– Methods/Materials – Teaching Foreign Language:9-12
Dr. Julia E. B. Hanley
Tuesday – 4:30 p.m. - 7:00 p.m.
332 Aderhold Learning Center
Office: 850 General Classroom Building, Georgia State
Office phone: (404) 651-2265 – email: firstname.lastname@example.org
Home email: email@example.com
Office hours: Tuesday – 3:30 – 4:30 p.m. and by appointment
1. Required Texts: Teaching Language in Context,3rd
Alice Omaggio Hadley, Heinle
& Heinle Press, 2001, www.heinle.com
Management for Secondary Teachers,4th Edition
Emmer et al., Allyn and
Bacon ,1997 , www.abacon.com
3. Standards for Foreign Language Learning in the 21st
Century, 1999, www.actfl.org
4. Recommended text: Teacher’s Handbook, Shrum & Glisan,
Mission Statement of the College of Education: Creating Effective
Contexts for Learning.
The teacher understands central concepts, tools of inquiry, and structures
of the discipline (s) he teaches and can create learning experiences that
make these aspects of subject matter meaningful for students.
The teacher understands how adolescents learn and develop and can provide
learning opportunities that support their intellectual, social and personal
The teacher understands how students differ in their approaches to learning
and creates instructional opportunities that are adapted to diverse learners.
The teacher understands and uses a variety of instructional strategies
to encourage students’ development of critical thinking, problem solving
and performance skills.
The teacher uses an understanding of individual and group motivation
and behavior to create a learning environment that encourages positive
social interaction, active engagement in learning, and self-motivation.
The teacher uses knowledge of effective verbal, nonverbal and media
communication techniques to foster active inquiry, collaboration and supportive
interaction in the classroom.
The teacher plans instruction based upon knowledge of subject matter,
students, the community and curriculum goals.
The teacher understands and uses formal and informal assessment strategies
to evaluate and ensure the continuous intellectual, social and physical
development of the learner.
The teacher is a reflective practitioner who continually evaluates the
effects of his/her choices and actions on others (students, parents, and
other professionals in the learning community) and who actively seeks out
opportunities to grow professionally.
The teacher fosters relationships with school colleagues, parents, and
agencies in the larger community to support students’ learning and well-being.
Course Goal: The
student will become familiar with the characteristics of the adolescent
learner, with the theory and methodology of teaching a foreign language
at the secondary (9-12) level, and with representative classroom materials
and curricula. The student will be able to apply such knowledge to unit
and lesson planning, with an emphasis on integrating technology when appropriate.
Objectives: The student
Demonstrate a knowledge of the theories and standards which form the basis
of foreign language teaching at the secondary level (9-12).
Describe student characteristics at various age levels and plan appropriate
Plan a unit of instruction and daily lessons that are appropriate to student
cognitive and language proficiency levels.
Research block scheduling in the secondary school (9-12 classroom observation
and write-up).Cherice Montgomery has a website with a wealth of information
and ideas for block scheduling:
Select and/or make materials that maximize lesson presentation.
Read and discuss good principles of classroom management.
Plan lessons that address foreign language skills: listening, speaking,
reading, viewing, and writing. www.doe.k12.ga.us
(Georgia Dept. of Education) (Incorporate National Standards and ISTE Standards,
Self-assess planning and teaching skills.
Students are expected to attend all class sessions; (No more
than two excused absences permitted). If a student is absent, all make-up
work for the missed class is due by the next class session. Each session
will begin promptly at 4:30 p.m. Please turn off cell phones and beepers
when entering the classroom.
Participants in the course will be asked to:
Read the assigned text for each class period and come prepared to discuss
important concepts and definitions in class (quizzes may be unannounced).
Prepare micro-teaches, complete with daily lesson plan, visual materials,
handouts, and technology, when appropriate.
Develop a unit plan, complete with three days of lesson plans (block lesson
plan may be included as one of the lesson plans) and appropriate
visuals as final project
for a 9-12 class.
Videotape one microteach and self-assess in LARC.
Subscribe to FL TEACH (subscribe to the digest). You will be asked to integrate
some of the materials and resources from this web site into one of your
micro-teaches or unit plan, http: web.cortland.edu/flteach/
6) Contribute to a Web-Ct
on-line discussion that will supplement in-class discussions on course
readings and assignments.
7) Self-assess planning
and teaching on a regular basis.
Complete the on-line workbook questions and print a copy for class discussions.
Complete regular quizzes (creation of a course syllabus), mid-term and
Evaluation of final grade:
Regular class attendance, preparation and participation in the on-line
workbook and discussion of readings (20%).
Lesson plans, microteaches, integration of technology (20%)
Written quizzes, course syllabus and block research (20%)
Unit Plan, assessment of videotaped micro-teach (20%)
Mid-term and final exam (20%)
Aug. 24 – Course introduction – Omaggio – Chapter
Classroom Management – Chapter 2 –“Choosing
Rules and Procedures”
First day lesson plan – Dr. Hanley
Aug. 31 - Omaggio - Chapter 5 – “A Proficiency-Oriented
Approach to Listening & Reading” (Interpretive Mode)
Classroom Management – Chapter 4 –
“Getting Off to a Good Start”
(1) First Day Lesson Plan Micro-Teaches - Students
Sept. 7 - Omaggio, Chapter 5 (Continued)
Discussion of Technology (Chapter 12 – Shrum &
14 - Omaggio, Chapter 6, “Developing Oral Proficiency”
and Presentational Mode)
of National Standards, ISTE Standards
Shrum & Glisan – Chapter 12 – (Continued)
(2) Listening Comprehension Micro Teaches - Students
Sept. 21 - Omaggio, Chapter 6 (Continued)
Classroom Management – Chapter 5, “Planning and
Reading Comprehension – Dr. Hanley
Sept. 28 - Omaggio – Chapter 6 – (Continued)
Classroom Management – Chapter 5
(3) Reading Comprehension Micro Teaches - Students
Oct. 5 - Mid-Term Exam – Omaggio – Chapters 4, 5,
Management – Chapters 2, 4, & 5
12 - Omaggio - Chapter 7, “Becoming Proficient in Writing”
& Presentational Mode)
to Système-D and other writing software programs
Language Lab - LARC
Oct. 19 - Omaggio - Chapter 7 (continued)
Classroom Management - Chapter 6, “Managing Cooperative
(4) Writing Micro Teaches – Students
Oct. 26 - Omaggio - Chapter 8
“Teaching for Cultural Understanding”
Classroom Management - Chapter 7, “Maintaining Appropriate
Culture - Dr. Hanley
Nov. 2- Omaggio – Chapter 8 – (continued)
(5) Culture Micro Teaches – Students
Scheduling Project Due
9 - Omaggio – Chapter 9, “Classroom Testing”
Teaching for Oral Proficiency – Dr. Hanley
Classroom Management – Chapter 8, “Communication
Skills for Teaching”
Nov. 16 - Omaggio – Chapter 9 (continued)
(6) Teaching for Oral Proficiency - Micro Teaches
Nov. 23 - Omaggio – Epilogue: Planning Instruction
for the Proficiency-Oriented
Classroom: Some Practical Guidelines
Nov. 30 – Unit Plan Presentations
Dec. 7 – Unit Plan Presentations and Final Exam
Dec. 14 – Final Exam (5:00 p.m.) Omaggio 7, 8, &
Classroom Management – Chapters 6, 7, & 8