Dydaktyka języka angielskiego 2510-f2ENG1W-DJA

https://moodle.umk.pl/WHUM/course/view.php?id=1189

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

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

Katarzyna Piątkowska
Krzysztof Strzemeski

Kryteria oceniania

In-class tests including the 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:
practical test (50 %)
test on theory (50%)
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):
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.
Komorowska, Hanna. 2002. Metodyka nauczania języków obcych. Warszawa: Fraszka Edukacyjna.
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 2021/22Z:

See part A

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.

Uwagi

W cyklu 2021/22Z:

If the class is conducted remotely, remote teaching and testing methods, available through the Moodle platform and MSTeams will be used.

Więcej informacji

Dodatkowe informacje (np. o kalendarzu rejestracji, prowadzących zajęcia, lokalizacji i terminach zajęć) mogą być dostępne w serwisie USOSweb:

Strona przedmiotu 2510-f2ENG1W-DJA w USOSweb