ABSTRACT
Stories are an entertaining
and stimulating means of developing positive attitudes toward English and
language learning. Their potential as educational vehicles is boundless.
This presentation will demonstrate how stories can be used with children
learning English. The presenter will share ideas on how to select stories,
how to tell stories, and how to connect stories with other activities such
as role playing, retelling games, and chanting.
PRESENTER
BIOGRAPHY
Julia R. Anahory is a co-founder
of Wooshin Language Consulting where she works as a teacher trainer.
Julia has also been involved in various Korean educational projects and
groups such as the Seoul Teachers’ Training Center, SESETA and EBS (TV
English Conversation). Prior to Korea, Julia broadened her international
teaching experience in France and Canada.
MATERIALS
In order to teach a foreign
language to children, the material must be presented
in contexts that are both
familiar and stimulating. The student's active
engagement with the language
is essential. What better vehicle than stories to
meet these requirements?
However, there is much more
to storytelling than the telling of stories. A
positive encounter between
student and story can result in a wealth of useful
language learning activities
and follow-up work of which drama, role play and
chants are but a few examples.
In brief, stories are just
a good excuse to get students to listen, guess, predict,
act out, discuss, chant,
sing ...
Stories ? Why?
*Children like stories. They
know how stories work.
*Children naturally try to
understand stories. It's listening with purpose.
*Young Children discover
that English can be read from books.
"Oh!! English is a
Language ?!!! "
*Stories help students develop
strategies for learning English.
Guessing, infering,
predicting...
*Through stories students
become familiar with the sounds and
rhythm of English.
*To listen to stories in
class provides a communal experience.
Students can share
their feelings.
*Stories create opportunities
for developing continuity in the curriculum.
They are like springboards.
Selecting stories and story books
Not all the books which are
available in book stores (even ELT book
stores) are suitable for
the EFL classroom. Books imported to Korea are usually chosen
by business men not teachers. We need to be careful in choosing our
books. Here are some questions you should ask yourself before you decide
to
use a story.
1-Do I like the story?
2-Will my students like the
story?
3-Will the students be able
to identify with the characters in the story?
4-Will it appeal to their
sense of humour?
5-Is the language level appropriate?
6-Is there natural repetition
which will encourage students to participate?
7-Does it have too many descriptions
not enough action?
8-Does the story contain
short dialogues which could be suitable for
drama or role play?
9-Does it contain cultural
references that students will not understand?
10-Does the story tell us
something about another culture?
How do I tell a story?
Reading a story
*No memorizing.
*No mistakes in English.
*Pictures help understand
the story.
*Same words same sentences
every time.
*Students can borrow the
books.
*Students can read along.
Telling a story
*You can use the words
your students know.
*You can be creative.
*You can use your hands and
your body.
The boy and the wolf
- warm up activity
Aims-Linguistic:Students
practice recognizing English sounds and words.
Other: Students build up their confidence (They realize that
they can participate)
Time -
10 minutes
Age -
All
Description - The
students are divided in groups. Each group is given a word.
Read the story The boy and The Wolf.
Everytime you say one of the chosen words the group which has been
assigned that word reacts by making a certain noise or gesture.
For example:
Boy:'Oh ya!!!' thumbs up
Wolf: AOOOOOOOOOOO!
Mountain:Weeeeooo! hands go up and down.
Variations:
You can choose to use other
words like 'sheep'. In that case you should add more
'sheep' to the script. You
can also ask students to come up with their own motions and noise instead
of the ones suggested above. The goal is to have all students participate.
Even those who don't know a word of English. Drama:Ask students to act
out the role of each character- sheep, wolf, boy, people Buzz:Tell the
story but 'buzz' instead of saying some of the words. The students try
to guess the missing words.
The Boy and the Wolf
Once upon a time there was
a shepherd boy.The boy was looking after his
sheep on the mountain.
He was bored so he shouted, 'Help! Wolf! Wolf!'
So all the people ran up
the mountain from the town to help the poor boy.
When all the people got
to the top of the mountain, They asked 'Where's the wolf?
'There's no wolf!' said
the boy. It was just a little joke." So the people went
down the mountain. They
were not happy!
The next day the boy was
bored again. It was so much fun watching all the
people go up the mountain
and down the mountain...
So he tried his little joke
again. 'Help ! Wolf! wolf! The wolf is here!' Then he
watched all the people run
up the mountain from the town.
The baker went up the mountain.
The butcher went up the mountain.
The hairdresser went up
the mountain. The plumber went up the mountain.
The___________ went up the
mountain. The___________ went up the mountain
And when they got to the
top of the mountain, they asked "Where is the wolf?"
The boy laughed. 'It ran
away !' the boy said.
So all the people went down
the mountain.
On the third day a wolf
really came. So the boy shouted, 'Help! wolf wolf
wolf! I'm not joking! wolf
wolf wolf !
The people in the town heard
the boy but they didn't come to help the boy.
They were tired of going
up the mountain and down the mountain...
So the wolf, that very bad
wolf, ate all the sheep and the boy!
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