Story Time Flash Cards -
Everything Went Wrong - Using Irregular Verbs in the Past Tense
This set of hand-held visuals has been designed for the following types of language activities:
1. Introducing essential vocabulary and structures by progressive development of a meaningful story line.
2. Practicing and reinforcing tenses, irregular verbs, idiomatic expressions and question formation.
3. Building listening-comprehension skills critical to everyday situations.
4. Stimulating conversation by progressing from controlled oral practice to original self-expression.
On the back of each visual, the basic story is given at two different proficiency levels. The first version presents essential verbal expressions and stresses irregular verbs in the past tense. The second version includes additional sentence structures and vocabulary. It focuses on slightly different structures such as the separation of two-word verbs. For example, the first version may have a sentence such as “Carmen put on her coat.” The second version shows “Carmen put her coat on.” A corresponding set of comprehension questions accompanies each version of the story.
DESIGN AND FORMAT
This comprehensive set of instructional materials includes the following components:
1. Forty-eight attractively illustrated, hand-held visuals.
2. Two complete story lines with corresponding comprehensive questions.
3. Two reproducible reading passages for follow-up and reinforcement.
4. Two reproducible contextual quizzes (i.e., cloze passages) to evaluate student comprehension.
Step 1: Select the version of the story most appropriate to your students’ proficiency level.
Step 2: Have students put away all unnecessary material. Explain that you are going to tell them a story and that they should not write anything during this activity.
Step 3: Inform the students that they will be expected to retell the story.
Step 4: For maximum effectiveness, present the story into several logical episodes using six to eight cards at any one time. For example, the first episode should include Carmen’s morning activities, the second episode can include getting ready for work, a third episode can deal with what happened at the bus stop. etc. Depending on the level of the class, the episodes can be presented progressively over several class sessions or together as one unit.
Step 5: Hold up each card and read the appropriate text on the back of each picture. Read slowly. Repeat each sentence several times.
Step 6: After completing each episode, check the students’ understanding of the story by asking the questions that are listed below the stories on the back of the cards.
Step 7: Repeat the story a second time (optional).
Step 8: Hold up each picture card and have an individual student retell the story. Allow the student to retell the story in his or her own words. Accept variations in wording and structure as long as the factual content remains the same. Each student should tell the portion of the story corresponding to three or four pictures.
Step 9: Signal the first student to stop by saying, “Thank you.” Call on each subsequent student by name and say, “Please continue.” Follow this procedure until the entire story or episode has been retold.
Step 10: Following the sequential story line, hold up a card and have one student pose an appropriate question to another student.
1. Select, reproduce, and distribute the appropriate version of the reading passage. Have the students read the text silently. Review by asking appropriate comprehension questions.
2. From the reading passage, prepare a short list of spelling words for a future quiz.
3. Choose a paragraph from one of the reading passages and give it as a dictation.
4. Select, reproduce, and distribute the appropriate contextual exercise (i.e., cloze passage). Both versions require the student to fill in the correct form of irregular verbs.
5. Have the students write a story about a typical or terrible day or a particular day in the past. Let the students refer to the reading passage as a model.