Dydaktyka języka angielskiego
2510-f2ENG1W-DJA
content distribution
- Language teaching approaches and methods, mainstream and innovative D.1/E.1.W9, D.1/E.1.W5.
- Learner's language competencies and key competences; CEFR. D.1/E.1.W2
- Analysis of the place of English in school curricula D.1/E.1.W1.
- Core curriculum, key competencies, teaching aims and activities D.1/E.1.U1.
- Core curriculum comparison D.1/E.1.W2.
- Syllabus design, analysis and comparison. D.1/E.1.W3
- Structuring a language lesson D.1/E.1.W14.
- Scheme of work analysis D.1/E.1.U2.
- Course book analysis. Teaching aids. D.1/E.1.W8
- Teacher competencies D.1/E.1.W4.
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W cyklu 2022/23Z:
content distribution
- Teacher competencies D.1/E.1.W4.
- Learner's language competencies and key competences; CEFR. D.1/E.1.W2
- Analysis of the place of English in school curricula D.1/E.1.W1.
- Core curriculum, key competencies, teaching aims and activities D.1/E.1.U1.
- Core curriculum comparison D.1/E.1.W2.
- Syllabus design, analysis and comparison. D.1/E.1.W3
- Scheme of work analysis D.1/E.1.U2.
- Language teaching approaches and methods, mainstream and innovative D.1/E.1.W9, D.1/E.1.W5.
- Course book analysis. Teaching aids. D.1/E.1.W8
- Learner proficiency diagnosis D.1/E.1.U11
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W cyklu 2023/24Z:
content distribution
- Teacher competencies D.1/E.1.W4.
- Learner's language competencies and key competences; CEFR. D.1/E.1.W2
- Analysis of the place of English in school curricula D.1/E.1.W1.
- Core curriculum, key competencies, teaching aims and activities D.1/E.1.U1.
- Core curriculum comparison D.1/E.1.W2.
- Syllabus design, analysis and comparison. D.1/E.1.W3
- Scheme of work analysis D.1/E.1.U2.
- Language teaching approaches and methods, mainstream and innovative D.1/E.1.W9, D.1/E.1.W5.
- Course book analysis. Teaching aids. D.1/E.1.W8
- Learner proficiency diagnosis D.1/E.1.U11
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W cyklu 2024/25Z:
content distribution
- Teacher competencies D.1/E.1.W4.
- Learner's language competencies and key competences; CEFR. D.1/E.1.W2
- Analysis of the place of English in school curricula D.1/E.1.W1.
- Core curriculum, key competencies, teaching aims and activities D.1/E.1.U1.
- Core curriculum comparison D.1/E.1.W2.
- Syllabus design, analysis and comparison. D.1/E.1.W3
- Scheme of work analysis D.1/E.1.U2.
- Language teaching approaches and methods, mainstream and innovative D.1/E.1.W9, D.1/E.1.W5.
- Course book analysis. Teaching aids. D.1/E.1.W8
- Learner proficiency diagnosis D.1/E.1.U11
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Całkowity nakład pracy studenta
Contact hours with the teacher:
- Participation in classes – 60 hrs
Self-study hours:
- Preparation for classes and tests – 40 hrs
Altogether: 100 hrs (4 ECTS)
Efekty uczenia się - wiedza
The student:
W1: has basic knowledge of applied linguistics (glottodidactics) (K_W03)
Efekty uczenia się - umiejętności
The student:
U1: can comprehend glottodidactic texts in English (K_U02)
U2: can work and follow the goals and guidelines formulated by the teacher and the mentor (observation of work on projects) (K_U07)
U3: can work in a group taking on different roles (K_U08)
U4: can properly set priorities enabling them to do a teaching task (K_U09)
Efekty uczenia się - kompetencje społeczne
The student:
K1: is aware of the level of their knowledge and skills, understands the need for continuous training and development (K_K01)
K2: displays and active and indepenent attitude while taking up typical professional teacher activities (teachin practices) in school situations (K_K05)
K3: in professional teaching situations can acquire information in order to solve cognitive and practical problems (K_K06)
Metody dydaktyczne
Moodle platform will the basic repository of class materials and channel through which homework will be submitted.
Metody dydaktyczne eksponujące
- symulacyjna (gier symulacyjnych)
- pokaz
Metody dydaktyczne podające
- pogadanka
- opowiadanie
Metody dydaktyczne poszukujące
- obserwacji
- ćwiczeniowa
- giełda pomysłów
- studium przypadku
- klasyczna metoda problemowa
Metody dydaktyczne w kształceniu online
- metody rozwijające refleksyjne myślenie
- metody odnoszące się do autentycznych lub fikcyjnych sytuacji
Wymagania wstępne
Pursuant to the Regulation of the Minister of Science and Higher Education of July 25, 2019 on the standard preparing for the teaching profession, the choice of a teaching specialty is possible after documenting the previous completion of: 90 hours of psychology, 90 hours of pedagogy, 30 hours of teaching practice, 30 hours of basic didactics and 30 hours of voice emission. Missing subjects can be supplemented by additionally attending selected classes with first-cycle students studies (applications in this matter, preceded by the opinion of the Faculty Coordinator for Teacher Studies, should be submitted to the Vice-Dean for Student Affairs).
Koordynatorzy przedmiotu
W cyklu 2022/23Z: | W cyklu 2023/24Z: | W cyklu 2024/25Z: |
Kryteria oceniania
In-class final test U1, W1
Observation of class-work and presentations of practical tasks K2, K3, U4, U2
Self-assessment and peer-assessment K1, U3
Assessment criteria:
test on theory
60%-71% = 3.
72%-76% = 3+
77%-84% = 4.
85%-90% = 4+
91%-100% = 5
In order to pass the course a student has to attend the classes regularly apart from fulfilling the requirements presented above. In case of missing classes a student is obliged to excuse their absence immediately.
Praktyki zawodowe
See the description of school-based teaching practice.
Literatura
Required reading (selected sections):
Richards, J., Rodgers, T. 2014. Approaches and Methods in Language Teaching. Cambridge Language Teaching Library.
Brown, Douglas, H. 1994. Principles of Language Learning and Teaching. New Jersey: Prentice Hall.
Brown, Douglas, H. 1994. Teaching by Principles: An Interactive Approach to Language Pedagogy. New Jersey: Prentice Hall.
Harmer, Jeremy. 1991. The Practice of English Language Teaching. Londyn, Nowy Jork: Longman.
Scrivener, J. 2012. Classroom Management Techniques. Cambridge University Press.
Scrivener, J. 2005. Learning Teaching: A guidebook for English language teachers. Macmillan.
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W cyklu 2022/23Z:
Required reading (selected sections):
Brown, Douglas, H. 1994. Principles of Language Learning and Teaching. New Jersey: Prentice Hall.
Brown, Douglas, H. 1994. Teaching by Principles: An Interactive Approach to Language Pedagogy. New Jersey: Prentice Hall.
Harmer, J. 1991. The Practice of English Language Teaching. Londyn, Nowy Jork: Longman.
Komorowska, Hanna. 2002. Metodyka nauczania języków obcych. Warszawa: Fraszka Edukacyjna.
Richards, J. and C. Lockhart. 1994. Reflective Teaching in Second Language Classrooms. Cambridge: CUP.
Richards, J., Rodgers, T. 1999. Approaches and Methods in Language Teaching. Cambridge Language Teaching Library.
Scrivener, J. 2012. Classroom Management Techniques. Cambridge University Press.
Scrivener, J. 2005. Learning Teaching: A guidebook for English language teachers. Macmillan.
|
W cyklu 2023/24Z:
Required reading (selected sections):
Brown, Douglas, H. 1994. Principles of Language Learning and Teaching. New Jersey: Prentice Hall.
Brown, Douglas, H. 1994. Teaching by Principles: An Interactive Approach to Language Pedagogy. New Jersey: Prentice Hall.
Harmer, J. 1991. The Practice of English Language Teaching. Londyn, Nowy Jork: Longman.
Komorowska, Hanna. 2002. Metodyka nauczania języków obcych. Warszawa: Fraszka Edukacyjna.
Richards, J. and C. Lockhart. 1994. Reflective Teaching in Second Language Classrooms. Cambridge: CUP.
Richards, J., Rodgers, T. 1999. Approaches and Methods in Language Teaching. Cambridge Language Teaching Library.
Scrivener, J. 2012. Classroom Management Techniques. Cambridge University Press.
Scrivener, J. 2005. Learning Teaching: A guidebook for English language teachers. Macmillan.
|
W cyklu 2024/25Z:
Required reading (selected sections):
Brown, Douglas, H. 1994. Principles of Language Learning and Teaching. New Jersey: Prentice Hall.
Brown, Douglas, H. 1994. Teaching by Principles: An Interactive Approach to Language Pedagogy. New Jersey: Prentice Hall.
Harmer, J. 1991. The Practice of English Language Teaching. Londyn, Nowy Jork: Longman.
Komorowska, Hanna. 2002. Metodyka nauczania języków obcych. Warszawa: Fraszka Edukacyjna.
Richards, J. and C. Lockhart. 1994. Reflective Teaching in Second Language Classrooms. Cambridge: CUP.
Richards, J., Rodgers, T. 1999. Approaches and Methods in Language Teaching. Cambridge Language Teaching Library.
Scrivener, J. 2012. Classroom Management Techniques. Cambridge University Press.
Scrivener, J. 2005. Learning Teaching: A guidebook for English language teachers. Macmillan.
|
Więcej informacji
Dodatkowe informacje (np. o kalendarzu rejestracji, prowadzących zajęcia, lokalizacji i
terminach zajęć) mogą być dostępne w serwisie USOSweb: