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Lecturer(s)
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Petrů Puhrová Barbora, PhDr. Ph.D.
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Božik Roman, PhDr. Ph.D.
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Tallová Barbora, Mgr. Ph.D.
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Course content
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- Language culture. Culture of speech. - The meaning of rhetoric. - The beginnings of rhetoric in ancient Greece - the first teachers. - Types of speech. - Teacher as a speech model (not only) for students. - Literary pronunciation. - Specifics of teacher's speeches given to colleagues, superiors and parents of students. - Perception of the specifics of a child's voice. - Preparation of speech - content and structure. - The art of argumentation. - Voice technology. - Voice hygiene. - Articulation exercises. - Working with stress.
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Learning activities and teaching methods
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Dialogic (Discussion, conversation, brainstorming), Activating (Simulation, games, dramatization), Analysis of a presentation, Text analysis, Self-reflection
- Participation in classes
- 28 hours per semester
- Term paper
- 20 hours per semester
- Home preparation for classes
- 12 hours per semester
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| prerequisite |
|---|
| Knowledge |
|---|
| nonspecified |
| nonspecified |
| learning outcomes |
|---|
| define basic concepts related to rhetoric, language culture and speaking |
| define basic concepts related to rhetoric, language culture and speaking |
| define specifics of the teacher's speeches, student speeches |
| define specifics of the teacher's speeches, student speeches |
| clarify the meaning of voice care, voice hygiene |
| clarify the meaning of voice care, voice hygiene |
| find out exercises focused on the development of vocal expression |
| find out exercises focused on the development of vocal expression |
| name the public speaking in the practice of a primary school teacher |
| name the public speaking in the practice of a primary school teacher |
| Skills |
|---|
| describe the importance of rhetoric and the teacher as a speech pattern |
| describe the importance of rhetoric and the teacher as a speech pattern |
| actively participate in exercises supporting the teacher's speaking skills |
| actively participate in exercises supporting the teacher's speaking skills |
| prepare the content of the speech according to the structure |
| prepare the content of the speech according to the structure |
| present a teacher's speech according to the target group of listeners |
| present a teacher's speech according to the target group of listeners |
| reflect on one's speech and receive feedback from others |
| reflect on one's speech and receive feedback from others |
| teaching methods |
|---|
| Knowledge |
|---|
| Analysis of a presentation |
| Analysis of a presentation |
| Text analysis |
| Text analysis |
| Self-reflection |
| Dialogic (Discussion, conversation, brainstorming) |
| Dialogic (Discussion, conversation, brainstorming) |
| Activating (Simulation, games, dramatization) |
| Self-reflection |
| Activating (Simulation, games, dramatization) |
| assessment methods |
|---|
| Analysis of the student's performance |
| Analysis of the student's performance |
| Preparation of a presentation |
| Preparation of a presentation |
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Recommended literature
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Gruber, D. Zlatá kniha komunikace (3., rozš. vyd.). Gruber-TDP, 2009.
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Hájková, E. Komunikační činnosti a jejich cíle (z hlediska vyučování mateřskému jazyku na 1. stupni základní školy). Univerzita Karlova, 2010.
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Hájková, E. Rétorika pro pedagogy. Grada, 2011.
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Janderková, D. Vybrané kapitoly z rétoriky. Mendelova univerzita, 2017.
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Kraus, J. Člověk mluvící: řečníci bez tribuny čtením i poslechem. Leda, 2011.
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NELEŠOVSKÁ, A. Pedagogická komunikace v teorii i praxi. Praha: Grada Publishing, 2005. ISBN 80-247-0738-1.
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