Outsourced online Blended TEFL Course Content
*Please note that if the Pole Emploi are funding your course, you need to do our own Online / in-class blended TEFL course
- Basic Principles of Teaching
- Grammar
- Classroom Management
- Error Correction
- Lesson Planning
- Use of Visual and Audio Aids
- Teaching group classes: beginner, pre-intermediate, intermediate, advanced
- Conversational English
- Teaching grammar, reading, writing, listening, speaking, pronunciation
- Language Awareness
- Private Tutoring
Optional extras:
- Teaching English Online 30-Hours
- Teaching Business English 30-Hours
- Teaching English to Young Learners 30-Hours
COURSE HOURS:
The course is comprised of:
– 150 hours of online coursework – which includes readings, assignments, quizzes and self-checks. (Required)
- 20 hours of Practicum (student teaching, observation and/or tutoring in an ESL classroom) (Required). TEFL Toulouse will offer 4 teaching practice afternoons with us. Each afternoon includes
- lesson planning help by our expert trainers
- teaching practice
- observation by our expert trainers
- feedback by our expert trainers
…..with us in Toulouse on days that suit you, and help set up your other observations. You are also invited to attend our last day champagne and dinner celebrations.
Course Content:
PART 1: CHAPTER OUTLINE
The 170-Hour TEFL/TESOL Course is divided into 10 separate chapters and a final project, The Thematic Unit.).
Grammar Module
A thorough overview of English grammar. This module is sent to students upon registration to begin reviewing important grammar points. The content is designed to serve as a self-study grammar reference. The content is likely to be most useful for the novice learner of English grammar, but it can also serve as a review or to provide samples for more advanced grammarians.
Chapter 1: Role of the Teacher
Reading and tasks on various contexts in which teaching occurs; expectations for teachers on their first day of class; identifying ideas for balancing work ideas and leisure; recognizing traits of an effective teacher; ways to build community in your classroom; examples of how to be a good role model; strategies for maintaining professional relationships during your teaching career; terminology and abbreviations used in the TEFL profession; and effective and ineffective teaching practices.
Chapter 2: Creating a Student-Centered Classroom
Reading and tasks on the student-centered approach and teacher’s roles; autonomous learning, the roles of collaboration and cooperative learning; experiential learning and examples of useful EFL activities; individual differences; and a sample needs analysis.
Chapter 3: Cultural Sensitivity
Reading and tasks on culture and cultural sensitivity, surface and deep culture; the five barriers to cross-cultural communication; four main cultural dimensions and their implications for the EFL classroom; and culture shock and its stages.
Chapter 4: Methods and Approaches
Reading and tasks on the differences between approach, method, and technique; contemporary and traditional teaching methods; communicative language teaching (CLT); characteristics of the community language learning approach; general procedures used in a « silent way » classroom; the pillars of « suggestopedia »; using « Total Physical Response » and Total Physical Response Storytelling in a classroom; principles of content-based instruction; and ways to implement cooperative learning, task-based learning, project-based learning, and differentiation.
Chapter 5: Lesson Planning and Assessment
Reading and tasks on the importance of lesson planning and how it relates to instruction; characteristics of an effective lesson plan; producing an effective lesson plan; the foundation behind effective assessment methods; assessment formats and assessment question types; and incorporating the most appropriate type of assessment for all four language skills.
Chapter 6: Grammar and Lexis
Reading and tasks on the importance of lesson planning and how it relates to instruction; characteristics of an effective lesson plan; producing an effective lesson plan; the foundation behind effective assessment methods; assessment formats and assessment question types; and incorporating the most appropriate type of assessment for all four language skills.
Chapter 7: Listening and Reading
Reading and tasks on how the brain processes listening output; types of listening input; types of listening materials and how to choose them for the classroom; how to tailor listening activities to student level and mental method of processing; ways to set up activities within a listening lesson and sequence of lessons; how the MINUS Approach can be used to structure effective listening; specific techniques for teaching listening skills; how the schema theory impacts ESL/EFL reading activities; common reading strategies that can be taught to ESL/EFL learners; selecting reading materials; intensive and extensive reading skills; types of pre-reading, while reading, and post-reading activities; and ways to assess reading both formally and informally.
Chapter 8: Speaking and Writing
Reading and tasks on the foundation needed for ESL/EFL students to improve their oral and written language production; commonly used classroom speaking activities; the sounds and most common pronunciation rules for English pronunciation and when to incorporate effective pronunciation techniques into ESL/EFL lessons; structuring ESL/EFL writing activities and lessons; and recommended outside resources to improve and expand teacher knowledge, methods, and materials of ESL/EFL speaking and writing.
Chapter 9: Visual Aids and Technology
Reading and tasks on the several benefits of using low-tech visual aids with English language learners and how they can be applied to the ESL/EFL classroom; ways to use the Internet effectively with ESL/EFL students; precautions to consider when assigning Internet-related activities; how blogs and wikis might be used to enhance students’ communication skills; recommendations for effectively integrating video into the ESL/EFL classroom; ways to use songs as a teaching and learning tool; appropriate visual aids for each language skill (reading, writing, listening and speaking); and general criteria to follow when choosing a visual aid.
Chapter 10: Classroom Management
Reading and tasks on the basic concepts and best practices of classroom management; the most common ways to physically arrange a classroom and their implications; ways to establish a presence as a teacher; how to create a successful community of student learners; suggestions for structuring daily lessons; and other student and classroom issues that may arise, and how to approach them.
Thematic Unit
At the end of the course, each student will need to complete a thematic unit. Your thematic unit will cover 3 days worth of lesson planning that you will create. The timeframe of 3 days simulates a typical week of classes for a TEFL/TESOL instructor abroad. The Thematic Unit must be completed in order to receive your TEFL/TESOL certificate.
PART 2: OPTIONAL SPECIALITY TEFL CLASSES
All course participants can take additional TEFL Speciality Classes in the field of Teaching English Online, Teaching Business English & Teaching English to Young Learners (Children).
PART 3: TEXTBOOKS
REQUIRED TEXT
There are no required textbooks for this course – all of your reading material is available online with the Moodle. However, the course material is available to purchase in either a paperback or PDF version, at an extra fee.