Methodolgy II - O01301222

• Title: Didaktika II
• Guaranteed by: Katedra anglického jazyka a literatury (41-KAJL)
• Faculty: Faculty of Education
• Actual: from 2019
• Semester: summer
• E-Credits: 2
• Examination process: summer s.:
• Hours per week, examination: summer s.:1/1, C+Ex [HT]
• Capacity: unknown / unknown (unknown)
• Min. number of students: unlimited
• 4EU+: no
• Virtual mobility / capacity: no
• State of the course: taught
• Language: English
• Teaching methods: full-time
• Teaching methods: full-time
• Explanation: Rok3
• Old code: K222
• Note: course can be enrolled in outside the study plan; enabled for web enrollment; priority enrollment if the course is part of the study plan
• Classification: Teaching > English
• Pre-requisite : O01301221
• Is pre-requisite for: O01301239

Annotation

English

Last update: Mgr. Barbora Müller Dočkalová (06.05.2019)

The course takes a close look at teaching language sub-skills (or language systems), i. e. vocabulary, grammar, pronunciation, and spelling, to young learners. Various presentation and practice techniques will be demonstrated, experienced, and discussed in relation to theory. In the roles of teachers, the participants will prepare and realize short micro-teaching sessions and reflect upon them using theoretical knowledge and literature. They will then use the new insights as well as previously gained skills and knowledge to create full lesson plans integrating two or more sub-skills.

Czech

Last update: Mgr. Barbora Müller Dočkalová (06.05.2019)

Kurz se zaměřuje na výuku jazykových prostředků, tj. slovní zásoby, gramatiky, výslovnosti a pravopisu, v hodinách angličtiny na prvním stupni základní školy. Prostřednictvím ukázek, výstupů v seminářích, četby odborné literatury a diskuzí se účastníci seznámí s teorií i praktickými postupy vhodnými pro představení nového učiva, jeho procvičování a upevňování. Nové i dříve nabyté znalosti a dovednosti budou využívány při plánování a realizaci mikrovyučovacích jednotek a tvorbě zevrubné přípravy na hodinu.

Descriptors

Last update: Mgr. Barbora Müller Dočkalová (30.01.2021)

Přesun výuky do distanční formy: Semináře budou probíhat online prostřednictvím aplikace Zoom v rozvrženém čase. Dílčí úkoly budou odevzdávány v Moodlu nebo přes Google Classroom. Mikrovyučování studentů, které nebude možno realizovat přes kameru, může být realizováno formou okomentované přípravy na hodinu. Závěrečné pohovory proběhnou přes Zoom.

Literature

English

Last update: Mgr. Barbora Müller Dočkalová (06.05.2019)

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.

Czech

Last update: Mgr. Barbora Müller Dočkalová (06.05.2019)

Povinná literatura:

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. (vybrané kapitoly)

Thornbury, S.: How to Teach Vocabulary. Harlow: Pearson Education Limited, 2002. (vybrané kapitoly)

Doporučená literatura:

Cameron, L.: Teaching Languages to Young Learners. Cambridge: Cambridge University Press, 2001.

Requirements to the exam

Last update: Mgr. Barbora Müller Dočkalová (31.01.2020)

Prior to the exam, the students will submit a lesson plan (structured, detailed, a 45-minute lesson) focused on helping young learners develop either vocabulary or grammar (each student will select the subskill they did not teach in their micro-teaching unit) and either pronunciation or spelling. The oral interview will be based on the submitted lesson plan. The candidate will present and defend the lesson plan using theoretical knowledge, and he/she will answer additional theoretical questions.

Assessment criteria:

- the lesson plan meets the requirements set in class

- the selected techniques and activities reflect the theory of teaching language subskills

- the candidate is able to explain all steps in the lesson using theoretical knowledge and proper terminology

- the candidate is able to answer all additional questions

 

Marks:

1. The candidate speaks independently

2. The candidate needs slight support from the examiner

3. The candidate needs significant support from the examiner

4. Despite the support from the examiner, the candidate is unable to explain two and more steps in the lesson using theoretical knowledge and proper terminology

 

Max. number of retakes: 2

 

 

 

Syllabus

Last update: Mgr. Barbora Müller Dočkalová (06.05.2019)

 

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. Planning an activity. 

3.  Presenting new vocabulary. Practicing vocabulary. How to write a reflection.

4. Practicing vocabulary. Helping children to become independent vocabulary learners. Planning a lesson.        

5. Teaching grammar: an introduction. Why teach grammar? Inductive and deductive grammar teaching. 

6. Presenting a new grammar point. Noticing, re/structuring.

7. Practicing grammar. Proceduralizing. 

8. Teaching pronunciation.

9. Teaching spelling

10. Revisiting the communicative competence. How to write a full lesson plan.

11. Summary. Course evaluation.

 

Course completion requirements

Last update: Mgr. Barbora Müller Dočkalová (31.01.2020)

CREDIT REQUIREMENTS:

1. Active participation (no more than 2 missed classes)

2. Completing all week-to-week reading assignments

3. Micro-teaching focusing on vocabulary, grammar, or pronunciation (10-15 minutes, in pairs, a written plan including clear and well-formulated goals as well as all instructions that will be given to the students)

4. A written theory-based self-reflection of the peer teaching submitted within a week from the experience  (the structure of the paper will be specified in class)

 

EXAM REQUIREMENTS:

1. A lesson plan focused on helping young learners develop two subskills that were not the focus of your micro-teaching, one of them must be vocabulary or grammar (a full 45-minute lesson plan, structured, detailed)

2. An oral interview based on the submitted lesson plan. The candidate will present and defend the lesson plan using theoretical knowledge, and he/she will answer additional questions. Max. 2 retakes.