Course Information
TitleΠΡΑΚΤΙΚΗ ΑΣΚΗΣΗ ΣΤΗ ΔΙΔΑΣΚΑΛΙΑ ΤΗΣ ΑΓΓΛΙΚΗΣ ΩΣ ΔΕΥΤΕΡΗΣ/ ΞΕΝΗΣ ΓΛΩΣΣΑΣ Ι / PRACTICE IN TEACHING ENGLISH AS A SECOND/ FOREIGN LANGUAGE Ι
CodeΓλ3-457
FacultyPhilosophy
SchoolEnglish Language and Literature
Cycle / Level1st / Undergraduate
Teaching PeriodWinter/Spring
CommonNo
StatusActive
Course ID600018087

Programme of Study: 2018-2019

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

Class Information
Academic Year2019 – 2020
Class PeriodSpring
Faculty Instructors
Instructors from Other Categories
Class ID
600161665
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 familiarize student teachers with the practicalities of teaching in the context of English as a foreign language to primary, secondary and tertiary students. This course acts as an introductory course to Ling3-459 Practice in Teaching English as a Foreign Language II. Students are expected to attend a series of seminars such as the following: - classroom management: Organization (classroom, teaching, communication), preventive measures and management of classroom misbehavior - planning lessons - dealing with learning difficulties - input in the classroom (looking into effective questioning techniques, providing corrective feedback, selection and adaptation of teaching materials) - using literature in the language classroom - using technology - Implementing appropriate teaching aids - adopting drama in language teaching - assessing learners' performance By the end of this course, student teachers will have learned how to: • Make coherent and explicit lesson plans • Select appropriate teaching materials for a given class - adopt differentiated instruction • consider ways suitable for assessing learners' performance - evaluate the effectiveness of activities suggested by their classmates
General Competences
  • Retrieve, analyse and synthesise data and information, with the use of necessary technologies
  • Make decisions
  • Work autonomously
  • Work in teams
  • 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)
Students are expected to attend some seminars that familiarize them with practical issues pertinent to the teaching profession. More particularly, topics such as the following form the core of the course: classroom management, lesson planning, input, dealing with learning difficulties, using literature, teaching of pronunciation, using teaching aids and assessment.
Keywords
lesson planning, language activities, selection and adaptation of teaching material, CALL, differentiated instruction, assessment, self-assessment
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
Seminars1004
Laboratory Work502
Total1506
Student Assessment
Description
The students are expected to work either individually or in groups under the supervision of a member of staff so as to design targeted teaching tasks. Regular meetings are scheduled and student teachers are given opportunities to present their tasks. Student teachers are invited to reflect upon their teaching. In addition, they receive constructive feedback and, as a result, they reorganize their teaching tasks when necessary.
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
17-04-2020