Currículum

120-hour Advanced TEFL Course

Course Introduction

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Module 1 Part 1 TERMINOLOGY TEFL vs. TESL

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Module 1 Part 2 DESCRIBING LEARNERS

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Module 1 Part 3 ADULT LEARNING

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Module 1 Part 4 ELT - THEORIES AND METHODOLOGIES

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Module 1 Part 5 GRAMMAR

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Module 1 Part 6 EXTRA RESOURCES AND ACTIVITIES

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Module 2 Part 1 LESSON PLANNING: AN OVERVIEW

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Module 2 Part 2 THE WARM UP SECTION

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Module 2 Part 3 THE INTRODUCTION STAGE

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Module 2 Part 4 TEACHING VOCABULARY

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Module 2 Part 5 SELF STUDY ACTIVITIES

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Module 3 Part 1 SPEAKING SKILLS

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Module 3 Part 2 SPEAKING ACTIVITIES

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Module 3 Part 3 ERROR CORRECTION

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Module 3 Part 4 TEACHING READING OVERVIEW

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Module 3 Part 5 SELF-STUDY SECTION

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Module 4 Part 1 CLASSROOM MANAGEMENT: AN OVERVIEW

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Module 4 Part 2 WHAT IS INVOLVED IN CLASSROOM MANAGEMENT?

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Module 4 Part 3 DEALING WITH DISCIPLINE ISSUES

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Module 4 Part 4 PUTTING IT INTO PRACTICE

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Module 4 Part 5 SELF STUDY SECTION

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Module 4 Part 6 MODULE 4 ASSIGNMENT

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Module 5 Part 1 LISTENING - AN OVERVIEW

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Module 5 Part 2 PRACTICAL IDEAS FOR TEACHING LISTENING

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Module 5 Part 3 USING MUSIC IN THE CLASSROOM

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Module 5 Part 4 USING VIDEO IN THE CLASSROOM

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Module 5 Part 5 PUTTING IT INTO PRACTICE

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Module 5 Part 6 TECHNOLOGY IN THE CLASSROOM

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Module 5 Part 7 SELF STUDY SECTION

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Module 6 Part 1 - TEACHING SPECIFIC GROUPS

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Module 6 Part 2 COMMON FORMS OF ESP

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Module 6 Part 3 STRATEGIES FOR TEACHING CHILDREN

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Module 6 Part 4 SELF STUDY SECTION

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Final Course Quiz

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Text lesson

1.1 Teaching English as a Second Language / TESL (TEFL Course)

TESL involves teaching English to students who have immigrated to an English-speaking country, e.g., England, USA, Australia, etc. You will also find the acronym ESL (English as a Second Language) which tends to be offered to immigrants and students that come from other countries to learn English. ESL programs have been around for many decades in English-speaking countries. Another acronym you may come across is TESOL (Teaching English to Speakers of Other Languages), which is beginning to be used as an umbrella term to encompass both TEFL and TESL situations.

TESL from a student’s perspective:

Students communicate in a new language on a regular basis in everyday life.
Role models for the new language are all around (teacher, friends, TV, radio…).
Immediate goals for students involve learning “Survival English” to meet their basic needs. They need to learn how to adapt quickly to the new changes and challenges, e.g., how to buy groceries, how to order at a restaurant, how to ask for directions and more.
Long-term goals involve communicating fully in the second language.

A TESL teacher’s goals may include:

Helping students meet immediate needs through the introduction of “Survival English.” Here, teachers will not focus on basic grammar but on helping students survive those first weeks.
Helping students understand and adjust to their new culture. Our students face what is called “culture shock”. It is the psychological process of adapting to a new place. They have to change the food they eat, their families and friends. We must help our students adapt as quickly as possible to avoid any mental blocks.
Helping students continue their on-going learning in other subject areas. ESL students travel to English speaking countries to learn the language and to further their academic knowledge. Many enroll in schools and universities to complete their higher education goals.