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Observation practice - English language - OPNA2A102A

Title:	Náslechová praxe – anglický jazyk
Guaranteed by:	Katedra anglického jazyka a literatury (41-KAJL)
Faculty:	Faculty of Education
Actual:	from 2020
Semester:	winter
E-Credits:	2
Examination process:	winter s.:
Hours per week, examination:	winter s.:0/1, C [HT]
Capacity:	unknown / 20 (unknown)
Min. number of students:	unlimited
4EU+:	no
Virtual mobility / capacity:	no
State of the course:	taught
Language:	English
Teaching methods:	full-time
Teaching methods:	full-time
Note:	course can be enrolled in outside the study plan enabled for web enrollment priority enrollment if the course is part of the study plan

Guarantor:	doc. PhDr. Klára Uličná, Ph.D.
Teacher(s):	Mgr. Martin Mikuláš, Ph.D.
Is pre-requisite for:	OPNA2A106A, OPNA2A104A

Opinion survey results Examination dates WS schedule Noticeboard

Annotation -

Last update: Mgr. Martin Mikuláš, Ph.D. (13.09.2020)

The aim of the course is to develop theoretical grounds of English language teaching, i.e. become knowledgeable to the basic methodological principles and complex problematics of content and process in language teaching and learning. Based on the gained knowledge of aims setting, communicative competence, planning, etc. students will get familiar with the basic principles applied in developing language systems (lexis, grammar, pronunciation) both in theory and practice. The use of video recordings of authentic English lessons and their reflection will support students’ ability and skill to notice and identify specific aspects of teaching and learning and problem situations. Additionally, the use of video recordings will serve as platform for asking questions, critical analysis and evaluation. Students’ microteaching sessions including their evaluation and self-evaluation will support students’ skills in areas such as aims setting, lesson planning and executing, and evaluating teaching of oneself and that of peer students. The level of language proficiency (C2 level) and the ability to formulate ideas properly and accurately are ALWAYS subject to assessment and evaluation. Deficiencies in students' oral and written production are penalised. Papers with serious systemic errors may be disqualified.

Aim of the course -

Last update: Mgr. Martin Mikuláš, Ph.D. (13.09.2020)

The aim of the course is to:

- develop students' theoretical grounds of English language teaching,

- develop students' knowledge, understanding and skills regarding the basic methodological principles and complex problematics of content and process in language teaching and learning with the focus on the application of linguistic systems,

- develop student's aims setting and lesson planning skills.

- develop student's observation, reflection and evaluation skills

Descriptors -

Last update: Mgr. Martin Mikuláš, Ph.D. (28.09.2020)

Due to the virus-related measures, our lectures and seminars will take place online until further notice as follows:
• There will be a class in Google Classroom (GC) (expect an invitation).
• There will be regular online sessions via ZOOM (find the link in GC) in accordance with our IS schedule.
• All homework (HW) will be assigned and submitted via GC on a regular basis.
• HW will be assessed and evaluated ONLY AFTER the deadline.
• All materials will be distributed via GC.

Use the link to enter the course:

https://classroom.google.com/c/MTc2OTQ2Mzc1Mzk3?cjc=tyzzq7y

Literature -

Last update: Mgr. Karel Žďárek, Ph.D. (27.10.2019)

Required literature:

THORNBURY, S. (2000). How to Teach Grammar. Longman,
THORNBURY, S. (2002). How to Teach Vocabulary. Pearson Education.
KELLY, G. (2004). How to Teach Pronunciation. Pearson Education.

Recommended:

GRANT, L. (2014) Pronunciation Myths. Applying Second Language Research to Classroom Teaching. Ann Arbor: University of Michigan Press.
CELCE-MURCIA, M., BRINTON, D. M., GOODWIN, J. M. (2010) Teaching Pronunciation. A Coursebook and Reference Guide. (2nd ed.) New York: Cambridge University Press.
UNDERHILL, A. (2005). Sound Foundations. Learning and Teaching Pronunciation. (3rd ed.) Oxford: Macmillan Publishers Limited.
LANE, L. (2012). Tips for Teaching Pronunciation. A Practical Approach. New York: Pearson Longman.
+ selected chapters:
HARMER, J. (2001). The Practice of English Language Teaching. Longman.
SCRIVENER, J. (2011). Learning Teaching. Macmillan.
HENDRICH, J. ET AL. (1988). Didaktika cizích jazyků. SPN Praha.

Requirements to the exam -

Last update: Mgr. Martin Mikuláš, Ph.D. (13.09.2020)

Active participation in seminars, min. 80% attendance.

Only students who submitted all the required assignments and materials will be admitted to the exam.

Syllabus -

Last update: Mgr. Martin Mikuláš, Ph.D. (13.09.2020)

Syllabus:

Teaching the components of language system - introduction

Teaching vocabulary - approaches and techniques, theory review

Teaching vocabulary - reflective practice and microteaching

Teaching grammar - approaches and techniques, theory review

Teaching grammar - reflective practice and microteaching

teaching pronunciation - approaches and techniques, theory review

Teaching pronunciation - reflective practice and microteaching

Course completion requirements -

Last update: Mgr. Martin Mikuláš, Ph.D. (22.09.2020)

Due to the virus-related measures, our lectures and seminars will take place online until further notice as follows:
• There will be a class in Google Classroom (GC) (expect an invitation). In-class observations will be announced in advance.
• There will be regular online sessions via ZOOM (find the link in GC) in accordance with our IS schedule.
• All homework (HW) will be assigned and submitted via GC on a regular basis.
• HW will be assessed and evaluated ONLY AFTER the deadline.
• All materials will be distributed via GC.

Active participation in seminars, attendance (80%)

Timely submission of required assignments (lesson plans, observations sheets, reading notes)

Written test based on assigned readings and seminar work (mix of open questions, multiple-choice questions, true-false questions)

The minimum cut-off score is 70%.

The level of language proficiency (C2 level) and the ability to formulate ideas properly and accurately are ALWAYS subject to assessment and evaluation. Deficiencies in students' oral and written production are penalised. Papers with serious systemic errors may be disqualified.