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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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Observation principles. Teacher.Reflection and self-reflection. Learner. Aims. Content. Organisation of teaching / learning processes. Communication. Communicative competence. Activity types. Evaluation, feedback. Aids supporting learning. Textbook evaluation. Course evaluation.
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Learning activities and teaching methods
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Monologic (reading, lecture, briefing), Dialogic (discussion, interview, brainstorming), Work with text (with textbook, with book), Methods of individual activities, Projection, Skills training, Stimulating activities (simulation, games, drama)
- unspecified
- 16 hours per semester
- unspecified
- 16 hours per semester
- unspecified
- 8 hours per semester
- unspecified
- 39 hours per semester
- unspecified
- 2 hours per semester
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Learning outcomes
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The main aim is to provide introduction to the notional apparatus of this area of study. Acquiring a system of basic facts and concepts helps to evolve students´ skill to orientate in complex issues related to the content and process of teaching / learning English to primary school learners. Content-based integration of relevant courses develops students´ competence to identify specific problems, to pose questions, to analyse and evaluate their own experience and the experience of others.
Students´ professional competence, specifically the ability to orientate in complex issues related to the content and process of teaching / learning English to primary / lower secondary school learners is developed. Students learn to identify problems, pose questions, critically analyse and evaluate one´s own experience as well as that gained by others.
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Prerequisites
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unspecified
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Assessment methods and criteria
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Home assignment evaluation, Work-related product analysis, Discussion, Student portfolio analysis
integration of outcomes (all relevant courses) - due to the fact that this subject is a part of an integrated group of 3 subjects (OBD1, LDI1, PRX1), the basic prerequisite for getting the credit is meeting all the requirements of all these subjects knowledge of required readings format: oral interview based on the portfolio in English active participation in seminars (2 absences at maximum) submission of a portfolio (teaching practice file - observation sheets, list of literature according to ISO 690 or APA, aditional materials) DEADLINE: 6. 1. 2017
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Recommended literature
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BROWN, H.D. Principles of Language Learning and Teaching. Pearson, 2014. ISBN 978-0133041941.
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GOWER, R.; PHILLIPS, D.; WALTERS, S. Teaching Practice Handbook. Heinemann, 1995.
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HARMER, J. The Practice of English Language Teaching. Longman, 2001.
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HEDGE, T. Teaching and Learning in the Language Classroom. OUP, 2000.
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HENDRICH, J. ET AL. Didaktika cizích jazyků. SPN Praha, 1988.
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LIGHTBOWN, P.M.; SPADA, N. How Languages Are Learned. OUP, 2006. ISBN 9-780194-422246.
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Pasch, Marvin. Od vzdělávacího programu k vyučovací hodině : [jak pracovat s kurikulem]. Praha: Portál, 2005. ISBN 80-7367-054-2.
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SCRIVENER, J. Learning Teaching. Macmillan Heinemann, 1994.
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Škoda, Jiří. Psychodidaktika : metody efektivního a smysluplného učení a vyučování. Praha: Grada, 2011. ISBN 978-80-247-3341-8.
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WILLIAMS, M.; BURDEN, R.L. Psychology for Language Teachers: A Social Constructivist Approach. CUP, 2012. ISBN 10-0521498805.
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