Βy the end of this course, students will be able to
(i) make an effective lesson plan,
(ii) select appropriate teaching aids,
(iii) implement suitable tasks for a given situation,
(iv) reflect upon their teaching in a critical way
Course Content (Syllabus)
Micro-teaching denotes a context in which a teaching situation has been reduced in scope and/or simplified in some systematic way. This course will familiarise student-trainees with the art of teaching by preparing micro-lessons, teaching the micro-class and adopting the reflective model through group discussions and keeping a teaching diary. The micro-lessons will be based on selected topics ranging from beginner to advanced learners.
Peer-teaching is expected to give insights into learning problems by assuming the learners’ role. Some key issues related to classroom/time management, use of activities, use of visual aids as well as the quality of input/interaction, questioning techniques, management of feedback and promotion of more realistic use of language for communication will also be raised.
Additional bibliography for study
Brown, G. Micro-Teaching: A Programme of Teaching Skills. Methuen.
Cohen, L. and Manion, L. 1989. A Guide to Teaching Practice. Routledge.
Halliwell, S. and Jones, B. 1991. On Target: Teaching in the Target Language. CILT.
Richards, J. and Lockhart, C. 1994. Reflective Teaching in Second Language Classrooms. CUP.
Prodromou, L. 1992. Mixed Ability Classes. Macmillan.
Scrivener, J. 1994. Learning Teaching: A Guidebook for English Language Teachers. Heinemann.
Tierney, D. and Humphreys, F. 1992. Improve your Image: The Effective Use of the OHP. CILT.
Ur, P. 2012. A Course in English Language Teaching. CUP.
Wallace, M. 1991. Training Foreign Language Teachers: A Reflective Approach. CUP.
Wright, A. and Haleem, S. 1991. Visuals for the Language Classroom. Longman.