Beruflich Dokumente
Kultur Dokumente
Materials: copies of the picture story; a written level-appropriate version of the story; sentence
strips; cloze of the story for reading comprehension; information grid for interviewing; sentence
starters from the story for student’s own information.
My name is Van. I am from Vietnam. I was a cook in my country. Now I am a cook in the
United States. My dream is to open a restaurant. I need to go to City Hall. I need to go to
the bank. I want my family and friends to eat at my restaurant.
*Encourage students to find pictures online with their phone of what they want to do
and share with the group. Consider asking students to send you their selected photos
for later use in a class picture dictionary. Alternatively, let students look through picture
dictionaries.
11. Going back to the model picture story, students fill out the same chart as in #6 with
their information.
12. Students interview each other and write down the responses of their partners.
13. As a whole class, students share about their dreams.
Students write their own hopes and dreams story.
14. Using a modified version of the cloze passage from #8, students write their own
information into the sentences.
15. Students volunteer to read their stories.
Some benefits:
The pictures aid comprehension and enable the instructor to adjust the length and
complexity of the story to the level of the students.
The students have multiple opportunities throughout to speak and to work together.
The instructor can increase or decrease the supports for students’ own writing.
A limitation:
The story’s focus on the man’s job may limit students in their thinking about hopes and
dreams.
Cut the sentences. Match the sentences to the pictures.
My name is Van.
I am from Vietnam.
Me
Classmate
1:
________
Classmate
2:
________
Complete the story with your information.
_______________________________.