Transcript Teaching young Learners

EL 441
Introduction to teaching young learners
Spring Term 2007
Session 5:Story-telling in the FL YL classroom
Tutor: Liz Austin
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Suggested reading
1.
Cameron L. 2001 Teaching Languages to Young Learners CUP (Chapter 7)
2.
Ellis G., Brewster J. and Girard D. 2001 The Primary English Teacher's Guide Penguin English Guide
(relevant chapter)
3.
Ellis G. and Brewster J. 2002 Tell it again!: the new storytelling handbook for teachers Penguin English
4.
Garvie E. 1990 Story as Vehicle: teaching English to young children, Multi Lingual Matters
5.
Wright A. 1995 Story Telling with children, OUP
6.
Wright A. 1997 Creating Stories with Children OUP
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Further reading
1. Amer A.A. 1997 The effect of the teacher’s reading aloud on the reading
comprehension of EFL students, ELT Journal Vol 51/1 January 1997
2. Jennings C. 1991 Children as Story-tellers OUP
3. Machura J. 1991 'Using Literature in Language Teaching' in Brumfit C. Moon J.
and Tongue J. (eds) Teaching English to Children: From Practice to Principle,
Collins ELT
4. Pettman H. 1992 'Why Story telling?' MET No. 2:30-33
5. Parker R. and Parker R. 1991 'Real Reading needs Real Books' in Brumfit et al.
Teaching English to Children: From Practice to Principle, Collins ELT
6. Phillips S. 1999 Drama with Children: Resource Books for Teachers OUP
7. Tkachenko R. 1992 'Storytelling in Practice' MET 1 No. 2: 55-57
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Key questions
1. Why use stories: what do children learn through
stories?
2. Characteristics of a good story
3. Ways of using stories
4. Characteristics of a good story-teller
5. Difficulties / challenges in using stories
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Why use stories?
Role of stories in child learning
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Making sense of the world
Emotional and social development
Stimulus to the imagination
Bringing together aspects of the primary curriculum
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Exploration of shapes, size, textures, cause & effect
Extension to primary subjects: science, geography, history
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Pitching the language at the right
level
1.
Grandma said “Come in!” At once
the the wicked wolf fell upon the
good woman and gobbled her
down in an instant!
2.
Poor grandmamma was terrified.
“He’s going to eat me up!” she
cried.
And she was absolutely right;
He ate her up in one big bite!
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3.
The wolf came into the
room. He was very
hungry, so he ate the
grandmother.
4.
The wolf jumped into
the room. Poor grandma
was very scared!
“Eeek!” she cried. The
wolf grabbed grandma
and gobbled her up.
Yum Yum!
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Why use stories?
Linguistic rationale
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Language in a meaningful context
Tying in new to familiar language
Providing natural context for repetition of language
Theme around which to build language system & 4 skills work
Language awareness (rhythms, sounds, structures)
Meta-linguistic features of story-telling
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Positive attitude to not understanding every word
Emotional and social development
Skills of searching for meaning, guessing, predicting
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Story selection criteria
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Age
Interest
Balance of new & familiar language
Length
Illustrations
Natural repetition
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Reading aloud versus story-telling
Will the teacher read from the text?
Will the children have copies of the text?
Will children read aloud from the text?
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Reading aloud versus story-telling
Advantages of reading from a text
 No need for the teacher to memorise the story
 Less preparation time
 Promotes reading skills
Advantages of telling the story without a text
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Single focus of attention
Eye contact
Greater opportunities for dramatising the telling
Language can be modifies
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