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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
Skip to literature sessions (click!)
Nr / Dates
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Topics, Materials, Links, Tasks |
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1 / 27th February |
Focus: Semester planning
1 using the real KFR Agenda on http://www.kfr.ch/gymnasium/termine/terminkalender/ Further documents / pages: Perino FS 2014 KFR.pdf / Termine GF FS 2014.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. 5, 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
Semesterplan_Example_Dana.pdf Semesteroverview_Example_Dana.pdf |
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2 / 6th 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? /
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.
Presentation more interesting exercises.ppt ("tweaked" exercises)
Tasks: - Read: ETP-Mar04-MagigAuthenticVideo.pdf ETP-Mar04-MagigAuthenticVideo2.pdf ETP-Oct03-UsingVideo.pdf - Browse through "Literature in the Language Classroom", so that you know what to look up where for lit. sessions. - read "Timelines and Concept Questions" paper. Prepare your "tweaked" exercise to do with group |
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3 / 4 / 13th March
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: 10-video-resources.pdf
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5 / 20th March |
Focus: Teaching Grammar at interm. / adv. level. Revision of methodology: eclectic approach.xls.Micro-Teaching sequences that you prepared in Session 2: do, discuss. 15 variations on PPP.doc http://www.philseflsupport.com/efl_history.htmTimelines...Task: prepare 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. |
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6 / 27th March
NO session on April 4th: HJ at IATEFL |
Focus: literature: group(s) 1
sample_reading_circle_tasks_0.pdf PLEASE publish all your group documents HERE (click) Thank you.
Task: Think of what might be different / special in a lesson where you use ICT
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7 / 8 / 10th April
double session, room 61 at KFR 08.15 - 12.00 extended session at KS Freudenberg! |
Focus: ICT in EFL:
http://fdephbern.pbworks.com/w/page/52854801/FrontPage
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9 / 17th April
NO Session on April 24th / May 1st: Easter Week / Labour Day |
Focus: literature: group(s) 2
PLEASE publish all your group documents HERE (click) Thank you. |
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10 / 11 / 8th May
Double Session: 08.15 - 12.00 extended session |
Focus: Teaching through DRAMA
Exchange Session with Anton Feller, Lecturer of PH Bern.Tasks: Study some of the following documents in preparation of the "Essay Session" and mark the relevant essays according to your best system.
Marking essays: new essays if possible ( Essay Titles 02-04-08.doc essay1.pdf essay2.pdf essay13.pdf)
Essay Titles Merchant of Venice.doc Essay 1.pdf Essay2.pdf Essay3.pdf Essay4.pdf Here they are: 4 essays freshly written. Please try to put them into an order (best, second, etc.) and try to find a mark that you can justify.
Writing Argumentative Essays (an extensive guide) Example 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 |
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12 / 15th May |
Focus: Marking essays: discussing challenges in this field and how you can meet them.Comparing results of marking / My method of marking essayscomparison: to be added
AACSB assessment sheet writing.docx
Tasks: formulate questions from / about lessons taught or observed. Bring in your questions to session of May 30th Trial-Lesson-colloquium: Discussing your questions from your classroom experience (taught or observed)
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13 / 22nd May
(no session on May 29th: Ascension Day) |
Focus: "Diploma Lesson": Information about Colloquium /-a and what is expected in the lesson itself.
Meeting point: Cakefriends at 10 o'clock (Torgasse 3, 8001 Zürich). If you don't know where to go, Sandra and I (Rahel;)) are going to meet at Bellevue (in the middle where you can get coffee etc.) around 09.45 - 09.50.
Wegleitung Lehrdiplom: Wegleitung_Berufspraxis_120829.pdfExample 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 Praktikum: Please download and bring to last session, so I can SIGN them!
All other relevant documents to be downloaded are found here:http://www.ife.uzh.ch/llbm/lehrdiplomfuermaturitaetsschulen/reglemente.html
What has not been said yet: your questions, remarks, observations: - (your points 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 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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