Download
1 / 75
750 likes | 862 Views
First Road To Learning. First Road to Learning. Language through Stories. Questions?. 1. Why are stories so useful in language learning? 2. How have you used stories in your teaching or learning?
E N D
First Road to Learning Language through Stories
Questions? • 1. Why are stories so useful in language learning? • 2. How have you used stories in your teaching or learning? • 3. Although the article is about using stories with young learners, how could these ideas be adapted for older learners?
Why use stories? • Tell me….. • Why would you use stories? • Fun • High interest
Attention Grabber? • “Let me tell you a story…” • BUT Not trivial Not frivolous
Scholars • Strong pedagogical support for the use of story in language learning. • References in the Forum article
Why are stories important? They develop ALL language skills: • Develops speaking skills • Heightens listening skills • Provides motivation for reading • Fosters creative language growth
More reasons • Promotes cultural literacy • Expands understanding of other cultures, eras, traditions through the wisdom of the world’s stories • Develops appreciation of one’s own heritage through its stories
Practical reasons for stories • Large classes • Limited resources (paper, copies, books)
Types of stories • Folk tale or fairy tale • Fable or legend • Nursery Rhymes • Little stories
Using a story… • The story, The Tug-of-War. • ?What does Tug-of-War mean? • ?Please describe a hippo, an elephant, a tortoise. How do they differ from each other?
pre-teach? • Unfamiliar vocabulary? • tug-of-war • insult • apologize • challenge • vine • respect
Story telling • Now, I will tell you the story. • The Tortoise and the Tug of War • Just sit back • close your eyes • and listen
One more time • A story can be repeated. • This time, let’s use choral reading: • Many years ago, Tortoise was walking in the jungle. He was unhappy because Hippo had chased him out of the river. Suddenly, Elephant ran across his path and almost stepped on Tortoise.
choral reading • “Watch where you’re going, you big fool!” said Tortoise. • Elephant did not like to be insulted. He said, “You watch where you’re going, tiny Tortoise, and also watch your tongue. Don’t insult me.” • You don’t frighten me,” said Tortoise. I’m stronger than you think. In fact, I’m as strong as you.”
Shadow Reading • (Shadow reading is reading together, but the students mouth the words, but with no sound) • (No, you’re not!) shouted Elephant. “You are too small to be strong. Apologize or I will step on you.” • “I have a better idea,” said Tortoise, as he took hold of a thick vine. “I challenge you to a tug-of war. You hold one end of this long vine with your trunk and I’ll go down to the river with the other end. I will yell, “Pull big animal, pull! when I’m ready.”
Comprehension • Do the students understand the story • Ask thinking questions: • 1. What did Tortoise do to trick Hippo and Elephant? • 2. Why did the big animals show respect to Tortoise in the end? • 3. What did Tortoise prove?
Re-telling • Now ask the students to tell the story… • divide the class into groups • they take turns telling the story • have one student write an outline? • Then a group can re-tell the story to the whole class.
puzzlemaker • http://puzzlemaker.discoveryeducation.com/CrissCrossSetupForm.asp
Role Play • 1. Elephant and tortoise: The tortoise meets the elephant and is angry. • 2. Tortoise and hippo: Hippo tells the tortoise to go away • 3. Elephant and hippo: They meet and discover what tortoise did. • 4. Tortoise and friend: He brags about his victory. • 5. All: Divide class: tug of war
Play and Write • “You don’t quit playing because you get old. • You get old because you quit playing.”
Students creating stories • Collect objects: toys, parts of games, ordinary objects like spoons, combs, money etc. • Or use pictures from magazines, postcards… • Good at any age…
A Super Motivating Creative Activity • Get in groups of 4-5. • Teacher gives each group 5-7 objects/pictures • As a group, create a story, using the objects; plan that each group member will say something. Don’t write. • Tell this story to another group, holding up the objects as they play their parts in the story.
After telling • Two options: • The best: have each student write her/his version of the story. They can change it if they want. • The group could write the story together.
Skills involved • This object-story activity includes what skills? • Speaking • Listening • Writing • Great kinesthetic/tactile learning activity.
How to find these objects? • Someone’s toy chest? broken sets? • Second-hand stores • Chinese ‘everything’ stores • Use postcards … one for each group • Famous people pictures for one item
Bingo with a Song A great listening activity
My Darling Clementine • The story? • Do you know it? • About the young girl Clementine? • The song
BINGO Select any nine words from the list below and write them in the boxes of your bingo card ducklings alas ruby splinter bubbles morning number lost excavating fairy forever miner sandals cavern daughter
How to play • When the song plays cross off the ones you hear as you hear them. When you have 3 boxes crossed off (down, across, or vertical) raise your hand.
The Song • Now we will listen to the song. When you hear a word on your bingo card, cross it off. • When you have three boxes crossed off (across, down or on a diagonal) call out Bingo.
