Presentation 2014 The rationale of the new syllabus is that students may reach different levels of...
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Presentation 2014 • The rationale of the new syllabus is that students may reach different levels of competence in various skills. • The old syllabus has been replaced with “can do” statements. • Tasks will be dealt with at different levels. • The point of reference is the Common European Framework of Reference. • Buzzwords: skills, competence, complexity, differentiation
Presentation 2014 The rationale of the new syllabus is that students may reach different levels of competence in various skills. The old syllabus has
Presentation 2014 The rationale of the new syllabus is that
students may reach different levels of competence in various
skills. The old syllabus has been replaced with can do statements.
Tasks will be dealt with at different levels. The point of
reference is the Common European Framework of Reference. Buzzwords:
skills, competence, complexity, differentiation
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Kompetenzen und Kriterien werden im Einklang mit dem
Fachlehrplan und den Bildungsstandards im Vorfeld des Unterrichts
nach dem Prinzip vom Ende her festgelegt.
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Reading tasks (examples) 1.1 identifying text type 1.2
identifying text topic 1.3 identifying text purpose 2.1 finding
specific details 3.1 understanding explicitly stated main idea(s)
3.2 locating, identifying, understanding and comparing facts,
opinions, definitions
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Quotations from: SZ Praxisreihe Heft 12 More! Students Book 2
p.103 The worlds new gold Reading comprehension GERS-Deskriptor
Leseverstehen allgemein Kann kurze, einfache Texte lesen und
verstehen, die einen sehr frequenten Wortschatz und einen gewissen
Anteil international bekannter Wrter enthalten. (A2) Kann aus
einfacheren schriftlichen Materialien wie Briefen, Broschren oder
Zeitungsartikeln, in denen Ereignisse beschrieben werden,
spezifische Informationen herausfinden. (A2)
Bildungsstandards-Deskriptor (E8) Kann unkomplizierte Sachtexte ber
Themen, die mit den eigenen Interessen und Fachgebieten aus den
Themenbereichen des Lehrplans in Zusammenhang stehen, mit
befriedigendem Verstndnis lesen. (B1)
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Sprachlernstrategien (Praxishandbuch S. 35): Ist bereit, sich
mit Hr- und Lesetexten weiter zu beschftigen, auch wenn zunchst nur
sehr wenig verstanden wird. Interkulturelle Kompetenz
(Praxishandbuch S. 34): Kann wichtige kulturelle Unterschiede
zwischen dem eigenen Kulturkreis und jenem einiger anderer Lnder
erkennen und beschreiben.
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Listening tasks (examples) 1.1 Listening for gist 1.2 Listening
for main idea(s) or important information and distinguishing that
from supporting detail or examples 1.3 Listening for specific
information 2.1 Making inferences and deductions based on
information in the text. This can include deducing meaning of
unfamiliar lexical items from context.
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More! General Course Students Book 3 pp. 142/143 Holiday plans
- An Gesprchen teilnehmen GERS-Deskriptor Kann sich in einfachen,
routinemigen Situationen verstndigen, in denen es um einen
unkomplizierten und direkten Austausch von Informationen ber
vertraute Routineangelegenheiten in Zusammenhang mit Arbeit und
Freizeit geht. Kann sehr kurze Kontaktgesprche fhren, versteht aber
kaum genug, um das Gesprch selbst in Gang halten zu knnen. (A2)
Kann ein einfaches Gesprch ber vertraute Themen (z. B. ber Familie,
Freundinnen und Freunde, Schule, Freizeit) beginnen, in Gang halten
und beenden. (B1)
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Kann mit anderen besprechen, was man tun oder wohin man gehen
will; kann Verabredungen treffen. (A2) (GERS, 4.4.3.1) Ich kann an
einfachen Gesprchen teilnehmen (z. B. ber Familie, Freundinnen und
Freunde, Schule, Freizeit). Ich kann dabei auch zeigen, dass ich
mich fr das interessiere, was mir jemand sagt. (A2)
Bildungsstandards-Deskriptor (E8) Kann in einfachen Worten die
eigenen Ansichten, Plne und Absichten uern und begrnden. (B1) Die
Bildungsstandards beschreiben das am Ende der 8. Schulstufe zu
erreichende Zielniveau.
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Wortschatzbeherrschung: Beherrscht einen begrenzten Wortschatz
in Zusammenhang mit konkreten Alltagsbedrfnissen. (A2) Im Bereich
der grammatischen Kompetenz (GERS, Kapitel 5.2.1.2) wird bezglich
der grammatischen Korrektheit auf Niveau A2 Folgendes erwartet:
Kann einige einfache Strukturen korrekt verwenden, macht aber noch
systematisch elementare Fehler, hat z. B. die Tendenz, Zeitformen
zu vermischen oder zu vergessen, die Subjekt-Verb-Kongruenz zu
markieren; trotzdem wird in der Regel klar, was er/sie ausdrcken
mchte. (A2) Zur phonologischen Kompetenz (GERS, Kapitel 5.2.1.4)
heit es auf A2 bezglich Beherrschung der Aussprache und Intonation:
Die Aussprache ist im Allgemeinen klar genug, um trotz eines
merklichen Akzents verstanden zu werden; manchmal wird aber der
Gesprchspartner um Wiederholung bitten mssen. (A2)
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Reading tasks (examples) 1.1 identifying text type 1.2
identifying text topic 1.3 identifying text purpose 2.1 finding
specific details 3.1 understanding explicitly stated main idea(s)
3.2 locating, identifying, understanding and comparing facts,
opinions, definitions
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Example: More! Students Book 2 p. 32 Saved by a pig What sort
of advance organizing is meaningful or necessary? Levels of
understanding tasks with various degrees of complexity What animal
is the text about? True/False sentences Find the three incorrect
sentences and correct them. Summary of the text. Sentences are in
jumbled order. Write a summary. What happens next? Continue the
story./Judith Crowe tells her neighbour what happened. (Narrative
text or dialogue)
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Listening tasks (examples) 1.1 Listening for gist 1.2 Listening
for main idea(s) or important information and distinguishing that
from supporting detail or examples 1.3 Listening for specific
information 2.1 Making inferences and deductions based on
information in the text. This can include deducing meaning of
unfamiliar lexical items from context.
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Aus: Kompetenzorientierter Unterricht in Theorie und Praxis,
Bifie 2011 S. 69f. Wenn allgemeines Hrverstndnis auf A 2 definiert
wird als versteht genug, um Bedrfnisse konkreter Art befriedigen zu
knnen, sofern deutlich und langsam gesprochen wird, und B1
bedeutet, dass eine Sprecherin/ein SprecherdieHauptpunkte verstehen
kann, wenn in deutlich artikulierter Standardsprache ber vertraute
Dinge gesprochen wird, lsst sich dies leicht auf einen schulischen
Kontext bertrage n.
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Reading tasks (examples) 1.1 identifying text type 1.2
identifying text topic 1.3 identifying text purpose 2.1 finding
specific details 3.1 understanding explicitly stated main idea(s)
3.2 locating, identifying, understanding and comparing facts,
opinions, definitions
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Summary and beyond Lets look at the buzzwords again: Skills
More! is a skill based course Competence students reach different
levels of competence either by solving tasks of various complexity
(receptive skills) or by producing language at different levels
(productive skills). Sub-skills: we shouldnt forget the continuous
work with words.
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wanting (needing) to learn - seeing what the point of it all is
learning by doing - practising, having a go, including making
mistakes positive feelings - usually based on other people's
reactions to what we do making sense - 'digesting' what we learn to
gain understanding Phil Race: Who Learns Wins, Penguin Books/BBC
Books 1995 Learning - Four key processes
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Asking the right questions How do we remember words? What
helped us understand the words in the text? What do we need to know
to do the task? How can we find out? What have we done today? Why?
How did we do it? How well did we do? What do we need to revise?
Why? What are we going to do next? Why? What did you do if you
didnt understand? How did we check our work? Gail Ellis, Developing
metacognitive awareness the missing dimension, British Council
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Bonny Norton worked with five female immigrants and researched
how language learning was influenced by the interaction with
speakers in Canada. Evas response to the question, When do you feel
most comfortable speaking English? is significant: It much depends
on the speaker I talk to. If one doesnt constantly show his or her
superiority my English is more fluent and relaxed. I become tense
and tend to forget even simple grammar rules if one does make
comments about my accent. Bonny Norton, Identity and language
learning, Pearson Education 2000 p. 123
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Defensive learning sees the foreign language as a vast set of
sound and words and rules and patterns that are to be transferred
from the teacher or the textbook into (or onto!) the mind of the
student. In this view, the teacher and, later on, the speakers of
the language in the host country are seen as hurling darts at the
student. If a dart strikes an unprotected area (i.e., if the
learner is unable to come up with the correct response in speaking
or understanding), the experience is painful. Prabhu suggests that
fellow students, among whom exist likes and dislikes, loyalties and
rivalries, ambitions and desires to dominate, injured pride and
harboured grudge, fellow feeling and jealousy, can be an ever
fiercer source of threat. Similarly Clement, Drnyei, and Noels tell
us that classroom activities which expose students to negative
evaluations by the teacher or by peers may promote anxiety, and
that anxiety and self-perceptions may in turn affect achievement.
What the learner tries to do, therefore, is to see to it that there
are as few chinks as possible in her armour, or in Prabhus
metaphor, she tries to build a shell around herself. Earl W.
Stevick, Memory, Meaning and Method, 2 nd edition Heinle &
Heinle 1996, p. 196
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Motivation Extrinsic motivation - gaining something outside the
activity, eg. passing an exam, financial reward Intrinsic
motivation something generates interest and enjoyment, reason for
performing the activity lies within the activity itself If learning
is to be successful, it is crucial that teachers establish in their
classrooms a climate where confidence is built up, where mistakes
can be made without fear, where learners can use the language
without embarrassment, where all contributions are valued, and
where activities lead to feelings of success, not failure. Williams
and Burden, Psychology for Language Teachers p. 73
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If teachers make their intentions clear and make sure that
these are understood, if they invest tasks and activities with
personal significance, and if they explain clearly how performing
such activities will be helpful elsewhere, then powerful motivating
conditions are likely to be set. If in addition they help the
learners take control of their own learning and set their own
learning goals, then there is a greater chance that the learners
will be motivated to learn. Williams and Burden, Psychology for
Language Teachers, p. 134-5
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Cooperative learning needs to be developed in small steps. On
the one hand cooperative learning calls for autonomy, on the other
hand it needs careful structuring. Clear instructions are decisive.
Groups are arranged by the teacher to prevent the forming of groups
based on friendship. The members of the group depend on one another
since there are common goals. Each member is responsible for their
joint work and they support one another. The group must be
competent to make decisions and solve conflicts at a basic level.
Individualized and cooperative learning
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1.What types of texts, activities arouse interest and
curiosity? 2.How do I know what is challenging for students? 3.How
can I make them see the value of an activity? 4.Which steps can I
take to give students more control over what happens in the
classroom? 5.Are there ways to strengthen the students beliefs that
they are capable to carry out an action, an activity? 6.What sort
of feedback fosters learning? Informational versus judgemental
feedback The teachers considerations
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it is teachers using particular teaching methods, teachers with
high expectations for all students, and teachers who have created
positive student-teacher relationships that are more likely to have
the above average effects on student achievement. Visible learning:
When teachers SEE learning through the eyes of the student and when
students SEE themselves as their own teachers. Hattie, p. 238 John
Hattie, Visible Learning, 2009 p. 126