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Bahrain Teachers College

University of Bahrain

1. Course Code

BTC Course Outline

TC1ENT211

2. Course Title Teaching English Language Arts I

3. Course Duration and Credit Value

3 Cr. Hrs.

4. Course Co-coordinator & contact details

5. Course Description:

This course provides students with the basic tools to teach English as a second language to young learners. The course introduces the concept of creative language classrooms and activities to teach listening and speaking skills in English through chant, songs, games, stories, and arts and crafts. The course will also make clear connections to L1 language learning among young learners.

6. Learning outcomes: At the end of the course, students will be able to:

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Bahrain Teachers College

University of Bahrain

1. use arts and crafts projects to teach listening comprehension, vocabulary, and speaking skills.

2. use chants and songs to teach pronunciation and language fluency.

3. use stories to teach comprehension and vocabulary, simple grammar principles, and speech production.

4. use arts and crafts to develop young second language learners’ speaking skills.

5. assess early English as a second language learners though activities and games.

6. adapt activities and strategies taught in the course to the MOE English as a second language curriculum/texts.

7. design effective lessons using the above strategies and activities to teach the MOE syllabus.

7 A. Required Textbooks:

Reilly, V., & Ward, S. M. (1997). Very young learners. Oxford: Oxford University Press.

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Bahrain Teachers College

University of Bahrain

Philips, S. (1994). Young learners. Oxford: Oxford University Press. 7 B Additional references: Brewster, J., Ellis, G. & Girard, D. (2002) The Primary English teacher’s guide, New Ed. Harlow (UK): Pearson (Penguin). Chater, M. (2007). Developing teaching skills in the primary school. Maidenhead (UK): The Open University Press/McGraw Hill Education. Daniels, H. & Bizar, M. (2005).Teaching the best practice way. Portland (ME): Stenhouse. Peck, P. (2009) Crash course in storytime fundamentals. Westport (CN): Libraries Unlimited Pim, C. (2010). How to support children learning English as an additional language. Hyde (UK): LDA. Wilson, A. (Ed.) (2010) Creativity in primary education, 2nd

Oxford University Press Primary Resource Books for Teachers Series. Series editor: Alan Maley.

. Ed. Exeter (UK): Learning Matters.

− Arts and crafts with children. − Assessing young learners − Creating chants and songs − Projects with young learners − Storytelling with children

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Bahrain Teachers College

University of Bahrain

− Writing with children Collection of children’s books in English Resource Room

8. Course prerequisites Second year standing

9. Grading Policy: 9.1 Course assessment and evaluation

1. Attendance & Participation 10% 2. 1 Group Microteaching 15% 3. 1 Individual Microteaching 15% 4. Lesson plans for each microteaching

( including assessment ) 10% 5. Creating an alphabet book 20% 6. 2 Quizzes 30%

9.2 Grades: Refer to section 15(a) of the BTC prospectus for more information on

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Bahrain Teachers College

University of Bahrain

the BTC evaluation procedures and grading system: A 90-100 4.00 A- 87-89 3.7 B+ 84-86 3.3 B 80-83 3.00 B- 77-79 2.67 C+ 74-76 2.33 C 70-73 2.00 (the pass

grade) IR 60-69 NA F Below

60 Repeat

10. Classroom Policies and Academic Integrity statement:

10. Classroom Policies and Academic Integrity statement:

10.1 Absences and timely attendance: Teacher candidates are expected to arrive at the start of class and remain until the end of the instructional period. Candidates arriving more than ten minutes late will be allowed to attend, but will be counted absent. Tardiness/early departure may be excused by the instructor if prior notice is given. A medical report must be presented to receive an excused absence. Please take your medical excuse to Ms. Fatima Sarhan, administrative assistant to

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Bahrain Teachers College

University of Bahrain

the English Academic Group. She will enter the excused absence in the attendance file for all classes missed, and notify your instructor by email. (This will make less work for you as you need present only one copy for all you English classes.) Official BTC policy on absences: If you miss 15% of classes (unexcused absences):

(1) you will be subject to academic warning, (2) you may receive a grade of ‘I’ (Incomplete) in the course at

the discretion of the instructor. your absence will be reported to the MOE, which may affect the support you receive from the MOE. Refer to sections 8 & 9 of the BTC Prospectus for more information on the BTC attendance policies 10.2 Cell phones: Teacher candidates are expected to put their cell phones on silent, and not to use them in class except for time-telling and note taking. If the instructor is informed that you are expecting an important call (birth, health,), you may be excused from class to take the call. 10.3 Demeanor: Teacher candidates are expected to behave as professionals and to extend courtesy and respect to each other and to the instructor. Private conversations, and loud remarks addressed to the “peanut gallery” for social recognition, or other disruptions are discourteous,

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Bahrain Teachers College

University of Bahrain

and will negatively affect the grade for professional contribution. 10.4 Class preparation. It is expected that all teacher candidates will bring their own writing instruments, writing paper or notebook, and the class text or assigned readings to class with them – including e-documents to be downloaded from the Internet. If you do not have access to a printer, you may substitute reading notes for the actual e-text. Teacher candidates must come to class prepared by having completed the assigned readings or other tasks. It is virtually impossible to implement learner-centered lesson plans when the class is not ready for the work. 1. 5 Academic honesty. What is academic dishonesty? The University of Bahrain and the Bahrain Teachers College define dishonesty as cheating on an exam/assisting persons to cheat on exams and plagiarism/assisting another in plagiarism. Please note that in the case of copying materials, both persons are dishonest – the one who allows copying and the one who copies, whether on an examination or an assignment. The BTC is very strict about plagiarism: when plagiarism is discovered, an inquiry is made to the Student Records Officer. If the plagiarist has no previous record of academic dishonesty, the penalty is loss of credit for the assignment. If the plagiarist has one previous reported incident of academic

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Bahrain Teachers College

University of Bahrain

dishonesty, this second offense will result in a loss of all credit for the course. Should there be a third incident, the plagiarist will be dismissed from the BTC, and her/his MOE contract will be cancelled. Does the academic honesty policy apply to all assignments? It does not matter if the assignment is a routine homework assignment, an extra task, or a major piece of assessed work: representing another person’s intellectual property (words, ideas, images, videos or other media products) as your own work is a form of theft. What to document? If exact words or phrases from a source are used, they must appear in quotation marks (“ “), and the reference (Author, Year, pages) must follow in parentheses. It is not enough to give the source: acknowledgement of the use of the author’s words must be made. Academic honesty training: All students will be trained to recognize and avoid plagiarism by the Student Academic Services Unit. What documentation system to use? All courses in the BTC use the documentation system of the American Psychological Association, or APA.

Please feel free to ask your instructor for help during office hours.

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Bahrain Teachers College

University of Bahrain

2. Weekly outline:

Week

WEEKLY OUTLINE

Month Theme Sessions

1 2

TBA How do children learn a second language?

Why teach foreign language to young learners? Why is ESL important in Bahrain? How do children learn a second language? Ref: (Instructor: Primary Eng. Tchrs. Guide [Guide]: Why? pp. 1-10; How: pp. 13-26) (Ss: Slattery & Willis, Intro & Chapter 1, Tchng. Young learners.

3 4

TBA

First steps: Listen and do/make; Basic language activities

Classroom talk and instructions in English Listening and identifying TPR Matching numbers and shapes How to write a lesson plan for

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Bahrain Teachers College

University of Bahrain

listen and do/listen and make Slattery & Willis; Ch 1 & 2;Very young learners (VYL), Ch. 4, numbers, shapes, colors (Instr: Guide: Tchng learning and language skills, pp. 39-52)

5 Assessment Group microteaching and lesson plan one.

5 6

TBA

On to speech/ songs, rhymes and chants

Sounds to words Songs for sound production; Rhymes and chants for syllabification and rythym. Slattery & Willis pp. 40-65; VYL, Ch. 3 All about me (Instr. Guide pp. 75-109)

7 Assessment planning

Alphabet books: how to create usable and culturally appropriate materials

7 8

From sounds to letters to words

Phonics (see Reading Rockets and PBS Kids): games and activities

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Bahrain Teachers College

University of Bahrain

Roman alphabet Writing the alphabet Slattery & Willis: Ch. 6 & 7; Guide pp. 117-122 ; Writing with children: Ch. 2 letter level & word level pp. 32-75 (includes activities)

8 Assessment Quiz I

9 10 11

Learning through alphabet, poetry and story books

Listening From arts (miming, drawing, dancing) to speech & writing VYL, ch. 5 The world around us; Slattery and Willis: Ch. 8 & 9

11 12

Assessment Micro-teaching with the alphabet book./Alphabet book & LP

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Storytelling

Listen and draw Games and activities Arts & crafts/puppets/aprons Guide: Ch. 18; Peck (ref)

14 Assessment of young learners

Listen & draw/do/make Using games and activities for

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Bahrain Teachers College

University of Bahrain

assessment Guide, Ch. 18

15 Assessment Quiz 2

15 Materials creation workshops

Aids that can be easily carried: puppets/aprons/posters Materials to be created by learners

No final examination

12. Competencies alignment ILO = Intended Learning Outcome

TEACHER COMPETENCIES

LO1

LO2

LO3

LO4

LO5

LO6

LO7

1. Content Knowledge

2. Student Development

3. Diverse Learners

4. Instructional Strategies

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Bahrain Teachers College

University of Bahrain

5. Learning Environment

6. Assessment

7. Communication & Instructional Technology

8. School and Community Engagement

9. Reflective Practice, Ethics & Professionalism