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Week |
Subject |
Related Preparation |
1) |
Course Introduction; Overview of the 4 literary periods to be highlighted in the course |
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2) |
What is The Enlightenment? |
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3) |
The Concept of a Rational Universe |
The History Guide: Dr. Steven Kreis’s “Ecrasez l’infame!: The Triumph of Science and the Heavenly City of the 18th Century Philosophe” Lecture |
4) |
Truth and Empirical Observation |
Washington State University: The European Enlightenment’s "Rene Descartes" (HTML) and “Blaise Pascal" |
5) |
The Rise of the Modern Novel |
Washington State University’s “The Early American Novel” and CUNY-Brooklyn: Dr. Lilia Melani’s essay on “The Novel” |
6) |
The Merging of Fact and Fiction in early 18th Century Writings |
Excerpts from Aphra Behn’s Oronoko and The Norton Anthology of English Literature’s "Slavery and the Slave Trade in Britain" |
7) |
The Gothic Novel |
The Norton Anthology of English Literature’s “The Gothic: Overview” |
8) |
Sentimentality and Sensibility: Key Themes, Tropes, and Styles |
Washington State University: Donna M. Campbell's “The Early American Novel” |
9) |
Romanticism: Social and Economic Contexts |
The Norton Anthology of English Literature’s “Introduction” to The Romantic Period |
10) |
Changes in Social Relations: The Industrial Revolution and the Emergence of the Bourgeoisie |
The History Guide: Dr. Steven Kreis’s “The Origins of the Industrial Revolution in England” |
11) |
“The Spirit of the Age”: A Sense of Literary Renewal |
The Norton Anthology of English Literature’s "Summary of the Romantic Era” |
12) |
The Victorian Period: Early Victorian Economic and Social Difficulties: Strikes, Chartist Demonstrations, and the Corn Laws |
“Victorian and Victorianism,” The Norton Anthology of English Literature’s “Introduction” to the Victorian Age |
13) |
The Expansion of the Empire and British Missionaries |
The Norton Anthology of English Literature’s “Victorian Imperialism: Overview” |
14) |
The Victorian Novel: Depictions of Victorian Society; Course Wrap-up |
Excerpts from Charlotte Bronte’s Jane Eyre , VictorianWeb’s Charlotte Bronte, and the articles on “Class Attitudes in The Westminster Review and Jane Eyre” and “The Position of Middle Class Women as Context from Bronte’s Jane Eyre” |
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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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