PředmětyPředměty(verze: 945)
Předmět, akademický rok 2023/2024
   Přihlásit přes CAS
Didaktika AJ II - AAA500117
Anglický název: TEFL II
Zajišťuje: Ústav anglického jazyka a didaktiky (21-UAJD)
Fakulta: Filozofická fakulta
Platnost: od 2021
Semestr: letní
Body: 0
E-Kredity: 5
Způsob provedení zkoušky: letní s.:
Rozsah, examinace: letní s.:0/3, Z [HT]
Počet míst: neurčen / neurčen (neurčen)
Minimální obsazenost: neomezen
4EU+: ne
Virtuální mobilita / počet míst pro virtuální mobilitu: ne
Kompetence:  
Stav předmětu: nevyučován
Jazyk výuky: angličtina
Způsob výuky: prezenční
Způsob výuky: prezenční
Úroveň:  
Další informace: https://dl1.cuni.cz/course/view.php?id=664
Poznámka: předmět je možno zapsat mimo plán
povolen pro zápis po webu
Garant: PhDr. Tomáš Gráf, Ph.D.
Třída: Exchange - 09.1 Modern EC Languages
Exchange - 09.3 Linguistics
Prerekvizity : AAA500105
Záměnnost : AAA130042
Je prerekvizitou pro: AAAV00001
Je záměnnost pro: AAU230004, AAA500183, AAA500607
Rozvrh   Nástěnka   
Anotace -
Poslední úprava: PhDr. Tomáš Gráf, Ph.D. (28.10.2019)
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.

Podmínky zakončení předmětu -
Poslední úprava: Mgr. Zuzana Freitas Lopesová (06.11.2017)

Všechny požadavky pro zápočet je nutné splnit do konce zkouškového období akademického roku, ve kterém si student předmět zapsal.

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.

Metody výuky - angličtina
Poslední úprava: GRAFT (26.09.2014)

seminar

Požadavky ke zkoušce -
Poslední úprava: PhDr. Tomáš Gráf, Ph.D. (10.05.2020)

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

Sylabus -
Poslední úprava: PhDr. Tomáš Gráf, 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

 
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