|
Week |
Subject |
Related Preparation |
| 1) |
Introduction to the Course |
Icebreakers/ Games and activities
(may be different for each class, depends on how much the students know one another)
|
| 1) |
Midterm I |
Presentations (takes two weeks) |
| 2) |
Basics of Body Language |
Historical background, Einstein/Paul Ekman etc..
Lecture on body language
|
| 3) |
Basics of Body Language |
On stage exercises in class – body language
The aim is to find: what each student is especially good at / common mistakes they make
|
| 4) |
First short presentations |
Each student – short presentation (videotaped, so they can evaluate themselves) These presentations will be compared to the ones that they will do at the end of the term. |
| 5) |
Use of Space/stage |
Techniques of using the whole stage in order to give the students the ability to engage their audience and help them to visualize your message. |
| 6) |
Mime |
Students play out their own stories (in groups) |
| 7) |
Tone of Voice |
|
| 8) |
Midterm I |
Presentations (takes two weeks) |
| 9) |
Midterm I |
Presentations |
| 10) |
Improvisation |
Improvisation techniques
Group work
|
| 11) |
Improvisation |
Improvisation techniques
Group work
|
| 12) |
Storytelling techniques |
Integrating body language, tone of voice, improve into story telling techniques |
| 13) |
Storytelling techniques |
Continued… |
| 14) |
General Evaluation |
General Evaluation |
|
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. |
|
| 2) |
2.Proficient in the phonology, semantics, grammar and the vocabulary of the language, use the language effectively. |
|
| 3) |
3. Apply theories and research in language acquisition and development to provide optimal learning environments in English language teaching. |
|
| 4) |
4. develop English language teaching materials according to the needs of the learners with a critical perspective. |
|
| 5) |
5. Use appropriate software and technology resources for language teaching effectively in and out of classroom by locating and selecting them. |
|
| 6) |
6. To improve students' reading, writing, listening and speaking skills, make use of various methods and techniques. |
|
| 7) |
7. Design English language teaching curriculum and lesson plans. |
|
| 8) |
8. Organize effective classrooms that promote English language learning. |
|
| 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. |
|
| 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. |
|
| 11) |
11. Take on responsibility in individual and group projects by working cooperatively and meeting the requirements |
|
| 12) |
12. Take into consideration professional and ethical rules and principles. |
|
| 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. |
|
| 14) |
14. Use reflective thinking and reflective teaching to examine his/her teaching skills and professional competencies. |
|
| 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. |
|
| 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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