Week |
Subject |
Related Preparation |
1) |
Course and syllabus overview Introduction Revision of First Term – I (Thesis Statement, Topic Sentences, Identifying author’s purpose and theme, Main Ideas and Supporting Details) |
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2) |
Revision of First Term – II (Paraphrasing, Summarizing, Essay Outline) |
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3) |
Unity and coherence |
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4) |
Peer Feedback Revision of First Term – III (Plagiarism – APA Citation) |
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5) |
Essay 1: Pros and Cons Outlining and Organization Essay 1 – First Draft Submission |
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6) |
Essay 1 – First Draft, Peer Feedback + Feedback from the instructor Grammar and sentence structure in essays Essay 1 – Second Draft Submission |
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7) |
Essay 1 – Second Draft, Peer Feedback + Feedback from the instructor Coherence: Dramatic entrance Essay 1 – Final Draft Submission |
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8) |
Midterm |
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9) |
Essay 2: The Cause-and-Effect Analysis Outlining and Organization Essay 2 – First Draft Submission |
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10) |
Essay 2 – First Draft, Peer Feedback + Feedback from the instructor Coherence: Transitions and expressions for cause and effect Essay 2 – Second Draft Submission |
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11) |
Essay 2 – Second Draft, Peer Feedback + Feedback from the instructor Coherence: Organization of examples Essay 2 – Final Draft Submission |
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12) |
Essay 3: Problem-Solution Outlining and Organization Essay 3 – First Draft Submission |
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13) |
Essay 3 – First Draft – Peer Feedback + Feedback from the instructor Essay 3 – Second Draft Submission |
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14) |
Essay 3 – Second Draft – Peer Feedback + Feedback from the instructor Wrap-up Essay 3 – Final Draft Submissio |
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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. |
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2) |
2.Proficient in the phonology, semantics, grammar and the vocabulary of the language, use the language effectively. |
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3) |
3. Apply theories and research in language acquisition and development to provide optimal learning environments in English language teaching. |
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4) |
4. develop English language teaching materials according to the needs of the learners with a critical perspective. |
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5) |
5. Use appropriate software and technology resources for language teaching effectively in and out of classroom by locating and selecting them. |
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6) |
6. To improve students' reading, writing, listening and speaking skills, make use of various methods and techniques. |
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7) |
7. Design English language teaching curriculum and lesson plans. |
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8) |
8. Organize effective classrooms that promote English language learning. |
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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. |
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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. |
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11) |
11. Take on responsibility in individual and group projects by working cooperatively and meeting the requirements |
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12) |
12. Take into consideration professional and ethical rules and principles. |
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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. |
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14) |
14. Use reflective thinking and reflective teaching to examine his/her teaching skills and professional competencies. |
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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. |
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16) |
16. utilize learning strategies and technology resources by evaluating their relevance to K-12 students’ interests, needs, individual differences, and developmental characteristics. |
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