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TEFL Specifics at Upper Secondary Schools - OPNA1A112A

Title:	Specifika výuky anglického jazyka na SŠ
Guaranteed by:	Katedra anglického jazyka a literatury (41-KAJL)
Faculty:	Faculty of Education
Actual:	from 2022
Semester:	winter
E-Credits:	2
Examination process:	winter s.:
Hours per week, examination:	winter s.:0/1, MC [HT]
Capacity:	unknown / 0 (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
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

Guarantor:	PhDr. Bohuslav Dvořák, Ph.D.
Pre-requisite :	OPNA1A106A
Is pre-requisite for:	OPNA1A117A

Opinion survey results Examination dates WS schedule Noticeboard

Annotation -

Last update: PhDr. Bohuslav Dvořák, Ph.D. (04.09.2021)

The aim of the course is to apply the TEFL theory in the context of upper secondary schools. Students will study the fundamental curricular documents and their relation to communicative competence. In the context of upper secondary school we will explore areas such as factors of educational process, aims and content of teaching, teacher, student, planning and managing the educational process. Analysis and evaluation of video recordings of lessons at upper secondary schools or observations of real lessons will enable students to identify and evaluate specific aspects of language teaching and thus develop their professional vision. Students will learn about the criteria for choosing and evaluating a teaching material (especially course books). By means of authentic materials, recordings and real lessom observations the students will have the opportunity to analyse and evaluate oral and written performance of students at upper secondary schools at various levels of communicative competence.

Descriptors -

Last update: PhDr. Bohuslav Dvořák, Ph.D. (04.09.2021)

The instruction takes place as timetabled.

Literature -

Last update: Mgr. Martin Mikuláš, Ph.D. (13.09.2020)

Povinná literatura:

BROWN, H. (2014). Principles of Language Learning and Teaching. 6th ed. NY: Pearson Education ESL.

BROWN, H. (2001). Teaching by principles: an interactive approach to language pedagogy. 2nd ed. White Plains, NY: Longman,

GOWER, Roger, Diane PHILLIPS a Steve WALTERS. Teaching practice handbook. New ed. Oxford: Macmillan Heinemann English language teaching, 1995. ISBN 04-352-4059-5.

HEDGE, T. (2000). Teaching and Learning in the Language Classroom. Oxford: Oxford University Press.

ULIČNÁ, Klára a Karel ŽĎÁREK. Vidíš, vidím, vidíme? Výuka anglického jazyka na základních a středních školách: videopřípady [online]. Praha: Ústřední knihovna, Univerzita Karlova, 2017 [cit. 2017-05-30]. ISBN 978-80-88176-09-1. Dostupné z: https://publi.cz/books/468/index.html?secured=false#cover

Kurikulární dokumenty:

Rámcové vzdělávací programy pro SŠ, ukázky školních vzdělávacích programů

Společný evropský referenční rámec pro jazyky a příslušné vzdělávací standardy (úroveň B1/B2)

Syllabus -

Last update: Mgr. Karel Žďárek, Ph.D. (14.09.2019)

Sylabus:

- curricular documents, thematic plans, lesson planning

- instruction process factors

- aims of instruction

- content of instruction

- the pupil

- the teacher

- managment of instruction process, role of the mother tongue

- lesson planning / lesson stages

- didactic means (textbooks, other teaching material, realia)

- assessment in language teaching / error correction

Course completion requirements -

Last update: PhDr. Bohuslav Dvořák, Ph.D. (04.09.2021)

attendance 80%

active participation in class

final observation/evaluation project on a chosen topic

The level of language proficiency (C2 level) and the ability to formulate ideas properly and accurately are ALWAYS subject to assessment and evaluation. Deficiencies in students' oral and written production are penalised. Papers with serious systemic errors may be disqualified.