Englisch

Present, Practice, Produce

• Developed in the 1940s- 50s
• Used for the introduction and practising of grammatical structures
• Present, practise, produce
• Accuracy important.
• Teacher controls what is learnt and how.

Meet, Manipulate, Make your own

• Developed in the 1980s-50s
• Used for teaching language for communicative purposes
• Meeting the new language, manipulating it, making it your own
• Language practised in freer contexts. 

Vocabulary:

• single words 
• fixed 2-3 word combinations
• collocations (A bar of chocolate)

lexis:

• Single words
• fixed 2-3 word combinations
• collocations (A bar of chocolate)
• ready-made chunks (guess my animal: it eats... it has...)

grammar:

• ready-made chunks (guess my animal: it eats... it has...)
• formation of new phrases and sentences.

• Words that are commonly used
• Kids learn these words so they can recognize them at a glance (kurzer Blick) without needing to go letter-by-letter.
• There are different lists of high frequency words

Pre-While-Post

Pre:

• EXTO/MOLE/CREPU
• activating Preknowledge
• Motivating learners
• Creating a purpose

While: 

• Learners perspective:
  • listening for gist
  • listening for detail
  • listening for language
• Teachers perspective:
  • focus on meaning
  • focus on form

Post:

• Repetition 
  • At word- and sentence level
• Output
  • Speaking, Writing
• PPP, MMM

listening for gist

• To get an overview
• Listen for the context / what its about

listening for detail

listening for language

• Listen for grammatical forms
• Listen to specific language and how its said

PWP --> the way we're learning it

Exploit Topic:

• activate pre-knowledge

Motivate Learners

Create a Purpose

• Why should the learners listen to/learn these words?

• A task plan is NOT a lesson plan (cannot do all steps in one lesson).

• The task moves from listening (blue) to speaking (green).

• The pre-phase is shorter than the while phase. The main acquisition of language happens in the while.

• The post-phase is communicative (speaking)

• The post-phase should be long to make maximum benefit of all learning taking Place in the while.

• Listening activities can be grouped to achieve specific purposes.

Create a support structure for the learners, which helps them to fulfil a given task.

Examples:

• Providing sentence starters ("I think that... because...")

• Using visuals, gestures, or models to aid comprehension

• Breaking tasks into smaller steps

• Giving prompts or asking guiding questions

Input:

• Listening
• Reading

Intake:

• Comparing
• noticing
• integrating

Output

• Speaking
• Writing

• Noticing – Learners must first become aware of specific linguistic features in the input. This means paying attention to vocabulary, grammatical structures, and pronunciation patterns.

• Comparing – Once learners notice certain elements, they compare them with their existing language knowledge. This involves recognizing similarities and differences between the new input and previously learned language structures.

• Integrating – The final step is to incorporate the new linguistic elements into the learner’s mental representation of the language, making it available for later use in speaking or writing.

S1:

• Controlled practice:
  • Learner's language is controlled or restricted by the teacher or the teaching material. 

Bsp: Verse

S2:

•  communication practice 

  • Involves communicative interaction With at least one interlocutor, but the language is still controlled in some manner.

Bsp: Image with farm animals

S3:

• production

  • Uncontrolled production of language purely for a communicative purpose. 

Bsp: What animal have you seen.

Giving the learners chunks of language, which they can use.

• speaking frames
• sentence starters
• useful phrases
• Word box

Speaking frames are often based on formulaic language and should lead to more communication:

e.g. What are you wearing today? What are you eating today?….doing….reading….writing…

The phase in which the learners don't speak, but are still learning.

Everybody goes through this phase. (L1 --> Baby)

In L2 the Phase is shorter.

meaningful, comprehensible input