(in Polish) Dydaktyka języka angielskiego 4100-IIMDYDJA

Programme learning outcomes addressed in the course:
K_W19, K_W20, K_U16, K_U26, K_K06
Detailed learning outcomes from the Regulation of the Ministry of Science and Higher Education (25.07.2019):
Lecture: D.1.W1–D.1.W14
Practical classes: D.1.U1–D.1.U11, D.1.K1–D.1.K9

LECTURE
Knowledge: The student knows and understands:

The place of English in the upper-secondary school curriculum and its role in preparing learners for the Matura examination. (D.1.W1; K_W19)

The core curriculum for English and the aims and content of English-language education at the upper-secondary level, together with the Matura examination requirements. (D.1.W2; K_W19)

Principles of intra- and interdisciplinary integration, with particular reference to integrating English-language content and designing or analysing foreign-language teaching programmes.
(D.1.W3; K_W20)

The subject, pedagogical, and educational competences of the English teacher, including principles of adjusting communication in English to upper-secondary learners’ proficiency levels. (D.1.W4; K_W20)

Conventional and non-conventional language-teaching methods, including techniques for developing language areas and skills in English. (D.1.W5; K_W19)

Methodology for implementing English-language curriculum content, including typical learner errors in pronunciation, grammar, lexis, and language use, and ways of using these errors for teaching purposes. (D.1.W6; K_W19)

Classroom management in English-language teaching, including pairwork, groupwork, communicative tasks, and project-based activities. (D.1.W7; K_W20)

Principles for selecting and using teaching resources, including authentic materials, audio recordings, visual materials, language corpora, and digital resources used in English-language instruction. (D.1.W8; K_W19)

English-specific teaching methods and the importance of critical use of digital media and English-language materials. (D.1.W9; K_W19)

The role of diagnosis and assessment in English-language teaching, including principles for assessing spoken and written production, receptive skills, and communicative tasks. (D.1.W10; K_W19)

Principles of designing language tests and assessments, including tasks typical of the English Matura examination (D.1.W11; K_W19)

Methods for conducting initial diagnostic assessment of learners’ proficiency levels, with reference to CEFR levels, and ways of supporting learner development.(D.1.W12; K_W20)

The importance of developing learners’ social and personal competences through English-language teaching, including collaboration, interaction, and communicative projects. (D.1.W13; K_W20)

Principles of organising the English teacher’s professional toolkit, including lesson planning, material selection, and working with coursebooks and authentic materials. (D.1.W14; K_W20)

PRACTICAL CLASSES
Skills: The student is able to:

Identify English-language learning tasks and relate them to curriculum goals, core-curriculum requirements, and CEFR levels. (D.1.U1; K_U16)

Analyse the scope and sequencing of English-language content at the upper-secondary level. (D.1.U2; K_U26)

Identify links between English-language content, other school subjects, and learners’ key competences. (D.1.U3; K_U16)

Adapt communication in English and Polish to the proficiency levels secondary learners. (D.1.U4; K_U26)

Create learning situations that support communication in English, including interactional, dialogic, and project-based tasks. (D.1.U5; K_U16)

Collaborate with parents, school staff, and the wider community in the process of English-language teaching. (D.1.U6; K_U26)

Select teaching methods and resources appropriate for English-language instruction, including course books, authentic materials, multimedia, and digital resources (D.1.U7; K_U16)

Assess learners’ work in English accurately and responsibly, including spoken and written production, examination-type tasks, and project work. (D.1.U8; K_U26)

Design English-language tests and assessments aligned with examination requirements. (D.1.U9; K_U26)

Identify typical learner errors in English (linguistic and pragmatic) and use them productively in the teaching process. (D.1.U10; K_U16)

Carry out initial diagnostic assessment of learners’ proficiency using tools appropriate to CEFR levels. (D.1.U11; K_U26)

Social Competences: The student is ready to:

Adapt teaching methods to the needs of learners with diverse learning styles in the context of English-language instruction. (D.1.K1; K_K06)

Promote knowledge about the English language and the cultures of English-speaking countries within the school and the local community.
(D.1.K2; K_K06)

Encourage learners to undertake research and project-based activities using English. (D.1.K3; K_K06)

Promote responsible use of digital media and English-language materials, with respect for intellectual property.
(D.1.K4; K_K06)

Support learners’ collaboration skills during pair and group English-language tasks. (D.1.K5; K_K06)

Foster ethical, communicative, and intercultural attitudes during work with English-language content. (D.1.K6; K_K06)

Stimulate learners’ curiosity, engagement, and autonomous inquiry through exposure to authentic English-language materials.
(D.1.K7; K_K06)

Support learners in developing systematic habits of learning English, using learning strategies and available educational resources.
(D.1.K8; K_K06)

Encourage lifelong learning by fostering long-term strategies for learning English.
(D.1.K9; K_K06)

1. Conditions for course completion

To be admitted to the final assessment, the student must meet the following requirements:
– attendance in both the lecture and practical classes; up to two absences are permitted. Exceeding the limit without justification results in a “fail – not completed” grade (NK),
– timely submission of all compulsory tasks completed during classes and on the Kampus e-learning platform (practical classes).

The use of AI tools or technologies supporting language processing is permitted only with the instructor’s consent. Unauthorised use of AI tools is treated as a breach of academic integrity and results in a failing grade.

2. Assessment methods
Final Written Test (lecture)

– Description: The written test covers the lecture content related to English-language didactics at the upper-secondary level: core-curriculum goals and content, learning strategies, teaching methods and techniques, classroom organisation, assessment functions, and Matura exam requirements. The test includes true/false tasks (with justification for false statements), gap-fill items, and multiple-choice questions.
– Weight: 100% (final lecture grade)
– Learning outcomes assessed: K_W19, K_W20; D.1.W1–D.1.W14.

Mini-lesson Lesson Plan + Micro-teaching (practical classes)

– Description: The lesson plan and micro-teaching form a single jointly assessed assignment. The lesson plan outlines a 10-minute mini-lesson (presentation of vocabulary, a grammar point, or one skill: listening, speaking, reading, or writing). It includes core-curriculum-aligned objectives, lesson stages, selection of techniques and materials (including digital materials), anticipated learner difficulties, and ways of monitoring progress. Micro-teaching takes place during the examination session and consists of delivering the mini-lesson according to the plan.
– Weight: 100% (final practical-class grade)
– Learning outcomes assessed: K_W19, K_W20, K_U16, K_U26, K_K06; D.1.U1–D.1.U11, D.1.K1–D.1.K9, and the knowledge necessary for lesson planning: D.1.W1–D.1.W14.

Ongoing Tasks (requirement for admission to assessment)

– Description: Short tasks completed in class and/or on the e-learning platform; they involve error analysis, designing activities, adapting materials, and diagnosing learner levels. They are not graded and serve only as a prerequisite for micro-teaching.
– Weight: not applicable
– Learning outcomes addressed: K_W19, K_U16; selected D.1.U1–U5, U7–U11 and D.1.K1–K5.

3. Assessment criteria
Lesson Plan and Micro-teaching
Assessed jointly:
– alignment of mini-lesson content with the core curriculum,
– appropriate selection of objectives, lesson stages, and methods,
– logical structure, quality of organisation, and time management,
– selection of teaching materials (including digital resources),
– clarity and appropriateness of classroom communication,
– appropriate handling of learner errors and anticipation of difficulties,
– social competences and professional teaching behaviour,
– linguistic and terminological accuracy.

All criteria are applied cumulatively.

4. Grading scale (with performance descriptors for 5.0 and 2.0)
Grade 5.0 – Excellent

Lesson Plan
– objectives precise, accurate, and fully aligned with the core curriculum,
– lesson stages clearly described and pedagogically justified,
– appropriate and well-chosen techniques and materials,
– realistically anticipated learner difficulties with suitable strategies,
– clear, accurate instructions and error-free language,
– the plan enables delivery of the mini-lesson without further clarification.

Micro-teaching
– mini-lesson coherent, smooth, and consistent with the lesson plan,
– learners actively engaged; the teacher uses elicitation, open questions, and scaffolding,
– appropriate and accurate responses to learner errors,
– clear and correct instructions,
– high level of classroom communication and organisation,
– very high linguistic and terminological accuracy,
– professional and mature teacher behaviour.

Grade 2.0 – Fail

Lesson Plan
– objectives unclear, inappropriate, or inconsistent with the core curriculum,
– lack of logical structure or major methodological flaws,
– inadequate or random choice of techniques and materials,
– no identification of learner difficulties or ineffective strategies,
– unclear or linguistically incorrect instructions,
– the plan does not allow the mini-lesson to be delivered properly.

Micro-teaching
– mini-lesson does not meet its objective; content inconsistent with the core curriculum,
– chaotic or methodologically flawed,
– excessive teacher talk; learners not engaged,
– no elicitation, no guiding questions, no scaffolding,
– unclear or overly complex instructions,
– incorrect or absent responses to learner errors,
– poor classroom communication and lack of basic social competences,
– frequent linguistic or terminological errors.

The classes are delivered in coordination with the teaching practicum conducted in upper-secondary schools (Stage III of education).

1. Core Curriculum and the Matura Examination

Centralna Komisja Egzaminacyjna. (n.d.). Egzamin maturalny z języka angielskiego – informacje i arkusze [Matura examination in English – information and exam papers]. https://cke.gov.pl/egzamin-maturalny/egzamin-w-nowej-formule/

Ministerstwo Edukacji Narodowej. (2018). Podstawa programowa kształcenia ogólnego: Język obcy nowożytny (III etap edukacyjny) [Core curriculum for general education: Modern foreign language, upper-secondary level]. https://www.gov.pl/web/edukacja/podstawa-programowa

2. Approaches and methods in language teaching (CLT, TBLT, classroom practice)

Ellis, R. (2020). Task-based language teaching: Theory and practice. Oxford University Press.

Komorowska, H. (2012). Metodyka nauczania języków obcych [Foreign language teaching methodology]. Fraszka Edukacyjna.

Littlewood, W. (2014). Communication-oriented language teaching. Cambridge University Press.

Long, M. H. (2015). Second language acquisition and task-based language teaching. Wiley-Blackwell.

Nunan, D. (2006). Task-based language teaching. Cambridge University Press.

Richards, J. C. (2006). Communicative language teaching today. Cambridge University Press.

Scrivener, J. (2011). Learning teaching: The essential guide to English language teaching (3rd ed.). Macmillan.

Thornbury, S. (2006). An A–Z of ELT: A dictionary of terms and concepts used in English language teaching. Macmillan.

Ur, P. (2012). A course in language teaching: Practice and theory (2nd ed.). Cambridge University Press.

Willis, D., & Willis, J. (2007). Doing task-based teaching. Oxford University Press.

Woodward, T. (2001). Planning lessons and courses: Designing sequences of work for the language classroom. Cambridge University Press.

3. Assessment and testing

Brown, H. D., & Abeywickrama, P. (2010). Language assessment: Principles and classroom practices (2nd ed.). Pearson Education.

Green, A. (2014). Exploring language assessment and testing: Language in action (2nd ed.). Routledge.

Hughes, A. (2003). Testing for language teachers (2nd ed.). Cambridge University Press.

4. Motivation in language learning and teaching

Dörnyei, Z. (2001). Motivational strategies in the language classroom. Cambridge University Press.

Dörnyei, Z. (2005). The psychology of the language learner: Individual differences in second language acquisition. Lawrence Erlbaum Associates.

Dörnyei, Z., & Ryan, S. (2015). The psychology of the language learner revisited. Routledge.

Dörnyei, Z., & Ushioda, E. (2011). Teaching and researching motivation (2nd ed.). Pearson.

5. Learning strategies and self-regulation

Chamot, A. U. (2005). Language learning strategy instruction: Current issues and research. Annual Review of Applied Linguistics, 25, 112–130. https://doi.org/10.1017/S0267190505000061

Cohen, A. D. (2014). Strategies in learning and using a second language (2nd ed.). Routledge.

Griffiths, C. (2018). The strategy factor in successful language learning (2nd ed.). Multilingual Matters.

Oxford, R. L. (2017). Teaching and researching language learning strategies: Self-regulation in context (2nd ed.). Routledge.

6. Learner and teacher autonomy

Benson, P. (2011). Teaching and researching autonomy in language learning (2nd ed.). Routledge.

Nunan, D., & Lamb, C. (1996). The self-directed teacher: Managing the learning process. Cambridge University Press.

7. Technology in language teaching

Reinders, H., & Benson, P. (2017). Research agendas in technology and autonomy. Language Learning & Technology, 21(2), 1–7.

Stanley, G. (2013). Language learning with technology: Ideas for integrating technology in the language classroom. Cambridge University Press.

Walker, A., & White, G. (2013). Technology-enhanced language learning: Connecting theory and practice. Oxford University Press.

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

• Description of 4100-IIMDYDJA in USOSweb