Stories and Fairy Tales



Child´s approach
•retell the same fairy tale again
•correct the teller and offer prompts
•
•Later on read the fairy tales yourself

Mental processes
•imagining
•predicting
•recalling
•building own values
•making judgements
•identifying with our own experience.
•

Fairy tales train
•Thinking strategies
•Language
•Knowledge of other subjects (maths, science, history, geography, art and craft, music and drama)
•

Kinds of stories
•traditional stories
•picture stories
•animal stories
•fantasy stories
•everyday stories
•humorous stories
•rhyming stories

The choice of stories
•is affected by what we want to teach, train:
•
•Vocabulary, grammar, pronunciation
•Listening, speaking, reading, writing

Story-teller´s support
•real objects
•drawings on the board
•flashcards
•illustrations and pictures in the books
•miming, facial expressions and gestures
•opposites
•context
•translation

When story-telling:
•read slowly and clearly
•use your voice (varied pace and tone )
•comments could be given to illustrations
•act
•

When story-telling:
•read slowly and clearly
•use your voice (varied pace and tone )
•comments could be given to illustrations
•act
•

Storytelling is rather an additional than an ordinary part of teaching.



Some activities with stories:
•Logical sequence
•T/F sentences
•Completing a story
•Choosing a picture

Cinderella
The Little Red Riding Hood
The Enormous Turnip
Ali Baba and the Forty Thieves
Beauty and the Beast
The Emperor's New Clothes
The Frog Prince
Snow White
Jack and the Beanstalk
Goldilocks and the 3 bears
Sleeping Beauty