By John Morgan
Tales delivers a hugely motivating, enticing and sensible resource of actual language interplay within the lecture room. they're 'living language' within which the trainer (or scholar storyteller) turns into the resource of language, and the listeners are actively interested in realizing. The authors argue from event that just about every person can inform tales convincingly, in particular given an summary to paintings from. a truly wide selection of those outlines, from many cultures and resources, are supplied within the e-book. those can be utilized by means of the trainer as a source for numerous actions for college kids from newbie to complex degrees, together with listening comprehension, grammar perform, oral creation and fluency perform, yet mainly for publicity to actual spoken language.
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Extra resources for Once upon a time : using stories in the language classroom
In class 1 Divide the class into two groups. 2 Ask the students in one group to forlll p:1irs. 3 To each pair, give one copy of the newspaper article. ) 4 Ask each pair to list on a piece of paper the main fact11al items in the article. S Take the other group away to a quiet place and tell them the story oudined in the skeleton. 6 Ask the students in this group to form pairs, and to work out in each pair how to tell the story to the students who have not heard the story. 7 Bring the class back together and ask each student to team up wicll one from the other group.
O NOTE Switching narrative standpoint to that of an object in the story has a powerful 'making new' effect and can considerably modify the story agreed on in the groups of four. VARIATJON lfyour students already know each other quite well, the following exercise has a more powerful effect: 1 Pair the students. 2 In each pair A names three objects that he or she thinks are typical of B, and B names three objects typical of A. 3 A tells the first part of a story ahout B, hringing in the tlH\'t' objects.
Describe the first brother's master The second is sold to a bad master, He becomes ill, and at las~ becomes his own brother's slave. His brother does not recognise him, and ill-treats him. Describe the i//-treatment The slave makes friends with his brother's little daughter. She brings him food from her own plate. He tells her his story, Tell the story the slave told The first brother notices his daughter slipping away to the slave quarters, Finish the story 2 3 4 S 6 7 8 know. Put the lab into 'broadcast (Will tIll', IlII',tlk' 1l10dt and explain that you are going to tell thelll ;1 :,111I y.