Language Learning and Teaching 340-AS1-2UNJ

Dakowska, M. 2005. Teaching English as a Foreign Language. A Guide for Professionals. Warszawa: Wydawnictwo Naukowe PWN. Part 6, Foreign Language Skills … (chapters 11 – 15).
Harmer, J. 2001. The Practice of English Language Teaching. Third Edition. Completely Revised And Updated. Longman. (Chapters 3, 4, 8, 9, 10, 14, 15, 16, 17, 18, 19, 22).
Komorowska, H. 2005. Metodyka nauczania języków obcych. Warszawa: Fraszka Edukacyjna. (Rozdział 1, 5, 6, 7, 8, 9, 10, 13, 14)
Komorowska, H. (red.). 2009. Skuteczna nauka języka obcego. Struktura i przebieg zajęć językowych. Warszawa: CODN. (Strony 83 – 105).
Suzanne Lischer, Netkey Safi & Cheryl Dickson “Remote learning and students’ mental health during the Covid-19 pandemic: A mixed-method enquiry”; an article published in Prospects on 5th January 2021. https://link.springer.com/article/10.1007/s11125-020-09530-w
http://iteslj.org/Articles/Lee-InternetActivities.html
Kuang-wu Lee, IV. 2000. "Energizing the ESL/EFL Classroom through Internet Activities". The Internet TESL Journal, Vol. VI, No. 4, April 2000
https://www.cambridgeenglish.org/blog/12-tips-for-teaching-an-online-english-class/
https://www.youtube.com/watch?v=C7vxAn0w7YA
http://www.topmarks.co.uk/interactive.aspx
http://www.whiteboardblog.co.uk/2009/07/20-interactive-whiteboard-resources-for-teachers/
http://www.teachhub.com/free-interactive-whiteboard-resources
http://teacher.scholastic.com/whiteboards/languagearts.htm
Pawlak, M., Derenowski,M., Wolski, B. (red.). 2009. Problemy współczesnej dydaktyki języków obcych. Kalisz: Wydział Pedagogiczno-Artystyczny UAM.
Scrivener J. (2005) (second edition) Learning Teaching. Macmillan.
Tanner, R. and C. Green. (1998) Tasks for Teacher Education A Reflective Approach. Harlow: Pearson Education.

Dakowska, M. 2005. Teaching English as a Foreign Language. A Guide for Professionals. Warszawa: Wydawnictwo Naukowe PWN. Part 6, Foreign Language Skills … (chapters 11 – 15).
Harmer, J. 2001. The Practice of English Language Teaching. Third Edition. Completely Revised And Updated. Longman. (Chapters 3, 4, 8, 9, 10, 14, 15, 16, 17, 18, 19, 22).
Komorowska, H. 2005. Metodyka nauczania języków obcych. Warszawa: Fraszka Edukacyjna. (Rozdział 1, 5, 6, 7, 8, 9, 10, 13, 14)
Komorowska, H. (red.). 2009. Skuteczna nauka języka obcego. Struktura i przebieg zajęć językowych. Warszawa: CODN. (Strony 83 – 105).
Suzanne Lischer, Netkey Safi & Cheryl Dickson “Remote learning and students’ mental health during the Covid-19 pandemic: A mixed-method enquiry”; an article published in Prospects on 5th January 2021. https://link.springer.com/article/10.1007/s11125-020-09530-w
http://iteslj.org/Articles/Lee-InternetActivities.html
Kuang-wu Lee, IV. 2000. "Energizing the ESL/EFL Classroom through Internet Activities". The Internet TESL Journal, Vol. VI, No. 4, April 2000
https://www.cambridgeenglish.org/blog/12-tips-for-teaching-an-online-english-class/
https://www.youtube.com/watch?v=C7vxAn0w7YA
http://www.topmarks.co.uk/interactive.aspx
http://www.whiteboardblog.co.uk/2009/07/20-interactive-whiteboard-resources-for-teachers/
http://www.teachhub.com/free-interactive-whiteboard-resources
http://teacher.scholastic.com/whiteboards/languagearts.htm
Pawlak, M., Derenowski,M., Wolski, B. (red.). 2009. Problemy współczesnej dydaktyki języków obcych. Kalisz: Wydział Pedagogiczno-Artystyczny UAM.
Scrivener J. (2005) (second edition) Learning Teaching. Macmillan.
Tanner, R. and C. Green. (1998) Tasks for Teacher Education A Reflective Approach. Harlow: Pearson Education.

Dakowska, M. 2005. Teaching English as a Foreign Language. A Guide for Professionals. Warszawa: Wydawnictwo Naukowe PWN. Part 6, Foreign Language Skills … (chapters 11 – 15).
Harmer, J. 2001. The Practice of English Language Teaching. Third Edition. Completely Revised And Updated. Longman. (Chapters 3, 4, 8, 9, 10, 14, 15, 16, 17, 18, 19, 22).
Komorowska, H. 2005. Metodyka nauczania języków obcych. Warszawa: Fraszka Edukacyjna. (Rozdział 1, 5, 6, 7, 8, 9, 10, 13, 14)
Komorowska, H. (red.). 2009. Skuteczna nauka języka obcego. Struktura i przebieg zajęć językowych. Warszawa: CODN. (Strony 83 – 105).
Suzanne Lischer, Netkey Safi & Cheryl Dickson “Remote learning and students’ mental health during the Covid-19 pandemic: A mixed-method enquiry”; an article published in Prospects on 5th January 2021. https://link.springer.com/article/10.1007/s11125-020-09530-w
http://iteslj.org/Articles/Lee-InternetActivities.html
Kuang-wu Lee, IV. 2000. "Energizing the ESL/EFL Classroom through Internet Activities". The Internet TESL Journal, Vol. VI, No. 4, April 2000
https://www.cambridgeenglish.org/blog/12-tips-for-teaching-an-online-english-class/
https://www.youtube.com/watch?v=C7vxAn0w7YA
http://www.topmarks.co.uk/interactive.aspx
http://www.whiteboardblog.co.uk/2009/07/20-interactive-whiteboard-resources-for-teachers/
http://www.teachhub.com/free-interactive-whiteboard-resources
http://teacher.scholastic.com/whiteboards/languagearts.htm
Pawlak, M., Derenowski,M., Wolski, B. (red.). 2009. Problemy współczesnej dydaktyki języków obcych. Kalisz: Wydział Pedagogiczno-Artystyczny UAM.
Scrivener J. (2005) (second edition) Learning Teaching. Macmillan.
Tanner, R. and C. Green. (1998) Tasks for Teacher Education A Reflective Approach. Harlow: Pearson Education.

REQUIREMENTS FOR GETTING THE CREDIT:

Winter term – you can collect maximum 20 points

I. 20 POINTS FOR WHAT YOU HAVE LEARNT:
• 10 points for a language teaching and/or learning pack presentation (prepared individually) – a set of 2 or 3 creative activities useful in FL teaching and learning chosen individually by students according to their interests. The assignment should take the form of a power-point presentation of the activities selected, information about the source and should be supported by a detailed handout for the group members including the activities, detailed procedure and presenter’s comments. The activities should be above all unique, creative and attractive for learners. They may be used to practice any of the language components or language skills chosen by the presenter from reference books for FL teaching/learning available in our library. The presentations (NOT LONGER THAN 15 MINUTES EACH) are run throughout the term, not more than one or two during one class. The list with dates and exact presenters will be structured during the very first class.
• 10 points for a teaching pack (prepared in groups) – a set of two lesson plans; one in the 3 P model of a lesson and one in any of the alternative lesson models. The assignment is submitted after the topic on lesson planning has been completed.

Spring term – you can collect 20 points

I. 20 POINTS FOR WHAT YOU HAVE LEARNT:
• 10 points for a scientific article review and a brief in-class presentation (individual work) –
the articles on various aspects of EFL learning and teaching are chosen according to presenter’s interests, the theme of the article chosen has to correspond to any of the topics to be covered during the course. 1 – 2 presentations (not longer than 15 minutes each) are scheduled for each class for the whole term. The mark for the presentation depends on presenter’s ability to summarize/select information from the article properly, value of the designed handouts, presentation and linguistic skills of the student, ability of using reference materials and equipment (e.g. Power Point presentations).
• 10 points for the microteaching assignment (prepared in groups) –
teaching an integrated-skill (and/or IT-based lesson). The presentations are run after the topics on the required language teaching and learning aspects have been completed.

NOTE:
1. THE ASSIGNMENTS ARE PRESENTED EITHER DURING CLASSES (IN CASE WHEN CLASSROOM INSTRUCTION TEACHING CONDITIONS ARE IN FORCE) OR SUBMITTED FOR ASSESSMENT AND ONLINE DISCUSSION (IN CASE WHEN ONLINE DISTANT TEACHING IS IN FORCE, ON THE PLATFORM INDICATED).
2. NO MAKNG UP OF THE ASSIGNMENT UNLESS IT WAS ASSESSED AS UNACCEPTABLE.
3. IF THE ASSIGNMENT IS PRESENTED AFTER THE APPOINTED DATE THE MAXIMUM SCORE IS REDUCED TO 8 POINTS.

Assessment of assignments:
10 – outstanding, 9 – very good, 8 – good, 7 – above satisfactory, 6 – satisfactory, 5 – unacceptable

Each term 2 additional points for the presence, engagement and attitude towards the subject can be given only to the most active students (according to the tutor’s subjective judgement).

TOTAL: 20 points – marks:
20 – 18 very good (5)
17 – 15 – good (4)
14 – 12 – satisfactory (3)
11 – no credit (2)

THE COURSE ENDS WITH AN EXAM IN SUMMER.

General rules:
General requirements: It is expected that students attend classes (2 absences each term are accepted), they come prepared, demonstrate serious and respectful attitude towards the subject.
Students who are absent more than twice (refers to unexcused absences only) lose 1 point for each absence.
Official sick leaves must be submitted within two weeks, when submitted later the absence at the classes it refers to is regarded as unexcused. The material from the missed and excused classes can be discussed with the tutor during an additional appointment previously made, contact via e-mail.

REQUIREMENTS FOR GETTING THE CREDIT:

Winter term – you can collect maximum 20 points

20 POINTS FOR WHAT YOU HAVE LEARNT:
• 10 points for a microteaching assignment (prepared individually or in pairs). The task aims at conscious selection, design and in-class microteaching of new language in a linguistic and situational context (story, text) supported by a set of self-designed teaching aids (drawings , flashcards or Power Point slides, tasks for IWB, exercises, games, etc.). The assignment is submitted after the topic on teaching aids and modern technology in FL teaching are covered.
• 10 points for a teaching pack (prepared in groups) – a set of two lesson plans; one in the 3 P model of a lesson and one in any of the alternative lesson models. The assignment is submitted after the topic on lesson planning has been completed.

Spring term – you can collect 20 points

20 POINTS FOR WHAT YOU HAVE LEARNT:
• 10 points for a language teaching and/or learning pack presentation (prepared individually) – a set of 2 or 3 creative activities useful in FL teaching and learning chosen individually by students according to their interests. The assignment should take the form of a power-point presentation of the activities selected, information about the source and should be supported by a detailed handout for the group members including the activities, detailed procedure and presenter’s comments. The activities should be above all unique, creative and attractive for learners. They may be used to practice any of the language components or language skills chosen by the presenter from reference books for FL teaching/learning available in our library. The presentations (NOT LONGER THAN 15 MINUTES EACH) are run throughout the term, not more than one or two during one class. The list with dates and exact presenters will be structured during the very first class.

• 10 points for the microteaching assignment (prepared in pairs/groups of 3) – teaching an integrated-skill (and/or IT-based lesson). The presentations are run after the topics on the required language teaching and learning aspects have been completed.

NOTE:
1. THE ASSIGNMENTS ARE PRESENTED DURING CLASSES.
2. NO MAKNG UP OF THE ASSIGNMENT UNLESS IT WAS ASSESSED AS UNACCEPTABLE.
3. IF THE ASSIGNMENT IS PRESENTED AFTER THE APPOINTED DATE OR OUT-OF-CLASS THE MAXIMUM SCORE IS REDUCED FROM 10 TO 8 POINTS.

Assessment of assignments:
10– outstanding, 9 – very good, 8 – good, 7 – above satisfactory, 6 – satisfactory, 5 – unacceptable

Each term 2 additional points for the presence, engagement and attitude towards the subject can be given only to the most active students (according to the tutor’s subjective judgement).

TOTAL: 20 points – marks:
20 – 18 very good (5)
17 – 15 – good (4)
14 – 11 – satisfactory (3)
10 – no credit (2)

THE COURSE ENDS WITH A WRITTEN EXAM IN SUMMER.

General rules:
General requirements: It is expected that students attend classes (2 absences each term are accepted), they come prepared, demonstrate serious and respectful attitude towards the subject.
Students who are absent more than twice (refers to unexcused absences only) lose 1 point for each absence.
Official sick leaves must be submitted within two weeks, when submitted later the absence at the classes it refers to is regarded as unexcused. The material from the missed and excused classes can be discussed with the tutor during an additional appointment previously made, contact via e-mail.

REQUIREMENTS FOR GETTING THE CREDIT:

Winter term – you can collect maximum 20 points

20 POINTS FOR WHAT YOU HAVE LEARNT:
• 10 points for a microteaching assignment (prepared individually or in pairs). The task aims at conscious selection, design and in-class microteaching of new language in a linguistic and situational context (story, text) supported by a set of self-designed teaching aids (drawings , flashcards or Power Point slides, tasks for IWB, exercises, games, etc.). The assignment is submitted after the topic on teaching aids and modern technology in FL teaching are covered.
• 10 points for a teaching pack (prepared in groups) – a set of two lesson plans; one in the 3 P model of a lesson and one in any of the alternative lesson models. The assignment is submitted after the topic on lesson planning has been completed.

Spring term – you can collect 20 points

20 POINTS FOR WHAT YOU HAVE LEARNT:
• 10 points for a language teaching and/or learning pack presentation (prepared individually) – a set of 2 or 3 creative activities useful in FL teaching and learning chosen individually by students according to their interests. The assignment should take the form of a power-point presentation of the activities selected, information about the source and should be supported by a detailed handout for the group members including the activities, detailed procedure and presenter’s comments. The activities should be above all unique, creative and attractive for learners. They may be used to practice any of the language components or language skills chosen by the presenter from reference books for FL teaching/learning available in our library. The presentations (NOT LONGER THAN 15 MINUTES EACH) are run throughout the term, not more than one or two during one class. The list with dates and exact presenters will be structured during the very first class.

• 10 points for the microteaching assignment (prepared in pairs/groups of 3) – teaching an integrated-skill (and/or IT-based lesson). The presentations are run after the topics on the required language teaching and learning aspects have been completed.

NOTE:
1. THE ASSIGNMENTS ARE PRESENTED DURING CLASSES.
2. NO MAKNG UP OF THE ASSIGNMENT UNLESS IT WAS ASSESSED AS UNACCEPTABLE.
3. IF THE ASSIGNMENT IS PRESENTED AFTER THE APPOINTED DATE OR OUT-OF-CLASS THE MAXIMUM SCORE IS REDUCED FROM 10 TO 8 POINTS.

Assessment of assignments:
10– outstanding, 9 – very good, 8 – good, 7 – above satisfactory, 6 – satisfactory, 5 – unacceptable

Each term 2 additional points for the presence, engagement and attitude towards the subject can be given only to the most active students (according to the tutor’s subjective judgement).

TOTAL: 20 points – marks:
20 – 18 very good (5)
17 – 15 – good (4)
14 – 11 – satisfactory (3)
10 – no credit (2)

THE COURSE ENDS WITH A WRITTEN EXAM IN SUMMER.