ToolBox

1. ToolBox Love Language ToolBox Karin Hochmayer

2. 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 Boxist primarily developed to offer language course providers and their trainers and tutors attractive methods, exercises and work sheets for young male language learners. Love Language ToolBox Karin Hochmayer

3. Tool Box for creating positivelearning atmosphere Target groups: • educational drop-outs, • ethnic minorities, • long-term unemployed young adults, • socially marinalised persons √ 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. Love Language ToolBox Karin Hochmayer

4. Tool Box - Contents • Enhancing skills on communication & team work • Self-reflection & biografical work • Speaking & listening • Reading, writing & understanding • Diversifying learning environments & Learning places Love Language ToolBox Karin Hochmayer

5. Structure of examples • Name of the tool/instrument • Potential of the tool/instrument • Learning objectives • Description for teachers Love Language ToolBox Karin Hochmayer

6. 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 Love Language ToolBox Karin Hochmayer

7. 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.html. Love Language ToolBox Karin Hochmayer

8. 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 mustn’t 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 mustn’t be elaborated in the foreign language concerned. The tool could be used with any other celebrity Love Language ToolBox Karin Hochmayer

9. 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 one’s life. • Identifying learning situations, resources and perspectives of learning. • Becoming aware of factors that influence one’s own learning and learning habits. Love Language ToolBox Karin Hochmayer

10. 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. Love Language ToolBox Karin Hochmayer

11. Self-reflection & biograficalWork (3) Experiences - example Love Language ToolBox Karin Hochmayer

12. Speaking and Listening (1) Example: “What food am I?” www.sf.tv/sfwissen/dossiers.php?navpath=ges Love Language ToolBox Karin Hochmayer

13. 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. Love Language ToolBox Karin Hochmayer

14. 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.). Love Language ToolBox Karin Hochmayer

15. 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/ Love Language ToolBox Karin Hochmayer

16. 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”. Love Language ToolBox Karin Hochmayer

17. 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 Love Language ToolBox Karin Hochmayer

18. 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 Love Language ToolBox Karin Hochmayer