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Lecturer(s)
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Černý Stanislav, Mgr. Ph.D.
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Course content
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The subject consists of four components: 1) Theoretical component 2) Communication component 3) Field-didactic component 4) Reflective component. These components reflect the methodological concept of the subject: In synergy, we learn about a foreign language, we learn this language, we learn to teach this language and we consciously reflect on this whole process. Ad 1: Lectures explain the phonological, accentological, prosodic and graphic system of Russian in a comparative Russian-Czech plan so that students acquire a basic comprehensive awareness of the Russian language, i.e. theoretical knowledge as a necessary basis for their own teaching of a foreign language. Ad 2: The exercises develop practical communication in the Russian language in a structured manner in all speech skills with a focus on thematic areas and expected outcomes of the field Foreign language according to the RVP ZV for the 1st grade for the 1st term. The actual learning of the Russian language takes place against the background of conscious reflection on the ways of acquiring a foreign language. Ad 3: The subject orients students in the curricular documents for basic education for the relevant educational area and leads them to implement practical teaching according to them (micro-exits). Using the example of individual learning activities managed by the teacher, it shows possible methodological approaches and procedures of traditional and contemporary foreign language teaching, presents the current context of foreign language teaching and analyzes the changing foreign language learning strategies of current pupils. He also deals with the issue of Russian-speaking pupils in Czech elementary schools, or the presence of native speakers in foreign language teaching. Ad 4: Multiple reflection takes place: reflection of the subject's own teaching by the teacher (explanation of teaching procedures), reflection of the subject's teaching by the students, reflection of the students' work by the teacher, peer evaluation, reflection of the didactic methods used and specific activities during practical language training and evaluation of their applicability in the teaching of the Russian language at the 1st grade of elementary school and self-reflection of one's own progress in the practical language through a portfolio leading to the application of the elements of the portfolio in the future educational practice of students.
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Learning activities and teaching methods
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- Preparation for comprehensive test (10-40)
- 40 hours per semester
- Presentation preparation (report) (1-10)
- 10 hours per semester
- Contact hours
- 52 hours per semester
- Contact hours
- 10 hours per semester
- unspecified
- 42 hours per semester
- Individual project (40)
- 30 hours per semester
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| prerequisite |
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| Knowledge |
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| not defined |
| Skills |
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| master the basics of writing and reading in Russian |
| Competences |
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| N/A |
| learning outcomes |
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| Knowledge |
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| - explain the phonological and graphic system of Russian in comparison with Czech - to clarify the concept of teaching a foreign language for the 1st grade in curriculum documents - specify the learning strategies of current pupils - to summarize methodological approaches and procedures of traditional and contemporary foreign language teaching |
| Skills |
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| master the correct Russian pronunciation and intonation habits |
| master the correct habits of writing Cyrillic |
| acquire vocabulary in selected topics |
| - communicate in Russian at A2 level - acquire vocabulary according to the thematic areas of RVP ZV for the 1st grade for the 1st period - master the correct habits of Russian pronunciation and prosody - master the correct habits of writing in the alphabet - analyze from a subject-didactic point of view the learning activities carried out during the teaching of the subject - evaluate the applicability of learning activities for teaching the Russian language for the 1st grade of elementary school - prepare, perform and reflect on the micro-output according to the learning outcomes according to the RVP ZV - keep a portfolio of your own progress |
| Competences |
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| N/A |
| teaching methods |
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| Knowledge |
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| Lecture |
| Multimedia supported teaching |
| Skills |
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| Practicum |
| Competences |
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| Self-study of literature |
| Group discussion |
| Individual study |
| assessment methods |
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| Knowledge |
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| Test |
| Continuous assessment |
| Skills |
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| Skills demonstration during practicum |
| Competences |
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| Skills demonstration during practicum |
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Recommended literature
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ARTEMOV, A. K probleme modernizacii pravil russkoj transliteracii češskich i čechizirovannych imjon sobstvennych. Nová rusistika, 6 (1), 2013, ISSN 1803-4950.
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BASOVA, A. I. (ed.). Russkij jazyk kak inostrannyj: teorija i praktika prepodavanija. Minsk: BGU, 2016. ISBN 978-985-566-316-5.
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GIRŽEVA, G. N. Fonetika sovremennogo russkogo jazyka: učebnoje posobije. Moskva: Flinta, 2015. ISBN 978-5-9765-1923-7.
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JELÍNEK, S., R. HŘÍBKOVÁ, H. ŽOFKOVÁ a Z. LIPTÁKOVÁ. Raduga plus 1: ruština pro základní školy a víceletá gymnázia. Plzeň: Fraus, 2019. ISBN 978-80-7489-420-6.
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MUSZYŃSKA-WOLNY, D., MICHAŁOWSKI, P. J., URBANEK, D. Język rosyjski jako obcy. Dydaktyka w audytorium słowiańskim i niesłowiańskim - Russkij jazyk kak inostrannyj. Didaktika v slavjanskoj i něslavjanskoj auditorii. Warszawa: Uniwersytet Warszawski, 2019. ISBN 978-83-951407-3-0.
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PETRIKOVA, A., GALLO, J., KUPRINA, T. Osnovy mežkul'turnoj didaktiki. Moskva: Russkij jazyk, 2015. ISBN 978-5-88337-416-5.
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ROZBOUDOVÁ, L. a J. KONEČNÝ. Sovremennaja didaktika russkogo jazyka kak vtorogo inostrannogo: jazykovyje sredstva. Praha: Karolinum, 2018. ISBN 978-80-246-4277-2.
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VALOVA, L., V. GOLOVATINA a M. RYKOVSKÁ. Tvoj šans A1: ruština pro střední a jazykové školy: učebnice s integrovaným pracovním sešitem. Plzeň: Fraus, 2018. ISBN 978-80-7489.
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VYČÍCHLOVÁ, E., NAVRÁTIL, A. Korektivní kurz ruské výslovnosti. Plzeň: Západočeská univerzita, 2007. ISBN 978-80-7043-553-3.
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