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Regular version of the site
Master 2019/2020

Foreign Language Teaching Methods

Category 'Best Course for Career Development'
Category 'Best Course for Broadening Horizons and Diversity of Knowledge and Skills'
Category 'Best Course for New Knowledge and Skills'
Type: Elective course (Pedagogy)
Area of studies: Pedagogy
When: 2 year, 1, 2 module
Mode of studies: offline
Instructors: Elena Lutkova
Master’s programme: Pedagogy
Language: English
ECTS credits: 5

Course Syllabus

Abstract

The programme of the course is focused on the theoretical upgrade and practical implementation of the main aspects of teaching EFL to adult as well as young learners of English. It represents the format of learning sessions given at Celta, IHCYLT and Delta courses being a combination of these three. The sessions are given each week each dedicated to a certain aspect. The course also implies teaching practice that consists in lesson plan design according to a certain format (see Appendices) and immediate feedback after the class. This way students will see directly how to implement theory into practice which amplifies the development of their teaching skills.
Learning Objectives

Learning Objectives

  • The course aims at developing students’ overall teaching competence in combination of its main components: Gnostic competence (I reflect) – the ability and readiness to analyse the details of each particular teaching practice, students’ activity and motivation, teaching tools, language items necessary for the session while preparing and conduction a lesson. Project competence (I plan) - the ability and readiness to set and clarify lesson aims for one single lesson and for a number of consequent lessons, make informed decisions on the spot during the lesson. Construction competence (I design) - the ability and readiness to design and adapt different teaching materials for them to direct and scaffold students Commmunicative-organisational competence (I manage)- the ability and readiness to manage students’ activity during the lesson Communicative-teaching competence (I communicate and teach)- the ability and readiness to develop students’ communicative competence by means of solving teaching tasks in the form of a discussion or a debate
Expected Learning Outcomes

Expected Learning Outcomes

  • By the end of the course students will have known: general issues regarding the process of teaching EFL (student characteristics and needs/teacher roles and how to combine them in the course of the lesson/classroom management techniques/error correction techniques/aspects of continuous professional development);
  • By the end of the course students will have known: the difference between approach/method/technique
  • By the end of the course students will have known: the specifics of communicative approach to teaching EFL including different methods of presenting language and developing skills functioning under the umbrella of communicative teaching (PPP, Teach-Test-Teach, Guided Discovery, TBL (Task- Based Learning/Task-Teach-Task (weak and strong end)
  • By the end of the course students will have known: the specifics of alternative approaches to teaching (Cullen Method/Community-based teaching/Suggestopedia/Experiential Reading (text-driven approach), CLIL (content and language integrated learning) method)
  • By the end of the course students will have known: the key principles of teaching systems (lexis, grammar, pronunciation, functional language) and teaching skills both productive and receptive (reading, listening, writing, speaking)
Course Contents

Course Contents

  • The Basics of Teaching EFL
    Teaching EFL (general issues): language learner and teacher roles Classroom management Error Correction
  • The essence of communicative approach
    The emergence of communicative approach to teaching EFL (retrospective overview) The basics of communicative teaching Alternative approaches to teaching EFL
  • Teaching systems and skills
    Teaching phonetics Teaching lexis Teaching grammar Teaching reading Teaching listening Teaching speaking
  • Teaching Intricacies
    Teaching adults vs teaching children Teaching Exam Classes (+IELTs secrets) Gamification as a teaching technique Using Commercials as a teaching material Teaching mixed-ability groups
Assessment Elements

Assessment Elements

  • non-blocking Written Work 1
    The tasks are carried out in a written format.
  • non-blocking Presentation on one of the alternative approaches (interesting facts and details) Experimental P
    2 module Students prepare an individual/group presentation on one alternative approach that they will experiment with in the classroom. Students draw up a lesson plan for this approach (see the model in the appendices). Students videotape their lessons and send them for the feedback. The lesson plan and practice are evaluated separately (see the criteria in the Appendices)
  • non-blocking Lesson planning + Teaching Practice 10 Teacher Observation 10 Students should provide the evidence
    Students prepare a lesson plan on each aspect of systems and each skill (see the Appendices for the lesson plan model). Student conducts a lesson and videotapes it. Students send the lesson for the feedback. Lesson Planning and Teaching Practice are assessed together (see the appendices for the criteria). Students should be able to design their own materials to supplement the student book. Materials are assessed separately (see the Appendices for criteria) Lesson observation sheets are provided in the Appendices. Deadlines for each lesson plan are flexible and set depending on the date of the lesson.
  • non-blocking Written Work 2
    Task 1: Students complete the chart (see the Appendices) in writing. Task 2: Students complete the task in writing. Students implement the activities in the lesson. Students write a reflection of what worked and what didn’t work and how to improve the activities. Task 3: Students complete the task in writing. Students should break the task in small pieces to make it more comprehensible for the students. Deadline: 07.03.2020 (20.00)
  • non-blocking Final Assignment
    Students write an essay (approx 1500-2000 words) reflecting on the course and their professional development (see the questions in the Appendices) Deadline: 13.03.20 (21.00) The task is assessed according to the criteria (see the Appendices)
Interim Assessment

Interim Assessment

  • Interim assessment (1 module)
    0.5 * Lesson planning + Teaching Practice 10 Teacher Observation 10 Students should provide the evidence + 0.25 * Presentation on one of the alternative approaches (interesting facts and details) Experimental P + 0.25 * Written Work 1
  • Interim assessment (2 module)
    0.5 * Final Assignment + 0.5 * Written Work 2
Bibliography

Bibliography

Recommended Core Bibliography

  • Improving Student’s Vocabulary Skill by Using Animation Film on English Lesson in Class v Primary School Medan Estate. (2019). Retrieved from http://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=edsbas&AN=edsbas.837F1B40
  • Üzüm, B., & Pesen, A. (2019). Do the Learner-Centered Approaches Increase Academic Performance? Effect of the Layered Curriculum on Students’ Academic Achievement in English Lesson. International Journal of Instruction, 12(1), 1585–1608. Retrieved from http://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1201246

Recommended Additional Bibliography

  • Anggi Arigusman, Pupung Purnawarman, & Didi Suherdi. (2018). EFL Students’ Use of Technology in English Lesson in The Digital Era. Indonesian Journal of Curriculum and Educational Technology Studies, (2), 77. https://doi.org/10.15294/ijcets.v6i2.26599
  • Sayukti Ni Kadek Heny. (2018). Integrating self-regulated learning and discovery learning into English lesson plan. https://doi.org/10.1051/shsconf/20184200047