Transcript Reading tasks (examples)

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
Kompetenzen und Kriterien werden im
Einklang mit dem Fachlehrplan und
den Bildungsstandards im Vorfeld des
Unterrichts nach dem Prinzip „vom
Ende her“ festgelegt.
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
Quotations from: ÖSZ Praxisreihe Heft 12
More! Student’s Book 2 p.103 The world’s 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
Wörter enthalten. (A2)
Kann aus einfacheren schriftlichen Materialien wie Briefen, Broschüren
oder Zeitungsartikeln, in denen Ereignisse beschrieben werden,
spezifische Informationen herausfinden. (A2)
Bildungsstandards-Deskriptor (E8)
Kann unkomplizierte Sachtexte über Themen, die mit den eigenen
Interessen und Fachgebieten aus den Themenbereichen des Lehrplans in
Zusammenhang stehen, mit befriedigendem Verständnis lesen. (B1)
Sprachlernstrategien (Praxishandbuch S. 35):
„Ist bereit, sich mit Hör- und Lesetexten weiter zu
beschäftigen, auch wenn zunächst nur sehr wenig
verstanden wird.“
Interkulturelle Kompetenz (Praxishandbuch S. 34):
„Kann wichtige kulturelle Unterschiede zwischen
dem eigenen Kulturkreis und jenem einiger
anderer Länder erkennen und beschreiben.“
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.
More! General Course Student’s Book 3 pp. 142/143 Holiday plans
- An Gesprächen teilnehmen
GERS-Deskriptor
Kann sich in einfachen, routinemäßigen Situationen verständigen, in
denen es um einen unkomplizierten und direkten Austausch von
Informationen über vertraute Routineangelegenheiten in
Zusammenhang mit Arbeit und Freizeit geht.
Kann sehr kurze Kontaktgespräche führen, versteht aber kaum genug,
um das Gespräch selbst in Gang halten zu können. (A2)
Kann ein einfaches Gespräch über vertraute Themen (z. B. über
Familie, Freundinnen und Freunde, Schule, Freizeit) beginnen, in
Gang halten und beenden. (B1)
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 Gesprächen teilnehmen (z. B. über Familie,
Freundinnen und Freunde, Schule, Freizeit). Ich kann dabei auch
zeigen, dass ich mich für das interessiere, was mir jemand sagt. (A2)
Bildungsstandards-Deskriptor (E8)
Kann in einfachen Worten die eigenen Ansichten, Pläne und Absichten
äußern und begründen. (B1)
Die Bildungsstandards beschreiben das am Ende der 8. Schulstufe zu
erreichende Zielniveau.
Wortschatzbeherrschung:
„Beherrscht einen begrenzten Wortschatz in Zusammenhang mit
konkreten Alltagsbedürfnissen.“ (A2)
Im Bereich der grammatischen Kompetenz (GERS, Kapitel 5.2.1.2) wird
bezüglich 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 ausdrücken
möchte.“ (A2)
Zur phonologischen Kompetenz (GERS, Kapitel 5.2.1.4) heißt es auf A2
bezüglich „Beherrschung der Aussprache und Intonation“:
„Die Aussprache ist im Allgemeinen klar genug, um trotz eines merklichen
Akzents verstanden zu werden; manchmal wird aber der
Gesprächspartner um Wiederholung bitten müssen.“ (A2)
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
Example: More! Student’s 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
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What animal is the text about?
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True/False sentences
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Find the three incorrect sentences and correct them.
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Summary of the text. Sentences are in jumbled order.
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Write a summary.
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What happens next? Continue the story./Judith Crowe tells her
neighbour what happened. (Narrative text or dialogue)
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.
Aus: Kompetenzorientierter Unterricht in Theorie und Praxis,
Bifie 2011 S. 69f.
“ Wenn allgemeines Hörverständnis auf A 2 definiert wird als
“versteht genug, um Bedürfnisse konkreter Art befriedigen
zu können, sofern deutlich und langsam gesprochen wird”,
und B1 bedeutet, dass eine Sprecherin/ein Sprecher
“dieHauptpunkte verstehen” kann, wenn “in deutlich
artikulierter Standardsprache über vertraute Dinge
gesprochen wird”, lässt sich dies leicht auf einen
schulischen Kontext übertragen.
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
Summary and beyond
Let’s 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 shouldn’t forget the continuous
work with words.
Learning - Four key processes
• 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
Asking the right questions
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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 didn’t understand?
How did we check our work?
Gail Ellis, Developing metacognitive awareness – the missing dimension, British Council
Bonny Norton worked with five female immigrants and
researched how language learning was influenced by
the interaction with speakers in Canada.
… Eva’s 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 doesn’t
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
“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, Dörnyei, 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 Prabhu’s metaphor, she
tries to build a shell around herself.
Earl W. Stevick, Memory, Meaning and Method, 2nd edition Heinle & Heinle 1996, p. 196
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
“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
Individualized and cooperative learning
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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.
The teacher’s considerations
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
John Hattie, Visible Learning, 2009 p. 126
“…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
Success comes in
CANS
not in CAN’TS