Job Discussion Forums

[paulmanser]

WEEK ONE

Basic and fundamental techniques for teaching complete beginners
How to teach without recourse to the students� mother tongue
Principles underlying effective lesson planning
Stages and sub-stages within lesson plans
Activity and task types
EFL/ESL terminology
Pre-teaching of vocabulary in text-based lessons
Approaches to the presentation of lexis
Motivation, Aptitude and Performance in TEFL/TESOL
Learners� preferred learning styles
Multiple Intelligence Theory
Introduction to Communicative Language Teaching
Aspects of Communicative Competence: Fluency vs Accuracy
Teaching Models: PPP, TTT and ARC
Insights into second language acquisition theory (SLA)
How to teach �speaking�
Speaking within Communicative Language Learning
Correction and feedback in speaking lessons
Teacher roles in the speaking lesson
Grammar: Auxiliary verbs; main verbs; parts of speech; sentence structure

WEEK TWO

How to teach �writing�
Product versus Process Writing
Authentic and Restricted Communicative writing tasks
Correction and feedback in writing lessons
The role of the mother tongue in TEFL/TESOL
Managing multicultural, monolingual and mixed-ability classes
Teacher roles in the EFL/ESL classroom
Managing large classes and related disciplinary issues
Interaction patterns in the EFL/ESL classroom
Principles in vocabulary teaching
The Lexical Approach and The Lexical Syllabus
How lexis is internalized and mentally stored for effective retrieval in communication
Clarification and Language Focus stages
Approaches to clarifying the function of language
Concept checking techniques
Highlighting of language form
Situational presentations of language
Presenting language through texts
Pronunciation drilling techniques
Approaches to error correction
Errors vs mistakes in language learning
The fluency-accuracy dichotomy and implications for correction
Insights into second language acquisition (2)
Grammar: tense vs time; tenses and aspects; presents; pasts; futures

WEEK THREE

Major intonation patterns in English
Features of connected speech
Contrastive stress
Sentence and word stress
English as a stress-timed language
Exploiting visual aids in the EFL/ESL classroom
Task Based Learning
Introduction to Interlanguage Theory
A reactive focus on form
Recycling and recording vocabulary
How to teach �listening�
How and why people listen to different pieces of information
Teacher roles within a listening lesson
Tasks and activities for intensive and extensive listening practice
Analyzing Teacher Talk and its place in Communicative Language Learning
Teacher Talking Time vs Student Talking Time
The Output Hypothesis
Teacher Talk as a valuable source of language input
How to teach grammar
Inductive vs deductive approaches to grammar teaching
Grammar presentation techniques
Presenting grammar through text
Grammar as process vs grammar as product
The English Verb: a new outlook on grammar description
How to teach �reading�
Bottom-up vs Top-down reading processes
Skimming, scanning and intensive reading approaches
Schema theory
Tasks and activities for extensive and intensive reading practice
Insights into second language acquisition (3)
Grammar: modal auxiliary verbs; conditionals; the perfect aspect; the passive voice; reported and direct speech; defining and non-defining relative clauses and pronouns

WEEK FOUR

Differences between young and adult learners
Teaching teenagers: potential problems, solutions and motivational factors
Total Physical Response
Materials, activities and games for young learners of English
Pronunciation: vowel and consonant sounds
Pronunciation: place and manner of articulation
Introduction to phonemic scripture and the phonemic chart
Task, activities and games to teach pronunciation
Using songs in the EFL/ESL classroom
Using video in the EFL/ESL classroom
Exploiting Drama in TEFL/TESOL
How to teach exam classes
Major official external examining bodies
Features of major internationally recognized EFL/ESL examinations
Teaching General English (TEFL/TESOL) vs Teaching Business English (TBE)
How to teach Business English
Needs analysis and syllabus design in Business English
Materials for Teaching Business English
Insights into second language acquisition (4)
Career paths in TEFL/TESOL
Professional Development: workshops, conferences, websites, magazines, journals, literature � to keep abreast of latest developments in TEFL
Things you must know and do�s and don�ts for your job interviews

[paulmanser]

What do CELTA grads think of this? good/bad

[stillnosheep]

The syllabus looks fine, possibly a little theory laden. It is difficult to tell without knowing how long your tutors will allocate to each section.

Do you get the chance to observe trained tuturs teaching their own classes, to observe other traines and be observed yourself, and to give and recieve feedback on observed lessons? Many Celta trainees find the opportunity to give and watch observed lessons with feedback to be one of the most useful parts of the course, along with the emphasis on giving practical examples of how to set up role-plays, pair and group work etc quickly and efficiently as well as of how to minimise Teacher Talking Time while still offering appropriate grammar and pronunciation correctio; use of hands, gesture, student to student correction etc.

[Grrrmachine]

most of it's there - I just love the idea that you can cram all the grammar up to... (what, FCE, if there's non-defining relatives in there) in 4 weeks and hope the teachers understand it, then cart them out to a school the next day.

[paulmanser]

Here is the link. Best if your search the website yourself really tbh.

http://www.intesolprague-teflcourses.com/

The head is Vincent Ferror.

[paulmanser]

Further Certificate for Teachers of Business English accredited by the London Chamber of Commerce International Examinations Board (LCCIEB).

Hey guys, have any of you also looked into the course above?

[Grrrmachine]

[paulmanser]

haha yeh, I agree machine. Alot to take on in 4 weeks.

[paulmanser]

Machine, the link was for just browsing.