Certificate in TESOL Central

Course details

Learners, Teachers and the Teaching and Learning Context
Who are the Learners?
1.1 Theory and Practice
1.2 Reflecting on your experience
1.2.1 How do individuals learn a new language?
1.2.2 How do small children learn their mother tongue?
1.3 Language Acquisition and Language Learning
1.4 Who are foreign language learners?
1.5 Learning styles
1.6 Multiple Intelligence Theory
1.7 Learners' Language Levels
1.8 Class levels versus individual levels. 31
1.9 Learners' needs
1.10 Implications for language teaching
1.11 Be sensitive to emotional differences
1.12 Be aware of students' learning styles and accommodate them
1.13 Be transparent about the methods used so that students
understand the rationale for using them
The Teacher
2.1 The notion of a teacher
2.2 Traditional ideas of teaching
2.3 Types of teachers
2.3.1 The explainer
2.3.2 The involver
2.3.3 The facilitator
2.4 What is a "good teacher?
2.5 Teaching Roles
2.5.1 The controller
2.5.2 The organizer
2.5.3 The assessor
2.5.3 The participant
2.5.4 The prompter
2.5.5 The teacher as resource
2.5.6 The tutor
2.5.7 The monitor
2.6 Organising students and activities
2.7 Establishing a rapport with your students
2.8 Recognizing students
2.8.1 Listening to students
2.8.2 Respecting students
2.8.3 Being even-handed
2.9 Using gestures, mime, visuals and objects
2.10 Modelling language
2.11 Using the board correctly
2.11.1 The teacher's position
2.11.2 Drawings
2.12 Eliciting responses 2/7
The Teaching and Learning Context
3.1 Introduction
3.2 Places of Instruction
3.2.1 Schools and Language Schools
3.2.2 Corporate Classrooms
3.2.3 Virtual Classrooms
3.3 Class Size
3.4 One-to-one teaching
3.4.1 Large classes
3.5 Managing Mixed Ability
3.6 Should students use their first language (L1) in the classroom?
Methodology, Teaching Practices & Classroom Management
Methodology & Principles of Language Teaching
4.1 Introduction
4.2 Approaches, methods, procedures and techniques
4.3 Popular Methodology
4.3.1 Grammar-translation Method
4.3.2 Direct / Natural Method
4.3.3 Audiolingual Method
4.3.4 PPP: Presentation, Practice and Production
4.3.5 ESA Model
4.3.6 Total Physical Response (TPR)
4.3.7 The Silent Way
4.3.8 Communicative Language Teaching (CLT)
4.3.9 Task-based Learning
4.3.10 The Lexical Approach
4.4 Principles of Language Learning
4.5 Pragmatic Eclecticism
Teaching Practices
5.1 Introduction
5.2 EFL Course Books
5.2.1 Using EFL Course books
5.2.2 Adapting materials
5.2.3 Selecting appropriate course books
5.3 Planning a lesson
5.3.1 Formalising a lesson plan
5.3.1.1 Background factors: assumptions, aims and class
profile
5.3.1.2 Skill and language focus
5.3.1.3 Authentic and restricted exposure
5.3.2 Lesson procedures and materials
5.4 A formal lesson plan
5.5 Aims and objectives
5.6 Planning a sequence of lessons
5.7 Assessment strategy and objectives
5.8 Feedback and error correction
5.9 Troubleshooting 3/7
Classroom Management
6.1 Introduction
6.2 Consider your options
6.3 Classroom Interaction
6.3.1 Classroom interaction patterns
6.3.2 Learner and teacher roles
6.4 Teacher Talk
6.5 Student talk
6.5.1 Formulaic speech
6.5.2 Creative speech
6.6 Participation
6.6.1 Quantity of participation
6.6.2 Quality of participation
6.7 Seating Arrangements
6.7.1 Procedures for pair work and group activities
6.7.2 Troubleshooting
6.8 Giving instructions
6.9 The teacher's role during activities
6.10 Getting the students' attention
6.11 Classroom procedures for the first lesson
6.12 Tips, tricks and traps
Language Analysis and Language Awareness
Grammar and Lexis
7.1 Introduction
7.2 Looking at Grammar?
7.2.1 Traditional Grammar
7.2.2 Taxonomic / Structural Grammar
7.2.3 Phase structure grammar
7.2.4 Transformational grammar
7.2.5 Halliday's Functional grammar
7.3 Form and meaning
7.4 Analysing concept: meanings of words
7.5 Analysing function: grammatical meaning
7.6 Appropriacy and Register
7.7 Lexis
7.7.1 Language Corpora
7.7.2 Lexis in the classroom
7.7.3 Lexis and skills work
7.7.4 Extending word use
7.7.5 Lexical practice activities
7.8 What is grammar?
7.9 Parts of Speech
7.9.1 Articles
7.9.2 Nouns and pronouns
7.9.3 Verbs & Verb Forms
7.9.4 Active and Passive Voice
7.9.5 Cross-cultural Pragmatics
7.9.6 Grammatical Structures
7.9.7 Determiners and Qualifiers 4/7
7.9.8 Reference Words
7.9.9 Modal Verbs
7.9.10 Prepositions
7.9.11 Conjunctions
7.10 Tense and Aspect
7.11 Conditionals
7.12 The noun phrase
Sounds of the Language & Pronunciation
8.1 Introduction
8.2 The sounds of English
8.3 Pronunciation
8.4 Phonemes
8.5 The morphology of English
8.6 Stress, rhythm and intonation
8.6.1 Word stress
8.6.2 Sentence stress
8.6.3 Intonation
8.6.4 Paralinguistic features of language
Language as Discourse
9.1 Introduction
9.2 Discourse organization
9.3 Genre
Teaching the Language
Teaching Language Construction
10.1 Introduction
10.2 Studying structure and usage
10.3 Explaining and practicing
10.4 Discover and practise
10.5 Selecting activities
Teaching Grammar
11.1 Introduction
11.2 Discovering grammar
11.3 Practising grammar
11.4 Grammar games
11.5 Using grammar books
11.6 Restricted output: drills, exercises and dialogues
11.7 Ideas for presenting grammar
Teaching Vocabulary
12.1 Introduction
12.2 Introducing vocabulary
12.3 Vocabulary games
12.4 Using the dictionary
12.5 Lexical practice activities
12.6 Remembering a lexical item
12.7 Practising vocabulary
Teaching Pronunciation
13.1 Introduction
13.2 Pronunciation issues 5/7
13.3 Perfection vs intelligibility
13.4 Use of phonemic symbols
13.5 Helping individual students
13.6 Problems
13.8 Working with sounds
13.9 Working with intonation
13.10 Working with stress
13.11 Fluency and connected speech
Language Skills
Receptive Skills: Listening
14.1 Introduction
14.2 Receptive skills vs productive skills
14.3 Receptive skills: Listening and reading
14.4 Stages of a receptive skills lesson
14.5 Task-based listening
14.6 Extensive listening vs intensive listening
14.7 Listening ideas
14.8 Identifying listening difficulties
14.9 Strategies for lower level learners
14.10 Identifying suitable resources
14.11 Assessment
Receptive Skills: Reading
15.1 Introduction
15.2 Extensive and intensive reading
15.3 Reading skills for lower levels
15.4 Roles of the teacher during reading activities
15.5 Approaches to reading
15.6 Identifying difficulties
15.7 Developing strategies
15.8 Identifying resources
11.9 Ideas for reading activities
Productive Skills: Speaking
16.1 Introduction
16.2 Elements of speaking
16.3 Conversational strategies
16.4 Encouraging reluctant speakers
16.5 Classroom speaking activities
16.6 Speaking lesson sequences
16.7 Identifying suitable resources
16.8 Fluency, accuracy and communication
16.9 Conversation and discussion classes
Productive Skills: Writing
17.1 Introduction
17.2 Encouraging students to write
17.3 Approaches to student writing
17.3.1 Process writing
17.3.2 Product writing
17.3.4 Creative writing 6/7
17.4 Controlled writing
17.5 Spelling
17.6 Identifying purposes for writing
17.7 Identifying difficulties
17.8 Developing writing
17.9 Identifying suitable resources
17.10 Responses to writing
17.11 Writing genres
Error Correction and Feedback
Error Correction and Feedback
18.1 Introduction
18.2 Assessing performance
18.2.1 Teacher student assessment
18.2.2 Peer assessment
18.3 Feedback during oral work
18.3.1 Accuracy and fluency
18.3.2 Feedback during accuracy activities
18.3.3 Feedback during fluency activities
18.4 Responding to written work
18.4.1 Responding
18.4.2 Correcting
18.4.3 Involving students
18.4.4 Correction techniques
Assessment
Assessment
19.1 Introduction
19.2 Types of assessment
19.3 Formative assessment
19.4 Summative assessment
19.5 Characteristics of a good test
19.6 Setting tests
19.7 Marking tests
19.8 Assessment tasks
19.9 IELTS, TOEIC, TOEFL and FCE
19.20 Assessment criteria for speaking skills
19.21 ISLPR Scales
Using educational technology and learning resources
Using educational technology and learning resources
20.1 Introduction
20.2 Course books
20.3 Realia
20.4 Pictures
20.5 Cards 7/7
20.6 Cuisenaire Rods
20.7 Overhead Projector (OHP)
20.8 Flip charts
20.9 The Internet
20.10 Chats and Blogs
20.11 Music
20.12 Audio-visuals
Syllabus Design
Syllabus Design
21.1 Introduction
21.2 What is a syllabus?
21.3 Methodology
21.4 Syllabus types
Practice Teaching and Classroom Observations
Practice Teaching and Classroom observations
22.1 Introduction
22.2 Requirements
22.3 Code of conduct in observation classes
22.4 Observation tasks
22.5 Observation sheets
22.6 Lesson plan templates
22.9 Rubrics
Professional Development
Professional Development
23.1 Evaluating language materials
23.2 What if? Dealing with unexpected problems
23.3 Journals
23.4 Feedback, Reflection and Action research
23.5 Peer teaching and peer observation
23.6 Getting feedback on your teaching
23.7 The Virtual community
23.8 Resources for career development
Working professionally in TESOL
Working professionally in TESOL
24.1 Introduction
24.2 Preparing your Curriculum Vitae
24.3 Interviews
24.4 Demonstration lessons
24.5 Job-hunting
24.6 Professional duties