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STORIES IN THE ENGLISH LESSON? Storybooks can be a great start in our units. Story based methodology is completely compatible with a communicative approach.

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Presentation on theme: "STORIES IN THE ENGLISH LESSON? Storybooks can be a great start in our units. Story based methodology is completely compatible with a communicative approach."— Presentation transcript:

1 STORIES IN THE ENGLISH LESSON? Storybooks can be a great start in our units. Story based methodology is completely compatible with a communicative approach. Once upon a time…

2 Why use storybooks EFL teachers are now more familiar with an acquisition-based methodology. Using storytelling and sstorybooks they are creating an acquisition rich environment, providing comprehensible input, a little beyond the child’s current level of competence (Krashen 1981)

3 Why use storybooks Hester, 1983; Garvie, 1990, wrote about the benefits of using stories with children. Many course books have incorporated stories, simplified versions of fairy tales, fables, stories inspired by modern classics. Also a number of handbooks for teachers deal with this technique (Wright, 1995, 1997), Zaro and Salaberri (1995 Magazines and newletters for teachers: jet (1993) and CATS (2000). Sites: hosted.ukoln.ac.uk/stories

4 Why use storybooks Sites: hosted.ukoln.ac.uk/stories Children enjoy listening stories in their L1.

5 Why use storybooks Children enjoy listening stories in their L1. Introduce the FL in a meaningful context, familiar to the child. Motivating and fun. Positive attitudes towards FL and language learning. Exercise the imagination. Link fantasy and imagination to the real world.

6 Why use storybooks Children become personally involved Listening to stories is a shared social Teachers introduce and revise vocabulary and structures. It includes natural repetition. Activates concentration, prediction, prior knowledge and how language works, globalized learning, connect with their experience. Continuity towards other learning experiences; consolidate learning in general. Cater for varied learning styles. Presents cultural information. Feeling, emotional aspects… Add variety, lead to active participation…

7 Selecting Story List of genres and titles (see photocopy). Authentic books – Language is not graded but offer real language, motivating. Semi-authentic or adapted are suitable for many other reasons: To present, vocabulary and structures or cultural items that goes along with the syllabus. Readers: they supplement the syllabus. They often develop reading skills vs. Storytelling by the teacher. See publishing companies.

8 Types of Storybooks Familiar with their L1: traditional tales. Picture stories to invent to build up the plot. Rhyming stories, humorous, fantasy, animal stories… See diagram 19: Linguistic criteria (level, pronounc., content) Psychological – cognitive and social (illustrations, participation, motivation, curiosity, values, global issues). Cultural (Authentic language).

9 Storytelling Techniques Reading aloud vs. using recorded versions. Both have advantages: Reading aloud: It allows you to stop, answer related questions / more flexible. Repeat immediately if necessary (encourage repetition, engage…) Recording: Variety of accents, native. Amusing sound effects

10 Story-based lessons Identify linguistic objectives. Provide a context related to their experiences and knowledge, interest. Keywords and ideas in L1 if necessary (engage). Visual support; involve Ss in the creation of material. Connect to global issues, interdisciplinary work. State the length, duration, once, twice, several lessons… Introduce, revise content, recycling language… Modify or adapt to make it more accessible. Include rhymes or songs if available. Follow-up activities: extrapolate learning – roleplay, dramatization, surveys, handicrafts, …

11 Storytelling Techniques Atmosphere; Ss sit on the floor, everyone sees. Read slowly, clearly, point, look at the pictures, make comments, vary the pace. Ask information, involve them. Involve Ss, participate in repetition key lexis and phrases. Gestures, mime, facial expressions, tone, intonation, disguise your voice for different characters.

12 Evaluating your story telling Pronunciation: “Did I have any problems with vowels/consonantal sounds? Stress: words or in sentences Rhythm: slow or too quick, Did I pause in the right places? Intonation: Loudness of my voice? Dis I ask questions? Invite my pupils to join in?

13 Organizing the book corner Comfortable and quiet zone. Pupil record card Associated activities. Readers competition. They lived happily ever after

14 The End


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