The course intends to fulfill the following objectives:
1. Participants will become aware of their own fundamental assumptions, values, and beliefs regarding foreign language teaching.
2. Participants will become familiar with principles for designing suitable lesson for EFL/ESL instruction.
3. Participants will be able to articulate and transform their understanding of the teaching/learning process, which will lead to the modification of their teaching if they want to.
4. Participant will become proficient in designing effective lessons for teaching vocabulary and grammar.
5. Participants will become familiar with effective teaching methods for developing proficiency in six areas: culture, speaking, listening, reading, writing, and literature.
6. Participants will become familiar with principles for designing suitable syllabi for EFL/ESL instruction.
7. Participants will become familiar with the proficiency guidelines and with the literature on language proficiency.
The course intends to fulfill the following objectives:
1. Participants will become aware of their own fundamental assumptions, values, and beliefs regarding foreign language teaching.
2. Participants will become familiar with principles for designing suitable lesson for EFL/ESL instruction.
3. Participants will be able to articulate and transform their understanding of the teaching/learning process, which will lead to the modification of their teaching if they want to.
4. Participant will become proficient in designing effective lessons for teaching vocabulary and grammar.
5. Participants will become familiar with effective teaching methods for developing proficiency in six areas: culture, speaking, listening, reading, writing, and literature.
6. Participants will become familiar with principles for designing suitable syllabi for EFL/ESL instruction.
7. Participants will become familiar with the proficiency guidelines and with the literature on language proficiency.
This course is designed to examine a range of foreign language teaching methods in light of their application to classroom practice and to provide you with hands-on experiences in developing the skills you’ll need in the foreign language classroom during your student teaching and beyond. Through your readings, interactions with classmates and supervisors, microteaching sessions, practicum in the field, and personal reflection, you will begin to develop your personal philosophy of foreign language teaching. In addition, providing pre-service teachers with classroom-based teaching experience is imperative for a teacher training program to launch a novice teacher on a successful career (Cooper, 2002). Therefore, this course will also include a service-learning component to help you learn about the milieu of junior high school. This course also aims to provide a theoretical framework which is guided by a belief that teachers should reflect on what they do and construct their own guiding principles. In order to do this, participants in the course will work together in groups to discuss, plan, strategize, and design their own lesson plans. Guidance will be given through lectures, handouts, demo-lessons, observation of micro-teaching lessons, discussions, peer evaluation, feedback and group work.
You are expected not only to read the handouts, the reading assignments and other related materials, but also to come to class prepared to exchange ideas, thoughts, and reflections.
This course is designed to examine a range of foreign language teaching methods in light of their application to classroom practice and to provide you with hands-on experiences in developing the skills you'll need in the foreign language classroom during your student teaching and beyond. Through your readings, interactions with classmates and supervisors, microteaching sessions, practicum in the field, and personal reflection, you will begin to develop your personal philosophy of foreign language teaching. In addition, providing pre-service teachers with classroom-based teaching experience is imperative for a teacher training program to launch a novice teacher on a successful career (Cooper, 2002). Therefore, this course will also include a service-learning component to help you learn about the milieu of junior high school. This course also aims to provide a theoretical framework which is guided by a belief that teachers should reflect on what they do and construct their own guiding principles. In order to do this, participants in the course will work together in groups to discuss, plan, strategize, and design their own lesson plans. Guidance will be given through lectures, handouts, demo-lessons, observation of micro-teaching lessons, discussions, peer evaluation, feedback and group work.
You are expected not only to read the handouts, the reading assignments and other related materials, but also to come to class prepared to exchange ideas, thoughts, and reflections.
This is tentative. If the textbook is not available due to the pandemic or any other external factor beyond the instructor's control, an alternative textbook will be assigned.
Hedge, Tricia. 2000. Teaching and Learning in the Language Classroom. Oxford, United Kingdom: Oxford University Press.
This is tentative. If the textbook is not available due to the pandemic or any other external factor beyond the instructor's control, an alternative textbook will be assigned.
Hedge, Tricia. 2000. Teaching and Learning in the Language Classroom. Oxford, United Kingdom: Oxford University Press.
| 評分項目 Grading Method | 配分比例 Grading percentage | 說明 Description |
|---|---|---|
| Microteaching and Reflective EssayMicroteaching and Reflective Essay Microteaching and Reflective Essay |
20 | Each one of you will sign up to demonstrate ONE lesson chosen from teaching vocabulary, grammar, listening, speaking, reading, writing, literature (2 sessions), and culture (2 sessions). |
| Reading/Response LogReading/Response Log Reading/Response Log |
25 | For each assigned chapter or article, write a response to include: summary, one a-ha, one to two puzzlements, and at least 2 responses to classmate responses. |
| Leading Chapter DiscussionLeading Chapter Discussion Leading Chapter Discussion |
30 | Each student will prepare a Power-Point presentation and lead a discussion of one chapter of the reading assignments. Each presentation should be approximately 50-55 minutes long. |
| Unit Lesson PlansUnit Lesson Plans Unit Lesson Plans |
25 | You will write detailed lesson plans and carry out your plan to team-teach 14 sessions of English class at An-Her Junior High School. |
