Masaryk University

Faculty of Education
Department of English Language and Literature

Course of English
Methodology 2A

Author: Bc. Jana Hvzdov

Teacher: doc. Mgr. Svtlana Hanuov, Ph.D.
3rd semester, 2014

Content
1.

Description of the context....................................................................................................3

2.

My Beliefs...........................................................................................................................4

3.

Educational documents guidelines and limits..................................................................5

4.

Needs analysis, learner preferences.....................................................................................6

5.

Aims and objectives.............................................................................................................7

6.

Content specification...........................................................................................................8

7.

Materials............................................................................................................................15

8.

Modes of delivery..............................................................................................................19

9.

Pupils with special needs...................................................................................................20

10.

Assessment and evaluation............................................................................................21

11.

Course evaluation...........................................................................................................23

1. Description of the context

This course is originally designed for the class I taught last semester at Z Kuldova in
Brno. In this course there are 14 pupils aged 13 14. Their level of English should be preintermediate.
In this class there are 2 pupils with special needs. Both of them are dyslectic students.
Thus I have to take in consideration the accommodation of these two pupils so that their
process of learning English will be as much effective as possible.

2. My Beliefs
Language:
Language is the main way people can communicate with other people. It is a very
important part of our lives and we could not live without it. But when we are talking about
language, it is not just words and sentences. It also includes facial expressions, gestures and
body language.
Language learning and learners:
In my opinion, everybody can learn any language. For some people it can be easier, for
some it can be more difficult. But those people, who claim that they cannot learn second
language, are just not motivated enough. They either do not like particular language or have a
bad experience with it, or they think that it takes too long to learn language. But I think that it
takes the same amount of time to learn second language as to learn your mother tongue.
Language teaching:
Move back to previous paragraph end. As I have already said, lack of motivation is the
reason why some people cannot learn second language. And that is why there should be a
well-prepared teacher who should motivate students and encourage them to be interested in
learning language. It means that language teaching is not just about teaching, in my opinion. It
is about using different teaching techniques, strategies, methods and approaches...

3. Educational documents guidelines and limits

The main documents, which give us guidelines but also limits, are Framework
Education Programme (state level) and School Education Programme (school level).
At the beginning of Framework Education Programme there are described key
competencies which are important for the personal development of an individual. The aim of
education is to equip all pupils with a set of key competencies on the level which is attainable
for them. These competencies should be developed in all subjects. Thus they represent the
compulsory base for all teachers.
At the elementary stage of education, the following are considered as key
competencies:

learning

competency,

problem-solving

competency,

communication

competency, social and personal competency, civic competency, and professional competency.
The most important part of Framework Education Programme for us is Language and
Language Communication. This educational area contains Czech Language and Literature and
Foreign Language (Second Foreign Language).
The requirements for foreign-language education are based on the Common European
Framework of Reference for Languages, which describes the various levels of language
proficiency. Education in the field Foreign Language is aimed at attaining the Level A2.
The instruction in this educational area is aimed at forming and developing pupils key
competencies.
The area of Foreign Language is divided into two stages. In each stage there are
precisely determined expected outcomes of pupils in three different areas:
a) receptive
b) productive
c) interactive.
Except for expected outcomes there is also described the main subject matter which
should be covered during the lessons. There are mentioned thematic areas, rules of
communication in common everyday situations, simple massages, vocabulary and word
formation, and basic grammatical structures which pupils should know at the end of the stage.

4. Needs analysis, learner preferences

Learning and also teaching a language can be a very difficult process. Students vary in
needs when learning English and teachers should be aware of these needs. The awareness and
understanding of student needs is very important for creating a sufficient and successful
teaching plan and learning program. Nowadays the diversity of student needs is very high
therefore it can be very difficult for teacher to know all his/her students well.
The basic needs, which I would like to know, are the age of my students, previous
English language experience as well as their learning expectations. In my opinion learning
expectations are the most important ones. Because learning expectations can influence teacher
s behaviour, his/her choice of teaching materials, methods and strategies. When the teacher is
aware of his/her students expectations, he/she can easily influence students attitude towards
the language.
Another needs which will be important for me, are different learning styles of my
students. Each student is unique in the way he/she learns and if I will try to know and
remember my students learning styles the learning process should be easier for them.
Decisive influence on my teaching process will also have my students special needs. I
would like to know whether there are any special needs or gifted students in my classroom.
And now something about methods I would use to identify my learners needs. In my
opinion the best method is the direct method a) direct questions, e.g. What topics would you
like to cover in lessons?, b) questionnaires, c) personal observation of class discussion, afterclass activities or class hierarchy. But I could also use some indirect methods, e.g. talking to
other teachers at school, or talking to parents.
How can I accommodate learner needs in my teaching? Well, thats a very good
question. I think that my awareness of learners needs can be evident in the choice and
presentation of teaching materials, the use of equipment and technology, giving instructions,
testing adaptations (changing test format), as well as the reinforcement (positive
reinforcement).

5. Aims and objectives

Linguistic aims:
1.
2.
3.
4.
5.
6.

Students will be able to understand spoken English language

Students will be able to produce spoken utterances in English language
Students will be able to communicate reading experiences
Students will be able to participate in discussions
Students will be able to express their ideas
Students with special needs will be able to cooperate with the class

Non-linguistic aims:
1. Students will enjoy language lessons
2. Students will be aware of cultural differences
3. Teacher will teach students to be independent in their learning process

6. Content specification
Month

Weeks

Lessons

September

12

October

12

November

12

December

January

February

March

12

12

12

May

12

revision + questionnaire
units Introduction A + B
public holiday: 28th September
your project
units 1A 1C
special event Halloween
holiday: Autumn break
public holiday: 28th October
units 1D 2B
public holiday: 17th November
special event - Thanksgiving
theatre performance
units 2C 2D
special event Christmas
holiday: Christmas holiday

units 3A 3C
choice of book for final discussion
your project

units 3D 4B
special event Valentines Day

units 4C 5A

units 5B 5D
special event Easter
holiday: Easter holiday
public holiday: Easter Monday
theatre performance
units 6A 6C
public holiday: 1st May, 8th May
special event Mothers Day

units 6D
books discussion
revision
questionnaire or discussion

12

April

June

Content

Halloween
- Halloween related vocabulary
- reading Halloween stories
- writing Halloween stories (individually or in pairs)
- (spoken production) describing a) Halloween pumpkin-carving
b) Halloween mask-preparation

the winning pumpkin or mask will be done at school

pupils products will be displayed on the notice board (or somewhere in the
classroom)

Thanksgiving
- Thanksgiving related vocabulary
- origin of Thanksgiving Day
- Thanksgiving song Except For the Turkey

Christmas
- Christmas related vocabulary
- Christmas songs
- origin of Christmas
- Czech Christmas x American Christmas project (power-point
presentation, in groups)

Valentines Day
- Valentines Day related vocabulary
- origin of Valentines Day
- Valentines Day activities Valentines day collage,
games, readings, Valentines couples (famous
pairs),...

Easter
- Easter related vocabulary
- English-speaking countries Easter x Czech Easter
- (spoken production) Your typical Easter Monday
9

Mothers Day
- origin of Mothers Day
- Mothers Day poems (pupils poems)

10

Theatre performance
- The Bear Educational Theatre
- http://www.thebeartheatre.com/cs
a) November performance The History of England Part 1 - related to the topic from the
Students book
b) April performance Aliens Save the Planet related to the topic from the Students book
- other possible performances The Detectives, The Alien Grammar Show, Frank Novotny
and The Case of the Present Perfect

- American Drama Group Europe

- http://www.adg-europe.com/
- performances Hamlet, Frankenstein, Martin Luther King

11

Books discussion
- January - May
- choose one of the following books:
Frankenstein
(horror/gothic/romance)

Billy Elliot

My Fair Lady

(modern fiction)

(musical)

The adventures of Huckleberry Finn

The Curious Case of Benjamin Button

- read the book carefully/listen to the audio record, make notes and prepare for a short
presentation
- be prepared for a final discussion

12

Your project
Write your project (September December)
-

choose one of the following topics:

1. My country Students Book p. 19
2. A biography Students Book p. 31
- write a one-page project according to the instructions
- give the project to your teacher before Christmas holiday
Write your project (January - May )
-

choose one of the following topics:

1. A leaflet: teenage health Students Book p. 43
2. A legendary hero or heroine from your country Students book p. 55
3. A poster: environmental problems Students book p. 67
- write/create a one-page project according to the instructions
- give the project to your teacher the last week of May

Useful routines

13

1. each lesson will start with a short (5-minute) revision, e.g. throwing ball and asking
basic questions (Whats your name, Whats the day today), asking questions to revise
grammar (What did you do yesterday, What will you do tomorrow, What are you
doing,...), playing games (Bankrupt)
2. there will be a revision test after each unit
3. there will be no homework over the weekend

7. Materials
A coursebook
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A coursebook I want to work with is Project 4 Third edition. This book is the forth
book from the five-level English course. The third edition has been improved and updated
by the authors in response to feedback from teachers.
Project 4 Third edition consists of Students Book, Workbook, Teachers Book, audio
CD and DVD, as well as tests (unit tests, revision tests) and online support. All these items are
readily available in book shops and on the Internet.
The main aim of the book is to present language in realistic and motivating context.
Thus the topics are real, interesting and age appropriate, accompanied by visuals. Activities
such as cartoons, songs and stories are included in this book.
Pupils should make a connection between language and life through the strong cultural
element. They learn about life in Britain and other English-speaking countries, as well as
about differences between their own culture and culture of different countries.
Pupils are also encouraged to be able to reflect their progress and take responsibility
for their own process of learning.
The language content
Each unit contains of four topic-based sections which cover one language area
grammar, everyday English and skills (writing, reading and listening).
The grammar section not only present but also practise new as well as old piece of
grammar. The main method used in the book is inductive method. Grammar is at first
presented through a text which is followed by rules and supplementary questions. Exercises
allow pupils to produce and practise the language themselves. Easy learning process is
reached by presenting grammar in small units.
Everyday English section is based mainly on presenting new vocabulary and everyday
expressions related to the grammar section. The realistic context helps pupils to practise and
understand the use of new vocabulary and English expressions. Thus there is no need in
including lists of vocabulary.
The inseparable part of everyday English section is the pronunciation. Although the
explanation of pronunciation is based on examples from that particular section/unit, it stands
separately and does not involve much practice. Thus the teacher has to use some
supplementary materials.
The last section skills is based mainly on a longer reading text with a follow-on
listening text. It focuses on reading, listening as well as writing, where writing section

15

alternate between Improve your writing and Practise your writing. The fourth skill speaking
is developed in the previous section Everyday English.
To all four skills is paid the same attention and none of the skill is omitted.
In addition to the main unit sections there are some special units:
a) revision revising mainly grammar, vocabulary and pronunciation presented in
previous unit
b) study skills activities and ideas which should help pupils to become more
independent,
c) the progress diary diary in which pupils check and evaluate their progress,
d) culture and project extension units.
Furthermore Teachers book offers innumerable additional photocopiable materials,
end-of-unit tests, revision tests, keys to all exercises, and optional extra activities for more
practice, as well as methodical manual in Czech.
As it is written by the author, Project combines the best of contemporary and
traditional approaches to language teaching. Project also provides a good support for teachers.

Supplementary materials
Speaking

16

I have chosen the following books because they are mostly based on everyday topics,
which mostly correspond with the topics from the students book. These books naturally
encourage pupils to speak in English and to talk to other people without fear.
1. KLIPPEL, Friederike. Keep talking: communicative fluency activities for language
teaching. Cambridge, Mass.: Cambridge University Press, 1984, 202 p. ISBN 05-2127871-6.
2. ANDERSON, Jason. Role plays for today: photocopiable activities to get students
speaking. Reprinted. Surrey, U.K: DELTA Publishing, 2006. ISBN 19-007-8399-1.A
conversation Book
3. CARVER, Tina Kasloff and Sandra Douglas FOTINOS-RIGGS. A conversation book:
English in everyday life. 4th ed. White Plains, NY: Pearson Longman, 2006, v. <1 >.
ISBN 01-319-8674-0.
4. HADFIELD, Jill and Charles Hadfield. Simple speaking activities. Oxford: Oxford
University Press, c1999, 71 p. ISBN 01-944-2169-4
Grammar
Learning and practising grammar is usually very boring for pupils. Primary aim of the
following books is to practise grammar rules in a funny way. Thus the grammar should not be
a problem for students anymore.
1. ROLLASON. Timesaver grammar activities: (pre-intermediate - intermediate). 4th
ed. Salisbury: Mary Glasgow Magazines, an imprint of Scholastic, c2002, 80 p. ISBN
19-007-0261-4.
2. WOOLARD, George C. Lessons with laughter: photocopiable lessons for different
levels. 4th ed. Hove: LTP Business, c1996, 92 p. ISBN 18-993-9635-7.
3. WOODLARD, George. Grammar with laughter: [photocopiable exercises fr instant
lessons]. Repr. Hove: Thomson learning, 1999, 82 p. ISBN 18-993-9601-2.
4. BELN, Juraj. Grammar practice 1. 1st ed. Brno: Didaktis, 2001, 108 p. ISBN 80862-8540-5.
5. BELN, Juraj. Grammar practice 2. 1st ed. Brno: Didaktis, 2002, 112 p. ISBN 80862-8549-9.
Writing
This book contains a huge number of graded exercises with colour picture stories.
Thus it should motivate students to develop their writing skills.
17

1. GUIDE, Mary Stephens. gBooks 1 and 2 : teacher's. Pictures for writing. 2nd publ.
Harlow: Longman, 1995, 82 p. ISBN 05-822-7973-9.
Culture
1. TINA KASLOFF CARVER, Sandra Douglas Fotinos. A conversation book 2: English
in everyday life. 3rd ed. White Plains, NY: Longman, 1998. ISBN 01-372-8114-5.

Websites for teachers and for learners

1. https://elt.oup.com/teachers/project/?cc=cz&selLanguage=cs&mode=hub
2. http://www.pearsonlongman.com/teaching-tips/
3. http://www.bbc.co.uk/learningenglish/
Magazine
Magazine R&R is suitable for the class because it is intended especially for Czech
learners. Thus when there is an article about a special event, e.g. Halloween or Easter, it
provides the difference between Czech and American/British traditions.
This magazine also contains some tips for teaching English as well as texts that can be
used in the classroom.
1. http://www.magazine-rr.cz/
Graded readers
1. http://www.penguinreaders.com/

8. Modes of delivery

18

9. Pupils with special needs

With the growth of students with special needs also grows the importance to
accommodate such students into learning and teaching process and to modify teaching plans
and programmes according to their needs.

19

One of the ways of accommodating pupils with learning disabilities is the way tasks
are presented. Using more than one way to demonstrate or explain information should help
pupils to complete the same assignments as other pupils.
What I also found useful, is providing on audio tape and presenting instructions orally
to avoid reading as much as possible. In order to accommodate pupils with learning
disabilities we can also provide them with printed materials early to give them more time to
read and comprehend the material. Teachers can also help their students by reading aloud
what they are writing on the board and allow time for clarification
Another area of classroom management which should be accommodated to pupils with
special needs is testing. Teachers have the infinite number of ways of testing, thus we shouldn
t stick to just one way of testing. Providing students with a variety of different types of tests
can help them to show how good in English they are. Another good idea is allowing subtests
to be taken in a different order to let pupils with learning disabilities take these parts of the
test which are easier for them at first. Administration of a test in private room or alternative
test site is also useful idea according to me.
The choice of activities should also be accommodated to pupils with specials needs.
Teachers can include movement-, sound- or visual-based learning activities, as well as
different types of texts, pictures, games, and songs.
In my opinion one of the most important ideas how to accommodate students with
special needs is to let them experience the success in any area of his/her interests. To show
such pupils that they are good at anything or that they are even better than other pupils. This
should motivate these pupils and make them more self-confident.

10. Assessment and evaluation

Assessment:
1. Tests
I would like to cover several types of tests in this course. The biggest ones will be endof-term tests. There will be just 2 of them - the first at the end of December and the
20

second one at the end of June. As they will be covering all 3 skills, they will be
announced beforehand.
Other tests which will be announced beforehand will be end-of-unit tests. These tests
will check the understanding of the language covered in the unit.
Tests which will not always be announced are 5-minute tests. These tests will cover the
current grammar or lexical issues. These tests will be either written or spoken.
The last type of test will be oral test. These exams should help pupils to feel
comfortably speaking English and to develop their speaking skills.
a) end-of-unit tests checking the development of language skills and
understanding of the language covered in the unit
b) end-of-term tests testing the progress of language learning and understanding
of the language covered in the period of time (covering 3 skills reading,
writing and listening)
c) 5-minute tests testing specific grammatical or lexical units
d) oral exams consisting of one-minute speech, short dialogues and short
presentations (individual examining, pair-work, role-play, presentation)
2. Project work
As it is described in the chapter 6 Content specification there will be assigned three
big projects two Your projects and one Book discussion. Except of them, there will be
also some small projects (Christmas, Halloween,...) done either at school or at home,
either in pairs or individually.
3. Class participation
Each small task or exercise which will be assigned and done at school will be also
assessed. First 5 fastest pupils whose work/exercise/task will be correct/good/interesting
will get a blue stamp. Five blue stamps means mark 1.
But if some pupils do not do their work/exercise/task they will get a red stamp. Five red
stamps means mark 5.
Final mark

50% tests (listening, reading, writing)

20% oral exams (speaking)
20% projects
10% class participation
Learners with special needs
21

Both dyslectic pupils will be tested preferably orally. If there will be not enough space,
they will have special conditions, e.g. they will have more time to finish the test than
other pupils or they will be allowed to use computer.
Evaluation:
As I want my pupils to work on their development, I want me to work on my
development as well. Thus I will try to evaluate my lessons. After the end of each lesson I will
evaluate whether my objectives and aims were achieved, how interesting and useful all the
activities for pupils were. I will also evaluate the quality of learning and teaching process. It
means whether pupils understood the work by the end of the lesson and whether they knew
what to do or whether they were confused by my instructions.
I hope that I will be able to evaluate the lessons on the basis of the work and
cooperation of pupils, their behaviour and my intuition.

11. Course evaluation

In my opinion to get a good and useful evaluation of the course it is important to talk
to the pupils about their expectations at the beginning of the course as well as to talk to them
at the end of the course whether their expectations were lived up or not.
At the beginning of the course I will give my pupils an anonymous questionnaire
about their expectations. Throughout the course I will make a summary/list of their
expectations and at the end of the course we will discuss whether the listed expectations were
lived up or not.

22

To give pupils space to express their ideas it will be great if the questionnaire as well
as the discussion will be in Czech.

23