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Course
Structure
Because
of teaching practice which occurs in May, there will be no lessons during
that month. In order to make-up for this time, all other months (March,
April, June) will have four lessons per week.
During the lesson time, attention will be focused on the theory and practice
of classroom language, with an emphasis on investigating how it can be
effectively integrated into the language classroom for the purposes of
language study (structure, lexis, syntax, form, pronunciation), promotion
of positive affect (interest, motivation, confidence, interest, independence),
and cultural information (history, norms and morals of different cultures):
| Period
1 |
Theory
|
Weeks
1 - 8
|
Classroom
language: Theory and application. |
| Weeks
13 - 16 |
Feedback
on teaching practice, plus more work on thoery and application. |
|
Textbook:
Salaberri, S. (1995). Classroom Language. Oxford: Heinemann
Publishers |
|
Period 2 |
Practice |
| Weeks
1 - 8 |
Practical
activities based on period 1. |
| Weeks
13 - 16 |
Feedback
on teaching practice, plus more work on practical activities. |
| Period
3 |
Reflection |
Weeks
1 - 8
|
Study Journal: Needs analysis, Goal-setting, Interaction about learning,
Self-Assessment. |
| Weeks
13 - 16 |
Feedback
on teaching practice, plus more work on the learning journal. |
|
Textbook:
http://www.finchpark.com/books/lj/index.htm |
| Period
4 |
Presentation |
Weeks
1 - 8
|
Students (individually or in pairs) present a "classroom English"
lesson. |
| Weeks
13 - 16 |
Feedback
on teaching practice, plus more student presentations. |
Period
1 (Theory of Classroom Language)
This period will focus on the rationale behind classroom language:
- Why
should we use classroom language?
- What
classroom language should we use?
- How
can we use classroom language?
For
this period, the textbook Classroom Langage will be used as a learning
resource. Students will study chapters, discuss ideas, consider how the
theory may be applied, and perform activities which are in the book.
Period
2 (Practice)
This period each week will concentrate on applying theory to the langauge
classroom, and will investigate interesting, effective and stimulating
ways of doing this. These activities will be based on the relevant chapter
of the textbook, but will offer alternative methods.
During
this period, the professor will give examples of classroom language activities
and various ways of using them creatively in the language classroom. Students
(in pairs and groups) will also make their own materials and will devise
their own ways of presenting them. This will help students prepare for
their presentations and will also
help them to build up a collection of teaching/learning materials.
Period
3 (Reflection)
There are no examinations in this course, and assessment
is continuous and criterion-referenced, according to guidelines
issued by the Ministry of Education. This period will focus on aspects
of assessment and reflection:
The
learning journal will be used in this lesson.
The journal offers various reflective activities which encourage interaction
about learning and teaching. There are also pages in which students can
write their own feelings about related topics, in the manner of a diary.
Period
4 (Presentation)
Starting as soon as possible (e.g. week 3), two people each week will
give a presentation. This will take the form of an English language lesson
which uses classroom language.. The people giving the presentation will:
-
choose the lesson content
-
design and produce appropriate materials
-
prepare the lesson (talk with the proefssor about this)
- present
and manage the lesson (with handouts)
- provide
a written description, in which they explain the lesson aims and methods
The
presentations will be Self-Assessed and Peer-Assessed.
- Assignments
There are a number of assignments suggested for each week. Some of these
are necessary, since they are part of the Course assessment. These are
underlined . Please make sure you do these.
All the other assignments are suggestions to help you in getting the
most out of the course. Look upon them as ideas which can take you further
in your investigation of classroom language.
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