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Jasmine Bylund

on 17 January 2017

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Transcript of Storytelling

Andrew Wright

Motivation & meaning
Language awareness
Communication skills
Stories and storytelling activities
help children to...
"The food we eat makes our bodies and the stories we hear make our minds."
Why stories?
Develop awareness Empathize
Research Analyze
Reflect Evaluate
Predict Hypothesize
Listen Respond creatively
Infer Remember
Visualize Narrate
Imagine Communicate & discuss
Choosing Stories
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
Internet resources

Story books


The children
Choosing a Story
Ask yourself...
- 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?
Language proficiency

- 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'

Working with
lower-proficiency levels
The children can respond...
through repetition
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
is essential

You may simplify or explain:
Some key words important in understanding the story
Idioms e.g 'quickly' instead of 'in a flash'
Long sentences
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

Use objects
Some ideas:
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
Think about...

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
Children telling
Being able to tell a story will:
build confidence
develop fluency
Give them the support of pictures, mind maps or key words and phrases
Reading Aloud
One or two sentences

Choral reading - 'unfashionable' but very beneficial

Chanting, miming and making sound effects
Facing reality
Interruptions WILL occur
such as...
children not paying attention
unexpected visitors
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.
Full transcript