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Lecturer(s)
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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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For more details, see: Day-time students - https://docs.google.com/document/d/1YQMdMgeR1RksIexEVUkmSVUqEh9ZMYWud27C63HOfPk/edit Part-time students - https://docs.google.com/document/d/17uxscLBJTMDSBV4Z_tUrhyI3LUhYybTKWQPVzxBP8mc/edit https://elearning.tul.cz/course/view.php?id=11569 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) - lecture 4. Classroom management. classroom language (incl. giving instructions) - 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. Practising (new) language items - lecture 12. Language awareness. Socio-cultural aspects of teaching English. Practising (new) language items - workshop 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 day-time students. 1. ELT, basic terms, methods, strategies, learner variables (incl. cognitive variations). 2. Lesson planning (design/stages, lesson aims/objectives). Classroom management. classroom language (incl. giving instructions). 3. Teaching vocabulary/ teaching grammar 4. Language awareness. Socio-cultural aspects of teaching English. Practising (new) language items. Recommended literature: Brown, Douglas. 2014. Principles of Language Learning and Teaching. Fourth edition. Pearson Longman. Doff, Adrian. 1992. Teach English. Teacher's Workbook. Trainer's Handbook. Cambridge: Cambridge University Press. Celce-Murcia, Marianne. 2014. Teaching English as a Second or Foreign Language. Boston: Heinle Cengage Learning. Hancock, Mark. 2013. Singing Grammar. Cambridge: CUP. Janíková, Věra. 2011. Výuka cizích jazyků. Praha: Grada Publishing. Choděra, Radomír. 2013. Didaktika cizích jazyků: úvod do vědního oboru. Praha: Academia. Additional reading: Gower, R. D.; Philips, D.; Walters, S. (1995). Teaching Practice Handbook. Oxford: Heinemann. Harmer, J. (2002). The Practice of English Language Teaching. Harlow: Longman. Additional resources will be available on Moodle https://elearning.tul.cz/course/view.php?id=11569
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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
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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 DI1NM to DI4NM leads to the competence to teach English at the lower secondary level or the secondary level.
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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, Practical demonstration of acquired skills, Test
Day-time students: Credit Requirements: - Class attendance (Two sessions of absences are allowed. Email me in advance if you need to be absent.) - Active class participation (includes some extra assignments). - Ongoing project: Read a scholarly article on Moodle about the course topics + the article will be discussed in the seminar session. - Ongoing project: Microteaching + feedback to microteaching activities of other students; microteaching (materials to the microteaching) should be uploaded to: day-time students - https://drive.google.com/drive/folders/1PVEQQxhi4GelJwiOkwn-WRt25JRAOBjS?ths=true part-time students - https://drive.google.com/drive/folders/1wfrq9SjjZ1vfEtk_uhJDbaSpwlUKq9ux?ths=true feedback should be written to: Day-time students - https://docs.google.com/document/d/1YQMdMgeR1RksIexEVUkmSVUqEh9ZMYWud27C63HOfPk/edit Part-time students - https://docs.google.com/document/d/17uxscLBJTMDSBV4Z_tUrhyI3LUhYybTKWQPVzxBP8mc/edit - Credit tests (midterm (min. 70 %), final (min. 70 %)) Part-time students should cover the same requirements in both online and/or in-person modes. Additional resources (see Resources or Content) will be available on Moodle https://elearning.tul.cz/course/view.php?id=11569
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Recommended literature
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Gower, Roger, et al. Teaching Practice Handbook. Oxford: Macmillan, 2005.
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Harmer, Jeremy. The practice of English Language Teaching.. Harlow: Pearson Education Limited., 2015.
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Scrivener, Jim. Learning Teaching.. London: Macmillan., 2011.
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Ur, Penny. A Course in Language Teaching.. Cambridge, New York: CUP, 2012.
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