Dydaktyka przedmiotu do I i II etapu edukacyjnego

Content distribution: summer semester

Basic terms and concepts in teaching English; ice-breaking games; learning pupil’s names

Young learner’s learner characteristics; use of songs and games for YLs

Young adolescents as language learners; analysis of core curriculum

Methods of teaching older children: Communicative Approach; lesson aims and stages - building up a lesson sequence of activities

Communicative Approach cont.; teacher language: clear instructions and gestures

Methods of teaching English to young learners: Total Physical Response Method and Natural Approach; the role of drama, dance and movement,

The principles of teaching listening to young learners and older children: the techniques of teaching listening: storytelling

classroom language and classroom routines

9 The principles of teaching vocabulary; the techniques of teaching vocabulary

10 The principles of teaching speaking; the techniques of teaching speaking,

11 The principles of teaching reading and writing; the techniques of reading and writing

12 The principles of teaching vocabulary; teacher language: teacher questions

13 The principles of teaching teaching grammar, the techniques of teaching grammar

14 discipline; classroom management and classroom organization

(If possible a micro lesson with genuine school children will be arranged)

The final grade will be based on the basis of two pillars:

- procedural knowledge checked by practical tasks

- declarative knowledge checked in the final test

Methods of evaluation:

practical tasks (K_U01, K_U02, K_U05, K_U12, K_K01, K_K02, K_K04, K_K07)

Final test (K_W06, K_U02, K_U05, K_U19)

Quantitative assessment criteria:

fail - 0-59%

satisfactory- 60 - 69 %

satisfactory plus- 70 - 75 %

good - 76 - 85 %

good plus- 86 - 90%

very good- 91 - 100%

Qualitative assessment criteria for teacher competence based on its components:

Very good

Has good declarative knowledge relating to the theory of teaching and can discuss it and relate to it, critically justifying his/her opinions and choices, including the choice of teaching materials, and practical (classroom) actions.

Can aptly adjust his/her communicative or educational message to the given age and proficiency level. This includes the linguistic (the appropriate, understandable instructions), cognitive (appropriate topics and situations) and affective (warmth, empathy) aspects.

Is receptive to trainers' and peers' feedback relating to his/her language use and practical skills and visibly improves them according to it.

Displays a high level of autonomy and creativity in making choices and finding solutions. His or her output is substantial.

Readily and creatively performs the various practical tasks that the teaching profession requires (doing arts and crafts, participating in games, singing, etc) and can follow good examples.

Good

Will combine the elements of Very good and Satisfactory;

Satisfactory

Has declarative knowledge relating to the theory of teaching and can answer questions relating to his or her choices, including the choice of teaching materials, and practical (classroom) actions but can do it only in response to elicitation.

Can satisfactorily adjust his/her communicative or educational message to the given age and proficiency level only after repeated feedback and correction. (This includes the linguistic (the appropriate, understandable instructions), cognitive (appropriate topics and situations) and affective (warmth, empathy) aspects.)

Listens to feedback relating to his her language use and practical skills and with time can improve them to a satisfactory level. However, his or her output is moderate.

When asked to, performs the various practical tasks that the teaching profession requires (doing arts and crafts, participating in games, singing, etc), but without much interest or conviction.

Failing

Has no declarative knowledge relating to the theory of teaching; cannot justify his/her choices by relating to theory ( the choice of teaching materials, and practical (classroom) actions).

Is unable or unwilling to adjust his/her communicative or educational message to the given age and proficiency level. This includes the linguistic ( inappropriate, unclear instructions), cognitive (inappropriate topics and situations) and affective (no adjustment) aspects.

Is not receptive to trainers' and peers' feedback relating to his her language use and practical skills and does not improve them.

Is unable or unwilling to perform the various practical tasks that the teaching profession requires from a teacher to young learners (doing arts and crafts, participating in games, singing, etc) and cannot or will not follow good examples.

The students are evaluated in accordance with the university regulations, and they must attend all course meetings. Informed participation in class discussions – based on completion of the assigned reading and supportive collaboration with classmates – is also required. Each class absence has to be excused in the first week after the lesson missed. The final grade percentage will be reduced by 10% for every unexcused absence. Instructors are authorized to refuse credit when the student’s absenteeism rate is around 50%.

Timely completion of assigned tasks is obligatory. In the case of assignments submitted after the deadline or re-submitted, the grade is lowered by 10%