Professional Documents
Culture Documents
Notes Form Classes of Literature, Legicology, PedPsy...
Notes Form Classes of Literature, Legicology, PedPsy...
Notes Form Classes of Literature, Legicology, PedPsy...
Topics:
Something I recently (optional) watched or read that caught my attention.
I have chosen this topic as there is too much movies, TV shows, books, anime, manga and etc. and
sometimes we want to share our interests with others. We want to discuss the happenings and plot
twists. This would be the place for people to share and discuss with others their interests.
Here are my questions:
- What's the last book you read that you couldn't put down, and why did it captivate you?
- Have you seen a movie or TV series recently that you'd recommend to others? What made it stand
out?
-Can you describe a podcast or TED Talk you recently listened to that sparked your interest?
-What video game have you recently played that you found engaging. What made it so captivating?
Notes:
Obsah
History, literature and culture:..............................................................................................................3
Literature...........................................................................................................................................3
1.lesson..........................................................................................................................................3
2.lesson..........................................................................................................................................4
History................................................................................................................................................4
Didactics.................................................................................................................................................4
1.lesson..........................................................................................................................................4
2.lesson..........................................................................................................................................5
Lexi.........................................................................................................................................................5
1.lesson..........................................................................................................................................5
2.lesson..........................................................................................................................................8
Professional English...............................................................................................................................9
1.lesson..........................................................................................................................................9
2.lesson..........................................................................................................................................9
Školní pedagogika..................................................................................................................................9
Co to je? (1. hodina).......................................................................................................................9
Hodnocení učení žáků a jejich výsledků (2. hodina)....................................................................10
Pedagogická psychologie.....................................................................................................................11
Co to je? (1. hodina).....................................................................................................................11
History, literature and culture:
Literature
1.lesson
-requirements:
The preparation sheet + presentation (not this semester)
abstract + annotated bibliography-4 sources: 3 for literature and 1 for culture/history, citation in MLA
or APA, presentation- oral without PowerPoint
Text from British author (origin or claimed by British) from between 1950 to NOW
3 reflections on 3 multimodal activities done in class
50´s:
- social problems-rebuilding, trauma, poverty, Churchill, feminism (from jobs back to home)
- coronation of Elizabeth II
- decolonisation- less dependent on colonies
- cold war- nuclear weapons
- literature- Narnia, LotR, Orwell
- general sense of disillusionment- women: kitchen sink drama (John Osborn)
- William Golding: Lord of the Flies (Nobel prize winner)
- Samuel Becket (NP winner)
60´s:
- cold war
- hippies
- The Beatles
- Sexual revolution
- Clockwork Orange- Anthony Burges (dystopian)
- Feminism, Wide Sargasso Sea
- Doris Lessing (NP winner, 2007), A Woman on the Roof
-
70´s and 80´s:
- Thatcher: Faulkland war, The Troubles
- Queen: Charles + Diana
- 80´s- Salman Rushdie- about Islam The Prophet´s Hair, lesbian writer- Winterson,
-
90´s:
- Diana
- Harry Potter by J.K. Rowling
- Hanif Kureishi- My Son the Fanatic (1997)
2.lesson
- story most important scenes: the first gathering, ____________, hunting the pig and letting the fire
go out => missing the ship, killing Simon, killing Piggy and the rescue storyboardthat.com
- symbolism:
Ralph-
Jack- warrior, power of the others, aggressive manipulator (uses fear)
Simon- independent, explorer, free spirit
Piggy-
A pig- the first hunt and its repeats, desire and means to power (for Jack), victim and prey
A ship- desire and means to power (Ralph), freedom from savagery and a way back to civilisation
(means to escape)
The conch/shell- represent the remnant of civilisation that the boys have and cling to, its power is
fading away with time and the boy´s return to savagery, democracy and means to gather together-
its appearance and the power it holds is fragile
The beach- place of gathering, safe place
The fire- survival
the Navy officer- return to civilisation, expectations meet the reality
Storm (the one that splints the boys and the time of the first murder)-
monster/beast-
Lord of the Flies- the head the sacrifice to the beast, symbol of tribalism, transcendence, death and
decay, the sublime
History
- In documents
Didactics
1.lesson
-movie to see: Dark Blue World by Svěrák
-we will focus on methods and approaches
-presentation- teach another language that is not Czech, Slovak or English (Black Speech or
something else)
Ask about it- don´t know anything
What will I do?- I will teach and IO need it to have it prepared before 17/10/2023
- essay: in Moodle
2.lesson
-Grammar-translation method: reading, writing
-Direct Method
Lexi
1.lesson
Requirements: active participation, homework, try all suggested tests, submit an activity that can be
used for practising an issue discussed in the course (20/12/2023), exam- written (40-50 minutes), oral
(about dictionaries, topics in Moodle, text- find lexical-cohesion devices)
-lexicology
- a branch of linguistics, tries to classify lexical items-> makes visible systematic relations
within a language
- Studies the form and meaning of lexical items
- Subtypes- morphology (word structure, word formation, grammatical categories distinctive
of word-classes)
- lexical semantics (the meaning of words and word complexes and the meaning
relations that are internal to the vocabulary of a language)
- etymology (he study of the history of words, including their origin, picture –
Middle English, from Latin pictura, from pictus, past participle
of pingere to paint)
Lexicography
Applied lexicology – the principles and the techniques that that underlie the process of writing and
compiling dictionaries and the study of their contentsrm
langue vs parole
-langue: abstract, systematic rules and conventions of a signifying system; it is independent of, and
pre-exists, the individual user. It involves the principles of language, without which no meaningful
utterance, or parole, would be possible
-parole: refers to the concrete instances of the use of langue, including texts which provide the
ordinary research material for linguistics
marked vs unmarked forms (Jakobson 1972)
Chair - chairs widow – widower person – guy
the linguistic sign
-signifier/significant (form) vs signified/signifié (meaning)
-arbitrariness (sleep donkey room)
-conventionality (holiday – vacation)
-differentiality (pat – bat – cat – mat)
-relation between: - sense (thought or reference), form of the sign (symbol), referent (what the sign
stands for)-> example: Christmas (Britain- snow, Australia- spending time on a beach)
-as language teachers we pick from theories useful things and use them for ourselves
-typology of signs:
Icons- physical resemblance between the sign and referent, S&R, motivated words- we can say about
them that they resemble reality
Indexes- association between the sign and the referent, indexicals- he, we, here, now, there
Symbols- no resemblance between the sign and the referent, arbitrary words
Motivation
- qualitative- phonetical (snore, murmur, bark)
- secondary or linguistic- grammatical motivation [shin-y (“y” is for adjectives), re-arrange (“re” is for
once again/repetition)]
-semantic motivation (compounds or phrases)
- quantitative- “She was talking, talking, talking…”
The structure of a word
-morpheme (the smallest meaningful grammatical unit)
-root (the smallest morphological form that makes up a word, a free morpheme)
-affixes (added to the root to create new words)
-stem (the unmarked form of a word to which inflectional affixes are added)
Word and Lexeme
Simple vs. Complex
-simple- bag, she, play
-complex (descriptive)- derivations: simplification, familiarise
-compounds: water colours, chicken pox, take over
Lexeme
- an abstract concept subsuming all the word forms of a lexical item which represents a particular
word-class and refers to a specific meaning
child + childʼs + children + childrenʼs
write + writes + wrote + written + writing
HW:
presentation 01, slide 12+15
Look at the textbook activity (01/13)
Aspects of meaning
Reference
Denotation – (conceptual meaning, semantic nucleus) ‘the relationship that holds
between the lexeme and persons, things, places, properties, processes and activities
external to the language system’ (Lyons: 1977)
-the meanings
Reference – the meaning of expressions in real utterances, i.e. what real world referent it stands for
on a particular occasion
-in the text or the conversation
Sense – relations within the language associated with the word or lexical item (lexeme)
- nuances of meaning in different constructions
slow student slow track slow business
- sense relations – synonymy, antonyms, hyponymy, meronyms
- John and Mary got married vs. John and Mary tied the knot .
HW:
12:
write- written, wrote, writes
dog- dogs, dog´s
quick- quicker, quickest
2.lesson
WRITING WHAT IS NOT IN THE PRESENTATIONS
lemma = lexeme
-according to content:
encyclopaedia- does not provide (in paper, online- usually) pronunciations, no grammar, no
expressions =>explains the word
language-explains the language of the word
-according to historical period:
Diachronic
Synchronic
-according to the number of languages involved: until now, dictionaries were monolingual
Multilingual- bilingual and plurilingual, for translation purposes
Monolingual
.
.
.
HW:
Presentation in 02, slide 15- pick whatever dictionary online that you can
-by headwords, don´t know how many of them there are (cca 273 000)
-size is decided by their use
-all words are included
Slide 20
dictionary
a reference book that contains words listed in alphabetical order and that gives
information about the words' meanings, forms, pronunciations, etc.
sing
to produce musical tones by means of the voice
horse
a large animal that is used for riding and for carrying and pulling things
mother
a female parent
fast
quick; moving or able to move quickly
dict: good enough/ doesn´t have to be a book and alphabetical
to sing- more meanings, but enough for this meaning, does not have to be “musical tones”
horse- I would also mention that it is a four-legged mammal, not accurate enough,
mother- a female parent with nurturing role (does not simply need to be only of human´s), have
more meanings
fast- good enough
3.lesson
From 2nd lesson, presentation slide 24
1) Consider the following definitions of English words, and assess them on the criteria of circularity,
obscurity, and descriptive adequacy. Can you suggest any improvement in these definitions?
courageous: brave
bold: courageous
brave: able to face and endure danger and pain
obscurity: yes b:c- too difficult
circularity: not really
2) Consider the following definitions for the verb chase and related words (ignore
figurative/metaphorical uses). Comment on them from the point of view of:
a) how well they avoid obscurity and circularity
b) the descriptive adequacy of the definitions for chase and pursue.
Can you suggest any improvement in these definitions?
Professional English
1.lesson
-presentation: peer assessment, presentation feedback, each of us needs to print it themselves,
visuals (activities, PowerPoint on our computer, notes, pictures, etc.), time limit 10 minutes followed
after discussion (5 min), topics: websites or a journal that is connected to teaching
-essay: reaction to one of the presentations that you liked and enjoyed, word limit: 500 words,
2.lesson
-22/3
Školní pedagogika
-co se vybaví, když se řekne učitel ve výuce a škola, zajímavý způsob výuky:
učitel je osobnost, ovlivňuje způsob výuky, střídá metody, živý výklad (opak suchého výkladu) a
komunikuje se žáky-> pak takovýto učitel je úspěšný a má vliv na učení žáků (kladný)
-rámcový vzdělávací program (RVP)- určuje jaký by měl žák být, jak opustí ŽŠ nebo SŠ
-výchova, vzdělávání, vzdělání, škola, vyučování a výuka
-teorie a praxe školy, teorie praxe kurikula, teorie a praxe výuky (tohle se v předmětu bude probírat)
-kurikulum= obsah vzdělání, to co si má žák osvojit v rámci školního vzdělávání
Cíl hodiny není- „Děcka, dnes budeme dělat zlomky.“ X cílem je: „Chci aby jste už dnes pochopily jak
pracovat se zlomky.“
Experiment 1 + Experiment 2 – YouTube, UK schools formative assessment
-dřívka- vyvolávat ne pomocí ruky, ale dřívek se jmény- tvořit tak i skupiny
Mazací tabulky- rychlá zpětná vazba na téma hodiny- tři slovíčka, která si pamatujete
Pedagogická psychologie
ANALYTICKY
-cíle kognitivní, afektivní a psychomotorické
- Kognitivní:
Bloomova taxonomie:
v 50. letech
její revize vznikla na základě- co učit, jaké jsou vztahy (umožní hierarchii věcí co učíme), jak
hodnotit, existuje koherence mezi cíli, instrukcemi a hodnocením