The Advanced TEFL - Cylex UK Directory · The Advanced TEFL Certificate is an ... • The Practice of English Language Teaching (4th Edition), Jeremy Harmer, ... • Teaching English

The Advanced

TEFL

PROGRAMMEHANDBOOK

TM

Teach English to the World!

school-of-teacher-training.co.uk

Course OverviewNotting Hill College is providing a 130 Hour Advanced Certificate which is a comprehensive course that 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 experience teaching the English language. It may also be suitable for candidates with some experience but little 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 resources

• Are introduced to strategies related to exploiting the Four 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 Allows for a great deal of flexibility; students have up to twelve weeks to finish their course.

DurationSince this is a distance learning course, the puration 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.

s c h o o l - o f - t e a c h e r - t r a i n i n g . c o . u k1

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


s c h o o l - o f - t e a c h e r - t r a i n i n g . c o . u k

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 • Finite and non-finite forms • 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

3


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• A class profile• Anticipation of difficulties and suggested solutions• 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 & lesson reflection by taking note of comments from

learners• Take account of this evaluation in planning future lessons

a. Understand basic principles of word formation and lexical meaning, for example:

• Meaning and definition• Pronunciation• Spelling• Affixation and compounding• 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 materials to meet the requirements of specific groups of adult learners

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

to specified aims• 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

4


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. Identify some of the difficulties learners may face when trying to 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. Identify some of the difficulties learners may face when trying to 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

5


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. Understand the factors that influence to teaching materials selectionb. 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 exams.

The course is examined by continual assessments of the assignments & quizzes for each chapter and the final exam. All tasks are assessed against learning outcomes & model answers with guidance slips where needed. The overall grades are 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 candidates should aim for these essential points for each term:

• 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

6


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 • Practical application of knowledge with reflection of results

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

7


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 • APPROACHES 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

No34

67

10111213No

8


Assessment Criteria for Lesson Plans: In the six lesson plans, successful candidates at Pass level should show that they can confidently 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 words. 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

Assignment 2: 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

Assignment 3: 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

9


* No Quizzes for the following chapters • Co-operative learning Chapter 16• Using games and songs Chapter 9• Teaching literature Chapter 15

**Quizzes correction is based on model answers

This exam measures your 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 hrs and 30 min to 3 hrs and 30 minutes. This depends on the students typing skills and their ability to work with 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

1234567

8101112131417

Quizzes & Chapters

Exam

10

Essay Grading Rubric

• Purpose/Thesis

• Organization/Logic

• Idea Development

• Content/Details

• Generalizations

• Evidence/Citation

• Audience/Tone

• Style/Expression

• Grammar/Punctuation

• Format/MLA

Category A (4) C (2) F (0)

• Purpose and thesis are original and sophisticated, delving beyond the surface of the assignment.

• Essay shows complex rhetorical development. Paragraphs are tight, well structured, and logical.

• Ideas delve beneath the surface and say something new and original.

• Analysis depth exceeds expectations. Details are thorough, advanced, and sophisticated.

• If generalizations are made, they are warranted by the content of the essay.

• Evidence is presented with sophistication, style, and finesse. Documentation of sources is flawless.

• Polished tone clearly tailored to an appropriate, academic audience.

• Style is sophisticated, advanced, and varied, Sentence style and structure is likewise impressive.

• No grammar or punctuation errors exist.

• Essay is perfectly formatted according to MLA requirements.


• Essay contains a clear introduction, body, and conclusion. Paragraphs make sense and are linked with appropriate.

• Ideas are sophisticated and logically developed. Readers can readily follow the ideas.

• Essay goes beyond summary, providing in-depth analysis and specific claims.

• Many claims are too general and lack specific support.

• Evidence is drawn from the text or another reputable source. Evidence is pertinent, valid, and documented correctly.

• Appropriate tone for academic writing, Generally formal with no second-person pronouns.

• Essay reflects appropriate academic style with consistency. Variety is shown in sentence structure.

• Few grammar errors are present. Essay has clearly been proofread and edited.

• Essay conforms to required format with minor errors.


• No organization. Poor structure with incoherent paragraphs. No transitions are used to join arguments.

• Ideas are basic or incoherent.

• Essay is shallow and basic, focusing on surface details only.

• Unsupported generalizations and stereotypes abound.

• Ideas and claims have no support or evidence is unfounded; source material is used with no attempt at documentation.

• Casual, colloquial tone, Inappropriate use of slang, Written to a non-academic audience.

• Style inappropriate for the subject matter. No variety is Shown in sentence structure or content.

• Grammar is sloppy with numerous surface errors.

• Essay does not conform to required format.



• Demonstrates minimally acceptable writing skills (grammar and spelling)

Some diculty in organization

• Response to prompt in this section shows acceptable analysis of required components.

• Paragraphs contain some details that addresses the prompts

• Response demonstrates some insights into the material covered.

• Shows adequate understanding of concepts

• Narrative displays acceptable knowledge of English as a second language (ESL) pedagogical theory

Adequate (C) Meets Standards (B) Exemplary (C)

• Demonstrates competent use of standard writing skills (grammar and spelling).

Organized

• Response to prompt in this section shows some analysis of the required components.

• Paragraphs contain adequate detail that addresses the prompts

• Response demonstrates signicant insight into the material covered.

• Shows understanding of concepts.

• Narrative displays adequate knowledge of English as a second language (ESL) pedagogical theory

• Demonstrates eective use of writing skills (grammar and spelling)

Well organized

• Response to prompt in this section is clear, with extensive analysis of the required components.

• Paragraphs contain detail that addresses the prompts and is supported with evidence.

• Response demonstrates signicant insight into the material covered.

• Shows sophisticated understanding of concepts.

• Narrative displays detailed or extensive knowledge of English as a second language (ESL) pedagogical theory

12

Scoring Rubricfor Students’ Work in the TEFL Diploma


FAQ Q1: What is the TEFL?

Q2: Give me more information about the TEFL with Notting Hill College?

Q4: What is my time frame?

Q5: How would you assess me? Is there a Test?

Q3: What do I study?

A1: Stands for Teaching English as Foreign Language

A4: The design of the course offers a great deal of flexibility. You have up to eight weeks to finish your course. Extension can also be arranged for free for the first time (it grants you 4 extra weeks) after, you would pay £25 for every extra 4 weeks

• Fourteen quizzes • Four 500-word assignments • Six lesson plans • A three-part task-based comprehensive examYour work will be assessed and a detailed feedback will be sent to you with your grade.

A5: Course AssessmentThe Advanced TEFL Diploma is achieved by satisfactorily completing...

The 130-Hour Advanced TEFL Diploma provides a comprehensive introduction to the theories & methodologies of Teaching English as a Foreign Language (TEFL). It thoroughly prepares you to successfully teach different age groups in different teaching settings. The course covers an extended syllabus, considerably longer than the industry standard of 100 hours. The training focuses on lesson planning & practical teaching skills which equip novice teachers and inspire the experienced. This course is ideal for those who desire flexibility to gain a TEFL professional qualification.

NHC Advanced TEFL Course has seventeen chapters divided into two terms during which you study both the theoretical & practical aspects needed in the teaching profession.

The chapters have been carefully selected to develop your teaching skills.

A2: Overview

A3: Coursework

First Term Second Term1. Grammar Rules & Terms2. Teaching Pronunciation 3. Teaching Grammar 4. Classroom Management 5. Lesson Planning 6. Teaching Vocabulary7. Introduction to TEFL Methodology

1. Using Games & Songs2. Teaching Reading 3. Teaching Listening 4. Teaching Speaking 5. Teaching Writing 6. Teaching Literature 7. Cooperative Learning8. Teaching Young Learners & Teenagers 9. Selection and Use of Course-Book 10. Materials and Aids


Q6: How would I proceed in the course?

Q7: Am I Eligible to join the TEFL?

Once you register for the TEFL Diploma your account will be activated within 2 working days. Then a study plan will be sent to your email address, in which a detailed time frame will be given to every stage of the programme.1- Finish chapters 1 to 7 2- Take the first term quizzes 3- Finish chapters 8 to 17 4- Take the second term quizzes 5- Download your task-based exam 6- Upload your work 7- Receive grades and feedback 8- Receive your Advanced TEFL Certificate Certificates will be delivered within 15 working days.Certificates will be delivered within 15 working days.

English Proficiency: This course is open for NATIVE and NON-NATIVE speakers of English. However, a high standard of both written and spoken English is a must for non-native speakers.Prerequisite: Only a high school Diploma/GCSE’s are required Age group: Although there is no upper age limit for admission, applicants should not be less than 18.Teaching Experience: Prior qualifications or English teaching experiences are not required.

A6: Your Learning Path

A7: Eligibility

Q8: what does the course focus on?

Q9: Do I Get Certificate at the end of the course? What type of Certificate?

. Get introduced to the various roles/duties/qualities of a teacher in the ELT industry

. Become acquainted with various methods related to classroom management skills

. To be 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

. Learn how to evaluate course-book and other teaching resources

. Be introduced to strategies related to exploiting the 4 language skills in order to make teaching and learning more effective & enjoyable. Learn about the various approaches needed when teaching adults and teenagers

At the end of the course graduates receive a Certificate of Achievement that proves the completion of the course, a Course Transcript breaks down the course syllabus & a Record of Work Pursued documents your performance in all the assigned tasks.

A8: Course Objectives

A9: Certificates & Credentials

Q10: Is it a Certificate or a Diploma?A10: The Certificate would state the Advanced TEFL Diploma


Q13: How much would the course Cost?

Q14: How can I pursue my professional development after finishing the TEFL?

Q 15: Do you recruit graduates?

Q16: How would I prove to employers the authenticity of my certificate?

Q11: Tell me more about Notting Hill College

Q12: Which academic body awards the certificate?

A14:After the TEFL, students can apply for the TESOL Diploma and then the Master of Arts in TESOL.

A15: Notting Hill College has a sister company “UK Trainers”; it helps in the job placement. We register all TEFL graduates in UK Trainers data-base. We also recommend our distinguished graduates & issue recommendation letters to them. Outstanding performance

A16: VerificationAll Notting Hill College alumni are registered on our database; employers can access the certificate verification link, enter students certificate number & verify the authenticity of the certificate. Verification Link: http://www.school-of-teacher-training.co.uk/verify.php

• Course Materials• Assessment• Issuing Course Certificate, Course Transcript & Record • E-support • Shipping

A13: £250Course fees include

A11:Notting Hill College is an institutional member of: The International Association of Teachers of English as a Foreign Language, The College of Teachers, The London Chamber of Commerce & Industry (LCCI), The International Franchise Association (IFA) and The British Institute for Learning and Development. Notting Hill College is also accredited by Pebble Hills University.

A12:This Programme is jointly managed by the College of Education at Eton University & the School of Teacher Training at Notting Hill College. Students certificate carries the two logos & is stamped by the official stamp of the two academic institutions.

12s c h o o l - o f - t e a c h e r - t r a i n i n g . c o . u k

16

Q17: What are the payment methods?A17: Payment Methods:At NHC-School of Teacher Training, we offer a variety of payment options so that you can easily make your payment. Following are the methods through which you can pay your tuition fee at NHC-School of Teacher Training:• Pay through Credit Card/Debit Card. This payment method can accept credit cards. You can pay using Moneybookers.• Pay through Bank transfer Just in case, if you can’t get hold of credit or debit cards, you can pay your course fees via our bank transfer. Bank Details: See attachment

Q18: How would I register for the course?

Q19: Is it only distance learning?

A18: 1. Visit www.school-of-teacher-training.co.uk2. Click course enrolment on the menu bar3. Select the course4. Click Sign-up5. You will be directed to the Learning Zone, click enroll now & fill the application6. Choose the payment method a. When choosing bank transfer an email will be sent to you with all bank details b. When choosing online you will be directed to our payment portal on Moneybookers c. In case you filled the application and wish to pay directly visit the link below http://www.nottinghillcollege.co.uk/pay_online/pay_online.php

A19: Learning format At Notting Hill College we have different training format to suit you: Students could study • Distance learning• In the classroom• Blend of both (distance learning & classroom based)


Equal Opportunities

Equal Opportunities Policy Statement: Notting Hill College believes that equal opportunities are important in order to:-

a) Encourage the development of individuals’ abilities, talents and potential to the fullb) Attract potential students from the widest possible pool of talent.c) Meet its moral and legal obligations.d) Provide a working environment free from unlawful discrimination, harassment or victimisation.

Notting Hill College (NHC) has adopted the following Equal Opportunities Policy Statement: Notting Hill College will seek to ensure that all students & staff are treated equally in all aspects of course provision, regardless of age, race, colour, nationality, ethnic or national origin, disability, gender, marital status, sexual orientation, political belief, religion, or irrelevant criminal conviction or other irrelevant characteristics. This policy will be widely promoted, and copies will be freely available and displayed in the Affiliate Centre’s offices.

Implementation and Monitoring

Notting Hill College (NHC) will take measures, including staff development and training to combat inequality, discrimination or prejudice based on any of the personal characteristics mentioned above, and to eliminate barriers which may prevent people joining as employees or as students. It is the responsibility of the Affiliate Centre’s Manager to monitor effectiveness, and to review and develop the policy where necessary. Monitoring and review will take place annually. Students or employees who feel they have been discriminated against should raise the matter with the Centre’s Manager. Initially the student/employee and Centre’s Manager should aim to resolve the matter informally. It may be that discriminatory action is unwitting and easily resolved once the problem is clear.

If students or employees are dissatisfied with the outcome, the complaint is very serious, or the Centre`s Manager(s) is/are the cause of the complaint, the student/employee should raise the matter, in writing.

Complaints and appealsIf for any reason you are not satisfied with the service provided by Notting Hill College, then please email us:

[email protected] Please outline the nature of your grievance and we promise to take measures & acknowledge your complaint within 24 hours. The Quality Assurance Manager will try to reach a satisfactory conclusion for all sides within 4 working days. If you are not satisfied with your distance learning grade, please contact your online tutor for detailed feedback. If you are still not satisfied then please contact the The Quality Assurance Manager at the above address. If you have to drop-out please contact The Quality Assurance Manager to state your reasons. Once accepted, you will be charged £50 for re-enrolment fees.If you have do not pass your course, you have the right appeal. You will be notified of your grade and the reasons behind the attained grade, to appeal against such a decision please contact the Quality Assurance Manager at the above address outlining the justification for your appeal.

Our Policies


We highly recommend that you carefully read, and understand, our Terms and Conditions. Kindly email [email protected] if you have any questions relating to these terms.

Deposits and Balance Payments

1. To book a particular offer, you would need to pay a deposit of £50, which is non-refundable. We accept most debit and credit cards or by Skrill (Money Bookers). Once you decided to start your course, you will need to pay the full amount at the time of booking. If a full or partial refund has to be made a fee of £20 will be made to cover each bank transaction charge.

Prices

2. The School of Teacher Training at Notting Hill College reserves the right to change any of the prices, courses, services or other particulars contained on the website at any time.

Online Course&Customer Satisfaction

3. If for any reason you are not satisfied with the course you have purchased you are entitled to a full refund within seven days from the date you made the purchase of the course ”Grace Period”. After 7 days you are not entitled to a refund if you wish to cancel. You cannot get a refund on online courses if you have already begun the course, even if you are still in your grace period.

Extensions

4. The design of the courses offers a great deal of flexibility. You have up to eight weeks to finish your course. Extension can also be arranged free of charge for the first time (it grants you 4 extra weeks) after, you would pay £25 for every extra 4 weeks. After 12 months of inactivity, your course will be deleted and you will not be able to access your grades or course work. Please contact [email protected] to extend your course.

Failing the course

5. In most cases, students pass the course. However, if the assessor feels you have not assimilated the content of the course sufficiently then you may be asked to resubmit your tasks. The first resubmission will be free of charge. For every other resubmission, you will be charged £25.If you have dropped-out, please contact The Course Officer to state your reasons. Once accepted, you will be charged 50 GBPs as re-enrollment fees.

6. If you do not have the essential proficiency of English to accomplish the course, we reserve the right to fail you without expectation of a refund. As a guide we recommend that non-native speakers have a minimum IELTS 5.0 score. If you are unsure, we could arrange access to our placement test free of charge.

Plagiarism

7. Copying word for word from any source including your course book is considered plagiarism. Nonetheless, we recognize that researching and sharing ideas play a vital role in the academic endeavor. With this in mind, we request our students to present genuine work. Their answers must be tailored to their particular teaching environment & their activities must be modified to reflect their students’ needs.

To avoid plagiarism, you must use your own words, paraphrase ideas & alter activities. If any student is found responsible for any violation of this rule, he/she will receive a written warning. If violation is repeated, student will be subject to course failure. No refund will be made.

Trainer

8. Online courses: You can contact your Course Leader at any time by email. For general questions your Course Leader will reply within 48 hours (Monday to Friday). For feedback on assignments your Course Leader will respond within 5 days (Monday to Friday).

Certificates

9. Every endeavour is made to ensure that certificates reach the graduates within 15 working days upon exam results. The School of Teacher Training at Notting Hill College, however, cannot be responsible for certificates that are not received due to postal issues (wrong recipient and/or postal address). If you have not received your certificate within 15 working days of passing your course, please contact us for assistance. Certificate issuance is free of charge for the first attempt. If the package bounced back, graduate will pay £40 for resending.

10. All graduates can request a new certificate to replace a lost certificate for the administrative fee of £50 within the United Kingdom and £75 worldwide. This fee includes standard postage and packaging. If the graduate requires alternative postal arrangements, this will solely be at the cost of the graduates.

Liability

11. The School of Teacher Training at Notting Hill College does not accept liability for any loss or additional expense caused by delay or interruption to travel services, weather conditions, civil disturbance, industrial action, strikes, wars, floods, sickness or force majeure. Such losses or additional expenses are your responsibility. Force majeure represents unusual and unforeseeable circumstances such as war or the threat of war, riots, terrorist activity, civil strife, industrial disputes, natural or nuclear disaster, fire, flood or adverse weather conditions.

12. The School of Teacher Training at Notting Hill College does not accept responsibility or liability for death, bodily injury or illness caused to the student or any other person included on the application form. Any claims shall be subject to Scottish law in respect of any question of liability or quantum, and all proceedings shall be within the sole domain of the Scottish courts.

13. Under no circumstances does The School of Teacher Training at Notting Hill College accept responsibility or liability for loss of personal possessions while attending the course.14. The School of Teacher Training at Notting Hill College does not accept responsibility or liability for any other event which may affect you or your course.

Data Protection Act 1998

15. In order to register and receive or use the services on our website, you will be required to submit some personal information, such as your name, your postcode and email address.We have a legal duty to ensure that we keep your personal data safe and secure, in accordance with the Data Protection Act 1998. We will not share your personal information with anybody else

without your knowledge, unless we are required by law to doso.

Acceptance of Terms and Conditions

16. By signing the application form, verbally agreeing on the telephone or ticking the relevant box on the website you are agreeing to accept all these conditions. The person, who signs the application form, does so on behalf of all the registered individuals included. Hence, all are bound by the booking conditions.

Terms & Conditions

Notting Hill College Manchester

Office number 921, Peter House, Oxford Street,Manchester, Greater Manchester, M1 5ANUnited KingdomTel: 0044 1612987003 Mobile: 0044 7404115914 Fax: 0044 1613327725E-mail: [email protected] Visitwww.nottinghillcollege.co.uk

Notting Hill College London

Suite B, 29 Harley Street, London, W1G 9QR, United KingdomTel: +44 2081 33 2793Fax: +44 2071826931 Email: [email protected]

A D V A N C E D

C E RT I F I C AT E

Documents

The Advanced TEFL - Cylex UK Directory · The Advanced TEFL Certificate is an ... • The Practice of English Language Teaching (4th Edition), Jeremy Harmer, ... • Teaching English