This is odd as the EFL teachers who use story-telling most are almost certainly the folk teaching kids between 6 and 11 years old. I guess all primary teachers either tell or read stories to their classes.
If you teach small kids then the OUP books by Andrew Wright could really delight you:
Story-telling with Children and Creating Stories with Children
Forgive me for not posting yesterday...I was doing a TT workshop in Cologne Comprehesive School, in Germany, where one in five students have learning handicaps. Impressive place, where they are implementing the principles of COOPERATIVE LEARNING, transposed from the States.
In this,my second-last posting, I want to offer you 5 neat and useful teaching story-telling ideas:
Under STORY-TELLING I also include drawing stories from the students. One thing that human beings of all ages bubble with are stories, anecdotes, snatches of narrative.
You can use this technique at any level for false beginner to advanced. Group your students in 4's and tell them they have just ten minutes to create story. They are only allowed to use seven words but they may use these words over and over again and in different combinations. Also tell them that they need to be ready to recite/act out their story effectively to the whole class. if they are baffled you might want to give them an example:
love....love .........love......love, sweet love, sweet sweet love
When I am going to tell a new story I need to "try it on for size". To do this I shut my eyes and mumble the story to myself. This could be in the bath, it could be while going for a walk, it could be in any situation where I feel in good contact with myself. The first time I mumble the focus is on getting the plot right and not leaving vital bits out. The second mumbling brings descriptive and linguistic enrichment. The third time I mumble I concentrate on voioce, pauses and timings.
Here is neat technique to use with elementary to intermediate students:
I would suggest that deep language learning is bound to happen in the students' minds if the telling of a story is communcatively powerful.
The way I judge the success or otherwise of a stroy-telling lesson is the richness of the elaboration and transformation that takes places within the students.
Here is a classical story-telling technique:
Prepare a story and one that would not normally take more then 3-4 minutes to tell.
Explain to the students that you are going to tell them a story and that their job is to stop you, by asking a million questions about the story! You must answer all the questions however quickly and rudely. Your task is to try and get to the end of your telling!
Voice is a central in all face-to-face teaching
Voice awareness comes into few initial teacher training programmes.
Odd, very odd.......the EFL tradition we take for granted, yes, it is decidedly odd.
If you have a story that you reckon has a strong visual content try and tell it this way:
Go to the back of the class so you are behind the students.
Spring-like sunshine here in Kent, South East England, with the birds singing....am I in the right hemisphere? (This opening may feel meaningless if you live in the Tropics)
I would answer the question in the title with a definitive YES and here is an exercise that focuses the students' minds on speaker intention.