UZAJ5047 Teaching Practice

Faculty of Arts
Autumn 2019
Extent and Intensity
0/2/0. 5 credit(s). Type of Completion: z (credit).
Nicola Catherine Fořtová, B.A., M.A. (lecturer)
Mgr. Linda Nepivodová, Ph.D. (lecturer)
Mgr. Markéta Pilařová (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
Fri 9:00–10:40 G23, Fri 11:00–11:50 VP
UZAJ5033 Methodology I
UZAJ5031: Aspects of Language for Teachers UZAJ5032: Language Acquisition UZAJ5046: Practical Methodology I UZAJ5045: 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 20 student(s).
Current registration and enrolment status: enrolled: 7/20, only registered: 0/20
fields of study / plans 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 one-week intensive course during orientation week, during which the trainers deliver practical methodology input sessions, the trainees design a placement test for their students and give it, set-up e-learning components, draft a syllabus for their semester, and 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.
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 learner interaction in class, and 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.
  • 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. Start with revision. Special lesson dedicated to pronunciation and dictionary work – using Underhill Sound Foundations and Macmillan dictionary workbook Grammar point – a verb tense/aspect. Read appropriate material in Lewis’ English verb, a communication activity from Penny Ur, Jill Hadfied. Pre-teach all necessary language and run the activity. Provide feedback. Provide homework. Writing lesson. A real world activity for your students, e.g., reviews, reports, abstracts. Provide models. Features of the genre. See Harmer’s genre review kit. Sub-skills to teach. A skills lesson involving at least one of the systems. A Christmas lesson.
  • 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, usually done by the students through forum discussions in ELF (Moodle) and commented on by teachers. 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. Attendance is compulsory.
Language of instruction
Further Comments
Study Materials
The course is taught annually.
Listed among pre-requisites of other courses
The course is also listed under the following terms Autumn 2010, Spring 2011, Autumn 2011, Autumn 2012, Spring 2013, Autumn 2013, Autumn 2014, Autumn 2015, Autumn 2016, Spring 2017, Autumn 2017, Spring 2018, Autumn 2018, Spring 2019.
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