TEFL CourseOctober 2011               1
Course Tutors•   Mary Kay Maas•   Chris Evenden•   Stephanie Bianco•   Adriana Real – adriana@oviedoteflcentre.com        ...
About the Course• Input units• Self-study component• Teaching practice       – Classes       – Planning       – Observatio...
Input UNITS          1 8 c o m p u l s o r y in p u t u n it s          e a c h u n it c o n s is t s o f 3  s e s s io ...
Teaching Practice C o m p u l s o r y (d iv id e d in t w o l e v e l s ):         6 h o u r s t e a c h in g p r a c t ...
AssessmentMinimum Requirements :•   4 assignments 750 – 1500 words each•   2 assessed teaching practice + lesson plans•   ...
AWARENESSTHEORY SNAPSHOT                  7
GLOSSARY• http://www.cambridgeesol.org/assets/pdf/tkt_gloss  http://www.cambridgeesol.org/assets/pdf/tkt_glos             ...
Methods and approaches              ( source: Eugene McKendry)              METHOD   Approach                   Design    ...
TraditionalMethods and approaches Grammar Translation Method        Direct Method       Audiolingualism                ...
Methods and approaches          “Designer” Methods• T h e S il e n t W a y    – C a l e b G a t t e g n o , E g y p t ia n...
Methods and approaches• T h e w h o l is t ic Ap p r o a c h (C L L )  (C o m m u n it y L a n g u a g e L e a r n in g ) ...
TEACHING PENDULUM GTM       Silent Way                        13
ECLECTICISMM a k in g d e c is io n s o n t h e b a s iso f w h a t s e e m s b e s t in s t e a d o ff o l l o w in g s o...
A Vision of K-12 Students Today                                  15
LEARNER CHARACTERISTICS                          16
Source: The TKT Course, CUP. 2005     V is u a l                                   s e e in g     Au d it o r y           ...
Source: The TKT Course, CUP. 2005              LEARNING STRATEGIES                                            Repeating   ...
LEARNER NEEDS                19
How to meet learner needsChoosing suitable:materials     level-of language-and-skills   topics workload   ACTIVITIES appro...
TEACHER’S ROLES                  21
A “JUGAND MUG”TEACHER           22
Choose “A” or “B” or write “C”      if you believe you should be in between            A                                  ...
Match, please• Planner          Comforts learners when they are upset or unhappy                   Prepares and thinks t...
CELTA BOOKTHE LEARNERS AND THEIR CONTEXTS                                  25
CU NXT CLASS               26
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Session 1 + 2 +3

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Session 1 + 2 +3

  1. 1. TEFL CourseOctober 2011 1
  2. 2. Course Tutors• Mary Kay Maas• Chris Evenden• Stephanie Bianco• Adriana Real – adriana@oviedoteflcentre.com 2
  3. 3. About the Course• Input units• Self-study component• Teaching practice – Classes – Planning – Observation TOTAL: 145 hours (minimum) 3
  4. 4. Input UNITS 1 8 c o m p u l s o r y in p u t u n it s e a c h u n it c o n s is t s o f 3 s e s s io n s (7 5 ’) 2 o p t io n a l in p u t u n it s (T K T - EP) T O T AL 7 5 h o u r s s e l f -s t u d y p a c k T O T AL 4 5 h o u r s 4
  5. 5. Teaching Practice C o m p u l s o r y (d iv id e d in t w o l e v e l s ):  6 h o u r s t e a c h in g p r a c t ic e +  6 h o u r s p l a n n in g +  3 h o urs feed bac k +  2 as s es s ed les s o n  C l a s s O B S E R V AT IO N O p t io n a l  o n e m o r e h o u r T P , p l a n n in g a n d feed back per level  o n e m o r e l e v e l w it h 4 h r s T P , 4 h r s p l a n n in g an d 2 h rs feed back + 1 mo re as s es s ed les s o n 5
  6. 6. AssessmentMinimum Requirements :• 4 assignments 750 – 1500 words each• 2 assessed teaching practice + lesson plans• 2 observation forms,• 4 lesson plans• portfolio 6
  7. 7. AWARENESSTHEORY SNAPSHOT 7
  8. 8. GLOSSARY• http://www.cambridgeesol.org/assets/pdf/tkt_gloss http://www.cambridgeesol.org/assets/pdf/tkt_glos 8
  9. 9. Methods and approaches ( source: Eugene McKendry) METHOD Approach Design Procedure (R ic h a r d s & R o d g e r s 1 9 8 5 :1 7 ) 9
  10. 10. TraditionalMethods and approaches Grammar Translation Method  Direct Method  Audiolingualism 10
  11. 11. Methods and approaches “Designer” Methods• T h e S il e n t W a y – C a l e b G a t t e g n o , E g y p t ia n - ~1 9 7 2 • W h e n G a t t e g n o s t u d ie d h im s e l f a s a l e a r n e r , h e r e a l is e d t h a t o n l y a w a r e n e s s c a n b e e d u c a t e d in h u m a n s . H is a p p r o a c h is t h e r e f o r e b a s e d o n p r o d u c in g a w a r e n e s s r a t h e r t h a n p r o v id in g k n o w l e d g e .• S u g g e s t o p e d ia – G e o r g i L o z a n o v , B u l g a r ia n - ~1 9 7 1 • T h e in t e n d e d p u r p o s e o f S u g g e s t o p e d ia w a s t o e n h a n c e l e a r n in g b y l o w e r in g t h e a f f e c t iv e f il t e r o f l e a r n e r s• T P R - T o t a l P h y s ic a l R e s p o n s e – Ja m e s As h e r , Am e r ic a n - ~1 9 6 6 • It l o o k s t o t h e w a y t h a t c h il d r e n l e a r n t h e ir n a t iv e lan guage. F r o m W ik ip e d ia 11
  12. 12. Methods and approaches• T h e w h o l is t ic Ap p r o a c h (C L L ) (C o m m u n it y L a n g u a g e L e a r n in g ) – Th e p e r s o n a s a w h o l e• T h e C o m m u n ic a t iv e Ap p r o a c h (C L T ) – N o t io n a l – F u n c t io n a l S y l l a b i• T h e N a t u r a l Ap p r o a c h – K r a s h e n , a c q u is it io n v s l e a r n in g , ~1 9 8 0 12
  13. 13. TEACHING PENDULUM GTM Silent Way 13
  14. 14. ECLECTICISMM a k in g d e c is io n s o n t h e b a s iso f w h a t s e e m s b e s t in s t e a d o ff o l l o w in g s o m e s in g l ed o c t r in e o r s t y l e 14
  15. 15. A Vision of K-12 Students Today 15
  16. 16. LEARNER CHARACTERISTICS 16
  17. 17. Source: The TKT Course, CUP. 2005 V is u a l s e e in g Au d it o r y h e a r in g K in a e s t h e l e a r n e r u s in g t h e b o d y t ic s l e a r n w o r k in g w it h Gr o u p bes t others In d iv id u a l t h r o u g w o r k in g a l o n e R e f l e c t iv h c o n s id e r in g e c h o ic e s r e s p o n d in g Im p u l s iv e im m e d ia t e l y LEARNING STYLES What kind of learner are you? http://www.vark-learn.com/english/page.asp?p=visual 17
  18. 18. Source: The TKT Course, CUP. 2005 LEARNING STRATEGIES Repeating Experimenting Guessing Language Learning Strategies Paraphrasing Asking Recording Deciding 18
  19. 19. LEARNER NEEDS 19
  20. 20. How to meet learner needsChoosing 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 learning- strategies 20
  21. 21. TEACHER’S ROLES 21
  22. 22. A “JUGAND MUG”TEACHER 22
  23. 23. Choose “A” or “B” or write “C” if you believe you should be in between A B The syllabus, the exam,I have all the information and the information are here for us to shareIt is my job to transmit I am not the fount of allknowledge to you knowledgeI am responsible for your You are responsible forlearning your learning I am here to facilitateIt is my job to make sure your learning by providingthat you work resources and supportAs the adult, and theprofessional, I have the I trust that you want toexpertise to make the learn and will takeright judgements and responsibility for yourdecisions about your own learninglearning 23 Source: Anita Szabo, CUP. 2000
  24. 24. Match, please• Planner  Comforts learners when they are upset or unhappy  Prepares and thinks through the lesson in detail before• Informer teaching it so that it has variety and there are appropriate activities for the different learners in the class• Manager  Makes sure all the learners are taking part in the activities• Monitor  Can be used by the learners for help and advice  Gives the learners detailed information about the language• Involver or about an activity• Parent/Friend  Is able to recognise the cause of learners’ difficulties  Goes around the class during individual, pair and group• Diagnostician work activities, checking learning• Resource  Organises the learning space, makes sure everything in the classroom is running smoothly and sets up rules and routines for behaviour 24
  25. 25. CELTA BOOKTHE LEARNERS AND THEIR CONTEXTS 25
  26. 26. CU NXT CLASS 26
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