10 hour course (Student Manual) Premier TEFL - Teach English

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© Copyrighted Material

PREMIER TEFL

No part of this manual may be reproduced or transmitted by any means, electronic, photocopying or otherwise, without prior permission.

© Copyrighted Material

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CourseObjectives

• TousefunandinteractivemethodologiesforteachingEnglish.• Toprepareyoutobeahighlyskilledstandoutteacher• TolearntheunderlyingprinciplesofteachingEnglish.

Learningbydoing

Thistrainingisactivitybased.ThismeansyoulearntheunderlyingprinciplesofteachingEnglishbytaking part and doing them. All the activities you do in the training can be used with your ownstudents.Thisiswhyitisimportanttoreflectonwhatyoudoaftereachmodule.

WhatisTEFL?

TeachingEnglishasaForeignLanguageisanindustrythathasneverstoppedgrowing.WithoveronebillionpeoplelearningEnglishworldwidethereisalwaysademandforTEFLteachers.OnceyouhaveaTEFLqualificationyouarefullyqualifiedforlife,cantraveltheworld,earnagreatsalaryandenjoyonceisalifetimeexperiences.

PremierTEFL

PremierTEFLisfullyaccreditedandrecognisedgloballysoyoucanuseyourtraininginclassroomsallaroundtheworld.TheTEFLindustryhasjobsforbothnativeandfluentEnglishspeakers.Youdonotneedadegreetoteachabroad.ImagineyourselfteachinginaclassroominThailandorinaskyscraperinJapan.YoucaneventeachEnglishonlinefromthecomfortofyourownhome.PremierTEFLwillprepareyoutobeastandoutteacherwithspecialistskillsteachingYoungLearners,Adults,BusinessEnglishandlotsmore.

Boost your earning potential with our comprehensive courses or jump onto one of our popularinternshipsandgetbittenbytheTEFLbug.Whynotswapyourlanguageforaplacetostay,amealora motorbike ride in Vietnam? With Premier TEFL you will embark on an exciting adventure ofmeaningfulwork,valuableexperienceandunforgettableworldtravels.

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Contents

Module1:IcebreakersandTeachingGrammarStructures

Module2:StudentProfiles,InitialAssessmentandNeedsAnalysis

Module3:ClassroomManagement

Module4:EffectiveVerbalCommunication

Module5:HowtoexplainmeaninginthePresentationStageofthelesson

Module6:PairworkactivitiesforthePracticeStageofthelesson

Module7:GroupactivitiesfortheProductionStageofthelesson

Module8:AForeignLanguageLesson

Module9:GrammarAwareness

Module10:TeachingtheFourSkills:Listening,Speaking,ReadingandWriting

Module11:HowtoteachPronunciation

Module12:TeachingPractice

Module13:InternationalEnglishExams

Module14:GettingworkinTEFL

Module15:TeachingEnglishOnline

References

TEFLJobsWebsites

TEFLResources

TEFLTextbooks

TeachingPracticeObservationForm

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MODULE 1: Icebreakers and Teaching Grammar Structures

Topics:

• IntroductionandIcebreakers.• Gettingtoknoweachother.• PracticeGrammarstructures.• InteractiveMethodologies.

Activity1:IcebreakerJumpIn.JumpOut.

Allparticipantsmakeacircleandholdhands.Round1:SaywhatIsayanddowhatIsay:Jumpin,jumpout,jumpleft,jumpright.Round2:SaytheoppositeofwhatIsaybutdowhatIsay.Round3:SaywhatIsaybutdotheoppositeofwhatIsay.

Reflectiononmethodology:

• Whichvocabularywouldyouneedtopreteachthestudentsbeforetheycoulddothisactivity?

• Howdidyouknowwhattodo?• Whatlanguageleveldoyouthinkthisactivitywouldsuit?• Howwasitagoodicebreaker?

Activity2:Practicinggrammarstructuresinaninteractivewayusingaball.

Grammarstructures:

• Introducingyourself.• IfIwasinvisibleIwould…

Reflectiononmethodology:

• Whichgrammarstructureswouldyouneedtopreteachthestudentsbeforedoingthispracticeactivity?

• Wastheactivitysuccessful?Why?• Whatlanguagelevelwouldyouusethisactivitywith?

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MODULE 2: Student Profiles, Needs Analysis and Initial Assessment

Topics:

• TEFLVsESOLstudentprofile.• NeedAnalysis:Wants,InterestsandLanguagelevel.• InitialAssessment.• SpeakingandWritingsamplesfromstudentsatdifferentproficiencylevels.

TEFLVESOLStudentProfile

TEFL:

• TeachingEnglishasaForeignLanguageusuallydescribesEnglishbeingtaughttonon-nativeEnglishspeakersintheirhomecountriese.g.SpanishstudentslearningEnglishinSpain.

• Coursesareusuallygrammarorexambased.

ESOL:

• English for Speakers of Other Languages describes English being taught to non - nativespeakerswhohavecometoliveinanEnglishspeakingcountry.

• Most are immigrants and refugees from countries such as Afghanistan, Sudan, Somalia,LithuaniaandLatvia.

• Studentsarediverseintermsofage,literacylevels,educationalbackgroundsandeducationalgoals.

• Coursesarenotonlygrammarbasedbutalsofunctionalasthestudentsneedtoknowhowtocommunicateinthevarioussocialsettingssuchasgoingtothedoctor,bankortrainstation.

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NeedsAnalysis:Wants,InterestsandLanguagelevel

• BeforeastudentisplacedinanEnglishclasstheteacherneedstoconductaneedsanalysistodeterminewhatthestudentwantstodoinEnglish,theirinterestsandofcoursetheirlanguagelevel.

• Therearemanyseriesofgradedtextbooksavailabletosuitstudentsatalllevels.• Questionscovertheirneedsinthe4skillslistening,speaking,reading,writingaswellas

grammarandanyotherneedstheymayhave.

SampleNeedsAnalysis

WhatdoyouwanttodoinEnglish? PleaseTick Speaktothedoctor Speaktootherparents Speakonthetelephone Writeformalletters Writemynameandaddress Writeshortnotes Listentosongs Listentothenews Readtabloidnewspapers Reademailsfromfriends Passanexam Other?

Itisalsoveryimportanttofindouttheinterestsofyourstudents.Thiswillhelpyouplanyourlessonsaroundcertainthemese.g.musicsport,cookingetc.

SampleInterest’sProfile

Whatareyouinterestedin? PleaseTick News CelebrityGossip Music Sport Politics Travelling Business Other?

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CEFRTheCommonEuropeanFrameworkofReferenceforLanguages

TheCEFR isan internationallyagreedstandard fordescribing languageabilityusedbyuniversities,employersandimmigrationofficials.IthasasixpointscalefromA1BeginnerstoC2forthosewhohavemasteredthelanguage.

CEFR PreA1 A1 A2 B1 B2 C1 C2LanguageBookLevel

Beginner Starter Elementary PreIntermediate

Intermediate UpperIntermediate

Advanced

CEFR has six levels of language knowledge: C2 - Students at this level, after a short adaptation, easily understand native speakers speaking about any topic. They are able to read complex texts and literary works with abstract meanings. In conversation, they express subtle shades of meaning and use idiomatic links. If they cannot express something, they can without any problem use other formulation, without disrupting the conversation. They can describe technical texts etc. C1 - Students at this level understand even unstructured speech. They understand radio and TV programmes. They understand and empathise with literary texts and also understand professional texts. They communicate flexibly and express their thoughts clearly and without difficulty. They are able to speak clearly and in detail about all possible topics. In written text, they can choose the appropriate tone for the reader. B2 - Students at this level understand most of the spoken word, and can understand TV and films. It is similar when reading texts. They can also understand prose. They are able to converse fluently with native speakers in a known area and can express their views and the advantages and disadvantages of a problem. They can write detailed texts on their area and clearly capture its meaning. B1 - Students at this level understand a speech on current affairs. They understand texts containing feelings, events and use the vocabulary of basic communication. They can communicate in everyday situations and are free to discuss topics that are familiar to them. They can talk and explain their desires and can write texts on their interests using the conditional tense. A2 - Students at this level understand the spoken word relating to themselves and their surroundings or shopping and work. They can read simple texts and they understand, for example, menus. They are able to easily converse and communicate information about themselves and use past tense in general. They are also able to give simple descriptions. They can write simple letters about themselves. A1 – This level of beginners understand sentences and words relating to themselves and their surroundings. They are able to lead a very simple conversation with a speaker who has patience with them. They can only express basic ideas about themselves by phrases, which they know from study. They can fill out short forms asking about themselves.

Task: Think of a second language you speak. Where would you place yourself on the CEFR?

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InitialAssessment

• Everylanguageschoolwillhaveitsownplacementteststoassessastudent’slevelbeforeplacingtheminaclassofasimilarlevel.

• Initialassessmentusuallyinvolvestestingastudent’sspeaking,grammarawarenessandwriting.

Task:Writinglevels

Ifastudentisnotabletowriteaparagraph,askthemtowritethealphabetandfillasimpleform.

• LookatthefollowingpiecesofwritinganddecidewhatlevelyouthinktheyareontheCEFR.• Highlightsomeofthemistakesmade.

DearSir/Madam,Iamwritingyouregardtheannouncementofafreelanguagecourseabroedinourstudentmagazine.PersonallyIthinkthatisagreatopportunitysoIthoughtIwilltrymyluckbywritingthisletterofapplication.

MynameAli.IfromSudan.Ilikefootballandplaycomputers.Mymotherhousewife.Myfatherengineer.

HiDusan,

Ihopeyouareok.Howthefamily?MylifeinIrelandisgood.Iwasveryhappytohearyoucometovisitingmenextmonths.Igoingtoshowyoumuchthings–city,mountainandshops.

SpeakingLevels

Youwilllistentosomestudentsspeaking.WhatCEFRleveldoyouthinktheyareat?

KeepinmindaccuracyVfluency.

Speaker1:________________________

Speaker2:________________________

Speaker3:________________________

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MODULE 3: Classroom Management

Topics:

• Classcontract• Systemsforgivinginstructions,gettingattentionanddiscipline.

SampleClassContract

ClassroomManagement

Task:Discusswithyourpartneragoodsystemfor:

• Gettingtheattentionofyourstudents.__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

• Discipliningyourstudents-children/teenagers/adults.__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

• Seatingplansforwhentheteacherisexplaining,tests,pairworkorgroupwork:__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

• Iwillcomeontime.• Iwilllistenwhenothersarespeaking.• Iwill__________________________• Iwill__________________________• Iwill__________________________• Iwill__________________________• Iwill__________________________• Iwill__________________________• Iwill__________________________• Iwill__________________________

Signedby:Date:

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MODULE 4: Effective Verbal Communication

Topics:

• Howtogradeyourlanguage.

IdentifyingthepitfallsofEnglish

WeneedtomastertheskillofchoosingourwordswithcarewhenspeakingtoNonNativeSpeakers.

Task:SimplifythefollowingsothatanA1learnerwouldunderstand:

‘’Right so, generally speaking, the kind of accommodation you’re looking for would be providedthroughthehousingoffice.Onceyou’vesatisfiedameanstestyou’llbeputonthewaitinglist.’’

_____________________________________________________________________________________

Phrasalverbs(verb+preposition)e.g.caughtout,movein,stoodmeup

Lowerlevellearnerswillbetotallyconfusedifyouusephrasalverbsastheywilltakethemliterally.

Task:Rewritethefollowingbyreplacingallthephrasalverbs:

• NNS:Hi,I’dlikeanapplicationformplease.• NS:Sorrywehaverunout

______________________________________________________________________________

• NNS:Ididn’tdomyhomeworklastnight.• NS:Didyourteachergiveouttoyou?

______________________________________________________________________________

Idioms(phraseswhichdonothavealiteralmeaningbuthaveacompletelydifferentmeaning)

ImaginehowaNNSmayinterpretthesephrasesiftheytrytotranslatethemliterally.

• Hehaseyesatthebackofhishead.• Iamturningoveranewleaf.

Higherlevelstudents(C1-C2)needtolearnidiomsastheyarewidelyusedbynativespeakers.

Task:Simplifythesesentences.

1. Ithinkyouhavesomethingupyoursleeve._______________________________________________________________________

2. Youneedtopullupyoursocks.__________________________________________________________________________

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MODULE 5: How to explain meaning in the Presentation stage of the lesson

Topics:

• Thestagesofalesson• WhattodointhePresentationStage• Howtoexplainthetargetlanguage• HowtousePictures,Realia,Theboard,MimeandStudentsasprops

ThestagesofalessonusingthePPPmethod

AwarmerPresentationT-SS

Practice(Pairwork)S-SProduction(Groupwork)SS-SS

MethodsforthePresentationpartofthelesson

Howtousepictures

Picturescanbeusedtoexplainthetargetlanguagetothestudents.Theteacherneedstothinkcarefullyabouttheexactquestionstoaskinordertogetthedesiredanswersfromthestudents.

Hecan+presentverb

Hecan’t+presentverb

Canhe+verb?

Yeshecan.Nohecan’t.

Yeshecan.Nohecan’t.

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Usingclassroomrealia(items)

Usingrealitemsfromtheclassroomallowsstudentstoassociatereallanguagewithrealobjects.

Teacherdemonstratesbyusingapentopracticeprepositionofplacein,on,under.Whereisthepen?

Task:Workinpairsanduseitemsfromtheclassroomtopracticethefollowingstructures:

• Between,infrontof,behind.

UsingMimetoelicit

• Mimeandfacialexpressionarequickandeffectivemethodsofelicitingandexplainingmeaning.

• Demonstration:Teacherdemonstratestostudentswhathe/shecando.

Task:Practicewithyourpartnersomemimetoexplainwhatyoucando.

Usingtheboard

• Alwaysstandtothesideoftheboardwhenwritingonit.• Donotwritewithyourbacktothestudents.• Writeclearlyanduseupperandlowercaseletterproperly.Donotwriteinalluppercase

letters.• Onlywritethegrammarstructureontheboardafteryouhaveexplainedthemeaningusing

pictures/mime/realiaandpronunciationfirst.• Usetimelineswhenexplainingtenses.• Usesimpledrawingstoexplaincomparativese.g.tall,talleretc.• Demonstration:Teacherwritesstructureofpresentsimpleoftheverbcan/can’tand

questionontheboard.

Usingstudentsasprops

Youcanbringsomestudentstothetopoftheclasstoexplainthingssuchasinfrontof,behind,tallerthan,shorterthanetc.

Reflectiononmethodology

• Whyarepictures,mimeandpropsusefultouseinclass?

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MODULE 6: Pair work activities for the Practice Stage of the lesson

Topics:

• Howtheteachergetsstudentstousethetargetlanguageinpairs.• Howtosetupapracticeactivity.• Practiceworksheetsonwordorder,gapfillsentences,matchingwordsandpicturesand

informationgap.

Talkingaboutskillsandabilitiesinajobinterviewusingcanyou+presentverb?

• Interviewforanofficejob.• InterviewforaTVpresenter.• Interviewforafarmer.

Howwasthispracticeactivityorganised?

1. Assignpairs–AsandBs.2. Checkforunderstanding–handsupAs/handsupBs.3. Movementofstudentsinclassroom–Tgivesclearinstructionsanddemonstrates.4. Givetopic–jobinterviewforanofficejob.5. Checkunderstanding–‘’whatdoesofficemean?’’NOT‘’Doyouunderstand?’’.6. Whogoesfirst–Asspeak.7. Setatimelimit.8. Go!9. Teachermonitors10. Stop!11. B’sspeak.12. Stop!13. Teachermonitors.14. Studentmovement.15. ChangeTopic..Repeatsteps6-14.Repeat.

InformationGapActivity

StudentB

Ali Sarah Mikerideabicycle ? No ?cookItalianfood ? ? Nospeakanotherlanguage No ? ?useacomputer ? Yes No

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Designingworksheetsforstudentstopracticethetargetlanguageinpairs

Wordorder

Putthewordsintherightorder:

1. footballplayAdamcan___________________________________________________2. speakPolishCanJohn?____________________________________________________3. driveIcancara_________________________________________________________

Fillinthegaps

Chooseawordfromtheboxandcompletethesentences.

1. Wecan_______________threelanguages.2. Ican_______________Chinesefood.3. Marycan__________________inthesea.4. Ibrahimcan_____________veryfast.

InformationGapExercise

• Inpairsstudentshavetousethetargetlanguagetoshareinformation.• StudentAhasworksheetAandstudentBhasworksheetB.• Theymustaskeachothersomequestionstocompletetheworksheets.• Theymustnotbeabletoseeeachothers’worksheet.• Theycheckanswerswhenfinished.

StudentA

Ali Sarah Mikerideabicycle Yes ? NocookItalianfood No Yes ?speakanotherlanguage ? No Yesuseacomputer Yes ? ?

TargetLanguage:

CanAlirideabicycle?

YeshecanorNohecan’t.

cookrunswimspeak

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MODULE 7: Group work activities for the Production Stage of the lesson

Topics:

• Usinggroupcommunicationgamestopracticethetargetlanguage.

GroupactivitytopracticetheTargetLanguage

Studentshavethechancetowalkaroundtheclassroomtopracticethegrammarstructurewithmanystudentsinaninteractiveandfunway.

Findsomeonewhocan…Name:

1. …speakaforeignlanguage_________________________2. …playamusicalinstrument_________________________3. …runveryfast _________________________4. …cookItalianfood _________________________5. …surf _________________________6. …saythealphabetbackwards _________________________

Post–It.Lookingforadviceusing‘Youshould…’

1. Givethestudentsascenarioofaproblemyouhavegot,forexample:‘Ihavelostmycarkeys’andaskthestudentstogiveyouadvice.

2. Elicitthetargetlanguage:Youshould+presentverborYoushouldn’t+presentverb.3. Dividetheclassintotwogroups.4. Nowaskhalfthestudentstowriteonapostitaproblemtheytheycanthinkofe.g.My

girlfriendleftme.DemowiththeTeacherfirst.5. Theyhavetoputthepostitonanotherstudent’sback.Makesuretheotherstudentdoesn’t

knowwhatiswrittenonhis/herback.6. Noweachstudentmustaskforadviceabouttheirproblembyaskingotherstudents‘’what

shouldIdo?’’andafterlisteningtoeverybody’sadvice,guesswhattheirproblemis.7. StudentsgivingtheadviceshouldnotmentiontheproblembutjustusethestructuresYou

should+presentverborYoushouldn’t+presentverb.8. StudentswithPostithavetoguesstheirproblemattheendofthegame.9. Repeatwiththestudentswhodidn’thavepostitnotes.

Chainstory

• Allstudentswriteoneverbinthepastsimpleonapieceofpaper.• Swapyourverbwithanotherstudent.• Makeastoryaboutyournightoutlastnightwhereeveryonemustmakeasentenceusing

theverbtheyhave.• Forhomeworkstudentscouldwriteupthestory.

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MODULE 9: A Foreign Language Lesson

Topics:

• Experienceaforeignlanguagelesson.• HowtoplanalessonusingthePPPmethod.

Pairworkpractice

‘deminek’‘me’‘no’‘batamtoru’‘me’‘no’‘deminek’‘matfo’‘toru’‘mek’‘no’‘toru’

A:Tadias.A:Se_____________Michelle______.A:Se________________ma________?

B:Se_________________John______.

A:Ane________________________ In____________________________?

B:Ane________________________

A:Ane________________________ In____________________________?

B:Ane________________________ Exercise2

seMichellenoTadiasme_______________________________________________________

noSemekma?_______________________________________________________________

meSenoPeter.______________________________________________________________

deminekIn?_________________________________________________________________

matfoAne.__________________________________________________________________

deminekIn?_________________________________________________________________

batamAnetoru.____________________________________________________________

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ForeignLanguageLessonProduction

Tadias.Semekmano? JohnIndeminek? Anetoru. Anebatamtoru. Anematfo.1.

Tadias.Semekmano? ________________Indeminek? Anetoru. Anebatamtoru. Anematfo.2.

Tadias.Semekmano? _________________Indeminek? Anetoru. Anebatamtoru. Anematfo.3.

Tadias.Semekmano? __________________Indeminek? Anetoru. Anebatamtoru. Anematfo.

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LessonPlanforForeignLanguageLesson

Stage Whatdidtheteacherdo?

Whatdidthestudentsdo?

Warmer Funwarmupactivity.

Followteacher’sinstructions.

PresentationT-SS

Plentyofeyecontact,positivebodylanguageandsmile.Usepictures/mime/realia/drawtimelineonboardetctopresentthetargetlanguage.Workonpronunciation.Writethestructureclearlyontheboard.

RepetitionchorallyandindividuallyoftheTargetLanguage.

Practice(Pairwork)S-S

SSinpairsdodialogues,wordorderworksheet,gapfills,informationgapetc.Tmonitors.

Practicethetargetlanguageinpairs.

Production(Groupwork)SS-SS

GroupgameslikeFindSomeoneWho,Postitonbackgame,twoteamsinacompetitionrunningtotheboard,throwtheballorachainstory.

Producethetargetlanguageingroups.

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MODULE 9: Grammar Awareness

Topics:

• IntroductiontotheEnglishtenses.

NameofTenseandForm ExampleandFunction1. PresentSimple

Structure:Presenttenseofmainverb.Nootherverbsappearintheclausethereforeitissimple.

Example:• HegoestoDublineverymonth.• Idrinkwatereveryday.• Elephantsescapefromzoo!

Function/meaning:

• Aregularhabitualaction.• Newspaperheadline.

2. PresentContinuousStructure:Presentauxiliaryverb‘be’(am/is/are)+presenttenseofmainverb+ing.Auxiliaryverbsarealsoknownashelpingverbs:be,doandhave.

Example:• WearelivinginCorkatthe

moment.• Iammeetinghisparentsnext

Monday.Function/Meaning:

• Describingacurrenttemporarysituation.

• Talkingaboutfuturearrangements/plans.

3. PresentPerfectStructure:Presentauxiliaryverb‘have/has’+pastparticipleofmainverb.Everyverbhasthreeforms.Present Past Past

Participleeat ate (have)eatengo went (has)gone

Example:

• IhavebeentoChina.• IhavebeeninIrelandsince2007.• Hehasjustfinishedhisdinner.

Function/Meaning

• Totalkaboutlifeexperiences.• Eventthatstartedinthepastand

continuestothepresent.• Pasteventwithrelevancetothe

present.4. PresentPerfectContinuous

Structure:Presentauxiliaryverb‘have/has’+been+presenttenseofmainverb+ing

Example:• Hehasbeenworkingtheresince

2015.• I’vebeenhavingheadachessinceI

starteddrinkingvodkaagain.Function/meaning:

• Repeatedorcontinuousactionthatcontinuesuptothepresent.

5. PastSimple Example:

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Structure:PastTenseofmainverb.

• Hemetherthreeyearsago.• Iboughtityesterday.

Function/meaning:

• Acompletedactionsometimeinthepast.

6. PastContinuousStructure:Pastauxiliaryverb‘be’(was/were)+presenttenseofmainverb+ing.

Example:• Iwascookingat8pmlastnight.• Shewasironingthecurtains

whenshefelloutthewindow.Function/meaning:

• Anongoingactionthattookplaceatagivenpointintime.

• Anongoingactioninthepastwhichwasinterrupted.

7. PastPerfectStructure:Pastauxiliaryverb‘had’+pastparticipleofmainverb.Thistenseusuallyappearsinasentencethatcontainstwoclauses.

Example:• Whenhearrivedatthecinema

thefilmhadstarted.• Hesaidthathehadknownherfor

tenyears.Function/meaning:

• Anactioncompletedbeforeagivenpointinthepast.

• Reportedspeech.

8. PastPerfectContinuousStructure:Pastauxiliaryverb‘had’+been+presenttenseofmainverb+ing

Example:• Ihadbeenlivingthereforfive

yearsbeforeImethim.• Johnhadbeenworkingtherefor

tenyearswhenhegotthepromotion.

Function/meaning:

• Anextendedactionthatwascompleteatagivenpointoftimeinthepast.

9. FutureSimpleStructure:Modalverb‘will’+presenttenseofmainverb. Amodalverbexpressesnecessityorpossibility.Englishmodalverbse.g.must,shall,will,should,would,can,could,may,andmight.

Example:

• A:Cansomeonehelpme?B:Iwill.• IthinkLimerickwillwinthe

match.Function/meaning:

• Adecisionmadeatthetimeofspeaking.

• Somethingthatispredictedtohappeninthefuture.

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10. FutureContinuousStructure:Modalverb‘will’+auxiliaryverb‘be’+presenttenseofmainverb+ing.

Example:• Iwillbemeetingthemanagerat5

pm.• WewillbelivinginBrazilthistime

nextyear.Function/meaning:

• Todescribeanactionthatwillbeinprogressataparticulartimeinthefuture.

11. FuturewithGoingtoStructure:Presentauxiliaryverb‘be’(am/is/are)+goingto+presenttenseofmainverb.

Example:• He’sgoingtobecomeadoctor

nextyear.• I’mgoingtovisitmymother

tomorrow.Function/meaning:

• Futureplansandintentions.12. FuturePerfect

Structure:Modalverb‘will’+presentauxiliaryverb‘have’+pastparticipleofmainverb.

Example:

• IwillhavecompletedmycoursebySeptember.

• ShewillhavereleasedherthirdalbumbyChristmas.

Function/meaning:

• Anactionthatwillbecompleteatacertaintimeinthefuture.

13 FuturePerfectContinuous

Structure:Modalverb‘will’+presentauxiliaryverb‘have’+been+presenttenseofmainverb+ing

Example:• Wewillhavebeenlivinghere

threeyearsbyEaster.• Johnwillhavebeenwiththe

companyfor40yearsbythetimeheretires.

Function/meaning:

• Apresentorfutureactionthatwillhavebeeninprogressuptoagivenpointinthefuture.

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Task:Identifythe13Englishtenses

Sentence: Tense:

Structure:

Function:

Example:

1. Wearewatchingafilm.

2. Heoftenreadsbooks.

3. Tomorrowthesunwillshine.

4. Iwaslisteningtotheradioyesterdayeveningwhenthephonerang.

5. Lastweekhehadanaccident.

6. IhavebeenwaitingforJoesince6o’clock.

7. WhenIgottotheirhousetheyhadgonetotheuniversitylibrary.

8. WearegoingtoflytoParisthissummer.

9. Iwillhavephonedmysisterbyseventomorrowmorning.

10. PeggyandSuewillbegoingtotheconcertthistimetomorrow.

11. Ihavecleanedmycar.

12. Theyhadbeengoingtothehospitalforthreeyearsbeforehedied.

13. NextThursdayIwillhavebeenworkingonthisprojectforthreeyears

Task:Teamsrunningtotheboardcompetition.Teacherdividedclassintotwogroups.Teachersaysatense.Onememberfromeachgroupmustwriteashortexampleontheboard.

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MODULE 10: Teaching the Four Skills: Listening, Speaking, Reading and Writing

Topics:

• Howtoteachthefourskills.

MainSkill(Receptive) Followonskill(Productive)Reading WritingListening Speaking

ACountryGirl

Acountrygirlwaswalkingalongthesnerdwitharoggleofmilkonherhead.Shebegansayingtoherself,‘’ThemoneyforwhichIwillsellthismilkwillmakemeenoughmoneytoincreasemytrundofeggstothreehundred.’’

‘’Theseeggswillproducethesamenumberofchickens,andIwillbeabletosellthechickensforalargewunkofmoney.Beforelong,Iwillhaveenoughmoneytolivearichandfallentiouslife.’’

‘’AllyoungmenwillwanttomarrymebutIwillrefusethemallwitharibbleofmyhead–likethis…’

Assheribbledherhead,therogglefelltothegroundandallthemilkraninawhitestreamalongthesnerd,carryingherplanswithit.

(Doff‘TeachEnglish’)

Stagesofareadingorlisteninglesson

1. Createinterest–usemime,realia,picturesetc.2. Pre–teachvocabulary(5or6newwords)3. Settask–generalgistquestions.4. Checkunderstanding–Checktoseeifthestudentsunderstandwhattheyhavetodo.Dothey

understandthevocabularyofthepresetgistquestions?5. Dotheactivity–Dothestudentsreadaloudinfrontoftheclassorquietlytothemselves?Do

yougivethematimelimit?Howmanytimesdoyouplaytherecordingofitisalistening?6. Checkunderstanding–studentscandiscussanswerstoquestionsinpairsandnewvocabulary

canbeguessedatbylookingattheircontextinthetext.7. Feedback–Thiscanbedonestudenttoteacherorbetweenstudents.8. Followon activity – This shouldbe a production activity.Generally awriting activity for a

readinglessonandaspeakingactivityforalisteningactivity.

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MODULE 11: How to Teach Pronunciation

Topics:

• Sounds• Stress• Intonation

Sounds

SomesecondlanguagespeakershavedifficultieswithpronouncingcertainlettersoundsinEnglish.

Language Confusedsounds Englishsound SoundproducedArabic pandb Thisisaperfectpeach. Thisisaberfectbeach.

Japanese randl Irunaroundtheparkeveryday. Ilunaloundthepalkevelyday.Thai chandsh Abagoffishandchips Abagoffishandsheeps.

Russian handg HarryPotterwearsabighat XharryPotterwearsabigxhat.

PronunciationExercise

Studentsworkinpairs.StudentAreadsonewordfromthepair.StudentBidentifiesthewordhe/shehears.Swaproles.

SOUND1 SOUND2bull

pull

beach

peach

beer

pier

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Dialogue:PassportsPlease!

StudentsworkinpairsAandB.Theyreadthedialoguetoeachotherpronouncingeachwordasclearlyaspossible.

(Mr.andMrs.Tupmanareattheairport.TheyhavejustgottenofftheplanefromParis)

OFFICIAL:Passportsplease!

MR.T:Poppy!Poppy!IthinkI’velostthepassports!

MRS.T:HowstupidofyouPeter!Didyouputtheminyourpocket?

MR.T:(emptyinghispockets)Here’sapen…apencil…mypipe…apostcard…andapin.

MRS.T:Ohstoptakingthingsoutofyourpockets.Perhapsyouputthemintheplasticbag?

MR.T:(emptyingtheplasticbag)Here’sanewspaper…anapple…aspoonandsomepaperplates.

MRST:(totheofficial)We’velostourpassports.

OFFICIAL:Pleasegoupstairswiththispoliceman.

(Baker–ShiporSheep)

Conversation

Thestudentscontinuetoworkinpairs.Theycreatetheirownairportdialogueusingthewordsbelow:

• Pamela.• Patrick.• Abluepen,abrownpencil,ablackpipe.• APolishnewspaper,aBritishapple,aplasticspoon,blueplates.

___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

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Stressonsyllablesinaword

EverywordintheEnglishlanguagehasonemainstressedsyllable.Ifawordcontainstwoormoresyllablestherewillbeonemainstressessyllable.

A B C D E

John table Japan Italy Australiapen doctor Sudan family Elizabethchair carpet Noelle happiness industrial

SyllableTask:

Workwithapartner.Humthesyllablesfromtheabovechartandyourpartnertellyouwhichcategoryyouarehummingfrome.g.boxC.

Intonation

Intonationisthemusicofthelanguage-thewayourvoicegoesupordown.Intonationexpressesmeaningespeciallyourfeelings.

Groupactivity:Sayinghello

• Toafriendyouhavenotseenforyearsandyousuddenlymeetthem.• Toatwoyearoldchild.• Toyourexbestfriendwhohasrecentlystolenyourlover.

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MODULE 12: Teaching Practice

Topics:

• Prepareandteam-teachatenminutelesson.• Receivefeedback.• UsetheWarmer,Presentation,PracticeandProductionmethod.

LessonPlanning

Youwillteachwithapartner.Alltuteeswillbesplitintotwogroups.Onegroupwillbethestudentsandtheothergroupwillbetheteachers.Therewillbeanequalchanceforeveryonetobebothastudentandateacher.

Stage Whatwilltheteacherdo?

Whatwillthestudentsdo?

Time

Warmer Funwarmupactivity.

Followteacher’sinstructions.

Max1minute

PresentationT-SS

Plentyofeyecontact,positivebodylanguageandsmile.Usepictures/mime/realia/theboardetctopresentthetargetlanguage.Workonpronunciation.Writethestructureclearlyontheboard.

RepetitionchorallyandindividuallyoftheTargetLanguage.

4minutes


SSdowordorderworksheetinpairs,dialoguesinpairs,gapfills,informationgapetc.Tmonitors.

Practicethetargetlanguageinpairs.

2.5minutes.


GroupgameslikeFindSomeoneWho,Postitonbackgame,twoteamsinacompetitionrunningtotheboard,throwtheballorachainstory.

Producethetargetlanguageingroups.

2.5minutes.

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TeachingPracticeTopics

Lessongrammarstructure/targetlanguage Pairs1 Inaton-toshowposition. 2 Can,can’t,canyou?Totalkaboutskills. 3 Articlesa/an.Jobsusingaandan.He’sadoctor.

She’sanengineer(awithvowels,anwithconsonants)

4 Presentcontinuoustotalkaboutnow.Iamwritingnow.Heistalkingnow.Am/is/are+verb+ing

5 TellingthetimeIt’s4:00,4:15,4:30:4:45Whattimeitis?

6 Singularandpluralnouns.Acar/2cars.Abook/3books.Aman/2men.

7 Presentsimpleverbsdailyroutine.EverymorningIgetup.Ihaveashower.EveryafternoonIphonemyfriend.Everyevening,Everynight,Everyweekend…Ieat,he/sheeats…

8 Comparative/Superlativeadjectives…Tall….tallerthan…thetallestetc

9 AskingforandGivingDirection.Excusemewhereisthe..Goleft,Goright,Gostraightetc.

10 Like(s),don’t/doesn’tlike,love(s),hate(s),+noun(person,place,thing)

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LessonPlanTemplate

Stagesofalesson Whatwilltheteacherdo?

Whatwillthestudentsdo?

Timing

Warmer

1min

PresentationT-SS

4mins


2.5mins


2.5mins

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MODULE 13: International English Exams

Topics:

• MostcommonEnglishexamsusedaroundtheworld.

CEFR PreA1 A1 A2 B1 B2 C1 C2LanguageBookLevel

Beginner Starter Elementary PreIntermediate

Intermediate UpperIntermediate

Advanced

CambridgeExamsforGeneralEnglishandHigherEducation

KETKeyEnglishTest

KETKeyEnglishTest

PETPreliminaryEnglishTest

FCEFirstCertificateinEnglish

CAECambridgeAdvancedEnglish

CPECambridgeProficiencyEnglish

IELTSbands

0,1 1.5,22.5

2.5,3,3.5 4,4.5 5,5.5,6 6.5,7,7.5, 8,8.5,9

CambridgeExamsofferexamsfor:

• Schoolchildren–YoungLearnersexams• GeneralEnglishandHigherEducation-KET,PET,FCE,CAE,CPE• BusinessEnglish–BULATSandBEC• InternationalLegalandFinancialEnglish

IELTS(InternationalEnglishLanguageTestingSystem)istheworld’sleadingEnglishtestformigrationandhighereducation.Listening,Reading,WritingandSpeakingaretested.Itisavailableintwotestformats:AcademicorGeneralTraining.

TrinityCollegeLondon

TrinityEnglishexamsaresuitableforpeopleofallageslearningEnglish.TheyareavailableatalllevelsfromBeginnertoAdvancedinover60countriesworldwide.

TOELF

TestofEnglishasaForeignLanguageisastandardisedtesttomeasuretheEnglishlanguageabilityofnon–nativespeakerswhowishtoenteruniversity.

TOEIC

TheTestofEnglishforInternationalCommunicationisanEnglishlanguagetestdesignedspecificallytomeasuretheeverydayEnglishskillsofpeopleworkinginaninternationalenvironment.

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MODULE 14: Getting work in TEFL

Topics:

• Acronymsforjobhunters• YourTEFLCareerpath• Employmentopportunities• Yourapplication• TheInterview

Acronymsforjobhunters

• TEFL:TeachingEnglishasaForeignLanguage• TESL:TeachingEnglishasaSecondLanguage• EFL:EnglishasaForeignLanguage• ESOL:EnglishforSpeakersofOtherLanguages• ESL:EnglishasaSecondLanguage• ELT:EnglishLanguageTeaching• TESOL:TeachingEnglishtoSpeakersofOtherLanguages

YourTEFLCareerpath

• Thereare thousandsofTEFL jobswaiting foryou incities, townsandbeachesallover theworld.

• MaybeyoudonotknowwhatyourlongtermTEFLgoalsare.• Youcanstartslowlywitha120houronlineTEFLCourse.• Youcanthenvolunteer/observeinalocallanguageschooltoseehowlessonsplayourina

classroomenvironment.• YoucandoanInternshiporScholarshipwithPremierTEFL.• Followingthatyoucangoandteachabroadforayearortwo.• AttheendofthatyoumaywanttocontinueyoureducationbygettingaCELTA(Certificate

forEnglishLanguageTeachingtoAdults),aTrinityCertTESOLoraCELT.• YoumayevenwanttogetaMastersDegreeinTESOL.• Sostartslowlyandaddonlater.

WorkinginIreland

TherequirementsforteachingEnglishintherecognisedEnglishlanguageteachingsectorinIrelandstatethatateacherisrequiredtoholdaNFQlevel7(ordinarybachelordegreeorequivalent)andoneof the followingawards recognisedbyACELS (AccreditationandCoordinationof English LanguageServices)

• CELT• CELTA• TrinityCertTESOL• NUIELECertificate

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PremierTEFLCourses

• PremierTEFL’sLevel5qualificationshavebeenapprovedbyTrainingQualificationsUK,thisawardingorganisationisrecognisedbyOFQUAL.

• OFQUAListheBritishexamwatchdogandtheirjobistoensurequalificationsawardedareofthehigheststandard.

• Byhaving theOFQUAL stampof approval on yourqualification you canbe sure that yourcertificatewillbetrustedandrespectedbyemployersworldwide.

• ThiswillonlyenhanceyouropportunitiestofindthebestTEFLopportunitiesabroad.

The168hourLevel5TEFLCourseistheequivalentofthefollowingIrishqualifications:

• AnAdvancedcertificate,

• aHigherCertificate,

• aFoundationDegree,

• 2yearsatuniversityAND

• CELTAandTrinityCertTESOL

OnlineCourses Details120FastTrackTEFLCourse • 2-3weeks

• Fullyaccreditedtraining• Personaltutorsupport• Internationallyrecognisedcertificate• Expertjobhuntingadvice• Similarmodulestothe10hourclassroombutmorein-depth

168HourOfqualRegulatedLevel5TEFLCourse

• 3-4weeks• All120Coursemodulesbutmuchmoreindepth• 30hoursYoungLearnersModules

240HourExpertTEFLCourse

• 168hour+• IsoneofthehighestTEFLqualificationsavailableonline• 30hourIELTS(InternationalEnglishLanguageTestingSystem)• 30HourTOEIC(TestOfEnglishforInternationalCommunication)

290HourTEFLMasterTrainingCourse

• 168hour+• 30HourIELTS(InternationalEnglishLanguageTestingSystem)• 30HourTOEIC(TestofEnglishforInternationalCommunication)• 30HourTYL(TeachingYoungLearners)• 30HourTBE(TeachingBusinessEnglish)

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DoImeettherequirementstoteachEnglishabroad?

• OnceyouareafluentEnglishspeakerwithcompletedsecondaryschooleducation,thenyoumeetallrequirementswithflyingcolours.

• Addtothisaloveofadventureandwanderlust,andtheTEFLworldwillwelcomeyouwithopenarms.

Didyouknow!

YoudonotneedadegreetoTeachEnglishabroad,althoughyoushouldbeawarethatadegreeinanydisciplineisarequirementtoobtainaworkingvisainsomecountriestoteachlegally.

GetsomeexperienceandboostyourCVtoday!

PremierTEFLoffers:

• PaidInternships• TEFLScholarships• TEFLJobsboard• Your teaching adventure will be made simple with all-inclusive and fully organised TEFL

internships.• InternshipsavailableinAsia,EuropeandSouthAmerica.• NodegreerequiredtoteachonourinternshipsinCambodia,China.• DegreeisrequiredtoteachonourinternshipsinThailandandVietnam.• WealsoofferscholarshipstoPrague,CzechRepublic,Hungary,Poland,RomaniaandMalta.

PrivateLanguageSchoolsIreland

• TherearehundredsofprivatelanguageschoolsalloverIreland.• TheirbusiesttimesarethesummermonthswhenteenagersfrommostlySpainandItalycome

tolearnEnglish.• YoumayteachEnglishinthemorningsandtakethemonexcursionsintheafternoons.

Volunteer

• Togetsomeclassroomexperience,trytovolunteerinalocalschool/communitygroup/religiousorganisationstoseehowrealworldlessonsplayoutintheclassroom.

• YourlocalETB(EducationTrainingBoard)mayhaveESOLclassesforadults.• Youcouldtryvolunteering/observingclassesthere.• CheckoutVolunteerIrelandatwww.volunteer.ie.

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VoluntaryServicesOverseas

• VSOrecruitsover250teacherseachyeartoassistwitheducationindevelopingcountries.• ChristiansAbroadprovideinformationonshorttermprojectsoverseas.Theyprovidesupport

tothevolunteersatallstagesofapplication,placementandreturntoencouragethebestuseoftheexperience.

PrivateLanguageSchoolsabroad

• Thesmalleronesaremostlyfamilyowned.• Thelargeonescanbepartofachain.Therearemoreopportunitiesheretoteachdifferent

levelsandagegroups.• Being in the country youwant to teach in allows you to call into the schools and talk to

teachersbeforeyoumakeanydecisions.

PrivateCompanies

• ManycompaniesaroundtheworldemployfreelanceteacherstoteachtheiremployeesEnglish.

SummerSchool/Camps

• ManysummercampsneedEnglishteachersandactivityleadersforchildrenandteenagers.

PrivateWork

• Youcouldteachoneortwoprivatestudentsinyourowntime.Placeadsonlocalnoticeboards.

Recruitmentcompanies

• Recruitmentagenciesshouldnotaskyouformoney.Theymaketheirmoneybychargingthecompany.

• Theycancutoutallthehassleinvolvedinorganisingvisas,workpermitsandotherpaperwork.

• Ensurethatyouareclearonallthetermsofthecontractbeforesigning.• www.footprintsrecruiting.com• www.globalteacherrecruitment.com

GovernmentSponsoredProgrammesthatoperateincertaincountries.

TheJETProgrammeinJapan

• The Japanese Exchange and Teaching Programme invites young college graduates fromaroundtheworldtoparticipate in foreign languageeducationat Japan’s localgovernmentoffices,BoardsofEducation,elementaryschools,juniorhighschools,andseniorhighschools.ApplicantsmustholdaBachelor’sDegree.

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EPIKProgrammeinSouthKorea

• ThisEnglishProgrammeinKorearecruitslargenumbersofteacherstoworkinstateschools.Itisquitecompetitivesoyouhavetomeetcertaincriteriabeforebeingaccepted.ApplicantsmustholdaBachelor’sdegree.

TipsforApplyingOnline

• TherearenumerousTEFLjobboardsonline.Fillinanonlineapplicationand/orsendyourCV.

• Ifsuccessful,thenextstepwillprobablybeaninterviewviaSkypeorbyphone.• Ensurethatthecontractisveryclearonissuessuchassalary,workinghours,health

insurance,grosspay,netpay,contractlength,startandfinishdateandissuesinvolvingearlyterminationofyourcontract.

• Makesurethesalaryisenoughtosurviveon.Youshouldnotspendmorethanathirdofyoursalaryonrent.

• Remembertoconsiderpreptime.Whenyoustartoutteachingaonehourlessoncouldtakeanhourormoretoprepare.Inaddition,factorinthemarkingofstudents’homeworkaspartofyourworkingday.

• TherearehundredsofTEFLjobwebsites.Becarefulofbogusjoboffers.• Ifitseemstoogoodtobetrueitprobablyis.Ifyouseeajobyoulikecheckitagainstother

joboffersinthesameregionofthatcountry.• Mostlikelyyouwillfindajobthatworksoutjustfine.

YourApplication

• MakesuretherearenoerrorsinyourcoverletterorCV.TheywillnotbeconsideredforapostasanEnglishteacher.

• Keepyourcoverlettershort.• Ensureitiswrittenwitheachindividualpositioninmind.• RefertoyourCV.• Checkspellingandpunctuation.• Matchyourselfwithsomeoftherequirementsofthepost.• Bepoliteandformal.• Listanyresponsibilitiesyouhaveheld.• Givecontactdetailsofreferees.

TheInterview

• LookbackoverthejobapplicationandyourCV.• Mostoften,forjobsoverseastheinterviewisdonebyphoneorSkype.• DressprofessionallyforyourSkypeinterview.

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Prepareanswersforthesequestions

• Whydoyouwanttoteach?• HowcouldusesomeoftheskillsfromyourpreviousworkexperienceinTEFL?• WhatskillsdidyoulearninyourTEFLtrainingcourse?• Whyareyouapplyingforthisjob?• Haveyoueverlivedabroad?• Howdidyoucopewithoutspeakingthelanguage?• Doyouspeakanyforeignlanguage?

Havesomequestionsreadytoask

• WhatkindofschedulewillIbeexpectedtowork?• Willmytimetablebeblockedorsplit?• WhattimeofthedaywillIbeteaching?• Youcanalsoaskquestionsabouthelpwithfindingaccommodation,visas,tax,health

insuranceetc.

WherearetheHighestPaidTEFLJobs?

Location Itisforyou? Averagemonthlyearnings.MiddleEast Teachhereifyoucancope

withaveryconservativeenvironment.

$5000+monthly.

SouthKorea Teachinghereissuitableforteacherswhotaketheirjobveryseriously.

$2000permonthplusperkslikehousingandflights.

HongKong TeachhereifyouwouldliketoexploreChinawithatwistanddon’tmindveryhotweather.

Upto$1500monthly.

Vietnam GohereifyouwouldlikeamoreoffthebeatenpathlocationinAsia.

$1700monthly.

Japan Teachhereifyouarenottoointerestedinapartylifestyle.

$1700monthly.

Thailand Knowthathereclassroomshavemorelimitedresources.

$1000monthly.

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MODULE 15: Teaching English Online

Topics:

• TeachingEnglishOnlineenablesyoutosetyourownschedule,materialsandrateswhichisgreatifyouwanttomovearoundandworkfromanywhereintheworld.

• JustmakesureyouhaveastrongInternetconnectionandyoudon’ttakelessonsincafesornoisyplaces!

TheEssentialToolkit

1. You.2. PC,Smartphone,Tabletorjustaphone.3. Goodmicrophoneandwebcam.Becarefulofbackgroundnoise.4. Headsetwithmicrophone.Getagoodqualityone.5. Reliableinternetconnection.Whatisyourdownloadanduploadspeed?

www.speedtest.netchecksyouinternetspeed.

CommunicationTools

1. Skype:• Freevideoandaudio.DownloadSkype.Justaddthestudent’sSkypenametoyourcontact

list.• Cansendfiles–worksheetsandsoundfiles.Thiscanbeslowsoyoucanemailthe

worksheetsbeforethelessonorsharethemonGoogleDriveandpastethelinkintoSkype.

2. Zoom:• Freewebbasedcommunicationtool.• Canshareyourscreenwiththestudent.• Canwriteonthesharedscreenandsocanthestudent.

OnlineWhiteboards

• Youandthestudentcaninteractatthesametime.• DownloadIDrooforfree.• Candraginpicturesanddocuments.Canmovepicturesaroundtomatchtowords.• Canpasteintextfromtheinternet.• DownloadTwiddlaforfree.ItisjustlikeIDroo.Italsohasaudio.

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Whatareyougoingtoteach?

Englishisveryvast-Reading,Writing,Listening,Speaking,Vocabulary,Pronunciation,Grammar,BusinessEnglish,TourismEnglish,PreparationforEnglishexamsetc.

• Manyfreelanceteachersfirstfindastudentandthendecidewhattoteach.• Thisislikeacompanyfindingcustomersfirstandthendecidingwhattosellthem.• Sofirstdecidewhatyouaregoingtoteach.• Thenfindastudent.• PeoplewanttopayyoutoteachthemEnglishbecausetheythinkitwilladdvaluetotheirlife

– better jobs, better pay, study at some of the top universities, negotiate business deals,secure visas, to readmore widely, pass exams, travel anywhere in the world, meet newfriends,fallinloveetc.

• ThemorevalueyourEnglishlessonsaddtoyourstudent’slife=themoremoneytheywillbepreparedtopay.

What’syourniche?

• Many online teachers offerGeneral English for shopping, travelling etc. or ConversationalEnglishtoimprovefluency.

• NicheEnglishisthewaytogo.Youneedtomeetthespecificlanguageneedsofthestudent.• Forexample,amedicaldoctorneedstounderstandaconferenceintheUS.• HewillneedagoodfoundationinGeneralEnglishaswellasthelanguageofmedicineand

researchpapers.• AyoungRussiantennisplayermovingtotheUKneedstocommunicateinGeneralEnglish,

talkaboutherhealth,nutritionorexerciseandtalktojournalists.• YoucanofferNicheEnglish:fortennisplayers,themedicalprofession,tourists,howtomake

greatpresentations,footballplayers,academicwriting,artists,musicians,teenagers,retirees,Englishthroughmusic,forStarWarsfansetc.

Thekeytobeingsuccessfulistoofferlessonstoahighlyspecificnichemarket.Youcanbeaspecialist.

3benefitstoyou

• Offermorevalue.• Chargehigherrate.• Easiertomarket.

ExamPreparation

• Becauseofglobalisation,multinationalsanduniversitiesusetheInternationalEnglishexams(IETLS,TOEFLetc.)toagreeonastandardofEnglish.

• Theseexamsarelifechangingforstudentintermsofjobs,visas,universityentranceetcandtheywillpayalotofmoneyforyoutopreparethemonline.

40

BusinessEnglish

• Companiesneedtocommunicatewithcompaniesfromothercountries.• Astudentmightneedtonegotiatebusinessdeals,makepresentationsonproducts,usesmall

talkordealwithcustomercomplaintsetc.• TheyneedalotofvocabularyandfunctionalEnglish.

Howtofindstudents

• SoyouhavedownloadedSkype.• Youhavedecidedyourniche.• Nowcomesthescarypartoffindingastudent.• Allyouneedtodoisfindonestudent.• Onceyouhaveonepayingstudentthenfindinganotheroneseemsaloteasier.• Successbreathessuccess.• Ifyouaregoodthatstudentwillrecommendyoubywordofmouth.

Wordofmouth/referrals

• Whensomeonerecommendsyoutotheirfriendsthereisahigherleveloftrustinvolvedandyoucanchargegoodrates.

Getsomefacetofaceexperience

• DoyouknowanyonewhomightwanttolearnEnglish?ThinkofyourfriendsandcontactsonFacebookandLinkedin.

• Teachfacetofacebeforeyoutryonline.• TeachingonanInternshiporScholarshipwouldhelpyoubuildupexperience,knowledge

andcontacts.

SocialMediaMarketing

• Establishanonlinepresence.• GetnoticedbycreatingandsharingTEFLcontent-posts,videos,discussionsetc.• Buildareputationasanexpert.• Thiscanbetimeconsuming.

41

OnlineMarketPlaces

• Hereteacherscanregisterandadvertisetheirservicesandstudentswhowanttolearncancomeandfindateacher.

• www.Italki.com is one of the best online market places. It is very popular with Chinesestudents.Youcansetanypriceyouwant.Therearetwocategoriesofteachers–CommunityTutors (native/fluent speakers who can help with speaking and fluency) and ProfessionalTeachers(whoarecertifiedandhighlyskilledinTEFL).

• www.Vipkid.comyouwillteachkidsaged4-12.Earn$14-$22perhour.• www.cambly.com• FacebookGroupsforonlineEnglishteachers,IELTSPreparationetc.• www.verbalplanet.comJustmakeyourprofileforfree.Setyourpriceandstudentsfindyou

there.• Therateofpayononlinemarketplacesismuchlowerthanifyoufindthestudentsyourself.

Thereare1000softeachers,sooftenstudentswilldifferentiatebetweenteachersonprice.Don’tcutyourprice.Addvalue.

OnlineSchools

• TheseareverypopularwiththeChinese,JapaneseandKoreanstudents.• Theygiveyouthestudents.• Sometimestheygiveyouthematerials.• Lowpay$5–$15dollarsperhour.

HowtouseSocialMediatoattractstudents

1. Createasimplewebsite.• PostarticlesaboutlearningEnglish.Repostothers’contentorputyourown.• Makeregularposts-videosabouttipsforexams,errorsstudentsmakeetc.• Markyourselfoutasanexpertinyourfield.• www.wordpress.comwww.wix.comorwww.weebly.com• Getsomeonetodoitforyouonwww.freelancer.comorwww.fiveer.com

2. Buildyouraudience.

• UseLinkedIntocreateaprofessionalprofile.• Facebook

• Facebookhas1.4billionuserspermonth.• CreateaFacebookpageforyourbusiness.• Makeregularposts.Ifyourpageisconnectedtoaniche,peoplearemorelikely

tofindyou.• Whenever you make a new post on your website make a short link on your

facebookpagethatlinkstoit.

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Specificcountrieshavetheirownsocialnetworkingsites

• ThebiggestoneinJapanisMixi.• ThebiggestonesinChinaareQzone,SinaWeiboandRenren.Thesearehuge

marketstotapinto.• ThemostpopularsocialnetworkingsiteinRussiaisVkontakte.

3. YoucancreateaYoutubeChannelofyourown.• MakevideosgivingtipsonlearningEnglishetc.Theycanbeembeddedinyourwebsite

oryourfacebook.• GooglelovesYoutube.

4. ContributetoTEFLdiscussionsonothersites.• Linkbacktoyourwebsite.• Whenyoupostacommentuseyourfacebookpagenameratherthanyourrealname.

5. Startgradually.

WhatshouldIcharge?

Thegoldenruleisdon’tundervalueyourself.AsanEnglishteacheryouareofferingsomethingveryvaluabletoyourstudents.Highvalue=highratesofpay.

Factorsaffectingprice

WhatkindofEnglishareyouteaching?• GeneralorConversationalornicheBusinessEnglishorExamPrep?• Youcanchargehigherfeesforniche.

1. Howdidyourstudentfindyou?• Iftheyfoundyoubywordofmouthchargehigherthanonlinemarketplaces.• InOnlinemarketplacessuchasitalkiacertifiedteachercharges$15-$20perhourfor

GeneralEnglish.• Ifyouofferexampreparationitcanbe$30-$40perhourasthisismuchmorevaluableto

students.• ForMedicalEnglishorLegalEnglishyoucancharge$60perhour.• Fromwordofmouthreferrals,whichisastampofquality,charge$40perhour.• ForNicheEnglishcharge$50+.• Don’tdifferentiateyourselfbypricebutbynicheandquality.

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Howtosetprices

1. Chargeyourstudentsforablockoflessonse.g.10.2. Offera10%discountonablockoflessons.3. Getpaymentinadvanceotherwiseriskbeingmessedaround.4. Offercoursesratherthanlessons.5. Tellthemwhattheywilllearnfromyourcourse.6. Haveacancellationpolicy.Theymustcancelatleast24hoursinadvanceotherwise

theylosetheirmoney.7. Chargeinastablecurrency.

PaymentMethods

Paypal

• Widelyknown.• Safeandsimple.• Youremailaddressisusedtoidentifyyou.• TheyneedtohaveaPaypalaccountandanassociateddebitorcreditcardaccount.• Paypalchargeapprox2.9%+0.30centspertransaction.• YoucanaddaPaypalbuttontoyourwebsite.• Availableinover200countries.

WesternUnion

• Reallyusefulforstudentswhodon’thaveadebitorcreditcard.• TheycanpaywithcashbygoingtoaWesternUnionagentandyoucancollectitwithin

minutesortheycansendittoyourbankaccount.

BankTransfer

• Theslowmethodistogivethestudentyourbankaccountnumber.• Takesafewdaysandhasbankcharges.

WherecanIteachfrom?

• Teachfromanywhere.• Nocommute.• Teachwhileonholidays.• Livewherelivingcostsarelow.• Teachstudentsfromplaceswherefeesarequitehigh.• Websitewww.numbeo.comcomparesthecostoflivingallovertheworld.

44

Countrieswithlowcostoflivingplusnicelifestyle

• Thailand,Cambodia,ThePhilippines,Vietnam,Indonesia,CostaRica,BoliviaandColumbia,EasternEuropeansmalltownsandBudapest.

CountriesthatpayhighratesforEnglishfees

• Russia,Japan,SouthKorea,HongKong,Taiwan,UnitedArabEmiratesandSaudiArabia.

45

TEFL Job Websites

https://premiertefl.com/

https://www.tefl.org.uk/tefl-jobs-centre/

https://www.tefl.net/jobs/

http://www.eslcafe.com/joblist/

https://www.tefl.com/

https://ihworld.com/

https://www.englishclub.com/

https://www.tefljobsworld.com/#sthash.yk9VX8kz.dpbs

www.acels.ie

www.educationposts.ie

http://www.linguarama.com/

http://www.cabroad.org.uk/volunteering-abroad

www.indeed.com

www.irishjobs.ie

https://www.vso.ie/

https://secure.iatefl.org/

https://www.britishcouncil.org/

https://www.tes.com/

https://mei.ie/

www.linkedin.com

46

TEFL Resources

http://www.internationalbooks.ie/

https://www.nala.ie/tutors/esol

http://www.readylessons.com/

http://www.onestopenglish.com/

http://esolmaterialsireland.com/

http://www.autoenglish.org/

http://a4esl.org/

http://www.bbc.co.uk/learningenglish/

http://www.bbc.co.uk/skillswise/0/

https://breakingnewsenglish.com/

http://www.teachingenglish.org.uk

http://www.cal.org/caela/

http://www.cambridgeenglish.org/

http://www.language.ca/home/

http://www.onestopenglish.com/esol/

http://www.esolresources.co.uk/

http://www.tesol.org/connect/tesol-resource-center

http://esl-kids.com/

https://www.eslkidstuff.com/

http://www.eslkidslab.com/lessons/index.html

https://takeielts.britishcouncil.org/teachieltshttps://magoosh.com/ielts/how-to-teach-ielts-lesson-plans-curriculum/

www.youtube.com

47

TEFL Textbooks

Text Description Publisher/Author.NewCuttingEdgestudentbook,CDs,workbook,CD-RomandTeacher’sbook.

This series caters for all levelsfrom Starter to Advanced. Ithas a multi-layered approachwith taskbased learningat itscore. It includes grammar,listening,speaking,readingandwritingtasks.TheFREECDRomis interactiveandexcellent forrevision for each module.Cutting Edge is acommunicative course with atask-basedapproachthathelpsstudentsachievetheirgoals.

Pearson.SarahCunningham,PeterMoor.

TheGoodGrammarBook A grammar book whichexplains the rules, shows howthe language works, andprovidesthoroughpractice.

Oxford.MichaelSwanandCatherineWalter.

EssentialGrammarinUse.Availableatvariouslevels.

An absolute essential. Now infull colour, with new contentand evenmore exercises, thisupdatededitionretainsall thekey features of clarity andease-of-use that have madethe book so popular withstudents and teachers. Thisedition, with answers, is idealforself-study.

Cambridge.RaymondMurphy

NewHeadwaySeries. With its provenmethodology,Headwayisthecourseyoucanalways trust. The stronggrammar focus, clearvocabulary syllabus andintegratedskillsworkgiveyoulessons that really work inclass. Constant updates meanthematerial isalwayscurrent,and with a huge range ofcomponents available, you'vealwaysgotsupportwhereyouneedit.

LizandJohnSoars

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Grammar,GamesandActivities

Plenty of interactive activitiesto get your students speakinginafunway.

PeterWatcyn-Jones,Penguin

TreeorThree.Abeginner’sPronunciationCourse.ShiporSheep.AnIntermediatePronunciationCourse

Thisfullyrevisededitionoftheclassic pronunciation title isnowinfullcolourwithupdatedartwork.Faithfultotheoriginalstyle, the book retains itssimplicity, with the emphasison minimal pairs, and makespronunciation practice light-hearted and accessible. Eachunit offers comprehensivepractice of sounds, withadditional work on stress andintonation, and theaccompanying audio CDs givelots of listening andpronunciation practice. Thebook is available in a pack(comprising book and 4 audioCDs) for self-study, orseparatelyforclassroomuse

CambridgeAnnBaker

EnglishVocabularyinUse This innovative three-levelrange of books helps learnersmastermorethan6,000wordsandphrasesinNorthAmericanEnglish. Each level presentsvocabulary items in context,introducing new items inmanageable two-page units.The easy-to-use formatpresentscontent-orgrammar-based vocabulary on the left-hand page and engagingpracticeactivitiesontheright-handpage.

Redman&Gains.Cambridge

LongmanPhotoDictionary Contains 1,000 colourphotographs to help studentslearn the words in context.3,500wordsintopicareassuchas Food,Housing, andClothesfor everyday life, as well asComputers, Jobs, Sports andAnimals.

Longman

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Teaching Practice Observation Form

Name:_______________________________________

Date:_______________________________________

TargetLanguage:_______________________________________

Stageoflesson Excellent Good Needswork

Warmer Anappropriatewarmerwasusedatthestartofthelesson. Presentation.TheTeacher Theteacherspokeinaclearvoiceandatanappropriatepace. Theteacherdemonstratedgoodeyecontact,positivebodylanguageandafriendlymanner.

Theteacherusedpictures/mime/realiaetc.topresentthetargetlanguage.

Theteachergotthestudentstoelicitchorallyandindividually. TheteacherworkedonSSpronunciation. Theteacherwrotethestructureclearlyontheboard. Theteachergaveclearinstructions. TheStudents Thestudentswereinterestedandengaged. Thestudentselicitedthetargetlanguage. Thestudentsunderstoodtheteacher’sinstructions. Practice.TheTeacher TheteacherdesignedappropriatedialoguesandworksheetsfortheTL. Theteachermonitoredthestudentsastheypracticed. TheStudents ThestudentsworkedinpairspracticingtheTL. Thestudentspracticedthetargetlanguagethroughdialogues. Thestudentspracticedthetargetlanguagethroughwriting:gapsfills,wordorderetc.

Production.TheTeacher Theteachersetsanappropriatetaskinorderforstudentstofreelyproducethetargetlanguageingroups.

TheStudents ThestudentspracticedtheTLwitheachotheringroups. TimeManagementandPreparation Thetimingofeachsectionwasappropriate. Theteachershowedevidenceofthoroughplanningofthelesson.

Comments:___________________________________________________________________________

Signed:______________________________________________________________________________

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Documents

10 hour course (Student Manual) Premier TEFL - Teach English