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JOHN CABOT UNIVERSITY

COURSE CODE: "EXP 1001"
COURSE NAME: "Introduction to Teaching English to Adult Speakers of Other Languages"
SEMESTER & YEAR: Fall 2016
SYLLABUS

INSTRUCTOR: Paul Whitehead
EMAIL: [email protected]
 HOURS: FRI 2:00PM 6:00PM (Class meets on: September 9, October 14, October 21 and November 4)
TOTAL NO. OF CONTACT HOURS: 15
CREDITS: 1
PREREQUISITES: Prerequisite: EN 110 with a grade of B or higher; Recommended: Junior Standing
OFFICE HOURS:
COURSE DESCRIPTION:


Grading: This course will be graded on a PASS/FAIL scale



This course is a practical introduction to teaching English to adult speakers of other languages. It will consider teaching methodology, types of test (entrance tests, diagnostic tests, progress tests, language proficiency tests, and end-of-course tests), lesson planning, teacher/learner dynamics, the teaching of the four language skills (reading, writing, listening, and speaking), and the teaching of the three language systems (grammar, vocabulary, and pronunciation).



SUMMARY OF COURSE CONTENT:

This course will provide students with an overview of current teaching methodology and will provide students with practical advice in order to teach English to people of other languages.
LEARNING OUTCOMES:
At the conclusion of the course, students will be familiar with the approach required to teach English to adult speakers of other languages and will be able to prepare English lessons for prospective language learners.
TEXTBOOK:
NONE
REQUIRED RESERVED READING:
NONE

RECOMMENDED RESERVED READING:
NONE
GRADING POLICY
-ASSESSMENT METHODS:
AssignmentGuidelinesWeight
Lesson plan and written exam 50% and 50%

-ASSESSMENT CRITERIA:
AWork of this quality directly addresses the question or problem raised and provides a coherent argument displaying an extensive knowledge of relevant information or content. This type of work demonstrates the ability to critically evaluate concepts and theory and has an element of novelty and originality. There is clear evidence of a significant amount of reading beyond that required for the course
BThis is highly competent level of performance and directly addresses the question or problem raised.There is a demonstration of some ability to critically evaluatetheory and concepts and relate them to practice. Discussions reflect the student’s own arguments and are not simply a repetition of standard lecture andreference material. The work does not suffer from any major errors or omissions and provides evidence of reading beyond the required assignments.
CThis is an acceptable level of performance and provides answers that are clear but limited, reflecting the information offered in the lectures and reference readings.
DThis level of performances demonstrates that the student lacks a coherent grasp of the material.Important information is omitted and irrelevant points included.In effect, the student has barely done enough to persuade the instructor that s/he should not fail.
FThis work fails to show any knowledge or understanding of the issues raised in the question. Most of the material in the answer is irrelevant.
-ATTENDANCE REQUIREMENTS:
ATTENDANCE REQUIREMENTS AND EXAMINATION POLICY



You cannot make-up a major exam (midterm or final) without the permission of the Dean’s Office. The Dean’s Office will grant such permission only when the absence was caused by a serious impediment, such as a documented illness, hospitalization or death in the immediate family (in which you must attend the funeral) or other situations of similar gravity. Absences due to other meaningful conflicts, such as job interviews, family celebrations, travel difficulties, student misunderstandings or personal convenience, will not be excused. Students who will be absent from a major exam must notify the Dean’s Office prior to that exam. Absences from class due to the observance of a religious holiday will normally be excused. Individual students who will have to miss class to observe a religious holiday should notify the instructor by the end of the Add/Drop period to make prior arrangements for making up any work that will be missed.
ACADEMIC HONESTY
As stated in the university catalog, any student who commits an act of academic dishonesty will receive a failing grade on the work in which the dishonesty occurred. In addition, acts of academic dishonesty, irrespective of the weight of the assignment, may result in the student receiving a failing grade in the course. Instances of academic dishonesty will be reported to the Dean of Academic Affairs. A student who is reported twice for academic dishonesty is subject to summary dismissal from the University. In such a case, the Academic Council will then make a recommendation to the President, who will make the final decision.
STUDENTS WITH LEARNING OR OTHER DISABILITIES
John Cabot University does not discriminate on the basis of disability or handicap. Students with approved accommodations must inform their professors at the beginning of the term. Please see the website for the complete policy.
SCHEDULE
Schedule

 

Lesson 1

 

A. Introduction to teaching English to adult speakers of other languages

 

-current methodology and use of technology

 

-TESL vs TEFL

 

-working conditions as an English Language teacher

 

 

B. The importance of testing

 

-entrance tests

 

-diagnostic tests

 

-progress tests

 

-KET, PET, FCE, CAE, IELTS, and TOEFL tests

 

-end-of-course tests

 

 

C. Lesson planning

 

-learner needs analysis

 

-course objectives

 

-the lesson plan

 

-present, practise and produce vs test/task, teach and test/task

 

-the importance of context

 

-the course book vs authentic materials

 

-importance of language review

 

 

D. The teacher/learner dynamic

 

-the importance of learner-centred lessons

 

-pair work vs group/pyramid work

 

-the importance of reduced 'teacher talk time'

 

-short-term vs long-term learner motivation

 

-the importance of eliciting information from learners

 

-the importance of error correction and homework

 

 

Lesson 2

 

A. The speaking skill

 

- how to teach turn-taking, register, and pronunciation

 

-the importance of a mother-tongue model

 

 

B. The writing skill

 

-how to teach organisation, coherence, style, format, spelling, punctuation, and register

 

-the importance of the mother-tongue model vs process writing

 

 

Lesson 3

 

A. Teaching reading and listening

 

-skimming vs scanning a written text

 

-extensive reading

 

- listening for gist vs listening for detail

 

 

B. Teaching grammar and vocabulary

 

-traditional vs contemporary methods

 

-the importance of context and review

 

 

Lesson 4

 

Assisted lesson planning

 

-putting theory into practice

 

Written exam