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University Language Centre

ULTD20022 - TESOL Part 2

An introduction to Teaching English to Speakers of Other Languages (TESOL).

  • Credits: 10 credits
  • Level: 2
  • Pre-requisite: IELTS 7.0 (or equivalent) for those who do not have English as a first language. Students are normally expected to have successfully completed TESOL Part 1 before undertaking Part 2. Exceptions may be made where students can show evidence of having worked, and developed, as a language teacher in their year abroad. Applicants in the latter category need to submit a written statement to explain what they have gained during their teaching experience (email it to
  • Co-requisite: None.
  • Taught during: Semester two.
  • Timetable: Timetable for the course.


This course unit builds on the background knowledge gained in TESOL 1 to provide further basic preparation in classroom language teaching. It constitutes part 2 of the two courses for 2nd year SLLC students going abroad in their third year, or the second of four courses in TESOL available for students wanting a more thorough grounding in the subject. It is suitable for anyone considering temporary work or a career in teaching English as a foreign language or voluntary EFL teaching work overseas.

Main areas covered:

  • Language awareness
  • Approaches to grammar
  • Introduction to phonology
  • Classroom management
  • Learner differences
  • Classroom observation
  • Giving instructions
  • Introduction to teaching techniques.

Learning outcomes

Upon successful completion of the course, students should be able to:

  1. have an initial understanding of different language teaching methodologies;
  2. understand how we learn and teach the four language skills;
  3. have a better understanding of teaching Young Learners;
  4. plan and teach a short lesson;
  5. select and exploit materials in the classroom;
  6. teach the different language skills at an initial level.

Transferable skills

On successful completion of the course unit, students will have developed further their ability to:

  1. assess their own learning needs and identify the resources necessary to meet these;
  2. contribute to a collaborative learning environment;
  3. give feedback on the performance of others;
  4. write effective essays according to standard academic conventions;
  5. operate within constraints of time and resources.

Teaching and learning methods

One-hour weekly lecture (11 lectures over the semester); two-hour fortnightly workshop. Maximum workshop group size: 15. Language of teaching: English.


One 1,500-word essay on evaluation of classroom materials (50%); one session of peer teaching (40%); reflections on workshops (10%).

Deadlines for assessed coursework


Nature of feedback

Written comments on the peer teaching.


Mark Epstein

Taught by

Mark Epstein et al

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