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Once upon a time : using stories in the language classroom /
Stories can provide a highly motivating, engaging and realistic source of genuine language interaction in the classroom. They are 'living language' in which the teacher (or student storyteller) becomes the source of language, and the listeners are actively involved in understanding. The...
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| Format: | Printed Book |
| Sprog: | English |
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Cambridge [Cambridgeshire] ; New York :
Cambridge University Press,
1983.
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| Fag: | |
| Online adgang: | http://www.loc.gov/catdir/description/cam022/83005356.html http://www.loc.gov/catdir/toc/cam029/83005356.html |
| LEADER | 04571cam a2200301 a 4500 | ||
|---|---|---|---|
| 008 | 830329s1983 enka b 000 0 eng | ||
| 010 | |a 83005356 | ||
| 020 | |a 0521252695 | ||
| 020 | |a 0521272629 (pbk.) | ||
| 082 | 0 | 0 | |a 428.34 |2 19 |
| 100 | 1 | |a Morgan, John, |d 1944-2004. | |
| 245 | 1 | 0 | |a Once upon a time : |b using stories in the language classroom / |c John Morgan and Mario Rinvolucri. |h English |
| 260 | |a Cambridge [Cambridgeshire] ; |a New York : |b Cambridge University Press, |c 1983. | ||
| 300 | |a viii, 120 p. : |b ill. ; |c 24 cm. | ||
| 500 | |a A wide range of motivating and engaging stories from many cultures and sources. | ||
| 504 | |a Includes bibliographical references. | ||
| 505 | |a Section 1: Telling a story -- The hunchback -- The river -- Section 2: Stories and follow-ups -- Revenge questions: The inventor -- King Caliban -- Theme pictures: Kacuy -- For beginners: Mrs Peters -- Taking roles: The bear that wasn't -- Theme words: Jack and the beanstalk -- Discussion: Peacocks -- Freyfaxi -- Shapes and characters: Rumpelstiltskin -- Completion: The two sons -- Yvonne -- Story to poem: Willow -- The singing mushrooms -- In new clothes: The piper of Rome -- Birth order: The Billy Goats Gruff -- Problem stories: The two doors -- Unexpected -- A serial story: The sign of the broken sword -- Story to picture: An anecdote -- Section 3: Retelling -- Parallel stories: Seguin's goat -- The cat that walked by itself -- The three bears -- Lazarus -- Storymaking and retelling: Two friends -- Fairy stories in the news: Bluebeard -- The python -- In old clothes -- Techniques: Stories. Section 4: Before I begin ... -- Grammar practice: Goldilocks -- Three wishes -- The three little pigs -- Theme sentences: Brontsha the Silent -- A picture starter: Gelert -- The pigeon -- Picture rose: The quarryman -- Section 5: Co-operative telling -- In the language lab: The unicorn -- Two brothers -- Group story: The ghost -- Dictation: The seventh rose -- No name woman -- Scene to story: The dragon of Nara -- A story from four words -- Three item stories -- Random story -- Picture composition -- Dictogloss: Solomon's judgement -- The forced burglar -- Section 6: Students' stories -- Mumble, listen, tell -- Comprehension questions: The giant tortoise -- Spoof stories: Cambodian soupstone -- Air travel -- Story of the film -- Love stories: Rapunzel -- From beginnings ... : Frog in a well -- Grandpa -- Three-wheeler -- ... to endings: Wild cat -- Objects tell stories -- Doodlestrips -- Triple stories -- Section 7: From the past -- Photos -- Yesterday -- Time-travel mirror -- It happened to me -- Techniques: Stories -- Fire stories -- Hiding things -- Heroes and heroines -- Stories from jobs: The carpark attendant -- Shame: The orchard. Section 8: Vanishing stories: God in a matchbox -- Section 9: Revision -- A story you really liked -- Music -- Doodlestrip review -- Section 10: Story pool -- Snow -- The pullover -- Honour -- The figtree -- Ivar -- In the cellar -- The donkey -- Oogledeboo -- The man, the snake and the stone -- The baby -- The husband -- Enkidu -- Ophir -- A horse race -- The wisdom of the world -- The princess and the pea -- The poem -- An old man -- Ants -- The magic barrel. | ||
| 520 | |a Stories can provide a highly motivating, engaging and realistic source of genuine language interaction in the classroom. They are 'living language' in which the teacher (or student storyteller) becomes the source of language, and the listeners are actively involved in understanding. The authors argue from experience that almost everyone can tell stories convincingly, especially given an outline to work from. A very wide range of these outlines, from many cultures and sources, are provided. These can be used by the teacher as a resource for a variety of activities for students from beginner to advanced levels, including listening comprehension, grammar practice, oral production and fluency practice, but above all for exposure to real spoken language. | ||
| 650 | 0 | |a English language |x Study and teaching |x Foreign speakers. | |
| 650 | 0 | |a Activity programs in education. | |
| 650 | 0 | |a Storytelling. | |
| 700 | 1 | |a Rinvolucri, Mario. | |
| 856 | 4 | 2 | |u http://www.loc.gov/catdir/description/cam022/83005356.html |
| 856 | 4 | 1 | |u http://www.loc.gov/catdir/toc/cam029/83005356.html |
| 906 | |a 7 |b cbc |c orignew |d 1 |e ocip |f 19 |g y-gencatlg | ||
| 942 | |c BK | ||
| 999 | |c 360027 |d 360027 | ||
| 952 | |0 0 |1 0 |2 ddc |4 0 |6 428_340000000000000_MOR_O |7 0 |9 418200 |a SDE |b SDE |c ST1 |d 2021-08-11 |g 175.00 |i 2113 |l 0 |o 428.34 MOR/O |p SDE2113 |r 2021-08-11 |w 2021-08-11 |y BK | ||