Didaktika cizích jazyků - přednášky

Pre-reading /listening activities:

Activating schemata

1. Brain storming – ask questions, creating graphs

2. Visual – pictures – talking about pictures, comparing pictures

3. Realia – real things

4. Text and words

5. Situations

Establishing reasons for listening

• Make the purpose realistic

• Make the goal achievable

• Get students involved

• Pre teaching vocabulary – only few words (3-5)

What to avoid – shouldn’t take too long, shouldn’t tell much information

While reading/listening:

1. Listening for gist

2. Listening for detail

• Bingo (with pronunciation, with stress, phrases), time/dates/numbers, spot the difference (it doesn’t have to be in record, we can do it in pairs), a story told twice (2 stories with some differences)/mixed focus (student 1 listens to speaker 1, student 2 listens to speaker 2, then they answer question)

1. Inferring

• They listen to the story, then the teacher stops it and they predict what will happen in the story.

• Pause and predict

1. Note –taking

• Telephone messages

1. Dictation

• Interactive dictation (students ask “Can you slow down? Can you repeat it?”

• Dictogloss (they listen to the record, then they will write down as much as they remember – words but also whole sentences, after this they compare it with record)

• Picture dictation

• Facts/false dictation – I will say “Big Ben is in Czech Republic”, they have to say “Big Ben is in UK”

• Running dictation/ running translation- dictation/

• Gapped /whistle- gap dictation (I will tell them a sentence and omit some words, they have to come up with something on their own [whistle – we will whistle when we omit the word])

1. Listen and do

• Last one out – teacher says “touch your nose” – the person who would touch it as the last one is out

• Simon says/ stand up if/ grab the word

Post-listening/reading activities

1. Checking and summarising

• Write down a summary/ take it in turns (one person says a sentence, then the second…)

1. Discussions

• What would you do/agree-disagree

1. Critical responses - “Can you trust this piece of information? How do you know it is true?”

2. Information exchange - jigsaw

3. Reconstructing the listening text

• Disappearing dialogues – we give them transcript – dialog, they memorize it, then we give them the same dialog but with gaps, they have to fill it, then the same dialog with even more gaps

• Re-ordering - we reorder the text and they have to put in the right order

Materials

• Course books

• Radio/film/TV/songs

• Film – vision on, sound off/ vision off, sound on/ pause and predict/ watch and describe

• Songs – filling gaps, sing along, listen for pleasure, clap out the rhythm, reorder lyrics

• The Internet – podcasts

Teaching speaking and writing

Productive/receptive skills

Follow:

• Sociocultural rules – when to speak, who to speak, how fast to speak, make them aware of using fillers, gestures

• Turn-taking

• Rules of writing – make students aware of linking, coherence, for example structure of letter

Productive skills in the classroom