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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: Day-time students (14 weeks, 1 hour-seminar or 7 weeks (biweekly organized), 2 hour-seminar) 1. Testing: types of tests, language test construction. 2. Assessment: purposes and procedures. 3. Resources and materials: choice and evaluation. 4. Motivation, activating strategies to foster motivation. 5. Teaching methods: pre- and post-method era. 6. Development of cultural awareness. 7. Learner autonomy growth. 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. Testing + assessment. 2. Motivation + resources and materials 3. Teaching methods 4. Learner autonomy + cultural awareness 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: CUP. Recommended literature: Alderson, Charles, Clapham, Caroline, and Dianne Wall. 1995 Language Test Construction and Evaluation. Cambridge: CUP. Bachman, Lyle. 1990. Fundamental Considerations in Language Testing. Oxford: Oxford University Press. Bachman, Lyle, and Barbara Damboeck. 2018. Language Assessment for Classroom Teachers. Oxford: Oxford University Press. Byram, Michael, and Hu Adelheit. 2013. Routledge Encyclopaedia of Language Teaching and Learning. New York: Routledge.. Celce-Murcia, Marianne. 2014. Teaching English as a Second or Foreign Language. Boston: Heinle Cengage Learning. Corbett, John. 2010. Intercultural Language Activities. Cambridge: Cambridge University Press. Dörnyei, Zoltán. 2001. Motivational strategies in the language classroom. Cambridge: Cambridge University Press. Eunice, Eunhee, Jang. 2014. Focus on Assessment. Oxford: Oxford University Press. Howatt, Anthony, and Henry Widdowson. A History of ELT. Oxford: Oxford University Press. Morrison, Brian, and Diego Navarro. 2014. The Autonomy Approach. Delta Publishing. McNamara, Tim. 2000. Language Testing. Oxford: Oxford University Press. Popova, Maria, and David Seymour. 2005. 700 Classroom Activities. London: Macmillan Education. Scharle, Agota, and Anita Szabó. 2005. Learner Autonomy. Cambridge: Cambridge 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
- 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 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 completion of the DI1NM and DI2NM 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
Credit Requirements: - Class attendance (One session of absence is allowed. Email your teacher in advance if you need to be absent.) - Active class participation (includes extra assignments). Ongoing projects: - Read a scholarly article on Moodle about the course topics. The content of the article will be discussed in the seminar session (possibly assigned as extra work) - Microteaching + feedback on microteaching activities of other students Credit tests: - midterm (min 70%) - final (min 70 %) It is possible to lessen the number of tests due to the small number of contact lessons as agreed with the teachers. Additional resources (see Resources or Content) - will be available on Moodle (to be checked and followed regularly) 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). The same rules apply to part-time students.
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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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