Designing and Teaching English for Lawyers on-line

KALLUS, Hana. Designing and Teaching English for Lawyers on-line. 2021.

Základní údaje

• Originální název: Designing and Teaching English for Lawyers on-line
• Název česky: Příprava a výuka kurzu angličtiny pro právníky on-line
• Název anglicky: Designing and Teaching English for Lawyers on-line
• Autoři: KALLUS, Hana.
• Vydání: 2021.

Další údaje

• Typ výsledku: Článek v odborném periodiku
• Utajení: není předmětem státního či obchodního tajemství
• Klíčová slova česky: angličtina pro právníky;on line;příprava a výuka
• Klíčová slova anglicky: on line;desing and teaching;English for lawyers

Anotace

Teaching a course in a real classroom and teaching the same course on-line can be two different things. Changing an ESP course into a virtual one is a challenge for both - teachers and students. MS Teams environment, orders and rules by the faculty, opportunities and limitations of virtual space and other issues required innovations in the choice of suitable tools, methods, activities, cooperation and feedback. We rooted the course into the following columns; clear structure of the course, teacher‘s presence in synchronous and asynchronous activities and building community based on mutual trust. We make sure students are fully aware of course requirements, role of teacher, importance of mutual cooperation and have understanding of synchronous and asynchronous activities they were doing. The presentation will show examples of teacher’s communication with students, samples of students’ collaborative activities developing different skills, types of feedback and how we try to keep the morale high and still have some fun throughout the course.

Anotace anglicky

Teaching a course in a real classroom and teaching the same course on-line can be two different things. Changing an ESP course into a virtual one is a challenge for both - teachers and students. MS Teams environment, orders and rules by the faculty, opportunities and limitations of virtual space and other issues required innovations in the choice of suitable tools, methods, activities, cooperation and feedback. We rooted the course into the following columns; clear structure of the course, teacher‘s presence in synchronous and asynchronous activities and building community based on mutual trust. We make sure students are fully aware of course requirements, role of teacher, importance of mutual cooperation and have understanding of synchronous and asynchronous activities they were doing. The presentation will show examples of teacher’s communication with students, samples of students’ collaborative activities developing different skills, types of feedback and how we try to keep the morale high and still have some fun throughout the course. Teaching a course in a real classroom and teaching the same course on-line can be two different things. Changing an ESP course into a virtual one is a challenge for both - teachers and students. MS Teams environment, orders and rules by the faculty, opportunities and limitations of virtual space and other issues required innovations in the choice of suitable tools, methods, activities, cooperation and feedback. We rooted the course into the following columns; clear structure of the course, teacher‘s presence in synchronous and asynchronous activities and building community based on mutual trust. We make sure students are fully aware of course requirements, role of teacher, importance of mutual cooperation and have understanding of synchronous and asynchronous activities they were doing. The presentation will show examples of teacher’s communication with students, samples of students’ collaborative activities developing different skills, types of feedback and how we try to keep the morale high and still have some fun throughout the course. Teaching a course in a real classroom and teaching the same course on-line can be two different things. Changing an ESP course into a virtual one is a challenge for both - teachers and students. MS Teams environment, orders and rules by the faculty, opportunities and limitations of virtual space and other issues required innovations in the choice of suitable tools, methods, activities, cooperation and feedback. We rooted the course into the following columns; clear structure of the course, teacher‘s presence in synchronous and asynchronous activities and building community based on mutual trust. We make sure students are fully aware of course requirements, role of teacher, importance of mutual cooperation and have understanding of synchronous and asynchronous activities they were doing. The presentation will show examples of teacher’s communication with students, samples of students’ collaborative activities developing different skills, types of feedback and how we try to keep the morale high and still have some fun throughout the course.