This course is a continuation of Advanced Reading and Writing I. This course promotes higher level thinking skills. By processing a variety of different authentic reading texts, students will develop superior-level sub-skills of reading namely, making inferences and deductions, and reading between the lines. 

Students will relate inferences from the text to real life, and gain insights into the cultural similarities and differences. By means of the awareness gained from the texts, students will analyze, synthesize and evaluate information and therefore, in their compositions, react to readings. 

Students will also analyze and produce different types of essays (e.g. comparison and contrast, classification, process analysis, cause-and-effect analysis, and argumentative) that are unified, coherent and organized. In addition to the integration of reading with writing, research-based instruction will be adopted, so that students will develop basic research skills including library/internet search, and basic research report writing skills such as citing, paraphrasing and referencing. 

This course introduces pre-service teachers of English to Computer-Assisted Language Learning (CALL) tools. In addition to giving an overview of the uses of CALL tools in teaching/learning, the course will cover a review of interactive instructional technologies in language teaching/learning, the Internet in English language teaching, and evaluation of English language teaching software and use of Web 2.0 tools in the language classroom. Implications of CALL in language classrooms will also be discussed. Students will be provided with hands-on experience, and they will also develop their own multimedia CALL materials (e.g. web pages, wikis, blogs, etc.). Students will also review and evaluate current research in CALL.
This course offers a variety of different communication-oriented speaking opportunities such as discussions, individual and group presentations and other interactive tasks providing opportunity for students to improve their oral competence by developing effective language use both in formal and informal contexts. It offers extended communicative tasks such as debates, role-plays, individual and group presentations, impromptu speeches and other interactive tasks providing opportunity for students to improve their oral competence by developing effective language use both in formal and informal contexts. As in-class activities, for the promotion of interest and motivation in communication, the course also includes discussion topics, interesting facts, stimulating quotes as well as literary texts which are structurally and intellectually complex and thought-provoking. Integrating different reading and listening texts into communication-oriented tasks, this course aims to develop students productive skills beyond their receptive skills. By exploring components of communicative competence, this course aims to equip students with the necessary skills to become successful communicators as well as language teachers. Students will develop a good command in supra-segmental features (pitch, stress and intonation) as well as strategic competence in repairing communication breakdowns in communication on the basis of continuous feedback received throughout the course. Common pronunciation mistakes are listed by the instructor and discussed regularly so as to raise the awareness of students as future language teachers. By also utilizing theoretical and practical knowledge acquired in the listening and pronunciation course, students will be expected to deliver informative presentations individually and collaborate with a group to deliver a persuasive group presentation.

Course Content: Exercises
This course aims to provide students with the theoretical and practical aspects of Teaching English to Young Learners (TEYL). More specifically, the course addresses issues related to theories of learning, the learning strategies of young children, teaching-learning activities, the classroom methods and techniques to be used when teaching English to young learners; the development of games, songs and visual materials and their use in teaching and assessment of young English learners.

Course content: Lecture Notes