1. TEFL Course October 2011 1

2. Course Tutors Mary Kay MaasMary Kay Maas Chris EvendenChris Evenden Stephanie BiancoStephanie Bianco Adriana Real – adriana@oviedoteflcentre.comAdriana Real – adriana@oviedoteflcentre.com 2

3. About the Course Input unitsInput units Self-study componentSelf-study component Teaching practiceTeaching practice –Classes –Planning –Observation TOTAL: 145 hours (minimum) 3

4. Input UNITS 18 compulsory input units 18 compulsory input units each unit consists of 3 sessions (75’) each unit consists of 3 sessions (75’) 2 optional input units (TKT - EP) 2 optional input units (TKT - EP) TOTAL 75 hours self-study pack self-study pack TOTAL 45 hours 4

5. Teaching Practice Compulsory (divided in two levels): Compulsory (divided in two levels):  6 hours teaching practice +  6 hours planning +  3 hours feedback +  2 assessed lesson  Class OBSERVATION Optional Optional  one more hour TP, planning and feedback per level  one more level with 4 hrs TP, 4 hrs planning and 2 hrs feedback + 1 more assessed lesson TOTAL 60 hours 5

6. Assessment Minimum Requirements : 4 assignments 750 – 1500 words each4 assignments 750 – 1500 words each 2 assessed teaching practice + lesson plans2 assessed teaching practice + lesson plans 2 observation forms,2 observation forms, 4 lesson plans4 lesson plans portfolioportfolio 6

7. THEORY SNAPSHOT AWARENESS 7

8. GLOSSARY http://www.cambridgeesol.org/assets/pdf/tkt_ glossary_august_2009_final.pdfhttp://www.cambridgeesol.org/assets/pdf/tkt_ glossary_august_2009_final.pdfhttp://www.cambridgeesol.org/assets/pdf/tkt_ glossary_august_2009_final.pdfhttp://www.cambridgeesol.org/assets/pdf/tkt_ glossary_august_2009_final.pdf 8

9. Methods and approaches (source: Eugene McKendry) (Richards & Rodgers 1985:17) METHOD Procedure Approach Design 9

10. Traditional Methods and approaches Grammar Translation Method Direct Method Audiolingualism 10

11. Methods and approaches “Designer” Methods The Silent WayThe Silent Way –Caleb Gattegno, Egyptian - ~1972 When Gattegno studied himself as a learner, he realised that only awareness can be educated in humans. His approach is therefore based on producing awareness rather than providing knowledge.When Gattegno studied himself as a learner, he realised that only awareness can be educated in humans. His approach is therefore based on producing awareness rather than providing knowledge. SuggestopediaSuggestopedia –Georgi Lozanov, Bulgarian - ~1971 The intended purpose of Suggestopedia was to enhance learning by lowering the affective filter of learnersThe intended purpose of Suggestopedia was to enhance learning by lowering the affective filter of learners TPR - Total Physical ResponseTPR - Total Physical Response –James Asher, American - ~1966 It looks to the way that children learn their native language.It looks to the way that children learn their native language. From Wikipedia 11

12. Methods and approaches The wholistic Approach (CLL)The wholistic Approach (CLL) (Community Language Learning) –The person as a whole The Communicative Approach (CLT)The Communicative Approach (CLT) –Notional – Functional Syllabi The Natural ApproachThe Natural Approach –Krashen, acquisition vs learning, ~1980 12

13. TEACHING PENDULUM GTM Silent Way 13

14. ECLECTICISM Making decisions on the basis of what seems best instead of following some single doctrine or style 14

15. A Vision of K-12 Students Today 15

16. 16 LEARNER CHARACTERISTICS

17. Visual learners learn best through seeing Auditoryhearing Kinaestheticusing the body Groupworking with others Individualworking alone Reflectiveconsidering choices Impulsiveresponding immediately LEARNING STYLES What kind of learner are you? http://www.vark-learn.com/english/page.asp?p=visual Source: The TKT Course, CUP. 2005 17

18. LEARNING STRATEGIES LanguageLearningStrategies RepeatingGuessingAskingDecidingRecordingParaphrasingExperimenting Source: The TKT Course, CUP. 2005 18

19. 19 LEARNER NEEDS

20. How to meet learner needs Choosing suitable: materials level-of language-and-skills topics workload ACTIVITIES approach-to-teaching treatment-of- individual-learners skills interaction-patterns feedback PACE language-and-skills learning- strategies Choosing suitable: materials level-of language-and-skills topics workload ACTIVITIES approach-to-teaching treatment-of- individual-learners skills interaction-patterns feedback PACE language-and-skills learning- strategies 20

21. 21 TEACHER’S ROLES

22. A “JUG AND MUG” TEACHER 22

23. Choose “A” or “B” or write “C” if you believe you should be in between AB I have all the information The syllabus, the exam, and the information are here for us to share It is my job to transmit knowledge to you I am not the fount of all knowledge I am responsible for your learning You are responsible for your learning It is my job to make sure that you work I am here to facilitate your learning by providing resources and support As the adult, and the professional, I have the expertise to make the right judgements and decisions about your learning I trust that you want to learn and will take responsibility for your own learning Source: Anita Szabo, CUP. 2000 23

24. Match, please PlannerPlanner InformerInformer ManagerManager MonitorMonitor InvolverInvolver Parent/FriendParent/Friend DiagnosticianDiagnostician ResourceResource  Comforts learners when they are upset or unhappy  Prepares and thinks through the lesson in detail before teaching it so that it has variety and there are appropriate activities for the different learners in the class  Makes sure all the learners are taking part in the activities  Can be used by the learners for help and advice  Gives the learners detailed information about the language or about an activity  Is able to recognise the cause of learners’ difficulties  Goes around the class during individual, pair and group work activities, checking learning  Organises the learning space, makes sure everything in the classroom is running smoothly and sets up rules and routines for behaviour 24

25. CELTA BOOK THE LEARNERS AND THEIR CONTEXTS 25

26. 26 CU NXT CLASS