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Lecturer(s)
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Zitková Helena, Mgr. Ph.D.
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Course content
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Safe environment as a basic prerequisite for learning The learner The teacher and their role Learning objectives and domains of learning Communicative competence Lesson content and types of learning activities Assessment and feedback Teaching methods and classroom organization Material teaching aids
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Learning activities and teaching methods
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- Contact teaching
- 39 hours per semester
- Independent critical reading
- 60 hours per semester
- Home preparation for classes
- 6 hours per semester
- Individual project
- 4 hours per semester
- Preparation for a credit (assessment)
- 12 hours per semester
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Learning outcomes
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The objective of the course is to prepare students for the professional planning and management of English language teaching, grounded in second language acquisition theories and reflecting the individual needs and potential of every learner. Students will become familiar with communicative language activities (production, reception, interaction, and mediation) and language components as parts of the concept of communicative competence. Emphasis is placed on the ability to set clear learning objectives, to perceive error as a tool for learning, and to utilize formative approaches and descriptive feedback to support learner autonomy and progress. KPUAJ: 1.2., 2.1., 3.1., 4.1. a 4.2.
Students acquire professional knowledge and skills to navigate issues related to both the content and the process of teaching and pupils' learning. They learn to identify specific problems and ask questions, as well as to critically analyze and evaluate both their own and others' experiences.
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Prerequisites
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unspecified
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Assessment methods and criteria
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unspecified
Active participation in lectures and seminars (maximum of 2 absences from each). In the case of higher absence (3-4, whether in lectures or seminars), students must take a knowledge test based on self-assessment criteria and the required and recommended literature with a minimum pass rate of 60% (three attempts are allowed, and only after successfully passing the test is it possible to obtain the credit). With 5 or more absences, the credit cannot be awarded and the course must be retaken. Requirements: Continuous completion of assigned tasks Knowledge of basic professional terminology and literature Literature list (according to the Chicago Manual of Style) Oral presentation with visual support, followed by a discussion grounded in academic literature, an analysis of the learning activity objective according to the SMART framework, and a final self-assessment. (Further information on the topic, format, and criteria of the presentation and subsequent discussion is provided in the detailed syllabus in the study materials in MS Moodle.)
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Recommended literature
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+ další zdroje. studijní materiály v Moodle. .
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Brown, H.D. Principles of Learning and Teaching. Pearson, 2014.
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Celce-Murcia, M., Brinton, D. M., Snow, M. A. Teaching English as a Second or Foreign Language. National Geographic Learning, 2013.
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Council of Europe. Common European Framework of Reference for Languages - Companion Volume with New Descriptors. Council of Europe, 2018.
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Council of Europe. Common European Framework of Reference for Languages. CUP, 2001.
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Elllis, Rod. Understanding Second-Language Acquisition. OUP.
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Harmer, Jeremy. The Practice of English Language Teaching. Longman, 2009.
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Hedge, Tricia. Teaching and Learning in the Language Classroom. OUP, 2000.
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Lightbown, P. M., Spada, N. How Languages Are Learned. OUP, 2006.
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Pasch, Marvin. Od vzdělávacího programu k vyučovací hodině. Praha: Portál, 2005.
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Scrivener, J. Learning Teaching. Macmillan, 2011.
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Škoda, Jiří a Doulík, Pavel. Psychodidaktika - Metody efektivního a smysluplného učení a vyučování. Praha: Grada, 2011.
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Williams, M., Burden, R. L. Psychology for Language Teachers: A Social Constructivist Approach. CUP, 2012.
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