Love Language ToolBox

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• ToolBox

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Tool Box for creating positivelearning atmosphere

• The Love Language project
• aims at increasing the curiosity to learn a
  foreign language
• to increase the motivation of foreign language
  learners
• to keep young male learners interested in order
  to prevent their drop-out.
• The Tool Box ist primarily developed to offer
  language
• course providers and their trainers and tutors
  attractive
• methods, exercises and work sheets for young male
• language learners.

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Tool Box for creating positivelearning atmosphere

• Target groups
• educational drop-outs,
• ethnic minorities,
• long-term unemployed young adults,
• socially marinalised persons
• v Entertainings exercises and target group
  oriented contents further promote the language
  acquisition of male students, who often are
  capable to concentrate not longer than /- 40
  minutes.

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Tool Box - Contents

• Enhancing skills on communication team work
• Self-reflection biografical work
• Speaking listening
• Reading, writing understanding
• Diversifying learning environments Learning
  places

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Structure of examples

• Name of the tool/instrument
• Potential of the tool/instrument
• Learning objectives
• Description for teachers

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Enhancing Skills on Communication and Team work
(1)

• Example About Paris Hilton
• Potential of the tool Entertaining exercise.
• Learning objectives
• To practise pair work, to exercise role play
• To speak out loud in front of the group
• Preparing for the following tool (1.2) on
  self-presentation
• To motivate learners to be interested in language
  learning

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Enhancing Skills on Communication and Team work
(2)

• Description for Teachers
• Level beginners/intermediate/advancedMaterial
  Pen and paper, PC with internet access Duration
  2 x 40 min.
• The tool About Paris Hilton is focusing on
  preparing for and exercising the following tool
  (1.2) on self-presentation. The students will
  work in pairs and go to Paris Hilton Myspace at
  www.myspace.com/parishilton and
  www.askmen.com/women/models_150/171_paris_hilton.h
  tml.

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Enhancing Skills on Communication and Team work
(3)

• They will use some time to look through much of
  the site so the learners will get well acquainted
  with Paris and prepare a virtual interview with
  her. According to the level of skills in the
  foreign language, it could but mustnt be
  elaborated in the foreign language concerned.
• The interview will be based on relatively
  simple questions based on the information the
  students would find out on the website. It should
  contain some information about her family,
  favourite hobbies, interests and current
  educational /vocational activities.
• In the following lesson, the students will work
  in pairs afterwards and do both roles as the
  interviewer and as Paris to practise spoken
  language. Again According to the level of the
  foreign language skills, it could but mustnt be
  elaborated in the foreign language concerned. The
  tool could be used with any other celebrity

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Self-reflection biograficalWork (1)

• Example Life Experience
• Potential of the tool The exercise enables
  learners to get a more
• positive picture of learning, of themselves and
  of their potentials.
• With this basis they can participate more
  actively in the learning process and experience
  learning as something worthy.
• It helps developing plans and goals (for learning
  and life).
• Learning objective
• Becoming aware of pivotal points in ones life.
• Identifying learning situations, resources and
  perspectives of learning.
• Becoming aware of factors that influence ones
  own learning and learning habits.

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Self-reflection biograficalWork (2)

• Description for Teachers
• Level beginners/intermediate/advancedMaterial
  Paper and pencils for all participants,
  worksheets Duration 40 min.
• In the first phase the students will work with a
  worksheet on their own, which is a time line on
  which they can mark special times/incidents in
  their life. This could be incidents in their
  personal life or education. In a second step they
  decide to which extent these incidents had been
  positive or negative for them.
• After working on their own, the learners come
  together in small groups and exchange what they
  found out. They might talk about similarities,
  find out new aspects and points of view, etc.
• The incidents might be quite personal. It is
  important, that learners have the chance to talk
  about such experiences in the secure setting of a
  small working group or with the teacher. They
  should not be discussed within the whole group.
  If deep problems are identified, learner and/or
  teacher should contact further help.

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Self-reflection biograficalWork (3)

• Experiences - example

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Speaking and Listening (1)

• Example What food am I?

www.sf.tv/sfwissen/dossiers.php?navpathges
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Speaking and Listening (1)

• Example What food am I?
• Potential of the tool Introduction of the
  subject matter/topic in a more fun way.
• Learning objective
• To get known to vocabulary related to food and
  taste.
• To learn how to ask questions concerning food and
  nutrition in general.
• Realizing the diversity of access and preferences
  of group members.

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Speaking and Listening (2)

• Description for Teachers
• Level beginners/intermediate
• Material Cards to write on, adhesive tape.
• Duration 30 - 45 min.
• The student has a sheet fixed on his or her back
  with the name of a certain foodstuff. He has to
  guess the food mentioned on it by asking the
  other participants questions, e.g. Can you drink
  me?, Do I taste sweet?, Is it necessary to
  import me? etc.
• Variation 1 Instead of foodstuff, the cards may
  contain names of dishes, famous restaurants or
  well-known cooks.
• Variation 2 All students participants bearing
  cards with similar food or drinks form sub-groups
  (e.g. different kinds of vegetables, dairy
  products, or drinks, examples of Asian or fast
  food, or regional food etc.).

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Reading, Writing Understanding (1)

• Example When James Bond opens the door
• Potential of the tool Exercising cooperation and
  team work
• Learning objective
• To understand the concept of a sentence as the
  basic building block of continuous written text
• To understand that writing is not simply speech
  written down but has its own structures and
  conventions
• To construct simple sentences

richtigteuer.de/tag/james-bond/
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Reading, Writing Understanding (2)

• Description for Teachers
• Level beginners/intermediate
• Material Paper pens
• Duration 45 min.
• In order to write a simple story involving the
  whole group, the teacher asks each learner to add
  a complete sentence (two lines max.) to the
  following one until a suitable conclusion is
  reached
• When James Bond opened the door he held off
  shortly. Every thing was like it had been before
  The window was opened. The curtains were half
  closed. The bed was unmade. He entered the
  room,...
• Then, when the story seems complete, the teacher
  reads it to the classroom and asks if they like
  it.
• The teacher could choose a different starting
  sentence and/or add some sentences by his/her own
  in order to develop a coherent plot.

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Diversifying Learning Environ-ments Learning
Places (1)

• Example Fog walk
• Potential of the tool
• Have good fun with language learning.
• Stimulating participation and active involvement
  of students.
• Learning objective
• Practise vocabulary for beginners
• Description for Teachers
• Level beginners Material a blindfoldDuration
  30 min.

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Diversifying Learning Environ-ments Learning
Places (2)

• The teacher will guide the group to a nice, quiet
  place outside. One of the students will be
  blindfolded. They stand closely around the
  blindfolded student in a ring, facing outwards.
  On a signal from the teacher they all walk
  straight ahead.
• Every student should...
• walk straight
• count how many paces he walks
• keep silent.
• Each one may walk as many paces as he chooses
  within an agreed limit, but must keep count. The
  blindfolded person stays still.
• When all are standing still, the teacher will
  point at any student, who then would speak a few
  words in the foreign language on a topic that has
  been agreed beforehand. For instance in
  connection with sports, music, food etc.

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Diversifying Learning Environ-ments Learning
Places (3)

• The blindfolded student then has to guess in
  which direction the student is standing, and take
  so many paces in that direction, though he need
  not walk in a straight line. The blindfolded
  person needs to make one valid sentence with one
  of the words very quickly before he moves towards
  the other student.
• As soon as he can then touch him/her, they change
  places and start the game again. If, however, he
  has failed, the teacher will guide him back to
  his original place in the middle, and point to
  another fellow, who likewise speaks a few words,
  and the blindfolded person has another try.
• After three failures, all return to the middle
  and start again with another blindfolded student.
• The game is supposed to run smoothly without too
  much delay when moving. The students are advised
  to try to be quick in response to the vocabulary
  with your sentence, and try to find the student
  who talks quickly.
• Normal paces should be taken.

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Diversifying Learning Environ-ments Learning
Places (1)

• Example CAR CRAZY
• Potential of the tool Field trip stimulating
  participation and active involvement of students.
• Learning objective
• To learn a set of new words on an interesting
  topic
• To get to know the dictionary
• To motivate for language learning in out of
  school environment

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Diversifying Learning Environ-ments Learning
Places (2)

• Description for Teachers
• Level beginners
• Material Handouts, Paper and pencil,
• dictionary, a helpful car dealer
• Duration 2 hours
• Most young people are interested in cars,
  especially cars which are not for everyone. Bring
  the students along to a car dealer with some
  interesting cars for sale, perhaps jaguars,
  Porsches or similar. Remember to make
  arrangements beforehand
• Make sure you have a handout with a sketch or
  picture of the car(s) that you will see on the
  field trip. Ask the students to use the
  dictionary to find the foreign language words
  matching the different parts of the car that you
  have marked beforehand. Alternatively make them
  find a certain amount of words and let them write
  down for later practice.
• Instructions for Learners
• Try to find obvious words that are would be
  needed when talking about cars with foreigners.
  Or choose funny sounding words as you find them
  in the dictionary