Accessibility statement

Teaching English as a Foreign Language II - LAN00057H

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  • Department: Language and Linguistic Science
  • Credit value: 20 credits
  • Credit level: H
  • Academic year of delivery: 2022-23

Related modules

Pre-requisite modules

Co-requisite modules

  • None

Prohibited combinations

  • None

Module will run

Occurrence Teaching period
A Autumn Term 2022-23

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. 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 the related seminar. Through these reflection sessions, students will develop the ability to analyse their own and other student-teacher's lesson planning and delivery in light of the principles emphasised in ELT theory.

Module learning outcomes

By the conclusion of this module, learners will have acquired:

  • a systematic understanding of the relationship between teaching approaches, procedures and techniques and the processes of language learning
  • the ability to deal with complex language forms and meanings and use their creativity to make judgements regarding how these forms and meanings might be taught
  • a critical awareness of the potential effectiveness of language-teaching interventions in given learning contexts
  • the ability to demonstrate originality and autonomy in the planning and execution of English Language lessons
  • a comprehensive understanding of action research as it may be applied to English Language Teaching
  • the opportunity to continue to advance their knowledge and ability in ELT

NOTE: this module does not provide a qualification in teaching English as a foreign language. However, it is excellent preparation for professional TEFL qualifications.

Indicative assessment

Task % of module mark
Essay/coursework 25
Essay/coursework 20
Essay/coursework 20
Practical 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.

Indicative reassessment

Task % of module mark
Essay/coursework 30
Essay/coursework 30
Practical 40

Module feedback

Feedback on formative work

Feedback will be provided within two weeks of submission.

Summative feedback

Feedback to be provided within 20 working days. Overall module mark on University scale available by the end of the Summer Term.

Indicative reading

Core Texts
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.


Further Reading
Aitken, R. (2002). Teaching Tenses: Ideas for Presenting and Practising Tenses in English. Brighton: ELB Publishing.
Baker, A. (2006) Ship or Sheep (3rd edition). Cambridge: CUP – MZE 140.2
Kelly, G. (2000). How To Teach Pronunciation. Harlow: Pearson Longman.
Krashen, S. (1982). Principles and Practice in Second Language Acquisition. Oxford; New York: Pergamon
Lightbown, P. and Spada, N. (2013). How Languages Are Learned. 4th ed. Oxford: OUP.
Seymour, D. (2005). 700 Classroom Activities. Oxford: Macmillan.
Spratt, M., Pulverness, A. and Williams M. (2011). The TKT Course. Cambridge: CUP.
Thornbury, S. & Watkins, P. (2007). The CELTA Course Trainee Book. Cambridge: CUP.
Underhill, A. (2005). Sound Foundations: Learning and Teaching Pronunciation. 2nd ed. Oxford: Macmillan Heinemann.
Ur, P. (1992). Five-Minute Activities: A Resource Book of Short Activities. Cambridge: CUP.


The information on this page is indicative of the module that is currently on offer. The University constantly explores 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. In some instances it may be appropriate for the University to notify and consult with affected students about module changes in accordance with the University's policy on the Approval of Modifications to Existing Taught Programmes of Study.