1. ENGLISH TEACHING METHODS (ED 2205) LECTURER: MR. SHEHE A. MOH’D SCHOOL OF EDUCATION DEPARTMENT OF EDUCATIONAL FOUNDATION AND INSTRUCTION TEL. 0777 481400 6/13/2016 5:10:49 AM

2. LECTURE ONE Introduction to ED 2205 – English Teaching Methods Course objectives, course content, the kinds of skills to be focused during the course. What makes an ideal English language teacher (what type of English teacher do you what to be?) 6/13/2016 5:10:49 AM

3. Think and share: What do you want to learn in this course? 6/13/2016 5:10:49 AM

4. About the Course: This course is designed for all undergraduate students specializing in English. The aim of the course is to familiarize the students with the secondary school curriculum and introduce them to the methods of teaching English in secondary schools and relate it to the theoretical aspects of methodology. It is practical oriented course addressing areas like micro-teaching, simulations, role plays, use of realia, blackboard drawings, peer observation and other related activities in line with the secondary school language syllabus. 6/13/2016 5:10:49 AM

5. Learning outcomes After completing this course, student will be able to: Assess their teaching environment critically and adopt teaching methods and techniques that are appropriate to the students' needs and interest. Demonstrate reflective teaching in their workplace, and be resourceful to their workmates. Be innovative and bold enough to experiment with current development in second language teacher education Communicate effectively and succinctly through oral presentation. 6/13/2016 5:10:49 AM

6. Objectives Apply the theories of language learning and their implication on language teaching. Apply the various language teaching methods, strategies and techniques of language teaching. Design, select and evaluate teaching materials Be prepared to teach English as a subject effectively in secondary schools. 6/13/2016 5:10:49 AM

7. TEACHING /LEARNING STRATEGIES Lectures Seminar presentations Small and whole groups discussions Individual and group assignments Microteaching and Peer evaluation Teachers Activites Kit E-learning Social medias 6/13/2016 5:10:49 AM

8. COURSE ASSESSMENT CRITERIA Coursework (40%) and End of Semester Examination (60%). Midterm Test 10% Seminar 05% Project 10% Microteaching 10% Online assignments 05% Final Examination 60% Total100% 6/13/2016 5:10:49 AM

9. AN IDEAL TEACHER We will discuss the English language teacher profile from the viewpoints of the four main characteristics including socio-affective skills, pedagogical knowledge, subject matter knowledge and personal qualities as mostly cited in the literature (e.g. Arikan et al., 2008; Borg, 2006; Ghasemi and Hashemi, 2011; Park and Lee, 2006; Shishavan and Sadeghi, 2009). 6/13/2016 5:10:49 AM

10. Motivating students Spare time Love teaching +attitude to students Stress free classroom 1. Socio- effective skills Teaching methods Classroom management skills 2. Pedagogical knowledge 6/13/2016 5:10:49 AM

11. Subject matter knowledge 3. Content knowledge High expectations to students Creative Tolerant and patient Open minded and flexible 4. Personality Characteristics 6/13/2016 5:10:49 AM

13. 1. Socio-Affective Skills Ideal teachers have some basic socio-affective skills to interact with their students. These skills to motivate students, sparing time for students when they ask for help, being enthusiastic for teaching, having positive attitudes towards students, responding to students’ needs and providing a stress-free classroom atmosphere 6/13/2016 5:10:49 AM

14. The socio-affective skills enable teachers to establish good rapport with their students as well as maintaining the process of education more effectively and successfully. Another crucial point is what students experience, how they feel and how to approach their related problems in the process of teaching and learning. Feelings such as anxiety and fear, and other negative emotions are natural and expected parts of this process. 6/13/2016 5:10:49 AM

15. What is important for teachers is to create an environment in which their students can concentrate on learning in both cognitive and emotional levels. Socio-affective skills provide teachers with the opportunity to deal with what their students feel and experience in their learning process In other words, in order to be effective, teachers should combine their behavior with both their minds and emotions. 6/13/2016 5:10:49 AM

16. 2. Pedagogical Knowledge The teacher should be aware of the procedures and the strategies to follow in the process of teaching Without pedagogical knowledge teachers cannot convey what they know to their learners. To deliver the content in the best way, an effective teacher needs both field specific knowledge and knowledge of how to present it It includes classroom management skills to maintain an environment in which instruction and learning can occur. 6/13/2016 5:10:49 AM

17. 3. Subject-Matter Knowledge Subject matter knowledge as what teachers know about what they teach. Effective teachers should have the subject-matter knowledge to prepare appropriate lesson plans besides using adequate resources for content delivery. The more teachers have the subject-matter knowledge, the more effectively they teach and the more successful results will be obtained. 6/13/2016 5:10:49 AM

18. 4. Personality Characteristics Teachers are also supposed to have some essential personal characteristics to teach effectively and to be successful in their profession. high expectations, having sense of humor, being enthusiastic and creative, being tolerant, patient, kind, sensible and open-minded, flexible, optimistic, enthusiastic, having positive attitudes towards new ideas, and caring for students as characteristics necessary for being an effective teacher. (Cheung, 2006; Shishavan and Sadeghi, 2009; Werbinska, 2009). 6/13/2016 5:10:49 AM

19. Approach, method, and technique What is it? 19

20. Approach A set of correlative assumption dealing with the nature of language teaching and learning. Refers to theories about the nature of language and language learning that serve as the source of practices and principles in language teaching. It offers a model of language competence. It also describes how people acquire language and makes statements about the conditions which will promote successful language learning. 20

21. Method An overall plan orderly plan for the presentation of language material based on the selected approach. A method is the practical realisation of an approach. Method includes types of activities, roles of teachers and learners, the kinds of material to be used and some model of syllabus organization. Methods also includes various procedures and techniques as part of their standard fare. Within one approach, there can be many methods 21

22. Technique An implementation strategy or trick used to accomplish an immediate objective. It actually takes place in the classroom. A technique is implementation - that which actually takes place in a classroom. It is a particular trick, stratagem, or contrivance used to accomplish an immediate objective. Techniques must be consistent with a method, and therefore in harmony with an approach as well. 22

23. 6/13/2016 5:10:49 AM Theoretical Views of the Nature of Language Structural view Functional view and Interactional view

24. Views language as a structural system that consists of related elements that work as codes of meaning. The view that language is a system of structurally related elements for the coding of meaning. This is the most traditional view. The target of language learning is the mastery of elements of this system,: phonological units (e.g., phonemes), grammatical units (e.g., clauses, phrases, sentences), grammatical operations (e.g., adding, shifting, joining, or transforming elements),and lexical items (e.g., function words and structure words). 24 Structural view

25. The structural view System of Language SoundsWordsGrammar 3 sub-systems 25

26. Functionalism View of Language Views language as a means for the expression of functional meaning. Specifically on the organization and meaning of the content, which has to be understandable It is employed in Communicative Language Teaching and Notional/Functional Approach. This theory reemphasizes the semantic and communicative dimension rather than merely the gramatical characteristics of language 26

27. Theoretical cont… A functional syllabus would include not only elements of grammar and lexis but also specify the topics, notions, and concepts the learner needs to communicate about. 27

28. Interactionism Views of Language Sees language as a tool for interpersonal and social interactions between individuals. Emphasizes interactive and conversational exchanges, which are constantly employed in social relations It is used in Task-Based Language Teaching, Whole Language Learning, Cooperative Language Learning and Content-Based Instruction. It sees language as a vehicle for the realization of interpersonal relations and for the performance of social transactions between individuals. 28

29. Theoretical Cont… Language is seen as a tool for the creation and maintenance of social relations Language teaching content, according to this view, may be specified and organized by patterns of exchange and interaction or may be left unspecified, to be shaped by the inclinations of learners as interactors. 29

30. THEORIES OF LANGUAGE LEARNING A learning theory seeks to underlying an approach or method and responds to two questions: (a) What are the psycholinguistic and cognitive processes involved in language learning? And (b) What are the conditions that need to be met in order for these learning processes to be activated? 30

31. Theories of Language Learning 1. Behaviorist theory 2. Cognitive theory 3. Constructivist theory 4. Socio-constructivist theory 31

32. THANK YOU 6/13/2016 5:10:49 AM