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
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)
Becominga teacher – prior knowledge and future expectations - focusing on junior highschool and high school students, an introduction.
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
Design and use of Rubrics for teachers andpupils - Building checklists
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
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.
2nd year students
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).
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%)