Fachdidaktik 1&2
FD2 Theorie Englisch
FD2 Theorie Englisch
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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
