Englisch

start with word level -> sentence level -> text level

-> transfer L1 reading skills to L2 reading but first speaking then reading!

- reading and clyssifying

- reading and sequencing

- reading and matching

- using a graphic organizer

- completing details

- checking and correcting

-> important: unterstanding of general meaning: key words help to interpret/ predict

pre-task

- discuss topic

- clarify some words

- guessing, predict, collect ideas, what the text could be about

task

- sequencing sentences into the right order

- matching sentences with other sentences or pics

- categorising statements in a text

- finding informations in a text

- answering questions to a text

- highlight words in a text I understand

planning

- work wirh kids, with another text

- compare the texts (similarities, differences)

- clarify difficult, important words

- prepare a table, create a pool or labelling

report

- present tables, pools or labels to the class

- clarify words in class

- present answers, discussing about them

language focus analyse:

- read the text and look for specific words (nouns, verbs,..), for capital letters

practise:

- train the pronunciation of new vocabulary

- find mistakes in a text, focused on the language focus

- guided copying

- handwriting

- spelling

- punctuation

- using the correct words and grammar

-> there should be a development from controlled writing over guided to free writing!

-> the older the more vocabulary, less support and more grammar

-> rhymes, stories, books, letters, word lists made by kids supports them

pretask

- start with an example (reading or telling a story)

- matching, sequencing pictures in the right order

- find words for each pic

- introduce structures to  retell description

task

- write little texts about their favourite animal

planning

- paint pictures to clarify specific words (what they eat, where they live..)

report

- read the text to the class and show pictures

language focus analyse:

- look at the structures (what do they mean? when are they used?)

- analyse the word order (what is first)

- look at mistakes the kids often do in their writing

practise

- write sentences with the structures, describing pictures

- order mixed up words

describe a picture

create a picture riddle

create your own picture dictate

write a poem

answering questions

prelistening

- read description

- discuss about the topic

- vocabulary, words

while listening

- matching

- listing, ticking words

- fill in information

- find sth.

post listening

- check

- draw

- discuss

-> should be an activ learning- focused process!

pretask

- discuss about the topic (personal experience, pre-knowledge)

- clarify some words

- guessing, predict

task

- tick chart (which words you have heard from a list)

- order pics in right sequences

- match pics to words/sentences from listening

- total physical response: do what you hear!

- draw what you hear

- picture riddle (which picture is described)

- chines whispers

planning

- read a short text about the pictures

- clarify all the words create a word pool, label

- create your own TPR activity

report

- present your pis/texts to the class

- show your word pool/ label

- do your TPR to the class

- dictate your pic dictation to the class/some kids

- wy do you think this is the picture? justify!

language focus analyse

- find specific words (adj, nouns, verbs in the text, disuss their meaning

- analyse specific words structures or patterns

practise

- talk with each other about pictures using new words and strucutres

- questioning and answering in pairs using new structures and vocabulary

- first pupils should leran basic vocabulary: numbers, colors, prepositions...

- secondly basic expressions, greetings, social English

-> songs, rhymes, poems and stories are helpful (pupils should be given a lot of patterns, activities and opportunities to maximize the talking)

- substitution tables

- sentence starters

- speech bubbles

- vocabulary

pretask

- introduce new vocab and structures (pronunciation: listen and repeat)

- learn a rhyme or song which fits to the topic

- read or tell about a specific topic (kids have to say key words together)

task

- retell story (kids read a story, comic and paint or order pics and discuss what happens in every pic)

- tabu kids get some words to a specific topic (order and sort the words into different categories in groups)

planning

- learn to retell a story maybe in a group

- kids share words and all of them learn how to desrcibe some of them without using the word

report

- tell the story to the class show the pictures

- playing tabu in groups or class (every child describes 1-2 words)

language focus analyse

- pronunciation

- structures

practise

- listen and repeat

- say it wrong

- questions and answers

- describing pictures or things using structures

- between languages

- between primary and secondary school

- tbl (using language for purpose, purpose emerges from a context, purposeful activity leads to a product, balance accuracy-fluency-> response to communicative approach) -> handlungsorientiert

- tpr

- clil (cross-corricular, immersion)

- structural approach (from simpler to more complicated structures)

- lexical approach (chunks, fixed expressions)

- communicative approach (classroom activites: acting out, drawing, creative activities, fluency more important than accuracy)

- story-based methology (deep structure of the grammar of our world, childrens social, intellectual and cultural development)

- teacher as conductor

- teacher providing whole-class practise

- teacher explaining

- teacher modelling language

- students interactional

- students more creative

- students less controlled

- students express opinions

- students indipendent

•Time

•Link teacher – parents

•Continuity

•Develop autonomy

•Take responsibility for their own learning

- formative (checklist, learning attitude, reflexion, continuous assessment)

- summative (end-tests, lzk)

- diagnostic (placement test when bridging)

outcome: completed list/mindmap

process: brainstorming

starting points: words, things, qualities, people, places, actions..

follow-up tasks: memory challenge games, ordering and sotring task/comparing task

outcome: set of information/sorted/ordered data

processes:

sequencing

starting points: put days of the week in correct order, order instructions, put event in chronological order

follow -up tasks: spot the missing item

ranking

starting points: personal experience thtat can be sorted according to specific criteria, rank items in order of interest

follow-up tasks:  groups present their rankings for the class, discussion, debate

categorising

starting points: headings/ half completed tabes/charts-> group the statements under headings (agree, disagree, undecided, complete this chart/table with information from the text

follow-up tasks: sus justify their decisions to the class, oral presentation

classifying

starting points: how many ways can you find to classify the food you eat daily?  think of 5 ways to classifiy the animals in the picture

follow-up tasks: odd one out

outcome: varies from task to task

processes:

matching

starting point: information from 2 different sources (descriptions: identify which person it is, narrative accounts: listen and say which of the 4 diagrams is most accurately for what happened, following instructions)

finding similarities

starting points: compare two persons, newspapers...

finding differences

starting points: spot the differences between two pictures

outcome: solution to the problem

process: analysing situations, reasoning & decision making

starting points: short puszzle, logic prblems (cutting the cake, crossing the river), real-life problem,personal experience, hypothetical issues (what advice would you give, decide on the best two places to, plan a dinner menu for overseas guests), imcomplete stories, poems, reports, clue words for prediction and guessing games (make up your own version of)

follow-up tasks: comparing task, presenting, justifying and discussing solutions, vote on the best

outcome: social talk

processes: narrating, describing, exploring, explaining, reactions

starting points: anecdotes (on given themes about people/things) personal reminiscences (about past routines and experiences about events you remember most clearly), personal reactions, attitudes, opinions..

follow-up tasks: which is the most funny experience the heard from others, tell not true anecdotes do the find out, summarise

outcome: end product

processes: brainstorming, fact-finding, odering& sorting, comparing, problem solving..

starting points: creative writing, activities done  in small groups, social/historical investigations, media projects

follow-up tasks: diary which describs the process, make a poster and advertise your product

- listing

- ordering and sorting

- comparing

- problem solving

- sharing personal experiences

- creative tasks

first choice is activity-based but lessons should be action-orientated as written in the curriculum

communication

outcome

goal-oriented

pre-task

- preparation (introduce, define topic, short example for the task and prepare for the task -> preparing students for the main activity (task-cylce), ensure pupils unterstand task intructions)

- exploring the topic: what is it about, pre-knowledge and experiences of kids, brainstorming, introduce new vocabulary, structures needed for task

task-cylce

- task: activity (listing, ordering...)

- planning (prepare to report to the class how they did the task, what they discovered: write a text, learn to read a text, collect difficult words, find out the meaning of difficult words)

- reporting (presentation of spoken report: read or tell report, show pictures, clarify words, pronunciation)

-> real communication is taking plance and a real reason for listening during report stage

language focus

mistakes, problems of the task (after or during task)

- analyse: looking for parallel words, comparing grammatical structures in L1 and L2, patterns, specific words (find patterns, words : adjectives, nouns, verbs / find strucures, words: (it replaces nouns)

- practice: practice words and structures, describing pics with language support, orally in pairs or write down

functions = what we say is for a purpose (expressing a wish, apologizing, asking for help...) bsp: express likes and dislikes

language structures = i like.../ i don't like... -> alway a grammatical aspect, kids learn grammar through using structures correctly

language function = stadard phrase or structure which express an action

- substitution tables

- sentence starters (structures)

- speech bubbles

- tables, (tick) charts

- matching tasks

- word banks, word pools, labelling

help in language and cognitive demands

supports language production and reception

- task design (the way the task is presentetd) and language support

- visuals

- teacher talk (choice of vocabulary, mimic, non verbal signals, speak slowly and clearly)

- varied forms of interaction

- using the mother tongue

- teaching language

- teachin learning strategies (what to do if not understanding everything, using dictionary, focusing on words they know)

- content and language integrated learning

- integrate a normal subject into the English lessons

- pupils learn in linguistic and cognitive terms -> teacher should support both processes