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As usual, In unit 4, I have studied it and try to summarizes that. What ever levels of class es and how teacher arranges the study / the phase of lesson , There are four things that the students need to do with new languages : ( To understand its meaning, to understand how to construct it , to be able to practice , to be able to produce it .it is said Grammar is the trunk and branches of language , Vocabulary and functions are leaves and they add beauty and variety so that both are integrated each other , both canÂ’t be isolated because each needs each other in order to be appeal and attractive, A, Teaching Vocabulary Teaching vocabulary is very necessary for student in early stage, when students is motivated to learn basic words. As a rule LearnerÂ’s receptive ( words that the student know s but he doesnÂ’t use ) Vocabulary is much larger that his productive ( word s the student knows and he uses ) vocabulary , the student can usually more words than he can actively uses ; How easy or difficult vocabulary item depends on a number of factors : Similarity to studentÂ’s own language, similarity to English words that have already been known, spelling and pronunciation , appropriating . 1. Selecting vocabulary ; One of the biggest
problem of vocabulary teaching is how to select words to teach , al though teacher is guided by handy book. Criteria how to teach vocabulary : Appropriate to the student, appropriate to the task, frequency and coverage – how often are the students likely to use / come across the language and can it be applied to different situation ( The Co build English Dictionary gives some very helpful frequency information, Teach ability - for example beginner student s need very clear and visual language . 2. What do students need to known about vocabulary item ? ( Meaning – what it means . Use – how / when it is appropriate to use , word grammar - where it belongs, interaction – how it interacts and affects other words, spelling – how it is written, pronunciation how it is spoken. 3. Technique for teaching vocabulary : Engage : method can be used to help to engage the students to elicit and explain the meaning( realia, mime and action, picture, contrast, discussion, discovery), Study : it includes (gap – fill exercise, word searches cross words, watching exercise, example sentence , pronunciation exercise such as drilling, study form text and dialogues. Activate : it includes : Open class, simulation small group or pair discussion,
roleplay, simulation, story building , material production task, (poster advertisement etc ) , debate. 4. Typical ESA vocabulary lesson : A typical straight arrow structured vocabulary for house hold furniture vocabulary lesson for lover lesson students with the learning objective : at the end of lesson , the students will be able to use vocabulary associated with hose, and furniture. Engage : open the class activity where students share information where they live, the type of house that they live , rooms they have , student are ordered to bring picture, draw a floor plan to show other students. Study : Teacher show small text , play dialogue for describing their homes spelling meaning. Activate : Teacher tells small group or pair of student that they can design their perfect homes, complete with furnishing, money no object, later student present their house dream to the class and the class discussion on pros and cons of each house before B, Introducing grammar and structure. To study new language students have to know what the language means , how it used , what the grammatical form is, and how it is said and written ( Meaning – what the language means, Use - when / ho is used, Form and pattern - formulations of language , spoken and written form
( I am going to… becomes I am gonna … in spoken form ) 1, Technique for presenting and practicing language structure : ESA Method : Engage : Discussion, scenario building, prompting. Question and answer, using picture , drawing, real object, mime.etc. Study : Intonation and pronunciation pattern, looking at the language in context through text and dialogue, choral and individual repetition ( drilling ) ,gap fill, information gap, sentence word order activities ( unscramble, jumble sentence ,sentence building. Activate : Communication game, role – play, story building , discussion / debate. 2. Typical ESA grammar lesson; Atypical ESA patchwork grammar lesson for mid level student with learning objective at the end of lesson , students will be able to talk / write about films and books using in the simple past tense :effectively patchwork type : EASASA , Engage : students discuss favorite books / films , teacher has told them before .Activate : in Pair students write synopsis books / films. Study: From synopsis , analyze the usage of simple past tense and then reinforce meaning and pronunciation. Activate ; in group, students write short story from picture. Study : Group passes story to another group who uses simple past tense , and then discuss
error. Activate : Chain story communication game One student stars the story the next continues and so on C. Teaching language function, Typical ESA function lesson in this case ESA boomerang type lesson could be : EASA. Engage : Students talk in open class their favorite activities , why they like , how often they do, teacher get students to give opinion, Activate : Student go around class to find peer to join favorite activities, Study : Teacher and students listen to invitation dialogue on tape. Compare to the dialogue that they use and analyze way of inviting formally ‘ informally and accepting or rejecting. Activate: using new language student the role – play in pair. One wants a date with the other and invite s. The other isn’t keen on the date so that makes excuse . The winner is student who doesn’t run out of invitation / rejection ", This unit taught me some really useful appropriateness criteria to be followed regarding what and how to teach. After some years teaching and then getting in touch with methods you realize some of the things you used to do were all related to what's relevant for the student's learning process. It was also great to see some relevant topics regarding teaching vocabulary
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