Content Weeks 1, 2: The Role of the Teacher in an EFL Classroom. Awareness of Teaching. Techniques and Principles in Language Teaching. Weeks 3, 4: Variables in the Language Classroom. Sources of Creativity and Motivation Weeks 5, 6: Choosing your Coursebook. A Textbook or a Project? A Coursebook Analysis. Weeks 7, 8: Teaching On-line. Techniques, Options and Opportunities Weeks 9, 10: Teaching Efficient EFL Reading. Summary of Listening and Video Activities. English Songs Weeks 11, 12: Techniques and Resources in Teaching Grammar. Games in FL Classes. Weeks 13, 14: Boosting Vocabulary and Speaking Power. Mind maps and Pictures in the Classroom.
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Analýza výkonů studenta, Praktická demonstrace získaných dovedností, Systematické pozorování studenta
To get the credits for the course and sit at the oral exam, the students have to fulfil the following requirements: Regular attendance (max. two absences in the seminars are accepted) + Active participation in class: Research and Analysis work (twice, on the dates selected; 7 minutes each): - a teaching method/approach analysis, including references to recommended resources; - a textbook (existing or on-line) analysis, including references to recommended resources. Micro-teaching (twice, on the dates selected;): - practical demonstrations of an activity on an individually selected topic / teaching aid (10 minutes each). - practical handout (a copy for each participant/ Power Point presentation), including description of the activity performed + two other activities. The Materials for Research & Analysis and Micro-teaching make up a student's course portfolio. The same criteria apply to part-time students. The portfolio (a method analysis, a textbook analysis, 2 activities for skills development) is a must. Micro-teaching is to be performed selectively. Due to COVID-19 restrictions classes will be held online. The details and the links to on-line meetings will be sent to students via mass e-mail.
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Duff, A. Literature. Oxford, 1992.
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Graham, C. Creating Chants and Songs.. Oxford, 2006.
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Grant, N. Making the Most of Your Textbook.. Harlow, 1992.
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Greenwood, J. Class Readers.. Oxford, 1988.
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Griffee, D.T. Songs in Action.. New York, 1992.
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Hancock, M. Singing Grammar: teaching grammar through songs.. Cambridge, 1998.
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Hill, B. Making the Most of Video.. Bournemouth, 1992.
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Martin, D. Activities for interactive whiteboards.. Esslingen, 2009.
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Sampedro, R.; Hillyard, S. Global Issues.. Oxford, 2004.
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Stempleski, S., Tomlin, B. Film.. Oxford, 2001.
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Stempleski, S., Tomlin, B. Video in Action: recipes for using video in language teaching.. Hemel Hempstead, 1990.
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Watcyn-Jones, P.; Howard-Williams, D. Pair Work 1, 2, 3.. Harlow, 2002.
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Wright, A.; Haleem, H. Visuals for the Language Classroom.. Harlow, 1991.
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Wright, A. Pictures for Language Learning.. Cambridge, 1990.
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Wright, J. Dictionaries.. Oxford, 1998.
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