• Suter Léa

• Suter Léa

Students will learn and reflect on

• how to plan meaningful learning sequences
• how to create interesting comprehension/speaking/writing activities
• how to include focus on form activities
• how to include cultural aspects into their course
• how to assess different skills

In this seminar you can expect theoretical inputs and discussion sessions. We will work with practical examples from English classes and concrete teaching materials as well as the curriculum (LP21, PER). You are going to document your reflections in a learning diary throughout this two-semester course.

Students attending this course will be able to develop classroom arrangements to teach English at lower secondary level, including all the four skills (listening/video comprehension, reading, speaking and writing). They will manage to provide their pupils with a wide range of possibilities for building up their individual vocabulary. They will further be able to include meaningful grammar activities into their course and know how to integrate cultural aspects into their ESL lessons. Students will also get to know different types of assessment and how to implement them.

Competence 1: Planning
Students will be able to plan meaningful and varied learning sequences based on the curriculum, the course books and methodological considerations such as communicative orientation, variety of instructional methods, skills and class arrangements as well as learning phases and attentional processes. They will learn how to choose meaningful learning goals and how to use a planning grid for preparing both learning sequences and lessons.

Competence 2: Teaching the four skills
Students will be able to integrate the four skills (listening/video comprehension, reading, speaking, writing) into their communicative EFL classes. They know how to support understanding and how to promote learning with pre/while/post activities. They know different strategies that foster pupils’ understanding of authentic written and oral texts and they can provide pupils with useful language support to develop their productive skills.

Competence 3: Focus on form
Students will be able to include focus on form activities into their EFL classes. They know how to integrate them into meaningful communicative context and how to practise them in motivating ways.

Competence 4: Culture(s)
Students will be able to integrate cultural aspects into their EFL classes. They will be able to raise pupils’ awareness of different cultures, both from English-speaking contexts as well as others.

Competence 5: Differentiation
Students will be able to compose a wide range of tasks that take into consideration pupils’ individual needs, interests, abilities and goals. They will be able to implement and adapt differentiated learning settings, tasks and material.

Competence 6: Feedback and error culture
Students consider mistakes as indicators of individual learning processes. Students will be able to choose from a range of feedback possibilities depending on the situational context. They will be able to install a motivating classroom atmosphere that is conductive to learning by valuing openness, authenticity, high tolerance of mistakes, humour and patience.

Competence 7: Assessment
Students know that feedback is part of the learning cycle and that assessment is one form of feedback. They know how, when and why to implement progress and achievement tests. They will be able to create a variety of assessments which are based on learning goals and activities implemented in class.

Competence 8: Meta-level
Students are able to base their teaching on theoretical background and link practical teaching experiences to theoretical concepts. They continually adapt their teaching concepts to different contexts and develop their reflective capacity. They are able to consider alternative methodological decisions and provide arguments for or against them.

Beginn: 23.09.2022

DAES I : ce cours doit être obligatoirement suivi en dernière année de Bachelor, parallèlement au stage en responsabilité partagée-B3 et être précédé par le cours bloc de didactique générale.

Examens oraux

Examens oraux

Examens oraux

Examens oraux