FF:AJU2103 EFL Didactics III - Course Information

AJU2103 EFL Didactics III

Extent and Intensity

0/2/0. 4 credit(s). Type of Completion: zk (examination).
In-person direct teaching

Teacher(s)

Thomas Rankin, Dr. phil. (lecturer)

Guaranteed by

Thomas Rankin, Dr. phil.
Department of English and American Studies – Faculty of Arts
Contact Person: Tomáš Hanzálek
Supplier department: Department of English and American Studies – Faculty of Arts

Timetable

Tue 10:00–11:40 J22, except Mon 18. 11. to Sun 24. 11.

Prerequisites (in Czech)

AJU2101 EFL Didactics I && AJU2102 EFL Didactics II

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 35 student(s).
Current registration and enrolment status: enrolled: 17/35, only registered: 0/35

fields of study / plans the course is directly associated with

there are 8 fields of study the course is directly associated with, display

Course objectives

The aim of this course is to guide the students through the practical and theoretical considerations in planning in teaching English as a foreign language. Selected concepts, principles and theories that underlie the processes of foreign language teaching will be introduced and discussed while paying special attention to lesson planning, syllabus design, course design and language policy in the context of teaching English in Czech upper secondary schools.

Learning outcomes

After completing the course, a student will be able to:
1. Prepare a lesson plan,
2. Select and adapt appropriate teaching materials (including a textbook),
3. Select an appropriate piece of authentic material or cultural artifact and design appropriate tasks for it,
4. Critically analyze a School Educational Programme,
5. Design a course and conduct related tasks, including needs analysis, situation analysis, formulation of objectives, selection and organization of content (i.e. syllabus design), selection and adaptation of teaching materials and activities, preparation of assessment and evaluation plan for the course,
6. Analyze the components of a lesson or course plan (e.g. aims and objectives, content, materials, activities) in the light of underlying categories (e.g. components of communicative competence, approaches, methods, views of language and learning, etc.)

Syllabus

• 1. Introduction. A review and consolidation of relevant concepts and theories.
  2. Introduction to planning. Formulating aims and objectives in a lesson plan. Considerations in lesson planning.
  3. Selected issues in language planning and policy. Foreign language education in Europe and in the Czech Republic, curricular documents.
  4. Syllabus design. Grammatical/structural, situational, functional-notional, task-based, content-based and mixed syllabi.
  5. Materials in EFL classes. Textbook selection, evaluation, adaptation. Selection and adaptation of published materials. Use of authentic materials and cultural artifacts in EFL classes.
  6. Course design. Situation analysis, needs analysis, determining goals and content, organizing content, designing assessment and course evaluation plans.

Literature

required literature
• Celce-Murcia, M., Brinton, D. M., & Snow, M. A. (Eds.). (2014). Teaching English as a Second or Foreign Language (4th ed.). Boston: National Geographic Learning. (selected chapters)
• Graves, K. (2000). Designing language courses. A guide for teachers. Boston: Heinle & Heinle.
• Richards, J. C. (1990). The language teaching matrix. Cambridge: Cambridge University Press.

recommended literature
• Richards, J. C., & Renandya, W. A. (Ed.). (2002). Methodology in language teaching: An anthology of current practice. Cambridge: Cambridge University Press.
• Nation, I. S. P., & Macalister, J. (2010). Language curriculum design. New York: Routledge.
• Wilkins, D. A. (1979). Grammatical, situational and notional syllabuses. In C. J. Brumfit & K. Johnson (Eds.), The communicative approach to language teaching (pp. 82–90). Oxford: Oxford University Press.
• Richards, J. C., & Rodgers, T. S. (2001/2014). Approaches and methods in language teaching. Cambridge: Cambridge University Press.
• Grant, N. (1987). Making the most of your textbook. London: Longman.
• Spolsky, B., & Hult, F. (Eds.). (2008). The handbook of educational linguistics. Oxford: Wiley-Blackwell.
• Woodrow, L. (2017). Introducing Course Design in English for Specific Purposes. Abingdon, Oxon ; New York: Routledge.
• Nunan, D. (1988). Syllabus design. Oxford: Oxford University Press.

Teaching methods

Lectures, class discussion, group projects, reading.

Assessment methods

The course is finished with an oral examination. Before the examination, students have to meet all of the following criteria: (1) attendance is compulsory, (2) receive at least 70 points in total from the submission a lesson plan and a course plan during the course (max. 40 points) and the final test, which will check the students’ in-depth understanding of the issues discussed in the course (approx. 20 open- and closed-ended questions, in total 60 points).
During the oral examination the students will be expected to display sufficient understanding of the issues related to teaching and learning English as a foreign language as discussed in courses Didactics I, II and III. The discussion will be based on selected teaching materials and tasks from the three courses in Didactics.

Language of instruction

English

Further Comments

Study Materials
The course is taught annually.

• Enrolment Statistics (recent)
  
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