FF:UZAJ2035 Syllabus, Lesson and Material - Course Information

UZAJ2035 Syllabus, Lesson and Material Design for ELT

Extent and Intensity

0/2/0. 2 credit(s). Type of Completion: z (credit).

Teacher(s)

James Edward Thomas, M.A. (lecturer)

Guaranteed by

Jeffrey Alan Vanderziel, B.A.
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 14:10–15:45 G22

Prerequisites

UZAJ2022 Language Acquisition
UZAJ2033 ELT Methodology I

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 30 student(s).
Current registration and enrolment status: enrolled: 0/30, only registered: 0/30

fields of study / plans the course is directly associated with

• Upper Secondary School Teacher Training in English Language and Literature (programme FF, N-GK)
• Upper Secondary School Teacher Training in English Language and Literature (programme FF, N-SS) (2)
• Upper Secondary School Teacher Training in English Language and Literature (programme FF, N-TV)

Course objectives

This course is taught concurrently with UZAJ2034 ELT Methodology II, both of them building on UZAJ2033 ELT Methodology I. Methodology III deals with broader issues in language teaching. While the trainees are doing Methodology II and III, they are undertaking the course UZAJ203 - Practice teaching.
By the end of this course, trainees should have an understanding of key issues and elements of language testing and assessment. They should be able to construct and conduct quality tests and assessments.
Trainees gain knowledge and skills in key aspects of using ICT in language teaching
Trainees refine their view of language per se which allows them to create lessons that integrate skills and systems. This leads to quality materials design
Trainees become familiar with key concepts such error correction, feedback, fluency and accuracy, double processing, task-based learning
Trainees become familiar with modes of fostering learner independence, a.k.a learning to learn
Through the process of designing a whole course, trainees get to hypothetically realise the plethora of language learning methods and procedures that they have become familiar with and make principled choices
ultimately trainees learn that every practical thing they do in the classroom has a reason grounded in theory.

Syllabus

• 1. Testing 2. Assessment 3. Error Correction, Collection and Analysis 4. Learning Strategies 5. From Vocabulary to Syntax 6. Integrating Skills and Systems 7. Teaching English in English 8. Music in the Language Classroom 9. Global Issues and Social Responsibility 10. Course Design

Literature

• BROWN, H. Douglas. Teaching by principles : an interactive approach to language pedagogy. 3rd ed. White Plains: Pearson Education, 2007, xvii, 569. ISBN 9780136127116. info

Teaching methods

Seminars using loop input where possible. Students involved in problem solving tasks, task-based learning, participating in demonstration lessons and analysing them, giving their own presentations, producing sample work based on input, preparation for practice teaching.

Assessment methods

The course concludes with the submission of a course design that manifests the wide range of linguistics, language acquisition and methodological aspects of our field.

Language of instruction

English

Further Comments

Study Materials
The course is taught annually.

• Enrolment Statistics (Spring 2014, recent)
  
• Permalink: https://is.muni.cz/course/phil/spring2014/UZAJ2035