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Course, academic year 2022/2023
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Teaching English as a Foreign Language 1 - AAA500181
Title: Teaching English as a Foreign Language 1
Guaranteed by: Department of the English Language and ELT Methodology (21-UAJD)
Faculty: Faculty of Arts
Actual: from 2021
Semester: winter
Points: 0
E-Credits: 5
Examination process: winter s.:
Hours per week, examination: winter s.:0/3, C [HT]
Capacity: unknown / 20 (unknown)
Min. number of students: unlimited
Virtual mobility / capacity: no
State of the course: taught
Language: English
Teaching methods: full-time
Additional information:
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.
Annotation -
Last update: PhDr. Tomáš Gráf, Ph.D. (29.09.2021)
The English language is ever evolving and in the current world it plays a large number of roles. The English language teaching profession has constantly to look for ways to address all of these and to respond to the changing contexts in which English is being used and how it is being perceived by its users. Whether they are learning English for the purposes of global communication, whether they want to learn the language of cultures they find attractive or need English as a tool for carrying out their
professional aims, the ELT profession needs to keep finding ways of adapting its procedures and objectives in order to meet the needs of all learners and as such is continually evolving as well.
The present course Teaching English as a Foreign Language 1 is designed to address these issues and aims to prepare modern English language teachers who are both technically equipped to teach English and aware of the changing contexts in which English is used in the current world. Its curricular basis is a combination of the communicative wave and the third wave of language teaching curricula (Graves 2016), i. e. the combination of the communicative approach to language teaching with contextually based approaches which foreground the use of language as meaning-based social practice. It's second language acquisition basis is strongly grounded in usage-based theories.
The course presents a core course in the teacher-training programme at the Faculty of Arts, Charles University. It is intended for MA students of the teacher-training programmes. These students developed their understanding of many of the associated concepts during the BA part of their training, including introductory topics to ELT and second language acquisition and also the historical development of the field and several of the key developmental phases. Students who join the course ought to be familiar with the ELT and SLA topics introduced in the courses English Language Seminar for Teachers 1, English Language Seminar for Teachers 2 and Language-learning theory and practice for ELT.
The main topics for this term of the course include the participants in the ELT process, i. e. teachers and learners, the content and context of ELT in the Czech Republic (essential curricular documents, design of curricular and the structure of ELT content), and the introduction to the teaching of selected language forms (namely pronunciation and vocabulary), and language skills (namely listening). It also includes a seminar on teaching materials and the use of ICT.
This is a highly practical course in which the students are constantly involved in discussions, group activities and project work. They also regularly participate in short teaching episodes (microteachings) which may last from a few seconds to 20 minutes.
The last mentioned microteachings are videoed and the videos are made available to the trainees for their private analysis. The inclusion of the longer micro-teaching slot is the reason why the course has been designed for three 45-minute blocks. It is during the last one that the microteaching and its analysis (i .e. feedback session) happen.
The course is multidisciplinary drawing on research findings in the field of language teaching methodology, applied linguistics, linguistics, learner corpus research, psycholinguistics, pedagogy, psychology and second language acquisition.
Aim of the course -
Last update: PhDr. Tomáš Gráf, Ph.D. (29.09.2021)

The course aims to equip the students with core skills and knowledge essential for ELT professionals. It aims to use the knowledge and skills acquired in the BA level course in this study programme as a springboard for developing both a deep undertsanding of the prinnciples of language teaching and a battery of practical skills to be used in the everyday life in the ELT classroom. It sees the teacher-trainee as a developing ELT professional with a high degree of autonomy, the ability to take charge of his own learning on his own but also in cooperation with his peers. It aims to prepare the trainees to become competent novice teachers with a sound command of both the theoretical and practical aspects of the field and understand the relation between evidence-based, research driven pedagogy and theories of SLA, and their practical application.
These teachers see their students as users of English with various reasons and motivations for learning the language, teachers who acknowledge this large, contextually-bound basis and strive to orient their students toward meaning-based communication which happens in real-life contexts and with very concrete linguistic and real-life goals. The English language is seen both as a tool to achieve this large variety of goals but also as a language which many learners and teachers enjoy for what it is: a language with a rich and attractive cultural history.

Course completion requirements - Czech
Last update: PhDr. Gabriela Brůhová, Ph.D. (25.09.2020)

Všechny požadavky pro zápočet je nutné splnit do konce zkouškového období akademického roku, ve kterém si student předmět zapsal.

Účast je povinná, povoleny jsou dvě absence za semestr. Větší počet absencí v průběhu pandemických opatření musí být nahrazen prací navíc individuálně zadávanou vyučujícím. 
Literature - Czech
Last update: PhDr. Tomáš Gráf, Ph.D. (10.09.2020)

Bibliografie (výběr)

(podrobný seznam lteratury ke každému z probíraných témat je uveřejněn v Moodlu)

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 - Czech
Last update: PhDr. Tomáš Gráf, Ph.D. (10.09.2020)


Requirements to the exam -
Last update: PhDr. Tomáš Gráf, Ph.D. (29.09.2021)

Credit requirements (applies also to distance learning)

- active participation in seminars and regular attendance (max. 2 unexcused absences)

- delivery of micro-teaching according to the instructions given in the introductory seminar and described in the Moodle platform (5-minute presentation of material + 15-minute practical output)

- maintaining a teacher portfolio according to the teacher's instructions and submitting a prepared lesson plan or sequence of lessons according to the teacher's instructions as part of the portfolio

- participation in the continuous evaluation of the course as instructed by the teacher

- self-study (compulsory reading in Moodle - in case of online teaching completing the assigned tests in the Moodle platform)

- completion of assignments for seminars (presentations, etc.).

Syllabus -
Last update: PhDr. Tomáš Gráf, Ph.D. (29.09.2021)

Week 1 – The EFL teacher and his roles
Week 2 – The EFL student – roles, variables
Week 3 – The content of ELT and curricular documents
Week 4 – Lesson planning and working with coursebooks
Week 5 – Technology in ELT
Week 6 – Teaching pronunciation 1
Week 7 – Teaching pronunciation 2
Week 8 – Teaching listening 1
Week 9 – Teaching listening 2
Week 10 – Teaching vocabulary 1
Week 11 – Teaching vocabulary 2
Week 12 – Meeting a real EFL teacher
Week 13 – ELT coursebooks 2

Learning resources - Czech
Last update: PhDr. Tomáš Gráf, Ph.D. (10.09.2020)

Viz Moodle kurzu

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