תוכנה לניהול מכללות העתק טקסט בלבד מכללת סמינר הקיבוצים
2/17/2020 שעות שבועיות שנתי 2 שנת לימוד 2014

דרכי הוראת אנגלית

14124122020ה'01
  ד"ר מרב בדש
 אופי הקורס
 הדרכה פדגוגית
חובת נוכחות
 חובת נוכחות


אין חובת מבחן
תקציר

This course provides students with relevant theoretical and practical knowledge in pedagogy and methodology of teaching English as a foreign language (EFL) in classroom situations in the Israeli educational system. The focus will be given to topics suitable for Junior-High school levels (כיתות ז'-י') in order to prepare students for the teaching process in schools. Students will be encouraged to view learning and teaching critically.


מטרות הקורס

Students will be able to:

Become familiar with The English Curriculum and implement it on a regular basis in theirteaching.

Understand recent theories and principlesof language learning and teaching in the EFL classroom and

      developmaterials and ideas throughout the year.

Critically analyze the selected materials used (choiceof materials, topics, tasks and assessment)


הנושאים

Becominga teacher – prior knowledge and future expectations - focusing on junior highschool and high school students, an introduction.

 

•           Methodology:

A.        Thenational English curriculum:

The standards for each domain of languagelearning and the benchmarks as progress indicators within each domain. Enablingskills and SWBATs and lesson planning

B.        Overviewof main approaches and theories in ESL, EFL (communicative, learner –centeredlearning, cooperative learning', PPP, task based learning and computerizedlessons as an effective tool in the EFL classroom).

 

•           Discourseand social interaction in the EFL classroom:

Classroom talk (STT vs. TTT, the value of time– silence - talk in the class)

Cultural awareness and variation in theclassroom

 

•           Teachingand learning strategies in heterogeneous classes

Design and implement of differentiatedinstruction and assessment according to pupils' emotional and cognitive levelsof development.

E.Q and Multiple intelligences - Planning forthe multi-leveled classroom

Developing social and learning skills in theheterogeneous classroom

 

•           Classroommanagement that works

Teaching and Motivation - The roles defined forteachers and learners.

Establishing trust and maintaining discipline

Critical incidents in the classroom/school

Classroom Organization: seating arrangements& using the board effectively, learning environment, Preparing and usingworksheets, Taking time into account.

 

•           Evaluationand assessment

Feedback: Giving and receiving feedback

Using observation forms in the classroom

Reflective teaching

Design and use of Rubrics for teachers andpupils - Building checklists

 

Planning ahead:

The use of the textbook - Take a closer look atyour textbook

Steps in unit planning. Choice of materials andtopics - Preparing and using visual and other aids (pictures, work-cards, flashcards, ppp), Preparing and using worksheets

Teaching the four language skills and theirintegration – focus on vocabulary development through:

Reading and writing strategies

Speaking & listening

Development of Higher-order thinking skills andthe EFL learner: 

LOTS and HOTS based on Bloom's Taxonomy

 

•           Teachinggrammar in the EFL classroom:

The grammar translation approach

Inductive and deductive teaching


דרכי הוראה

Lectures, teacher’s modeling, discussions, group-work, pair work, peer presentations, class exercises.

Examination and analysis of personal experiences as learners and as teachers.

Emphasis will be put on integrating course material with practice teaching in schools.


קהל יעד
2nd year students
חובות התלמיד

Attendance and punctuality, active class participation – micro-teaching, modeling, presentations 

Completion of assignments and exercises: weekly/by-weekly writing assignments such as lesson-plans/ personal reflection or journal/ observation tasks, oral presentations, graphic organizers, readings (in preparation for, or as follow-up to most sessions).


הערכת התלמיד

A passing grade of 70 is required

 

Attendance, punctuality, participation andcontribution to class discussions (grade points will be deducted for lateness)– (15%)

Completion of different class or homeassignments and exercises (55%)

Oral presentations of an article and way inwhich the idea/ skill/ strategy was implemented by the student in class,following the English Curriculum, Supported by visual aids and samples of pupils'work (20%)

English usage (10%)


ביבליוגרפיה

Bloom's taxonomy – learning domains. Accessed at

http://www.businessballs.com/bloomstaxonomyoflearningdomains.htm

 

Farrell, T. (1998). Reflective teaching: The principles and practices. Forum, 36(4), 10-23.

 

State of Israel, Ministry of Education (2001). English Curriculum: Principles and Standards for Learning  English as a ForeignLanguage for All Grades. Jerusalem: Pedagogical Secretariat, English  Inspectorate.

 

 

Ferris, D. (2006). Teaching students to self-edit. In Richards, J.C. & Renandya, W.A. (Eds.), Methodology in language teaching: An anthology of current practice (pp.328-334). New York: Cambridge University Press.

Prodromou, L. & Clandfield, L. (2006). Do you have a discipline problem? English Teaching Professional, 44, 4-7

Reese-Durham, N. (2005). Peer evaluation as an active learning technique. Journal of Instructional

Psychology, 32(4), 338-344

 

Finch, A. (2000). Action research: Empowering the teachers. Korea: Kyungpook National University. Accessed at: http://www.eslteachersboard.com/cgi-bin/articles/index.pl?noframes;read=950

 

Ministry of Education, (2001) "Assessment Guidelines for the English Curriculum", English Inspectorate & Curriculum Planning Development

 

Specific additional references will be recommended during the course of the year

הדפס סילבוס