TEFL Theory Class Outline
Week 1. Unit 1 Introduction to TEFL, The Teaching Process
Monday: Module 1 Introduction to Canterbury TEFL Course for Teaching English as a Foreign Language
1.1.1. Course Syllabus.
1.1.2. Course Outline.
1.1.3. Q & A about Canterbury International TEFL Academy and the Learners.
1.1.4. Dale Carnegie’s Principles of Human Relations.
1.1.5. Professional Development Responsibilities and Support Groups.
1.1.6. Learning and Teaching Styles.
1.1.7. Grammar Test.
Tuesday: Module 2 TEFL Presentations and Explanations
1.2.1. A context for Learning and Teaching English.
1.2.2. Making Effective Presentations.
1.2.3. Learners’ Attention & Perception.
1.2.4. Learners’ Understanding & Short Term Memory.
1.2.5. How To Give Concise Explanations.
1.2.6. Keys for Effective Instructions.
1.2.7. Observation of a Real Class.
Wednesday: Module 3 TEFL Practice Activities and Level Tests
1.3.1. The Function of Practice.
1.3.2. Characteristics of a Good Practice Activity.
1.3.3. Practice Techniques.
1.3.4. Practical Skills for Teaching at a Range of Levels.
1.3.5. Types of Elicitation Techniques.
1.3.6. Learners’ Cultural, Linguistic and Educational Backgrounds.
1.3.7. Level Testing.
Thursday: Module 4 TEFL Lesson Planning and Classroom Interaction
1.4.1. Principles of Planning/Organisation for Effective Teaching.
1.4.2. Varying Lesson Components/ Practical Lesson Management.
1.4.3. Patterns of Classroom Interaction/Planning Specific Activities.
1.4.4. Criteria for Effective Questioning/Levels of the Cognitive Domain.
1.4.5. Group Work Vs. Individualization.
1.4.6. Evaluation of Lesson Plans/ Evaluation of the Teaching/Learning Process.
1.4.7. Observation of a Real Class in Madrid.
Week 2. Unit 2 TEFL Classroom Control and Materials; Learner Differences
Monday: Module 1 Learner Motivation and Interest & Classroom Discipline.
2.1.1. Motivations and Interests for Learning English.
2.1.2. Extrinsic/Intrinsic Motivation and Interest. The 3 E’s of Teaching.
2.1.3. Varieties of English/Literature: Some Teaching Ideas.
2.1.4. Practical Significance of Similarities/Differences Between
Languages.
2.1.5. Classroom Presence and Control.
2.1.6. What Does A Disciplined Classroom Look Like?
2.1.7. Dealing With Discipline Problems.
Tuesday: Module 2 Classroom Materials and Topic Content
2.2.1. The Use of Teaching Materials and Resources.
2.2.2. Course Book Assessment/Selection/Evaluation.
2.2.3. Reference Materials for Language Awareness.
2.2.4. Knowledge of Commercially Produced Supplementary Materials.
2.2.5. Teacher-made Worksheets and Work cards.
2.2.6. Different Kinds of Content/Cultural Awareness.
2.2.7. Observation of a Real Class.
Wednesday: Module 3 Designing a Syllabus and Giving Students Feedback
2.3.1. Different Types of Language Syllabus.
2.3.2. Designing a Syllabus.
2.3.3. The Nature and Function of Feedback.
2.3.4. Concepts of Assessment vs. Correction.
2.3.5. How and When to Correct Mistakes in Classes.
2.3.6. Oral vs. Written Feedback.
2.3.7. Observation of a Real Class.
Thursday: Module 4 Teaching English as a Foreign Language for Younger and Older Learners
2.4.1. What Difference Does Age Make To Language Learning?
2.4.2. Keys for Teaching Children.
2.4.3. Ways to Arouse Interest in Adolescents.
2.4.4. Questionnaires of Teen-age Learner Preferences.
2.4.5. Keys for Teaching Adults.
2.4.6. Relationship of Older Adult Learners vs. Young Teachers.
2.4.7. Teacher and Learner Language in Madrid, one of the best places to teach English abroad.
Week 3. Unit 3 TEFL Teaching Skills And Grammar
Monday: Module 1 Teaching Grammar and Vocabulary
3.1.1. Grammatical Frameworks: Rules and Conventions.
3.1.2. Lexis: “Knowing” Words / Semantic Relationships Between Words.
3.1.3. Grammar Practice Activities.
3.1.4. Key Strategies and Approaches for Developing Learners’ Language Knowledge.
3.1.5. What is Vocabulary and What Needs To Be Taught?
3.1.6. Presenting New Vocabulary/Denotations/Connotations/Collocations.
3.1.7. Ideas for Vocabulary Work in the Classroom/Vocabulary Notebooks.
Tuesday: Module 2 Teaching Listening and Speaking
3.2.1. What Does Real-Life Listening Involve?
3.2.2. Real-Life Listening in the Classroom.
3.2.3. Types of Listening Activities for teaching English as a Foreign Language in Spain.
3.2.4. Successful Oral Fluency Practice/Communicative Language Teaching.
3.2.5. Topic Vs. Task-Based Learning/Paralinguistic or Non-verbal Communication.
3.2.6. Discussion Activities/Role Play and Related Topics.
3.2.7. Oral Testing Criteria: Accuracy vs. Fluency.
Wednesday: Module 3 Teaching Reading and Writing
3.3.1. Purposes of Reading/Decoding Meaning.
3.3.2. Types of Reading Activities.
3.3.3. Strategies to Improve Learners’ Reading Skills.
3.3.4. English Spelling and Punctuation/Transitive Devices in Writing.
3.3.5. Tasks That Stimulate/Improve Learners’ Writing Skills.
3.3.6. Giving Feedback on Writing.
3.3.7. Written Testing.
Thursday: Module 4 Teaching Phonology and Pronunciation
3.4.1. What Does Teaching Pronunciation Involve?
3.4.2. The International Phonetic Alphabet/Phonetic Systems.
3.4.3. Features of Spoken English/Rhythm and Stress.
3.4.4. Why People Make Errors in Pronunciation.
3.4.5. Strategies to Improve Learners' Pronunciation.
3.4.6. Pronunciation and Spelling/Homonyms/Homophones/Heteronyms.
3.4.7. Pronunciation Questions.
Week 4. Unit 4 Technology In The Classroom, Business English and “The Unknown Language"
Monday: Module 1 Effective Technology in the Classroom
4.1.1. Teaching with the Technology of the 21st Century.
4.1.2. Effective use of the Internet.
4.1.3. Effective Use of Laptops, Tablets and Smart Phones.
4.1.4. Utilizing You Tube for scenes from movies and television series.
4.1.5. Effective Use of Music Videos and Advertising Clips.
4.1.6. Effective use of Recordings for Student error corrections.
4.1.7. Tips for using Smartboards and teaching Skype/Video Conference classes.
Tuesday: Module 2 Business English
4.2.1. Materials for Business English Classes.
4.2.2. Business English Vocabulary/Phrasal Verbs/Idiomatic Expressions.
4.2.3. Business Cultural Awareness.
4.2.4. International Business English Meetings/ European Union vs. USA
4.2.5. Financial Business English. British vs. American English.
4.2.6. Negotiating and Selling in English.
4.2.7. Socializing on Business Trips.
Wednesday: Module 3 The Unknown Language
4.3.1. Guest Teacher Presenting an Unknown Language.
4.3.2. Viewing Lessons as a Learner at Ground Zero.
4.3.3. Techniques for Teaching Beginners/Insights about Language Teaching.
4.3.4. Discussions about the Theory of Language Classes.
4.3.5. The Ability To Speak A Language.
4.3.6. Teaching Large Heterogeneous Classes.
4.3.7. Advanced Topics for Further Study in the Future.
Thursday: Module 4 Evaluations and Recommendations for the Future
4.4.1. Questions about Internship TEFL Classes.
4.4.2. Troubleshooting Real-Life Teaching Concerns/Problems.
4.4.3. Discussions about Teacher Burn-out/Fatigue.
4.4.4. Resume Writing/Job Opportunities.
4.4.5. Marketing Oneself in the World of TEFL.
4.4.6. Professionalism/Community Work.
4.4.7. Course Evaluations and Recommendations.
TEFL Business English Practices Class Outline
Week 1. Unit 1 Business English Classes for Adults
Monday: Module 1. Introduction to the Course and its Characteristics
1.1.1. Course Introduction.
1.1.2. Course Objectives.
1.1.3. Course Grading and Assessment.
1.1.4. “Who are we teaching?”
1.1.5. “What are we teaching?”
1.1.6. Business English Teaching Materials.
1.1.7. Structuring Your Initial Classes With Learners.
Wednesday: Module 2 Preparing Classes For Adults
1.2.1. Reading And Comprehension For Adults.
1.2.2. Intermediate Level Learners.
1.2.3. Upper Intermediate Level Learners.
1.2.4. Advanced Level Learners.
1.2.5. Teaching Appropriate Topics.
1.2.6. Individual Versus Group Classes.
1.2.7. Structuring Classes For Different Adult Learner Types.
Week 2. Unit 2 Teaching Grammar To Adults
Monday: Module 1. Characteristics
2.1.1. Teaching Grammar.
2.1.2. Phrasal Verbs/Prepositions.
2.1.3. Collocations/Business English Idioms.
2.1.4. Practice Techniques/Activities.
2.1.5. Potential Problems in the Classroom.
2.1.6. Dealing With/Solving Problems in the Classroom.
2.1.7. Business English Class Materials.
Wednesday: Module 2. Student Presentations
2.2.1. Structuring Classes For Adults.
2.2.2. Creative Language Exercises.
2.2.3. Various Role Plays.
2.2.4. Frequently Asked Grammar Questions.
2.2.5. Vocabulary Expansion.
2.2.6. Suggested Methods for Approaching Various Topics.
2.2.7. Class Project.
Week 3. Unit 3 Teaching Business English
Monday: Module 1. Characteristics
3.1.1. Structuring Business English Classes.
3.1.2. Reading and Comprehension for Business.
3.1.3. Language for Meetings.
3.1.4. Business Vocabulary. British English vs. American English.
3.1.5. Lesson Planning and Coursework
3.1.6. Using Course Books
3.1.7. Flexibility/Ad Hoc Current Event Topics.
Wednesday: Module 2. Student Presentations II
3.2.1. Advanced Business Class Language Exercises.
3.2.2. Using Transitional Devices.
3.2.3. Various Role Plays.
3.2.4. The Importance of Teaching Pronunciation.
3.2.5. The Language of Negotiation.
3.2.6. Skills of Win/Win Scenarios.
3.2.7. Class Project.
Week 4. Unit 4 Course Revision and Review
Monday: Module 1. Student Presentations III
4.1.1. Various Role Plays.
4.1.2. Class Presentations May Be Videotaped.
4.1.3. Watching Video-Tapes of Student Presentations.
4.1.4. Importance of Assessment/Giving Feedback.
4.1.5. Discussion of Trainee Presentations.
4.1.6. Evaluations/Improvements for Future Teaching Presentations.
4.1.7.Areas for Further Study/Research.
Wednesday: Module 2. Course Summary
4.2.1. General Review of the Business English Course.
4.4.2. Questions about Internship Business English Classes.
4.4.3. Troubleshooting Real-Life Business English Teaching Concerns/Problems.
4.4.4. Resume Writing/Job Opportunities.
4.4.5. Marketing Oneself in the World of Teaching Business English.
4.4.6. Business English Professionalism/Community Work.
4.4.7. Course Evaluations and Recommendations for the Future.
TEFL Young Learners Practices Class Outline
Week 1. Unit 1 English Classes for Children Aged 3 to 7
Tuesday: Module 1. Introduction to the Course and its Characteristics
1.1.1. Course Objectives, Outline, and Assessment Criteria.
1.1.2. Practice Body Language and Self Introduction.
1.1.3. Characteristics of Good Teachers.
1.1.4. Characteristics/Needs of Children Aged 3 to 7.
1.1.5. Setting Rules and Discipline Strategies.
1.1.6. Ways of Communicating/Ways of Encouraging.
1.1.7. Disruptive Student Profiles.
Thursday: Module 2 Children Practice Activities
1.2.1. The Importance of Vocabulary.
1.2.2. Examples of Vocabulary Topics when Teaching English.
1.2.3. Various Games and Activities to Use with Children Aged 3 to 7.
1.2.4. Different Ways of Using Flashcards.
1.2.5. The Importance of Songs.
1.2.6. Teaching Phonetics and its Importance.
1.2.7. Structuring Classes For Different Children Learner Types.
Week 2. Unit 2 English Classes for Children Aged 8 to 12 & Young Teenagers
Tuesday: Module 1. Characteristics of Children Aged 8 to 12
2.1.1. Introduction to New Age Group of 8 to 12.
2.1.2. Characteristics/Needs of Children Aged 8 to 12.
2.1.3. Various Games and Activities to Use with Children Aged 8 to 12.
2.1.4. The Use of Video In Class/Share Games.
2.1.5. Different Activities To Use With Videos.
2.1.6. The Importance of Reading.
2.1.7. Reading Activities.
Thursday: Module 2. Young Teenagers and Lesson Planning
2.2.1. Teaching Young Teenagers.
2.2.2. Various Games and Activities to Use with Young Teenagers.
2.2.3. Individual vs. Group Classes.
2.2.4. Using Course Books.
2.2.5. The Importance of Lesson Planning For Different Classes.
2.2.6. How to Write Lesson Plans For A School Year.
2.2.7. Practice Writing/Evaluation and Discussion On Lesson Plans.
Week 3. Unit 3 Teaching Grammar
Tuesday: Module 1. Characteristics
3.1.1. How To Teach Grammar To Young Learners.
3.1.2. The Parts of Speech.
3.1.3. Third Person and Irregular Verbs.
3.1.4. Present Tenses.
3.1.5. Past Tenses.
3.1.6. Future Tenses.
3.1.7. Level Testing For Young Learners.
Thursday: Module 2. Textbooks and Materials
3.2.1. Evaluating Course Books.
3.2.2. Canterbury Library Materials/Internet Materials.
3.2.3. How To Use Grammar Packages.
3.2.4. Creating Appropriate Practice Activities.
3.2.5. Example Practice Activities/Lesson Plans.
3.2.6. Conditionals (0, 1st, 2nd, 3rd conditionals)
3.2.7. Preparing Young Learners for English Grammar Exams.
Week 4. Unit 4 Class Presentations and Review
Tuesday: Module 1. Student Presentations
4.1.1. Performing Simulated Teaching Presentations.
4.1.2. Discussion of Each Presentation.
4.1.3. Evaluation of Each Presentation.
4.1.4. What Would You Do If…
4.1.5. Analysis of Different Class Situations.
4.1.6. Problem Definitions and Ways of Solving Them.
4.1.7. Glossary of Terms Used By Practicing ESL Teachers.
Thursday: Module 2. Course Summary
4.2.1. Finish Student Presentations.
4.2.2. General Review of the Young Learners English Course.
4.4.3. Questions about Internship Young Learners English Classes.
4.4.4. Troubleshooting Real-Life Young Learner English Teaching Concerns/Problems.
4.4.5. Marketing Oneself in the World of Teaching Young Learners English.
4.4.6. Community Work/Volunteering.
4.4.7. Course Evaluations and Recommendations for the Future.
TEFL Observed Teaching and Practice Teaching Outline
1. Trainees observe various classes of expert teachers for six hours.
2. Trainees teach various classes for thirty minutes each and are observed by both their peers and an expert trainer.
3. Classes are reviewed and all trainees are involved in discussion/feedback sessions.
4. All classes are assessed by an expert trainer.
5. There are final analysis sessions and recommendations for future teaching.
Photo by Clay Banks on Unsplash
TEFL Course Practices – Teaching Adults and Business English
Introduction To The Course
1. The main focus of the TEFL Certification course, on teaching English as a foreign language, is to develop the trainees teaching skills whilst providing them with a realistic insight into teaching Business English in Madrid. The knowledge and skills that the students acquire can be utilized in any part of the globe, although from a cultural aspect it must be recognized that attitudes and approaches to learning differ from country to country. And Spain is one of the best places to teach English abroad!
2. There is no course book used for the Business English part of the course. The reason for this is that Business English course books for TEFL learners are almost non-existent. Those that do exist are very limited and/or general in the aspects of Business English teaching that they cover and are therefore of little use.
3. For each class, the students will be given handout sheets with complete information and instructions for the day's activities. The subjects to be focused on have been carefully selected and target areas of importance that are crucial to the survival of a prospective Business English teacher.
4. The basis of the course is not for the trainer to lecture the students on how to teach, but for the trainees to actively participate and exchange ideas on how classes or themes can be approached. Therefore, the students will be given many role-play activities and, with the guidance of the instructor, they will work together to decide on ideas and approaches to teaching activities. The trainees will then demonstrate these activities to their colleagues, who will in turn act as students with a chosen level (depending on the activity). Relevant questions will be posed by both the teacher and the student colleagues.
5. During the course many topics will be addressed such as the following:
- The necessary requirements of an effective Business English teacher.
- What to expect from a first class and what information should be obtained from your adult student(s).
- Adult student types.
- Frequently asked grammar questions.
- Lesson planning and coursework.
- Using course books.
- The importance of teaching pronunciation.
- General vs. Business English.
- Vocabulary expansion.
- Suggested methods for approaching various subjects.
- Various other topics.
The idea is that the students finish the course with a firm basis on how to approach teaching Business English and throughout the course, they will study ways in which approaches and styles can be improved or bettered. Consequently, studying a course such as this one and having a certificate makes obtaining work easier, especially through academies that specialize in in-company Business English classes.
WEEK 1 --- GENERAL CLASSES FOR ADULTS
Day 1: Introduction to Course and Characteristics.
1. Course Introduction.
2. Course Objectives.
3. Exams and Assessment.
4. “Who are we teaching?”
5. “What are we teaching?”
6. Teaching Material.
7. Structuring Your Initial Classes With Students.
Day 2: How to Prepare A Class For An Adult.
1. Reading And Comprehension For Adults.
(a) Intermediate Level Students.
(b) Upper Intermediate Level Students.
(c) Advanced Level Students.
2. Teaching Appropriate Topics.
3. Individual Versus Group Classes.
4. Structuring Classes For Adults.
WEEK 2 --- TEACHING GRAMMAR TO ADULTS
Day 1: Characteristics.
1. Teaching Grammar.
(a) Phrasal Verbs.
(b) Prepositions.
2. Practice Activities.
3. Potential Problems in the Classroom.
4. Dealing With/Solving Problems in the Classroom.
5. Class Materials.
Day 2: Student Presentations.
1. Structuring Classes For Adults.
2. Creative Language Exercises.
3. Various Role Plays.
4. Class Project.
WEEK 3 --- TEACHING BUSINESS ENGLISH
Day 1: Characteristics.
1. Structuring Business English Classes.
2. Reading and Comprehension for Business.
3. Language for Meetings.
4. Business Vocabulary.
Day 2: Student Presentations II.
1. Business Class Language Exercises.
2. Transitional Devices.
3. Various Role Plays.
4. Class Project.
WEEK 4 --- COURSE REVISION AND REVIEW
Day 1: Student Presentations III.
1. Various Role Plays.
2. Class Presentations Will Be Videotaped.
3. Watching Video-Tapes of Student Presentations.
4. Giving Feedback/Discussion of Student Presentations.
5. Evaluations/Improvements for Future Teaching.
Day 2: Course Summary.
1. Review of the Course.
2. Course Evaluations/Recommendations for the Future.
TEFL Course Practices - Teaching Children
Introduction To The Course
Teaching English and traveling around the world is one of the greatest opportunities of a person’s life. The thrills of adventure and excitement gained by learning a new culture and living in a foreign country are dreamed about by millions eager for experiences in life. However, those dreams can quickly turn into frightful nightmares if a new teacher is not properly trained and prepared for the job at hand; doubly so, if the job at hand involves teaching children!
More than 50 % of the English teaching jobs in countries such as Spain, the Czech Republic, Poland, Russia, Korea, Japan, and China involve teaching children. The Canterbury TEFL Certification program (similar to TESOL certification) is designed to train new English teachers for a job in any part of the world. This area of the course comprises twenty hours and is exclusively devoted to thoroughly preparing prospective teachers in the mechanics and the know-how of teaching children.
1. The main focus of the course is to develop the trainees teaching skills while providing them with a realistic insight into teaching children in Madrid. The knowledge and skills that the students acquire can be utilized in any part of the globe, although from a cultural aspect it must be recognized that attitudes and approaches to learning differ from country to country.
2. There is no course book used for the teaching children part of the course. The reason for this is that teaching English to children course books for TEFL course learners are almost non-existent. Those that do exist are very limited and/or general in the aspects of English teaching to children that they cover and are therefore of little use.
3. For each class, the students will be given handout sheets with complete information and instructions for the day's activities. The subjects to be focused on have been carefully selected and target areas of importance that are crucial to the survival of a prospective English teacher of children.
4. The basis of the course is not for the trainer to lecture the students on how to teach, but for the trainees to actively participate and exchange ideas on how classes or themes can be approached. Therefore, the students will be given many role-play activities and, with the guidance of the instructor, they will work together to decide on ideas and approaches to teaching activities. The trainees will then demonstrate these activities to their colleagues, who will in turn act as students with a chosen level (depending on the activity). Relevant questions will be posed by both the teacher and the student colleagues.
5. During the course many topics will be addressed such as the following:
- The necessary requirements for the effective English teaching of children.
- What to expect from a first class and what information should be obtained from your student(s).
- Student types and relevant behavior/problems.
- Frequently asked grammar questions.
- Lesson planning and coursework/course books.
- Teaching without course books.
- How to enhance creativity.
- Designing practice activities/games/songs.
- Vocabulary expansion.
- Suggested methods for approaching various subjects.
- Various other topics.
The idea is that the students finish the course with a firm basis on how to approach teaching English to children and throughout the course, they will study ways in which approaches and styles can be improved or bettered. Consequently, studying a course such as this one and having a certificate makes obtaining work easier, especially through academies that specialize in English classes for children. And don't forget that we offer jobs in Spain for native English speakers!
WEEK 1 --- CHILDREN AGED 3 TO 7
Day 1: Introduction to Course and Characteristics.
1. Course Objectives, Outline, and Assessment Criteria.
2. Practice Body Language and Self Introduction.
3. What Do We Need To Be Good Teachers?
4. Characteristics of Children Aged 3 To 7.
5. Problems and Rules.
6. Needs of Children Aged 3 To 7.
7. What Do We Teach?
Day 2: Children Practice Activities.
1. Vocabulary Topics To Teach Children.
2. Lists of Games and Activities.
3. Why Games and Activities?
4. Different Ways of Using Flashcards.
5. Importance of Flashcards.
6. Songs.
7. Why Use Songs?
8. Singing.
WEEK 2 --- CHILDREN AGED 8 TO 11
Day 1: Characteristics.
1. Introduction To New Age Group 8 - 11.
2. Needs of Age Group 8 - 11.
3. Games and Activities.
4. Use of Video In Class.
5. Different Activities To Use With Videos.
6. Pros and Con’s of Videos.
7. Practice and Role-Plays.
Day 2: Lesson Planning.
1. Lesson Planning.
2. Why Is Lesson Planning Important?
3. The Standard Lesson Plan.
4. Lesson Plan Objective Grid.
5. Practice Lesson Planning For Different Classes.
6. Practice Lesson Planning For A School Year.
7. Evaluation and Discussion On Lesson Plans.
WEEK 3 --- TEACHING GRAMMAR
Day 1: Characteristics.
1. How To Teach Grammar To Children.
2. Parts of Speech.
3. Third Person and Irregular Verbs.
4. Present Tenses.
5. Past Tenses.
6. Future Tenses.
7. Level Testing For Children.
Day 2: Textbooks and Materials.
1. Evaluating Coursebooks.
2. Canterbury Library Materials.
3. How To Use Grammar Packages.
4. Creating Appropriate Practice Activities.
5. Example Lesson Plans.
6. Conditionals (0, 1st, 2nd, 3rd conditionals)
7. QUIZ!
WEEK 4 --- CLASS PRESENTATIONS AND REVIEW
Day 1: Student Presentations.
1. Performing Simulated Teaching Presentations.
2. Discussion of Each Presentation.
3. Evaluation of Each Presentation.
4. What Would You Do If…
5. Analysis of Different Class Situations.
6. Problem Definitions and Ways of Solving.
7. Glossary of Terms Used By Practicing ESL Teachers
Day 2: Course Summary.
1. Finish Student Presentations.
2. Review of the Course.
3. Teaching ESL Tips.
4. Course Evaluations.