Get this course

TEFL Course

120 Hour TEFL (Teach English as a Foreign Language) Course (001)


Content
  • TEFL COURSE TABLE OF CONTENTS
  • TEFL COURSE TABLE OF CONTENTS
  • Welcome and Introduction
  • Welcome and Introduction
  • Module 1: The TEFL World – A Brief Overview
  • Module 1: The TEFL World – A Brief Overview
  • 1.1. Frequently Used Acronyms/Terms in the TEFL World
  • 1.2. Some Fundamental Features of the English Language
  • 1.3. A Very Brief History of Some ELT Methods
  • 1.4. Full Focus on Communicative Language Teaching (CLT)
  • 1.5. L1 and L2 Learning, and Second Language Acquisition
  • 1.6. Key Influences on L2 Learning
  • 1.7. Very Effective L2 Learning Strategies
  • Quiz 1
  • Module 2: Grammar – The Basics
  • Module 2: Grammar – The Basics
  • 2.1. Two Types of Grammar Teachers in the TEFL Arena
  • 2.2. What Do We Mean by the Term ‘Grammar’?
  • 2.3. Key Reasons for Teaching Grammar
  • 2.4. Myths about Teaching Grammar
  • 2.5. English Language Grammar: Word Classes (9 Parts of Speech)
  • 2.6. Verb Tenses and All-Tenses Chart (1/6)
  • 2.6. Verb Tenses and All-Tenses Chart (2/6)
  • 2.6. Verb Tenses and All-Tenses Chart (3/6)
  • 2.6. Verb Tenses and All-Tenses Chart (4/6)
  • 2.6. Verb Tenses and All-Tenses Chart (5/6)
  • 2.6. Verb Tenses and All-Tenses Chart (6/6)
  • Quiz 2
  • Module 3: What Makes a Competent EFL Teacher?
  • Module 3: What Makes a Competent EFL Teacher?
  • 3.1. What Makes a Competent EFL Teacher? (1/2)
  • 3.1. What Makes a Competent EFL Teacher? (2/2)
  • 3.2. A Competent EFL Teacher Aids Learning In & Out of Class
  • 3.3. Helping Students to Build a Growth Mindset for Lifetime Success
  • 3.4. Students’ and the Teacher’s Expectations of Each Other
  • 3.5. There’s More to the Teacher Role Than You Might Think (1/2)
  • 3.5. There’s More to the Teacher Role Than You Might Think (2/2)
  • 3.6. Peer Teacher Observations
  • 3.7. Co-Teaching
  • 3.8. Getting to Grips with the School Syllabus
  • 3.9. Choosing, Adapting and Creating Materials
  • 3.10. Learner Levels
  • 3.11. Preparing Students for International Exams
  • 3.12. False Beginners Versus Absolute Beginners
  • 3.13. Practical Tips for Teaching the Beginner Level
  • 3.14. An Introduction to Lesson Planning (1/2)
  • 3.14. An Introduction to Lesson Planning (2/2)
  • Quiz 3
  • Module 4: Understanding Your EFL Learners
  • Module 4: Understanding Your EFL Learners
  • 4.1. Motivation
  • 4.2. Key Elements of Motivation
  • 4.3. The Relationship between Motivation and Language Learning
  • 4.4. Recognising a Motivated Learner
  • 4.5. How to Influence and Drive Learner Motivation
  • 4.6. How to Identify an Effective Learner in Your Class
  • 4.7. Learners’ Learning Preferences
  • 4.8. The VAK Approach
  • 4.9. Different Learning Strategies
  • 4.10. Learner Autonomy
  • 4.11. The Plateau Effect
  • Quiz 4
  • Module 5: Getting to Grips with English Grammar
  • Module 5: Getting to Grips with English Grammar
  • 5.1. Identifying Grammar Differences in Some Countries
  • 5.2. Teaching English to Native-Spanish Students
  • 5.3. Main Parts of a Sentence (1/2)
  • 5.3. Main Parts of a Sentence (2/2)
  • 5.4. Conditionals
  • 5.5. Modals (1/2)
  • 5.5 Modals (2/2)
  • 5.6. Voice, Mood and Theme
  • 5.7. Cohesion
  • 5.8. Register
  • 5.9. Teaching Grammar (1/2)
  • 5.9. Teaching Grammar (2/2)
  • 5.10. Making an Effective Grammar Presentation
  • 5.11. Inductive and Deductive Presentations
  • 5.12. Different Modes of Presenting Grammar to Learners
  • 5.13. Drilling
  • 5.14. Correcting Grammar Orally
  • 5.15. Some Practical Grammar Activities
  • 5.16. Very Reliable Reference Materials
  • Quiz 5
  • Module 6: Some Challenging English Language Elements
  • Module 6: Some Challenging English Language Elements
  • 6.1. Phonological Awareness
  • 6.2. Phonemic Awareness
  • 6.3. Phonological and Phonemic Awareness Activities
  • 6.4. Pronunciation
  • 6.5. Teaching Pronunciation
  • 6.6. Lexis and Vocabulary
  • 6.7. Selecting Relevant and Appropriate Vocabulary
  • 6.8. Other Aspects of Language
  • 6.9. Vocabulary Activities and Recycling
  • 6.10. Connotation and Denotation
  • 6.11. Appropriacy in Relation to Cultural Contextualisation
  • 6.12. Word Formation
  • 6.13. Word Relationships
  • 6.14. Phrasal Verbs, Idioms and Collocations
  • 6.15. Language Functions
  • 6.16. Language Analysis
  • Quiz 6
  • Module 7: Teaching Listening, Speaking, Writing and Reading
  • Module 7: Teaching Listening, Speaking, Writing and Reading
  • 7.1. Teaching Listening (1/2)
  • 7.1. Teaching Listening (2/2)
  • 7.2. Teaching Speaking (1/2)
  • 7.2. Teaching Speaking (2/2)
  • 7.3. Teaching Writing (1/3)
  • 7.3. Teaching Writing (2/3)
  • 7.3. Teaching Writing (3/3)
  • 7.4. Teaching Reading (1/2)
  • 7.4. Teaching Reading (2/2)
  • Quiz 7
  • Module 8: Superior Lesson Planning and Lesson Delivery
  • Module 8: Superior Lesson Planning and Lesson Delivery
  • 8.1. Introduction to Lesson Planning
  • 8.2. Lesson Objectives and Goals
  • 8.3. Various Lesson Objectives
  • 8.4. Purpose and Principles of Lesson Planning
  • 8.5. Deciding What to Present for Learning
  • 8.6. Logical and Sequenced Planning
  • 8.7. Main Components of a Lesson Plan
  • 8.8. 5 Step Lesson Plan and Explanation of the 5 Key Steps (1/2)
  • 8.8. 5 Step Lesson Plan and Explanation of the 5 Key Steps (2/2)
  • 8.9. Full Example of the 5 Step Lesson Plan in Action, Plus Lesson Worksheets 1
  • 8.9. Full Example of the 5 Step Lesson Plan in Action, Plus Lesson Worksheets 2
  • 8.10. Controlled and Uncontrolled Exercises/Activities
  • 8.11. Evaluate – Check – Reflect
  • 8.12. Following and Adapting Your Lesson Plan
  • 8.13. Planning Time
  • 8.14. Post-Lesson Reflection and Evaluation
  • 8.15. Future Lesson Planning
  • Quiz 8
  • Module 9: Essential Skills in Everyday Teaching
  • Module 9: Essential Skills in Everyday Teaching
  • 9.1 Paralinguistics
  • 9.2. Using the Board
  • 9.3. TTT, Eliciting, Concept Checking, Giving Instructions and Questioning 1
  • 9.3. TTT, Eliciting, Concept Checking, Giving Instructions and Questioning 2
  • 9.4. Feedback and Correction
  • 9.5. Fossilisation
  • 9.6. Testing and Assessment (1/3)
  • 9.6. Testing and Assessment (2/3)
  • 9.6. Testing and Assessment (3/3)
  • 9.7. Supplementary Materials (1/2)
  • 9.7. Supplementary Materials (2/2)
  • 9.8. Practical Tips for Developing Your Own Material
  • 9.9. Visual Aids and Realia
  • 9.10. Teaching in the Multicultural Classroom
  • 9.11. Ensuring Your Teaching is Balanced and Neutral (Politically Correct)
  • 9.12. Common Sounds and Words that Your Students may Struggle With
  • 9.13. Teaching from a Textbook
  • 9.14. Effective Use of Technology in Your Classroom
  • 9.15. How to Teach English Online (1/2)
  • 9.15. How to Teach English Online (2/2)
  • 9.16. Presenting Online Classes to Younger Learners
  • 9.17. Making Effective Use of Materials when Teaching Online
  • Quiz 9
  • Module 10: Effective and Efficient Classroom Management
  • Module 10: Effective and Efficient Classroom Management
  • 10.1. Setting Up Your Classroom
  • 10.2. Building and Using Daily Routines in the Classroom
  • 10.3. Using Vocal Cues
  • 10.4. Learner Interaction Patterns (1/2)
  • 10.4. Learner Interaction Patterns (1/2)
  • 10.5. Managing and Teaching Very Large Classes (1/2)
  • 10.5. Managing and Teaching Very Large Classes (2/2)
  • 10.6. Positive Reinforcement
  • 10.7. Classroom Discipline
  • 10.8. Classroom Dynamics
  • 10.9. Pacing
  • 10.10. Handling Cultural Issues in the Classroom
  • 10.11. Your Professional Responsibilities in the Workplace
  • Quiz 10
  • Module 11: Teaching Young Learners – An Introduction
  • Module 11: Teaching Young Learners – An Introduction
  • 11.1. Who are Young Learners?
  • 11.2. Key Learning Principles
  • 11.3. General Differences between ‘Younger’ and ‘Older’ Young Learners
  • 11.4. Affective Factors in L2 Learning
  • 11.5. Fossilisation in L2 learning
  • 11.6. How to Approach Teaching Grammar and Lexis (1/3)
  • 11.6. How to Approach Teaching Grammar and Lexis (2/3)
  • 11.6. How to Approach Teaching Grammar and Lexis (3/3)
  • 11.7. Teaching "Younger" Young Learners: Listening, Speaking, Reading, Writing 1
  • 11.7. Teaching "Younger" Young Learners: Listening, Speaking, Reading, Writing 2
  • 11.7. Teaching "Younger" Young Learners: Listening, Speaking, Reading, Writing 3
  • 11.8. Phonological and Phonemic Awareness
  • 11.9. Total Physical Response
  • 11.10. Assessing Young Learners
  • 11.11. Stories (1/3)
  • 11.11. Stories (2/3)
  • 11.11. Stories (3/3)
  • Quiz 11
  • TEFL COURSE CONCLUSION
  • TEFL COURSE CONCLUSION
  • Final Assessment
  • MOVING FORWARD
Completion rules
  • All units must be completed
Back