דר' אבן-ריפינסקי חגית 79-426-01 מתודיקה להוראת הלשון האנגלית
שם ומספר הקורס: מתודיקה להוראת הלשון האנגלית 7942601
English Language Teaching Methodology
שם המרצה: דר' חגית אבן-ריפינסקי
Dr. Hagit Evan-Rifinski
סוג הקורס: סדנה
שנת לימודים: תשפ"ג היקף שעות: 2
יום ושעה: יום א'
מיקום: אולפני סטודיו – חינוך 905
אתר הקורס: באתר מודל
אתר הקורס: באתר מודל
שעת קבלה: ימי א' או ד'
משרד: 905 חדר: 109
א. מטרות הקורס (מטרות על / מטרות ספציפיות):
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 (2020), 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 proficient 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 for both face to face and online learning.
- 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 a strong work ethic.
- To encourage students to always learn, develop and strive for excellence.
ב. תוכן הקורס:
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. Students will be encouraged to be innovative with their teaching strategies and to share these ideas with peers.
The topics* which will be covered include:
Principles & approaches to teaching EAL
The National English Curriculum for teaching EAL
Teaching heterogeneous classes, catering to diversity and teaching inclusively
Class management for optimal learning
Teaching the four skills (reading, writing, speaking & listening)
Evaluating, selecting, adapting and enriching material/textbooks
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
Creating interactive walls
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
- 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:
- hold a degree in English or be studying towards a degree in English.
- demonstrate proficiency in the English language and obtain a score of at least 80% in the proficiency course.
- be highly motivated to teach and make a difference in the education system.
ד. דרישות הקורס
1. Full attendance and participation are required.
No late arrivals or early departures. *
2. Completion of all assignments on time**.
3. Preparation of recorded oral presentations of academic articles.
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 has missed 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 an absence. Similarly, leaving early 3 times will also be recorded as an absence.
** All assignments are to be submitted on time:
If you foresee a problem or are unable to submit an assignment for personal reasons, you are required to notify your instructor by email to arrange an alternative deadline. Assignments that are not submitted on time will not be accepted.
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 presentations (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)
Required/ Additional Reading Material
Sample of Course Bibliography**
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. Hoboken, NJ: 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 teachers. Reflective Practice, 7(3) , 287-301.
Ashley, J. (2017). The balanced teacher path : how to teach, live, and be happy. Minneapolis, MN: Free Spirit Publishing. (371.102 ASH b pedagogical Library)
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, P. C., Roediger III, H. L., & McDaniel, M. A. (2014). Make it stick. Cambridge, MA: Harvard University Press. (370.1523 BRO m Education) (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.
Cohen, M. (2018). Educated by Design: Designing the Space to Experiment, Explore, and Extract Your Creative Potential. San Diego, CA: Dave Burgess Consulting, Inc. (153.35 COH e Pedagogical Library)
Engelhardt, D. (2017). Perfect phrases for ESL : conversation skills : hundreds of ready-to-use phrases that help you express your thoughts, ideas, and feelings in English conversations of all types (2nd edition). New-York, NY: McGraw-Hill Education. (428.24 ENG p2 Pedagogical Library )
Feuerstein, T., & Scholnik, M. (1995). Enhancing Reading Comprehension: In the Language Learning Classroom. San – Francisco. CA: Alta Book Center. (418.4 FEU e English Library)
Finlay, L. (2008). Reflecting on ‘Reflective practice, PBPL, 52.
Freeman, Y. S., Freeman, D. E., Soto, M., & Ebe, A. (2016). ESL teaching: Principles for success. Portsmouth, NH : Heinemann. (418.007 FRE ea Pedagogical Library)
Hattie, J.A.C. (2012). Visible learning for teachers . Maximizing impact on achievement. Oxford, UK: Routledge. (Ebook)
Hattie, J.A.C. (2015). Visible learning into action. Maximizing impact on achievement. Oxford, UK: Routledge. (Education 371.394 HAT v)
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. (658.4063 KEL t Education)
Klein, S. R. (2008). Holistic reflection in teacher education: issues and strategies. Reflective Practice. 9(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)
Ministry of Education (2008). Adapting the English curriculum for students with special needs. English Department, Ministry of Education, Israel.
Ministry of Education (2020). English Curriculum 2020. English Department, Ministry of Education, Israel. https://cms.education.gov.il/EducationCMS/Units/Mazkirut_Pedagogit/English/Curriculum/
Mooney, C. G. (2013). Theories of Childhood: An Introduction to Dewey, Montessori, Erikson, Piaget & Vygotsky (2nd Edition). St. Paul, MN: Redleaf Press. (EBook)
Nunan, D. (1991) Language teaching methodology, Phoenix, AZ: E.L.T. (Pedagogical Library 407 NUN l)
Paterson, K., Caygill, C., & Sewell, R. (2012). A handbook of spoken grammar : strategies for speaking natural English. Peaslake, UK: Delta Publishing. (428.2 PAT h Pedagogical Library)
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)
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, UK: Cambridge University Press. (Pedagogical Library 407 RIC a3)
Richards, J. C., & Thornbury, S. (2017). Jack C. Richards’ 50 tips for teacher development. Cambridge University Press. (371.102 RIC j Pedagogical Library)
Santoro, N. & Allard, A. (2008) Scenarios as springboards for reflection on practice: stimulating discussion. Reflective Practice, 9(2), p167-176.
Schcolnik, M. & Feurestein, T. (2018). Teaching Reading Comprehension Skills in ESL/EFL-A Practical Teacher’s Guide. Raanana: University Publishing Projects Ltd. (428.0071 SCHO t Pedagogical Library)
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)
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)
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. London: Macmillan Education. (לא קיים בספריות בר-אילן)
Stuart Jr, D. (2018). These 6 Things: How to Focus Your Teaching on What Matters Most.
Thousand Oaks, CA.: Sage. (372.476 STU t Pedagogical Library)
Thaine, C. (2018). Teacher training essentials: workshops for professional development. Cambridge, UK: Cambridge University Press. )370.711 THA t Pedagogical Library)
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)
Vorholt, J. (2019). New ways in teaching speaking (Second edition). TESOL International Association. (428.34 NEW Education)
Walkington, J. (2005). Becoming a teacher: encouraging development of teacher identity through reflective practice. Asia-Pacific Journal of Teacher Education, 33(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. (370.1523 WIL f Education)
English Teaching Forum (practical)
ז. שם הקורס באנגלית:
Title of the course in English:
English Language Teaching Methodology