1. Spoiler alert! Please do not open your photocopy pack! Thanks.

2. Storytelling and Language Development: memorable contexts, memorable language Alan Marsh Malta October 2015

4. Advantages of ‘live listening’: teachers telling stories, jokes, personal experiences Active/interactive listening. You can see the speaker Realworld listening, not classworld listening Can embody features of language which learners can unconsciously pick up … … and/or which the teacher can go back to/raise consciousness about Teacher can modify / reformulate as they go along Learners enjoy being told good stories, anecdotes and jokes (like everybody else) Learners enjoy listening to their teachers – as long as its purposeful and interesting

5. Tell it rather than read it! An outline or skeleton of the story: main points Stresses – ‘punch’ the important words: voice and body Pauses – at key moments Sit up or stand up Expression, mime, and gestures (mirror!) Adopt different voices: high/low, soft/harsh, etc. Speak slowly - enjoy the sound of the words Keep eye contact: ‘work’ your audience Be confident : beginning and finishing Don’t rush it, enjoy it

6. Fishing on the ice

7. Your turn

8. Over to you Read through your joke (only yours) Read again and underline key parts Write a skeleton outline Rehearse it in your head: prepare to tell it to someone else –without looking at the joke Joke 1: Penguins page 3 Joke 2: 40 Dayspage 9

9. Need for a language focus Listening skills – great! Yes, implicit learning …but … Need for an explicit focus. Memorable context… …Memorable language

10. Focus on an embedded language point Step 1: Problematise to facilitate ‘noticing’ Step 2 Familiarise to feel more comfortable

11. Step 1: Facilitating ‘noticing’ Problematise: “Do you see that tree over there? Well, … I didn’t!”

12. Getting familiar Person 1 I like football Person 2Agree: So do I or Disagree: I don’t Person 3Agree with Person 2: So do I or neither do I Disagree with Person 2: I don’t or I do I watched TV last night I’d like to live in Rome

13. Your turn

14. Problematise We finished it in only 40 days and on the box it said …. 5-9 years!” It took us only 40 days and on the box it said …. 5-9 years!”

15. Getting familiar They finished it in 40 days It took them 40 days. I finished it in two weeks It took me two weeks. He finished it in three hours It took him three hours. She finished the job in four days. It took her four days.

16. Problematise A man drives into a petrol station to ____________________ A man drives into a petrol station to have his tank filled up.

17. Getting familiar 1Someone washed his car for him. He had his car washed 2Someone painted his house for him. He had his house painted. 3Someone tattooed her arm for her. She had her arm tattoed.

18. Problematise (a bit of spoken grammar) “­_________, I did,” says the driver, “and we really enjoyed it. Today, I’m taking them to the circus.” “Actually­, I did,” says the driver, “and we really enjoyed it. Today, I’m taking them to the circus.”

19. Getting familiar A: (To Gianni) “Your name’s Mario, isn’t it?” B: Well, actually, [it isn’t.] It’s Gianni. A: “You’re from Germany, right?” B: [No, that’s not right. I’m from Austria.] Well, actually, [I’m not.] I’m from Austria. Maria is Italian and doesn’t like pizza. A: (To Maria). “You’re Italian so I suppose you love pizza.” B: Well, actually, [I don’t.] I never eat it. Hans went to the cinema yesterday. A: “So Hans, you stayed at home yesterday, didn’t you?” B: Well, actually, [I didn’t.] I went to the cinema.

20. Problematise: What do they have in common? 1Sir certain circus 2 walk short order jigsaw 1 Sir certain circus / ɜ :/ 2walk short order jigsaw / ɔ :/ Warm and worm?

21. Getting familiar: sort them out! Pair off these words 1. / ɜ :/worm2 / ɔ :/ warm purr call err paw yearn awe curl walk fur/fir saw Sir four work ward word yawn

22. Getting familiar: sort them out! Pair off these words 1. / ɜ :/worm2 / ɔ :/ warm purr paw err awe yearn yawn curl call fur/fir four Sir saw work walk word ward

23. What comes next? Acknowlegement: Seth Lindstromberg

24. What comes next? Good pauses Double slashes show good places to pause: Once upon a // time, a long time //ago, there was a beautiful // princess who lived in a // castle made of black // stone with her parents, the king and // queen.

25. Double slashes show bad places to pause: Once upon a time, a long time ago, there was a // beautiful princess who lived in a castle// made of black stone // with her parents, the king and queen.

26. What comes next? Adam learns some vocabulary

27. Language focus: Problematise He explains him what is a hill. He explains him what is a river. He explains him what is a cave. “What means ‘reproduce’?” He asks what does mean ‘reproduce’. I want that you do something for me. I want that you reproduce.

28. Problematise 1 He explains him what is a hill. He explains what a hill is. He explains him what is a river. He explains what a river is. He explains him what is a cave. He explains what a cave is. He asks what does mean ‘reproduce’. He asks what ‘reproduce’ means. Explain/Ask + wh-word + subject + verb (no interrogative forms)

29. Problematise 2 I want that you do something for me. I want you to do something for me. I want that you reproduce. I want you to reproduce. I want + object pronoun + full infinitive

30. Getting familiar

31. Correct the teacher! He explains him what is a hill. Oh no! He explains what a hill is. He explains him what is a river. Oh no! He explains what a river is. He explains him what is a cave. Oh no! He explains what a cave is. He asks what does mean ‘reproduce’. Oh no! He asks what ‘reproduce’ means. Explain/Ask + wh-word + subject + verb (no interrogative forms)

32. A Zen Story: The Cup of Tea

33. What comes next? Read your part Read slowly and clearly Use mime and gestures Leave pauses. Give feedback. Don’t wait for more than 5/6 seconds before giving the word Partner A: Prepare page 5 Partner B: Prepare Page 6

34. Problematise ghinelent enlighten From adjectives to verbs: use a dictionary! large high low wide flat short long hard soft tight sure loose sweet

35. large enlarge high heighten low lower wide widen flat flatten sweet sweeten

36. short shorten long lengthen hard harden soft soften tight tighten sure ensure loose - loosen

37. Just one more …

38. Eye Idioms

39. Storytelling and Language Development: memorable contexts, memorable language Alan Marsh Malta October 2015

40. If you want these slides … www.alanmarshelt.com You can email me at: alanmarshinmalta@gmail.com Mob: +356 994288447 Thank you!