Teaching content and knowledge of English simultaneously is becoming increasingly common in German schools. This course will introduce students to various strategies, techniques and resources for teaching other subjects in English, examining issues you are likely to face as a CLIL teacher. The course will provide both practice at and language feedback on Content and Language Integrated Learning, including task and lesson planning and implementation, and resource development (using translated German-language and English-language materials). It will also look at ways of teaching English literature and culture to students at various levels.
As part of the assessment, each student will develop linguistic and topic-based materials for a 20 minute mini-lesson of their own design and teach it to the rest of the group, to be followed by a discussion of relevant didactic and linguistic issues. This lesson will either be based on students’ second subject or on Anglophone culture. This course is assessed via a portfolio comprising peer and tutor review of your lesson and materials, your reflection on the lesson as taught, and an in-class essay.
Tuesday: 14:00 - 16:00, weekly (from 13/10/15), MM
What kinds of written materials should English language teachers use in class? Are authentic written texts more appropriate for classroom use than simplified texts? Should teachers provide students with German translations of all the difficult English vocabulary in a text? Should instructions be written in the second person? These are some of the questions we will discuss and find answers to in this course.
The main aim of this course is for students to practice selecting effective, level‐appropriate
reading materials for the English language classroom and to design tasks to accompany them. In
order to achieve this, students will be expected to design their own reading worksheets based on
both authentic and simplified texts.
Note: For students studying MEd (Gym) and MA (English Studies), this course forms half of the compulsory module ang900: Language Skills for Proficiency, and is graded. For students studying MEd (WiPäd), the course is part of ang702 and is assessed on a
This course is part of the module ang702 and is open for students for both ‘Grundschule’ and ‘Haupt-/Realschule’ within GHR 300. The course will address both general topics important for all school formats but also focus on school format specific needs of prospective teachers.
This course has three distinct aims:
1) To help students preparing input (language) and content by detailed analyses and their practical implications
2) To introduce students to various strategies, techniques and resources for teaching English in a classroom situation and to encourage students to both adapt and develop their own materials.
3) To provide practice planning lessons in English for both skill- and language-based classroom activities.
This course is assessed via a portfolio, details of which will be discussed in the first class session.
Monday: 18:00 - 20:00, weekly (from 12/10/15), MM, Location: A10 1-121a Dates on Monday. 01.02.16 18:00 - 20:00, Location: A01 0-007 “Competence” has become a key concept in education over the last two decades. Yet, as Wolfgang Hallet writes, the combination of literature and competences is still provocative. Some argue that what learners acquire by reading and discussing literature is too complex to be mapped, standardised or tested. Others believe that the goal of obtaining knowledge, skills and attitudes that can be used in everyday situations – central to the concept of “competences” – contradicts the very nature of literature as a sphere apart, supposed to be valuable because of its distance from societal discourses and practices.
In this seminar, we are going to discuss proposals for a competence-oriented teaching of literature. Not only will we explore a recent debate in the didactics of literature but also, hopefully, gain reasonable criteria what can and should be achieved when working with literature in the EFL classroom. Furthermore, we will practise analysing and designing lesson plans as well as larger teaching units on literary texts.
Hallet, Wolfgang, Carola Surkamp and Ulrich Krämer (eds.) (2015). Literaturkompetenzen Englisch: Modellierung – Curriculum – Unterrichtsbeispiele. Seelze: Kallmeyer.
Notes for the module
abgeschlossenes Bachelor Studium
Das Modul sollte besucht werden im 1. oder 2. Studienjahr.
Time of examination
Ende der Vorlesungszeit/Beginn der vorlesungsfreien Zeit
Skills to be acquired in this module
Studierende können didaktische und methodische Problemstellungen beim Aufbau von fremdsprachlichen Kompetenzen reflektiert darstellen und auf Aspekte der Unterrichtsgestaltung übertragen und insbesondere
Hypothesen und Theorien zum Fremdsprachenerwerb problemorientiert beschreiben und erläutern
Ansätze und Verfahren kommunikativen Unterrichtens erläutern
Entwicklungen von fremdsprachlichen Fähigkeiten lerntheoretisch beschreiben
Neuere didaktische Konzepte fremdsprachlichen Lehrens und Lernens einordnen und erläutern
Kriterien für die Evaluation von Unterrichtsmodellen theoriegeleitet entwickeln und benennen