PřF:JAT03 English for Teachers I - Course Information
JAT03 English for Teachers of Science IFaculty of Science
- Extent and Intensity
- 0/2/0. 2 credit(s). Type of Completion: z (credit).
- Mgr. Jana Kubrická, Ph.D. (seminar tutor)
Mgr. Daniela Dlabolová (assistant)
Mgr. Monika Ševečková, Ph.D. (assistant)
- Guaranteed by
- Mgr. Jana Kubrická, Ph.D.
Language Centre, Faculty of Science Division - Faculty Branches of University Departments - Faculty of Science
Contact Person: Lenka Pavlíková
Supplier department: Language Centre, Faculty of Science Division - Faculty Branches of University Departments - Faculty of Science
- Timetable of Seminar Groups
- JAT03/01: Mon 12:00–13:50 J5, J. Kubrická
JAT03/02: Tue 11:00–12:50 J5, J. Kubrická
JAT03/03: Wed 9:00–10:50 J5, J. Kubrická
- B1 level according to the Common European Framework of Reference for Languages (https://www.examenglish.com/B1/index.php)
- Course Enrolment Limitations
- The course is only offered to the students of the study fields the course is directly associated with.
- fields of study / plans the course is directly associated with
- there are 72 fields of study the course is directly associated with, display
- Course objectives
- The aim of the course is to improve the students´ knowledge of academic grammar and vocabulary on B2 level of CEFR with an emphasis on communication skills. The topics studied will touch upon the issues of educational science and teaching methodology and will be related to the scientific disciplines studied.
- Learning outcomes
- Upon completion of the course the student will be able to understand the main points of an academic text on educational science and relate it to their own field of study; provide formative feedback to a colleague on their writing; understand the structure of an academic essay; give an academic presentation; apply academic grammar and vocabulary on B2 level.
- 1. Needs analysis (learning – collocations, idioms) 2. Autonomy of learning (grammar revision – passive voice, reported speech, conditionals; reading for gist; word formation; listening practice) 3. Being a teacher (argumentation, collocations – teaching, word formation) 4. Roles of teachers (conjunctions, comparing and contrasting) 5. Educational theories (presentation skills, conditionals) 6. Networked classroom (revision of tenses) 7. Revision lesson (vocabulary related to learning, teaching, science) 8. The learning process (Countable/ Uncountable nouns) 9. Critical Thinking (academic vocabulary, conditionals) 10. Pseudoscience (academic writing) 11. Giving feedback (speaking skills) 12. Writing workshop (principles of writing essays) 13. Review
- MCCARTHY, Michael and Felicity O'DELL. Academic vocabulary in use. First published. Cambridge: Cambridge University Press, 2008. 176 stran. ISBN 9780521689397. info
- WATKINS, Peter. Learning to teach English. First published. Peaslake: Delta Publishing, 2005. 144 stran. ISBN 1900783746. info
- Advanced grammar in use : a self-study reference and practice book for advanced learners of English. Edited by Martin Hewings. 1st ed. Cambridge: Cambridge University Press, 1999. ix, 340. ISBN 0521498686. info
- PRODROMOU, Luke. Grammar and vocabulary for first certificate. Harlow: Longman, 1999. 319 s. ISBN 0-582-40018-X. info
- Teaching methods
- seminars - discussions, presentations, peer review, autonomous learning, etc.
- Assessment methods
- Portfolio assessment - self-evaluation, essay, feedback
- Language of instruction
- Further Comments
- Study Materials