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CLIP TITLE : Storytelling- PEGGY AND GRANNY (Artigals


TIMING: 3 Weeks


DATE: At the beginning of the


1 session per week when we

are with half of the class
school year


What will be learned and why it is useful.

Peggys materials suggest starting the learning of English through dramatized stories,
without visual support at first. Pupils take an active role and act out with gestures all the
relevant characters.
It is useful because pupils will learn basic vocabulary and structures that later are able to
reproduce in other contexts of their daily life.
The most important is that children enjoy and develop oral skills through stories.
Content Objective(s):

Language Objective(s):

Pupils will identify the main characters of the

Pupils will listen to the story.

story: Peggy and granny.

Pupils will learn the vocabulary words: soup
and chocolate.

Pupils will participate repeating the

Pupils will use the English words and
expressions they have listened and learned
with other people.


A book: where pupils can explain the story.

Flashcards: Peggy, granny, soup and chocolate.
CD: to listen to the story at the same time they are looking at the book.
Real objects to perform the story: plates and spoons for the soup, and chocolate.
A mural: to draw when Peggy doesnt like the soup and when she likes it served
with chocolate.
Puppet theatre: to move the characters and elements stickers previously cut out
from one side to another in the stage when saying the dialogue of the story.
Fingers puppets: a funny way to learn how to explain the story in English. After
working several times the story with the pupils, they can take them home to tell it to
their family.


The Artigals method is based on short stories that promote communication in the English
language throughout staging.
At the beginning, when the teacher tells the story, there is no visual support. This method
promotes that children get their first meanings in a pragmatic way.
It is a very dynamic method based on teaching English in a communicative way and
making the language motivating for the pupils.
Children learn a language best when they use it (Artigal, 2009)

When the teacher tells the story of Peggy and Granny, he/she provides ritualized
expressions to define the beginning, narrative development and ending (Once upon a
time..., and then (name of the character) said..., and and thats all).
We associate a specific action with each one of these expressions.


Groupings (whole
group, small

1st: Teacher narrates the story with two chairs (one will play the part of
Peggy and the other Granny).
The performance starts with the pupils sitting down around the circle. Small group
Once upon a time
PEGGY: Granny, Im hungry!
GRANNY: Are you hungry? OK. Soup!
PEGGY: Mmmmh! no soup!
GRANNY: Open your mouth and eat the soup!!
PEGGY: Soup, soup, ..., brmmmm!
GRANNY: An idea, soup and chocolate
PEGGY: Soup, yuck! chocolate, yummy!
GRANNY: Good girl! A kiss for you!
And that's all
2nd: Teacher narrates the story and pupils start repeating what you

3rd: Teacher Introduces flashcards.

4rd: Teacher tells the story with the book and listening to the audio.
5th: Children act the story out (puppet theatre, fingers puppets,

Discuss how different this activity would be if you did it in castellano/euskera.

If we did it in Spanish, we could use a more extensive vocabulary because they know the
language. Besides the gestures would not be so indispensable.
When our storytelling is based on Artigal method, we use short structures and simple
vocabulary that joins together with staging and dramatization make it appealing and fun
for the pupils. It arouses curiosity about the language. In Spanish it would be a little bit
boring for them.