(SKKN MỚI NHẤT) Teaching English through storytelling

NGHE AN DEPARTMENT OF EDUCATION AND TRAINING NGHE AN CONTINUING EDUCATION CENTRE  Teaching English through storytelling Nhóm môn: Tiếng Anh Tác giả: Đàm Thị Ngọc Tú Đơn vị: Phòng Ngoại ngữ - Tin học Năm thực hiện: 2021 -2022 Điện thoại: 0983077846 TIEU LUAN MOI download : skknchat@gmail.com MỤC LỤC A INTRODUCTION I Reasons for choosing the topic II Research Question III The Aim of this Study IV Scope of the study and significance of study B CONTENT I Literature Review Definition of Storytelling The Importance of using storytelling in teaching Benefits of using storytelling in teaching 3.1 Stories enhance listening skills 3.2 They kindle creativity and imagination 3.3 Stories boost student interest in reading 3.4 They increase focus and concentration 3.5 Storytelling teaches new vocabulary 3.6 Stories promote empathy A brief overview of English courses for young learners at Nghe An Continuing Education and Career Orientation Centre 5.Teaching English for Young Learners through Story Telling II Supplementary activities as inputs for English classes Definition of input in second language learning Teaching English for Young Learners through Story Telling III Typical activities applied for teaching English through storytelling Introducing fairy tales The fairy tales Little Red Riding hood as a sample 10 2.1 Memory check 10 2.2 Word search 14 2.3 Brainstorming 15 2.4 Re-odering 16 2.5 Re-telling 17 2.6 Check-up: 19 2.7 Description: 20 2.8 Matching: 22 C CONCLUSION AND RECOMMENDATION 24 REFERENCES 26 APENDIX 27 TIEU LUAN MOI download : skknchat@gmail.com A INTRODUCTION I Reasons for choosing the topic As an international language, English is used in every aspect of life We use English in education, economics, politics, social etc In education field English is one of the subjects in school English is taught from Elementary School, Junior High School, Senior High School and University Some schools use English in Kindergarten or even play group As a foreign language, learning English is not an easy thing especially for young learners Discussing about Teaching English for Young Learners is interesting because of many reasons One of them is the children’s characteristics It is very different when we teach to adults or teenagers Motivating young learners to learn English through stories at an early age provide them the opportunity to stimulate their enthusiasm and enhance their awareness of the use of English Stories are unquestionably a significance part of children’s literacy development Children love stories, and storytelling was regarded as a learning tradition It plays a very important role in children’s language learning According to (Fatma, 2012) a short story is a fictional work of prose that is shorter in length than a novel, and it will build students‟ interest in learning A short story is one of the media related to entertaining people However, it will build students‟ interest in English Stories are inspiring, demanding, and enjoyable, and can lead to positive attitudes We could build a desire to continue learning Surely, the story makes students interested in learning English They can create their own fantasy or imagination Otherwise, the students can receive the moral value from the story The story provokes a mutual response of laughter, sorrow, excitement, and anticipation that is pleasant and can help to build trust, social, and emotional growth At Nghe An Continuing Education and Career Orientation Centre, English is not only taught for language specialized students but also for young learners of all levels I have recently applied a number of methods and techniques into teaching English in order to improve the quality of teaching and learning English as a Foreign Language Storytelling has proved their superiority as through communicative activities more language are used and students’ initiatives and active involvement are developed It can be said that storytelling is designed to change the traditional way of presenting and practising language and it helps to shift the teacher-led classroom culture to the students-centred classroom atmosphere Supplementary activities have widely used in my context with the acceptance, eagerness and enthusiasm by teachers and students It, however, is the one requiring much knowledge and preparation as well as physical conditions, and it also requires teachers’ commitment and patience TIEU LUAN MOI download : skknchat@gmail.com I have been trying to put some of those into practice I have been adapting and designing myself a repertoire of communicative activities which have been used and from which students have benefited I would like, in this paper, to introduce using storytelling to teach English with some supplementary activities to you all - teachers of English in a view of sharing experience and seeking for common thoughts to makes a change, however small it is, in teaching and learning English though it is hard work really Storytelling has been used for teaching vocabulary, pattern and developing language skills I shall not categorise them as some of them can be used for all about mentioned purposes Some of activities I have adapted from other resources, and others I have designed myself To improve the students’ effectiveness of learning English and have a good result in teaching English for young learners at Nghe An continuing Education and Career Orientation Centre, I have followed a number of steps to be able to generate enthusiasm in teaching and learning Once they have gained, know how to learn vocabulary and pattern through reading stories, they will find reading skill easier Above all, for teachers, the facilitators will help them be active, creative, feel responsible not only does he teach, moderate, but also inspire young learners In this paper, I would like to give some ideas about how to use storytelling skill in teaching English for young learners such as vocabulary and pattern… effectivelly to help our children feel easier and more confident during their study II Research Question Having gone through some relevant literatures on teaching English skills, the researcher formulate the following two research questions Does teaching short story develop the third , the fourth and the fifth grade student‟s English skills at Nghe An continuing Education Centre? Do pupils think of using short story develop their English skills? III The Aim of this Study The aim of this study is to know the fifth grade students ‟development on English skills through teaching short story at Nghe An continuing Education and Career Orientation Centre IV Scope of the study and significance of study In this writing, I’d like to share my suggestions that I have gathered in my during preparing lessons, on using different kinds of short stories as inputs to help our young learners practise and improve English skills The significances of this study were expected to provide some advantages for English teaching and learning process The significances of this study are: TIEU LUAN MOI download : skknchat@gmail.com For young learners as the subjects of the study, it was expected that they would take the advantages of the study They could learn how to improve their skills of speaking, reading, listening For the teachers at Nghe An Continuing Education and Career Orientation Centre, it was expected that the teachers could improve their technique of teaching interestingly and effectively so that the pupils would enjoy the study TIEU LUAN MOI download : skknchat@gmail.com B CONTENT I Literature Review Definition of Storytelling “Storytelling is the art of sharing aloud mythology and legend, fables, folk, and fairy tales, family stories and original tales in the oral tradition” Moreover, Shorrocks (1995:60) states that “storytelling Technique is the act of using voice and body language to communicate a narrative directly from one person to another” In addition, story is the full sequence of events in a work of fiction as we imagine them to have taken place, in the order in which they would have occurred in life Furthermore, Leung (2004:24) argues that “storytelling is about organizing information into a meaningful context, conveying emotions and building community” In conclusion, stories can be used in ESL learning to teach the language, to entertain, and to open a window on cultures When using stories in the classroom, teachers shall consider the importance of the story, the characteristics of a good story, and the types of stories which are most suitable for the students being taught Teaching English through stories needs good technique According to Wright (1995:10), “the teacher should consider technique before telling the story, the ways of the beginning, the manner, the voice, the language, the accent and the body” Teachers can use stories to teach language and to introduce other subjects such as culture and society Stories from around the world are excellent to use in the classroom, but teachers also need to use stories from the students’ own culture and heritage The Importance of using storytelling in teaching Using stories for educational purposes is an effective teaching strategy especially for teaching young learners Most young learners enjoy listening to the stories Stories have power which can bring the young learners into a world of imagination and draw a colorful picture with many interesting characters in the story Storytelling is one of the most useful techniques to attract young learners in learning process effectively Telling stories have a good chance for young learners to discover experience of real life and the language learning experience together Storytelling is a kind of teaching method which can help the young learners to knowledge, literacy, imagination, creation and critical thinking Therefore, storytelling would be very useful to teach foreign language for young learners It promotes expressive language development in oral and written form and present new vocabulary and complex language in the powerful form that inspires children to emulate the model they have experienced On the other words, storytelling is an important tool for language teaching and learning Story telling for young learners is vitally important to create constructive and creative comprehension Storytelling motivates children to be active participant in the construction of meaning of the story In this activity, children involved while listening to the story so they can response the language to gain the comprehension response They experienced in different mental process The TIEU LUAN MOI download : skknchat@gmail.com first process is they create mental picture where they try to figure out the meaning of what they listen to Next, they try to imagine the characters, the situation, and the theme in the story So using storytelling can give the experience of language learning in fun situation Benefits of using storytelling in teaching By telling stories in the ESL classroom, we’re not only working on language skillslike vocabulary, grammar and pronunciation we’re developing imagination, creativity, and socioemotional and cognitive skills as well We can also positively affect students’ behavior and manners using this powerful tool 3.1 Stories enhance listening skills Every time we tell a story, kids are listening carefully and internalizing both the new and familiar words they hear They must pay attention to the words (as well as your supporting gestures and any accompanying learning materials) to gain a deeper understanding As all ESL teachers know, developing these listening skills is crucial for language learning 3.2 They kindle creativity and imagination Stories help children to consider new ideas, imagine unknown worlds, and create memorable moments in their minds During storytime, everything ever wanted is possible Even if a student is having a tough time, they can turn their day around through storytelling They can visit the mountains, beach, or another calming space through a story And, kids will have countless stories of their own to invent and share 3.3 Stories boost student interest in reading Reading is powerful Being a reader gives you knowledge that can open up worlds! Sadly, nowadays, with so much information just a click away, people often lack good reading habits Developing this habit in childhood encourages kids to learn about and pursue topics of interest throughout their lives and to become more aware of other cultures and beliefs People with cultural knowledge tend to be more empathic as well As teachers, we are helping to raise the future generation, and empathy and compassion are an important part of this 3.4 They increase focus and concentration Setting up a regular time for storytelling will calm a classroom of energetic students, and kids will be ready to listen, their attention spans will improve, and their ability to focus and concentrate will advance as well The first time you tell stories might be challenging, but after getting used to it as a routine, kids will love it and will be more focused on the activity 3.5 Storytelling teaches new vocabulary Storytime is a great practice that increases English vocabulary in young learners Repetitive stories can create confidence, and you will often hear students telling the TIEU LUAN MOI download : skknchat@gmail.com same stories to others Students are working on vocabulary, tenses, and pronunciation all while enjoying the story itself 3.6 Stories promote empathy Moral stories advocate for good manners and empathy They introduce topics that are important for social development in the classroom environment, as well as good lifelong behaviors Teaching life lessons through storytelling introduces topics in a fun way while delivering them in an indirect and non-threatening manner Evidently, storytime is a great addition to the English language teaching classroom Stories are not always introduced through books, there are many ways to tell interactive stories to kids! Whether it’s through props, flashcards, rhymes, realia, puppets, pictures, toys, or gestures, as facilitators, we have the opportunity to help young learners develop strong language and personal skills that will last them a lifetime A brief overview of English courses for young learners at Nghe An Continuing Education and Career Orientation Centre Running more than 15 classes so far with different learners of mixed ability and competency, a great deal of lessons and experiences have been drawn out, which are crucial for our next tutoring I have made an investigation into the matter and found that the regular mode of training and handbook activities did not seem to bring good performances to our learners Thus, I have put these initiatives afterwards on storytelling and through all classes above, I am quite confident that these have brought a good return 5.Teaching English for Young Learners through Story Telling In teaching and learning process to young learners, storytelling is an effective way to motivate students in learning English since children love stories During the teachers tell the story, students of young learners: a are always eager to listen to stories b know stories work c want to understand what is happening d can enjoy hearing stories in English when they start English lessons e enjoy looking at story books by themselves The following are some recommended storytelling techniques from Brewster, Ellis and Girard (2004): a If students are unfamiliar with storytelling, begin with short session which not demand too much from them and over extend their concentration span b Read slowly and clearly Give the students time to relate what they hear to what they see in the pictures, to think, ask questions, make comment However, vary the pace when the story speeds up TIEU LUAN MOI download : skknchat@gmail.com c Make comments about the illustrations and point to them to focus the students’ attention d Encourage students to take part in the storytelling by repeating key vocabulary items and phrases Teachers can invite students to this by pausing and looking at them with a questioning expression and by putting the hand to the ear to indicate that we are waiting for them to join in then repeat what they have said to confirm that they have predicted correctly, and if appropriate, expand by putting the word into a full phrase or sentence e Use gestures, mime, facial gestures to help convey the meaning f Vary the pace, volume and your voice g Pause where appropriate to add dramatic effect or to give children time to relate what they hear to what they see, and to assimilate details to the illustration h Disguise your voice for the different characters as much as you can to signal when different characters are speaking and help convey meaning i Ask questions to involve children j Do not be afraid to repeat, expand and formulate This increases opportunities of exposure to the language and gives children a second chance to work out the meaning and have it confirmed II Supplementary activities as inputs for English classes Definition of input in second language learning Input refers to the exposure learners have to authentic language in use This can be from various sources, including the teacher, other learners, the environment around the learners and keeping them in our brain Input can be compared to intake, which is input then taken in and internalized by the learner so it can be applied Input learning consists of: • Memorize vocabularies • Study grammar rules • Take online lessons • Read English books • Watch movies, dramas, online video clips • Listen to audio files and podcasts • The brain produces sentences based on the sentences it has seen or heard (input) So the way to improve is to feed your brain with a lot of input - correct and understandable sentences (written or spoken) Before you can start speaking and writing in a foreign language, your brain must get enough correct sentences in that language TIEU LUAN MOI download : skknchat@gmail.com Teaching English for Young Learners through Story Telling In teaching and learning process to young learners, storytelling is an effective way to motivate students in learning English since children love stories During the teachers tell the story, students of young learners: a are always eager to listen to stories b know stories work c want to understand what is happening d can enjoy hearing stories in English when they start English lessons e enjoy looking at story books by themselves ♦ Some recommended storytelling techniques: a If students are unfamiliar with storytelling, begin with short session which not demand too much from them and over extend their concentration span b Read slowly and clearly Give the students time to relate what they hear to what they see in the pictures, to think, ask questions, make comment However, vary the pace when the story speeds up c Make comments about the illustrations and point to them to focus the students’ attention d Encourage students to take part in the storytelling by repeating key vocabulary items and phrases Teachers can invite students to this by pausing and looking at them with a questioning expression and by putting the hand to the ear to indicate that we are waiting for them to join in then repeat what they have said to confirm that they have predicted correctly, and if appropriate, expand by putting the word into a full phrase or sentence e Use gestures, mime, facial gestures to help convey the meaning f Vary the pace, volume and your voice g Pause where appropriate to add dramatic effect or to give children time to relate what they hear to what they see, and to assimilate details to the illustration h Disguise your voice for the different characters as much as you can to signal when different characters are speaking and help convey meaning i Ask questions to involve children j Do not be afraid to repeat, expand and formulate This increases opportunities of exposure to the language and gives children a second chance to work out the meaning and have it confirmed III Typical activities applied for teaching English through storytelling Introducing fairy tales TIEU LUAN MOI download : skknchat@gmail.com 2.7 Description: ➢ Aims: To introduce learners vocabulary relating to certain topics ➢ Organization: Individuals, pairs or groups ➢ Time allowed: 10 minutes ➢ Materials Required: A computer in the classroom, powerpoint file and handouts ➢ Procedure: - Deliver the handouts to the students - In group pupils write the description of each picture - Follow the instructions in the handouts and the task TIEU LUAN MOI download : skknchat@gmail.com TIEU LUAN MOI download : skknchat@gmail.com 2.8 Matching: ➢ Aims: To introduce learners vocabulary relating to certain topics ➢ Organization: Individuals, pairs or groups ➢ Time allowed: 10 minutes ➢ Materials Required: A computer in the classroom, powerpoint file and handouts ➢ Procedure: - Deliver the handouts to the students - Follow the instructions in the handouts and the task TIEU LUAN MOI download : skknchat@gmail.com TIEU LUAN MOI download : skknchat@gmail.com C CONCLUSION AND RECOMMENDATION In general, students of young learners like stories Teachers can use storytelling as an appropriate way in enhancing students’ skills and interest in English Storytelling is motivating for them, and stories can create a happy and enjoyable learning environment Storytelling is the effective way for young learners It provides an outstanding opportunity for young learners to master the foreign language In addition, stories can bridge the gap between language study and language use and also to link classroom learning with the world outside Teaching English through tellingstory is a very important part of second language learning The ability to communicate in a second language clearly and efficiently contributes to the success of the learners in school and success later in every phase of life Therefore, it is essential that language teachers pay great attention to teaching four skills Rather than leading students to pure memorization, providing a rich environment where meaningful communication takes place is desired With this aim, various activities such as those listed above can contribute a great deal to students in developing basic skills necessary for learning English Hopefully these activities make students more active in the learning process and at the same time make their learning more meaningful and fun for them All the above mentioned activities have been used from the fourth course onwards at Nghe An continuing Education and Career Orientation Centre, so have the additional visual materials Though not all young learners who have been taking part in English speaking courses are up to our expectation because of mixed classes and big size classes, the number of young learners follow the courses has been increasing year by year According to the statistic from 2016 to 2020 I have taught nearly 150 students After the courses students have made impression by their good presentations in the closing ceremonies which satisfied their parents.I am in a great confidence to confirm that speaking has added up its credits to our young learners’ performance Apart from using these supplementary activities in teaching English speaking classes to develop learners’reading skills as well as their performance, I would like to recommend those applied in teaching other skills such as teaching vocabulary, grammar… and for different kinds of classes not only at our centre but also other schools It’s really an honor for me to share out our ideas and our thought with you All remarks and recommendations will be warmly welcome and hope that we together can get more and more experiences in our teaching Hope you all find they are of some uses and get back to us with any single feedback so that I will be able to perfect them later After discussing the findings of the research, some recommendations can be drawn as follows TIEU LUAN MOI download : skknchat@gmail.com Teachers After knowing the previous knowledge of the students in rural area, the teachers should deeply care about the technique or strategy applied in teaching and learning process Then, teacher also should actively encourage students to practice the vocabularies, grammar they learned in classroom, unless the new vocabularies, grammar will be forgotten soon by the students Pupils The researcher suggest students should practice the vocabularies, grammar in classroom or outside classroom So they can remember the vocabularies, grammar easily TIEU LUAN MOI download : skknchat@gmail.com REFERENCES Doff,A.(1988).Teacher English - A training Course for Teachers Cambridge University Press Penny Ur.(1996) A course in Language Teaching Cambridge University Press Ron Forseth,Carol Forseth,Ta Tien Hung,Nguyen Van Do.Methodology Handbook for English Teachers in Viet Nam.English Language Institude of America ELTTP Methodology Course Sourses from Internet CAMERON, L 2003 Teaching Languages to Young Learners Cambridge: Cambridge University Press ISBN 0-521-77434-9 CURTAIN, H A., PESOLA, C A 1988 Languages and Children – Making the Match USA: Addison-WesleyPublishing Company, Inc ISBN 0-201-12290-1 ELLIS, R 1997 Second Language Acquisition Oxford: Oxford University Press ISBN 0-19-437212-X FOSTER-COHEN, S 1999 An Introduction to Child Language Development Essex: Addison Wesley Longman Limited ISBN 0-582-08729-5 GARMAN, M 1991 Psycholinguistics Cambridge: Cambridge University Press ISBN 0-521-27641-1 HOMOLOVÁ, E 2003 Autentický materiál ako prostriedok rozvoja jazykových a komunikatívnych kompetencií žiakov Banská Bystrica: Univerzita Mateja Bela ISBN 80- 8055-788-8 LIGHTBOWN, P., SPADA, N 1999 How Languages are Learned Oxford: Oxford University Press ISBN 0-19-437000-3 TIEU LUAN MOI download : skknchat@gmail.com APENDIX TIEU LUAN MOI download : skknchat@gmail.com TIEU LUAN MOI download : skknchat@gmail.com TIEU LUAN MOI download : skknchat@gmail.com TIEU LUAN MOI download : skknchat@gmail.com TIEU LUAN MOI download : skknchat@gmail.com TIEU LUAN MOI download : skknchat@gmail.com TIEU LUAN MOI download : skknchat@gmail.com 52 TIEU LUAN MOI download : skknchat@gmail.com ... 5 .Teaching English for Young Learners through Story Telling II Supplementary activities as inputs for English classes Definition of input in second language learning Teaching English. .. afterwards on storytelling and through all classes above, I am quite confident that these have brought a good return 5 .Teaching English for Young Learners through Story Telling In teaching and... skknchat@gmail.com Teaching English for Young Learners through Story Telling In teaching and learning process to young learners, storytelling is an effective way to motivate students in learning English