English Language Teaching

You are required to design, two sixty-minute lesson plans, based around a provided text (see the text below). Specify the context to which you will deliver the lesson and provide between (2750 and 3000 words) rationale explaining and justifying your pedagogy.
You may choose a context based on your teaching experience or on one in which you hope to teach in the future. You may choose to base it on the one given (see example context attached file), if you wish (BTW.. this will not be included in word count). If you supply your own, it should be written to the same level of detail as that given with a similar range of issues, and should include the problems in red (this will be included in word count). The context should be not more than 500 words.
The two lessons plans must be consecutive and, over the two lessons, incorporate practice in the four skills (reading, writing, listening, and speaking) and a focus on grammar, lexis and pronunciation. The provided lesson plan forms (attached) must be used and all sections must be completed. The two lesson plans should not be more than 500 words for both.
The (2750 to 3000) words rationale (please see the attached full example of this coursework) must explain and justify your pedagogical steps. It must refer to theories in the literature that have guided your design. Ensure you refer to the context throughout to show that you have designed the lessons specifically for your context. In summary, the rationale should:
• Provide a clear rationale for your methodology, referring to the literature you have read
• Demonstrate how your approach reflects the specific needs of the group
• Include some of the materials and activity types used to teach the above (do not include these in the main body of the paper. You may include these in appendices).
• Include problems you anticipate and suggestions for avoiding them
• Include the content (the language, skills and systems to be covered-The lessons should integrate the skills, but also incorporate phonology, lexis and grammar)

Do not design a course; you should instead focus on an informed rationale that demonstrates your research and ability to apply what you have learned and read to a specific context.
Refer to:
Swan, M. and Smith, B. (2001) Learner English – A Teacher’s Guide to Interference and Other Problems Cambridge: CUP for a detailed account of specific EFL problems for specific language groups.
You are encouraged to use the insights from your observation of our teachers as guidance about how to balance the skills, link activities, encourage communication, correct, use resources, manage the class, and exploit materials suitably.
Also refer to the course reading list, and other literature. Include a bibliography and your word count at the end.

Further advice
You need to be judicious with your word count in each area, focussing more on the greatest needs, lacks and wants). Under each section, you could mention which methodology/techniques/activities/micro-skills you will focus on and how these will address the needs/lacks and wants. You may also refer to activities in books, if you wish. Feel free to put example activities in appendices, but ensure you reference these accurately.
Please do not waste words by describing what, for example, an information-gap activity is. Nor should you explain individual activities in too much detail.
We are looking for ability to judiciously apply theory to practice; to apply what we have discussed in the lessons, what you have observed and reflected on and what you have read in the literature to a specific context with specific needs.

The text : (HOLIDAY)
A new report reveals that going on summer holiday may be more stressful than working. The study, by the UK’s Institute of Leadership and Management (ILM), questioned 2,500 of its members about attitudes towards long summer breaks. It found forty per cent of managers do not come back from a holiday feeling relaxed. A worrying finding was that many workers came back from a holiday more stressed than when they left. Many in lower- and upper-management positions actually work while they are on vacation. The researchers discovered that 80 per cent of those surveyed answer work-related e-mails, around 50 per cent make and take business-related phone calls and 10 per cent go into the office. Over 90 per cent of managers worried about returning to hundreds of e-mails.
Information technology and the weakened global economy are the main causes of managers being unable to de-stress while on holiday. Penny de Valk, chief executive of the ILM, said: “Gone are the days when people cut off contact with work for a fortnight over the summer and made a complete break. While technology means that it is easier than ever to work remotely, it also makes it extremely hard to switch off. Uncertain economic times also mean that many UK employees are keeping one eye on their job at all times, when what they really need is time away from the office to rest and re-energise.” The study also revealed that on average, it takes two days and seventeen hours into a holiday to totally unwind. Ten per cent of managers said it took them up to a week to fully get into holiday mode.

References
Books:
Swan, M. and Smith, B. (2001) Learner English – A Teacher’s Guide to Interference and Other Problems Cambridge: CUP for a detailed account of specific EFL problems for specific language groups.
Brown, H. D. 2000. Principles of Language Learning and Teaching (4th edition). London: Addison Wesley Longman
Carter, R. and D. Nunan (eds.) 2001. The Cambridge Guide to Teaching English to Speakers of Other Languages. Cambridge: Cambridge University Press
Gower, R., D. Phillips and S. Walters (2005) Teaching Practice: a guide for teachers in training. London: Macmillan ELT.
Harmer, J. 2001. The Practice of English Language Teaching (3rd edition). London: Pearson Education.
Hedge, T. 2000 Teaching and Learning in the Language Classroom Oxford: Oxford University Press
Holliday, A. 1994. Appropriate Methodology and Social Context. Cambridge: Cambridge University Press
Johnson, K. 2001. An Introduction to Foreign Language Learning and Teaching. London: Pearson Education.
Larsen-Freeman, D. 2000. Techniques and Principles in Language Teaching. (2nd edition) Oxford: Oxford University Press.
Lightbown. P. M. & N. Spada 2006. How Languages are Learned (3rd edition) Oxford: Oxford University Press.
McDonough, J and C. Shaw 2003. Materials and Methods in ELT (2nd edition). Oxford: Blackwell.
Nunan, D. 1999. Second Language Teaching and Learning. Boston: Heinle & Heinle.
Richards, J. C. and T. Rodgers 2001. Approaches and Methods in Language Teaching (2nd edition). Cambridge: Cambridge University Press.
Richards, J. C. and W. A. Renandya (eds.) 2002. Methodology in Language Teaching. Cambridge: Cambridge University Press
Scrivener, J. 2005. Learning Teaching (2nd edition). London: Macmillan.
Thornbury, S. 1997. About Language. Cambridge: Cambridge University Press.
Ur , P. 1996. A Course in Language Teaching. Cambridge: Cambridge University Press
Williams, M and R. Burden, R. 1997. Psychology for Language Teachers. Cambridge: Cambridge University Press

Journals:

Applied Linguistics

English Language Teaching Journal

Modern English Teacher

TESOL Quarterly

RELC Journal

IRAL

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