Storytelling

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But as for me, I watch in hope for the Lord, I wait for God my Savior; my God will hear me.Micah 7:7

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منهج الانجليزى ثانوية عامة / معكم الاستاذ / جرجس حنا هارون /Unit 1: (Writers and stories) Lesson: 1

Creating a storytelling classroom

Mr. / Girgis

Storytelling

Storytelling, the art of narrating a tale from memory

rather than reading it is one of the oldest of all art

forms, reaching back to prehistoric times.

Storytelling involves two elements– selection and

delivery. Many EFL teachers are interested

in storytelling as a resource in teaching.

A successful storyteller chooses adequate stories

and must be a good performer, for the delivery is

crucial and requires both preparation and rehearsal.

Storytelling is the original form of teaching and has

the potential of fostering emotional intelligence and

help the child gain insight into human behavior.

Storytelling in young learner classes | TeachingEnglish | British Council | BBC

Benefits:

Storytelling also promotes language learning by

enriching learners’ vocabulary and acquiring new

language structures. Moreover, storytelling can

provide a motivating and low anxiety context for

language learning. The storytelling tips given in this

article are meant to help the teacher–as–storyteller

as s/he prepares for a storytelling"performance" for

students.

Other benefits for storytelling:

Inspires purposeful talking, and not just about the

story -- there are many games you can play.

Raises the enthusiasm for reading texts to find

stories, reread them, etc.

Initiates writing because children will quickly want

to write stories and tell them.

Enhances the community in the room.

Improves listening skills.

Really engages the boys who love the acting.

Is enjoyed by children from kindergarten to the

end of elementary school.

Gives a motivating reason for English-language

learners to speak and write English.

The approach of conversational

storytellers:

1. The first step is an introductory lesson that

presents learners with a model story and follow-up

questions to raise their awareness of the story’s

generic structure

The approach of conversational

storytellers:

1. The first step is an introductory lesson that

presents learners with a model story and follow-up

questions to raise their awareness of the story’s

generic structure as described by Eggins and Slade .

2. Step 2 is a follow-up lesson that invites learners to

apply the Eggins and Slade framework and practice

telling stories of their own. This practice is combined

with a fluency development technique

3. In Step 3 teachers make conversational

storytelling a regular feature of their classes and

help their learners add interest to their stories

through the use of devices such as extreme

adjectives, idiomatic expressions, and direct speech.

4. Finally, Step 4 draws attention to the active role of

the listener by helping learners use back-channeling

and other linguistic devices to show interest and

empathy as they listen to and interact with the

storyteller.

2. Step 2 is a follow-up lesson that invites learners to

apply the Eggins and Slade framework and practice

telling stories of their own. This practice is combined

with a fluency development technique

3. In Step 3 teachers make conversational

storytelling a regular feature of their classes

and help their learners add interest to their

stories through the use of devices such as extreme

adjectives, idiomatic expressions, and direct speech.

4. Finally, Step 4 draws attention to the active role of

the listener by helping learners use back-channeling

and other linguistic devices to show interest and

empathy as they listen to and interact with the

storyteller.

Teaching strategies to Include Stories:

1-Share your own stories, just for fun:

2-Use stories as introductions.

3-Use stories as illustrations:

4-Tie storytelling to learning goals:

5-Tell stories to engage reluctant learners

Types of Stories

A true story from your own life.

A true story from the life of someone you know,

like a friend, family member, or neighbor.

A true story from the news or a current event.

A story that took place sometime in history.

A fictional story, with made up characters or events.

Why Storytelling?

Listening to stories allows the teacher to introduce or

revise new vocabulary and sentence structures by

exposing the children to language in varied,

memorable and familiar contexts, which will enrich

their thinking and gradually enter their own speech.

Listening to stories develops the child’ s listening and

concentrating skills via:

1. visual clues (for example, pictures and

illustrations),

2. their prior knowledge of how language works,

3. their general knowledge.

This allows them to understand the overall meaning

of a story and to relate it to their personal experience.

Why Storytelling Works

In its simplest form, storytelling remains a powerful

element of communication, with the narrative being

equally as compelling as essays and textbooks.

They humanize learning. It offers us the opportunity

to connect to like-minded characters, or see the

world literally from within someone else’s skin.

Stories touch our emotions and make us laugh, cry,

fear, and get angry—a sharp contrast to a plain old

presentation.

As a learning tool, storytelling can encourage

students to explore their unique expressiveness

and can heighten a student's ability to

communicate thoughts and feelings in

an articulate, lucid manner.

These benefits transcend the art experience to

support daily life skills. In our fast-paced, media-

driven world, storytelling can be a nurturing way

to remind children that their spoken words are

powerful, that listening is important, and that

clear communication between people is an art.

Have Students Tell Their Stories

As you incorporate your own stories, recognize how

they connect with students on a different level. But

why keep the power of storytelling to yourself?

You can also actively help students become

their own powerful storytellers, too!

Allow students to write, illustrate, and tell their own

tales.The way you incorporate this may vary

depending on your curricular goals, but it is essential

that children understand how to tell a good story

and how this relates to effectively accomplishing

an objective.

Students can use stories in their essays and

argumentation—They can help in remembering

processes or formulas, or connecting events with

one another. The opportunities are endless, and

easy to employ.

Assessing young learners | TeachingEnglish | British Council | BBC

Storytelling and intercultural understanding

There are a number of ways in which storytelling

can enhance intercultural understanding and

communication.

Stories can…

allow children to explore their own cultural roots

allow children to experience diverse cultures

enable children to empathize with unfamiliar people/

places situations

offer insights into different traditions and values

help children understand how wisdom is common to

all peoples/all cultures

offer insights into universal life experiences

help children consider new ideas

reveal differences and commonalities of cultures

around the world

Performance techniques

Telling a story can captivate an audience; that is,

with the right techniques and a little practice.

Remembering and retelling the plot:

map the plot as a memory technique

use story skeletons to help you remember the key events

think of the plot as a film or a series of connected images

tell yourself the story in your own words

create your own version of the story (adapt and improvise)

retell it numerous times until it feels like a story

My own attitude:

Storytelling is a kind of self reflection. It is a kind of

dialoguing for the learner with himself then with others. This is active the learning which we we call and seek for.

Language is a means of communication. How wonderful if the learner expressed his story with his attitude! It is a kind of analysis and analysis is one of the high levels of learning in Bloom's taxonomy of learning. Look at the examples below:

Learners who listen can recall the events through their natural times and order them through composing events through sentences using:

Sub-sequence of events::

First of all.................

Next,..........................

Then,............................

Later,.............................

After that,.......................

Finally,...............................


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