Základní kurz Didaktika AJ 2 (pokračování kurzu 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 na příklad prostřednictvím mikrovyučování či video observací.
Poslední úprava: Gráf Tomáš, PhDr., Ph.D. (28.10.2019)
A foundation course in Teaching English as a Foreign Language (2nd part of the course Didaktika AJ 1)
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.
Poslední úprava: Gráf Tomáš, PhDr., Ph.D. (28.10.2019)
Podmínky zakončení předmětu -
Všechny požadavky pro zápočet je nutné splnit do konce zkouškového období akademického roku, ve kterém si student předmět zapsal.
Poslední úprava: Freitas Lopesová Zuzana, Mgr. (06.11.2017)
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.
Poslední úprava: Gráf Tomáš, PhDr., Ph.D. (28.10.2019)
Literatura -
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: Gráf Tomáš, PhDr., 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.
Poslední úprava: Gráf Tomáš, PhDr., Ph.D. (01.02.2020)
Metody výuky - angličtina
seminar
Poslední úprava: GRAFT (26.09.2014)
Požadavky ke zkoušce -
Adaptované požadavky k zápočtu v LS 2019/20 (v svouvislosti s koronavirovými opatřeními)
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)
- pravidelná příprava na každý seminář dle instrukcí zadaných v úvodním semináři
- *prezentace přehledu témat aktuálního výzkumu k vybranému tématu z klíčových akademických periodik (instrukce v úvodním semináři a v Moodlu)
- *závěrečný test z teoretického obsahu jednotlivých seminářů a na základě materiálů dostupných v platformě Moodle
- *vedení učitelského portfolia
Části označené ve výše uvedeném seznamu hvězdičkou se nahrazují písemnu prací dle následujících specifikací.
Assessment task for TEFL summer term 2019/20
Instructions for the compusory task to gain your credit in the TEFL course (summer term 2019/20)
A short description:
Design a teacher-training TEFL course for secondary school English teachers consisting of a set of four 90-minute workshops.
A detailed description:
The scenario Try and imagine the typical English language staff room at a typical secondary school in your country. Try and imagine the teachers you know or used to. And using the information you have gained so far in TEFL and will do in the upcoming weeks, try to think how you could help these teachers if you could do a short course of four sessions. What didactic knowledge, procedures and techniques would they benefit from? What do you mind about them? What do you think they lack that they could be given on such a course? It's now up to you and your creativity to design this course and you can be as creative as you like. All you need to think about is that you want to help the teachers. How you're going to do it is entirely up to you but there are a few important guidelines below.
What you have to do step by step 1. Work out the overall aims and objectives for the whole of the course (I will talk on this in one of the future seminars on lesson planning). 2. Choose the topics for your four workshops. This can be done either as a theme for a week or it can be done completely differently and you can have multiple-theme sessions. 3. Work out the aims and objectives* for each of the four sessions. 4. Prepare a rationale for each of the sessions. What is the context? Why do you want to design the workshop around these topics? 5. Prepare a structure of each workshop as a lesson plan. Include a few accompanying slides (can be done in text format). 6. Find activities that you're going to introduce to the teachers. And identify their aims. 7. Be as creative as you like and use whatever you might (texts, books samples, audios, videos) but your reasons must be clear.
What should it look like? Ideally, this should be a text document (maybe a word doc so that I can attach comments), which is well structured and presentable and which contains the parts mentioned above. This will be put in the Moodle as a pdf and accesscible to the others for their perusal and feedback.
The deadline: 30 June 2020 (then I'll need a few days to read through it and evaluate it and I'll make your plans available to the others hopefully by 10 July) (and, of course, you can it in any time before the deadline.
________________________ *aims = what you as an instructor hope to achieve objectives = what your students will have learnt by the end of the allocated time
Poslední úprava: Gráf Tomáš, PhDr., Ph.D. (10.05.2020)
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)
- regular preparation for each seminar as per instructions presented in the introductory seminar
- *a short presentation of a survey of important themes in cotemporary research of a selected topic as covered in key academic journals (ias per instructions in the introductory seminar and in the Moodle)
- *final written test based on the theoretical concepts introduced in the seminars and recommended reading as published in the Moodle
- *presentation of your own teaching portfolio
The last three items in the above list (marked with an asterisk) are replace with the following task:
Assessment task for TEFL summer term 2019/20
Instructions for the compusory task to gain your credit in the TEFL course (summer term 2019/20)
A short description:
Design a teacher-training TEFL course for secondary school English teachers consisting of a set of four 90-minute workshops.
A detailed description:
The scenario Try and imagine the typical English language staff room at a typical secondary school in your country. Try and imagine the teachers you know or used to. And using the information you have gained so far in TEFL and will do in the upcoming weeks, try to think how you could help these teachers if you could do a short course of four sessions. What didactic knowledge, procedures and techniques would they benefit from? What do you mind about them? What do you think they lack that they could be given on such a course? It's now up to you and your creativity to design this course and you can be as creative as you like. All you need to think about is that you want to help the teachers. How you're going to do it is entirely up to you but there are a few important guidelines below.
What you have to do step by step 1. Work out the overall aims and objectives for the whole of the course (I will talk on this in one of the future seminars on lesson planning). 2. Choose the topics for your four workshops. This can be done either as a theme for a week or it can be done completely differently and you can have multiple-theme sessions. 3. Work out the aims and objectives* for each of the four sessions. 4. Prepare a rationale for each of the sessions. What is the context? Why do you want to design the workshop around these topics? 5. Prepare a structure of each workshop as a lesson plan. Include a few accompanying slides (can be done in text format). 6. Find activities that you're going to introduce to the teachers. And identify their aims. 7. Be as creative as you like and use whatever you might (texts, books samples, audios, videos) but your reasons must be clear.
What should it look like? Ideally, this should be a text document (maybe a word doc so that I can attach comments), which is well structured and presentable and which contains the parts mentioned above. This will be put in the Moodle as a pdf and accesscible to the others for their perusal and feedback.
The deadline: 30 June 2020 (then I'll need a few days to read through it and evaluate it and I'll make your plans available to the others hopefully by 10 July) (and, of course, you can it in any time before the deadline.
________________________ *aims = what you as an instructor hope to achieve objectives = what your students will have learnt by the end of the allocated time
Poslední úprava: Gráf Tomáš, PhDr., Ph.D. (10.05.2020)
Sylabus -
Seminar 1 - Research methods in ELT and applied linguistics Epistemology and ontology - subjectivism, relativism, positivism, post-positivism etc, How to read and understand an applied linguistics research article The quantitative and qualitative distinction - types of research, their use and application Critical reading in applied linguistics
Seminar 2 & 3- Teaching grammar Presenting and practising grammar - techniques Mistakes and correction Grammar and accuracy in the Common Europe and Framework of Reference
Seminar 4 & 5 - Teaching speaking Fluency and accuracy Designing tasks and materials for speaking Organizing time and space in speaking activities Sources for speaking activities Features of communicative activities Types of communicative activities How to get your students to talk. Speaking and spoken interaction in the Common Europe and Framework of Reference
Seminar 6 - Teaching listening The process and product dichotomy Bottom-up and top-down approaches Principles of teaching listening Designing tasks, adapting tasks Sources of materials for listening activities Working with videos Listening in the Common Europe and Framework of Reference
Seminar 7 - Teaching reading The process and product dichotomy in relation to reading Bottom-up and top-down approaches in relation to reading Principles of teaching reading Designing and adapting tasks for reading Graded readers, school and class libraries Using literature Reading in the Common Europe and Framework of Reference
Seminar 8 - Teaching writing The process and product dichotomy in relation to writing Principles of teaching writing Designing and adapting tasks for writing Marking, grading and feedback Writing in the Common Europe and Framework of Reference
Seminar 9 - Testing, assessment, teaching for exams Testing, assessment, grading Designing language tests and exams Validity and reliability Types of assessment The washback effect Preparing students for exams The design of the Nová maturita Preparing students for the Nová maturita
Seminar 10 - Content-integrated learning Teaching English for Specific Purposes Teaching English for Academic Purposes Content and Language Integrated Learning English as a Medium of Instruction Business English
Seminar 11 - Curricular documents Czech curricular documents - overview, critical evaluation, benefits and practical implications The Common European Framework of Reference
Seminar 12 - Teacher development Teacher autonomy Continuous development in all areas. Overview of recommended books, journals etc. Conferences/seminars, websites for teachers Classroom research Keeping motivated Growing as an expert, growing as a person Reflective teaching The first year and beyond Kariérní řád Keeping sane - preventing the burnout syndrome
Seminar 13 - Practicum seminar + Cooperation at schools Organizace, význam a realizace povinné praxe Teacher cooperation Teacher-parent interaction and cooperation
Poslední úprava: Gráf Tomáš, PhDr., Ph.D. (01.02.2020)
Seminar 1 - Research methods in ELT and applied linguistics Epistemology and ontology - subjectivism, relativism, positivism, post-positivism etc, How to read and understand an applied linguistics research article The quantitative and qualitative distinction - types of research, their use and application Critical reading in applied linguistics
Seminar 2 & 3- Teaching grammar Presenting and practising grammar - techniques Mistakes and correction Grammar and accuracy in the Common Europe and Framework of Reference
Seminar 4 & 5 - Teaching speaking Fluency and accuracy Designing tasks and materials for speaking Organizing time and space in speaking activities Sources for speaking activities Features of communicative activities Types of communicative activities How to get your students to talk. Speaking and spoken interaction in the Common Europe and Framework of Reference
Seminar 6 - Teaching listening The process and product dichotomy Bottom-up and top-down approaches Principles of teaching listening Designing tasks, adapting tasks Sources of materials for listening activities Working with videos Listening in the Common Europe and Framework of Reference
Seminar 7 - Teaching reading The process and product dichotomy in relation to reading Bottom-up and top-down approaches in relation to reading Principles of teaching reading Designing and adapting tasks for reading Graded readers, school and class libraries Using literature Reading in the Common Europe and Framework of Reference
Seminar 8 - Teaching writing The process and product dichotomy in relation to writing Principles of teaching writing Designing and adapting tasks for writing Marking, grading and feedback Writing in the Common Europe and Framework of Reference
Seminar 9 - Testing, assessment, teaching for exams Testing, assessment, grading Designing language tests and exams Validity and reliability Types of assessment The washback effect Preparing students for exams The design of the Nová maturita Preparing students for the Nová maturita
Seminar 10 - Content-integrated learning Teaching English for Specific Purposes Teaching English for Academic Purposes Content and Language Integrated Learning English as a Medium of Instruction Business English
Seminar 11 - Curricular documents Czech curricular documents - overview, critical evaluation, benefits and practical implications The Common European Framework of Reference
Seminar 12 - Teacher development Teacher autonomy Continuous development in all areas. Overview of recommended books, journals etc. Conferences/seminars, websites for teachers Classroom research Keeping motivated Growing as an expert, growing as a person Reflective teaching The first year and beyond Kariérní řád Keeping sane - preventing the burnout syndrome
Seminar 13 - Practicum seminar + Cooperation at schools Organizace, význam a realizace povinné praxe Teacher cooperation Teacher-parent interaction and cooperation
