Delivered at:: School of Foreign Languages

Course type:: Elective course

When:: 3 year, 2, 3 module

Instructor

Александровна

Full Syllabus

Abstract

This practice-oriented course is aimed at preparing students for effective teaching in different contexts both offline and online. The range of topics covered in this course includes, but is not limited to, instructional design, classroom management, teacher-student and student-student interaction, classroom assessment and feedback, teacher effectiveness and professional development. By completing a wide range of diverse individual and group activities throughout the course, students will not only get the opportunity to practice the core teaching skills, but will also develop a set of language teachers’ professional problem-solving and critical thinking skills. The collaborative learning environment will prompt students to practice reflective teaching and explore their own teaching style.

Learning Objectives

Knowing the key terminology used in English language teaching, applying this terminology in planning and teaching;
Extending their knowledge and awareness of those aspects of language which are relevant to their professional practice;
Consolidate and refine their planning and their practical classroom skills;

Expected Learning Outcomes

owns the fundamental concepts required to start teaching a foreign language
successfully determines the students' needs, and draws up the students' characteristics for further communication
distinguishes error from inaccuracy or slip
chooses and applies efficiently presentation techniques and introductory activities
recognises the difference between controlled/ restricted practice and less controlled/ freer practice activities
is able to apply PPP and TBL approaches in practice
ability to identify and formulate appropriate aims according to the lesson type
ability to control Teacher Talking Time and Student Talking Time
being able to plan timing for different activities
being able to include all the necessary components in a lesson plan
being able to demonstrate understanding of a teacher's role
ability to manage time during the lesson wisely and accurately
knowing and being able to use different strategies of error-correction in writing/ speaking
knowing various strategies of feedback and being able to utilise them
To develop a deep understanding of the principles and practices of language teaching.
To explore the role of learner motivation in language acquisition.
To cultivate a critical and reflective approach to language teaching.
To develop pedagogical strategies for teaching foreign languages based on an understanding of learning methods, motivation, and L1/L2 differences.
To develop proficiency in using a range of teaching techniques and strategies.
To cultivate an awareness of the role of modern technologies in language teaching.
To enhance the ability to design, plan, and implement effective language lessons.
To develop students' ability to create lesson plans that cater to the specific needs and learning styles of diverse learners.
To foster students' understanding of the crucial role of assessment in lesson planning, promoting formative and summative evaluation techniques.
To evaluate the effectiveness of TTT and STT in different learning contexts.
To develop the ability to assess student learning and provide constructive feedback.
To cultivate a learner-centered approach to error correction and feedback.
To foster a comprehensive understanding of error correction techniques.

Course Contents

Background to Language Learning
Background to Language Teaching
Lesson Planning
Classroom Management

Assessment Elements

Assignment 1 (Case Study)
Students are given 2 challenging cases/situations that may arise during interaction between a teacher and a student (the topics will be taken from seminars 1–9). The students must define the problem using previously learnt professional terminology and offer solutions to the stated issue. Each case is worth a maximum of 5 points, resulting in a total of 10 points for both cases.)
Assignment 2 (Lesson Plan)
Students will be required to plan an English lesson and submit their lesson plan for evaluation that includes all instructional steps, assignment types, and interactions with potential students.
Assignment 3 (Feedback)
Assignment 4 (Lesson Analysis: Video + Analysis)
Final Work
Students will be required to give detailed answers to open-ended questions that encompass all of the information studied in modules 2 and 3. Also, students will be given 2 problematic cases between the teacher and the student to solve using professional terminology.
Continuous assessment (Сlass Participation + Quizzes)

Interim Assessment

2023/2024 3rd module
0.1 * Assignment 1 (Case Study) + 0.1 * Assignment 2 (Lesson Plan) + 0.1 * Assignment 3 (Feedback) + 0.2 * Assignment 4 (Lesson Analysis: Video + Analysis) + 0.25 * Continuous assessment (Сlass Participation + Quizzes) + 0.25 * Final Work

Bibliography

Recommended Core Bibliography

Academic writing in a second or foreign language : issues and challenges facing ESL/EFL academic writers in higher education contexts, , 2012
Active learning strategies in higher education : teaching for leadership, innovation, and creativity, , 2018
Common European framework of reference for languages : learning, teaching, assessment, , 2004
Corpus-based approaches to English language teaching, , 2012
Ellis, R. (2012). Language Teaching Research and Language Pedagogy. Malden, Mass: Wiley-Blackwell. Retrieved from http://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=edsebk&AN=430951
Ellis, R. (2017). Oral corrective feedback in language teaching: A historical perspective. https://doi.org/10.21897/25394185.1482
Jeong-Bae Son. (2018). Teacher Development in Technology-Enhanced Language Teaching. Palgrave Macmillan.
Management in English language teaching, White, R., 2001
Teaching Unplugged : Dogme in English Language Teaching, 103 p., Meddings, L., Thornbury, S., 2012
The TKT (Teaching Knowledge Test) Course : Modules 1, 2 and 3, 2nd ed., 9th printing, 256 p., Spratt, M., Pulverness, A., Williams, M., 2014
Zhao, W. (2016). Academic English Teaching for Postgraduates Based on Self-Regulated Learning Environment: A Case Study of Academic Reading Course. English Language Teaching, 9(5), 214–224. Retrieved from http://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1099634

Recommended Additional Bibliography

Yaman, S. (2016). Study on Reflection as a Source of Teacher Development: Pre-Service and Experienced Teachers. Educational Research and Reviews, 11(7), 437–448.

Authors

GRECHENKO ANASTASIYA -
Bogolepova Svetlana Viktorovna

Bachelor’s Programme 'Foreign Languages and Intercultural Communication'

English Teacher Professional Activity