J 2021

Designing and Teaching English for Lawyers on-line

KALLUS, Hana

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

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
Změněno: 12. 6. 2023 11:06, PhDr. Hana Kallus, M.A., Ph.D.

Anotace

ORIG EN

V originále

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.

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.