Course Outline - 1289706739subject Area Methodology English Part II PGDE

Addis Ababa University
College of Education & Behavioral Sciences

Graduate School of Education
Postgraduate Diploma in English Language Teaching (PGD-ELT)

Syllabus for the Course Subject Area Methods (Teaching) II
I. Course information
Course title: Subject Area Methods (Teaching) II
Course code: PGD 432
Credit hours: 4
Contact hours: 5
Pre-requisite courses: Subject Area Methods (Teaching) I (PGD-ELT 501)
II. Course description
Basic understanding of English language systems and language skills is

imperative to work in the EFL/ESL classroom with confidence. As a continuation
of the course “Subject Area Teaching I” this course explores pedagogical issues
in relation to vocabulary, speaking and writing skills. Building on students
previous understanding of the basic concepts in teaching grammar, reading,
and listening skills, the course outlines both theoretical and practical
considerations in the teaching of vocabulary, speaking and wring skills. It
provides trainees with structural as well as communicative view of teaching
English language skills and areas of knowledge developed in the last two
hundred years. The structural view of English language teaching partly covers
the study of English language at the level of phonology, morphology and syntax.
ELT-Subject Area Methodology II: 2010/2003 PGD-ELT
While basic concepts of syntax or grammar are dealt in “Subject Area methods I”,
this course discusses morphological issues at length.
The Course appreciates the descriptive power of the communicative view of

English language teaching in modern language pedagogy. It demonstrates the
teaching of skills such as writing and speaking within extended situations, and
communicative contexts. Research has proved both structural and
communicative views of teaching (considered as a system) are relevant and
important and any of them cannot be overruled while teaching English language
skills and areas of knowledge in the classroom.
Moreover, the course provides students with a general understanding of the

major approaches, and issues of language curriculum, materials evaluation, and
testing in English language teaching. A needs-based, learning-centered
approach will be constituted to the designing of English language syllabus,
materials, and test items in exami9nations.
III. Objectives of the course
Having completed this course successfully, students should be able to:
 explore the various attitudes learners may have towards vocabulary

learning and teaching;
 grasp an informed attitude towards the importance of and the teaching of
vocabulary in EFL classrooms;
 develop a research-based knowledge and skills to diagnose the level of
vocabulary knowledge, speaking and writing skills they have;
 make use of both theoretical foundations and practical instruments in the

teaching of vocabulary, writing, and speaking skills;
 select and evaluate appropriate methodology and techniques of teaching

vocabulary, speaking and writing skills;
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 apply practical knowledge of teaching vocabulary, speaking and writing

skills;
 demonstrate designing lessons in those areas and run micro-teachings
for their peers;
 show practical skills and knowledge in analyzing English language
curriculum and syllabus types, materials, and language tests;
 design their own syllabus, materials and language tests based on the
insights from analysis; and
 Demonstrate their interpersonal skills of learning by working with their
peers and their instructors in learning the skills of vocabulary, speaking
and writing and also by being involved in various interaction activities such
as pair and group work and peer microteaching as the course progresses.
IV. Detailed syllabus components
4.1. UNIT ONE: TEACHING VOCABULARY
4.1.1. Unit objectives
At the end of learning this unit, students will be able to:
 appreciate the diversity of attitudes and understandings learners have

towards vocabulary teaching and learning in an EFL classroom.
 distinguish different vocabulary learning and teaching strategies and
techniques, and analyze their relative advantages or disadvantages in
classroom application.
 develop informed insights that would help them select the effective
vocabulary teaching strategy/strategies suitable for a given teaching and
learning context or level of learners.
 show practical skills in helping trainees develop appropriate vocabulary
teaching aids such as visuals or charts
 develop effective model vocabulary lessons for a target group and
demonstrate the teaching of them in a micro-teaching.
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4.1.2. Unit contents and sub-contents
1. Teachers’ and learners’ beliefs about learning vocabulary

2. Key aspects of knowing the meaning of a word
3. Vocabulary teaching/learning strategies
3.1. Developing a word spider
3.2. Exploring context
3.3. Working out word roots, prefixes and suffixes
3.4. Two-way translation
3.5. Word collocation
3.6. Antonyms, synonyms and homonyms
3.7. The use of dictionaries
3.8. Games
3.9. lexical sets
3.10. Memorization
3.11.Using pictures and real objects
4. Integrating the teaching of vocabulary with other skills such as reading

and listening.
4.1. Comparing unfamiliar words with familiar ones

4.2. Using an L1 definition
4.3. Getting students to guess
4.4. Using short and simple sentences
4.5. Miming new word/s
5. Analyzing model vocabulary lessons or activities

6. Material preparation and micro-teaching: portfolio work
4.1.3 General approach/methods/strategies
Activity-based instruction will be employed where learners are provided

with a series of activities or vocabulary teaching tasks they work on and
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make their own decisions about each activity in collaboration with their
instructor. Presentations on important teaching strategies, discussions,
and microteachings will be conducted. There will also be individual work
as learners will be required to develop some teaching aids for vocabulary
teaching.
4.1.4. Detailed activities
4.1.4.1. Students’ activities
Students will work in pairs and in groups to solve problems related to

deciding the technique of vocabulary teaching. They will actively answer
questions that their instructor may raise in classroom discussions. Thus,
they forward their opinions and views in classroom discussions as regards
the relative merits or demerits of a particular learning or teaching strategy
of vocabulary. Either individually or in group they will be required to
develop teaching aids for vocabulary teaching. Also, they develop
vocabulary lesson and micro-teach the developed lessons to their peers.
4.1.4.2. Instructor’s activities
The instructor will facilitate discussions, pair and group works in the
classrooms. S/he sets issues for the discussions. S/he decides on the
type and nature of activities to be discussed. S/he provides learners with
clear instructions as to how to run the pair and group works on those
activities. Where necessary the instructor provides feedback or
encourages learners to get peer feedback and make self corrections in
some of the classroom activities.
4.1.5. Assessment strategies and techniques
Two types of assessment will be employed: peer assessment and

instructor assessment. The instructor will ask both oral and written
questions on topics discussed for concept assessing. S/he will give class
and homework to make sure the understanding of the students. The
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instructor will also require learners to demonstrate their theoretical

understanding of the issues by developing lessons and by micro-teaching
them to their peers. There will also be peer assessment where the topic is
suitable for a peer assessment. Learners either individually or in group will
assess the understanding of their peers by asking questions one another
in the classroom.
4.1.6. Instructional resources (materials and equipment)
Flip charts, wall papers, real objects and any relevant visuals will be used
to help understanding of the issues discussed in the classroom. The
mentioned resources can also be exploited wisely so as to help trainees
develop teaching materials for vocabulary teaching and run their micro-
teaching successfully.
4.1.7. Reading materials for the unit
Atkins & et.al.(1995). Skills Development Methodology Part II. Department

of Foreign Languages and Literature, Addis Ababa University, Addis
Ababa
Carter, R. and McCarthy, M. (1988). Vocabulary and Language Teaching.
Longman.
French Allen, V. (1983). Techniques in teaching Vocabulary. Oxford
University press.
Seal, B. (1988). Vocabulary Builder. Longman.
Sim, D. and Laufer-Dvorkin, B. (1984). Vocabulary Development. Prentice
Hall.
Taylor, L. (1990). Teaching and learning Vocabulary. Newbury House.
4.2. UNIT TWO: TEACHING SPEAKING SKILLS
At the end of learning this unit, students will be able to:
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 differentiate what constitutes the overall, speaking ability of learners from

what not and the implications this has on selecting effective teaching and
learning strategies for speaking skills;
 professionally undertake an informed diagnosis of learners’ problems in
improving their speaking skills in English language and seek solutions for
those exhibited problems and difficulties;
 Critically evaluate different orientations towards the teaching of English
language pronunciation, stress and intonation so that they can help their
secondary school students reach a reasonable degree of mastery of
received English language pronunciation that facilitates mutual
intelligibility;
 Execute the knowledge and skills they have acquired for analyzing
different teaching techniques of speaking and applying them to diversified
contexts; and
 develop effective model speaking skills lessons for a target group and
demonstrate the teaching of them in a micro-teaching.
4.2.2. Unit contents and sub contents
1. The definition of speaking ability
1.1. The knowledge of mechanics (pronunciation, grammar and

vocabulary)
1.2. Functions, transactions and interactions)
1.3. Social and cultural rules and norms
1.4. Communicative efficiency as the goal of teaching speaking skills
2. Teaching pronunciation
5.1. English consonant and vowel sounds (Received Pronunciation)

5.2. Pronunciation, intonation and stress
5.4. Mutual intelligibility
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3. The use of oral practices for developing speaking skills
3.1. Lockstep activities (controlled drills)

3.2. Pair, group work and role plays (more creative activities)
3.3. Language games
3.4. Interview activities
3.5. Debates and public speaking
4. Accuracy versus fluency in developing speaking skills

5. Strategies for developing the speaking skills
5.1. Using minimal responses

5.2. Recognizing scripts
5.3. Using language to talk about language
5.4. Structured output activities
5.5. Jigsaw Activities
6. Analyzing model speaking lessons or activities

7. Material preparation and micro-teaching: portfolio
4.2.3. General approaches/methods/strategies
Speaking skills are taught by speaking. This implies that the approach
used in this unit is learning by doing. Thus, students will be exposed to
various types of activities that they perform in pairs and groups.
Presentations and demonstrations will be used by the instructor to
illustrate key teaching techniques of speaking and pronunciation. Lecture
will be used rarely.
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4.2.4.1 Students’ activities
Trainees will be engaged in doing different tasks that are meant to

enhance their critical evaluation skills of the good or effective teaching
techniques of speaking and pronunciation. The activities are to be done in
pair and groups, and sometimes individually. Students will also answer
oral questions the instructor may ask for facilitating understanding and
promotion of teaching skills. They will be engaged in developing model
speaking and pronunciation lessons and demonstrate their proven ability
to teach them in micro-teachings.
4.2.4.2 Instructor’s activities
The instructor will organize students into different modes of organizations

such as pair and groups so that students will undertake the activities in a
more interactive and communicative manner in the classroom. The
instructor also facilitates the classroom learning through providing clear
and explicit instructions as to how to carry out the given speaking and
pronunciation tasks. The instructor will, where necessary, demonstrate
how to apply in the classroom certain teaching techniques and serve as a
model for learners to follow and in fact to reflect on the piece of
experience of teaching modeled by the instructor.
Trainees will be required to answer classroom oral questions set by the

instructor either individually or as a whole class for checking their
comprehension of the teaching techniques used in the classroom. Both
peer and instructor feedback will be given by way of checking
understanding of the concepts of teaching dealt with in the classroom.
Students will finally be required, as a proof of their clear understanding, to
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develop model lessons of speaking skills or pronunciation, and carry out a

micro-teaching with their peers.
Modules, audio cassettes, and video clips will be used as materials for
facilitating the teaching of different teaching techniques of speaking skills
and vocabulary in the classroom. Wall papers or flip charts will be used to
describe English sounds, intonation and stress patterns.
4. 2.7. Reading materials for the unit
Atkins & et.al. (1995). Skills Development Methodology PartI/ II.

Department of Foreign Languages and Literature, Addis Ababa
University, Addis Ababa
Byrne, D. (1986). Teaching Oral English. Longman
Byrne, D. (1987). Techniques for Classroom Interaction. Longman.
4.3. UNIT THREE: TEACHING WRITING SKILLS
Up on successful completion of this unit, trainees should be able to:
 utilize theoretical and practical inputs gained from the unit to efficiently
analyze problems or difficulties learners face in learning writing skills in
academic contexts;
 develop the cognitive facilities they demand to differentiate academic
writing skills from the non-academic writing skill, then characterize the
wring abilities they need to cope up with the academic demands in
high schools and beyond;
 grasp a conceptual understanding and mastery of the application of
contemporary approaches such as the process approach and effective
techniques of teaching writing skills for students in diversified contexts;
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 recognize that the writing process and the teaching of it is essentially

process-based and cooperative in nature and that it entails the
involvement of the teacher, the peers and individual students in an
interactive manner all along the writing process;
 explain that error correction and feed back constitute an essential part
of the development of writing abilities of students, so teaching
techniques for doing so should be critically selected and applied by the
teacher; and
 develop model writing lessons for a target group and demonstrate the
teaching of them in a micro-teaching.
1. The place of writing and writing skills in academic life

2. The difference between writing skills and speaking skills
3. Comparing and contrasting writing experiences of high schools and
university or college: personal reflection
4. Abilities that make-up wring skills: implications for teaching
4.1. Grammar/sentence writing skills
4.2. Spelling and punctuation skills
4.3. Word power and diction
4.4. Paragraphing skills
4.5. Organizing skills such as cohesion and coherence
4.6. Essay writing skills
5. Developing parallel writings: model based essay writing
4.1. Writing a parallel paragraph
4.2. Writing parallel essay
4.3. Writing a parallel letter
6. Analyzing students’ writings: accuracy and fluency in writing
7. The product versus the process approaches in teaching writing skills
7.1. Describing and evaluating writing activities
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7.2. Reordering words to make sentences

7.3. Joining sentences
7.4. Reordering sentences to tell a story
7.5. Completing a text
7.6. Expanding notes into a larger unit of writing
7.7. Controlled writing activities
7.8. Guided writing activities
7.9. Free writing activities
7.10. Dictogloss
8. Communicative writing activities
9. Errors and feedback
9.1. Mistakes and errors

9.2. Error gravity
9.3. Causes of errors
9.4. Ways of giving feedback
10. Subjecting rhetorical modes to process writing

11. Analyzing model writing lessons or activities
4.3.3. General approach/methods/strategies
The teaching of wring skills development is based on a text-based

approach of teaching writing. The whole pedagogical move in this unit
considers the teaching of writing skills as a process like the writing
process itself. Thus, a series of text-based writing tasks will be given to
students to work on collaboratively in various modes such as pair,
individual or group modes. Samples of high school students’ essays will
be analyzed in groups for extracting lessons in developing learners writing
skills. Students will be encouraged to specify objectives or purposes for
their writing exercises. They will attempt writing a regular task to achieve
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communicative purposes. Demonstration and problem-solving activities in

writing will be included in the unit.
Students will work on specific writing tasks or teaching techniques for

teaching writing individually, in pairs and groups. They exchange their
writing outputs with peers for feedback on both accuracy and fluency
aspects of writing skills. They are also required to submit their final writing
output to their teacher for further comments and feedback. Students will
develop model writing lessons. Also, they will carry out micro-teaching in
the classroom to demonstrate what they have mastered for teaching
writing.
4.3.4.2. Instructor’s activities
The instructor will deliver some demonstrations in utilizing some effective

ways of teaching writing skills. He/she will basically facilitate an interactive
process-based learning by providing learners learning materials, tasks,
and instructions. He/she will coordinate both peer and individual student
feedback on students’ writing activities. He/she will collect students’ writing
outputs at various stages and provide his own written comments and
feedback. He/she will hold a mini-writing conference to discuss problems
of students’ writing skills on a small group basis, or at a whole class basis.
Using oral prompts, the instructor will temporarily assess the

understanding of his/her students’ concepts of developing writing skills.
Students will be assessed orally either individually or on a group basis.
But further assessments will be made by asking students to carry out
some writing tasks and examining the outputs so carefully. The instructor
will also ask individual students to make an individual presentation on a
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particular topic of relevance to the development of writing skills. Students

will be required to develop model writing lessons and to micro-teach the
vey lessons with their peers in classrooms.
Modules, collection of students’ sample writings, and worksheets will be

used.
Atkins & et.al. (1995). Skills Development Methodology Part I/II.
Department of Foreign Languages and Literature, Addis Ababa
University, Addis Ababa.
Byrne, D. (1988). Teaching Writing Skills. Longman
Raimes, A. (1983).Techniques in Teaching Writing. Oxford. Oxford
University Press.
White R. (1980). Teaching Written English. Heinemann.
White R. (1987). Writing Advanced. Oxford UniversityPre4ss.
4.4. UNIT FOUR: MATERIALS DEVELOPMENT, EVALUATION, AND TESTING
Upon successful completion of this unit, trainees will be able to:
 describe a model of English language syllabus using appropriate

terminology and be able to distinguish several basic principles of syllabus
design;
 carry out a comprehensive needs analysis in order to determine
appropriate structure and content for individual language learning courses;
 demonstrate their ability in designing an appropriate English language
curriculum/syllabus, and materials for high school students;
 articulate the essential principles of participatory curriculum/syllabus
development;
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 design or adapt or evaluate authentic teaching materials which respond to

specific learner needs within the context of a well sequenced syllabus or
unit of a course;
 develop various English language testing skills, distinguish effective test
construction method and identify the appropriate forms of tests or
examinations for various groups or levels of learners; and
 develop effective model syllabuses, teaching units and test items or
examinations for a target group and analyze the underlying principles.
1. ETL curriculum and syllabus: definitions
1.1. EFL curriculum

1.2. EFL syllabus
1.3. EFL materials
2. Types of ELT syllabuses: synthetic versus analytic
2.1. Structural syllabus

2.2. Functional syllabus/ Notional-functional syllabus
2.3. Situational syllabus
2.4. Procedural syllabus
2.5. Process syllabus
2.6. Task syllabus
3. The need for materials development: needs analysis

4. The need for a course book
4.1. arguments for the use of textbooks

4.2. arguments against the use of textbooks
4.3. The balanced approach
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5. The need for materials evaluation

6. Types of materials/course books evaluation or assessment
5.1. Pre-use evaluation

5.2. While use evaluation
5.3. Post use evaluation
5.4. Analytical evaluation
5.5. Impressionistic evaluation
7. Basic principles of English language assessment and testing
7.1. Principles and purposes of assessment

7.2. What language test is
7.3. Models of language ability and their implications for test design
7.4. Kinds of tests and stages of test development
7.5. Assessment of listening and reading skills
7.6. Assessment of writing skills
7.7. Assessment of grammar and vocabulary skills
7.8. Assessment of speaking ability; the rating process
7.9. Test validity, reliability, comprehensiveness and practicality
7.1o. Statistical analysis of tests
8. Analyzing and evaluating model syllabuses, units and test items

developed
4.4.3. General approach/methods/strategies
The contents and concepts in this unit will be taught through a discussion-
based & task-based teaching method. Different English language
syllabus/curriculum/course designs/examinations or test items and various
kinds of English language teaching materials from the literature will be
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explored against the existing syllabus and material types in Ethiopian high
schools. Students will be provided with interaction based opportunity to
critically analyze, design and evaluate a language program/course and/or
teaching materials/test items.

Students will analyze the different assumptions, theories and concepts

behind the different types of syllabuses, materials and test items based on
findings in the relevant literature so far. In doing so, they will get into small
or large groups and be provided with materials to work on. They will
develop their own syllabuses, materials and tests or examinations in which
they are expected to demonstrate their understanding of the theoretical
background discussed in the various discussion sessions.
4.4.4.2 Instructor’s activities
The instructor will deliver lectures on initial ideas to introduce the basic
syllabus, materials and testing activities in the classroom. S/he will assign
students to work in small and large groups to analyze the presented
materials based on some kinds of analysis checklist or criteria. S/he will
offer feedback on students’ own syllabuses and materials.
Students will be required to write a concise review of an existing syllabus,

teaching material, or test. The review should include an analytical
description and an evaluation of how the material is good (fit) in turns of
meeting its intended purpose or target group of learners. Students will
also be required to be engaged for assessment reason in the design and
development of a syllabus, teaching material or a test for a specified
purpose, preferably for a group of learners they are expected to work with
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in high schools. Classroom questioning and answering sessions with the

instructor will also help to assess the students’ cognitive progress with the
ideas discussed in the unit.
LCD PowerPoint presentations will be used at the initial stages of the unit
to familiarize students with the basic theoretical concepts in the unit. Late
flip charts and wall papers will be used to support discussions with some
explanations.
Alderson, J.C., Clapham, C. and Wall, D. 1995. Language Test Construction and
Evaluation. Cambridge: Cambridge University Press.
Alderson, J.C. & C. Clapham, D. Wood. (1995) Language Test Construction and
Evaluation. Cambridge: CUP
Bachman, L.F. and Palmer, A.S. (1996). Language Testing in Practice. Oxford:
Oxford University Press.
Breen, M. (1985). Authenticity in the language classroom. Applied Linguistics, 6
(1), 60-70.
Clarke, D. F. (1989). Materials adaptation: why leave it all to the teacher? ELT
Journal, 43 (2), 133-141.
Edge, J. & Wharton, S. Autonomy and development: living in the materials world
(295-311)
Hughes, A. (1989) Testing for Language Teachers. Cambridge: CUP
Johnston, B. (2003). Values in English language teaching. Mahwah, NJ:
Lawrence Erlbaum.
Long & Crooke. (1992). Three approaches to task-based syllabus design. TESOL
Quarterly, 26: 27-56.
Sheldon, L. E. (1988). Evaluation ELT textbooks and materials. ELT Journal, 42 (4),
237-246.
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Tomlinson, B. (2005). Materials development in language teaching. Cambridge:

Cambridge University Press.
Widdowson, H. G. (1987). English for specific purposes: criteria for course
design. In M. H. Long, & J. C.
V. Course assessment strategies
No. Assessment indicator Value on 100%

scale
1 Attendance (A) 10%
2 Participation (P) 10%
3 Oral presentation (micro-teaching MT-1) 10%
4 Oral presentation (micro-teaching MT-2) 10%
5 Group Project (GP) (2-3 students) (Oral Presentation with 15%

brief summary & outline)
Analyze a given technique/techniques of teaching

vocabulary, speaking or writing skills; evaluating its
advantages and disadvantages in terms of maximizing
language acquisition.
6 Defending a complete portfolio of course performance 10%

(DPF): exhibiting and describing one’s portfolio work in
public.
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7 Final Library Term Paper (LTP) (12-15 pages) on one of 15%

the following topics:
(1) Problematic areas in teaching vocabulary, speaking,

syllabus design, or writing or testing skills.
(2) Technique/s teachers may use to overcome
problems of large classes in teaching the contents of
this syllabus.
(3) How to address the appropriacy of a given material,
test or syllabus for a given group of learners in
Ethiopian context.
(4) Other topics of timely relevance in this course.
Note that the topic of the students’ term paper should earn
the instructor’s permission and approval and that the final
product should be a presentable paper at least at a national
conference.
8 Final written examination ( on the key issues of the course) 20%
Total 100%
VI. Course requirements
For the successful completion of this course students are required to have
regular attendance, and active participation (contributions to class discussions
by asking, supplementing, or arguing as the case may be). Learners are
required to contribute to the classroom discussions by being a leader or
participant. They are required to actively read the list of reference materials
given for the course under each unit. They are also required to have satisfactory
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completion of all quizzes and tests to be conducted as to be monitored and

confirmed by the course instructor. They have to meet deadlines set by the
instructor for submission of all assignments. It is imperative for learners to be
engaged in materials or lessons development as suggested by the course
instructor. Finally, they will sit for a written final examination.
VII. Grading schemes
All students will be graded based on the sum total of point scores they get from
each component of the assessment framework indicated above under the
assessment strategies of this syllabus. Their passing or failing will be
determined on a criterion referenced test scoring which makes it imperative that
what is minimally expected of the students is just to fulfill or meet the set
standards for passing or failing in a given course. A letter-based grade will be
awarded indicating the relative performance of each student in reference to the
overall scores each student gets in fulfilling the set criteria.
VIII. Reading materials
8.1 Mandatory reading materials
8.1.1 Selected books
Atkins & et.al. (1995). Skills Development Methodology Part I/II. Department
of Foreign Languages and Literature, Addis Ababa University, Addis Ababa
Ellis, Rod. (2003). Task-based Language Learning and Teaching. Oxford:
OUP.
McDonough, J. and Shaw, C.(1993).Materials and Methods in ELT. Oxford:
Blackwell.
McGrath, I. (2002). Materials Evaluation and Design for Language Teaching.
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8.1.2. Relevant articles and essays
Bachman, L.F. (1990). Communicative language ability. Fundamental

Considerations in Language Testing. Chap. 4 (pp. 81-110). Oxford:
Oxford University Press.
Fulcher, G. (2000). The ‘communicative’ legacy in language testing. System, 28,
483-497.
Practical papers in English language education, vol.2, University of Lancaster.
8.2 Supplementary reading materials
8.2.1. Books
Candlin, C.and Breen, M.(1979).Evaluating and Designing Language

Teaching Materials.
Clarke, S. (1998). Targeting assessment in the primary classroom. Bristol:
Hodder & Stoughton
Cunningsworth, A.1984. Evaluating and Selecting EFL Teaching Materials.
London: Heinemann.
Dubin, F. and Olshtain, E. 1986. Course Design: Developing Programmes
and Courses Edinburgh: Edinburgh University Press.
Graves, K. (2001). Teachers as course developers. Cambridge: Cambridge
University press.
Johnson, R. K. (1989). Second language curriculum. Cambridge: Cambridge
University Press.
Markee, N. 1997. Managing Curricular Innovation. Cambridge: CUP.
Nunan, D. 1989. Designing Tasks for the Communicative Classroom.
Glasgow: CUP.
Tomlinson, B .2001. Materials Development in Language Teaching.
Cambridge: CUP
Ur, P. 2002. Discussions that Work: Task-centered Fluency Practice.
Cambridge handbooks for Language teachers.
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Wallace, M. 1991. Training Foreign Language Teacher: A Reflective

Approach.Glasgow: CU.
8.2.2. Articles
Breen, M. 1984. Process in Syllabus Design. In C. Brumfit (ed.). General

English Syllabus Design. Oxford: Pergamon.
Breen, M. P. (1989). Learner Contributions to Task design. In C. N. Candlin and
D. F. Murphy (eds.). Language Learning Tasks. London: Prentice Hall
International.
Grierson, J. (1995). Classroom-based assessment in Intensive Language

Centers. In G. Brindley (ed.) Language assessment in action (pp. 195-
236).
Jolly D and Bolitho, R. (2001).A framework for materials writing. In
Tomlinson B.(ed.). Materials Development in Language Teaching.
Cambridge: CUP.
Littlejohn, A. (1992). Why are ELT materials the Way they are? Unpublished
PhD thesis, Lancaster University.
Macquarie University: National Centre for English Language Teaching and
Research.Australia.
Mekasha Kassaye. (2005). An Exploration of the Task Design Procedures of EFL
Teachers in Ethiopia - a Case Study. Addis Ababa: Addis Ababa University
(Unpublished PhD thesis)
Rea-Dickins, P. (2001). Mirror, mirror on the wall: Identifying processes of
classroom assessment. Language Testing, 18( 4), 429-462.
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8.2.3 List of Websites
 www.btinternet.com/~ted.power/index.html
 en.wikipedia.org/.../English_as_a_foreign_or_second_language –
 www.ets.org/Media/Tests/TOEIC/pdf/TOEIC_sw_sample_tests.pdf -
 www.marjon.ac.uk/courses/.../englishlanguageteacherscourses/ -
 www.celea.org.cn/pastversion/lw/pdf/Deng%20Jun.pdf -
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Course Outline - 1289706739subject Area Methodology English Part II PGDE

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Addis Ababa University

College of Education & Behavioral Sciences

Postgraduate Diploma in English Language Teaching (PGD-ELT)

Course title: Subject Area Methods (Teaching) II

Course code: PGD 432

Pre-requisite courses: Subject Area Methods (Teaching) I (PGD-ELT 501)

II. Course description

Basic understanding of English language systems and language skills is

The Course appreciates the descriptive power of the communicative view of

Moreover, the course provides students with a general understanding of the

III. Objectives of the course

Having completed this course successfully, students should be able to:

 explore the various attitudes learners may have towards vocabulary

 make use of both theoretical foundations and practical instruments in the

 select and evaluate appropriate methodology and techniques of teaching

 apply practical knowledge of teaching vocabulary, speaking and writing

IV. Detailed syllabus components

4.1. UNIT ONE: TEACHING VOCABULARY

4.1.1. Unit objectives

At the end of learning this unit, students will be able to:

 appreciate the diversity of attitudes and understandings learners have

4.1.2. Unit contents and sub-contents

1. Teachers’ and learners’ beliefs about learning vocabulary

4. Integrating the teaching of vocabulary with other skills such as reading

4.1. Comparing unfamiliar words with familiar ones

5. Analyzing model vocabulary lessons or activities

4.1.3 General approach/methods/strategies

Activity-based instruction will be employed where learners are provided

4.1.4. Detailed activities

4.1.4.1. Students’ activities

Students will work in pairs and in groups to solve problems related to

4.1.4.2. Instructor’s activities

4.1.5. Assessment strategies and techniques

Two types of assessment will be employed: peer assessment and

instructor will also require learners to demonstrate their theoretical

4.1.6. Instructional resources (materials and equipment)

4.1.7. Reading materials for the unit

Atkins & et.al.(1995). Skills Development Methodology Part II. Department

4.2. UNIT TWO: TEACHING SPEAKING SKILLS

4.2.1. Unit objectives

At the end of learning this unit, students will be able to:

 differentiate what constitutes the overall, speaking ability of learners from

4.2.2. Unit contents and sub contents

1. The definition of speaking ability

1.1. The knowledge of mechanics (pronunciation, grammar and

5.1. English consonant and vowel sounds (Received Pronunciation)

3. The use of oral practices for developing speaking skills

3.1. Lockstep activities (controlled drills)

4. Accuracy versus fluency in developing speaking skills

5.1. Using minimal responses

6. Analyzing model speaking lessons or activities

4.2.3. General approaches/methods/strategies

4.2.4. Detailed activities

4.2.4.1 Students’ activities

Trainees will be engaged in doing different tasks that are meant to

4.2.4.2 Instructor’s activities

The instructor will organize students into different modes of organizations

4.2.5. Assessment strategies and techniques

Trainees will be required to answer classroom oral questions set by the