Course Title Code Status Level Credit Value Mode of Delivery Prerequisites Evaluation

Internship EDB3013 Minor - ESP, TESOL Bachelor 6 Practical training None 1. Observation 2. Lesson Plans 3. Teaching Materials

70% 10% 20%

Lecturer Semester Course Objectives

Course Synopsis

Procedures

8 At the end of the course, learners will be able to: 1. Write and use lesson plans for teaching. 2. Employ appropriate teaching strategies to suit the needs of learners. 3. Reflect on and evaluate own teaching experience for improvement. This exercise is designed to provide practical learning experiences to enable students to apply fundamental teaching skills of planning for instruction, employing appropriate teaching strategies, realizing the curriculum in practice, effective use of technology in teaching, grouping learners for instruction, effective and appropriate learning materials, assessing student learning, and maintaining a safe and effective learning environment. This supervised practice focuses on effective teaching through effective decision making. Duration 3 months The following procedures will be adhered to for students who are undertaking this course: 1. Meeting with the Head of Department [ three months before the internship starts] to identify the private schools or colleges. 2.Student submit to the faculty the names of three educational institutions for them to conduct their internship [ three months before the internship starts.] 3. The faculty will contact the respective educational institutions. 4. The faculty will check on the institutions setting and facilities to ensure that it can fulfil the requirements as specified in the TOC. 5.The faculty will inform the institution one month before the internship commence. 6. The faculty will inform the student one month before the internship commence. 7. The institution will assign a mentor to guide the student and the institution will inform the faculty the name and contact numbor of the mentor one week before the internship commences. 8. The faculty will assign a lecturer to supervise the student.

9. The student will conduct the internship for three (3) months or 12 weeks, starting from the second week of the semester. { For January 2009 semester, it will be 12 January 2009). 10. One week after the internship has ended, the lecturer will submit the internship report (students marks and report) to the faculty (head of department]. 11. One week after the internship has ended, the mentor will submit the internship report (students marks and report) to the faculty (Head of department]. 12. One week after the internship, the student will submit their teaching portfolio to the Head of Department [ teaching plans and reflective notes for the 12 weeks,]. Note: 1. Lecturers and mentors must adhere to the guidelines given when conducting the supervision.(refer Guidelines) 2.The educational institutions must adhere to the guidelines specified when accepting students for the Internship program. (refer Guidelines)

References

Brown, H.D. (2001). Teaching by principles: An interactive approach to language pedagogy. White Plains, NY: Addison Wesley Longman. Louis Cohen, Lawrence Manion, Keith Morrison (2000). A Guide to Teaching Practice, New York Routledge. Bailey, K., Curtis, A., & Nunan, D. (1998). Undeniable insights: Collaborative use of three professional development models. TESOL Quarterly, 32(3), 546-556. Brookfield, S. (1995). Becoming a critically reflective teacher. San Francisco: Jossey-Bass. Burt, M., & Keenan, F. (1998). Trends in staff development for adult ESL instructors. Washington, DC: National Clearinghouse for ESL Literacy Education. (ED No. 423 711) Crandall, J. (2000). Language teacher education. Annual Review of Applied Linguistics, 20, 34-55. Farrell, T. (1998). Reflective teaching: The principles and practices. Forum, 36(4), 10-17. Gebhard, J.G. (1996). Teaching English as a foreign or second language. Ann Arbor, MI: University of Michigan Press. Kullman, J. (1998). Mentoring and the development of reflective practice: Concepts and context. System, 26(4), 471-484. Stanley, C. (1998). A framework for teacher reflectivity. TESOL Quarterly, 32(3), 584-591. Thiel, T. (1999). Reflections on critical incidents. Prospect, 14(1), 44-52.