Course: ELT methodology 3

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Course title ELT methodology 3
Course code KAJ/A4631
Organizational form of instruction Lecture + Seminary
Level of course Master
Year of study not specified
Semester Winter
Number of ECTS credits 3
Language of instruction English
Status of course unspecified
Form of instruction Face-to-face
Work placements This is not an internship
Recommended optional programme components None
Lecturer(s)
  • Orlova Natalia, doc. CSc.
Course content
Basic Principles of Lesson planning (Revision before the school practice). European scales of language proficiency. Assessment criteria, communicative activities and communicative competences. Alternative Assessment. English language Portfolio. Project Work and its organization. Principles of curriculum and syllabus organization. Teacher's Professional Development

Learning activities and teaching methods
unspecified, unspecified, unspecified
  • unspecified - 0 hours per semester
Learning outcomes
This is the concluding module in didactics within the framework of the TEFL program. This semester the primary focus will be on the further development of teaching competences and preparation for long-term professional growth. The majority of course topics will be negotiated and the course syllabus may be designed according to student teachers' needs.
By the end of the course, students in this class are expected to: * further develop their ability to reflect on their classroom practice (both as teachers and students of English); * use European scales of descriptors of language proficiency and Czech curriculum documents; * be able to apply criteria of assessment to various types of students' output; * use alternative assessment options in the classroom; * enrich a repertoire of effective classroom activities
Prerequisites
The student must pass English Didactics I and 2.

Assessment methods and criteria
unspecified
- 80 % class attendance. > A project investigating a selected TEFL Methodology issue (a twenty-minute PowerPoint presentation in the seminar + a handout for other student teachers specifying definitions of key terms, possible outcomes and activities that may be used for a particular group of students - age, level, etc.) Comparative analyses of a Czech EFL syllabus with a syllabus adopted at schools in another European Union country (focus on the objectives, age at which FL is introduced to students, learners' outcomes and different aspects of communicative competence approx. 750 words). Sources: Foreign Language teaching in Schools in Europe. Eurydice, www.eurydice.org. http://eacea.ec.europa.eu/education/eurydice/thematic_studies_archives_en.php Due: Last week in December
Recommended literature
  • Common European framework of reference for languages. Learning, teaching, assessment. Cambridge: Cambridge University Press, 2001.
  • Rámcový vzdělávací program. MŠMT, 2005.
  • Brown, D. & Abeywickrama, P. Language Assessment: Principles and classroom practice. London: Pearson education, 2010.
  • Celce-Murcia, M. Teaching English as a second or foreign language. Boston, MA: Heinle & Heinle, 2001.
  • Harmer, J. The practice of English language teaching. London: Longman ELT, 2007.


Study plans that include the course
Faculty Study plan (Version) Category of Branch/Specialization Recommended year of study Recommended semester