3. Aim To prepare and train student, both
theoretically and practically, for the
professional activity of a foreign
language teacher.
4. Objectives
Upon completion of this course SS will……..
Comprehend the design, purpose and use of classroom activities
Comprehend
Know important terminology of foreign language teaching methodology
Know
Align the course content with the assessment
Align
Design the course and aligning the assessment with the course objectives, tasks and assessment
Design
Apply different methods and make the decisions
Apply
Discuss the teaching philosophy
Discuss
Apply the basic principles of language teaching
Apply
Analyze the case studies
Analyze
Design lesson plans
Design
5. Course
expectations
The success of this course depends on each
student’s serious preparation, active
participation, and cooperative disposition in
every class, discussions and projects. It is
important they read, analyze, and reflect on
all course readings prior to the class for
which they are assigned. All students will
complete all written assignments and
projects by due date. Late assignments will
not be accepted.
6. Attendance Full participation is required. In the event of
an emergency that prevents a student from
attending a class, the instructor must be
notified immediately by e-mail. An absence
may be excused by a certified medical
condition. Any other exceptional circumstance
will be assessed by the instructor. Unexcused
absences will negatively impact the
assessment of your performance by lowering
five points from your final grade for each
occurrence.
7. Content
Through discussions, class presentations,
case studies, and readings students will
explore the following conceptual ides.
types of classroom assessment
how to administer, score and interpret
assessment
8. Evaluation: The grade for this course will
be determined using the following:
FORMATIVE
ASSESSMENT
MID-ASSESSMENT FINAL
ASSESSMENT
10. Commonly called
Checks for
Understanding, help
instructors identify
what students know
and what needs to be
reinforced, and help
students identify
their own level of
understanding.
1-3 MINUTES 3-5 MINUTES > 5 MINUTES
1. One sentence
summary
2. 2 things
a. you learned today
b. takeaways from
today
c. muddiest point-
what’s
unclear
3. think-write-share
4. 3-2-1
a. what you learned
b. what you want to
know
about
c. what questions
you still
have
4. Directed paraphrase
1. Questionnaires
2. Complete question
stem
3. Group question to
discuss
4. How and Why
questions
5. Interview your partner
6. KWL
a. what do you know
b. what do you want to
know
c. what did you learned
7. MCQ, matching, test
1. Graphic organizers
2. Online quizzes
/surveys
3. Journal entry
4. 3-way summary
a. 10-15 words
b. 30-50 words
c. 75-100 words
5. student/group demo
12. Used to evaluate
student learning in the
form of knowledge,
skills, and thinking at
the end of a project,
unit, course, or
semester. Summative
assessments are
usually high stakes.
Selected
Response
Products Performances /
process
Focused
1. Multiple
Choice
2. True –False
3. Matching
1. Reflective
Writing
2. Test design
3. Writing test
specification
1. Oral
presentation
2. Case Study
3. Observation
4. Reflective
Reading
14. Evolution of language teaching
(and testing)
First generation-grammar translation
(pre- 1960)
Second generation-audio-lingual/
structural
Third generation- communicative
16. FIRST GENERATION
features
non authentic texts & tasks
disembodied language
marking subjective
reliability –poor
practicality- poor
syllabus based
knowledge based
18. SECOND GENERATION
features
non –authentic
decontextualized
marking objective
reliability- good
practicality-good
validity- poor
washback effect-poor
19. THIRD GENERATION
techniques
Teaching: communicative
Reading: authentic texts +authentic tasks
Listening: authentic texts +authentic tasks
Writing: authentic texts +authentic tasks
Speaking: authentic texts +authentic tasks
Grammar: no separate test/grammar is
criterion when marking
20. THIRD GENERATION
features
authentic texts & tasks
contextualized language & tasks
marking- objective (reading & listening)
criteria-based (speaking & writing)
validity- good
practicality- time-consuming
reliability- rater training needed for S+W
21. Examples:
W1) Replying to an input letter.
W2) Writing 200 words about a visit to a
zoo.
W3) Completing a passage from which
words have been deleted.
22. To bring for the
next time
1. Read through and be
familiar with the article
“An Analysis of
Language Teaching
Approaches and
Methods--Effectiveness
and Weakness” Liu, Q.
X., & Shi, J. F. (2007).
