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2nd-semester-09

Page history last edited by Perino 9 years ago

 

 

 

Content will be completed as we go ...

New room: Freiestr. 36 FRE D15 (click)

My courses "Vorlesungsverzeichnis" Uni ZH (click)

task for second semester:  ( Re-)read the following texts BEFORE the 2nd semester starts: The Importance of Being Earnest (11),

Of Mice and Men (8), 1984, To Kill a Mockingbird, About a Boy, Lord of the Flies (is example in the book we are using)

 

Übungslektionen with Perino: put your name down here (click).

********************************************************************************************************************************

Recommendation: Comprehensive glossary of terms in English language teaching: tkt_glossary.pdf

 

Second Semester Dates:         Program Second Semester (to be adapted and completed):

 

Nr / Dates

 

Topics, Materials, Links, Tasks

1  /  19 Feb

1 Hands-on semester planning using the real KFR Agenda and "my" classes: (Übungslektionen with Perino from March 9, please fill in here (click))

http://www.kfr.ch/Stundenplan/10/t/t00063.htm (my timetable: adjust "week", here "10", to get to up to date week).

Perino general timetable:

Sample documents: timtables-classes.docclasses-overview.docTerminliste_KFR.pdf  / Online class management on kfr-wiki.

 

2 Building groups for literature presentations

 

3 Discussing differences between elementary and intermediate / advanced classes for teaching grammar

   ==> focus on instructing / constructing grammar/language structures at int./adv. level: Intermediate-Advanced-Ass.doc

Tasks:

1 (re-)read LT Chs. 14, 16 / HTT Ch. 5, 6: which ideas do you find most useful / difficult to put into practice?

2 go here: http://www.philseflsupport.com/efl_history.htm  for an overview on mehtodology. Visit / download

  humourous grammar rules,  ETP-Oct02-TBL-CR-Approach.pdf,  ETP-Mar05-ApproachesToGrammar.pdf,  ETP-Oct02-PPPUnderScrutiny.pdf,  ETPJan05-Natural Language Learning.pdf

3 Prepare a 5' microteaching grammar sequence in an area of your choice. Think about what method/idea you will use for that specific sequence and why.

2  /  26 Feb

Discussing what we have read: which ideas do you find most useful / difficult to put into practice?  Revision of methodology. Hands-on Grammar Teaching at intermediate and advanced level: micro-teaching sequences. Eliciting game: elicit.pdf / eclectic approach-solution.xls   Methodology-acronyms-sol.doc.

Tasks: browse through "Literature in the Language Classroom", so that you know what to look up where for lit. sessions. 

3  /  5 March

Continuing work about Grammar Teaching at interm. / adv. level // lay down corner stones for literature presentations in groups.

Tasks: 

Bring in listening materials (for intermediate to advanced use) you have successfully worked with, or which you think you could work with successfully. define purpose of use and describe method of use. read ch. 10 HTT,  ch. 8 LT / visit webpages and download documents given below:

CNN learning resources ETP-Oct02-AuthenticListeningYoung.pdf

ETP-Mar05-SoundAndSpelling.pdf power-of-music.pdf All-English-Sounds.jpg

HandsCleanSongAct.doc Hands Clean Morrisette.mp3 bush-rice.mp3 Bush-Rice.doc

dancing-queen.kar gangsta.kar ladyinre.kar lola.kar KAR Universe Free Lyrics Karaoke Songs

eviews-teacher.doc eviews-audio.mp3 BBC Learning English Poets read their own work (BBC) 

Lyrics Landesbildungsserver Baden-Württemberg: songs

Martin Luther King.doc Martin Luther King - I Have A Dream.pdf  Martin Luther King video Speech at UN 12ya girl.wmv

 

British Council Listening Exercises

 

4  /  12 March

Working with listening materials.

Bring your USB Memory Sticks if you want to copy some sound files.

Tasks:  prepare presentation on how you suggest working with your works. Include a practical sample of a task and DO this with our group as a micro-teaching exercise.

5  /  19 March

Working with literature: group(s) 1.

 

names of presenters: title of book
Mirjam Marti, Rahel Reich, Clarissa Spiller Lord of the Flies
Olivia Inauen, Ariane Landtwing, Sibylle Pallini Importance of Being Ernest
Michelle Fivian, Dave Hefti, Mandana Razavi Of Mice and Men, Steinbeck

 

PLEASE publish all your group documents HERE (click) Thank you.

Tasks:  prepare presentation on how you suggest working with your works. Include a practical sample of a task and DO this with our group as a micro-teaching exercise.

6  /  26 March

Working with literature: group(s) 2 / discuss and determine program of 9 April.

 

names of presenters: title of book
Flavio Serino, Evelin Zeyrek-Gabriel, Carmen Caderas 1984 by George Orwell
Christina Gugger, Martina Gersbach

To Kill A Mockingbird, Harper Lee

   

 

PLEASE publish all your group documents HERE (click) Thank you.

Tasks:  no task

--  / 2   April

 

(no session: IATEFL)

Come and join Cardiff online. The virtual IATEFL experience...

Thanks to collaboration between IATEFL and the British Council, this year’s online conference will be bigger than ever before.

Delegates have been registering for Cardiff Online since 9 March. Anyone may join and contribute to the Online Conference which runs alongside the Cardiff event and continues for some weeks afterwards. All the presenters at Cardiff are being invited to upload handouts and powerpoints, and 10% of the Conference will be filmed and posted on Cardiff Online. As well as accessing all this material, you can take part in interactive forums where you can share your ideas with many thousands of other delegates from around the world. It’s free, so if you haven’t registered yet, whether you’re coming to Cardiff or not, you need to sign up at http://iatefl.britishcouncil.org/2009 . Cardiff Online is open to non–members too, so please encourage your friends and colleagues to sign up for the most exciting and the most useful virtual ELT Conference in the world, with a selection of video talks, plenaries and social events and a bustling online community of forums, chat and photo albums!

7  / April

Spare-Session: some examples of listening tasks / Info CEFR/ELP: grid.pdf  ELPTemplate_en_GB.doc / something interesting from the IATEFL conference: Presentation more interesting exercises.ppt 

Tasks:  read ch. 10 HTT and chs. 8 and 16 LT as a "post session digestion of listening tasks". put all your questions about CALL here (click):

--  / 16  April

Easter Break!

8/9  /  23 April

double session 8.15 - 12.00 KFR, room 61


08.15: extended session at

KS Freudenberg!

 Hands-on computer session: http://perino.org/CALL/program.htm/   (go here for session overview!) / all you can do in EFL with ICT: ICT in ELT.pdf

 

  • build your own wiki
  • explore online components of coursebooks
  • make your own webquest
  • create language activities with flash games
  • (alternative projects that are not computer-based)

 

Free quiz maker: http://www.proprofs.com/quiz-school/

 

Upload your webquests here: click!

 

Tasks:  mark essays according to your method / read documents in +10 / 30 April" on PBwiki

 

10 /  30 April

Marking essays: discussing challenges in this field and how you can meet them.

My essay-marking-method.doc  Grammar percentages.pdf   Essay-comparison.xls  essays-sibylle.pdf

 

Marking essays:  Essay Titles 02-04-08.doc   essay1.pdf   essay2.pdf   essay13.pdf

 

Writing Argumentative Essays (an extensive guide)  Example Essays  

Free Argumentative Essays   Model Argumentative Essay Guide to writing essays

Still more guidance   Transitional Devices  

 

argumentative essay - example-outline.doc  Coherence in Writing.doc  connectives exercise.doc  

connectives exercise solutions.doc  connectives raw text.doc  ESSAY STRUCTURE.doc   

 

 holistic rating sacale.pdf   Language summary_argumentative essay.pdf  Linking devices essay.doc

PSH Setting and Marking Essays.pdf

 

Tasks:  deposit your quesions about the Diploma lesson right here (no click, on THIS page underneath this line of text):

For general reference about IGB-education procedures and regulations:

IGB__BA_Wegleitung.pdf

Carmen:

How long in advance do we know what we have to teach in the Diploma lesson?

The average in English is 10 days, it might be up to 14 days in advance.

Could you describe a good and a bad example of a Diploma lesson from your experience?Why was this lesson good/bad?

(in session)

Martina: Is it always the Maturaclasses that are taught in the Diploma lesson?

If you are "Hauptfach" you will get a Matura class (or a good near Mautura class) with a literary text task. If you are "Nebenfach" you will get a lower class with a grammar topic, or, if it is an intermediate class, a newspaper article to discuss. If you are "Monofach" you get one lesson of each.

Will we be assigned to the teacher/classes for the Diploma lesson or can we influence this in any way?

You cannot influence that, yes, you will be assigned to the class and teacher. The only thing you can do is block certain periods of time (which results in a longer time for you to wait for the exam).

What theoretical knowledge should we have? Are there any books that we should read (such as HTT or LT)?

We will rely on the books that we used in this course, i.e. HTT, LT, Literature in the language classroom. Those who did the 3rd module with me also the books we used there.

The oral exam of 15 minutes (IGB Wegleitung p. 16) isn't the same as the colloquium, is it?

For MAS-SHE students there are TWO oral 15 minutes tests: 1 exclusively about the upcoming or taught  lesson, the other exclusively about general matters of Fachdidaktik English (what we deal with in this course, the books that we use).

Is it one or two diploma lessons in English? (if English is the main subject)

If you have two different subjects that you teach there is one lesson in each. If you choose English as "Monofach", there are two lessons in English, one a higher class the other a lower class, on the same morning – plus two "lesson-colloquiums" plus the "Fachdidaktik-colloquium".

 

11 /  7 May

 Focus on "Diploma Lesson": Information about Colloquium /-a and what is expected in the lesson itself.

Example documents of a hard diploma lesson:

THE MASQUE OF THE RED DEATH text.doc  Lesson Plan.doc  edgar allan poe.doc  edgar allan po1.doc

(please take note that this is probably the hardest text that I have ever set as an exam story – to a student I knew was brilliant – who did get her 6 with this, too)

 

Other stories that I have recently used:

mankind.doc  machine.pdf  store of the worlds.pdf  painful case Joyce.pdf  banal-story.pdf

--------

Points to consider-diploma.doc

************

Anmeldeformulare:

 

"alt": Anmeldung_PHF.pdf  Checkliste_alt2.pdf

 

MAS-SHE: Pruefungsanmeldung_MASSHE.pdf

Anmeldung Praktikum 2. Fach.pdf   Anmeldung Prakt 1. Fach.pdf

 

Tasks:  read: ETP-Mar04-MagigAuthenticVideo.pdf  ETP-Mar04-MagigAuthenticVideo2.pdf

ETP-Oct03-UsingVideo.pdf

 

12/13  14 May

double session 8.15 - 12.00 KFR, room 62

08.15: extended session at

KS Freudenberg!

 

"Teaching through Video" Session with Mike Rutman

Evolution VideoAmy VideoPopular Culture in the classroom BBC

Tasks: bring up urgent last-session questions.

--  21 May

 

no session: Ascencion day

14  28 May

breakfast session / END

What has not been said yet: your questions, remarks, observations. / Teacher Development

 

Online Selbsteinschätzung (click) 

 

Magazines: English Teaching Professional    Modern English Teacher 

 

Teasing you with a few scanned articles:

 

ETP-Jul02-road to autonomy.pdf   ETP-Jan04-WhatMakesYouSoSpecial.pdf   ETP-Jul03-problems-congratulation.pdf

 

ETP-Mar04-practicewhat YouPreach.pdf  ETP-Oct02-StimulusBasedTeaching.pdf   ETP-Jan04-PersonalProfile.pdf

 

Networking / Training:

 

           

 

Teacher Development Resource Page  British Council TD Page 

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Your questions: European Language Portfolio: see here (click!) . Is to do with the new branding of "levels" as A1, A2 up to C1, C2 (~CPE). Also students are encouraged to keep a portfolio of their own "can do" levels, and decide in which areas they want to develop (four skills, oral, written, ...). In daily practice not so much will change: our coursebook will be labelled "A2" or whatever the level is, we periodically confront students with the "can do" definitions of the various levels. See ALL scales here: All scales CEFR.DOC  .

 

Selbstorganisiertes Lernen: Projekt SOL: Leitlinien_2008_12.pdf  Häufig gestellte Fragen.pdf .

 

Task:  keep working and developing to grow into an expert teacher within the next 10 years.

This programme will be completed and adjusted as we go. Please always refer to this up-to-date version on PBwiki!

 

 

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