ALC8025 : English Language Teaching Methods
ALC8025 : English Language Teaching Methods
- Offered for Year: 2024/25
- Module Leader(s): Dr Jim Chan
- Owning School: Education, Communication & Language Sci
- Teaching Location: Newcastle City Campus
Semesters
Your programme is made up of credits, the total differs on programme to programme.
Semester 1 Credit Value: | 20 |
ECTS Credits: | 10.0 |
European Credit Transfer System | |
Pre-requisite
Modules you must have done previously to study this module
Pre Requisite Comment
None
Co-Requisite
Modules you need to take at the same time
Co Requisite Comment
None
Aims
This module introduces students to the key concepts, basic principles and approaches in teaching English to speakers of other languages (TESOL). It introduces the latest development in teaching and learning in the classroom. Students will gain knowledge and understanding through a combination of pre-session tasks, lectures, seminars, observations, peer teaching and collaborative learning. Topics covered in this module include principles and techniques of teaching the four language skills, teaching vocabulary and grammar, lesson planning, and use of authentic materials. At the end of the module students will be able to plan and deliver a TESOL lesson to peers.
Outline Of Syllabus
1. Review of English language teaching methods: key concepts & principles
2. Communicative competence and English language teaching
3. Lesson planning
4. Speaking
5. Listening
6. Grammar
7. Reading
8. Writing
9. Vocabulary
10. Planning for assessment tasks
11. Peer teaching assessment
12. Drop-in session
Learning Outcomes
Intended Knowledge Outcomes
• Demonstrate knowledge and understanding of key principles of different teaching approaches
• Understand potential factors which may enhance or hinder the development of language skills, learning of grammar or vocabulary
• Have an in-depth understanding of at least one area in TESOL
• Demonstrate that they can assimilate and critically appraise the information and own learning experience
• Identify targets for further professional development
Intended Skill Outcomes
• Can use recent ideas about TESOL approaches and practice to design language learning activities and deliver a TESOL lesson to peers
• Can critically reflect on one’s professional practice
• Can apply these ideas to critically interpret and analyse a foreign or second language learning context
Teaching Methods
Teaching Activities
Category | Activity | Number | Length | Student Hours | Comment |
---|---|---|---|---|---|
Structured Guided Learning | Lecture materials | 10 | 0:30 | 5:00 | N/A |
Scheduled Learning And Teaching Activities | Lecture | 10 | 2:00 | 20:00 | N/A |
Guided Independent Study | Assessment preparation and completion | 1 | 50:00 | 50:00 | N/A |
Scheduled Learning And Teaching Activities | Practical | 9 | 2:00 | 18:00 | N/A |
Guided Independent Study | Directed research and reading | 1 | 30:00 | 30:00 | N/A |
Scheduled Learning And Teaching Activities | Drop-in/surgery | 1 | 2:00 | 2:00 | N/A |
Guided Independent Study | Independent study | 1 | 75:00 | 75:00 | N/A |
Total | 200:00 |
Teaching Rationale And Relationship
Online materials and lectures provide an introduction to the weekly content, establish a basic level of understanding of the topic, offer an opportunity for further exploration, discussion, and personal reflection, through small group activities, and signal areas for individual further study and essential and further reading
Students will then put what they have learnt into practice, through weekly micro-teaching practicals, which is also preparation for the peer teaching assessment.
Structured Guided Learning activities provide students with weekly opportunities to consolidate learning through guided tasks linked to the weekly topic.
Independent study will enable wider reading, further personal self-reflection and assignment preparation.
Reading Lists
Assessment Methods
The format of resits will be determined by the Board of Examiners
Other Assessment
Description | Semester | When Set | Percentage | Comment |
---|---|---|---|---|
Prof skill assessmnt | 1 | M | 40 | Peer teaching task |
Essay | 1 | A | 60 | Essay - 2,000 words |
Assessment Rationale And Relationship
The skills outcomes (e.g., ability to put theory into teaching practice) will mainly be assessed through the peer teaching. The knowledge outcomes (e.g., critical understanding of relevant teaching theory) will mainly be assessed in the end of module essay.
Timetable
- Timetable Website: www.ncl.ac.uk/timetable/
- ALC8025's Timetable
Past Exam Papers
- Exam Papers Online : www.ncl.ac.uk/exam.papers/
- ALC8025's past Exam Papers
General Notes
Original Handbook text:
This module aims to introduce you to key theories, approaches and techniques in teaching English to speakers of other languages (TESOL), and to the latest developments in this area, with the aim of helping you develop your basic language teaching skills. It will raise your awareness of issues in teaching and learning English in the classroom, and introduce you to a range of resources, materials and techniques. The advantages and challenges presented by different approaches and techniques will be discussed with implications for the roles of the teacher and the learner. To enable you to apply what you have learned in this module, you will be asked to plan and give a lesson to your peers and also write it up with its rationale and a critical evaluation. Learning journals are introduced to help you reflect on your own learning and professional development.
Welcome to Newcastle University Module Catalogue
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Disclaimer
The information contained within the Module Catalogue relates to the 2024 academic year.
In accordance with University Terms and Conditions, the University makes all reasonable efforts to deliver the modules as described.
Modules may be amended on an annual basis to take account of changing staff expertise, developments in the discipline, the requirements of external bodies and partners, and student feedback. Module information for the 2025/26 entry will be published here in early-April 2025. Queries about information in the Module Catalogue should in the first instance be addressed to your School Office.