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Lecturer(s)
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Orlova Natalia, doc. CSc.
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Course content
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- Language teaching development: a brief historical overview. - An enlightened, eclectic approach; the subject matter of EFL teaching. The 'professional' teacher. - Lexis as an integral part of S, L, R and W. The notion of sub/micro/enabling skills. - Grammar skills as an integral part of S, L, R and W; basic principles of teaching grammar. - Teaching receptive skills. Listening: principles and practices. Classroom activities for developing listening comprehension. Teaching Reading.
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Learning activities and teaching methods
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unspecified, unspecified, unspecified
- unspecified
- 0 hours per semester
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Learning outcomes
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This course is aimed at building up the basis of didactic competence of prospective EFL teachers. It involves an in-depth examination of current practice in EFL teaching and learning. It builds on the knowledge acquired in linguistic disciplines, and it focuses on current paradigms of teaching individual components of the language system. Modern approaches, methods and techniques to the "four skills" integration will be provided through lectures, class demonstrations, video demonstrations and class discussions. The supporting e-learning material is available at https://moodle.pf.ujep.cz/
By the end of the course, students in this class are expected to: * Understand issues and concepts in pedagogical research that are related to EFL teaching and develop a historical understanding of language-teaching methodology * Be able to apply concept of communicative competence to classroom skill integration. * Be able to introduce grammatical items and help learners to practice them in meaningful contexts and relevant activities. * Select and create activities that help learners to learn and practice lexis. * Apply principles of designing listening techniques to their own classes. * Gain knowledge in planning, creating and delivering structured and coherent EFL lessons. * Develop effective teaching strategies through a range of experiences (observing and team-teaching) in actual EFL classes. * Reflect on and learn from their own learning and teaching experiences.
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Prerequisites
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there are no prerequisites for this subject
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Assessment methods and criteria
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unspecified
* 100% class attendance. * Active participation in the seminar discussions. Regular fulfilment of tasks. * Peer teaching of a task aimed at development of listening skills. * Regular reflection on the 'can-do' statements from the self-assessment section in the EPOSTL. * Building up the dossier section of the EPOSTL.
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Recommended literature
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Brown, H. D. Teaching by principles. An interactive approach to language pedagogy. New York: Pearson Education, 2007.
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Buck, G. Assessing listening. Cambridge: Cambridge University Press, 2001.
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Celce-Murcia, M. Teaching English as a second or foreign language. New York: Heinle & Heinle, 2001.
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Ellis, R. Current issues in the teaching of grammar: an SLA perspective. TESOL Quarterly 30. 2006.
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Harmer, J. The practice of English language teaching. Harlow, UK: Pearson Education, 2007.
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Newby, D., Allan, R., Ferner, A.- B., Jones, B., Komorowska, H. and Soghikyan, K. European portfolio for student teachers of languages. A reflection tool for language teacher education.. Strasbourg/Graz: Council of Europe Publishing, 2007.
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Savignon, S. Communicative language teaching: Linguistic theory and classroom practice.
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Thornbury, S. How to teach grammar. Harlow, UK: Pearson Education, 1999.
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Thornbury, S. How to teach vocabulary. Harlow, UK: Pearson Education, 2002.
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Ur, P. Grammar practice activities. Cambridge: Cambridge University Press, 2009.
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