Universidad Complutense de Madrid

Departamento de Estudios Ingleses: Lingüística y Literatura

Metodología de la Enseñanza del Inglés /

Methodology of English Language Teaching (802235)

Meets: Tuesdays and Wednesdays 15:00-17:00

Semester: 1st semester 2021-2022 (September 13th – December 22nd 2021)
Classroom: Online (via Microsoft Teams) and classroom TBA
Exams: To Be Announced (TBA)

Professor: Dr. Ariadna Sánchez Hernández

Assistant Professor of English Language and Linguistics
E-Mail: [email protected]
Office: 318.1
Office Hours: online, by appointment via email.

Welcome to the class Methodology of English Language Teaching!

This course examines current issues in the theory and practice of English Language Teaching
(ELT). It provides a comprehensive introduction to the specific approaches, methods,
procedures, and techniques used in the teaching and learning of EFL/ESL (English as a
Foreign Language/English as a Second Language), while addressing newer trends such as
CLIL (Content and Language Integrated Learning), ELF (English as a Lingua Franca), or
gamification. Students will also learn how to design activities, tasks, lesson plans for specific
levels and learner needs, as well as dealing with the general notions of classroom
management (e.g. interaction, discipline, motivation, etc.) and evaluation methods."
 CONTENTS
Unit 1. Introduction
1. 1. English teaching today: English as an International Language (EIL) and English as
a Lingua Franca (ELF)
1. 2. Language teaching approaches and perspectives: EFL vs CLIL
1. 3. Motivation and gamification
1. 4. Classroom discipline

Unit 2. Lesson planning and task development

2.1. Preparing for your lesson
2.2. Functions of the teacher
2.3. Interaction patterns
2.4. Homework

Unit 3. Teaching vocabulary and grammar

3.1. What and how to teach vocabulary?
3.2. Vocabulary assessment
3.4. What and how to teach grammar?
3.5. Grammar assessment

Unit 4. Teaching listening and speaking

4.1. Goals and problems in teaching listening
4.2. Designing listening activities
4.3. Goals and problems in teaching speaking
4.4. Designing speaking activities

Unit 5. Teaching reading and writing

5.1. Beginning reading and reading tasks
5.2. Fluent and extensive reading
5.3. How to promote fluent writing?
5.4. Writing tasks

Unit 6. Dealing with errors in the EFL classroom

6.1. What and how to correct?
6.2. Types of error correction depending on the skill: reading, writing, listening and speaking

Unit 7. Dealing with assessment and evaluation in EFL

7.1. Functions and types of assessment
7.2. Test design
7.3. Administering tests in class
 METHODOLOGY
This course is essentially practical. All sessions will be conducted as interactive classes,
requiring students’ to work on a daily basis by completing exercises, tasks, engaging in
discussion, questioning and active participation. Students are expected to practise teaching
skills with their partners in micro-teaching sessions and presentations as well as developing
materials. Therefore, class attendance will be part of the evaluation.

ASSESSMENT
FEBRUARY CALL:

50% CLASS MARKS: which account for 50% of the final grade and include active
participation in class as well as the completion of a variety of practical tasks (both as
part of guided class work or set as homework), as follows:
• project work (30% of the final grade): written lesson plan (20%) and oral
presentation of it (10%). Students will work in groups in order to develop a
lesson plan using a template given in the course (or a similar one). At a later
stage, each participant will present the part of the lesson on which he/she has
worked. Given that most of the practical Friday sessions will be devoted to
working on the lesson plan, a minimum of 75% of attendance to these sessions
will be required for students to join a group. Further details about the procedure
and assessment criteria will be provided in due course."
• attendance and active participation (20%): This will include the realization
of in-class tasks, homework, “missions”, discussions, and other activities set in
the development of the course. Please note that attendance will be evaluated in
terms of active participation in class activities.

50% FINAL EXAM: which will be based on the issues covered in class and will
include more theoretical questions than practical exercises. Before the final exam,
students will be provided with a mock exam.

Please note that for students to benefit from the percentage assigned to class marks (50% of
the final grade), a minimum of 20 points (out of 50) will be required in the final exam. "

JULY CALL:
The final exam in July will account for 100% of the final grade. This exam will include
theory and practice in a more balanced way.
 ORGANIZATION OF SEMESTER
Given the current situation, this will be the organization of the semester, which is subject to
the Faculty guidelines (https://filologia.ucm.es/horarios-de-los-grados):

Online sessions: via Microsoft Teams (see link in CV).

On-site sessions: Classroom TBA. Half of the students will attend on Tuesdays; the other
half on Wednesdays (see groups in CV).

Following the university guidelines (https://www.ucm.es/filologia-actividades/organizacion-

docente-para-el-curso-2021-2022) regarding TURNO 2, all sessions will be online except for:
week 2 (September 21st and 22nd), week 5 (October 11th and 12th), week 8 (November 2nd and
3rd) and week 11 (November 23rd and 24th).

REQUIRED MATERIAL
The main material used in the course will be Ur´s (2012) book, on which the core of the units
to be covered will be based.

Ur, P. (2012). A Course in English Language Teaching. Cambridge: Cambridge University

Press.

BIBLIOGRAPHY
Braine. G. (2010) Nonnative Speaker English Teachers: Research, Pedagogy, and
Professional Growth. ESL and Applied Linguistics Professional Series.
Carter, R. and Nunan, D. (eds) (2001). The Cambridge Guide to Teaching English to
Speakers of Other Languages. Cambridge: Cambridge University Press.
Celce-Murcia, M. (2001) Teaching English as a Second or Foreign Language. Heinle and
Heinle.
Dafouz, E. and Guerrini, M. (eds.) (2009) CLIL across Educational Levels: Experiences from
Primary, Secondary and Tertiary Contexts. London: Richmond Santillana.
Dörnyei, Z. and Ushioda, E. (2009) Teaching and Researching Motivation. Harlow:
Longman.
Dudeney, G. and Hockly, N. (2007) How to Teach English with Technology. London:
Pearson Education.
Graddol, D. (2006) English Next. Why global English may mean the end of ‘English as a
Foreign Language’. UK: British Council.
Hedge, T. (2008) Teaching and Learning in the Language Classroom: A guide to current
ideas about the theory and practice of English language teaching. Oxford: Oxford
Handbooks for Language Teachers.
Hinkel, E. (ed.) (2011) Handbook of Research in Second Language Teaching and Learning.
New York: Routledge.
Howatt, A. (2004) A History of English Language Teaching. Second Edition. Oxford: Oxford
University Press.
Hyland, K. (2003) Second Language Writing. New York: Cambridge University Press.
Cambridge University Press.
Hughes, A. (2003) Testing for Language Teachers. Cambridge: Cambridge University Press.
Johnson. K. (2008) An Introduction to Foreign Language Learning and Teaching, Pearson
Education.
Lantolf, J.P. (2000). Sociocultural Theory and Second Language Learning. Oxford: Oxford
University Press.
Nation, I. S. P. (2004). Learning vocabulary in another language. Cambridge, UK:
Cambridge University Press.
Nunan, D. (2000). Language Teaching Methodology: A Textbook for Teachers. Edinburgh:
Longman, Pearson Education.
Richards, J.A. and W. Renandya (2002) Methodology in Language Teaching. An Anthology
of Current Practice. Cambridge: Cambridge University Press.
Rodgers, T. (2001) Language Teaching Methodology, Online Resources, Digests,
www.cal.org/resources/ Digest/rodgers.html.
Thomas, M. and Reinders, H. (eds) (2010) Task-Based Language Learning and Teaching
with Technology. Continuum Publishing Corporation.
Ur, P. and Wright, A. (1992) Five-Minute Activities. Cambridge: Cambridge University
Press.
Ur. P. (2012) Vocabulary Activities. Cambridge: Cambridge University Press.
Usó, J. et al (2006) Current trends in the development and teaching of the four language
skills. Berlin. Mouton de Gruyter.
Valdez-Pierce, L. (2003). Assessing English language learners. Washington, DC: National
Education Association.
Wilson, J. J. (2008). How to Teach Listening. Harlow: Longman.

Some useful links and resources:

https://www.teachingenglish.org.uk
http://www.edudemic.com
https://www.edutopia.org
http://www.teachthought.com
http://www.tesol.org
http://www.tophat.com

Additional bibliography may be provided during the semester, or by request.