TEFL 1
Special topic:Storytelling
Learning outcomes. SWBAT...
Tell a story effectively, using a pre-, while- and post- structure Implement scaffolds to support student understanding Use stories as an occasion to teach functional language Use stories to establish interdisciplinary connections between areas of the curriculum
Our challenge
Adapting our movement story (cuento motor) for the English classroom Read the task instructions on Moodle What questions do you have?
Task 1
How can we use our movement story so that students improve their English language skills? Consider - Useful lexis - Opportunity to develop listening subskills - Decoding practice: look and say, phonics (optional) - Speaking: language chunks In your story teams, fill in a shared document
Demonstration Funnybones
Your teacher will demonstrate a storytelling sequence using the storybook "Funnybones" a) What strategies did he use to facilitate understanding and keep students' attention? b) What lesson stages can you recognize?
Watch
Level: Primary 4
Storytelling techniques
- Narrator's & characters' voices: modulate (pitch and volume)
Let's watch this to learn from the experts
We will use a three part lesson design. What is the purpose of each?
Pre-storytelling
Post-storytelling
While-storytelling
Pre-, While-, Post- design
Pre - storytelling - Engage the kids - Activate their previous knowledge - Make predictions - Pre-teach or review necessary lexis to follow the story While-storytelling - Tell the story! - Develop listening subskills through listen and identify, listen and do tasks Post-storytelling - Feedback on story - Language point
How does this compare to the structure of your cuento motor in Spanish?
Movement story in English: specific language scaffolding
- Kids will be following a story in English
---> they need extra support!How?
- Visual/tactile aids
- Questions to check understanding (constant interaction with ss!)
- Review of necessary lexis
- Clearly model the functional language in the language point
- Other?
Task 2: scaffolding
In your teams, brainstorm on specific scaffolds that you will incorporate in your storytelling design in order to support understanding. Consider - scaffolds in teacher talk and interaction - visual and tactile support
Now you!
Let's try it! Tell your story in class using the techniques we have just learnt Each member of the group needs to participate
Telling a story Group task Assessment checklist in Moodle
References & useful websites
Ellis, G., Brewster J. (2014). Tell it again. British Council. Retrieved from https://www.teachingenglish.org.uk/sites/teacheng/files/pub_D467_Storytelling_handbook_FINAL_web.pdf Heathfield, D. (2014). Storytelling with our students. Delta Publishing Company (IL). UK edition.
Websites
https://www.teachingenglish.org.uk/article/storytelling-benefits-and-tips https://www.teachingenglish.org.uk/article/storytelling
Articles
Click on the icon to read some selected articles about storytelling and reading
2025 Movement storytelling Infantil
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Transcript
TEFL 1
Special topic:Storytelling
Learning outcomes. SWBAT...
Tell a story effectively, using a pre-, while- and post- structure Implement scaffolds to support student understanding Use stories as an occasion to teach functional language Use stories to establish interdisciplinary connections between areas of the curriculum
Our challenge
Adapting our movement story (cuento motor) for the English classroom Read the task instructions on Moodle What questions do you have?
Task 1
How can we use our movement story so that students improve their English language skills? Consider - Useful lexis - Opportunity to develop listening subskills - Decoding practice: look and say, phonics (optional) - Speaking: language chunks In your story teams, fill in a shared document
Demonstration Funnybones
Your teacher will demonstrate a storytelling sequence using the storybook "Funnybones" a) What strategies did he use to facilitate understanding and keep students' attention? b) What lesson stages can you recognize?
Watch
Level: Primary 4
Storytelling techniques
Let's watch this to learn from the experts
We will use a three part lesson design. What is the purpose of each?
Pre-storytelling
Post-storytelling
While-storytelling
Pre-, While-, Post- design
Pre - storytelling - Engage the kids - Activate their previous knowledge - Make predictions - Pre-teach or review necessary lexis to follow the story While-storytelling - Tell the story! - Develop listening subskills through listen and identify, listen and do tasks Post-storytelling - Feedback on story - Language point
How does this compare to the structure of your cuento motor in Spanish?
Movement story in English: specific language scaffolding
- Kids will be following a story in English
---> they need extra support!How?Task 2: scaffolding
In your teams, brainstorm on specific scaffolds that you will incorporate in your storytelling design in order to support understanding. Consider - scaffolds in teacher talk and interaction - visual and tactile support
Now you!
Let's try it! Tell your story in class using the techniques we have just learnt Each member of the group needs to participate
Telling a story Group task Assessment checklist in Moodle
References & useful websites
Ellis, G., Brewster J. (2014). Tell it again. British Council. Retrieved from https://www.teachingenglish.org.uk/sites/teacheng/files/pub_D467_Storytelling_handbook_FINAL_web.pdf Heathfield, D. (2014). Storytelling with our students. Delta Publishing Company (IL). UK edition.
Websites
https://www.teachingenglish.org.uk/article/storytelling-benefits-and-tips https://www.teachingenglish.org.uk/article/storytelling
Articles
Click on the icon to read some selected articles about storytelling and reading