Englisch

outcome: end product

processes: brainstorming, fact-finding, odering& sorting, comparing, problem solving..

starting points: creative writing, activities done  in small groups, social/historical investigations, media projects

follow-up tasks: diary which describs the process, make a poster and advertise your product

- listing

- ordering and sorting

- comparing

- problem solving

- sharing personal experiences

- creative tasks

first choice is activity-based but lessons should be action-orientated as written in the curriculum

communication

outcome

goal-oriented

pre-task

- preparation (introduce, define topic, short example for the task and prepare for the task -> preparing students for the main activity (task-cylce), ensure pupils unterstand task intructions)

- exploring the topic: what is it about, pre-knowledge and experiences of kids, brainstorming, introduce new vocabulary, structures needed for task

task-cylce

- task: activity (listing, ordering...)

- planning (prepare to report to the class how they did the task, what they discovered: write a text, learn to read a text, collect difficult words, find out the meaning of difficult words)

- reporting (presentation of spoken report: read or tell report, show pictures, clarify words, pronunciation)

-> real communication is taking plance and a real reason for listening during report stage

language focus

mistakes, problems of the task (after or during task)

- analyse: looking for parallel words, comparing grammatical structures in L1 and L2, patterns, specific words (find patterns, words : adjectives, nouns, verbs / find strucures, words: (it replaces nouns)

- practice: practice words and structures, describing pics with language support, orally in pairs or write down

functions = what we say is for a purpose (expressing a wish, apologizing, asking for help...) bsp: express likes and dislikes

language structures = i like.../ i don't like... -> alway a grammatical aspect, kids learn grammar through using structures correctly

language function = stadard phrase or structure which express an action

- substitution tables

- sentence starters (structures)

- speech bubbles

- tables, (tick) charts

- matching tasks

- word banks, word pools, labelling

help in language and cognitive demands

supports language production and reception

- task design (the way the task is presentetd) and language support

- visuals

- teacher talk (choice of vocabulary, mimic, non verbal signals, speak slowly and clearly)

- varied forms of interaction

- using the mother tongue

- teaching language

- teachin learning strategies (what to do if not understanding everything, using dictionary, focusing on words they know)

- content and language integrated learning

- integrate a normal subject into the English lessons

- pupils learn in linguistic and cognitive terms -> teacher should support both processes

language learning

vocabulary

structures, functions

grammar, language

pronunciation, spelling

language skills (reading, writing, listening, speaking)

knowledge

different topics of society and environment

(cognitive) skills (Fähigkeiten, Fertigkeiten)

listing

ordering

collecting....

grammar teaching based on tbl

linked to a content

inductive = pupils discover rules by themselves (more similar to the natural language learning L1)

deductive = teacher teaches grammar (input: structure on blackboard, practicing in controlled setting: answering questions, substitution table, using new structure on their own in different contexts: charts)

-> pupils should learn facts and patterns

- 3 domains of human learning: cognitive, affective, psychomotor

- six levels in cognitive domain: arranged in hierarchical order (least challenging forming the base, most challenging top)

-> important to know if pupils have reached a specific aim, helps to plan lessons

- motivate and encourage pupils

- keep children focused

- break a big task down

- make children interested in the task

- point out the important parts

- teacher is prepared well (know the important vocabulary..)

- learning grammar by doing activities

- including games & songs in every lesson (thats when pupils really speak english)

- teacher should speak as much English as possible

- do speaking acivities in small groups

- english speaking culture

1. stage: teach in situative context

- use visual support

- teach vocab in  word groups (lexical sets:fruits colors, rhyming sets: rat bat, grammatical sets: nouns verbs, opposites female male

- use actions, expressions and gestures (total physical response)

- use all senses

- use verbal techniques: explaining, defining context, asking questions to guess the word, describing, translating

2. stage: listening and repeating

- listening for phonological information

- observing written form

- noticing grammatical information

- copying and analysing

3. stage: practicing

- classifying/sorting

- giving instrucions

- picture dictation

- listen and repeat

- reading aloud

- rhymes, songs, tongue twisters

- repeat correctly

- try out different ways of pronunciation

-> only correct pupils if it changes the meaning or if i trained a special sound

- labelling: a sequence of sound is a word

- packing: some words belong togheter, have the same label

- network-building: words are related to each other

- understanding and learning the meaning

- attending

- practicing, memorizing, checking

- consolidation, rexycling

- strategies for vocab. learning

- grammatical clue

- textual clue

- visual clue (how does the word look like)

- audio clue

- word knowledge

- demonstrable

- similar to L1

- brief

- regular

- easy to learn not too much

- relevant and interesting for the kids

- fixed expressions not single words

if somebody know what to say but cant express himself in this moment

or if a rule isnt in the spontaneous repertoire yet, it also made by native speakers

if somebody hasnt leared yet how to say something in the correct form

if a mistake stops the learner from making progress

learning is still possible

pre-systematic error

no rule known at all

systematic error

using the wrong rule

post-systematic errors

know the rule but not always able to use it correctly

-> a sudden range of new errors can also be a sign that the learner achieved a new level: overgeneralization

-> if correcting: focus on what kids should know (vocan, strucures)

-> as long as message is understandable its okay, train main mistakes after exercise

instrument to overview learning process

reflects the language learning

language biography, language pass or dossier

-> descriptors = describe what kids need to know

pre-task: whats it all about: overview, brainstorming & awarness activity, language support in form of speech bubbles

task-cycle: a period of ca. 2 weeks, lanugage support: is given troughout each task

language focuss: integrated within a task as task or part of a task, explorers trainer cd-rom, resource book

- text: listening is easier than reading: more or less complicated detaisl, many or no pictures, direct or narrative speech

- task: with words & pictures or only words

- support: checklist, substitution table with useful phrases

- outcome demand:  writing is more difficult than talking, drawing vs. retelling a story, performing vs. speaking out lout

- range of activities: different learning styles should be considered (visual, auditory, kineasthetic)

- choice of activity: older sutdents should be more able to choos what activity they want to do

receptive awarness: understanding a word when spoken and or written

awarness of effective memorizing: remembering it and recalling when needed

conceptual awarness: using with correct meaning

grammatical awarness: using in a grammatically correct way

phonological awarness: pronouncing correctly

collocational awarness: knowing which other words it can be used with

orthographic awarness: spelling correctly

social- pragmatic awarness: use in the right situation

culutral, social connotational awarness: knowing positive and negative assiciations

metalinguistic awarness: knowing how to describe it

teacher = role model

through listening to sound and other people

repeat

tongue twisters, songs, rhymes

a task has different levels and activities, task is made of different activities

task has an outcome

start with word level -> sentence level -> text level

-> transfer L1 reading skills to L2 reading but first speaking then reading!

- reading and clyssifying

- reading and sequencing

- reading and matching

- using a graphic organizer

- completing details

- checking and correcting

-> important: unterstanding of general meaning: key words help to interpret/ predict

pre-task

- discuss topic

- clarify some words

- guessing, predict, collect ideas, what the text could be about

task

- sequencing sentences into the right order

- matching sentences with other sentences or pics

- categorising statements in a text

- finding informations in a text

- answering questions to a text

- highlight words in a text I understand

planning

- work wirh kids, with another text

- compare the texts (similarities, differences)

- clarify difficult, important words

- prepare a table, create a pool or labelling

report

- present tables, pools or labels to the class

- clarify words in class

- present answers, discussing about them

language focus analyse:

- read the text and look for specific words (nouns, verbs,..), for capital letters

practise:

- train the pronunciation of new vocabulary

- find mistakes in a text, focused on the language focus

- guided copying

- handwriting

- spelling

- punctuation

- using the correct words and grammar

-> there should be a development from controlled writing over guided to free writing!

-> the older the more vocabulary, less support and more grammar

-> rhymes, stories, books, letters, word lists made by kids supports them

pretask

- start with an example (reading or telling a story)

- matching, sequencing pictures in the right order

- find words for each pic

- introduce structures to  retell description

task

- write little texts about their favourite animal

planning

- paint pictures to clarify specific words (what they eat, where they live..)

report

- read the text to the class and show pictures

language focus analyse:

- look at the structures (what do they mean? when are they used?)

- analyse the word order (what is first)

- look at mistakes the kids often do in their writing

practise

- write sentences with the structures, describing pictures

- order mixed up words

describe a picture

create a picture riddle

create your own picture dictate

write a poem

answering questions