Nr / Dates

Topics, Materials, Links, Tasks

1  /  25 Feb

Teachers_make_a_difference_-_ACER_(2003).pdf

1 Hands-on semester planning using the real KFR Agenda and "my" classes' timetable: here (click))

(Übungslektionen with Perino from March 15 also on that page, please fill in).

Sample documents: timetable-general-2010.pdf  /  Terminkalender 2010 FS intern.pdf   / Online class management on PBworks.

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 / Eliciting game: elicit.pdf .

4 Organizing "Übungslektionen" / teaching Reader in my classes

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 Great papers to read for motivation and insight: ActiveLearningWorks.doc  FormativeTeachingMethods.doc   

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

3 Prepare a 5' 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.

2  /  4 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
Tasks: browse through "Literature in the Language Classroom", so that you know what to look up where for lit. sessions. 

3  /  11 March

Presentation(s) Easy Readers: Tabea,  Ljubica, Lydia: Lady's Detective Nr. 1  Easy Reader_ The No. 1 Ladies' Detective Agency_Besprechung.doc / Billy Elliot: Myriam, Christine  Easy_Reader_Billy_Elliot.doc / 

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

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 and chs. 8,1-4 and 16,4 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  /  18 March

Presentation(s) Easy Readers: Sandra, Ina, Tamar: Jack the Ripper  // Video Input filmed lesson HJ ---> Observation tasks, discussion / Working with listening materials. // lay down corner stones for literature presentations in groups.

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

Tasks:  prepare presentation on how you suggest working with your reading books: describe/present enire reading phase with class. Include ONE practical sample of a task and DO this with our group as a micro-teaching exercise.

5  /  25 March

Ways of presenting grammar: present perfect --> Do the same with future tenses:

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 

/ Working with literature: group(s) 1.

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

Tasks:  prepare presentation on how you suggest working with your reading books: describe/present enire reading phase with class. Include ONE practical sample of a task and DO this with our group as a micro-teaching exercise.

6  /  1 April

Working with literature: group(s) 2 / discuss and determine program of April 15 / 22.

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

Tasks:  formulate questions from / about lessons taught or observed. Bring in your questions to session of April 15.

--  / 8   April

Easter Break!

7  / 15  April

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

8  / 22  April

Spare-Session: (Info CEFR/ELP: grid.pdf  ELPTemplate_en_GB.doc / something interesting from the IATEFL 2009 conference: Presentation more interesting exercises.ppt )

Your suggestions:

Pitfalls in teaching / testing (as suggested by Carole)

---> act according to "school philosophy", follow usual procedures in disciplinary matters, make sure your disciplinary sanctions are supported by headmaster. / actions speak louder than words i.e. DO what you announce you will (think before you announce!)

Phases between beginners and Matura

Grobziele Englisch.doc

Myriam:

- how to teach Shakespeare: http://shakespeare.mit.edu/works.html 

Barrons's Educational Books: Shakespeare made easy (original – modern English)

romeo_juliet_szenen.pdf  http://shakespeare.palomar.edu/  http://www.nosweatshakespeare.com/  (and many other sites)

movies: Sh. in love, film / theatre versions of plays / Globe / language: http://www.uni-due.de/SHE/HE_ShakespeareLanguage.htm 
- how to deal with newspaper articles
- maybe also: how to teach a short story

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

ETP-Oct03-UsingVideo.pdf

9 / 10  / 29  April

double session 8.15 - 12.00 KFR, room 62

08.15: extended session at

KS Freudenberg!

"Teaching through Video" Session with Mike Rutman

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

Tasks:  put all your questions about CALL here (click):

--  / 13 May

11/12  /  20 May

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!) / 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 with flash games
• (alternative projects that are not computer-based)

My test with "WIZIQ": click here!

Tabea's Test with WIZIQ: click here

Sandra' Test: click here

My test with "Proprof": http://www.proprofs.com/quiz-school/story.php?title=phrasal-verbs_12

Nicole's test 

Lydia's test

Ina's test

Christine's test

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

Tasks:  mark essays according to your method / afterwards read documents in Session 13, 27 May below, compare.

13 /  27 Mai

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:

Wegleitung_Lehrdiplom_def_100305.pdf (new 2010)

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".

14  3 June

breakfast session / END

We will meet at the "City Cafe" near Hauptbahnhof at 9.30:

http://www.city-cafe.ch/inhalt/cafe.html

Wegleitung_Lehrdiplom_def_100305.pdf (new 2010)

Sandra's questions:

You sent us the „Checkliste für die Anmeldung zur Diplomprüfung nach ALTEM REGLEMENT", is there a version for the new regulations?  

Questions concerning the „Unterrichtspraktikum im 1. Fach”:

- If we know a PraktikumslehrerIn and we recommend it when we register for the practical part, how big is the chance that we are allowed to do it with the chosen person?

- How much time do we need to take into account for the “Unterrichtspraktikum”?

- Can we also teach in a school during these months or is it too tough?

- If we have already taught in a high school for some months, is this taken into account (length of the “Unterrichtspraktikum”) ?

Sheet for oral presentations: Kriterien zur Bewertung der mündlichen Präsentation (nicht Buch).doc

 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

Lehrdiplom neu 2010: Anmeldung-Pruefung-Lehrdiplom-100427.pdf

All other relevant documents to be downloaded are found here:

http://www.igb.uzh.ch/Downloads/Downloads.html

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 

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

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.