Introduction to Language Teaching Methodology 3301-JS-DYD-0
BA level studies.
Education at language level B2+
The course is a survey of issues related to language teaching methodology.
1. The good teacher:
- what it means to be a good teacher
- teacher's roles in the classroom
- TTT vs. STT
- classroom atmosphere
2. Working with people:
- a good student
- language levels
- learner styles
- students' needs and motivation
3. Teaching and learning:
- language systems
- language skills
- input and output
- approach, method, procedure, technique
- basic methods and approaches
4. Introduction to classroom management:
- types of student groupings
- classroom interaction
- types of activities
- fluency vs. accuracy
- giving instructions
- potential problems
5. Teaching receptive skills - listening:
- basic model for teaching reading and listening
- why and how we listen
- language, topic and genre in listening
- the role of the teacher
6. Teaching receptive skills - reading:
- why and how we read
- language, topic and genre in reading
7. Teaching productive skills - speaking.
- kinds of speaking activities
- controlled vs. free speaking practice
- teacher's role during speaking
- fluency and communication
- reasons for speaking
- information gap
- types of communicative activities
- motivating students to speak
8. Teaching productive skills - writing:
- why to teach writing
- guided writing vs. creative writing
- language, topic and genre in writing
9. Teaching vocabulary:
- what to remember about when teaching words
- presenting and activating vocabulary
10. Teaching structures:
- grammar: form and meaning
- presenting and clarifying grammar
- discovery techniques
- grammar: planning effective lessons
- revising vocabulary and grammar
Mistakes and feedback:
- error and mistake
- correction during fluency and accuracy activities
- correcting speaking
- correcting pronunciation
- correcting writing
11. Planning:
- why to plan
- planning a course: types of syllabuses
- stages of a lesson
- planning your lessons
12. Teaching aids:
- the board
- visual aids
- authentic materials
- classroom equipment: OHP, video, computers
- choosing and using textbooks
13. Dealing with problems:
- mixed ability classes
- very large classes
- awkward groups
- gifted students who finish first
- problem behaviour
- using mother-tongue in class
Additional pedagogical topics on the Kampus platform
Type of course
pedagogical qualifications
Mode
Classroom
Course coordinators
Term 2024Z: | Term 2024L: | Term 2025L: |
Learning outcomes
Knowledge – graduates know and understand:
C.W1. the subject and tasks of contemporary didactics;
C.W2. the issue of the school class as an educational environment: classroom management styles, the problem of order and discipline, social processes in the classroom, school class integration, creating an environment conducive to learning progress, and teaching methods in a classroom that is diverse in terms of cognition, culture, social status, or material status;
C.W3. contemporary teaching concepts and educational goals – sources, methods of formulation, and types; principles of teaching, teaching methods, teaching content, and the organization of the educational process and student work;
C.W4. the issue of the lesson as a teaching unit and its structure, lesson models and the art of teaching, as well as styles and techniques of working with students; classroom interactions; teaching aids;
C.W5. the need to design educational activities tailored to the diverse needs and abilities of students, in particular their psychophysical abilities and learning pace, as well as the need and ways to equalize educational opportunities, the importance of discovering and developing aptitudes and talents, and issues related to preparing students to participate in subject competitions and contests; teacher's teaching autonomy;
C.W6. methods and significance of assessing students' educational achievements: formative assessment in the context of teaching effectiveness, internal assessment system, types and methods of conducting tests and external examinations; assessment of teaching effectiveness and school performance quality, as well as educational added value;
Skills – the graduate is able to:
C.U1. identify the need to adapt working methods to a class that is diverse in terms of cognitive, cultural, social, or material status;
C.U2. design activities aimed at integrating the class;
C.U3. select teaching methods appropriate to the content being taught and organize students' work;
C.U4. select a lesson model and design its structure;
C.U5. plan work with gifted students to prepare them for participation in subject competitions;
C.U6. assess student work and present it in the form of formative assessment;
Social competences – the graduate is ready to:
C.K1. creatively seek the best teaching solutions conducive to student progress.
Assessment criteria
The basic requirement is the active participation in classes.
2 absences are possible.
Credits on the basis of:
1. A short written assignment (a fragment of a lesson plan).
2. Autonomous learning tasks on the Kampus platform
3. Mid-term test. Points (1-50):
• 0-30 points. – mark 2 (fail)
• 31-35 points. – mark 3
• 36-39 points. – mark 3+
• 40-44 points. – mark 4
• 45-46 points. – mark 4+
• 47-50 points. – mark 5 (excellent)
4. Final test (a lesson plan written in class)
An oral test is required for a retake.
Bibliography
Harmer J. (2010) How to Teach English, Longman
Harmer J. (2007) The practice of English language Teaching, Longman
Scrivener J. (2011) Learning Teaching, Macmillan
Additional information
Additional information (registration calendar, class conductors, localization and schedules of classes), might be available in the USOSweb system: