Nr / Dates

Topics, Materials, Links, Tasks

1  /  23rd Feb

(No Session on 1st March)

1 Hands-on semester planning using the real KFR Agenda "Terminkalender FS-2011" and a sample timetable (see below).

Sample documents: PerH-FS-2012.htm   Terminkalender 2012 FS intern.pdf   / Online class management on PBworks.

2 Info Semester (as far as planned already) / Building groups for literature presentations in sessions 11 / 12 // discuss peer observation

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 / (Eliciting game: elicit.pdf / eliciting game items (U3)TT.pdf done in 1st semester)  ETP-Oct03-HowToBeACreativeTeacher.pdf .

Tasks:

1 (re-)read LT (old) Chs. 12, 14, 16 / LT (new) Chs. 7, 12, 15/ 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 / a history of 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 Great papers to read for motivation and insight: ActiveLearningWorks.doc  FormativeTeachingMethods.doc   

  influences-on-student-learning.pdf   Reinforcement-1.doc   

3 Think of a 5-10' microteaching grammar sequence in an area of your choice (except "present perfect"). Think about what method/idea you will use for that specific sequence and why. You will have time to work it out in Session 2

2  /  8th March

Discussing what we have read: which ideas do you find most useful / difficult to put into practice?   Hands-on Grammar Teaching at intermediate and advanced level: micro-teaching sequences. /  Concept Questions and Time Lines_Graham Workman.pdf

Ways of presenting grammar: example: present perfect present-perfect.pdf  --> Create a similar variety of ways in which to teach future tenses, materials that might help:

Future Tenses Implications.pdf  Future Tenses Implications II.pdf  Future Tenses Implications III.pdf

Future Tenses Implications-empty.pdf  Future Tenses Implications II-empty.pdf  Future Tenses Implications III-empty.pdf

Brief explanations of teaching concepts by G. Petty on video: http://www.teacherstoolbox.co.uk/effect_sizes.html

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

Prepare Micro-Teaching of session 3.

3  /  15th March

Continuing work about Grammar Teaching at interm. / adv. level. Revision of methodology: eclectic approach.xls.

  Micro-Teaching sequences that you prepared: do, discuss. 15 variations on PPP.doc

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

NO Session: HJ IATEFL Conference

4 / 5  /  29th March

double session, room 62 at KFR

08.15 - 12.00 extended session at

KS Freudenberg!

NO Session on March 22nd

"Teaching through Video" Session conducted by Mike Rutman

- working with film extracts

- popular culture:

Evolution Video,  Amy Video,  Popular Culture in the classroom BBC  Dove lesson plan.doc  resources.doc

Grammar points with film extracts:

http://moviesegmentstoassessgrammargoals.blogspot.com/

Videos about teaching:

10-video-resources.pdf

Tasks: 

6  /  5th April

VOTING using Mentimeter: http://mentimeter.com

Use it e.g. for: feedback for teacher / choose a book / activity with characters of novels: judge statements about them / check correct grammar / check vocabulary / check understanding of reading, listening...  /  Today's worksheets and websites:

1 adj+noun collocations.doc / http://dl.dropbox.com/u/35483975/blog/collocmatch_cycle1.htm / http://leoxicon.blogspot.com/2011/04/cycles-of-recycling.html / 4 revising lexis handouts.doc /  5 news-quiz-vocab.doc

money_vocabulary_worksheet_6.pdf money_vocabulary_worksheet_5.pdf money_vocabulary_worksheet_4.pdf money_vocabulary_worksheet_3.pdf money_vocabulary_worksheet_2.pdf money_vocabulary_worksheet_1.pdf

"Marking Essays" postponed for 24th MAY: These are the 3 essays to be marked in addtion to the former ones:

Task 1: browse through "Literature in the Language Classroom", so that you know what to look up where for lit. sessions.

Task 2:  prepare presentation on how you suggest 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.

Easter Break!

7 / 8  /  19th April

double session 8.15 - 12.00, usual room

Exchange Session with Anton Feller, Lecturer of PH Bern. Topic: teaching through DRAMA.

No session! (Spring holiday at schools)

9 / 10  /  3rd May

double session, room 61 at KFR

08.15 - 12.00 extended session at

KS Freudenberg!

Hands-on computer session: http://perino.org/CALL/program.htm  (go here for session overview!) / Input "Prensky": Prensky-Perino.pdf / 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
• lots more...
• Link to internet activities and free pages: http://fdephbern.pbworks.com/w/page/52854801/FrontPage

11  / 10th  May

Working with literature: group(s) 1

sample_reading_circle_tasks_0.pdf

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

Trial-Lesson-colloquium: Discussing your questions from your classroom experience (taught or observed)

Tasks:  formulate questions from / about lessons taught or observed. Bring in your questions to session of May 31st.

--  / 17th May

NO Session: Ascension Day

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

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

(My method of marking essays, comparison: to be added)

Marking essays: new essays if possible ( Essay Titles 02-04-08.doc   essay1.pdf   essay2.pdf   essay13.pdf)

New essays: 3-essays.pdf  / essay titles: Essay Topics 6a.docx

My essay-marking-method.doc essay-grid.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

13  /  31st May

Meeting point: Kafischnaps (Kornhausstrasse 57, 8037 Zürich)

Wegleitung Lehrdiplom: Berufspraktische-Ausbildung-111111.pdf

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

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Points to consider-diploma.doc

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Anmeldeformulare: Please download and bring to last session, so I can SIGN them!

Anmeldung_Praktikum_2_120222.pdf    Anmeldung_Praktikum_1_120222.pdf

All other relevant documents to be downloaded are found here:

http://www.ife.uzh.ch/llbm/downloads/Downloads.html

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

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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  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 .