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Lecturer(s)
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Ramešová Andrea, Mgr.
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Pazderová Sabina, PhDr.
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Course content
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Get-to-know activities for first lessons How to motivate learners, demotivation Learning Styles and their importance in language learning (visual, auditory, bodily-kinesthetic, tactile) Multiple Intelligences (logical-mathematical, linguistic, spatial and new multiple intelligences according to Howard Gardner) Classroom management (atmosphere, routines, discipline, using English and mother tongue, pair and group work), lesson planning Assessment, error correction, feedback Textbooks Internet sources for teachers
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Learning activities and teaching methods
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Lecture, Dialogic Lecture (Discussion, Dialog, Brainstorming), Work with Text (with Book, Textbook), Demonstration, Activating (Simulations, Games, Dramatization), Group work
- Homework for Teaching
- 40 hours per semester
- Attendace
- 40 hours per semester
- Preparation for the Course Credit
- 20 hours per semester
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Learning outcomes
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This course is an introduction to the teaching of English to speakers of other languages (TESOL. The course will develop awareness of current trends in language teaching and learning. Through a programme of lectures, discussions, seminars and practical teaching activities we will explore the educational contexts in which English is taught. The course will also focus on teaching methods and practical materials that students might find useful in their teaching practice and career. The course deals with a wide range of matters relating to foreign language teaching to teenage and adult students. It aims to help students gain competences in teaching English.
This course aims at helping the students gain an overview of the theoretical issues as well as practical skills in language learning. Students will also gain practical competences in teaching English through microteaching.
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Prerequisites
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A working knowledge of English (C1+)
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Assessment methods and criteria
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Student performance, Systematic Observation of Student, Visitation
80% attendance (2 absences = 2 x 90 minutes) active participation in class discussions and activities doing assignments announced on Moodle covering all topics, homework assignments are obligatory even if the student is not present in class (lesson plans, microteaching, activities) STUDENTS MAY NOT ENROL ON KAA/MTD1 IF THEY NEED TO PASS ICV/DIAJ1 FOR THEIR TEACHING CERTIFICATE STUDIES. Courses MTD1 and DIAJ1 are identical.
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Recommended literature
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Harmer, J. (2007). The Practice of English Language Teaching. Fourth Edition. Book with DVD. Harlow: Longman.
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HARMER, J. (2011). The Practice of English Language Teaching. Harlow.
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Hedge, T. (2000). Teaching and Learning in the Language Classroom. Oxford.
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Kerr, P. (2014). Translation and own-language activities.
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Lightbown, P., Spada, N.M. (2013). How languages are learned 4th edition.
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Nováčková, J. (2016). Mýty ve vzdělávání. Kroměříž: Spirála, 4. vydání.
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Robert Čapek. (2018). Moderní didaktika.
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Scrivener, J. (1994). Learning Teaching. Heinemann.
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Seymour, D., & Popova, M. (2003). 700 classroom activities: conversation, functions, grammar, vocabulary. Oxford: Macmillan.
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Ur, P. (2012). A Course in English Language Teaching. Cambridge: Cambridge University Press.
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