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Course, academic year 2022/2023
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TEFL I+II (examination) - AAA5ZK117
Title: Didaktika AJ I+II (oborová zkouška)
Guaranteed by: Department of the English Language and ELT Methodology (21-UAJD)
Faculty: Faculty of Arts
Actual: from 2021
Semester: both
Points: 0
E-Credits: 3
Examination process:
Hours per week, examination: 0/0, Ex [HT]
Capacity: winter:unknown / unknown (unknown)
summer:unknown / unknown (unknown)
Min. number of students: unlimited
Virtual mobility / capacity: no
State of the course: taught
Language: Czech
Teaching methods: full-time
Note: course can be enrolled in outside the study plan
enabled for web enrollment
you can enroll for the course in winter and in summer semester
Guarantor: PhDr. Tomáš Gráf, Ph.D.
Annotation -
Last update: PhDr. Tomáš Gráf, Ph.D. (28.10.2019)
A final exam in teaching English as a foreign language.
Course completion requirements -
Last update: PhDr. Tomáš Gráf, Ph.D. (28.10.2019)


The applicant can enroll for the exam any time during the term or the exam period either in person during the office hours or by e-mail.

Literature -
Last update: PhDr. Tomáš Gráf, Ph.D. (28.10.2019)

Literature list 1

Harmer, Jeremy (2015) The Practice of English Language Teaching (ideally 5th edition), Longman
Harmer, Jeremy (2007) How to teach English, Pearson Education Ltd., Longman 2007
Scrivener, Jim (2011) Learning teaching: a guidebook for English language teachers (Third edition), Macmillan books for teachers, Heinemann
Ur, Penny (20012) A Course in Language Teaching, Practice and Theory, Cambridge University Press
Watkins, P. (2014) Learning to Teach English, Delta Publishing; 2nd Revised edition edition
Hedge, T. (2001) Teaching and Learning in the Language Classroom, OUP

Literature list 2

Bartram, M., & Walton, R. (2002). Correction: mistake management: a positive approach for language teachers. Boston, Mass.: Heinle Cengage Learning.
Bilbrough, N. (2011) Memory Activities for Language Learning, CUP
Brown, J.D. and C. Coombe (2015) The Cambridge Guide to Research in Language Teaching and Learning, CUP, ISBN 9781107485556
Brown, Douglas. H. (2007) Teaching by Principles: An Interactive Approach to Language Pedagogy (3rd Edition)
Brown, Douglas. H. (2006) Principles of Language Learning and Teaching (5th Edition) 
C. Coombe, P. Davidson, B. O'Sullivan and S. Stoynoff (2012) The Cambridge Guide to Second Language Assessment, CUP
Cameron, L. (2010). Teaching languages to young learners (13. print). Cambridge: Cambridge Univ. Press.
Cameron, L. (2005) Teaching Languages to Young Learners, CUP
Dale, l. and Rosie Tanner (2013) CLIL Activities with CD-ROM, A Resource for Subject and Language Teachers, CUP
Dörnyei & Murphy (2004) Group Dynamics in the Language Classroom, CUP
Dörnyei, Z., & Ryan, S. (2015). The psychology of the language learner revisited. New York?; London: Routledge, Taylor & Francis Group.
Dörnyei, Z and M. Kubanyiova (2013) Motivating Learners, Motivating Teachers, Building Vision in the Language Classroom, CUP
Field, J (2009) Listening in the Language Classroom, CUP
Goldstein, B. and P. Driver (2014) Language Learning with Digital Video, CUP
Griffiths (2008) Lessons from Good Language Learners, CUP
Harmer, J. (2004) How to Teach Writing, Longman
Huhta, M., K. Vogt, E. Johnson, H. Tulkki and D. R. Hall (2013) Needs Analysis for Language Course Design, A Holistic Approach to ESP, CUP
Johnston, B. (2003). Values in English language teaching. Mahwah, N.J: L. Erlbaum Associates.
Kelly, G. (2000) How to Teach Pronunciation, Longman
Kerr, Philip (2014) Translation and Own-language Activities, CUP
Larsen-Freeman (2005), Technigues and Principles in Language Teaching, OUP
Lewis, M. (1993) The Lexical Approach. Hove: LTP
Lightbown & Spada (2013, How Languages are Learned, 4th edition, OUP
Meddlings, L. & S. Thornbury (2014) Teaching Unplugged, Viva Books
Nassaji, H., & Fotos, S. (2011). Teaching grammar in second language classrooms: integrating form-focused instruction in communicative context. New York: Routledge.
Reppen, R. (2010) Using Corpora in the Language Classroom, CUP
Richards & Lockhart (1994) Reflective Teaching in Second Language Classrooms, CUP
Richards, J. C. and T. S. C. Farrell (2011) Practice Teaching, CUP
Richards, J.C. (2015) Key Issues in Language Teaching, CUP
Scrivener, J. (2012) Classroom Management Techniques, CUP
Schmitt, N. (2000) Vocabulary in Language Teaching, CUP
Smith, J. (2013) Exploring British Culture with Audio CD, Multi-level Activities About Life in the UK, CUP
Stanley, Graham (2013) Language Learning with Technology, CUP
Thornbury, S. (2005) How to Teach Speaking, Longman
Thornbury, S. (2013) Big questions in ELT, theround
Thornbury, S. (2002) How to Teach Vocabulary, Longman
Thornbury, S. (2005) How to Teach Grammar, Longman
Underhill, A. (2008). Sound foundations: learning and teaching pronunciation. Oxford: Macmillan.
Ur, Penny (2014) Discussions and More, Oral Fluency Practice in the Classroom, CUP
Willis, D., & Willis, J. (2011). Doing task-based teaching. Oxford: Oxford Univ. Press.
Wilson, J.J. (2008) How to Teach Listening, Longman
Woodward, T. (2001) Planning Lessons and Courses, CUP

Requirements to the exam
Last update: PhDr. Tomáš Gráf, Ph.D. (28.10.2019)

This is an oral exam consisting of the following four parts:


1) discussion of the general principles of foreign language teaching (esp. the relation bt linguistics/psychology/pedagogy to foreign language teaching methodology);
2) discussion of the principles of teaching of a concrete language form or skill (general teaching principles, factors affecting teaching etc.);
3) discussion of compulsory literature (compulsory one titel from Literature list 1 and one title from Literature list 2, see section on Lliterature);

4) presentation of the teaching portfolio as per the description in the courses Didaktika AJ I a Didaktika AJ II.

The exam is in English and takes approximately 30–40 minutes.

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