l. Foreign Language Experience.
The trainees receive training in an unknown foreign language to reflect
on the experience of being a learner, and how this might direct their
own teaching.
II. Language Awareness.
Grammar. Inputs cover word classes, simple sentence elements,
complex sentences and clauses, verb time and tense, aspect and conditionals
and modals, phrasals and voice.
Phonology. Inputs cover phonemics, word stress and intonation,
sentence stress and intonation, rhythm and intonation, and connected
speech.
III. Student Profile
Trainees work with individual students on rapport-building, error
analysis and correction and addressing individual student needs. Three
meetings with the student are required including transcription and
error analysis of audio and written samples, culminating in a 60-minute
session observed by a trainer.
IV. Teaching Techniques.
Teaching technique inputs normally covered:
- approaches to language learning
- warmers and modeling
- controlled practice
- interactive blackboards
- lesson planning models ?with peer teaching
- appropriate language and comprehensible input
- language in context ?with peer teaching
- vocabulary: cotext and context
- communicative activities
- theater techniques
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- textbook review and evaluation
- classroom management
- listening activities
- pronunciation activities
- songs and chants
- reading activities
- writing activities
- teaching young learners
- using video and CALL
- feedback and testing
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V. Teaching Practice and Observation.
All teachers experience:
- 3 hours of observing experienced teachers
- 1 hour observing professionally developed video
- 12 hours of peer observation
- 2 hours of shared teaching practice
- MINIMUM of 5 hours of individual teaching practice
VI. Materials Project.
All trainees must develop two sets of materials used during the
teaching practice. Each set must be durable, capable of being used
for more than one lesson context and easily portable. The materials
may include visuals, realia, audio or video tape, cue cards and
class handouts, but may not be photocopied from published sources.
Trainees are required to adapt from commercial sources, or develop
original materials. The summation of this project is a presentation
to the trainers on how the materials were used, how they could be
improved and how they might be used in another context.
VII.Ask our trainees
"Having recently graduated from the first TESOL class in China,
I would have to say this school is THE place to go. If you are serious
about teaching, you will not be disappointed." Al Waterman,
May '01 course giiji@msn.com
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COURSE
CONTENT