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Advanced English Language Skills for English Teachers (Reading and Writing)

Group photograph of MA TESOL taken October 2010.

 

Normally, I have eight weeks for this course; however, the powers that be have decided that I have a six week period this time. It probably has something to do with the fact that I am being moved on and that this is my last MA TESOL course. At least I have had the opportunity to learn from my fellow teachers over the last eight years about how difficult it is to teach up country compared to the capital.    

    

Play the slideshow of class members below by clicking on the play button.

 

 

This has to be one of the craziest MA TESOL classes I have had the pleasure to teach. At least there are two students who I remember from my B.Ed. English classes from yesteryear. I am feeling my age these days!

 

 

The latest classroom video can be viewed here:

 

 

Language Center
Udon Thani Rajabhat University
MA TESOL Course Syllabus
1555104: Advanced English Language Skills for English Teachers
3(2-2-5)

 


Course Description

The aim of the course is to develop fluency and confidence in the use of English through the four language skills. Students will effectively exhibit that they are competent in the speaking, writing, reading and listening of English in a teaching and learning context.


Objectives

Students will effectively exhibit that they can:

1. Write in language which provides a natural model for learners and which does not cause an audience to question the teacher’s professional language competence.
2. Write with a level of accuracy in spelling and punctuation which reflects the standard required for an English language teacher at this level
3. Comprehend a range of written materials in the teaching and learning of English in context.
4. Utilize online resources in lesson preparation and academic research.

 

Course Schedule

Week 

Contents

Remarks 

 1Placement Test / Writing 
 2Skimming and Scanning

 Pronunciation 

 3Summarizing and Vocabulary Knowledge Writing Errors
 4Writing Errors Curriculum
 5Process and Order Courses
 6Comparisons and Contrast Learning Style
 7L1 Inteference / Preparation for Final Test Coursebooks
 8Final Test Assignments


 

Evaluation

 Activities and Interaction

20% 
 Assignments30%
 Final Examination50%
 Total100%

 

 

Grading system

85 100 
B+ 80 84 
70 79 
C+ 65 69 
60 64 
D+ 55 59 
50 54 
49 


 

Resources & Readings

Bangkok Post. (2006). Learning Post. Bangkok.

Blanchard, K., & Root, C. (2006). Ready to Read More - A Skills Based Reader. White Plains: Pearson Education.

Cunningsworth, A. (1995). Choosing your Coursebook. (pp 149). Oxford: Heinemann.

Graham, S. (2009). steves-english-zone.com. Retrieved 9th October 2009, from www.steves-english-zone.com

Graves, K. (1996). A Framework of Course Development Processes. In K. Graves (Ed.), Teachers as Course Developers (pp. 12-38). New York: Cambridge University Press.

Graves, K. (1996). Teachers as Course Developers. In K. Graves (Ed.), Teachers as Course Developers (pp. 1-11). New York: Cambridge University Press.

Lush, B. (2002). Writing Errors: A Study of Thai Students' Writing Errors. ThaiTESOL Bulletin, 15 (1), 75-82.

Smyth, D. (1987). Thai Speakers. In M. Swan & B. Smith (Eds.), Learner English (pp. 252-263). Cambridge: Cambridge University Press.

Wallace, M. J. (1991). Training Foreign Language Teachers. (pp. 22). Cambridge: Cambridge University Press.

White, R., & McGovern, D. (1994). Writing. Trowbridge: Prentice Hall Europe.

 
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