Englisch

You activate previous knowledge, experiences and thoughts of the students.

Students use schematas like e.g. "In a restaurant ..."

It's often used in the introduction or pre-"doing" phase to motivate and set the students in the mood for the topic.

Bottom-up:

You start by introducing words and/or new structures

• jigsaw task → picture story (find the right order)  (Puzzle)
• information gap activity
• problem-solving tasks
• decision-making task (island game)
• opinion-exchange task → has to be prepared, only at the end of the lesson

Reading aloud (out loud) in class is more a waste of time

• it stresses the students
• it's deffinitive not motivating and sends most students to sleep
• in that stage of language learning it's difficult to focus on the meaning of the text, when you have to focus on form because of reading out loud
• it's not good to train pronunciation because it's normally not the every day language that students use

1. reading + listening are the first steps
2. listen and repeat  could be the second step
3. practising in pairs  could be the third step
4. reading aloud is the final step

• looking at pictures
• predicting / speculating
• questions (to be answered while listening)
• teacher talk
• looking at lists of items

→  activate their top-down and bottom-up knowledge

• ticking multiple-choice items
• filling in a chart
• matching pictures with a text
• taking notes
• drawing a picture
• numbering (pictures, statements)
• completing grids, charts
• gap-filling exercise
• ordering task (jumbled sentences)

• summarizing
• role-plays
• discussions
• written responses / writing tasks
• own opinion

→  You go beyond the text !

Students should do extensive reading.
→ They can choose the books or texts on their interests

• The books / texts shouldn't be too difficult for the student otherwise it could demotivate the student if there are too many words he doesn't understand
• It's better to look up new words after finished reading. They can be written in a vocabulary notebook for example

The teacher also can try to choose texts or books, that the students are more interested in reading.

• Students writing has to be guided (e.g. with a worksheet).
• They need to know a goal, to know wht they have to write.
• Then collect ideas, make notes for a first draft
• give students a positive feedback
• teacher should be aware, that writing takes time to develop and can be difficult and frustrating
• students should have the possibility to write as mach as possible
  (e.g. letters, stories, summaries, articles, ...)

• skimming
  • = getting a global impression of the text
     
• scanning
  • = searching rapidly for specific information
     
• extensive reading
  • for general understanding
  • reading long texts over time on a regular basis
     
• intensive reading
  • for detailed understanding
  • studying a text carefully for all of the information it provides

word-store in the human mind

It's the interface between language input and knowledge
→ it enables the speaker to say sth. and understand utterances

Direct approach:

• definitions
• word-building exercises
• studying vocabulary
• semantic mapping
• learning by heart

Indirect approach:

• communicative activities
• listening
• group work
• information gap activities

→  Teaching needs to transfer the lexical phrases from the short-term to the long-term memory!

• demonstrations (physically)  "huge"
• mine and gesture
• verbal explanation
• synonymes, antonymes
• visual support  →  pictures, realia, drawings
• dictionary
• translation

• mind maps
• different vocab lists (alphabetical, gramatical ...)
• word classes, word families
• multi-word items (collocations)  →  "to go by bus"
• organising according to frequency, function (scripts / schemata)

• information gap activities
• role plays
• Find somebody who ...
• What about you?
• chain story
• words of the week

• Preparation:  topic and vocabulary

1. Text is read (twice) to the learners
2. Learners take notes (words/phrases)
3. In groups the learners reconstruct a version of the text
   → teachers monitors the activity and points out minor errors
4. Versions are analysed, compared and corrected
   → sentence basis OHP
5. Students must compare and discuss the language choices made

PROS

• learning is seen as an active process
• grammar is approached in context
• focus on meaning
• natural setting for interaction
• real reason for interaction
• errors are allowed

CONS

• suitable only for older students
• does not fit into the common 45 minutes rhythm of the lesson

... consists of 4/5 phases:

1. Demonstration
   meaningful, extensive, comprehensible input is given, authentic communication
2. Understanding and reacting
   More input, understanding is checked via reactions, delayed production
3. Reproduction
   Alternative questions, correction of wrong statements so that the new structure is in the short-term memory
4. ( Clarifying and focusing (guided discovery) )
    
5. Production
   first production of the structure

• Demonstration with students
• understanding and reaction is often left out
• Focussing (rule is formulated together)
• Reproduction
• Production

PROS

• teacher is in control
• model is easy to adapt
• can notice language features

CONS

• too teacher-centred
• long silent phase
• gets boring easily
• errors should be prevented
• assumption: accuracy precedes fluency  (Annahme:  ... geht vor ... )

→  general intentions the teacher might have

Aim /aims of a lesson describe what you intend to achieve at the end of the lesson – Grob- / Stundenziel.

→  the intended learner achievement (Lernzuwachs)
      e.g. skills,  language system

(Instructional) objectives are specific behaviours that students have displayed during or at the end of the instruction. They are stated in behavioural terms and are measurable during the assessment phase.

(z. Bsp. klare Zielformulierungen für Phasen einer Unterrichtsstunde. Sie muss enthalten was die Schüler am Ende gelernt haben sollen, wodurch das Ziel erreicht werden soll sowie die Art der Ergebnissicherung oder Überprüfung - Feinziele).

objective

aim

objective

aim

objective

objective

objective

(they are not active / measurable):

• appreciate
• familiarize
• understand
• enjoy
• comprehend
• know
• learn
• realize
• feel
• grasp  (begreifen)

• define
• demonstrate
• identify
• create
• state
• list

• warming-up / setting the mood
• introduction
• presentation     →  Sprachaufnahme
  →  receptive
• practice     →  Sprachverarbeitung
  →  reproductive
• production     →  Sprachanwendung
  →  productive

→  the 3P-Modell

A task is....

• a workplan
• has a primary focus on meaning
• involves real-time language use
• involves any of the 4 Skills
• has a communicative outcome

• to practice structures and words
• getting routine
• to use the language → you have to communicate
• individuallity of tasks  (individual use of stuctures)

= level of the students

Interlanguage is the type of language (or linguistic system) used by the learners who are in the process of learning a target language.

Exercise  <=>  Task

Exercise: 
main interest on producing right forms
(not open in outcome language and content wise)

Task:
more communicative, content is more important
(open in outcome language and/or content wise)

PROS  -  TBLT

• More motivating
• Meaningful
• Students can choose their own oral structures (only in unfocused Task ??)
• Develops social competences that are important in daily life
• Scaffolding helps weak learners

CONS  -  TBLT

• Students lack vocab and grammar
• Do not use L2 during pair or group work
• Not easy to find authentic, meaningful and not too difficult material
• Students (and parents) often think that they have not learned anything during such a TBL lesson