Difference between revisions of "2008-09 AM Teaching for Communicative Competence"
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== October 16, 2008 == | == October 16, 2008 == | ||
− | == October 23, 2008 == | + | == October 23, 2008 - Week 2 == |
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+ | 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. | ||
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+ | - 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). | ||
== October 30, 2008 == | == October 30, 2008 == |
Revision as of 17:20, 21 November 2008
English Didactics |
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- Lecturer: Wolfgang Gehring
- Language tutor: Lindsay
- Time: Thursdays, 10-12am
- Venue: A6 0-001
Contents
All written work should be handed in by March 15, 2009.
October 16, 2008
October 23, 2008 - Week 2
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).
October 30, 2008
November 06, 2008
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
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)
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).