THE CLASSROOM: PRINCIPLES AND PRACTICE

Course Information
TitleΔΙΔΑΚΤΙΚΗ ΘΕΩΡΙΑ ΚΑΙ ΠΡΑΞΗ ΣΤΗΝ ΤΑΞΗ / THE CLASSROOM: PRINCIPLES AND PRACTICE
CodeΓλ3-329
FacultyPhilosophy
SchoolEnglish Language and Literature
Cycle / Level1st / Undergraduate, 2nd / Postgraduate
Teaching PeriodWinter/Spring
CommonNo
StatusActive
Course ID600007064

Programme of Study: 2018-2019

Registered students: 0
OrientationAttendance TypeSemesterYearECTS
KORMOSCompulsory CourseWinter/Spring-6

Class Information
Academic Year2016 – 2017
Class PeriodWinter
Faculty Instructors
Weekly Hours3
Total Hours39
Class ID
600059566
Type of the Course
  • Scientific Area
  • Skills Development
Course Category
Specific Foundation / Core
Mode of Delivery
  • Face to face
Erasmus
The course is also offered to exchange programme students.
Language of Instruction
  • English (Instruction, Examination)
Prerequisites
Required Courses
  • Γλ3-225 SECOND LANGUAGE ACQUISITION
  • Γλ3-326 METHODOLOGY OF TEACHING FOREIGN LANGUAGES
General Prerequisites
Prerequisite courses Ling 3-225 Second Language Acquisition Ling 3-326 Methodology of Teaching Modern Languages
Learning Outcomes
By the end of the course participants should be: 1. Familiar with various aspects of teaching practice 2. Able to recognize the choices they have with respect to class management, lesson planning and its implementation in class 3. To develop reflective thinking so as to be able to critically evaluate their choices and introduce necessary changes.
General Competences
  • Apply knowledge in practice
  • Work autonomously
  • Work in an international context
  • Appreciate diversity and multiculturality
  • Demonstrate social, professional and ethical commitment and sensitivity to gender issues
  • Be critical and self-critical
  • Advance free, creative and causative thinking
Course Content (Syllabus)
This course aims to familiarize students with the principles and techniques of language teaching. It will bring together current theory and research in order to encourage innovative classroom practice and it will provide students with the opportunity to relate the theoretical knowledge acquired in Ling 3-225 and Ling 3-326 to the choices and decisions English language teachers need to make in their daily teaching practice. The course will cover a wide range of topics related to the teaching of English as a foreign language to learners of different age groups (e.g., teaching the skills, grammar and vocabulary, class management, lesson planning, etc.).
Keywords
teaching, skills, teaching materials, students, learning, classroom management, lesson planning
Educational Material Types
  • Notes
  • Slide presentations
  • Multimedia
  • Book
Use of Information and Communication Technologies
Use of ICT
  • Use of ICT in Course Teaching
  • Use of ICT in Communication with Students
Description
e-class
Course Organization
ActivitiesWorkloadECTSIndividualTeamworkErasmus
Lectures1174.7
Reading Assigment301.2
Exams30.1
Total1506
Student Assessment
Description
End of semester exam
Student Assessment methods
  • Written Exam with Short Answer Questions (Formative, Summative)
  • Written Exam with Extended Answer Questions (Formative, Summative)
Bibliography
Additional bibliography for study
1. Bland J. (2015). Teaching English to young learners : critical issues in language teaching with 3-12 year olds. London, N.Y.: Bloomsbury 2. Cohen, L., L., Manion N K. Morrison (2002). A Guide to Teaching Practice. London: Routledge/Falmer 3. Fried-Booth, D. (2002). Project work. Oxford: Oxford University Press. 4. Hall, D. and A. Hewings (2001). Innovation in English Language Teaching. London, N.Y.: Routledge 5. Hall, Joan Kelly. (2002). Methods for teaching foreign languages : creating a community of learners in the classroom. Upper Saddle River, N.J. : Merrill. 6. Harmer, J. (1998). How to teach English. An introduction to the practice of English language teaching. Harlow: Longman. 7. Harmer, J. (2007). The practice of English language teaching. London: Longman. 8. Harwood, N. (2010). English Language Teaching materials: Theory and Practice. New York: Cambridge University Press. 9. Hedge, T. (2014). Teaching and Learning in the language classroom. Oxford: OUP. 10. Hess, N. (2001). Teaching Large Multilevel Classes. Cambridge: CUP 11. Hüttner, Julia Isabel., Mehlmauer-Larcher, Barbara, Reichl, Susanne, Schiftner, Barbara (2012). Theory and practice in EFL teacher education : bridging the gap. Bristol, UK ; Tonawanda, NY : Multilingual Matters. 12. Phillips, S. (2001). Young Learners. Oxford: OUP 13. Prodromou, L. (1992). Mixed ability classes. London: Macmillan Publishers. 14. Puchta, H. and M. Schratz (1993). Teaching teenagers. England: Longman. 15. Rixon, S. (1981). How to use games in language teaching. London: Macmillan. 16. Renandya, W.W. and P.W. Handoyo (2016). English Language Teaching today: Linking Theory and Practice. Springer (via HealLink) 17. Scrivener, J. (2003). Teaching Grammar. Oxford: OUP 18. Scrivener, J. (2005). Learning Teaching: A Guidebook for English Language Teachers. Oxford: Macmillan 19. Ur, P. (2012). A course in English language teaching. Cambridge: Cambridge University Press. 20. Warjnryb, R. (2003). Stories: narrative Activities for the Language Classroom. Cambridge: CUP 21. Watcyn-Jones, P. (1995). Grammar games and activities for teachers. Penguin
Last Update
09-02-2020