The document discusses using storytelling to improve students' English speaking skills in the classroom. It describes how the teacher has students first listen to and repeat stories to improve pronunciation and then tells how an activity has students take turns adding sentences to create an impromptu collaborative story. Regular storytelling practice is meant to help students feel more confident speaking English through natural expression of stories.
How to Teach Pronunciation: Getting StartedJudy Thompson
We asked hundreds of ESL/EFL teachers, "If I could wave a magic wand and fix one thing to help you teach Pronunciation - what would it be?" The number one answer was - How do I start? I created a webinar to answer this great question (link to recording of the webinar http://bit.ly/1SW62M7) and these are the slides from that webinar.
This slide-share is to offer a source for any person that needs it. The images and different parts are not owned by the person who did this presentation. It is intended to help other people, not to promote anything.
How to Teach Pronunciation: Getting StartedJudy Thompson
We asked hundreds of ESL/EFL teachers, "If I could wave a magic wand and fix one thing to help you teach Pronunciation - what would it be?" The number one answer was - How do I start? I created a webinar to answer this great question (link to recording of the webinar http://bit.ly/1SW62M7) and these are the slides from that webinar.
This slide-share is to offer a source for any person that needs it. The images and different parts are not owned by the person who did this presentation. It is intended to help other people, not to promote anything.
Presentasi skripsi degan judul "Proses Pemaknaan Calling pada Imam Katolik"
Dipresentasikan pada 1 Juli 2013 untuk memperoleh gelar Sarjana Psikologi. Skripsi yang diujikan dinyatakan lulus dengan nilai 79.99 (A).
Speaking English is usually considered for the students as an ability very difficult to learn and practice at school. In the EFL class they prefer to use their L1 to interact with their teacher and classmates.
For this reason, this action research is focused on the increase of the communication between the students and the teacher in English in a Chilean school with students at the age of 11 years old.
The results showed that one of the most important factor is the lack of confidence, practice and knowledge of this vocabulary.
Giving them the tools and creating an eye-catching project with the students is possible to change this situation and make a change in the life of your students learning a new language.
How can I improve the class interaction with my students in English? Jc's act...Juan Reyes Jc
Students love English in the school, they enjoy doing oral presentations about their interests, they like singing or playing games, however, they don’t use English to ask requests, ask for information or express their feelings using this foreign language.
Hypothesis:
Students don’t ask questions in the English class due to the fact that they feel shy to make mistakes in front to the class and also because they don’t have the habit of speaking in the foreign language naturally.
2. Storytelling in the EFL Speaking Classroom
Xu Jianing
Suzhou Industrial Park Institute of Vocational Technology
(Jiangsu Province, China)
Jianing81 {at} yahoo.com.cn
3. Introduction
As English becomes increasingly important in various
fields such as business, finance, industry and
education, most Chinese students hope they can speak
English fluently. However, from my observations and
many EFL teachers' descriptions of their oral English
classrooms, a considerable number of students are not
responding actively in speaking exercises. How to
motivate the students in EFL speaking classrooms has
long been our concern. First of all, it is necessary to find
out the main factors affecting their participation.
4. Warming Up
The students listen to some stories downloaded from
the Internet and repeat as they listen. This gives them an
opportunity to improve their pronunciation, stress and
intonation. They are offered three stories each time and
required to practice the one they like best. A
competition is held every two weeks. When every
student has learned to tell three to five stories naturally
and expressively, they feel much more confident in
telling stories in English than before.
5. Activity5
The teacher gives the first sentence to the class and then each student
adds one more sentence to make a whole story impromptu.
Because there is no preparation and no body has any idea about what
the next person will say and where the story is going, there are often
lots of fun and surprised in the game.
In the process of using stories, the teacher could, in different
cases, choose to encourage the students to rewrite the stories, using
their own language or ask them to keep the original languages as much
as they can. The former way encourages the students to understand
the stories and adds their own characteristics to the stories and the
latter prompts them to learn to use new words and expression.
6. Besides, picture, movies and other materials would also be great help
in storytelling. After a few months, the students’ speaking ability can
be improved to considerable degree.
13. Past simple
The simple past tense is used to talk about actions
that happened at a specific time in the past. You
state when it happened using a time adverb.
Structure: S + V Past (Regular / Irregular)
14. For example:
There was a couple who lived on the farm.
The woman decided to bake a gingerbread
cookie in the shape of a man.
18. Make up story
-You have to add up the storytelling.
-Start adding up from the first person until the last
person in the class.
-After the story has completed, everyone has to write down the whole
story by Yourself.
-Hand in the paper to the teacher.