Poslední úprava: PhDr. Tomáš Gráf, Ph.D. (01.02.2020)
Základní kurz Didaktika AJ 1
Tento aplikovaně lingvistický kurz si klade za cíl poskytnout jak teoretickou bázi pro vyučování cizích jazyků, tak platformu pro procvičování a rozvoj konkrétních praktických technik a dovedností, které charakterizují učitelskou profesi v oboru vyučování angličtiny jako cizího jazyka. Studenti se v seminářích seznamují s klíčovými, současným výzkumem podloženými koncepty například z oborů jazykové akvizice, lingvistiky, psycholingvistiky, pedagogiky, psychologie a vzdělávání učitelů jazyků. Tyto poznatky vytvářejí bázi pro získávání specifických technik využitelných při výuce cizích jazyků, které studenti procvičují, observují, hodnotí a kriticky vyhodnocují například prostřednictvím mikrovyučování či video observací.
Poslední úprava: PhDr. Tomáš Gráf, Ph.D. (28.10.2019)
A foundation course in Teaching English as a Foreign Language
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.
Podmínky zakončení předmětu -
Poslední úprava: PhDr. Tomáš Gráf, Ph.D. (01.02.2020)
Všechny požadavky pro zápočet je nutné splnit do konce zkouškového období akademického roku, ve kterém si student předmět zapsal.
Poslední úprava: PhDr. Tomáš Gráf, Ph.D. (01.02.2020)
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.
Literatura -
Poslední úprava: PhDr. Tomáš Gráf, Ph.D. (01.02.2020)
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.
Poslední úprava: 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.
Metody výuky - angličtina
Poslední úprava: GRAFT (26.09.2014)
seminar
Požadavky ke zkoušce -
Poslední úprava: PhDr. Tomáš Gráf, Ph.D. (28.10.2019)
Požadavky k zápočtu
- aktivní účast na seminářích a pravidelná docházka (max. 2 neomluvené absence)
- realizace mikrovyučování dle instrukcí zadaných v úvodním semináři a popsaných v platformě Moodle (5minutová prezentace materiálu + 15minutový praktický výstup)
- závěrečný test z teoretického obsahu jednotlibých seminářů a na základě materiálů dostupných v platformě Moodle
- vedení učitelského portfolia
Poslední úprava: PhDr. Tomáš Gráf, Ph.D. (26.09.2017)
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)
- final written test based on the theoretical concepts introduced in the seminars and recommended reading as published in the Moodle
- keeping your own teaching portfolio
Sylabus -
Poslední úprava: PhDr. Tomáš Gráf, Ph.D. (01.02.2020)
Seminar 1 - On being a teacher Practical info - syllabus introduction, system of work, requirements Introducing basic concepts, terms and abbreviations (L1, L2, L3; ESL x EFL; ELF; SLA, FLA, L1A, L2A; SLTE; EFL, TEFL, TESOL; applied linguistics) The roles of the teacher Teacher language The concepts of the good language teacher, effective teacher, expert teacher, confident teacher Literature for language teachers - teacher training manuals Teaching and research - academic resources, journals
Seminar 2 - Introducing classroom observations Classroom observations - types and purposes Ways of recording and analysing observations Observations and research, classroom research Introducing micro teaching Practical: observing and analysing a part of a video recording of an English lesson
Seminar 3 - On being a language learner Learner roles Learner variables - cognitive, affective, personality Age in language learning Teaching young and older teenagers (topics, attitude, motivation, discipline, cooperation) Teaching adults
Seminar 4 - On language learning and acquisition Empiricism and mentalism Theories of learning and their impact on language learning theories and classroom practice (behaviorist, cognitivist, constructivist, social cognitivist, social constructivist) Overview of essential SLA theories and their implications on language teaching The learning process - declarative & procedural knowledge, automatization, restructuring, instruction Learner training Practice: introducing basic language classroom techniques, classroom language
Seminars 5 & 6- Teaching pronunciation Teaching segmental and suprasegmental phonetics - techniques and principles, activities The intelligibility principle The link between production and perception Underhill’s muscular memory techniques (The Sound Foundations) Using the IPA Literature on and for teaching pronunciation Pronunciation and the Common European Framework of Reference
Seminar 7 - The content of language learning, lesson plans "What is there to learn?" - language forms, skills, functions Competences - sociolinguistic, systemic and strategic Needs analysis Types of syllabi Lesson plans - types, purposes, examples, mistakes, overplanning, adapting, the "Dogme" approach, planning ahead - planning the course, continuity Managing multiple classes, keeping organized, keeping on top of the workload, aims and objectives
Seminar 8 - Classroom management Classrooms, schools, companies & lessons Using space/seating/classroom management Active classroom techniques Interaction - lockstep, pairwork, groupwork Lesson - types of lesson, stages of the lesson, ways of varying the lesson
Seminar 9 - Vocabulary in language teaching Overview of research on vocabulary acquisition, learning and teaching Lexical minimum Techniques for teaching, practising and recycling Learning strategies for vocabulary Learner dictionaries English vocabulary profile Lexical competence in the Common European Framework of Reference
Seminar 10 - From the history of LT & ELT Approach, method and technique Direct and indirect methods Grammar-translation method, Direct method, Audio-lingual method Humanistic approaches Communicative language teaching and its offshoots Task-based learning and teaching
Seminars 11 & 12 - Tools: textbooks Textbooks as methodology Typology of materials ELT publishers Teaching with textbooks Textbook selection and adaptation Materials development Reviewing textbooks Textbook research
Seminar 13 - Tools: technology Blackboard CALL Interactive whiteboards Internet Applications Tools for teachers Corpora in language teaching
Poslední úprava: GRAFT (26.09.2014)
Seminar 1 - On being a teacher Practical info - syllabus introduction, system of work, requirements Introducing basic concepts, terms and abbreviations (L1, L2, L3; ESL x EFL; ELF; SLA, FLA, L1A, L2A; SLTE; EFL, TEFL, TESOL; applied linguistics) The roles of the teacher Teacher language The concepts of the good language teacher, effective teacher, expert teacher, confident teacher Literature for language teachers - teacher training manuals Teaching and research - academic resources, journals
Seminar 2 - Introducing classroom observations Classroom observations - types and purposes Ways of recording and analysing observations Observations and research, classroom research Introducing micro teaching Practical: observing and analysing a part of a video recording of an English lesson
Seminar 3 - On being a language learner Learner roles Learner variables - cognitive, affective, personality Age in language learning Teaching young and older teenagers (topics, attitude, motivation, discipline, cooperation) Teaching adults
Seminar 4 - On language learning and acquisition Empiricism and mentalism Theories of learning and their impact on language learning theories and classroom practice (behaviorist, cognitivist, constructivist, social cognitivist, social constructivist) Overview of essential SLA theories and their implications on language teaching The learning process - declarative & procedural knowledge, automatization, restructuring, instruction Learner training Practice: introducing basic language classroom techniques, classroom language
Seminars 5 & 6- Teaching pronunciation Teaching segmental and suprasegmental phonetics - techniques and principles, activities The intelligibility principle The link between production and perception Underhill’s muscular memory techniques (The Sound Foundations) Using the IPA Literature on and for teaching pronunciation Pronunciation and the Common European Framework of Reference
Seminar 7 - The content of language learning, lesson plans "What is there to learn?" - language forms, skills, functions Competences - sociolinguistic, systemic and strategic Needs analysis Types of syllabi Lesson plans - types, purposes, examples, mistakes, overplanning, adapting, the "Dogme" approach, planning ahead - planning the course, continuity Managing multiple classes, keeping organized, keeping on top of the workload, aims and objectives
Seminar 8 - Classroom management Classrooms, schools, companies & lessons Using space/seating/classroom management Active classroom techniques Interaction - lockstep, pairwork, groupwork Lesson - types of lesson, stages of the lesson, ways of varying the lesson
Seminar 9 - Vocabulary in language teaching Overview of research on vocabulary acquisition, learning and teaching Lexical minimum Techniques for teaching, practising and recycling Learning strategies for vocabulary Learner dictionaries English vocabulary profile Lexical competence in the Common European Framework of Reference
Seminar 10 - From the history of LT & ELT Approach, method and technique Direct and indirect methods Grammar-translation method, Direct method, Audio-lingual method Humanistic approaches Communicative language teaching and its offshoots Task-based learning and teaching
Seminars 11 & 12 - Tools: textbooks Textbooks as methodology Typology of materials ELT publishers Teaching with textbooks Textbook selection and adaptation Materials development Reviewing textbooks Textbook research
Seminar 13 - Tools: technology Blackboard CALL Interactive whiteboards Internet Applications Tools for teachers Corpora in language teaching
