Advanced

TEFLCertificate

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Profile

TM

Teach Englishto the World!

school-of-teacher-training.co.uk

Course OverviewNotting Hill College 130 Hour Advanced Certificate is a comprehensive course which includes a balance between the theories and methodologies of Teaching English as a Foreign Language (TEFL). The course thoroughly prepares you to successfully teach different age groups in different teaching settings. The course covers an extended syllabus, the training focuses on lesson planning and practical teaching skills which will equip novice teachers and inspire experienced ones.

Target candidatureThe Advanced TEFL Certificate is an introductory course for candidates who have little or no previous English language teaching experience. It may also be suitable for candidates with some experience but little previous training.

ObjectivesDuring the course, students;

• Are introduced to the various roles/duties/qualities of a teacher in the ELT industry

• Become acquainted with various methods related to classroom management skills

• Are able to plan topic-based lessons so as to ensure that students are able to communicate effectively

• Improve their language awareness• Develop familiarity with appropriate resources and

materials for use with young and adult learners of English

• Learn how to evaluate course book and other teaching resource

• Are introduced to strategies related to exploiting the 4 language skills in order to make teaching and learning more effective

• Learn about the various approaches needed when teaching adults and teenagers

StructureNotting Hill College 130 Hour Advanced TEFL Certificate has seventeen chapters divided into two terms. The chapters have been meticulously selected to develop student’s teaching skills. The design of the course lends you a great deal of flexibility; students have up to twelve weeks to finish their course.

DurationSince this is a distance learning course, the duration is concerned, this is totally dependent on student’s learning pace; however, we can advise that the 130 hours of TEFL academic coursework translates to approximately 12-15 hours a week of work over a 2 month period. During the course students read 17 chapters, answer 14 quizzes and a three-part comprehensive exam.

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Course AimsThe course enables candidates to:

• acquire essential subject knowledge and familiarity with the principles of effective teaching• acquire a range of teaching skills for teaching English to EF learners• demonstrate their ability to apply their learning in a real teaching context.

Candidates who complete the course successfully can begin working in a variety of ESOL teaching contexts around the world

Syllabus OverviewThis document outlines the syllabus and assessment criteria for The Advanced TEFL Certificate.The following syllabus is a reflection of the pre-service entry point of prospective candidates and outlines both the subject knowledge and the pedagogic knowledge and skills required for beginner ESOL teachers.

The syllabus consists of two terms covering different areas:

Recommended Reading To ensure that you are well prepared for the course, it is advisable to gain access to, and read, one of the following methodology texts. You also need to purchase at least one grammar book. It is also advisable to have access to a good learner’s dictionary.

METHODOLOGY • How to Teach English, Jeremy Harmer, Pearson ESL, 2007 • Learning Teaching (3rd Edition), Jim Scrivener, MacMillan, 2011• The Practice of English Language Teaching (4th Edition), Jeremy Harmer, Pearson Longman ELT

GRAMMAR • Grammar for English Language Teachers, Martin Parrott, CUP, 2010 • Practical English Usage, Michael Swan, OUP, 2005 • An A – Z of English Grammar and Usage, Geoffrey Leech, Benita Cruickshank and Roz Ivanič, • Longman, 2006• Concepts and Timelines, Graham Workman, Gem Publishing, 2008• Teaching Tenses, Rosemary Aitken, Elb Publishing, 2002

PHONOLOGY • How to Teach Pronunciation, Gerald Kelly, Pearson ELT, ISBN: 978-0582429758• Teaching English Pronunciation, Joanne Kenworthy, Longman, 1987, ISBN: 978-0582746213

DICTIONARIES

• Collins COBUILD Advanced Learner’s English Dictionary, Heinle ELT, ISBN: 978-0007210138• Oxford Advanced Learners Dictionary, OUP, ISBN: 978-0194799003

• Grammar: Terms and Definitions• Teaching Pronunciation • Introduction to Methodology of Teaching English as a Foreign Language • Teaching and Learning Grammar• Classroom Management• Lesson Planning• Teaching Vocabulary• Materials and Aids

1st

Term• Using Games and Songs • Teaching Receptive Skills: Reading• Teaching Receptive Skills: Listening• Teaching Productive Skills: Speaking• Teaching Productive Skills: Writing• Teaching Young Learners & Teenagers • Selection and Use of Course Book• Teaching Literature • Cooperative Learning

2nd

Term

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Learning OutcomesCh. No. Content learning outcomes

language awareness: linguistic analysis & awareness

Principles of Teaching english as a foreign language

1 grammar rules

3 Teaching methods

2 Phonetics & Phonology

4 Classroom management

Grammatical frameworks: rules and conventions a. Understand key terminology used in ELT to talk about language & apply this terminology to planning and teachingb. Demonstrate a basic working knowledge of how the verb phrase & the noun phrase are formed and used in English, for example:

• Tense and aspect • Voice • Modality including the expression of hypothetical meaning • Finiteandnon-finiteforms• The adverbial element • Countability

a. Demonstrate an awareness of the different teaching methods, for example

• Grammar translation method• Audio-lingual approach• The direct method• Communicative methods

b. Make practical use of this awareness in planning and teaching

The Formation & Description of English phonemes a. Features of connected speech a. demonstrate a working knowledge of the sounds of English b. Understand some features of connected speech, for example:

• Linking • Assimilation and elision • Word and sentence stress • Intonation patterns

a. Demonstrate an awareness of the different roles teachers may adopt at different stages of teaching and in different teaching/learning contextsb. Make practical use of this awareness in planning and teachingc. Give clear instructions

Grouping & Seating Arrangement Arrange the physical features of the classroom to suit the learners and the type of lesson, and ensure safety regulations are taken into account• Set up and manage whole class work, pair & group work and individual

work as appropriate• Rapport • Classroom presence and control establish and maintain a good rapport

with learners at all times and foster a constructive learning atmosphere

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Developing learners’ Sub-language Skills

adapting materials & Using games

5 lesson planning

6 Teaching Vocabulary

8 Selection & use of materials & aids

7 Teaching grammar

9 Selection & Usage of Songs & games

Principles of planning for effective teaching of EF learners a. Understand the purpose and principles of planning for effective teaching of EF learnersb. Distinguish between different kinds of teaching and different kinds of lessons, and select the kinds of lessons that are most appropriate for particular learnersLesson planning for effective teaching of EF learnersa. Plan logically sequenced lessons that are appropriate to the needs of the learnersb. Devise lesson plans which include:

• A statement of aims• Aclassprofile• Anticipationofdifficultiesandsuggestedsolutions• Description of teacher and learner interactions• Details of resources to be used• Staged description of procedures including -anticipated timings

Evaluation of lesson planning• Self-evaluate&lessonreflectionbytakingnoteofcommentsfrom

learners• Take account of this evaluation in planning future lessons

a. Understand basic principles of word formation and lexical meaning, for example:• Meaninganddefinition• Pronunciation• Spelling• Affixationandcompounding• Synonymy and hyponymy

b. Understand the effect on word choice of factors such as:• Co-text (e.g. collocation)• Context of situation (style)

a. The selection, adaptation and evaluation of materials and resources in planning (including computer and other technology based resources)• Select and evaluate materials and resources (including use of

technology)• Understand the need for and begin to put into practice with due

regard for the provisions of copyright, the adaptation of resources and materialstomeettherequirementsofspecificgroupsofadultlearners

b. The use of teaching materials and resources• Make appropriate use of a range of materials and resources in relation tospecifiedaims

• Understand the implications of teaching with limited resources

a. Understand the different approaches of teaching a grammar lesson• Deductive Vs. inductive

b. Understand basic principles of a successful grammar lesson• Contextualisation• Personalisation• Engagement

a. Using appropriate games to engage students b. Understanding the importance of songs and games

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Developing learners’ language Skills

10 Teaching reading

11 Teaching listening

12 Teaching Speaking

13 Teaching Writing

Grammatical frameworks: rules and conventions a. Basic concepts & terminology used for describing reading skills understand basic concepts and terminology used for describing reading skills, and apply this to planning and teachingb. Purposes of reading: understand how approaches to reading texts vary depending on the purpose of reading, and make practical use of this in teachingc. Decoding meaning: identify some of the features which help learners decode meanings of words, sentences and whole texts, and make practical use of this in teaching

Potential barriers to readinga.Identifysomeofthedifficultieslearnersmayfacewhentryingto understand textsb. Identify ways of making reading texts more intelligible to learners

Basic concepts & terminology used for describing listening skillsunderstand basic concepts and terminology used for describing listening skills, and apply this to planning and teaching

Purposes of listening: understand how approaches to listening texts vary depending on the purpose of listening, and make practical use of this in teaching

Features of listening texts: a. Identify some of the features which indicate the purpose of utterances and listening texts and which help convey meaningb. Make practical use of this knowledge and awareness in teaching

Potential barriers to listeninga.Identifysomeofthedifficultieslearnersmayfacewhentryingto understand an oral textsb. Demonstrate ways of helping learners understand listening texts and improve their listening skills

Basic concepts and terminology used for describing speaking skills

understand basic concepts and terminology used for describing speaking skills, and apply this to practical teaching

Features of spoken English a. Identify some key features of spoken English identify some ways in which spoken English differs from written English make practical use of this knowledge and awareness in planning and teaching

Language functions a. Identify a wide range of language functions and the forms used to express themb. Apply knowledge of language functions to planning and teaching

Paralinguistic features understand the role of paralinguistic features (e.g. gesture, gaze) in communication

Basic concepts and terminology used for describing writing skillsunderstand basic concepts and terminology used for describing writing skills, and apply this to practical teaching

Subskills and features of written textsa. identify some of the subskills of writingb. identify some features of written texts

Stages of teaching writing a. identify the stages of producing written text

b. make practical use of knowledge about writing subskills, features of written language and stages of producing written text in planning and teaching

Beginner literacya. understand some issues relating to beginner literacyb. apply awareness of beginner literacy issues to practical teaching situations

English spelling and punctuationa. Identify some English spelling patterns and some strategies to help learners develop their spelling skills

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14 Teaching literature

15 Teaching Young learners & Teenagers

16 Selection of Course-book

17 Cooperative learning

b. Identify some ways in which punctuation contributes to meaning in written textc. Apply a basic understanding of English spelling and punctuation to practical teaching

a. Identify different approaches to teaching literature b. Understand the rationale for an Integrated Model for Teaching Literaturec. Apply theories of teaching literature to practical lessons for young learners

a. Understand the basic principles of teaching young learners & teenagersb. Learn the characteristics of different agesc. Identify the importance project workd. Apply practical activities and lesson types

a.Understandthefactorsthatinfluencetoteachingmaterialsselectionb. Apply these factors to adopting teaching materials

a. Understand the importance of involving learners of different ability levels in the work of the class b. Identify teamwork guidelinesc. Understand types of cooperative learning activities

Assessment The Advanced TEFL Certificate is awarded to candidates who have completed the course and who have met the assessment criteria for all written assignments, quizzes & final exam.

The course is examined by continual assessment of the assignments & quizzes for each chapter and the final exam. All tasks are assessed against learning out comes & model answers with guidance slips where needed.Overall grade is awarded by the grades achieved in the Assigned Tasks (Assignments, quizzes &final) and include tasks based on simple lesson plans, materials adaptation, learner needs and motivation, methodologies, practical assignments and exercises from the input chapter and their analysis and evaluation

The overall assessment aims for each term are that candidates should be able to:

• Demonstrate language knowledge and awareness and appropriate teaching strategies • Demonstrate knowledge about language skills and how they may be acquired• Plan and prepare lessons designed to develop their learners’ overall language competence• Demonstrate an appropriate range of teaching skills at this level and show professional awareness & responsibility• Demonstrate an adequate ability of using teaching resources to facilitate the learning process & engage learners• Assess learner needs, and plan and deliver lessons which take account of learners’ backgrounds, learning preferences

and current needs

Assessment requirements To meet the assessment requirements, candidates are required to read materials and to submit all coursework requirements including all written assignments, quizzes and final exam.

Mode of assessmentAssessment is continuous and integrated.

Continuous means that: assessment takes place throughout the course.

Integrated means that: all assessed components contribute to the overall grade

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Assessment frameworkThere are three componentsComponent One: Assignments, Component Two: Quizzes and Components Three: Final Exam Written assignments (of which there are four in total).

Assessment & Grading SystemThe Advanced Certificate in TEFL is achieved by satisfactorily completing; 14 quizzes, four 500-word assignments, six lesson plans and a three-part task-based comprehensive exam. Programme graduates are awarded one of the following grades

Grade C, Pass, have completed the course satisfactorily. They have attained an adequate standard in all the modules.Grade B, Pass with Credit; have shown that they are able to relate the theoretical issues studied to practical teaching situations.Grade A, Pass with Distinction, have demonstrated an ability to express original thinking, and a sound knowledge of TESOL techniques.

Marking Criteria for the Final Grades of The Advanced TEFL Certificate Criteria for the final grades clarify the assessor expectations to the candidates.

A Distinction: Grade A: demonstrates• Clear Rationale supported by appropriate and substantial

activities • Extensive knowledge, understanding and evaluation of

relevant theories • Coherent writing backed by substantial evidence and

experience • Practical activities, experimentation with the language• Professional presentation of ideas combined application of

knowledge• Practical application of theory with in-depth focus on

communication

BMerit: Grade B: demonstrates: • Clear Rationale supported by adequate activities• Knowledge, understanding and evaluation of relevant

theories • Coherent writing backed by adequate evidence and

experience • Practicalapplicationofknowledgewithreflectionofresults

CPass: Grade C: demonstrates: • Clear rationale with limited activities • Some knowledge, understanding and evaluation of relevant

literature • Practical application of knowledge with some reflection

of results

DReferral Grade D: demonstrates: • Rationale not clearly explained or supported • Limited knowledge, understanding and evaluation of

relevant literature • Arguments not developed or sustained • Practical application not linked to theoretical

knowledge

Grading Scale

Marking Criteria

Grade From ToA+AA- B+BB-C+CC-

DistinctionExcellent with HonourExcellentVery GoodGood with MeritGoodPromisingSatisfactoryPass

989590868070656050

1009794898579696459

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AssignmentsOver the duration of the course, students are required to complete four 500 word assignments & six lesson-plans. The assignments ask students to…

1. Reflect on the learning experience2. Develop a skill-based lesson3. Reflect on what you have achieved on the course & what teaching skills you still need to develop

The following grid shows the chapters you need to read and their equivalent assignments.

First TermFirst Assignment acts as an introduction; you do not need to read any chapter before answering this assignment.

Second Assignment focuses on theories of teaching; read

chapter 3 “Teaching Methods”.

Third Assignment focuses on seating arrangement; read

chapter 4 “Classroom management”.

Fourth Assignment focuses on planning a vocabulary

lesson; read chapters 4, 5 & 7 “Teaching Vocabulary” is the main chapter.

Fifth Assignment focuses on planning a grammar lesson;

read chapters 4, 5 & 6 “Teaching Grammar” is the main chapter.

Second TermFirst Assignment focuses on planning a listening lesson; read chapters 4, 5, 8, 9 &11 “Teaching Listening “is the main chapter.

Second Assignment focuses on planning a speaking lesson; read chapters 4, 5, 8, 9 & 12 “Teaching speaking “is the main chapter.

Third Assignment focuses on planning a reading lesson; read chapters4, 5, 8, 9 & 10 “Teaching Reading” is the main chapter.

Fourth Assignment focuses on planning a writing lesson; read chapters 4, 5, 8, 9 & 13 “Teaching Writing” is the main chapter.

Fifth Assignment acts as course reflection; you need to finish reading all the chapters before answering this assignment.

first Term Chapter Second Term Chapter

• MY TEACHER – Discussion Question • APPROCHES IN EFL/ESL – Discussion Question• CLASSROOM SEATING ARRANGEMENT –

Discussion Question• TEACHING VOCABULAR Y- Discussion Question• TEACHING GRAMMAR - Discussion Question

• TEACHING LISTENING – Lesson Plan• TEACHING SPEAKING – Lesson Plan• TEACHING READING – Lesson Plan• TEACHING WRITING – Lesson Plan• COURSE REFLECTION

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10111213No

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Assessment Criteria for Lesson Plans: In the six lesson plans, successful candidates at Pass level should show convincingly and consistently that they can prepare and plan for the effective teaching of EFL learners. The overall scope and assessment criteria for lesson plans are described below.

• Identifying and stating appropriate aims/outcomes for individual lessons• Ordering activities coherently to achieve lesson aims/outcomes• Selecting, adapting or designing materials, activities, games, resources and aids appropriate for the lesson• Ensuring that the materials used classroom has a professional appearance, and copyrighted • Describing the procedure of the lesson in sufficient detail• Including interaction patterns appropriate for the materials and activities used in the lesson• Ensuring balance, variety and a communicative focus in materials, tasks and activities• Allocating appropriate timing for different stages in the lessons• Analysing language with attention to form, meaning and phonology and using correct terminology • Anticipating potential difficulties with language, materials and learners • Suggesting solutions to anticipated problems• Using terminology that relates to language skills and subskills correctly • Providing appropriate practice of language items• Helping learners to understand reading and listening texts• Helping learners to develop oral fluency• Helping learners to develop writing skills• Setting up whole class and/or group or individual activities appropriate to the activity type• Selecting appropriate teaching techniques in relation to the content of the lesson• Making use of materials, resources and aids to enhance learning• Give clear instructions for tasks and activities • Using a range of questions effectively for the purpose of elicitation and checking of understanding

Assessment Criteria for Assignments:The scope and assessment criteria for each written assignment are described below. Each assignment should be 500. All assignments must be written in academic prose. Assignment 1: Reflection on the Learning ProcessCandidates can demonstrate their learning by:

• Identifying teaching skills & learners’ needs• Showing awareness of how learners’ background(s), previous learning experience and learning style(s) affect learning• Using written language clearly, accurately and appropriately

Assignment2: Adapting Teaching Methods Candidates can demonstrate their learning by:

• Identifying the different teaching methods and critically reviewing their features• Selecting appropriate teaching method to help learners progress • Comparing between methods and selecting the appropriate method to serve a particular target language• Using written language clearly, accurately and appropriately

Assignment3: Selection of Seating Arrangement Candidates can demonstrate their learning by:

• Comparing between different seating arrangements & stating their advantages• Using written language clearly, accurately and appropriately

Assignment 4: Course reflection Candidates can demonstrate their learning by:

• Noting their own teaching strengths and weaknesses • Pinpointing the ELT areas of knowledge and skills which need further development • Using written language clearly, accurately and appropriately

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* No Quizzes for the following chapters • Co-operative learning Chapter 1• Using games and songs Chapter 9• Teaching literature Chapter 15

**Quizzes correction is based on model answers

This exam measures you understanding of the course. You are not asked comprehension questions. You are mainly asked to develop activities and lesson plans in which you will integrate more than a module. For example you’ll be asked to develop a reading lesson. In this lesson you might be using listening and/or writing. You would also be using info from the chapter of Lesson Planning as well as the materials and aids.

The test consists of three parts; they could be taken together or separately. The duration of each part is 2.5 to 3.5 hours. This depends on the students typing skills and how far they are acquainted with computers and technology.

Requirements of the test: Before you sit for the test you need to download

• Lyrics of a song• 150 word reading text• The English phonetic symbols (RP)• A picture/photo that can be used in a lesson: (you will decide on the way in which you will use the photo.So feel free to choose what you like.

The 1st part of the test covers the following chapters:

• Teaching Methods• Lesson planning• Using Games in classrooms• Teaching Grammar• Pronunciation• Teaching Young Learners & Teenagers

The 2nd part of the test covers the following chapters:

• Lesson planning• Teaching Vocabulary• Selection and Use of Materials & Aids• Teaching Speaking

The 3rd part of the test covers the following chapters:

• Lesson planning• Teaching Writing• Selection and Use of Materials & Aids• Teaching Grammar• Using Songs in classrooms

Quizzes

first Term Chapter Second Term Chapter

• QUIZ 1: Grammar Rules• QUIZ 2: Pronunciation • QUIZ 3: Teaching Methods• QUIZ 4: Classroom Management • QUIZ 5: Lesson Planning• QUIZ 6: Teaching Grammar• QUIZ 7: Teaching Vocabulary

• QUIZ 1: Selection & Use of Material and Aids• QUIZ 2: Teaching Reading• QUIZ 3: Teaching Listening• QUIZ 4: Teaching Speaking• QUIZ 5: Teaching Writing• QUIZ 6: Teaching Young Learners & Teenagers• QUIZ 7: Selection & Use of Course Book

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Quizzes & Chapters

Exam

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Headquarters: (inside the UK, Distance Learning Service & Certificate Issuance)

Suite B, 29 Harley Street, London, W1G 9QR, United KingdomT: +44 2081 33 2793 - your call will be forwarded to the nearest region F: +44 2071826931 E:info@school-of-languages.co.uk

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Regional Office: Egypt & North Africa

117 Ahmed Shawky St, Mohamed Mahfouz Station, AlexandriaT:(+203) 5429617Help line:(+20) 1065533231 E: info@nottinghillcollege-egypt.co.uk

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