Englisch Diplomprüfung Prüfungsfragen

• use a special feature to start the English lesson (Mr. owl)
• discuss about expectations of using English and talk about positive aspects of mistakes
• teach in functions that they need for classroom language à decorate the classroom with speech bubbles with exponents
• paraphrase what the p. said in L1 in English
• collecting points: who has never spoken English? He gets a little price

• reading: choose a story that suits to the topic, read it aloud and record à listening exercise for the whole class
• writing: write poems, stories to read for the whole class or create sentences or memory cards with sentences on it for the whole class
• cooperation: they can be the writer or moderator of a group work (yes, that’s right, however…)
• prepare work sheets with less language support or more focus on spelling and writing, more gaps to fill in for listening
• p. should sit there, where they can’t look at scaffolding
• give them more independence: create a poster of something, read a book and write a report about it, work on the computer
• different coursebooks for native English speaking children

• Preparation: Ask p. which strategies they already use
• Presentation: teach strategies, give strategy and explain it and tell them when and why to use it
• Practice: provide activities to practice strategies, point out any strategies I see the p. are using
• Evaluation: Let the p. discuss about which strategies they find most useful

• to think about the language, find out structures and compare it to L1 is useful for language learning
• we should use the variety of languages in our classroom to heighten language awareness
• get the p. to think about their own and other languages
• history of languages, different alphabets, status of different languages
• looking for parallel words, talk and think about where they can hear/read English

• beginning and ending the lesson
• giving instructions
• praise and encouragement
• asking about words
• discipline
• games/suggestions
• equipment/materials in the classroom

• Show interest of what pupils do in other language subjects
• Incorporate learning strategies that can be used in any language subject
• Raise learners language awareness (ELBE-activities)
• Promote (inter-)cultural learning

Problem-solving

learners need to communicate

Ordering and Sorting

finding similarities/differences

Introduces the topic, hel s. to recall/learn useful words, understand task instructions

After the pre-task there comes the task cycle. There you have to make sure, that real communication is taking place and that there is a real reason for listening during the report stage. The p. plan the task, do the task, plan to report outcome, report

First the language in the pre-task and task cycle is analysed (comparing grammatical structures in German for upper primary), then the p. practice it

Listen and repeat. At lower primary only speaking and listening are assessed

Lower grades

• Greeting (Hallo)
• Introducing herself (My name is…)
• Thanking (thank you)

Upper grades

• Asking for clarification (Can you repeat that? I don’t understand)
• Agreeing/disagreeing
• Expressing likes/dislikes

We want meaningful tasks which will always include thinking skills. (For example: Understanding the different steps of milk production) . So we have to think about if the content of a task is meaningful and which thinking skills they will need to use. We can also use the taxonomy when assessing children. We have to think about which thinking skills they are able to use. Are they only understanding it but aren’t able to apply to it? Where do they struggle? New language has to be learnt through lower thinking skills like remembering or understanding. With time, we they also have to use higher thinking skills to transfer the new language into new situations, to evaluate and create new things. It can be also used as differentiation for stronger p. While the weaker solve a task in the ,,understanding’’ skill, the task can be changed into a transfer task.

Remembering: p. use their memory to recall, recognise or remember things. Knowing facts, lists or other information (Pupils brainstorm anything they can remember from the story concerning the characters, events, numbers, etc. Appropriate prompts here could be: Who?; When?; Where?; What?; How/How much?; Did?)

Understanding: p. construct meaning from the context. P. explain, comparing, infer, interpret or classisy information. (The pupils rebuild the story by ordering the pictures according to the events taking place; pairs or groups of pupils can compare their results with others; stronger pupils can attempt to explain why something happened in the story, etc.)

Applying: p. use the information with the goal of applying / putting it into practice. (Pupils act out the story; they present the story in graphical format by designing a poster.)

Analysing: p. break the material down into its various parts, the learners gain a better understanding of the whole. (Pupils identify structures indicating text cohesion; they can locate important words, phrases or events taking place that are particularly important or relevant to understand the story; they can analyse the story for a hidden or moral message. )

Evaluating: p. make judgements that are based on given criteria. They give reasons for their opinions concerning the story or describe which part they liked best. The focus here is on the ‘why’ aspect. (Pupils say whether they like the story, or which parts of it in particular and provide reasons why/why not. )

Creating: p. reorganize or work with the different elements of the story to create a modified product. Pupils may wish to invent a different beginning or ending, include other characters, change the contents or amend the text in some other form. They may well need support, for example dictionaries, their Resource Book or other aids to help themselves. (Pupils alter the setting of the story; they may swap the gender of its characters; characters, elements or objects can be added or left out, as long as the story remains coherent and meaningful.)

Pre-Task: Match pictures to lines of the song and talk about vocab that is unclear. While-listening: Listen to the lines and repeat them. The teacher focuses on pronunciation. Sing the song together. Post-task: Act the song out while singing with TPR

• make cloze or C-tests;
• cut up the strips and listen and put the text in order;
• sing and act along!

CLIL is the umbrella term. CBL is a part of CLIC. CLIL focuses on the content (teaching geography in English) CBL is a lighter version. The language is more important but packed with content.

Structures are learnt in controlled practice

Tasks always need to have an outcome. An outcome can also be oral (conclusions after a discussion). The activity could be a pre-task. The task focuses on the language

basis of our work. It tells which goals/level the p. need to achieve. Also to talk about to parents for justification about what we do in class. It is linked to the European language policy. It also helps to assess the level of the children. At the end they self-assessing where they stand (my English-Portfolio). à Tool to assess and to justifice what you’re doing.

Flashcard, controlled drills, repetition, substitution table, practice the speaking first before the can

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Give more scaffolding

• In what language will they be talking?
• What vocabulary would you introduce to them?
• How would you introduce it in the pre-task? (Crossword)
• Which words do you think will be easy for them?
• Very simple way to introduce vocabulary? (focus on the pronunciation)
• Is the lesson plan realistic?
• How long will it take?
• How would you assess this lesson?
• Recast?
• What is the difference between error and mistake?
• How would you correct the mistakes?
• What would you tell parents about your assessment practise?
• Two learning strategies for writing?
• Different ways to make a lesson more/less demanding?
• Differentiation for better kids?

CLIL: learn something new content wise:

e.g. Pupils can name three characteristics of life in town and of the countryside. 

e.g. Learners put the elements of the food chain in the correct order.

Linguistic aims:

e.g. Pupils are able to understand the gist of the story.

e.g. Pupils write a comprehensible shopping list for a school outing.

learning-, communication strategies, strategies for skills & vocabulary and learning techniques in general:

e.g. Learners look out for parallel words to become aware how much they understand.

e.g. Learners scan the text for five important facts.