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TEFL Training College

Certificate of Educational Studies in Teaching


English to Speakers of Other Languages

Study Guide

Member of

© 2009 TEFL Training College

All rights reserved. No part of this publication may be reproduced or distributed in any way form or any means, or
stored in database or retrieval system or transmitted in any form or by any means, electronic, mechanical, photocopying
or otherwise, without the prior written permission of the TEFL Training College. TEFL Training College is a division
of TESOL Educational Services. Registration Number: CK 2008/176179/23

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Certificate of Educational Studies in
Teaching English to Speakers of Other
Languages Cert. (ES) TESOL (150 hrs.)
Course Aims & Objectives

How will the course prepare you for teaching abroad?

In many ways an online TEFL course is actually more effective than a full-time course.
Not only is the online course longer but it also takes amore theoretical approach to
teacher training that will benefit you throughout your career. It will give you a solid
foundation to build upon, adding experience and further qualifications if and when you
desire.

Every module will take you through a different aspect of teaching abroad, giving you all
the time you need to take the information in. While the full-time course devotes a
significant portion of its study time to planning and giving lessons, the online course
ensures that you fully understand TEFL methodology so that when you take up your first
teaching position you can apply it in the classroom.

You may find that your first days of actual teaching are challenging but the rewards of an
Distance / Online course extend far beyond simply preparing you for the first week.
Indeed, the in-depth content of the online course is something you will come back to
again and again. Your thorough understanding of TEFL theory and methodology will be
invaluable as you progress through your career and will enable you to quickly develop
and excel within your new role.

What’s more, the online TEFL course will enable you to better understand the needs of
your class and to assess individual members more effectively to ensure that they are
receiving the help that they need. The most prominent debate surrounding online TEFL
courses is the complete absence of practical teaching experience. The course DVD’s and
Video Clips will certainly help and what’s more, if you’re planning to work abroad for
more than a year, your online course will be perfectly complimented by the practical
teaching experience you will receive.

Course Aims
For the TTC Certificate of Educational Studies in TESOL programme as a whole, the
overall aim is to provide a thorough introduction to the theory and practice of teaching
English to speakers of other languages. With the TTC Distance/ Online Learning course,

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you can enroll and begin the programme at anytime during the academic year –whenever
it suits you! This course aims to provide students with new insights into language
teaching, providing a deeper understanding of the principles and practice of English
language teaching to foreign young learners and adults. The focus of the course is on both
practical and theoretical aspects of English Language Teaching and will prepare the
prospective teacher for an exciting and rewarding career in many different locations
around the globe!

Course Objectives
The general objectives of the course require each student to be able to:

• demonstrate a general understanding of, and familiarity with the world of teaching
English to speakers of other languages including general terminology, the profession’s
qualifications, further training options and career opportunities.

• demonstrate a good grasp and a basic understanding of the communicative approach to


teaching English to speakers of other languages.

• create an effective learning environment for learning to take place, utilizing different
classroom management strategies, options and techniques.

• write objectives and appropriate lesson plans.

Course Assessment
There will be regular assignments (4), but no formal examinations. Each assignment
makes up for the total assessment mark and is to be completed once the course readings
have been covered. The overall pass mark for the Certificate course is 50%.

The weighting of each assignment is based on course content and syllabus requirements
and is as follows:

The World of ELT and Study Skills 10 marks


The Study of English 60 marks
The Teaching and learning of English to speakers of other languages 50 marks
Lesson Planning and Preparation 30 marks

Maximum 150 marks

Pass Mark 75
Pass with Merit 100
Pass with Distinction125

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Course Content
There are four (4) Modules in the Certificate Course. Each module may be completed in
two weeks. This period may be extended (up to 6 months) offering you flexibility and
allowing you to work at your own pace. We at the TEFL Training College understand
that life’s commitments may not always make it possible to follow a rigid schedule of
study.

Module: The World of ELT and Study Skills


• What is TESOL?
• Associations and organisations
• Professional Development, Employment and Career opportunities

• Motivation, Goals and Timetables


• Your study environment and your health
• Active Learning
• Your future is in your hands

Module: The Study of English


• The Language Systems
• Vocabulary (Lexis)
• Phonetics and phonology
• Grammar (Syntax)

Module: The Teaching and Learning of English to Speakers of Other


Languages (TESOL)

• The English Language


• Approaches to Teaching Methodology
• Receptive Skills (Reading and Listening)
• Productive Skills (Writing and Speaking)

Module: Lesson Planning


• Lesson planning and use of teaching resources and materials
• Classroom Management, Options and Techniques
• Activities for the Classroom

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Course Requirements

Distance / Online Learning


• For the Certificate programme a candidate needs to have a good general education up to
the generally accepted level for university entrance (Matriculation / ‘A’ level) or a
diploma or degree. Applicants without formal qualifications who have the ability to
communicate clearly in English will also be considered.
• Basic computer skills (Word)
• A personal email address
• Access to a word processor / Adobe Reader / Windows Media Player

You can download Adobe Reader for free by going to www.adobe.com

• Access to the Internet

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Course Books
The following books cover both theory and practice and will prove an invaluable source
of reference throughout your teaching career. These books are included in the cost of the
Distance/ Online Learning course in electronic format (PDF –on disc). These readings
are Read only. Students may order the actual books (in hardcopy) at an additional fee!

•Geyser, J. 2006. English To The World: Teaching Methodology Made Easy.


Malaysia: August Publishing.

•Geyser, J. 2006. English To The World: Teaching Reading Made Easy.


Malaysia: August Publishing.

•Geyser, J. 2006. English To The World: Teaching Listening Made Easy.


Malaysia: August Publishing.

•Geyser, J. 2006. English To The World: Teaching Writing Made Easy.


Malaysia: August Publishing.

•Geyser, J. 2006. English To The World: Teaching Speaking Made Easy.


Malaysia: August Publishing.

•Geyser, J. 2006.English To The World: Teaching Grammar Made Easy.


Malaysia: August Publishing.

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How to get started
Complete the online registration/ enquiry form and submit

• On your acceptance onto the course, you can make payment into the TTC bank
account and fax /email confirmation to TTC

• On receipt of payment, you will receive a student number

• You will be assigned a tutor to assist you with your studies if required

• You will also receive a Username and Password in order to access your course materials.

- Instructions on how to study with TTC (Study Guide)


- Course Content
- Course Readings
- Additional Readings
- Video Clips (streamed from the Internet)
- Audio Tutorials
- Assignments

• You are now ready to study!

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How to study at TTC

• Refer to your study guide. Find your current module of study.

• Each Module will consist of the following:

- Module course content


- Course Readings (including additional readings and web-based readings)
- Video Clips and Audio Tutorials
- Assignments
- Assignment Format

• Once you have covered the course content (readings / videos / audio) for your Module
of study, complete the relevant assignment and email / fax it to the TEFL Training
College (assignment@africamail.com ).

• Move on to the next module of study

• Your assignment will be marked and a mark scheme/ mark criteria and
commentary will be emailed to your email address or posted to your postal address.

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Assignment Feedback
There will be regular assignments (4), but no formal examinations. Each assignment
makes up for the total assessment mark and is to be completed once the course readings
have been covered. The overall pass mark for the Certificate course is 50%.

Once a student’s assignment has been received and marked / assessed by a Tutor, you
will receive an Assignment Result Form. The Assignment Feedback Form provides the
student with a Grade (%), Assessment Criteria and Tutor Comment.

Appeals Procedure
If a student wishes to appeal an assignment mark / assessment, the following procedures
should be followed:

 A letter of appeal (email) must be sent to TTC, within seven (7) days of the
student having received the Assignment result, outlining the nature of the
discrepancy.

 On receipt of the Appeal, the Assignment will be re-marked by an Internal or


External Moderator and the result will be forwarded to the Board of Academic
Advisors (B.O.A.A.) for review. The B.O.A.A. is chaired by the Principal of the
College and convened by the Academic Director.

 The decision of the B.O.A.A. is final.

- If a student’s Appeal is upheld, the student will be re-issued with a revised


Assignment Result Form.

- If the student’s Appeal is not upheld, the student will be advised in writing
(email) and given the opportunity to re-submit a new assignment for
assessment. A student may only make one Appeal and one re-submission
per Course Module.

 The TEFL Training College is committed to assisting students in the learning


process and will endeavor to assist students in every possible way to meet the
Module and Course requirements. The future success of our students and the
quality / integrity of our Programme is dependent on fair and transparent
Assessment Criteria and Appeal Procedures.

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Module: The World of ELT and Study Skills

* Once you have completed the readings, watched the videos and listened to the audio
tutorials relevant to the course content, complete the assignment and email / fax it to TTC.
Each assignment makes up for the total assessment mark. Please note that due dates are
there for your planning but they are not rigidly fixed. Thus, if you need an extension,
please discuss it with your assigned Tutor. We should be flexible enough to make sure
that you enjoy your assignments to, not just hand them in under due date pressure.

Course Content

 What is TESOL?
 Associations and organisations
 Professional Development, Employment and Career opportunities

 Motivation, Goals and Timetables


 Your study environment and your health
 Active Learning
 Your future is in your hands

Learner Outcomes and Skills

The learner will during the course of this Module be introduced to the World of ELT and
Study Skills. This will give the learner an introduction to the English Language Teaching
profession; the various associations and organizations and the numerous employment and
career opportunities. This will endeavor to give the learner an overview of the career
which they are following. The section on Study Skills will assist the learner in creating
the best possible learning environment, preparing them both mentally and physically to
embrace their new found knowledge skill sets.

Module Assessment Criteria

The learner will be assessed in terms of their understanding of the Course materials made
available for each Unit in the Module. This assessment will be carried out in the form of
pertinent short questions which should be answered by the learner by referring to the
course readings, video clips and audio tutorials. Each question is assigned a mark
indicating the level and / or the depth to which the question should be answered. Each
assignment should be presented according to a prescribed format as indicated at the end
of each assignment – Assignment Format.

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Course Readings

Note: You do not need to cover all the reading mentioned for each module; they are there
to give you some ideas about the modules and of course there is some overlapping of
contents among modules. Please also note that there are many items from the Website
readings in each module which could be of interest to you. Double Click on the
paperclips to view the readings.

The World of ELT

Unit: What is TESOL? , Associations and organizations, Glossary of ESL


terminology

 (refer to additional readings)

Unit: Professional Development, Employment and career opportunities,

 Geyser, J. 2006. English to the World: Teaching Methodology Made Easy.


Malaysia: August Publishing. (Chapter 13, pages 241 – 244)

 Geyser, J. 2006. English to the World: Teaching Methodology Made Easy.


Malaysia: August Publishing. (Chapter 16, page 268)

Study Skills

Unit: Motivation, goals and Timetables; Your study environment and your
health, Active Learning; Your future is in your hands

 (refer to additional readings: you need not cover the section on how to write
essays)

Course Video and Audio Tutorials

Video Clips

The teaching observation Video Clips are an extremely important part of the TEFL
Course and form the basis of the practical component of this course. It is advised that you
watch the Video Clips prior to starting the Course Readings for this Module. In this way,
you will recognize the techniques applied and relevant teaching methodologies. Watch
the Video Clips again after completing the Course Readings as this will place everything

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that you have read into context. Double Click on the individual icons below to stream the
video clip from the Internet

1 2 3 4 5 6 7 8 9 10

Audio Tutorials

Each Module in this Course is supplemented with Audio Tutorials which can be accessed
on the website. Open the folder called ‘Audio Tutorials,’ then open the folder
relevant to your current Module of study. Each Module has a number of Audio Tutorials
directly related to each Unit in that Module. It is suggested that you listen to these Audio
Tutorials only once you have completed the course readings and viewed the video
materials as they provide you with an excellent summary of what you have learned.

Assignment 1: The World of ELT and Study Skills


Answer the following questions based on your course readings for this Module. (marks)

The World of ELT

Unit: What is TESOL? , Associations and organizations, Glossary of ESL


terminology

a) What is TESOL? (1)

b) Why has the need for English teachers around the world grown exponentially? (3)

c) Name the four (4) types of employers that you are likely to encounter during your
TESOL career. (2)

Study Skills

Unit: Motivation, goals and Timetables; Your study environment and your
health, Active Learning; Your future is in your hands

a) What does it mean to be motivated for your studies? (1)

b) It is important to set goals. List and explain four (4) important aspects of setting
goals. (2)

c) List six (6) important points to consider when planning your timetable. (3)

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d) In order to become ‘study fit’, you will need to consider three important areas of
your health. What are these? (1½)

e) The O-Q-3R study method has been tested and many students have benefited
from using it. What does each letter in the mnemonic O-Q-3R stand for? (1½)

[15/1.5]

Total [10 marks]

Due date: End of week 2

Assignment Format

All assignments should be submitted by email (assignment@africamail.com ) attachment


or by fax. Please use WORD.

The front page of your assignment should present the following (Use font size 12 for all
items below):
1. Your full name
2. Your Student Number
3. Your email address
4. Assignment Number and Module
5. Date of submission
6. Remark / note ( Any problems / queries about course materials or topic)

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Module: The Study of English
* Once you have completed the readings, watched the videos and listened to the audio
tutorials relevant to the course content, complete the assignment and email / post / fax it
to TTC. Each assignment makes up for the total assessment mark. Please note that due
dates are there for your planning but they are not rigidly fixed. Thus, if you need an
extension, please discuss it with your assigned Tutor. We should be flexible enough to
make sure that you enjoy your assignments to, not just hand them in under due date
pressure.

Course Content

 The Language Systems


 Phonetics and phonology
 Vocabulary (Lexis)
 Grammar (Syntax)

Learner Outcomes and Skills


The Study of English introduces the learner to the various language systems such as
Phonology (sounds), Vocabulary and Grammar. Each of these particular Units will
describe the current teaching methodologies underlying the practical teaching of these
components. The learner will be exposed to practical teaching ideas and activities which
are aimed at providing practical guidance and assistance for the classroom situation. On
completion of this Module, learners should be adequately prepared to demonstrate a
practical usage of various teaching techniques in order to facilitate student language
acquisition. The teaching of Language Systems can be taught as independent language
items or incorporated as part of a Skills lesson (which will dealt with in a subsequent
Module).

Module Assessment Criteria

The learner will be assessed in terms of their understanding of the Course materials made
available for each Unit in the Module. This assessment will be carried out in the form of
pertinent short questions which should be answered by the learner by referring to the
course readings, video clips and audio tutorials. Each question is assigned a mark
indicating the level and / or the depth to which the question should be answered. Each
assignment should be presented according to a prescribed format as indicated at the end
of each assignment – Assignment Format.

14
Course Readings

Note: You do not need to cover all the reading mentioned for each module; they are there
to give you some ideas about the modules and of course there is some overlapping of
contents among modules. Please also note that there are many items from the Website
readings in each module which could be of interest to you. Double Click on the
paperclips to view the readings.

Unit: The Language Systems

 Geyser, J. 2006. English to the World: Teaching Methodology Made Easy.


Malaysia: August Publishing.(Chapter 6, page 123)

Unit: Phonetics and phonology

 Geyser, J. 2006. English to the World: Teaching Speaking Made Easy. Malaysia:
August Publishing.(Chapter 2, pages 13 - 29: Pronunciation)

 Geyser, J. 2006. English to the World: Teaching Methodology Made Easy.


Malaysia: August Publishing.(Chapter 6, pages 123 -135: Phonetics/Phonology)

 Phonetics. (refer to additional readings)

 Intonation. (refer to additional readings)

Unit: Vocabulary / Lexis

 Geyser, J. 2006. English to the World: Teaching Methodology Made Easy.


Malaysia: August Publishing.(Chapter 6, pages 135 -149)

 Teaching Vocabulary: theory and practice. (refer to additional readings)

 Using Dictionaries. (refer to additional readings)

 Vocabulary. (refer to additional readings)

 Collocation. (refer to additional readings)

Unit: Grammar / Syntax

 Geyser, J. 2006. English to the World: Teaching Methodology Made Easy.


Malaysia: August Publishing.(Chapter 6, pages 149 -157)

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 Geyser, J. 2007. English to the World: Teaching Grammar Made Easy.
Malaysia: August Publishing.(pages 1 -45)

 Do “they” have to learn grammar? (refer to additional readings)

 Analysing Language (refer to additional readings)

 Participles. (refer to additional readings)

 Gerunds. (refer to additional readings)

 Modal Verbs. (refer to additional readings)

 Timelines. (refer to additional readings)

 Language Functions. (refer to additional readings)

 Teaching of Past Continuous. (refer to additional readings)

Websites for this Module

http://www.teachingenglish.org.uk/talk/questions/teaching-vocabulary
Teaching Vocabulary

http://www.eduquery.com/archives/intro.htm
International Phonetics Alphabet (IPA)

http://www.teachingenglish.org.uk/talk/questions/pronunciation
Teaching Pronunciation

http://www.teachingenglish.org.uk/talk/questions/grammar
Teaching Grammar

http://www.impactseries.com/grammar/becoming.html
Becoming Grammatical – by Rod Ellis

http://www.developingteachers.com/articles_tchtraining/gramm1_jeanette.htm
What is grammar and how should we teach it? By Jeanette Corbett

http://www.isfla.org/Systemics/index.html
What is Systemic-Functional Linguistics (SFL)?

http://grammar.ccc.commnet.edu/edu/grammar
Guide to Grammar and Writing.

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Course Video and Audio Tutorials

Video Clips

The teaching observation Video Clips are an extremely important part of the TEFL
Course and form the basis of the practical component of this course. It is advised that you
watch the Video Clips prior to starting the Course Readings for this Module. In this way,
you will recognize the techniques applied and relevant teaching methodologies. Watch
the Video Clips again after completing the Course Readings as this will place everything
that you have read into context. Double Click on the individual icons below to stream the
video clip from the Internet.

1 2 3 4 5 6 7 8 9 10

Audio Tutorials

Each Module in this Course is supplemented with Audio Tutorials which can be accessed
on the website. Open the folder called ‘Audio Tutorials,’ then open the folder
relevant to your current Module of study. Each Module has a number of Audio Tutorials
directly related to each Unit in that Module. It is suggested that you listen to these Audio
Tutorials only once you have completed the course readings and viewed the video
materials as they provide you with an excellent summary of what you have learned.

Assignment 2: The Study of English

Answer the following questions based on your course readings for this Module.

1. Unit: The Language Systems

Why is it important to incorporate Language Systems into your teaching? What are
the 5 Language Systems? (6)

2. Unit: Vocabulary / Lexis

a) Refer to the following sentence: The gentleman was dissatisfied with the service
at the restaurant.

The meaning of words may be presented to your students in a number of ways.


Consider and outline a number of different ways in which you could clarify and

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present the meaning of the word dissatisfied. List five (5) of these including a
brief description of the method applied. (5)

b) There are many and varied vocabulary activities and exercises which can be used
to improve the vocabulary of your students. List six (6) of the more common
activities and exercises often found in course books and second language testing.
(6)

c) Without adequate practice and revision of new vocabulary, very little is retained
in the student’s memory. Learning a set or category is often easier for students to
learn and remember than seemingly unrelated words in a list. Describe two (ways)
in which a teacher can help improve their memory capability. (2)

3. Unit: Phonetics and Phonology

a) Underline the stressed syllable in the word dissatisfied. Describe a classroom


activity that can be used for marking word stress. (4)

b) List and briefly describe five (5) ideas that you can use in the classroom to
encourage improved pronunciation in the classroom. (5)

c) List four (4) aspects of phonology which second language learners may find
difficulty with. (4)

d) Each language has its own set of sounds which exist in a particular relationship to
one another. How many sounds are there in the English language and how do we
represent these sounds? (2)

e) What do we call any two words in the English language with a very slight
difference in sound? Provide an example of two such words. (2)

f) Intonation is used to convey meaning and can be considered the most significant
aspect of pronunciation. Describe two (2) ways in which you can assist your
students with the improvement of their intonation. (2)

g) Translate the following letter written in the Phonemic script.

/dɪə tjuːtə

θ†ŋk juː fɔː ˆɪs ɒpətjuːnətiː fɔː miː tə pr†ktɪs ˆə


fənetɪk tʃɑːt iː rɪəliː əpriːʃiːeɪt ɪt †z ˆɪs eneɪbəls
miː tə betə ʌndəst†nd ɪt
kaɪnd rɪgɑːds

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stjuːdənt/ (30)

4. Unit: Grammar / Syntax

a) Parts of speech (word classes) are considered as the basis of grammar and it is
essential that teachers and students have a grasp of parts of speech.

Briefly outline the following parts of speech, providing examples: Nouns,


Prepositions, adjectives and verbs. (4)

b) There has been considerable debate as to whether teachers should focus on


grammatical explanations in the classroom. List four (4) guidelines to teachers
when providing grammatical explanations to learners. (4)

c) Consider the following sentence: I was taking a shower when the phone started to
ring.

Create a time line to graphically represent the verb tense used in this sentence.
Depict the actions which take place either side of the present (Now). (3)

How would you verbally convey meaning of this language item to your students
(e.g. This sentence deals with a temporary action which began before the time of
speaking, is continuing across it and is not yet complete – I’m running.) (3)

What table do we use to show the Form of the sentence? (1)

d) List the 5 categories a teacher should consider when analyzing an item of


language. (5)

e) Many new teachers are daunted by the prospect of having to teach grammar to a
class of students. How should a teacher respond to a student query about a
particular grammar point that the teacher is unsure of? (2)

f) What is an infinitive? Give an example. (4)

g) What is a Gerund? Underline the Gerund in an example sentence. (4)

h) What is a participle? Give an example. (4)

i) Provide an example of the Present Perfect Continuous tense. Show the Form (i.e.
Subject + ….) (4)

j) When do we use the Past Perfect tense? Provide an example. (4)

k) We use “will” for the future tense. Provide an example and show the Form (i.e.
Subject + …) (4)

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l) What are Irregular verbs? (2)

m) What are modals? (2)

n) What are articles? (2)

[120/2]

Total [60 marks]

Due date: End of week 4

Assignment Format
All assignments should be submitted by email (assignment@africamail.com ) attachment
or by fax. Please use WORD.

The front page of your assignment should present the following (Use font size 12 for all
items below):
1. Your full name
2. Your Student Number
3. Your email address
4. Assignment Number and Module
5. Date of submission
6. Remark / note ( Any problems / queries about course materials or topic)

20
Module: The Teaching and Learning of English to
Speakers of Other Languages.
* Once you have completed the readings, watched the videos and listened to the audio
tutorials relevant to the course content, complete the assignment and email / post / fax it
to TTC. Each assignment makes up for the total assessment mark. Please note that due
dates are there for your planning but they are not rigidly fixed. Thus, if you need an
extension, please discuss it with your assigned Tutor. We should be flexible enough to
make sure that you enjoy your assignments to, not just hand them in under due date
pressure.

Course Content

 The English Language


 Approaches to Teaching Methodology
 Receptive Skills (Reading and Listening)
 Productive Skills (Writing and Speaking)

Learner Outcomes and Skills


The Teaching and Learning of English to Speakers of Other Languages aims to introduce
the learner to the origins of the English language and the various approaches and
methodologies which have shaped English Language Teaching and those methodologies
and approaches which are deemed to be the most recognized and contemporary.
Furthermore, the learner will be exposed to the teaching of the Receptive Skills
(Listening and Reading) and the Productive Skills (Writing and Speaking). The learner
will also consider Classroom Management and the various Options and Techniques that
can be utilized in the facilitation of an effective classroom environment.

Module Assessment Criteria


The learner will be assessed in terms of their understanding of the Course materials made
available for each Unit in the Module. This assessment will be carried out in the form of
pertinent short questions which should be answered by the learner by referring to the
course readings, video clips and audio tutorials. Each question is assigned a mark
indicating the level and / or the depth to which the question should be answered. Each
assignment should be presented according to a prescribed format as indicated at the end
of each assignment – Assignment Format.

21
Course Readings

Note: You do not need to cover all the reading mentioned for each module; they are there
to give you some ideas about the modules and of course there is some overlapping of
contents among modules. Please also note that there are many items from the Website
readings in each module which could be of interest to you. Double Click on the
paperclips to view the readings.

Unit: The English Language

 Geyser, J. 2006. English to the World: Teaching Methodology Made Easy.


Malaysia: August Publishing. (Chapter 2, pages 32 – 43)

Unit: Approaches to Teaching Methodology

 Geyser, J. 2006. English to the World: Teaching Methodology Made Easy.


Malaysia: August Publishing. (Chapter 2, pages 27 – 28)

 Communicative Language Teaching. (refer to additional readings)

 Communicative Language Teaching: strengths and weaknesses.


(refer to additional readings)

 Tips and activities for teaching using the discovery technique (refer to
additional readings)

 Task-based Language Learning. (refer to additional readings)

 Language skills. (refer to additional readings)

 Second Language Acquisition. (refer to additional readings)

Unit: Receptive Skills (Reading and Listening)

 Geyser, J. 2006. English to the World: Teaching Methodology Made Easy.


Malaysia: August Publishing. (Chapter 4, pages 73 – 91)

 Geyser, J. 2006. English to the World: Teaching Reading Made Easy. Malaysia:
August Publishing. (pages 1 – 47)

 Geyser, J. 2006. English to the World: Teaching Listening Made Easy. Malaysia:
August Publishing. (pages 1 – 35)

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 Teaching Reading in TESOL: theory and practice. (refer to additional
readings)

 Listening Comprehension. (refer to additional readings)

Unit: Productive Skills (Writing and Speaking)

 Geyser, J. 2006. English to the World: Teaching Methodology Made Easy.


Malaysia: August Publishing. (Chapter 5, pages 93 – 122)

 Geyser, J. 2006. English to the World: Teaching Writing Made Easy. Malaysia:
August Publishing. (pages 1 – 59)

 Geyser, J. 2006. English to the World: Teaching Speaking Made Easy. Malaysia:
August Publishing. (pages 1 – 53)

 Process Writing. (refer to additional readings)

 Role-plays. (refer to additional readings)

 Songs in the Classroom. (refer to additional readings)

Websites for this Module

http://www.teachingenglish.org.uk/talk/questions/methodology-and-approaches
Methodology and approaches

http://www.mhhe.com/socscience/foreignlang/conf/grammar.html
The role of grammar in communicative language teaching: A historical perspective.
Diane Musumeci.

http://ericdigests.org/1993/sample.htm
Communicative Language Teaching: An Introduction and Sample Activities by Ann
Galloway.

http://coe.sdsu.edu/eet/articles/comlangteach/index.htm
Communicative Language Teaching

http://www.tcp-ip.or.jp/~ainuzuka/2001paperEnglish.htm
How students acquire Communication strategies.

http://www.teachingenglish.org.uk/talk/questions/skills
Teaching Skills

23
Course Video and Audio Tutorials

Video Clips

The teaching observation Video Clips are an extremely important part of the TEFL
Course and form the basis of the practical component of this course. It is advised that you
watch the Video Clips prior to starting the Course Readings for this Module. In this way,
you will recognize the techniques applied and relevant teaching methodologies. Watch
the Video Clips again after completing the Course Readings as this will place everything
that you have read into context. Double Click on the individual icons below to stream the
video clip from the Internet.

1 2 3 4 5 6 7 8 9 10

Audio Tutorials

Each Module in this Course is supplemented with Audio Tutorials which can be accessed
on the website. Open the folder called ‘Audio Tutorials,’ then open the folder
relevant to your current Module of study. Each Module has a number of Audio Tutorials
directly related to each Unit in that Module. It is suggested that you listen to these Audio
Tutorials only once you have completed the course readings and viewed the video
materials as they provide you with an excellent summary of what you have learned.

Assignment 3: The Teaching and Learning of English to Speakers of


Other Languages.
Answer the following questions based on your course readings for this Module

1. Unit: The English Language

a) What is Language? (2)

b) What kind of language is English? (2)

c) What affects our spoken language? (2)

2. Unit: Approaches to Teaching Methodology

a) Define Task-based Learning. (5)

b) What is the discovery technique? (5)

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c) Define Communicative Language Teaching (CLT). (10)

d) List and explain five (5) strengths of Communicative Language Teaching (CLT).
(10)

e) List and explain five (5) weaknesses of Communicative Language Teaching


(CLT). (10)

3. Unit: Receptive Skills (Reading and Listening)

a) What is a ‘receptive’ skill? (2)

b) Name and give a brief explanation of two methods we adopt when reading or
listening for information. (4)

c) What is extensive reading? (2)

d) What are the procedural stages of presenting both a reading and listening lesson?
Complete the list: (7)

I. Warmer
II.
III.
IV.
V.
VI.
VII.
VIII.

e) Name five (5) universal classroom activities used in the teaching of reading (e.g.
Ordering the text) (5)

f) Name three (3) classroom ideas / activities a teacher can use for a listening lesson.
(3)

g) What is the difference between authentic and non-authentic materials? (2)

4. Unit: Productive Skills (Writing and Listening)

a) What is a ‘productive’ skill? (2)

b) What are the procedural stages for presenting a writing lesson? Complete the list:
(4)
I. Warmer

25
II.
III.
IV.

c) Mention two (2) ways in which a teacher may attempt to improve the spelling of
their learners. (2)

d) Successful application of punctuation conventions in the English language will


assist students in conveying their message and communicating effectively. When
do we use the following? (8)

(e.g. Full stops – should be used to end a sentence, after initials, after some
abbreviations.)

Commas

Apostrophes

Colons

Semicolons

e) What is ‘register’ and why is it important for students to understand the register
appropriate for a specific piece of writing?

f) Why is guided writing an extremely useful way to prepare students for a writing
task? (3)

g) Why do learners consider speaking as one of the most important and also the
most challenging skills? (3)

h) Role-play provides a useful and enjoyable medium in which to discover language.


What atmosphere will ensure for a successful role-play? (2)

i) Before instituting a classroom discussion, it is important for a teacher to establish


whether they are encouraging fluency or accuracy. Why? (3)

[100/2]

Total [50 marks]

Due date: End of week 6

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Assignment Format

All assignments should be submitted by email (assignment@africamail.com ) attachment


or by post / fax. Please use WORD.

The front page of your assignment should present the following (Use font size 12 for all
items below):
1. Your full name
2. Your Student Number
3. Your email address
4. Assignment Number and Module
5. Date of submission
6. Remark / note ( Any problems / queries about course materials or topic)

27
Module: Lesson Planning.
* Once you have completed the readings, watched the videos and listened to the audio
tutorials relevant to the course content, complete the assignment and email / post / fax it
to TTC. Each assignment makes up for the total assessment mark. Please note that due
dates are there for your planning but they are not rigidly fixed. Thus, if you need an
extension, please discuss it with your assigned Tutor. We should be flexible enough to
make sure that you enjoy your assignments to, not just hand them in under due date
pressure.

Course Content

 Lesson planning and use of teaching resources and materials


 Classroom Management, Options and Techniques
 Activities for the Classroom

Learner Outcomes and Skills


Lesson Planning and Preparation introduces the learner to formal lesson planning with
consideration of both authentic and non-authentic materials. The learner will draw from
their understanding of Language Systems; Language Skills; various teaching resources
and Classroom Management in order to prepare a Lesson Plan. The learner should also be
able to draw upon numerous Classroom Activities for inclusion in their overall
implementation of a thorough and successfully presented lesson plan.

Module Assessment Criteria


The learner will be assessed in terms of their understanding of the Course materials made
available for each Unit in the Module. This assessment will be carried out in the form of
pertinent short questions which should be answered by the learner by referring to the
course readings, video clips and audio tutorials. Each question is assigned a mark
indicating the level and / or the depth to which the question should be answered. Each
assignment should be presented according to a prescribed format as indicated at the end
of each assignment – Assignment Format. The learner will also be required to present a
detailed lesson plan for assessment.

28
Course Readings

Note: You do not need to cover all the reading mentioned for each module; they are there
to give you some ideas about the modules and of course there is some overlapping of
contents among modules. Please also note that there are many items from the Website
readings in each module which could be of interest to you. Double Click on the
paperclips to view the readings.

Unit: Lesson Planning

 Geyser, J. 2006. English to the World: Teaching Methodology Made Easy.


Malaysia: August Publishing. (Chapter 3, pages 45 – 59)

 Geyser, J. 2006. English to the World: Teaching Reading Made Easy. Malaysia:
August Publishing. (Chapter 1, pages 2 – 9)

 Geyser, J. 2006. English to the World: Teaching Listening Made Easy. Malaysia:
August Publishing. (Chapter 1, pages 3 – 12)

 Geyser, J. 2006. English to the World: Teaching Writing Made Easy. Malaysia:
August Publishing. (Chapter 1, pages 2 – 5)

 Geyser, J. 2006. English to the World: Teaching Speaking Made Easy. Malaysia:
August Publishing. (Chapter 1, pages 4 – 10)

 Geyser, J. 2006. English to the World: Teaching Methodology Made Easy.


Malaysia: August Publishing. (Chapter 1, pages 1 – 25)

Teaching Resources and Materials

 Geyser, J. 2006. English to the World: Teaching Methodology Made Easy.


Malaysia: August Publishing. (Chapter 3, pages 70 – 71)

 Geyser, J. 2006. English to the World: Teaching Methodology Made Easy.


Malaysia: August Publishing. (Chapter 7, pages 159 – 167)

 Teaching Resources and Materials: Using a Course book (refer to additional


readings) .

 Refer to the link called Teaching Resources and Materials. Access the folder
called Teaching Resources and Materials (flash drive). There are examples of
some course book sets on the market (Student book, Teacher’s book, Work book,
Audio CD). These are divided according to age of students (Young Learner’s 7-
12 years; Young Learner’s 12-16 years; Adults).

29
Unit: Classroom Management, Options and Techniques

 Geyser, J. 2006. English to the World: Teaching Methodology Made Easy.


Malaysia: August Publishing. (Chapter 1, pages 1 – 12)

 Geyser, J. 2006. English to the World: Teaching Methodology Made Easy.


Malaysia: August Publishing. (Chapter 1, pages 1 – 25)

 Effective Classroom Management (refer to additional readings)

 Practical Tips to Support EAL pupils in the mainstream (refer to additional


readings)

 Accuracy and Fluency. (refer to additional readings)

 Concept Checking. (refer to additional readings)

 Error Corrections. (refer to additional readings)

 Giving Instructions. (refer to additional readings)

 Seating Arrangements. (refer to additional readings)

 Teacher Talking Time. (refer to additional readings)

 Classroom Focus. (refer to additional readings)

 Classroom Discipline Tips. (refer to additional readings)

 Do’s and Don’ts for Teachers. (refer to additional readings)

 Mother Tongue. (refer to additional readings)

 Multilingualism. (refer to additional readings)

 Syllabus. (refer to additional readings)

 Hard to Soft. (refer to additional readings)

Unit: Activities for the Classroom

 Geyser, J. 2006. English to the World: Teaching Methodology Made Easy.


Malaysia: August Publishing. (Chapter 3, pages 70 – 71)

30
 Geyser, J. 2006. English to the World: Teaching Methodology Made Easy.
Malaysia: August Publishing. (Chapter 7, pages 159 – 167)

 Email in the Classroom. (refer to additional readings)

 ESL Comics / ESL Jokes. (refer to additional readings)

Websites for this Module

http://www.teachingenglish.org.uk/search/node/lesson+planning
Lesson Planning

http://www.usingenglish.com/handouts/
Lesson Plans

http://www.teachingenglish.org.uk/talk/questions/motivation-and-classroom-management
Motivation and Classroom Management

http://www.teachingenglish.org.uk/talk/questions/being-a-teacher
Classroom Management – Being a Teacher

http://www.teachingenglish.org.uk/talk/resources-tools-and-activities
Resources, tools and activities

Course Video and Audio Tutorials

Video Clips

The teaching observation Video Clips are an extremely important part of the TEFL
Course and form the basis of the practical component of this course. It is advised that you
watch the Video Clips prior to starting the Course Readings for this Module. In this way,
you will recognize the techniques applied and relevant teaching methodologies. Watch
the Video Clips again after completing the Course Readings as this will place everything
that you have read into context. Double Click on the individual icons below to stream the
video clip from the Internet.

1 2 3 4 5 6 7 8 9 10

31
Audio Tutorials

Each Module in this Course is supplemented with Audio Tutorials which can be accessed
on the website. Open the folder called ‘Audio Tutorials,’ then open the folder
relevant to your current Module of study. Each Module has a number of Audio Tutorials
directly related to each Unit in that Module. It is suggested that you listen to these Audio
Tutorials only once you have completed the course readings and viewed the video
materials as they provide you with an excellent summary of what you have learned.

Assignment 4: Lesson Planning

Answer the following questions based on your course readings for this Module. (marks)

1. Unit: Lesson Planning and use of teaching resources and materials

a) Why is it important for a teacher to have a clear idea about their lesson aims and
objectives? (2)

b) Formal planning raises awareness and encourages teachers to think carefully


through their aims and procedures. A formal plan usually consists of two parts –
list these. (2)

c) List six (6) areas for careful consideration when planning a lesson. (6)

d) List ten (10) ideas as to what constitutes a good lesson. (10)

e) Lesson Plan: Choose one of the four skills (Reading, Writing, Listening,
Speaking). (40)

Write a detailed 60 minute skills based lesson plan. This can be aimed at either
children or adults (state this on your lesson plan).

If you choose a Reading or Listening plan, include a copy of the text used, where
you sourced it and the questions created for checking understanding
(comprehension questions).

Remember: include some systems work (vocabulary, grammar, pronunciation)


and activities where appropriate.

Refer to English to the World: Teaching Reading Made Easy (pages 8 – 9) for
an example of the structure / layout of a lesson plan.

32
2. Unit: Classroom Management, Options and Techniques

a) It is the responsibility of an ESL teacher to create an effective learning


environment. How does an ESL teacher create such a learning environment? (2)

b) Why is it important how the ESL classroom is laid out? (1)

c) Which is the best arrangement / configuration for the ESL classroom and what are
the advantages of such a setup? (4)

d) How does the ESL teacher encourage ESL learners to take risks? (1)

e) Why is giving instructions in the ESL classroom often problematic? (2)

f) What can an ESL teacher do in order to provide better instructions? (5)

g) a.) How does an ESL teacher involve students in the learning process and b.) how
does this assist the teacher? (2)

h) What method can an ESL teacher employ to elicit information from students? (1)

i) When should an ESL teacher correct student errors? (2)

j) What options are available to the teacher to correct errors in the classroom? (7)

k) Why is it essential for an ESL teacher to get student feedback after each task
and how is this done? (4)

l) List the aims and drawbacks of drilling. (4)

m) What are the 3 methods that an ESL teacher can utilize to check understanding?
(3)

n) Choose a word or grammatical structure and write concept questions to explain


meaning. (3)

o) What is mingling? (2)

p) How does an ESL teacher monitor a classroom activity? (2)

q) What is the difference between monolingual and multilingual classes? (2)

r) List 3 ideas which can be used to address communication with non-native English
language speakers with cultural differences. (3)

33
s) What are the advantages of students using their mother tongue in the procedural
stages of a class? (3)

t) What solution could be offered to solve the problem of a class that is comprised
of a wide range of different levels? (2)

u) There are various ways in which English Language teachers unintentionally


restrict or prevent the learning process. List these. (5)

[120/4]

Total [30 marks]

Due date: End of week 8

Assignment Format
All assignments should be submitted by email (assignment@africamail.com ) attachment
or by fax. Please use WORD.

The front page of your assignment should present the following (Use font size 12 for all
items below):
1. Your full name
2. Your Student Number
3. Your email address
4. Assignment Number and Module
5. Date of submission
6. Remark / note ( Any problems / queries about course materials or topic)

34
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