Creative Dialogues Comenius Project CP DE-COMENIUS-C

Transnational dialogue on the Storyline Approach as a learner oriented method for the teaching of a foreign language as a method to solve the problematic transition from Primary- to Secondary language classes

Questions teachers should ask themselves. Do I activate and build upon learners prior knowledge? Do I encourage students to test their hypotheses by questioning and research? Do I use a wide range of learning activities? Do I challenge learners with differentiated tasks? Do I foster a postitive learning atmosphere?

The Storyline Approach….. fits easily into the spiral curriculum is child-centered is an active method and provides authentic language use links basic skills to the real world provides a high degree of motivation (ownership-identification) supports learners of all abilities and of all learning types helps developing working techniques and learning strategies provides a powerful structure gives relevance to the use of up-to-date technology builds up a respectful relationship between teacher and pupil

Structure of a Storyline:HinführungIntroduction(letter,song,game…) PersonenCharacters(family,friends,jobs..)OrtPlace (circus, shops, hotel, school, at home…) EreignisseIncidents (birthday, wedding, accident, burglary..)

Wordbank

Do you know your new words? 1.camera 2.towel 3.passport 4.tickets 5.umbrella 6.suitcase 7.rucksack 8.……………..

Start working on a mind map: journey

Mind map: passport sandals documents shoes boots journey jeans clothes socks

Learners find more interesting words for their mind map: sandals passport boots ticket document maps shoes clothes journey morechocolate jacket jeans games umbrellachewing gum socks pyjamas cards camera comics

2nd step: characters Key question: Do you know somebody who went on a journey? Do you know somebody who is planning a journey? Key impulse: puppet This lady here………… Teaching aims: Working on a dialogue Creating characters (names, family, characteristics….. Making the characters (puppets…) Describing the characters Writing me posters / poems Presenting the characters to the class Role play (taking over the characters identity) Time for : Individual learning Asking classmates, teacher, dictionaries for help Searching the internet Developing all skills

I pack my suitcase:

Writing a text Plan it - do it - check it! Collect ideas Collect words (mind mapping) Collect structures Decide for a text structure Look at a model text Choose the best sentence beginnings, connectives, decribing adjectives….. Discuss the draft, Use your dictionary, ask classmates, ask teacher…

3rd step: Place Key question: Where would you like to go? maps internet catalogues Teaching aims: Find a destination (countries) Tell why it is your favourite (adjectives,sights…) Describe your destination (Poster) Flyer, brochure Planning the journey Means of transport Booking the journey / selling tickets Role play Bying luggage Reading a time table Writing a time table / using the interne Differentiated tasks for all skills Exercises: vocabulary, structures

Where do they want to go?

4th step: Incidents Key impulse: Eric wins a journey for 4 persons! Mrs. Parker misses her train. Mr.Winter ………… ………………………. Teaching aims: Creative speaking Writing letters / postcards Creating (writing) comics / picture stories Role play Working out a tour

Could the learners improve their skills? Listening Reading Speaking Writing