TESOL Programme 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 teachers position 2.11.2 Drawings 2.12 Eliciting responses

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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

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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 teachers 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 Hallidays 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

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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

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13.3 13.4 13.5 13.6 13.8 13.9 13.10 13.11

Perfection vs intelligibility Use of phonemic symbols Helping individual students Problems Working with sounds Working with intonation Working with stress 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

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17.4 17.5 17.6 17.7 17.8 17.9 17.10 17.11

Controlled writing Spelling Identifying purposes for writing Identifying difficulties Developing writing Identifying suitable resources Responses to writing 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

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20.6 20.7 20.8 20.9 20.10 20.11 20.12

Cuisenaire Rods Overhead Projector (OHP) Flip charts The Internet Chats and Blogs Music 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

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