Specialist teacher training (secondary school)
Informacje ogólne
Kod przedmiotu: | 1.S2.EP.TTP.AP.47 |
Kod Erasmus / ISCED: |
(brak danych)
/
(0114) Kształcenie nauczycieli ze specjalizacją tematyczną
|
Nazwa przedmiotu: | Specialist teacher training (secondary school) |
Jednostka: | Wydział Filologiczny |
Grupy: |
Katalog przedmiotów dla English Philology – Teacher Training Programme, stacjonarne, II stopień, 3 s Studia stacjonarne |
Punkty ECTS i inne: |
1.00
|
Język prowadzenia: | angielski |
Poziom studiów: | studia drugiego stopnia |
Kierunek studiów: | English Philology - Teacher Training Programme |
Semestr, w którym realizowany jest przedmiot: | semestr 3 |
Profil kształcenia: | studia stacjonarne profil akademicki |
Rodzaj przedmiotu: | obowiązkowe |
Tryb prowadzenia: | Realizowany w sali |
Wymagania: | General teacher training (lecture) General teacher training (classes) |
Nakład pracy studenta: | 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 – 15hours: preparation with direct participation of the teacher |
Skrócony opis: |
Course description In the lecture on Specialist Teacher Training (secondary school) students will gain knowledge regarding processes of EFL teaching and learning at the level of secondary education. |
Pełny opis: |
Course objectives to introduce theoretical notions regarding teaching teenage learners in EFL context -------------- Course content: 1. Introduction 2. Focus on a teenage EFL learner: learner characteristics, language learning processes 3-4. Focus on an EFL teacher: teacher's roles and responsibilities (teaching aims/objectives, lesson planning and classroom management) and 21st century skills. 5-6. Teaching EFL language skills (reading, writing, speaking and listening) to teenage learners 7-8. Teaching EFL language sub-systems (vocabulary, grammar, pronunciation) to teenage learners 9-10. Assessment and testing of EFL teenage learners 11-12. Inclusive education - teaching learners with specific learning difficulties and disabilities. 13-14. Inclusive education - developing intercultural competences 15. End-of-term test ------------------- Methods of instruction/ forms of classroom activity lecture, multiple presentation, discussion, ICT tools/MSTeams |
Literatura: |
Reading list: Harmer, J. (2012). Essential teacher knowledge: Core concepts in English language teaching. Pearson. Harmer, J. (2015). The practice of English language teaching. Harlow: Pearson. Scrivener, J. (2011). Learning Teaching: The essential guide to English Language Teaching (3rd ed.). MacMillan. Ur, P. (2012). A course in English language teaching. Cambridge:CUP. Williams, M., Mercer, S., & Ryan, S. (2015). Exploring psychology in language learning and teaching. Oxford Univesity Press A range of on-line resources and texts for EFL teachers. |
Efekty uczenia się: |
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, including 21st century skills and the place of English in the education of secondary 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 secondary 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 secondary school level, including the subject curriculum, coursebooks, methods of teaching, assessment types and formal exams at the end of the secondary 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 secondary school level; adapting work methods to the needs and different learning styles of learners (N_K04/P7U_KO, P7S_KK; M_N_D1.K01) |
Metody i kryteria oceniania: |
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% |
Zajęcia w cyklu "Semestr zimowy 2023/2024" (zakończony)
Okres: | 2023-10-01 - 2024-02-29 |
Przejdź do planu
PN WT ŚR CZ PT |
Typ zajęć: |
Wykład, 15 godzin
|
|
Koordynatorzy: | Małgorzata Adams-Tukiendorf, Ewa Piechurska-Kuciel | |
Prowadzący grup: | Ewa Piechurska-Kuciel | |
Lista studentów: | (nie masz dostępu) | |
Zaliczenie: |
Przedmiot -
Zaliczenie na ocenę
Wykład - Zaliczenie na ocenę |
Zajęcia w cyklu "Semestr zimowy 2024/2025" (w trakcie)
Okres: | 2024-10-01 - 2025-02-28 |
Przejdź do planu
PN WT WYK
ŚR CZ PT |
Typ zajęć: |
Wykład, 15 godzin
|
|
Koordynatorzy: | Małgorzata Adams-Tukiendorf, Brygida Lika | |
Prowadzący grup: | Ewa Piechurska-Kuciel | |
Lista studentów: | (nie masz dostępu) | |
Zaliczenie: |
Przedmiot -
Zaliczenie na ocenę
Wykład - Zaliczenie na ocenę |
Właścicielem praw autorskich jest Uniwersytet Opolski.