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The Art of Storytelling in the Classroom

Per assistenza è possibile contattare lo staff Pearson scrivendo al seguente indirizzo e-mail: formazione.online@pearson.it oppure chiamando il numero : 0332.802251. The Art of Storytelling in the Classroom

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The Art of Storytelling in the Classroom

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  1. Per assistenza è possibile contattare lo staff Pearson scrivendo al seguente indirizzo e-mail: formazione.online@pearson.itoppure chiamando il numero : 0332.802251

  2. The Art of Storytelling in the Classroom • Connect with children’s innate imagination and fantasy by teaching through the magical world of stories. • 14 aprile 2014 • Relatrice: Joanna Carter

  3. We will explore… WHY stories are essential to the language classroom WHAT types of stories are available HOW to exploit stories and storytelling to develop language Practical ideas and lesson plans

  4. Why are stories an essential part of a child’s language learning experience?

  5. Outside the language classroom……… • allchildrencompletelyfamiliarwithstories and storytelling • the formula ‘Once apon a time…..’ exists in manylanguages and childrenknowwhatfollows • initialunderstandingof world acquiredfromstories • link between fantasy and reality helpsmakesenseofeverydaylives • medium forlearningvalues, behaviour, culture, history and society

  6. Inside the classroom stories are…… • a child-friendlyvehicleforlearning • motivating, entertaining, fun, engaging and relevant • involvingaschildidentifieswithcharacters and situations • a social experience • a way to generate intrinsicmotivationtolearnanotherlanguage

  7. ‘Stories offer a whole imaginary world, created by language, that children can enter and enjoy, learning language as they go.’ Lynne Cameron

  8. Linguistic value of stories • Help develop… • listeningskills and strategies – listeningforgeneralmeaning, guessingmeaning, hypothesizing • awarenessofrhythm, intonation and pronunciation • readingskills, writingskillsanspeakingskills • knowledgeofgrammar, structures and vocabulary

  9. HolisticApproach Structures, grammar and vocabulary are seen and heard all together in complete, meaningful and relevant contexts

  10. Types, styles and formats of stories • Traditional stories and fairytales • Authentic English storybooks • Storyboards (printed or LIMBooks) • Animated stories on DVD- Our Discovery Island and Top Secret • Stories integrated into course books.

  11. Traditional fairytales • Same story oftenexists in differentcultures and languages • Story and charactersinstantlyrecognisabletostudents • Knowing story helpscomprehensionoflanguage

  12. Beauty and the Beast Goldilocks and the Three Bears Little Red Riding Hood Puss in Boots Cinderella Jack and the Magic Beanstalk Snow White and the Seven Dwarfs Rapunzel The Emperor’s New Clothes The Three little Pigs

  13. Traditional Fairytales Tell the story yourself!

  14. Why tell a fairytale yourself ? • Youalreadyknow the characters and story • You can adapt and simplify the languageto the classlevel and languageneeds • Orallytelling a story meansstudents can interact and show they are listening and understanding

  15. How to tell a fairytale yourselfStep 1 Pictures • Choose a fairytale and find a version in yourlanguage and in English • Choose the ‘key’ or importantwordsfrom the story • Findpicturestorepresent the ‘key’ words and scenes • Use the picturesto help you tell the story

  16. Prediction Activity Beforeyoutell the story to the class Use the pictures and wordstoget the studentstopredict or guess the story Teachthem the ‘key’ wordsto help themunderstand the story

  17. green forest pretty house kitchen living room bedroom bowl bed chair

  18. Mummy Bear Goldilocks Baby Bear Daddy Bear

  19. How to tell a story yourselfStep 2: Simplify the language • Once upon a time, therewerethreebearswholived in a pretty house in a dark and green • forest.  • Onemorning, theydecidedto go for a walkbefore breakfast. • A little girl withgoldencurlyhairwaswalking in the forest, too. HernamewasGoldilocks. • Verysoon, shecameupon the pretty house.  • Sheknocked on the door and, when no oneanswered, shewalked right in. • Thisis the story ofthreebears. They live in a pretty house in a green forest. • Onemorning, they go for a walk. • Thereis a small girl in the green forest. She’s gotcurly blonde hair. She’s Goldilocks. • Shesees the pretty house. • Sheknocks on the door. No answer. Shegoes in.

  20. How to tell a story yourselfStep 2: Simplify the languageREPETITION Goldilocks is in the kitchen. There are three bowls of porridge. There’s a bigbowl, a medium-sized bowl and a smallbowl. ‘I’m hungry!’ says Goldilocks. She eats from the bigbowl. ‘Too hot!’ She eats from the medium-sized bowl. ‘Too cold!’ She eats from the small bowl. ‘Too good! Yum. Yum’

  21. How to tell a story yourselfStep 3: Invent Actions • big • medium-sized • small • curly blonde (hair) • hungry • cold • hot • hard • soft • good • tired • afraid VERBS: walk, see, eat, sit, lie, wake up, run ADJECTIVES:

  22. How to tell a story yourselfStep 4: Involve the students • 1. Makeflashcardsof ‘key’ words. Give to individual students or groups of students. Whentheyheartheir word in the story, theyhold up the flashcard. • 2. Teachstudents the actionsforverbs and adjectives. Whentheyhear the word in the story the wholeclassdoes the correspondingaction. • 3. Tell the story but stop before a ‘key’ word. Students finish the sentence.

  23. How to tell a story yourselfStep 4: Involve the students This is the story of the three bears. There’s a big _________ BEAR He’s ___________. DADDY BEAR The three bears live in a ____________. PRETTY HOUSE • Here is a small girl. She’s got ______________. CURLY BLONDE HAIR • She eats from the big bowl. ‘Too __________!’ HOT

  24. STORYBOARDS AND CDS • Good alternative to authentic storybooks • Series of separate illustrations accompanied by a CD. Story is narrated by a mother tongue speaker. • Pearson 11 Stories for Children • Eight photocopiable illustrations • Children follow the story on CD and while looking at the pictures. • Illustrations on Top Secret LIM Book • Storyboard is visible to everybody.

  25. The Lion and the Mouse Promote listening strategies Promote literacy skills Springboard for discussion about friendship Convivenza Civile

  26. The Mouse and the Lion- Key Vocabulary

  27. 1 5 4 8 6 7 3 2

  28. The Mouse and the Lion -Put the sentences in order. • - Larry is big and strong. Monty is small but brave. • -The ball goes into the jungle and Monty goes to get it. • -Monty jumps into the hole and helps Larry. • -Monty runs to get the ball and wakes up Larry. • -Monty returns to the jungle. He wants to see his new friend. • -One day Monty is playing football with his friends. • Larry the lion and Monty the mouse live in the jungle. 1 • -Larry isn’t really bad. He gives the ball to Monty. • -He finds Larry in a trap in a hole. • -He sees the ball. It’s next to Larry. Answers: 1 g, 2 a, 3 f, 4 b, 5 j, 6 d, 7 h, 8 e, 9 i, 10 c

  29. Student’s make their own version of the story into a book • Students make an 8 page empty book. • Stick pictures of the story ‘The lion and the Mouse’ into book. • Write a sentence under each picture. • Colour pictures. • Make a front cover. Discussion about the value of friendship as part of ‘Convivenza Civile’

  30. Stories Intergrated into Course Book • Presented in episodes at end of each unit • Plot development in each episode • Cartoon strips and speech bubbles

  31. Stories Intergrated into Course Book Benefits: • Language seen in a complete context • Students interested , engaged and curious • Illustrations aid comprehension of text • Develop reading and listening strategies –summarising, predicting • Useful to students with reading difficulties and dyslexia • Raise awareness of rhythm , intonation and stress in spoken English

  32. Act out the story! Practice pronunciation, rhythm and intonation

  33. Who is Cleopatra?What is she going to do?

  34. Informazioni utili • Gliattestati di partecipazione vi saranno inviati via e-mail • Riceverete inoltre un’e-mail contenente le istruzioni per scaricare, dal sito Pearson, i materiali presentati oggi

  35. Prossimi appuntamenti: 08 maggioLEGGIMI ANCORA!Relatore Gianni Trezzi

  36. Spazio Scuola Primariail portale per i docenti della Scuola primaria Contenuti disciplinari Esercitazioni e materiali Approfondimenti Consigli di lettura Formazione http://www.pearson.it/scuola-primaria

  37. Pearson Academy su Facebook Se avete suggerimenti o suggestioni che volete condividere, potete andare sulla pagina facebook di “Pearson Academy – Italia”

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