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Page history last edited by Perino 8 years, 7 months ago


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Second Semester Dates and Program FS 2013 (UniZH 1966):


intermediate through matura levels


Dates: Double Sessions on 18th April (exchange lecturer from PH Bern :-) / 25th April / 2nd May 2013: 08:15 – 12:00  // No sessions up to March 14th, on 4th April (Easter Break) / 11th April (HJ IATEFL) / 9th May (Ascension Day).  


Link back to first semester HS 2012 (click)


Room: FRE-D-15, Freiestrasse 36


My course in "Vorlesungsverzeichnis" Uni ZH (click)


Task for second semester:  ( Re-)read the following texts BEFORE the 2nd semester starts: 

The Great Gatsby / To Kill a Mockingbird / Disgrace / The Crucible / An Ideal Husband


Übungslektionen with Perino: possible from mid May through July

Timetable see here: Leh1PerH_PerH.htm

For reference to single classes go here: http://kfrclasses.pbworks.com 



Recommendation: Comprehensive glossary of terms in English language teaching, download and study: tkt_glossary.pdf


Second Semester

Dates:                        Program to be adapted and completed as we go:


Nr / Dates


Topics, Materials, Links, Tasks

1  /  14th March

Focus: Semester planning


1 using the real KFR Agenda on  http://www.kfr.ch/kfr/termine.html.

Further documents / pages: timetable-perino.pdf / Terminplan.pdf : please download and bring to first session.


==> Find YOUR way of getting around all the relevant factors that determine a semester plan for each class, including slots for tests.


2 Info about 2nd Semester (as far as planned already) / Building groups for literature presentations in sessions X Y // 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.pdfeliciting game items (U3)TT.pdf  ETP-Oct03-HowToBeACreativeTeacher.pdf .



1 (re-)read LT  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  /  21st March

Focus: Teaching Grammar at intermediate and advanced level: micro-teaching sequences.

Discussing what we have read: which ideas do you find most useful / difficult to put into practice?   /  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  /  28th March

Focus: Teaching   Grammar at interm. / adv. level. Revision of methodology: eclectic approach.xlseclectic approach-solution.xls

  Micro-Teaching sequences that you prepared: do, discuss. 15 variations on PPP.doc http://www.philseflsupport.com/efl_history.htm



4th / 11th April

NO Sessions: Easter Break / HJ Liverpool IATEFL Conference

4 / 5  /  18th April


double session

08.15 - 12.00 extended session

Exchange Session with Anton Feller, Lecturer of PH Bern. Focus: Teaching through DRAMA / Task Based Learning"



Task: Think of what might be different / special in a lesson where you use ICT

6 / 7 /  25th April


double session, room 61 at KFR

08.15 - 12.00 extended session at

KS Freudenberg!

Focus: ICT in EFL:

 http://perino.org/CALL/program.htm  (go here for session overview!) / Input "Prensky": Prensky-Perino.pdf / : ICT in ELT.pdf



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



8 / 9  /  2nd May


double session

08.15 - 12.00 extended session

Focus: Teaching through Video

- working with film extracts

- popular culture:

Evolution VideoAmy VideoDove lesson plan.doc  resources.doc


Grammar points with film extracts:



Videos about teaching:



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.


10  / 16th  May


(no session on May 9th: Ascension Day)

Focus: literature: group(s) 1



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


names of presenters: title of book
 Caren +Sandra
 Great Gatsby
 Karin + Sarah

Link to Gatsby materials: http://www.tes.co.uk/article.aspx?storyCode=6064341&s_cid=Landing_UnlockGatsby



Tasks:  formulate questions from / about lessons taught or observed. Bring in your questions to session of May 30th

11  / 23rd May

Focus: literature: group(s) 2


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


names of presenters: title of book
Anette + Miriam
Martina + Olivia
Ideal Husband


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

12  30th May


(Session 13 done in first semester!)

Meeting point: Café CASA BLANCA: Langstrasse 62.


Wegleitung Lehrdiplom: Wegleitung_Berufspraxis_120829.pdf

Focus: "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: 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:



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

  1. Which aims should a teacher have in mind when teaching literature? How are those aims different for intermediate and advanced students?
  2. How do you deal with poetry? Can you recommend any collection of poetry with a teacher’s manual?
  3. How do you deal with factual texts? Can you recommend any collection of factual texts with a teacher’s manual?
  4. How do you mark advanced students’ essays?
  5. Can you recommend any young adults’ novels that are suitable to be read in class?
  6. Can you recommend any contemporary novels/novellas/plays that are suitable to be read in class?



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 


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.


Hello fellow students, I didn't know where to put my reference, so here it is.

Take care, Caren

Before you order it, try to get hold of a copy to see whether it is really useful for your purposes.


Schmid, Regula.

Storytime. Teacher’s Guide / Student’s Book.

Zürich: Lehrmittelverlag des Kantons Zürich,

2006. 116 Seiten. CHF 32.40 (Teacher‘s Guide);

104 Seiten CHF 33.90 (Student‘s Book)




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