Study Guide

TEFL Training CollegeCertificate of Educational Studies in Teaching English to Speakers of Other Languages

Study GuideMember of

2009 TEFL Training College All rights reserved. No part of this publication may be reproduced or distributed in any way form or any means, or stored in database or retrieval system or transmitted in any form or by any means, electronic, mechanical, photocopying or otherwise, without the prior written permission of the TEFL Training College. TEFL Training College is a division of TESOL Educational Services. Registration Number: CK 2008/176179/23

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Certificate of Educational Studies in Teaching English to Speakers of Other Languages Cert. (ES) TESOL (150 hrs.)Course Aims & ObjectivesHow will the course prepare you for teaching abroad?In many ways an online TEFL course is actually more effective than a full-time course. Not only is the online course longer but it also takes amore theoretical approach to teacher training that will benefit you throughout your career. It will give you a solid foundation to build upon, adding experience and further qualifications if and when you desire. Every module will take you through a different aspect of teaching abroad, giving you all the time you need to take the information in. While the full-time course devotes a significant portion of its study time to planning and giving lessons, the online course ensures that you fully understand TEFL methodology so that when you take up your first teaching position you can apply it in the classroom. You may find that your first days of actual teaching are challenging but the rewards of an Distance / Online course extend far beyond simply preparing you for the first week. Indeed, the in-depth content of the online course is something you will come back to again and again. Your thorough understanding of TEFL theory and methodology will be invaluable as you progress through your career and will enable you to quickly develop and excel within your new role. Whats more, the online TEFL course will enable you to better understand the needs of your class and to assess individual members more effectively to ensure that they are receiving the help that they need. The most prominent debate surrounding online TEFL courses is the complete absence of practical teaching experience. The course DVDs and Video Clips will certainly help and whats more, if youre planning to work abroad for more than a year, your online course will be perfectly complimented by the practical teaching experience you will receive.

Course AimsFor the TTC Certificate of Educational Studies in TESOL programme as a whole, the overall aim is to provide a thorough introduction to the theory and practice of teaching English to speakers of other languages. With the TTC Distance/ Online Learning course,

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you can enroll and begin the programme at anytime during the academic year whenever it suits you! This course aims to provide students with new insights into language teaching, providing a deeper understanding of the principles and practice of English language teaching to foreign young learners and adults. The focus of the course is on both practical and theoretical aspects of English Language Teaching and will prepare the prospective teacher for an exciting and rewarding career in many different locations around the globe!

Course ObjectivesThe general objectives of the course require each student to be able to: demonstrate a general understanding of, and familiarity with the world of teaching English to speakers of other languages including general terminology, the professions qualifications, further training options and career opportunities. demonstrate a good grasp and a basic understanding of the communicative approach to teaching English to speakers of other languages. create an effective learning environment for learning to take place, utilizing different classroom management strategies, options and techniques. write objectives and appropriate lesson plans.

Course AssessmentThere will be regular assignments (4), but no formal examinations. Each assignment makes up for the total assessment mark and is to be completed once the course readings have been covered. The overall pass mark for the Certificate course is 50%. The weighting of each assignment is based on course content and syllabus requirements and is as follows: The World of ELT and Study Skills The Study of English The Teaching and learning of English to speakers of other languages Lesson Planning and Preparation Maximum Pass Mark 75 Pass with Merit 100 Pass with Distinction125 10 marks 60 marks 50 marks 30 marks 150 marks

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Course ContentThere are four (4) Modules in the Certificate Course. Each module may be completed in two weeks. This period may be extended (up to 6 months) offering you flexibility and allowing you to work at your own pace. We at the TEFL Training College understand that lifes commitments may not always make it possible to follow a rigid schedule of study.

Module: The World of ELT and Study Skills What is TESOL? Associations and organisations Professional Development, Employment and Career opportunities Motivation, Goals and Timetables Your study environment and your health Active Learning Your future is in your hands

Module: The Study of English The Language Systems Vocabulary (Lexis) Phonetics and phonology Grammar (Syntax)

Module: The Teaching and Learning of English to Speakers of Other Languages (TESOL) The English Language Approaches to Teaching Methodology Receptive Skills (Reading and Listening) Productive Skills (Writing and Speaking)

Module: Lesson Planning Lesson planning and use of teaching resources and materials Classroom Management, Options and Techniques Activities for the Classroom

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Course RequirementsDistance / Online Learning For the Certificate programme a candidate needs to have a good general education up to the generally accepted level for university entrance (Matriculation / A level) or a diploma or degree. Applicants without formal qualifications who have the ability to communicate clearly in English will also be considered. Basic computer skills (Word) A personal email address Access to a word processor / Adobe Reader / Windows Media Player

You can download Adobe Reader for free by going to www.adobe.com

Access to the Internet

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Course BooksThe following books cover both theory and practice and will prove an invaluable source of reference throughout your teaching career. These books are included in the cost of the Distance/ Online Learning course in electronic format (PDF on disc). These readings are Read only. Students may order the actual books (in hardcopy) at an additional fee! Geyser, J. 2006. English To The World: Teaching Methodology Made Easy. Malaysia: August Publishing. Geyser, J. 2006. English To The World: Teaching Reading Made Easy. Malaysia: August Publishing. Geyser, J. 2006. English To The World: Teaching Listening Made Easy. Malaysia: August Publishing. Geyser, J. 2006. English To The World: Teaching Writing Made Easy. Malaysia: August Publishing. Geyser, J. 2006. English To The World: Teaching Speaking Made Easy. Malaysia: August Publishing. Geyser, J. 2006.English To The World: Teaching Grammar Made Easy. Malaysia: August Publishing.

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How to get startedComplete the online registration/ enquiry form and submit On your acceptance onto the course, you can make payment into the TTC bank account and fax /email confirmation to TTC On receipt of payment, you will receive a student number You will be assigned a tutor to assist you with your studies if required You will also receive a Username and Password in order to access your course materials. - Instructions on how to study with TTC (Study Guide) - Course Content - Course Readings - Additional Readings - Video Clips (streamed from the Internet) - Audio Tutorials - Assignments You are now ready to study!

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How to study at TTC Refer to your study guide. Find your current module of study. Each Module will consist of the following: - Module course content - Course Readings (including additional readings and web-based readings) - Video Clips and Audio Tutorials - Assignments - Assignment Format Once you have covered the course content (readings / videos / audio) for your Module of study, complete the relevant assignment and email / fax it to the TEFL Training College ([email protected] ). Move on to the next module of study Your assignment will be marked and a mark scheme/ mark criteria and commentary will be emailed to your email address or posted to your postal address.

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Assignment FeedbackThere will be regular assignments (4), but no formal examinations. Each assignment makes up for the total assessment mark and is to be completed once the course readings have been covered. The overall pass mark for the Certificate course is 50%. Once a students assignment has been received and marked / assessed by a Tutor, you will receive an Assignment Result Form. The Assignment Feedback Form provides the student with a Grade (%), Assessment Criteria and Tutor Comment.

Appeals ProcedureIf a student wishes to appeal an assignment mark / assessment, the following procedures should be followed: A letter of appeal (email) must be sent to TTC, within seven (7) days of the student having received the Assignment result, outlining the nature of the discrepancy. On receipt of the Appeal, the Assignment will be re-marked by an Internal or External Moderator and the result will be forwarded to the Board of Academic Advisors (B.O.A.A.) for review. The B.O.A.A. is chaired by the Principal of the College and convened by the Academic Director. The decision of the B.O.A.A. is final. If a students Appeal is upheld, the student will be re-issued with a revised Assignment Result Form. If the students Appeal is not upheld, the student will be advised in writing (email) and given the opportunity to re-submit a new assignment for assessment. A student may only make one Appeal and one re-submission per Course Module.

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The TEFL Training College is committed to assisting students in the learning process and will endeavor to assist students in every possible way to meet the Module and Course requirements. The future success of our students and the quality / integrity of our Programme is dependent on fair and transparent Assessment Criteria and Appeal Procedures.

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Module: The World of ELT and Study Skills* Once you have completed the readings, watched the videos and listened to the audio tutorials relevant to the course content, complete the assignment and email / fax it to TTC. Each assignment makes up for the total assessment mark. Please note that due dates are there for your planning but they are not rigidly fixed. Thus, if you need an extension, please discuss it with your assigned Tutor. We should be flexible enough to make sure that you enjoy your assignments to, not just hand them in under due date pressure.

Course Content What is TESOL? Associations and organisations Professional Development, Employment and Career opportunities Motivation, Goals and Timetables Your study environment and your health Active Learning Your future is in your hands

Learner Outcomes and SkillsThe learner will during the course of this Module be introduced to the World of ELT and Study Skills. This will give the learner an introduction to the English Language Teaching profession; the various associations and organizations and the numerous employment and career opportunities. This will endeavor to give the learner an overview of the career which they are following. The section on Study Skills will assist the learner in creating the best possible learning environment, preparing them both mentally and physically to embrace their new found knowledge skill sets.

Module Assessment CriteriaThe learner will be assessed in terms of their understanding of the Course materials made available for each Unit in the Module. This assessment will be carried out in the form of pertinent short questions which should be answered by the learner by referring to the course readings, video clips and audio tutorials. Each question is assigned a mark indicating the level and / or the depth to which the question should be answered. Each assignment should be presented according to a prescribed format as indicated at the end of each assignment Assignment Format.

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Course ReadingsNote: You do not need to cover all the reading mentioned for each module; they are there to give you some ideas about the modules and of course there is some overlapping of contents among modules. Please also note that there are many items from the Website readings in each module which could be of interest to you. Double Click on the paperclips to view the readings.

The World of ELT Unit: What is TESOL? , Associations and organizations, Glossary of ESL terminology (refer to additional readings)

Unit: Professional Development, Employment and career opportunities, Geyser, J. 2006. English to the World: Teaching Methodology Made Easy. Malaysia: August Publishing. (Chapter 13, pages 241 244) Geyser, J. 2006. English to the World: Teaching Methodology Made Easy. Malaysia: August Publishing. (Chapter 16, page 268)

Study Skills Unit: Motivation, goals and Timetables; Your study environment and your health, Active Learning; Your future is in your hands (refer to additional readings: you need not cover the section on how to write essays)

Course Video and Audio TutorialsVideo Clips The teaching observation Video Clips are an extremely important part of the TEFL Course and form the basis of the practical component of this course. It is advised that you watch the Video Clips prior to starting the Course Readings for this Module. In this way, you will recognize the techniques applied and relevant teaching methodologies. Watch the Video Clips again after completing the Course Readings as this will place everything 11

that you have read into context. Double Click on the individual icons below to stream the video clip from the Internet1 2 3 4 5 6 7 8 9 10

Audio Tutorials Each Module in this Course is supplemented with Audio Tutorials which can be accessed on the website. Open the folder called Audio Tutorials, then open the folder relevant to your current Module of study. Each Module has a number of Audio Tutorials directly related to each Unit in that Module. It is suggested that you listen to these Audio Tutorials only once you have completed the course readings and viewed the video materials as they provide you with an excellent summary of what you have learned.

Assignment 1: The World of ELT and Study SkillsAnswer the following questions based on your course readings for this Module. (marks)

The World of ELT Unit: What is TESOL? , Associations and organizations, Glossary of ESL terminology a) What is TESOL? (1) b) Why has the need for English teachers around the world grown exponentially? (3) c) Name the four (4) types of employers that you are likely to encounter during your TESOL career. (2) Study Skills Unit: Motivation, goals and Timetables; Your study environment and your health, Active Learning; Your future is in your hands a) What does it mean to be motivated for your studies? (1) b) It is important to set goals. List and explain four (4) important aspects of setting goals. (2) c) List six (6) important points to consider when planning your timetable. (3)

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d) In order to become study fit, you will need to consider three important areas of your health. What are these? (1) e) The O-Q-3R study method has been tested and many students have benefited from using it. What does each letter in the mnemonic O-Q-3R stand for? (1) [15/1.5] Total [10 marks]

Due date: End of week 2

Assignment FormatAll assignments should be submitted by email ([email protected] ) attachment or by fax. Please use WORD. The front page of your assignment should present the following (Use font size 12 for all items below): 1. Your full name 2. Your Student Number 3. Your email address 4. Assignment Number and Module 5. Date of submission 6. Remark / note ( Any problems / queries about course materials or topic)

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Module: The Study of English* Once you have completed the readings, watched the videos and listened to the audio tutorials relevant to the course content, complete the assignment and email / post / fax it to TTC. Each assignment makes up for the total assessment mark. Please note that due dates are there for your planning but they are not rigidly fixed. Thus, if you need an extension, please discuss it with your assigned Tutor. We should be flexible enough to make sure that you enjoy your assignments to, not just hand them in under due date pressure.

Course Content The Language Systems Phonetics and phonology Vocabulary (Lexis) Grammar (Syntax)

Learner Outcomes and SkillsThe Study of English introduces the learner to the various language systems such as Phonology (sounds), Vocabulary and Grammar. Each of these particular Units will describe the current teaching methodologies underlying the practical teaching of these components. The learner will be exposed to practical teaching ideas and activities which are aimed at providing practical guidance and assistance for the classroom situation. On completion of this Module, learners should be adequately prepared to demonstrate a practical usage of various teaching techniques in order to facilitate student language acquisition. The teaching of Language Systems can be taught as independent language items or incorporated as part of a Skills lesson (which will dealt with in a subsequent Module).


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Unit: The Language Systems Geyser, J. 2006. English to the World: Teaching Methodology Made Easy. Malaysia: August Publishing.(Chapter 6, page 123)

Unit: Phonetics and phonology Geyser, J. 2006. English to the World: Teaching Speaking Made Easy. Malaysia: August Publishing.(Chapter 2, pages 13 - 29: Pronunciation) Geyser, J. 2006. English to the World: Teaching Methodology Made Easy. Malaysia: August Publishing.(Chapter 6, pages 123 -135: Phonetics/Phonology) Phonetics. (refer to additional readings) Intonation. (refer to additional readings)

Unit: Vocabulary / Lexis Geyser, J. 2006. English to the World: Teaching Methodology Made Easy. Malaysia: August Publishing.(Chapter 6, pages 135 -149) Teaching Vocabulary: theory and practice. (refer to additional readings) Using Dictionaries. (refer to additional readings) Vocabulary. (refer to additional readings) Collocation. (refer to additional readings)

Unit: Grammar / Syntax Geyser, J. 2006. English to the World: Teaching Methodology Made Easy. Malaysia: August Publishing.(Chapter 6, pages 149 -157)

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Geyser, J. 2007. English to the World: Teaching Grammar Made Easy. Malaysia: August Publishing.(pages 1 -45) Do they have to learn grammar? (refer to additional readings) Analysing Language (refer to additional readings) Participles. (refer to additional readings) Gerunds. (refer to additional readings) Modal Verbs. (refer to additional readings) Timelines. (refer to additional readings) Language Functions. (refer to additional readings) Teaching of Past Continuous. (refer to additional readings)

Websites for this Module http://www.teachingenglish.org.uk/talk/questions/teaching-vocabulary Teaching Vocabulary http://www.eduquery.com/archives/intro.htm International Phonetics Alphabet (IPA) http://www.teachingenglish.org.uk/talk/questions/pronunciation Teaching Pronunciation http://www.teachingenglish.org.uk/talk/questions/grammar Teaching Grammar http://www.impactseries.com/grammar/becoming.html Becoming Grammatical by Rod Ellis http://www.developingteachers.com/articles_tchtraining/gramm1_jeanette.htm What is grammar and how should we teach it? By Jeanette Corbett http://www.isfla.org/Systemics/index.html What is Systemic-Functional Linguistics (SFL)? http://grammar.ccc.commnet.edu/edu/grammar Guide to Grammar and Writing.

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Course Video and Audio TutorialsVideo Clips The teaching observation Video Clips are an extremely important part of the TEFL Course and form the basis of the practical component of this course. It is advised that you watch the Video Clips prior to starting the Course Readings for this Module. In this way, you will recognize the techniques applied and relevant teaching methodologies. Watch the Video Clips again after completing the Course Readings as this will place everything that you have read into context. Double Click on the individual icons below to stream the video clip from the Internet.1 2 3 4 5 6 7 8 9 10


Assignment 2: The Study of EnglishAnswer the following questions based on your course readings for this Module. 1. Unit: The Language Systems Why is it important to incorporate Language Systems into your teaching? What are the 5 Language Systems? (6)

2. Unit: Vocabulary / Lexis a) Refer to the following sentence: The gentleman was dissatisfied with the service at the restaurant. The meaning of words may be presented to your students in a number of ways. Consider and outline a number of different ways in which you could clarify and

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present the meaning of the word dissatisfied. List five (5) of these including a brief description of the method applied. (5) b) There are many and varied vocabulary activities and exercises which can be used to improve the vocabulary of your students. List six (6) of the more common activities and exercises often found in course books and second language testing. (6) c) Without adequate practice and revision of new vocabulary, very little is retained in the students memory. Learning a set or category is often easier for students to learn and remember than seemingly unrelated words in a list. Describe two (ways) in which a teacher can help improve their memory capability. (2)

3. Unit: Phonetics and Phonology a) Underline the stressed syllable in the word dissatisfied. Describe a classroom activity that can be used for marking word stress. (4) b) List and briefly describe five (5) ideas that you can use in the classroom to encourage improved pronunciation in the classroom. (5) c) List four (4) aspects of phonology which second language learners may find difficulty with. (4) d) Each language has its own set of sounds which exist in a particular relationship to one another. How many sounds are there in the English language and how do we represent these sounds? (2) e) What do we call any two words in the English language with a very slight difference in sound? Provide an example of two such words. (2) f) Intonation is used to convey meaning and can be considered the most significant aspect of pronunciation. Describe two (2) ways in which you can assist your students with the improvement of their intonation. (2) g) Translate the following letter written in the Phonemic script.

/d tjut k ju f s ptjunti f mi t prkts fnetk tt i rli priiet t z s enebls mi t bet ndstnd t kand rgds

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stjudnt/ (30)4. Unit: Grammar / Syntax

a) Parts of speech (word classes) are considered as the basis of grammar and it is essential that teachers and students have a grasp of parts of speech. Briefly outline the following parts of speech, providing examples: Nouns, Prepositions, adjectives and verbs. (4) b) There has been considerable debate as to whether teachers should focus on grammatical explanations in the classroom. List four (4) guidelines to teachers when providing grammatical explanations to learners. (4) c) Consider the following sentence: I was taking a shower when the phone started to ring. Create a time line to graphically represent the verb tense used in this sentence. Depict the actions which take place either side of the present (Now). (3) How would you verbally convey meaning of this language item to your students (e.g. This sentence deals with a temporary action which began before the time of speaking, is continuing across it and is not yet complete Im running.) (3) What table do we use to show the Form of the sentence? (1) d) List the 5 categories a teacher should consider when analyzing an item of language. (5) e) Many new teachers are daunted by the prospect of having to teach grammar to a class of students. How should a teacher respond to a student query about a particular grammar point that the teacher is unsure of? (2) f) What is an infinitive? Give an example. (4) g) What is a Gerund? Underline the Gerund in an example sentence. (4) h) What is a participle? Give an example. (4) i) Provide an example of the Present Perfect Continuous tense. Show the Form (i.e. Subject + .) (4) j) When do we use the Past Perfect tense? Provide an example. (4) k) We use will for the future tense. Provide an example and show the Form (i.e. Subject + ) (4) 19

l) What are Irregular verbs? (2) m) What are modals? (2) n) What are articles? (2) [120/2] Total [60 marks] Due date: End of week 4


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Module: The Teaching and Learning of English to Speakers of Other Languages.* Once you have completed the readings, watched the videos and listened to the audio tutorials relevant to the course content, complete the assignment and email / post / fax it to TTC. Each assignment makes up for the total assessment mark. Please note that due dates are there for your planning but they are not rigidly fixed. Thus, if you need an extension, please discuss it with your assigned Tutor. We should be flexible enough to make sure that you enjoy your assignments to, not just hand them in under due date pressure.

Course Content The English Language Approaches to Teaching Methodology Receptive Skills (Reading and Listening) Productive Skills (Writing and Speaking)

Learner Outcomes and SkillsThe Teaching and Learning of English to Speakers of Other Languages aims to introduce the learner to the origins of the English language and the various approaches and methodologies which have shaped English Language Teaching and those methodologies and approaches which are deemed to be the most recognized and contemporary. Furthermore, the learner will be exposed to the teaching of the Receptive Skills (Listening and Reading) and the Productive Skills (Writing and Speaking). The learner will also consider Classroom Management and the various Options and Techniques that can be utilized in the facilitation of an effective classroom environment.


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Unit: The English Language Geyser, J. 2006. English to the World: Teaching Methodology Made Easy. Malaysia: August Publishing. (Chapter 2, pages 32 43)

Unit: Approaches to Teaching Methodology Geyser, J. 2006. English to the World: Teaching Methodology Made Easy. Malaysia: August Publishing. (Chapter 2, pages 27 28) Communicative Language Teaching. (refer to additional readings) Communicative Language Teaching: strengths and weaknesses. (refer to additional readings) Tips and activities for teaching using the discovery technique (refer to additional readings) Task-based Language Learning. (refer to additional readings) Language skills. (refer to additional readings) Second Language Acquisition. (refer to additional readings)

Unit: Receptive Skills (Reading and Listening) Geyser, J. 2006. English to the World: Teaching Methodology Made Easy. Malaysia: August Publishing. (Chapter 4, pages 73 91) Geyser, J. 2006. English to the World: Teaching Reading Made Easy. Malaysia: August Publishing. (pages 1 47) Geyser, J. 2006. English to the World: Teaching Listening Made Easy. Malaysia: August Publishing. (pages 1 35)

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Teaching Reading in TESOL: theory and practice. (refer to additional readings) Listening Comprehension. (refer to additional readings)

Unit: Productive Skills (Writing and Speaking) Geyser, J. 2006. English to the World: Teaching Methodology Made Easy. Malaysia: August Publishing. (Chapter 5, pages 93 122) Geyser, J. 2006. English to the World: Teaching Writing Made Easy. Malaysia: August Publishing. (pages 1 59) Geyser, J. 2006. English to the World: Teaching Speaking Made Easy. Malaysia: August Publishing. (pages 1 53) Process Writing. (refer to additional readings) Role-plays. (refer to additional readings) Songs in the Classroom. (refer to additional readings)

Websites for this Module http://www.teachingenglish.org.uk/talk/questions/methodology-and-approaches Methodology and approaches http://www.mhhe.com/socscience/foreignlang/conf/grammar.html The role of grammar in communicative language teaching: A historical perspective. Diane Musumeci. http://ericdigests.org/1993/sample.htm Communicative Language Teaching: An Introduction and Sample Activities by Ann Galloway. http://coe.sdsu.edu/eet/articles/comlangteach/index.htm Communicative Language Teaching http://www.tcp-ip.or.jp/~ainuzuka/2001paperEnglish.htm How students acquire Communication strategies. http://www.teachingenglish.org.uk/talk/questions/skills Teaching Skills

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Assignment 3: The Teaching and Learning of English to Speakers of Other Languages.Answer the following questions based on your course readings for this Module 1. Unit: The English Language a) What is Language? (2) b) What kind of language is English? (2) c) What affects our spoken language? (2) 2. Unit: Approaches to Teaching Methodology a) Define Task-based Learning. (5) b) What is the discovery technique? (5)

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c) Define Communicative Language Teaching (CLT). (10) d) List and explain five (5) strengths of Communicative Language Teaching (CLT). (10) e) List and explain five (5) weaknesses of Communicative Language Teaching (CLT). (10)

3. Unit: Receptive Skills (Reading and Listening) a) What is a receptive skill? (2) b) Name and give a brief explanation of two methods we adopt when reading or listening for information. (4) c) What is extensive reading? (2) d) What are the procedural stages of presenting both a reading and listening lesson? Complete the list: (7) I. Warmer II. III. IV. V. VI. VII. VIII. e) Name five (5) universal classroom activities used in the teaching of reading (e.g. Ordering the text) (5) f) Name three (3) classroom ideas / activities a teacher can use for a listening lesson. (3) g) What is the difference between authentic and non-authentic materials? (2)

4. Unit: Productive Skills (Writing and Listening) a) What is a productive skill? (2) b) What are the procedural stages for presenting a writing lesson? Complete the list: (4) I. Warmer 25

II. III. IV. c) Mention two (2) ways in which a teacher may attempt to improve the spelling of their learners. (2) d) Successful application of punctuation conventions in the English language will assist students in conveying their message and communicating effectively. When do we use the following? (8) (e.g. Full stops should be used to end a sentence, after initials, after some abbreviations.) Commas Apostrophes Colons Semicolons e) What is register and why is it important for students to understand the register appropriate for a specific piece of writing? f) Why is guided writing an extremely useful way to prepare students for a writing task? (3) g) Why do learners consider speaking as one of the most important and also the most challenging skills? (3) h) Role-play provides a useful and enjoyable medium in which to discover language. What atmosphere will ensure for a successful role-play? (2) i) Before instituting a classroom discussion, it is important for a teacher to establish whether they are encouraging fluency or accuracy. Why? (3)

[100/2] Total [50 marks]


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Assignment FormatAll assignments should be submitted by email ([email protected] ) attachment or by post / fax. Please use WORD. The front page of your assignment should present the following (Use font size 12 for all items below): 1. Your full name 2. Your Student Number 3. Your email address 4. Assignment Number and Module 5. Date of submission 6. Remark / note ( Any problems / queries about course materials or topic)

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Module: Lesson Planning.* Once you have completed the readings, watched the videos and listened to the audio tutorials relevant to the course content, complete the assignment and email / post / fax it to TTC. Each assignment makes up for the total assessment mark. Please note that due dates are there for your planning but they are not rigidly fixed. Thus, if you need an extension, please discuss it with your assigned Tutor. We should be flexible enough to make sure that you enjoy your assignments to, not just hand them in under due date pressure.

Course Content Lesson planning and use of teaching resources and materials Classroom Management, Options and Techniques Activities for the Classroom

Learner Outcomes and SkillsLesson Planning and Preparation introduces the learner to formal lesson planning with consideration of both authentic and non-authentic materials. The learner will draw from their understanding of Language Systems; Language Skills; various teaching resources and Classroom Management in order to prepare a Lesson Plan. The learner should also be able to draw upon numerous Classroom Activities for inclusion in their overall implementation of a thorough and successfully presented lesson plan.

Module Assessment CriteriaThe learner will be assessed in terms of their understanding of the Course materials made available for each Unit in the Module. This assessment will be carried out in the form of pertinent short questions which should be answered by the learner by referring to the course readings, video clips and audio tutorials. Each question is assigned a mark indicating the level and / or the depth to which the question should be answered. Each assignment should be presented according to a prescribed format as indicated at the end of each assignment Assignment Format. The learner will also be required to present a detailed lesson plan for assessment.

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Unit: Lesson Planning Geyser, J. 2006. English to the World: Teaching Methodology Made Easy. Malaysia: August Publishing. (Chapter 3, pages 45 59) Geyser, J. 2006. English to the World: Teaching Reading Made Easy. Malaysia: August Publishing. (Chapter 1, pages 2 9) Geyser, J. 2006. English to the World: Teaching Listening Made Easy. Malaysia: August Publishing. (Chapter 1, pages 3 12) Geyser, J. 2006. English to the World: Teaching Writing Made Easy. Malaysia: August Publishing. (Chapter 1, pages 2 5) Geyser, J. 2006. English to the World: Teaching Speaking Made Easy. Malaysia: August Publishing. (Chapter 1, pages 4 10) Geyser, J. 2006. English to the World: Teaching Methodology Made Easy. Malaysia: August Publishing. (Chapter 1, pages 1 25)

Teaching Resources and Materials Geyser, J. 2006. English to the World: Teaching Methodology Made Easy. Malaysia: August Publishing. (Chapter 3, pages 70 71) Geyser, J. 2006. English to the World: Teaching Methodology Made Easy. Malaysia: August Publishing. (Chapter 7, pages 159 167) Teaching Resources and Materials: Using a Course book (refer to additional readings) . Refer to the link called Teaching Resources and Materials. Access the folder called Teaching Resources and Materials (flash drive). There are examples of some course book sets on the market (Student book, Teachers book, Work book, Audio CD). These are divided according to age of students (Young Learners 712 years; Young Learners 12-16 years; Adults).

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Unit: Classroom Management, Options and Techniques Geyser, J. 2006. English to the World: Teaching Methodology Made Easy. Malaysia: August Publishing. (Chapter 1, pages 1 12) Geyser, J. 2006. English to the World: Teaching Methodology Made Easy. Malaysia: August Publishing. (Chapter 1, pages 1 25) Effective Classroom Management (refer to additional readings) Practical Tips to Support EAL pupils in the mainstream (refer to additional readings) Accuracy and Fluency. (refer to additional readings) Concept Checking. (refer to additional readings) Error Corrections. (refer to additional readings) Giving Instructions. (refer to additional readings) Seating Arrangements. (refer to additional readings) Teacher Talking Time. (refer to additional readings) Classroom Focus. (refer to additional readings) Classroom Discipline Tips. (refer to additional readings) Dos and Donts for Teachers. (refer to additional readings) Mother Tongue. (refer to additional readings) Multilingualism. (refer to additional readings) Syllabus. (refer to additional readings) Hard to Soft. (refer to additional readings)

Unit: Activities for the Classroom Geyser, J. 2006. English to the World: Teaching Methodology Made Easy. Malaysia: August Publishing. (Chapter 3, pages 70 71)

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Geyser, J. 2006. English to the World: Teaching Methodology Made Easy. Malaysia: August Publishing. (Chapter 7, pages 159 167) Email in the Classroom. (refer to additional readings) ESL Comics / ESL Jokes. (refer to additional readings)

Websites for this Module http://www.teachingenglish.org.uk/search/node/lesson+planning Lesson Planning http://www.usingenglish.com/handouts/ Lesson Plans http://www.teachingenglish.org.uk/talk/questions/motivation-and-classroom-management Motivation and Classroom Management http://www.teachingenglish.org.uk/talk/questions/being-a-teacher Classroom Management Being a Teacher http://www.teachingenglish.org.uk/talk/resources-tools-and-activities Resources, tools and activities


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Assignment 4: Lesson PlanningAnswer the following questions based on your course readings for this Module. (marks) 1. Unit: Lesson Planning and use of teaching resources and materials a) Why is it important for a teacher to have a clear idea about their lesson aims and objectives? (2) b) Formal planning raises awareness and encourages teachers to think carefully through their aims and procedures. A formal plan usually consists of two parts list these. (2) c) List six (6) areas for careful consideration when planning a lesson. (6) d) List ten (10) ideas as to what constitutes a good lesson. (10) e) Lesson Plan: Choose one of the four skills (Reading, Writing, Listening, Speaking). (40) Write a detailed 60 minute skills based lesson plan. This can be aimed at either children or adults (state this on your lesson plan). If you choose a Reading or Listening plan, include a copy of the text used, where you sourced it and the questions created for checking understanding (comprehension questions). Remember: include some systems work (vocabulary, grammar, pronunciation) and activities where appropriate. Refer to English to the World: Teaching Reading Made Easy (pages 8 9) for an example of the structure / layout of a lesson plan.

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2. Unit: Classroom Management, Options and Techniques a) It is the responsibility of an ESL teacher to create an effective learning environment. How does an ESL teacher create such a learning environment? (2) b) Why is it important how the ESL classroom is laid out? (1) c) Which is the best arrangement / configuration for the ESL classroom and what are the advantages of such a setup? (4) d) How does the ESL teacher encourage ESL learners to take risks? (1) e) Why is giving instructions in the ESL classroom often problematic? (2) f) What can an ESL teacher do in order to provide better instructions? (5) g) a.) How does an ESL teacher involve students in the learning process and b.) how does this assist the teacher? (2) h) What method can an ESL teacher employ to elicit information from students? (1) i) When should an ESL teacher correct student errors? (2) j) What options are available to the teacher to correct errors in the classroom? (7) k) Why is it essential for an ESL teacher to get student feedback after each task and how is this done? (4) l) List the aims and drawbacks of drilling. (4) m) What are the 3 methods that an ESL teacher can utilize to check understanding? (3) n) Choose a word or grammatical structure and write concept questions to explain meaning. (3) o) What is mingling? (2) p) How does an ESL teacher monitor a classroom activity? (2) q) What is the difference between monolingual and multilingual classes? (2) r) List 3 ideas which can be used to address communication with non-native English language speakers with cultural differences. (3)

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s) What are the advantages of students using their mother tongue in the procedural stages of a class? (3) t) What solution could be offered to solve the problem of a class that is comprised of a wide range of different levels? (2) u) There are various ways in which English Language teachers unintentionally restrict or prevent the learning process. List these. (5) [120/4] Total [30 marks]



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