Studijní předmět poskytuje základní vhled do didaktiky anglického jazyka pro studující, kteří nemají AJ jako hlavní zaměření. Jeho cílem je zprostředkovat přechod od obecné didaktiky k didaktice oborové a uvést studující do myšlenkového rámce didaktiky anglického jazyka. Kurz je koncipován prakticky: ukázky z praxe, vrstevnické vyučování (micro-teaching) a jejich reflexe rozvíjejí schopnost rozpoznat konkrétní didaktické problémy, klást otázky a kriticky analyzovat i hodnotit vlastní i cizí zkušenosti. Po absolvování předmětu budou studující schopni naplánovat a odučit krátké lekce, zvládat jednoduché třídní rutiny v angličtině, vybírat či upravovat výukové materiály a reflektovat učení i vlastní výuku.
Poslední úprava: Müller Dočkalová Barbora, Mgr. (11.09.2025)
The course offers a basic introduction to English language didactics for students whose main specialisation is not English. Its aim is to facilitate the transition from general to subject-specific didactics and to familiarise students with the conceptual framework of English language didactics as a field. Classroom examples, peer teaching, and guided reflection help students learn to identify concrete problems, formulate questions, and critically analyse and evaluate both their own and others’ experiences.
Poslední úprava: Müller Dočkalová Barbora, Mgr. (11.09.2025)
Cíl předmětu -
Cílem studijního předmětu je vybavit studující, kteří se primárně nezaměřují na anglický jazyk, základními znalostmi a dovednostmi pro vedení výuky angličtiny na 1. stupni ZŠ. Po jeho absolvování budou studující schopni naplánovat a odučit krátké, věkově přiměřené lekce, vybírat vhodné postupy a výukové materiály vzhledem k výukovým cílům a reflektovat učení i vlastní výuku. Zároveň porozumí rozsahu a limitům tohoto úvodního předmětu a určí si konkrétní další kroky svého profesního rozvoje
Poslední úprava: Müller Dočkalová Barbora, Mgr. (11.09.2025)
This one-semester course equips non-specialist teachers with the essentials for leading beginner English lessons in primary school. By the end, students will be able to plan and teach short, age-appropriate lessons, manage simple classroom routines in English, select or adapt basic materials, and reflect on learning and their own teaching. They will also understand the scope and limits of this introductory training and identify concrete next steps for their professional growth.
Poslední úprava: Müller Dočkalová Barbora, Mgr. (11.09.2025)
Deskriptory
přímá výuka (24 hodin), průběžná příprava (domácí úkoly, samostudium dle individuálních potřeb - 22 hodin), příprava na micro-teacihng (4 hodiny), příprava na zápočtový test (10 hodin)
Poslední úprava: Müller Dočkalová Barbora, Mgr. (11.09.2025)
Podmínky zakončení předmětu -
Předmět je zakončen písemným testem z probíraných témat didaktiky AJ a z "classroom English", minimum pro splnění je 70 %. Podmínkou připuštění ke zápočtovému testu jsou max. 2 absence v seminářích a splnění micro-teachingu v semináři. Všechny požadavky budou upřesněny na prvním semináři. Na zápočtový test mají studující jeden řádný a jeden opravný pokus.
Poslední úprava: Müller Dočkalová Barbora, Mgr. (11.09.2025)
The course is assessed by a written test covering the didactics topics discussed and classroom English; the minimum pass mark is 70%. To be admitted to the credit test, students may have no more than two seminar absences and must complete the in-seminar micro-teaching. All requirements will be specified in the first seminar. Students have one regular attempt and one resit for the credit test.
Poslední úprava: Müller Dočkalová Barbora, Mgr. (11.09.2025)
Literatura -
Betáková, L. (2013).Angličtina učitele angličtiny. Fraus.
Cameron, L. (2001). Teaching Languages to Young Learners. Cambridge University Press.
Edge, J. (1989).Mistakes and Correction. Longman.
McKay, P. (2006).Assessing Young Language Learners. Cambridge University Press.
Scrivener, J. (2022).Learning Teaching: The Essential Guide to English Language Teaching(4th ed.). Macmillan Education.
Thornbury, S. (1999).How to Teach Grammar. Pearson Longman.
Thornbury, S. (2002).How to Teach Vocabulary. Pearson Longman.
Harmer, J. (2015).The Practice of English Language Teaching(5th ed.). Pearson.
Council of Europe. (2020).Common European Framework of Reference for Languages: Learning, Teaching, Assessment – Companion Volume. Council of Europe Publishing.
Poslední úprava: Müller Dočkalová Barbora, Mgr. (11.09.2025)
Betáková, L. (2013).Angličtina učitele angličtiny. Fraus.
Cameron, L. (2001). Teaching Languages to Young Learners. Cambridge University Press.
Edge, J. (1989).Mistakes and Correction. Longman.
McKay, P. (2006).Assessing Young Language Learners. Cambridge University Press.
Scrivener, J. (2022).Learning Teaching: The Essential Guide to English Language Teaching(4th ed.). Macmillan Education.
Thornbury, S. (1999).How to Teach Grammar. Pearson Longman.
Thornbury, S. (2002).How to Teach Vocabulary. Pearson Longman.
Harmer, J. (2015).The Practice of English Language Teaching(5th ed.). Pearson.
Council of Europe. (2020).Common European Framework of Reference for Languages: Learning, Teaching, Assessment – Companion Volume. Council of Europe Publishing.
Poslední úprava: Müller Dočkalová Barbora, Mgr. (11.09.2025)
Sylabus -
The aims of English language teaching.
Young language learners
English language teachers
Teaching vocabulary
Teaching grammar
Teaching pronunciation and spelling
Teaching receptive skills
Teaching productive skills
Methods and approaches in ELT
Assessment. Mistakes and correction.
ELT materials
Poslední úprava: Müller Dočkalová Barbora, Mgr. (11.09.2025)
The aims of English language teaching.
Young language learners
English language teachers
Teaching vocabulary
Teaching grammar
Teaching pronunciation and spelling
Teaching receptive skills
Teaching productive skills
Methods and approaches in ELT
Assessment. Mistakes and correction.
ELT materials
Poslední úprava: Müller Dočkalová Barbora, Mgr. (11.09.2025)
Vstupní požadavky -
Přijetí do oboru Učitelství pro 1. stupeň ZŠ
Poslední úprava: Gajdošíková Veronika, Mgr. (08.09.2024)
for B1 level
In the area of listening the students:
can understand the main points of clear standard speech on familiar matters regularly encountered in work, school, leisure, etc.
can grasp the main ideas of many radio or TV programs on current affairs or topics of personal or professional interest when the delivery is relatively slow and clear
can follow the essence of discussions on familiar topics in a straightforward manner
In the area of speaking the students:
can deal with most situations likely to arise whilst traveling in an area where the language is spoken
can produce simple connected text on topics that are familiar or of personal interest
can describe experiences, events, dreams, hopes, and ambitions, as well as briefly give reasons and explanations for opinions and plans
can take part in conversations on familiar topics and express opinions with reasonable fluency
In the area of writing the students:
can write simple connected text on topics that are familiar or of personal interest
can write straightforward descriptions of experiences, events, and plans
can produce short essays or reports on familiar topics or personal interests
In the area of reading the students:
can understand texts that consist mainly of high-frequency everyday language
can understand the description of events, feelings, and wishes in personal letters
can locate specific information in simple written material, such as advertisements, menus, and schedules
can grasp the main ideas of articles on familiar topics or of personal interest
In the area of vocabulary the students:
can use a range of vocabulary related to familiar topics such as daily routines, work, travel, and hobbies
can understand and use basic idiomatic expressions and colloquial language
can apply vocabulary to manage basic social interactions and express needs, opinions, and feelings
can use common phrases and expressions to describe situations, experiences, and plans
In the area of grammar the students:
can use basic grammatical structures with reasonable accuracy, including simple present, past, and future tenses
can handle most common irregular verbs and form questions and negatives correctly
can use comparatives and superlatives to make comparisons
can use modal verbs to express necessity, possibility, and ability (e.g., can, must, should)
can construct complex sentences with conjunctions like ‘because,’ ‘if,’ ‘although,’ and ‘when’
for B2 level
In the area of listening the students:
can understand the main ideas of both concrete and abstract topics, including technical discussions in their field of specialization
can follow the gist of many radio or TV programs on current affairs or topics of personal or professional interest, provided the delivery is clear
can understand extended speech even when it is not clearly structured and when relationships are only implied and not signaled explicitly
In the area of speaking the students:
can produce clear productions on a wide range of subjects related to their interests
can explain a viewpoint on a topical issue giving the advantages and disadvantages of various options
can interact with a degree of fluency and spontaneity that makes regular interaction with native and non-native speakers quite possible without strain for either party.
In the area of writing the students:
can write clear, detailed text on a wide range of subjects related to their interests
can write an essay or report, passing on information or giving reasons in support of or against a particular point of view
can write letters highlighting the personal significance of events and experiences
In the area of reading the students:
can read articles and reports concerned with contemporary problems in which the writers adopt particular attitudes or viewpoints
can understand contemporary literary prose
can locate specific information in complex texts, such as manuals or technical descriptions, and understand detailed instruction
In the area of vocabulary the students:
can use a wide range of vocabulary to deal with most topics related to their interests and field of expertise
can understand and use idiomatic expressions and colloquial language with a reasonable degree of appropriateness
can apply vocabulary to articulate detailed opinions and handle more abstract and complex topics effectively
In the area of grammar the students:
can use complex sentence structures with confidence, including a range of tenses and aspects
can handle the majority of irregular verbs and form complex questions and negatives accurately
can use various grammatical structures to express nuances, such as conditionals, passive voice, and reported speech
Poslední úprava: Červinková Poesová Kristýna, Mgr., Ph.D. (21.09.2024)
