SubjectsSubjects(version: 861)
Course, academic year 2019/2020
  
TEFL II - AAA500117
Title: Didaktika AJ II
Guaranteed by: Department of the English Language and ELT Methodology (21-UAJD)
Faculty: Faculty of Arts
Actual: from 2018
Semester: summer
Points: 0
E-Credits: 5
Examination process: summer s.:
Hours per week, examination: summer s.:0/3 C [hours/week]
Capacity: unknown / 20 (unknown)
Min. number of students: unlimited
State of the course: taught
Language: English
Teaching methods: full-time
Level:  
Additional information: https://dl1.cuni.cz/course/view.php?id=664
Note: course can be enrolled in outside the study plan
enabled for web enrollment
Guarantor: PhDr. Tomáš Gráf, Ph.D.
Teacher(s): PhDr. Tomáš Gráf, Ph.D.
Class: Exchange - 09.1 Modern EC Languages
Exchange - 09.3 Linguistics
Pre-requisite : AAA500105
P//Is pre-requisite for: AAAV00001, AAA5PP117, AAA5ZK117
Annotation -
Last update: PhDr. Tomáš Gráf, Ph.D. (28.10.2019)
A foundation course in Teaching English as a Foreign Language (2nd part of the course Didaktika AJ 1)
The course aims to provide both a theoretical basis to foreign language teacher training and a platform for practising and developing concrete practical techniques and competences which characterize the teaching profession in the area of English Language Teaching. Key theoretical concepts are discussed in the light of contemporary research in the fields of language acquisition, linguistics, psycholinguistics, pedagogy, psychology and language teacher education. These then provide the basis for the acquisition of foreign-language-teaching techniques which the students practise in class, observe, give and receive feedback on, for example, during micro-teaching periods and video observations.
Course completion requirements -
Last update: PhDr. Tomáš Gráf, Ph.D. (28.10.2019)

All of the credit requirements must be fulfilled by the end of the exam period in the academic year in which the student enrolled for the subject.

Literature -
Last update: PhDr. Tomáš Gráf, Ph.D. (01.02.2020)

Bibliography (selection)

(detailed lists of literature for each topic covered in the course are to be found in the Moodle)

 

Brown, H. D. (2007). Teaching by principles: an interactive approach to language pedagogy (3rd ed.). White Plains, NY: Pearson Education.
Brown, H. D. (2014). Principles of language learning and teaching (Sixth Edition.). White Plains, NY: Pearson Education.
Burgess, S., & Head, K. (2005). How to teach for exams. Harlow: Longman.
Burns, A. & Richard, J. C. (2012) Pedagogy and practice in second language teaching, Cambridge: Cambridge University Press
Celce-Murcia, M., Brinton, D., & Snow, M. A. (2014). Teaching English as a second or foreign language. Boston: National Geographic Learning.
Cook, V. (2016) Second language learning and language teaching, Fifth edition, New York: Routledge
Derwing, T. M. & Munro, M. J. (2015) Pronunciation Fundamentals: Evidence-based perspectives for L2 teaching and research, Volume 42 of Language Learning & Language Teaching, John Benjamins Publishing Company
Gower, R., Phillips, D., & Walters, S. (2005). Teaching practice handbook. Oxford: Macmillan Education.
Harmer, J. (2004). How to teach writing. Harlow: Longman.
Harmer, J. (2007). How to teach English. Harlow, Essex: Pearson Education.
Harmer, J. (2015). The practice of English language teaching. Harlow: Pearson/Longman.
Hedge, T. (2000). Teaching and learning in the language classroom. Oxford: Oxford University Press.
Kelly, G. (2001) How to teach pronunciation. Harlow: Longman.
Larsen-Freeman, D. (2011). Techniques and principles in language teaching (3rd ed.). Oxford?; New York: Oxford University Press.
Lightbown, P. (2013). How languages are learned (Fourth edition.). Oxford: Oxford University Press.
O’Leary, M. (2014). Classroom observation: a guide to the effective observation of teaching and learning. London?; New York: Routledge.
Richards, J. C., & Rodgers, T. S. (2001). Approaches and methods in language teaching. Cambridge; New York: Cambridge University Press.
Richards, J. C. (2015) Key issues in language teaching, Cambridge. Cambridge University Press
Scrivener, J. (2010). Teaching English grammar: what to teach and how to teach it. Oxford: Macmillan Education.
Scrivener, J. (2011). Learning teaching: the essential guide to English language teaching. [Oxford]: Macmillan Education.
Scrivener, J. (2012). Classroom management techniques. Cambridge, UK?; New York: Cambridge University Press.
Shrum, J. L. (2009). Teacher’s handbook: contextualized language instruction (4th ed.). Boston, MA: Heinle Cengage.
Stanley, G. (2013). Language learning with technology: ideas for integrating technology in the language classroom. Cambridge?; New York: Cambridge University Press.
Thornbury, S. (1999). How to teach grammar. Harlow, England: Pearson Education.
Thornbury, S. (2002). How to teach vocabulary. Harlow: Longman.
Thornbury, S. (2005). How to teach speaking. Harlow, England: Longman.
Thornbury, S. (2006). An A-Z of ELT: a dictionary of terms and concepts used in English language teaching. Oxford: Macmillan Education.
Ur, P. (2012). A course in English language teaching (2nd ed.). Cambridge?; New York: Cambridge University Press.
Wajnryb, R. (1992). Classroom observation tasks: a resource book for language teachers and trainers. Cambridge [England]?; New York: Cambridge University Press.
Webb, S. & Nation, P. (2017) How vocabulary is learned, Oxford: Oxford University Press
Wilson, J. J. (2009). How to teach listening. Harlow, Essex, [England]: Pearson Longman.
Wragg, E. C. (2012). An introduction to classroom observation (Classic ed.). London?; New York: Routledge.

Teaching methods
Last update: GRAFT (26.09.2014)

seminar

Requirements to the exam -
Last update: PhDr. Tomáš Gráf, Ph.D. (10.05.2020)

Credit requirements (požadavky k zápočtu)

- active participation and attendance (maximum of two unexcused absences)

- preparing and delivering a microteaching slot (5-minute presentation of the material and the goals of the teaching + 15-minute teaching slot)

- regular preparation for each seminar as per instructions presented in the introductory seminar

- *a short presentation of a survey of important themes in cotemporary research of a selected topic as covered in key academic journals (ias per instructions in the introductory seminar and in the Moodle)

- *final written test based on the theoretical concepts introduced in the seminars and recommended reading as published in the Moodle

- *presentation of your own teaching portfolio

 

The last three items in the above list (marked with an asterisk) are replace with the following task:

 

Assessment task for TEFL summer term 2019/20

Instructions for the compusory task to gain your credit in the TEFL course (summer term 2019/20)

A short description:

Design a  teacher-training TEFL course for secondary school English teachers consisting of a set of four 90-minute workshops.

A detailed description:

The scenario
Try and imagine the typical English language staff room at a typical secondary school in your country. Try and imagine the teachers you know or used to. And using the information you have gained so far in TEFL and will do in the upcoming weeks, try to think how you could help these teachers if you could do a short course of four sessions. What didactic knowledge, procedures and techniques would  they benefit from? What do you mind about them? What do you think they lack that they could be given on such a course? It's now up to you and your creativity to design this course and you can be as creative as you like. All you need to think about is that you want to help the teachers. How you're going to do it is entirely up to you but there are a few important guidelines below.

What you have to do step by step
1. Work out the overall aims and objectives for the whole of the course (I will talk on this in one of the future seminars on lesson planning).
2. Choose the topics for your four workshops. This can be done either as a theme for a week or it can be done completely differently and you can have multiple-theme sessions.
3. Work out the aims and objectives* for each of the four sessions.
4. Prepare a rationale for each of the sessions. What is the context? Why do you want to design the workshop around these topics?
5. Prepare a structure of each workshop as a lesson plan. Include a few accompanying slides (can be done in text format).
6. Find activities that you're going to introduce to the teachers. And identify their aims.
7. Be as creative as you like and use whatever you might (texts, books samples, audios, videos) but your reasons must be clear.

What should it look like?
Ideally, this should be a text document (maybe a word doc so that I can attach comments), which is well structured and presentable and which contains the parts mentioned above. This will be put in the Moodle as a pdf and accesscible to the others for their perusal and feedback.

The deadline: 30 June 2020 (then I'll need a few days to read through it and evaluate it and I'll make your plans available to the others hopefully by 10 July) (and, of course, you can it in any time before the deadline.

________________________
*aims = what you as an instructor hope to achieve
objectives = what your students will have learnt by the end of the allocated time

Syllabus -
Last update: GRAFT (26.09.2014)

Seminar 1 - Research methods in ELT and applied linguistics
Epistemology and ontology - subjectivism, relativism, positivism, post-positivism etc,
How to read and understand an applied linguistics research article
The quantitative and qualitative distinction - types of research, their use and application
Critical reading in applied linguistics

Seminar 2 & 3- Teaching grammar
Presenting and practising grammar - techniques
Mistakes and correction
Grammar and accuracy in the Common Europe and Framework of Reference

Seminar 4 & 5 - Teaching speaking
Fluency and accuracy
Designing tasks and materials for speaking
Organizing time and space in speaking activities
Sources for speaking activities
Features of communicative activities
Types of communicative activities
How to get your students to talk.
Speaking and spoken interaction in the Common Europe and Framework of Reference

Seminar 6 - Teaching listening
The process and product dichotomy
Bottom-up and top-down approaches
Principles of teaching listening
Designing tasks, adapting tasks
Sources of materials for listening activities
Working with videos
Listening in the Common Europe and Framework of Reference

Seminar 7 - Teaching reading
The process and product dichotomy in relation to reading
Bottom-up and top-down approaches in relation to reading
Principles of teaching reading
Designing and adapting tasks for reading
Graded readers, school and class libraries
Using literature
Reading in the Common Europe and Framework of Reference

Seminar 8 - Teaching writing
The process and product dichotomy in relation to writing
Principles of teaching writing
Designing and adapting tasks for writing
Marking, grading and feedback
Writing in the Common Europe and Framework of Reference

Seminar 9 - Testing, assessment, teaching for exams
Testing, assessment, grading
Designing language tests and exams
Validity and reliability
Types of assessment
The washback effect
Preparing students for exams
The design of the Nová maturita
Preparing students for the Nová maturita

Seminar 10 - Content-integrated learning
Teaching English for Specific Purposes
Teaching English for Academic Purposes
Content and Language Integrated Learning
English as a Medium of Instruction
Business English

Seminar 11 - Curricular documents
Czech curricular documents - overview, critical evaluation, benefits and practical implications
The Common European Framework of Reference

Seminar 12 - Teacher development
Teacher autonomy
Continuous development in all areas.
Overview of recommended books, journals etc.
Conferences/seminars, websites for teachers
Classroom research
Keeping motivated
Growing as an expert, growing as a person
Reflective teaching
The first year and beyond
Kariérní řád
Keeping sane - preventing the burnout syndrome

Seminar 13 - Practicum seminar + Cooperation at schools
Organizace, význam a realizace povinné praxe
Teacher cooperation
Teacher-parent interaction and cooperation

 
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