Englisch

pre-task: whats it all about: overview, brainstorming & awarness activity, language support in form of speech bubbles

task-cycle: a period of ca. 2 weeks, lanugage support: is given troughout each task

language focuss: integrated within a task as task or part of a task, explorers trainer cd-rom, resource book

- text: listening is easier than reading: more or less complicated detaisl, many or no pictures, direct or narrative speech

- task: with words & pictures or only words

- support: checklist, substitution table with useful phrases

- outcome demand:  writing is more difficult than talking, drawing vs. retelling a story, performing vs. speaking out lout

- range of activities: different learning styles should be considered (visual, auditory, kineasthetic)

- choice of activity: older sutdents should be more able to choos what activity they want to do

receptive awarness: understanding a word when spoken and or written

awarness of effective memorizing: remembering it and recalling when needed

conceptual awarness: using with correct meaning

grammatical awarness: using in a grammatically correct way

phonological awarness: pronouncing correctly

collocational awarness: knowing which other words it can be used with

orthographic awarness: spelling correctly

social- pragmatic awarness: use in the right situation

culutral, social connotational awarness: knowing positive and negative assiciations

metalinguistic awarness: knowing how to describe it

teacher = role model

through listening to sound and other people

repeat

tongue twisters, songs, rhymes

a task has different levels and activities, task is made of different activities

task has an outcome

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

language learning

vocabulary

structures, functions

grammar, language

pronunciation, spelling

language skills (reading, writing, listening, speaking)

knowledge

different topics of society and environment

(cognitive) skills (Fähigkeiten, Fertigkeiten)

listing

ordering

collecting....

grammar teaching based on tbl

linked to a content

inductive = pupils discover rules by themselves (more similar to the natural language learning L1)

deductive = teacher teaches grammar (input: structure on blackboard, practicing in controlled setting: answering questions, substitution table, using new structure on their own in different contexts: charts)

-> pupils should learn facts and patterns

- 3 domains of human learning: cognitive, affective, psychomotor

- six levels in cognitive domain: arranged in hierarchical order (least challenging forming the base, most challenging top)

-> important to know if pupils have reached a specific aim, helps to plan lessons

- motivate and encourage pupils

- keep children focused

- break a big task down

- make children interested in the task

- point out the important parts

- teacher is prepared well (know the important vocabulary..)

- learning grammar by doing activities

- including games & songs in every lesson (thats when pupils really speak english)

- teacher should speak as much English as possible

- do speaking acivities in small groups

- english speaking culture