Englisch

• Main Topic of the Words
• Core Theme

• linguistic resource
  • We use songs to teach smth. language related.
• affective resource
  • Kids like to sing.
• cognitive resource
  • Trigger different types of senses.
  • Cards, movements, sing etc.
• cultural resource
  • To get to know different cultures...
• social resource
  • can function as a ritual or can have a calming effect.

Using visual aids to develop literacy skills – For example, using pictures, comics, or infographics to help learners understand and interpret written texts.

•  Pictures are important at primary school. In course books they are often specifically chosen to support the key information targeted in texts. Some young learners need help in using pictures to help them understand what is being said. Others do this automatically.

• "Oracy to literacy" refers to the transition from spoken language skills (oracy) to reading and writing skills (literacy).
• Bsp.
  • A child who learns to say "Once upon a time" in storytelling will recognize the phrase in books and later use it in writing.

• From listening and reading to speaking and writing
• Important to have good foundation in understanding the language before starting to produce (write, speak) the language.

Present, Practice, Produce

• Developed in the 1940s- 50s
• Used for the introduction and practising of grammatical structures
• Present, practise, produce
• Accuracy important.
• Teacher controls what is learnt and how.

Meet, Manipulate, Make your own

• Developed in the 1980s-50s
• Used for teaching language for communicative purposes
• Meeting the new language, manipulating it, making it your own
• Language practised in freer contexts. 

Vocabulary:

• single words 
• fixed 2-3 word combinations
• collocations (A bar of chocolate)

lexis:

• Single words
• fixed 2-3 word combinations
• collocations (A bar of chocolate)
• ready-made chunks (guess my animal: it eats... it has...)

grammar:

• ready-made chunks (guess my animal: it eats... it has...)
• formation of new phrases and sentences.

• Words that are commonly used
• Kids learn these words so they can recognize them at a glance (kurzer Blick) without needing to go letter-by-letter.
• There are different lists of high frequency words

Pre-While-Post

Pre:

• EXTO/MOLE/CREPU
• activating Preknowledge
• Motivating learners
• Creating a purpose

While: 

• Learners perspective:
  • listening for gist
  • listening for detail
  • listening for language
• Teachers perspective:
  • focus on meaning
  • focus on form

Post:

• Repetition 
  • At word- and sentence level
• Output
  • Speaking, Writing
• PPP, MMM

listening for gist

• To get an overview
• Listen for the context / what its about

listening for detail

listening for language

• Listen for grammatical forms
• Listen to specific language and how its said

PWP --> the way we're learning it

Exploit Topic:

• activate pre-knowledge

Motivate Learners

Create a Purpose

• Why should the learners listen to/learn these words?

• A task plan is NOT a lesson plan (cannot do all steps in one lesson).

• The task moves from listening (blue) to speaking (green).

• The pre-phase is shorter than the while phase. The main acquisition of language happens in the while.

• The post-phase is communicative (speaking)

• The post-phase should be long to make maximum benefit of all learning taking Place in the while.

• Listening activities can be grouped to achieve specific purposes.

Create a support structure for the learners, which helps them to fulfil a given task.

Examples:

• Providing sentence starters ("I think that... because...")

• Using visuals, gestures, or models to aid comprehension

• Breaking tasks into smaller steps

• Giving prompts or asking guiding questions

Input:

• Listening
• Reading

Intake:

• Comparing
• noticing
• integrating

Output

• Speaking
• Writing

• Noticing – Learners must first become aware of specific linguistic features in the input. This means paying attention to vocabulary, grammatical structures, and pronunciation patterns.

• Comparing – Once learners notice certain elements, they compare them with their existing language knowledge. This involves recognizing similarities and differences between the new input and previously learned language structures.

• Integrating – The final step is to incorporate the new linguistic elements into the learner’s mental representation of the language, making it available for later use in speaking or writing.

S1:

• Controlled practice:
  • Learner's language is controlled or restricted by the teacher or the teaching material. 

Bsp: Verse

S2:

•  communication practice 

  • Involves communicative interaction With at least one interlocutor, but the language is still controlled in some manner.

Bsp: Image with farm animals

S3:

• production

  • Uncontrolled production of language purely for a communicative purpose. 

Bsp: What animal have you seen.

Giving the learners chunks of language, which they can use.

• speaking frames
• sentence starters
• useful phrases
• Word box

Speaking frames are often based on formulaic language and should lead to more communication:

e.g. What are you wearing today? What are you eating today?….doing….reading….writing…

The phase in which the learners don't speak, but are still learning.

Everybody goes through this phase. (L1 --> Baby)

In L2 the Phase is shorter.

meaningful, comprehensible input