Course: Methodology of the English Language 2

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Course title Methodology of the English Language 2
Course code KAJ/DI2NM
Organizational form of instruction Seminary
Level of course Master
Year of study not specified
Semester Summer
Number of ECTS credits 3
Language of instruction Czech
Status of course Compulsory
Form of instruction Face-to-face
Work placements Course does not contain work placement
Recommended optional programme components None
Course availability The course is available to visiting students
Lecturer(s)
  • Peldová Petra, Mgr. Ph.D.
  • Grzinčič Dagmar, Mgr.
  • Koutská Iva, PhDr. Ph.D.
Course content
Programme Day-time students (14 weeks, 14 seminars) 1. Developing listening skills. 2. A listening lesson, stages and activities. 3. Developing reading skills. 4. A reading lesson, stages and activities. 5. Developing speaking skills. 6. A speaking lesson, stages and activities. 7. Developing writing skills. 8. A writing lesson, stages and activities. 9. Integrating skills. 10. Teaching heterogeneous class. 11. Teaching pronunciation. 12. A pronunciation lesson, procedures and activities. 13. Error correction, categorizing errors, practical techniques. 14. Providing feedback: types and strategies. 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. Teaching receptive skills - listening, reading. 2. Teaching productive skills - speaking, writing. 3. Teaching pronunciation. Teaching heterogeneous class. 4. Error correction + feedback. Compulsory literature: Gower, Roger, et al. 2005. Teaching Practice Handbook. Oxford: Macmillan. Harmer, Jeremy. 2015. The practice of English Language Teaching. Harlow: Pearson Education Limited. Scrivener, Jim. 2011. Learning Teaching. London: Macmillan. Ur, Penny. 2012. A Course in Language Teaching. Cambridge, New York: Cambridge University Press. Recommended literature: Celce-Murcia, Marianne. 2014. Teaching English as a Second or Foreign Language. Boston: Heinle Cengage Learning. Dudley, Edmund, and Erika Osváth. 2016. Mixed-Ability Teaching. Oxford: Oxford University Press. McCarter, Sam, and Norman Whitby. 2007. Reading skills. Oxford: Macmillan. Harmer, Jeremy. 2004. How to teach writing. Harlow: Longman. Hancock, Mark.1995. Pronunciation games. Cambridge: Cambridge University Press. Hess, Natalie, Thornbury, Scott, and Penny Ur. 2001 Teaching Large Multilevel Classes. Cambridge: Cambridge University Press. Heathfield, David. 2017. Storytelling with our students. Delta Publishing. Kelly, Gerald. 2000. How to teach pronunciation. Harlow: Longman. Marks, Jonathan, and Tim Bowen. 2012. The book of pronunciation. Peaslake: Delta Publishing Prodromou, Luke. 1992. Mixed Ability Classes. London: Macmillan. Reilly, Jackie, et al. 2005. Writing with Children. Oxford: Oxford University Press. Thaine, Craig. 2010. Teacher Training Essentials. Cambridge: Cambridge University Press. Thornbury, Scott. 2005. How to Teach Speaking. Harlow: Longman. Thornbury, Scott, and Peter Watkins. 2007. The CELTA Course: certificate in English language teaching to adults. Cambridge: Cambridge University Press. Ur, Penny. 2018. Teaching and Developing Reading Skills. Cambridge: Cambridge University Press. Wilson, JJ. 2016. How to Teach Listening. Harlow: Pearson.

Learning activities and teaching methods
Self-study (text study, reading, problematic tasks, practical tasks, experiments, research, written assignments), Demonstration of student skills, Lecture, Seminár
Learning outcomes
Extending the knowledge of modern principles of presentation, practice and consolidation of the language in the area of the language system development and other topics covered in the course of DI1NM. Extending the knowledge gained at bachelor studies about the development and teaching of language skills (listening, reading, speaking, writing). Introducing the topic of integration (CLIL and CBL). In the course, the students will work further with learner variables and teaching heterogeneous classes. Plus the students will theoretically and practically cover the topic of teaching pronunciation and work with mistakes and error correction.
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.
Prerequisites
Knowledge and skills from DI2NM. (Credits are not compulsory.)

Assessment methods and criteria
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 and write/prepare a summary of it. The content of the article will be discussed in the seminar session. - Ongoing project: Microteaching + feedback to microteaching activities of other students (posted online via Moodle, Google docs, or sent per e-mail - to be agreed) - Credit tests (midterm, final, min. 70% from each of the tests) Online mode: - Presence in online Google Meet sessions (two absences are allowed- email your teacher in advance if you want to be absent) - Active participation in online Google Meet sessions - Following Moodle session by session and fullfillment of tasks posted there (see above: scientific articles reading and summary, microteaching, feedback, etc.) - midterm and final online test (min. 70% for each of the tests) 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 the Moodle - to be checked and followed regularly. BEWARE: An oral micro-presentation will be recorded on the English department videocamera, feedback will be given individually to the presentees in the consultation hours (time to be agreed), in cases of students' approval feedback will be given during the lessons using comments from the lecturer as well as classmates, video will not be further used and the recording will be deleted (unless agreed otherwise). During online learning the recording will be done via Google meet (the video saved at TUL cloud and subsequently erased.)
Recommended literature
  • Gower, Roger, et al. Teaching Practice Handbook. Oxford, 2005.
  • Harmer, J. The Practice of English Language Teaching. Harlow, 2015.
  • Scrivener, J. Learning Teaching. Oxford, 2011.
  • Ur, P. A Course in Language Teaching.. Cambridge, 2012.


Study plans that include the course
Faculty Study plan (Version) Category of Branch/Specialization Recommended year of study Recommended semester