3rd year Primary Methodology Course (KAJ/APDI6)
Term: Summer 2008/2009
Teacher: Zuzana Bartsch Veselá
Lessons per week and assessment: one 45-minute lesson, 1 credit
This semester we will be dealing with the following topics:
National Curriculum (Framework Education Programme: concept and objectives in FL
education, content, key competencies, outcomes)
http://www.vuppraha.cz/soubory/RVP_ZV_EN.pdf
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 How (foreign) languages are learnt
Why do people/children learn FLs?
What are your beliefs about FL teaching and learning?
What does a native speaker know about the language?
What should a FL student learn to become a competent user of the FL?
Harmer J. 1991. The Practice of English Language Teaching. London: Longman
Harmer J. 1998. How to Teach English. London: Longman
Lenochová, A. ; Faklová, Z. Materials and Tasks for Distance Students. Teaching English in the
Primary Schools. Olomouc: Vydavatelství UP, 2003. ISBN 80-224-0744-2.
Lightbown P. 1993. How Languages are Learned. Oxford: OUP
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Factors affecting FL learning (age, intelligence, aptitude, personality, motivation,
leaning styles, etc.)
Lenochová, A. ; Faklová, Z. Materials and Tasks for Distance Students. Teaching English in the
Primary Schools. Olomouc: Vydavatelství UP, 2003. ISBN 80-224-0744-2.
Lightbown P. 1993. How Languages are learned. Oxford: OUP
 Learning Styles and Intelligence Types
What kind of learner are you?
What sort of language learner are you?
Berman M. 1998. A Multiple Intelligence Road to an ELT Classroom. Crown House
Ellis and Sinclair 1991. Lerning to Learn English. Cambridge: CUP
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Teaching across different age levels (psychosocial and cognitive development, physical
characteristics). Children vs.adult learners.
Biehler R. 1986. Psychology Applied to Teaching. Boston
Brown D. 1994. Teaching by Principles. New Jersey: Prentice Hall Regents
Curtain H. 1988. Languages and Children. London: Longman
Fontana D. 1997. Psychologie ve školní praxi. Praha: Portál
Harmer J. 1998. How to Teach English. Longman
Larsen-Freeman D. 1991. An Introduction to Second Language Acquisition Research. London:
Longman
Lenochová, A. ; Faklová, Z. Materials and Tasks for Distance Students. Teaching English in the
Primary Schools. Olomouc: Vydavatelství UP, 2003. ISBN 80-224-0744-2.
Phillips S. Young Learners. Oxford: OUP
Sahakian W. S. 1984. Introduction to the Psychology of learning. Peacock
Ur P. 1996. A Course in Language Teaching. Cambridge: CUP
 Motivation (classification), Ways of creating learner interest
Key concepts for success - TEFL to Young Learners. Methods and activities that work in
the primary FL classroom.
Brown H. 1994. Teaching by Principles. Prentice Hall
Curtain H. 1988. Languages and Children. London: Longman
Doff A. 1988. Teach English.. CUP
Harmer J. 1998. How to teach English.. Longman
Lightbown P. 1993. How Languages are Learned.. OUP
Scrivener J. 1994. Learning Teaching. Heinemann
Ur P. 1996. A Course in Language Teaching. CUP
 Roles and characteristics of the primary FL teacher
(Handouts - Brown, Harmer, Prodromou, Wright, etc.)
Mathews A. and M. Spratt 1991. At the Chalkface. Nelson
Wright T. 1987. Roles of Teachers and Learners. OUP
Video:
o Susan Halliwell - Primary English Language Teaching (Part I)
Classroom management (classroom language, instructions, stages of a FL lesson, interaction, roles
of the T, etc.)
o Meeting a Foreign Language, Foreign Languages in Primary schools (teaching
English across primary curriculum – CLIL)
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 Observation as a learning tool (Who, why, what to observe, observation sheets)
Wajnryb R. 1992. Classroom Observation Task. Cambridge: CUP
Duff, T. 1998. Explorations in Teacher Training. Longman
Woodward, T. 1992. Ways of Training. Longman
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o
Classroom management, classroom language
Lesson Planning (long term planning, lesson planning, LP components, sample LPs,
evaluating lesson effectiveness)
Abbot G. 1992. The Teaching of English as an International Language. Nelson
Doff A. 1998. Teach English. CUP
Harmer J. 1991. The Practice of English Language Teaching. Longman
Hubbard 1983. A Training Course for TEFL. OUP
Lenochová A. 1989. Teaching English as a Foreign Language. FF UP
Parrot, M. 1993. Tasks for Language Teachers. CUP
Scrivener J. 1994. Learning Teaching. Heinemann
Ur P. 1996. A Course in Language Teaching. CUP
Woodward T. 1992. Ways of Training. Longman
o
Classroom Interaction (classification, promoting classroom interaction, TTT and STT,
pros and cons of pairwork and groupwork)
Byrne D. 1987. Classroom Interaction
Harmer J. 1998. Teach English. Longman
Scrivener J. 1994. Learning Teaching. Heineman
Ur P. 1996. A Course in Language Teaching. CUP
Other sources - see the handout "Classroom Interaction" from Zuzana (Brown, Byrne, Malamah,
Rivers, Scrivener, Sheils - Council of Europe, Tsui, Ur, etc.)
o
The credit requirements are as follows:
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A minimum of 80% attendance (except for medical/other serious reasons)
Punctual arrival and staying for the whole lesson
Active participation in all lessons
Satisfactory completion of all class-work and homework tasks
Completion of a Portfolio of observation schedules, notes, commentaries
and all tasks set (to be specified by your methodology teacher), including
the classroom research on Motivation
If, for any reason (including illness), you miss a lesson, it is your
responsibility to find out from your classmates what was covered, to do
any homework that was set, and to prepare yourself for the next class
Credit tasks:
"Teachers of young learners need special skills, many of which have little to do with the
language, which becomes a by-product of learning activities rather than a centrepiece."
Alan Maley (In S. PHILLIPS: Young Learners. Oxford: OUP, 1993)
1.
Write an essay of about 800 words exploring the topic of Motivation in learning languages in
the primary classroom. Although I am most interested in your own ideas, I will also be
considering the following criteria:
 Focus on the topic
 Familiarity with 3-5 background reading sources
 Acknowledgement of sources
 Accuracy
 Academic style and terminology
 Conclusions
2. During your teaching practice observations at primary schools do some classroom research
on motivation of young learners for learning foreign languages. Develop a questionnaire,
present the data, evaluate the outcomes and make appropriate conclusions.
3. Submit a Portfolio of observation materials obtained from the primary schools.