Classroom Activity 10
The Biggest Fish Ever Caught
Level: Intermediate.
Time required: 90 minutes.
Goals: To become familiar with the “fish story” genre, in which the storyteller exaggerates his or her accomplishments; to tell an original fish story and build spoken fluency.
Materials: scratch paper and a pen or pencil Optional materials: a picture of a person fishing, a chalkboard and chalk, a large piece of paper and markers.
Procedures:
1. Activate students’ background knowledge around the subject of fishing. You can show a picture of a person fishing and have students write down as many words as they can to describe what they see. Or you can mime the action of fishing and ask if anyone can guess what verb you are acting out; then give students two minutes to write down fishing-related vocabulary they know. Have students share their vocabulary lists with a partner and explain in English the meaning of terms their partners do not know. After a few minutes of discussion, the pairs report their combined lists to the class.
2. Read or summarize the following information for your students: Today we are going to listen to a fish story, and then each of you will have a chance to tell one of your own. Fish stories are entertaining because the storyteller uses a lot of exaggeration.
3. Ask if anyone can define the word exaggeration. If no one can, share example sentences that incorporate exaggeration to lead the class to the meaning: the history of the world!’ tonight. It will take me 10 years to finish it.” explain that exaggeration is a statement that makes something or someone seem to have much more of a characteristic or quality (for example, seeming larger, or better, or worse) than it/he/she really does.
4. Tell students you are going to read them a fish story called “The One That Got Away” (see page 48). The first time they listen, they should simply try to identify the main idea. To focus their attention, you can write Wh– question words on the board and ask students to identify the main character, the setting, and the main events. Remind students that they don’t have to listen for every detail this first time.
5. As you read, use miming and gestures to act out parts of the story with challenging vocabulary. Be dramatic and have fun! You can also draw pictures on the board or on a large piece of paper to illustrate parts of the story (e.g., a fish nibbling on bait at the end of the line).
6. After you have read the story once, ask for student volunteers to share their answers to the Wh– questions.
7. Read the story again and have students focus on parts that seem untrue or unbelievable. Ask students to write them down as they listen.
8. Have students share with a partner or in a small group the exaggerated elements they identified. If you hear a student correctly identify an exaggerated element, ask him or her to share it with the class later. When you review as a class, make sure the students identify the following exaggerations: when the story happened. days. It weighed more than everyone in the room combined. the fish into the boat. bye to each other.
9. Read the following information to your class: In a fish story, the storyteller exaggerates his or her own accomplishments. Fish stories do not always have to be about fishing, though. Think about your proudest achievement, or something you would like to accomplish— like running a marathon, or writing a novel, or becoming the president of your student government. Imagine that you have achieved this goal. Tell a fish story about your real or imagined accomplishment. Take 10 minutes to outline your story and make notes about the details you plan to exaggerate. Tell your story to a partner.
10. Circulate the classroom as students are brainstorming. Provide guidance as necessary. Make sure students are not writing complete sentences. Remind them that this is a chance to practice speaking with fluency.
11. Have students share their fish stories with a partner or two. When students are listening, they should try to identify elements that seem exaggerated or impossible. Afterwards, they should check their understanding with the storyteller. Then students swap roles and repeat.
12. When students are finished telling their stories, you ask a few volunteers to summarize for the class the funny fish stories their partners told.
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