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| اجبارية / اختيارية | نظري / عملي | مساندة/تخصصية | Course Code | Course Name | اسم المقرر |
|---|---|---|---|---|---|
| اختيارية | نظري | تخصصية | EN805 | Creating Personal Teaching Aids | إعداد الوسائل التعليمية الخاصة |
| وصف المقرر الدراسي |
|---|
| the right materials, methods, ways which may help teachers to deliver his/her ability to make teaching funnier and more enjoyable. |
| أهــداف الـمـقـرر* |
|---|
| how to create your own tools for teaching language |
| Creating Personal Teaching Aids |
| المعرفة والفهم | المهارات الدهنية | المصادر العلمية والمهنية | المهارات العامة والمنقولة |
|---|---|---|---|
| the student will be able to understand how to create his own teaaching aids | using imagination and creativity to create teaching aids | the teacher will be able to use teaching aids professionally which in return have possitive impact on students language inquiry | good language input. |
| the student will be able to understand how to create his own teaaching aids | using imagination and creativity to create teaching aids | students will be able to use these methods to make their teaching style better | the teachers will be able to use the right method for right students |
| اساليب التعليم |
|---|
| CLT method |
| TBL method |
| TPR method |
| CLT, TBL,TPR |
| مكان تواجدها | الناشر | النسخة | المؤلف | عنوان المراجع |
|---|---|---|---|---|
| internet website | Cambridge University press | 2013 | WWW.British Council .org. YouTube. Face to Face | |
| libraries& internet resource | Cambridge University press | 2001 | .Cameron, L | Teaching Languages to Young Learners. |
| internet resource | Macmillan | 2005 | Gower, Phillips & Walters. | Teaching Practice. A Guide For Teachers in Training. Macmillan Books for Teachers. |
| internet resource | Heinmann. | Joachim Appel. | Diary of a Language Teacher. | |
| internet resource | Cambridge University Press. | 2001 | .Cameron, L | Teaching Languages to Young Learners |
| libraries& internet resource | Macmillan | 2005 | Gower, Phillips & Walters. | Teaching Practice. A Guide For Teachers in Training. Macmillan Books for Teachers. |
| internet website | Heinmann. | Joachim Appel. | Diary of a Language Teacher. |
| المعمل | المحاضرة | عدد الساعات | التمارين | الموضوع العلمي |
|---|---|---|---|---|
| 0 | ||||
| 0 | ||||
| yes | 1 | 3 | Tools for teaching language a) Flashcards, Posters and pack of cards. b) Picture stories & big readers. c) Storytelling. d) Songs and Music. e) Fillers f) Lexical games. g) TV, DVD & Video. h) Compute | |
| yes | 2 | 3 | Course books (skills books, work book, readers and ultra-supplementary materials). | |
| yes | 3 | 3 | yes | Innovative and interesting activities specifically designed to keep children interested. |
| 4 | 3 | 3. Selecting materials 4. Using the course book 5. Selecting supplementary materials 6. Producing your own materials | ||
| yes | 5 | 3 | yes | paper work discussion |
| yes | 6 | 3 | yes | a) Making worksheets i) Picture dictation ii) True or false b)Making flashcards |
| yes | 7 | 3 | Songs, Rhythms and chants a) Why use songs, rhythms and chants? - A linguistic resource - A psychological/affective resource - A cognitive resource - A cultural resource - A social resource | |
| yes | 8 | 3 | yes | When and how to use songs, rhymes and chants , Adapting songs, rhymes and chants d) Building up a repertoire of songs, rhymes and chants |
| yes | 9 | 3 | yes | 1st semi-final exam |
| yes | 10 | 3 | yes | a) Why use games? b) Types of games i) Fluency or accuracy - Accuracy-focused games - Fluency-focused games ii) Competition or cooperation? c) Selecting games - Is it suitable for young children? - Do |
| yes | 11 | 3 | yes | How to play games - giving instructions - organizing the class - playing the game - the teacher's role |
| yes | 12 | 3 | yes | Storybooks a) Why use stories? b) Selecting storybooks - Readers - Authentic storybooks - Types of storybooks - Criteria for selecting storybooks c) Using storybooks |
| yes | 13 | 3 | yes | Learning and teaching resources a) involving children/students in making and using resources. b) making and using your own resources. c) Using pupils as resources. d) the use of classroom display to c |
| 14 | 3 | 2nd semi-final exam | ||
| yes | 1 | 2 | Course books (skills books, work book, readers and ultra-supplementary materials). | |
| yes | 2 | 2 | yes | Innovative and interesting activities specifically designed to keep children interested. 3. Selecting materials 4. Using the course book 5. Selecting supplementary materials |
| yes | 3 | 2 | yes | Producing your own materials a) Making worksheets |
| yes | 4 | 2 | yes | Picture dictation ii) True or false b)Making flashcards |
| 5 | 2 | 1st semi-final exam | ||
| yes | 6 | 2 | yes | Songs, Rhythms and chants |
| yes | 7 | 2 | yes | Why use songs, rhythms and chants? - A linguistic resource - A psychological/affective resource |
| yes | 8 | 2 | yes | cognitive resource - A cultural resource - A social resource |
| yes | 8 | 2 | yes | 2nd semi-final exam |
| yes | 9 | 2 | yes | When and how to use songs, rhymes and chants - Adapting songs, rhymes and chants - Building up a repertoire of songs, rhymes and chants |
| yes | 10 | 2 | yes | Fluency or accuracy - Accuracy-focused games - Fluency-focused games ii) Competition or cooperation? Games -Why use games? Types of games |
| yes | 11 | 2 | yes | Selecting games - Is it suitable for young children? - Does it settle or stir? - What kind of language focus does it have? - What kind of resources do I need? - Does it have a link with a theme or oth |
| yes | 12 | 2 | yes | How to play games - giving instructions - organizing the class - playing the game - the teacher's role |