MD-Language teaching practices 2300-NZ2-MD-WNJ-PRJ
The following issues are going to be discussed in the context of ELT in the kindergarten and early education:
1. Observation of English teacher working in the kindergarten and primary school.
2. Observation of language skills in kindergarten and early education children.
3. Planning of the ELT syllabus in the short and long perspectives.
4. Planning the lessons, regarding how to match the individual needs of the students.
5. Constructing the basic observation tools.
Type of course
Prerequisites (description)
Learning outcomes
On completing the course student:
Knowledge
- during a lesson recognizes the techniques of working with children that (s)he learned about within the methodology and related courses;
- knows the rules of behaviour during lesson observation;
- knows efective ways of working with children in early education and kindergarten.
Skills
- uses the learnt techniques of working with children in EFL/ESL lessons;
- plans and describes lessons in detail;
- describes the course of lesson in the form of a reflective note;
- adapts teaching materials used in the classroom where the practice takes place for the students' needs;
- develops his/her own teaching aids for planning and performing lessons;
- observes lessons and draws conclusions related to the teaching work with children, on the basis of the conducted observations;
- plans and conducts the interviews with the teacher-tutor.
Attitudes/social competences
- develops his/her own lesson plans;
- is open to give advice to a student-colleague who is doing practice in the same institution;
- demonstrates reflection on the lessons given by him/herself and on observing the others;
- appreciates the role of autoreflection and feedback in the professional development of teacher.
Assessment criteria
The basis of assessment of the practice by the teacher-tutor is the report describing how the student completed the tasks enlisted in the programme. The assessment is done on the background of observation of the student in the course of completing the tasks and the notes in the register book of the practices that documents the student's practice.
The assessment of the practices at the University is done by the coordinator of the practices on the basis of relevant documents (frame programme of the practice, certificate of the practice, register book of the practices, the teacher-tutor report).
Any changes to the established mode of assessment ought to be agreed with the University coordinator of the practices.
Bibliography
1. Wallace J.M., Action Research for Language Teachers, CUP 1998.
2. Wajnryb R., Classroom Observation Tasks, CUP 1992.
3. Parrott M., Tasks for Language Teachers, CUP 1993.
Additional information
Additional information (registration calendar, class conductors, localization and schedules of classes), might be available in the USOSweb system: