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TEACHING NEW LANGUAGE VOCABULARY, GRAMMAR AND FUNCTIONS Generally, when it comes to new language, students need to be exposed to it, understand itÂ’s meaning, understand how its constructed and finally be able to practice and produce it, irrespective of the level of the class or how the teacher decides to arrange the study phase of the lesson. Students should be introduced to a new language in a balanced and manageable way as grammar, vocabulary and functions will not appear, well, complete and attractive in a language without the other. The ESA method can be applied to introduce new language for instance lessons that are grammar based or vocabulary based commonly use the straight arrow method while functions based lesson will commonly use boomerang or patchwork ESA structures. This is not a rule. An effective teacher has to think about an effective structure. 1. Teaching vocabulary The easiness or difficulty of a vocabulary item will largely depend on a number of factors such as: similarity to the students own language, similarity to English words already known, spelling and pronunciation and appropriacy. Vocabulary is very important to the students especially at the early stages when the students are motivated to learn the basic words they need to get by in the language. a. Selecting
Vocabulary The following criteria as understood can be used for selecting the vocabulary to teach the students. This is as below; Appropriacy to the students, appropriacy to the task, frequency and coverage i.e. how often the students are likely to use or come across the language, and the possibility to be applied in different situations and finally teachability whereby beginner students will need clear and visual language. Unlike grammar which has a consensus about what grammatical structures should be taught at which levels, the same is not true for vocabulary as one of its biggest problems is how to select the vocabulary to use. b. What students need to know about a vocabulary. Students need to know the following about a vocabulary; They need to know the meaning of the vocabulary i.e. what it means, the use of the vocabulary i.e. how and when it is appropriate to use, word grammar i.e. where it belongs, Interaction i.e. how it interacts and affects other words, spelling i.e. how it is written and then the pronunciation i.e. how it is spoken. c. Vocabulary teaching techniques The following are some of the techniques for teaching vocabulary as understood Engage phase The following methods as understood can be used to help engage the students and to
elicit or explain meaning. Realia, mime and action, pictures, contrast, discussion, discovery. Study phase Study phase activities as understood can include; Gap-fill exercise, word searchers, crosswords, matching exercises, example sentences, pronunciation exercises such as drilling, and finally study from texts and dialogues. Activate stage The Activate stage of a vocabulary lesson as understood may include activities such as ; open class ,small group or pair discussion, role play, simulation, story building, material production task(poster, advisement etc) and finally debate. A typical ESA straight arrow method vocabulary lesson could be carried out as in the example given in the unit or any other examples as there are many other ways of achieving the same end. Engage-Study-Activate 2. Introducing Grammatical structures The new language structures the teacher introduces are largely determined by the level of the class and the course syllabus being used. However in all classes, the students need to know the following; the meaning of the language, the use of the language, forms and patterns of the language, spoken and written forms of the language. a. Techniques for presenting and practicing language structure Engage Phase At engage phase of the lesson, the following techniques
can be applied; discussion, scenario building, prompting, question and answer, using pictures, drawings, real objects, mime etc. Study phase At study phase, the following techniques can be applied; Intonation and pronunciation patterns, looking at the language in context through texts and dialogues, choral and individual repetition (drilling), Gap fills, information gaps, Sentence word order activities (unscramble jumbled sentence) and finally sentence building. Activate stage At activate stage of the lesson, the following techniques can be applied, communication games, role- play, story building, discussion or debate. b. Atypical ESA grammar lesson. Atypical ESA patchwork grammar lesson for mid level students with a learning objective. At the end of the lesson students will be able to talk or write films and books using the past tenses. ESA patchwork structure example can be seen as used in the unit or any other example can be used using the patchwork ESA structure. Engage-Activate-study-Activate-study -activate 3. Teaching Language functions. As well as vocabulary and grammar, language also consists of functions. Language functions as understood include areas such as inviting, refusing, agreeing and disagreeing, suggesting etc. Teaching language functions also includes the
appropriacy of the language in terms of the kind of language they use. Formal, informal, tentative, technical etc. Language functions will stress the need for activation of language and is perhaps most effectively used with the boomerang and patchwork type ESA lessons seen in unit 3. 3. Atypical ESA function lesson. For instance using the function inviting, a boomerang structure can be used as seen in the example given in the unit. Many other functions can be used as examples too. Engage-Activate-Study-Activate ", Class debate is not suitable study phase.Using pictures to elicit the meaning of words is a way of encouraging new vocabulary and suitable for the Engage phase.Gap fill activity is not suitable for the activate phase for presenting new language, Class debate is not suitable study phase.Using pictures to elicit the meaning of words is a way of encouraging new vocabulary and suitable for the Engage phase.Gap fill activity is not suitable for the activate phase for presenting new language .Engage- Study -Study-Engage-Study-Active is a possible Patchwork ESA structure., Class debate is not suitable study phase.Using pictures to elicit the meaning of words is a way of encouraging new vocabulary and suitable for the Engage phase.Gap fill activity is not suitable
for the activate phase for presenting new language .Engage- Study -Study-Engage-Study-Active is a possible Patchwork ESA structure.Engage- Study-Active show a possible Straight Arrow ESA structure., In this unit we learned about how it would be most effective to introduce new vocabulary into a curriculum based on experience with the language. They gave examples of different approaches based on the Engage
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