Englisch Diplomprüfung Prüfungsfragen

Analysing: p. break the material down into its various parts, the learners gain a better understanding of the whole. (Pupils identify structures indicating text cohesion; they can locate important words, phrases or events taking place that are particularly important or relevant to understand the story; they can analyse the story for a hidden or moral message. )

Evaluating: p. make judgements that are based on given criteria. They give reasons for their opinions concerning the story or describe which part they liked best. The focus here is on the ‘why’ aspect. (Pupils say whether they like the story, or which parts of it in particular and provide reasons why/why not. )

Creating: p. reorganize or work with the different elements of the story to create a modified product. Pupils may wish to invent a different beginning or ending, include other characters, change the contents or amend the text in some other form. They may well need support, for example dictionaries, their Resource Book or other aids to help themselves. (Pupils alter the setting of the story; they may swap the gender of its characters; characters, elements or objects can be added or left out, as long as the story remains coherent and meaningful.)

Pre-Task: Match pictures to lines of the song and talk about vocab that is unclear. While-listening: Listen to the lines and repeat them. The teacher focuses on pronunciation. Sing the song together. Post-task: Act the song out while singing with TPR

• make cloze or C-tests;
• cut up the strips and listen and put the text in order;
• sing and act along!

CLIL is the umbrella term. CBL is a part of CLIC. CLIL focuses on the content (teaching geography in English) CBL is a lighter version. The language is more important but packed with content.

Structures are learnt in controlled practice

Tasks always need to have an outcome. An outcome can also be oral (conclusions after a discussion). The activity could be a pre-task. The task focuses on the language

basis of our work. It tells which goals/level the p. need to achieve. Also to talk about to parents for justification about what we do in class. It is linked to the European language policy. It also helps to assess the level of the children. At the end they self-assessing where they stand (my English-Portfolio). à Tool to assess and to justifice what you’re doing.

Flashcard, controlled drills, repetition, substitution table, practice the speaking first before the can

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Give more scaffolding

• In what language will they be talking?
• What vocabulary would you introduce to them?
• How would you introduce it in the pre-task? (Crossword)
• Which words do you think will be easy for them?
• Very simple way to introduce vocabulary? (focus on the pronunciation)
• Is the lesson plan realistic?
• How long will it take?
• How would you assess this lesson?
• Recast?
• What is the difference between error and mistake?
• How would you correct the mistakes?
• What would you tell parents about your assessment practise?
• Two learning strategies for writing?
• Different ways to make a lesson more/less demanding?
• Differentiation for better kids?

CLIL: learn something new content wise:

e.g. Pupils can name three characteristics of life in town and of the countryside. 

e.g. Learners put the elements of the food chain in the correct order.

Linguistic aims:

e.g. Pupils are able to understand the gist of the story.

e.g. Pupils write a comprehensible shopping list for a school outing.

learning-, communication strategies, strategies for skills & vocabulary and learning techniques in general:

e.g. Learners look out for parallel words to become aware how much they understand.

e.g. Learners scan the text for five important facts.

• All aspects of language help communicate meaning
• Language is learnt through acquisition and by using it (focus on form/language isn’t nessecary)

• correct only what the learners already learnt
• think about what you want to correct in advance (like third person singular s)
• correcting individually depending on the learner’s level
• making a criteria sheet in order to make it more objective
• not correcting too much in order to keep the learner’s motivation

• Young learners may not yet know how to read in their own language.
• They need to learn how letters join to make words and how written words relate to spoken words both in their language and in English.
• Start with the word level and slowly work to the sentence and text level

• Looking at pictures and the title and think about the knowledge about that topic
• Skimming the text first
• Mark important utterances
• Try to predict what unknown words mean or look them up in the dictionary
• Ask W-questions to check what I have understood
• Make a summary

• Language focus consists of a sequence where language which has been used during the pre-task and the task-cycle is analysed and a sequence where the learners practise the language
• Analysing the language are around language awareness activities (looking for parallel words, C
• In lower class this procedure isn’t always possible as they’re not able yet to think about language in a meta-level
• Purpose: using strategies, practice new language

• Communicative competences should be built up
• There are a lot of levels from the European language portfolio that show clearly where the p. stand

First Choice

• Educational approach: language is used to mean something
• Focus on content
• Interdisciplinary activities with other subjects
• include activities such acting out, drawing, doing experiments and so on"

Explorers

• Content-based with interesting topics for pupils
• 4-6 grade
• a lot of communication
• a lot of scaffolding
• a lot of materials

Young world

• 3-6 grade
• a lot of fun activities which improve motivation and learning
• Content based with interesting topics
• Also language awareness
• About developing learning strategies
• Make them curious and open-hearted for other cultures
• In every lesson the 4 language skills should be practiced

Language focus

• Special focus on the language (word order, grammar, structures)

Skill-based

• About the 4 language skills: To understand something, write something, speak fluently and so on à no language analysing!

• Helps to transfer (words, structures)
• Supports the use of strategies (finding parallel words or look at grammar prevents from learning everything by heart)

Lower: chunks, flashcards, TPR

Upper: Substitution table, word pool, sentence starters

Introducing

• Flash cards
• Pantomime
• Mind Maps
• Stories with vocab in it
• Songs with vocab in it

Practising

• KIMS game: a lot of objects in the middle. P. close their eyes, t. takes one away, p. have to say which
• Hangman
• Crosswords
• Memory
• TPR

• Name objects on post it’s
• hang up some foreign language posters (i.e. about an animal, country, maybe some grammatical structures

• Cultural awareness consists of perceptions of our own and other people’s cultures
• P. should built up a positive interest in how cultures connect and differ
• Broadens the mind and increases tolerance and international communication
• Perceptions can be gained directly or indirectly through films, songs, literature
• Helps to gain cultural empathy
• Ideas: play songs and let p. guess where it’s from, collect country names and pin the places, accent dart: Through darts to a world ma. Countries are going to be looked into detail and pupils can try to imitate the accent
• Understanding the culture of the target language (school uniforms have a social functions) bring food from the different cultures
• Topics: economy, family lives, celebrations

Songs

• Motivation
• Look at vocab
• Look at grammatical structures
• Sing the song from time to time to remember vocab

Games

• Motivation
• Repeat structures/vocab
• Learn vocab