Storytelling

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What were they like?
What did they say to you?
They invite you to go aboard.
Questions: What was the inside of the UFO like?
How many rooms did it have?
Did you see robots?
You take a trip around the Earth with them.
Questions: What was the Earth like from the UFO?
How fast was the ship?
Who drove the ship?
Back here, you tell your parents and friends.
Questions: Where did you land?
What did your parents say?
What did your friends say?
But they don t believe you...
Questions: What did they say to you?
Did you get upset/angry?
. . . until you show them something.
Questions: What did you show them?
What did they say?
56 Text � Sagrario Salaberri Design and illustration � Macmillan Publishers Ltd 1995
CHAPT ER 6 New stories The learner as storyteller
Activity 2
In this activity, the class suggest two words at random and then have to make up a story
about them. (This is what Rodari refers to as fantastic binomia.) The activity works best if
the class is divided into groups.
Example 1: words cat and bus
My cat likes taking buses. The other day&
I saw a cat at the bus stop today&
My cat was ill the other day. I put him in a basket to go to the vet. But on the bus&
Example 2: words girl and tree (adapted from Exercises in the imagination by Rodari)
A girl was taking a walk in the country. She saw an apple tree. The fruit looked good,
so she ate one. Then&
Once upon a time there was a girl who hated trees. When she saw one, she destroyed
it. But one day&
A girl was running about the country when she saw a tree. The tree had a hole. Inside
the hole there were two little squirrels&
Activity 3
In this activity, the class do not simply reply to the hypothetical situation described in the
sentence but write a short story based on it. Here are some possible examples:
Imagine that& you have wings.
you win the pools/lottery/a big prize.
you shrink to be 50 cm high.
you can hear people talking very far from you.
your pets start talking.
your TV shows tomorrow s news.
Activity 4
In this activity, the class tell a story based on a picture or series of pictures. There are
various ways of using pictures:
a series of pictures which suggest a story. Here, it is better to let learners invent a story
individually and then compare.
a single picture or photo of a famous person. Here, the class can work together to
invent an anecdotal story which could have happened to the person or talk about their
life or current interests and activities.
two photos or pictures which appear to have nothing in common. It may at first seem
difficult to construct a story around two unconnected pictures, but it can be done if
some cues are given. (See Activity 2.)
Text � Sagrario Salaberri Design and illustration � Macmillan Publishers Ltd 1995 57
CHAPT ER 6 New stories The learner as storyteller
Drawing a picture from a story is a useful activity for lower levels where the picture can
show how much the class have understood.
Activity 5
Get one group of learners to talk about or invent a surprising story and to write only the
beginning and the ending. The rest of the class have to say what they think happened in
the middle.
Examples
1
Bob, Ann, Rod, Sheila and I went out for a
picnic ........................................................
.................................................................
Finally, the five of us ate only one egg.
2
Lucy, who was learning to play the flute,
got a ticket for the concert ........................
..................................................................
..................................................................
In the end, Lucy played the flute.
3
She saw a thief breaking into my flat .........
..................................................................
..................................................................
At last, she realised she had called the fire
brigade.
4
I wanted to take karate lessons .................
..................................................................
..................................................................
When I finally met them, they were
Japanese.
58 Text � Sagrario Salaberri Design and illustration � Macmillan Publishers Ltd 1995
CHAPT ER 6 New stories The learner as storyteller
Activity 6
It is possible to get the class to tell stories about real objects. Again, it is better to use two
objects and try and link them than to use a single one, unless it is an object which will
create a lot of ideas. The physical contact with unusual objects encourages the class to tell
stories. The objects should be passed round while the story is being told and not simply
held up for the class to look at.
Examples an old alarm clock
a top hat
a foreign coin/note
a ship in a bottle
Activity 7
This activity is based on telling stories about extreme moments. Get the class or the
learners in groups to choose an intense moment they remember having lived through and
then try to retell it.
Examples The most surprising person I ve ever known.
The best present I ve ever had.
The coldest/hottest I ve ever been.
Activity 8
There are some activities which could be called subversive in that they get the class to tell
stories with the roles of key characters exchanged (and therefore their actions,
personalities, etc). For example, in The Lizard and the Damsel it is the lizard who has three
daughters and he wants them to marry humans. In other classic stories, the characters
who are normally good and kind are those who are unpleasant physically and in their [ Pobierz całość w formacie PDF ]

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