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Study information

Teaching English to Speakers of Other Languages (Level 2)

Module titleTeaching English to Speakers of Other Languages (Level 2)
Module codeELC2800
Academic year2024/5
Module staff

Jeanette Lewin (Convenor)

Duration: Term123
Duration: Weeks



Number students taking module (anticipated)


Module description

ELC2800 provides an opportunity to acquire practical experience in real English language teaching contexts and a grounding in second language acquisition theories and TESOL methodology. You will develop your classroom presence and put classroom management techniques into practice by teaching a group of international students, increase your language awareness by inductively teaching your peers a grammar point and design and deliver a series of1-1 lesson to meet the needs of a learner.  This module does not provide a teaching qualification but enables you to gain valuable work experience if considering teaching or working as a teaching assistant in the future.

Module aims - intentions of the module

The module aims to equip you with:

  • Techniques for developing a confident classroom presence, giving clear instructions, and maximising student talking time
  • Awareness of grammar, lexis and phonology and techniques to highlight and check meaning and form
  • The ability to assess a learner’s communicative competence, awareness of skills and strategies to foster in learners the knowledge and skills to create and adapt lesson plans and materials for the needs of particular learners

Intended Learning Outcomes (ILOs)

ILO: Module-specific skills

On successfully completing the module you will be able to...

  • 1. Demonstrate sound understanding and analytical skills in the fields of English grammar, phonology, lexis and discourse and show an ability to use specialised terminology in describing language in both oral and written contexts
  • 2. Understand how to assess needs, set aims and structure a lesson or sequence of lessons to meet the requirements of specific learners
  • 3. Adapt and supplement a variety of TESOL resources to meet the needs of specific learners
  • 4. Demonstrate an effective classroom presence and apply effective classroom management skills

ILO: Discipline-specific skills

On successfully completing the module you will be able to...

  • 5. Evaluate the significance of information and show a good level of analytical skills
  • 6. Demonstrate practical abilities, e.g. in explaining and exemplifying
  • 7. Show proficiency in your oral and written abilities in describing a range of language and language learning approaches

ILO: Personal and key skills

On successfully completing the module you will be able to...

  • 8. Reflect on performance and provide feedback to peers and staff on elements of your study
  • 9. Take responsibility for your own learning and display a sense of organisation and time management
  • 10. Demonstrate the ability to work productively and cooperatively in a team

Syllabus plan

Fostering a positive classroom climate and maximising student talking time

Establishing aims and ILOs and writing a lesson plan

Grading teacher talk and giving clear instructions

Introduction to second language acquisition theories

Contrastive analysis and analysing a learner’s interlanguage

Analysing language: meaning, form and pronunciation

Concept checking lexis and grammar

Diagnostic assessment and teaching 1-1

Interview skills

Examining a learner’s social and cultural background, motivation and preferred ways of learning

Assessing oral and written communicative competence

Designing and exploiting speaking tasks

Extending, activating and recycling lexis

Developing reading and listening skills and strategies

Reflection on teaching and learning

Learning activities and teaching methods (given in hours of study time)

Scheduled Learning and Teaching ActivitiesGuided independent studyPlacement / study abroad

Details of learning activities and teaching methods

CategoryHours of study timeDescription
Scheduled Learning and teaching activities64Seminars and practical classes; asynchronous input and collaborative activities
Scheduled Learning and teaching activities111 supervised teaching practice, icebreaker session with students; one-to-one teaching sessions; tutorials
Guided independent study20Designing materials for teaching practice, writing up lesson plans, self-assessment and reflection on teaching practice
Guided independent study80 Research, preparation and writing up assignments
Guided independent study125 Reading and research

Formative assessment

Form of assessmentSize of the assessment (eg length / duration)ILOs assessedFeedback method
Micro-teaching setting up an interactive activity15 minutes4, 6Oral
Oral explanation of inductive grammar lesson20 minutes1-3, 7, 9Oral
Practice interview15 minutes4, 6Oral
Draft section of learner profile: learner background500 words1, 5, 7, 9Oral and written
Draft section of learner profile: oral/written communicative competence1250 words1,5,7,9Spoken and written
Oral explanation and rationale of 1-1 summative lesson20 minutes1-3, 7,9Spoken

Summative assessment (% of credit)

CourseworkWritten examsPractical exams

Details of summative assessment

Form of assessment% of creditSize of the assessment (eg length / duration)ILOs assessedFeedback method
Teaching practice2020 minutes3, 4, 6, 9, 10Spoken and written, Video-recorded for self-evaluation
Task: peer teaching a grammatical item2015-20 minutes1-3, 7, 9Spoken and written
Assignment: learner profile603000 words + 180 minutes of 1-1 teaching1-9Spoken and written

Details of re-assessment (where required by referral or deferral)

Original form of assessmentForm of re-assessmentILOs re-assessedTimescale for re-assessment
Teaching practiceTeaching a lesson to the assessors (20 minutes)3, 4, 6, 9To be arranged before end of May
Task: peer teaching a grammatical itemTeaching a grammatical point to the assessors (15-20 minutes)1-3, 7, 9To be arranged before end of May
Assignment: learner profile3000 word assignment based on the needs analysis from a recorded interview with a learner + interview with assessor to discuss lesson plan1-9To be arranged before end of May

Indicative learning resources - Basic reading

Basic reading:


Farr, F. (2015). Practice in TESOL. : Edinburgh University Press. Available at

Farr, F. & Murray, L.  (2016). The Routledge handbook of language learning and technology.  : Routledge.  Available at

Harmer, J. (2007). How to teach English. Harlow: Pearson Education Ltd.

Harmer, J. 2021. The Practice of English language teaching (5th Ed.). : Pearson Education Ltd

Spiro, J. (2013). Changing Methodologies in TESOL. : Edinburgh University Press. Available at

Indicative learning resources - Web based and electronic resources

British Council Teaching English:  TeachingEnglish | British Council | BBCModern English Teacher/English Teaching Professional Home | MET (

Key words search

TESOL, TEFL, teaching abroad, language assistant

Credit value30
Module ECTS


Module pre-requisites


Module co-requisites


NQF level (module)


Available as distance learning?


Origin date


Last revision date