TEFL Course

1

Course Tutors

• Mary Kay Maas

• Gill Brownlow

• Chris Evenden

• Stephanie Bianco

• Adriana Real

2

About the Course

• Input units

• Self-study component

• Teaching practice

– Classes

– Planning

– Observation

TOTAL: about 180 hours

3

Input UNITS

18 compulsory input units

2 optional input units (TKT - EP)

(each unit consists of 3 sessions)

TOTAL aprox. 75 hours

self-study pack

TOTAL 40 - 45 hours

4

Teaching Practice

Compulsory (divided in two levels): 6 hours teaching practice +

12 hours planning +

3 hours feedback +

2 assessed lesson

Class OBSERVATION

Optional 1 more hour TP, planning and feedback per

level

1 more level with 4 hrs TP, 4 hrs planningand 2 hrs feedback + 1 more assessedlesson

TOTAL (aprox.) 60 hours

Assessment

Minimum Requirements :

• 4 assignments 750 – 1500 words each,

• 2 assessed teaching practice +

corresponding lesson plans,

• 10 observation forms,

• 3 lesson plans,

• Portfolio

6

THEORY SNAPSHOT

AWARENESS

7

GLOSSARY

• http://www.cambridgeesol.org/assets/pdf/tkt_

glossary_august_2009_final.pdf

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Methods and approaches(source: Eugene McKendry)

(Richards & Rodgers 1985:17)

METHOD

Procedure

Approach Design

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Traditional

Methods and approaches

Grammar Translation Method

Direct Method

Audiolingualism

10

Methods and approaches

“Designer” Methods

• The Silent Way– Caleb Gattegno, Egyptian - ~1972

• When Gattegno studied himself as a learner, he realised that only awareness can be educated in humans. His approach is therefore based on producing awareness rather than providing knowledge.

• Suggestopedia– Georgi Lozanov, Bulgarian - ~1971

• The intended purpose of Suggestopedia was to enhance learning by lowering the affective filter of learners

• TPR - Total Physical Response – James Asher, American - ~1966

• It looks to the way that children learn their native language.

From Wikipedia

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Methods and approaches

• The wholistic Approach (CLL)

(Community Language Learning)

– The person as a whole

• The Communicative Approach (CLT)

– Notional – Functional Syllabi

• The Natural Approach

– Krashen, acquisition vs learning, ~1980

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TEACHING PENDULUM

GTM Silent Way

13

ECLECTICISM

Making decisions on the basis of what

seems best instead of following some

single doctrine or style

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A Vision of K-12 Students Today

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16

LEARNER CHARACTERISTICS

Visual

learners learn best through

seeing

Auditory hearing

Kinaesthetic using the body

Group working with others

Individual working alone

Reflective considering choices

Impulsive responding immediately

LEARNING STYLES

What kind of learner are you?

http://www.vark-learn.com/english/page.asp?p=visual

Source: The TKT Course, CUP. 2005

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LEARNING STRATEGIES

Experimenting

Paraphrasing

Recording Deciding

Asking

Guessing

Repeating

Language

Learning

Strategies

Source: The TKT Course, CUP. 2005

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LEARNER NEEDS

How to meet learner needs

Choosing suitable:

materials level-of language-and-skills topics workload

ACTIVITIES approach-to-teaching treatment-of-

individual-learners skills interaction-patterns

feedback PACE language-and-skills l e a r n i n g -

s t r a t e g i e s

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21

TEACHER’S ROLES

A “JUG

AND MUG”

TEACHER

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Choose “A” or “B” or write “C”

if you believe you should be in between

A B

I have all the information

The syllabus, the exam, and the information are here for us to share

It is my job to transmit knowledge to you

I am not the fount of all knowledge

I am responsible for your learning

You are responsible for your learning

It is my job to make sure that you work

I am here to facilitate your learning by providing resources and support

As the adult, and the professional, I have the expertise to make the right judgements and decisions about your learning

I trust that you want to learn and will take responsibility for your own learning

Source: Anita Szabo, CUP. 200023

Match, please

• Planner

• Informer

• Manager

• Monitor

• Involver

• Parent/Friend

• Diagnostician

• Resource

Comforts learners when they are upset or unhappy

Prepares and thinks through the lesson in detail before

teaching it so that it has variety and there are appropriate

activities for the different learners in the class

Makes sure all the learners are taking part in the activities

Can be used by the learners for help and advice

Gives the learners detailed information about the

language or about an activity

Is able to recognise the cause of learners’ difficulties

Goes around the class during individual, pair and group

work activities, checking learning

Organises the learning space, makes sure everything in

the classroom is running smoothly and sets up rules and

routines for behaviour

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CELTA BOOKTHE LEARNERS AND THEIR CONTEXTS

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CU NXT CLASS