Phase 1 - Introduction to TESOL

EFL teaching - Methodologies and Approaches 
Teachers and Learners

• Basics of good teaching
• Language Learners and their levels
• Language Acquisition
• Second Language Acquisition
• Acquisition Vs Learning

Phase 2 - The Study of English

• Grammar
• Pronunciation, phonetics, stress, rhythm, intonation
• Vocabulary

Phase 3 - Teaching Techniques (Language Skills)

• Teaching listening
• Teaching speaking
• Teaching reading
• Teaching writing
• Context and Language Modeling
• Communicative ways
• Classroom Management

Phase 4

• Lesson Planning

Phase 5

• English for Academic Purpose

Phase 6

Teaching Techniques (advanced)

Teaching Young Learners

• Adapting Theater
• Adapting Music
• Use of Games and Projects
• Error Correction

Phase 7

• English for Specific Purpose

Phase 8

• Curriculum and Syllabus design

Phase 9

Teaching Materials

• Development of materials
• Selection and adaptation of textbooks

Phase 10

• Computer Assisted Language Learning

Option 1 - Business English Teaching

PHASE I - Introduction to Business English – features and components

• The Learner 
• The teaching context 
• The teacher 
• The language 
• Communication techniques 
• Communicative Language teaching 

The Business English – Professional Skills

PHASE II - Need Analysis

• Needs 
• Motivation 
• Adjusting expectations 

PHASE III

Course Design

• Course/syllabi type 
• Interpreting need analysis 
• Translating needs and wishes to course content 

PHASE IV - Lesson Planning

• Ingredients of the lesson plan 
• Objectives to modeling to practice 
• Timing and variety 

PHASE V - The Client Approach

• Adult, personal and professional 
• Differing “roles” for the teacher – e.g. coach, consultant facilitator 
• Results orientation 

PHASE VI - Feedback and Evaluation

• Different types 
• Importance for motivation and accountability 
• Ongoing negotiation of course content 

The Business English - Methodology

PHASE VII - Approaches to learning

• Acquisition vs. learning 
• Learner-centered 
• Task-based 
• Self-access learning 
• Input and output 

PHASE VIII - Classroom Management

• Creating rapport – sensitivity to needs 
• Modeling instructions 
• Creating interactive activity 
• Varying activities 
• Being a facilitator 

PHASE IX - Materials and adaptation 

• The Business English material 
• Adaptation of authentic materials for the classroom 
• Materials development or compilation to meet clients needs 
• Adaptation of existing textbooks to the client’s needs 

The basic business concepts and practice

PHASE X - Teaching Business Speaking

• Business communication related 
• Socializing related 

PHASE XI - Teaching Business Writing

• Technicalities of Business Writing 
• The daily basic business writing

Option 2 - Young Learners Teaching

Phase 1: The Learner

Teaching ESL to children is not merely a matter of setting them loose on a plethora of authentic language tasks in the classroom. To successfully teach children a language requires specific skills and intuitions that differ from those appropriate for adult teaching.

Language learning and language acquisition

• The Hypothesis
• The Difference between learning and acquisition
• Assignment

How do children learn English

• Practical approaches to teaching children
• The levels
• Language Development and context
• Assignment

Phase 2: The Skills

For decades English language teaching has identified the “four skills” – listening, speaking, reading and writing – of paramount importance. Listening and reading are considered to be receptive skills while speaking and writing as productive. Though at times these are taught in separate segments but there is a recent trend to integrate the skills. The language learners discover the differences and the interrelationship among these primary skills.

Teaching Listening

• The importance of listening in the classroom
• Listening activities
• Self - Assignment

Teaching Speaking

• Speaking in the classroom
• Student talk
• Introducing language
• Activities
• Self – Assignment

Teaching Reading

• Approaches to reading
• Building confidence
• Different Material
• Assignment

Teaching Writing 

• Pre writing tasks
• Activities
• Some more ideas
• Assignment

Phase 3: Actual Teaching

Actual training begins when you are in the classroom. The subject matter that the teacher teaches is only one piece of the puzzle. There is a lot more that goes on in the classroom and outside it that affects the teaching and learning process.

How to handle mixed groups

• Mixed groups
• Helpful strategies
• Group work
• Assignment

Class Management

• The teacher
• The room
• Rules
• Working in groups
• Self-Assignment – not to be submitted

Lesson Planning

• The need to plan
• Different ways of planning
• The framework
• When things go wrong
• Assignment

Phase 4: Tools

Teacher- centered approaches fail to treat the children as ‘whole’ people. The teaching is usually rational and is primarily aimed at the children’s intellect. There is an assumption that real learning occurs when the children are serious. How wrong this is!!

Materials in the classroom

 

• Things to make
• Things to buy
• Assignment

Stories, games, songs, chants

• How to use stories
• Games – some ideas
• The importance of songs and chants
• Self-Assignments – not to be submitted

Phase 5: That’s right!

Correction and evaluation are important components in the educational world. In every learning experience there comes a time to pause and take stock, to put our focal processes to their best use and to demonstrate skills and knowledge. Unfortunately students view this process of correction and evaluation with a lot of apprehension and it is up to us as teachers to make it a positive experience.

Correction techniques 

• Look at error differently
• Ways of error correction
• Assignment

Evaluation techniques

• The meaning
• Purpose
• Formative assessment
• The continuous system
• Assignment