Infopaket

Creative English Language Teaching

ВБ 1.03

Вибіркова дисципліна для ОП

Second

2021/2022

3 Semester

4

PLO 3. To apply modern methods and technologies, in particular, IT for effective implementation of professional activities and ensuring the quality of scientific research in a specific philological area. PLO 27.1. To apply the methodological apparatus of scientific research in philology, and methodology of organizing university students’ research in philology. PLO 31.1. To apply technologies for teaching philological disciplines in higher education institutions. PLO 32.1. To teach students to use educational strategies in the study of linguistic disciplines.

Full-time form

Students have to master the disciplines “Methods of teaching and learning English as a foreign language in Higher Education” and “Psychology for Higher School”, as well as to know English at the level not lower than B2 and basic TEFL principles and methods; be able to communicate effectively in English, make detailed plans and notes of practical classes and have elementary skills of analyzing educational and methodological literature.

The discipline aims to study the mechanisms of creating lessons, using modern TEFL methods. Attention is paid to the development of abilities and skills to create unique learning tasks based on authentic materials, which will foster learners’ imagination and unlock their individuality. The discipline provides opportunities to apply the acquired knowledge and skills in practice.

Cremin, T. (2015). Teaching English creatively. Routledge. Griffiths, C., & Tajeddin, Z. (2020). Lessons from good language teachers. CUP. Jones, R. H., & Richard, J. C. (2015). Creativity in language teaching: Perspectives from research and practice. Routledge. Maley, A. (2018). Alan Maley’s 50 creative activities pocket editions: Cambridge handbooks for language teachers. CUP. Maley, A., Kiss, T. (2018). Creativity and English language teaching: From inspiration to implementation. Palgrave Macmillan. McCallum, A. (2012). Creativity and learning in secondary English: Teaching for a creative classroom. A David Fluton Book. Melville, M., Spaventa, ‎L., & Langenheim, L. (2019). Towards the creative teaching of English. Routledge. Scrivener, J. (2011). Learning teaching: The essential guide to English language teaching. Macmillan Education. Thorpe, R. (2021). Teaching creative writing to second language learners. Routledge.

The modes of the course delivery encompass lectures, practical classes and self-study, which presuppose such activities as analysis of learning tasks related to the topics of practical classes, development and presentation of students’ own mini-tasks, debates and discussions. Active and interactive teaching methods are used in order to engage students in the educational process and unlock their creative potential.

The form of summative assessment is a pass/fail grade. The pass grade is given if students earn 60–100 points for their work throughout the semester, which does not presuppose any additional assessment. The students who earn less than 60 points are required to write a summative test. Formative assessment takes place on a day-to-day basis and incorporates students’ results for all types of learning activities, incl. self-study. The indispensable condition for a pass grade is development and presentation of students’ own mini-tasks.

English