English Didactics and Preparation for Teaching Practice

Recommended Prerequisites

Completion of the 1st-semester course in English Didactics.

Teaching Methods

Teaching methods include:
- Expository presentations by the teacher
- Study of practical examples of texts and other materials
- Delivery and observation of short sequences within lessons (microteaching)
- Research and presentations by students
- Completion of tasks by students.

Learning Outcomes

By the end of this course, learners should be able to:
- design coherently staged lesson plans with appropriate analysis of language to be taught as well as clearly defined aims, showing clear awareness of the different components of a lesson plan;
- make principled selections and use of pedagogical materials, including teacher resources such as grammars and dictionaries;
- use English appropriately for a range of classroom functions, displaying awareness of common patterns of classroom interaction;
- identify, analyse and provide effective feedback on common learner errors;
- display awareness of a range of assessment types and tasks, and design tasks for classroom assessment;
- microteach a short sequence of classroom activities and provide observational feedback to colleagues.

Work Placement(s)

No

Syllabus

The syllabus includes the following topics:
- lesson planning: language analysis for lesson preparation, anticipating problems, defining lesson aims, structuring lesson stages, identifying the different components of a lesson plan, planning individual lessons and sequences of lessons;
- researching teaching materials (including digital resources), and developing criteria for the selection and exploitation of materials, as well as using resources such as grammars and dictionaries;
- analysis of classroom interaction using recorded extracts;
- identification, analysis and correction of common learner errors;
- lesson observation (microteaching): criteria for analysing classroom performance, observation tasks, principles for reflective practice;
- introduction to theory and practice of language assessment, identification of different assessment types and tasks, designing tasks for classroom tests.

Assessment Methods

Assessment
Oral presentation : 20.0%
Project: 35.0%
Mini Tests: 45.0%

Bibliography

Dudeney, Gavin; Hockly, Nicky & Mark Pegrum (2013). Digital Literacies. Harlow: Pearson Education Limited.
Harmer, J. (2007). How to Teach English. Harlow: Pearson Longman.
Harmer, J. (2015). The Practice of English Language Teaching. London: Pearson Longman.
Hughes, A. (2002). Testing for Language Teachers.
Mackay, C. (2019). Learning to Plan Modern Languages Lessons. Understanding the Basic Ingredients. London: Routledge.
Scrivener, J. (2011). Learning Teaching. Oxford: Macmillan Education.
Wajnryb, R. (1993). Classroom Observation Tasks. A Resource Book for LanguageTeachers and Trainers. Cambridge: CUP.
Wallace, M.; Tzong-Ho, Bau; Denis, Fred Simon (1991). Training Foreign Language Teachers: A Reflective Approach. Cambridge: CUP.