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008			000302s2000 enka b 001 0 eng
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020			_a052163749X (pbk)
035			_a2645353
040			_aDLC _cDLC _dDLC _dUtOrBLW _dJCRC
042			_apcc
050	0	0	_aLB1576 _b.T34 2000
100	1		_aTaylor, Eric K. _q(Kenneth)
245	1	0	_aUsing Folktales / _cEric K. Taylor.
250			_a1st ed.
260			_aNew York : _bCambridge University Press, _c2000.
300			_ax, 302 p. : _bill. ; _c23 cm.
440			_aCambridge Handbooks for Language Teachers
504			_aIncludes bibliographical references (pages 277-286) and indexes.
505			_a"Using Folktales shows how to take advantage of the unique characteristics of folktales to promote language learning. It gives practical ideas on using folktales to: _tgenerate interesting and "fun" listening and reading texts _tdevelop critical thinking _tstimulate talking and discussion _tproduce original writing _taddress grammar in context _texplore cultural similarities, differences, and values _tmeet the needs of multilevel classes _tbuild academic skills
505			_aIn addition to providing over 40 ready-to-use activities and dozens of short stories for all ages and all levels, the book shows you how to adapt the activities to different levels and contexts, and how to create your own activities from scratch. It also guides you to print and Internet sources for additional materials." (Book Cover)
505			_aCONTENTS:
505			_aList of folktales
505			_aPreface
505			_aPart I Theoretical background
505			_a1. What makes folktales so good for language teaching? _tIntroduction _tJust what is a folktale? _tCharacteristics that contribute to easy reading and listening _tCharacteristics that contribute to interest and relevance for both adults and children _tLanguage teaching and the cultural elements of folktales _tIntegrating folktales with any language skill
505			_a2. Some tips for the classroom _tCopying the activities in this book _tOn the levels of the stories in the book _tBuilding a collection of materials over time _tDifferences between reading and telling _tTips on telling stories orally _tBefore you go into the classroom _tRewriting stories _tUsing real objects _tPreparing students for folktales in the classroom _tSources for material _tBuilding a bridge from folktales to other types of literature
505			_a3. Folktales in the multilevel classroom _tThe problem of the multilevel classroom _tAlternative approaches to multilevel teaching _tResponding to the same story with different versions of the same type of activity _tResponding to the same story with extra support for lower-level students _tResponding to the same story with an extra task for higher-level students _tDifferent levels get different stories but do the same type of activity with other students at their level _tDifferent levels get different stories (or parts of stories) and work in mixed-level groups to complete a cooperative activity _tCreating self-access materials for the multilevel class
505			_aConclusion
505			_aPart II The activities
505			_a4. Focus on listening _tDiscussion of story pictures _tOral reading with comments on the pictures _tDrawing pictures based on a story _tPicture-sorting listening activity _tMarking a story's events on a map _tCompleting a timeline
505			_a5. Focus on speaking _tEliciting stories from students _tOral retelling by students _tOral telling with a repeated refrain _tRetellings with cut-out figures _tDiscussion activities _tTelling stories from students' own cultures
505			_a6. Interactive information gaps _tStrip story _tThe ambiguous strip story _tCreating a story from strips _tJigsaw story reconstruction _tMultiple story scramble
505			_a7. Focus on reading _tIndividual reading _tReadings with a focus on grammar _tDealing with unfamiliar vocabulary while reading
505			_a8. Focus on writing _tUsing pictures to introduce story writing _tWriting stories using a list of items to include _tWriting stories using a stack of item cards _tFinishing existing stories _tWriting original stories _tWriting stories in shifts _tCreating a book of student stories
505			_a9. Folktales and language games _tConcentration matching game _tLanguage Jeopardy _tCrossword puzzles to review vocabulary _tCrossword puzzles to practice description and paraphrasing skills
505			_a10. Folktales and drama _tPresenting folktales with drama _tConverting folktales to drama _tMultipart story drama
505			_a11. Building awareness of text structure _tIntroductions, episodes, and conclusions _tThe cyclical story _tProblem/solution stories _tCause-and-effect stories
505			_a12. Developing analytical skills _tEvaluating and summarizing a story _tComparing two or more variants of a tale _tSupport and evaluation activity _tBibliography _tCollections of stories _tFolktale resources intended specifically for ESL students _tBooks about storytelling _tBooks about folktales _tSources for folktales on the Internet _tOn-line discussion groups _tSome longer children's books to consider _tResearch, studies, and other sources
505			_aIndex of stories by culture _tIndex of story themes _tGeneral Index
650		0	_aLanguage arts (Elementary).
650		0	_aEnglish language _xStudy and teaching _xForeign speakers.
650		0	_aTales _xStudy and teaching.
650		0	_aTales _xStudy and teaching _xActivity programs.
830		0	_aCambridge handbooks for language teachers.
856	4	2	_uhttps://www.cambridge.org/us/cambridgeenglish/catalog/teacher-training-development-and-research/using-folktales/ _zPublisher's Website.
942			_2z _cBK