Why should you use storytelling to teach English?

Richard Cleeve
Children sat outdoors reading a book together
Reading time: 5 minutes

Stories can make us laugh, cry or tremble with fear. They can teach us valuable life lessons and transport us to other worlds. They've been around since the beginning of language itself, but can they actually help us learn a language?

Stories are one of the most useful tools when teaching children English. Not only do they help with listening and reading skills, but they can also support speaking and writing skills by providing context, language and structure. 

Very young learners may already be familiar with stories – they may hear them in daycare, school or at home with their parents. Therefore, incorporating these into their language classes may help them to feel more comfortable in their surroundings. And if children feel comfortable, they are more likely to be receptive to learning. 

Storytelling usually happens as part of a group in the classroom. This means that it becomes a bonding activity for children where they can communicate and subconsciously pick up the key language. While having fun listening and interacting with the story, they soak up information without even realizing they’re learning.

So, what storytelling activities can we use with young learners? Let’s find out. 

Practical activities for storytelling with young learners

Often, we think of storytelling simply as reading a book aloud to children. Yet, there are other activities you can do. These include:

1. Choral repetition

To get young children interacting with the story, first read out a sentence alone. Then, have the children repeat the line with you as a group. Repeat as many times as necessary, until the children feel confident with the language. 

2. Individual repetition

If your learners are happy to, ask them individually to repeat the sentence after you. Make sure each one has a turn and praise them for being brave and trying to use the language. 

3. Play acting

An activity that works well with children is to act out the story’s characters. For example, there may be animals, fairies, monsters or other exciting characters that they can each act. 

Ask them to make the noises of the animals, the wind, or the scenery to create an atmosphere while you read. This gets them interacting with the story and the rest of the group, which will help their communication and listening comprehension skills. 

4. Use puppets or dolls

Young learners react particularly well to visual aids and realia. Why not use puppets or dolls to act out the characters, or even ask students to have a go with them? They will engage more with the story and the language.  

5. Dive into the pictures

Children’s story books are usually quite visual with illustrations and pictures. Make the most of these while telling the story. Try asking students questions about the images to get them using the vocabulary. 

You could ask them, “what can you see?”, “what’s he wearing?” or “can you find an apple?”. This is another great way to reinforce the vocabulary they’re learning in class. 

Use these activities individually or incorporate a mix into your lessons. Either way, storytelling will help your learners with more than just developing their English language skills. 

Storytelling with adult language learners

While we often think of storytelling as a pastime for children, it can also be a useful language learning activity for adults. 

Stories are part of our daily lives, from news to social media to books and movies. Therefore, they can be extremely beneficial tools for English language learning. 

Yet, the way we approach storytelling as a class activity for adults differs to that of young learners. While we typically read fairy tales to young children, we can bring in a much wider range of content for adults, such as:

  • News stories – There may be a current news story that learners are interested in. Ask them to bring in an article to retell in class.  
  • Traditional folk stories – Ask learners what traditional folk tales or ghost stories they were told as children growing up in their hometowns. This can be really interesting for both language and cultural awareness.  
  • Personal life stories – Our lives are a series of short stories that can make for very interesting reading. You can either ask students to share stories in class orally or have them write up a “chapter” from their lives to tell the class. It could be something funny that happened to them or an anecdote from their childhood, for example. 
  • Movie plots – Ask students what their favorite movies are and have them either tell the group the summary of the plot or write it up to share at the end of the lesson.
  • Advertisements – There are some fantastic advertisements which tell mini stories in under three minutes. Have students choose one, show it to the class and discuss it as a group. 

Storytelling can be a wonderful language learning tool for both children and adults. If you’re looking for a new way to engage, inspire and motivate your learners, why not try it in your next class? 

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    By Charlotte Guest
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    A new calendar year offers a natural reset, an opportunity for your learners to pause, look back and lean forward with purpose. Reflection isn’t just a feel-good exercise; it’s a powerful learning accelerator. It helps students consolidate knowledge, develop metacognition and set actionable goals. It also helps you, the teacher, gain insights into what’s working, what needs adjustment and how to sustain momentum. Below are activities that fit into real classrooms and real schedules, with variations for different age groups and subject areas.

    Why start with reflection?

    Reflection builds self-awareness and agency. When students name what they’ve learned and where they want to grow, they’re more likely to persevere and achieve. For you, structured reflection provides a clearer picture of learning gaps and strengths, enabling intentional planning. Think of these routines as small investments that pay off in greater engagement, clearer goals and smoother instruction all year long.

    Quick wins you can do in one class period

    Rose–Thorn–Bud

    • Purpose: Recognize successes ("rose"), challenges ("thorn") and emerging opportunities ("bud").
    • How-to: Give students three sticky notes or three boxes on a digital form. Prompt: “One thing that went well last term”, “One challenge I faced”, “One idea I want to try”.
    • Teacher moves: Sort responses to identify class-wide trends. Celebrate roses. Normalize thorns with a growth mindset. Turn buds into a short list of new strategies to try together.
    • Variations: Pair-share for younger grades; content-specific (rose = strategy that helped with fractions, thorn = multi-step problems, bud = practice with word problems).

    Start–Stop–Continue

    • Purpose: Turn reflection into immediate behavior and study habits.
    • How-to: Ask students to list one habit to start, one to stop, and one to continue this term. Provide sentence stems: “I will start…”, “I will stop…”, “I will continue… because…”
    • Teacher moves: Have students star the one they’ll commit to this week and set a check-in date. Invite a brief self-assessment after two weeks.
    • Variations: Subject-specific (start annotating texts, stop cramming, continue reviewing notes nightly).

    3–2–1 Learning snapshot

    • Purpose: Capture key learning quickly.
    • How-to: Prompt with “three concepts I understand now”, “two questions I still have” and “one resource or strategy that helped me learn”.
    • Teacher moves: Use the “two questions” to plan mini-lessons or office-hours topics. Share a class list of “one resource” to build a peer-sourced toolkit.
    • Tools: Paper exit tickets or a quick digital form, whatever is easier and quicker for you. 

    Peer reflection interviews

    • Purpose: Build belonging and metacognition through conversation.
    • How-to: In pairs, students ask: “What’s one thing you’re proud of from last term?”, “When did you feel stuck – and how did you get unstuck?”, “What’s a goal you have for this month?”
    • Teacher moves: Teach active listening (eye contact, paraphrasing) and capture themes. Close with a 2-minute write: “One insight I gained from my partner.”
    • Variations: Record short audio or video reflections for classes using multimedia tools.

    Two stars and a wish (Portfolio refresh)

    • Purpose: Reflect using evidence.
    • How-to: Students choose two artifacts from last term to highlight ("stars") and one area to improve ("wish"). They attach a brief reflection: what it shows and why it matters.
    • Teacher moves: Model with your own sample. Provide a rubric for reflective depth (specificity, evidence, next steps).
    • Variations: Early grades can draw or use photos; older students link to digital artifacts.

    Deeper dives for week-one routines

    Personal learning timeline

    • Purpose: See growth over time and connect effort to outcomes.
    • How-to: Students draw a timeline of the term: key topics, pivotal moments, breakthroughs, setbacks and supports that helped. They mark future milestones: “By Week 4, I will…”
    • Teacher moves: Guide students to identify strategies that worked (study groups, retrieval practice), then add them to their plan. Create wall or digital gallery for optional sharing.
    • Extension: Have students revisit the timeline mid-term to add new milestones.

    Goal-setting conferences

    • Purpose: Craft specific, measurable goals with support.
    • How-to: Provide a short goal sheet: “My priority skill”, “Evidence I’ll use”, “Daily/weekly actions”, “Support I need”, “Check-in date”.
    • Teacher moves: Rotate through 3-minute conferences to coach students toward clarity and feasibility. Encourage process goals (such as practicing 10 minutes daily) alongside performance goals.
    • Variations: Small-group coaching if individual conferences aren’t feasible; student-led with peer feedback for time efficiency.

    Class norms refresh (Community agreements)

    • Purpose: Re-center your classroom culture.
    • How-to: Invite students to propose two norms that helped learning and one to adjust. Synthesize into 5–7 concise agreements.
    • Teacher moves: Co-create routines that enact the norms (silent start, exit reflections, peer tutoring). Post and practice with brief weekly check-ins.
    • Equity lens: Ensure norms protect voice and belonging, not just compliance.

    Make it stick: Implementation tips

    • Keep it short and regular. Even just 5–10 minutes a week builds powerful habits.
    • Use sentence stems to reduce cognitive load: “A strategy that helped me was…”, “Next time I’ll try…”
    • Celebrate progress. Highlight student reflections that show growth, not just perfection.
    • Close the loop. Bring reflections back into instruction: “I noticed many of you asked about synthesizing sources—let’s start with a mini-lesson.”
    • Make it visible. A reflection wall or digital board keeps goals at the forefront.

    Inclusive informed considerations

    • Offer multiple modalities: writing, drawing, audio or a private form. Choice increases safety and authenticity.
    • Normalize struggle and curiosity. Use language that validates effort: “Challenges are data, not defects”.
    • Protect privacy. Invite, but don’t require, public sharing. Summarize themes anonymously.

    Using tools you already have

    Many of you use courseware, dashboards and assessment reports. Use them to ground reflection in evidence:

    • Pull a quick progress report to anchor 3–2–1 reflections in actual performance trends.
    • Use item analysis to identify common thorns and plan targeted practice.
    • Invite students to look at their data with you during goal-setting conferences.

    A quick start plan for week one

    • Day 1: Rose–Thorn–Bud plus a short norms refresh.
    • Day 2: 3–2–1 Learning Snapshot tied to last term’s key skills.
    • Day 3–4: Goal-setting conferences; peers do Two Stars and a Wish.
    • Day 5: Personal Learning Timeline and a brief share-out; set check-in dates.

    Reflection is a powerful tool. Begin small, stay consistent and let students’ feedback guide you. With clear prompts, support and the right tools, including Pearson’s, you can turn New Year’s energy into steady progress for your class.

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    Putting inquiry-based learning into practice with young learners
    By Jeanne Perrett
    Reading time: 5 minutes

    What are the benefits of inquiry-based learning?

    Inquiry-based learning is all about using questions to generate interest. Starting a class with a question helps young learners engage with the topic straight away. Introductory questions can be big or small, and here are some examples of big questions: 

    • What makes someone a hero? 
    • Why do we go to school? 
    • Why do people live in cities? 

    These open questions get students thinking about lots of different aspects of each topic. However, small questions can work as well: 

    • What is your favourite superhero called? 
    • Do you like your school? 
    • Do you live in a village or a city?

    These closed questions don’t necessarily lead to further discussion. However, they are a way to introduce a topic and give learners an easy way to contribute without the pressure of getting an answer right or wrong. 

    When students are invited to share their opinions, they feel that their contributions are valuable. It also lets the teacher gain insight into what the learners already know. 

    How can we help students explore big questions?

    Inquiry-based learning can support students to answer these big questions in an easy and satisfying way, including:

    • Making notes on their ideas, or drawing a sketch
    • Working in pairs or groups to share ideas
    • Using a bulletin board

    A bulletin board fits in well with the concept of inquiry-based learning. The teacher pins a big question to the center and then encourages learners to add their notes, sketches and ideas to the board. 

    Because there are many possible answers to the big questions, it’s important to emphasize that learners can change their minds as they learn more: after all, that’s the whole point of learning.

    The Now I Know! series follows this structure. Each unit has language aims based around a big question to get learners thinking more deeply.

    How can inquiry-based learning work in practice?

    You can put it into practice in your own classroom by starting off with a topic, and then thinking of a big question to get things started. So, for example, if your topic is outer space, your big question could be: Why do we explore space? 

    That will get your students thinking and sharing their knowledge about space travel, moon landings, astronauts, aliens – you might be surprised at some of their answers. Ask them to write notes, do a sketch or do a mind map, then pin their contributions to your bulletin board. 

    There are lots of options for follow-up activities: 

    • Assign pairs a planet from the solar system to research
    • Share an interesting fact about an unnamed planet and encourage students to research which planet it is
    • Allow students to play to their strengths: one student can draw the planets and another can name their order from the sun (for example)
    • Create a game: get learners to write two false facts and one true fact about their planet, and the rest of the class has to guess which is which

    Once you’ve piqued their interest and the students are excited about the topic, it’s time to channel that enthusiasm into a more focused activity. For example, you could introduce the story of the Golden Record on the Voyager space probe. At the time of the Voyager launch in 1977, a phonograph record was included onboard which contained, in the words of then-president Jimmy Carter, “a present from a small, distant world, a token of our sounds, our science, our images, our music, our thoughts and our feelings.” The record included music from different cultures, greetings in 55 languages and sounds of the natural world. There were also 115 images of life on Earth, many annotated with explanations. 

    Bring it back to inquiry-based learning, and instead of telling students what is on the record, ask them what they think might have been included. Again, they can add their ideas to the bulletin board. 

    Follow-up activities could include: 

    • Making their own recording for an interplanetary space voyage
    • Doing a sound quiz where students record sounds and ask their classmates to guess what each sound is 
    • Making a modern playlist for aliens to listen to 
    • Taking photographs of their daily lives and adding comments, just as the NASA committee did, and doing more research into the Voyager space probe
    • Checking its progress through interstellar space on the NASA website

    This is just one example of a topic, but any topic can be treated in the same way. If you, as a teacher, share your curiosity and enthusiasm with your students, they’ll pick up on that and become enthused in turn.

    How do we nurture enquiring minds?

    The spirit of enquiry is one of the most important things we can instill in our young learners. Inquiring minds are innate - just think of the way toddlers ask “Why?” about everything. The mistake that adults can sometimes make is to reply to the ‘why’ questions with an answer, when actually, sometimes children just want to have a discussion. 

    As educators, it’s important to reply to children’s questions by opening up a discussion, no matter how abstract the question. For example, if a toddler asks something like “Why a leaf?”, you can expand that conversation to talk about colours, trees, nature, things that grow... the possibilities are endless. 

    In fact, this is our main role as educators: to facilitate and continue those conversations, to pique our learners’ curiosity, to share our enthusiasm and wonder rather than simply teach the correct answer.

    Show your students that you don’t have to find immediate answers, that there’s no such thing as a silly answer. It’s okay to wonder and muse. In your lessons, focus not on giving students the answers but on equipping them with the tools to research and find them themselves. In this way, you’ll create lifelong learners with a passion for education.