2008-09 AM Teaching for Communicative Competence
English Didactics |
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- 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
1. Application: Make a list of features of communicative language teaching (based on the CCT text). How many features are taken into consideration in the animal lesson plan?
2. Research: Find typical procedures of communicative language teaching in one of the Red Line units (see download in stud-ip).
Week 5 - November 13, 2008
1. Elicit theoretical fields for the evaluation of lesson plans
2. 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
3. Please outline alternatives
- Introduction (contextualization)
- Development/Practise (Erarbeitung)
- Application/Production (Anwendung/Transfer)
- Follow-up activities
Week 6 - November 20, 2008
1. Lemmata - short texts within group work on:
- Group 1: authenticity (see: Defining Authenticity)
- Group 2: learner-centeredness
- Group 3: hypothesis building
- Group 4: contextualization
- Group 5: cooperative learning (see: Cooperative Learning and the Second Language Classroom by Allison Chafe)
2. Collect questions one might ask about grammar teaching.
3. 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
1. 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.
2. Be prepared to facilitate either Richards "Addressing the Grammar Gap" (groups 1-3) or Swan "Good and Bad Reasons for Teaching Grammar" (groups 4-5).