# data[].attributes.body
1. visual clues (high-quality pictures and illustrations that support children’s understanding)

2. audio clues (sound effects, onomatopoeia)

3. their prior knowledge of how language works
4. their prior knowledge of the world.

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1. Listening to a recording of the story if possible for an example of how to read it.
2. Rehearse reading the story aloud several times.
3. Record or film yourself. Imagine you are reading the story to your pupils or, if possible, film yourself with your class.
4. Listen to or view your recording to evaluate your performance and your talents as a storyteller.

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1. a story that you like and can convey enthusiasm for

2. rich, expressive language but remains linguistically and cognitively accessible

3. rhyme and rhythm (not always)

4. moral or expresses values and beliefs that are acceptable you and your pupils

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1. Independent learning in pairs or groups requires co-operation, not competition. Children should be encouraged to help each other understand and complete tasks.

2. Children need to share materials so they all have access to the task. The teacher must ensure, therefore, that there are enough copies and that visuals are clear and large enough for all to see.

3. Children should be encouraged to listen to each other and to take turns in speaking.

4. Children must not raise their voices or shout.

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1. Modify the story to make it easier for your pupils to understand

2. Provide visual/audio support

3. Structure your lesson well and do not overload the students

4. Provide context for the story

5. Explain difficult vocabulary

# data[].attributes.body
1. provide an ideal introduction to the foreign language
2. motivating, challenging, enjoyable (-> help to develop a positive attitude towards the foreign language)
3. exercise the imagination & developing their own creative powers
4. linking fantasy and imagination with children's real worlds
5. listening = shared social experience; provotes a shared response; helps building up confidence and encourages social and enviromental development
6. frequent repetition allows certain language items to be aquired; others being overtly reinforced -> natural repetition of key vocabulary and structures
7. allows teacher to introduce/ revise new vocabulary and sentence structures
8. listening to stories help children become aware of the rhytm, intonation and pronunciation
9. cater for different learner types and intelligences
10. providing ideal opportunities for presenting cultural information and encouraging intercultural understanding
11. ...

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1. skipping rhyme
2. finger rhyme
3. riddles and jokes
4. Limericks
5. tongue twisters
6. chants

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1. If possible, let your pupils work in groups

2. Use creative apps like "book creator" or "my story school"

3. Let the students record short scenes and present them to the class

4. Use techniques like stop motion or voice over

5. Just for the teacher: Power Point etc.

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1. warm-up
2. closer
3. transition
4. introduction of new language
5. practice
6. revision
7. attention seeker
8. channeling energy
9. intergrate with topic work, storytelling , cross-curricular work

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1. Math (time, numbers)
2. Science (the life circle of insects,...)
3. Art and Design (making a box, making books)
4. Computing (using technology safely and respectfully)
5. Design and Technology (drawing, making masks/ hats, ...)
6. Geography and the enviroment (using a map/ atlas, ...)
7. History (prehistoric animals, understanding chronology/ the passing of time)
8. Music and Drama (singing songs, playing instruments,...)
9. Physical education (moving like different animals, moving to music)

# data[].attributes.body
1. Maths: Number and quantity; measuring, making graphs, doing surveys or investigations

2. Science: Creatures and their life cycles; healthy eating

3. Geography: Polution and enviorment, using a map

4. Art/Music/Drama: Sketches, screenplay, songs, etc.

5. Learning skills: Comparing and matching, sequencing, predicting, colours and sizes, etc.

# data[].attributes.body
1. A lingustic resource:
They allow new language to be introduced and structures and vocabulary to be reinforced and recycled.
They present familiar language in new and exciting forms and in a rich, imaginative context.
..

2. A psychological/affective resource:
They are motivating and fun and help develop positive attitudes towards the target language
They are non-threatening and the more inhibted child will feel secure when singing and chanting as a class or in groups.
...
3. A cognitive resource:
They help to develop concentration, memory and coordination.
Repetition enables children to preedict what comes next and to consolidate language items.
..
4. A cultural resource:
They are from authentic sources and can contribute to the cultural component of a language programm. Children can be encouraged to compare with those in their own language.

5. A social resource:
Singing and chanting together is a shared social experience and helps to develop class and group identity.
..