Storytelling

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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,...............................


 


Explore these topics:


1-Back translating.



2-Leadership Skills.



3-Primary Education..




4-Teaching Unplugged.




5-Learner-centered Teaching.




6-Using letters to tell stories





7-Pre-Shool Education.




8-How to conduct ELT workshop




9-Characteristics of a good teacher.




10-The right way of testing.




11-Story Jokes for real communication




12-Corpus-based Learner Dictionary.




13-CBI




14-Film Circles




15-A problem- solution approach.

Cover photo of Forum




English Teaching Forum 2006,



Volume 44, Number 2




1-Ten Helpful Ideas for Teaching English






2-Vocabulary Activities




3- Language through Stories






4-English Clubs






5-Using Drama with Children






6-Teaching Prepositions




7-CommunicativeActivities for Middle




8-Using Favorite Songs and Poems






9-Songs for Children





10-Pictures for Classroom Activities





11-The Lighter Side



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