ITA Online TEFL Course Overview

ITA ONLINE TEFL COURSE OVERVIEW

The International TEFL Academy Online TEFL certification course is a fully interactive course taught by a seasoned university-level professor with a Masters Degree or Ph.D. in TESOL or a related field and international English as a foreign language teaching experience. Learn more about our world-class team of ITA instructors here.

This 11-week course will be delivered entirely online through the course management system, Moodle. In Moodle, you will access online lessons, course materials, tasks, videos, live and taped video classroom lectures, office hour chats and resources. All of your tasks will be posted in an online forum or taken as an online quiz.

In addition to the online component, there is a 20-hour live practicum component to give students hands-on experience with English language students.

Click on each section below to expand and view chapter outlines, examples of reading and homework assignments, quizzes, instructor feedback, student created lessons plans and projects, and video tutorials used in the class.

SUMMARY

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 to or during their course.

To learn more about the overall layout and goals of the grammar module, watch the following introductory video: Grammar Module Overview.

"Grammar provides you with the structure you need in order to organize and put your messages and ideas across. It is the railway through which your messages will be transported. Without it, in the same way as a train cannot move without railways, you won't be able to convey your ideas to their full extension."

- Julio Foppoli

OBJECTIVES

After finishing this module, the reader will be able to...

a. Identify and define different parts of speech, including nouns, pronouns, verbs, adjectives, adverbs, articles, prepositions and conjunctions.

b. Identify and distinguish different sentence and clause types.

c. Identify the formation and word order of a variety of question types.

d. Name and demonstrate the form, meaning, and use of the twelve tenses of English.

e. Identify, define, and explain basic use of the following grammar points: active and passive voice, modal verbs, and conditionals.

f. Understand common ESL/EFL student errors for all the major grammar points listed above.

EXCERPTS OF TEXT

Extracted from "Unit 3: Verbs"

Tense and Aspect

In relation to grammar, the term tense refers to the point or segment of time when an action occurs. Usually when we think about tenses, we think of three basic categories: the past, the present, and the future. The term aspect refers to the duration of an event, either within or between tenses. English has two aspects: perfect and continuous (or progressive). Tense and aspect are often combined to indicate a specific time reference, something that is probably best understood through examples of different grammatical constructions. The chapters of this unit provide many such examples.

It’s important to remember that some languages do not have tenses as we understand them. For example, Mandarin Chinese uses time expressions, such as yesterday or last week, to indicate time reference. A translation from Mandarin Chinese might look like, “I yesterday lunch eat pizza.” In English, we have to conjugate the verb (change eat to ate) to express the same thought, “I ate pizza for lunch yesterday.”

Different languages have different numbers of tenses. English has a total of 12 tense and tense-aspect combinations, summarized in Table 3.1.

SUMMARY

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.

OBJECTIVES

After reading this chapter, the reader will be able to...

a. Describe various contexts in which teaching occurs.

b. Explain what to expect on the first day of teaching.

c. Identify ideas for balancing work responsibilities and leisure.

d. Recognize traits of an effective teacher.

e. Propose ways to build community in your classroom.

f. Provide examples of how to be a good role model.

g. Identify strategies for maintaining professional relationships during your teaching career.

h. Define common terminology and abbreviations used in the TEFL profession.

i. Contrast effective teaching practices with ineffective ones.

TASKS

This chapter requires the following:

• Watch Videos (x4)
• Multiple Choice Quiz (x10 Questions) - 1 Hour Time Limit
• Essay Question Response (Min. 400 Words)
• Peer Participation Response (Min. 1 Paragraph)

EXCERPTS OF TEXT

Extracted from "Teaching Occurs in Many Contexts..."

Take a moment to reflect on why you decided to become a teacher. Maybe you are changing professions because your current career path has been unsatisfying. Another possibility is that you have always wanted to live in a foreign country, and teaching English as a foreign language (TEFL) sounds like the way to fulfill that dream. When you discuss this decision with acquaintances, friends, and/or family, you probably get one of two responses. The first is that teaching is one of the most rewarding experiences ever, and you are going to do great things as a teacher. The other response might be cynicism or discouragement for many reasons that range from pay and working conditions, to poor attitudes towards teachers. While we all have different reasons why we decided to become teachers, we might have difficulty breaking down what a teacher actually does. Let's take a look at two situations and decide if these are examples of teaching.

Vignette 1

Juan works at a corner store where the whole neighborhood shops. The owner, Mr. Aziz, is present only during the day, and Juan is now the evening supervisor. Business is booming, and Mr. Aziz has decided to hire a part-time worker named Paul. Paul is only available to work after school in the afternoon and cannot work with Mr. Aziz. Juan is in charge of training Paul. Juan shows Paul how to do each portion of the job. He starts out with small tasks and slowly adds more duties. Is Juan a teacher? Why or why not?

Vignette 2

Omar is the oldest of five children. Omar's parents frequently leave Omar home alone during the dar to watch his siblings while his parents are out running the family business. The family is lucky enough to have a television set with cable in each room of their home. Omar usually sits in the living room and watches TV as he tries to do his homework. While Omar knows that it takes him longer to complete his assignments, he feels more relaxed doing things this way. Omar's brothers and sisters start doing their homework in the same way in their rooms. They are not as organized and do not complete parts of their assignments. The school begins to send letters home to Omar's parents about his siblings' academic performance. Omar's parents tell him it is his fault that he taught them this bad habit which is no ruining their academic standing. Omar says that he did not teach them anything and does not understand how they could think that it is his fault. Did Omar teach his siblings how to do their homework in this way? Explain your answer.

HOMEWORK SAMPLE

Essay Question:

In your opinion, what are three of the most important qualities a teacher should have? Why are they important? Incorporate information from the chapter in your response. Write between 400-500 words.

Note: To complete your essay, you are expected to use outside resources not found in the course material. Please note, you will also be graded on the presentation of your assignment which includes correct spelling, correct use of capital letters, correct punctuation, correct grammar, etc.

QUIZ SAMPLE

QUESTION 1:

Being a positive role model means ________.

Select one:

☐ a. Never making mistakes

☐ b. Acting in a manner consistent with the mores of the host country, inside and outside the classroom

☐ c. Drinking a beer with students after class

☐ d. Becoming friends with your students

QUESTION 2:

According to this chapter, setting the stage from the first moment of each class means ______.

Select one:

☐ a. Refusing to modify scheduled activities.

☐ b. Reviewing previous lessons before introducing new materials.

☐ c. Distributing all handouts at the beginning of class.

☐ d. Reviewing the rules of the classroom the first few minutes.

VIDEO SAMPLE

PEER PARTICIPATION

Peer Participation is a forum within the online ITA class portal that is intended as a way for students and peers to not only get to know each other, but as a way to discuss topics related to teaching English as a foreign language. Each week, the course instructor will post a topic for discussion in this forum and students can earn credit for answering and responding thoroughly.

Sample Chapter 1 discussion:

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SUMMARY

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

OBJECTIVES

After reading this chapter, the reader will be able to...

a. Define student-centered approach and teacher's roles.

b. Define autonomous learning.

c. Explain the role of collaboration and cooperative learning.

d. Describe best practices for group and individual work.

e. Define experiential learning and give examples of some useful EFL activities.

f. Describe the different modes of learning and how they can enhance student engagement.

g. Define the basic concept and purpose of a needs analysis.

TASKS

This chapter requires the following:

• Watch Videos (x4)
• Multiple Choice Quiz (x10 Questions) - 1 Hour Time Limit
• Essay Question Response (Min. 400 Words)
• ESL Activity: Design a Practice Grammar Activity (Template Provided)
• Peer Participation Response (Min. 1 Paragraph)

EXCERPTS OF TEXT

Extracted from "Autonomous Learning..."

Another term associated with a student-centered classroom is autonomous learning, which means that students take responsibility for their own learning. As we just discussed, it is one of the teacher’s roles to help students realize that, only when they are truly involved and actively participating in the learning process, will they become successful. The teacher needs to help students understand that they are studying for themselves and all the activities covered in class are for their benefit, even quizzes and exams.

Therefore, the teacher should be open to students’ suggestions on topics for class discussions, reading or writing assignments, and even the content of a test. Look at Table 1 and consider the questions about the four elements of a lesson: content, process, product, and evaluation. In a student-centered classroom, any or all of those components can be decided by the teacher, by the students, or some of both (Pappas, 2011).

HOMEWORK SAMPLE

Essay Question:

In Chapter 2 of your textbook you learned about the role of cooperation and collaborative learning in creating a student-centered class. Review this section in the chapter and write one essay of approximately 300-500 words in length that answers both the questions below.

1. Why do you think that these are such pivotal factors in language learning?

2. How will you strive to incorporate these concepts into your EFL classes?

QUIZ SAMPLE

QUESTION 1:

An example of an authentic material is a(n)_____.

Select one:

☐ a. Restaurant menu created by the students.

☐ b. Restaurant menu from the students' course book.

☐ c. Menu downloaded from a restaurant's website.

☐ d. All of the above.

QUESTION 2:

A student-centered classroom is NOT a place where the teacher _______.

Select one:

☐ a. Addresses different learning styles of his/her students.

☐ b. Incorporates students' suggestions for topics for future class discussions.

☐ c. Lectures and students take notes and study on their own.

☐ d. Encourages students to take responsibility for their own learning.

VIDEO SAMPLE

PEER PARTICIPATION

Sample Chapter 2 discussion:

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SUMMARY

Reading and tasks on culture 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.

OBJECTIVES

After reading this chapter, the reader will be able to...

a. Define culture and cultural sensitivity.

b. Differentiate between surface culture and deep culture.

c. Identify five barriers to cross-cultural communication.

d. Discuss four main cultural dimensions and their implications for the EFL classroom.

e. Define culture shock and describe its stages.

TASKS

This chapter requires the following:

• Watch Videos (x3)
• Multiple Choice Quiz (x10 Questions) - 1 Hour Time Limit
• Written Cultural Report (Min. 750 Words)

EXCERPTS OF TEXT

Extracted from "Stereotypes..."

Stereotypes constitute the third barrier to successful cross-cultural communication. A stereotype is a collection of attitudes and assumptions about a group of people, and the word has a negative connotation in general. We naturally try to classify people into different categories based on what we have heard or what we have experienced. The problem with stereotypes is that they are usually based on one occurrence. We apply one perception to an entire group, and once we hold it, we interpret what we see as proof that what we believe is true. And as we already know, the same behavior can have very different meanings and can be the result of different underlying values. What is more, stereotypes only paint a partial picture of a person and that person’s culture, and are often inaccurate.

Stereotypes should not be confused with generalizations. Generalizations are statements about other cultures that are based on cross-cultural research and are usually done by anthropologists or other experts. They are more reliable, as they take into account all available information. The purpose of generalizations is to help international communication by showing the different underlying attitudes and values behind visible practices.

HOMEWORK SAMPLE

Essay Question:

Where would you like to teach? Choose one country that you are planning on going to and research it. Write 750 words. You may include some pictures.

Consider the following:

• Surface-level cultural differences in food, dress, celebrities, etc.

• Deep-level cultural differences in people's attitudes, values, and beliefs.

• Student-teacher relationship and norms, e.g. dress code, preferred teaching approach, etc.

• Differences in lifestyle from what you are currently used to.

• Are there any social blunders of faux pas that are easy for an American to make?

QUIZ SAMPLE

QUESTION 1:

In indirect cultures, the teacher should _______.

Select one:

☐ a. Ask individual students to share their opinion.

☐ b. Suggest controversial topics for class discussions to encourage participation.

☐ c. Give both positive and negative feedback openly in front of the whole class.

☐ d. Ask students to work in groups before asking for an individual opinion.

QUESTION 2:

Choose the statement about culture that is true. Cultural norms are _______.

Select one:

☐ a. Only acquired in adulthood.

☐ b. Very similar everywhere in the world.

☐ c. Shaped by the society we grow up in.

☐ d. Dependent on our genes and family history.

VIDEO SAMPLE

PEER PARTICIPATION

Sample Chapter 3 discussion:

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SUMMARY

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.

OBJECTIVES

After reading this chapter, the reader will be able to...

a. Differentiate between approach, method, and technique.

b. Compare and contrast well-known traditional teaching methods.

c. Explain how contemporary teaching methods differ from traditional ones.

d. Describe communicative language teaching (CLT).

e. Summarize the first changes to language teaching after the advent of CLT.

f. Identify characteristics of the community language learning approach.

g. Describe the general procedures used in a Silent Way classroom.

h. Summarize the pillars of Suggestopedia.

TASKS

This chapter requires the following:

• Watch Videos (x3)
• Multiple Choice Quiz 1 (x10 Questions) - 1 Hour Time Limit
• Multiple Choice Quiz 2 (x10 Questions) - 1 Hour Time Limit
• Activity Design (Template Provided)
• Peer Participation Response (Min. 1 Paragraph)

EXCERPTS OF TEXT

Extracted from "What Does It Mean to Teach?..."

Everyone has an opinion about teaching, but most people have a hard time breaking down what good teaching looks like. It is a kind of “I know it when I see it” phenomenon. We need to be able to get into specifics in order to really understand what teaching is comprised of.

Teachers use various teaching approaches, methods, and techniques in their everyday work. In education, just like in many other fields, people mix up commonly used terms, especially when they are close in meaning. For example, many times people will mix up teaching approach, teaching method, and teaching technique. According to Richards and Rodgers (2001),

“Within methodology, a distinction is often made between methods and approaches, in which methods are held to be fixed teaching systems with prescribed techniques and practices, whereas approaches represent language teaching philosophies that can be interpreted and applied in a variety of different ways in the classroom.” (p. 2)

Basically, the approach determines the method, while the method determines the technique. See Table 1 for basic definitions and an example of approach, method, and technique.

Table 1. Approach, method, and technique. (Created by D. Weidner.)

HOMEWORK SAMPLE

Essay Question:

Design one activity using one of the approaches listed in the box below. Use the activity template provided. Do not forget to include:

• Clear instructions to students.
• Attach any worksheets or prompts that you are going to use (cite any sources).
• A summary of any problems your students may encounter during the activity.
• Time estimates for each stage.
• A description of how this activity fits into a lesson/series of lessons.
• A rationale: Why might the students in the class enjoy this activity?

Approaches:

• Task-based learning
• Multi-sensory approach
• Total physical response through storytelling (TPRS)

QUIZ SAMPLE

QUESTION 1:

The natural approach _______.

Select one:

☐ a. Promotes impeccable grammar.

☐ b. Discourages explicit error correction.

☐ c. Involves a lot of memorization.

☐ d. Deemphasizes vocabulary development.

QUESTION 2:

Mr. Smith brings in different types of foods for students to see, taste, smell, and touch during his "foods from around the world" unit. He is using a(n) _______ approach.

Select one:

☐ a. Natural.

☐ b. Project-based learning.

☐ c. Multisensory language.

☐ d. Audio-lingual.

VIDEO SAMPLE

PEER PARTICIPATION

Sample Chapter 4 discussion:

SUMMARY

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.

OBJECTIVES

After reading this chapter, the reader will be able to...

a. Understanding the overall importance of lesson planning and how it relates to instruction.

b. Identify characteristics of an effective lesson plan.

c. Produce a comprehensive lesson plan according to the above.

d. Describe the foundation behind effective assessment methods.

e. List common assessment formats and assessment question types.

TASKS

This chapter requires the following:

• Watch Videos (x9)

• Multiple Choice Quiz 1 (x10 Questions) - 1 Hour Time Limit

• Reflectional Piece (Min. 150-250 Words)

• Written Lesson Plan (Min. 250 Words) + Lesson Plan Creation (Template Provided)

• Peer Participation Response (Min. 1 Paragraph)

EXCERPTS OF TEXT

Extracted from "Lesson Plan Stages..."

There are many lesson plan formats available for use on the Internet, and plans may even be provided as part of the teacher’s manual of the textbook you are using. While there are many variations and no one accepted format for lesson plans, they all include the basic components of language input, language practice, and student output. One of the most common lesson plan formats is the one known as Presentation-Practice-Production (or PPP). Appendix A at the end of this chapter contains a Blank Lesson Plan template you can use and adapt, and Appendix B provides a Sample Lesson Plan in the PPP format. Whatever format you decide to use, find one that works best for you, your teaching situation, and the needs and goals of your class and students. In this chapter, we focus on using the PPP format.

A PPP language lesson can be broken down into seven basic stages:

Warm-up
Introduction
Presentation
Practice
Production
Review
Homework

HOMEWORK SAMPLE

Lesson Plan:

You are teaching a class that meets three times per week, with each lesson being 60 minutes long. Students are adults at the beginning level.

Write 250 words outlining what you will cover during a week of class and what your aims/objectives are for students to have learned by the end of the week. To help you brainstorm ideas, below is a non-exhaustive list of common themes for beginner-level EDL/EFL students:

• Greetings, introductions, and leave-taking.
• Describing basic likes or dislikes with topics such as hobbies, food, weather, etc.
• Describing one's family and asking yes/no questions about family.
• Ordering food over the phone or in a restaurant.
• Clarifying basic information in context, such as correcting errors in numbers, addresses, and/or orders with customer service.
• Giving and asking basic directions to common places in a town/city.
• Using simple health vocabulary to give advice, ask questions, or understand prescriptions.

• Comparing and describing common items, such as food or clothing in a store.

Create a lesson plan for one of the three days (using the template provided). Be sure to note:

• Your aim(s)/objective(s) for students to learn that day.
• Assumptions on topics such as student background knowledge, language skills, and/or interest as it relates to your lesson plan.
• A summary of any anticipated problems your students may encounter during the activity.
• Any worksheets or prompts that you are going to use (attach and cite any sources).
• Clear instructions to students and role of the teacher.
• Time estimates for each stage.

QUIZ SAMPLE

QUESTION 1:

Choose the correct statement about lesson planning.

Select one:

☐ a. Never modify your lesson plan once you start class.

☐ b. A lesson plan serves as a record of what you have taught for future references.

☐ c. Students should receive a bulleted draft of your lesson plan.

☐ d. Once you have a lot of teaching experience, lesson planning is not necessary.

QUESTION 2:

In the _______ stage of the lesson plan, students commonly complete close-ended tasks accompanied or followed by teacher feedback.

Select one:

☐ a. Practice.

☐ b. Production.

☐ c. Review.

☐ d. Warm-up.

VIDEO SAMPLE

PEER PARTICIPATION

Sample Chapter 5 discussion:

SUMMARY

Reading and tasks on defining word root, prefix and suffix; common phrasal verbs and collocations; phonological, morphological, syntactic, semantic, and pragmatic understanding; selecting vocabulary words to teach in the ESL/EFL classroom; effective methods of vocabulary instruction; challenges and approaches to teaching idiomatic expressions; effective methods of grammar instruction with example grammar activities.

OBJECTIVES

After reading this chapter, the reader will be able to...

a. Define morpheme, word root, prefix, and suffix, and generate examples of each.

b. Recognize common phrasal verbs and collocations.

c. Identify challenges and approaches to teaching idiomatic expressions.

d. Compare and contrast the following aspects of what it means to know a word: phonological, morphological, syntactic, semantic, and pragmatic understanding.

e. Describe considerations for selecting vocabulary words to teach in the ESL/EFL classroom.

f. Describe and justify effective methods of vocabulary instruction, including meaningful input, controlled exercises, and communicative output.

g. Recognize some controversies about the teaching of grammar in second language lessons.

h. Compare and contrast the following aspects of grammar: meaning, form, and use.

i. Describe and justify effective methods of grammar instruction, including meaningful input, controlled exercises, and communicative output.

j. Identify recommended methods for assessing vocabulary and grammar.

TASKS

This chapter requires the following:

• Watch Videos (x9)
• Multiple Choice Quiz 1 (x12 Questions) - 1 Hour Time Limit
• Multiple Choice Quiz 2 (x12 Questions) - 1 Hour Time Limit
• Multiple Choice Quiz 3 (x10 Questions) - 1 Hour Time Limit
• Multiple Choice Quiz 4 (x9 Questions) - 1 Hour Time Limit
• Written Activity Analysis
• Written Grammar Activity

EXCERPTS OF TEXT

Extracted from "Analysis of Sample Grammar Activities..."

In order to help you better understand the three aspects of meaning, form, and use as they apply to classroom instruction of grammar, consider the following grammar activities. Each of them could constitute a fine activity as part of a larger language lesson, but it is important to be able to assess our grammar activities by determining whether and how the form/meaning/use aspects are included within.

Sample Grammar Exercise A

Directions: Read the irregular verbs in the left column. Write the past simple of those verbs in the column on the right. The first two are done for you.

As is shown here, this exercise (Sample Grammar Exercise A) is concerned only with form. There is no consideration of what the verbs themselves mean, either in past or present form, nor is there any reference to the verbs' possible use within a larger discourse. Now let's look to a few more examples...

HOMEWORK SAMPLE

Grammar Activity:

In this task, you are going to plan a grammar activity to teach the present simple as a future tense with scheduled events and timetables (e.g. the plane leaves tomorrow at 10 p.m.). Refer to the pre-course grammar module and do any additional research needed to understand the grammar point

Your class is low-intermediate level adult students who have already learned the present simple as a present tense.

Prepare an activity that addresses the meaning and use aspect of this grammar point.

You should follow the activity template. Do not forget to include:

• Clear stages and instructions.

• Any worksheets or prompts that you are going to use (attach and cite any sources).

• A summary of any problems your students may encounter during the activity.

• Time estimates for each stage.

• Rationale explaining on how this activity fits into a lesson or a series of lessons.

QUIZ SAMPLE

QUESTION 1:

Which activities practice combining free and inflectional morphemes? Select all that apply. (two points)

Select one or more:

☐ a. Having students practice converting singular nouns into plural nouns.

☐ b. Having students put words together to create collocations.

☐ c. Having students practice comparative adjectives by contrasting objects.

☐ d. Having students identify the parts of speech of a sentence.

QUESTION 2:

According to our text, you should strive to teach _____ in a vocabulary lesson.

Select one:

☐ a. fewer than 5 words

☐ b. between 5 - 10 words

☐ c. between 10 - 15 words

☐ d. more than 15 words

VIDEO SAMPLE

PEER PARTICIPATION

Sample Chapter 6 discussion:

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SUMMARY

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; hot 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.

OBJECTIVES

After reading this chapter, the reader will be able to...

a. Summarize how the brain processes listening input.

b. Identify common ESL/EFL student listening challenges.

c. Classify types of listening input.

d. Identify types of listening materials.

e. Describe how to tailor listening activities to student level.
f. Identify specific techniques for teaching and sequencing a listening lesson.

g. Explain how the MINUS Approach can be used to structure listening.

h. Summarize how the brain processes reading input.

i. Describe how the schema theory impacts ESL/EFL reading activities.

j. Identify common ESL/EFL student reading challenges.

k. Contrast intensive and extensive reading skills.

l. Identify the selection of reading materials for the classroom.

m. Differentiate reading skills by proficiency level.

n. Identify techniques for teaching and sequencing a reading lesson.

o. Summarize appropriate types of assessments for listening and reading skills.

TASKS

This chapter requires the following:

• Watch Videos (x2)
• Multiple Choice Quiz (x10 Questions) - 1 Hour Time Limit
• Listening Activity (Audio Sample Provided)
• Reading Activity + Written Piece (Min. 150 Words)

EXCERPTS OF TEXT

Extracted from "Authentic and Realistic Reading Materials..."

Since we cannot individualize reading assignments for each student in our class, how can we find readings that will appeal to a group of diverse students? Authentic texts are preferable to those “realistic” texts made just for ESL/EFL learners (Kelly et al., 2002). However, teachers may make some modifications to a text for learners, such as adding a glossary of unfamiliar words and idioms, explaining complex sentence structure, and activating their prior knowledge on the subject through pre-reading activities (addressed ahead). ESL/EFL teachers may draw from a wide range of authentic materials depending on student interests and the focus of the curriculum. Reading materials can be categorized as follows (Hadley, 2001, p.181):

• Literary (essays, short stories, novels, poems, etc.)

• Academic (journal articles, textbooks, etc.)

• Special genres (technical reports, comic books, industry analyses)

• Correspondence (letters, postcards, emails, memos, etc.)

• Informational or reference (maps, signs, catalogs, timetables, food labels, bus schedules, dictionaries, TV listings, thesauri)

• Miscellaneous realia (restaurant menus, magazine advertisements, tickets, etc.)

• Mainstream media (newspapers, Internet news, weather reports)

HOMEWORK SAMPLE

Reading Activity:

Imagine you are teaching 15 intermediate level adult students. They all share an interest in animals and nature. Find an article or paragraph around 300 words to use for a one-hour reading mini-lesson.

Above the lesson, include:

• A brief 100-150 word rationale explaining why the topic and language in your selected reading are level-appropriate. Use concepts from your textbook to support your reasoning.

Use the template below to complete the lesson. Be sure to include:

• Citations of the source of your article.

• Clear stages and instructions.

• Any worksheets or prompts that you are going to use (attach and cite any sources).

• A summary of any problems your students may encounter during the activity.
• Time estimates for each stage.

QUIZ SAMPLE

QUESTION 1:

Which of the following is an example of using inference skills?

Select one:

☐ a. Looking for specific facts and figures without reading the whole text.

☐ b. Guessing the location where the story takes place, based on the context and not explicit details.

☐ c. Summarizing the main points of reading.

☐ d. Flipping through a textbook to find the correct chapter number to read.

QUESTION 2:

The MINUS framework refers to _______.

Select one:

☐ a. Activating students' background knowledge.

☐ b. Presenting comprehensible listening material.

☐ c. Using TPR activities such as 'Listen & Do' or 'Listen & Draw'.

☐ d. All of the above.

VIDEO SAMPLE

PEER PARTICIPATION

Sample Chapter 7 discussion:

SUMMARY

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.

OBJECTIVES

After reading this chapter, the reader will be able to...

a. Describe the foundation needed for ESL/EFL students to improve their oral and written language production.

b. Identify commonly used classroom speaking activities.

c. List the sounds and most common pronunciation rules for English pronunciation, and when to incorporate effective pronunciation techniques into ESL/EFL lessons.

d. Discuss a general framework for structuring ESL/EFL writing activities and lessons.

e. Indicate recommended outside resources to improve and expand teacher knowledge, methods, and materials of ESL/EFL speaking and writing.

TASKS

This chapter requires the following:

• Watch Videos (x7)
• Multiple Choice Quiz (x10 Questions) - 1 Hour Time Limit
• Writing Activity (Min. 1 Paragraph) + Rubric
• Speaking Activity (Min. 1 Paragraph) + Rubric

EXCERPTS OF TEXT

Extracted from "Teaching Speaking..."

In its most basic form, the aim of speech is to effectively communicate a message orally so that the speaker’s intentions are clearly understood. Most beginning teachers are probably aware of the basic “mechanics” of oral production – fluency, grammar, vocabulary, and pronunciation, but there are also social and cultural communicative aspects as well. In addition to the four areas just mentioned, an effective speaker of any language must have an understanding of:

• Knowing when and how to interrupt and ask questions, and when to stop and listen

• Choosing appropriate grammar or vocabulary for a given situation or context

• Knowing how language functions in terms of speech acts (e.g. inviting, apologizing, etc.)

• Being aware of the social dynamics of language

• Creating coherent and cohesive output, and holding a listener’s interest

When creating speaking activities and lessons, make sure to take the above into account, and build awareness in your students regarding their role in effective discourse.

HOMEWORK SAMPLE

Writing Activity:

a. Write a paragraph describing a writing activity that you would create for a class that you are teaching. Specify the level (beginner, intermediate, or advanced) and the language goal of the task.

b. Next, create a rubric to evaluate the task. Your rubric should include:

• A grading scale to assign point values, and a definition of what constitutes a satisfactory response to the activity.

• The language areas in which your students are being evaluated.

• The specific criteria for each area.

QUIZ SAMPLE

QUESTION 1:

Actively engaging students in a writing task through a series of writing stages, which involve multiple drafts and revisions with period feedback, is known as _______.

Select one:

☐ a. The product approach.

☐ b. Peer review.

☐ c. Brainstorming.

☐ d. Process writing.

QUESTION 2:

The best and most common example of an ice-breaker speaking activity is _______.

Select one:

☐ a. Debate.

☐ b. Problem Solving.

☐ c. Role Playing.

☐ d. "Find someone who...".

VIDEO SAMPLE

PEER PARTICIPATION

Sample Chapter 8 discussion:

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SUMMARY

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 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 students' 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.

OBJECTIVES

After reading this chapter, the reader will be able to...

a. Describe several benefits of using low-tech visual aids with English language learners.

b. Identify a wide variety of low-tech visual aids, and explain how they can be applied to the ESL/EFL classroom.

c. Identify ways to use the Internet effectively with ESL/EFL students.

d. Explain precautions to consider when assigning Internet-related activities.

e. Discuss how blogs and wikis could enhance students' communication skills.
f. Summarize recommendations for integrating video into the ESL/EFL classroom.

g. Identify ways to use songs as a teaching and learning tool.

h. Cite an example of an appropriate visual aid for each language skill.

i. Identify the general criteria to follow when choosing a visual aid.

TASKS

This chapter requires the following:

• Watch Videos (x2)
• Multiple Choice Quiz (x10 Questions) - 1 Hour Time Limit
• Multiple Choice Quiz (x5 Questions) - 1 Hour Time Limit
• Lesson Plan (Template Provided)
• Lesson Plan - Designing Activities Around a Video (Template Provided)

EXCERPTS OF TEXT

Extracted from "Choosing the Right Visual Aids..."

Not all visual aids are appropriate for the ESL/EFL classroom. For example, imagine having a Thai student who has lived his whole life in a tropical climate. It would be unfair to ask him to fully describe pictures of a ski resort in the mountains of Switzerland without reviewing his background knowledge and assisting with vocabulary and geography. Can you think of other characteristics of a visual aid that would detract from learning instead of enhancing it? Have you ever been exposed to poor visual aids as a student?

The following table lists additional visuals to be avoided in ESL/EFL classrooms. How does this table compare to your own list?

Figure 8. Characteristics to avoid in visual aids. Adapted from Canning-Wilson (2000).

HOMEWORK SAMPLE

Lesson Plan:

Read the simplified lesson plan below.

Complete the lesson plan by:

• Inserting the visual aids you would add to enhance the lesson.

• Writing a brief rationale for each addition.

• Be sure to use at least one low-tech and one high-tech visual aid (if you do not choose to use a visual aid during a given step, explain why).

• Cite sources if needed.

Lesson plan template provided for this task.

QUIZ SAMPLE

QUESTION 1:

A teacher must carefully examine visual aids and videos before classroom use to avoid _______.

Select one:

☐ a. Culturally offensive themes.

☐ b. Profane language.

☐ c. Scenes of excessive violence.

☐ d. All of the above.

QUESTION 2:

For which of the following writing topics would a Venn diagram be most appropriate as a brainstorming and planning tool?

Select one:

☐ a. Comparing and contrasting characteristics of Internet-based learning to in-class learning.

☐ b. Listing the pros and cons of banning junk food in public schools.

☐ c. Describing lesser known tourist sites in Paris.

☐ d. Explaining the advantages of adding green spaces to large cities.

VIDEO SAMPLE

PEER PARTICIPATION

Sample Chapter 9 discussion:

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SUMMARY

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.

OBJECTIVES

After reading this chapter, the reader will be able to...

a. Describe the basic concepts and best practices of classroom management.

b. Identify the most common ways to physically arrange a classroom and their implications.

c. Explain ways to establish a presence as a teacher.

d. Discuss how to create a successful community of student learners.

e. Summarize suggestions for structuring daily lessons.
f. List other student and classroom issues that may arise, and how to approach them.

TASKS

This chapter requires the following:

• Watch Videos (x3)
• Multiple Choice Quiz (x10 Questions) - 1 Hour Time Limit
• Written Essay (Min. 400 Words)
• Written Syllabus

EXCERPTS OF TEXT

Extracted from "Daily Lesson Structure..."

Opening each class in a consistent manner is an important component of good classroom management, and will go a long way toward reinforcing students' expectations of you. It also helps you appear organized and professional. Remember the following guidelines:

• Arrive at least 10 minutes before class begins to set up for the lesson.

• Display the day’s schedule and learning objectives on the board for all to see.

• Begin with a welcome and greeting to your students, and let them know what they’ll be doing. Answer any questions they may have.

• Once you’ve opened the class, proceed to your lesson.

HOMEWORK SAMPLE

Essay Question:

Imagine the following class situation:

You have been assigned a class of high-school aged children at the intermediate level of English. Using one of the textbook evaluation checklists from Chapter 5, choose a textbook that you would use for this class.

Previews of textbooks can be found on publisher website such as Oxford, Cambridge, and Cengage/NGL and online stores such as Amazon and Google books. Visiting your local library or bookstore is also a great way to preview a book without needing to purchase the book. The purpose of this task is not to find the best book, but rather to choose an appropriate book and be able to evaluate its usefulness within the class and think about how one would incorporate it within the classroom.

You can choose a reading, writing, listening, speaking, grammar or a mixed-skill textbook. Make sure to:

• Write learning objectives and a brief description of the class.

• Explain how this book would help meet the objectives and how you would incorporate it into your class.

• Explain how this textbook meets the criteria of the evaluation checklist you selected.

• Write at least 400 words.

QUIZ SAMPLE

QUESTION 1:

A needs analysis during the first week will primarily _______.

Select one:

☐ a. Help you learn your students' names.

☐ b. Serve as an icebreaker activity.

☐ c. Serve as a tool to plan the course for a term.

☐ d. Be a component of determining students' final grade for the course.

QUESTION 2:

What is the first step in dealing with a student behavioral issue?

Select one:

☐ a. Immediately enforcing class rules, no questions asked.

☐ b. Informing the school's administration.

☐ c. Determining the exact nature of the problem.

☐ d. Overlooking the problem in order to give the student the benefit of the doubt.

VIDEO SAMPLE

PEER PARTICIPATION

SUMMARY

The Teaching Young Learners Syllabus is an extension of the main course syllabus.

This module focuses on teaching one of the two main age groups (the other being Business English) and will prepare future ESL teachers to better understand the differences between teaching these two distinct age groups.

This module is an optional addition to the TEFL coursework. Students who successfully complete this module (along with the Business English module) will receive an additional 30 hours of training on their TEFL Certificate.

OBJECTIVES

After reading this chapter, the reader will be able to...

a. Identify the differences between teaching young learners and teaching adults.

b. Explain the differences in teaching approach to different ages of young learners.

c. Describe some examples of best activities for young learners.

d. Explain how to teach listening and speaking skills to young learners.

e. Explain how to teach reading and writing skills to young learners.
f. Describe how best to manage a class of young learners.

TASKS

This chapter requires the following:

• Multiple Choice Quiz (x10 Questions) - 1 Hour Time Limit
• Written Activity Plan
• Written Lesson Plan (30-minutes long)
• Written Essay (Min. 300 words)

EXCERPTS OF TEXT

Extracted from "Teaching Reading and Writing to Young Learners..."

Reading and writing are important skills as they can help “reinforce what students are learning orally” (Pinter, 2006, p. 66). However, you should not expect young learners to be fluent readers and writers as this is a skill that they are still learning in their first language. Students are usually first introduced to the alphabet between the ages of three and six. Depending on the country, they learn how to read when they are five, six, or seven years old, but they will not be fluent readers even in their first language until they turn eight, nine, or ten years old. Remember that students should know how to read in their first language before you expect them to read and write in English.

If this is your students’ first contact with the Latin alphabet, you will need to introduce reading and writing gradually. Start with teaching letter-sound correspondence patterns, also known as phonics. ESL/EFL course books usually have worksheets with pictures and CDs with songs and rhymes that introduce the alphabet to students.

After you have introduced the letters to your students, you can move on to reading separate words. Reading and writing whole sentences (even short ones) can only be taught once students are comfortable reading separate words. Moreover, beginner readers should only be practicing familiar language that has been introduced and practiced orally first. This is also true when teaching beginner adults.

HOMEWORK SAMPLE

Essay Question:

How are techniques and approaches to teaching young learners different from techniques and approaches to teaching adults? How can teachers help young learners become successful in learning English as a second language? Please refer to the information discussed in the Teaching Young Learners Chapter. Write 300 words.

QUIZ SAMPLE

QUESTION 1:

Examples of appropriate activities for children aged 5 to 7 do NOT include _______.

Select one:

☐ a. Songs, nursery rhymes, and puppet shows.

☐ b. Acting out dialogues and stories.

☐ c. Completing handwriting practice worksheets.

☐ d. Writing a three-paragraph letter to a friend.

QUESTION 2:

Young learners are students who are _______.

Select one:

☐ a. At a beginner level.

☐ b. At an advanced level.

☐ c. Between the ages of two and twelve.

☐ d. Between the ages of thirteen and nineteen.

PEER PARTICIPATION

Sample Young Learners discussion:

SUMMARY

The Business English Syllabus is an extension of the main course syllabus.

This module focuses on teaching one of the two main age groups (the other being Young Learners) and will prepare future ESL teachers to better understand the differences between teaching these two distinct age groups.

This module is an optional addition to the TEFL coursework. Students who successfully complete this module (along with the Young Learners module) will receive an additional 30 hours of training on their TEFL Certificate.

OBJECTIVES

After reading this chapter, the reader will be able to...

a. Summarize the history and development of English for specific purposes (ESP).

b. Describe the rationale behind, and methods for, conducting needs analyses.

c. Identify major considerations for teaching English for academic purposes (EAP).

d. Describe sample reading, writing, listening, and speaking tasks that would benefit students in Business English.

e. Identify various online resources available for ESL/EFL instructors within EAP and business English.

TASKS

This chapter requires the following:

• Multiple Choice Quiz (x10 Questions) - 1 Hour Time Limit
• Written Lesson Plan
• Written Essay (Min. 400 words)

EXCERPTS OF TEXT

Extracted from "Needs Analysis..."

As the name implies, a needs analysis, or assessment, helps teachers and curriculum designers to determine the needs of a given population of ESP students. Teachers can use multiple tools for assessing students’ needs. For instance, one assessment, the multiple intelligence inventory (Gay, 1998), can help you to understand your students’ learning styles. Needs analyses may also include student surveys with checkboxes, open-ended questionnaires, or a combination of several methods. Questions might include the following:

• On a scale of 1-10 (10 being extremely confident), how confident are you writing emails and memos at your job?

• On a scale of 1-10 (10 being extremely confident), how confident are you asking questions in your academic classes?

You or your administrators can also gather sample reading and writing tasks from a real-life setting. For instance, if teaching students who hope to work in an accounting firm in the U.S., you can ask an employer, “What are common writing, reading, and speaking tasks that are required in a typical job description?” Similarly, students hoping to begin a liberal arts education in an English-speaking country will need to learn about and practice common academic writing assignments in the humanities. Teachers or administrators can gather syllabi from professors in a large liberal arts college to better design a curriculum that will prepare students for specific assignments.

HOMEWORK SAMPLE

Essay Question:

Imagine you are teaching a group of university students with interests in various branches of microbiology who are planning to study abroad in an English-speaking country. They are high intermediate level English learners.

Choose an academic article you would use for these EAP students.

Explain why you believe this article is appropriate for academic-bound ESL/EFL students.

Describe activities and tasks you would design for this reading.

Please cite source(s) used. Write 400 words.

QUIZ SAMPLE

QUESTION 1:

Terminology used in Business English is _______.

Select one:

☐ a. Different within each area of specialization.

☐ b. Very similar to vocabulary for academic English.

☐ c. Very similar to general English.

☐ d. Universal across all business areas.

QUESTION 2:

English for academic purposes (EAP) falls under the general field of _______.

Select one:

☐ a. Business English.

☐ b. English for specific purposes (ESP).

☐ c. English for the technical/vocational trades.

☐ d. English for tourism.

PEER PARTICIPATION

Sample Business English discussion:

THEMATIC UNIT TASK

The final project for your online TEFL course is to create a thematic unit. A thematic unit can be defined as a collection of lessons centered around a specific theme (i.e. holidays, food, etc.). Students MUST complete the Thematic Unit in order to pass the class. Students who do not complete the unit will not be issued their TEFL/TESOL Certificate.

Your goal for the assignment is to create 3 days’ worth of lessons for an EFL class that meets on Mondays, Wednesdays, and Fridays for 60 minutes per class. It will be up to you to decide what level the students are and how many students are in each class. Try to address multiple skill areas (reading, listening, speaking, writing, grammar, and vocabulary).

Be sure to use the Blank Lesson Plan Format provided in the Course Resources section. Remember you must attach all materials (worksheets, visual aids, etc). Keep in mind that you will be able to add these lessons to your very own "Lesson Plan Portfolio" for use with your future ESL/EFL classes, so it is good to have completed lessons with prepared materials.

THEMATIC UNIT TASK OUTLINE

The student should create a total of 3 lessons to teach a class in one week. The thematic unit is worth 100 total points. Students MUST post the thematic unit in order to receive their certificate. Grade each lesson on the following criteria:

• Include a brief overview of what the previous week’s lesson was/would have been.
• Include complete lesson plans for each day.
• Indicate what level the students are.
• Indicate the number of students in your class.
• Choose one main theme that your entire weeks’ worth of lessons will be focused around.
• Indicate the language focus and aims of the lesson.
• Clearly label if your lessons will focus on listening, reading, writing, or speaking. - You must use at least 3 of the 4 components of language learning - one for each lesson.
• Include any expected problems.
• Include a list of any materials and visual aids you will use.
• Clearly indicate the rough timing of the lessons. Remember, each class period is one hour.
• Show clearly different stages of the lessons and indicate the role of the teacher at each of these stages.
• Include samples of any worksheets, reading texts or other materials that you plan to use.
• Include different types of grouping and activities in your lesson.
• Show that you have a clear idea of how the language point you are teaching is used.
• Include what your goals are for the students to achieve by the end of the week.
• Include a description of any homework you will assign to the students.
• Include a brief overview of what the next week’s lessons and topics will be.

THEMATIC UNIT SAMPLE SUBMISSION

Below you will find a sample student submission of a completed thematic unit:

THEMATIC UNIT INSTRUCTOR FEEDBACK

Below you will find instructor feedback in response to the thematic unit student submission above:

PRACTICUM OVERVIEW

Practicum is an essential component to a teacher's training process, as it provides valuable insight and experience prior to obtaining independent teaching positions. International TEFL Academy requires that all students accumulate a minimum of 20 hours for TEFL/TESOL certification. These hours can be achieved through observation, tutoring, student teaching or a combination of 2 or 3 of these in an ESL/EFL setting in which non-native speakers are learning new English language skills.

Hands-on experience with English language learners provides an opportunity for teacher trainees to apply teaching principles to real-life situations, build confidence in their skill and pedagogical style, gain exposure to various learning styles and classroom situations, and acquire valuable teaching experience. These components will assist a teacher in feeling more prepared, as well as add a competitive edge to one's job search and interview process.

FINDING A PRACTICUM LOCATION

You can do a web search for English language classes offered in your community. You will find that many different organizations will offer English classes to non-native speakers. Some examples of class sites are language schools, ethnic community centers, community colleges, park districts, local libraries, and faith-based organizations such as churches or synagogues. You may also find a non-native English speaker to whom you can offer one-on-one tutoring. It is up to each individual student to find a practicum location and set up their hours.

Please view the video to see how to conduct a practicum location search:

Step 1: Head to Google.com.

Step 2: In the Google search bar, enter "Free ESL classes in [....]" whereby [....] indicates either the name of the city you live in or the city you want to complete your practicum in. Conduct your search.

Step 3: A results page will display. Results that indicate free ESL classes at community colleges, libraries, churches or community centers are great starting points. Click on one of the displayed results to read more about what they offer, their hours of operation, etc.

Step 4: If this seems like a location you would be interested in doing your practicum at, locate a contact phone number or email address on their page and note it down.

Step 5: Contact the location of interest and ask if they will allow you to observe, tutor, help student-teach, etc. If they are open to the idea, it is up to you to set up your practicum hours with them.

Step 6: If the first location you reached out to will not allow you to complete your practicum there, try the next location that your Google search provided. Keep trying until you lock one in.

PRACTICUM DOCUMENTS

For a student to successfully pass the Practicum unit, the following documents must also be completed and submit via Moodle:

1. Practicum Location Information: This includes details about the location in which the student completes their Practicum, the location website, Supervisor name and contact details, etc.

2. Time Log: Student to log the days and hours spent gaining practical experience with English language learners through observation, tutoring, and/or student teaching. Each practicum occurrence must be initialed and verified by a supervisor/cooperating teacher or an English language learner if the student has chosen to tutor an ESL student. Practicum time must total a minimum of 20 hours and the student must clearly indicate the mandatory 6 hours of student teaching or tutoring.

3. Practicum Experience Write Up: The final practicum requirement is for the student to write a 550 word (minimum) summary about their experience in an ESL classroom or tutoring ESL students. Items to cover in the one-page summary include:

• Where you completed your practicum (City, State, Name of Location/Center/School).

• How you found your practicum location or ESL students (i.e. Organic online web searches, contacting community organizations, etc).

• What practicum option(s) did you choose (Tutoring, Observation, Student Teaching, or a combination).

• What type of language school or class you were in.

• Types of students you worked with (age, background, etc).

• What your overall experience was like.

• Highlights and areas that could have been improved.

• What your duties and functions were in the classroom.

• Was there anything you learned that you will incorporate into your own ESL classroom one day?

4. TEFL/TESOL Certification Completion Form: Requires the student to complete an online survey outlining their full name, address, TEFL course start date and date of birth for certificate mailing purposes.

PRACTICUM DUE DATE

Students have an additional 60 days to complete the practicum hours from their course end date. For example, if your course ends on December 1, you must submit your practicum documents by February 1. Please refer to your course calendar for exact due dates.

ALUMNI TESTIMONIALS

Here's what some of our alumni that took our online course had to say about the required practicum component:

	"I was actually very glad there was a practicum portion required, so I was able to get some hands-on experience. I was able to work with some amazing refugees in Austin and enjoyed helping and teaching them very much." Katie Moss - Czech Republic
	"The practicum was very useful. I worked with a teacher at a community center who taught adult immigrants practical English vocabulary. He had taught in South Korea 20 years ago and offered a lot of encouragement." Amanda Kim - South Korea
	"The practicum was an important step in gaining confidence. I was able to see how the theories worked in real life. The experience made me realize how much I loved teaching. I found myself really caring about the process of my students. I was always looking for ways to make English easier to understand and fun at the same time." Todd Ritz - Argentina
	"The practicum was the best part. This, in my opinion, was also the most important part. I loved my practicum because I got that real-world experience I needed. Being able to work with students and participate in their learning really put all the methods from my lessons into perspective." Cassondra Lopez - Czech Republic

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We've put together a video montage to showcase what our ITA Online TEFL class live lectures look like in terms of practical content, our professional instructors, and student interactions.

One of the many aims of a professional TEFL course is to run a classroom from day one.
You will be able to assess the level and needs of class and student, create a lesson plan with all supporting materials for each day.

This is an actual lesson plan created by a former International TEFL Academy student. At the bottom are the comments from the TEFL class instructor for feedback.

Beginner Adult Lesson Plan

Class: Beginner Adults (1/3)

Level and Number of Students	Beginner Level - 12 Adult Students (Class 1/3)
Lesson Duration	60 minutes
Aims/Objectives	By the end of the lesson, students will be able to... - Recognize the differences between a like and dislike in order to make a statement or answer a question, i.e. "I don't like tomatoes," or "I like eating tomatoes." - Describe their likes and dislikes using the first person singular tense. - Identify different types of weather with associations of pictures and descriptions. - Ask questions about different weather using the present simple tense, i.e. "Do you know what the weather will be like today?" - They will be able to formulate like and dislike in sentences to describe weather that they do or do not like as a response to a question or statement.
Assumptions	- Students understand that there are different seasons in the US, and that weather changes based on these seasons. - Students have knowledge of question asking vocabulary as well as clothing vocabulary. - Students have a clear understanding of the present simple and some use of the past and future simple tenses.
Anticipated Problems	- Students may have difficulty with forming the endings of the different vocab words or verbs, i.e. cloud - clouds - cloudy, rain - rains - rainy - raining. To address this make a chart with singular, plural, adjectives, and verb uses. - Students may ask about "will" vs. "going to". To address this, explain to students that the use of "will" in the future simple will be addressed in another lesson and not today.
Materials	- Newspaper realia with weather information for the current day (or past day just as an example). If not available, then an example from an online source (of the current country I am in, ex. Belgium). - 5 big pictures for an introduction. - A scarf/jacket and sunglasses for Presentation stage. - Presentation text "A Day of Weather in Belgium - Newspaper Style" (make 6 copies and cut in half). - Practice 1 "Matching Weather Types and Identifying Like vs. Dislike" (make 13 copies). - Practice 2 "Complete Me! Sentence Completion Activity" (make 13 copies).
Warm-Up (5 Minutes)	I write two discussion questions about likes, dislikes, and weather on the board. I then pair students and let them discuss without interrupting but still remaining present to answer questions: 1. What is your favorite season? Why? Ex. I like summer because it is warm and I can go swimming in the ocean. 2. What kind of weather do you like? Why? Ex. I like the snow because I can go skiing. 3. What kind of weather do you not like? Why? Ex. I don't like the fog because it is hard to drive. After a few minutes, the teacher asks for feedback, calling on pairs to share their answers.
Introduction (5 Minutes)	A few pictures are shown to the class of weather I have experienced in the US (snow) and the other two pictures of weather in Belgium. I start by asking them to describe what they see in these pictures, i.e. gray, blue, sky, green grass, cloud, sun, flowers, trees, white, etc. I will then ask why these pictures are different, is it because of country, time of year, season? I then show the picture of myself walking and ask them to describe what I am doing. Why do you think I am dressed like that? Ex. Because it is cold. I tell the students that I like to walk when it is cold because it is good exercise. I write out on the broad that I have two activities planned for them, matching and sentence completion. After that they will pair off and do a News Report role-play! (See below for materials).
Presentation (15 Minutes)	I begin by introducing two pictures that show examples of the weather in Belgium. The weather map and the weekly-predicted weather graph. I draw pictures on the board to explain different weather vocab, i.e. partly cloudy, cloudy, sunny, rainy, thunder and lightning, fog, and snow. I also draw a thermometer to show how different temperature numbers reflect different temperate vocab, i.e. 0 = freezing/cold, 20 = cold, 40 = cold, 60 = mild, 80 = hot, 100 = sweltering/burning/very hot. I will start by asking them a question about the current weather outside. "Can anyone help me to describe what the weather looks like outside?" This will help them apply vocab they already know to a new area of vocab to help explain the weather. If they say something like, "It is dark outside," I will write, "It is cloudy." As we are just working on the present tense today I will also ask them about temperature and how it feels to them or how their bodies feel when the temperature changes. I will do this by utilizing TPR and imitating when I am cold (shivering or putting on another layer of clothing) and when I am hot (fanning myself from the heat or putting on sunglasses). I will associate these actions and sounds with the vocab written on the board and the pictures shown from the introduction. I will then use the smiley and frowning face for the next stage to show what weather I do or do not like. i.e. I will shiver and point to the frowning face while saying the word "brrrr," to show that I dislike this. I will write this sentence on the board, "I do not like the cold." I will then put on my sunglasses and point to the smiley face while smiling, to show that I like this. I will write this sentence on the board, "I like the heat." I will also have the students repeat these sentences after explaining them. I will then have them read the short text, "A Day of Weather in Belgium - Newspaper Style" and have them discuss and answer the questions in pairs. (See below for materials).
Practice 1 (7 Minutes)	Matching Weather Types and Identifying Like vs. Dislike I know transition back to the images I have drawn on the board to show the difference in weather vocab, temperature vocab, and like vs. do not like with the smiley and frowning face. I will erase the vocab words next to the images on the board. To practice reading in this activity students will try to match the correct picture with the vocab word, as well as temperature, and like or do not like. Students will complete this activity individually and when they are finished will compare answers with a partner (the person next to them). (See below for materials).
Practice 2 (7 Minutes)	Complete Me! Sentence - Completion To practice associating likes and dislikes with weather types, students will use their own opinions to complete sentences that have varied weather predictions. They will also use their external vocab knowledge to write why they do or do not like this weather type. This is to be done individually before reading their sentence to their partner to learn more about them. (See below for materials).
Production (15 Minutes)	Newscaster Role Play Now that we have an understanding about different types of weather and what weather types we like or don't like and why, I will pair the students off with other students they haven't been working with today. I will write the directions for the activity on the board and explain what they will do with their partner. I explain first that one person will be the interviewer and the other will be the interviewee. They are preparing what to say on the news this morning for the weather of the day. The following will be written ont he board: Weather News Report In your interview you need to ask: - What is the weather going to be like today? Today the weather... - What are the high and low temperatures for today? Today the high will be... and the low will be... - Is there a chance of rain? If so what is the percentage? Today there is a ____% chance of rain... - How will the weather change over the course of the day? In the morning it will be... but in the evening it will... - Do viewers need to make sure they bring any specific clothing with them for the weather? Don't forget your... - Why do you like or dislike the weather for today? (Engage the audience!) This is my favorite weather... One partner will start and ask the questions while the other responds and they will change after they are finished answering all of the questions. I will write that there is a time limit of 15 minutes. I step back out of the action, walk around and observe the students and take notes.
Review (5 Minutes)	I return to the board and review the vocabulary we learned today. I ask a few students to share their favorite response to the News Report they created with their partner.
Homework (2 Minutes)	I ask the students to take out a piece of paper to write down their homework assignment. When students are ready they listen to what I am saying and write in their notebooks: "Over the next few days take notes as the weather changes. Create five new sentences about how the weather changes in the course of the day. Describe why you liked or did not like this weather and what you were able to do during this weather. Perhaps you needed to wear specific clothing!" I clarify that students understand the homework by putting bullet points on the board for what is expected of them. If there is time I will circulate while they begin their homework, or have time to answer any remaining questions they may have.

Images for Introduction

Images for Presentation

INSTRUCTOR FEEDBACK

Instructor feedback: Thank you for this excellent lesson for beginner students that will address weather and likes/dislikes about weather. You have included all of the necessary stages, provided an explanation for each stage, and demonstrated excellence in planning a lesson.

To begin, your problems and solutions section lists some realistic and appropriate problems. Overall, your grammar is appropriate for beginners. It is appropriate to teach the simple present, past, and future to beginners. Most beginners are not ready to learn the perfect tenses, however.

Note that most of your vocabulary is also level appropriate, but some of the vocabulary in your final task may be problematic. For example, the words “viewers” and “specific” are not likely to be understood by beginners.

Yes, drawing pictures during the presentation is a great way to demonstrate the meaning of the words and to include low-tech visual aids, just don’t take too much time in doing so.

I appreciate how your practice activity gradually encouraged the students to try their new learning in a more open-ended way! That is exactly the way it should be.

You also have some great images in here. It is fun to use your own images if they are relevant. It also helps personalize the visuals and the plan.

Your reporting activity on the end sounds like fun! Students will appreciate this activity and the chance to be a weather reporter. Note that this will likely be hard for them because you didn’t do any reading or listing to an actual interview beforehand.

In the future, add one of these models first and it will really help your students. Also note that many will likely “read” the questions you have on the board. As this is a production task, encourage them to try and ask and answer questions without reading.

Nice work overall!

On a final note, I would also like to share a link to the International Journal of Foreign Language Teaching. It is an academic journal that is peer-reviewed, and it is full of lots of stories and research about teaching English as a foreign language. It is free and you can download the journal at this site: http://www.ijflt.com/.

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Take this Online Proficiency Quiz for a chance to navigate through the course platform!

1. Do I need to login on my course start date?

Although not required, you should definitely log in on your course start date. In order to stay on track, you must log in to the course at least once a day. If not, you may miss important announcements, date changes, etc. You will not be docked any points if you do not log in to your course every day, but it is highly recommended.

2. How much time should I plan to spend each week on this class?

The course is comprised of:

• 150 hours of online coursework – which includes readings, tasks, peer participation and self-checks. (Required)

• 20 hours of Practicum (Required)

• 30 hours for 2 additional course modules: Teaching Business English and Teaching Young Learners (Optional)

You should plan to allocate roughly 10-12 hours per week on this class. This should cover readings, watching lectures and videos, quizzes, essays, peer participation, etc.

3. Can I finish the course quicker than 11 weeks?

You can work ahead in the class, but you will not get your official TEFL certificate until your class is over. This is because your professor will be grading your assignments week by week. So yes, you can do your assignments ahead of time to accommodate a vacation or if you just have extra time to work ahead but ultimately you will not be able to receive your TEFL certificate early.

4. Can I take this class from anywhere in the world?

Yes, as long as you have access to the Internet and a working computer to complete your course assignments.

5. Will I have access to course materials online after the class is over?

Students will be able to access all course material for approximately 3 months after the completion of the course. An email notification will be sent out to students about one week before their access is closed.

6. Do I need to purchase a textbook for this course?

Students are not required to purchase any extra material for the course. However, it is highly recommended that students purchase a grammar book. Students also have the option to purchase the course book in paperback or PDF forms.

Read more about the TEFL class books here.

To purchase the course book, please visit the websites below:

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7. Will I be able to reach out to my professor with course questions?

You can reach out to your instructor through the following ways:

a. Chat Sessions: Students are not required to attend chat sessions however it is highly recommended that students attend these sessions as it is a great opportunity to ask the instructor questions or to discuss ESL learning and teaching.

b. Email: Your instructor is available by email. You can send your instructor an email at any time of the day or night and will receive a response within 24 – 48 hours. To find more information on your course instructor and contact details, please visit the profile section in your course. Your course instructor is not available by phone.

8. Will I receive feedback on my assignments?

Yes. Feedback can be found under the Grades section. Your instructor will provide feedback and comments on all tasks.

9. Will I be able to reach out to other students in the class?

You can reach out to other students in your online class through the following ways:

b. Peer Participation: Each week your Course Instructor will post a discussion topic in the forum labeled Peer Participation. Students are required to participate in the discussion each week by posting at least one thought or comment in the forum regarding the posted topic. Here, you are able to respond to comments and discussions that your fellow peers have contributed.

10. Are there set login times that require me to attend live online sessions or classes?

Students are not required to attend live lectures. However, it is strongly recommended that students attend lectures as this is a time to receive more direct classroom instruction, ask questions, and communicate with peers and the instructor.

Lectures are recorded and uploaded online for students to watch at a later time, however, this will not provide you access to live chat times with your instructor and peers.

11. What is the TEFL practicum?

Practicum is an essential component to a teacher's training process, as it provides valuable insight and experience prior to obtaining independent teaching positions. International TEFL Academy requires that all students accumulate a minimum of 20 hours for TEFL/TESOL certification. These hours can be achieved through observation, tutoring, student teaching or a combination of 2 or 3 of these in an ESL/EFL setting in which non-native speakers are learning new English language skills.

Please refer to the "MANDATORY UNIT: Practicum Requirements" drop-down for additional details.

12. Do I have to pay for the Young Learners & Business English chapters?

No. The additional chapters are provided to all of International TEFL Academy’s students free of charge.

13. How long will it take to receive my TEFL certificate?

After a student has completed their certification course and submitted the necessary documents, it will take about 4 to 6 weeks to receive a certificate in the mail. A student will, however, receive a digital certificate once their course is completed and their practicum packet has been reviewed and approved.

14. Can I fail the Online class?

Yes, students must receive a minimum of 560 points or a 70% to pass the class and turn in a completed thematic unit.

* Note in order to be issued a certificate, a student will need to pass the class, turn in a completed practicum document within the timeframe outlined in the ITA Terms and Conditions. See Online Course Section B in the Terms and Conditions.

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NOTE FOR ENROLLMENT: Before enrolling in any International TEFL Academy, 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 to assist you with the enrollment process.

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