VIETNAM NATIONAL UNIVERSITY – HO CHI MINH CITY

UNIVERSITY OF SOCIAL SCIENCES AND HUMANITIES

FACULTY OF ENGLISH LINGUISTICS AND LITERATURE

COURSE SYLLABUS
I. General information

1. Course title TEACHING METHODOLOGY

2. Course code NVA 136

3. Type of course (compulsory, optional) Compulsory

4. Level of course Bachelor

5. Year of study (if applicable) Third-year

6. Semester when the course is delivered 5

7. Number of course credits allocated 3 (2 theoretical credits + 1 practical credit)

Independent study: 90 hours
8. Name of lecturer(s) N/A

9. Mode of delivery (face-to-face, distance Face-to-face

learning)

10. Prerequisites Students are expected to have completed the courses of

Language Skills 1 to 4.
11. Language of instruction English

12. Work placement(s) N/A

II. Course overview

The course is designed to provide the students with:
● knowledge and understanding of the fundamentals of the teaching job, including the learner, the
teacher, teaching methods, classroom management, using textbooks, and testing and assessment, and
● opportunities to practice lesson planning and demo-teaching.

III. Course learning outcomes

By the end of the course, the students will be able to:
1. apply approaches and theories of linguistics and American-British culture and literature in English
language teaching.
2. synthesize approaches and theories of English language teaching.
3. select ICT applications for learning and research.
4. build communication and team work skills.
5. develop creativity, problem solving and critical thinking skills.
6. construct competences in English language teaching.
7. respond positively to cultural diversity.
8. integrate change for lifelong learning and whole-person development.

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IV. Recommended or required readings

Required reading:

● Harmer, J. (2017). How to teach English. Essex, England: Pearson Education Limited.
● Harmer, J. (2015). The practice of English language teaching (5th ed.). Pearson Longman.
● Larsen-Freeman, D., & Anderson, M. (2011). Techniques and principles in language teaching (3rd
ed.). Oxford, UK: Oxford University Press.

Optional readings:

● Brown, H. D., & Lee, H. (2015). Teaching by principles: An interactive approach to language
pedagogy (4th ed.). New York, NY: Pearson Education.
● Richards, J. C., & Rodgers, T. S. (2014). Approaches and methods in language teaching (3rd ed.).
Cambridge, UK: Cambridge University Press.
● Scrivener, J. (2011). Learning teaching: The essential guide to English language teaching (3rd ed.).
Oxford, UK: Macmillan.

V. Course contents and schedules

Session Course contents Required readings Planned learning

s activities and
teaching methods

1. - Learners Harmer, J. (2017), How to - Lecture

- Teachers teach English. pp.11-33 - Class discussion
- Why do people learn languages?
⮚ Reasons for learning languages
⮚ Success in language learning
- Motivational differences
- What a language student should
learn

2. Managing the classroom Harmer, J. (2017), How to - Lecture

Describing learning and teaching teach English. pp.34-58 - Group presentation
- Class discussion

3. Methods of language teaching - Larsen-Freeman, D. & - Lecture

⮚ The grammar-translation
method
⮚ The direct method
⮚ The audio-lingual method
⮚ The Silent Way
⮚ Desuggestopedia
⮚ The structural-situational
method
Anderson, M. (2011), - Group presentation
Techniques and principles in - Class discussion
language teaching. pp. 13-84. - Demonstration of the
- Harmer, J. (2017), How to methods / techniques
teach English. pp.48-49 discussed
- Richards, J. C., & Rodgers,
T. S. (2014). Approaches and
methods in language teaching.
pp. 44-57

4. Methods of language teaching - Larsen-Freeman, D. & - Lecture

⮚ Community Language Learning
⮚ Total Physical Response
⮚ Communicative Language
Teaching
⮚ Task-Based Learning (TBL)
Anderson, M. (2011),
Techniques and principles in
language teaching. pp. 85-130
& pp.149-164.
2
- Group presentation
- Class discussion
- Demonstration of the
methods / techniques
discussed
 ⮚ An eclectic approach - Harmer, J. (2017), How to
teach English. pp.50-51
- Brown, H. D., & Lee,
H. (2015). Teaching by
principles. pp. 42-43.

5. ⮚ PPP Harmer, J. (2015). The - Lecture

⮚ ESA practice of English language
Teaching grammar teaching. pp. 239-296.
Teaching vocabulary Harmer, J. (2017), How to
Teaching pronunciation teach English. pp. 49-57 & pp.
81-98.
- Group presentation
- Class discussion
- Demonstration of the
methods / techniques
discussed

6. Teaching reading Harmer, J. (2017), How to - Lecture

teach English. pp. 99-122. - Group presentation
Teaching writing - Class discussion
Harmer, J. (2015). The - Demonstration of the
practice of English language methods / techniques
teaching. pp. 297-313 discussed

7. Teaching listening Harmer, J. (2017), How to - Lecture

teach English. pp.123-145.
Teaching speaking
Harmer, J. (2015). The
practice of English language
teaching. pp. 297-313
- Group presentation
- Class discussion
- Demonstration of the
methods / techniques
discussed

8. Planning lessons Harmer, J. (2017), How to - Lecture

teach English. pp.156-165 - Group presentation
- Class discussion
Harmer, J. (2017), How to - Lesson plan
Using coursebooks teach English. pp.146-155. preparation
- Demonstration of
coursebook use

9. Testing Harmer, J. (2017), How to - Lecture

teach English. pp.166-175.
- Group presentation
- Class discussion
- Test design practice
- Lesson plan
submission

10. Microteaching N/A - Microteaching

- Peer observation &
assessment practice
- Class discussion
11. Microteaching N/A - Microteaching
- Peer observation &
assessment practice
- Class discussion
12. Microteaching N/A - Microteaching
- Peer observation &
assessment practice
- Class discussion
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VI. Assessment scheme

Assessment tasks Scores Weighting

task
Midterm 30 %
A1. Lesson plan 80 pts
A2. Group presentation 20 pts

Final 70 %
A3. Microteaching 50 pts
A4. Final test 50 pts
100% (Passing Grade: 5/10)

(See detailed rubrics attached.)

VII. Course alignment matrix

Course learning outcomes (CLOs) Program Teaching and Assessment

learning learning tasks
outcomes activities
(PLOs)
CLO1 - Apply approaches and theories of PLO2 – Level 2 GP, CD, D, M, & A1, A2, A3,
linguistics and American-British culture and P & A4
literature in English language teaching
CLO2 - Synthesize approaches and theories of PLO2 – Level 2 L, GP, CD, D, M, A1, A2, A3,
English language teaching &P & A4
CLO3 - Select ICT applications for learning and PLO3 – Level 2 GP, D, & P A1, A2, &
research A3
CLO4 - Build communication and team work PLO3– Level 2 L, GP, CD, D, M, A1, A2, &
skills &P A3
CLO5 - Develop creativity, problem solving and PLO4 – Level 2 L, GP, CD, D, M, A1, A2, A3,
critical thinking skills &P & A4
CLO6 - Construct competences in English PLO8 – Level 1 L, D, M, & P A1 & A3
language teaching
CLO- Respond positively to cultural diversity PLO6 – Level 1 L, GP, CD, D, M, A1, A2, &
&P A3
CLO8 - Integrate change for lifelong learning and PLO11 – Level 1 L, GP, CD, D, M, A1, A2, A3,
whole-person development &P & A4
Note: (1) L = Lecture, (2) GP = Group Presentation, (3) CD = Class Discussion, (4) D = Demonstration
(e.g. specific teaching methods/techniques, classroom management skills, etc.), (5) M = Microteaching, (6)
P = Practice (e.g. test designing, lesson planning, using coursebooks, peer observation & assessment)

VIII. Course policies

1. Students are expected to

● Attend at least 80% of the course duration.
● Participate in class activities.
● Complete and submit all the assignments by the given deadlines.

2. Violation of the course rules will result in various forms of penalty introduced by the teacher in
charge at the beginning of the course.

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Date of approval:

Approved by Approved by Revised by

Pham Ngoc Kim Tuyen, M.A.