( M, W, F – 1:00 to 1:50 pm)
Spring / 2016 (3 hours) Tina Winchester
_________________________________________________________________________
I. Course Description:
The fourth in a series of self-contained, teacher-training courses that develop practical skills in teaching English to speakers of other languages. The course concentrates on developing pre-literacy to advanced writing skills; correcting errors; developing real-world tasks; textbook evaluation and supplementation; and the evaluation of teaching.
II. Course Objectives:
This course is designed to enable the teacher-in-training to:
 Defend the use of dialog journal writing.
 Evaluate and strategize for correction of ESL/EFL students' writing.
 Demonstrate proper techniques in teaching writing.
 Develop ESL teaching materials using real-world input.
 Facilitate a real-world communicative task.
 Establish criterion for textbook evaluation and supplementation.
 Evaluate his or her pedagogical progress in TESOL and that of
his colleagues.
III. Classroom Procedures:
Lectures, demonstrations, discussion (whole class and small group), individual work, microteaching, materials preparation and evaluation.
Contact Information:
Tina Winchester twinchester@ciu.edu
Office – Fisher 109 TEFL Office
Office Extension 807 - 5333
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IV. Required Texts:
Doff, Adrian. Teach English: A training course for teachers - Teacher's Workbook (1988) .
Cambridge:
Cambridge University Press. ISBN 0521348633
Snow, Don, More than a Native Speaker: Revised Edition , An Introduction to Teaching English Abroad,
TESOL Publications (©2006) ISBN 1931185328
V. Recommended Texts and Articles:
Courtault, Michel. Pre-literacy training: A useful concept? Paris: UNICEF and WFP (1989).
Hedge, Tricia. RBT:Writing, Resource Book for Teachers (2005). Oxford: Oxford University Press.
ISBN 0194421902
Peyton, Joy Kreeft and Leslee Reed. Dialog journal writing with nonnative English speakers: A handbook for teachers (1990). Washington, DC: TESOL Inc.
Raimes, Ann. Techniques in teaching writing . Oxford: Oxford University Press. (1983).
VI. Assignments:
A.
Dialog Journal (with international students) Due Weekly
Using what you learn in class discussions on dialog journaling and what you read in Peyton & Reed, write a weekly journal to Ben Lippen international students.
1. Write the initial journal entries and tell the Ben Lippen students about yourself, your family, your interests, etc. Ask some questions about the students.
2. Turn in the journals every Thursday right before class.
3. Pick up the journals every Tuesday in class (or from outside Joe’s office).
4. If you cannot pick up your journal on Tuesday or if you can’t make it on a Thursday to turn it in, please ask a classmate to turn it in or pick it up for you.
5. Note: Your grade on this assignment will be lowered 3 pts each week you fail to complete your
journal.
B.
Writing Activity Microteaching
1.
You will be assigned a writing activity from Hedge.
2.
Draft a writing activity lesson plan which includes collaborative writing. (Type it.)
3.
Microteach the activity as if our LNG 4474 class were an ESL class.
4.
Turn in the typed writing activity lesson plan on the day you microteach.
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The lesson plan will look like the following:
Sample: Writing Activity Lesson Plan
Topic:
Materials:
Writing Function:
Resource:
Warm up:
Childhood
Personal childhood story brainstorming, gathering ideas
Hedge, p. 34
Show a picture of a child. When I was this age, I remember [tell story]. Ask Ss if they have any memories like that: What do you remember from this age? Have a few Ss share theirs.
Instructions: Write down as many childhood memories as you can.
Give Ss 5 minutes. If they can’t think of anything, help them to imagine the smells, sounds, etc. of childhood.
Pairs. Choose one of your memories and tell it to your partner. Ask each other questions so that you understand well what your partner is saying.
Now that you’ve talked about your memories, write down other thoughts that you had about them. Think about these things [write them on the board] : season, time, setting, people, incident.
Same pairs. Tell your partner about these new thoughts.
Write a paragraph describing your childhood memory.
Feedback: Have volunteers share their paragraph.
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C.
ERROR CORRECTION ASSIGNMENT
Using what you have learned in class about error correction, and by using the error correction symbols chosen in class – correct an actual sample of an ESL student’s written work.
D. REAL-WORLD TASKS GUIDELINES
DEFINITION: Real-world language tasks are educational experiences designed to facilitate language acquisition and to develop communicative competence in English based on the learners’ actual needs and
1.
2.
expectations. Tasks require that learners comprehend and use English while accomplishing a specified assignment.
Here are some guidelines to follow in developing tasks.
Choose an organizing topic. Narrow the topic if needed.
Reflect on the topic. Think of the different situations where the topic is in focus. What linguistic realities are associated with the topic? How are these realities expressed? In other words, what do real people in the real world think, say, read and write about the topic?
3.
Design an original real-world task using the authentic materials assigned in the time-limit given. You will then facilitate this task in class. Good luck!
E. Snow Reading & Teacher Education Project
Each student will read More Than a Native Speaker by Don Snow in its entirety. You will be assigned one chapter from which to prepare a teacher education lecture and written handout. The lecture handout should be one to two pages in length, and include the basic content, and any insights on how the chapter could be applied to your future TEFL ministry. In addition, prepare a fifteen to twenty-minute lecture to be given in class. Making a Power Point or Prezi slideshow to go with your presentation is strongly encouraged.
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VII. Assessment:
Real-World Tasks 20 points
Points
200-188
=
=
Grade
A
Writing Lesson & Microteaching 20 points
187-182 = A-
Error Correction Assignment
Journal Writing
Class Attendance/Participation
Snow Reading & TE Project (20 + 30points)
Mid-term Exam
TOTAL
20 points
40 points
25 points
50 points
25 points
200 points
181-175
174-168
167-163
162-156
155-150
149-144
=
=
=
=
=
=
B+
B
B-
C+
C
C-
Workload: It is expected that students will work two hours outside of class for each hour inside class. For this class, the workload outside of class is approximately 65 total hours.
Attendance: Attendance and punctuality to each class is expected. Class will adhere to CBC's policy
(see college catalog). After the allowed number of absences, a student’s final grade will be reduced
2 points for each class missed.
Active participation in class is also expected.
Late Work: All assignments must be on-time and are due at the beginning of the class period listed on the schedule. Work turned in after the due date will be docked 5% per class day , unless the instructor has previously been notified of an illness or family emergency. NOTE: No late work will be accepted for microteaching.
VIII. Office Hours
If you need to talk with me outside of class, feel free to call me in my office (McQuilkin 113, 807-5333) or email me at twinchester@ciu.edu
. If you would like to talk with me in person, please talk to me before or after class or come by my office to schedule an appointment.
IV. Recommendations for Learning Support:
Students with physical, emotional, ADD, or learning disabilities who need academic accommodations should make requests through the Academic Success Center (ASC). These requests will be kept confidential. Requests may be made throughout the semester, and ideally they would be initiated as early as possible. The ASC is located on the first floor of Rossi Student Center
(803-807-5611,
). If you already receive services through ASC, please contact me so that we can make your academic experience in this class as successful as possible.

Correct Dates entered later
Jan. 22
MWF 1:00-1:50
Jan. 27 & 29
Introduction to course & syllabus
Dialogue Journals- Read Peyton & Reed pp. 57-80 (on reserve in library)
Skills in Writing Read: Native Speaker Ch 10 Feb. 3 & 5
Feb. 10 & 12
Feb. 17 & 19
Feb. 24
Pre-Literacy Read: Courtault Pre-Literacy article on course website under course documents; Discourse Patterns
Writing Activity Microteaching
Read:More Than a Native Speaker - Part I (Begin Error Correction)
Error Correction – Read: Raimes Chap. 9 – Responding to S Wrtg
(on reserve in library)
Prayer Day – NO Class (WCW) Feb. 26
March 3 Error Correction Read: Teach English Chap. 16
March 5 (& 10)
(Resume Writing;) Planning to Teach – Native Speaker Chap. 2
Due: Error Correction Assignment
March 10
March 12
Real World Tasks
Mid-term Exam
March 24 & 26 Teaching from a Textbook ; Read: Native Speaker-Pt II
March 31
April 28 & 30
May 5 & 7
May 12
Prayer Day – NO Class
April 2 & 7
Real World Tasks Microteaching
Read: More Than a Native Speaker - Part III
April 9,14 &16 Testing; Real World Tasks Microteaching
April (21&) 23 Teacher Education Presentation: In-class preparation
Snow Teacher Education Presentations
Snow Teacher Education Presentations
Evaluation and Feedback
Due: Snow Reading Accountability Checklist

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