Pre-requisite modules
Co-requisite modules
- None
Prohibited combinations
- None
Occurrence | Teaching period |
---|---|
A | Spring Term 2022-23 to Summer Term 2022-23 |
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.
By the conclusion of this module, learners will have acquired:
NOTE: this module does not provide a qualification in teaching English as a foreign language. However, it is excellent preparation for professional TEFL qualifications.
Task | % of module mark |
---|---|
Essay/coursework | 25 |
Essay/coursework | 20 |
Essay/coursework | 20 |
Practical | 35 |
None
The teaching assessment period will take place in weeks 2, 3 and 4 of the Summer Term with real learners of English. Participants will need to demonstrate that they can implement the skills and topics learnt in the Spring Term and can reflect both upon their own teaching and that of colleagues.
Task | % of module mark |
---|---|
Essay/coursework | 30 |
Essay/coursework | 30 |
Practical | 40 |
Feedback on formative work
Feedback will be provided within two weeks of submission.
Summative feedback
Feedback to be provided within 25 working days. Overall module mark on University scale available by the end of the Summer Term.
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.