Module AE1 Teaching and Learning of English: Methods

and Approaches
Instructor: Lesley Denham
1

GENERAL PRESENTATION AND GOALS

In this module, students will look at what goes on inside the classroom, which
includes the role of a teacher and the students role as a learner and how the two can
work together to encourage learning. Ideas about what teaching and learning are have
changed and we will review major developments before focusing on making the
classroom as communicative as possible.
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COMPETENCES

A. General competences
Students will work on:

Critically analyzing teaching practice and good practice examples using

quality indicators.

Promoting an atmosphere that facilitates learning and places value on the

students contributions.

B. Specific competences
Students will look at the following:

Becoming familiar with the history of and the recent developments in the
teaching of English as a foreign language and transmitting a dynamic view of
this area of study to the students.

Being able to establish an environment which facilitates learning and values

pupil contribution.
METHODOLOGY

The contents of the module will be taught through group/class discussion. All
activities looked at will be followed up by reading material. Individual reflection time
will be given after each session and students will be asked to keep a record of these
reflections to go towards their final evaluation.
4

TOPICS

Being a teacher.
Overview of changes in approaches to teaching and learning.
A look at changes in classroom practice in the move towards organizing them
to make sure students are involved and have some responsibility for their
learning.
Making activities more communicative.
SYLLABUS

Session 1 (2 hours): Being a ( language ) teacher: what does it mean? A look at

teachers both past and present and the physical changes in the classroom. Setting the
context: a timeline of methodology from the grammar translation to the present day
communicative approaches.
Session 2 (2 hours): Grammar-Translation, Direct, and Audiolingual methods of
language teaching and learning.
Session 3 (2 hours): The change from method to approach: communicative
approaches such as notional-functional and humanistic.
Session 4 (2 hours): Task-based teaching and learning: strong and weak versions.
Session 5 (2 hours): Communicative practices: using music and poetry.
Session 6 (2 hours): Communicative practices: using role play and drama.
Session 7 (2 hours): Communicative practices: using games in the classroom.
Session 8 (2 hours): Who does what in the classroom? empowering the students.
Session 9 (2 hours): Learning strategies and autonomy.
Session 10 (2 hours): Pulling it all together.
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ASSESSMENT

This module will be assessed in the following way:

Attendance and participation in group discussions and activities: 10%

Personal reflections from the course ( to be handed in before the start of

classes in January ): 30%

Individual assignment to tie in with teaching practice ( to be handed in after

the teaching practice ): 60%

BIBLIOGRAPHY

A. Required reading
The main teaching/learning resources will be a set of photocopied readings.
B. Recommended reading
Harmer, J. (2010). The Practice of English Language Teaching (4th edition). Pearson
Longman.
Scrivener, J. (2009). Learning Teaching. Macmillan.
Sue Cowley ( 2010). Getting the Buggers to Behave ( 4th edition )
Continuum International Publishing Group