English language teaching methodology for secondary schools 4100-IIMDPANG

The course focuses on teaching students how to plan and conduct lessons of English as a foreign language in Polish secondary schools and with adult learners. The course emphasizes methods, principles and techniques of teaching grammar, vocabulary, and pronunciation and developing language skills in this age group. In addition, the course pays attention to the preparation of relevant and up-to-date teaching materials using modern technologies, including generative AI. It also emphasizes the role of teacher talk and teacher presence in classroom management. Techniques for presenting new language material and providing students with constructive feedback are discussed. During the course, students also become familiar with the core curriculum for the third stage of education.

Course coordinators

Ewa Guz

Type of course

obligatory courses

Mode

Term 2023L:

Classroom

General:

Blended learning

Term 2024L:

Classroom

Learning outcomes

Knowledge: the graduate knows and understands
K_W01 to an in-depth degree chosen facts, theories, institutions, processes, and phenomena related to the field of studies teaching foreign languages: linguistics which have practical application in teaching foreign languages at the third educational stage and in adult education
K_W07 in an orderly manner, various educational and care-giving environments, their specificity and functioning and in particular secondary school environment
K_W08 to an advanced degree the purpose, organization, legal basis and functioning of educational, care-giving, therapeutic and cultural institutions and in particular those relevant for the secondary school and the third educational stage
K_W11 to an in-depth degree, the learners (recipients of educational services) and the methods of diagnosing their needs and assessing the quality of educational services and in particular the characteristics of secondary school learners and adult learners
K_W21 the core curriculum for teaching English at the third educational stage
Skills: the graduate is able to
K_U02 individually plan and implement, using also communication and information techniques, typical and innovative projects connected with teaching foreign languages in secondary schools in adult education at the third educational stage
K_U03 evaluate and conduct a critical analysis of the quality of foreign language teaching; diagnose the needs, abilities and potential of every learner, as well as design and implement individually tailored teaching and educational programs at the third educational stage
K_U04 apply the assumptions and requirements of the core curriculum for teaching English at the third educational stage
K_U08 use theories in psychology, pedagogy and education, and other related disciplines to critically analyse and interpret educational, social, care-giving and cultural issues, as well as understand the motives and patterns of human behaviour characteristic of the third educational stage
K_U12 formulate and test hypotheses to conduct a critical analysis of their own actions and identify possible areas for change in the future
K_U14 plan a language teaching course and program suited to a full range of recipients in their social environment and various areas of economic, academic and social life and in particular for secondary school learners
K_U27 continuously and independently acquire knowledge and develop their professional competences in teaching foreign languages using a variety of sources (in English) and new technologies (ICT)
Social competences: the graduate is prepared to
K_K01 pursue lifelong learning
K_K11 undertake educational actions in an international context and function on the global job market

Assessment criteria

Metody i kryteria oceniania angielski
To obtain credit and complete the course with a positive result the student is obliged to:
1) attend all classes - the limit of unexcused absences is 1,
2) prepare for and actively participate in real-life and online asynchronic classes ,
3) complete all the assigned tasks according to the instructions and within the designated deadlines (K_W01 K_W07 K_W08 K_W11 K_W21 K_K01 K_K11),
4) prepare and present the "micro-teaching assignment" - a simulation of a fragment of a lesson based on a theme from the core curriculum during IRL classes (K_U02 K_U03 K_U04 K_U08 K_U12 K_U14 K_U27 K_K01 K_K11),
The final grade for the course is the grade from the"micro-teaching assignment" corrected to include and reflect the student's activity during offline classes and the completion of platform assignments.

Practical placement

Bibliography

McGregor, D., & Cartwright, L. Exploring language assessment and testing: Language in action. Routledge introductions to applied linguistics. Routledge.
Nunan, D., & Lamb, C. The practice of English language teaching (Fifth edition). Longman handbooks for language teaching. Pearson Longman.
Testing for language teachers (2nd ed.). Cambridge language teaching library. Cambridge University Press.
Metodyka nauczania języków obcych. Wydawnictwa Szkolne i Pedgogiczne.
Open University Press.
The self-directed teacher. Cambridge University Press.
Richards, J. C., & Lockhart, C. (1994). Reflective Teaching in Second Language Classrooms. Cambridge University Press.
Scrivener, J. (2011). Learning Teaching (3., neue Aufl.). Macmillan Books for Teachers. Hueber Verlag.
Stanley, G. (2015). Language learning with technology: Ideas for integrating technology in the language classroom (S. Thornbury, Ed.) [1st ed.], reprinted.). Cambridge University Press.
Thornbury, S. (2015). An A-Z of ELT: A dictionary of terms and concepts used in English Language Teaching [1st ed.]. MacMillan Education.
Ur, P. (2010). Course in Language Teaching. Cambridge Teacher Training and Development. Cambridge University Press.
Walker, A., & White, G. (2013). Technology enhanced language learning: Connecting theory and practice. Oxford handbooks for language teachers. Oxford University Press.
Woodward, T. (2005). Planning lessons and courses: Designing sequences of work for the language classroom (5th print). Cambridge handbooks for language teachers. Cambridge University Press.

Term 2023L:

McGregor, D., & Cartwright, L. Exploring language assessment and testing: Language in action. Routledge introductions to applied linguistics. Routledge.
Nunan, D., & Lamb, C. The practice of English language teaching (Fifth edition). Longman handbooks for language teaching. Pearson Longman.
Testing for language teachers (2nd ed.). Cambridge language teaching library. Cambridge University Press.
Metodyka nauczania języków obcych. Wydawnictwa Szkolne i Pedgogiczne.
Open University Press.
The self-directed teacher. Cambridge University Press.
Richards, J. C., & Lockhart, C. (1994). Reflective Teaching in Second Language Classrooms. Cambridge University Press.
Scrivener, J. (2011). Learning Teaching (3., neue Aufl.). Macmillan Books for Teachers. Hueber Verlag.
Stanley, G. (2015). Language learning with technology: Ideas for integrating technology in the language classroom (S. Thornbury, Ed.) [1st ed.], reprinted.). Cambridge University Press.
Thornbury, S. (2015). An A-Z of ELT: A dictionary of terms and concepts used in English Language Teaching [1st ed., reimp.]. MacMillan Education.
Ur, P. (2010). Course in Language Teaching. Cambridge Teacher Training and Development. Cambridge University Press.
Walker, A., & White, G. (2013). Technology enhanced language learning: Connecting theory and practice. Oxford handbooks for language teachers. Oxford University Press.
Woodward, T. (2005). Planning lessons and courses: Designing sequences of work for the language classroom (5th print). Cambridge handbooks for language teachers. Cambridge University Press.

Term 2024L:

McGregor, D., & Cartwright, L. Exploring language assessment and testing: Language in action. Routledge introductions to applied linguistics. Routledge.
Nunan, D., & Lamb, C. The practice of English language teaching (Fifth edition). Longman handbooks for language teaching. Pearson Longman.
Testing for language teachers (2nd ed.). Cambridge language teaching library. Cambridge University Press.
Metodyka nauczania języków obcych. Wydawnictwa Szkolne i Pedgogiczne.
Open University Press.
The self-directed teacher. Cambridge University Press.
Richards, J. C., & Lockhart, C. (1994). Reflective Teaching in Second Language Classrooms. Cambridge University Press.
Scrivener, J. (2011). Learning Teaching (3., neue Aufl.). Macmillan Books for Teachers. Hueber Verlag.
Stanley, G. (2015). Language learning with technology: Ideas for integrating technology in the language classroom (S. Thornbury, Ed.) [1st ed.], reprinted.). Cambridge University Press.
Thornbury, S. (2015). An A-Z of ELT: A dictionary of terms and concepts used in English Language Teaching [1st ed., reimp.]. MacMillan Education.
Ur, P. (2010). Course in Language Teaching. Cambridge Teacher Training and Development. Cambridge University Press.
Walker, A., & White, G. (2013). Technology enhanced language learning: Connecting theory and practice. Oxford handbooks for language teachers. Oxford University Press.
Woodward, T. (2005). Planning lessons and courses: Designing sequences of work for the language classroom (5th print). Cambridge handbooks for language teachers. Cambridge University Press.

Notes

Term 2023L:

In the summer semester 2022/2023, classes are conducted in a blended learning mode:
- 14 hours of classes in the classroom according to the schedule;
- 16 hours of classes in the remote asynchronous mode on the 'Kampus' platform.

Term 2024L:

In the summer semester 2024/20245 classes are conducted in a blended learning mode:
- 14 hours of classes in the classroom according to the schedule;
- 16 hours of classes in the remote asynchronous mode on the 'Kampus' platform.

Additional information

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

Description of 4100-IIMDPANG in USOSweb