AJU5101 EFL Didactics I

Faculty of Arts
Autumn 2024
Extent and Intensity
0/0/0. 4 credit(s). Type of Completion: z (credit).
In-person direct teaching
Teacher(s)
Nicola Catherine Fořtová, B.A., M.A. (lecturer)
Thomas Rankin, Dr. phil. (lecturer)
Guaranteed by
Thomas Rankin, Dr. phil.
Department of English and American Studies – Faculty of Arts
Contact Person: Tomáš Hanzálek
Supplier department: Department of English and American Studies – Faculty of Arts
Timetable
each even Friday 10:00–11:40 G31
Course Enrolment Limitations
The course is only offered to the students of the study fields the course is directly associated with.

The capacity limit for the course is 30 student(s).
Current registration and enrolment status: enrolled: 18/30, only registered: 0/30
fields of study / plans the course is directly associated with
Course objectives
The aim of the course is to provide an introduction to the various lesson types found in the upper secondary ELT classroom, as well as a basic introduction to the various classroom management components, presentation techniques and lesson frames that can be used to deliver systems and skills lessons. Students will also have practice selecting, adapting, planning, and executing a short activity in front of their peers, before reflecting on their lesson in light of the methodology presented, and receive and give feedback on the micro-lessons.
Learning outcomes
After completing the course, a student will be able to:
1. Differentiate between different lesson types such as systems, skills, ESP, literature, culture, and understand how to structure the different types of lessons to best develop learners’ communicative competence;
2. Understand the various elements involved in and importance of managing the classroom effectively. e.g. giving and checking instructions, seating arrangement, interaction patterns, timing, monitoring, etc.;
3. Select and adapt a coursebook/resorcebook activity, and analyse the language necessary for the activity;
4. Plan and set up a lesson activity using appropriate presentation methods;
5. Microteach a lesson activity using appropriate methodology and reflect on the lesson;
6. Use observation as tool for teacher development;
7. Give and receive feedback on lessons.
Syllabus
  • 1. Introduction to the various lesson types in the upper secondary English language classroom; determining the roles a good teacher adopts/ what they do to foster communicative competence in the classroom.
    2. Classroom management focusing on giving and checking instructions, seating arrangement, monitoring and feedback stages.
    3. Teaching the language systems - vocabulary, grammar, pronunciation and functions - with particular attention to ways of presenting and checking meaning, form, and function of language.
    4. Teaching the language skills - listening, reading, writing, speaking - with particular attention to top-down and bottom-up ways of processing language for receptive skills, and accuracy and fluency for productive skills.
    5. Teaching ESP and literature in the upper secondary classroom with a focus on the similarities and differences in these lesson types to systems/skills lessons.
    6. An introduction to lesson planning with specific focus on aims, objectives, analysing language and activity set up.
    7. An introduction to selecting and adapting language activities relevant to lesson aim and learner level.
    8. Peer microteaching, observation, giving and receiving feedback.
Literature
    required literature
  • Lewis, M., Hill, J. (1992). Practical Techniques for Language Teaching. Hove, England: Language Teaching Publications.
  • Richards, J.C. (2006). Communicative Language Teaching Today. UK: CUP.
    recommended literature
  • Gower, R., Phillips, H., and Walters, S. (2005). Teaching practice handbook. Oxford: Macmillan.
  • Hamer, J. (2007). How to teach English. Harlow: Longman.
  • UR, P. (1996). A course in language teaching : practice and theory. Cambridge: Cambridge University Press.
  • Scrivener, J. (1994). Learning teaching : a guidebook for English language teachers. Oxford: Macmillan Heinemann English language teaching.
  • Cook, V. (2008). Second Language Learning and Language Teaching. Malta: Hodder Education.
  • Brown, H. D. (2001/2007). Teaching by principles: An interactive approach to language pedagogy (2nd/3rd ed.). White Plains: Pearson Education.
  • Thornbury, S. (2006). An A-Z oF ELT: A dictionary of terms and concepts used in English Language Teaching. UK: Macmillan.
Teaching methods
Lecture, class discussion, group and pair work, microteaching and observation, reading.
Assessment methods
Attendance is compulsory. There will be a final test based on the two compulsory texts for the course, which will check the students’ understanding of the issues discussed in the course. The test is computer based comprising open and closed-ended questions. Students will also submit one assignment (activity plan for the micro-teaching). To get credit, students need to obtain a minimum of 70 points in total.
Language of instruction
English
Follow-Up Courses
Further comments (probably available only in Czech)
Study Materials
The course is taught annually.
Information on the extent and intensity of the course: blokově (13 hodin za semestr).
Listed among pre-requisites of other courses
The course is also listed under the following terms Autumn 2020, Autumn 2021, Autumn 2022, Autumn 2023.
  • Enrolment Statistics (recent)
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