At the end of the course, the student will have a basic knowledge of:
- The English sound system, with a focus on similarities and differences between English and Norwegian consonants and vowels
- The main differences between British English and American English pronunciation (based on the model accents Received Pronunciation and General American)
- The main functions and uses of English intonation
- The grammatical structure of the English language
- The major points of difficulty in English grammar and usage for Norwegian learners of English
- Cultural conventions for language use in various contexts, with a focus on English speech acts
At the end of the course the students should be able to:
- Explain how English sounds are articulated and discuss the main functions of intonation in English
- Distinguish between British and American English accents and describe the main differences between them (based on the model accents Received Pronunciation and General American)
- Explain the major points of difficulty in English phonology for Norwegian learners of English
- Describe and explain English grammar and usage for Norwegian learners of English
- Explain the link between cultural conventions and language use in various contexts, with a focus on English and Norwegian speech acts
- Apply their knowledge of English phonology, grammar and pragmatics to the English classroom and provide differentiated instruction, including using digital tools to foster pupils' learning
- Be a good role model for the pupils, using oral and written English confidently and functionally and adapting language use to the target group in different situations.
- Can use oral and written English confidently and functionally
- Can apply their knowledge of English phonology, grammar and pragmatics to further develop their own language competence
- Can reflect on their own growth as language teachers by using the EPOSTL so that they can chart their own development and progress both as language learners and teachers
Due to the relevance of the concepts introduced during the course for the students' overall communicative competence, throughout the course attention will be given to the students' ability to apply the theoretical knowledge to improve their own language competence and their English teaching skills.
Required prerequisite knowledge
|Take-home exam||2/4||2 days||A - F||1)|
|Mid-term exam||1/4||3 hours||A - F||None permitted|
|Pair/group assignment||1/4||3 hours||A - F||1)|
Pair/Group assignment (25% of the final grade)
Take-home exam: 1500 words (+/- 10%) (50% of the final grade)
All parts must be passed to get a final grade.
- Students must attend a minimum of 70% of all lectures and seminars. Students may be asked to cover any topics missed by completing additional course work.
- Course assignments for seminars need to be completed regularly.
Students who have one or more assignments not approved at first submission, will be given one more submission opportunity in a new and improved version.
Method of work
Suggested division of work:
Lectures & preparation for lectures: 44hrs + 88hrs = 132hrs
Seminar groups, preparation, (individual or group) assignments: 44hrs + 88hrs = 132hrs
Group meetings: 33hrs
Mid-term + pair/group assignment: 3hrs + 3hrs = 6hrs
Take-home exam: 12hrs
School practice: 15days: 30hrs
Dypedahl, M. & Hasselgård, H. (2018). Introducing English Grammar, Third Edition. Fagbokforlaget.
Ishihara, N. & A. D. Cohen. (2010). Teaching and Learning Pragmatics. Pearson Education Limited. (Selected chapters)
Nilsen, T. S. (2010). English Pronunciation and Intonation. Universitetsforlaget. (Selected chapters)
Additional material handed out in class or posted on Canvas.
Obligatory reference books Swan, M. (latest edition) Practical English Usage. Oxford University Press.
Wells, J.C. (latest edition) Longman Pronunciation Dictionary. Pearson Education Limited.
Recommended teaching resources
Gerngross, G., Puchta, H. & S. Thornbury. (2006/2010). Teaching Grammar Creatively. Helbling Languages.
Hancock, M. (2007). Pronunciation Games, Fifteenth edition. Cambridge University Press.
Howard Williams, D. & H-W. Deirdre. (2001). Grammar Games and Activities, Third Edition. Pearson Education Limited.
Nixon, C. & Tomlinson, M. (2005). Primary Pronunciation Box. Pronunciation Games and Activities for Young Learners. Cambridge University Press.
Watcyn-Jones, P. (2003). Vocabulary Games and Activities, Third Edition. Pearson Education Limited.
Sist oppdatert: 18.08.2019