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  1. 1. PATRAS 2010 About Good Language Learning
  2. 2. Example Character stories (A2 – B2) Phase A: Intro • Handout sample CV. Students read, name criteria, collect criteria • Handout style sheet for CV • Students fill biographical data into style sheet (including pictures). • Students present: My name is… years old … born in … • Students may ask about the character Phase B: Creative Writing I • Students write a story about the character • Students listen to the stories /give a feedback Phase C: Creative Writing II • Two / three students write a story in which all characters are involved • Stories are read out • Students give feedback on the stories (content, structure …) • Students publish stories • Students give comments to teacher
  3. 3. Overview of Examples • A1 Introducing classroom phrases • A1 I can do ... My hands • A1-B2 I can do ...My family • A2-B1 London Sights • A2 - B2 Character stories • A2-C1 Emotions Option II • B1-B2 Emotions Option I • A2-B2 Do we still need books in times of modern media?
  4. 4. Specific Methods
  5. 5. Specific Methods: Example Phase A Intro • Students & teacher in a circle, card with an emotion • Teacher starts acting out any sentence • Students guess underlying emotion, act out feelings • other students are guessing Phase B: Applying the first phase results to other forms • Students in pairs prepare, practise reading and acting out Phase C: Presenting a scene • Students act out and / or role-read their scene • Other Students listen and comment Phase D: Collecting the results of the discussion Phase C: Writing an interpretation • Students write an interpretation & give a feedback
  6. 6. Attractive Material
  7. 7. Attractive Material: Example Phase A: Welcome students • Overview /photos (London), class describes • New words on the board Phase B: Groups working on sights • Distribute different worksheets • Group members of each group get different tasks • Groups read texts, prepare presentation Phase C: Groups present • Collect information, find the sights on a map, copy into books Phase D: Writing • Students choose another sights, write e-mails, read e-mails Phase E: Feedback • Students draw a feedback card
  8. 8. Activating Lessons
  9. 9. Activating Lessons: Example Phase A: Drawing • Students draw the contour / silhouette of their hands • Students fill out contours with” What nice things have you done with your hands today? “ (drawings) Phase B: Guessing & explaining • Students guess which hand belongs whom • Student describes Phase C: Questions about similarities and differences • How did you notice that it is X or Y’s hands?, why they added things to their hands (like e.g. scars, rings, …), Students explain the reason Phase D: Writing • Students write what they did with their hands, show & explain movements Phase E: Teacher puts up drawings on the classroom wall
  10. 10. Qualifications
  11. 11. Qualifications: • Students: I can: • tell my classmates about my family, stories about my family, … describe activities of my hands, …guess which hand fits to which description of activities, …ask questions correctly, …describe the features of hands
  12. 12. Strategies & Techniques
  13. 13. Strategies & Techniques: Phase A: Teacher welcomes class • Teacher introduces several classroom phrases and tells the students to act them out (e.g.: stand up, please, sit down, ….) • Teacher pronounces, students repeat Phase B: In a circle: Teacher shows cards with phrases, class repeats • Students give order to classmates, who have to act out Phase C: Simple Simon Says • Teacher starts, then introduces other activity verbs • Students apply these activity verbs in the game. Phase D: Results • Teacher puts cards on the board • Students copy into their exercise books
  14. 14. Under Construction • My Intercultural Exchange File • Podcasts on Australia • Portfolio work • Presentations • Jigsaw lesson
  15. 15. Bye