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Lecturer(s)
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Horníčková Beata, PhDr. Ph.D.
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Course content
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- Definition of basic concepts and relationships: language teaching, language acquisition, first, second and foreign language, linguodidactics. - Language systems and competences. - Objectives of learning English as a foreign language in pre-school age. - Characteristics and needs of preschool children in terms of linguvodidactics. - Selected topics from English didactics for preschool children. - Developing a child's vocabulary - visual context, picture dictionaries, flashcards, etc. - Practicing correct pronunciation - songs, verses, games, tongues, jazz chants, etc. - Development of listening. Pictorial dictations. TPR. - Action songs, verses and games. - Development of speaking in English. - Controlled and free speaking.
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Learning activities and teaching methods
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Dialogic (Discussion, conversation, brainstorming), Methods for working with texts (Textbook, book), Observation, Activating (Simulation, games, dramatization), Practice exercises, Teamwork, Text analysis, E-learning
- Preparation for course credit
- 10 hours per semester
- Participation in classes
- 5 hours per semester
- Term paper
- 45 hours per semester
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| prerequisite |
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| Knowledge |
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| Successful completion of Odborný anglický jazyk II/Professional English language II(M4OA2). The subject is designed for students who studied English at a secondary school as their first or second foreign language, ie. minimum of 4 years of English language studies. The level required is B1 of The Common European Framework of Reference for Languages. |
| Successful completion of Odborný anglický jazyk II/Professional English language II(M4OA2). The subject is designed for students who studied English at a secondary school as their first or second foreign language, ie. minimum of 4 years of English language studies. The level required is B1 of The Common European Framework of Reference for Languages. |
| learning outcomes |
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| define the basic concepts of linguodidactics |
| define the basic concepts of linguodidactics |
| specify the objectives and content of foreign language teaching for children of preschool age |
| specify the objectives and content of foreign language teaching for children of preschool age |
| characterize the needs of a child of preschool age from the point of view of linguodidactics |
| characterize the needs of a child of preschool age from the point of view of linguodidactics |
| describe the process of acquiring language skills in preschool children |
| describe the process of acquiring language skills in preschool children |
| characterize selected approaches and methods suitable for teaching English to children of preschool age |
| characterize selected approaches and methods suitable for teaching English to children of preschool age |
| Skills |
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| justify the choice of appropriate approaches and methods for teaching English to preschool children |
| justify the choice of appropriate approaches and methods for teaching English to preschool children |
| find suitable materials for teaching English in kindergarten |
| find suitable materials for teaching English in kindergarten |
| prepare activities suitable for teaching English in kindergarten |
| prepare activities suitable for teaching English in kindergarten |
| propose a concept for teaching English in kindergarten |
| propose a concept for teaching English in kindergarten |
| create a portfolio of activities for teaching English in kindergarten |
| create a portfolio of activities for teaching English in kindergarten |
| teaching methods |
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| Knowledge |
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| Text analysis |
| Text analysis |
| Practice exercises |
| Practice exercises |
| Teamwork |
| Teamwork |
| E-learning |
| E-learning |
| Dialogic (Discussion, conversation, brainstorming) |
| Dialogic (Discussion, conversation, brainstorming) |
| Methods for working with texts (Textbook, book) |
| Methods for working with texts (Textbook, book) |
| Observation |
| Observation |
| Activating (Simulation, games, dramatization) |
| Activating (Simulation, games, dramatization) |
| assessment methods |
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| Written examination |
| Systematic observation of the student |
| Systematic observation of the student |
| Analysis of the student's performance |
| Written examination |
| Analysis of the student's portfolio |
| Analysis of the student's portfolio |
| Analysis of the student's language performance |
| Analysis of the student's language performance |
| Analysis of the student's performance |
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Recommended literature
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Claire, E. ESL Teacher?s Activities Kit. OUP., 2016.
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Ferlazzo, L., & Sypnieski, K. H. The ESL / ELL Teacher's Survival Guide: Ready-to-Use Strategies, Tools, and Activities for Teaching English Language.. OUP., 2012.
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Pokrivčáková, S. Metodika anglického jazyka pro MŠ I. Zlín, 2018.
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Pokrivčáková, S. Teaching Techniques for Modern Teachers of English.. Nitra: ASPA., 2013.
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Scott, W. A., & Ytenberg, L H. Teaching English to Children.. Longman., 1994.
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Slattery, M., & Willis, J. English Primary Teachers.. OUP., 2010.
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Stocker, D. A., & Stocker, G. A. Children?s ESL Curriculum: Learning English with Laughter.. OUP, 2012.
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