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Apply Now!Home / TEFL Certification / TESOL Cowaramup
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Hopefully the videos were as helpful as they were meant to be. I have tried very very hard to have an excellent score, but I seem to be falling short of my intended goal. The video attached to this lesson was extremely dry, but was productive as to the necessary points. The unit contained the following information that I have put in outline form. I hope my typing is up to par. This is how I study all of my lessons so far. 4 RECEPTIVE SKILLS *READING AND LISTENING, *SPEAKING AND WRITING TWO BASIC CATEGORIES *FOR A PURPOSE *FOR ENTERTAINMENT *sometimes the 2 categories mix and cross. It is pleasurable, but also has a purpose (reading a tour guide book of a place we will visit. It is not just reading and listening but understanding of the context. PREDICTIVE SKILLS: predicting the content of an article from a headline. SPECIFIC INFO==-SCANNING: we listen for specific info. We look for the scores, don't read the whole paper. We listen to the news for a certain story and then “we tune in” GENERAL IDEA-SKIMMING:just listening for the gist, to get a general idea. DETAILED INFO: sometimes we want every detail and we concentrate, ie: directions to some place. PROBLEMS WITH LISTENING AND READING”: mainly in connection with the language of the text, tipic
and tasks. Language: Length of sentence, unfamiliar words, and word length. Seeing it on paper often helps through context. Listening is much harder, only heard once, not seen. A lot can be missed PRE-TEACHING VOCABULARY Just as it sounds, help with hard words, concepts and other obstacles before they start the test. Balance is needed between learning every word and getting the meaning from a general context reading. CAREFUL SELECTION OF TEXTS *Authentic texts: Not designed for language students *Non- authentic texts: These ARE designed for language students. TOPICS Topics can motivate.If the topic is boring it will not engage. Choose carefully both topic and tasks.. A variety is needed over time to engage. Get to know your students CREATE INTEREST Discuss the tipic in a lively fashion, show pictures, what ever it takes. TASKS Comprehension tasks to promote understanding. Jigsaws work well, as do jumbled texts and the students put them in the right order. You can even jumble 2 stories together. OUTLINE OF TYPICAL RECEPTIVE SKILLS LESSON (PATCHWORK) ex: students listen to a text about the life of Elvis Presley.. Objective is to learn more about his life and be able to write one or two paragraphs about him. ENGAGE: Start by have the class listen to one
of his songs.....”who is this? What would you like to know about him?. Have them quickly read a text to see if it answered their questions STUDY: preteach voca that will likely create problems. A practice exercise or two to check understanding and pronunciation. ENGAGE:Do students know any of his other songs. Play the songs of their choice. STUDY: Students read the text, answer the conprehension tasks based on the text and true and false questions. Students compare answers in pairs and feedback. ACTIVATE: Remove texts from the view of students and ask them to write a brief review of the life of Elvis. Students work in pairs and feedback to class. STUDY: Deal with any language problems. Allow access to the text again and discover the meaning of 5 more unknown words ACTIVATE: In pairs students write a brief account of a famous person without mentioning his/her name. Each pair reads out and other class members try to guess who it is? BASIC OUTLINE: *CHOOSE materials that interest and motivate *Build interest before reading *Pre-teach complex vocabulary or sturctures, don't overdo it *Vary the type of material *Use the material to practise different skills *Use realistic comprehension taske that aid understanding Making comparisons-what
people wear. Examples of clothing in England, tennis matches.... MAKING COMPARISONS more than, less than, as.... ---------------------------------------------------------------------------- Receptive skills are READING AND LISTENING Productive skills are SPEAKING AND WRITING. Before the lesson begins the teacher needs to know the following: *what do you want the students to do and why *what do the students already know? Pre-teaching needed? *Prepare materials and instructions ahead of time. In the engage phase we need to create a need or desire to speak. Make sure the students have the knowledge of language that they need for the activity Engage in pairs, it is better for the students. Reduces stress from only one. *ask about the weather in their country and do they know about the weather in any other country? *listen to their comments and engage them to participate freely. STUDY PHASE MUST FOCUS ON ACCURACY OF LANGUAGE *controlled speaking used here in this phase guided activity can be used here too, but it is not as grammar perfect *perhaps necessary to PRETEACH any gaps noticed from the engage stage,..... words, comprehension, etc. *leave the info on the board as an aid. *Do study activities to check understanding--maybe gap fill activities or
matching. Demo. The activities to show how it's done. * ACTIVATE STAGE FOCUS' ON FLUENCY *guided activity is used in this phase *creative activity is used in this phase as well. *get them to use the proper grammar. Demo the proper use. *form pairs to help them. *give each pair a blank card and have them write a country and a month of the year. *collect the cards and mix them up and give them out to different pairs. *ask them to create a weather forecast for the new country. SECOND OF THE SKILLS- WRITING SKILLS *more formal than speaking usually sub-skills-- *handwriting, --individual *spelling, -challenges between homonyms *punctuation-challenging for foreign students. Sometmes there is NO correlation from their language Different types of writing in these sub-skills. *situational: ie- postcards, formal letter, email *creative--stories, dialog for plays, poetry TYPICAL WRITING LESSON --ESA-- STRAIGHT ARROW ENGAGE: show picture of a newspaper or magazine *ask questions, ie: what is happening now what was happening before this picture took place? What will happen after? STUDY PHASE: cartoon strip, draw one....speech bubbles for your stick figures boxes in the bottom of each box is for comments as to what is happening. 1St
study activity- has the dialog or description missing 2nd study activity has the reverse. And the students fill in what is missing. ACTIVATE PHASE give cartoon strip to students without language or dialog, have them fill them in. ---------------------------------------------------------------- RECEPTIVE SKILLS: READING: why do we read? *entertainment *or purpose SUB-SKILLS of this area (example of reading the instructions of our new camera (detailed reading) *We usually scan, not deep read *skimming reading * READING FOR PREDICTION * reading various texts we can say what the next one will be... *deduction reading POTENTIAL PROBLEMS: ie: * reading each word as a separate thing and miss the overall meaning. *long sentence add to confusion *structure of article--formal, casual? LISTENING: *it comes in a stream and can not stop it and go back *info comes to quickly--speed of speech *sometimes OUR accents causes confusion. THINK OF WAYS TO AVOID THE ABOVE PROBLEMS *pre-Teach the required vocab. *Careful selection of texts-- usually authentic (real). Make sure it is not too compliated *create interest before you start the actual lesson TYPICAL RECEPTIVE SKILLS LESSON (PATCHWORK LESSON_) ENGAGE:play a song
from Elvis Presley *do they know who this is? Anything about him? *what would they like to know about him? *introduce the text, but only skim, do not read completely only a few minutes. This will be their study phase. STUDY PHASE: pre-teach some land (Graceland , etc.) *check for understanding. 1St ENGAGE: read the first text that we were using, this time for comprehension. *once they have completed the reading for their comprehension then it is time to go one to their study phase 2 STUDY PHASE 2: ask a series of comprehension question by using the work sheets. *demo the activity, make sure they understand any possible problems, answer them. And then give out the material. ACTIVATE PHASE 1st.-- *ask them to write a short biography for Elvis *then have them read their biographies and compare and correct any common errors *study the errors as a group and correct. ACTIVATE PHASE 2nd -- *put them into pairs and ask them to write an autobiography of a famous person person that does not contain the name of the person they are writing about..... “Mystery Person” *get them to read out their biographies and get the class to guess who USE OF GAMES IN THE CLASSROOM *3 COMPONENTS *RULES *TEACHING POINT *AN ELEMENT OF FUN EVERYTHING
FROM COMPETITIVE TO COOPERATIVE TIC/TAC/TOE (noughts and crosses) *number each square 1-9 *create 2 teams * create 9 questions that are related to todays lesson, they can pick a number and then answer the corresponding question. *teams will be playing tic/tac/toe/ as they answer their questions JEOPARDY *make a grid 4 (across) by 6 (up and down), and a separate box of 6 that will create 6 levels of questions for the game. *label each of the rows (4x6) with categories.... tenses, modals, vocab., conditionals * they can choose the level and the categories and X out the boxes they answer for their score. * SPEAKING SKILLS LESSON *why do we speak to each other? A need or a desire ACCURACY -VS- FLUENCY *both important
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