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Kurz se zaměřuje na výuku jazykových prostředků, tj. slovní zásoby, gramatiky, výslovnosti a pravopisu, v hodinách angličtiny na prvním stupni základní školy. Prostřednictvím ukázek, výstupů v seminářích, četby odborné literatury a diskuzí se účastníci seznámí s teorií i praktickými postupy vhodnými pro představení nového učiva, jeho procvičování a upevňování. Nové i dříve nabyté znalosti a dovednosti budou využívány při plánování a realizaci mikrovyučovacích jednotek a tvorbě zevrubné přípravy na hodinu.
Poslední úprava: Müller Dočkalová Barbora, Mgr. (06.05.2019)
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Přesun výuky do distanční formy: Semináře budou probíhat online prostřednictvím aplikace Zoom v rozvrženém čase. Dílčí úkoly budou odevzdávány v Moodlu nebo přes Google Classroom. Mikrovyučování studentů, které nebude možno realizovat přes kameru, může být realizováno formou okomentované přípravy na hodinu. Závěrečné pohovory proběhnou přes Zoom. Poslední úprava: Müller Dočkalová Barbora, Mgr. (30.01.2021)
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CREDIT REQUIREMENTS: 1. Active participation (no more than 2 missed classes) 2. Completing all week-to-week reading assignments 3. Micro-teaching focusing on vocabulary, grammar, or pronunciation (10-15 minutes, in pairs, a written plan including clear and well-formulated goals as well as all instructions that will be given to the students) 4. A written theory-based self-reflection of the peer teaching submitted within a week from the experience (the structure of the paper will be specified in class)
EXAM REQUIREMENTS: 1. A lesson plan focused on helping young learners develop two subskills that were not the focus of your micro-teaching, one of them must be vocabulary or grammar (a full 45-minute lesson plan, structured, detailed) 2. An oral interview based on the submitted lesson plan. The candidate will present and defend the lesson plan using theoretical knowledge, and he/she will answer additional questions. Max. 2 retakes. Poslední úprava: Müller Dočkalová Barbora, Mgr. (31.01.2020)
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Povinná literatura: Hancock, M.: A map of pronunciation teaching. In: Speak Out, February 2014, Issue 50. Thornbury, S.: How to Teach Grammar. Harlow: Pearson Education Limited, 1999. (vybrané kapitoly) Thornbury, S.: How to Teach Vocabulary. Harlow: Pearson Education Limited, 2002. (vybrané kapitoly) Doporučená literatura: Cameron, L.: Teaching Languages to Young Learners. Cambridge: Cambridge University Press, 2001. Poslední úprava: Müller Dočkalová Barbora, Mgr. (06.05.2019)
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Prior to the exam, the students will submit a lesson plan (structured, detailed, a 45-minute lesson) focused on helping young learners develop either vocabulary or grammar (each student will select the subskill they did not teach in their micro-teaching unit) and either pronunciation or spelling. The oral interview will be based on the submitted lesson plan. The candidate will present and defend the lesson plan using theoretical knowledge, and he/she will answer additional theoretical questions. Assessment criteria: - the lesson plan meets the requirements set in class - the selected techniques and activities reflect the theory of teaching language subskills - the candidate is able to explain all steps in the lesson using theoretical knowledge and proper terminology - the candidate is able to answer all additional questions
Marks: 1. The candidate speaks independently 2. The candidate needs slight support from the examiner 3. The candidate needs significant support from the examiner 4. Despite the support from the examiner, the candidate is unable to explain two and more steps in the lesson using theoretical knowledge and proper terminology
Max. number of retakes: 2
Poslední úprava: Müller Dočkalová Barbora, Mgr. (31.01.2020)
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1. Skills and sub-skills. Teaching vocabulary: an introduction. 2. What is vocabulary? Knowing a word. How words are learned. Formulating goals. Presenting new vocabulary. Planning an activity. 3. Presenting new vocabulary. Practicing vocabulary. How to write a reflection. 4. Practicing vocabulary. Helping children to become independent vocabulary learners. Planning a lesson. 5. Teaching grammar: an introduction. Why teach grammar? Inductive and deductive grammar teaching. 6. Presenting a new grammar point. Noticing, re/structuring. 7. Practicing grammar. Proceduralizing. 8. Teaching pronunciation. 9. Teaching spelling 10. Revisiting the communicative competence. How to write a full lesson plan. 11. Summary. Course evaluation.
Poslední úprava: Müller Dočkalová Barbora, Mgr. (06.05.2019)
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