Englisch
Diplomprüfung
Diplomprüfung
Set of flashcards Details
| Flashcards | 51 |
|---|---|
| Language | Deutsch |
| Category | Educational Science |
| Level | University |
| Created / Updated | 11.05.2014 / 26.05.2014 |
| Weblink |
https://card2brain.ch/box/englisch1085
|
| Embed |
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listening 3 stages
prelistening
- read description
- discuss about the topic
- vocabulary, words
while listening
- matching
- listing, ticking words
- fill in information
- find sth.
post listening
- check
- draw
- discuss
-> should be an activ learning- focused process!
listening tbl
pretask
- discuss about the topic (personal experience, pre-knowledge)
- clarify some words
- guessing, predict
task
- tick chart (which words you have heard from a list)
- order pics in right sequences
- match pics to words/sentences from listening
- total physical response: do what you hear!
- draw what you hear
- picture riddle (which picture is described)
- chines whispers
planning
- read a short text about the pictures
- clarify all the words create a word pool, label
- create your own TPR activity
report
- present your pis/texts to the class
- show your word pool/ label
- do your TPR to the class
- dictate your pic dictation to the class/some kids
- wy do you think this is the picture? justify!
language focus analyse
- find specific words (adj, nouns, verbs in the text, disuss their meaning
- analyse specific words structures or patterns
practise
- talk with each other about pictures using new words and strucutres
- questioning and answering in pairs using new structures and vocabulary
speaking
- first pupils should leran basic vocabulary: numbers, colors, prepositions...
- secondly basic expressions, greetings, social English
-> songs, rhymes, poems and stories are helpful (pupils should be given a lot of patterns, activities and opportunities to maximize the talking)
speaking aids
- substitution tables
- sentence starters
- speech bubbles
- vocabulary
speaking tbl
pretask
- introduce new vocab and structures (pronunciation: listen and repeat)
- learn a rhyme or song which fits to the topic
- read or tell about a specific topic (kids have to say key words together)
task
- retell story (kids read a story, comic and paint or order pics and discuss what happens in every pic)
- tabu kids get some words to a specific topic (order and sort the words into different categories in groups)
planning
- learn to retell a story maybe in a group
- kids share words and all of them learn how to desrcibe some of them without using the word
report
- tell the story to the class show the pictures
- playing tabu in groups or class (every child describes 1-2 words)
language focus analyse
- pronunciation
- structures
practise
- listen and repeat
- say it wrong
- questions and answers
- describing pictures or things using structures
bridging
- between languages
- between primary and secondary school
approaches of teaching english
- tbl (using language for purpose, purpose emerges from a context, purposeful activity leads to a product, balance accuracy-fluency-> response to communicative approach) -> handlungsorientiert
- tpr
- clil (cross-corricular, immersion)
- structural approach (from simpler to more complicated structures)
- lexical approach (chunks, fixed expressions)
- communicative approach (classroom activites: acting out, drawing, creative activities, fluency more important than accuracy)
- story-based methology (deep structure of the grammar of our world, childrens social, intellectual and cultural development)
teaching- centred
- teacher as conductor
- teacher providing whole-class practise
- teacher explaining
- teacher modelling language
learning-centred
- students interactional
- students more creative
- students less controlled
- students express opinions
- students indipendent
why homework?
•Time
•Link teacher – parents
•Continuity
•Develop autonomy
•Take responsibility for their own learning
assessments
- formative (checklist, learning attitude, reflexion, continuous assessment)
- summative (end-tests, lzk)
- diagnostic (placement test when bridging)
