Difference between revisions of "2008-09 AM Teaching for Communicative Competence"
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| − | == October 16, 2008 == | + | == Week 1 - October 16, 2008 == |
| − | == October 23, 2008 | + | == Week 2 - October 23, 2008 == |
What makes lesson plans communicative? We'll try to find criteria for communicative lesson planning based on lesson plans from platforms for teachers. Your task: How would you introduce words that have to do with animals in a communicative way? Write your own lesson plan. | What makes lesson plans communicative? We'll try to find criteria for communicative lesson planning based on lesson plans from platforms for teachers. Your task: How would you introduce words that have to do with animals in a communicative way? Write your own lesson plan. | ||
| − | + | Activity 1: Describe your competence (sample: writing): linguistic development, communicative development, content/topic development | |
* simple sentences, informing family, school | * simple sentences, informing family, school | ||
* simple text + describing familiar thematic contexts and speech acts | * simple text + describing familiar thematic contexts and speech acts | ||
* similar areas of interest | * similar areas of interest | ||
| − | |||
| − | + | Activity 2: Outline a lesson plan focusing on introducing words relating to animals and the zoo. | |
| − | + | Activity 3: Outline the concept of communicative competence with the help of a mind map (use a transparency). | |
| − | == | + | == Week 3 - October 30, 2008 == |
| − | == November 13, 2008 == | + | 1. Your review of the lesson plan |
| + | |||
| + | 2. Compare Weskamp/Piepho concept and communicative language teaching (Richards/Rogers) (see download in stud-ip) | ||
| + | * Which aspects are new and which aspects are introduced differently? | ||
| + | * Add new aspects to your Weskamp/Piepho concept (using a different color) and be prepared to comment on it. | ||
| + | |||
| + | 3. Make a list of features of communicative language teaching based upon the text on CCT. How many features are considered in the animal lesson plan? | ||
| + | |||
| + | 4. Research: Find typical procedures of communicative language teaching (tasks and activities). Look in textbooks, the web, the reserved shelf, etc. | ||
| + | |||
| + | 5. Skill development and CLT: We differentiate between skills (pronunciation, words, structures) and abilities (speaking, reading, listening, writing). How can we develop skills and teach communicative competence? How do textbooks solve this problem? | ||
| + | * Your task: read (see download in stud-ip) and analyze a textbook unit from stud-ip. | ||
| + | |||
| + | == Week 4 - November 06, 2008 == | ||
| + | |||
| + | == Week 5 - November 13, 2008 == | ||
* Elicit theoretical fields for the evaluation of lesson plans | * Elicit theoretical fields for the evaluation of lesson plans | ||
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# Follow-up activities | # Follow-up activities | ||
| − | == November 20, 2008 == | + | == Week 6 - November 20, 2008 == |
* Lemmata - short texts within group work on: | * Lemmata - short texts within group work on: | ||
| Line 76: | Line 90: | ||
Please send me your short texts per email --[[User:Lindsay|Lindsay]] 14:25, 21 November 2008 (UTC) | Please send me your short texts per email --[[User:Lindsay|Lindsay]] 14:25, 21 November 2008 (UTC) | ||
| − | == November 27, 2008 == | + | == Week 7 - November 27, 2008 == |
# Go through Red Line units 4 and 5 (see download 6.11) and find steps, activities, etc that could be labelled authentic, learner-centered, etc. Think also of other didactic termonology such as comprehensible input, etc. | # Go through Red Line units 4 and 5 (see download 6.11) and find steps, activities, etc that could be labelled authentic, learner-centered, etc. Think also of other didactic termonology such as comprehensible input, etc. | ||
# Be prepared to facilitate either Richards (1-3) or Swain (4-5). | # Be prepared to facilitate either Richards (1-3) or Swain (4-5). | ||
| − | == December 04, 2008 == | + | == Week 8 - December 04, 2008 == |
| − | == December 11, 2008 == | + | == Week 9 - December 11, 2008 == |
| − | == December 18, 2008 == | + | == Week 10 - December 18, 2008 == |
| − | == January 08, 2009 == | + | == Week 11 - January 08, 2009 == |
| − | == January 15, 2009 == | + | == Week 12 - January 15, 2009 == |
| − | == January 22, 2009 == | + | == Week 13 - January 22, 2009 == |
| − | == January 29, 2009 == | + | == Week 14 - January 29, 2009 == |
Revision as of 17:36, 21 November 2008
| English Didactics |
|---|
- Lecturer: Wolfgang Gehring
- Language tutor: Lindsay
- Time: Thursdays, 10-12am
- Venue: A6 0-001
Contents
- 1 Week 1 - October 16, 2008
- 2 Week 2 - October 23, 2008
- 3 Week 3 - October 30, 2008
- 4 Week 4 - November 06, 2008
- 5 Week 5 - November 13, 2008
- 6 Week 6 - November 20, 2008
- 7 Week 7 - November 27, 2008
- 8 Week 8 - December 04, 2008
- 9 Week 9 - December 11, 2008
- 10 Week 10 - December 18, 2008
- 11 Week 11 - January 08, 2009
- 12 Week 12 - January 15, 2009
- 13 Week 13 - January 22, 2009
- 14 Week 14 - January 29, 2009
All written work should be handed in by March 15, 2009.
Week 1 - October 16, 2008
Week 2 - October 23, 2008
What makes lesson plans communicative? We'll try to find criteria for communicative lesson planning based on lesson plans from platforms for teachers. Your task: How would you introduce words that have to do with animals in a communicative way? Write your own lesson plan.
Activity 1: Describe your competence (sample: writing): linguistic development, communicative development, content/topic development
- simple sentences, informing family, school
- simple text + describing familiar thematic contexts and speech acts
- similar areas of interest
Activity 2: Outline a lesson plan focusing on introducing words relating to animals and the zoo.
Activity 3: Outline the concept of communicative competence with the help of a mind map (use a transparency).
Week 3 - October 30, 2008
1. Your review of the lesson plan
2. Compare Weskamp/Piepho concept and communicative language teaching (Richards/Rogers) (see download in stud-ip)
- Which aspects are new and which aspects are introduced differently?
- Add new aspects to your Weskamp/Piepho concept (using a different color) and be prepared to comment on it.
3. Make a list of features of communicative language teaching based upon the text on CCT. How many features are considered in the animal lesson plan?
4. Research: Find typical procedures of communicative language teaching (tasks and activities). Look in textbooks, the web, the reserved shelf, etc.
5. Skill development and CLT: We differentiate between skills (pronunciation, words, structures) and abilities (speaking, reading, listening, writing). How can we develop skills and teach communicative competence? How do textbooks solve this problem?
- Your task: read (see download in stud-ip) and analyze a textbook unit from stud-ip.
Week 4 - November 06, 2008
Week 5 - November 13, 2008
- Elicit theoretical fields for the evaluation of lesson plans
- Analyze the "opinion" lesson plan (in Stud-ip under "Dateien" 06.11.) by applying the collected
criteria from week four.
- authenticity of speech acts
- authenticity of language use
- authenticity of activities
- contextualization of the lesson
- appropriateness of language use
- communicative level of activities for weaker/stronger learners
- opportunities for free language use and hypothesis testing
- variety of forms of interaction
- cooperative forms and communication
- proportion of learner-centredness/teacher-centredness
- proportion of closed, half-closed, and open activities
- sociolingustic references in the lesson plan
- Please outline alternatives
- Introduction (contextualization)
- Development/Practise (Erarbeitung)
- Application/Production (Anwendung/Transfer)
- Follow-up activities
Week 6 - November 20, 2008
- Lemmata - short texts within group work on:
- authenticity (see: Defining Authenticity)
- learner-centeredness
- hypothesis building
- contextualization
- cooperative learning (see: Cooperative Learning and the Second Language Classroom by Allison Chafe)
- Collect questions one might ask about grammar teaching.
- Task-based grammar teaching: Does it work? (See download in stud-ip)
Please send me your short texts per email --Lindsay 14:25, 21 November 2008 (UTC)
Week 7 - November 27, 2008
- Go through Red Line units 4 and 5 (see download 6.11) and find steps, activities, etc that could be labelled authentic, learner-centered, etc. Think also of other didactic termonology such as comprehensible input, etc.
- Be prepared to facilitate either Richards (1-3) or Swain (4-5).
