Egzamin dyplomowy

LINK—–> Informacje o pracy dyplomowej

Zagadnienia do egzaminu dyplomowego

Filologia w zakresie Filologia angielska

Pytania ogólne z językoznawstwa stosowanego/metodyki nauczania języków obcych na egzamin dyplomowy

Dr Agnieszka Habrat

  1. Present the structure of a PPP and ESA lesson and explain the role of the particular parts
  2. Are lesson plans necessary? Justify your answer.
  3. Describe various teacher roles in English Language Teaching. Does the teacher have to assume the role of a psychologist?
  4. What criteria would you take into consideration while evaluating a course book or other teaching materials? Why is it worth supplementing or adapting a course book to the needs of a class?
  5. Discuss teaching grammar to different age groups – take into consideration approaches, methods and techniques.
  6. How to present grammar structures successfully? What aspects need to be covered? What is the role of situational context?
  7. Discuss common sources of error and techniques of error correction.
  8. What is the role of assessment? What forms of assessment do you know?
  9. Explain the differences between the following types of tests: proficiency, achievement, placement, diagnostic. What are the criteria for good tests?
  10. Discuss the role of the age factor in L2 acquisition.
  11. Present some practical advice for teachers of early adolescent learners based on developmental characteristics of the age group.
  12. Discuss the role and major typologies of motivation in Second Language Acquisition.
  13. What makes teaching English to young learners different from teaching English to older age learners? Compare lower and upper primary learners.
  14. Present the principles of planning English lessons for lower primary and upper primary students.
  15. What are the sources of discipline problems?
  16. Discuss pros and cons of using IT (information technology) in language learning
  17. Present Content and Language Integrated Learning. Focus on the rationale for combining language and content subjects as well as benefits of the method.
  18. How do different interaction patterns influence classroom discipline?

Pytania praktyczne

  1. Suggest some useful techniques for teaching listening
  2. Suggest some useful techniques for teaching speaking
  3. Suggest some useful techniques for teaching writing
  4. Suggest some useful techniques for teaching reading
  5. What is the role of pre-reading and pre-listening activities? Illustrate your answer with some examples
  6. Explain the pros and cons of lockstep, pairwork and groupwork as patterns of classroom interaction. What stage of a lesson would you recommend each type for?
  7. What are the principles of giving effective class instructions? Should they be given in L2? When is L1 advisable in class?
  8. Present several ways of motivating, inspiring and sustaining learning curiosity of primary learners.
  9. Give examples of websites and applications that can be used in language learning. Briefly evaluate each.
  10. Give examples of interactive language tasks designed with word-processing (Microsoft WORD) and presentation software (Microsoft PowerPoint).
  11. What is task-based teaching? Present the framework of the method and types of tasks. Give an example of a TBT lesson.
  12. How to prevent and deal with discipline problems? Give some examples to show how class management and discipline problems may be related
  13. Present five practical solutions for developing learner autonomy.
  14. Give an example of presenting grammar or vocabulary in situations.
  15. Describe different ways in which you could use visuals in the classroom.
  16. How can teachers combine traditional teaching methods with technology?
  17. Is it important for teachers to update their technological skills?
  18. Present some correction techniques used for evaluating oral performance.

Seminarium Języki specjalistyczne

Dr hab. Władysław Chłopicki, prof. PANS

Przykładowe pytania aplikacyjne:

  • Jak wykorzysta Pan/Pani w przyszłej pracy zawodowej nabytą podczas pisania pracy dyplomowej świadomość dwuznaczności językowej?
  • Jakie są możliwości praktycznego wykorzystania w przyszłej pracy zawodowej wyników Pana/Pani pracy dyplomowej?
  • Jak wykorzysta Pan/Pani w przyszłej pracy zawodowej nabytą podczas pisania pracy dyplomowej umiejętność analizy i syntezy przeciwstawnych poglądów?
  • Jak użyje Pan/Pani zbadane strategie przekładowe zastosowane w pracy dyplomowej do wykonania przykładowego zadania w pracy zawodowej?
  • W jaki sposób wyniki Pana/Pani pracy / umiejętności zdobyte podczas przygotowywania pracy przyczynić się mogą do rozwiązania przykładowego problemu, który może Pan/Pani napotkać w pracy zawodowej?
  • Które z technik omawianych w Pana/Pani pracy wydają się Panu/Pani najbardziej potrzebne w przyszłej pracy zawodowej?
  • Proszę podać dwa przykłady sytuacji zawodowych, w których będzie można zastosować wyniki Pani/Pana pracy licencjackiej?