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Lecturer(s)
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Duda Ondřej, Mgr. Ph.D.
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Dömischová Ivona, PhDr. Ph.D.
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Nevařil Josef, Mgr. Ph.D.
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Course content
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Topics: Typical teacher and learner roles in EFL classroom. Classroom management. Learning styles. Intelligence types - Gardner's multiple intelligences theory and its implications for EFL classroom. The communicative approach to foreign language teaching. The CLIL method. Lesson planning and micro-teaching.
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Learning activities and teaching methods
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Lecture, Monologic Lecture(Interpretation, Training), Dialogic Lecture (Discussion, Dialog, Brainstorming), Demonstration, Activating (Simulations, Games, Dramatization), Group work
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Learning outcomes
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After completing the course students will be able to: - characterise typical roles of teachers and learners in the EFL classroom, - define the principles of the communicative approach to foreign language teaching and explain the importance of a cross-curricular approach, - define and explain the importance of the CLIL method, - explain the principles of work with different learners and learning styles.
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Prerequisites
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unspecified
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Assessment methods and criteria
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Oral exam, Student performance, Dialog, Systematic Observation of Student, Seminar Work
attendance, seminar paper, oral colloquium
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Recommended literature
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BENTLEY, K. (2010). The TKT Course CLIL Module.. Cambridge.
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BERMAN, M. (1998). A Multiple Intelligences Road to an ELT Classroom.. Carmarthen.
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Brown, H. D. (2007). Principles of language learning and teaching. Pearson Longman.
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HARMER, J. (2011). The Practice of English Language Teaching. Harlow.
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Choděra, R. (2006). Didaktika cizích jazyků: úvod do vědního oboru. Praha: Akademia.
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Jaroslava Ivanová. (2002). Společný evropský referenční rámec pro jazyk: jak se učíme jazykům, jak je vyučujeme a jak v jazycích hodnotíme.. Olomouc.
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MAŇÁK, J., ŠVEC, V. (2003). Výukové metody.. Brno: Paido.
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Petty. G. (2008). Moderní vyučování. Praha: Portál.
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SCRIVENER, J. (2011). Learning Teaching. Oxford.
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Ur, P. (1996). A Course in Language Teaching. Cambridge.
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