Storytelling corner
Playing Ever After - learning through stories and play (cont.)
Improved
comprehension
of
target
vocabulary and sentence structures.
Increased use of diverse vocabulary items
and short phrases in teacher-led activities.
Some
spontaneous
use of vocabulary/
phrases in free play
and conversation with
peers/teachers.
Positive
feedback
Mourão, Sandie. 2014. Taking play seriously in the pre-
primary English classroom. ELT Journal Volume 68/3.
Oxford University Press.
Moyles, Janet. 2015. The Excellence of Play. Open
University Press.
Robinson, Penelope; Mourão, Sandie and Kang, Nam.
2015. English learning areas in pre-primary classrooms:
an investigation of their effectiveness in ELT Research
Papers. British Council.
Blog: https://playingeverafterblog.wordpress.com/ (links
to Dropbox resources in the Activities/Resources
from parents about section)
children’s Facebook: https://www.facebook.com/playingeverafter/?
motivation
and learning.
ref=bookmarks
Increased visibility of English in the school
context/classrooms/English Area.
Teachers
feel more confident speaking
English and are motivated to create and share
materials and resources.
F RAN S EFTEL | APPI MEMBER NO . B 7562 |
C OLÉGIO DO A VE | G UIMARÃES
G LÓRIA M AGALHÃES | C OLÉGIO DO A VE |
G UIMARÃES
______________________________________
In view of these outcomes, we believe that the
methodology of exploring diverse topics through a
meaningful story and opportunities to play, while
integrating different learning areas, could be
applied to any English learning project in any
context. The possibilities for language learning and
affective engagement are endless!
References
Ellis, Gail and Brewster, Jean. 2014. Storytelling
Handbook. British Council.
Krashen, Stephen D. 1982. Principles and Practice in
Second Language Aquisition. University of Southern
California.
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