Fachdidaktik 1&2

• Skimming (reading quickly to get main idea)
• Scanning (reading quickly to get specific information)
• Intensive/Accurate reading (carefully)
• Extensive, gist (reading speed)
• Making inferences (reading between the lines)
• Contextual guessing (meaning of a word in a context)
• Outlining (overall organisation of text)
• paraphrasing (say in other words)
• information transfer (into other form)
• Passage completion (predicting)
• Scrambled stones (put in right order)

• Reproduction (repeat word by word)
• Reconstruction (adapting phrase to new situation)
• construction (communicate)

• Information gap (one has the info, other hasn't)
• Experience gap 
• Opinion gap
• Knowledge gap

unpredictable

• realt time
• interaction
• no restriction

• Copying
• Doing excercises
• Guided writing
• Free writing

accuracy -> fluency

Product approach (model Text)

process aporach (plan-write-edit)

• Single word
• collocations (common going-together patterns)
• chunks/multi word items(use like one single word)
  • polywords (like single word)
  • frames (depends on context)
  • sentences (occure often like this)
  • patterns
• to know a word you have to know form and meaning
• learn words: label -> categorize -> network building
• short term store -> working memory -> long term memory

• repetition,
• retrieval (from memory),
• spacing (over a long time)
• pacing (using different styles)
• use
• personal organisation (personalize words)
• Mnemonics (Eselsbrücken)
• Motivation / affection

Inductive approach (rule is infered through guided discovery)

Deductive approach (rule is presented by teacher)

1. pre: rules, what is right and wrong
2. de: how people use language

• Provide Context
• personalize the language
• make it as implicite as possible
• show importance of grammar in communication
• provide a written record

• Gramm. of Strucutre (mem. rules)
• Gramm. of Orientation (memorize forms, chunks)
• Gramm. of Class
• Lexical phrase (Lexical set)
• Collocation (Words that are used together)

• Start with what pupils already know
• Pre-task, task cycle, language focus
• Beginners: longer pre task
• short task, no planning
• fluency first, then accuration
• students should talk much

• Focus on meaning
• Engage learners
• Outcome
• Comletion is important
• Real world

• General knowledge
• life situations
• situational routins

FROM MEANING TO LANGUAGE

• Knowledge you have to build up
• Incoming input as basis for understanding message

FROM LANGUAGE TO MEANING

Descriptive tools to analyse a lesson

• Authentic (language I know, For meaning, communication, rela life, pleasure)
• Clarification (Zoom in and look closely, rules, exaples, translation, about form & meaning)
• Restricted (Part of what i know, for: form, practice, accuracy, testing, display)

• Test Teach Test
• Presentation practice Production (for accuracy)
• Task based learning (focus on form)

General: Topic/Contents, Main aims, subsidiary aims

Time, Stage and aim, Procedure, ACR, Interaction, Material

• Clear statement
• Concrete
• Full sentences
• Positive statements
• checkable at the end of a lesson
• NOT! an activity
• NOT! Grammar -> Skills!!!

Introducing topic and task

Function: Warm learners up, engage them, give them goals, make them focus, motivate

Ideas: Classifying words and phrases, listening, brainstorm, motivation phrases and pictures