Course: Methodology of the English Language 4

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Course title Methodology of the English Language 4
Course code KAJ/DI4NM
Organizational form of instruction Seminary
Level of course Master
Year of study not specified
Semester Summer
Number of ECTS credits 2
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)
  • Koutská Iva, PhDr. Ph.D.
  • Khodaverdi Neda, Mgr. Ph.D.
  • Peldová Petra, Mgr. Ph.D.
  • Grzinčič Dagmar, Mgr.
Course content
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.

Learning activities and teaching methods
Self-study (text study, reading, problematic tasks, practical tasks, experiments, research, written assignments), Demonstration of student skills, Seminár
Learning outcomes
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.
Prerequisites
Knowledge and skills from DI1NM, DI2NM, and DI3NM. (Credits are not compulsory.)

Assessment methods and criteria
Oral exam

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 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. - Ongoing project: Microteaching + feedback to microteaching activities of other students - Credit tests (midterm, final) 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 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.
Recommended literature
  • Gower, Roger, et al. Teaching Practice Handbook. Oxford: Macmillan, 2005.
  • Harmer, J. The Practice of English Language Teaching. Harlow, 2015.
  • Scrivener, J. Learning Teaching. London, 2011.
  • Ur, Penny. A Course in Language Teaching.. Cambridge, New York: CUP, 2012.


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