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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
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,
2
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.
• create an effective learning environment for learning to take place, utilizing different
classroom management strategies, options and techniques.
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:
Pass Mark 75
Pass with Merit 100
Pass with Distinction125
3
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.
4
Course Requirements
5
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!
6
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
• 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.
7
How to study at TTC
• 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 ).
• 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.
8
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.
- 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.
9
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
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.
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.
10
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.
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)
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
11
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.
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
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]
Assignment Format
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)
13
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 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.
Geyser, J. 2006. English to the World: Teaching Speaking Made Easy. Malaysia:
August Publishing.(Chapter 2, pages 13 - 29: Pronunciation)
15
Geyser, J. 2007. English to the World: Teaching Grammar Made Easy.
Malaysia: August Publishing.(pages 1 -45)
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.
16
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.
Answer the following questions based on your course readings for this Module.
Why is it important to incorporate Language Systems into your teaching? What are
the 5 Language Systems? (6)
a) Refer to the following sentence: The gentleman was dissatisfied with the service
at the restaurant.
17
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)
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)
/dɪə tjuːtə
18
stjuːdənt/ (30)
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.
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)
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)
i) Provide an example of the Present Perfect Continuous tense. Show the Form (i.e.
Subject + ….) (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)
[120/2]
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)
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
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.
Tips and activities for teaching using the discovery technique (refer to
additional readings)
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)
22
Teaching Reading in TESOL: theory and practice. (refer to additional
readings)
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)
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.
24
c) Define Communicative Language Teaching (CLT). (10)
d) List and explain five (5) strengths of Communicative Language Teaching (CLT).
(10)
b) Name and give a brief explanation of two methods we adopt when reading or
listening for information. (4)
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)
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)
(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)
[100/2]
26
Assignment Format
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
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.
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)
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
30
Geyser, J. 2006. English to the World: Teaching Methodology Made Easy.
Malaysia: August Publishing. (Chapter 7, pages 159 – 167)
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
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.
Answer the following questions based on your course readings for this Module. (marks)
a) Why is it important for a teacher to have a clear idea about their lesson aims and
objectives? (2)
c) List six (6) areas for careful consideration when planning a lesson. (6)
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).
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
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)
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)
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)
m) What are the 3 methods that an ESL teacher can utilize to check understanding?
(3)
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)
[120/4]
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)
34
35