TEFL Course Content
9:00 - 10:30
|Workshop 1||Workshop 1||Workshop 1||Workshop 1||Guest Trainer|
10:45 - 12:15
|Workshop 2||Workshop 2||Workshop 2||Workshop 2||Survival Czech|
12:15 - 13:25
13:30 - 15:00
|Teaching Practise||Teaching Practise||Teaching Practise||Teaching Practise||Self-study|
15:05 - 16:00
The course aims to provide introductory, highly practical teacher training in the areas of methodology, techniques, and language awareness to trainees who are competent users of the English language. By the end of this course, successful trainees will be able to plan and conduct effective EFL lessons at different levels to adult learners whose mother tongue is not English.
This is a four-week, full-time, intensive course that requires trainees to attend and actively participate in a series of methodology, techniques and language awareness workshops. In addition, trainees will teach EFL and observe the lessons of experienced teachers.
The course includes training in the following areas:
· modern TEFL basics
· lesson planning
· English phonology
· teaching grammar
· teaching vocabulary
· teaching reading
· teaching writing
· teaching speaking
· teaching listening
· instructions and voice
· teaching young learners
· Czenglish [and other languages] – influence of L1
· using visuals/ teaching aids
· classroom Management
· feedback and ECF, fluency vs accuracy
· tools, techniques and activities
· course planning/ alternatives to planning
· using authentic materials
· learner motivation
· using coursebooks
· using reference books
· teaching Business English
· one-to-one teaching
· using classroom aids
· Cambridge ESOL exams
· peer observation tasks
· mono vs multilingual
· language games/ task-based actiities
· teaching different levels
· adverbs and adjectives
· using music and song
· assignments [grammar and essay]
The training materials come from the methodology, course book and reference areas.
Trainees will be introduced to a variety of TEFL materials.
The primary training materials are:
a. Methodology of TEFL
· Learning Teaching second edition by Jim Scrivener (Heinemann 2005)
b. Course books for students and their accompanying teacher’s books
New Cutting Edge Pre-Intermediate
New Cutting Edge Upper-Intermediate
c. Grammar reference books
· English Grammar in Use by Raymond Murphy (Cambridge University Press 1995)
· Practical English Usage by Michael Swan (Oxford University Press 1995)
To receive a passing grade trainees must successfully complete all of the following required sections:
a) written assignments
b) workshop attendance and participation
c) lesson planning
d) teaching practice
f) professional conduct
g) course portfolio
a. Written Assignments
In addition to regular homework and class work, trainees must complete and submit these written assignments. All written assignments must be submitted in a timely fashion; they may be typed or neatly handwritten. A physical copy is required. Illegible handwritten work will be returned to the trainee for resubmission. Late submissions may affect the final grade.
The major written assignments and their due dates:
· Pre-course Assignment: Monday, week 1, beginning of 1st workshop
· Language Awareness assignment #1: Monday, week 2, beginning of 1st workshop
· Language Awareness assignment #2: Monday, week 3, beginning of 1st workshop
· Learner Profile Assignment, Friday, week 3
· Teaching Beginners/Czech assignment: Friday, week 4
· Materials Assignment: Friday, week 4
b. Workshop attendance and participation
Trainees will attend all course workshops in their entirety. Trainees will actively and positively participate in course workshops.
c. Lesson planning
Throughout the course, trainees will use the course lesson plan form. By the end of the course, trainees will demonstrate a clear and consistent ability to write lesson plans which:
1. have student-centered, measurable, observable objectives that support course aims and objectives
2. have procedures/activities that support lesson objectives and stage aims
3. have anticipated new and/or challenging lexical items and when/how to address them
4. have anticipated new and/or challenging grammatical items and when/how to address them
5. have teaching aids/materials the teacher plans to use
6. have the teacher’s own professional development objectives
7. have well thought out stages and procedures for each stage
8. show attention to timing, classroom interaction patterns and task types
9. show attention to lesson cohesion
10. show potential problems/solutions with language and tasks were carefully considered
11. show attention to a relevant homework assignment (as needed)
12. show attention to appropriate levels of challenge for language systems and skills and allow learners to focus on specific language
13. show attention to use of the target language in real and realistic ways
14. show attention to a variety of topics and tasks that generally motivate and engage learners.
d. Teaching practice
Trainees will complete all assigned EFL classroom teaching practice with adult learners at different levels.
By the end of the course, trainees will demonstrate ability, as appropriate for teachers new to the TEFL profession, to clearly, consistently and successfully:
1. conduct lessons which complement the objectives of the lessons, overall aims for the course and address the needs of the learners
2. conduct lessons where procedures, activities, and techniques support lesson aims and objectives
3. conduct lessons that allow opportunities for learners to focus on specific language skills and/or language systems
4. conduct lessons that generally engage and motivate learners
5. conduct lessons that demonstrate appropriate cohesion, staging, timing and tempo
6. appropriately adapt, edit, expand upon and use coursebook material in the classroom
7. adapt and use authentic materials, related EFL materials, and teacher-made materials/activities in the classroom
8. use basic classroom teaching aids (board, tape recorder, etc.)
9. address problems learners may have with language or tasks
10. use and manage whole-class work, small-group work, pair work and individual work
11. use appropriate comprehension and concept checking questions and/or techniques
12. provide a model of language, written and oral, that is accurate, appropriately adjusted and, overall, reasonably challenging for the learner
13. allow learners an opportunity to use the target language in real and realistic ways
14. give short, comprehensible instructions in suitably simplified language as needed
15. limit their own oral production in the classroom to an appropriate level and allow learners sufficient opportunities for oral (and written) practice in the target language
16. offer feedback on learner progress in a supportive way
17. identify errors in learners’ oral and written production and use appropriate times and supportive techniques for selective error correction to be done (primarily, if possible) by the learners
18. establish constructive rapport with students and between students
19. ensure approximately equal participation of all learners in the class
20. ensure language introduced is reasonably comprehensible and appropriately challenging
21. ensure comprehension of language and tasks is regularly and systematically checked
22. include a variety of topics and tasks in their lessons
23. encourage learners to take some responsibility for their own learning and encourage learner self awareness and autonomy.
e. Observations of experienced teachers and peers
1. observe and comment on (using the course form) lessons of experienced EFL teachers
2. observe and comment on the lessons of their peers on all days with scheduled teaching practice.
f. Professional conduct
Trainees are expected to conduct themselves in a professional manner and show a willingness to grow professionally throughout the course.
1. establish professional rapport with course trainers, other trainees, school staff and learners
2. actively and positively participate in all aspects of the course
3. demonstrate a strong work ethic on all aspects of the course
4. demonstrate an ability to take the initiative and take some responsibility for their own learning
5. maintain a willingness to learn from feedback received from course tutors, peers, experienced teachers and learners
6. maintain a dress and behavior code that meets the expectations of students and is generally appropriate for the profession of education
7. identify and comment on the strengths and weaknesses of their own lessons (and the lessons of others when appropriate) and suggest changes to improve future lessons
8. appropriately modify their professional practice as needed
9. recognize the introductory nature of this course and set realistic goals for further professional development.
g. Course portfolio
Trainees will receive a course portfolio upon successful completion of the course. It should include all lesson plans for taught teaching practices, as well as all observation reports, and a hard copy of each assignment.
All these above mentioned requirements are assessed. Assessment by course tutors, both oral and written, is ongoing and cumulative. Trainees must pass all required sections of the course in order to receive a passing grade. Course trainers may require timely resubmission of work that fails to meet course standards. Once issued, final grades and final reports cannot be changed. Trainers do not discuss final grades or final reports with trainees at any time.
a. Passing Grades
Passing grades are divided into four parts:
A Pass 1 “excellent pass” grade is awarded to trainees who have successfully completed all required parts of the course and whose lesson planning and excellent teaching performance demonstrated evidence of training, as well as clear and consistent ability to apply techniques studied throughout the course. Further, the trainee will have completed all course written work, including resubmissions, in a timely fashion.
A Pass 2: I “good pass” grade is awarded to trainees who have successfully completed all required parts of the course and whose lesson planning and teaching performance demonstrated evidence of training as well as clear ability to apply course techniques. Further, the trainee will have completed all course written work, including resubmissions, in a timely fashion.
A Pass 2: II “decent pass“ grade is awarded to trainees who have successfully completed all required parts of the course, and whose lesson planning and teaching performance demonstrated evidence of training as well as some ability to apply course techniques. Further, the trainee will have completed all course written work, including resubmissions.
A Pass 3 “basic pass” grade is awarded to trainees who have completed all required parts of the course and whose lesson planning and teaching performance demonstrated evidence of training.
Trainees who fail to complete any written coursework to a pass level and/or who fail to complete required teaching practice by the end of the course will be given an incomplete and informed of which written assignments and/or which teaching practice session/s are not fully complete. Trainees will be given a limited amount of time to complete all required course work. No certificates, grades or final reports are issued until the trainee has fully completed all parts of the course.
c. No Certificate Issued
A No Certificate Issued is awarded to those trainees who clearly fail to meet some or all course requirements. Trainees who are experiencing serious problems with parts of the course, especially during the final week of the course, should not expect to receive a certificate. Trainees who are absent from more than 10% of course sessions will not receive a certificate. Trainees who fail to submit or resubmit written coursework that meets basic course standards in a timely fashion will not receive a certificate.
d. Awarding of Certificates
Certificates and final course reports are awarded to trainees who pass the course. Trainees will be invited to a Graduation Ceremony in the week following the course.
Trainees must return all school materials (e.g. books, locker keys) and must have paid any and all school fees before they receive their certificates/final reports.