105年第1學期-0173 英語教學：入門 課程資訊
|Group discussion and presentation||20||Include presentation of specific teaching methods|
|Midterm exam||25||Test the theories and applications of major teaching methods|
|Group microteaching project||20||Include a lesson plan and a teaching demonstration|
|Service learning||15||Put related theories into real classroom instruction at a secondary school.|
On completion of the course, students should be able to
1) familiarize themselves with the major approaches, methods, and techniques related to language teaching;
2) apply the approaches, methods, and techniques to instructional practice; and
3) integrate the Internet technology into language instruction.
TESL Methodology-I provides pre-service training to assist teacher trainees to develop practical skills in teaching English as a second/foreign language. Current theories on second language acquisition are introduced and major TESL approaches are examined. While the whole class is required to read the selected chapters from the textbook, a group of students will lead the class activities on the given topic(s) of the week. The activities may include summary of the assigned chapter, elaboration of the most important concept(s), and demonstration of the most prominent techniques introduced.
Office HourTuesday (1:10 pm ~ 2:00pm) & Thursday (4:10 ~ 5:00pm) or by appointment FLLD office #17
* Required Texts
Larsen-Freeman, D., & Anderson, M. (2011). Techniques and Principles in Language Teaching (3rd edition). Oxford: Oxford University Press.
* Supplementary reading materials (SRM)
Bowman-Kruhm, M. (2006). Whole language: What it is, what it isn’t. Retrieved August 5, 2006, from http://www.spelling.org/Essays/whole_language.htm
Brown, H. D. (2007). How to plan a lesson. In H. D. Brown, Teaching by principles: An interactive approach to language pedagogy (3rd ed.) (pp. 149-163). White Plains, New York: Longman.
Cohen, A. D. (2014). Strategies for learning and performing speech acts. In N. Ishihara & A. D. Cohen, Teaching and learning pragmatics: Where language and culture meet (2nd ed.) (pp. 228-243). New York: Routledge.
Savignon, S. J. (1997). Shaping the curriculum. In S. J. Savignon, Communicative competence: Theory and classroom practice (2nd ed.) (pp. 169-208). Sydney: McGraw-Hills.
August 2, 2006, from: http://mind.hfu.edu.tw/teacher/many_smart/how/paper10.htm