COURSE OUTLINE

TEFL METHODOLOGY II
(INGLISE KEELE DIDAKTIKA)
FLGR.01.381

Semester: Autumn 2019

Time and place: Open University study sessions, Lossi 3-305
Instructor: Natalja Zagura
E-mail: natalja.zagura@ut.ee
Office hour: by appointment
Format: seminar (16 hours of seminars + 62 hours of independent work)
Credits: 3 EAP, graded

Aims and content:

The course provides the students with general principles of language learning and teaching and
practical skills of lesson planning and administering as well as information and experience in
assessment and marking.
The aims of the course are
1. to familiarize the trainees with the latest trends in TEFL;
2. to enable the trainees to plan, implement and evaluate teaching methods and techniques;
3. to equip the trainees with strategies and techniques for their trainee practice;
4. to provide the trainees with the means of enhancing their professional and personal
development as TEFL teachers.

Outcomes:
By the end of the course, the students will be able to
1. identify the importance of EFL in the curriculum, describe the learners of different age groups
and list the roles of teacher in the language lesson and describe the characteristics of each role;
2. identify the areas of difficulty in classroom management and provide effective classroom
management techniques;
3. support the development of listening, reading, writing and speaking skills using different
activities and strategies (including ICT resources) for that;
4. present vocabulary and grammar, teach pronunciation and find and modify activities for
practising these areas;
5. use different correction techniques in oral and written work and develop their correction
techniques in relation to the students;
6. plan their lessons according to the requirements;
7. analyse the lessons, use observation questionnaires and respond constructively to the
feedback;
8. promote learner independence and autonomy step by step in the classroom.
9. The students have compiled a portfolio that reflects his/her progress in professional
development.

Required reading:
 Collections of readings and activities provided in the Study Information System.
 Newby, D. et al. 2007. European Portfolio for Student Teachers of Languages. Graz: Council of
Europe.

Recommended reading:
 Asser, H. and M. Küppar. 2000. Võõrkeeletunni planeerimine ja ülesehitus. Tallinn: TEA.
 Gower, R., Phillips, D. and S. Walters. 2005. Teaching Practice. A handbook for teachers in
training. Oxford: Macmillan.
 Harmer, J. 2015. The Practice of English Language Teaching. Harlow: Pearson.
 Kingisepp, L. and E. Sõrmus. 2001. Ülevaade võõrkeeleõppe meetoditest. Tallinn: TEA.
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 Saarso, Kristi. 2000. Sõnavara õpetamine. Tallinn: TEA.
 Scrivener, Jim. 2011. Learning Teaching. The Essential Guide to English Language Teaching. 3rd
ed. Oxford: Macmillan.
 Ur, Penny. 2012. A Course in English Language Teaching. Cambridge: CUP.

Course requirements:
The class meetings will be mostly in the form of a seminar and thus attendance, prior
preparation and active participation are absolutely essential. Missing more than one seminar
during the semester without a serious reason will lower the final mark. If students miss a class,
they will be to complete the assignments covered in the seminar independently. If students have
attended less than 75% of seminars, they will have to re-take the course.
It is the responsibility of the students to obtain electronic versions of materials from Moodle and,
if needed, print them out for the seminars. Having missed a class, they are also expected to find
out about the assignments set - absence is not an excuse for not completing the work assigned.
Within the course, each student needs to present the assigned homework. In addition, the
students compile a short project on teaching a certain grammar structure together with
vocabulary and/or pronunciation to a certain group of learners (age and language level defined).
The project needs to contain a plan for one 45-minute lesson with the different stages of the
lesson described and analysed. The study materials to be used need to be provided in the
appendix and in the project the choice of certain materials and activities should be justified.
Feedback on the projects written by two groupmates should be provided. By the end of the
course, the students need to have supplemented and presented a portfolio that reflects their
progress and professional development throughout the semester.
The final mark will be made up of three parts: student’s class attendance and participation
in discussions (20%), written home assignments and the project (50%) as well as the
presentation of the portfolio and dossier (30%).

PORTFOLIO/ ÕPIMAPP

Your portfolio might contain the following items (compulsory elements are marked with an asterisk *)
- your CV* (a CV form from Europass) – presented in spring
- personal statement (EPOSTL, pp 9-11)* - presented in spring
- a self-assessment section with “can-do” descriptors (EPOSTL, pp 13-58, selected subsections)*
- a dossier (EPOSTL, pp 59-72, relevant subsections)*
- your personal teaching philosophy* - comment on what was presented in spring
- analysis of practical teaching experience, description of teaching strengths, weaknesses,
accomplishments and growth* - comment on the analysis presented in spring
- course outline*
- seminar materials* (can be stored electronically)
- extra resources/activities*
- lesson plan(s)*
- lists of resources and references*
- written responses to reading/ your reflection assignments
- pieces of writing at various stages
- group and/or individual projects
- assignments and ideas
- evaluation (self, peer and teacher evaluation)