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Lecturer(s)
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Khodaverdi Neda, Mgr. Ph.D.
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Koutská Iva, PhDr. Ph.D.
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Peldová Petra, Mgr. Ph.D.
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Course content
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Programme: Day-time students (14 weeks, 1 hour-seminar or 7 weeks (biweekly organized), 2 hour-seminar) 1. Testing: types of tests, language test construction. 2. Assessment: purposes and procedures. 3. Resources and materials: choice and evaluation. 4. Motivation, activating strategies to foster motivation. 5. Teaching methods: pre- and post-method era. 6. Development of cultural awareness. 7. Learner autonomy growth. Part-time students According to the number of teaching sessions, the topics will be distributed to ca three to four blocks. 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), Active metods (simulation, situational contingency methods, drama,acting, namagerial acting ), Demonstration of student skills, Seminár, E-learning, Students' self-study
- Semestral paper
- 20 hours per semester
- Preparation for credit
- 20 hours per semester
- Class attendance
- 28 hours per semester
- Presentation preparation (report in a foreign language)
- 23 hours per semester
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Learning outcomes
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The aim of the course is to get students acquainted with the principles of assessment and testing, including test preparation and their use in teaching. Focus is put on the preparation of teaching materials and their adaptation, arousing and maintaining pupils' motivation and on developing pupils' autonomy, i.e. learners' autonomy. Students will get further information about the development of learning theories and teaching methods and approaches and will work further with their cultural awareness.
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 completion of the ELT methodology 1 and ELT methodology 2 course.
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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
Credit Requirements: - Class attendance (One session of absence is allowed) - Active class participation (includes extra assignments). Ongoing projects: - Read a scholarly article on Moodle about the course topics. The content of the article will be discussed in the seminar session (possibly assigned as extra work) - Microteaching + feedback on microteaching activities of other students Credit tests: - midterm - final It is possible to lessen the number of tests due to the small number of contact lessons as agreed with the teachers. 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). 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; 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 Note: one absence is allowed.
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Recommended literature
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Alderson, Charles, Clapham, Caroline, and Dianne Wall. Language Test Construction and Evaluation. Cambridge: CUP, 1995.
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Bachman, Lyle, and Barbara Damboeck. Language Assessment for Classroom Teachers. Oxford: Oxford University Press, 2018.
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Bachman, Lyle. Fundamental Considerations in Language Testing. Oxford: Oxford University Press, 1990.
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Byram, Michael, and Hu Adelheit. Routledge Encyclopaedia of Language Teaching and Learning. New York: Routledge, 2013.
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Celce-Murcia, Marianne. Teaching English as a Second or Foreign Language. Boston: Heinle Cengage Learning, 2014.
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Corbett, John. Intercultural Language Activities. Cambridge: Cambridge University Press., 2010.
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Dörnyei, Zoltán. Motivational strategies in the language classroom. Cambridge: Cambridge University Press, 2001.
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Eunice, Eunhee, Jang. Focus on Assessment. Oxford: Oxford University Press, 2014.
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Gower, Roger, et al. Teaching Practice Handbook. Oxford: Macmillan, 2005.
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Harmer, J. The Practice of English Language Teaching. Harlow, 2015.
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Howatt, Anthony, and Henry Widdowson. A History of ELT. Oxford: Oxford University Press, 2004.
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McNamara, Tim. Language Testing. Oxford: Oxford University Press, 2000.
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Morrison, Brian, and Diego Navarro. The Autonomy Approach. Delta Publishing, 2014.
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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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Popova, Maria, and David Seymour. 700 Classroom Activities. London: Macmillan Education, 2005.
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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, J. Learning Teaching. London, 2011.
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Scharle, Agota, and Anita Szabó. Learner Autonomy. Cambridge: Cambridge University Press., 2005.
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Ur, Penny. A Course in Language Teaching.. Cambridge, New York: CUP, 2012.
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