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Transcript of Storytelling
Motivation & meaning
Stories and storytelling activities
help children to...
"The food we eat makes our bodies and the stories we hear make our minds."
Develop awareness Empathize
Listen Respond creatively
Imagine Communicate & discuss
Types of stories
Imagination stories (myths, legends, traditional stories, fairy tales)
Life experience stories (Historical, news stories, your personal stories, the children's personal
Sources of Stories
Choosing a Story
- do you like the story?
- can you tell it effectively?
- will it engage the children?
- can they understand it?
- does it offer a rich experience of language?
- does it help you fulfill your teaching purpose?
- is the story of right length?
- to the extent English is part of the children's lives
- how enthusiastic their parents are about English
- how naturally English is used by the teacher
- how free the children feel to 'have a go'
The children can respond...
with single words
with help of written support
When to use the mother tongue
However, there are times when the mother tongue is needed or useful...
- when a child is struggling to communicate
(what do you want to tell us?)
- if you combine the storytelling in Eng.
with mother-tongue activities
Should you simplify?
Yes and no...
Experiencing some unknown language
You may simplify or explain:
Some key words important in understanding the story
Idioms e.g 'quickly' instead of 'in a flash'
Telling or Reading
Good points with reading aloud:
- you do not have to learn the story
- No worries about language mistakes
- Encourages reading
. . .
Not so good points with reading aloud:
- must be careful not
to read too quickly
- It is easy to forget
about the listeners
Good points with telling:
- You give the children something special
- A told story is easier to understand
- You can use your body more effectively
- The children feel more inclined to respond
- Allows you to be spontaneous
. . . and more
Remembering a Story
Find a technique that suits YOU.
Concentrate on learning the main point of the story (gist) rather than every detail.
Some remembering techniques:
- Tell it to friends and family
- Get rhythm
- Write down key points
- Imagine the story as a movie
- Remember personalities
Before you start
Create 'story readiness'
The children must be in the right 'frame of mind'
Get them much nearer than normal
Make them feel that something special is going to happen
Have a regular story time
Voice, Body and Face
'Making use of this potential depends on our nature and the nature of the story and the listeners.' (p.23)
pitch, volume, pace and pause
act as you tell - body action before words
eyes and movements
Realistic or symbolic use of objects
Costumes and masks
Call and response - the children repeat a sentence
Involve the children
e.g pretend to give something to one of the children
Let the children add information
Being able to tell a story will:
Give them the support of pictures, mind maps or key words and phrases
One or two sentences
Choral reading - 'unfashionable' but very beneficial
Chanting, miming and making sound effects
Interruptions WILL occur
children not paying attention
unwanted sound effects
. . . and other disruptions
Don't come out of the role!
Use English as much as possible!
and many other things...
Language proficiency depends on:
The difference between classrooms can be enormous.