Apportion the parts and lines to the children.
 Make sure that the voices blend properly.
 Avoid sing-song recitation.
  WHO HAS SEEN THE WIND?
 Solo : Who has seen the wind?
 Chorus : Neither I nor you.

 But when the leaves hang trembling

 The wind is passing through.
 Solo : Who has seen the wind?
 Chorus : Neither I nor you.
 But when the trees bow down their
heads.
 The wind is passing by.
 Dramatization of literature has many values:
1. To encourage interest in and motivation for
reading
2. To expand vocabulary
3. To encourage the development of critical
reading skills and comprehension
4. To encourage guided, extended reading
5. To encourage lifetime readers
 Provide a model for comprehension processes.
 Stimulate guided discussions of stories and
plays and practice questioning techniques to
help the pupils
 Offer feedback pertinent to acting out a story to
reinforce the pupils active reading,
understanding and responding to stories.
 Manage the practice and development of
certain skills that are ideally taught in the
context and dramatizing literature such as:
 Paraphrasing what has been read through
discussions of the motivation of characters, etc.
 Identifying or distinguishing between the main
idea of a play or scene and the details that are
peripheral to the plot;
 Understanding story structure, plot, narrative
sequence, etc.
 Identifying cause and effect.
 Identifying with characters, evaluating their
traits, etc.
 Recognizing, understanding, and appreciating
figurative language and multiple meanings of
words and passages;
 Encouraging the development of imagination,
forming sensory impressions, and reacting to
mood or tone; and
 Interpreting and appreciating the symbolic use
of language in literature.
 Divide the story into parts, scenes, or acts.
 Name the parts as: Part 1-In the House; Part 11-
In the Forest, etc.
 List the characters in each part
 Discuss the setting (place and time) of the story
 Review the action and principal conversation
of each part or act
 Let the pupils give constructive criticism.
 Let the pupils choose the final cast
 Allow time for practice and rehearsal.
  Banton, Jacqueline Garvin
 BSED-3 English

THETEACHING OF
LISTENING AND
READING