The Choice and Creation of Teaching Materials 3301-JS1900-1ST
Designed for those who see themselves as future teachers of English, the course aims at giving students practice in various areas of classroom work. It focuses on making the most of a textbook by adding self-prepared materials for the teaching of the productive and receptive skills, as well as the teaching and recycling of vocabulary and grammar. During the course students are also going to work on a range of materials for the teaching of pronunciation, for effective discussion and materials for warm-ups and time fillers. During the course the students will have an opportunity to get acquainted with various visual aids to be used in the language classroom and with such equipment as the video and (possibly) computer. The course shows how to motivate learners through the choice of materials adequate for their level and age. The topics covered include:
1. Warm-ups and time fillers. The importance of the first lesson.
2. Visual aids to be used in the language classroom.
3. Materials for teaching and recycling vocabulary.
4. MICRO-TEACHING: vocabulary and visual aids.
5. Materials for teaching grammar.
6. Materials for teaching pronunciation.
7. MICRO-TEACHING: grammar and pronunciation.
8. Materials for teaching reading skills.
9. Materials for teaching listening and speaking skills.
10. Materials for effective discussion.
11. MICRO-TEACHING: listening and speaking.
12.Music and songs. Using films.
13. Tests and testing.
14. Integrating the four skills. Lesson planning
Type of course
pedagogical qualifications
Mode
Prerequisites
Prerequisites (description)
Learning outcomes
The student knows ELT terminology
The student knows the techniques of teaching language systems (grammar, vocabulary, pronunciation) to teenagers and adults.
The student can choose and prepare adequate materials for teaching language systems.
The student knows techniques of teaching language skills (reading, writing, listening speaking) to teenagers and adults.
The student can choose and prepare adequate materials for teaching language skills.
The student can choose and use adequate visual and audiovisual aids.
The student can modify textbook material adequately to his/her needs.
The student can create a methodologically correct test.
The student can teach a lesson fragment using adequate and appropriate techniques and materials.
The student can write a lesson plan for a given lesson topic and prepare the necessary aids and materials.
Assessment criteria
The basic requirement is the active participation in classes. Possible 2 absences
Credits on the basis of:
1. Presentation (micro-teaching, a sequence of 3 activities). Separate marks for:
• the use of English,
• materials prepared
• the way of conducting the presentation.
2. 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)
3. Term paper (a lesson plan with materials)
Bibliography
Gower R. Philips, D. Walters S. 1995. Teaching Practice Handbook. Macmillan.
Harmer J. (2007a) How to Teach English, Pearson.
Harmer J. (2007b) The Practice of English Language Teaching, Pearson .Komorowska, H. 2004. Metodyka Nauczania. Fraszka Edukacyjna.
Scrivener J. (2005) Learning Teaching, Macmillan.
Scrivener J. (2011) Learning Teaching,3rd Edition Student's Book Pack (with DVD), Macmillan.
Ur, P. 1981. Discussions that work. CUP
Ur, P. 1981. Teaching Listening Comprehansion. CUP
Ur, P., Wright, A. 1993. Five-Minute Activities. CUP.