Transcript File - Alan Marsh

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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
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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
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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
• Person 2
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I like football
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
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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
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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
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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
purr
err
yearn
curl
fur/fir
Sir
work
word
2 /ɔ:/ warm
call
paw
awe
walk
saw
four
ward
yawn
Getting familiar: sort them out!
Pair off these words
• 1. /ɜ:/ worm
purr
err
yearn
curl
fur/fir
Sir
work
word
2 /ɔ:/ warm
paw
awe
yawn
call
four
saw
walk
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
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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
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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
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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!
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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?
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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
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ghinelent
enlighten
From adjectives to verbs: use a dictionary!
large high low
wide
flat
short long hard soft tight
sure
loose sweet
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large
enlarge
high
heighten
low
lower
wide
widen
flat
• flatten
• sweet
• sweeten
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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:
[email protected]
Mob: +356 994288447
Thank you!