Creative Dialogues Comenius Project CP DE-COMENIUS-C

The structure of a storyline:HinführungIntroduction (TPR, story, poster,letter, song,game…) PersonenCharacters (family,friends, guests customers, jobs...) OrtPlace (circus, shops, hotel, school, at home…) EreignisseIncidentsEvents (birthday, wedding,party accident, burglary…)

How to plan a storyline: 1.Choose a theme guided by curriculum and pupils‘ needs and interests 2. Find possible sequences of the storyline beginning, middle, incidents, conclusion 3. Choose an introduction story, TV programme, postcard/letter, game, song, …. 4. Find key questions / impulses plan activities for developing the skills taking into account the range of experiences 5. Organise resources books, magazines, dictionaries, authentic material, internet 6. Assess pupils‘ work and identify next learning steps use their presentations, their written work and normal test papers 7. Evaluate

Choose a theme: “ Hotel “ A storyline for elementary learners (and above) prior knowledge: used to classroom discourse in target language can present themselves can describe other people (age,likes,hobbies,jobs…) used to different working techniques (wordfields, mind-maps, use of dictionaries, internet research…)

Castle Hotel Hotel Scotland intercultural learning Landeskundl. Aspekt Incidents Events Press conference Opening event Check-in Rooms Facilities furniture People jobs at the hotel guests

Find possible sequences of the storyline What do you know about Scotland? (Have you ever visited a castle?) Have you ever been to a hotel? (Create rooms/facilities) People at the hotel. (Create a character and present it.) How can we promote the hotel? (Prepare questions/write newspaper article/create a flyer/radio jingle…) The opening event (Preparing the event/ planning the trip…)

Choose an introduction A Show a poster of a Scottish castle Bring information about or typical objects from Scotland. Create a Scotland collage. B Tell a story about: your last trip to Scotland your friends in Scotland C A letter: read a letter to the class or get them to read the letter D Music Bring in Scottish folk music a Scottish song

Possible key questions: What do you know about Scotland / castles? What do you know about hotels? Let‘s design a/our hotel. How do we get guests into the hotel? How can we promote our hotel? What do you have to do before you go on your journey?……..

Language Outcome Episode 1: The Hotel Vocabulary: hotel words, furniture, prepositions, colours, numbers Intercultural learning: facts about Scotland Listening/reading comprehension: letter from Scottish friend; guess hotel room Wordbanks: „hotel“ and „furniture“ Speaking: present hotel room Writing: describe hotel room

Wordbank Hotel

The Castle

Making Hotel Rooms

Presentation: Hotel Room

Language Outcome Episode 2: People at the hotel Vocabulary: describing people: body, adjectives; family, jobs, likes/dislikes, clothes Listening: riddles (she has got blue eyes…) Speaking: present character Writing: biography

Language Outcome Episode 3: Promoting the hotel Intercultural learning: British newspapers; addresses Writing: preparing questions for press conference; newspaper article, script for TV or radio show; design flyer/poster; name competition: fill in form Listening/Speaking: Asking/answering questions at press conference Speaking: TV/radio show (interview, jingle)

At the Press Conference

Language Outcome: Episode 4 Preparing the Opening Event Receptionists: Writing: letters (name competition); booking list; evening programme Listening/speaking: take bookings (phone) Managers: Writing: prepare speech Speaking: speech, guided tour through hotel

Language Outcome: Episode 4 Preparing the Opening Event Chefs: Writing: Menu, shopping list Speaking: present buffet Guests: Speaking: Book the trip (travel agency); book hotel room Reading: get travel information from internet Writing: pack suitcase (write packing list)

Presentation: Suitcase

At the opening event: Check-in

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 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