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How to Become an English Teacher

An English teacherhelps their students to learn literacy skills.When you become an English teacher, you will be workingwith young people to help them learn to read, write, andcommunicate well. Working as a teacher can be challenging,you'll need to interpret the educational and emotional needs ofyour students, while making plans to best help them in theirlearning.

To work as an English teacher, you will need to have anexcellent understanding of written language yourself. ou'llalso need to have good communication skills, especially whenit comes to speaking and teaching young people. Working as ateacher can be a very rewarding experience, especially whenyou are able to make a different in a child's education and life.

!f you love the English language, en"oy reading and writing,and also have fun when you spend time with children andteenagers, then becoming an English teacher could be the

perfect career for you.

Education Requirements to Become an English Teacher

To become an English teacher, you'll need to complete a fouryear bachelor's degree. #tart by taking a ma"or in English,along with complementing sub"ects within the humanities.$ost colleges will allow you to apply for a teachingspeciali%ation within your sophomore year. At this stage youwill be able to learn teaching methodology, as well as start ateacher internship program.

All states re&uire that teachers be licensed to teach in a public

http://teaching-degrees.net/edu/index.cfmhttp://teaching-degrees.net/edu/index.cfm

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school. owever, if you are working within a private school,this is not the case. !n most states, to be granted your licenseyou will need to have completed a four year degree, a

minimum amount of hours in supervised teaching practice, andalso complete tests for basic numeracy and literacy. Anotherpart of your license is continuing education, you will bere&uired to complete ongoing training as a part of your career.!n some states, you will need to complete a master's degreewithin a specified amount of time.

English Teacher Job Description

As an English teacher, you will spend "ust as much timeworking outside of the classroom as inside of it. While youwill have a lot of contact with students, you will also need tospend time preparing lesson plans, marking work, as well asother administrative tasks. ere are some of the tasks anEnglish teacher may find themselves doing(

)lan lessons

elp students with reading and writing

)repare homework and assignment topics

*rade work

+iscipline students

Write report cards

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ecogni%e students who need extra help

English Teacher Salary and Career Path

The median wage for a teacher is around -/,/// a year. 0ewteachers could achieve around -1/,///, while those with moreexperience or in roles with more responsibility might earn

closer to -2/,///. Teachers with a master's degree or nationalcertificate will earn more. Teachers within private schoolsgenerally earn less, but may receive other benefits, such as lowcost housing.

Teaching a sports team, or other after school activity is a goodway of earning extra money as a teacher. There are otherresponsibilities that can be taken on also, as your career

progresses. 3or instance, you might take on an administrativerole.

#ome English teachers may move on to more specialist roles.3or instance, they might work as a special needs teacher, workwith children who speak English as a second language, ormove on to senior positions such as a school principal.

!f you're considering working overseas, a teacher's&ualification is an excellent tool to have. ou will be able tofind employment teaching English as a second language inmany different countries around the world. Those with a fouryear teaching degree are highly sought after in many placesaround the world. ou may be able to secure a "ob packagewhere you receive a wage and accommodation for your work.Alternatively, there are many volunteer opportunities to teach

English overseas.

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When you become an English teacher, it may be stressful attimes, but it is also a very rewarding role. Employment issecure, teaching English brings many more opportunities than

other fields may. A good salary is available for &ualifiedteachers, as well as other benefits in private schools. 4ontinuededucation, such as a master's degree, will bring moreopportunity and a higher salary later on.

ou need atleast 4 in english and go for teachers training. !fyou want to be a assistant teacher you would need less&ualification. The links below should provide some usefulinformation.

As for work experience go to a local school and ask weatherthey would be able to do some work experience or shadowthem.

Also being a teacher you would be re&uired alot of time as youwould be planning seasons, teachers meeting and training andmarking students homework.

How to become an !le"el

English teacher# Amy asked months ago

! want to be an A5level English teacher, ! have 6 *4#Es7 twoA8s 9one in English:, three As, three ;s and one 4. !'ve "uststarted my A# levels a few weeks ago studying Englishlanguage, English literature and history. After ! finish my A5

levels, what would ! need to study in university< Would it be

http://uk.answers.yahoo.com/activity?show=4UJPJX27QTYCMV4JWBZ3DXNISQ&t=ghttp://www.becomeopedia.com/how-to/cat.cfm/html/cat--Education-and-Teachinghttp://uk.answers.yahoo.com/activity?show=4UJPJX27QTYCMV4JWBZ3DXNISQ&t=g

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an English degree then a )*4E course< =r because it's A5levels, do ! need to do something differentA?, vol( ( 3ebruary //6 ( Teaching English as a second in !ndia Sa review $urali.$.

/

$a"ority of the students are coming from village and also theirparents are farmersand uneducated. !f the nature fails, the survival of the farmerswill be &uestionable.ence, the students are mentally discouraged due to the familyconditions.

!n the second category, the students are having enoughbackground in basiceducationsince their parents are educated and they do not depend on thenature much. $any ofthe students from second category are "oining in Englishmedium school

s and hence,

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, and that differ fromthose of our first language. The transferability of knowledge,skill

s and strategiesacross languages depends closely on how the two writtenlanguages work.$>A?, vol( ( 3ebruary //6 ( Teaching English as a second in !ndia Sa review $urali.$.

=?E =3 A TEA4EAs said by #ir )hilip #ydney, teaching is the end of all learning. A teacherJs primary

role is not only to enable the students to understand what he isintendingto say orteach. !t is also the duty of the teacher to understand what thestudent wants and says.!n teaching5learning process, two things play the vital roles7one

is the deliveringcapacity of the teacher and the other one is the receiving capacity of the students.Without the two aspects, the teaching5learning process will not

be a successful one.Teaching5learning process is "ust like making sound byclapping. W

ithout two handswe cannot clap. ?ike that without a right teacher and thestudents,the teaching5learning process is meaningless. Teaching should be a worthyof learning a conceptdeeply and broadly. Teaching should facilitate the students to

face

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the world which isfull of political, social, international as well as personal controversies, without fear. !t

should give self5confidence to the students. ;y the effectiveteaching, the studentsshould be enabled to go for right choices, "udgments and alsodecisions individually!n the process of teaching5learning, the teacher should try tounderstand the students

first. Then only, he can enable the students to understand himor his teaching.Theory with practice on some of the teaching topics, mayenable the students tounderstand the concept easily. #uccess of a teacher in hisHher attempt in enabling thestudents to understand what is the concept taught by theteacher, depends on themethods heHshe applies.The teacher may be a good, but the studentsJ physical problemmay lead him to ignorethe teaching. =r sometimes, the background of family of thestudentsmay drive himto be dull. ence, the teacher should take into accounteverything$>A?, vol( ( 3ebruary //6 ( Teaching English as a second in !ndia Sa review $urali.$.

At the school level, the teaching5learning process is checkedup the teacher by

repeated class tests and examinations. ;ased on the result 9m

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arks scored by thestudents:, different methods are adopted to improve teaching inca

se of negativeresult. At the college levels also the same traditional 9$acaulay: method ofexaminations is used. The only difference is the volume ofsyllabus prescribed for thecolleges students will be more than that of the school level.As 4arl ogers said, the teacher should first forget that sheHhe

is a teacher. !nstead,sheHhe must possess the skills of a facilitator of learning5genuineness, pri%ing andempathy.TEA4!0* E0*?!# A# A #E4=0+ ?A0*DA*EThe 4ouncil of 4hief #tate #chool =fficers 944##=:, D.#.,definesEnglish language

proficiency in this way(A fully English proficient student is able to use English to ask&uestions, tounderstand teachers, and reading materials, to test ideas, and tochallenge what is

being asked in the classroom. 3our language skills contributeto proficiency asfollows(.Reading5 the ability to comprehend and interpret text at the age andgrade5appropriate level..Listening

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5 the ability to understand the language of the teacher andinstruction,

comprehend and extract information, and follow theinstructional discoursethroughwhich teachers provide information.G.Writing5 the ability to produce written text with content and format fulfilling

classroom assignments at the age and grade5appropriate level.$>A?, vol( ( 3ebruary //6 ( Teaching English as a second in !ndia Sa review $urali.$.

G1.Speaking5 the ability to use oral language appropriately and effectively in learningactivities 9such as peer tutoring, collaborative learning activi

ties, and &uestionHanswersessions: within the classroom and in social interactions withinthe school.ence, the teacher should keep in mind while teaching Englishas a second languageto the students.?A0*DA*E )=3!4!E04 TE#T#

=ller and +amico 966: indicate that language proficiencytestscan be associatedwith three schools of thought. The first of these trends, thediscrete

point approach,was based on the assumption that language proficiency(...consisted of separable components of phonology,

morphology, lexicon, syntax

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, andso on, each of which could be further divided into distinctinventories of el

ements9e.g., sounds, classes of sounds or phonemes, syllables,morphemes, words, idioms,

phrase structures, etc: 9p. N:.They describe language tests based on the discrete pointapproach in the following

way(3ollowing the discrete point model, a test could not be valid ifitmixed several skillsor domains of structure 9?ado, 62:. ;y this model,

presumably the idealassessmentwould involve the evaluation of each of the domains ofstructure and each of the skillsof interest. Then, all the results could be combined to form atotal

picture of languageproficiency. 9p. N:.A discrete point language proficiency test typically uses testing formats such as

phoneme discrimination tasks where the test taker is re&uiredto determine whether ornot two words presented aurally are the same or different9e.g., HtenH versus HdenH:. Asimilar example might be a test designed to measure vocabulary which re&uires thetest taker to select the appropriate option from a set of fixed

choices.

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$>A?, vol( ( 3ebruary //6 ( Teaching English as a second in !ndia Sa review $urali.$.

1TechnicalH;usiness English for Engineers

4onsidering the all the above facts, the Anna Dniversity,4hennai hasdesigned theEnglish syllabus for Engineering students comprises of thefour skills as below7a: ?istening

b: #peaking

c: eadingd: WritingThe sub"ect title is PTechnical EnglishP, a theory sub"ect andP4ommunication #kills?ab P, a practical sub"ect. The former is taught to the first year students of the fouryears engineering degree course and the lab course isconducted in s

econd or thirdyear of the same students.Technical English5TheoryThe main objective of this course is to help

students to develop listening skills foracademic and professional purposes..To help students ac&uire the ability to speak effectively in En

glish in real5lifesituations..To inculcate reading habit and to develop effective readingskills.G.To help students improve their active and passive vocabulary.1.

To familiari%e students with different rhetorical functions ofscientifi

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c English..To enable students write letters and reports effectively in

formal and businesssituations.$>A?, vol( ( 3ebruary //6 ( Teaching English as a second in !ndia Sa review $urali.$.

The lab training is given with the assistance of 0etworked4omputers and speciallydesigned software. The ob"ectives of the practical training are

given below.5 To e&uip students of engineering and technology witheffective speaking andlistening skills in English5 To help them develop their soft skills and people skills, which will make the

transition from college to workplace smoother and help themto excel in their

"obs5 To enhance students' performance at )lacement interviews,*rou

p +iscussions andother recruitment exercises.The lab practice is divided into two categories as PEnglish ?

anguage ?abPwhere the listening comprehension, reading comprehensionand vocabulary andspeaking tests are conducted, and P4areer ?abP where writingtests on esumeHeport

preparation and ?etter writing are conducted. Also the students

are

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given training inpresentation, *roup +iscussion and interview skills.3orty per cent of the total marks 9//: in final examinations is

given for theEnglish ?anguage ?ab practice and the rest of 2/ is given forthe 4areer ?ab)ractice, for which the test and evaluation are decided by theexaminers during finalexaminations.

4onclusion!n our country, as already said R of the students are fromrural areas and they arecoming through regional language medium schools. ence,

based on theirbackground, we have to design the syllabus and adopt methodsto test their Englishlanguage proficiency. Therefore, it is necessary to go for a detailed discussion as towhether the existing curriculum is fulfilling the need of thehour and suitable to thestudents in achieving their goals, the present methods fortestingthe proficiency ofthe students are suitable and opinion and suggestions from theteaching faculties of