VIETNAM NATIONAL UNIVERSITY – HCMC

UNIVERSITY OF SOCIAL SCIENCES AND HUMANITIES

FACULTY OF ENGLISH LINGUISTICS AND LITERATURE

COURSE SYLLABUS
I. Course title: Teaching Methodology (for BA in English Linguistics & Literature)
II. Course code: NVA136
III. Course credits: 3 credits
IV. Course prerequisites: Students are expected to complete Language Practice 1-8
successfully.
V. Course overview:
This course provides the students with knowledge about the learners, the teacher,
different methods of teaching and learning and classroom management.
The course focuses on:
 Principles and approaches of teaching English as a foreign language, with an
emphasis on the four micro language skills.
 Applying the principles and approaches of teaching to various teaching and learning
context:
+ Lesson planning
+ Designing test
+ Evaluating coursebooks
+ Classroom management

VI. Course contents:

1 Learners & Teachers
2 Managing the classroom
3 Describing learning and teaching
4 Describing language & Teaching the language system
5 Teaching reading & writing
6 Teaching speaking & listening
7 Using coursebooks
8 Planning lessons
9 Testing
10 Micro teaching

VII. Course goals (CG)

VIII. Course learning outcomes:

IX. Assessment scheme:

Assessment Score Percentage Note

task of the final
grade
1. Class 10 pts Midterm 30% To be computed by the
participation score University Admission
2. Group 30 pts Office
presentation
3. Lesson plan design 60 pts

1
 100
pts
3. Micro teaching 50 pts Final score 70% To be computed by the
4. Final test 50 pts University Admission
100 Office
pts
100%

Passing grade: 5/10

Guidelines for group presentation, lesson plan, progress and final tests
(1) Group presentation:

 Each group will summarize and synthesize the main points from the assigned
readings, and present their outputs in around 15 minutes plus 15 minutes for questions
and answers.
 Selected groups will present their preparation in power point slides or any
presentation tools.

 Evaluation: Preparation 25%, Content 25%, Performance 25%, Reaction 25%

(2) Lesson plan design:

LESSON PLAN

A. Students and Setting

Students: Briefly identify the age, grade level, and previous English experience of your
students. Include anything that would help other teachers understand who your target students
are.
Setting: Include the type of institution (private school, public school, university, other
institution?) Include the number of students in the class. State how often the class meets and
for how long. Please include anything that will help other teachers understand the situation
where the lesson will be taught.
B. Lesson background
Describe briefly what kinds of lessons have immediately preceded this one. Are you
expanding a previously learned/practiced point? beginning a new module? offering extended
practice? What are going to come after this lesson?
If this is the first or the final lesson, be sure to say so. Include anything that will help teachers
to visualize the lesson context.
The lesson may focus on one particular language skill (listening, speaking, reading, or
writing) but that skill should be integrated with other language skills as required by real life

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communication. The lesson may teach one or two grammatical points, but the activities
should aim at giving learners practice in the 4 language skills to get fluency in using the
structure(s) taught, rather than just doing exercises or explaining the rules.
C. Aims and Objectives
Aims: Describe what language content or skills Teacher intends to teach students.
Objectives: Describe how students will improve or change as a result of this lesson. Include
what students will be able to DO as a result of the lesson.
D. Materials and Sources
Materials: List any objects or realia that you need to make or collect. List any authentic
materials that will be used, and whether you need to prepare or enhance them beforehand.
List any needed worksheets or written instructions.
Be sure that any materials you mention in the Procedures section are also listed here. Include
worksheets or handouts as attachments in G-Appendices.
Sources: List where your materials or realia came from so that others may find them.
E. Procedures
List all main stages with stage aims and list step by step what you will do in class, and what
you expect the students to do. How will you provide opportunities for students to talk to each
other, for example with group or pair work? Make sure that you include the use of authentic
materials/realia AND pair/group work appropriately. Be sure the time that is allocated is
appropriate. The reader needs to be able to visualize how the lesson will proceed.
Your lesson should be about 45 minutes long. Try to divide the steps logically, where the
teacher moves to a different activity.

Stages & Stage aims Teacher activity Students activity Anticipated problems &
Timing Solutions

Additional possibilities

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Homework/ further work

(3)Participation and Final tests:

 Test dates (TBA): scheduled by the academic office after the course

 Aim(s) of the participation and final tests: The purpose of the participation and
final tests is to assess how the students organize classroom activities and use
appropriate teaching methods in language teaching.

 Format of the tests: to assess if the students will be able to (i) in-depth knowledge
and understanding of principles and approaches of teaching English as a foreign
language; (ii) design lesson plans and manage classroom activities; (iii) develop
essential transferable skills and attitudes in teaching English as a foreign language .

X. Course policies on learning and assessment

 The course will be conducted in different modes including lecturing, discussion,
practice, and group presentation.
 Attendance in all sessions is strongly recommended. Participants are required to give
advance notice of their absence in case of illness or any other situations. However,
they must attend at least 80% of the sessions in order to pass the course.
 Participants are expected to be well prepared and take an active role in class
discussions and work collaboratively with their peers.
 Failure of the assignment will be imposed as a penalty for cheating and plagiarism.
 For late submitted work, 10% of the component grades will be deducted per day.

XI. Readings:
Required Readings:
Harmer, J. (2007a). The Practice of Language Teaching. New York: Pearson Longman.
Harmer, J. (2007b). How to teach English. New York: Pearson Longman.
Larsen- Freeman, D.(2000). Techniques and Principles in Language Teaching. OUP
Optional readings:
Brown, H.D. (2007). Teaching by Principles. An Interactive Approach to Language
Pedagogy. Longman.
Hubbard, P., Jones, H., Thornton, B. & Wheeler, R. (1991). A Training Course for
TEFL.pp.32-39 & pp. 249-254. OUP.
Lindsay, C. (2011). Learning and Teaching English. OUP.
Tanner, R. & Green, C. (1998). Tasks for Teacher Education: A Reflective Approach.
Longman.
Willis, J.(1992). Teach English through English. Longman.

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XII. Detailed course contents

Sessions Topics Required Readings Teaching and learning

activities
1 - Learners and teachers

- Why do people learn Harmer, J. (2007b). How to teach Lecture and discussion
English? English. pp.11-33
- Motivation

2 - Classroom Harmer, J. (2007b). How to teach Group presentation +

management English. pp.34-58 Questions and answers
- Describe teaching and (Q&A) + lecture
learning + Practice: motivation,
classroom management
3 - Methods of language Larsen-Freeman (2000). pp. 11- Group presentation +
teaching : 88 Questions and answers
Grammar (Q&A) + lecture+ Practice:
Translation Hubbard, P., Jones, H., different teaching methods
Direct Thornton, B. & Wheeler, R.
Audio-lingual (1991). pp.32-39 & pp. 249-
Silent 254
Desuggestopedia
Structural-
situational

4 - Methods of language Larsen-Freeman (2000). pp. 89- Group presentation +

teaching : 121 Questions and answers
Community (Q&A) + lecture+ discussion
Language learning Harmer, J. (2007b). How to teach
Total Physical English. pp.48-51
Response
Communicative
Language Teaching
PPP
Task-based
Learning

5 Teaching vocabulary Harmer, J. (2007a). The + Group presentation + Q&A

Teaching grammar Practice of Language + lecture + discussion+
Teaching pronunciation Teaching. pp. 210-264 practice: designing warm-up
activities

6 Teaching Reading Harmer, J. (2007b). How to teachGGroup presentation + Q&A +

English. pp.99-122 lecture + discussion+
Teaching Listening practice: teaching receptive
skills

7 Teaching Speaking Harmer, J. (2007b). How to teachGGroup presentation + Q&A +

English. pp.123-145 lecture + discussion+

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 Teaching Writing practice: teaching productive
skills

8 Lesson plans Harmer, J. (2007b). How to teachGGroup presentation + Q&A +

English. pp.156-165 lecture + discussion+
practice: designing lesson
plan

9 Using coursebooks Harmer, J. (2007b). How to teach Group presentation + Q&A

English. pp.146-155 + lecture + discussion

10 Testing Harmer, J. (2007b). How to Lecture + discussion

teach English. pp.166-175 common problems of
MCQ
11 Microteaching

12 Microteaching

TBA Final test (as

scheduled by the
university academic
office)