creative dialogues comenius project 112381 cp 1 2003 1 de comenius c21 2003 2006 n.
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Creative Dialogues Comenius Project 112381-CP-1-2003-1-DE-COMENIUS-C21 2003-2006. 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.

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


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  1. Creative DialoguesComenius Project112381-CP-1-2003-1-DE-COMENIUS-C212003-2006

  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:

  6. Wordbank

  7. Do you know your new words? • camera • towel • passport • tickets • umbrella • suitcase • rucksack • ……………..

  8. Start working on a mind map:

  9. Mind map:

  10. Learners find more “interesting” words for their mind map:

  11. 2nd step: characters • 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 character‘s identity) • Time for : • Individual learning • Asking classmates, teacher, • dictionaries for help • Searching the internet • Developing all skills 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…………

  12. I pack my suitcase:

  13. 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…

  14. 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

  15. Where do they want to go?

  16. 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

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