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Lecturer(s)
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Koutská Iva, PhDr. Ph.D.
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Khodaverdi Neda, Mgr. Ph.D.
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Peldová Petra, Mgr. Ph.D.
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Course content
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Programme Day-time (2 hour-workshop, number of the weeks adjusted to the state exams schedule) The sequence of topics will be adjusted by the lecturer. 1: Specifics of teaching English to young learners. 2: ICT in the classroom. 3: Current teaching approaches. 4: English for specific purposes. 5: Teaching learners with specific needs. 6: Selected teaching problems. 7: Games in EFL classroom. 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: Current teaching approaches. Selected teaching problems. 2: Specifics of teaching English to young learners. Games in EFL classroom. 3: ICT in the classroom. English for specific purposes. 4: Teaching learners with specific needs. 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: Cameron, Lynne. 2001. Teaching languages to young learners. Cambridge: Cambridge University Press. Cameron, Lynne, and Penny McKay. 2017. Bringing Creative Teaching Into the Young Learner Classroom. Oxford: Oxford University Press. Clandfield, Lindsay, and Luke Prodromou. 2007. Dealing with Difficulties: Solutions, Strategies, and Suggestions for Successful Teaching. Delta Publishing. Daloiso, Michele. 2017. Supporting Learners with Dyslexia in the ELT Classroom. Oxford: Oxford University Press. Delaney, Marie. 2016. Special Educational Needs. Oxford: Oxford University Press. Dudley-Evans, Tony, and Maggie-Jo St.John. 1999. Developments in English for Specific Purposes: A Multi-Disciplinary Approach. Cambridge: Cambridge University Press. Ellis, Gail, and Nayr Ibrahim. 2015. Teaching Children How to Learn. Delta Publishing. Keddie, Jamie. 2014. Bringing Online Video Into the Classroom. Oxford: Oxford University Press. Lewis, Gordon. 2009. Bringing Technology Into the Classroom: A practical, non-technical guide to technology and how to use it in the classroom. Oxford: Oxford University Press. Painter,Lesley, and Alan Maley. 2004. Homework. Oxford: Oxford University Press. Paltridge, Brian. 2014. The Handbook of English for Specific Purposes. New York: John Wiley & Sons Inc. Pinter, Annamaria. 2017. Teaching Young Language Learners. Oxford: Oxford University Press. Randall, Mick, and Barbara Thornton. 2005. Advising and Supporting Teachers. Cambridge: Cambridge University Press. Wilden, Shaun. 2017. Mobile Learning. Oxford: Oxford University Press. 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.
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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
- Class attendance
- 28 hours per semester
- Preparation for exam
- 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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The aim of the course is to further develop the topics covered in the course of DI1NM, DI2NM and DI3NM. This course focuses on the specifics of teaching to young learners and to learners with specific needs. Attention is also paid to using ICT in EFL classroom, using games, current teaching approaches and selected teaching problems. The course deals furthermore with teaching English for specific purposes.
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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Knowledge and skills from DI1NM, DI2NM, and DI3NM.
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Assessment methods and criteria
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Oral exam, Student's performance analysis, Student's linguistic performance analysis, Practical demonstration of acquired skills, Systematické pozorování studenta, Oral presentation of self-study
Day-time students: Credit Requirements: - Class attendance (One session of absence is 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 biweekly and write a summary of it. The summary should be uploaded to Moodle one day before the seminar session every other week. The content of the article will be discussed in the seminar session (possibly assigned as extra work) - Ongoing project: Microteaching + feedback to microteaching activities of other students - Credit tests (midterm, final) Part-time students should cover 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).
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Recommended literature
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Cameron, Lynne, and Penny McKay. Bringing Creative Teaching Into the Young Learner Classroom. Oxford: Oxford University Press. 2017.
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Cameron, Lynne. Teaching languages to young learners. Cambridge: Cambridge University Press., 2001.
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Clandfield, Lindsay, and Luke Prodromou. Dealing with Difficulties: Solutions, Strategies, and Suggestions for Successful Teaching. Delta Publishing, 2007.
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Daloiso, Michele. Supporting Learners with Dyslexia in the ELT Classroom. Oxford: Oxford University Press, 2017.
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Delaney, Marie. Special Educational Needs. Oxford: Oxford University Press, 2016.
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Dudley-Evans, Tony, and Maggie-Jo St.John. Developments in English for Specific Purposes: A Multi-Disciplinary Approach. Cambridge: Cambridge University Press, 1999.
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Ellis, Gail, and Nayr Ibrahim. Teaching Children How to Learn. Delta Publishing., 2015.
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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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Keddie, Jamie. Bringing Online Video Into the Classroom.. Oxford: Oxford University Press, 2014.
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Lewis, Gordon. Bringing Technology Into the Classroom: A practical, non-technical guide to technology and how to use it in the classroom. Oxford: Oxford University Press., 2009.
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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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Painter,Lesley, and Alan Maley. Homework. Oxford: Oxford University Press, 2004.
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Paltridge, Brian. The Handbook of English for Specific Purposes. New York: John Wiley & Sons Inc., 2014.
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Pinter, Annamaria. Teaching Young Language Learners. Oxford: Oxford University Press, 2017.
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Randall, Mick, and Barbara Thornton. Advising and Supporting Teachers. Cambridge: Cambridge University Press, 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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Ur, Penny. A Course in Language Teaching.. Cambridge, New York: CUP, 2012.
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Wilden, Shaun. Mobile Learning. Oxford: Oxford University Press, 2017.
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