Fachdidaktik 1&2

FD2 Theorie Englisch

FD2 Theorie Englisch

Matthias Keller

Matthias Keller

Kartei Details

Karten 27
Sprache English
Kategorie Pädagogik
Stufe Universität
Erstellt / Aktualisiert 06.06.2013 / 13.06.2016
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Skills (4)

Speaking

Writing

Listening

Reading

Systems (4)

Lexis (What ist the individual word?)

Grammar (How do the words interact?)

Function ( What ist the use of the word in a specific situation?)

Phonology (What does the word sound like?)

Listening (3) general

Types, Techniques, Frameworks

Types of listening

Listening for specific information

Global/gist listening (main idea)

Inference (between the lines)

Listening techniques (film)

  • fast forward
  • silent viewing
  • freeze frame
  • pictureless listening
  • subtitles

Framework

  • Pre-listening
  • while-listening (3types)
  • post-listening (follow->closing)

Reading techniques (11)

  • 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)

Speaking (3Types)

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

Different kinds of gap: (4)

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

Outcome of communication activity

unpredictable

  • realt time
  • interaction
  • no restriction

Forms of writing (4)

  • Copying
  • Doing excercises
  • Guided writing
  • Free writing

accuracy -> fluency

2 Approaches of Writing

Product approach (model Text)

process aporach (plan-write-edit)

Lexis

  • 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

how to learn words (8)

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

Grammar (2 approaches)

Inductive approach (rule is infered through guided discovery)

Deductive approach (rule is presented by teacher)

Grammar Pre- vs. Descriptive

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

Help learners to enjoy grammar (5)

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

Consciousness Raising Activity (Grammar (5)

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

Task based learning

  • 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

Task (what about it)

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

Top Down

  • General knowledge
  • life situations
  • situational routins

FROM MEANING TO LANGUAGE

Bottom-up

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

FROM LANGUAGE TO MEANING

ACR

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)

Frameworks (3)

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

Lesson Plan:

General: Topic/Contents, Main aims, subsidiary aims

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

Possible lesson aims (7)

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

Pre-Task

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