Fachdidaktik 1&2
FD2 Theorie Englisch
FD2 Theorie Englisch
Kartei Details
Karten | 27 |
---|---|
Sprache | English |
Kategorie | Pädagogik |
Stufe | Universität |
Erstellt / Aktualisiert | 06.06.2013 / 13.06.2016 |
Weblink |
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Skills (4)
Speaking
Writing
Listening
Reading
Systems (4)
Lexis (What ist the individual word?)
Grammar (How do the words interact?)
Function ( What ist the use of the word in a specific situation?)
Phonology (What does the word sound like?)
Listening (3) general
Types, Techniques, Frameworks
Types of listening
Listening for specific information
Global/gist listening (main idea)
Inference (between the lines)
Listening techniques (film)
- fast forward
- silent viewing
- freeze frame
- pictureless listening
- subtitles
Framework
- Pre-listening
- while-listening (3types)
- post-listening (follow->closing)
Reading techniques (11)
- Skimming (reading quickly to get main idea)
- Scanning (reading quickly to get specific information)
- Intensive/Accurate reading (carefully)
- Extensive, gist (reading speed)
- Making inferences (reading between the lines)
- Contextual guessing (meaning of a word in a context)
- Outlining (overall organisation of text)
- paraphrasing (say in other words)
- information transfer (into other form)
- Passage completion (predicting)
- Scrambled stones (put in right order)
Speaking (3Types)
- Reproduction (repeat word by word)
- Reconstruction (adapting phrase to new situation)
- construction (communicate)
Different kinds of gap: (4)
- Information gap (one has the info, other hasn't)
- Experience gap
- Opinion gap
- Knowledge gap
Outcome of communication activity
unpredictable
- realt time
- interaction
- no restriction
Forms of writing (4)
- Copying
- Doing excercises
- Guided writing
- Free writing
accuracy -> fluency
2 Approaches of Writing
Product approach (model Text)
process aporach (plan-write-edit)
Lexis
- Single word
- collocations (common going-together patterns)
- chunks/multi word items(use like one single word)
- polywords (like single word)
- frames (depends on context)
- sentences (occure often like this)
- patterns
- to know a word you have to know form and meaning
- learn words: label -> categorize -> network building
- short term store -> working memory -> long term memory
how to learn words (8)
- repetition,
- retrieval (from memory),
- spacing (over a long time)
- pacing (using different styles)
- use
- personal organisation (personalize words)
- Mnemonics (Eselsbrücken)
- Motivation / affection
Grammar (2 approaches)
Inductive approach (rule is infered through guided discovery)
Deductive approach (rule is presented by teacher)
Grammar Pre- vs. Descriptive
- pre: rules, what is right and wrong
- de: how people use language
Help learners to enjoy grammar (5)
- Provide Context
- personalize the language
- make it as implicite as possible
- show importance of grammar in communication
- provide a written record
Consciousness Raising Activity (Grammar (5)
- Gramm. of Strucutre (mem. rules)
- Gramm. of Orientation (memorize forms, chunks)
- Gramm. of Class
- Lexical phrase (Lexical set)
- Collocation (Words that are used together)
Task based learning
- Start with what pupils already know
- Pre-task, task cycle, language focus
- Beginners: longer pre task
- short task, no planning
- fluency first, then accuration
- students should talk much
Task (what about it)
- Focus on meaning
- Engage learners
- Outcome
- Comletion is important
- Real world
Top Down
- General knowledge
- life situations
- situational routins
FROM MEANING TO LANGUAGE
Bottom-up
- Knowledge you have to build up
- Incoming input as basis for understanding message
FROM LANGUAGE TO MEANING
ACR
Descriptive tools to analyse a lesson
- Authentic (language I know, For meaning, communication, rela life, pleasure)
- Clarification (Zoom in and look closely, rules, exaples, translation, about form & meaning)
- Restricted (Part of what i know, for: form, practice, accuracy, testing, display)
Frameworks (3)
- Test Teach Test
- Presentation practice Production (for accuracy)
- Task based learning (focus on form)
Lesson Plan:
General: Topic/Contents, Main aims, subsidiary aims
Time, Stage and aim, Procedure, ACR, Interaction, Material
Possible lesson aims (7)
- Clear statement
- Concrete
- Full sentences
- Positive statements
- checkable at the end of a lesson
- NOT! an activity
- NOT! Grammar -> Skills!!!
Pre-Task
Introducing topic and task
Function: Warm learners up, engage them, give them goals, make them focus, motivate
Ideas: Classifying words and phrases, listening, brainstorm, motivation phrases and pictures
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