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Lecturer(s)
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Tymbay Alexey, Mgr. CSc.
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Khodaverdi Neda, Mgr. Ph.D.
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Romportlová Petra, Ing. Mgr.
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Peldová Petra, Mgr. Ph.D.
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Course content
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Lectures Week 1, 11.02.26, Classroom management Week 2, 18.02.26, Teaching vocabulary Week 3, 25.02.26, Teaching pronunciation Week 4, 04.03.26, Teaching grammar Week 5, 11.03.26, Teaching speaking Week 6, 18.03.26, Teaching writing Week 7, 25.03.26, Teaching reading Week 8, 01.04.26, Teaching listening Week 9, 08.04.26, Lesson planning Week 10, 15.04.26, Error corrections Week 11, 22.04.26, Testing Week 12 - 29.04.26 Seminars Week 1, 09-13 February, Introduction to ELT Week 2, 16-20 February, Classroom management Week 3, 23- 27 February, Teaching vocabulary Week 4, 02- 06 March, Teaching pronunciation + test 1 Week 5, 09- 13 March, Teaching grammar Week 6, 16- 20 March, Teaching speaking Week 7, 23- 27 March, Teaching writing + test 2 Week 8, 30 March- 03 April, Teaching reading Week 9, 06- 10 April, Teaching listening Week 10, 13- 17 April, Lesson planning + test 3 Week 11, 20- 24 April, Error correction Week 12, 27 April- 01 May, Testing
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Learning activities and teaching methods
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Active metods (simulation, situational contingency methods, drama,acting, namagerial acting ), Problematic methods (research and exploration), Demonstration of student skills, Lecture, Seminár, E-learning, Students' self-study
- Preparation for exam
- 32 hours per semester
- Class attendance
- 59 hours per semester
- Home preparation for classes
- 20 hours per semester
- Presentation preparation (report in a foreign language)
- 20 hours per semester
- Preparation for credit
- 20 hours per semester
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Learning outcomes
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The aim of the course is to familiarize the students with the procedures of the current practices in teaching English in lower secondary school classes. The course focuses on the characteristics of a learner and the principles of teaching English which are connected with these characteristics, such as classroom management, giving instructions and lesson planning. The course content also includes the development of receptive and productive skills, presentation and practice of vocabulary, pronunciation, language functions and grammar. The students will also become familiar with the principles of evaluation, giving feedback and error correction.
Students will gain general knowledge of EFL terminology and current approaches to teaching English.
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Prerequisites
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C1 level of English.
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Assessment methods and criteria
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Oral exam, Student's performance analysis, Student's linguistic performance analysis, Practical demonstration of acquired skills, Presentation of student research activity, Written assignment, Test
Credit: The credit will be awarded to students who achieve 70 per cent of the following requirements. Active attendance in seminars 15% - 2 absences allowed Active attendance in lectures 10%- 2 absences allowed, but not on the test dates. Test dates are compulsory. E-learning activities are fulfilled according to the deadlines; each learning activity must be passed by 70 per cent; you can try as many times as possible 25 % 3 progress tests; see the schedule for the dates 25 % Presentation on a chosen topic - to be discussed during the seminars -25 % Please note the overall assessment is formed by weighted mean, which means that all the course aspects will be considered. There will not be a possibility of a re-sit. The course is created for your continuous work. If you fail to achieve the 70 per cent mark of the requirements, you will have to repeat the course. Oral Exam The course is finished with an oral exam organised during the exam period. The students will pick one question from the covered topics and discuss it with the teacher. Those who intend to sit the state exams in June will be given priority on the exam dates.
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Recommended literature
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Hughes, Glyn, Josephine Moate, and Tiina Raatikainen. Practical Classroom English. Oxford: Oxford University Press, 2015.
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Celce-Murcia, Marianne. Teaching English as a Second or Foreign Language. New York: Cengage, 2014.
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Gower, R., D. Phillips and S. Walters. Teaching Practice Handbook. London: MacMillan, 2005.
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Harmer, Jeremy. How to Teach Writing. Harlow: Pearson, 2004.
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Harmer, Jeremy. The Practice of English Language Teaching. Harlow: Pearson, 2015.
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Kelly, Gerald. How to Teach Pronunciation. Harlow: Pearson, 2000.
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Scrivener, Jim. Learning Teaching. Macmillan, 2011.
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Thornbury, Scott, and Peter A. Watkins. The CELTA Course: Certificate in English Language Teaching to Adults: Trainee Book. Cambridge: Cambridge University Press, 2007.
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Thornbury, Scott. How to Teach Speaking. Harlow: Pearson, 2003.
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Ur, Penny. A Course in Language Teaching: Practice and Theory. Cambridge: Cambridge University Press, 2012.
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Wilson, Jeremy. How to Teach Listening. Harlow: Pearson, 2012.
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