Teaching English to Speakers of Other Languages (Level 1)
| Module title | Teaching English to Speakers of Other Languages (Level 1) |
|---|---|
| Module code | ELC1801 |
| Academic year | 2025/6 |
| Credits | 15 |
| Module staff | Jeanette Lewin (Convenor) |
| Duration: Term | 1 | 2 | 3 |
|---|---|---|---|
| Duration: Weeks | 12 |
| Number students taking module (anticipated) | 18 |
|---|
Module description
ELC1801 offers an excellent foundation for anyone interested in exploring a career in English language teaching—whether in the UK or internationally.
Through teaching practice sessions and real-life classroom observations, trainees gain valuable, practical skills in lesson planning, classroom management, and learner-centred teaching.
Although this module does not lead to a formal teaching qualification, it provides a rich introduction to Teaching English to Speakers of Other Languages (TESOL). Blending practical experience with key theoretical insights, the module explores how teachers can motivate learners, create engaging lessons, and support meaningful language development.
Module aims - intentions of the module
The module aims to equip students with:
- Equip trainees with practical classroom experience in English language teaching.
- Develop reflective teaching skills informed by current TESOL literature.
- Deepen understanding of classroom management, lesson planning, and learner-centred teaching.
Link theory to practice in second language pedagogy.
Intended Learning Outcomes (ILOs)
ILO: Module-specific skills
On successfully completing the module you will be able to...
- 1. Design, adapt and plan English language lessons
- 2. Demonstrate a basic awareness of classroom management principles & learner engagement techniques
- 3. Reflect on their own teaching practices using relevant TESOL literature
ILO: Discipline-specific skills
On successfully completing the module you will be able to...
- 4. Apply basic pedagogical concepts in communicative language teaching
- 5. Critically evaluate teaching materials and adapt them to meet learner needs and contexts
ILO: Personal and key skills
On successfully completing the module you will be able to...
- 6. Manage time effectively in planning, delivering, and reflecting on lessons
- 7. Use reference materials effectively
- 8. Demonstrate the ability to work independently and cooperatively in a team
Syllabus plan
Weeks 1-6
q Introduction to key TESOL concepts, terminology and practices.
q Getting familiar with stages of a lesson/activity planning
q Introduction to classroom management skills, giving instructions,
q Eliciting responses & providing corrective feedback
q Clarifying aims of a lesson/activity
q Introduction to adapting and designing materials
q Writing a justification paper & partial lesson planning
q Observations – Real language classes at INTO
q Teacher-student and student-student interaction planning
q Justification paper & partial lesson planning submission
q Formative Teaching Practice
q Writing and submitting a reflection paper on formative teaching practice
Weeks 7-11
q Introduction to teaching grammar & vocabulary (including a very brief intro to phonology)
q Observations – Real language classes at INTO
q Feedback on Formative Teaching Practice, partial lesson plan and justification paper
q Introduction to teaching reading, writing, listening and speaking skills
q Introduction to Summative assessment – In class preparation
q Adapting and designing materials
q Writing summative justification paper & partial lesson planning
q Summative Teaching Practice Preparation & Delivery
q Writing a reflection paper on summative teaching practice
Learning activities and teaching methods (given in hours of study time)
| Scheduled Learning and Teaching Activities | Guided independent study | Placement / study abroad |
|---|---|---|
| 40 | 110 |
Details of learning activities and teaching methods
| Category | Hours of study time | Description |
|---|---|---|
| Scheduled Learning and teaching | 40 | Seminars and practical classes (includes supervised peer teaching), asynchronous input and collaborative activities. |
| Guided independent study | 8 | Designing materials for teaching practice, writing up lesson plans, self- assessment and reflection on teaching practice |
| Guided independent study | 40 | Research (includes observation of video-recorded classes), preparation and writing up tasks and assignments |
| Guided independent study | 62 | Reading and research |
Formative assessment
| Form of assessment | Size of the assessment (eg length / duration) | ILOs assessed | Feedback method |
|---|---|---|---|
| Teaching Practice (TP) (Microteaching delivery) | Peer Teaching 10-15 minutes | 1, 2, 4, 6, 7, 8 | Verbal and written |
| Portfolio (including, partial lesson plan, justification & reflection writing) | 1.Partial Lesson plan Equivalent to 500 word 2. Justification Paper 500 word (+/- 10%) 3. Reflection Paper on TP 500 word (+/- 10%) | 1, 2, 4, 5, 6, 7, 8 | Verbal and written |
Summative assessment (% of credit)
| Coursework | Written exams | Practical exams |
|---|---|---|
| 100 |
Details of summative assessment
| Form of assessment | % of credit | Size of the assessment (eg length / duration) | ILOs assessed | Feedback method |
|---|---|---|---|---|
| Teaching Practice (TP) (Microteaching delivery) | 35 | Peer teaching 15 minutes | 1, 2, 4, 6, 7, 8 | Written |
| Portfolio (including, partial lesson plan, justification & reflection writing) | 65 | 1. Partial Lesson plan 20% Equivalent to 500 word 2. Justification Paper 20 % 500 word (+/- 10%) 3. Reflection Paper - 25% 500 word (+/- 10%) (no retrospective writing) | 1, 2, 4, 5, 6, 7, 8 | Written |
Details of re-assessment (where required by referral or deferral)
| Original form of assessment | Form of re-assessment | ILOs re-assessed | Timescale for re-assessment |
|---|---|---|---|
| Teaching practice | Teaching a lesson to the assessors | 1, 2, 4, 6, 7, 8 | Next assessment opportunity |
| Portfolio (including, partial lesson plan, justification & reflection writing) | Re-submission (no retrospective writing) | 1, 2, 3, 4, 5, 7, 8 | Next assessment opportunity |
Re-assessment notes
Deferral – if you miss an assessment for reasons judged legitimate by the Mitigation Committee, the applicable assessment will normally be deferred. See ‘Details of reassessment’ for the form that assessment usually takes. When deferral occurs there is ordinarily no change to the overall weighting of that assessment.
Referral – if you have failed the module overall (i.e. a final overall module mark of less than 40%) you will be required to take a re-sit exam. Only your performance in this exam will count towards your final module grade. A grade of 40% will be awarded if the examination is passed.
Indicative learning resources - Basic reading
Harmer, J. (2007). How to teach English. : Pearson Education Ltd.
Harmer, J. (2021). The Practice of English Language Teaching (5th Ed.). : Pearson Education Ltd.
Indicative learning resources - Web based and electronic resources
Course: (ELC1801) Teaching English to Speakers of Other Languages (TESOL) (exeter.ac.uk)
www.bbc.co.uk/worldservice/learningenglish
TeachingEnglish | British Council | BBC
Home | MET (modernenglishteacher.com)
| Credit value | 15 |
|---|---|
| Module ECTS | 7.5 |
| Module pre-requisites | None |
| Module co-requisites | None |
| NQF level (module) | 4 |
| Available as distance learning? | No |
| Origin date | 19/08/2019 |
| Last revision date | 06/06/2025 |
