Module 8 Tesol/tefl

  This video diary entry outlines Chantelle’s experience of studying unit 8 of her online TEFL course. Unit 8 is another tense unit, this time looking at the future tenses. These include the future simple, future continuous, future perfect, future perfect continuous and the ‘going to’ future. It also covers how the present simple and present continuous can be used to talk about the future. In this unit you will learn how the tenses are formed and used and what some of the most common errors students make. Below you can read feedback from an ITTT graduate regarding one section of their online TEFL certification course. Each of our online courses is broken down into concise units that focus on specific areas of English language teaching. This convenient, highly...  [Read more]

  Just to finish off this particular section on lesson planning, we're going to go through a couple of procedures that should take place during the study phase periods, particularly when we're doing the activities. It is quite important that before we actually go into a study activity that we go through a process of showing how that activity is going to work and one acronym that is often used for this is D-E-GO. The D part of this stands for a demonstration of the activity. Now, it's very important that you don't try to explain how the activity is going to work but rather you actually demonstrate the process. An example of the demonstration of the process of the activity could be something as simple as taking the first question and using it and writing it on the board. This will...  [Read more]

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The 370-hour Diploma in TESOL is our most advanced course. It is a popular choice with a wide range of trainees as it adds a high-level qualification to your CV/resume. With the addition of an advanced qualification, you will be in a good position to apply for more prestigious teaching positions that typically offer a higher salary and greater responsibility. As the course begins with our 120-hour online TESOL course that covers all the basic subjects required, the diploma course is open to first-time teachers, as well as those with some previous experience in the classroom. Some of the reasons for undertaking our online Diploma in TESOL course include: To kick off your training you will start with the 120-hour online TESOL course that will set you up with all the basic teaching skills...  [Read more]

For those who want to teach English as a foreign language abroad, some countries require teachers to have a recognized degree. Without this degree, many potential candidates are considered out of the running for potential positions before they have had the opportunity to even apply. If this applies to you, then Siam Technology College’s International Program, Bachelors Degree in TESOL, is the perfect opportunity. Siam Technology College offers you the chance to work and earn money in Thailand, while working towards your degree in an educational facility fully accredited by the Thai Ministry of Education. We offer the chance to obtain an extremely marketable BA in TESOL + Diplomas in Language Acquisition, Phonology, Morphology and Syntax and TESOL Methodology, with the following unique...  [Read more]

Istanbul is one of the most diverse, fantastic, and vibrant cities in the world and there is always a reason to visit the city in any time of the year. There are only few cities in the world that can be so delightful to experience and enjoy as Istanbul. Its rich history and geographical position are responsible for a fascinating melting pot of cultures. Here are some reasons why to attend a CertTesol – TEFL course in Istanbul, Turkey. Our academic staff consists of fully qualified foreign trainers and Turkish with significant experience in TESOL/TEFL and devoted to their students and their profession. Furthermore, our centre provides in-service training to keep up with the latest trends in TESOL/TEFL. The basis of our approach is to enable our students to communicate effectively in real...  [Read more]

  So, having elicited this particular structure, what I'm now able to do is to move on to the actual study activities. Typically, they will be in the form of worksheets to check that the students actually understand this information. So, I might prepare three activities. They may not do them all but, for example, I could prepare these three study activities. So, the first one is going to be a fairly straightforward matching activity, where perhaps they match the subject to its correct verb "to be" in that part of the sentence. The second one is going to be a gap fill. For example, I might use this verb here and ask them to complete a sentence using that verb, so that I can check that any spelling changes that take place are correct and the final one is going to be an unscramble,...  [Read more]

The most generic term for the field of teaching English is ELT. This simply means: English Language Teaching. ELT is a large area, and there are many subdivisions and specialisms. One subdivision is the teaching of English to learners whose first language is not English. The three terms most commonly seen here are TESOL, TEFL and TESL. A lot of confusion exists around these terms and in particular the question of TESOL vs TEFL, which leads to a number of inevitable questions. You might ask… In looking at these various terms we will show that the idea of comparing one against the other, i.e. “TESOL vs TEFL” isn’t very helpful. So what do they mean? When the English teaching takes place in a country where the predominant language is not English, such as teaching English in Germany or...  [Read more]

A form of a verb used as a noun that ends in -ing. It should be noted that this is just a general case in English. In other languages a gerund can have different forms and functions.  [Read more]

A device or software application that can produce concordances. The use of concordances within English language teaching includes things such as: 1. Collocations, which are groups of words most commonly associated with each other, 2. Finding common sentences to see how language is actually used, and 3. Checking our language against known correct forms.  [Read more]

In phonetics a dipthong can be described as a phoneme made from two adjacent vowel sounds. When a single sound is formed by beginning with one vowel and ending with another vowel, the resulting overall sound is a dipthong.  [Read more]

The constructivism theory of learning posits that all learning is constructed, each learning experience being unique to the individual and based upon their previous experiences and learned knowledge. In the classroom this translates to classes where the teacher acts as a facilitator to learning, where learning is dialogical and active and students work primarily in groups.  [Read more]

A useful tool for practicing a whole range of language features in an EFL classroom. These can easily be created in survey form and both the functions of questioning and a particular grammar structure for the answer can be covered simultaneously. They can be adapted for all levels of students and the activity of everyone moving around asking and answering questions, is referred to as a “mill drill”.  [Read more]

Generally speaking this is a list of the contents of a course. There are various ways of describing the contents of a course, which gives rise to various types of syllabus. Examples of syllabi are: grammar syllabus, skills-based syllabus, content-based syllabus, situational syllabus and functional syllabus.  [Read more]

(See also under users) Related to Krashen’s Monitor hypothesis, where he suggests three types of monitor user: over users, optimal users and under users. The monitor functions to check what we are going to say against what we know and either allow the thought to be spoken or held back. Under users often are confused in their speech because they did not monitor their thoughts. Over users of the monitor speak erratically because of the time they are using to check their own thoughts before speaking. Optimal users get the balance right.  [Read more]

As opposed to a didactic teacher, a facilitator creates the conditions for learning within the classroom and makes use of the learners to advance knowledge. Rather than the teacher acting as the ‘knower’, and delivering knowledge, the facilitator tries where possible to elicit information from the students, thus making use of what they already know to develop ideas further.  [Read more]

Any teaching strategy that allows learners to work at a level higher than they could do alone. Initially scaffolding may be at a high level and reduced over time as learner competence increases. A similar idea to that of the zone of proximal development, in that we should always present language to our students that is, at or just beyond their current level of knowledge.  [Read more]

English Language Learner. In theory this can apply to anyone learning English, including native speakers of English. However in EFL terms, ELL refers to anyone learning English as a second or foreign language.  [Read more]

A teaching methodology created by Georgi Lozanov. Lozanov addressed the issue of affective filter, trying to reduce this for the students as much as possible. He believed that in a state of calm, helped by the use of music, that students would be more susceptible to the learning information presented to them.  [Read more]