SYLLABUS COURSE TITLE ELT Methodology Faculty/Institute

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SYLLABUS
COURSE TITLE
ELT METHODOLOGY
FACULTY/INSTITUTE
INSTITUTE OF ENGLISH STUDIES/
PHILOLOGY
ENGLISH
COURSE CODE
DEGREE PROGRAMME
FIELD OF STUDY
DEGREE LEVEL FORMA STUDIÓW/STUDY MODE
ENGLISH PHILOLOGY/ BA STUDIES/FULL-TIME STUDIES
COURSE FORMAT
BASIC CONTENT
YEAR AND SEMESTER
YEAR II/WINTER SEMESTER
NAME OF THE TEACHER
PROF. T. HREHOVCIK / DR A. SZEWEL /
DR M. DICK-BURSZTYN
COURSE OBJECTIVES
THE PARTICIPANTS OF THE COURSE WILL GAIN KNOWLEDGE RELATED TO THE
PROCESS OF CHILD DEVELOPMENT, THE THEORY OF LEARNING AND EDUCATIONAL
PSYCHOLOGY AS WELL AS EARLY CHILDHOOD ENGLISH LANGUAGE TEACHING BY
MEANS OF APPROPRIATE TECHNIQUES AND METHODOLOGY. THE COURSE IS AIMED
AT RAISING THE STUDENTS’ INTEREST IN THE EXISTING WAYS OF TEACHING YOUNG
LEARNERS, AROUSING THEIR CRITICAL THINKING AND ENCOURAGING THEM TO
SEARCH FOR THEIR OWN EDUCATIONAL TECHNIQUES. WHILE THE AIM OF THE
LECTURES IS OUTLINING THE HISTORICAL BACKGROUND OF THE THEORY OF
TEACHING, THE AIM OF THE THE PRACTICAL CLASSES IS TO TEST IN PRACTICE THE
SELECTED TEACHING TECHNIQUES WITH THE STUDENTS.
PREREQUISITES
ADVANCED LEVEL OF ENGLISH
LEARNING OUTCOMES
KNOWLEDGE:
1) STUDENT KNOWS THE ESSENTIAL ISSUES RELATED TO
TEACHING ENGLISH AS A FOREIGN LANGUAGE
2) STUDENT DEFINES THE MAIN TECHNIQUES USED IN TEACHING
YOUNG LEARNERS
3) STUDENT USES THE BASIC TERMINOLOGY IN THE AREA OF
ENGLISH LANGUAGE TEACHING AND DIDACTICS
SKILLS:
1) STUDENT EXPLAINS DIFFERENT SUBJECT TOPICS USING THEIR
OWN EDUCATIONAL EXPERIENCES
2) STUDENT CAN INTEGRATE THE THEORETICAL KNOWLEDGE
WITH THE PRACTICAL SKILLS OF APPLYING IT IN THE FOREIGN
LANGUAGE LESSON
3) STUDENT APPLIES THE TERMINOLOGY OF ELT METHODOLOGY
FINAL COURSE OUTPUT - SOCIAL COMPETENCES
1) STUDENT KNOWS THE RANGE OF THE ACQUIRED KNOWLEDGE
AND SKILLS AND UNDERSTANDS THE PERSPECTIVES FOR
FURTHER DEVELOPMENT
2) STUDENT PARTICIPATES IN THE GROUP DISCUSSIONS
3) STUDENT IS OPEN-MINDED TO OTHER STUDENTS’ VIEWS
4) STUDENT COOPERATES IN A PROJECT GROUP
COURSE ORGANISATION –LEARNING FORMAT AND NUMBER OF HOURS
LECTURE: 30 HOURS
CLASSES: 30 HOURS
COURSE DESCRIPTION
1. THE OVERVIEW OF TRADITIONAL METHODS OF TEACHING ENGLISH AS A FOREIGN
LANGUAGE
2. SKILLS AND LANGUAGE RESOURCES
3. TEACHING IN DIFFERENT AGE GROUPS
4. TEACHING PHONETICS
5. TEACHING VOCABULARY
6. TEACHING GRAMMAR
7. TEACHING LISTENING, SPEAKING, READING AND WRITING
8. LESSON MANAGEMENT
9. TESTING AND ASSESSMENT
METHODS OF INSTRUCTION
1. LECTURES WITH PP PRESENTATIONS
2. WORKSHOPS WITH PP PRESENTATIONS
3. STUDENTS’
INDIVIDUAL
WORK
WITH
TEXTBOOKS/ ELT MATERIALS/ INTERNET
RESOURCES
4. THE ANALYSIS AND THE INTERPRETATION OF
THE TEACHING TECHNIQUES
REQUIREMENTS AND ASSESSMENTS
LECTURE: GAPPED TEST (CREDIT + LECTURE)
CLASSES: THE REQUIREMENT IS THE STUDENT’S
ACTIVE PARTICIPATION IN THE CLASSES AND THE
PREPARATION OF THE CLASSES AND MATERIALS AS
WELL AS A TEST AND A GRADE IN MICROTEACHING
GRADING SYSTEM
STUDENTS ARE TO ATTEND AND ACTIVELY
PARTICIPATE IN THE CLASSES AS WELL AS TO GET
POSTIVE
GRADES
IN
THE
ABOVE-LISTED
ACTIVITIES:
PP PRESENTATION:
1) EXCEPTIONAL - 5 (A)
2) GOOD - 4 (B)
3) SATISFACTORY - 3 (C)
MICROTEACHING IS EVALUATED ON THE BASIS
OF THE OBSERVATION SHEET PRESENTED AND
DISCUSSED AT THE BEGINNING OF THE
SCHOOL YEAR - STUDENT CAN RECEIVE MAX.
28 POINTS:
28-26 POINTS - 5
25-24 POINTS - +4
23-22 POINTS - 4
21-20 POINTS - +3
19-18 POINTS - 3
17 - 0 POINTS - 2
THE FINAL MARK IS THE AVERAGE OF THE
RECEIVED GRADES. THE QUALITY OF THE
TEACHING AS WELL AS THE STUDENT’S
ACTIVITY IN THE DISCUSSIONS CAN HELP
IMPROVE THE GRADE.
TOTAL STUDENT WORKLOAD NEEDED
TO ACHIEVE EXPECTED LEARNING
OUTCOMES EXPRESSED
IN TIME AND ECTS CREDIT POINTS
CLASSES - 30 HOURS
PREPARATION FOR THE CLASSES - 40 HOURS
THE TOTAL: 70 POINTS
ECTS POINTS: 6
LANGUAGE OF INSTRUCTION
ENGLISH
INTERNSHIP
TEACHER TRAINIG
SCHOOL: 75 HOURS
PRACTICE
IN
A
PRIMARY
MATERIALS
PRIMARY OR REQUIRED BOOKS/READINGS:
1. Brewster, J, G. Ellis, G, Girard. 2002. The Primary
English Teacher’s Guide. Pearson Longman.
2. Brewster, J., G. Ellis. 2002. Tell it Again The New
Storytelling Handbook for Primary. Pearson Longman.
3. Brumfit Ch., et al. 1995. Teaching English to
Children.
Longman.
4. Cameron, L. 2001. Teaching Languages to Young
Learners. CUP.
5. Halliwell S. 1992. Teaching English in the Primary
Classroom. Longman.
SUPPLEMENTAL OR OPTIONAL BOOKS/READINGS:
6. Fontana, D. 1988. Psychology for Teachers. BPS
BOOKS
7. Nunan D, C. Lamb. 1996. The Self-Directed Teacher.
CUP.
8. Phillips, S. 1994. Young Learners, OUP.
9. Slattery, M. and J. Willis. 2001. English for Primary
Teachers. OUP
10. Scott, W.A. and L.H. Ytreberg. 1990. Teaching
English to Children. Longman.
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