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Lecturer(s)
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Khodaverdi Neda, Mgr. Ph.D.
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Peldová Petra, Mgr. Ph.D.
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Koutská Iva, PhDr. Ph.D.
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Course content
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General content and resources: Day-time students (14 weeks, 1 lecture + 1 workshop) 1. ELT, basic terms, methods, strategies, learner variables (incl. cognitive variations) - lecture 2. ELT, basic terms, methods, strategies, learner variables (incl. cognitive variations) - workshop 3. Classroom management. classroom language (incl. giving instructions) - lecture 4. Classroom management. classroom language (incl. giving instructions) - workshop 5. Lesson planning (design/stages, lesson aims/objectives) - lecture 6. Lesson planning (design/stages, lesson aims/objectives) - workshop 7. Teaching language system - vocabulary - lecture 8. Teaching language system - vocabulary - workshop 9. Teaching language system - grammar - lecture 10. Teaching language system - grammar - workshop 11. Language awareness. Socio-cultural aspects of teaching English. Practising (new) language items - lecture 12. Language awareness. Socio-cultural aspects of teaching English. Practising (new) language items - workshop 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. ELT, basic terms, methods, strategies, learner variables (incl. cognitive variations). 2. Lesson planning (design/stages, lesson aims/objectives). Classroom management. classroom language (incl. giving instructions). 3. Teaching vocabulary/ teaching grammar 4. Language awareness. Socio-cultural aspects of teaching English. Practising (new) language items. 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, P. 2012. A Course in Language Teaching. Cambridge, New York: CUP Additional reading: Brown, Douglas. 2014/2007. Principles of Language Learning and Teaching. Fourth edition. Pearson Longman. Celce-Murcia, Marianne. (Eds.) 2014. Teaching English as a Second or Foreign Language. Boston: Heinle Cengage Learning. Doff, Adrian. 1992. Teach English. Teacher's Workbook. Trainer's Handbook. Cambridge: Cambridge University Press. Hancock, Mark. 2013/1998. Singing Grammar. Cambridge: CUP. Hedge, Tricia. 2000. Teaching and learning in the language classroom. Oxford handbooks for language teachers. Oxford: Oxford University Press. Choděra, Radomír. 2013. Didaktika cizích jazyků: úvod do vědního oboru. Praha: Academia. Janíková, Věra. 2011. Výuka cizích jazyků. Praha: Grada Publishing. Larsen-Freeman, Diane and Anderson, Marti. Techniques and principles in language teaching. 3rd ed. Teaching techniques in English as a second language. Oxford: Oxford University Press, 2011. Richards, Jack C. and Renandya, Willy A. (ed.). Methodology in language teaching: an anthology of current practice. 10th print. Cambridge: Cambridge University Press, 2002. Thaine, Craig. Teacher training essentials: workshops for professional development. Cambridge copy collection. Cambridge: Cambridge University Press, 2010. 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), Demonstration of student skills, Lecture, Seminár, E-learning, Students' self-study
- Class attendance
- 28 hours per semester
- Preparation for credit
- 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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Extending the knowledge of modern principles of presentation, practice and consolidation of grammar and vocabulary. Learning about methods of presentation of the social and cultural environment of the countries speaking the target language. Understanding the relationships between the theory and practice of teaching English by means of reflection and students' own experience as pupils, teaching during the teaching placement and observations of teaching experience/micro-teaching in DI1NM or during the teaching placement. The use of theoretical knowledge and practical experience for effective planning, starting from individual activities to whole lessons.
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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The course is based on introductory knowledge of Teaching English as a Foreign Language methodology gained during the bachelor studies.
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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
Day-time students: Credit Requirements: - Class attendance (Two sessions of absences are allowed. One absence is allowed for the part-time students. Email me in advance if you need to be absent.) - Active class participation (includes some extra assignments). - Ongoing extra project: Read a scholarly article on Moodle about the course topics + the article will be discussed in the seminar session. - Ongoing project: Microteaching + feedback to microteaching activities of other students; microteaching (materials to the microteaching) - Credit tests (midterm (min. 70 %), final (min. 70 %)) Part-time students should cover the same requirements in both online and/or in-person modes. Once absence is allowed due to a small number of contact lessons. 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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Brown, Douglas. Principles of Language Learning and Teaching. Pearson Longman. 2014.
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Celce-Murcia, Marianne. (Eds.). Teaching English as a Second or Foreign Language. Boston: Heinle Cengage Learning., 2014.
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Doff, Adrian. Teach English. Teacher's Workbook. Trainer's Handbook. Cambridge: Cambridge University Press, 1992.
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Gower, Roger, et al. Teaching Practice Handbook. Oxford: Macmillan, 2005.
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Hancock, Mark. Singing Grammar.. Cambridge: CUP., 2013.
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Harmer, Jeremy. The practice of English Language Teaching.. Harlow: Pearson Education Limited., 2015.
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Hedge, Tricia. Teaching and learning in the language classroom. Oxford handbooks for language teachers. Oxford: Oxford University Press. 2000.
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Choděra, Radomír. Didaktika cizích jazyků: úvod do vědního oboru. Praha: Academia., 2013.
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Janíková, Věra. Výuka cizích jazyků. Praha: Grada Publishing, 2011.
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Larsen-Freeman, Diane a Anderson, Marti. Techniques and principles in language teaching. 3rd ed. Teaching techniques in English as a second language.. Oxford: Oxford University Press, 2011.
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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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Richards, Jack C. a Renandya, Willy A. (ed.). Methodology in language teaching: an anthology of current practice. 10th print. Cambridge: Cambridge University Press, 2010.
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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, Jim. Learning Teaching.. London: Macmillan., 2011.
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Thaine, Craig. Teacher training essentials: workshops for professional development. Cambridge: Cambridge University Press, 2010.
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Ur, Penny. A Course in Language Teaching.. Cambridge, New York: CUP, 2012.
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