Course: Methodology of the English Language 2

» List of faculties » FP » KAJ
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.
  • 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 classes. 4. Error correction + feedback.

Learning activities and teaching methods
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, Lecture, Seminár, E-learning, Students' self-study
  • Presentation preparation (report in a foreign language) - 23 hours per semester
  • Class attendance - 28 hours per semester
  • Semestral paper - 20 hours per semester
  • Preparation for credit - 20 hours per semester
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. 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 DI1NM. (Credits are not compulsory.)

Assessment methods and criteria
Student's performance analysis, Student's linguistic performance analysis, Practical demonstration of acquired skills, Oral presentation of self-study, 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: Microteaching + feedback to microteaching activities of other students (posted online via Moodle, Google docs, or sent per e-mail - to be agreed upon) - Credit tests (midterm, final, min. 70% from each of the tests) extra: - Ongoing project: Read a scholarly article on Moodle about the course topics and write/prepare a summary of it and present it to the class in your microteaching. The content of the article will be discussed in the seminar session. Part-time students should cover the same and follow the same requirements. BEWARE: An oral micro-presentation will be recorded on the English department video camera, feedback will be given individually to the presentees during and after the lessons using comments from the lecturer as well as classmates, the video will not be further used and the recording will be deleted (unless agreed otherwise). 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. Other (not in TUL library): Brindley, Susan. Teaching English. (2020). Velká Británie: Taylor & Francis. Chapman, D. (2011). Teaching English as a Second Language: A Guide for Teaching Children (Tesl Or Tefl). Spojené státy americké: Trafford Publishing. Morris, Sophie. English Language: Teaching and Learning Techniques. (2019). Spojené státy americké: Clanrye International. Nunan, D. (2003). Practical English Language Teaching. Velká Británie: McGraw-Hill Education.; Nunan, D. (2003). Practical English Language Teaching Teacher's Text Book. Velká Británie: McGraw-Hill.
Recommended literature
  • Celce-Murcia, Marianne. Teaching English as a Second or Foreign Language. Boston: Heinle Cengage Learning, 2014.
  • Dudley, Edmund, and Erika Osváth. Mixed-Ability Teaching. Oxford: Oxford University Press., 2016.
  • Hancock, Mark. Pronunciation games. Cambridge: Cambridge University Press, 1995.
  • Harmer, Jeremy. How to teach writing. Harlow: Longman, 2004.
  • Heathfield, David. Storytelling with our students. Delta Publishing, 2017.
  • Hess, Natalie, Thornbury, Scott, and Penny Ur. Teaching Large Multilevel Classes. Cambridge: Cambridge University Press, 2001.
  • Kelly, Gerald. How to teach pronunciation. Harlow: Longman, 2000.
  • Marks, Jonathan, and Tim Bowen. The book of pronunciation. Peaslake: Delta Publishing, 2012.
  • McCarter, Sam, and Norman Whitby. Reading skills. Oxford: Macmillan, 2007.
  • 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.
  • Prodromou, Luke. Mixed Ability Classes. London: Macmillan, 1992.
  • Reilly, Jackie, et al. Writing with Children. Oxford: Oxford University Press, 2005.
  • SCALA, Carmela B. (ed.). How to actively engage our students in the language classes. Series in education. Wilmington: Vernon Press, 2023.
  • Thaine, Craig. Teacher Training Essentials. Cambridge: Cambridge University Press, 2010.
  • Thornbury, Scott, and Peter Watkins. The CELTA Course: certificate in English language teaching to adults. Cambridge: Cambridge University Press, 2007.
  • Thornbury, Scott. How to Teach Speaking. Harlow: Longman, 2005.
  • Ur, Penny. Teaching and Developing Reading Skills. Cambridge: Cambridge University Press, 2018.
  • Wilson, JJ. How to Teach Listening. Harlow: Pearson, 2016.


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