Much depends on how the students react, and what questions they ask. As a result, the presentation takes on the spirit of an improvisational performance. A teacher without the time, interest or inclination to absorb the story well enough to tell it could simply read it from the script and ask the questions which are supplied. A scrutiny of the questions that I ask as I tell the story shows that they are different from the conventional comprehension questions found at the bottom of a reading passage. Those questions usually require a student to regurgitate a piece of information from the text, most often to review a vocabulary item or practice a grammatical pattern.
Prediction allows students to guess about the ongoing plot of the story.
With these sorts of storytelling questions, there are no right or wrong answers. As a result, students are more apt to participate. Unlikely students turn out to have uncanny predictive abilities, to be experts in one field or another, or to have had unusual and interesting experiences. This is one of the few times in my class when students are actually interested in what a classmate is saying. This keeps the students guessing until all have participated.