WS 2005/2006: Handout/ Storytelling/ Fr 12-14 (Heike Bäcker)
Kerstin Schmidt, Christina Weller, Karolina Hekel
Gliederung Referat „story telling“
1. What is story telling?
Story telling is one of the earliest forms of human communication.

telling a story to people who are willing to listen

from a book by reading

without a book by word of mouth

anecdote or joke
“an art... recreating literature – taking the printed words in a book and giving them
life” (Ellin Greene)
Definition:
Storytelling is the art of using language, vocalisation and/or physical movement and
gesture to reveal the elements and images of a story to a specific live audience.
Storytelling is an art recreating literature – taking the printed words in a book and
giving them life.
2. Reasons for story telling
-
Children enjoy listening to stories
-
Stories are motivating and fun and can help develop attitudes towards their
foreign language, culture and language learning
-
Children can become personally involved in a story
-
Listening to stories allows the teacher to introduce or revise new vocabulary and
sentence structures
-
Children can become personally involved in a story
-
Listening to stories can help children become aware of rhythm, intonation and
pronunciation of language
WS 2005/2006: Handout/ Storytelling/ Fr 12-14 (Heike Bäcker)
Kerstin Schmidt, Christina Weller, Karolina Hekel
3. Advantages for reading or telling a story
3.1. Telling a story
Advantage
Disadvantage
Children are more influenced
Many mistakes
Eye contact: You can see…
…if the children understand the story
Long preparing-time
…if the children like the story
… if the children listen to you
3.2. Reading a story
Advantage
Disadvantage
Preparing time is shorter
Read too fast
No mistakes
Nor so interesting for the children
4. Basic rules of story telling
4.1. choose the correct story
-
All kinds of stories are possible (tales, picture books, stories of the everyday life,
…)
-
Does the story have a comprehensible input, rhymes
can children easily remember and repeat the words the story contains
can they improve their pronunciation
is the subject interesting, funny, etc. so that children can easily memories
-
Speaking level
 The story should be easy to understand (short text, easy sentences, repetition
of structure of sentence, ..)
-
Has the book useful illustrations that can be shown in class?
-
Is the topic interesting for pupils of this age?
 Choose a story which will engage the children within the first few lines.
are the aspects the story contains out of the childrens’ world
WS 2005/2006: Handout/ Storytelling/ Fr 12-14 (Heike Bäcker)
Kerstin Schmidt, Christina Weller, Karolina Hekel
can they improve their imagination
can a sense of humour be developed
-
For what purposes have you chosen this book?
-
Does the plot offer possibilities to speak?
-
Are there any cross curricular links?
-
For which capacities and learning strategies is it good for?
-
Does the book encourage to free speaking?
-
Can some scenes be acted?
-
Can all pupils be involved?
-
Does the teacher like the book?
 Find a story you would like to tell.
 Is the book authentic?
 believe in your story
The more you are excited about the story you will sound catching and the children
will hang on your eyes.
4.2. prepare a story
-
Teachers should practise to tell a story:
1. Don’t learn them by heart. Use a skeleton of the story.
2. Firstly, concentrate on the plot (words, sentences, grammar, ..)
3. Then add voice modulation, body language, dialogues, etc.
4. Tell the story to someone of your friend or family.
5. Don’t be afraid of mistakes. They are natural.
6. Try to tell without text. Otherwise you will be in danger of losing contact with the
audience.
4.3. create excitement and curiosity
-
Teachers should try to create an atmosphere of excitement and curiosity before
telling a story
-
Nonverbal signals are helpful to start a story
WS 2005/2006: Handout/ Storytelling/ Fr 12-14 (Heike Bäcker)
Kerstin Schmidt, Christina Weller, Karolina Hekel
4.4. the audience
The most important aspect in storytelling is to integrate the listeners, in this case the
children, into the story. Doing this, they experience the story instead of just listening
to it. The learner is supposed to be the maker and listener of our stories.
4.5. voice and body language
-
Voice is the most important equipment of a storyteller
-
Facial expressions and gestures help to underline the plot of a story
-
Teachers should speak slowly
-
Comfortable position for telling the story
Literatur:
Martin, Richard (2002). First steps in storytelling. In: First Steps
Frühjahr/Sommer 2002 www.cornelsen-teachweb.de
Martin, Richard (2003): Storytelling for Young Learners. Handout from a
workshop with Richard Martin.
Niemann, Heide: Mit Bilderbüchern Englisch lernen. Kallmeyer 2002
Schmid-Schönbein, Gisela: Didaktik: Grundschulenglisch; Berlin; 2001
Wright, A.: Storytelling with children; Oxford University Press, Oxford (1995)