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Storytelling and Language Development:
memorable contexts, memorable language
Alan Marsh
Malta October 2015
Advantages of ‘live listening’: teachers telling stories, jokes, personal
experiences• Active/interactive listening. You can see the speaker• Realworld listening, not classworld listening• Can embody features of language which learners can
unconsciously pick up …• … and/or which the teacher can go back to/raise
consciousness about• Teacher can modify / reformulate as they go along• Learners enjoy being told good stories, anecdotes and
jokes (like everybody else)• Learners enjoy listening to their teachers – as long as its
purposeful and interesting
Tell it rather than read it!
An outline or skeleton of the story: main points
Stresses – ‘punch’ the important words: voice and body
Pauses – at key moments
Sit up or stand up
Expression, mime, and gestures (mirror!)
Adopt different voices: high/low, soft/harsh, etc.
Speak slowly - enjoy the sound of the words
Keep eye contact: ‘work’ your audience
Be confident : beginning and finishing
Don’t rush it, enjoy it
Fishing on the ice
Your turn
Over to you
• Read through your joke (only yours)• Read again and underline key parts• Write a skeleton outline• Rehearse it in your head: prepare to tell it to
someone else –without looking at the joke• Joke 1: Penguins page 3• Joke 2: 40 Days page 9
Need for a language focus
• Listening skills – great!
• Yes, implicit learning …but …
• Need for an explicit focus.
• Memorable context…
• …Memorable language
Focus on an embedded language point
• Step 1:
• Problematise to facilitate ‘noticing’
• Step 2
• Familiarise to feel more comfortable
Step 1: Facilitating ‘noticing’
• Problematise:
• “Do you see that tree over there? Well, …
• I didn’t!”
Getting familiar
• Person 1 I like football
• Person 2 Agree: So do I or Disagree: I don’t
• Person 3 Agree with Person 2: So do I or neither do I
• Disagree with Person 2:I don’t or I do
• I watched TV last night• I’d like to live in Rome
Your turn
Problematise
• We finished it in only 40 days and on the box it said …. 5-9 years!”
• It took us only 40 days and on the box it said …. 5-9 years!”
Getting familiar
• They finished it in 40 days
• It took them 40 days.
• I finished it in two weeks
• It took me two weeks.
• He finished it in three hours
• It took him three hours.
• She finished the job in four days.
• It took her four days.
Problematise
• A man drives into a petrol station to ____________________
• A man drives into a petrol station to have his tank filled up.
Getting familiar
• 1 Someone washed his car for him.
• He had his car washed
• 2 Someone painted his house for him.
• He had his house painted.
• 3 Someone tattooed her arm for her.
• She had her arm tattoed.
Problematise (a bit of spoken grammar)
• “ _________, I did,” says the driver, “and we really enjoyed it. Today, I’m taking them to the circus.”
• “Actually , I did,” says the driver, “and we really enjoyed it. Today, I’m taking them to the circus.”
Getting familiar
• A: (To Gianni) “Your name’s Mario, isn’t it?”• B: Well, actually, [it isn’t.] It’s Gianni.• A: “You’re from Germany, right?” • B: [No, that’s not right. I’m from Austria.]• Well, actually, [I’m not.] I’m from Austria.• Maria is Italian and doesn’t like pizza.• A: (To Maria). “You’re Italian so I suppose you love
pizza.”• B: Well, actually, [I don’t.] I never eat it.• Hans went to the cinema yesterday.• A: “So Hans, you stayed at home yesterday, didn’t you?”• B: Well, actually, [I didn’t.] I went to the cinema.
Problematise: What do they have in common?
• 1 Sir certain circus
• 2 walk short order jigsaw
• 1 Sir certain circus
• /ɜ:/• 2 walk short order jigsaw
• /ɔ:/
• Warm and worm?
Getting familiar: sort them out! Pair off these words
1. /ɜ:/ worm 2 /ɔ:/ warm
purr call
err paw
yearn awe
curl walk
fur/fir saw
Sir four
work ward
word yawn
•
Getting familiar: sort them out! Pair off these words
• 1. /ɜ:/ worm 2 /ɔ:/ warm
purr paw
err awe
yearn yawn
curl call
fur/fir four Sir saw
work walk
word ward
What comes next? Acknowlegement: Seth Lindstromberg
What comes next? Good pauses
Double slashes show good places to pause:
Once upon a //
time, a long time
//ago, there was a beautiful //
princess who lived in a //
castle made of black //
stone with her parents, the king and //
queen.
Double slashes show bad places to pause:
Once upon a time, a long time ago, there was a //
beautiful princess who lived in a castle//
made of black stone //
with her parents, the king and queen.
What comes next? Adam learns some vocabulary
Language focus: Problematise
• He explains him what is a hill.
• He explains him what is a river.
• He explains him what is a cave.
• “What means ‘reproduce’?”
• He asks what does mean ‘reproduce’.
• I want that you do something for me.
• I want that you reproduce.
Problematise 1• He explains him what is a hill.• He explains what a hill is.• He explains him what is a river.• He explains what a river is.• He explains him what is a cave.• He explains what a cave is.• He asks what does mean ‘reproduce’.• He asks what ‘reproduce’ means.• Explain/Ask + wh-word + subject + verb (no
interrogative forms)
Problematise 2
• I want that you do something for me.
• I want you to do something for me.
• I want that you reproduce.
• I want you to reproduce.
• I want + object pronoun + full infinitive
Getting familiar
Correct the teacher!• He explains him what is a hill.• Oh no! He explains what a hill is.• He explains him what is a river.• Oh no! He explains what a river is.• He explains him what is a cave.• Oh no! He explains what a cave is.• He asks what does mean ‘reproduce’.• Oh no! He asks what ‘reproduce’ means.• Explain/Ask + wh-word + subject + verb (no
interrogative forms)
A Zen Story: The Cup of Tea
What comes next?
• Read your part
• Read slowly and clearly
• Use mime and gestures
• Leave pauses. Give feedback.
• Don’t wait for more than 5/6 seconds before giving the word
• Partner A: Prepare page 5
• Partner B: Prepare Page 6
Problematise
• ghinelent
• enlighten
• From adjectives to verbs: use a dictionary!
• large high low wide flat short long hard soft tight sure loose sweet
• large • enlarge• high• heighten• low• lower• wide • widen• flat
• flatten
• sweet
• sweeten
• short• shorten• long • lengthen• hard • harden• soft• soften• tight • tighten • sure • ensure• loose - loosen
Just one more …
Eye Idioms
Storytelling and Language Development:
memorable contexts, memorable language
Alan Marsh
Malta October 2015
If you want these slides …
www.alanmarshelt.com
You can email me at:
Mob: +356 994288447
Thank you!