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STORYTELLING IN ENGLISH
STORYTELLING IN ENGLISH
Introduction - Reflection
Warming up our minds…
Close your eyes and let me guide you through
a relaxing reflection.
What are the most important aspects of storytelling?
• For the listener?
– The story is engaging.
– The storyteller is engaging.
– The listener can participate in the storytelling.
• For the storyteller?
– Choose the right story.
– Make the storytelling fun and interesting.
– Include the listeners in the storytelling.
Characteristics of Young Learners
ü Impulsive
ü Inquisitive
ü Energetic
ü Spontaneous
ü Entertained
ü Social
How do children learn?
ü Children are active learners and thinkers.(Piaget, 1970)
ü Children learn through social interaction.(Vygotsky, 1962)
ü Children learn effectively through scaffolding by adults. (Bruner, 1983)
Rationale for using stories
ü Stories use a holistic approach to language teaching.
ü Stories support natural acquisition of language.
ü Stories can introduce children to other cultures and attitudes.
ü Stories help children develop critical thinking skills.
ü Children love stories!
Techniques for storytelling
ü If students are unfamiliar with storytelling, begin with short sessions.
ü Have younger children sit on the floor around you.
ü Read slowly and clearly.
ü Make comments about the illustrations.
ü Encourage children to take part in the storytelling.
ü Vary the pace, tone and volume of voice.
ü Pause where appropriate.
ü Disguise your voice for different characters.
ü Make sound effects where possible.
ü 10.Ask questions that involve children.
ü 11.Do not be afraid to repeat, expand, and reformulate.
Pre- and post storytelling activities
PRE-STORYTELLING ACTIVITIES
ü Capture their attention.
ü Connect to prior knowledge and experiences.
ü Review language in the story children already know.
ü Teach new vocabulary or expressions.
ü Have children predict what will happen in the story.
ü Give students a purpose for listening.
POST-STORYTELLING ACTIVITIES
ü Q&A
ü TPR (Total Physical Response)
ü Group retelling
ü Create your own ending
ü Drama and role playing
ü Story mapping
ü Story boarding
ü Games that check comprehension (e.g.,“Start & Stop”, retelling with mistakes, pictures out of order)
Evaluation of English Language Textbooks
Evaluation of English language textbook: Some important issues for consideration.
Evaluation of textbooks
| |
Predictive Evaluation
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Retrospective Evaluation
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It is done for the purpose of the selection of books.
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It is on-going evaluation of the textbooks which takes place after the book has been selected for use.
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Predictive Evaluation: there are two main types of predictive evaluation of textbooks:
ü The Implicit Model
ü The Explicit Model
The Implicit Model:
ü It is based on impressions.
ü It depends on taecher intuitions.
ü It can be good when it is done by experienced teachers.
The Explicit Model:
ü It can be used in situations where many teachers teach a particular level.
ü It is done using a evaluation in the form of a checklist.
ü Some Problems in Predictive Evaluation
ü The lack of time.
ü The use of evaluation instrument which especially if untested for reliability and validity.
Retrospective Evaluation: It is known as in-use evaluation of textbooks. This involves continuous evaluation of the textbook. It is done for several reasons:
ü The book selected can be evaluated and re-evaluated to determine suitability.
ü Teachers can use the results to make the book more effective by identifying parts that need attention.
Retrospective Evaluation gives us:
Composite Framework
ü Teachers work on the retrospective evaluation project will be discovering the strengths and weaknesses of the textbook.
ü The findings of the textbook evaluation will allow teachers teaching the same level.
Activity Sequence
ü Using the checklist teachers do team evaluation periodically.
ü Teachers work on getting the textbook pages to be digitized in the form of textfiles.
ü Teachers keep reflective journals.
ü A final evaluation should be carried out after the teachers have completely used the book.
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