Studying at York
Teaching English as a Foreign Language II - LAN00057H
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 2024-25 |
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.
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
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.