The aim of the study subject is application of subject didactics knowledge within the context of lower secondary schools. Students are introduced to the principles and ways of curricular documents development, mainly in the context of communicative competence development. Basic factors of teaching and learning processes will function as a structure for analysing the context of English language teaching and learning in the context of lower secondary schools. Video recordings of a set of inspirational ISCED 2 lessons will enable students to identify and evaluate selected aspects of foreign language education and develop their professional vision.
Topics:
•Factors of the teaching and learning processes, their role and specifics of teaching and learning at the ISCED 2 level.
•Aims (stating, formulation, feedback, etc.).
•Content (with special attention to pronunciation).
•Pupils/students (including SEN, autonomy, etc.).
•Teacher (including teacher language, etc.).
•Classroom management (including role of mother tongue and target language).
•Curricular documents.
•Lesson planning / lesson phases (PPP, TTT, ESA, etc.).
•Didactic tools (including activity types).
•Evaluation in ELT / mistakes, errors, slips (authentic materials).
Last update: Kadrnožková Monika, PhDr., Ph.D. (26.10.2020)
The aim of the study subject is application of subject didactics knowledge within the context of lower secondary schools. Students are introduced to the principles and ways of curricular documents development, mainly in the context of communicative competence development. Basic factors of teaching and learning processes will function as a structure for analysing the context of English language teaching and learning in the context of lower secondary schools. Video recordings of a set of inspirational ISCED 2 lessons will enable students to identify and evaluate selected aspects of foreign language education and develop their professional vision.
Topics:
•Factors of the teaching and learning processes, their role and specifics of teaching and learning at the ISCED 2 level.
•Aims (stating, formulation, feedback, etc.).
•Content (with special attention to pronunciation).
•Pupils/students (including SEN, autonomy, etc.).
•Teacher (including teacher language, etc.).
•Classroom management (including role of mother tongue and target language).
•Curricular documents.
•Lesson planning / lesson phases (PPP, TTT, ESA, etc.).
•Didactic tools (including activity types).
•Evaluation in ELT / mistakes, errors, slips (authentic materials).
Last update: Kadrnožková Monika, PhDr., Ph.D. (26.10.2020)
Literature -
Červinková Poesová, K. & Uličná, K. Becoming a Pronunciation Teacher. Praha: Pedagogická fakulta Univerzita Karlova, 2019. ISBN 978-80-7603-135-7.
Hughes, G. S. (1990). A Handbook of Classroom English. Oxford : Oxford University Press. ISBN: 978-0-19-434270-4.
Jones, T. (ed.). Pronunciation in the Classroom. The Overlooked Essential. Alexandria, VA: TESOL Press, 2016. ISBN 978-1-942799450.
Littlewood, W. Communicative Language Teaching. Cambridge: Cambridge University Press, 1992. ISBN: 0 521 28154 7. (vybrané kapitoly)
Nunan, D. Designing Tasks for the Communicative Classroom. Cambridge: Cambridge University Press, 1989. ISBN 0-521-37915-6. (vybrané kapitoly)
Parrott, M. (1996). Tasks for Language Teachers. Cambridge University Press. ISBN: 0 521 42666 9.
Uličná, K., & Žďárek, K. (2016). Vidíš, vidím, vidíme? Výuka anglického jazyka: videopřípady. Pedagogická fakulta Univerzity Karlovy v Praze. ISBN: 978-80-7290-839-4.
Further sources accoring to the students‘ needs
Last update: Kadrnožková Monika, PhDr., Ph.D. (26.10.2020)
Červinková Poesová, K. & Uličná, K. Becoming a Pronunciation Teacher. Praha: Pedagogická fakulta Univerzita Karlova, 2019. ISBN 978-80-7603-135-7.
Hughes, G. S. (1990). A Handbook of Classroom English. Oxford : Oxford University Press. ISBN: 978-0-19-434270-4.
Jones, T. (ed.). Pronunciation in the Classroom. The Overlooked Essential. Alexandria, VA: TESOL Press, 2016. ISBN 978-1-942799450.
Littlewood, W. Communicative Language Teaching. Cambridge: Cambridge University Press, 1992. ISBN: 0 521 28154 7. (vybrané kapitoly)
Nunan, D. Designing Tasks for the Communicative Classroom. Cambridge: Cambridge University Press, 1989. ISBN 0-521-37915-6. (vybrané kapitoly)
Parrott, M. (1996). Tasks for Language Teachers. Cambridge University Press. ISBN: 0 521 42666 9.
Uličná, K., & Žďárek, K. (2016). Vidíš, vidím, vidíme? Výuka anglického jazyka: videopřípady. Pedagogická fakulta Univerzity Karlovy v Praze. ISBN: 978-80-7290-839-4.
Further sources accoring to the students‘ needs
Last update: Kadrnožková Monika, PhDr., Ph.D. (26.10.2020)
