Course Information
SchoolEnglish Language and Literature
Cycle / Level1st / Undergraduate
Teaching PeriodWinter/Spring
Course ID600005478

Programme of Study: 2018-2019

Registered students: 0
OrientationAttendance TypeSemesterYearECTS
KORMOSElective CoursesWinter/Spring-6

Class Information
Academic Year2016 – 2017
Class PeriodWinter
Faculty Instructors
Weekly Hours3
Total Hours39
Class ID
Type of the Course
  • Background
  • General Knowledge
  • Skills Development
Course Category
General Foundation
Mode of Delivery
  • Face to face
Digital Course Content
The course is also offered to exchange programme students.
Language of Instruction
  • English (Instruction, Examination)
Learning Outcomes
By the end of this course, the participants should be able to • approach the teaching situation critically, • consider a number of teaching options regarding instructions, explanations, feedback, questions, use of teaching aids that could be easily implemented in their own teaching situation.
General Competences
  • Apply knowledge in practice
  • Adapt to new situations
  • Make decisions
  • Work autonomously
  • Work in teams
  • Be critical and self-critical
Course Content (Syllabus)
The aim of this course is to familiarise students with the classroom situation by watching video-taped classes and analysing the teaching situation. The students will be exposed to various teaching situations and their attention will be drawn to a number of issues; video-taped lessons will stimulate discussions which will revolve around a wide range of topics (e.g. asking questions, giving instructions, providing feedback). Through guided observation, prospective teachers are expected to gain awareness of effective teaching so that they will make conscious effort to implement some of these techniques in their future practice. As part of this course, students will be encouraged to keep a diary in which they can record their inner thoughts about the topics raised in a particular session. Throughout the course, the need for reflective teaching will be highlighted and the ways in which this can be achieved will be considered.
Educational Material Types
  • Slide presentations
  • Book
Use of Information and Communication Technologies
Use of ICT
  • Use of ICT in Course Teaching
  • Use of ICT in Communication with Students
Course Organization
Reading Assigment200.8
Student Assessment
Final exam
Student Assessment methods
  • Written Exam with Extended Answer Questions (Summative)
Additional bibliography for study
Main coursebook Richards, J. and Lockhart, C. 1996. Reflective Teaching in Second Language Classrooms. Cambridge: Cambridge University Press. References Brewster, J., Ellis, G. and Girard, D. 1991. The Primary English Teacher’s Guide. London: Penguin. Cohen, L. and Manion, L.1989. A Guide to Teaching Practice. London: Routledge. Duff, T. 1988. Explorations in Teacher Training: Problems and Issues. Harlow: Longman. Ellis, G. and Brewster, J. 1991. The Story-Telling Handbook for Primary Teachers. London: Penguin. Halliwell, S. and Jones, B. 1991. On Target: Teaching in the Target Language. CILT. Harmer, J. 2001. The Practice of English Language Teaching. London: Longman. Holden, S. (Ed.) Tearcher Training. London: Modern English Publications. Martin, C. 1995. Games and Fun Activities. CILT. Murphey, T. 1992. Music and Song. Oxford: Oxford University Press. Nunan, D. 1991. Language Teaching Methodology: A Textbook for Teachers. London: Prentice Hall. Nunan, D. and Lamb, C. 1996. The Self-Directed Teacher: Managing the Learning Process. Cambridge: Cambridge University Press. Scrivener, J. 2005. Learning Teaching: A Guidebook for English Language Teachers. Oxford: Heinemann. Tierney, D. and Humphreys, F. 1992. Improve your Image: The Effective Use of the OHP. CILT. Ur, P. 1996. A Course in Language Teaching. Cambridge: Cambridge University Press. Wallace, M. 1993. Training Foreign Language Teachers: A Reflective Approach. Cambridge: Cambridge University Press. Wright, A. and Haleem, S. 1991. Visuals for the Language Classroom. Harlow: Longman.
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