Page 122 - E-Modul Pembelajaran Bahasa Inggris SD

UNIT NINE
TEACHING THROUGH STORIES, GAMES AND SONGS

A. Description of Course
All English teachers who teach English to children face a big problem

and that is maintaining learners' interest throughout the lessons. Teachers
should always be creative in the techniques they use. One interesting and funny

way of maintaining learners' motivation and interest is the use of stories, games

and songs in English. Stories, games and songs have a great impact on the
learner firstly because they present themes which are interesting for them, and

secondly because they have a major input, and they are able to express what

they want using what they were exposed to.
B. Relevance of Course
The relevance of course is the students will engage their home and
society environment into the activities in this book (as mention details in

exercises). In the exercises, most of activities given is case study. So, the

students is allowed to think critically in group discussion.
C. Learning Outcomes
The students are able to understand on how to implement teaching
English to young learners by optimize their physical, mental and spiritual

aspects. Moreover, the students also can develop young language learner

language development and motivate them to learn English through stories,
games and songs.

D. Detail of Material
1. Teaching English through Stories

Stories are very important for children in learning their mother tongue, and
they are important in learning any foreign language as well. That is why it is good

to start using stories in teaching English as soon as possible. Primary school

“children enjoy listening to stories over and over again. This frequent repetition
allows certain language items to be acquired while others are being overtly

reinforced. Many stories contain natural repetition of key vocabulary and structures.

This helps children to remember every detail, so they can gradually learn to
anticipate what is about to happen next in the story. Repetition also encourages

participation in the narrative”.

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