Continuous teaching practice at secondary schools wit reflction mainly focuses on independent individual student teaching and its follow-up reflection with regard to the age specifics of secondary school students. The taeching practice consits of two basic stages: 1 familiarizing with a particular school as an institution, including the relevant curricular documents as well as the classes their mentor teaches in the relevant school year through lesson observations; 2 their own independent teaching thein mentor´s groups both under the mentor´s supervision or without it. Recording a lesson and the follow-up reflection with the mentor and didactics of the Engliush languge teacher from the English department will be a part of the teaching practice.Within the reflection of the teaching practice students work in groups of 3 – 4 and analyze and evaluace the recordings of the lessons.Students also further extend their portfolio, adding the relevant materials to it.
Last update: Kadrnožková Monika, PhDr., Ph.D. (26.10.2020)
Continuous teaching practice at secondary schools wit reflction mainly focuses on independent individual student teaching and its follow-up reflection with regard to the age specifics of secondary school students. The taeching practice consits of two basic stages: 1 familiarizing with a particular school as an institution, including the relevant curricular documents as well as the classes their mentor teaches in the relevant school year through lesson observations; 2 their own independent teaching thein mentor´s groups both under the mentor´s supervision or without it. Recording a lesson and the follow-up reflection with the mentor and didactics of the Engliush languge teacher from the English department will be a part of the teaching practice.Within the reflection of the teaching practice students work in groups of 3 – 4 and analyze and evaluace the recordings of the lessons.Students also further extend their portfolio, adding the relevant materials to it.
Last update: Kadrnožková Monika, PhDr., Ph.D. (26.10.2020)
Literature -
Required literature
1 School Educational Programmes of the relevant secondary schools
2 titles according to each individual student ´s needs
BROWN, H. Douglas. Teaching by principles: an interactive approach to language pedagogy. White Plains: Pearson Education, 2007, ISBN 978-0-13-612711-6.
GOWER, Roger, Diane PHILLIPS a Steve WALTERS. Teaching practice handbook. New ed. Oxford: Macmillan Heinemann English language teaching, 1995. ISBN 04-352-4059-5.
RICHARDS, Jack C. a LOCKHART, Charles. Reflective teaching in second language classrooms. New York, NY, USA: Cambridge University Press, 1994. ISBN 05-214-5803-X.
SCRIVENER, Jim. Learning Teaching: the essential guide to English language teaching. Oxford:Macmillan, 2011. ISBN 978-0-23072984-1.
Last update: Kadrnožková Monika, PhDr., Ph.D. (26.10.2020)
Required literature
1 School Educational Programmes of the relevant secondary schools
2 titles according to each individual student ´s needs
BROWN, H. Douglas. Teaching by principles: an interactive approach to language pedagogy. White Plains: Pearson Education, 2007, ISBN 978-0-13-612711-6.
GOWER, Roger, Diane PHILLIPS a Steve WALTERS. Teaching practice handbook. New ed. Oxford: Macmillan Heinemann English language teaching, 1995. ISBN 04-352-4059-5.
RICHARDS, Jack C. a LOCKHART, Charles. Reflective teaching in second language classrooms. New York, NY, USA: Cambridge University Press, 1994. ISBN 05-214-5803-X.
SCRIVENER, Jim. Learning Teaching: the essential guide to English language teaching. Oxford:Macmillan, 2011. ISBN 978-0-23072984-1.
Last update: Kadrnožková Monika, PhDr., Ph.D. (26.10.2020)
