Lecturer(s)
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Course content
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1. Analysis of video recordings of German lessons in terms of the Framework Educational Program (FEP) and School Educational Program (SEP). 2.-3. Simulation of individual students' outputs according to the FEP and SEP - focusing on explanation and practice of language resources in German language teaching. 4.-5. Simulation of individual students' outputs according to the FEP and SEP - focusing on explanation and practice of speech skills. 6. Simulation of individual students' outputs according to the FEP and SEP - focusing on explanation and practice of realia and text work.
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Learning activities and teaching methods
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Project-based instruction, Multimedia supported teaching, Students' portfolio, Practicum
- Contact hours
- 24 hours per semester
- Presentation preparation (report) (1-10)
- 6 hours per semester
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prerequisite |
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Knowledge |
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to have basic theoretical knowledge of linguistic, pedagogical / didactic and psychological principles of foreign language teaching |
Skills |
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to work independently with scientific literature |
Competences |
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N/A |
learning outcomes |
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Knowledge |
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to provide the school system, especially basic school documents for primary schools |
to characterize a range of german textbooks (different types and levels of schools) |
Skills |
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to make reflections and self-reflection of german teaching |
to identify pros and cons, linguistic errors in the simulated german lessons |
to select and evaluate the teaching style and methods for effective language training in primary schools |
to complete and connect the theoretical and practical knowledge from previous studies and apply them in practice |
Competences |
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N/A |
N/A |
teaching methods |
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Knowledge |
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Practicum |
Multimedia supported teaching |
Students' portfolio |
Skills |
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Practicum |
Individual study |
Discussion |
Situation.... |
Competences |
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Situation.... |
Discussion |
Task-based study method |
assessment methods |
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Knowledge |
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Continuous assessment |
Self-evaluation |
Skills |
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Skills demonstration during practicum |
Individual presentation at a seminar |
Continuous assessment |
Self-evaluation |
Competences |
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Continuous assessment |
Self-evaluation |
Individual presentation at a seminar |
Skills demonstration during practicum |
Recommended literature
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Dokumenty MŠMT ČR a NPI. .
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EPOSA (Europäisches Portfolio für Sprachlehrende in Ausbildung). .
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BUTZKAMM, W. Unterrichtssprache Deutsch: Wörter und Wendungen für Lehrer und Schüler.. Ismaning, 1996. ISBN 3-19-001586-4.
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DYTRTOVÁ, R.; KRHUTOVÁ, M. Učitel: příprava na profesi.. Praha, 2009. ISBN 978-80-247-2863-6.
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HENNIES, J.; RITTER M. Deutschunterricht in der Inklusion. Berlin, 2014. ISBN 978-3-12-688064-0.
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Heyd, Gertraude. Deutsch lehren : Grundwissen für den Unterricht in Deutsch als Fremdsprache. 2., überarb. und erw. Aufl. Frankfurt am Main : Verl. M. Diesterweg, 1991. ISBN 3-425-04373-0.
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JANÍK, T.; HAVEL, J. Pedagogická praxe a profesní rozvoj studentů. Brno, 2005. ISBN 80-210-3884-5.
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KRELLE, M.; SENN, W. Qualitäten von Deutschunterricht. Empirische Unterrichtsforschung im Fach Deutsch. Berlin, 2016. ISBN 978-3-12-688067-1.
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Maňák, Josef; Švec, Vlastimil. Výukové metody. Brno : Paido, 2003. ISBN 80-7315-039-5.
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PODLAHOVÁ, L. Pedagogická praxe: průvodce pro současné studenty a budoucí učitele. Olomouc, 1998. ISBN 80-7067-793-7.
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SCHMIDJELL, A.; ZIEELL, B. Unterrichtsbeobachtung und kollegiale Beratung. Berlin, 2013. ISBN 978-3126064958.
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SLAVÍK, J.; JANÍK, T.; NAJVAR, P.; KNECHT, P. Transdisciplinární didaktika. O učitelském sdílení znalostí a zvyšování kvality výuky napříč obory. Brno, 2017. ISBN 978-80-210-8568-8.
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Šimoník, Oldřich. Úvod do školní didaktiky. Brno : MSD, 2003. ISBN 80-86633-04-7.
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ZIEBELL, B. Unterrichtsbeobachtung und Lehrerverhalten. Berlin, 2002. ISBN 3-468-49633-8.
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