Didaktika cizích jazyků - semináře

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PPP – presentation, practice, production – method

Presentation – choose idea, present the word/structure/listening/vocabulary

• How to present vocab: visuals, miming, realia – showing real things

• How to present grammar structure: demonstrating – walking, miming ; giving examples; visuals; realia, contextualizing – when we say story and we use the structure in it

• When we present grammar, we should contextualize it – put it into context

• Form/meaning/pragmatics – use of it → Have + past participle/it last till now/people having dialog

Practicing

• Controlled practice – one or just few possible solutions

Production

• We focus on fluency

• Productive skills – writing, speaking

• Receptive skills – reading, listening

Text-based approach

Test-teach-test = task-teach-task

13. 3. 2019

Inversion

Communicative activity – we ask about information and we get the information

Interactive activity – it is when you cooperate with somebody, we don’t communicate such as in the communicative activity

Checking understanding – we can do it with concept questions

Are you flying to NY now?

Is it in the future?

Is it planned activity?

Did she break up with Chris before I met her?

Did she break up with Chris after I met her?

What happened first?

Are you Prime Minister?

Is it likely that you will be Prime Minister?

HOMEWORK:

Communicative – učitel někomu říká něco o někom jiném -

Interactive – učitel se ptá, student odpovídá

1. To automatize it, to memorize it, they need to apply grammar in practice

2. I would correct them because it’s all about the main structure which is important. Correct them immediately – “There is a mistake, try again.”

• In communicative activities we should wait and after the activity we should correct them

1. Not only controlled practice but free practice, we should add listening, writing…

2. Firstly I would use controlled practice so they understand the structure, then I would use free practice because they will understand how to use the structure.

Listening

• Pre-listening activities

  • Pre-teaching vocabulary

    • Showing them pictures

    • Synonyms

    • Story, demonstration

    • Students repeat the vocabulary – so they know how to pronounce and know how the word sounds

  • Tell them topic (talking about topic)

  • Giving reason for listening

• While listening activities

  • Tasks (before they listen, we have to tell them what to do)

    • Answering questions, T x F

    • Note-taking x gap filling (this depends on listening)

    • Listen and do – Simon says

  • Pausing the record and predict what will happen

  • We shouldn’t give them transcript of the listening here

• Post-listening activities

  • Summarizing

  • Focusing on stress

  • Checking answers

  • Discussion

• Listening mustn’t be a memory test!

• Tasks should be achievable

Skimming – general idea

Scanning – specifying information = listening for detail

Detailed listening = listening carefully because maybe we have to find mistakes, differences