Specialist teacher training (primary school)

studia drugiego stopnia

English Philology - Teacher Training Programme

semestr 2

studia niestacjonarne

profil akademicki

obowiązkowe
uprawnienia pedagogiczne

Realizowany w sali

General teacher training (lecture)

General teacher training (classes)

ECTS points in relation to student’s duties

total number of ECTS points: 1

0,5 ECTS – 15 hours: participation in lectures

0,5 ECTS – 15 hours: preparation with direct participation of the teacher

Course description

In the lecture on Specialist Teacher Training (primary school) students will gain knowledge regarding teaching English to primary school pupils (Young Learners - YLs).

Course objectives

to introduce the notions regarding teaching young learners in EFL context

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The course will cover the following topics:

1. Introduction to teaching English to Young Learners: towards defining young learners (YLs)

2. YLs' characteristics and pedagogical implications (methods and approaches that work with YLs)

3. Focus on an EFL teacher: teacher's roles and responsibilities (teaching aims/objectives, lesson planning and classroom management of YLs)

4. Teaching language skills and sub-skills to YLs

5. YLs' assessment

6. YLs with specific learning difficulties.

7. Activities and resources that work with YLs.

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Methods of instruction/ forms of classroom activity

lecture, multiple presentation, discussion, ICT tools/MSTeams

Reading list:

Szpotowicz, M. and M. Szulc-Kurpaska. (2009). Teaching English to Young Learners. Warszawa: Wydawnictwo Naukowe PWN.

Cameron, L. (2001). Teaching Languages to Young Learners. Cambridge University Press.

Supplementary reading:

Cameron, L. & McKay, P. (2010). Bringing creative teaching into the young learner classroom. Oxford: Oxford University Press.

Gerngros, G., & Puchta, H. (1994). Do and Understand. Harlow: Longman.

Harmer J. (2012). Essential Teacher Knowledge. Harlow: Pearson Education Limited.

Philips, D., Burwood, S., & Dunford, D. (2000). Projects with Young Learners. Oxford: Oxford University Press.

Learning outcomes acc to PQF 2019 - specific to teacher profession

Knowledge

The students know and understand:

1. extended formal terminology in the area of EFL/ESL teaching associated with teaching English to YLs and the place of English in the education of primary school learners (N_W02; M_N_D1.W01)

2. the role of the teacher in modelling learners' attitudes and behaviours; individualisation and cooperation skills, and shaping a general positive attitude towards learning a foreign language at the primary school level (N_W03/P7S_WG; M_N_D1.W04; M_N_D1.W07; M_N_D1.W013; M_N_D1.W014; M_N_D1.W015)

3. the norms and procedures of the good practice of teaching EFL at the primary school level, including the subject curriculum, coursebooks, methods of teaching, assessment types and formal exams at the end of the primary school (N_W04/P7S_WG;P7S_WK; M_N_D1.W02; M_N_D1.W03; M_N_D1.W05; M_N_D1.W06; M_N_D1.W08; M_N_D1.W09; M_N_D1.W010; M_N_D1.W011; M_N_D1.W012)

4. the elements of inclusive education associated with teaching EFL to learners with specific learning difficulties and disabilities, as well as those coming from culturally different backgrounds (N_W05/P7S_WG)

Social competences

The students are ready to

5. make decisions related to the organization of the educational process in inclusive education at the primary school level; adapting work methods to the needs and different learning styles of learners (N_K04/P7U_KO, P7S_KK;

M_N_D1.K01)

Forms of evaluation of learning outcomes

1. Active participation - 20% of the final grade (outcome 1,2,3,4,5)

2. A written test - 80% of the final test (outcome 1,2,3,4)

Pass at 60%