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Lecturer(s)
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Kupilíková Pavlína, Mgr. Ph.D.
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Nováková Ludmila, Mgr. Ph.D.
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Černá Lucie, Mgr. Ph.D.
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Course content
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Teaching the language skills: reading with comprehension and writing, integrating the skills in relations to cross-curricular use; Assessing the learners' language abilities (language skills and systems), assessment tools; motivation strategies; developing learner's autonomy; European Language Portfolio, Common European Framework for Languages; teaching materials (different types of teaching materials including course books, criteria for choosing and evaluating the materials, resources, designing and adopting materials).
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Learning activities and teaching methods
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Discussion, Multimedia supported teaching, Students' portfolio, Skills demonstration, Task-based study method, Seminar classes, Individual study, Students' self-study, Self-study of literature
- Preparation for an examination (30-60)
- 20 hours per semester
- Presentation preparation (report in a foreign language) (10-15)
- 10 hours per semester
- Preparation for comprehensive test (10-40)
- 20 hours per semester
- Graduate study programme term essay (40-50)
- 30 hours per semester
- Contact hours
- 39 hours per semester
- Team project (50/number of students)
- 10 hours per semester
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| prerequisite |
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| Knowledge |
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| KAN / ME2 |
| be familiar with basic principles of effective classroom management of English lessons / including all the items in the detailed lesson plan and basic classroom language; be familiar with a variety of techniques for the lesson; be familiar with the principles and procedures of teaching some language skills - listening with comprehension and speaking; be able to find some language activities in various resources including the Internet; be familiar with the subject's metalanguage |
| Skills |
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| apply the basic principles of effective management of English lessons /including detailed lesson planning and using basic classroom language; explain and justifies the use of chosen techniques for the lesson; describe the principles and procedures of teaching listening with comprehension and speaking; implement theoretical knowledge about teaching language skill in own lesson planning - either when focusing each skill separately or integrating them; find some language activities in various resources including the Internet and evaluate how appropriate they are for pupils' language development and for the key competences development; self-evalute own skills and describes own strengths and weaknesses in English language teaching skills; use the subject's metalanguage. |
| Competences |
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| N/A |
| learning outcomes |
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| Knowledge |
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| describe the principles and procedures of teaching reading with comprehension and writing; explain assessment metalanguage; be familiar with a variety of different evaluation tools (including European Language Portfolio); describe strategies and activities essential for English learners' motivation and independence; be familiar with a variety of teaching materials (including supplementary); be familiar with a relationship between the RVP ZV and CEFR and describe the CEFR language levels. |
| Skills |
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| implement the principles and recommended procedures of teaching reading with comprehension and writing; explains and uses assessment metalanguage; evaluates the appropriatness of the use of a variety of different evaluation tools; implements the theoretical knowledge when assessing pupils' language; describes strategies and activities essential for English learners' motivation and independent; analyses and evaluates how useful the teaching materials are according to the criteria reflecting current needs (e.g. new trends, National Framework for Education, learners differences etc.); explains the relationship between the RVP ZV with CEFR and describes the CEFR language levels; self-evaluates own teaching skills and describes own strengths and weaknesses in English language teaching skills. |
| Competences |
|---|
| N/A |
| teaching methods |
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| Knowledge |
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| Multimedia supported teaching |
| Task-based study method |
| Skills demonstration |
| Self-study of literature |
| Individual study |
| Students' portfolio |
| Discussion |
| Seminar classes |
| assessment methods |
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| Oral exam |
| Test |
| Seminar work |
| Continuous assessment |
| Self-evaluation |
| Portfolio |
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Recommended literature
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Rámcový vzdělávací program pro základní vzdělávání. Stařeč: Infra, 2005. ISBN 80-86666-24-7.
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Společný evropský referenční rámec pro jazyky : jak se učíme jazykům, jak je vyučujeme a jak v jazycích hodnotíme. 2. české vyd. Olomouc : Univerzita Palackého, 2006. ISBN 80-244-1425-2.
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HADFIELD, J. & HADFIELD, C. Introduction to Teaching English. Oxford: Oxford University Press,, 2008. ISBN 978-0-19-441795-8.
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Ioannou-Georgiou, Sophie; Pavlou, Pavlos; Maley, Alan. Assessing young learners. 1st pub. Oxford : Oxford University Press, 2003. ISBN 0-19-437281-2.
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JANG, E. Focus on Assessment.. Oxford: Oxford University Press,, 2014. ISBN 978-0-19-400083-3.
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Little, D. a Perclová, R. Evropské jazykové portfolio.. Praha, MŠMT, 2001.
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Reilly, Jackie; Reilly, Vanessa. Writing with children. 1st pub. Oxford : Oxford University Press, 2005. ISBN 0-19-437599-4.
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SLATTERY, M. & WILLIS, J. English for Primary Teachers: a handbook of activities and classroom language.. Oxford: Oxford University Press,, 2001. ISBN 0-19-437563-3.
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