2026/2027
Basics of Lesson Planning, Design and Teaching
Type:
Mago-Lego
Delivered by:
School of Foreign Languages
Where:
Faculty of Humanities
When:
3, 4 module
Online hours:
20
Open to:
students of one campus
Language:
English
ECTS credits:
6
Contact hours:
64
Course Syllabus
Abstract
This course provides a comprehensive foundation in the methodology of teaching English. It explores key theoretical approaches, practical techniques, and reflective practices essential for an effective educator. Participants will examine the principles of andragogy, lesson planning, and the teaching of language systems and skills. The course emphasizes a learner-centered approach, focusing on the specific needs and motivations of adult students. A significant practical component allows students to apply theoretical knowledge through peer teaching and real classroom experience with undergraduate university students, followed by structured observation and self-evaluation. The course is designed for students with little to no previous FLT experience.
Learning Objectives
- The course aims to develop professional competencies for teaching English to adults by: • Developing skills for designing, delivering, and evaluating effective English language lessons for adult learners. • Fostering the ability to critically observe teaching practices, provide constructive feedback, and engage in continuous self-reflection for professional growth.
Expected Learning Outcomes
- Students can reflect upon and self-evaluate the lesson(s) they have taught.
- Students can take notes during lesson observation and prepare effective oral and written feedback comments
- Students can reflect upon and evaluate their classmates' and more experienced colleagues' lessons.
- Students can teach a full lesson to a group of real students and self-evaluate it.
- Students can teach half of a double period in a simulated teaching environment
- Students can draft an extended lesson plan.
- Students can plan a lesson to an adult audience based on their needs, wants, and lacks.
- Students can perform language analysis to be used in a lesson.
- Students can teach (part of) a system-focused lesson.
- Students can perform receptive and productive skills analysis to be used in a lesson.
- Students can teach (part of) a skill-focused lesson.
Course Contents
- Conceptual approaches to teaching adults
- The foreign language teacher’s competences
- Fundamentals of lesson planning in the context of FLT teaching to adults
- Language systems
- Language skills
- Lesson teaching, observation, feedback, and self-evaluation.
Assessment Elements
- Lesson Observation and ReflectionStudents observe live classes and evaluate them. Students will observe six live classes, each class taught by a different professor, three classes per module. The overall grade will be calculated as the mean value of all the grades for each evaluation.
- Practice Teaching and Self-EvaluationStudents teach half a lesson (double-period) of English, their classmates serving as their students. They will then self-evaluate their teaching instantly, receive feedback from their professor and peers, and submit the delayed self-evaluation in writing no later than three days after teaching. The written self-evaluation is unaccessed, yet failure to submit it will result in the loss of the 50 per cent of the lesson grade, i.e. the maximum possible grade will be 5 out of 10.
- Full Lesson Teaching and Self-EvaluationStudents teach a real, full-scale, 80-minute long lesson (double period) of English to a real group of undergraduate students. They then orally evaluaate their lesson instantly, receive feedback from the professor, and no later than three days after the lesson submit their detailed delayed self-evaluation in writing. The written self-evaluation is not graded, yet failure to submit it will result in losing 50 per cent of the grade for the lesson, i.e. the maximum possible grade for the lesson will be 5 out of 10.
- Lesson PlanStudents submit two drafts of the plan. The first draft shall be submitted at the beginning of February - mid February (TBA during the first classes). After receiving the feedback and discussing it with the professor, students submit the second draft of the plan in April or May (TBA). The grade is calculated in the following manner: 0.4 * First draft + 0.6 * Second draft
Interim Assessment
- 2026/2027 4th module0.3 * Full Lesson Teaching and Self-Evaluation + 0.3 * Lesson Plan + 0.2 * Practice Teaching and Self-Evaluation + 0.2 * Lesson Observation and Reflection
Bibliography
Recommended Core Bibliography
- Мильруд, Р. П. Теория обучения иностранным языкам. Английский язык : учебник для вузов / Р. П. Мильруд. — 2-е изд., перераб. и доп. — Москва : Издательство Юрайт, 2024. — 406 с. — (Высшее образование). — ISBN 978-5-534-11977-0. — Текст : электронный // Образовательная платформа Юрайт [сайт]. — URL: https://urait.ru/bcode/542928 (дата обращения: 02.07.2026).
Recommended Additional Bibliography
- Ellis, R. (2012). Language Teaching Research and Language Pedagogy. Malden, Mass: Wiley-Blackwell. Retrieved from http://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=edsebk&AN=430951
- Jeong-Bae Son. (2018). Teacher Development in Technology-Enhanced Language Teaching. Palgrave Macmillan.