Englisch Diplomprüfung Prüfungsfragen

• Communicative competences should be built up
• There are a lot of levels from the European language portfolio that show clearly where the p. stand

First Choice

• Educational approach: language is used to mean something
• Focus on content
• Interdisciplinary activities with other subjects
• include activities such acting out, drawing, doing experiments and so on"

Explorers

• Content-based with interesting topics for pupils
• 4-6 grade
• a lot of communication
• a lot of scaffolding
• a lot of materials

Young world

• 3-6 grade
• a lot of fun activities which improve motivation and learning
• Content based with interesting topics
• Also language awareness
• About developing learning strategies
• Make them curious and open-hearted for other cultures
• In every lesson the 4 language skills should be practiced

Language focus

• Special focus on the language (word order, grammar, structures)

Skill-based

• About the 4 language skills: To understand something, write something, speak fluently and so on à no language analysing!

• Helps to transfer (words, structures)
• Supports the use of strategies (finding parallel words or look at grammar prevents from learning everything by heart)

Lower: chunks, flashcards, TPR

Upper: Substitution table, word pool, sentence starters

Introducing

• Flash cards
• Pantomime
• Mind Maps
• Stories with vocab in it
• Songs with vocab in it

Practising

• KIMS game: a lot of objects in the middle. P. close their eyes, t. takes one away, p. have to say which
• Hangman
• Crosswords
• Memory
• TPR

• Name objects on post it’s
• hang up some foreign language posters (i.e. about an animal, country, maybe some grammatical structures

• Cultural awareness consists of perceptions of our own and other people’s cultures
• P. should built up a positive interest in how cultures connect and differ
• Broadens the mind and increases tolerance and international communication
• Perceptions can be gained directly or indirectly through films, songs, literature
• Helps to gain cultural empathy
• Ideas: play songs and let p. guess where it’s from, collect country names and pin the places, accent dart: Through darts to a world ma. Countries are going to be looked into detail and pupils can try to imitate the accent
• Understanding the culture of the target language (school uniforms have a social functions) bring food from the different cultures
• Topics: economy, family lives, celebrations

Songs

• Motivation
• Look at vocab
• Look at grammatical structures
• Sing the song from time to time to remember vocab

Games

• Motivation
• Repeat structures/vocab
• Learn vocab

• Interview someone about something à they write a short summary about it
• Collect things that start with a certain letter à look at them in class
• Collecting things à making a poster out of it in class
• Collecting words they know out of a newspaper
• Listening to a story/song on the internet
• Playing a game for practicing grammar

• TPR
• Look, listen, say
• Teach in chunks that they think that they can speak a lot
• Teach some English to ,,take home’’
• controlled practice activities like drills, repetition and saying fun things by heart like rhymes and songs.
• focus on accuracy in speaking by helping students to use grammar, vocabulary and pronunciation.
• Assessing speaking: showing pictures or movements and they have to say the word, repeating words/sentences, responding to prompts/functions

• The learners create questions for an interview, walk around the room and ask other pupils their questions. They then make a table of the solutions.
• Learners have to describe a way on the map to find a treasure. Then they describe their way and the other pupils have to find out where the treasure is.
• Assessing: Interview, short presentations, describing a picture, discussions

à gap fill, true/false questions, open questions, matching sentences and pictures

Through a song with an interesting context, TPR, bringing realia with you

• They need to feel somehow independent, which is why we should let them do self-correction and let them choose about what they want to learn
• They need to feel confident that they can achieve the goals, which is why we have to provide enough scaffolding and choose tasks that are in the right level.
• Also, we have to encourage and praise them and accept mistakes
• Consider different learning types
• Exposure is important (listening for pleasure)

• making a criteria sheet (accuracy, range of vocab, coherence)
• but not correct too much in order to keep the motivation of the p. for writing.

• Lower grades: through chunks like how are you, exposure them through songs (learning implicitely)
• Upper grade: also explicitly either deductively or inductively (reading a text and let them find out how the grammar works)

• Interview: shows pronunciation, understanding, taking part in conversations but it’s difficult to mark as it is a subjective task
• Gap-fill: good to assess grammar or reading, it’s easy to assess because it’s an objective task and there’s only one correct answer, but it doesn’t assess language production
• Write a letter: Shows a lot of language skills like range of vocab, grammatical structures, ordering paragraphes, bringing thoughts into words in the right order, but it’s hard to mark as it’s subjective. We need to have a clear criteria sheet to make it more objective

Presentation, Practice, Produce. First the teacher introduces new grammar, for example the present continuous. The teacher explains how it’s built and when it’s used. Then the students fill in the ing in a task. Only then they are producing the new grammar. For example they observe what’s going on in the class and make sentences about it.

Pre-Task, main task, language focus. In the pre-task the teacher introduces the language and content that the pupils need in order to solve the main task. In the main task the students work in a communicative setting, plan how they are going to carry out the task, do the task and plan how they present their outcome to the class. Then they present the outcome. In the language focus they analyze and practice language that they have used in the main task. This could be language in which the students made a lot of mistakes during the main task.

Functions are the reason why we communicate. The language we use depends on the function.

• Asking for clarification: Can you say that again?
• Eclicting: What is that called again?
• instructing: Open your books…

• Learning to write: lower classes writing insists of how to form letters and words. The pupils copy a word or a few words. They first have to deal the eye-hand-coordination. Accuracy is important. They shouldn’t write something they can’t say. It’s really controlled. Freer writing activities aren’t possible
• Writing to learn: Upper class, accuracy and communication skills like different registers get more important. They have to think about why, in which content, and to whom they’re writing. They write sentences or short textes, when they have a clear modell or enough scaffolding. Controlled and free activities are possible

à Learning to speak‘: Focus on form > to get language right / language training
(e.g. pronunciation practice, drills, ...)

‚Speaking to learn‘: Focus on fluency > to communciate / get a message across
(e.g. presentation, free role-play, information-gap activity, ...)

• ...it is similar to how L1 is learnt
• ...it introduces language in a contextualized way
• ...it involves action and movement
• ...it goes well with rhymes, songs, stories
• ...it does not put pressure on pupils to speak (silent period)

à Content & Language Integrated Learning

• ... is motivating – pupils learn about something new
• ... English is used to learn about a topic (not just learning English academically about grammar / rules)
• ...English is used now in a meaningful way
• ...it uses authentic, concrete materials that integrate the four skills, vocabulary, structures,
• ...it allows for learning across the curriculum
• CLIL can be demanding in terms of vocabulary (for teacher & pupils), pre-teaching of vocabulary is important!!
• Some argue it does not equip learners with useful ‘everyday’ language

CLT = umbrella term, Communicative Language Teaching

What and how we teach should always have a communcative purpose. Grammar & lexis are taught so that they can be used right away in a meaningful, communciative way.
TPR; CLIL; TBL are methods within the CLT-approach.

• Meaning: Meeting – Manipulating – Making it your own
• Concept: Three steps in learning / teaching

• MMM help you to plan a careful sequence; learners need to get to know language first; then have to work with it in several ways, before they can use it in any situation freely.
• 
  method: PPP (Presenation – Practice – Production) is similar, but much more teacher-centred...often used for grammar teaching

A) Meaning of word
B) Attending to form
C) Practicing and memoryzing
D) Recycling, consolidating, organising &
   recording Use again, any form of revising (festigen), categorizing, guarantee pronunciation)
E) developing strategies for vocab learning

• Language chunks (e.g. ‚How are you?‘ / ‚Would you like some...?‘ / ‚Have you got...?‘ / ‚I am very well, thank you.‘ ...) are fixed phrases that are stored in the memory as one-word vocabulary items and can be retrieved as one when needed.
• Chunks promote fluency without getting into the underlying grammar of such language items.

• Learners need to be given strategies how to learn lexis:
  – ‚Walking dictation‘
  – Partner dictation
  – categorizing
  – Learning to write vs. to say?
• Also, lexis need to be introduced, thus met before in class; learning words at home is part of the ‚manipulating‘ stage.

Grammar is needed in order to communicate effectively. Using grammar correctly helps to express the right meaning:
– I wear glasses. vs. I am wearing glasses.

In lower primary, grammar is often introduced implicitly; thus given in formulaic language (chunks) and not really analysed with children.
In upper primary, grammar is more explicitly addressed – either in a deductive or inductive way.

Assessment for learning: Formative assessment (observation grid; feedback; task outcomes; portfolio; ...)

Assessment of learning: Summative assessment (tests; task outcome; presentations; ...)

Assessment as learning: Self-assessment (portfolio; evaluation grids; feedback; ‚Lernberichte‘ ...)