Accessibility statement

Teaching English as a Foreign Language II - LAN00057H

« Back to module search

  • Department: Language and Linguistic Science
  • Module co-ordinator: Mr. James Chantry
  • Credit value: 20 credits
  • Credit level: H
  • Academic year of delivery: 2023-24

Module summary

This module is a practical extension from the more theoretical TEFL 1 module as it comprises real teaching practice both as formative and summative tasks. You will focus on the key elements of language teaching, including the presentation of grammar points, the practice of vocabulary exercises and the stages needed to design productive (speaking and writing) and receptive (reading and listening) skills lessons.

Related modules

Pre-requisite modules

Co-requisite modules

  • None

Prohibited combinations

  • None

Module will run

Occurrence Teaching period
A Semester 1 2023-24

Module aims

The module aims to focus on the practical aspects of English language teaching in order to ensure that participants are equipped with the essential skills and experience to prepare, plan and deliver successful lessons in a teaching context. Students will have the opportunity to consider aspects of current English language teaching theory and develop their awareness of how these theories translate to the classroom to influence teaching practice.

Each week a different aspect of English language teaching will be presented, demonstrated and discussed in a topic-focused input workshop, with materials posted to the VLE. Participants will then be given a related practical peer-teaching task which they will prepare, deliver and discuss with the tutor and fellow students in a subsequent seminar. Through these reflection sessions, students will develop the ability to analyse their own lesson planning and delivery in light of the principles emphasised in ELT theory as well as the work of other teachers.

Module learning outcomes

By the end of the module, students will be able to:

  • plan, prepare and deliver a variety of English language lesson segments, including presenting a grammar point and practising vocabulary items.

  • teach a live 25-minute lesson to real learners of English.

  • write a self-reflection report with a constructive appraisal of the strengths and limitations of that lesson.

  • design a receptive skills lesson (reading or listening) and produce a full lesson plan, including the aims and objectives, a description of the anticipated problems with accompanying solutions and details of the procedural stages.

  • observe and critically assess the English language class of another teacher, leading to a report with a constructive appraisal of the strengths and limitations of that lesson.

  • lead a productive skills lesson segment (speaking or writing), paying attention to pronunciation and form of the language.

Module content

This module provides you with real teaching practice opportunities where you will be required to plan, organise and teach English language exercises. You will also be asked to reflect on (analyse and evaluate) both your own teaching and that of colleagues on the module so that you can develop a stronger understanding of how English language teaching works in practice. This will develop your presentation and communication skills as well as your knowledge of language analysis as seen through the eyes of English language learners.

Assessment

Task Length % of module mark
Essay/coursework
Essay : Design a 60-minute receptive skills lesson		 N/A 25
Essay/coursework
Essay : Self-reflection on own lesson		 N/A 20
Essay/coursework
Essay : Written reflection on lesson by qualified teacher		 N/A 20
Practical
Practical : Teach a live lesson		 N/A 35

Special assessment rules

None

Additional assessment information

The teaching assessment will take place at the end of the module with real learners of English. Participants will need to demonstrate that they can implement the skills and topics learnt throughout the module and can reflect both upon their own teaching and that of colleagues.

Reassessment

Task Length % of module mark
Essay/coursework
Essay : Design a 60-minute receptive skills lesson		 N/A 25
Essay/coursework
Essay : Self-reflection on own lesson		 N/A 20
Essay/coursework
Essay : Written reflection on lesson by qualified teacher		 N/A 20
Practical
Practical : Real teaching practice		 N/A 35

Module feedback

Formative

Timing

Task

Feedback

Weeks 2 to 9, S1

In-class peer teaching tasks and exercises

Classroom feedback

Week 4, S1

Design a vocabulary task

Within 25 working days

Weeks 6, 7 & 8, S1

Teach a grammar point to peers in a seminar

Classroom feedback

Summative

Timing

Task

Feedback

Week 8, S1

Video observation task

Within 25 working days.

Week 10 or 11, S1

Teach a 25-minute lesson to real learners

Within 25 working days.

Week 10 or 11, S1 24 hours after the 25-min lesson

Self-reflection of your 25-minute lesson

Within 25 working days.

RA 1, S1

Design a receptive skills lesson - a full lesson plan and supporting documents

Within 25 working days.

Indicative reading

Bowler B. & Cunningham S. (2005) New Headway Pronunciation Course: Upper-Intermediate: Student's Practice Book and Audio CD. Oxford: OUP – MZE 140.7

Bowler B. & Cunningham S. (2005) New Headway Pronunciation Course: Intermediate: Student's Practice Book and Audio CD. Oxford: OUP – MZE 140.7

Harmer, J. (2007). The Practice of English Language Teaching. Harlow: Pearson. – MZ 7

Harmer, J. (2007). How to Teach English. Harlow: Pearson. – MZ 7

Murphy, R. (2012). English Grammar in Use. (4th edition). Cambridge: CUP – MZE 143

Scrivener, J. (2011) Learning Teaching (3rd edition). Oxford: Macmillan Heinemann – MZE 140.7

Swan, M. (2005). Practical English Usage (3rd edition). Oxford: OUP.

Thaine, C. (2010). Teacher Training Essentials. Cambridge: CUP.

Thornbury, S. (2007). The CELTA Course. Cambridge: CUP.

Watkins, P. (2014). Learning to Teach English (2nd edition). Peaslake: Delta Publishing.


The information on this page is indicative of the module that is currently on offer. The University is constantly exploring ways to enhance and improve its degree programmes and therefore reserves the right to make variations to the content and method of delivery of modules, and to discontinue modules, if such action is reasonably considered to be necessary by the University. Where appropriate, the University will notify and consult with affected students in advance about any changes that are required in line with the University's policy on the Approval of Modifications to Existing Taught Programmes of Study.