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My course in "Vorlesungsverzeichnis" Uni ZH (click)
Task for second semester: ( Re-)read the following texts BEFORE the 2nd semester starts:
For reference to single classes go here: http://kfrclasses.pbworks.com
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Recommendation: Comprehensive glossary of terms in English language teaching, download and study: tkt_glossary.pdf
Nr / Dates
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Topics, Materials, Links, Tasks |
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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.pdf / eliciting game items (U3)TT.pdf ETP-Oct03-HowToBeACreativeTeacher.pdf .
Tasks: 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 |
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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.
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3 / 28th March |
Focus: Teaching Grammar at interm. / adv. level. Revision of methodology: eclectic approach.xls. eclectic approach-solution.xlsMicro-Teaching sequences that you prepared: do, discuss. 15 variations on PPP.doc http://www.philseflsupport.com/efl_history.htm
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4th / 11th April |
NO Sessions: Easter Break / HJ Liverpool IATEFL Conference |
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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"
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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 ETP-Oct03-UsingVideo.pdf
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8 / 9 / 2nd May
double session 08.15 - 12.00 extended session |
Focus: Teaching through Video- working with film extracts - popular culture: Evolution Video, Amy Video, Dove lesson plan.doc resources.doc
Grammar points with film extracts: http://moviesegmentstoassessgrammargoals.blogspot.com/
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.
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10 / 16th May
(no session on May 9th: Ascension Day) |
Focus: literature: group(s) 1
sample_reading_circle_tasks_0.pdf PLEASE publish all your group documents HERE (click) Thank you.
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 |
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11 / 23rd May |
Focus: literature: group(s) 2
PLEASE publish all your group documents HERE (click) Thank you.
Trial-Lesson-colloquium: Discussing your questions from your classroom experience (taught or observed) |
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12 / 30th May
(Session 13 done in first semester!) |
Meeting point: Café CASA BLANCA: Langstrasse 62.
Wegleitung Lehrdiplom: Wegleitung_Berufspraxis_120829.pdfFocus: "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:http://www.ife.uzh.ch/llbm/downloads/Downloads.html
What has not been said yet: your questions, remarks, observations:
------------------------------------------------------------------------------------- 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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