لمحة عن المساقات

يتطرّق المساق إلى تحليل حالات التدريس – بحسب نماذج تربط بين النظريّة والتطبيق التربوي من خلال تحليل حالات واقعيّة حدثت في صف التدريب. مفاهيم وظيفة المعلّم في التربية الخاصة – فهم أهميّة دور المعلّم في عمليّة تدريس وتربية والتلاميذ ذوي الاحتياجات الخاصة، أهمية التعاون المتبادل في الطاقم المتعدّد التخصصات، دور العائلة، فهم توصيات التشخيص وطرق تطبيقها في الصف.

This course aims to show how bilingualism aids the translation process. It will enable the students to more fully comprehend what processes they are undergoing while translating and what elements offer more advantages and / or disadvantages.

This course reviews the grammar forms, meaning and usage, and acquaints students with methodologies of teaching grammar as it is taught in Israeli public schools. Emphasis is placed on the need and use of grammar as a tool, leading towards performance-based tasks in keeping with the National English Curriculum.

This course is designed to provide students with relevant theoretical and practical knowledge in pedagogy and methodology of teaching English as a foreign language (EFL) in the Junior-High schools. Students will be exposed to a variety of EFL and English as a Second language (ESL) methodologies and practices. Students will be encouraged to view learning and teaching critically

This course focuses on teaching of English to Young Children. Schools around the world and in Israel have taken action and introduced English to Young Learners (5 to 11 years) through a variety of EFL/ESL programs. Many teachers are therefore required to specialize in this particular area of teaching. Theorising the teaching of young learners has an important role to play in becoming an English teaching professional

The course deals with of a range of topics necessary for the English teacher in the context of teaching English as a second language (ESL) to learning-disabled students. The course relates to the link between learning disabilities in Hebrew and in second language acquisition.

This course examines the teaching of literature and its effect on developing thinking skills. It is meant to provide future teachers of English language and literature with tools for developing and using literature in ways appropriate to their own situation in order to enhance the students’ understanding of literature, improving their English language and focusing on literature’s connection to their intellectual abilities

The course is intended to expose students to theoretical and practical issues involved in the area of alternative assessment in second language. Students will examine principles and methods of alternative assessment and will become familiar with basic concepts and terminology in the field. Students will be involved in the creation and trying out of alternative assessment tools for the different age levels

في مساق "ورشة في أنواع الترجمة" سنتعرّف على ثلاثة أنواع رئيسيّة من النصوص في مجال الترجمة – النثر، التصفّح  والنصوص التجاريّة. سنقوم بترجمة ما يقارب 10 نصوص، وسنتعلّم من خلال هذه النصوص عن التحدّيات والمعايير التي تميّز كل نصّ. أ

This course provides theoretical background of reading and writing while attempting to explore its implications for the pedagogy of reading and writing instruction within the setting of the heterogeneous Israeli classroom. A comprehensive examination of theories and methods of reading and writing will enable the students to understand and be able to implement the teaching of reading and writing from the very beginning of emergent literacy stages to fluent literacy and comprehension

You may not realize it, but when you make friends, buy a car, or go to a restaurant, grammar is right there with you. Understanding grammar can help you understand your world better. This course introduces, practices, and applies grammatical structures to create meaning. The place of Grammar in the English lesson will be discussed, the focus (as expressed in the curriculum) being on teaching Grammar as a means of communication rather than an end in itself.

In this course we will attempt to understand how the complex system called 'language' works. What do we know when we know a 'language' in terms of the sounds, the lexicon (the words), the competence to put together words into meaningful sentences and the ability to deliver appropriate messages and communicate effectively. The course will review the study of language as realized by the various sub fields of Linguistics.

This course will assist students in making a critical examination of the theories and research related to learning to read in a second language. Learning to read in a second language will be discussed in this course mostly in the context of children but will also relate to older learners of a language. Applications of research findings to pedagogy will be emphasized

The course provides students with an analytical study of English morphology. Students will be familiarized with basic terms of morphological theories. Focus is on English word structure, but the students will also be exposed to morphological processes in other languages and will be provided with tools for comparative analysis.

In this course, students will be guided to improve and develop their ability to communicate and speak in English. This includes developing and expanding students’ vocabulary, accurate use of structures and functions, as well as the fluency in their speech

The aim of this course is to enable the student to improve her or his oral skills through a focus on fluency and grammatical accuracy in using the English language. Attention will be given to fluency, grammar, developing vocabulary and to the awareness of the different registers of speech (informal, semi-formal, formal) as well as to the practice of reading aloud

This course is an introduction to composition in English. It aims to equip students to communicate in written English in upcoming courses and in the world after college. It involves instruction and practice in writing expository prose

The Writing Proficiency course aims to help students become comfortable and enthusiastic about expressing themselves in written English. It presents the topic of writing through experiencing and experimenting with different writing styles and genres, finally, emphasizing academic writing style.

This course aims to familiarize the student with English literature and culture from its earliest beginnings through the early nineteenth century. We will read prose and poetry of different historical periods – from medieval times, and through the Renaissance, the Enlightenment and the Romantic era.

This course aims to familiarize the student with English literature and culture from the early nineteenth century and through the modern era. We will read prose and poetry from the Regency era, the Victorian period and the early twentieth century.

When President Obama was first elected, some people said America has reached a post-ethnic age. However, it seems that ethnicity is still a major defining category of American identity and of American identity-politics. This course examines literary representations of various ethnic century America.What is “ethnicity” and what determines the ways in which experiences in 20th century and why

Assuming the Theoretical Linguistics model (Chomsky 1965, 1981), in Syntax we will make acquaintance with sentence structure, address notions such as "argument structure" and "syntactic movement", and examine the derivation of a variety of English simple and complex sentences such as the Yes/No questions, wh-questions, relative clauses and passive sentences. If time permits, .

The course will introduce different theories in Second Language Acquisition (SLA) and explain the process of second language acquisition from various fields such as linguistics, sociolinguistics, psycholinguistics and applied linguistics. The aim of this course is to present students with the latest developments and leading theories in the field of SLA

The course is intended to expose students to the theoretical and practical issues involved in language testing and assessment. Students will examine principles and methods of traditional testing and evaluation in the English language classroom.

Stories are all around us – in our daily lives, in literature, film, the media, politics, history, medicine, law. Stories are a means of communication and a way to make sense of the world. This course introduces the building clocks that make up narrative. By closely reading a variety of short stories we will discuss plot, character, theme, time and space, focalization, voice and point of view, and talk about the author, the reader and the narrator.

This course will introduce the student to English drama. Through the reading of three plays from different historical periods we will explore the development of the genre. We will read plays by William Shakespeare, George Bernard Shaw and Susan Glaspell.

The course provides knowledge on neuro-developmental skills that underpin learning and their impact on learning disabilities. The tools provided in the course will enable the students to cope better with pupils with special needs in mainstream classes. Emphasis will be placed on the diagnosis of disorders in the sensomotor and psychomotor systems, and the link between developmental and academic learning disabilities.

Every teacher dreams of having the perfect classroom where every student enjoys learning, and respects the teacher. Dream world? Maybe, but some teachers do manage to run a classroom effectively and efficiently without constantly struggling with behavior problems. This course discusses aspects of proper classroom management.

In this course the students will study the connection between meaning focused input, meaning focused output and vocabulary learning in a foreign language. They will propose and carry out research, and prepare and write a seminar research paper

This course will present the students with an initial introduction to theory and methodology that is relevant to language teaching at the foundation level. The students will become familiar with the school system in Israel, will be exposed to a variety of language teaching methods and techniques for elementary school as well as will have an opportunity to experiment with these same methods and techniques

This course offers an integration, expansion and in depth look at many of the topics learned in 1st and 2nd year methodology, providing a practical and theoretical basis for teaching EFL at different levels in the Israeli educational system (from elementary to high school).

Students will be assigned to an elementary school and a mentor English teacher. The students will attend classes with the teacher, one morning on a weekly basis. They will observe the teacher, teach individual learners and conduct activities and lessons with the pupils in the classes they have been observing

For their practical work, students will be placed in a Junior- High school with a master (mentor) English teacher one morning per week (5 hours) throughout the year. Within this framework students will observe the classes, conduct activities and teach whole classes, small groups and individuals. Full cooperation and collaboration with the master teacher assists the students in fulfilling their role

Translation is often used in the language classroom, though its value as a teaching atool has been long under discussion in research. What is the value of using translation in the ESL classroom? What are the drawbacks? Through observation of studies, class discussion and hands-on practice, we will look into the subject.