Teaching English

knowledge of vocabulary, grammar, sounds

catch names, places, dates,

understanding the text in a general way

listen between the lines, listening for meaning that is implied

guess the meaning of a word by listening at the surrounding words

pre-reading (introd., prestasks, minitasks...) top down process activation

while-reading (tasks to focus on fast reading, specific info...)to p down

post-reading( form focus, task repetition, follow on task.)

reading text quickly to find apecific inf. names numbers, addreses

go through a text quickly... understand it in a general way...

reading between the lines, reader understands what is mes meant but it‘s it not stated in a passage

reading a text quickly to find specific information

reading a text quickly to get a general idea

from form-focus to meaning based communication

student A has information that student B needs to know and vice versa

have different experiences in their lives - immediately is a gap. exploited in questionnaries, particularly those that aim to practise past forms

finding out someones opinions, feelings - closing gap between people!  

can be exploited in brainstorms and general knowledge style quizzes

1. pre speaking/pre tasks (introduce topic, preteach lexis)

2. speaking (plan report and report back to the whole class)

3. report speaking to others

4. form focus (aanalyze grammar or words)

5task repetition, with other group or similar task(reflection).

theatre, spontaneous roleplay - practise functional language

situations which learners are likely to encounter in real life when using english - more range of registers can be practised. 

activity which motivates students and introduces topic. get things started. wake up students. prepare mouths, brains, ears and eyes.

a phrase or sentence is repeated word by word. learned memorize a given role play and act it out.

rehearsed (eingeübt) phrases are adopted to other situations. learners use key phrases from given role and act out new scene.

all available resources are activated to communicate in spontaneous play.

1. Pre-writing / Mini-task: Prepare learners for the writing
2. Writing: The writing process

• generating ideas
• focussing: choosing ideas
• drafting: writing drafts
• rewriting
• editing

1. Planning a report: Read each other’s texts (every text needs an audience!) and explain it to someone else.
2. Form focus

Task-repetition

 Product writing is writing with focus on the end-product, e.g. writing a short article.

Process writing is writing where the process of writing is more important than the product itself, e.g. brainstorming the topic, forming + sorting ideas, discussion/feedback, first draft, feedback, editing, feedback

Learners write longer texts in quite restricted or controlled activities. Samples and model texts are offered.

For example, learners study a model text and then write their own by replacing the personal information contained in the letter with their own.

Learners write freely without overt guidance, assistance or feedback during the writing process, though a title or task may be set.

aim, audience, genre of a writing activity

What do we want to achieve? Who are we writing the text for? What type of text are we writing?

Awareness of the language as a whole system (spoken/written form, culture), affective, social, political and cognitive dimension of language

-> use all available recources! not only comparing with other languages.

Eveil aux langues + Language awareness + Begegnung mit Sprachen und Kulturen

activate awareness and interest for own language and other languages

support motivation for the learning of other languages

 learning strategies to communicate, learn

knowing and understanding different aspects of languages and cultures,

communication (lthinking about and use language as a way to communicate)

comparing languages (words, patterns, phrases, rules,(how is a sentence structured...),

knowing and understanding different aspects of languages and cultures (saying hello... what is polite, impolite...)

learning strategies (how can i get to the meaning of a text that i don't understand? how do i talk to people which don't understand me?

Skills are things we do with the language:

e.g listening, reading (receptive) writing, speaking (productive)

We can think of the language systems as what we know (Phonology, Lexis, Grammar, Function, Discourse) about language.