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Lecturer(s)
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Khodaverdi Neda, Mgr. Ph.D.
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Peldová Petra, Mgr. Ph.D.
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Koutská Iva, PhDr. Ph.D.
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Course content
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General content and resources: Day-time students (14 weeks, 1 lecture + 1 workshop) 1. ELT, basic terms, methods, strategies, learner variables (incl. cognitive variations) - lecture 2. ELT, basic terms, methods, strategies, learner variables (incl. cognitive variations) - workshop 3. Classroom management. classroom language (incl. giving instructions), motivation - lecture 4. Classroom management. classroom language (incl. giving instructions), motivation - workshop 5. Lesson planning (design/stages, lesson aims/objectives) - lecture 6. Lesson planning (design/stages, lesson aims/objectives) - workshop 7. Teaching language system - vocabulary - lecture 8. Teaching language system - vocabulary - workshop 9. Teaching language system - grammar - lecture 10. Teaching language system - grammar - workshop 11. Language awareness. Socio-cultural aspects of teaching English - lecture 12. Language awareness. Socio-cultural aspects of teaching English - workshop Part-time students: The topics will be divided into three to four blocks according to the number of teaching sessions. The content will be the same as for the full-time students.
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Learning activities and teaching methods
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Self-study (text study, reading, problematic tasks, practical tasks, experiments, research, written assignments), Demonstration of student skills, Lecture, Seminár, E-learning, Students' self-study
- Class attendance
- 28 hours per semester
- Preparation for credit
- 20 hours per semester
- Presentation preparation (report in a foreign language)
- 23 hours per semester
- Semestral paper
- 20 hours per semester
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Learning outcomes
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Extending the knowledge of modern principles of presentation, practice and consolidation of grammar and vocabulary. Learning about methods of presentation of the social and cultural environment of the countries speaking the target language. Understanding the relationships between the theory and practice of teaching English by means of reflection and students' own experience as pupils, teaching during the teaching placement and observations of teaching experience/micro-teaching in DI1NM or during the teaching placement. The use of theoretical knowledge and practical experience for effective planning, starting from individual activities to whole lessons.
The gradual development of teaching skills in courses ELT methodology 1 to ELT methodology 4 leads to the competence to teach English at the lower secondary level or the secondary level. 1 self-reflection, term 2: peer-reflection in small groups, term 3: various reflective techniques , term 4: no microteaching
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Prerequisites
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The course is based on introductory knowledge of Teaching English as a Foreign Language methodology gained during the bachelor studies.
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Assessment methods and criteria
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Student's performance analysis, Student's linguistic performance analysis, Practical demonstration of acquired skills, Systematické pozorování studenta, Oral presentation of self-study, Test
Students will be assessed based on active participation, and microteaching (microteaching will be recorded/uploaded as a video) + test results (midterm, final; the number of tests can be lowered based upon agreement) The grading system is based on the following criteria: Practical part (50 points) - Micro-teaching 15 points: Content & creativity 5 points, Time management 5 points, Teamwork 5 points; Self-reflection 15 points; Activity plan 15 points: On-time submission 5 points, Proper digital submission 5 points, Content 5 points; Attendance 5 points Theoretical part (50 points) - one chance for retake; Mid-term 25 points + Final 25 points * passing point=70% in total 70 - 75 % 3 76 - 81 % 2- 82 - 87 % 2 88 - 93 % 1- 94 -100 % 1 Note: Two absences are allowed for full-time students. One absence is allowed for part-time students. - possibly an extra project: to read an expert text placed on MOODLE and discuss its content during the ELT session BEWARE: An oral micro-presentation will be recorded/can be replaced by a video from school teaching (teaching of English); the video will not be further used, and the recording will be deleted (unless agreed otherwise).
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Recommended literature
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Brown, Douglas. Principles of Language Learning and Teaching. Pearson Longman. 2014.
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Celce-Murcia, Marianne. (Eds.). Teaching English as a Second or Foreign Language. Boston: Heinle Cengage Learning., 2014.
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Doff, Adrian. Teach English. Teacher's Workbook. Trainer's Handbook. Cambridge: Cambridge University Press, 1992.
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Gower, Roger, et al. Teaching Practice Handbook. Oxford: Macmillan, 2005.
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Hancock, Mark. Singing Grammar.. Cambridge: CUP., 2013.
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Harmer, Jeremy. The practice of English Language Teaching.. Harlow: Pearson Education Limited., 2015.
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Hedge, Tricia. Teaching and learning in the language classroom. Oxford handbooks for language teachers. Oxford: Oxford University Press. 2000.
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Choděra, Radomír. Didaktika cizích jazyků: úvod do vědního oboru. Praha: Academia., 2013.
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Janíková, Věra. Výuka cizích jazyků. Praha: Grada Publishing, 2011.
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Larsen-Freeman, Diane a Anderson, Marti. Techniques and principles in language teaching. 3rd ed. Teaching techniques in English as a second language.. Oxford: Oxford University Press, 2011.
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NORTON, Julie a BUCHANAN, Heather (ed.). The Routledge handbook of materials development for language teaching.. Routledge handbooks in applied linguistics. London: Routledge, Taylor & Francis Group, 2022. ISBN 978-0-8153-8257-7.
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Richards, Jack C. a Renandya, Willy A. (ed.). Methodology in language teaching: an anthology of current practice. 10th print. Cambridge: Cambridge University Press, 2010.
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SCALA, Carmela B. (ed.). How to actively engage our students in the language classes. Series in education. Wilmington: Vernon Press, 2023.
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Scrivener, Jim. Learning Teaching.. London: Macmillan., 2011.
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Thaine, Craig. Teacher training essentials: workshops for professional development. Cambridge: Cambridge University Press, 2010.
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Ur, Penny. A Course in Language Teaching.. Cambridge, New York: CUP, 2012.
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