Teaching systems and language skills in a post-primary high school, language B/C - English 3200-M1-NSJSPPA

The main aim of the course is to introduce the subject of foreign language didactics and to discuss the most important issues in the field (on the example of English). In order to teach a language effectively, it is necessary to become familiar with the theoretical assumptions leading to proper teaching. This definitely helps to plan the classes so that they meet the main learning objectives and the expectations of the target group. During the course, students will prepare short presentations of selected aspects of teaching regarding language skills, grammar, vocabulary, pronunciation, aspects of culture, etc.

Term 2024Z:

Mgr Bartłomiej Miąsko
The main aim of the classes is to familiarize participants with the issues of teaching English as a foreign language in general secondary schools. The topics of the classes include the psychological and pedagogical specificity of the teenage period, legal standards for teaching English in secondary schools, the specificity of working with students with SEN, and teaching language skills. Working methods during classes include lecture, joint discussion and group work. Students are required to prepare lesson plans on given topics and prepare two audiovisual materials for teaching English as a foreign language.

Type of course

foreign languages
obligatory courses
pedagogical qualifications

Prerequisites (description)

Compulsory subject for the first-year students of the MA cycle studies. The course content requires a significant amount of students' own work, therefore it is necessary to be highly motivated, to be able to use presentation tools and English-language source materials, as well as to present the results of one's own analytical work done outside the classroom orally and in writing. The knowledge of general linguistic topics as well as basic notions from the field of glottodidactics is necessary. The minimum language level required to enter the course is at least B2.

Course coordinators

Term 2023L:

Piotr Romanowski

Term 2024Z:

Ilona Banasiak
Bartłomiej Miąsko

Term 2023Z:

Bartłomiej Miąsko

Mode

General:

Blended learning

Term 2024Z:

Classroom

Learning outcomes

Knowledge:
The student
1. has the knowledge about the essence of the theory of language and the relationship between theory and language data on the example of basic theories (structural, pragmatic or cognitive (K_W01);
2. has the knowledge about the methods of collecting, analysing, formulating and testing hypotheses and comparing linguistic data (K_W02);
3. has the knowledge of basic terminology used in glottodidactics (K_W03).
Skills:
The student
1. can prepare and present a presentation on a selected topic (K_U02);
2. can read and interpret texts themselves to write a short research project in English (under the supervision)(K_U03).
Social competence:
The student
1. works in a group to achieve common goals, showing initiative, flexibility, good organisation of work and time discipline (K_K02);
2. carries out self-reflection and draws conclusions on improving one’s skills, looking for optimal solutions (K_K01).

Assessment criteria

Work assessment methods:
- presence (20%)
- ongoing participation and preparation for classes - 30%
- final evaluation (presentations) - 50%
Assessment criteria:
60% -70% = 3
71% -76% = 3+
77% -83% = 4
84% -89% = 4+
90% -100% = 5

Practical placement

N/A

Bibliography

1/ Harmer J. 2008. The Practice of English Language Teaching – Longman Pearson
2/ Harmer J. 2012. How to teach English – Longman Pearson
3/ Gower R., D. Phillips & S. Walters Teaching Practice – A handbook for teachers in training – Macmillan
4/ Scrivener, J. 2010. Learning Teaching – Macmillan
5/ Dakowska, M. 2002. Teaching English as a Foreign Language – A Guide for Professionals – PWN
6/ Brown, H. D. 1998. Principles of Language Learning and Teaching – Longman Pearson
7/ Larsen-Freeman D. 1999. Techniques and Principles in Language Teaching – OUP
8/ Williams, M. & R. L. Burden 2004. Psychology for Language Teachers – CUP

Term 2023L:

Literature
ANUPI (2005). “Towards greater professionalization in language teaching” Conference Proceedings Asociacion Nacional Universityrsitaria de Profesores de Ingles
Harmer Jeremy (2001), “The practice of English Language Teaching”. Oxford: Pearson Education Limited.
Harmer, Jeremy (2012), “Essential Teacher Knowledge”. Pearson Education Limited
Nunan, David (1999), “Second language teaching and learning”. Boston: Heinle & Heinle.

Nunan, David (2001) ed., “Practical English language teaching”. McGraw Hill.
Nunan, David (2004) “Task based language teaching”. Cambridge: Cambridge University Press
Tanner Rosie & Green, Catherine (1998). “Tasks for Teacher Education: A Reflective Approach” (Coursebook) Addison-Wesley
Thornbury Scott, (2017). “The New A-Z of ELT”. Macmillan Education
Ur Penny (1996). “A course in Language Teaching”. Cambridge: Cambridge University Press
Ur Penny (2009) “Grammar Practice Activities: A practical guide for teachers”. Cambridge: Cambridge University Press

Term 2024Z:

Mgr Bartłomiej Miąsko
Ur Penny, A Course in Language Teaching: Practice and Theory. Cambridge University Press.
Ur Penny, Teaching Listening Comprehension. Cambridge University Press
Puchta Herbert, Teaching Grammar Creatively, Cambridge University Press
Sobańska-Jędrych Joanna, Rozwijanie zdolności językowych na lekcji języka obcego, Ośrodek Rozwoju Edukacji
Olechowska Agnieszka, Specjalne potrzeby edukacyjne, PWN

Additional information

Additional information (registration calendar, class conductors, localization and schedules of classes), might be available in the USOSweb system:

Description of 3200-M1-NSJSPPA in USOSweb