AJ5415 Storytelling for Young Learners Kateřina Tomková, 2060@mail.muni.cz Block 2 Saturday, May 6, 2023 Our schedule today • •1400-1430 Revision of Block 1 on March 4; setting up ZOOM; observing Coronation Saturday •1430-1530 Revising audio essays in the File Vault •1530-1600 Peer reviewing audio essays •1600-1700 Coffee break & watching webinar •1700-1730 Webinar gisting & discussion •1730-1900 DICTION in storytelling & reading: • BOOKS over other formats. CZ folk tales •1900-1930 Debates: Storytelling, Shielding children from the war, the Environment, • Children‘s psychology across generations and continents •1930-1950 Summary, conclusions, group & individual • consultations • • Resources •All in the course‘s site in the IS: •- this presentation •- Rowling speech with gaps •- Tomková Segmental pronunciation of English •- Tomková Suprasegmental pronunciation of English •- Tomková The best videos for teaching English pronunciation •- Your own video/audioessays in the File Vault •- Easter class in stress, rhythm and intonation 1430-1530 List of submissions, discussion Discussion 1530-1600 •Talk to the author of your favourite audio essay. Discuss: • a)What are your respective strengths and weaknesses? b)What are the main points on your partner‘s recording? c)What did you most appreciate/dislike? d)Would you change the paper‘s headline? Coffee break while watching and note-taking 1600-1700 •Using the method of jigsaw teamwork, watching MacMillan Education ELT‘s Advancing Webinar of January 2021, “Storytelling for Young Learners“ •Storytelling for Young Learners [Advancing Learning Webinar] – YouTube •https://www.youtube.com/watch?v=UL-wgRGrzr8 • •A: 00-10 mins: Joanne Mitten & webinar intro •B: 0953-1955 : gender + society, skill+survival, modern; • Piaget, Vygotsky •C: 1955-3000 : why stories in LL, L1 and L2 acquisition x • learning …whole child •D: 3000- 4015: why use stories … become a performer •E: 4015- 4958: teens and tweens … references Webinar gisting, discussion 1700-1730 •Joanne Mitten = •ST common to all cultures; 44,000 yrs ago – cave paintings. Aesop‘s fables. Traditional Irish STs (bearers of old lore). Embedded in culture. C. Dickens (social commentary). •Gender and society. Victorian ghost stories, A. Brontë; skill + survival. •Modern stories in books, movies. Stories in LL. Education + psychology. •Piaget (individual) , Vygotsky (community). •Different age groups, their abilities. L1 exposure: repetition, recycling. Sounds at different levels. •Story choice. Pre-story and post-story tasks: pix, vocab, retelling, performing skills of teacher. Teens: specific needs. •Tweens (8-12) and teens. Choice and scaffolding of a story. Using different stories for retelling. Sketching. Picking a line or object in the story. Reenactment. Older pupils: songs, characterisation, cross-curricular activites (e.g. making a movie). 21st century skills: critical thinking, collaboration, communication, science, arts… 1730-1900 DICTION & IMMEDIACY in reading. •Other formats fine (e.g. 📚 Kids Book Read Aloud: WHY WE STAY HOME - SUZIE LEARNS ABOUT CORONAVIRUS by Harris, Scott and Rodis - YouTube ) but nothing can replace books read •live. •Czech folk tales collected by K.J. Erben: •Princess Goldie Waterboy and Old Man Knowall The Snow Maiden •Cook, Mug, Cook! The Firebird and the Clever Vixen Mr Long, Mr Broad and • Mr Sharpeye •Czech folk tales collected by Božena Němcová: •The Magic Sword The Gingerbread House The Forest Nymph •The Wise Goldsmith Prince Bayaya The Seven Ravens •The Clever Princess Peterkin • •An array of other books and how to • use them. • 1900-1930 Debate: How/whether to speak about the war, the Environment, Children‘s psychology across generations and continents 1900-1930 Debate: How/whether to speak about the war, the Environment, Children‘s psychology across generations and continents Thank you for your attention and active partJ Concluding remarks, questions, queries… ? I am available for further group/individual consultations until 1950. So long, live well, tell stories and never lose your passion!