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Last update: Mgr. Barbora Müller Dočkalová (10.09.2022)
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Last update: Mgr. Barbora Müller Dočkalová (10.09.2022)
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Last update: Mgr. Barbora Müller Dočkalová (10.09.2022)
Required reading: 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. (selected chapters) Thornbury, S.: How to Teach Vocabulary. Harlow: Pearson Education Limited, 2002. (selected chapters) Recommended reading: Cameron, L.: Teaching Languages to Young Learners. Cambridge: Cambridge University Press, 2001. |
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Last update: Mgr. Barbora Müller Dočkalová (10.09.2022)
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. 3. Practicing vocabulary. Helping children to become independent vocabulary learners. 4. Teaching grammar: an introduction. Why teach grammar? Inductive and deductive grammar teaching. 5. Presenting a new grammar point. Noticing, re/structuring. 6. Practicing grammar. Proceduralizing. 7. Teaching pronunciation. 8. Teaching spelling. 9. Working with textbooks. Planning a lesson focused on language sub-skills. |
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Last update: Mgr. Barbora Müller Dočkalová (10.09.2022)
1. Active participation (no more than 2 missed classes) 2. Completing all week-to-week reading assignments 3. Completing a collection of ideas for your portfolio: - At least three examples of well-formulated lesson aims for each sub-skill (vocabulary, grammar, pronunciation, spelling) - At least five ideas of making your students aware of the lesson aims (focusing on sub-skills) and an end-of-lesson reflection connected to those specific aims - At least three ideas for an activity for helping the students develop each sub-skill (3 for vocabulary, 3 for grammar, 3 for pronunciation, 3 for spelling) 4. A lesson plan focused on helping young learners develop vocabulary, grammar and pronunciation (a full 45-minute lesson plan, structured, detailed, the requirements will be specified in class) 5. An oral interview based on the submitted lesson plan. The candidate will present and defend the lesson plan using theoretical knowledge. Max. 2 retakes. Criteria for passing: - the lesson plan meets the requirements set in class - the selected techniques and activities reflect the theory of teaching language sub-skills - the candidate is able to explain all steps in the lesson using theoretical knowledge and proper terminology |