Stud.IP Uni Oldenburg
University of Oldenburg
28.10.2021 06:40:59
ang702 - English Language Teaching (Course overview)
Institute of English and American Studies 9 KP
Module components Semester courses Wintersemester 2016/2017 Examination
Exercises
  • No access 3.02.400 - Ü English for Educational Purposes: Error Correction Show lecturers
    • Lauren Freede

    Monday: 14:00 - 16:00, weekly (from 17/10/16), MMÜ

    This practical course has three distinct aims. * To raise awareness of the different issues involved in error correction, including error types and criteria for judging linguistic accuracy. * To introduce students to various strategies, techniques and resources for correcting both written and spoken English in a classroom situation * To provide both practice at and feedback on practical error correction. Each student will evaluate and correct at least one written and one spoken language task, to be followed by a discussion of relevant didactic and linguistic issues Ideally, students will also work on correcting errors in their own language use as well. * * * This course is most suitable for students in MEd programmes who will go on to teach slightly older learners (the focus on writing is not really appropriate for primary schools), although all students are welcome. It is also possible to complete assignments with a more general language focus for those who do not intend become school teachers, although again, this is not the main focus of the course.

  • No access 3.02.401 - Ü Academic Discourse: Media Translation Show lecturers
    • Lauren Freede

    Tuesday: 16:00 - 18:00, weekly (from 18/10/16), MMÜ

    This practical course focuses on different forms of media translation, both interlanguage (eg. German → English) and intralanguage (eg. English → English for the hearing impaired), and in both aural (voiceover and dubbing) and written (subtitle) form. Using freely available software, we will learn how to create subtitles, additional audio soundtracks. No specific technological knowledge is required, although a certain degree of confidence using computer programmes like Audacity or Windows Movie Maker would be helpful. At the very least, you need to have access to VLC media player and know how to save a .txt file! For the first half of the semester, we will explore the different types of dubbing and subtitling, as well as common translation issues. In the second, you will complete and introduce a media translation project of your own. Be aware that this course does not have a classroom focus, although some activities could be used for classroom purposes later. * * * Note: students who have previously completed the course 'Media in the classroom' should not sign up for this course without contacting me first.

  • No access 3.02.402 - Ü English for Educational Purposes: Designing Speaking Activities Show lecturers
    • Johanna Hasanen

    Tuesday: 14:00 - 16:00, weekly (from 18/10/16), MMÜ

    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 and the second to be presented in an oral test. 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 pass-fail basis.

  • No access 3.02.403 - Ü English for Educational Purposes: Designing Reading Materials Show lecturers
    • Johanna Hasanen

    Wednesday: 14:00 - 16:00, weekly (from 19/10/16), MMÜ

    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 pass-fail basis.

  • No access 3.02.404 - Ü English for Educational Purposes: Using Games in Language Teaching Show lecturers
    • Inga Zalyevska

    Monday: 18:00 - 20:00, weekly (from 17/10/16), MMÜ

    In this course we will consider the advantages of using games as a tool in communicative language teaching. Students will practice using different types of games to target specific language aspects, skills and learning stages. The main goal of the course is for students to understand the functions of language games in the classroom, learn to provide clear instructions as well as define and maximize learning outcomes of an activity. 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 pass-fail basis.

  • No access 3.02.406 - Ü English for Educational Purposes: Teaching Grammar and Vocabulary Show lecturers
    • Lauren Freede

    Thursday: 16:00 - 18:00, weekly (from 20/10/16), MMÜ

    This practical course has several distinct aims: * To consider whether, what and how to teach grammar and vocabulary. Why do we teach it? Should we do so? What is important? What isn’t? What works? What doesn’t? * To introduce students to various strategies, techniques and resources for teaching English grammar and vocabulary in a classroom situation * To provide both practice at and feedback on grammar and vocabulary teaching. Ideally, students will also work on developing their own knowledge of English grammar and vocabulary! * * * This course is most suitable for students in MEd programmes who will go on to teach slightly older learners (the focus on grammar is not really appropriate for primary schools) and is heavily classroom-focussed (so is not ideal for anyone planning not to become a teacher) although all students are welcome.

  • No access 3.02.504 - SÜ Praxisteilmodul (GHR) Show lecturers
    • Christian Kramer, M.A.

    Tuesday: 14:00 - 16:00, weekly (from 18/10/16), PTM

  • No access 3.02.505 - SÜ Praxisteilmodul (Gym/WiPäd) Show lecturers
    • Dr. Sylke Bakker

    Tuesday: 18:00 - 20:00, weekly (from 18/10/16), MM

    Against the backdrop of current research in Didactics, students are expected to analyse teaching and learning materials as well as (excerpts from) current textbooks. The communicative approach towards language teaching but also the most recent trends in task-based language learning will serve as basis for an in-depth look into the requirements and realities of language learning classrooms. The development of units of work and lesson plans will be informed by research in the field so that theories of language learning and teaching can be critically applied to a selection of tasks, resources and ideas for projects. Lesson planning 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. Assessment format: -in mid-term you are expected to prove your planning skills by handing in a short assignment on a material / a topic as part of a unit of work (30% of your mark) -by the end of term you are asked to submit a more comprehensive analysis of a topic or a task and- evolving from this - a lesson plan (70% of your mark)

Seminar
Notes for the module
Prerequisites
abgeschlossenes Bachelor Studium
Reference text
Das Modul sollte besucht werden im 1. oder 2. Studienjahr.
Time of examination
Ende der Vorlesungszeit/Beginn der vorlesungsfreien Zeit
Module examination
PF
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