Curriculum (in the process of research and development)

Lister believes that acquiring a second or foreign language can be effectively achieved through exposure and communication.

The Lister method is a teaching and learning framework focusing on the success of learning through meaning-focused instructions and activities. This Method synthesizes the most recent and relevant approach in ELT, Task-Based Language Teaching (TBLT) with Teaching and Learning Cycle (TLC).

The Lister Method supports students to move between reading and writing, and involve them in speaking and listening experiences, which result in extending their literacy learning and skills.

At the moment, this method is in the process of research and development (R&D) by our Experts in Education and Curriculum. We would ensure by the time this method is available to implement, our students will have the best learning experiences delivered effectively and interactively by our highly-qualified Tutors.

The Lister Method

The Lister Method

Task-Based Language Teaching (TBLT)

for Assessment

Task-Based Language Teaching is an educational framework for the theory and practice of teaching second or foreign languages. Over the past few decades it’s attracted considerable attention from both researchers and teachers. Task-based learning focuses on the use of authentic language through meaningful tasks. Some types of TBLT activities are information gap activities, opinion gap activities, and reasoning gap activities.

Teaching and Learning Cycle (TLC)

for Writing and Reading Skill

The teaching-learning cycle is a framework of developing a systematic and explicit approach to literacy teaching. TLC is a framework that is useful for systematically and explicitly effective scaffolding students to access and produce texts. It provides the gradual release of responsibility toward a point where students can independently and confidently construct a text for a major assessment task.

Communicative Language Teaching (CLT)

for Speaking and Listening Skill

Communicative language teaching sets its goal as the teaching of communicative competence. Communicative competence includes some aspects of language knowledge, such as knowing how to use language for a range of different purposes and functions, vary language according to the setting and the participants, produce and understand different types of texts, and maintain communication despite having limitations in one’s language knowledge.

Common European Framework of Reference (CEFR)

CEFR is the standard framework of describing someone’s foreign language proficiency level, especially in an academic setting. The CEFR describes foreign language proficiency with complex view of different level qualifications, at six levels: from A1 for beginners up to C2 for those who have well-mastered a language.

CEFR is used to explain the level of English students are at and the level of English they need. For teachers, identifying learner’s language level might help in several aspects such as evaluating learners’ language needs, establishing learning and teaching objectives, developing learning materials and syllabus, developing continuous self-assessment tools, test and exams, reviewing curricula, and even developing teacher training programs.

CEFR Design 28.07.20