PRACTICE IN TEACHING ENGLISH AS A SECOND/ FOREIGN LANGUAGE

Course Information
TitleΠΡΑΚΤΙΚΗ ΑΣΚΗΣΗ ΣΤΗ ΔΙΔΑΣΚΑΛΙΑ ΤΗΣ ΑΓΓΛΙΚΗΣ ΩΣ ΔΕΥΤΕΡΗΣ/ ΞΕΝΗΣ ΓΛΩΣΣΑΣ / PRACTICE IN TEACHING ENGLISH AS A SECOND/ FOREIGN LANGUAGE
CodeΓλ3-456
FacultyPhilosophy
SchoolEnglish Language and Literature
Cycle / Level1st / Undergraduate
Teaching PeriodWinter/Spring
CommonNo
StatusActive
Course ID600007248

Programme of Study: 2018-2019

Registered students: 0
OrientationAttendance TypeSemesterYearECTS

Class Information
Academic Year2019 – 2020
Class PeriodWinter
Faculty Instructors
Instructors from Other Categories
Class ID
600154922
Type of the Course
  • Scientific Area
  • Skills Development
Course Category
Specific Foundation / Core
Mode of Delivery
  • Face to face
Digital Course Content
Language of Instruction
  • English (Instruction, Examination)
Prerequisites
Required Courses
  • Γλ1-102 LANGUAGE MASTERY IΙ
  • Γλ1-101 LANGUAGE MASTERY I
  • Γλ3-329 THE CLASSROOM: PRINCIPLES AND PRACTICE
  • Γλ3-225 SECOND LANGUAGE ACQUISITION
  • Γλ3-326 METHODOLOGY OF TEACHING FOREIGN LANGUAGES
General Prerequisites
Language Mastery I Language Mastery II Second Language Acquisition Methodology of Teaching Foreign Languages The Classroom: Principles and Practice
Learning Outcomes
The aim of this course is to familiarise student teachers with the practicalities of teaching in the context of the primary and secondary ELT classroom in state schools. The actual procedure is the following: announcement of teaching practice course, submission of application, assessment of applications, and announcement of results. The following selection criteria apply: prior successful attendance of Ling1-101 Language Mastery I, Ling1-102 Language Mastery ΙΙ, Ling3-225 Second Language Acquisition, Ling3-226 Methodology of Teaching Modern Languages, and Ling3-329 The Classroom: Principles and Practice. Applicants should have enrolled in their 7th or 8th semester of their studies at the time of application. This particular course is offered both in the fall (allocation late October-December) and spring semester (allocation in school: March-May). More information could be drawn from http://www.enl.auth.gr/pa. By the end of this course, student teachers will have learned how to: • Make coherent and explicit lesson plans • Reflect upon their own as well as others’ teaching in a critical way • Select appropriate teaching materials for a given class • Give effective instructions • Teach English through English.
General Competences
  • Apply knowledge in practice
  • Retrieve, analyse and synthesise data and information, with the use of necessary technologies
  • Adapt to new situations
  • Make decisions
  • Work autonomously
  • Work in teams
  • Work in an international context
  • Work in an interdisciplinary team
  • Generate new research ideas
  • 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)
Introduction to teaching practice Developing observation skills Lesson Planning Classroom Management Teaching aids Feedback Teaching Pronunciation Teaching learning strategies
Keywords
teaching, feedback, lesson planning, reflective thinking, developing teaching materials
Educational Material Types
  • Slide presentations
Use of Information and Communication Technologies
Use of ICT
  • Use of ICT in Course Teaching
  • Use of ICT in Laboratory Teaching
  • Use of ICT in Communication with Students
  • Use of ICT in Student Assessment
Description
Use of powerpoint presentations for the lectures during seminars Use of eclass: lectures Email correspondence with the students
Course Organization
ActivitiesWorkloadECTSIndividualTeamworkErasmus
Seminars301.2
Internship1204.8
Total1506
Student Assessment
Description
Assessment is based on the portfolio submitted. This is compiled according to the guidelines provided. Portfolios include lesson plans, teaching materials and reflective activities designed and carried out by the student teachers.
Student Assessment methods
  • Written Assignment (Formative, Summative)
  • Report (Formative, Summative)
Bibliography
Course Bibliography (Eudoxus)
Δεν δίνεται.
Additional bibliography for study
Cohen, L. Manion, L. and Morrison, K. 2002. A Guide to Teaching Practice. London; RoutledgeFalmer (pp. 186-219 and 281-357). Gower, R., Phillips, D. and Walters, S. 2005. Teaching Practice: A Handbook for Teachers in Training. Oxford: Macmillan Sougari, A,-M. 2006. Teaching English in the Primary Classroom: A Guide for Teaching Practice. Thessaloniki: University Studio Press. Background Convery, A. and Coyle, D. 1999. Differentiation and Individual Learners: A Guide for Classroom Practice. London: CILT. Davis, P. and Rinvolucri, M. 1988. Dictation: New Methods, New Possibilities. Cambridge: Cambridge University Press. Harmer, J. 1998. How to Teach English. Harlow: Longman. Harmer, J. 2010. The Practice of English Language Teaching. Pearson Longman. Prodromou, L. 1992. Mixed-ability Classes. London: Macmillan Publishers. Puchta, H. and Schratz, M. 1993. Teaching Teenagers. England: Longman. Richards, J. and Lockhart, C. 1996. Reflective Teaching in Second Language Classrooms. Cambridge: Cambridge University Press. Scrivener, J. 2005. Learning Teaching: A Guidebook for English Language Teachers. Oxford: Heinemann ELT. Ur, P. 1996. A Course in Language Teaching. Cambridge: Cambridge University Press.
Last Update
05-02-2020