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- LESSON PLAN and TEACHING DEMO:: (Due on date you signed up for)
This assignment consists of preparing a well-written, detailed plan for teaching a particular grammar point. Formats for the lesson plan can vary and will be discussed in class on Monday, January 25th and Wednesday, January 27th. The plan should include the following parts: Teaching objectives, lesson warm-up, introduction to the teaching point, presentation, practice, evaluation, and application. The plan should also include all materials needed to carry out the lesson.
This assignment also consists of preparing a teaching demonstration of an activity from your lesson plan which could be used during the warm-up/review, presentation, practice or evaluation stage of the lesson. The activity should come from New Ways in Teaching Grammar. The purpose of the teaching demonstrations is to allow each of you to share successful classroom activities with each other.
The basic criteria for the teaching demonstrations are as follows:
- One class period prior to your teaching demonstration, submit your lesson plan to the instructor. Indicate on the lesson plan the portion you plan to present for the teaching demonstration.
- The maximum teaching time allowed for each demonstration will be twelve minutes. (You will lose points for going overtime. The teacher will give you a "one minute" warning, but will not interrupt or stop you if you go overtime. The minimum time is eight minutes.)
- There will be a brief post-demonstration discussion at the end of each class session.
- By 5:00 p.m. the day following the teaching demonstration, you are expected to submit a written response/self-evaluation of your demonstration (both good and bad points are to be discussed). This allows you to identify any problems in your demonstration. Teaching "mistakes" that you notice and propose a good correction for can actually help you.
See the separate Lesson Plan Evaluation Criteria form used for grading.
- TEXT REVIEWS: (Due Friday, March 27)
This assignment consists of writing a review of a recent EFL/ESL textbook of about 500 words (2-3 double-spaced, typewritten pages). The major objective of this assignment is to have you submit the review for publication in a professional journal. The review should make clear what the contents of the book are as well as its strengths and weaknesses. Try to find the most recent books to review.
Copies of possible texts to use for review can be checked out from the instructor.
It is recommended that you check recent text reviews published in the TESOL Quarterly, TESOL Journal, TESL Reporter, Modern Language Journal, or TESL-EJ to see what a good review consists of.
See the separate Text Review Evaluation Criteria form used for grading. You can access this form on the class web page.
- OBSERVATION / TEACHING LOG: (Completed between January 25 and March 19. All logs are due on March 29, but can be submitted when you have completed your observation/teaching.)
This assignment involves observing an ESL grammar class and doing some teaching for a total of five hours during the semester. The division between observation and teaching will vary from student to student. Your cooperating teacher determines the division. Most observing/teaching will be done at the English Language Center, but other options are available for those with time conflicts. The observation/teaching log gives you an opportunity to reflect upon what you have seen. It is not intended to be an evaluation of what you have seen. Have the cooperating teacher you work with complete a feedback form. The feedback form can be accessed on the class web page.
The observation log should include a description of the:
- grammar teaching objective(s)
- how the grammar structure is presented
- nature and sequencing of the practice activities
- error correction strategies used
- the techniques/strategies you would like to try yourself
The teaching log should include:
- your teaching objective(s)
- your presentation strategy(ies) of the grammar point
- the type and sequencing of the practice activities
- how you corrected errors
- your self-evaluation of the lessons, including what went well
- what changes you would make if you could teach the lesson again to the same class
See the separate Observation/Teaching Log Evaluation Criteria form used for grading. You can access this form on the class web page.
- MID-TERM EXAM: (Given Friday, January 22; Friday, February 26)
The exams will cover material discussed and presented during the first 3 and 8 weeks respectively of the semester. Exam #2 is not comprehensive. It only covers material between Exam #1 and Exam #2.)
- FINAL EXAM: (Given Friday, April 19, 7:00 a.m. - 10:00 a.m.)
The final exam is comprehensive.
- POSITION PAPER: (Due Friday, April 10)
The position paper for this course is to be your critical statement of the role that grammar should have in language teaching methodologies. The purpose of the paper is to provide you with an opportunity to formulate your own personal teaching philosophy. The paper should focus on a description of your philosophy, as well as a critical evaluation of its effectiveness for a particular group of students, teachers, language learning purposes, and language teaching settings.
The paper should be no more than 15 double-spaced, typewritten pages, including references. (NOTE: the minimum length is 12 pages.) Please use the APA format for documenting the paper and listing the references. NOTE: All papers are expected tofollow APA format. NO paper with formatting problems will receive a grade higher than an A-.
Remember that this is not a research paper but a position paper. Tell me what you believe about teaching grammar and why. Use examples from your experience observing, teaching and learning languages to support your position. I expect that references will be kept to a minimum.
See the separate Position Paper Evaluation Criteria form used for grading. You can access the form on the class web page.
SELF-EVALUATIONS:
You will note that ALL assignments require that you complete a self-evaluation. The purpose of the self-evaluation is to have you reflect on what you have learnerd from completing the assignment. I am not interested in having you give yourself a score or a grade, but I am interested in reading a short, reflective piece explaining how you believe you have benefited from the assignment. All self-evaluations should be submitted with your assignments on the appropriate due date.
SCHEDULE:
Reading assignments listed are to be completed by the beginning of the class period on the day they are listed. Grammar Book followed by chapter numbers and page numbers, refers to reading from The Grammar Book. System, followed by chapter numbers and page numbers, refers to reading from Systems in English Grammar. The articles we will read at the beginning of the semester are on reserve in the HBLL. This reading schedule is subject to change. Reading assignments will be made during each class session. There may be additional assignments made in class as necessary.
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