Infopaket

English for secondary school students. Teaching English methodology in secondary school.

ОК 02

Обов’язкова дисципліна для ОП

Second

2023/2024

2 Semester

6

PLO 1, PLO 2, PLO 3, PLO 4, PLO 5, PLO 6, PLO 7, PLO 8, PLO 10, PLO 16, PLO 17. The full list of Programme learning outcomes is given in the section "Programme Profile".

To be eligible for the course students are required to: be B2+- C1 users of the English language; be aware of English as a language system and as a means of communication; understand psychological and pedagogical underpinning of English language teaching; be familiar with theories of language teaching and learning, methodology concepts and apply this knowledge effectively in class; know the requirements to teacher professional competencies; provide principled justification for the use of teaching approaches in class; utilize and process policy and procedural documents and apply literature research methodology for professional purposes.

The course will assist a student in becoming a competent English language teacher in a secondary school. This includes an essential understanding of English teaching at all levels of secondary education, and the development of classroom managements skills and language teaching techniques to meet up-to-date demands of the classroom such as: selecting and creating appropriate tasks and materials; successfully delivering lessons according to the curriculum; differentiating between the levels of language proficiency while teaching and assessing school students. The course includes two modules: Module one focuses on the psychological and pedagogical foundations of teaching English; the role of the teacher and learner in the classroom; modern approaches to teaching and the analysis of policy and procedural documents. Module two provides practical techniques and suggestions with classroom activities for the development of all language skills and language systems.

Companion Volume to The Common European Framework of reference: Language Learning, Teaching, Assessment, 2020. Grifiths, C., Soruç, A. Individual Differences in Language Learning and Teaching: a Complex, Dynamic, Socio-Ecological, Holistic View. English teaching and learning, Springer, 2021. Roche M. ESL speaking activities: The ultimate book for busy English teachers, 2020. Scrivener, J. Learning Teaching: The essential Guide to English Language Teaching, 2015.

The discipline is a 90-hour course, which combines lectures, seminars, projects, research and independent learning. The formative assessment components include project work, module tests, participation in seminars, and literature review. A detailed description of formative assessment scoring is given in the Syllabus description made public on the official site of the Educational and Scientific Institute of Philology. At the end of the course students take an exam.

Students who complete all formative assessment tasks will receive at the end of the term maximum 60 points and minimum – 36 points. During the summative assessment (an exam) a student can earn maximum 40 points and minimum – 24 points. Formative assessment: for completion of two projects a student gets maximum 20 points and minimum – 12 points; for two module tests - maximum 10 points and minimum – 6 points; for participation in seminars - maximum 10 points and minimum – 6 points; for literature review - maximum 20 points and minimum – 12 points. Summative assessment construct includes such learning outcomes (LO): LO 1.1-1.8, LO 2.1-2.3. The examination card consists of two written tasks, which weigh 10 points each, and an oral task that weighs 20 points. Scale descriptors: Excellent – 90-100; Good – 75-89; Satisfactory – 60-74; Fail – 0-59.

English