Working as a teacher can often be very difficult. There are not just the questions of how to structure the lesson or motivate the students, but also whether or not the various topics are accepted by them and helpful in learning a language. In his book “The Folktale” Thompson points out that, “The teller of stories has everywhere and always found eager listeners.” As a result, folktales seem to be incorporated very easily into a lesson.
In this paper, I want to look at the use of folktales in a classroom, where English as a second language is being taught. First of all, however, I want to consider the definition of folktales and explain the hidden subtypes behind the term. Apart from looking at the origins of a folktale, or folklore in general, I want to take a look at their function. Later on, I will also discuss the reasons for using these in school. Finally, I want to provide the reader with a variety of activities that combined can be used with reading folktales.
Inhaltsverzeichnis
- Introduction
- The Folktale
- Definition and Subtypes
- History
- Origins
- Functions
- Reasons for using folktales in school
- Using folktales in language lessons
- Focus on listening and speaking
- Focus on Reading
- Focus on writing
- Focus on pronunciation
- Folktales and language games
- Conclusion
- Bibliography
Zielsetzung und Themenschwerpunkte
This paper aims to explore the use of folktales in English as a Second Language (ESL) classrooms. It examines the definition and subtypes of folktales, their origins and functions, and provides reasons for their use in educational settings. The paper also offers a variety of activities that can be used with folktales in language lessons.
- Definition and Subtypes of Folktales
- Origins and Development of Folktales
- Functions of Folktales in Society and Culture
- Benefits of Using Folktales in ESL Classrooms
- Practical Activities for Integrating Folktales into Language Lessons
Zusammenfassung der Kapitel
The introduction highlights the challenges of teaching English as a second language and emphasizes the potential of folktales to engage students. It outlines the paper's structure, focusing on the definition, history, functions, and pedagogical applications of folktales.
The chapter on "The Folktale" defines the term and explores its various subtypes, including legends, myths, fables, parables, allegories, fairy tales, and ghost stories. It discusses the cultural universality of storytelling and the commonalities found in different forms of folktales.
The "History" chapter delves into the origins of folktales, tracing their development within the broader context of folklore. It examines the influence of romantic nationalism and the role of early collectors like the Brothers Grimm in shaping our understanding of oral traditions. The chapter also explores the geographical distribution of folktales and the theories surrounding their origins.
The "Functions" chapter examines the various roles that folktales play in society and culture. It highlights how folktales explore universal themes, explain natural phenomena, reflect social and cultural values, and provide moral instruction. The chapter also emphasizes the entertainment value of folktales and their ability to connect with audiences on an emotional level.
Schlüsselwörter
The keywords and focus themes of the text include folktales, English as a Second Language (ESL), language teaching, storytelling, oral traditions, cultural diversity, cultural understanding, educational resources, classroom activities, listening comprehension, reading comprehension, writing skills, pronunciation, language games, and pedagogical applications.
- Citation du texte
- Margarete Misch (Auteur), 2008, Teaching Folktales, Munich, GRIN Verlag, https://www.grin.com/document/114381
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