Primary Teacher Education

Long-cycle Master's Degree Programme

State Exam

Final Exam Topics

  1. Teaching pronunciation – individual sounds, stress, rhythm, intonation, features of connected speech
  2. The role of grammar in the primary school language curriculum
  3. Teaching and learning vocabulary
  4. Teaching listening
  5. Teaching speaking
  6. Teaching reading
  7. Teaching writing
  8. Stories and how to use them in the lessons
  9. The role of songs and poetry in language teaching
  10. Maintaining learner interest and motivation
  11. Lesson planning and lesson management
  12. How young learners learn languages. Acquisition and learning
  13. TEYL in the Czech Republic – Framework Education Programme, School Programmes, Standards
  14. Planning a syllabus, different approaches, designing topic-based, activity-based, story–based lessons
  15. CLIL, language across the curricula
  16. Giving and getting feedback, monitoring progress, assessment
  17. Resources and materials
  18. School and family cooperation

State Exam Format

15 minutes preparation

Candidates will choose a topic and will prepare the presentation based on the key words they will get. They will use the Portfolio to provide evidence of their teaching practice.

20 minutes presentation

Candidates will talk about the topic providing evidence from the portfolio and justifying the practical things by background knowledge of the theories.

Evaluation Criteria for State Exam

Excellent (1)

The student shows the understanding of basic theories and principles in TEYL.

The student refers to some reading (e.g., set books – Halliwell, Scott-Ytreberg) without prompting, she has evidence of reading in her Portfolio. She can relate theory to practice and can give evidence of it. She can show a number of materials in her Portfolio that relate to the topic chosen, some of which prove the creativity of the student (adapted or created materials).

The presentation is generally comprehensible, communicated effectively without long pauses, with good pronunciation and just a few minor mistakes that do not obscure the meaning.

Very good (2)

The student shows understanding of basic theories and principles in TEYL when prompted, refers to reading when asked, has some evidence of reading in the Portfolio. She can choose the right materials in her Portfolio and speak about them, however, she might have difficulties to relate them to the theory. Her materials show some evidence of creativity, most of them are taken from published materials.

The presentation is comprehensible most of the time, although at times clarification is needed, especially when talking about more abstract topics. Communication is effective though there might be some pauses. Pronunciation is acceptable, with some minor problems. There are frequent mistakes which do not obscure the meaning very much.

Good (3)

The student shows partial understanding of theories and principles in TEYL when prompted, does not refer to reading very much even if prompted, has limited evidence of reading in the Portfolio. She can provide some evidence from the Portfolio to match the topic, the majority of materials are taken from published materials or from Didactics sessions. She cannot relate them to theories without prompting.

The presentation is comprehensible, however clarification is often needed. The student does not speak about abstract topics, she is lacking in terminology. Basic communication is evident even though there are some long pauses. Pronunciation is acceptable with some problems. There are frequent mistakes which can partly obscure the meaning and need clarification.

Fail (4)

The student does not show any understanding of theories and principles in TEYL even if prompted and does not show any evidence of reading. Her Portfolio is limited both in terms of practical activities and theories and reading. She cannot relate activities to topics and her activities are just randomly copied from different sources.

The presentation is not comprehensible most of the time and needs a lot of negotiation of meaning. She does not use the basic terminology and communication often breaks down. Pronunciation is often inaccurate and makes comprehension difficult. Frequent mistakes and errors obscure the meaning.

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