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THE ANALYSIS OF STORYTELLING METHOD OF TEACHING ENGLISH

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THE ANALYSIS OF STORYTELLING METHOD OF TEACHING ENGLISH
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Реферат
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Англійська
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27,25 KB
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9
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поточна оцінка 5.0


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Ministry of Education and Sciense, Youth and Sport of Ukraine
Drogobych State Pedagogical University of Name I.Franko


Individual task
“THE ANALYSIS OF STORYTELLING METHOD OF TEACHING ENGLISH”

Prepared by;
Iulia Hrynkiv
group EF-35


Drogobych - 2011

CONTENTS
INTRODUCTION………………………………………………………………3
A STORY…….…………………………………………………………..4
A NATURE OF STORIES………………………………………...4
PURPOSE OF STORIES…………………………………………..4
FINDING AND SELECTING STORIES………………………….5
CHARACTERISTICS OF A GOOD STORY……………………..7
ANALYSIS…………………………………………………………….....8
CONCLUSION………………………………………………………….13
REFERENCES…………………………………………………………..14


INTRODUCTION
Everyone who can speak can tell stories. We tell them informally as we relate the mishaps and wonders of our daily lives. We gesture, exaggerate our voices, pause for effect. Listeners lean in and compose the scene of our tale in their minds. Often they are likely to be reminded of a similar tale from their own lives. These naturally learned oral skills can be used and built on in classrooms in many ways.
Story is the best vehicle for passing on factual information. Historical figures and events linger in children's minds when communicated by way of a narrative. The ways of other cultures, both ancient and living, acquire honor in story. The facts about how plants and animals develop, how numbers work, or how government policy influences history—any topic, for that matter—can be incorporated into story form and made more memorable if the listener takes the story to heart.
TPR Storytelling (Teaching Proficiency through Reading and Storytelling or TPRS) is a method of teaching foreign languages. TPRS lessons use a mixture of reading and storytelling to help students learn a foreign language in a classroom setting. Many teachers also assign additional reading activities such as free voluntary reading, and there have been several easy novels written by TPRS teachers for this purpose.New experiences are most valuable when there are also opportunities to create new stories. How learners talk about their experiences indicates what they are learning and how the experience is affecting their development. Telling stories is the 'method' that we naturally use to tell others about our experiences. There are, of course, many ways in which a facilitator can intervene in this 'natural' process - and there are many good reasons for doing so. Both 'story-making' and 'story-telling' can be the key to learning from experience. These processes can be enhanced by a variety of 'story-based' reviewing methods. Using story-based techniques helps people to develop the kinds of stories that lead back into their experiences and throw light on their experiences - stories that draw out the power and the meaning and the learning. 
NATURE OF STORIES
What is a story? In essence, a narrative account requires a story that raises unanswered questions or unresolved conflicts; characters may encounter and then resolve a crisis or crises. A story line, with a beginning, middle and end, is identifiable. In Bruner's (1986) words, "[Narrative] deals in human or human-like intention and action and the vicissitudes and consequences that mark their course. It strives to put its timeless miracles into the particulars of experience and to locate the experience in time and place." Stories can bring abstract principles to life by giving them concrete form. We cannot always give students direct experience with psychological concepts, but stories might come close.
A story tends to have more depth than a simple example. A story tells about some event - some particular individuals, and something that happens to them. Stories engage our thinking, our emotions, and can even lead to the creation of mental imagery (Green & Brock, 2000). Individuals listening to stories react to them almost automatically, participating, in a sense, in the action of the narrative (e.g., Polichak & Gerrig, 2002). Bringing all of these systems to bear on the material in your course helps student learning.

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