Part Time Teacher

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  So, the document itself needs to contain some general information about the class, for example the name of the teacher, the date and time of the lesson, what level of class is being taught and in what room, how many students are we expecting, this is important, when we've got things like photocopying and materials to do, what is the context of the lesson, in other words, what is the lesson actually about, what vocabulary or grammar point is this lesson covering and sometimes it's also useful to write out what the focus of the lesson is. So, in effect, the context of the lesson is telling us the grammar point, for example, that might be the present continuous tense, whereas the focus is telling us how we're going to go about teaching it. Another example to illustrate this: Let's...  [Read more]

  In this episode, we cover the pronunciation of the word "huckster". This word has to meanings an can either refer to someone who sells or advertises something in an aggressive and dishonest manner or to a person who creates promotions for commercial clients, such as for the radio or TV. 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 structured design means that you can quickly get to grips with each section before moving onto the next. Lesson planning seems to be the most important lesson I have learned from this course so far. I had not thought that it would...  [Read more]

  And now we'll take a look at a few teaching ideas for the present continuous tense. The present continuous tense is quite a visual tense. We use it to describe actions that are happening at the present moment. So, we could give our students a picture, such as the one seen here. It is important that in the picture there are many activities going on. The teacher can give a time limit to pairs or small groups. In that time limit, the pairs or small groups will make various sentences based upon what they see in the picture. These sentences may include 'He is taking a picture,' 'He is throwing a boomerang,' 'They are playing with the ball,' 'He is digging a hole.' At the end of the time limit, the teacher will ask for some feedback and get feedback from the pairs and the groupings to...  [Read more]

Establishing Rapport I remember back to my early days of academic progression through the Australian public school system with mixed emotions. In the main, English (and other subjects for that matter) were laboriously taught “strictly by the book”, by uninteresting individuals in droning monotone, that failed to instill any ongoing interest in either the subject matter, or the lesson as a whole. My attention unerringly moved to watching the second hand on the clock excruciatingly slowly, rotate through three hundred and sixty degrees, marking the completion of that minute and the start of the next, that would eventually culminate in the required number of minutes being completed to conclude the lesson and the hasty, mass exodus from the classroom, at great risk to life and limb, by...  [Read more]

  http://www.teflonline.net This video looks at the structure of the positive form of the Present Simple tense. The negative form and the question form will be covered in other videos. The Present Simple talks about facts, habits and routines. Positive structure: subject + base form of the verb I/You/We/They teach English. He /She/It teaches English. There are a number of rules associated with the formation of the base verb. For most verbs add s to the base form of the verb -- plays, works... Verbs ending in o, s, z, ch, sh add es -- does, goes, washes... Verbs ending in a consonant plus y, change the y to i and add es -- cries, flies tries.... The verb be becomes am/is/are. The verb have becomes have/has. As a certified TEFL graduate you could gain a teaching position in...  [Read more]

  And now it's time to have a look at our first grammar unit. Grammar in its widest sense is the structure of a language. We as speakers of the language can structure our language without a problem. However, as teachers of the language we need to be able to better analyze the grammar and the grammar that exists within statements that we make. These basic parts of grammar are called parts of speech. Each part of speech has a certain function within a sentence. Our example sentence here is "My older brother lives in Tokyo." Each one of these words is a certain part of speech, which we'll have a look at in just a minute but let's just think about the words within this particular sentence. We have ?my?, indicating whose brother it is, we have "older", indicating which brother it is....  [Read more]

Here at ITTT, we will do all we can to ensure your entire TESOL training experience is as straightforward and rewarding as possible. If you have any questions regarding our courses, please see our Frequently Asked Questions (FAQ) section below. Our FAQ section should clear up most of your queries but if you have any other questions, please do not hesitate to contact us by submitting them via the form provided at the bottom of this page. What does TESOL mean?   The acronym TESOL stands for Teaching English to Speakers of Other Languages. The term is commonly used when referring to certification courses that provide the skills necessary to teach the English language to non-native speakers in your own country or abroad. Read more What is the difference between TESOL and...  [Read more]

Things I wish I'd known before beginning my TESOL course Looking back over the past few months I can say it’s been a learning curve and not just in teaching English. In many ways this course has turned my life upside down. I would have saved a lot time if I had been more computer literate before starting and would advise others to make friends with their computer beforehand. Another practical point was how I would have to reorganize my day many times to find the best study time, my best time did not always suit everyone else. As a homeschooling mum I never dreamed how helpful the course would be in my general teaching skills with the children. During the course I became more and more interested in English grammar, with a growing realization of how bad mine was and a desire to study...  [Read more]

Visiting Colombia’s capital, Bogotá is a truly unique experience. Located high in the magnificent Andes Mountains at a breathtaking 2,640 meters, Bogotá is one of the highest capitals in the world, it is also home to Colombians from all over the country. Visitors to Bogotá are never short of anything to do during their time in the city. Whether it’s experiencing the local culture in the old downtown area, or exploring the city’s outskirts to enjoy the beautiful landscapes and fascinating wildlife, there is always something to do. Bogotá is a haven for foodies with quality restaurants dotted about the place. History buffs will enjoy the old houses, churches and convents dating back 300 hundred years. Bogotá also has numerous parks where you can exercise and be entertained by...  [Read more]

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  http://www.teflonline.net This video explores the usages of the Present Perfect Continuous -- the tense that relates past activities to the present. It implies that the activity is likely to continue in the future or that the activity was in progress for some length of time, or both. The first usage is to talk about an incomplete and ongoing activity, when we want to say how long it has continued. For example, "I have been teaching for ten years." It talks about an action that started in the past and is continuing now. The second usage is to describe recently finished activities that have present results. For example, "He is tired because he has been chopping trees." It is talking about an action that was continuing until very recently. The Present Perfect Continuous...  [Read more]

Teaching one-to-one Teaching English as a foreign language can be done one of two ways: teaching a group of students or by teaching on a one-to-one basis. It’s estimated that up to 40% of TESOL teaching is done one-to-one, however teachers find it increasingly difficult to find relevant material, advice and assistance on the method. Nicola Meldrum argues that teaching one-to-one “unfortunately is not covered much in ELT discussion” and that ‘It is somehow assumed that teaching English as a foreign language means organizing huge groups of students, while the reality is that one to one is a normal and significant part of our teaching lives”. Teachers are in effect left to their own devices; however this doesn’t stop the concept of teaching one-to-one being an effective and...  [Read more]

Teacher Self Analysis My early experiences of learning in the State education system of the UK clearly affected my career and attitude to education. In the main, I was taught by root, this had the affect of making me become bored and if I am honest, I did not take full advantage of my education. Later realising I still had some untapped potential I enrolled on a course in Higher Education. I expected the same teaching methods that I had experienced earlier in my life, but instead found a more progressive, student centered approach. My motivation was high and I achieved my Certificate in Education. I took these varied experiences with me when I entered teaching some ten years ago. I soon found that most learners at the college were I worked were poorly motivated, lacking drive and...  [Read more]

Australia and New Zealand constitute a large geographic area encompassing a huge variety of climates, topography and environments. The most immediately striking thing to the visitor is that the seasons are the reverse of those experienced by the northern hemisphere. The other curiosity is that water goes down the plughole the other way around. That not the only thing that’s unusual ‘down under’. Indeed, one is dealing with an entirely new world, only recently populated by non-indigenous peoples. There is an enterprising air about the new world, as well as a ‘can do’ attitude. With this said, people never hesitate to set aside their work worries in favour of ripping the scab off a few tubes, and getting the barbeque going on the beach; and a jolly fine time can be had by all....  [Read more]

Classes of Mixed Ability You walk into your first class in a new school. You begin with introductions and to your dismay you find a great disparity in the students’ English skills. There are students who have spent time abroad and others who are struggling with Basic English sentence structure. The focus of this article will be to weigh the advantages of 2 teaching strategies for classes of mixed ability introduced in the International TESOL Teacher Training (ITTT) course: grouping similar ability levels and pairing strong with weak students. The first strategy is to separate students within the class so that they have similar levels as the students they do activities with. The main advantages of this strategy are the ability to separate material and to focus on needs separately. When...  [Read more]

  http://www.teflonline.net We have seen that the key word that helps us to remember the Present Perfect tense is forms of the word 'have' plus the past participle form of the verb. This ITTT video looks at the three main usages of the Present Perfect. First usage: To talk about indefinite past actions. I have been to Italy twice. / I have eaten snake. Second usage: To talk about unfinished past actions I have lived here for three years. / She has been a teacher since 2010. Third usage: To talk about past actions with present results. I have lost my keys. / I have left my computer in the office. When teaching the Present Perfect tense or any other grammar point it is always important to look for patterns and make it as clear as possible for your students. The courses at ITTT...  [Read more]

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  Here now is a teaching idea for the present perfect tense. If you remember back, one of the main usages of the present perfect tense is to talk about past experiences at an indefinite time. Here, will be having students work in small groups. Each small group will receive a prompt. This prompt has various past experiences. However, not conjugated into the question. The challenge for the students will be to take one of these prompts and to create a question based upon it. For example here they see 'win' and 'a competition'. One at a time, the students will take turns forming the question. 'Have you ever won a competition?' The other people listening to the question in the small group, will exchange their past experiences, either 'Yes, I have,' and perhaps tell a bit about the...  [Read more]