Reference no: EM133090918

ELT702 TESOL (Teaching English to Speakers of Other Languages) - Bishop Grosseteste University

Learning Outcome 1: Exhibit knowledge and critical understanding of the current methods employed in the field of TESOL;

Learning Outcome 2: Critically analyse and discuss the main theoretical models and key research findings and debates in the field of Second Language Acquisition (SLA) and language learning.

Learning Outcome 3: Critically articulate the rationale, purpose, and strength of various methodological approaches to English teaching;

Learning Outcome 4: Apply the methods studied in sessions and demonstrate originality and autonomy in the planning and execution of English language lessons using standard ESOL approaches.

Learning Outcome 5: Develop materials and curricula that enhance accuracy and fluency in a language.

Assessment Part 1: Discussion of your practical activity followed by a rationale for the lesson plan drawing on theories from SLA and methodologies. (1500 words)

A. Present the focus of the activity that you delivered in your practical providing details such as:
What was the focus of the activity? (speaking, functional language, pronunciation, grammar, vocabulary?)
Provide a thorough description of the formal properties of the item in focus.

B. Demonstrate your knowledge of the focus of the activity in use:
e.g. Explain the functional use of the item in focus and contrast it with similar forms to demonstrate your knowledge of the broader topic. E.g. uses of the present continuous contrasted with the present simple/ formal request contrast with informal requests and other speech acts. You should include reference to literature to frame your discussion which may include reference to (other) language systems, their functions, cultural differences in language in use etc.)

C. Describe how your activity from the practical assignment fits into an extended lesson:
You should outline how the item in focus in your practical would fit into an extended series of lessons or syllabus. What should students know or have practiced before? What would subsequent lesson involve? Provide a rationale about your extended series of lessons/syllabus and include reference to literature (e.g. on syllabus design) to support your extended lesson series rationale.

D. Reflect on the activity itself by providing details of, for example:
• The effectiveness of the language teaching methodology it corresponds to.
• The challenges you faced in designing the activity and/ or the lesson plan.
• How you decided to address the aims and objectives of the lesson plan and how you adjusted it to the level of the students.
• Strengths or limitations of the activity or materials
• You may also wish to reflect on the evaluations of the micro teaching sessions and how you used these evaluations to create your teaching practice.

Part 2: Justification (2000 words)
Justify the choices you made in creating and delivering the practical activity and extended lesson (section C above) making reference to research on language teaching methodologies and second language acquisition principles.

To do this, you should select the key SLA principles and teaching methodologies that informed the design of your session and materials.

For example, you may have decided that your taught session and materials were informed by: output hypothesis; noticing theory; Behaviourist principles found in AL such as imitation and practice; research on individual differences/psychology of language learning (e.g. motivation); task- based learning framework; text-driven framework; focus on forms or focus on form, etc.

You are invited to discuss your chosen principles/methodologies/lesson shapes with your tutors in tutorials during the semester.

You may submit up to two pages of your assignment for formative feedback. This is an important opportunity to receive comments on the work you have done so far to help you check you are on the right lines and ensure that you have the best chance of success in the assignment. Pages for feedback should be sent 3 weeks prior to submission.

Assessment Part 2:

You will be assessed on the overall design of the lesson and how well you delivered your activity (e.g. Error correction, feedback, TTT/STT etc. See the marking criteria details below for the complete list)

You must create a speaking activity, with a focus on one of the following;
• functional language,
• grammar/ punctuation etc.
• vocabulary

You will need to record your teaching practice and submit the recorded file to Blackboard (make sure that that file is not too large. You will be given information about recording and uploading your file. .

Blackboard supports multiple file uploads (up to a certain size limit) and you must also upload the following:
- the materials you used to teach the session (e.g. as a word document, ppt, or pdf).
- A lesson plan to include key information including lesson aims and objectives, rationale etc. (lesson plan formats will be presented in the module)

You will have had the opportunity to arrange a number of teaching practice/ conversation exchange with your students (if you cannot arrange these, please contact your tutors) You should have determined some background details of your learners in these meetings

You will need to ask for permission to record your student/s for your practical assessment You may have decided to record more than one teaching practice, and choose one of them to use as the example for your practical assessment.

Attachment:- summative written.rar