Specialist teacher training (secondary school) 1.S2.EP.TTP.AP.47
Course objectives
to introduce theoretical notions regarding teaching teenage learners in EFL context
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Course content:
1. Introduction
2. Focus on a teenage EFL learner: learner characteristics, language learning processes
3-4. Focus on an EFL teacher: teacher's roles and responsibilities (teaching aims/objectives, lesson planning and classroom management) and 21st century skills.
5-6. Teaching EFL language skills (reading, writing, speaking and listening) to teenage learners
7-8. Teaching EFL language sub-systems (vocabulary, grammar, pronunciation) to teenage learners
9-10. Assessment and testing of EFL teenage learners
11-12. Inclusive education - teaching learners with specific learning difficulties and disabilities.
13-14. Inclusive education - developing intercultural competences
15. End-of-term test
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Methods of instruction/ forms of classroom activity
lecture, multiple presentation, discussion, ICT tools/MSTeams
Kierunek studiów
Nakład pracy studenta
Poziom studiów
Profil kształcenia
Rodzaj przedmiotu
uprawnienia pedagogiczne
Semestr, w którym realizowany jest przedmiot
Tryb prowadzenia
Wymagania
Koordynatorzy przedmiotu
W cyklu 2023/24-Z: | W cyklu 2024/25-Z: | W cyklu 2022/23-Z: |
Efekty kształcenia
Learning outcomes acc to PQF 2019 - specific to teacher profession
Knowledge
The students know and understand:
1. extended formal terminology in the area of EFL/ESL teaching, including 21st century skills and the place of English in the education of secondary school learners (N_W02; M_N_D1.W01)
2. the role of the teacher in modelling learners' attitudes and behaviours; individualisation and cooperation skills, and shaping a general positive attitude towards learning a foreign language at the secondary school level (N_W03/P7S_WG; M_N_D1.W04; M_N_D1.W07; M_N_D1.W013; M_N_D1.W014; M_N_D1.W015)
3. the norms and procedures of the good practice of teaching EFL at the secondary school level, including the subject curriculum, coursebooks, methods of teaching, assessment types and formal exams at the end of the secondary school (N_W04/P7S_WG;P7S_WK; M_N_D1.W02; M_N_D1.W03; M_N_D1.W05; M_N_D1.W06; M_N_D1.W08; M_N_D1.W09; M_N_D1.W010; M_N_D1.W011; M_N_D1.W012)
4. the elements of inclusive education associated with teaching EFL to learners with specific learning difficulties and disabilities, as well as those coming from culturally different backgrounds (N_W05/P7S_WG)
Social competences
The students are ready to
5. make decisions related to the organization of the educational process in inclusive education at the secondary school level; adapting work methods to the needs and different learning styles of learners (N_K04/P7U_KO, P7S_KK; M_N_D1.K01)
Kryteria oceniania
Forms of evaluation of learning outcomes
1. Active participation - 20% of the final grade (outcome 1,2,3,4,5)
2. A written test - 80% of the final test (outcome 1,2,3,4)
Pass at 60%
Literatura
Reading list:
Harmer, J. (2012). Essential teacher knowledge: Core concepts in English language teaching. Pearson.
Harmer, J. (2015). The practice of English language teaching. Harlow: Pearson.
Scrivener, J. (2011). Learning Teaching: The essential guide to English Language Teaching (3rd ed.). MacMillan.
Ur, P. (2012). A course in English language teaching. Cambridge:CUP.
Williams, M., Mercer, S., & Ryan, S. (2015). Exploring psychology in language learning and teaching. Oxford Univesity Press
A range of on-line resources and texts for EFL teachers.
Więcej informacji
Dodatkowe informacje (np. o kalendarzu rejestracji, prowadzących zajęcia, lokalizacji i terminach zajęć) mogą być dostępne w serwisie USOSweb: