Infopaket

English Language Syllabus, Teaching Materials and Test Design

ВБ 1.06

Вибіркова дисципліна для ОП

Second

2021/2022

4 Semester

7

PLO 2. To demonstrate the proper level of English language proficiency in written and oral communication, especially in professional and scientific communication, and present research results in English. 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 23. To design and update course syllabi and educational materials. PLO 25. To develop assessment criteria and select assessment tools, conduct objective assessment of learning outcomes, give assessment feedback and provide recommendations for improvements.. PLO 28.1. To analyze, develop, and use ready-made sets of ELT materials in higher education institutions.

Full-time form

To succeed, the course requires knowledge of English at the level not lower than B2 of CEFR. In addition, students are supposed: to know the essence of the educational process at tertiary level, and basic forms and methods of teaching English as a foreign language; to be able to implement different forms, types, methods and means of teaching English as a foreign language; and to possess universal professional skills, including critical thinking, flexibility, adaptation, and creativity.

The discipline is an essential component of the professional training of master students, and provides them with theoretical and practical knowledge on the organization of educational and methodological support for teaching English as a foreign language at tertiary level. The discipline also helps develop the ability to plan EFL teaching and design syllabuses, teaching materials, and tests, considering modern trends in foreign language teaching.

Bao, D. (Ed.). (2018). Creativity and innovations in ELT materials development: Looking beyond the current design. Multilingual Matters. Brown, H. D. (2018). Language assessment: Principles and classroom practices (3rd ed.). Pearson. Germano, W., & Nicholls, K. (2020). Syllabus: The remarkable, unremarkable document that changes everything. Princeton University Press. Green, A. (2021). Exploring language assessment and testing: Language in action (2nd ed.). Routledge. Macalister, J., & Nation, I.S.P. (2019). Language curriculum design (2nd ed.). Routledge. Maley, A., & Tomlinson, B. (Eds.). (2017). Authenticity in materials development for language learning. Cambridge Scholars. Mickan, P., & Wallace, I. (Eds.). (2020). The Routledge handbook of language education curriculum design. Routledge. Norton, J., & Buchanan, H. (Eds.). (2022). The Routledge handbook of materials development for language teaching. Routledge.

The modes of the course delivery encompass lectures, practical classes and self-study, which presuppose such activities as tests and creative tasks (projects). The teaching methods include explanations, illustrations, reproduction, heuristics and research, as well as active and interactive teaching methods, which help develop students’ analytical skills and unlock their scientific and creative potential.

The form of summative assessment is an exam. The number of points for the exam is 24–40 (pass), the minimum that is added to the points for summative assessment. Students are admitted to the exam if they earn 36–60 points during formative assessment throughout the entire semester. The exam includes two tasks: a written test and a syllabus presentation (see § 7 of the Syllabus).

English