1. Creative Dialogues Comenius Project 112381-CP-1-2003-1-DE-COMENIUS-C21 2003-2006

2. 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

3. 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?

4. 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

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

8. Wordbank

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

10. Start working on a mind map: journey

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

12. 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

13. 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

15. I pack my suitcase:

16. 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…

17. 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

19. Where do they want to go?

20. 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

21. Could the learners improve their skills? Listening Reading Speaking Writing