Samenvatting
Summary Engels - vakdidactiek 1
- Vak
- Engels
- Instelling
- Katholieke Hogeschool VIVES (VIVES)
Volledige samenvatting van de te kennen theoretische leerstof gekoppeld aan het vak English methodology 1 ( vakdidactiek 1)
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Contents1. Some general concepts .................................................................................................................. 2
1.1 Skills & knowledge ................................................................................................................... 2
1.2 Teaching gradually ................................................................................................................... 4
1.3 Motivating pupils ..................................................................................................................... 6
1.4 Functions of the English language teacher ............................................................................... 6
1.5 An 'English' Lesson ................................................................................................................... 7
1.6 Interaction patterns ................................................................................................................. 7
2. Language acquisition theories........................................................................................................ 7
2.1 Intuitive acquisition ................................................................................................................. 7
2.2 Habit formation ....................................................................................................................... 8
2.3 Cognitive process ..................................................................................................................... 8
2.4 Skill learning ............................................................................................................................ 9
3 Teaching a text ............................................................................................................................. 10
3.1 Text types .............................................................................................................................. 10
3.2 What makes a text difficult/ easy for our pupils? ................................................................... 10
3.3 Objectives of teaching a text // methodological goals of teaching a text ................................ 11
3.4 Text comprehension .............................................................................................................. 12
4 Teaching vocabulary ..................................................................................................................... 14
4.1 Lexical terminology ................................................................................................................ 14
4.2 Present Pratice Produce ......................................................................................................... 16
5 Teaching grammar ........................................................................................................................ 19
5.1 General outline ...................................................................................................................... 19
5.2 Reproduction – transfer – communication ............................................................................. 23
5.3 Avoid pitfalls .......................................................................................................................... 24
6 Teaching listening ......................................................................................................................... 24
6.1 General .................................................................................................................................. 24
7 The task ........................................................................................................................................ 25
7.1 Criteria of a good task ............................................................................................................ 25
1
,English – methodology
Objective = while learning how to teach, you will learn how you learn yourself, how your pupils learn
& how you can influence this learning
How can I help my pupils to learn to speak & write both fluently & accurately?
How can I turn language learning into a challenging, exciting & rewarding experience?
1. Some general concepts
1.1 Skills & knowledge
• 3 types of skills : receptive, productive & interactive, each one with a written & oral
component
o Receptive + productive are primary, important to get to interactive
o Interactive communication implices a linguistic interaction in which participants
respond to each other’s language expressions
SKILLS = my pupils are able to...
Receptive Productive Interactive
Reading Listening Writing Speaking Written Spoken
(comprehension) interaction interaction
• Spoken interaction: explaining something, telling a joke
o Interaction: you have a conversation - you have to listen first and answer
• Written interaction: WhatsApp, ...
o ! e-mail : just writing ( you won't get an immediate answer)
KNOWLEDGE = my pupils know...
Vocabulary Functional language Grammar Pronunciation Spelling
Knowledge: vocabulary related to a certain lexical field - lexicon, grammar (which verb do we have to
use when talking about routines - present, ...) , functional language (collection of certain phrases - f.i.
When ordering in a restaurant, asking for directions, pronunciation, spelling
• 1e grade: pupils acquire elementary vocabulary which they’ll be needing to communicate in
specific situations > the word fiels are not fixed, as a teacher you choose the word fields &
grammar relevant to your group
o Knowledge of grammar and vocabulary is only useful if they can apply it in their
communication
o Knowledge = related to language accuracy => getting the language right, skills =
related to fluency => getting the language out smoothly & quickly
o Accuracy vs fluency : if P volunteers to answer, quite fluent but makes a few
language mistakes > do you interrupt, not say a word, ...? > You want to encourage
them to speak as much as possible but on the other hand you want to give feedback
(deal with them afterwards on the blackboard, write them down on a note & hand
them over)
2
, Type of exercise Skills? Knowledge?
Write the verbs in the present simple Knowledge: grammar (present tense)
Skills: writing
Read the text about 4 unique jobs. Which job would Knowledge: vocabulary
you like to do? Skills: reading + speaking
Pair up. Choose a starting point and a destination Knowledge: vocabulary, functional
on the map. Ask for & give directions. language, grammar
Skills: spoken interaction
Listen to the people talk about their job. Write Knowledge: vocabulary
down the correct job next to the person. Skills: listening
Describe what Javier does and doesn’t do around Knowledge: vocabulary (practicing
the house on Monday. vocabulary in a communicative exercise)
Skills: speaking (not spoken interaction
since there’s no conversation)
Name the street features. Choose from the list. Knowlege: vocabulary
Knowledge: functional language > will lead
to spoken interaction
AmA = Ask me anything
Skills: written interaction (classroom can be
turned into spoken interaction )
Take a look at the picture. Write down 5 hiking Knowledge: vocabulary
guidelines for a summer walk in the mountains. Skills : writing = practicing vocabulary on a
higher lever > compare answers : spoken
interaction
Skills: spelling
We need to show why the lesson was important > at the end of each lesson : exercise which
comprehends everything
3
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