CHICAGO TEFL COURSE CONTENT

Chicago TEFL Course Outline

This is a breakdown of the content in the Chicago TEFL Course. Other TEFL classes offered by International TEFL Academy will cover very similar content, but the exact structure & syllabus will vary slightly.

Read More: Online TEFL Course Syllabus

Throughout this course, students will learn everything from creating lesson plans, teaching the four components of language learning: listening, speaking, reading & writing, gain an understanding of different teaching methods, and more.

Read More: ITA Course Instructors.

Chapter-By-Chapter Overview

Click on each chapter to access their content.

 

Course Content: Chapter Outline

Important Note: Refer to the course calendar for specific tasks and due dates. Course activities and tasks will be explained in detail within each corresponding learning chapter. If you have any questions, please contact your course instructor.

Your 190-Hour TEFL/TESOL Course is divided into 12 separate chapters and a final project, The Learner Profile.

Grammar Module

A thorough overview of grammar from adjectives to compound verbs to gerunds, and more. 

ITA's extensive Grammar Module is sent to students upon registration to begin reviewing important grammar points.  The content is designed to serve as a self-study grammar reference.  The content herein is likely most useful for the novice learner of English grammar, but it can also serve as a review or to provide samples for more advanced grammarians.  Chapter readings and corresponding quizzes should be completed at the student's own pace prior, during, and up to 90 days past the end of their course date.  Students can revisit sections and retake quizzes as needed.

Chapter 1: Role of The Teacher

Reading and tasks on various contexts in which teaching occurs; expectations for teachers on their first day of class; identifying ideas for balancing work ideas and leisure; recognizing traits of an effective teacher; ways to build community in your classroom; examples of how to be a good role model; strategies for maintaining professional relationships during your teaching career; terminology and abbreviations used in the TEFL profession; and effective and ineffective teaching practices.

Chapter 2: Creating a Student-Centered Classroom

Reading and tasks on the student-centered approach and teacherโ€™s roles; autonomous learning, the roles of collaboration and cooperative learning; experiential learning and examples of useful EFL activities; individual differences; and a sample needs analysis.

Chapter 3: Cultural Sensitivity

Reading and tasks on culture and cultural sensitivity, surface and deep culture; the five barriers to cross-cultural communication; four main cultural dimensions and their implications for the EFL classroom; and culture shock and its stages.

Chapter 4: Methods and Approaches

Reading and tasks on the differences between approach, method, and technique; contemporary and traditional teaching methods; communicative language teaching (CLT); characteristics of the community language learning approach; general procedures used in a silent way classroom; the pillars of Suggestopedia; using Total Physical Response and Total Physical Response Storytelling in a classroom; principles of content-based instruction; and ways to implement cooperative learning, task-based learning, project-based learning, and differentiation.

Chapter 5: Lesson Planning and Assessment

Reading and tasks on the importance of lesson planning and how it relates to instruction; characteristics of an effective lesson plan; producing an effective lesson plan; the foundation behind effective assessment methods; assessment formats and assessment question types; and incorporating the most appropriate type of assessment for all four language skills.

Chapter 6: Grammar and Lexis

Reading and tasks on the importance of lesson planning and how it relates to instruction; characteristics of an effective lesson plan; producing an effective lesson plan; the foundation behind effective assessment methods; assessment formats and assessment question types; and incorporating the most appropriate type of assessment for all four language skills.

Chapter 7: Listening and Reading

Reading and tasks on how the brain processes listening output; types of listening input; types of listening materials and how to choose them for the classroom; how to tailor listening activities to student level and mental method of processing; ways to set up activities within a listening lesson and sequence of lessons; how the MINUS Approach can be used to structure effective listening; specific techniques for teaching listening skills; how the schema theory impacts ESL/EFL reading activities; common reading strategies that can be taught to ESL/EFL learners; selecting reading materials; intensive and extensive reading skills; types of pre-reading, while reading, and post-reading activities; and ways to assess reading both formally and informally.

Chapter 8: Speaking and Writing

Reading and tasks on the foundation needed for ESL/EFL students to improve their oral and written language production; commonly used classroom speaking activities; the sounds and most common pronunciation rules for English pronunciation and when to incorporate effective pronunciation techniques into ESL/EFL lessons; structuring ESL/EFL writing activities and lessons; and recommended outside resources to improve and expand teacher knowledge, methods, and materials of ESL/EFL speaking and writing.

Chapter 9: Visual Aids and Technology

Reading and tasks on the several benefits of using low-tech visual aids with English language learners; low-tech visual aids and how they can be applied to the ESL/EFL classroom; ways to use the Internet effectively with ESL/EFL students; precautions to consider when assigning Internet-related activities; how blogs and wikis might be used to enhance studentsโ€™ communication skills; recommendations for effectively integrating video into the ESL/EFL classroom; ways to use songs as a teaching and learning tool; appropriate visual aids for each language skill (reading, writing, listening and speaking); and general criteria to follow when choosing a visual aid.

Chapter 10: Classroom Management

Reading and tasks on the basic concepts and best practices of classroom management; the most common ways to physically arrange a classroom and their implications; ways to establish a presence as a teacher; how to create a successful community of student learners; suggestions for structuring daily lessons; and other student and classroom issues that may arise, and how to approach them.

Chapter 11: Young Learners

This unit covers the differences between teaching young learners and adults, and the differences in teaching approach to different ages of young learners. We will also cover the best activities for young learners; how to teach listening and speaking skills to young learners; how to teach reading and writing skills to young learners; and how best to manage a class of young learners

Chapter 12: English for Specific Purposes (ESP) and Business English

This unit covers the history and development of English for Specific purposes (ESP); the rationale behind and methods for conducting needs analyses; major considerations for teaching English for academic purposes (EAP); sample reading, writing, listening, and speaking tasks that would benefit students in Business English. We will share various online resources available for ESL/EFL instructors within EAP and business English

Learners Profile

During the course, you will meet with an ESL learner to assess his/her language background and needs. Based on your assessment and analysis, you will design and teach a lesson specific for the ESL learner.

At the end of the course, each TEFL student will complete and present a Learner Profile portfolio, which will consist of the learner background analysis, language skills assessment, lesson plan analysis, and a follow-up lesson plan. The Learner Profile is worth a total of 250 points.

The Learner Profile can serve as a portfolio that you can bring to interviews and showcase to potential employers to illustrate your knowledge and experience with student needs assessment and lesson plan design. *Students MUST complete the Learner Profile in order to pass the class. Students who do not complete the assignment will not be issued their TEFL/TESOL Certificate.

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Additional Resources

Chicago Course

4-Week, Full-Time ๐Ÿ‘ฉโ€๐Ÿ’ป๐Ÿ‘จโ€๐Ÿ’ป

Learn more about ITA's accredited 4-week full-time TEFL Certification course in Chicago, IL that will qualify you for teaching English abroad & teaching English online with employers worldwide.

 

Dates & Tuition

Chicago Class Costs ๐Ÿ’ต

Check out Chicago TEFL Course Dates & Tuition, including current discounts. Classes are run monthly, but often fill 2-3 months in advance.

 

Accreditation

OFQUAL Level 5 (TQUK)

ITA's 190-hour Chicago TEFL Course is internationally accredited by TQUK & meets or exceeds internationally recognized standards for professional-level TEFL certification courses.

 

Enrollment

How To Enroll ๐Ÿ‘ฉโ€๐ŸŽ“๐Ÿ‘จโ€๐ŸŽ“

Before enrolling, it is imperative that you speak with an advisor. Please fill out a form or call 773-634-9900 to speak to an advisor who will answer your questions; review your employment prospects for teaching English abroad; and  assist you with the enrollment process.