Nr / Dates

Topics, Materials, Links, Tasks (Dates should be ok, content mostly updated. The programme will be adjusted and completed as we go: come back and check before sessions!)

1  /  24  February 

Focus: Creating Ideas for STARTING OFF a lesson / Planning a Semester 

-------------------------------------------------------------------------------------------------------------------------

2 Info about 2nd Semester  / final decision on lit. works and building / confirming teams for literature presentations in sessions  9 / 10-11

-------------------------------------------------------------------------------------------------------------------------

With particular focus on the first 5 minutes of each of your lessons: What is your springboard idea to get the feature(s) going that you want to introduce? 

Choose 3 different topics from EF Upper Intermediate (1 grammar, 1 Vocab, 1 content / text  –  textbook file will be provided) and think of TWO different ways of introducing them each. ---> present to group (use OneNote, Powerpoint, your media support...)

assumptions for int-adv gram teaching.docx

-------------------------------------------------------

The technicalities of planning a semester: "Schulnetz" 

---------------------------------------------------------------------------------------------------------------- 

Tasks for sessions 2/3:

-------------------------

1 (re-)read LT  Chs. 6 / 7   //  HTT Ch. 6 / Ch. 12 (planning a sequence of lessons) // 

for an overview / a history of methodology  http://www.philseflsupport.com/efl_history.htm  and:  Approaches-Methods-Techniques.pdf     15_variations on PPP.docx

And for a large variety of topics to browse (two of them are featured below, "questioning strategies / teaching intelligence"): http://geoffpetty.com/ !

Questioning strategies: http://www.teacherstoolbox.co.uk/T_Which.html  

Teaching Intelligence: http://www.teacherstoolbox.co.uk/T_Teaching_Intelligence.html 

(Many more interesting aspect on same webpage!)

----------------------------------------------------------------------------------------------------------------------------------- 

For your own study and interest: great practical teaching research webpage with downloadable papers to read for motivation and insight:

ETP-Mar05-ApproachesTo_Grammar.pdf   ETP-Oct02-PPPUnder_Scrutiny.pdf   ETPJan05-Natural-Language-Learning.pdf   ETP-Oct03-HowToBe_ACreativeTeacher.pdf

Interesting article about "learning styles": https://cft.vanderbilt.edu/2011/01/learning-styles-fact-and-fiction-a-conference-report/ 

More papers on G. Petty's page: 

(http://geoffpetty.com/  examples of papers found on this webpage:) ActiveLearningWorks.docx  FormativeTeachingMethods.docx   what influences on student-learning.pdf   

Re-inforcement.docx  . I profited a lot through these papers.)

Resources for grammar exercises and explanation: http://perino.pbworks.com/w/page/15858950/EFL%20grammar%20links (please let me know if a link has gone dead, so I can eliminate it). 

Focus: Reading up on how to design grammar lessons – Working Session

(no video call)

Read all the chapters and papers suggested in Session 1.  Prepare questions / remarks about them to be discussed in Session 3. Write here: 

-       Do you think lesson plans look differently/more detailed for different types of lessons (literature, grammar, vocab)?

-       If I have parallel classes should I still do different lesson plans based on what I know about the class?

-       Do I have to calculate a different pace/durations of activity if the classes are younger/can less easily concentrate?

-       Should one plan different openers/warmers if the students are more advanced since maybe their learning pattern is also different to a new student (when one revises grammar for the matura for instance)?

-       Exposure is listed as a way of noticing a pattern after having already been introduced to it, but wouldn’t exposure also lend itself to a great introduction to a topic à basically a bottom up approach?

-       How detailed will you plan ahead (for instance a whole semester)?

-       How can you vary the activities when you follow a coursebook?

-       Can you plan your interactions with students just as much ahead as a “presentation”?

-       Is a drill something you would prepare or spontaneously make use of during class?

-       How long should a text for a text-start be?

-       How can you prepare for technological problems?

-       Do you also plan transitions between the phases ahead?

-       Which grammar teaching methods are most useful during corona/online classes?

-       How many aims are too many for one grammar lesson? -> How many different items are the students able to process/remember?

-       in LT they talk about "critical learning moments" (p. 143). I'm not sure how these will look in practice, or how to make sure that students pay enough attention since these moments are "no more than 30 seconds" (p.144). 

- Where exactly lies the boundary between "self-directed discovery" and "guided discovery" (LT, p. 164)?

-

---------------------------------------------------------------------------------------------------------------- 

(Tasks for session 3 see session 1)

3  /  10  March

Focus: Discussing your inputs from above:  Teaching Grammar at intermediate and advanced level:

which ideas do you find most useful / difficult to put into practice? 

Further example of presenting grammar: example: present perfect (in session): (document to follow in session)

------------------------------------------ 

If time: eliciting game: elicit.pdf / --->  eliciting game items (U3)TT.pdf  Which-Questioning-Strategy72.docx

Helpful tool: animated timelines:

http://www.elihinkel.org/tips/tenses.htm 

----------------------------------------------------------------------------------------------------------------

Tasks for session 4: Putting it all together ---> Use the ideas of session 1 and the knowledge gathered in sessions 2 and 3 and prepare a 15' micro-teaching input with a grammar / vocab topic of your choice.

4  /  17  March

Focus: Teaching Grammar at intermediate and advanced level: your micro-teaching sequences: perform and discuss

Discuss your lessons in my classes at KSM!

FDE2_Microteaching_EsperanzaAnidoCalvo.pptx

FDE 2 Micro Teaching Body Language_Sina_Aida.pptx

FD2_microteaching_future_tenses_Nadja_Alex_Tamara.pptx

FDE2_Microteaching_EsperanzaAnidoCalvo.pptx

Grammar teaching through projects: 

Examples:

Oral Project 2020-21 sFE2 KSM.pdf  Evaluation - Mark Oral Projects 250.pdf

Grammar Project.pdf    sample evaluation grammar projects 2020-21.pdf

Projektbasiertes Lernen (OUP)                              Fragen-/Interessenbasiertes Lernen (OUP)

oup-focus-project-based-learning.pdf    oup-focus-inquiry-based-learning.pdf (I know, I wonder, I learnt: KWL Tabellen!)

• Students do the teaching for some topics (pre-lesson review with teacher) because... :

Learning Pyramid.pdf

------------------------------------------------------------------------------------------------------------------------------------------------- 

Tasks for session 5:

-------------------------

Bring in listening or video materials that you have used successfully, or that you think can be used profitably in class.  /  Read respective parts of ch. 10 LT, ch. 10 HTT

- Read: ETP-Mar04-MagigAuthenticVideo.pdf  ETP-Mar04-MagigAuthenticVideo2.pdf    ETP-Oct03-UsingVideo. 7 Tips For Using Popular Movies.docx  /

More inspiration about using movies:  https://www.britishcouncil.org/voices-magazine/how-can-film-help-you-teach-or-learn-english http://www.moviesgrowenglish.com/Teacher.html

-------------------------------------------------------------------------------------------------------------------------------------------------

Tasks for session 11 (will take some time!):

---------------------------------------------

Mark the the following essays according to your best system: Essay Titles K4z-19.pdf

Er.pdf   Ev.pdf   G.pdf   Jm.pdf   L.pdf   Ra.pdf   Rh.pdf   Si.pdf   W.pdf   Y.pdf 

(Essays written by K4z in 2019. Please try to put them into an order (best, second, etc.) and try to find a mark that you can justify.)

Study LT Ch. 9.6-9.8 (p. 234 - 248)

Study the following documents:

Assessment:

holistic rating sacale.pdf   /  PSH Setting and Marking Essays.pdf  /  AACSB assessment sheet writing.docx

Further Reading:

---------------------------------------------------------------------------------

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

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

Language summary_argumentative essay.pdf  Linking devices essay.doc

Focus: Teaching through Video 

See mainly in OneNote: FDE I - II Perino UZH-Notizbuch  (https://uzh.sharepoint.com/sites/FDEIandIIPerino/SiteAssets/FDE%20I%20and%20II%20Perino-Notizbuch/ )

(I will put the video and audio session pages into the content area after the session)

- working with film extracts: (sound only / image only : examples! // what to do with a Mr Bean video)

- working with film extracts: preview– /postview activity questions / Director's job...  (Sh. G... etc. )

Further Ideas:

- popular culture:

Evolution Video,  Amy Video,  Dove lesson plan.docx resources.docx

http://www.teachwithmovies.org/

--------------------------------------------------------------------------- 

Videos about teaching:

http://teachertrainingvideos.com/ 

Movies for school (expensive put come with did. materials): http://lingua-video.com/ 

--------------------------------------------------------------------------------------------------------------------------------------------

Focus: Teaching through Listening  at interm. / adv. level. : bring in examples if you have any successfully used ones

Listening basics: Listening.docx

Examples:

bush-rice.mp3   Peter and the wolf.zip future song titles.pdf /  Dear future generations...

See you again - grammar rules.docx   Link to song (click) 

S P E C T R E.docx   Title Song Spectre

THE MUST for listening:

https://lyricstraining.com/en 

-----------------------------------------------------------------------------------------------

Further Ideas:

TED video: https://www.ted.com/talks/jay_walker_on_the_world_s_english_mania

Worksheet: English mania.pdf

Worksheet & Key: English mania-2.pdf

https://www.youtube.com/watch?v=yR0lWICH3rY  (what are you sinking...)

http://thirdfloorenglishi.weebly.com/songs-with-conditionals.html (conditional songs)

Listen & Watch | LearnEnglish | British Council

ngllife.com - good texts with differentiation and with audio files of the reading of the text

----------------------------------------------------------------------------

(Tasks for session 6 see Session 4!)

6  /  31  March

Focus: Marking essays: working sessions to do the marking of the essays.

(no video call) 

-------------------------------------------------------------------

Tasks for sessions 10 and 11:

-------------------------------

Prepare your literature presentations to the point to be able to complete it with your partner in the upcoming working session 

(NO session 7 April)

7    / 14  April

(21 April NO session)

Focus: Preparing literature presentation – Working Session

(no video call)

------------------------------ 

Tasks for next session:

-------------------------

8 / 28 April

Focus: literature with Franziska

-------------------------------------------------------------------------
Tasks for next session:

-------------------------

Finalize presentation on working with your reading books: describe/present entire reading phase with class. Include ONE practical sample of a task and DO this with our group as a micro-teaching exercise.

- Browse through "Teaching Literature in the A level Modern Languages Classroom" /  Read ch. 10, 5-6 LT  (p. 263 ff) and ch. 7 HTT

9  /  5 Mai

Focus: literature: group(s) 1

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

Tasks for next session:

-------------------------

( see previous session)

10 -11 /  19  May

Double Session

14:00 – 17:30

Focus: literature: group(s) 2  / Marking Essays

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

------------------------------------------------------------------------------------------------ 

Focus: Literature – Shakespeare, with Karin Müller: 

(Materials on OneNote)

Tasks for next session:

-------------------------

Think of all the questions you have about the "Diploma Lesson" and post them here:

Read: http://www.ife.uzh.ch/dam/jcr:91218b4e-3ba4-431e-bd25-6bc0724d608e/merkblatt_lp-kompetenzen_2016.pdf  /  http://www.ife.uzh.ch/de/llbm/lehrdiplomfuermaturitaetsschulen/diplompruefung.html 

12  / 26  May

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

Comparing results of marking / My method of marking essays, comparison: to be added.

A full Essay-Writing Course:

Writing Argumentative Essays (an extensive guide) 

Example Essays  Free Argumentative Essays   /  Still more guidance  

(Materials to be added)

Focus: "Diploma Lesson": Information about Colloquium /- 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.docx

Please post your questions here:

W by Aida.pdf Y by Aida.pdf Si by Aida.pdf Rh by Aida.pdf Ra by Aida.pdf L by Aida.pdf G by Aida.pdf Jm by Aida.pdf Ev by Aida.pdf Er by Aida.pdf  

G_Sina.pdf Jm_Sina.pdf Ev_Sina.pdf L_Sina.pdf Ra_Sina.pdf Rh_Sina.pdf Si_Sina.pdf W_Sina.pdf Y_Sina.pdf Er_Sina.pdf

essay_grading_worst_to_best.pdf 

13  / 2 June

Bye-bye session: 

Meeting at Frau Gerolds Garten:

Frau Gerolds Garten
Geroldstrasse 23/23a
8005 Zürich

https://www.fraugerold.ch/  /  Google Maps (click!)

Post your questions here:

What we did not have time to discuss before (BYOD):

(your questions, remarks, topics here:)

Anmeldeformular Praktikum:

https://www.ife.uzh.ch/dam/jcr:6ab6cd5b-ceec-4f46-8b57-984893ad343e/Anmeldung_Praktikum_abFS16_161208.pdf

All other relevant documents to be downloaded are found here:

http://www.ife.uzh.ch/llbm/lehrdiplomfuermaturitaetsschulen/reglemente.html

Link to details about "Diplomprüfung": http://www.ife.uzh.ch/de/llbm/lehrdiplomfuermaturitaetsschulen/diplompruefung.html 

What has not been said yet: your questions, remarks, observations:

Please post your topics here:

-------------------------------------------------------------------------------------

Teacher Development

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