PATRAS 2010

About Good Language Learning

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

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?

Specific Methods

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 discussionPhase C: Writing an interpretation

• Students write an interpretation & give a feedback

Attractive Material

Attractive Material: ExamplePhase 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 presentationPhase C: Groups present• Collect information, find the sights on a map, copy into booksPhase D: Writing• Students choose another sights, write e-mails, read e-mailsPhase E: Feedback• Students draw a feedback card

Activating Lessons

Activating Lessons: ExamplePhase 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 reasonPhase D: Writing• Students write what they did with their hands, show & explain movementsPhase E: Teacher puts up drawings on the classroom wall

Qualifications

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

Strategies & Techniques

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 repeatPhase B: In a circle: Teacher shows cards with phrases, class repeats• Students give order to classmates, who have to act outPhase 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

Under Construction

• My Intercultural Exchange File• Podcasts on Australia• Portfolio work• Presentations• Jigsaw lesson

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