Week |
Subject |
Related Preparation |
1) |
Course overview & Introduction |
Briefly write your course expectations. |
2) |
Learners & Teachers |
Read Harmer (2007), Chapter 1 and Chapter 2.
Reflective Essay 1
|
3) |
Managing the Classroom |
Read Harmer (2007), Chapter 3.
Reflective Essay 2
|
4) |
Describing Learning and Teaching
Describing Language
|
Read Harmer (2007), Chapter 3 and Chapter 4.
Observation Task 1
|
5) |
Teaching the Language System
Planning Lessons
|
Read Harmer (2007), Chapter 6 and Chapter 12
Group presentation (PPT) on Observation Task 1.
Observation Task 2.
|
6) |
Teaching Reading |
Read Harmer (2007), Chapter 7.
Group presentation (PPT) on Observation Task 2.
Observation Task 3.
|
7) |
Observation Presentations |
Group presentation (PPT) on Observation Task 3. |
8) |
Microteaching (how to teach reading skills) |
Prepare your mini lesson plan with your group members on how to teach reading and present it to the class. |
9) |
Microteaching (how to teach reading skills) |
Prepare your mini lesson plan with your group members on how to teach reading and present it to the class.
Class discussion
|
10) |
Teaching Writing |
Read Harmer (2007), Chapter 8.
Observation Task 4.
|
11) |
Observation Presentations |
Group presentation (PPT) on Observation Task 4. |
12) |
Microteaching (how to teach writing skills) |
Prepare your mini lesson plan with your group members on teaching writing and present it to the class. |
13) |
Microteaching (how to teach writing skills) |
Prepare your mini lesson plan with your group members on teaching writing and present it to the class. |
14) |
What if?
Course evaluation
|
Read Harmer (2007), Chapter 14.
Write a brief course evaluation report.
|
|
Program Outcomes |
Level of Contribution |
1) |
1.Being able to describe the issues related with the scientific resources in the field of teaching, English language teaching and educational technologies within the national and international standards. |
4 |
2) |
2.Proficient in the phonology, semantics, grammar and the vocabulary of the language, use the language effectively. |
4 |
3) |
3. Apply theories and research in language acquisition and development to provide optimal learning environments in English language teaching. |
4 |
4) |
4. develop English language teaching materials according to the needs of the learners with a critical perspective. |
4 |
5) |
5. Use appropriate software and technology resources for language teaching effectively in and out of classroom by locating and selecting them. |
4 |
6) |
6. To improve students' reading, writing, listening and speaking skills, make use of various methods and techniques. |
5 |
7) |
7. Design English language teaching curriculum and lesson plans. |
4 |
8) |
8. Organize effective classrooms that promote English language learning. |
4 |
9) |
9. assess students’ knowledge using multiple measures and alternative assessment techniques in order to evaluate language knowledge and skills in an effective way by using and generating measurement and assessment instruments. |
4 |
10) |
10. Apply major concepts, principles, theories, and research related to the nature and role of culture and cultural groups to construct supportive learning environments and to promote inter-cultural effective communication and pragmatics skills. |
4 |
11) |
11. Take on responsibility in individual and group projects by working cooperatively and meeting the requirements |
5 |
12) |
12. Take into consideration professional and ethical rules and principles. |
5 |
13) |
13. Apply the pedagogical implications of the research in the field of English language teaching for his/her personal and professional development, by keeping up with the recent studies. |
5 |
14) |
14. Use reflective thinking and reflective teaching to examine his/her teaching skills and professional competencies. |
5 |
15) |
15. Transfer the knowledge and skills necessary for life-long learning to students by using metacognitive techniques with the knowledge of how to obtain information effectively. |
5 |
16) |
16. utilize learning strategies and technology resources by evaluating their relevance to K-12 students’ interests, needs, individual differences, and developmental characteristics. |
4 |