Teaching language systems in secondary school (Didactics 4)

elective courses

Blended learning

The aim of the course is to familiarize participants with the issues and techniques of teaching language systems, i.e. grammar, vocabulary and the pronunciation of English as a foreign language to teenagers.

The course introduces the methodology of teaching English as a for-eign language to teenagers. The aim of the course is in particular to familiarize participants with the issues and techniques of teaching language systems, i.e. grammar, vocabulary and the pronunciation of English as a foreign language. The course also includes elements of practical mini-lessons, during which students can practice teaching short classroom sequences.

The topics covered in the course are:

1. How to teach teenagers? Integrating skills and systems.

2. Introduction to teaching language skills and systems. Planning the lessons. Lesson planning in high school.

3. Teaching vocabulary (i)

4. Teaching vocabulary (ii) incl. the Lexical Approach

5. Teaching vocabulary (iii) incl. working with corpora

6. Micro-learning (illustrated with materials from textbooks) + "Time for reflection on pedagogical practice – workshops"

7. Teaching pronunciation (i)

8. Teaching pronunciation (ii) inc. using MAPT [Mobile-Assisted Pro-nunciation Training]

9. Micro-learning (illustrated with materials from textbooks) + "Time for reflection on pedagogical practice – workshops"

10. Teaching grammar (i)

11. Teaching grammar (ii)

12. Teaching grammar (iii)

13. Micro-learning (illustrated with materials from textbooks) + "Time for reflection on pedagogical practice – workshops"

14. Integration of teaching systems and language skills. Summary.

In class discussions students acquire skills of expressing their thoughts in a clear, coherent, logical and precise manner, with the use of language which is correct grammatically, lexically and phoneti-cally.

If the course is taught in a distance-learning mode, each student is expected to have a working web-cam and a mic.

Cameron, L. and McKay, P. (2017). Bringing creative teaching into the young learner classroom. OUP.

Harmer, J. (2016) (5th ed) The practice of English language teaching. Pearson.

Horst, M. (2019). Focus on vocabulary learning. (Oxford Key Concepts for the language classroom). OUP.

Komorowska, H. (2004) Metodyka nauczania. Fraszka Edukacyjna.

Lewis, G. and Mol, H. (2018). Grammar for young learners. OUP.

Scrivener, J. (2011) (3rd ed.) Learning teaching. Macmillan.

Slattery, M. and Willis, J. (n.d.). English for primary teachers. OUP.

Thornbury, S. (2002). How to teach vocabulary. Longman.

Thornbury, S. and Underhill, A. (2001). Uncovering grammar. Macmillan Heinemann.

Underhill, A. (2005) (2nd ed.) Sound foundations: Learning and teaching pronunciation. Macmillan.

Wilden, S. (2017). Mobile learning. OUP.

Knowledge:

After completing the course, the student:

• knows the terminology related to the methodology of teaching a for-eign language to teenagers

• knows how to develop language learning strategies in teenagers

• knows the techniques of teaching language systems (grammar, vo-cabulary, phonetics) in teenagers.

Skills:

After completing the course, the student:

• knows how to choose and prepare materials and tools needed to teach language systems to teenagers

• knows how to choose and prepare the materials and tools they need

• knows how to choose and use appropriate visual and audiovisual aids for teaching teenagers

• is able to modify the material from the textbook

• is able to conduct a fragment of a lesson for teenagers using appro-priate techniques and materials

• can write a lesson plan on a given topic and prepare appropriate materials for its implementation.

Education at language level B2+.

The condition for obtaining a credit for the course is attendance and activity in the classes. 2 absences are allowed.

Credits based on:

1. A presentation (micro-learning, sequence of 3 exercises). Separate marks for:

• the use of a foreign language,

• prepared materials

• the way a class is conducted

2. End-of-term work (lesson plan with materials).

Standard teacher-training practice.