Timetable Autumn term Tutor Bill Soden Module Number EDU00011M Core/Option Option
Please note you cannot study both this module and the Practice of English Language Teaching module in Spring term. There are limited places (20) on each so please choose carefully.
Aims
To introduce a range of language teaching activities, materials and techniques
To raise awareness of how methods and approaches can be used to plan classes and stage activities
To develop an understanding of task design and the role of classroom management in staging language learning activities.
Learning outcomes
Students who complete the course successfully should be able to: plan lessons using standard ESOL approaches;
carry out effective classroom management appropriate to varying teaching contexts;
design or adapt effective tasks, activities and exercises for specific groups of learners;
evaluate materials in relation to methodology and teaching context; relate practical issues of classroom teaching to relevant research and
literature on teaching methodology Module content
This module will provide the opportunity to reflect upon methodology in the ESOL context. It will include tutor-led demonstrations, followed by workshops
with practical tasks, enabling reflection on the application of practical teaching
approaches and techniques. Each two-hour session will contain short demonstrations of classroom activities, or videos of teaching sequences, with in-depth analysis of the classroom techniques and teaching methodology employed. Students will also
provide short presentations on each topic, and there will be several short written tasks to practice key elements for the final assessment. A mid-term formative task will give feedback to prepare for the summative assignment.
Assessment
The module will be assessed by a lesson plan and commentary totalling 4000-5000 words. A mid-term formative task provides essential feedback for writing the final assignment.
Department of Education Modules handbook
September 2015 Page 31
Reading List (a more accessible and complete list of books and resources is available on the EARL tab of the module VLE page)
Harmer, J. (1998). How to teach English: An introduction to the practice of English language teaching. Harlow : Longman
Harmer, J. (2001). The practice of English language teaching. Harlow: Longman. Larsen Freeman, D. (1986). Techniques and principles in language Teaching, Oxford University Press.
Nunan, D.(1991). Language teaching methodology. Malaysia: Longman.
Nunan, D.(2004). Task-based language teaching. Cambridge University Press. Richards, J.C., Renandya, A. (2002). Methodology in English language teaching. Cambridge CUP
Scrivener, J. (1994). Learning teaching : A guidebook for English language teachers. Oxford: Macmillan Heinemann.
Tomlinson, B. (Ed.). (1998). Materials development in language teaching. Cambridge: Cambridge University Press.
Course outline
Week 2 Describing teaching sequences Week 3 Evaluating teaching techniques Week 4 Teaching grammar
Week 5 Approaches to pronunciation
Week 6 Presenting and teaching vocabulary Week 7 Classroom management
Week 8 Tasks, activities and exercises
Week 9 Dealing with Errors and Giving Feedback Week 10 Lesson planning
Course details Week 2
Describing Teaching Sequences
Typically, language classes involve the same elements sequenced in different ways. By familiarising themselves with the available models of how these different elements can be put together in different contexts and teaching situations, teachers can
become more adept at planning effective lessons. This session includes demonstrations of approaches to describing and understanding lesson
sequences. The session will explore how approaches such as Presentation Practice Production, and Task-Based Instruction differ in terms of classroom sequences, providing insights into possible combinations of elements for teaching and learning. Week 3
Evaluating Teaching Techniques
This session will provide demonstrations and discussion of a number of important teaching techniques which have been used to good effect over the years, particularly with lower level learners. There will be some discussion of lesser used ‘methods’ and techniques such as ‘The Silent Way’, and Total Physical Response’, and their
implications for teacher and student talking time. Basic oral language drilling will also be demonstrated and practised.
Department of Education Modules handbook
September 2015 Page 32
Week 4
Teaching Grammar
The teaching of grammar in the language classroom continues to arouse debate. This session will demonstrate the differences between ‘deductive’ and ‘inductive’ grammar teaching, and introduce the Consciousness Raising approach. Concepts such as implicit and explicit grammar learrning will be discussed along with the central role of ‘practice’ in grammar teaching and learning.The important element of language analysis for planning will be introduced.
Week 5
Approaches to Pronunciation
This session will focus on techniques and strategies for teaching pronunciation. The session will include demonstrations of how to use the phonemic chart, minimal pairs recognition exercises and other techniques to focus on individual sounds, followed by demonstrations and discussion of the value of work on connected speech, stress, intonation, word linking etc.
Week 6
Presenting and Teaching Vocabulary
A range of methods and techniques for presenting new vocabulary will be
demonstrated in this session. Ways of contextualising vocabulary will be considered, along with issues surrounding selection, practice, recycling and testing. The lexical approach will also be introduced along with implications for teaching lexical ‘chunks’ and collocations.The session includes a focus on language analysis in relation to vocabulary.
Week 7
Classroom Management
The session will look at how teachers manage the teaching environment and the teaching process. Teacher roles will be considered, particularly in terms of grouping learners and managing interaction. There will also be a consideration of teacher language in the classroom, dealing specifically with how teachers give instructions and elicit responses, with a consideration of the use of L1 versus L2 in the
classroom. Week 8
Tasks, Activities and Exercises
Issues in the design of activities, tasks and exercises will be examined, with
reference to examples from published coursebooks and home-grown materials. The questions of when and how to supplement coursebooks will be discussed, and there will be practice in designing instructional materials to teach receptive and productive skills.
Week 9
Dealing with Errors and Giving Feedback
This session focuses on error correction and it looks at ways in which teachers can give feedback. Various correction techniques for spoken errors will be presented and discussed, and there will be a consideration of approaches to correcting written errors. Issues surrounding the assessment of grammatical accuracy in spoken and written work will also be addressed.
Department of Education Modules handbook
September 2015 Page 33
Week 10
Lesson Planning
This session will pull together ideas from earlier sessions, and provide final
preparation for the assignments. It provides a review of some aspects of teaching sequences, designing tasks and classroom management. Lesson plan formats available to teachers will be presented and discussed. The session will also look at how to identify and write aims for lessons, with a focus on matching materials and aids to aims and the learner.
Department of Education Modules handbook
August 2015 Page 4