Via Lingua Corinth TEFL course

Course outline

Download the syllabus.

COURSE OUTLINE:

CLASSROOM MANAGEMENT AND TEACHING SKILLS

1. SESSION ONE: TEACHING AND LEARNING A FOREIGN LANGUAGE

1.1. AIMS:

To consider teaching theories and approaches which promote effective learning
To consider the implications of this for acquiring and learning a foreign language

1.2. INTENDED LEARNING OUTCOMES:

At the end of the session, trainees will be aware of:

the reasons why people choose to learn a foreign language
a number of theories in relation to how people learn effectively
the relationship between language learning and language acquisition
the factors which influence the success of language acquisition and learning

2. SESSION TWO: THE ROLE OF THE TEACHER

2.1. AIMS:

To consider the role of the teacher with regard to the promotion of effective learning
To consider the options we have as teachers and the factors which influence our choices

2.2. INTENDED LEARNING OUTCOMES:

At the end of the session, trainees will be aware of:

The communicative approach to E.F.L. teaching
The characteristics of an effective teacher
The basic principles of how to ensure an appropriate balance of student talking time (STT) and teacher talking time (TTT)

3. SESSION THREE: CLASSROOM MANAGEMENT

3.1. AIMS:

To consider effective strategies for classroom management
To look at different resources which are available and how to maximize their potential

3.2. INTENDED LEARNING OUTCOMES:

At the end of the session, trainees will be aware of:

Ways of setting up a classroom to get the most out of an activity
A variety of resources, such as the O.H.P. and audio-visual equipment
How to use the board effectively
Issues relating to the management of student behaviour

4. SESSION FOUR: USING PUBLISHED MATERIAL AND LESSON PLANNING

4.1. AIMS:

To consider the essential ingredients of a well planned lesson
To introduce a format for lesson planning
To review lesson plans produced by previous students
To introduce strategies for evaluating lessons
To analyze how to use a course book effectively

4.2. INTENDED LEARNING OUTCOMES:

At the end of the session, trainees will be aware of:

The principles underpinning a situational presentation of grammar in the P.P.P. model (prepare, present, practice)
Other approaches to the presentation of language (Test Teach Test, Guided Discovery and Task Based Learning)
The basic principles of lesson planning
The format which trainees will be required to use during the course
A checklist of questions to ask before a lesson and at the end of a lesson (preparation and reflection)
Criteria for selecting, rejecting and supplementing course-book material

5. SESSION FIVE: PAIR AND GROUP WORK. INSTRUCTION GIVING.

5.1. AIMS:

To consider ways in which we can maximize student interaction in the classroom
To consider ways of giving effective instructions

5.2. INTENDED LEARNING OUTCOMES:

At the end of the session, trainees will be aware of:

Reasons for maximizing pair and group work
Methods and different types of activity which encourage interaction
Basic principles for giving clear instructions

6/7. SESSIONS SIX AND SEVEN: RECEPTIVE SKILLS

6/7.1. AIMS

To present a methodological model for teaching reading skills
To introduce reading activities and materials

6/7.2. INTENDED LEARNING OUTCOMES:

At the end of the session, trainees will be aware of:

The necessary stages for a reading lesson
Different types of activity which can be used for each of these stages
When to pre-teach vocabulary

8/9. SESSIONS EIGHT AND NINE: TEACHING VOCABULARY

8/9.1. AIMS:

To consider strategies for teaching vocabulary
To introduce ideas for vocabulary practice through activities and games

8/9.2. INTENDED LEARNING OUTCOMES:

At the end of the session, trainees will be aware of:

The relationship between language structure and vocabulary
A model for teaching vocabulary in context
The stages needed to enable the acquisition of vocabulary (context, meaning, structure, memorization, storage, recall)

10. SESSION TEN: TEACHING BEGINNERS

10.1. AIMS:

To experience being taught an unseen language
To consider key issues involved in the teaching of beginners

10.2. INTENDED LEARNING OUTCOMES:

At the end of the session, trainees will be aware of:

Specific issues involved in the teaching of beginners
The difference between absolute beginners, false beginners, adult beginners, young beginners, beginners without the Roman Alphabet)
A variety of teaching techniques which can be used when working with beginners

11/12. SESSIONS ELEVEN AND TWELVE: TEACHING GRAMMAR IN CONTEXT

11/12.1. AIMS:

To explore the relationship between context, language form and language function
To present a model for introducing new language structures to students

11/12.2. INTENDED LEARNING OUTCOMES:

At the end of the session, trainees will be aware of:

How to structure a grammar lesson (lead in, context, language analysis, controlled practice, free practice)
Strategies for exploring meaning / function and form (concept check questions)

13. SESSION THIRTEEN: CORRECTION TECHNIQUES

13.1. AIMS:

To consider effective strategies for correcting student errors

13.2. INTENDED LEARNING OUTCOMES:

At the end of the session, trainees will be aware of:

Decisions which teachers need to make when students make errors (the type of error, the usefulness of correction, when to correct, who will correct, the choice of correction technique)
A variety of strategies for indicating errors to students
A variety of strategies for correcting errors (self correction, peer correction, teacher correction)

14. SESSION FOURTEEN: LANGUAGE GAMES

14.1. AIMS:

To consider the value of language games in the classroom
To introduce and use a variety of language games
To consider ways in which these can be adapted according to teacher objectives and the needs of students

14.2. INTENDED LEARNING OUTCOMES:

At the end of the session, trainees will be aware of:

The rationale for using language games in the classroom
A wide variety of language games and resources for language games
The ways in which language games can be adapted according to teacher objectives and the needs of the students
Techniques for teaching and practicing grammatical structures through language games

15. SESSION FIFTEEN: PRODUCTIVE SKILLS: (SPEAKING)

15.1. AIMS:

To introduce the basic principles that underpin the teaching of speaking and discussion skills
To introduce a variety of activities for speaking skills lessons
To provide an opportunity for peer teaching and evaluation of the effectiveness of strategies employed

15.2. INTENDED LEARNING OUTCOMES:

At the end of the session, trainees will be aware of:

Strategies for teaching speaking skills
A variety of activities which could be used to teach speaking skills (discussion, consensus, games, instructions, presentations)

16. SESSION SIXTEEN: PRODUCTIVE SKILLS (WRITING)

16.1. AIMS:

To introduce the basic principles that underpin the teaching of writing skills
To introduce a variety of activities for writing skills lessons

16.2. INTENDED LEARNING OUTCOMES:

At the end of the session, trainees will be aware of:

Strategies for teaching writing skills
The structure of a creative writing activity
A variety of activities which could be used to teach writing skills

17. SESSION SEVENTEEN: ENGLISH FOR SPECIFIC PURPOSES

17.1. AIMS

To consider the issues involved in teaching Business English
To review materials available for Business English and other areas of English for Specific Purposes

17.2. INTENDED LEARNING OUTCOMES:

At the end of the session, trainees will be aware of:

The needs of the E.S.P. student
Materials which can be used
Basic principles of in-company teaching

18. SESSION EIGHTEEN: TEACHING CHILDREN, TEACHING IN ONE TO ONE SITUATIONS, TIME-LINES

18.1. AIMS:

To consider the specific issues involved in the teaching of children
To consider the specific issues involved in one to one situations
To review tenses through time lines

18.2. INTENDED LEARNING OUTCOMES:

At the end of the session, trainees will be aware of:

The different age ranges of young learners
The qualities and problems that young learners bring to the classroom
Strategies for working with young learners
Strategies for working in one to one situations
The value of time lines

19. SESSION NINETEEN: ASSESSING STUDENT PROGRESS

19.1. AIMS:

To consider the principles underpinning good assessment
To consider ways of conducting initial assessments and subsequent student progress
To provide an opportunity for trainees to engage in a self and peer assessment process

19.2. INTENDED LEARNING OUTCOMES:

At the end of the session, trainees will be aware of:

The principles of good assessment
Strategies for self, peer and teacher assessment
Strategies for undertaking initial assessment
The principles of target setting
Strategies for assessing student progress

ENGLISH GRAMMAR

1/2. SESSIONS ONE AND TWO: INTRODUCTION TO ENGLISH GRAMMAR

1/2.1. AIMS:

To analyze parts of speech and engage in sentence analysis
To consider verb types and forms

1/2.2. INTENDED LEARNING OUTCOMES:

At the end of the session, trainees will be aware of:

Terminology for sentence analysis e.g. noun, verb, adjective
Three types of verb: main, primary auxiliary, modal auxiliary
Verb forms: infinitive, first form (present), second form (past), third form (past participle), present participle

3/4. SESSIONS THREE AND FOUR: PRESENT TENSES

3/4.1. AIMS:

To introduce the forms and functions of present tenses (present simple, present continuous)

3/4.2. INTENDED LEARNING OUTCOMES:

At the end of the session, trainees will be aware of:

The form of the tenses and the main functions
Teaching ideas for the tenses
How to recognize and correct errors relating to these tenses
The difference between state and non-state verbs

5/6. SESSIONS FIVE AND SIX: PAST TENSES

5/6.1. AIMS:

To introduce the forms and functions of past tenses (simple past, past continuous, the present perfect and the present perfect continuous)

5/6.2. INTENDED LEARNING OUTCOMES:

At the end of the session, trainees will be aware of:

The form of the tenses and the main functions
Teaching ideas for the tenses
How to recognize and correct errors relating to these tenses

7/8. SESSIONS SEVEN AND EIGHT: FUTURE TENSES

7/8.1. AIMS:

To introduce forms used for exploring future actions and their functions (will, present continuous, going to, present simple, future perfect, future continuous)

7/8.2. INTENDED LEARNING OUTCOMES:

At the end of the session, trainees will be aware of:

The form of the tenses and the main functions
Teaching ideas for the tenses
How to recognize and correct errors relating to these tenses

9. SESSION NINE: MODAL AUXILIARY VERBS, REPORTED SPEECH

9.1. AIMS:

To introduce modal verbs (form and concept)
To introduce reported speech (form and function)

9.2. INTENDED LEARNING OUTCOMES:

At the end of the session, trainees will be aware of:

The forms and functions of these areas
Appropriate teaching ideas
How to recognize and correct errors relating to these areas

10. SESSION TEN: GERUNDS AND INFINITIVES

10.1. AIMS:

To introduce gerunds (form and use)
To introduce infinitives (form and function)

10.2. INTENDED LEARNING OUTCOMES:

At the end of the session, trainees will be aware of:

The forms and functions of these areas
Appropriate teaching ideas
How to recognize and correct errors relating to these areas

11. SESSION ELEVEN: CONDITIONAL SENTENCES

11.1. AIMS:

To introduce the form and function of conditional sentences (zero, one, two, three, mixed)

11.2. INTENDED LEARNING OUTCOMES:

At the end of the session, trainees will be aware of:

The forms and functions of conditional sentences
Appropriate teaching ideas
How to recognize and correct errors relating to these areas

12. SESSION TWELVE: THE PASSIVE VOICE

12.1. AIMS:

To introduce the form and the function of the passive voice

12.2. INTENDED LEARNING OUTCOMES:

At the end of the session, trainees will be aware of:

The forms and functions of the passive voice
Appropriate teaching ideas
How to recognize and correct errors relating to these areas

13. SESSION THIRTEEN: RELATIVE CLAUSES, PHRASAL VERBS

13.1. AIMS:

To introduce defining and non-defining relative clauses (form and function)
To introduce the form and function of phrasal verbs (four types)

13.2. INTENDED LEARNING OUTCOMES:

At the end of the session, trainees will be aware of:

The forms and functions of these areas
Appropriate teaching ideas
How to recognize and correct errors relating to these areas

PHONOLOGY

1. SESSION ONE:

1.1. AIMS:

To introduce the phonetic symbols used to represent the sounds of English
To focus on schwa
To outline problems students of English have reconciling the spelling of English with its pronunciation

1.2. INTENDED LEARNING OUTCOMES:

At the end of the session, trainees will be aware of:

How to read and write English using phonetic symbols
Techniques for teaching students the phonetic symbols and sounds of English
The problems that students of English have in reading and pronouncing English

2. SESSION TWO:

2.1. AIMS:

To look at minimal pairs and how they can aid the process of solving pronunciation problems
To look at word stress and stress shifts in words
To look at sentence stress
To look at the effect intonation has on meaning

2.2. INTENDED LEARNING OUTCOMES:

At the end of the session, trainees will be aware of:

How to create a set of minimal pairs and solve pronunciation problems
The nature of word stress and how the stress in some words can shift
How sentence stress influences meaning
How intonation affects meaning

3. SESSION THREE:

3.1. AIMS:

To look at strong and weak forms of words
To look at features of connected speech
To look at sound deletions and mergers

3.2. INTENDED LEARNING OUTCOMES:

At the end of the session, trainees will be aware of:

How the pronunciation of words changes in the flow of the speech
The fact that what is heard is often not what was said and how confusion can arise for English students

GREEK*(UNKNOWN LANGUAGE) LESSONS

* Other Unknown Languages may apply to students in who have prior knowledge of Greek.

1. SESSION ONE:

1.1. AIMS:

To show how a foreign language can be learnt and taught using only that language in the classroom
To focus on the areas of greetings and introductions in Greek

1.2. INTENDED LEARNING OUTCOMES:

At the end of the session, trainees will be aware of:

Techniques for teaching a language using only that language in the classroom
How to greet people and introduce oneself in Greek

2. SESSION TWO:

2.1. AIMS:

To show further techniques for teaching a foreign language using only that language in the classroom
To focus on the areas of names, pronunciation, requests and pub/restaurant vocabulary phrases

2.2. INTENDED LEARNING OUTCOMES:

At the end of the session, trainees will be aware of:

Further techniques for teaching and learning a foreign language using only that language in the classroom
How to pronounce Greek names and the alphabet, request things, pub/restaurant vocabulary and phrases

3. SESSION THREE:

3.1. AIMS:

To show further techniques for teaching a foreign language using only that language in the classroom
To focus on numbers, food and basic shopping vocabulary and phrases

3.2. INTENDED LEARNING OUTCOMES:

At the end of the session, trainees will be aware of:

Further techniques for teaching and learning a foreign language using only that language in the classroom
How to count, the names of food items, locating items in the supermarket

Download the syllabus.