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Norman Cain International House Rome

Cambridge ESOL seminars. Storytelling for Y ounger Learners. Norman Cain International House Rome. Why use stories in ELT?. They are motivating (everyone likes a story) They provide fluency in all four skills They can help introduce new language

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Norman Cain International House Rome

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  1. Cambridge ESOL seminars Storytelling for Younger Learners Norman Cain International House Rome

  2. Why use stories in ELT? • They are motivating (everyone likes a story) • They provide fluency in all four skills • They can help introduce new language • We can do fun activities from the stories • Theygivestudents a sense of achievement • They are fun & free!

  3. More reasons to use stories • They improve listening comprehension • They help YLs know the world & other cultures • They include values & moralswe can pass on • We develop YLs mental abilities • TheydevelopYLsimagination • TheyexposeYLstocomplexlanagugewithoutthemknowingit!

  4. Help Help Help Help

  5. WOOF WOOF WOOF GROWL WOOF WOOF WOOFWOOF Growl Woof WOOF WOOF WOOF WOOF

  6. Whereshouldwetell stories? • Have a special area where the students sit • Students sit in a circle to see and hear better. And when? • To change the lesson pace • To addvariety • At the start, middle or end of lessons. • To introduce a new lessontopic

  7. How shouldweuse stories? • Set the scene explore, students’ imagination • Involve all the senses • Involve the students in the story process • Roleplay follow ups • Retelling with mistakes • Let the studentscontinue or end the story

  8. The Hatmaker and the Monkeys C’era una volta un ……………… che faceva cappelli. Era un ……………………. Aveva molti ……………….. da vendere. Un ……….. mise I ……………….. in un carrettino e s’incamminò per la strada del mercato. La strada era lunga ed il ……………………….. era stanco ed aveva caldo. Arrivò ad un albero e si sedette. Presto si addormentò. C’erano delle ………………………sull’albero. Il ………………………….non se n’era accorto. Le …………………………………. Guardarono in giù . Videro i ………………….. Poi scesero e li presero. Tutte le ………………………. si misero un ………………………. E tutte le ………………………………. risalirano sull’albero.

  9. The Hatmaker and the Monkeys Poi l’………….. si svegliò. Il carrettino era vuoto. Non c’erano più …………………………… ‘Dove sono i miei ……………………………………….?’ Disse. Guardò a sinistra. Guardò a destra. Guardò tutto interno. Poi guardò in su. Vide le ………………………………………. con i suoi ………………………………… ‘O povero me’ disse. Quelle ………………….. dispettose hanno rubato i miei ……………………….L’ …………………… mostrò il pugno alle …………………….. Le ……………………………. anche mostrarono il pugno. Il ……………………… ebbe un’idea. Si tolse il ………………… e lo gettò in terra. Anche le …………………….. si tolsero il …………………. e lo gettarono in terra. Stavano imitando l’ ………………….. un'altra volta. Il ………………………………… mise i …………………… sul carrettino e poi andò al ………………………. a venderli.

  10. Telli and Sapu

  11. What to remember!! • Know your story by heart. • Vary your voice tone and pace for characters. • Keep the students involved. • Use the story for other activities. • Don’t worrytoomuchabout the level (butbecareful the story isn’t toodifficult) • Enjoyit!!!

  12. WhereisTimbuktu? • Mali • What’s the chemical formula for sodiumperoxide? • NaOH • Who’s the shortestpolitician in the world? • Youalreadyknowthis!!!

  13. Storytelling for Younger Learners • THANK YOU! • Norman Cain • dos@ihromamz.it • http://ihmanzoni.wikispaces.com

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