Technologically and linguistically adventurous EFL teacher, trainer, writer and manager

Posts tagged ‘storytelling’

Reading a short story

This week, my colleague Lesley and I decided to work on a short story with our (two classes of) pre-intermediate students. We chose the Sherlock Holmes story A Scandal in Bohemia. We have four hours a day with them, divided into two two-hour lessons, so we dedicated the afternoon lessons to the story.

This post is intended as a list of ideas for using a short story, rather than a series of lessons you could necessarily follow yourself. If you want to follow it exactly, you need to find an abridged version of the story – I can’t find a suitable one to link to, unfortunately.

Monday

We showed the students pictures of Irene Adler (x3), Dr. Watson (x4) and Sherlock Holmes (x4), in that order, taken from various TV and film adaptations of the story. The students had to describe the people and decide what they had in common. Until they got to the final group of pictures, they didn’t know it was connected to Sherlock Holmes. After each group, we wrote a set of sentences on the board about the characters (the names were added later).

Character sentences

We then brainstormed everything the students already knew about Sherlock Holmes. Of my seven students, one had read a short story and two had seen the film. This is what we came up with:

Sherlock Holmes mind mapAfter this preparation, it was time to start reading the story. I read aloud while the students followed. I stopped on the second page of our abridged copy, so that the students had seen the description of Adler, Holmes and Watson, giving them enough information to add attach the names to the pictures.

To stop the students from trying to understand every last word of the story, I asked them to highlight every word they understood in their copies. This idea was inspired by Kevin Stein and really motivated the students. I put % on the board, and asked them to estimate how much they had understood so far, getting answers from 70-99%. They then worked together to fill in some of the gaps, highlighting any extra words they understood. Estimating the percentage again after this exercise, all of the students raised it. I pointed out that they didn’t need to understand every word to understand the story, but that it’s a good idea to focus on a couple of new words, and this is where we left lesson one.

Turn into and outsmart

Lesley had decided to start from the title, discussing what a scandal was. I never ended up doing this explicitly, but should have done at some point.

Tuesday

On day two we started by recapping what the students remembered from the first two pages of the story. I showed them the Watson/Holmes pictures again, and asked them to decide which Watson assisted which Holmes, based purely on the images. For example, Jude Law with Robert Downey Jr. and Martin Freeman with Benedict Cumberbatch. We talked about how they decided, using clues like the age of the photo and the kind of clothes they were wearing, as well as prior knowledge of the film. This introduced the idea of observation, and linked to a quote I had on the board: “You see, but you do not observe.”

In the next page of the story, Holmes lists four things about Watson which he has observed:

  • Watson is enjoying married life.
  • He has put on weight.
  • He was caught in the rain recently.
  • He has returned to his career as a doctor.

The students had to identify the paragraph where Watson confirmed each observation by writing a key word next to it, which the students decided would be married, fat, rain, job. They were very motivated when they realised this was easy to do, as they had initially said they couldn’t understand.

For the next sections of the story, Lesley and I had prepared pictures taken from screenshots of a YouTube video. I haven’t uploaded these, as I think they are probably covered by copyright. The students had to read the part of the story where the King describes his problem, and match what he said to the pictures. They then worked together to complete a gapped summary of his problem:

Sherlock Holmes gapfillSherlock Holmes completed gapfillFor the last ten minutes, they divided a piece of paper into four and wrote sentences describing everything they knew about the four main characters. For example:

  • Sherlock Holmes: He is observant. He lives at 221B Baker Street.
  • Doctor Watson: He is married. He works with Sherlock Holmes.
  • Irene Adler: She is very clever. She has a photo of the King and her.
  • The King: He wants to get married. He needs Sherlock’s help.

Wednesday

We started by recapping the summary from the end of Tuesday’s lesson. The students were amazed at how much they could remember! They also added to their sentences as we’d run out of time on Tuesday.

The next part was picture-based again, this time with the students predicting what they were about to read about. They  had pictures of Sherlock Holmes in disguise as a tramp, Godfrey Norton arriving at Irene Adler’s house, then leaving, and Adler leaving. There was another summarising gapfill for them to complete at this point.

Once they had checked their answers, they had to guess what would happen next. They were right in suspecting that Norton and Adler would get married, but were surprised when they read and discovered that Sherlock Holmes was the witness!

To finish the lesson, we read about Holmes’ plan to get the King’s photo back from Adler.

By this point, the students were flagging a little, but I told them we would finish the story the next day and they perked up a bit!

Thursday

The students read about how Holmes and Watson put the plan into action. They then watched three short clips from the TV episode, showing:

To finish the story, the students had to say what they thought would happen in the final four pages, then read to check whether they were right or not.

They then started to work on an 8-10 sentence summary of the main events of the whole story, which they had to finish for homework.

Friday

All of the students did their homework 🙂 They worked together to decide which sentences were necessary in the summaries, as some students had written a lot more than eight to ten.

I divided the class into two groups of three/four students each. Each group had to choose any scene from the story and reenact it. They had about 25 minutes to plan what they would say and do (luckily there was a spare classroom next door). They then performed their scene, to much raucous laughter – one student played the King visiting Sherlock Holmes. In the story he is wearing a mask, but she made do with her sunglasses and headscarf, which none of us expected! It was probably much funnier being in the room, but affective filters were definitely lowered! While watching the scenes, the other group had to decide who was playing who, and which part of the story it was. The task wasn’t very difficult, but they had used a lot of English to prepare for it, and they really enjoyed it, as they told me afterwards.

For the final half hour of the week, we played Hot Seat/Backs to the Board, using words taken from the story. We hadn’t really focussed on anything in particular, but words and phrases the students had picked up and started using during the week included: witness, framed photograph, panel (which Adler hid the photo behind), tube (which the smoke bomb was made of), false alarm, observe, Your Majesty…

When I asked them to think back to the first lesson and how they felt when they first looked at the story, the students all said it looked hard, but that now they could understand. There was a great sense of achievement on looking around the room.

Doing it again

I definitely would! And I wouldn’t change much at all – the students were engaged, motivated, and picked up a lot of new language along the way. Hopefully it will inspire them to read a little more in English, and remind them that it’s not necessary to understand every word of something to get the main points. One student did go home and look up all of the unknown words on Monday evening, but that was the only time she did it.

The final lesson was one of the most entertaining I’ve had for a long time. The students were very motivated by the role play, and put a lot more energy into it than I expected. (The role play was included as part of my Delta Professional Development Assignment.)

What other ideas do you have for using short stories in class?

Spanish Train by Chris de Burgh (linking words for fluent speech)

Alright, I admit it. I love Chris de Burgh. And while this is very unfashionable, I’m not ashamed in the slightest!

This week I was doubly grateful to him for providing me with an interesting story for my students to listen to (following on from ‘Story Prompts with #eltpics‘ last week) and a way to revise linking words when speaking quickly.

I showed the class the first slide of the presentation and asked them to decide what the story of the song is. They had to include something about all of the pictures in their story.

Once they had shared the stories, they listened to the song to find out who had the closest version. (The link in the presentation should take you to the video below)

I then showed them the pronunciation slides and elicited the rules.

Finally they practised saying lines from their own copies of the lyrics.

As their homework, they should find a poem or song of their own and record it, paying particular attention to the linking sounds.

Other ‘story songs’ by Chris de Burgh that you might find interesting include:

Enjoy!

Story Prompts with #eltpics

In April 2010 I attended a talk by Laura Patsko at the IH Prague Conference about storytelling in an adult classroom. This week I finally got round to adapting it to make use of some #eltpics (pictures for teachers by teachers which can be used under a Creative Commons licence) and thought I would share the presentation and the lesson plan with you. Feel free to use it however you like. (My context was an Advanced group, but it could be used with other levels)

I showed them the first slide of the presentation and told them we were going to look at six pictures and talk about the ideas in the word cloud. I copied the cloud onto each picture so that they would have some ideas.

Once they had talked about each picture and I had given them any extra vocabulary they needed, they voted on the most interesting picture. I copied and pasted it onto the final slide, right-clicked on it and chose ‘send to back’. We were revising narrative tenses, used to and would, hence the orange box, but you could change it or delete it entirely.

I told the class to imagine that this picture was an image taken from the midpoint of a film. They were going to create the story of the film. Half of the class worked on the story leading up to the picture, the rest worked on the story after the picture. They were allowed to take a few notes, but could not write out the whole story.

After about fifteen minutes I then reorganised the groups. Each new group had one ‘beginning’ student and one ‘ending’ student. They then had to put their halves together to create one logical complete story.

The final step in the process was for each pair to tell their story to the group. I recorded it using Audacity and emailed it to the students after class. Next week we will focus on their use of narrative tenses, used to and would based on the recordings.

One-to-one variation

I also (unintentionally) taught the same lesson 1-2-1 when only one student turned up from a class of five! We followed the same process, but got through it much faster, finishing all of these steps in about 30 minutes. Once we’d recorded the story, the student then typed out what she had said. We then went through a series of drafts, each time focussing on one or two changes, for example tenses, punctuation and choice of vocabulary. This is the document we produced based on the picture of the two girls at the castle door:

What worked

  • The students found the pictures interesting and were motivated to discuss them.

  • They enjoyed being able to create their own stories.
  • They used their English in a natural way, so it recording their stories really showed the areas which they need to focus on.
  • In the 1-2-1 lesson, the student was given an intensive personalised focus on her errors. She also learned about punctuation in a relevant way, particularly the punctuation of speech (which I personally find can be difficult to teach/learn)
What I should change
  • At the beginning of the lesson I should have introduced the idea of storytelling in more detail. We could have talked about why we like stories and what a good story requires.
  • With more time we could have created more detailed stories, adding in information about the characters, using more adverbs etc.

If you choose to use this lesson (and even if you don’t!) please let me know what you think and if you have any suggestions to improve it.
Enjoy!

Tag Cloud