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 group 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 course is assessed via a portfolio comprising peer and tutor review of your lesson and materials, your reflection on the lesson as taught, and a short essay.
Is there more to helping English students develop listening skills than pressing play on a textbook recording or a YouTube video?
After all, listening is an imperceptible, individual process. If our students say they 'don't understand', we can't easily hear, see or react
to the source of the problem in the same way we can in speaking, writing and even reading activities. And yet, this invisible process is
the only one fully controlled by the teacher - he or she is traditionally the only one in control of the play button.
In order to tackle this predicament, we will break down the general concept of 'listening skills' into more manageable components
that can be targeted through classroom-friendly tasks. We will practice designing and implementing these tasks based on three main sources of
listening input: textbook recordings, authentic audio and video materials, and teacher talk.
In this course, we will be focusing on teaching speaking through activities such as role plays and discussions. The main goal is for students to learn how to create effective speaking activities and materials that can be used in the classroom.
Students will be assessed via a portfolio, which will include designing two speaking activities: one to be submitted in written form (a role play) and the second to be presented in an oral test (a discussion activity). Additionally, students will be expected to participate actively in class, including taking part in workshops.
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
Teaching literature in the EFL Classroom
Amongst the current generation of teaching professionals, the question whether literature – both with a capital and a small `l´- should be used in the EFL classroom is usually answered with a resounding “yes!”.
For years critics of the competence-based approach have been calling for literature to be re-established as a means of fostering an education that goes beyond a mere acquisition of a certain skill set. In our digital age the number of literary texts available online as well as the products emerging from the communication between readers, texts and authors open up new types of literary discourse and expression transcending age, nationality and educational background.
On the other hand, future teachers of English are bound to come across restrictions regarding their choice of literary works as well as the topics connected to them. German Abitur exams in particular require close scrutiny of the curriculum. Set texts and a variety of linguistic and analytical skills will be required to meet the assessment standards stipulated by the Ministry of Education.
From primary school through to the final years of secondary school and Abitur-level both extensive reading of literary texts as well as reading with a view of composing a piece of writing are expected to be fostered systematically.
The seminar aims at providing an overview of different literary texts, approaches and methods viable in the EFL classroom. Starting with visualisation techniques, story telling, scenic interpretation and creative writing participants are expected to get actively involved in classes by creating their own literary products and exchanging ideas about the viability of different didactic approaches.
Other than that, everyone will be required to provide short keynote presentations on a selection of topics connected to teaching literature. You can put your name down for topics from the second week of term.
Against the backdrop of current research in Didactics, participants are expected to analyse teaching and learning materials as well as (excerpts from) current textbooks for various age groups. Different approaches towards teaching literature will be explored.
The development of units of work and lesson plans will be informed by relevant theories of language learning and teaching and can be critically applied to a selection of tasks, resources and ideas for projects connected to teaching literature.
Lesson planning and the analysis of lessons involves
• realistic target setting,
• allowing for differentiation,
• an appropriate choice of materials and media
• as well as devising appropriate assessment strategies.
Schemes of work submitted by students will be put under close scrutiny by peers and the lecturer in order to determine their viability in the classroom. Ideally, concepts and strategies will be put into practice during subsequent internships.
As regards the submission of coursework as part of your final assessment, all participants are required to hand in a portfolio showing their ability to plan and reflect on lessons and schemes of work or tasks.
This class aims at providing an overview of what teaching advanced EFL classes (B1-B2+) actually involves in terms of lesson preparation and assessment strategies.
Using standardised tests as a starting point to sharpen one`s diagnostic skills, we shall then turn to different types of tasks designed to foster language learning and thus help pupils to reach a higher level on the CEFR scale. Due to the sheer scale of the various skills that need to be fosteredin an average EFL classroom, we shall focus our attention on different learning and teaching materials in order to critically assess whether they are actually fit for purpose. Consequently, designing adequate worksheets, tests and online resources will be the next step in an effort to improve teaching skills and to develop proper units of work (rather than "spur of the moment" teaching). Criteria of successful EFL teaching - both from Germany and the UK - will be applied to all the products designed in class in order to enhance lesson planning expertise. As EFL teachers in Germany are expected to deliver the national (KMK starndards) and the regional curriculum (KC Niedersachsen), a rigorous study of the documents in question is required.
By the end of term participants are expected to
-provide a citical evaluation of a teaching resource (45 minute in-class test, mid-term)
-use a (set of) material(s) provided by the lecturer to design a unit of work and lesson plan (long-term homework to be submitted after the Christmas break)
-take part in classroom discourse by providing comments and results from academic reading
-be able to critically examine lesson plans against the backdrop of the competence-based approach
All these skills shall be demonstrated and displayed in a portfolio which will be awarded a final grade.
Notes for the module
abgeschlossenes Bachelor Studium (vgl. PO M.Ed. Gym §2)
aktive Teilnahme (vgl. fachspezifische Anlage §2)
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
Unterrichtsmodelle entwerfen und begründen
Unterrichtsmaterial lerner_innen- und kompetenzorientiert erstellen und in semi-authentischen Unterrichtskontexten (Micro-Teaching) ausprobieren
Prozesse der Didaktisierung erörtern und auf Aspekte der Unterrichtsplanung sowei - durchführung anwenden