170 Hour Online TEFL Course

SUMMARY

A thorough overview of grammar from adjectives to compound verbs to gerunds, and more.

This extensive Grammar 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 herein is likely most useful for the novice learner of English grammar, but it can also serve as a review or provide samples for more advanced grammarians. Students can revisit sections and retake quizzes as needed.

OBJECTIVES

After finishing this chapter, the reader will be able to…

1. Identify and define different parts of speech, including nouns, verbs, adjectives, adverbs, articles, pronouns, and prepositions.
2. Differentiate between countable and uncountable nouns.
3. Summarize the differences between indefinite and definite articles.
4. Demonstrate how to form comparative and superlative adjectives.
5. Demonstrate how to form comparative and superlative adverbs.
6. Define prepositions and explain why they are difficult for ESL learners.
7. Define verbs and different verb forms, including infinitives, gerunds, present participles, past participles, stative verbs, dynamic verbs, and auxiliary verbs.
8. Name and demonstrate the usage of the twelve tenses of English.

SUMMARY

Reading and tasks on the history of English language; expectations for teachers on their first day of class; creating your teaching persona; 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; terminology and abbreviations used in the TEFL profession; introduction to language levels, and effective and ineffective teaching practices.

OBJECTIVES

After reading this chapter, the reader will be able to…

1. Describe the general history and current global importance of the English language.
2. Define teaching as a profession.
3. Recognize traits of an effective teacher and ways to establish a teaching presence.
4. Explain what to expect on the first day of teaching.
5. Propose ways to build community in your classroom.
6. List some student and classroom issues that may arise and how to approach them.
7. Identify ideas for balancing work responsibilities and leisure.
8. Identify strategies for maintaining professional relationships during your teaching career.
9. Contrast effective teaching practices with ineffective ones.
10. Define common terminology and abbreviations used in the TEFL profession.
11. Provide a general overview of levels of language proficiency.  

TASKS

This chapter requires the following:

• Week 1 Peer Participation
• Ch 1: Quiz
• Ch 1: Written Response

SUMMARY

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.

OBJECTIVES

After reading this chapter, the reader will be able to…

1. Define a student-centered approach and teacher’s roles.
2. Define autonomous learning.
3. Explain the role of collaboration and cooperative learning.
4. Describe best practices of group and individual work.
5. Explain the basic steps to creating scaffolded classroom activities.
6. Define experiential learning and give examples of some useful EFL activities.
7. Describe different modes of learning and how they can enhance student engagement.
8. Define the basic concept and purpose of a needs analysis.
9. Identify the most common ways to physically arrange a classroom and their implications.

TASKS

This chapter requires the following:

• Week 2 Peer Collaboration
• Ch 2: Quiz
• Ch 2: ESL Materials Analysis

SUMMARY

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.

OBJECTIVES

After reading this chapter, the reader will be able to…   a. Differentiate between approach, method, and technique. b. Compare and contrast well-known traditional teaching methods. c. Explain how contemporary teaching methods differ from traditional ones. d. Define language accuracy and fluency and their connection to various approaches and methods. e. Identify characteristics of the Natural and Communicative Approaches. f. Describe the general concepts and procedures of a variety of common language teaching approaches and methods. g. Identify methods that are most appropriate for young learners.

TASKS

This chapter requires the following:

• Week 3 Peer Participation
• Ch 3: Quiz
• Ch 3: Activity Analysis

SUMMARY

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.

OBJECTIVES

After reading this chapter, the reader will be able to…   a. Provide a more detailed overview of levels of language proficiency. b. Understand the overall importance of lesson planning and how it relates to instruction. c. Identify the characteristics of an effective lesson plan. d. Formulate lesson objectives describing what learners are able to achieve at the end of a session. e. Incorporate language input, language practice, and student output into various lesson stages. f. Produce a comprehensive lesson plan. g. Discuss some differences in lesson planning for adult vs. younger learners. h. Identify some basic activities appropriate for young learners. i. Explain the differences between and some uses of assessment and testing. j. Summarize suggestions for delivery of daily lessons.

TASKS

This chapter requires the following:

• Week 4 Peer Collaboration
• Ch 4: Quiz
• Ch 4: Partial Lesson Plan

SUMMARY

Reading and tasks on the basic concepts in course design: creating and delivery of needs analyses and diagnostic assessments; use of data collected via analyses; evaluating and selecting textbooks; producing a general course syllabus; creating a class contract to establish classroom standards of behavior.

OBJECTIVES

After reading this chapter, the reader will be able to…

1. Describe the basic concepts and best practices of design for a course of second language instruction.
2. Create and deliver needs analyses and diagnostic assessments.
3. Use data collected via analyses to create units of language study.
4. Evaluate and select textbooks appropriate to target student population.
5. Produce a general course syllabus to establish course dates and grades.
6. Create a class contract to establish classroom standards of behavior.

TASKS 

This chapter requires the following:

• Week 5 Peer Participation
• Ch 5: Quiz
• Ch 5: Course Design

SUMMARY

Reading and tasks on defining word root, prefix and suffix; common phrasal verbs and collocations; phonological, morphological, syntactic, semantic, and pragmatic understanding; selecting vocabulary words to teach in the ESL/EFL classroom; effective methods of vocabulary instruction; challenges and approaches to teaching idiomatic expressions; effective methods of grammar instruction with example grammar activities.

OBJECTIVES

After reading this chapter, the reader will be able to…  

1. Define morpheme, word root, prefix, and suffix, and generate examples of each.
2. Recognize common phrasal verbs and collocations.
3. Identify challenges and approaches to teaching idiomatic expressions.
4. Compare and contrast the following aspects of what it means to know a word: phonological, morphological, syntactic, semantic, and pragmatic understanding.
5. Describe considerations for selecting vocabulary words to teach in the ESL/EFL classroom.
6. Describe and justify effective methods of vocabulary instruction, including meaningful input, controlled exercises, and communicative output. 

TASKS 

This chapter requires the following:

• Week 6 Peer Collaboration
• Ch 6: Quiz
• Ch 6: Quiz
• Ch 6: Create a Vocabulary Exercise

SUMMARY

Reading and tasks on grammar teaching controversies; form, meaning, and use as the three main aspects of grammar; the teaching of grammar via meaningful input and explicit instruction; the importance of controlled grammar exercises; implementing communicative output with grammar; effective methods of grammar assessment.

OBJECTIVES

After reading this chapter, the reader will be able to…

1. Recognize some controversies about the teaching of grammar in second language lessons.
2. Compare and contrast the following aspects of grammar: meaning, form, and use.
3. Describe and justify effective methods of grammar instruction, including meaningful input, controlled exercises, and communicative output.
4. Identify recommended methods for assessing grammar.

TASKS 

This chapter requires the following:

• Week 7 Peer Participation
• Ch 7: Quiz
• Ch 7 Lesson Plan: Create a Full Lesson Plan

SUMMARY

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; 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.

OBJECTIVES

After reading this chapter, the reader will be able to…

1. Summarize how the brain processes listening and reading input.
2. Identify common student difficulties with listening and reading processing.
3. Contrast intensive and extensive listening and reading skills.
4. Identify types of listening and reading materials and how to choose them for the classroom.
5. Describe how to tailor listening and reading activities to student age and level.
6. Summarize ways to set up listening and reading activities within a lesson.
7. Describe types of tasks that can be done within the sequence of listening and reading activities (i.e., pre-, during-, and post- activity).
8. Identify specific techniques for teaching listening and reading skills.
9. Describe how schema theory impacts ESL/EFL listening and reading activities.
10. Identify common listening and reading strategies that can be taught to ESL/EFL learners.
11. Differentiate listening and reading skills by proficiency level.
12. Summarize appropriate types of assessments for listening and reading skills.

TASKS 

This chapter requires the following:

• Week 8 Peer Collaboration
• Ch 8: Quiz
• Ch 7: Materials Analysis

SUMMARY

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.

OBJECTIVES

After reading this chapter, the reader will be able to…

1. Describe a few basic factors that affect the acquisition of second language oral and written production skills.
2. Describe the foundation needed for ESL/EFL students to improve their oral and written language production.
3. Identify commonly used classroom speaking and writing activities.
4. Identify various ways to integrate pronunciation practice into a language lesson.
5. Discuss a general framework for structuring ESL/EFL speaking and writing activities independently and within lessons.
6. Summarize appropriate types of assessments of speaking and writing skills.
7. Describe some methods of providing feedback on oral and written tasks.  

TASKS 

This chapter requires the following:

• Week 9 Peer Participation
• Ch 9: Quiz
• Ch 9: Speaking and Writing Lesson Plan

SUMMARY

Reading and tasks on the several benefits of using low-tech visual aids with English language learners; low-tech visual aids 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.

OBJECTIVES

After reading this chapter, the reader will be able to…

1. Define visual aids and how they can enhance learning.
2. Identify the general criteria to follow when choosing a visual aid.
3. Describe several benefits of using low-tech visual aids with English language learners.
4. Identify a wide variety of low-tech visual aids and explain how they can be applied to the ESL/EFL classroom.
5. Compare and contrast main types of online learning: blended learning, synchronous classes, and asynchronous classes.
6. Analyze some strengths and drawbacks of online teaching compared to classroom-based programs.
7. Identify ways to use the internet effectively with ESL/EFL students.
8. Explain precautions to consider when assigning internet-related activities.
9. Discuss how blogs and wikis might be used to enhance students’ communication skills.
10. Summarize recommendations for effectively integrating video into the ESL/EFL classroom.
11. Cite an example of an appropriate visual aid for each language skill (reading, writing, listening, and speaking).

TASKS 

This chapter requires the following:

• Week 10 Peer Collaboration
• Ch 10 Task 1: Quiz
• Ch 10: Improving Past Plans

SUMMARY

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.

OBJECTIVES

After reading this chapter, the reader will be able to…

1. Define culture and cultural sensitivity.
2. Differentiate between surface culture and deep culture.
3. Identify five barriers to cross-cultural communication.
4. Discuss four main cultural dimensions and their implications for the EFL classroom.
5. Define culture shock and describe its stages.

TASKS 

This chapter requires the following:

• Week 11 Peer Participation
• Ch 11: Quiz
• Ch 11: Written Response/Cultural Report

PRACTICUM OVERVIEW

Practicum is an essential component to a teacher’s training process, as it provides valuable insight and experience prior to obtaining independent teaching positions.

This course requires that all students accumulate a minimum of 20 hours for TEFL/TESOL certification. These hours can be achieved through observation, tutoring, student teaching or a combination of 2 or 3 of these in an ESL/EFL setting in which non-native speakers are learning new English language skills.

Hands-on experience with English language learners provides an opportunity for teacher trainees to apply teaching principles to real-life situations, build confidence in their skill and pedagogical style, gain exposure to various learning styles and classroom situations, and acquire valuable teaching experience.

These components will assist a teacher in feeling more prepared, as well as add a competitive edge to one’s job search and interview process.

FINDING A PRACTICUM LOCATION

You can do a web search for English language classes offered in your community. You will find that many different organizations will offer English classes to non-native speakers.

Some examples of class sites are language schools, ethnic community centers, community colleges, park districts, local libraries, and faith-based organizations such as churches or synagogues.

You may also find a non-native English speaker to whom you can offer one-on-one tutoring. It is up to each individual student to find a practicum location and set up their hours

PRACTICUM DOCUMENTS

For a student to successfully pass the Practicum unit, the following documents must also be completed and submit via Moodle:  

1. Practicum Location Information: This includes details about the location in which the student completes their Practicum, the location website, Supervisor name and contact details, etc.

2. Time Log: Student to log the days and hours spent gaining practical experience with English language learners through observation, tutoring, and/or student teaching. Each practicum occurrence must be initialed and verified by a supervisor/cooperating teacher or an English language learner if the student has chosen to tutor an ESL student. Practicum time must total a minimum of 20 hours and the student must clearly indicate the mandatory 6 hours of student teaching or tutoring.

3. Practicum Experience Write Up: The final practicum requirement is for the student to write a 550 word (minimum) summary about their experience in an ESL classroom or tutoring ESL students. Items to cover in the one-page summary include:

• Where you completed your practicum (City, State, Name of Location/Center/School).

• How you found your practicum location or ESL students (i.e. Organic online web searches, contacting community organizations, etc).

• What practicum option(s) did you choose (Tutoring, Observation, Student Teaching, or a combination).

• What type of language school or class you were in.

• Types of students you worked with (age, background, etc).

• What your overall experience was like.

• Highlights and areas that could have been improved.

• What your duties and functions were in the classroom.

•  Was there anything you learned that you will incorporate into your own ESL classroom one day?

4. TEFL/TESOL Certification Completion Form: Requires the student to complete an online survey outlining their full name, address, TEFL course start date and date of birth for certificate mailing purposes.

PRACTICUM DUE DATE

Students have an additional 90 days to complete the practicum hours from their course end date. For example, if your course ends on December 1, you must submit your practicum documents by March 1. Please refer to your course calendar for exact due dates.