Specialist teacher training (primary school)

studia drugiego stopnia

English Philology - Teacher Training Programme

semestr 2

studia stacjonarne

profil akademicki

obowiązkowe
uprawnienia pedagogiczne

Realizowany w sali

Specialist teacher training (primary school) (lecture)

ECTS points in relation to student’s duties

total number of ECTS points: 3

2 ECTS – 60 hours: participation in classes

1 ECTS – 30 hours: preparation with direct participation of the teacher

Course description

The course Specialist Teacher Training (primary school) (classes) focuses on building students’ teaching skills to prepare them for their future job as English teachers in the primary classroom. The course takes a form of practical workshops to give students hands on experience in planning and running effective lessons in the primary school.

To equip students with the knowledge of modern teaching techniques used in the English classroom, different teaching and assessment techniques and lesson structures will be discussed. Having analyzed various lesson plans, the students will prepare their own plans connected with teaching selected language items and skills to their peers (micro-teaching). Active participation, preparation and presentation of various tasks during classes will allow students to develop a creative and reflective approach to teaching as well as sensitivity to their learners’ linguistic production.

Course objectives

to practice lesson planning in EFL context for young learners

to construct a test in EFL context for young learners

to develop a creative and reflective approach to teaching as well as sensitivity to their learners’ linguistic production.

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Course content

1. Primary school learner characteristics – cognitive development, affective characteristics

2. Teaching EFL vocabulary – presentation techniques, types of practice activities for young learners

3. Teaching EFL language skills – listening - types of listening techniques for young learners.

4. Teaching EFL speaking – techniques and games for young learners.

5. Teaching EFL reading – types of tasks for young learners.

6. Teaching EFL writing – planning a writing task for young learners.

7. Lesson planning – structure and stages of and English lesson for primary school learners.

8. Analysis and preparation of a lesson plan. Writing a lesson plan.

9. Micro -teaching – a fragment of a lesson based on students’ plans.

10. Storytelling and its place in a primary classroom.

11. Classroom management of young learners - keeping discipline – rules in the classroom.

12. Assessment of foreign language in a primary school classroom.

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Methods of instruction/ forms of classroom activity

pair and group work, discussions, multimedia presentations, microteaching tasks, ICT tools – MS Teams

Reading list

Harmer, J. (2015). The practice of English language teaching. Harlow: Pearson.

Szpotowicz, M. & Szulc-Kurpaska, M. (2012). Teaching English to Young Learners. Warszawa: Wydawnictwo PWN.

Scott, W.A & Ytreberg L. H (1990). Teaching English to Children. New York: Longman.

Shin, J. & Crandall, J. (2013). Teaching Young Learners English. Boston: Cengage Learning, Inc.

A range of on-line resources and texts for EFL teachers.

Supplementary reading

Ur, P. (2012). A course in English language teaching. Cambridge: CUP.

Tanner, R., & Green, C. (1998). Tasks for teacher education. London: Longman.

Learning outcomes acc to PQF 2019 - specific to teacher profession

Knowledge

Students know and understand:

1. modern theories related to teaching and learning of young learners and their application (N_W02/P7S_WG; M_N_D1.W06)

2. approaches, methods and techniques used in teaching learners at the primary school level (N_W04/P7S_WG;P7S_WK; M_N_D1.W05; M_N_D1.W07; M_N_D1.W010; M_N_D1.W013)

Skills

Student can:

3. choose, design materials and teaching techniques, including ICT techniques to effectively use them in planning lessons at the primary school level (N_U02/P7S_UW; M_N_D1.U01; M_N_D1.U07)

4. plan classroom activities that develop of learners' interests in language; use suitable management techniques; analyse material distribution at the primary school level (N_U04/P7S_UW; M_N_D1.U02; M_N_D1.U03; M_N_D1.U05)

5. diagnose learners' skills; construct a test to assess learners' skills; monitor and assess learners’ work; communicate with learners adapting to their developmental level at the primary school level (N_U11/P7S_UW/P7S_UK; M_N_D1.U04; M_N_D1.U08; M_N_D1.U09; M_N_D1.U010; M_N_D1.U011)

6. reflect upon own professional development using observation tools, including cooperation with learners' parents at the primary school level (N_U01/P7S_UW; M_N_D1.U06)

Social competences

Student is ready to:

7. function in a competent, responsible and ethical way in the teaching profession, popularize knowlegde and critical use of resources including the Internet at the primary school level (N_K01/P7U_KO; N_K06/P7U_KO; M_N_D1.K02; M_N_D1.K04; M_N_D1.K08)

8. adapt work methods to the needs and different learning styles of learners; develop their cooperation skills, curiosity, cognitive activity and independence, as well as logical and critical thinking in language activities for the primary school level (M_N_D1.K01; M_N_D1.K05; M_N_D1.K07)

9. build relationship with other members of teaching community based on trust and communication; build a system of values and develop ethical attitudes of learners and stimulate them for lifelong learning through independent work at the primary school level (N_K02/P7U_KO; M_N_D1.K06; M_N_D1.K09)

Forms of evaluation of learning outcomes

1. Active participation in classes - 20% of the final grade (outcome 1,2,3,6,7,8,9)

2. Preparation of a variety of materials and activities for classroom meetings - 20% of the final grade (outcome 1,2,3,6,7,8,9)

3. Preparation of lesson plans or short tests - 30% of the final grade (outcome 4,5,8)

4. End of term test of basic terms and techniques - 30% of the final grade (outcome 1,2)

pass at 60% of the final grade