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This TEFL course summary provides information about the course components and structure in 3 sentences: The TEFL course consists of approximately 200 hours total, including 75 hours of input units, 40-45 hours of self-study, and 60 hours of teaching practice, planning, observation, and assessment. Input units cover compulsory and optional sessions on TEFL methods and approaches. Students complete assignments, teach lessons, write lesson plans, do observations, and compile a portfolio to meet the course requirements.
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Dr. Kudva is a PhD in Education and is currently working as a principal of a rfeputed ICSE School. She has several publications to her credit and has recently published a book entitled From Chalk to Talk The Art of Teaching. She has worked at the school level and also as a teacher educator.
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Preparation for peer observation of teaching
This document outlines the process and benefits of peer observation partnerships between teachers. It discusses planning meetings between partners, observing each other's teaching, providing individual reflection and feedback, and changing roles. Partnerships can involve two teachers, groups, or coordinators. The goal is to provide constructive feedback, share ideas, develop teaching skills, and create an open approach to improvement. The observation process and post-observation discussions are structured. Critical reflection on teaching philosophy and practice helps drive ongoing professional development. Effective partnerships are seen through positive outcomes for personal and teaching skills and the ability to critically engage with feedback.
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Pttu
This ESL lesson plan outlines a thematic unit on writing autobiographies. The theme is explored over 3 days through activities focused on conceptualization. On day 1, students will brainstorm the components of an autobiography and explore Gloria Estefan's biography. They will then complete a graphic organizer to facilitate searching for information to include in their own autobiography. On days 2-3, students will organize their information in the graphic organizer by sequence of events and elaborate on the details. The objectives are for students to identify autobiographical information, organize it sequentially, and develop each component with details. The standards addressed are recalling information, organizing ideas, and strategic and extended thinking.
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To all those who would like to download a copy of this presentation, please do send me an email at martzmonette@yahoo.com
I am very much willing to personally present this lecture in your respective institutions.
Second Language Teaching Methods
The document discusses several methods for teaching second languages:
1) The Grammar-Translation Method focuses on translating texts and learning grammar rules but does not emphasize speaking practice.
2) The Direct Method uses only the target language and encourages oral production through activities like question-answering. However, it does not adequately structure materials.
3) The Audio-lingual Method is based on behaviorism and uses repetition and drills but no grammar explanations.
4) Communicative Language Teaching is learner-centered and focuses on using language in meaningful, real-world contexts and situations.
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The document discusses four common approaches to language teaching:
1. Grammar Translation focuses on grammar rules, translation, and reading literature but neglects speaking skills.
2. Direct Method uses only the target language and teaches speaking first through visual aids and situations.
3. Audio-Lingual Method develops listening and speaking habits through repetition and drills before reading/writing.
4. Total Physical Response links language to physical actions to make learning enjoyable and reduce stress for beginners.
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Methods, approaches and techniques of teaching english
Methods, approaches and techniques of teaching englishShardabai Pawar Mahila Arts, Commerce & Science College, Shardanagar
Its a simple presentation made by me for primary and secondary teachers in India.
Feel free to suggest additions !!General Methods And Techniques Of Teaching
The document discusses various general methods and techniques of teaching, including direct and experiential approaches. Direct approaches are more teacher-controlled and utilize expository strategies like direct teaching and deductive processes. Experiential approaches involve more student involvement through discovery strategies like inquiry teaching and inductive processes. Specific methods are also outlined, such as deductive teaching, expository methods, demonstration, inductive teaching, discovery learning, problem solving, and laboratory and reflective teaching.
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The document discusses various approaches and methods for teaching language, including:
- Communicative Language Teaching (CLT) which takes ideas from multiple methods and focuses on communication.
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Session 1 + 2 +3 (1)
- 2. About the Course • Input units • Self-study component • Teaching practice – Classes – Planning – Observation TOTAL: about 200 hours 2
- 3. Input UNITS 18 compulsory input units (12 sessions) 2 optional input units (TKT - EP) TOTAL aprox. 75 hours self-study pack TOTAL 40 - 45 hours 3
- 4. Teaching Practice Compulsory (divided in two levels): 6 hours teaching practice + 12 hours planning + 3 hours feedback + 2 assessed lesson Class OBSERVATION Optional 1 more hour TP, planning and feedback per level 1 more level with 4 hrs TP, 4 hrs planning and 2 hrs feedback + 1 more assessed lesson TOTAL (aprox.) 60 hours
- 5. Assessment Minimum Requirements : • 4 assignments 750 – 1500 words each, • 2 assessed teaching practice + corresponding lesson plans, • 10 observation forms, • 3 lesson plans, • Portfolio 5
- 8. Methods and approaches (source: Eugene McKendry) (Richards & Rodgers 1985:17) METHOD Procedure Approach Design 8
- 9. Traditional Methods and approaches Grammar Translation Method Direct Method Audiolingualism 9
- 10. Methods and approaches “Designer” Methods • The Silent Way – Caleb Gattegno, Egyptian - ~1972 • When Gattegno studied himself as a learner, he realised that only awareness can be educated in humans. His approach is therefore based on producing awareness rather than providing knowledge. • Suggestopedia – Georgi Lozanov, Bulgarian - ~1971 • The intended purpose of Suggestopedia was to enhance learning by lowering the affective filter of learners • TPR - Total Physical Response – James Asher, American - ~1966 • It looks to the way that children learn their native language. From Wikipedia 10
- 11. Methods and approaches • The wholistic Approach (CLL) (Community Language Learning) – The person as a whole • The Communicative Approach (CLT) – Notional – Functional Syllabi • The Natural Approach – Krashen, acquisition vs learning, ~1980 11
- 12. TEACHING PENDULUM GTM Silent Way 12
- 13. ECLECTICISM Making decisions on the basis of what seems best instead of following some single doctrine or style 13
- 14. A Vision of K-12 Students Today 14
- 16. Visual learners learn best through seeing Auditory hearing Kinaesthetic using the body Group working with others Individual working alone Reflective considering choices Impulsive responding immediately LEARNING STYLES What kind of learner are you? http://www.vark-learn.com/english/page.asp?p=visual Source: The TKT Course, CUP. 2005 16
- 17. LEARNING STRATEGIES Language Learning Strategies Repeating Guessing Asking DecidingRecording Paraphrasing Experimenting Source: The TKT Course, CUP. 2005 17
- 18. 18 LEARNER NEEDS
- 19. How to meet learner needs Choosing 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 l e a r n i n g - s t r a t e g i e s 19
- 22. Choose “A” or “B” or write “C” if you believe you should be in between A B I have all the information The syllabus, the exam, and the information are here for us to share It is my job to transmit knowledge to you I am not the fount of all knowledge I am responsible for your learning You are responsible for your learning It is my job to make sure that you work I am here to facilitate your learning by providing resources and support As the adult, and the professional, I have the expertise to make the right judgements and decisions about your learning I trust that you want to learn and will take responsibility for your own learning Source: Anita Szabo, CUP. 2000 22
- 23. Match, please • Planner • Informer • Manager • Monitor • Involver • Parent/Friend • Diagnostician • Resource Comforts learners when they are upset or unhappy Prepares and thinks through the lesson in detail before teaching it so that it has variety and there are appropriate activities for the different learners in the class Makes sure all the learners are taking part in the activities Can be used by the learners for help and advice Gives the learners detailed information about the language or about an activity Is able to recognise the cause of learners’ difficulties Goes around the class during individual, pair and group work activities, checking learning Organises the learning space, makes sure everything in the classroom is running smoothly and sets up rules and routines for behaviour 23
- 24. CELTA BOOK THE LEARNERS AND THEIR CONTEXTS 24
- 25. 25 CU NXT CLASS