METHODS OF TEACHING Semester Hours: 2 Semester/Year: 2010

Instructor: D.solav faeq Mhamad Ali Level: 3

METHODS OF TEACHING Acquaintance with English as a foreign language. The description of English language and its basic skills. Psychological bases for foreign language learning, a survey of major language learning theories and their implications for forein language teaching. The aims of teaching English in the preparatory school , accquaintance with different methods of teaching a foreign language, an intensive study of the Aural Oral approach and its main characteristies. Teaching an Aural -Oral lesson, the nature and essential featurers of an Aural-Oral lesson, teaching aids in an Aural-Oral lesson, Evaluation of an Aural -Oral lesson. Teaching an Oral--Reading lesson, transition form speech to reading-Reading by sight, preparation and classroom procedures of an Oral Reading lesson de la grammaire. Teaching an Oral-Writing lesson, controlled written work in the preparatory school, preparation of kinds of written work : Handwriting, spelling dication, guided composition .etc. Classroom procedures in some kinds of written work. Evaluation of set books for the preperatory stage. Evaluation of teachers handbook.

This course aims to introduce students to the practical side of the art and science of teaching the English language, with special emphasis on teaching English as a foreign language. Four main teaching methodologies will be examined, as well as type, age and motivation of learners. It is hoped that this course will help foster and develop an interest in the profession of teaching.

COURSE DESCRIPTION This course includes an examination of approaches, methods, and techniques for teaching English as a second language. Participants will demonstrate teaching strategies; develop lesson and unit planning skills; evaluate materials, textbooks, and resources available in the field; and examine issues in testing students of limited English proficiency for placement, diagnosis, exit, and evaluation. Students will: 1. describe, analyze and apply past and present methods of teaching in ESOL settings (Dubin & Olshtain, 1986; Hainer, Fagan, Bratt, Baker & Arnold, 1990); (Decision Makers; Lifelong Learners; Culturally Sensitive) 2. explain the underlying foundation for these methods, from research and theory in second language acquisition across the social sciences (Bobo & Thompson, 1990; Harley, Allen, Cummins & Swain, 1990; Richard-Amato, 1988); (Decision Makers; Lifelong Learners; Adaptive)

3.

describe and integrate the social, cultural, and learnercentered aspects of teaching ESOL classrooms (Bowers & Flanders, 1991; Chamot & OMalley, 1987; Crandall, Spanos, Christian, Simich-Dudgeon, & Willets, 1987; Mohan, 1986; Ovando & Collier, 1985; Short, 1991); (Adaptive; Culturally Sensitive; Empathetic)

4.

develop techniques for teaching the four language skills listening, speaking, reading, and writing within an integrated, content-based approach (Cornejo, Weinstern & Najar, 1983; Crandall, et al.; Levi, 1992; Ovando & Collier, 1985); (Decision Makers; Lifelong Learners; Adaptive; Culturally Sensitive)

5.

plan and demonstrate an individual lesson, based on a thematic unit (Hainer, et al., 1990); (Decision Makers; Culturally Sensitive; Reflective)

6.

identify and analyze different program models for language minority students (Krashen & Terrell, 1983; Ovando & Collier, 1985; Stevick, 1986, 1988); (Decision Makers; Adaptive; Collaborative)

7.

locate and gain access to resources in the field of bilingual (Oller, 1993); (Decision Makers; Adaptive; Culturally Sensitive; Empathetic)

8.

explain current issues in the field of bilingual, including historical development, terminology, legal basis, and rationale (Bowers & Flinders, 1991; Ovando & Collier, 1985; Short, 1991; U.S. Department of Education, 1992); (Decision Makers; Lifelong Learners; Collaborative; Culturally Sensitive)

9.

be cognizant of the relationship between linguistic schools of thought, methods of teaching second languages, assessment practices, and theories of curriculum development associated with each linguistic theory (Dubin & Olshtain, 1986; Harley, et al., 1990; Mohan, 1986; Pierce & OMalley, 1992; Scarcella, 1990); (Adaptive; Culturally Sensitive; Empathetic; Reflective)

10.

identify and analyze assessment instruments currently in use for placement, programming, diagnosis, entry-exit criteria in Title VII programs, and evaluation (Cohen, 1984; Henning, 1988; Oller, 1983; Ovando & Collier, 1985; Pierce & OMalley, 1992); (Decision Makers; Lifelong Learners; Reflective)

11.

be familiar with special issues in the testing of limited English proficient students, including cultural bias in tests, intelligence testing, and testing for placement in special education (Cummins & Swain, 1986; Ovando & Collier, 1985; Scarcella, 1990; Underhill, 1987); (Decision Makers; Lifelong Learners)

12.

link assessment strategies with programming for limitedEnglish proficient students (Harley, et al., 1990; Ovando & Collier, 1985; Richard-Amato, 1988; Underhill, 1987); and

(Decision Makers; Adaptive; Collaborative; Culturally Sensitive; Empathetic) 13. demonstrate competence in listening, speaking, reading, and writing English. (Decision Makers; Lifelong Learners) INSTRUCTIONAL RESOURCES References: Bobo, S. A., & Thompson, P.M. (1990). Teaching English to speakers of EDS, ESL, and EFL. Lanham, MD: University Press of America. Chamot, A. U., & OMalley, J. M. (1994). The CALLA handbook: Implementing the cognitive academic language learning approach. Reading, MA: Addison-Wesley. Cornejo, R. J., Weinstern, A. C., & Najar, C. (1983). Eliciting spontaneous speech in bilingual students: Methods and techniques. Las Cruces, NM: New MexicoState University. Stevick, E. W. (1986). Images and options in the language classroom. Cambridge, England: Cambridge University Press. Stevick, E. W. (1988). Memory, meaning and method-Some psychological perspectives on language learning. Cambridge, England: Cambridge University Press. .

The Model LdL for Teaching Foreign Languages with a Note on Basic Global English. By Joachim Grzega http://www.hltmag.co.uk/sep06/mart01.htm

English Teaching in Japan by Yamiko Matsuya. http://hss.fullerton.edu/linguistics/CLN/matsuyaenglishedjapan.pdf

Student-centered http://en.wikipedia.org/wiki/Student-centred_learning Write a Lesson Plan Guide http://www.eduref.org/Virtual/Lessons/Guide.shtml