מתודיקה להוראת הלשון האנגלית 79-426-01
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: תשע"ט סמסטר: קורס שנתי היקף שעות: 2
יום ושעה: סמסטר א' – יום א' -14.00-16.00
מיקום: חברה 905 קומה 4 חדר 417
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 (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:
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
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
- demonstrate a high proficiency in the English language.
- 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 an oral presentation of 15 minutes on a topic connected
to the teaching of EAL (This assignment will be given in the second
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)
Required/ Additional Reading Material
Sample of Course Bibliography**
**A complete bibliography can be found on the Moodle site of the course
Aitken, P. (2002). Teaching Tenses: Ideas for presenting and practicing tenses in English. Brighton, UK: ELB. (002454696) ( (מכון פדגוגי 428.24 AIT t
Barron, B. & Darling-Hammond, L. (2008). Teaching for Meaningful Learning: A Review of Research on Inquiry-Based and Cooperative Learning. San-Francisco, CA.: Wiley & sons.
Bluestein, Jane. (2000). Create a caring classroom. Instructor, 110(2), 35-37. (002404520)
Boudreault, C. (2010). The Benefits of Using Drama in the ESL/EFL Classroom. The Internet TESL Journal, Vol. XVI,(No. 1).
Brown, H. Douglas (2002), Principles of language learning and teaching, (6th ed). Harlow, UK: Longman.
Carey, B. (2015). How we learn: the surprising truth about when, where, and why it happens. London, UK: Random House Trade Paperbacks. (2455513) (גישה אלקטרונית)
Celce-Murcia, M. (2013). Teaching English as a second or foreign language (4th ed). Boston: Heinle & Heinle. (002434139 ) (420.7 TEA 2014 מכון פדגוגי)
Drager. L. (2017. Against “The End”: The Art Studio as Template for the Creative Writing Classroom. Writing on the Edge, 27(2), 82-85. (002433768)
Dyer, S. (2014). Read This, Not That: Why and How I’ll Use Young Adult Literature in My Classroom. Virginia English journal , 64(1), 33-43. (002434493)
Fang., Y. (2011). A Brief Comment on Communicative Language Teaching. Journal of Language Teaching & Research, 2(2), 428-431. (002384391)
Gardner, H. (2011). Multiple intelligences: Reflections after thirty years. National Association of Gifted Children Parent and Community Network Newsletter: Washington, DC.
Harmer, J. (2015). The practice of English language teaching (5th ed). New-York, NY: Pearson Education.(002434146) (428.24 HAR p5 מכון פדגוגי)
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. (2016). Visible learning into action: International case studies of impact. Oxford, UK: Routledge. (002418594) (371.394 HAT v חינוך)
Hughes, J. (2005). Lessons in your rucksack: The complete TEFL survival guide. Chichester, UK : Keyways (001176765) (428.24071 HUG l מכון פדגוגי)
Kagan, S. (1992). Cooperative Learning Resources for Teachers. Riverside, CA: University of California Press. (000037691 ) (חינוך 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. (אין בספריות אוניברסיטת בר-אילן)
Koda, K. (2005). Insights into Second Language reading. Cambridge, UK: CUP. (1105922) (407 KOD I מכון פדגוגי)
Larsen-Freeman, D. (2011). Techniques and principles in language teaching (3rd ed.).Oxford, UK: Oxford University Press. (000047509) (420.7 LAR-FRE מכון פדגוגי)
Lemov, D. (2010). Teach like a champion: 49 techniques that put students on the path to college. San Francisco: Jossey-Bass. (002398628) (373.1102 LEM t חינוך)
Marzano, R. (2000). Transforming classroom grading. Alexandria: ASCD. (485116) (חינוך 371.272 MAR)
Ministry of Education (1993). A communicative methodology. Jerusalem: Author. (0219461) (חינוך 420.7 COM)
Ministry of Education (2004). Professional standards for English teachers. Tel-Aviv: Maalot. (1115306) (אנגלית 420.7 PRO)
Ministry of Education (2008). Adapting the English curriculum for students with disabilities. Jerusalem: Author.
Ministry of Education (2017). Integrating higher order thinking skills (HOTS) with the teaching of literature. Jerusalem: Author.
Ministry of Education, Culture and Sport, English Inspectorate.(2013). Revised English Curriculum principles and standards for learning English as an International Language for all grades. English Department, Ministry of Education, Israel. Retrieved 10.10.15
Monroe, A. (2015) Curriculum Integration in the General Music Classroom. General Music Today, 29(1), 12-18. (000573454)
Nation, I.S.P. (2013). Learning vocabulary in another Language. Second edition. Cambridge: Cambridge University Press . (002454698) (418.0071 NAT l2 מכון פדגוגי)
Nunan, D.(1991) Language teaching methodology, Phoenix, AZ: E.L.T. (000205947) ( 407 NUN l מכון פדגוגי)
Pedagogical Secretariat Language Department English Inspectorate (2018), 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. (2454690)
Richard-Amato, P. (2003). Making it happen. New York: Pearson Education. (000572404) (מכון פדגוגי 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. (001180901) (מכון פדגוגי 428.0071 MET)
Richards, J. C. & Rodgers, T. S., (2014). Approaches and methods in language teaching. (3rd ed.) Cambridge: Cambridge University Press. (002434152) (407 RIC a3 מכון פדגוגי)
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.( 002455512) (370.1523 SCHW a חינוך)
Scrivener, J. (2011). Learning teaching: A guidebook for English language teachers (3rd ed.). Oxford: Macmillan. (002434158) (428.2407 SCR l3 מכון פדגוגי)
Ur, P. (1996). A course in English language teaching. Cambridge, UK: Cambridge University Press. (002434164) ( 407 UR c2 מכון פדגוגי)
Ur, P. (1998). Grammar practice activities – A practical guide for teachers. Cambridge: Cambridge University Press . (000097053) (420.7 UR g מכון פדגוגי)
Ur, P. (2012). Vocabulary activities. Cambridge: Cambridge University Press. (2454693 ) (407 UR מכון פדגוגי)
Whitaker, T., & Breaux, A. (2015). Seven Simple Secrets: What the Best Teachers Know and Do!. Second edition. New-York, NY: Routledge.(002405205) (371.102 BRE s2 חינוך)
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. (002367239) (370.1523 WIL f חינוך)
ז. שם הקורס באנגלית:
Title of the course in English:
English Language Teaching Methodology