COURSE OUTLINE

TEFL METHODOLOGY I
(INGLISE KEELE DIDAKTIKA I)
FLGR.01.362

Semester: Spring 2019

Time and place: Friday, 01.03 12.15-13.45, Lossi 3 – 304
Saturday, 02.03 10.15-11.45, Lossi 3 – 304
Friday, 15.03 12.15-13.45, Lossi 3 – 304
Saturday, 30.03 14.15-15.45, Lossi 3 – 304
Friday, 12.04 14.15-15.45 Lossi 3 – 304
Saturday, 27.04 16.15-17.45, Lossi 3 – 304
Saturday, 25.05 16.15-17.45 Lossi 3 – 304

Instructor: Natalja Zagura

E-mail: natalja.zagura@ut.ee
Office hour: by appointment (Lossi 3 - 303)
Format: seminar (14 hours of seminars + 64 hours of independent work)
Credits: 3 EAP, graded

Aims and content:

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

Outcomes:
By the end of the course, the trainee teachers will have compiled a portfolio that reflects their
progress in professional development and will demonstrate that they are able to
1. identify the importance of EFL in the National Curricula, describe learners of different age
groups and list and characterise the roles of the teacher in the language classroom;
2. discuss the characteristic features of a disciplined classroom, 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);
4. use a variety of error correction techniques to provide students with feedback on their oral and
written work;
5. plan their lessons according to the requirements;
6. analyse lessons, use observation questionnaires and respond constructively to feedback;
7. promote learner independence and autonomy.

Required reading:
 Collections of readings and activities provided in Moodle.
 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.
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 Johnson, Keith. 2018. An Introduction to Foreign Language Learning and Teaching. New York:
Routhledge.
 Kingisepp, L. and E. Sõrmus. 2001. Ülevaade võõrkeeleõppe meetoditest. Tallinn: TEA.
 Kärtner, P. 2000. Kirjutamisoskuse arendamine. Tallinn: TEA.
 Kärtner, P. 2000. Kuulamisoskuse arendamine. Tallinn: TEA.
 Kärtner, P. 2000. Kõnelemisoskuse arendamine. Tallinn: TEA.
 Kärtner, P. 2000. Lugemisoskuse arendamine. 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 4 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 all the homework assignments. By the end of
the course, the students need to have compiled and presented a portfolio that reflects their
progress in professional development.
The final mark will be made up of three parts: student’s class attendance and participation
in discussions (20%), written home assignments (40%) as well as the presentation of the
portfolio (40%).

PORTFOLIO/ ÕPIMAPP
A portfolio
- is a purposeful collection of a student’s work that shows his/her efforts, progress and
achievement over time;
- is a systematic and organised collection of evidence used by the teacher and the student to
monitor growth of the student’s knowledge, skills, and attitudes in a specific subject area;
- represents evidence of student performance on a given range of categories or genres of work.

Your portfolio might contain the following items (compulsory elements are marked with an asterisk *)
- your CV* (a CV form from Europass)
- personal statement (EPOSTL, pp 9-11)*
- 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*
- analysis of practical teaching experience, description of teaching strengths, weaknesses,
accomplishments and growth*
- selected works
- course outline*
- seminar materials*
- extra resources/activities*
- lesson plan(s)*
- lists of resources and references*
- written responses to reading
- group and/or individual projects
- assignments and ideas
- evaluation (self, peer and teacher evaluation)