Module overview
Aims and Objectives
Learning Outcomes
Knowledge and Understanding
Having successfully completed this module, you will be able to demonstrate knowledge and understanding of:
- The implications that culture, context and goals have for CLT in planning and classroom practice
- The influence of the communicative approach to language teaching on task design, lesson planning and classroom interactions
- The principles of the communicative approach to language teaching, and the main theories of language learning and competence that underpin it
- How language teaching pedagogy can effectively respond to different learners and goals, and how to evaluate pedagogical choices with a theoretical rationale
Subject Specific Intellectual and Research Skills
Having successfully completed this module you will be able to:
- How to write a detailed lesson plan and supporting justification for your pedagogical choices, using appropriate literature to explain your decisions
- How to identify pedagogical orientations and likely outcomes of teaching methods, and assess the learning processes involved
- How to evaluate pedagogical proposals, methods and practices in terms of their appropriateness and effectiveness in different contexts
- How to present effective communicative activities with a theoretical rationale
Transferable and Generic Skills
Having successfully completed this module you will be able to:
- Identify and use a wide range of reference resources, printed and electronic
- Express, support (using researched literature) and position your views through a written assignment
- Develop and maintain a personal bibliography
- Use information technology appropriately when presenting your work and in your teaching
- Communicate language teaching, applied linguistic and educational work in a variety of written forms
Syllabus
Learning and Teaching
Teaching and learning methods
Type | Hours |
---|---|
Seminar | 24 |
Independent Study | 126 |
Total study time | 150 |
Resources & Reading list
Textbooks
Harmer, J. (2007). The Practice of English Language Teaching. Longman ELT.
Lightbown P. & N. Spada (2006). How Languages Are Learned. Oxford University Press.
Richards, J. and T. Rodgers (2014). Approaches and Methods in Language Teaching (updated and revised ed.). Cambridge: Cambridge University Press.
Richards, J. and T. Rodgers (2001). Approaches and Methods in Language Teaching. Cambridge University Press.
Brumfit, C.J. (2001). Individual Freedom in Language teaching. Oxford: Oxford University Press.
Thornbury, S. (2006). Grammar (Resource Books for Teachers). Oxford: Oxford University Press.
Scrivener, J. (2011). Learning Teaching: The essential guide to English language teaching. Oxford: Macmillan.
Carter, R. & D. Nunan (eds.) (2001). The Cambridge guide to teaching English to speakers of other languages. Cambridge: Cambridge University Press.
Assessment
Formative
This is how we’ll give you feedback as you are learning. It is not a formal test or exam.
Analysis and report
- Assessment Type: Formative
- Feedback: Feedback will be provided in seminars and online discussions.
- Final Assessment: No
- Group Work: No
Summative
This is how we’ll formally assess what you have learned in this module.
Method | Percentage contribution |
---|---|
Essay | 100% |
Referral
This is how we’ll assess you if you don’t meet the criteria to pass this module.
Method | Percentage contribution |
---|---|
Essay | 100% |
Repeat
An internal repeat is where you take all of your modules again, including any you passed. An external repeat is where you only re-take the modules you failed.
Method | Percentage contribution |
---|---|
Essay | 100% |
Repeat Information
Repeat type: Internal & External