Study-Unit Description

Study-Unit Description


TITLE ELT 1 Teaching, Learning, and Assessing – The Language Skills

LEVEL 05 - Postgraduate Modular Diploma or Degree Course


DEPARTMENT Languages and Humanities Education

DESCRIPTION This study-unit prepares participants to teach English language in secondary schools. It focusses on the planning and preparation of schemes of work and lesson plans paying particular attention to the teaching and formative assessment of the four skills. A communicative approach to the teaching and learning of English provides the theoretical underpinnings and practical application of this study-unit.

Study-Unit Aims:

This study-unit aims to familiarize students with the theory and practice of the teaching, learning and assessment cycle with particular focus on English language in the context of secondary school education. The four main language skills are discussed for the theoretical understanding of the construct and the implication of this on the structure and content of lesson plans. Aspects of the teaching and learning process such as aims, objectives, learning outcomes, student groupings, questioning techniques among others are interwoven in the planning of lessons and series of lessons.

Learning Outcomes:

1. Knowledge & Understanding:

By the end of the study-unit the student will be able to:

- Discuss various language teaching methodologies and classroom techniques and activities;
- Demonstrate theoretical and practical understanding of lesson planning by designing a series of lesson plans;
- Demonstrate knowledge of the cognitive processes involved in reading, writing, listening and speaking by designing tasks that reflect this knowledge;
- Apply an understanding of lexis, lexis acquisition and morphology by designing tasks in this regard;
- Demonstrate an understanding of applying a curriculum to particular learners by drawing up schemes of work tailored for groups of students;
- Demonstrate an ability to access and use a range of language teaching and learning resources by including these in their lesson planning;
- Demonstrate an understanding of the uses of formative assessment by including stages in lesson plans in this regard;
- Show an understanding of the need to trace school learners' progress by keeping a record of student assessment;
- Demonstrate an ability to meet learners' needs and interests by employing own language teaching resources in addition to those provided by the curriculum;
- Show an ability to incorporate research into teaching by carrying out tasks set;
- Apply Bloom's revised taxonomy to effect differentiation in teaching materials;
- Apply an awareness of the need for timely and meaningful feedback to learners through the application of sound principles of correcting, marking and giving feedback;
- Identify the strengths of peer- and self-assessment by critiquing these strategies.

2. Skills:

By the end of the study-unit the student will be able to:

- Demonstrate an ability to adapt teaching approaches to the educational context and individual needs of learners by designing appropriate lessons;
- Demonstrate an ability to plan a learning programme and break it down into a series of individual lessons;
- Demonstrate an ability to design skills lessons based on sound theoretical principles;
- Demonstrate an ability to develop learners' range of vocabulary through vocabulary-enriching and recycling activities;
- Demonstrate an ability to critically evaluate teaching materials and resources by carrying out tasks set by the lecturer during lectures;
- Demonstrate an ability to engage in new ways of teaching by employing new pedagogies in the classroom;
- Demonstrate a critical and enquiring approach to teaching and learning by engaging in discussions with field place tutors;
- Demonstrate an ability to engage in reflective practice and self-evaluation by keeping daily diaries throughout the field placement;
- Demonstrate a critical and enquiring approach to teaching and learning by engaging in lesson observation and writing up field notes and analysis;
- Demonstrate an understanding of the theory of several aspects of the teaching and learning process (such as use of voice, effective questioning, concept checking, use of the IWB, classroom management) through carrying out observations, presenting field reports;
- Demonstrate an ability to manage the classroom through the planning of lessons that refer to different learning styles;
- Demonstrate an ability to promote independent language learning strategies by setting up related tasks for learners;
- Demonstrate an ethical and professional approach to peer observation by writing field notes that meet these criteria.

Main Text/s and any supplementary readings:

Main Texts:

- Ur, Penny, (2012) A Course in Language Teaching, Cambridge.
- Spratt, Mary, Pulverness, Alan, and Williams, Melanie. (2011) The TKT Course Modules 1, 2 and 3 2nd Edition.

Supplementary Readings:

- Scrivener, Jim (2011) Learning Teaching 3rd Edition (Macmillan).
- Ur, P and Wright, A. (2007) Five-Minute Activities: A Resource Book of Short Activities (Cambridge Handbooks for Language Teachers).
- Reed, Marnie and Michaud, Christine (2010) Goal-Driven Lesson Planning for Teaching English to Speakers of Other Languages (Michigan Teacher Training).
- Sharma, Pete (2011) 400 Ideas for Interactive Whiteboards.
- Melby, Gordon, Lynn (2013) How to Write a Lesson Plan;Introduction to Basic Lesson Design and the 8 Keys to Good Planning Kindle Edition.
- Tsagari, Dina and Ildiko Csepes (Editors) (2011) Classroom-Based Language Assessment, Peter Lang International Academic Publishers.
- Brown Douglas and Priyanvada Abeywickrama (2010) Language Assessment: Principles and Classroom Practices (2nd Edition) Pearson Education.
- Dodge Judith, 25 Quick Formative Assessments for a Differentiated Classroom: Easy, Low-Prep Assessments That Help You Pinpoint students’ needs and reach all learners (2009) Scholastic Teaching Resources.
- Buttner, Amy (2007) Activities, Games, and Assessment Strategies for the Foreign Language Classroom Routledge.
- Baxter, Andy (1999) Evaluating your Students, Handbooks for Teachers, Richmond Publishers.

ADDITIONAL NOTES Pre-requisite Qualifications: First cycle degree and 70 ECTS in English, of which 25 ECTS must be in Language and Linguistics, and 25 ECTS in Literature.


Assessment Component/s Assessment Due Resit Availability Weighting
Assignment SEM2 Yes 50%
Assignment SEM2 Yes 50%

LECTURER/S Doreen Spiteri

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It should be noted that all the information in the description above applies to study-units available during the academic year 2020/1. It may be subject to change in subsequent years.