דר' אבן-ריפינסקי חגית 79-426-01 מתודיקה להוראת הלשון האנגלית 

שלחו לחבר

שם ומספר הקורס: מתודיקה להוראת הלשון האנגלית  79-426-01

English Language Teaching Methodology

שם המרצה: דר' חגית אבן-ריפינסקי

Dr. Hagit Evan-Rifinski

סוג הקורס: סדנה

שנת לימודים: התשפ"א                     סמסטר: קורס שנתי                     היקף שעות:  2

יום ושעה: סמסטר א' – יום א' -14.00-16.00

מיקום: חברה 905 קומה 1 חדר 119

אתר הקורס: באתר מודל

rifinski@gmail.comכתובת מייל:

 

שעת קבלה: ימי א' או ג'

בתיאום מראש

משרד: 905 חדר: 109

טל: 03-5317710

 

 

א. מטרות הקורס (מטרות על / מטרות ספציפיות):

 

Course Objectives:      

The purpose of the course is to promote the integration of up-to-date theories, principles and methodologies of teaching English as an additional language (EAL) within the school system in Israel. Guided by the revised English Curriculum (2015), emphasis will be given to the principles governing language learning and teaching and to practical strategies and methodologies. The course will address the teaching of pupils from the intermediate to the proficiency levels. The main goal is the implementation of the content of the course into both the Micro-teaching class and, ultimately, into the real classroom.  

 

The aims of the course are -

  • To provide students with an overview of principles, approaches and relevant theories of teaching EAL.
  • To develop practical skills and strategies for teaching EAL in junior high and high school.
  • To develop sensitivity to learners’ heterogeneity and special needs.
  • To develop awareness of one’s own skills as a teacher via reflective processes.
  • To share ideas, procedures, successes and challenges in the teaching and learning process.
  • To ensure that students are not only language teachers, but that they are first and foremost educators.
  • To ensure students have strong work ethics.
  • To encourage students to always learn, develop and strive for excellence.

ב. תוכן הקורס:

Course Description:                                                                                                   

 

This course is designed to give students the opportunity to acquire relevant theoretical background in pedagogy and methodology and apply it to teaching English in classroom situations. Students will be exposed to a variety of methodologies and instructional techniques for teaching English as an additional language (EAL) in junior high school as well as in high school. Students will be encouraged to view learning and teaching critically. Similarly, they will discuss and practice methods and means with which to design, implement and evaluate instructional procedures and materials.

 

The topics*  which will be covered include:                                      

Principles & approaches to teaching EAL

The National English Curriculum for teaching EAL

Lesson planning

Teaching heterogeneous classes, catering to diversity and teaching inclusively

Class management for optimal learning

Teaching the four skills (reading, writing, speaking & listening)

Teaching vocabulary

Teaching  grammar

Teaching  spelling

Teaching literature

Evaluating, selecting, adapting and enriching material/textbooks

Unit planning

Giving good instructions and asking effective questions

Utilizing technology, the media, Internet, art, drama and music in EAL instruction

Using the board, graphic tools and visual aids in the classroom

Checking homework

Creating interactive walls

Classroom organization

Use of translation and L1 in the classroom.

Task based instruction and project based learning (PBL)

Teaching English as an interdisciplinary subject

Marking holidays/current events

Adding fun and sparks to our lessons

Using the ‘Flipped Classroom Method’

Classroom feedback and correction

Objectives and ideas for the last lessons of the school year.

Evaluating and assessment of learning

Evaluating and assessment of one’s teaching

Conducting action research

Personal development

  • The time allocated for each topic will be based on assessment of students’ needs.

 

Please note: This course is part of a three-fold program for training English teachers. English Language Teaching Methodology, Micro-teaching and the Practicum are the core courses and they must all be completed in order to achieve the requirements of the degree and to be fully equipped to teach English in the Israeli school system.

 

ג. דרישות קדם:

 Preliminary Requirements

Students must

  • hold a degree in English
  • demonstrate a high proficiency in the English language.
  • be highly motivated to teach and make a difference in the education system.

 

 

ד. דרישות הקורס:

 

 Course Requirements:

1. Full attendance and participation are required.

    No late arrivals or early departures. *       

2. Completion of all assignments on time.

3. Preparation of an oral presentation of 15 minutes on a topic connected

     to the teaching of EAL (This assignment will be given in the second

     semester).

4. Final assignment: the creation of a unit of study which will encompass the content of the course.

 

*A note about attendance:

As written above, attendance in this course is mandatory. Full attendance and participation in class are required.

A student who misses more than 3  sessions in one semester will automatically be dropped from the course.

In addition, arriving 15 minutes or later to 3 of the sessions will be recorded as not attending one session. Similarly, leaving early 3 times will also be recorded as not attending one session.

 

 

 

 

ה. מרכיבי הציון הסופי :

Breakdown of final grade

Active participation in class (10%)

Ongoing course work: including tasks, assigned reading, participation in online forums, etc. (35%)

Oral presentation (20%)

Thematic unit for JHS (35%)

 

Passing Grade: 76

 

NOTE: You will lose up to 15% of your grade on any assignment, including the final assignment, for poor language proficiency.

See Bar Ilan’s site regarding policy towards plagiarism.

ו. ביבליוגרפיה: (חובה/רשות)

Bibliography

קריאת חובה/רשות

 

Required/ Additional Reading Material

Sample of Course Bibliography**

**A complete bibliography can be found on the Moodle site of the course

 

Admiraal, W. &  Wubbels, T. (2005). Multiple voices, multiple realities, what truth? Student teachers’ learning to reflect in different paradigms. Teachers & Teaching, 11(3) , 315-329.

Agarwal, P. K., & Bain, P. M. (2019). Powerful teaching: Unleash the science of learning. John Wiley & Sons.(EBook)

Aitken, P. (2002). Teaching Tenses: Ideas for presenting and practicing tenses in English. Brighton, UK: ELB.  (‫ (428.24  Pedagogical Library AIT t

Alger, C. (2006). ‘What went well, what didn’t go so well’: growth of reflection in pre-service teachersReflective Practice, 7(3) , 287-301.

Breaux, A., & Whitaker, T. (2015). Quick answers for busy teachers: solutions to 60 common challenges. Hoboken, NJ. : John Wiley & Sons. (EBook)

Brighouse, H., Ladd, H. F., Loeb, S., & Swift, A. (2018). Educational goods: Values, evidence, and decision-making. Chicago, IL :  University of Chicago Press. (Education 371.2 BRI e)

Brown, H. Douglas (2000), Principles of language learning and teaching (4th ed). Harlow, UK:  Longman.(Education 407 BRO p4)

Brown, P. C., Roediger III, H. L., & McDaniel, M. A. (2014). Make it stick. Cambridge, MA:  Harvard University Press. ( 370.1523 BRO m חינוך ) (EBook)

Carey, B. (2015). How we learn: the surprising truth about when, where, and why it happens. London, UK: Random House Trade Paperbacks. (EBook )

Celce-Murcia, M. (2013). Teaching English as a second or foreign language (4th ed). Boston: Heinle & Heinle. (420.7 TEA 2014 Pedagogical Library)

Chitpin, S. (2006). The use of reflective journal keeping in a teacher education program: a Popperian analysis. Reflective Practice 7 (1): 73-86.

Couros, G. (2015). The innovator’s mindsetSan Diego, CA: Dave Burgess Consulting. (EBook)

Finlay, L. (2008). Reflecting on ‘Reflective practicePBPL, 52

 Feuerstein, T., & Scholnik, M. (1995). Enhancing Reading Comprehension: In the Language Learning Classroom. San – Francisco. CA: Alta Book Center. (418.4 FEU e אנגלית)

Freeman, Y. S., Freeman, D. E., Soto, M., & Ebe, A. (2016). ESL teaching: Principles for success. Portsmouth, NH : Heinemann.

Harmer, J. (2015). The practice of English language teaching (5th ed). New-York, NY: Pearson Education. (428.24 HAR p5 Pedagogical Library)

Hattie, J.A.C. (2012).  Visible learning for teachers.  Maximizing impact on achievement. Oxford, UK: Routledge. (אין בספריות אוניברסיטת בר-אילן)

Hattie, J.A.C. (2015).  Visible learning into action.  Maximizing impact on achievement. Oxford, UK: Routledge. (Education 371.394 HAT v)

Kagan, S. (1992). Cooperative Learning Resources for Teachers. Riverside, CA: University of California Press. ( Education 371.3 KAG)

Kelly, T. & Littman, J. (2016). The ten faces of innovation : IDEO's strategies for beating the devil's advocate & driving creativity throughout your organization. New-York, NY:The Crown Publishing Group.

Klein, S. R. (2008). Holistic reflection in teacher education: issues and strategiesReflective Practice9(2), p111-121.

Koda, K. (2005). Insights into Second Language reading. Cambridge, UK: CUP. (Pedagogical Library   407 KOD)  

Larsen-Freeman, D. (2011). Techniques and principles in language teaching (3rd ed.).Oxford, UK: Oxford University Press. (Pedagogical Library   420.7 LAR-FRE)

Lemov, D. (2015). Teach like a champion 2.0: 62 techniques that put students on the path to college. San Francisco: Jossey-Bass. ( Education 373.1102 LEM t) 

Marzano, R. (2000). Transforming classroom grading. Alexandria: ASCD. (Education 371.272 MAR)

Ministry of Education (1993). A communicative methodology. Jerusalem: Author. (Education 420.7 COM)

Ministry of Education (2004). Professional standards for English teachers. Tel-Aviv: Maalot. (English 420.7 PRO)

Ministry of Education (2008). Adapting the English curriculum for students with disabilities. Jerusalem: Author. 

Ministry of Education (2009). Integrating higher order thinking skills (HOTS) with the teaching of literature. Jerusalem: Author. 

Ministry of Education, Culture and Sport, English Inspectorate.(2019). English Curriculum 2020 For Elementary School. English Department, Ministry of Education, Israel. 

Ministry of Education, Culture and Sport, English Inspectorate.(2019). English Curriculum 2020 For Junior High School. English Department, Ministry of Education, Israel.  

Mooney, C. G. (2013). Theories of Childhood: An Introduction to Dewey, Montessori, Erikson, Piaget & Vygotsky (2nd Edition). St. Paul, MN:  Redleaf Press. (EBook)

Nation, I.S.P. (2013). Learning vocabulary in another Language. Second edition. Cambridge: Cambridge University Press. (Pedagogical Library 418.0071 NAT l2)    

Nunan, D.(1991) Language teaching methodology, Phoenix, AZ:  E.L.T. ( Pedagogical Library 407 NUN l)

Pedagogical Secretariat Language Department English Inspectorate (2014), A practical guide for teaching vocabulary. Jerusalem: Ministry of Education. 

Quigley, A. (2016). The confident teacher; developing successful habits of mind, body and pedagogy. London: Routledge. (Pedagogical Library 371.102 OUI c)

Reed, S. K. (2020). Cognitive Skills You Need for the 21st Century.  New York: Oxford University Press. (EBook)  

Reynolds, G. (2012). Presentation Zen: Simple ideas on presentation design and delivery (2nd Edition). Berkeley, CA: New Rider. (English 658.452 REY p2a)

Richard-Amato, P. (2003). Making it happen. New York: Pearson Education. (Pedagogical Library 418.007 RIC-AMA)

Richards, J. C. & Renandya, W.A., (2006). Methodology in language teaching. An anthology of current practice (8th ed.) Cambridge: Cambridge University Press. (Pedagogical Library 428.0071 MET)

Richards, J. C. & Rodgers, T. S., (2014). Approaches and methods in language teaching. (3rd ed.) Cambridge: Cambridge University Press. (Pedagogical Library 407 RIC a3)

Richardson, P. W., Karabenick, S. A., & Watt, H. M. (Eds.). (2014). Teacher motivation: Theory and practice. New York, NY : Routledge ( Education 371.102 TEA 2014)

Santoro, N. & Allard, A. (2008) Scenarios as springboards for reflection on practice: stimulating discussionReflective Practice9(2), p167-176.

Scrivener, J. (2011). Learning teaching: A guidebook for English language teachers (3rd ed.). Oxford: Macmillan. (Pedagogical Library 428.2407 SCR l3)

Scrivener, J. (2012). Classroom management techniques. Cambridge, UK: Cambridge University Press. (Pedagogical Library 371.1024 SCR c)

Schwartz, D. L., Tsang, J. M., & Blair, K. P. (2016). The ABCs of how we learn: 26 scientifically proven approaches, how they work, and when to use them .New-York. NY:  WW Norton & Company. (Education 370.1523 SCHW a)

Selivan, L. (2018). Lexical Grammar: Activities for Teaching Chunks and Exploring Patterns.
Cambridge : Cambridge University Press. (Pedagogical Library 425 SEL l)

Seymour, D., & Popova, M. (2003). 700 classroom activities: conversation, functions, grammar, vocabulary. Macmillan Education.

Ur, P. (1996). A course in language teaching. Cambridge, UK: Cambridge University Press. (Pedagogical Library 407 UR c2)

Ur, P. (1998). Grammar practice activities – A practical guide for teachers. Cambridge: Cambridge University Press. (Pedagogical Library 420 .7 UR g)

Ur, P. (2012). Vocabulary activities. Cambridge: Cambridge University Press. (Pedagogical Library 407 UR)

Ur, P. (2016). Penny Ur's 100 Teaching Tips. Cambridge: Cambridge University Press. ( Pedagogical Library 371.102 UR p)

Walkington, J. (2005). Becoming a teacher: encouraging development of teacher identity through reflective practiceAsia-Pacific Journal of Teacher Education33 (1), 53-64.

Wilson, D. L., & Conyers, M. (2013). Five big ideas for effective teaching: Connecting mind, brain, and education research to classroom practice. New-York, NY:  Teachers College Press. (Education 370.1523 WIL f)

 

 

ז. שם הקורס באנגלית:

Title of the course in English:

English Language Teaching Methodology