UZAJ2037 Teaching Practice

Faculty of Arts
Autumn 2019
Extent and Intensity
0/2/0. 5 credit(s). Type of Completion: z (credit).
Teacher(s)
Nicola Catherine Fořtová, B.A., M.A. (lecturer)
Mgr. Linda Nepivodová, Ph.D. (lecturer)
doc. Mgr. František Tůma, Ph.D. (lecturer)
Guaranteed by
doc. PhDr. Jana Chamonikolasová, Ph.D.
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 of Seminar Groups
UZAJ2037/01: Tue 10:00–11:40 G22, Tue 12:00–12:50 VP, N. Fořtová
UZAJ2037/02: Mon 10:00–11:40 G22, Mon 12:00–12:50 VP, N. Fořtová
UZAJ2037/03: Thu 10:00–11:40 G22, Thu 12:00–12:50 VP, N. Fořtová
Prerequisites
UZAJ2023 Practical Methodology I
UZAJ2011: Aspects of Language for Teachers UZAJ2022: Language Acquisition UZAJ2023: Practical Methodology I UZAJ2035: Syllabus, Lesson and Material Design for ELT
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: 15/30, only registered: 1/30
Fields of study the course is directly associated with
Course objectives
In this course, the students are trainee teachers. They teach the weekly course AJ91010 whose students are elementary learners of English studying other subjects at Masaryk University. The trainees deal with a wide range of issues, applying their theoretical knowledge of language, language acquisition and practical methodology to lesson planning and teaching. Internal practice teaching begins with a three-day intensive course, during which the trainers deliver practical methodology input sessions, and the trainees prepare the first lessons. During the semester, the teams prepare and teach, and in the process develop an awareness of their students' strengths and weakness through covering the four skills and systems using a variety of resources and modes of teaching. After each session, trainees reflect on their work and that of their colleagues in feedback sessions run by the trainers. In addition, trainees complete two analytical/reflective tasks, based on recordings of their teaching practice.
Learning outcomes
By the time the students finish the course, they should be able to: 1. Plan a language lesson effectively by identifying learner needs, lesson aims, material, activities, interaction patterns, timing and activity sequencing which will help them meet the aims of the lesson. 2. Demonstrate effective execution of their planning, ensuring meaningful llearner interaction, responding to the flow of the lesson and also to the needs of the learners during the lesson. 3. Reflect on and analyse their planning and teaching and identify key strengths and weaknesses in both in light of the lessons taught. 4. Identify how they able to develop in the areas of weakness identified in their future teaching. 5. Observe colleagues teaching and give constructive feedback identifying areas of strength and areas to work on.
Syllabus
  • Warmers, can-do statements and, getting to know you. Needs analysis - determine pronunciation issues as you’ll be teaching them. Choose one unit from a suitable textbook. Select the material that can be covered in 2 lessons. Continue that unit. Deliver 2 complete 45 minute skills and systems lessons. A Christmas lesson.
Literature
  • HUGHES, John. A practical introduction to teacher training in ELT. First published. Hove: Pavillion, 2015. 168 stran. ISBN 9781910366998. info
  • O'LEARY, Matt. Classroom observation : a guide to the effective observation of teaching and learning. First published. London: Routledge, Taylor & Francis Group, 2014. vi, 195. ISBN 9780415525787. info
  • GERNGROSS, Günter, Herbert PUCHTA and Scott THORNBURY. Teaching grammar : creatively. 1st pub. [Innsbruck]: Helbling Languages, 2006. 267 s. ISBN 9783902504296. info
  • THORNBURY, Scott. How to teach speaking. Harlow: Longman, 2005. iv, 156. ISBN 0582853591. info
  • HARMER, Jeremy. How to teach writing. Harlow: Longman, 2004. vi, 154. ISBN 0582779987. info
  • THORNBURY, Scott. How to teach vocabulary. Harlow: Longman, 2002. vi, 185. ISBN 0582429668. info
  • KELLY, Gerald. How to teach pronunciation. Edited by Jeremy Harmer. Harlow: Longman, 2000. vi, 154. ISBN 0582429757. info
  • THORNBURY, Scott. How to teach grammar. Harlow: Longman, 1999. ix, 182. ISBN 0582339324. info
  • HARMER, Jeremy. How to teach English : an introduction to the practice of English language teaching. 1st publ. Harlow: Longman, 1998. x, 198. ISBN 0582297966. info
  • HARMER, Jeremy. The practice of English language teaching. New edition. London: Longman, 1991. 296 s. ISBN 0582046564. info
Teaching methods
The teaching is done by the students (trainees). The trainers provide support during lesson planning. Trainers attend the lessons and lead feedback sessions afterwards.
Assessment methods
Cumulative assessment based on the quality of lesson plans, the development of teaching skills, and ability to reflect on the trainees' own teaching.
Language of instruction
English
Further Comments
Study Materials
The course is taught annually.
Listed among pre-requisites of other courses
Teacher's information
https://elf.phil.muni.cz/elf2/course/view.php?id=642
The course is also listed under the following terms Autumn 2009, Autumn 2010, Spring 2011, Autumn 2011, Autumn 2012, Spring 2013, Autumn 2013, Autumn 2014, Autumn 2015, Autumn 2016, Autumn 2017, Autumn 2018.
  • Enrolment Statistics (recent)
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