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ELT Methodology III - DAJ3

Didaktika angličtiny 3

 

Obsah: Zpětná vazba, práce s chybou, hodnocení, testování, faktory ovlivňující učení, heterogenní třídy.

 

Okruhy ke zkoušce DAJ3

Okruhy jsou pouze rámcové, předpokládají obecný přehled o daném tématu i schopnost aplikovat tuto znalost na zcela konkrétním příkladu v konkrétní situaci. Okruhy zahrnují obsah všech tří didaktických předmětů DAJ1, DAJ2 a DAJ3.

Zkouška je písemná. Písemný test obsahuje pouze otevřené otázky. Součástí písemné zkoušky je také schopnost dávat žákům instrukce v anglickém jazyce a klást efektivně otázky. Doporučená literatura ke zkoušce je zmíněna u každého kurzu DAJ 1, 2 a 3 zvlášť.

 

1/ principles of learning a foreign language

  1. learning and acquisition
  2. factors which encourage or hinder learning (motivation,attitudes,opportunities,teaching, ability to learn, personality, age, learning strategies etc.)

2/ language teaching methods

  1. grammar- translation method
  2. audio -lingual method
  3. the direct approach
  4. total physical response
  5. suggestopedia
  6. communicative approach

3/ teaching subskills

  1. spelling
  2. pronunciation
  3. vocabulary
  4. grammar (will also include the difference between structure and function, structural versus functional syllabus)

Those questions will concentrate on both presenting and practicing the particular subskill, which steps are necessary for teaching the subskill, the differences between controlled and free practice.

4/ teaching skills

  1. listening
  2. reading
    (how to organize and run listening and reading activities in class, operations (skimming , scanning etc.),steps to be taken, questions to ask.)
  3. speaking (fluency versus accuracy, controlled versus free activities,common problems and how to overcome them)
  4. writing (controlled, guided and free writing activities)
  5. special features of translation and reading aloud

5/ organizing teaching

  1. lesson planning (what to have in mind when planning a lesson)
  2. classroom management ( routines, discipline, interaction, positive armosphere, effective intructing and questioning etc.)

6/ testing and assessment

  • the importance of testing
  • ways to test each of the four skills
  • types of test questions
  • features of a good test (validity, reliability, practicality)
  • marking (subjective, objective, how to assess speaking and writing)

7/ error correction

  • how to correct spoken and written language
  • when to correct, when not to correct

8/ teaching heterogeneous (mixed-ability) classes

  • common problems encountered in such classes and possible solutions

 

 

For International Students:

Content: Testing and assessment, teaching heterogeneous classes, learner differences.

The assessment of the course is based on a written assignment on the following topic: Testing receptive language skills

The students will prepare a complete test of listening or reading skills appropriate for a chosen group of students as far as their age and language proficiency are concerned. The student will choose a text for either listening or reading and will acknowledge the source of the text. The text will not be written by the student! It must be authentic. The next step will be to prepare tasks which will test either listening or reading skills. The student will also allocate points the testee can gain for a particular task. The questions can be closed or open. It is ideal to include various types of questions. The assignment will include so called rationale, i.e explanation of each step -from the choice of the test to the evaluation. It will be explained with each exercise what is its aim from the point of view of the skill that is being tested. The test will also include answer keys to all exercises. Both the content and the language of the assignment will be taken into consideration.

 

 

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