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1. A T I ( E l e c t i v e s ) | 1
ASSIGNMENT
English for Pre-School
A comprehensive guide to the fun world of teaching the English language at the core level. This
elective takes you through the learning process for the very young and how to adapt lessons and
activities to delight inquisitive young minds. Full of resources and electives. Everything you will
need to teach ages 3 through to 7.
Course Overview:
Teaching Pre-school English covers the vital aspects of early childhood development including
the cognitive and motor skill developmental stages.
Teaching approaches and methods have been specifically developed to incorporate the growing
needs of this tender age group.
Full of games, art and craft ideas, songs and rhymes Teaching Pre-school will thoroughly prepare
the TESOL Teacher for the Pre-school classroom.
Topics covered include; developmental stages, teaching techniques, classroom management for
pre-schoolers, the classroom environment and topics to teach for each developmental stages.
Course Assignments:
• Cognitive development
• Motor skills
• Classroom management
• Activities age/level appropriate
• Lesson planning for the Pre-school classroom.
ELECTIVE 1
ENGLISH FOR PRE- SCHOOL

2. A T I ( E l e c t i v e s ) | 2
English for Children
This elective has been designed specifically for the teaching of children within the Primary or
Elementary school years. At this exciting age, young learners are developing vocabulary and
concept skills. English for Elementary School will provide you, the TESOL teacher, with the very
best in teaching concepts, techniques and resources that will not only delight your student but also
make teaching a rewarding experience for you.
Course Overview:
Detailing teaching methodologies and techniques for the Elementary classroom, the ‘Teaching
Elementary school’ English course has everything necessary to prepare the TESOL teacher.
Covering childhood development, classroom management, lesson planning, ESL activities and a
wealth of ‘ready to go’ resources.
Over the years much research has been done into the ways children acquire language. Studies
have shown that children learn a second language much the same way they learnt their native
language.
This course covers research in second language acquisition and childhood development.
Children learn best through play and interaction, ‘Teaching Elementary School English’ has been
developed with teaching techniques and resources to prepare the TESOL teacher with activities,
games and songs for ESL classroom. Topics covered range from materials research, adaptation,
development and design.
Course Assignments:
• Theory questions
• Game tasks
• Worksheet tasks
• Song tasks
• Arts and crafts tasks
• Materials development
• Lesson plan tasks
ELECTIVE 2
ENGLISH FOR CHILDREN

3. A T I ( E l e c t i v e s ) | 3
English for Adolescents
At this transitional age young learners have specific needs and goals. As a TESOL teacher your
lessons and classroom must reflect this developmental stage. Teaching teenagers English will give
you a detailed guideline, teaching strategies and methodology to make your lessons meaningful,
motivational and rewarding for both you and your students.
Course Overview:
Teaching Teenagers English is an exciting TESOL field with a wealth of classroom ideas and
resources. Topics covered are many and varied from the teenage classroom to student motivation.
Teenagers are in a transitional period of their lives and have specific needs and requirements to
help motivate and encourage learning. This course deals with the developmental stages of
adolescence and student needs.
Delving into learning styles and their application in the TESOL classroom teaching teenagers
covers how to motivate students and incorporate techniques such as Multiple Intelligences.
Packed with warm-ups, activities, games and resources Teaching Teenagers English is a must for
any anyone teaching the thirteen to nineteen year age group.
Course Assignments:
• Theory questions
• Learning styles
• Rubrics
• Lesson plans and activities for teenagers
ELECTIVE 3
ENGLISH FOR ADOLESCENTS

4. A T I ( E l e c t i v e s ) | 4
English for Adults
This informative elective covers the limitless options, teaching concepts and activities that can
make teaching adults a learning process for the TESOL teacher and students. Full of activities,
resources and templates, this Elective comprehensively covers teaching of general English in the
adult world.
Course Overview:
TESOL English for Adults combines topics such as ‘Why English is the Global Language?’ and
ESP, EAP. Adults have very specific reasons for learning English and need to feel confident that
they can reach those goals. Areas of teaching include teaching the four language skills and
preparing engaging lessons for adult learners.
Full of resources including an entire chapter of lesson plans and activities TESOL English for
Adults has everything needed to design and prepare ESL lessons for Adult learners.
Course Assignments:
• Theory questions
• Lesson planning
• Resource development
• Language skills
ELECTIVE 4
ENGLISH FOR ADULTS

5. A T I ( E l e c t i v e s ) | 5
TESOL Private Tuition
This TESOL elective is a must for overseas TESOL Teachers. TESOL Private Tuition covers the
necessary organisation, teaching methodologies and techniques
required to specifically cover and meet the needs of one on one and small group teaching/training.
This area of English teaching can greatly increase your earning potential and teaching skills.
Detailing material and course development needs assessment, progress and evaluation. TESOL
Private Tuition will help you to become a highly sought after professional English Tutor.
Course Overview:
Topics covered include; the differences of tutoring and teaching, cross cultural communication,
how to professionally tutor one on one or in small groups and the tutoring process.
TESOL teachers will learn how to develop activities and lessons to cater directly to students’
needs and learning goals while incorporating their interests.
Complete with activities for children and adults this course even contains a full teaching resource
book to get you started!
Private Tuition is a must for all TESOL Teachers teaching both overseas and domestically.
Course Assignments:
• Cross cultural differences and communication
• The differences between tutoring and teaching
• Tutoring adults and children
• The learning process
• Lesson planning and activities for private tuition classes
ELECTIVE 5
TESOL PRIVATE TUITION

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Business English
A professional guide to this highly specialised and lucrative field of International TESOL
teaching. Covering topics and concepts for the ever changing business world plus the very best in
teaching resources, training and materials development. This Elective will guide you, the TESOL
trainer, in all aspects of teaching English in the Professional world.
Course Overview:
In today’s modern society the need for communication has dominated the business world.
Whether online, by phone or in person English has become the ‘Global Language’ for business.
From CEO’s to secretaries, professionals from almost all countries and cultures are learning
Business English to enhance their business or job prospects. Never before has the demand for
Certified Business English teachers been higher.
Specialized teaching techniques are required to develop materials and lessons in this professional
field. In this particular area of study students’ expect materials and lessons to cater to their very
individual needs and specifications. Knowledge of ‘Business Needs Assessment’ and course
development are essential.
With the ‘Teaching Business English’ certification course TESOL teachers will learn the skills
necessary to develop Business English courses and lessons which will meet their students’
expectations.
This course will cover topics such as; needs assessment, behaviorisms, and communication, cross
cultural differences including business meetings, business plans, materials development and
business vocabulary.
Course Assignments:
• Theory questions
• Course development
• Materials development
• Lesson planning
ELECTIVE 6
BUSSINESS ENGLISH

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Travel and Tourism English
A comprehensive and detailed course on teaching TESOL English in one of the fastest growing
industries in the world - travel and tourism. This Elective will provide you with specialised
teaching techniques, materials and concepts for the teaching/training of travel agency owners and
their staff as well as tour group management and tour co-ordinators.
Course Overview:
Topics covered include the Travel industry, and professions. Learning styles and teaching
methods for travel. Needs assessment and materials development for the industry workplace.
International Travel and Tourism also covers important areas such as Cross-Cultural
Communication, Culture shock, and Socio-linguistics needed for teaching subjects such as
international relations.
With full resources, vocabulary and lesson ideas this course will fully prepare the TESOL
Teacher for teaching in this ever growing and much in demand ESP field.
Course Assignments:
• History of travel
• Learning styles and methodology
• Needs analysis
• Cross cultural differences
• Culture shock
• Lesson planning and activities for International Travel and Tourism
ELECTIVE 7
TRAVEL and TOURISM ENGLISH

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Hospitality English
A comprehensive and detailed course on teaching TESOL English in one of the fastest growing
industries in the world. This Elective will provide you with the necessary teaching techniques,
materials and concepts giving you the edge in teaching/training in hotels, restaurants and the food
and beverage industry.
Course Overview:
Topics include the hospitality industry, employment opportunities, job training in English, and
vocabulary for the industry and teaching methods.
Teaching Hospitality English provides the TESOL Teacher with the necessary skills and
resources to begin teaching within this worldwide growing industry.
Course Assignments:
• Overview of the industry
• Jobs in hospitality
• Teaching methods and techniques for the industry
• Vocabulary for hospitality
• Lesson planning for teaching/training in the hospitality industry
ELECTIVE 8
HOSPITALITY ENGLISH

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Computer English (CALL)
Learn to harness the multimedia resources in your school and make teaching English more
interactive by using computers and the internet. Using computers adds a motivating and
interesting component to the ESL classroom, and also gives students skills which are necessary in
today's world, for work, for school and for pleasure. Make your classroom a fast-paced, highly
motivating environment by including instant messaging, web pages, e-mail, and the internet! This
CALL (Computer-Assisted Language Learning) course teaches you how to integrate technology
into an ESL classroom to enhance the students' learning.
Course Overview:
TESOL Computers covers a whole range of learning and teaching techniques using the latest
technology. Topics covered include: The Internet and available resources, learner needs analysis,
computers as a language tool and appropriate software for language teaching.
This course will cover learning styles and incorporating them in the ESL classroom as well as
level appropriate activities for computer language lessons.
With communication a vital tool of the present and future this course also includes how to
develop lessons using everyday computer programs such as Microsoft WORD and its various
applications.
Course Assignments:
• Theory questions
• Applications of I.T.
• Creating activities with ‘WORD’
• Lesson planning for computer lessons
• Using the Internet in the language classroom
ELECTIVE 9
COMPUTER ENGLISH (CALL)

10. A T I ( E l e c t i v e s ) | 10
IELTS and TOEFL Preparation
A comprehensive guide to teaching the standard test used internationally to determine an ESL
student's English proficiency. From teaching the very basics of the test itself, to preparing and
teaching meaningful practice of the test, this Elective will give you the necessary strategies and
guidelines to effectively prepare resources, materials and your students for the IELTS and TOEFL
Test.
Course Overview:
Covering topics such as; what is the IELTS and TOEFL examinations? And, what is their
purpose. This course will acquaint the TESOL teacher with both examinations and how best to
prepare students for taking them.
IELTS and TOEFL will delve into study methods, cramming, the four language skills covered in
the exams and how best to prepare activities and lessons in the ESL preparation course classroom.
Full of example test components, resources and activities this course will thoroughly prepare the
TESOL teacher for this academic area of ESL teaching.
Course Assignments:
• Exam overview
• Differences between the exams
• Examination preparation
• Lesson planning and activities for IELTS and TOEFL course teaching
ELECTIVE 10
IELTS and TOEFL Preparation

11. A T I ( E l e c t i v e s ) | 11
Teaching Grammar
A refresher grammar course for the TESOL teacher and a detailed guide in preparing grammar
lessons, activities and resources. Full of templates, activities and games to make learning
grammar fun and interactive, this elective will make the process of learning and teaching
grammar a pleasure for both you, the TESOL teacher, and your students.
Course Overview:
Beginning with parts of speech Teaching Grammar will provide not only an overview of grammar
terminology but self assessment exercises to refresh your grammar knowledge.
Delving into linguistics and grammar including, structure, concepts and theory TESOL Teachers
will have a strong understanding of the role of grammar in language.
A detailed course in the English language and Teaching Grammar outlines the history and
development of the English language including its origins.
This course though is more than theory and language structure ‘Teaching Grammar ‘is packed full
of grammar games, exercises and activities for the ESL classroom, providing the TESOL Teacher
with everything needed to begin teaching in the grammar classroom.
Course Assignments:
• Grammar exercises
• Grammar theory
• Linguistics
• Games, activities and lesson planning for grammar
ELECTIVE 11
TEACHING GRAMMAR

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Covering letters, Resumes, Interviews, Job Contracts
COVER LETTER
Keeping the following tips in mind will help you to do so:
• Your CV and cover letter should be a maximum of 1 page each
• The format and appropriate information for your CV will depend on the country in which
you are applying for a job. In most countries outside of the United States, it is common to
attach a passport-sized photo, your marital status, your passport number, and your current
and permanent addresses (if they differ). You can do some research online to determine
exactly the right CV format for the specific country in which you will be working.
• Your CV should highlight any and all teaching experience or teaching related skills that
you possess. Don’t worry if you were not actually working as an EFL teacher.
• Your CV should list any foreign languages you speak, and your respective ability levels in
each language. This is particularly beneficial if the language is spoken in the country where
you are applying.
• You should tailor your CV and cover letter for each job to which you apply. If you will be
giving classes to children, discuss any experience with kids (teaching or otherwise). If, on
the other hand, it is a business English position, you should focus on your experience in the
business world.
• Be enthusiastic in your cover letter. Highlight your international experience (both travel
and work), and your interest and knowledge of the country in which you are applying .
• Because non-Native English speakers will often review these documents, both documents
should be written in clear, straightforward English.
• Finally, ensure that both your CV and cover letter are devoid of any spelling, punctuation,
or grammar mistakes. Carefully proofread them several times, and have several other
people read them as well.

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Here is a sample Cover Letter for Kindergarten Teacher Job.
Your Name
Your Address
Your City, State, Zip Code
Date
Employer Name
Company
Address
City, State, Zip
Dear Mr. /Mrs. Last Name,
I am writing with reference to your advertisement in the local Employment News magazine for want of a
kindergarten teacher. I consider that my credentials and interests match with your requirement and want to
apply for the same.
During these years I have equipped myself with all kindergarten functions such as creating a fun, safe, and
thriving environment to provide direct instruction to students using an established preschool curriculum. It
also involves effectively communicating both verbally and in writing with parents regarding program and
students’ progress.
Please expect my telephone call in the next week so that we might be able to set a time to meet and
discuss employment possibilities that would serve our mutual interests.
Thanks for taking the time to consider my application.
Sincerely,

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Here is a sample Cover Letter for High School Teacher Job.
Your Name
Your Address
Your City, State, Zip Code
Date
Employer Name
Company
Address
City, State, Zip
Dear Mr. /Mrs. Last Name,
I am writing to express my interest in and excitement about a possible High School teaching position in
your reputed District schools. I am also attaching my resume with this cover letter.
My academic background thoroughly augments my student teaching experience, giving me a high level of
confidence in my ability to teach students in various grades. Furthermore, given my liberal arts
background, I am comfortable integrating art, music and technology into a traditional curriculum where
appropriate.
I firmly believe in being involved in my school community well beyond the classroom so that I may
provide a supportive and effective learning environment for each child in my care.
I have enclosed a copy of a completed application, an unofficial transcript, and three letters of
recommendation. An official transcript and additional references are available upon request.
Sincerely,
Signature,

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Here is a sample Cover Letter for Teachers Job.
Your Name
Your Address
Your City, State, Zip Code
Your Phone #
Your Email
Date
Employer Name
Company
Address
City, State, Zip Code
Dear Mr. /Ms. Last Name,
I saw your advertisement in one of the newspaper regarding the post of Teacher. I want to apply for the
same job. I feel my qualifications and my skills would prove to be an asset for your organization.
I have ample experience of teaching in elementary as well as high school level. I am patient, creative and
nurturing person along with strong communication skills. I can deal with all kind of children.
I have strong interest in perusing a teaching career. I eagerly want to join your organization. Please let me
know if I can provide you with any other information or references, I look forward to hearing from you.
Thanks for your consideration.
Sincerely,
Signature
RESUME

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When writing a resume there are headings you must remember, the most important ones are your contact
details, your educational history and your employment history.
These are very valuable if you are to succeed in gaining an interview or a job, other headings you can
include are personal statements, skills and attributes and referees like we have done in the sample below.
So when writing an elementary teacher resume be sure to include your contact details in your elementary
teacher resume as in the sample.
Also please include some of your skills you have that are relevant to teaching, as we have done in the
sample elementary teacher resume below, some examples can be Lesson Planning, Monitoring and
Motivation as below in the sample elementary teacher resume.
Also we have included where the candidate studied for their elementary teaching qualification, the year
they completed it or studied the teaching qualification and where they went to complete the teaching
qualification. (see sample)
All this information is vital for the future or prospective employer to have as they need to be able to paint
or visualize a picture of you, and your skills.
And also to see if you have the pre requisites for the position as well, e.g. proper teaching qualifications.
Also the future employer will need to know of some referees to contact (see bottom of elementary teacher
resume sample) they need to contact these referees so they can talk to your previous employers to talk
about your work ethic.
E.g. how you worked for a previous employer, were you on time, for example.
Overall in your elementary teacher example remember to be perfectly honest in everything you write,
because if you are lying you will be found out and they will ask you questions in relation to what you have
written on your resume.
When teaching elementary school kids or teaching any class for that matter the most valuable skill to have
is patience, honesty and the ability to teach and care for the students, who are going to look up to them for
the guidance about certain topics and issues, as we all know in our elementary school years we must of
asked a thousand or so questions that would of made the elementary school teacher almost crazy,
numerous questions such as why is the sky blue, why cant I fly all the numerous WHY questions so be
sure that you have patience and a great temper when teaching.
So take this elementary teaching resume sample and use it as a guide to developing your own teaching
resume, add more information if you wish, the more the better.
Sample Elementary Teacher Resume
Margaret Chester

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124 Markwell Road
Townsville, 55558
mchester@email.com
Phone: 02 365 9860
Personal Statement:
To obtain a challenging and rewarding position with a Elementary School as a Elementary school teacher
Skills/ Attributes:
Loyal and Trust worthy
Tidy Professional Appearance
Motivated, learns quickly
Great team player
Great interpersonal and communication skills
Curriculum Development
Lesson Planning
Monitoring and Motivation
Parental Involvement
Employment History:
Townsville Elementary School, Townsville
Position: Fourth Grade Teacher
Dates: 2003 - 2006
Main Duties and Responsibilities:
Developed lesson plans, creating bulletin boards, coordinating field trips, attending staff meetings,
completing reports.
Townsville Properties, Townsville
Position: First Grade Teacher
Dates: 2001-2003
Main Duties and Responsibilities:
Examined, evaluated commercial and residential properties.
Developed lesson plans for all areas of the curriculum of the first grade, bulletin boards, field trips, staff
meetings, completing reports, marking assessments. Parent Teacher interviews.
Educational History:
University of Townsville
Dates: 2000-2001
Qualification: Major in Elementary Education
Referees:
Name of Referee: Robert Sampson
Position: Branch Manager
Company: Townsville Elementary School. Townsville

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Phone Number: (02) 256 8955
Name of Referee: Hamish Motion
Position: Branch Manager
Company: Townsville Properties, Townsville
Phone Number: (02) 254 8663
INTERVIEW
Question 1 - What are your thoughts on team-teaching?
Question 2 - What are your greatest strengths?
Question 3 - What is your biggest weakness?
Question 4 - Let's imagine an interview for a grade one teaching position and the interviewer asks:
"Describe your classroom's physical appearance."
Question 5 - Why do you want to work for our school district?
Question 6 - How do you handle classroom discipline?
Question 7 - How would you describe a successful principal?
Question 8 - Do you have any questions for us?
Not every interviewer will ask you every one of these questions. However, if you are prepared to address
these questions, you will leave the impression that you were prepared for your job interview, even if
additional questions take you by surprise.
Key to good responses: Give specific examples to illustrate and back up what you say about yourself.
Don't just speak in vague, general terms.
• Why did you decide to become a teacher?
• Have you ever taken care of someone? Did you enjoy it?
• Do you consider yourself a risk taker? (Give an example to back up your answer.)
• Are you a positive and energetic person? (Give an example to back up your answer.)
• If a student said she thought you were the worst teacher she ever had, how would you react and what
would you say?
• If I were your principal and we were setting goals for next year, what would they be?
• What is the last book you read?
• Have you ever considered publishing a book?
• Some people say you should demand respect. Do you agree or disagree?
• Tell me about yourself.
• How would you rank these in importance and why? Planning, discipline, methods, evaluation.
• If a student came to you and said, "None of the other students like me," what would you tell him/her?
• Are you an empathetic person? Give an example.

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• How can you tell that a person is a good listener?
• Are you an objective person? Give an example.
• What do you want to do with your life?
• How do you feel if a student does not meet a deadline?
• It is the first day of class, you are writing something on the board and a paper wad hits you in the back,
what would you do? Later the same day, if all the students drop their pencils, what do you do?
• What was the most frustrating thing that happened to you as a student teacher?
• What was the best thing?
• Do you believe you should build rapport with students? If yes, how?
• How do you give your students recognition? Do you think a student can have too much recognition?
• How do you encourage students to learn? Can a student be forced to learn?
• How do you handle a child who seems gifted, but is a discipline problem?
• How do you prefer to use computers in the classroom?
• How do you present a new word to a class?
• What are your strengths? What are your weaknesses?
• What is the role of the principal? Does a conflict exist between your perception of a principal's role and
his/her role as your evaluator?
• Describe your student teaching experience.
• During your student teaching, were you ever involved with a situation at school involving racial tension?
If so, how did you handle it?
• How do you establish authority/discipline? What do you do when a discipline problem arises?
• What subjects have you taught?
• Are you patient? Give an example.
• Do you ever feel angry toward your students?
• What will you be doing in five years?
• What is your educational philosophy?
• If you could create the ideal school, what would it be like?
• Do you like to be challenged? (Give an example to back up your answer.)
• What do you like most/dislike most about teaching?

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• How do you feel about noise in the classroom? How do you handle noise in the classroom?
• How would you handle making a difficult phone call to a parent?
CONTRACT
Sample of a Standard Employment Attached Contract for Foreign Teacher in China
Attached Contract (one year)
Name of Employee: (Party B) I hereby accept the Terms and conditions of employment as set out
hereunder.
Name of Employer: (Party A)
Position: Full-time teacher of English as a Second Language (TESL) at
Commencement Date: this day of 2008
Termination Date: this day of 2009
Duties
1. Prepare lessons well prior to teaching
2. Conduct English lessons
3. Assess students work
4. Take an active part in students’ extra-curriculum activities of Party A
Working Hours
Work according to the time - table of Party A from Monday to Friday each week (except for holidays).
Sometimes Party B may need to work on special occasions, say the anniversary of the founding of Party A
or any special promotional work and the employee is to be given day(s) off later or to be paid.
Workload
Generally 16 to 20 face-to-face teaching periods (45 minutes for each period) should be delivered to the
students every week. And usually there might be 5 periods of English corner activities outside the
classroom to be delivered to the students.
Salary
The basic month salary is stipulated in the general contract and paid on the day agreed on the contract.
The summer vacation (August 1st to September 1st) salary and winter vacation (20 days) salary:
The summer vacation salary equals to a normal month salary while winter vacation salary 2/3 of one-
month salary.
1. Instructional Design Elements:
a. Audience Analysis
i. Indicators:
1. Prerequisites, if any, are clearly stated.
2. Any skills needed are addressed. Students are asked about current
proficiencies, especially in regards to computer skill level.
3. Current knowledge level of students is assessed as appropriate for course
b. Course Goals/Objectives
i. Indicators:
1. Course goals are clear and appropriate

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2. Objectives are clear, behavioral and measurable and are appropriate to
course goals
c. Instructional activities
i. Indicators:
1. Utilizes active learning strategies that engage the student and appeal to
differing learning styles
2. Learning activities are linked to course objectives
3. Content is organized by modules, units, lessons, or other meaningful
architecture
4. Course strives to create a “Community of Learners” through interaction
5. All content adheres to current copyright law.
d. Student and Course evaluation
i. Indicators:
1. Formative evaluation is provided to students through ongoing feedback
(emails, Gradebook, announcements, discussion board postings)
2. Summative evaluation is clearly described
3. Evaluations are linked to objectives
4. Rubrics are used for assignments
e. Teaching Strategies
i. Indicators:
1. Instructor assumes a facilitative role
2. Instructions for assignments are clear
3. Syllabus is online and complete, including course expectations, goals &
objectives, grading criteria, course policies
4. Support for student questions is provided (Examples: instructor contact
information , FAQ’s, Discussion board for questions)
Reviewer Comments:…………………………………………………………………………..
2. Interaction and Feedback
a. Interaction among Learners
i. Indicators:
1. Discussion Boards and/or chat available
2. Group activities
3. Email
4. Orientation to technology is provided
b. Interaction between Learners and Instructor
i. Indicators:

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1. Instructor conveys policy on answering emails (i.e. how soon students can
expect response, etc
2. Instructor communicates how will give feedback, including frequency of
feedback on discussion forums, assignments, etc
3. Instructor publishes office hours (virtual or “physical”) and contact
information
4. Feedback is evident through announcements, emails, discussion postings, or
other means
5. Instructor allows own personality to emerge through postings, notes, and
other means
6. Instructor “personalizes” course for students (emails, using name, friendly
tone)
c. Interaction between Learners and Instructional Materials
i. Indicators:
1. Students receive orientation to practice posting in Discussion forum,
submitting to dropbox, taking online exam, and using any other type of
technology that will be utilized during the course
2. Resources for completing course activities are provided
3. Guidelines for posting to discussion board and/or participating in Chat are
provided
d. Collaboration
i. Indicators:
1. Students are provided the opportunity to collaborate with other students
through group work or other means
e. Pace and Procrastination
i. Indicators:
1. All due dates are published with timely reminders
2. Progress through the course is documented
Reviewer Comments:…………………………………………………………………………..
3. Course Management
a. Time Requirements
i. Indicators
1. Course is developed before first class meeting. If this was not possible,
should be several weeks ahead of class schedule.
2. Indicate to students general time requirements of course
b. Progression through course

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i. Indicators
1. Units of instruction are organized in a logical, consistent sequence
2. Online Gradebook is used
3. If online testing is used, has detailed instructions as to how it will be
administered and the settings that will be in place. If possible, a practice
test with the same settings should be given first.
c. Evaluating student progress
i. Indicators
1. If online testing is used, should not comprise the greater portion of final
grade. (Best: treated as “open book”)
2. Evaluation of online participation is described
d. Providing adequate feedback
i. Indicators:
1. Instructor feedback is evident, following the guidelines set by the Instructor
2. Student emails are answered in a timely manner
Reviewer Comments:…………………………………………………………………………
4. Technical Support
i. Indicators:
1. Students are provided information as to where to get technical help
Reviewer Comments:…………………………………………………………………………
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24. A T I ( E l e c t i v e s ) | 24
APPENDIX 2
The developed course evaluation checklist
COMPONENTS CRITERIA
EVALUATION
NOTES
YES NO
1. Course
Design
a.
Audience
Analysis
1. Is it necessary to take this course?  
2. Does the course match your current
level?
 
b. Course
goals &
objectives
3. Can you achieve your expected
TOEIC score of the course? (e.g. TOEIC
1 – 400+, TOEIC 2 – 500+)
 
4. Does the course help you achieve your
expected score in real test?
 
5. Will you apply what have been
learned in the future?
 
6. Do you make a progress after the
course?
 
c.
Teaching
strategies
7. Do the teachers provide you with a
clear course outline?
 
8. Are you taught test-taking skills to
deal with TOEIC tasks?
 
9. Are you provided with background
knowledge related to topics in TOEIC,
such as business, tourism, etc.?
 
10. Are you engaged in the
lessons?
 
11. Are the lessons interesting
enough?
 
12. Do the teachers make use of
technology in teaching effectively?
 
13. Do the teachers cover all the
lessons in the syllabus?
 
14. Do the teachers often review
what have been learned in the previous
lessons?
 
15. Are the teachers flexible in
choosing what to teach in the lessons?
 
2. Course
Materials
&
Resources
a. Course
book
Content
16. Are the course books difficult
enough?
 
17. Is the content organized by
modules, units, lessons, or small tasks/
activities?
 
18. Are the tasks in the course  

25. A T I ( E l e c t i v e s ) | 25
books arranged in a logical order?
19. Are the topics in the course
books relevant to those in the real test?
 
20. Do the course books contain
different authentic and up-to-date
materials?
 
b. Course
book
Design
21. Is the course book design
smart?
 
22. Are the printing and pictures
clear enough to see?
 
c.
Supporting
Materials
23. Does the teacher provide you
with supplementary materials?
 
3.
Classroom
Amenities
a.
Facilities
24. Are the facilities in the room
(e.g. air-conditioners, fans, boards, etc.)
in good condition?
 
25. Are you satisfied with the
seating arrangement in the classroom?
 
b.
Multimedia
26. Does multimedia equipment
(e.g. PC, Projector) support learning?
 
4.
Classroom
interaction
and
feedback
a.
Interaction
among
learners
27. Do the teachers often conduct
pair work or group work activities?
 
28. Is the classroom environment
friendly during classroom activities?
 
b.
Interaction
between
learners
and
instructors
29. Do the teachers often interact
with you during classroom activities?
 
30. Do the teachers help you with
your learning problems during and after
class?
 
31. Does the teacher assist many
individual learners by observing and
providing feedback?
 
c.
Interaction
between
learners
and
instructional
materials
32. Do you exploit the course
books to the full?
 
5. Course
management
a. Time
requirements
33. Is the time allotted appropriately for
each test-taking skill?
 
34. Do the teachers keep up with the  

26. A T I ( E l e c t i v e s ) | 26
process of the course?
b.
Progression
through
course
35. Do you evaluate yourself when doing
practice tests in the course books?
 
36. Do you take TOEIC placement test?  
37. Do you take TOEIC end-of-course
test?
 