Beit Berl Academic College
Arab Institute for Teachers’ Training
The English Department
Didactic Seminar, High & Junior High School Levels
Monday 12:15-13:45
Instructor: Dr. Ruwaida Abu Rass
Hours: 2
Pre-requisite: EFL Methodology
Course Objectives:
The course is designed to familiarize the trainees with the current pedagogy as well as
methods of teaching English as a Second/Foreign Language for high and junior high
school pupils. Higher and lower order thinking skills and their relations to teaching
English through literature will be discussed in depth. A variety of techniques, skills
and strategies will be discussed to assist student teachers develop their own
philosophy of teaching. The participants will explore ways for teaching English
through fun such as games, songs and stories. Different ways for evaluation and
testing will be also part of the course's agenda. In addition, the trainees will be
exposed to examples of employed advanced technology in EFL classes. The student
teachers will discuss the idea of holding English Days.
Course Description:
The course participants will be updated with the rationale for teaching English in high
and junior high schools in Israel. They will explore the relationship between teaching
literature and HOTS and LOTS. They will be also acquainted with a variety of
materials, ideas, skills and activities besides the theory behind the current practice in
ESL/EFL settings..
Classroom dynamics and types of interaction will also be discussed in the class.
Students will work in groups most of the time in an attempt of activating their prior
knowledge and learning experiences.
Class Policies
Reading Assignments:
--Reading the required articles
--Taking part in-class discussions
--Reviewing, reflecting and summarizing articles
--Delivering presentations
--Submitting 2 journals each semester
--Submitting a research paper at the end of the school year
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Attendance & Participation
Attendance is crucial to success; please attend all classes. However, students are
allowed to miss three meetings throughout the semester. A conference with the
instructor is required after the third absence. Absences totaling more than 20% of the
course will result in failure.
Students are also expected to be in class on time. Lateness is a bad habit that shouldn't
be practiced to avoid moments of embarrassment. The instructor won't hesitate asking
students who arrive late to leave the classroom.
Grading
1. Attendance
2. Reflections & Summaries
3. Presentations
4. Research Paper
5. In-class participation
Required to pass
30%
20%
40%
10%
A compulsory text
*Ur, Penny (2012). A Course in Language Teaching. Cambridge
Teacher Training and Development. Cambridge University Press.
Some articles will be available to you through Moodle.
References
*Ananthan, A. (2011),Vocabulary in the ESL classroom, Voices, 219, 10.
*Artusi, A. & Manin, G. (2010), Content-based project, Voices, 213, 1011.
Farr, F. (2010). The discourse of teaching practice feedback: a corpusbased investigation of spoken and written modes. London: Routledge.
Green, C. F., Christopher, E. P., & Lam, J. (1997). Developing discussing
skills in the ESL classroom. ELT Journal, 51(2): 135143.
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IATEFL, (2012). Teacher Training & Education. Proceedings of the 2012
Pre-Conference Event. Special Issue.
Jarvis, P. (2006). The theory of practice of teaching. London: Routledge.
Jarvis, P., Holford, J., & Griffin, C. (2004). The theory of practice of
learning. 2nd. London: Routledge Falmer.
*Kronman, E. (2009). Worksheets that work, ETAI Forum, 28-31.
Partin, R. L. (2009). The classroom teacher's survival guide: practical
strategies, management techniques and reproducibles for new and
experienced teachers. San Franscico: Jossey-Bass. Richards, J. C., &
Farrell, T. S. (2005). Professional development for language teachers:
strategies for teacher learning. Cambridge: Cambridge Language
Education.
*Thi My Van, T. (2009), The relevance of literary, English Teaching , 29.
Wallace, M, J. (1998). Training foreign teachers: a reflective approach.
Cambridge: Cambridge Teacher Training.
www.weac.org/resource/may96/perform.htm
Developing Performance Based Assessment Tasks
www.lacoe.edu/pdc/second/assessment.html
http://carla.acad.umn.edu/MLPA-miniguide/performance.html
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Fall Schedule
11/11
Introducing the course
Reading the syllabus
Ch. 1 English teaching today: what do I need to know?
18/11
Teaching English through Literature
The relevance of literary by Truong Thi My Van (2009)
First Journal Due
Ch. 5 Teaching vocabulary
Vocabulary in the ESL classroom by Ananthan, A. (2011).
Group work
Please bring textbooks to class.
Assignment 1: What new strategies have you learned from
this chapter about vocabulary teaching?
25/11
2/12
Worksheets that work, Kronman (2009)
Please bring textbooks used in high or junior high schools
Intensive Practical Work Week
9/12
Ch.3 The text
Ch. 4 The task
Group Work
16/12
Ch. 10 Learner differences (2): teaching heterogeneous (mixed)
classes
Assignment 2: Which activities are familiar with? Can you
recall any positive or negative experience?
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23/12
Second journal due
Teaching Listening & Speaking
Ch. 8 & Ch. 9
Group Discussion
30/12
Ch. 10 Teaching Reading
6/1
Ch. 11Teaching Writing
13/1
‫المولد النبوي الشريف‬
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