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Lecturer(s)
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Khodaverdi Neda, Mgr. Ph.D.
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Koutská Iva, PhDr. Ph.D.
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Peldová Petra, Mgr. Ph.D.
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Course content
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Programme: 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 full-time students. Topics: Testing and assessment, Mistakes, errorrs and evaluation, Error correction, Fostering autonomy, Further proffesional growth
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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
- Semestral paper
- 20 hours per semester
- Preparation for credit
- 20 hours per semester
- Class attendance
- 28 hours per semester
- Presentation preparation (report in a foreign language)
- 23 hours per semester
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Learning outcomes
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The aim of the course is to get students acquainted with the principles of assessment and testing, including test preparation and their use in teaching. Focus is put on the preparation of teaching materials and their adaptation, arousing and maintaining pupils' motivation and on developing pupils' autonomy, i.e. learners' autonomy. Students will get further information about the development of learning theories and teaching methods and approaches and will work further with their cultural awareness.
The gradual development of teaching skills in courses ELT methodology 1 to ELT methodology 4 leads to the competence to teach English at the lower secondary level or the secondary level. 1 self-reflection, term 2: peer-reflection in small groups, term 3: various reflective techniques, term 4: no microteaching
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Prerequisites
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The completion of the ELT methodology 1 and ELT methodology 2 course.
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Assessment methods and criteria
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Student's performance analysis, Student's linguistic performance analysis, Practical demonstration of acquired skills, Systematické pozorování studenta, Oral presentation of self-study, Test
The requirements can be changed by mutual agreement during the first sessions of the course. If not changed, the grading system is based on the following criteria: o Practical part: 45% + attendance: 5% o Theoretical part, which includes the written final exam: 50%. There will be one chance for the retake. * passing point=70% from each part/test and in total - possibly an extra project: to read an expert text placed on MOODLE and discuss its content during the ELT session BEWARE: For the theoretical part: the mode of microteaching and feedback will be agreed on during the course. The video will not be further used (unless agreed otherwise).
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Recommended literature
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Alderson, Charles, Clapham, Caroline, and Dianne Wall. Language Test Construction and Evaluation. Cambridge: CUP, 1995.
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Bachman, Lyle, and Barbara Damboeck. Language Assessment for Classroom Teachers. Oxford: Oxford University Press, 2018.
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Bachman, Lyle. Fundamental Considerations in Language Testing. Oxford: Oxford University Press, 1990.
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Byram, Michael, and Hu Adelheit. Routledge Encyclopaedia of Language Teaching and Learning. New York: Routledge, 2013.
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Celce-Murcia, Marianne. Teaching English as a Second or Foreign Language. Boston: Heinle Cengage Learning, 2014.
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Corbett, John. Intercultural Language Activities. Cambridge: Cambridge University Press., 2010.
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Dörnyei, Zoltán. Motivational strategies in the language classroom. Cambridge: Cambridge University Press, 2001.
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Eunice, Eunhee, Jang. Focus on Assessment. Oxford: Oxford University Press, 2014.
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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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Howatt, Anthony, and Henry Widdowson. A History of ELT. Oxford: Oxford University Press, 2004.
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McNamara, Tim. Language Testing. Oxford: Oxford University Press, 2000.
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Morrison, Brian, and Diego Navarro. The Autonomy Approach. Delta Publishing, 2014.
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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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Popova, Maria, and David Seymour. 700 Classroom Activities. London: Macmillan Education, 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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Scharle, Agota, and Anita Szabó. Learner Autonomy. Cambridge: Cambridge University Press., 2005.
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Ur, Penny. A Course in Language Teaching.. Cambridge, New York: CUP, 2012.
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