Conducted in terms: 2023, 2024, 2025, 2026

ECTS credits: 4

Language: English

Organized by: Faculty of Philology

Didactics of Teaching the English Language 340-ON2-2DNA

Name of the field of study/specialization: foreign philology for future teachers
Level of education: second cycle studies
Profile of studies: general academic
Form of studies: full-time
Course type: major, obligatory
Branch of science: arts, discipline: linguistics
Year of study/semester: 2nd year, 1st and 2nd semester
Initial requirements: completion of classes included in the programme for 1st year
No of didactic hours: 60 practical class hours (30 per semester)
Didactic methods: workshop, discussions, didactic games, projects, presentations, pair and group tasks
ECTS points: 4

Total student workload:
- participation in classes: 60 hours
- participation in additional meetings, tests and exam: 6 hours
- preparation for classes, performing tasks at home, preparing projects and presentations at home: 12 hours
- preparation for two tests: 20 hours
- preparation for the exam: 15 hours
Total: 113 hours
(corresponds to 4 ECTS credits)

Quantitative indicators:
- student workload with direct participation of an academic teacher: 66 hours - 2.5 ECTS points,
- student workload without direct participation of an academic teacher: 47 hours - 1.5 ECTS points

Term 2025:

The course focuses on preparing students to plan, organize, and conduct the teaching of English as a foreign language at primary and secondary school levels. It covers issues related to the place of English in the core curriculum framework and the analysis of the core curriculum for modern foreign languages at Stages II and III of education. During the course, students examine learning objectives, the structure of knowledge, and the key competences developed through English lessons.

Students become familiar with the principles of selecting, analyzing, and modifying teaching programmes, designing schemes of work, and planning lessons and lesson scenarios. The course also addresses the organization of classroom space, the selection of teaching materials and instructional aids appropriate to the stage of education and learners’ needs, as well as methods of structuring knowledge and the importance of revision and consolidation of knowledge and language skills.

An important part of the course content concerns teaching methods in language education, typical language exercises and tasks performed in class and at home, forms of work in the language classroom, and principles of classroom management. The course also discusses ways of adjusting classroom communication to learners’ age and proficiency level, providing feedback, correcting errors, and motivating learners to study systematically. In addition, it includes methods and techniques for effective learning.

Throughout the course, students develop the subject-specific, didactic, and educational competences required of an English teacher, gaining insight into the teacher’s role in the process of language teaching and learning, as well as the importance of cooperation with parents and the wider out-of-school environment. An important element of the course is also reflection on teachers’ professional development and methods of monitoring and improving their own teaching practice.

Term 2026:

The course is designed to comprehensively prepare students for the profession of an English language teacher, with particular focus on the specific requirements of teaching at primary and secondary school levels. Students will be introduced to the most important issues in the didactics of English as a foreign language, covering both theoretical foundations of language teaching and practical methodological applications.

The course addresses methods and techniques of classroom work in English lessons, including both conventional and innovative approaches. Special attention is devoted to activating methods and the project method, with emphasis on selecting approaches appropriate to learners’ age and needs. Further areas of focus include teaching vocabulary and grammar structures, developing language skills (listening, speaking, reading, and writing), and shaping accurate pronunciation.
Another key component is the effective use of teaching aids and modern technologies, as well as the application of varied forms of classroom work (individual, pair, group, whole-class) and interaction patterns that enhance learning outcomes. The course also highlights the teacher’s role as an organizer and facilitator of the teaching–learning process, with particular emphasis on fostering learner autonomy and developing communicative and intercultural competence.
Additionally, the course explores the significance of teacher cooperation with parents, colleagues, and the wider community as an essential element of both the teaching and educational processes. By the end of the course, students will be prepared not only to conduct effective English lessons, but also to consciously develop their own professional competence and critically reflect on their teaching practice.

Prerequisites (description)

The aim of the classes is to substantively and methodically prepare students for the profession of teaching English as a foreign language.

Course coordinators

Term 2024:

Zofia Chłopek
Anna Sańczyk-Cruz

Term 2025:

Grażyna Gorbacz-Dailida
Anna Szuchalska

Term 2023:

Zofia Chłopek

Type of course

obligatory courses

Mode

(in Polish) w sali

Learning outcomes

Philological learning outcomes:

KP7_UW1 – the student is able to select, analyse, and synthesise sources and information in the field of English language teaching methodology and glottodidactics for the purpose of planning the teaching process depending on the target group

KP7_UW4 – the student is able to select and apply methods, forms of work, teaching materials, and ICT tools in teaching English to different age groups

KP7_UO1 – the student is able to organise and coordinate students’ teamwork during English lessons

KP7_KK2 – the student is ready to recognise the importance of subject-specific, didactic, and pedagogical knowledge in solving didactic and practical problems

KP7_KR2 – the student is ready to observe and develop the principles of professional ethics required of an English teacher

Learning outcomes:

D.1/E.1.W1 – the student knows the place of English in the framework teaching plans at particular educational stages

D.1/E.1.W2 – the student knows the core curriculum for English, the learning objectives, the teaching content, and the key competences developed during English lessons

D.1/E.1.W3 – the student knows the principles of selecting, analysing, and modifying a teaching programme, as well as designing a scheme of work

D.1/E.1.W4 – the student knows the subject-specific, didactic, and educational competences of an English teacher, as well as the importance of cooperation with parents and the school environment

D.1/E.1.W5 – the student knows methods of teaching English in different age groups, including activating methods and project-based learning

D.1/E.1.W6 – the student knows ways of implementing teaching content, adapting methods to learners’ needs, and working with language errors

D.1/E.1.W7 – the student knows the principles of classroom organisation, individualisation of teaching, and forms of work used during and beyond the English lesson

D.1/E.1.W8 – the student knows ways of organising classroom space and selecting teaching materials and ICT tools in English language teaching for different age groups

D.1/E.1.W9 – the student knows methods of language teaching as well as the principles of responsible use of digital media and educational resources

D.1/E.1.W14 – the student knows the fundamentals of an English teacher’s professional practice, assessment, and evaluation of their own teaching work

D.1/E.1.W15 – the student knows ways of motivating learners to study English and of developing learner autonomy

D.1/E.1.U1 – the student is able to relate language tasks to learning objectives, the requirements of the core curriculum, and key competences

D.1/E.1.U2 – the student is able to analyse and plan a scheme of work for English at primary and secondary school level

D.1/E.1.U4 – the student is able to adjust communication to learners’ age and developmental level

D.1/E.1.U5 – the student is able to create teaching situations that support learners’ activity, interests, and development

D.1/E.1.U6 – the student is able to cooperate with parents, the school, and the out-of-school environment in the process of teaching English

D.1/E.1.U7 – the student is able to select teaching methods, organisational forms, and teaching aids, including ICT, according to learners’ needs

D.1/E.1.K1 – the student is ready to adapt teaching methods to learners’ needs and learning styles

D.1/E.1.K2 – the student is ready to popularise knowledge and develop interest in English in the school and out-of-school environment

D.1/E.1.K5 – the student is ready to develop learners’ cooperation skills during English lessons

D.1/E.1.K8 – the student is ready to develop in learners the habit of systematic study and the use of various sources of knowledge

D.1/E.1.K9 – the student is ready to support learners in autonomous learning and in developing an attitude of lifelong learning

Assessment criteria

Observation of students’ participation during tasks and discussions, projects, presentations, student self-assessment, an oral graded pass (Semesters III and IV), and a written examination (after Semester IV).

Bibliography

Brown, H. Douglas. 2000. Principles of Language Learning and Teaching. New York, NY: Addison Wesley Longman, Inc.

Harmer, J. 2012. Essential Teacher Knowledge. Harlow: Pearson Education Limited.

Komorowska, H. 2001/2003. Metodyka nauczania języków obcych. Warszawa: Fraszka Edukacyjna.

Ur, P. 1996/2012. A Course in English Language Teaching. Cambridge: Cambridge University Press.

The core curriculum for primary and for secondary schools.

Detailed list - see syllabus B.

Term 2025:

Brown, H. Douglas. 2000. Principles of Language Learning and Teaching. New York, NY: Addison Wesley Longman, Inc.
Council of Europe. 2001 [2003]. Common European Framework of Reference for Languages: learning, teaching, assessment. Cambridge: Cambridge University Press. www.coe.int/t/dg4/linguistic/Source/Framework_EN.pdf.
Gębal, P. E. 2019. Dydaktyka języków obcych. Warszawa: Wydawnictwo Naukowe PWN.
Halliwell, S. 2010. Teaching English in the Primary Classroom. Harlow: Longman.
Harmer, J. 2012. Essential Teacher Knowledge. Harlow: Pearson Education Limited.
Komorowska, H. 2001/2003. Metodyka nauczania języków obcych. Warszawa: Fraszka Edukacyjna.
Komorowska, H. (ed.). 2009. Skuteczna nauka języka obcego: Struktura i przebieg zajęć językowych. Warszawa: Wydawnictwo Centralnego Ośrodka Doskonalenia Nauczycieli.
Komorowska, H. (ed.). 2011. Nauka języka obcego w perspektywie ucznia. Warszawa: Oficyna Wydawnicza Łośgraf.
Komorowska, H., Obidniak D. 2001. Rozwój zawodowy nauczyciela języka obcego. Stopień po stopniu. Warszawa: Wydawnictwo Szkolne PWN.
Pamuła, M. 2006. Metodyka nauczania języków obcych w kształceniu zintegrowanym. Warszawa: Fraszka Edukacyjna.
Pfeiffer, W. 2001. Nauka języków obcych: Od praktyki do praktyki. Poznań: Wydawnictwa UAM.
Phillips, S. 2003. Young Learners. Oxford: Oxford University Press.
Reilly, V., S. Ward. 1997. Very Young Learners. Oxford: Oxford University Press.
Scott, W.A., L.H. Ytreberg. 1990. Teaching English to Children. London: Longman.
Szpotowicz, M.; Szulc-Kurpaska, M. 2011. Teaching English to Young Learners. Warszawa: Wydawnictwo Naukowe PWN.
Ur, P. 1996/2012. A Course in English Language Teaching. Cambridge: Cambridge University Press.
Ur, P. 2016. Penny Ur’s 100 Teaching Tips. Cambridge: Cambridge University Press.
Wilczyńska, W. 1999. Uczyć się czy być nauczanym ? O autonomii w przyswajaniu języka obcego. Poznań: Wydawnictwo Naukowe PWN.

Journals:
Języki Obce w Szkole: jows.pl/ (zwł. numer specjalny 6/2000 – Nauczanie Wczesnoszkolne)
Neofilolog: poltowneo.org/neofilolog.html
The Teacher: https://teacher.pl/
EFL Magazine: www.eflmagazine.com/
English Teaching Forum: americanenglish.state.gov/forum

Term 2026:

Additional information

Additional information (registration calendar, class conductors, localization and schedules of classes), might be available in the USOSweb system:

Description of 340-ON2-2DNA in USOSweb