Nicaragua TEFL Class Curriculum

TEFL course curriculum is the same curriculum for the
4 week class, 11 week Online class and the Hybrid class.

Unit 1:

Unit 1 – Module 1: Grammar

  • Deductive Analysis
  • Grammar Rules
  • Form and Meaning
  • Language Purpose
  • Appropriacy and Register
  • Language Choice
  • Language as Text and Discourse
  • Genre and Grammar
  • Choosing Words

Unit 1 – Module 2: Pronunciation, Stress and Intonation

  • Pronunciation
  • The Elements of Pronunciation – AIM
  • Intonation
  • Intonation Patterns
  • Stress and Sentence Stress
  • Weak Forms
  • Stress-Timing
  • Sounds of the Language/Phonology
  • Unstressed Syllable – Shwa
  • Vowels and Consonants
  • Being a Pronunciation Teacher
  • Using Dialogues
  • Teaching Pronunciation
  • Problems with Teaching Pronunciation
  • When to Teach Pronunciation
  • Helping Individual Students
  • Working with Sounds
  • Phonemic Chart

Unit 1 – Module 3: Lexis

  • Lexis Defined
  • Selection and Formation
  • Word Stems and Parts of Speech
  • Prefixes and Suffixes
  • Synonyms and Antonyms
  • Teaching Groups of Words
  • Appropriate Language
  • Teaching Vocabulary
  • Computer Corpora
  • Word Meaning
  • Extending Word Use
  • Word Combinations

Unit 2:

Unit 2 – Module 1: The Basic Principles of TESOL

  • Relationships with your Students
  • Giving the Students Confidence
  • Using Realistic Language
  • Shortened Forms and Accents
  • Keeping the Students’ Interest
  • L.T.T.T. – Limit Teacher Talking Time
  • Correction
  • Visual Aids
  • Class Levels
  • Exams
  • Use of Mother Tongue
  • Age of Students
    • Young Children
    • Adolescents
    • Adult Learners
  • Learner Differences
  • Good Learner Characteristics
  • Learner Styles and Strategies
  • Individual Variations
  • What to do about Individual Differences
  • Language Levels
  • Language, Task and Topic
  • Motivation
  • External Sources of Motivation
  • Components of Motivation
  • Approaches to Teaching
  • The Structural Approach
  • The Communicative Approach
  • Effectively Teaching Communication
  • Communicative Movement
  • One to One Teaching
  • Approaches, Methods, Procedures and Techniques
  • Presentation, Practice, and Production
  • Alternative to PPP
  • Four Teaching Methods
  • Communicative Language Teaching (CLT)
  • Task-Based Learning (TBL)
  • The Lexical Approach
  • What Methodology?

Unit 2 – Module 2: Listening and Reading

  • The Skills – Introduction
  • Skills and the Textbook
  • Listening Skills
  • Different Kinds of Listening – Intensive Listening
  • Extensive Listening
  • Available Materials
  • Extensive Listening
  • Intensive Listening: Using Audio Material
  • Who Controls the Recorded Material?
  • Intensive Listening: Live Listening
  • Intensive Listening: The Roles of the Teacher
  • Film and Video
  • Viewing Techniques
  • Listening (and mixed) Techniques
  • Listening Lesson Sequences
  • Reading in a Foreign Language
  • Dictionary Use
  • Types of Reading
  • Types of Texts
  • Exploiting Texts
  • Extensive and Intensive Reading
  • Extensive Reading
  • Intensive Reading: The Roles of the Teacher
  • Intensive Reading: The Vocabulary Question
  • Intensive Reading: Letting the Students In
  • Examples of Reading Sequences

Unit 2 – Module 3: Speaking and Writing

  • Speaking Introduction
  • What Does it Mean to Speak Well?
  • Setting up Speaking Skills Activities
  • Activities
  • Feedback
  • Students and Speaking
  • The Roles of the Teacher
  • Classroom Speaking Activities
  • Communication Games
  • Discussion
  • Other Activities
  • Speaking Lesson Sequences
  • Writing
  • Teaching Writing Skills
  • Before, During and After Writing Activities
  • Approaches to Student Writing
  • The Roles of the Teacher
  • Writing Lesson Sequences

Unit 2 – Module 4: Visual Aids

  • Audio-Visual Aids
  • Realia
  • Board – Black or White
  • Board Mistakes
  • Blackboard
  • Flashcards and Wall Charts
  • Overhead Projector (OHP)
  • Audio Recording and Playback Equipment
  • The Interactive Whiteboard
  • The Language Laboratory, SACs and Computer Suites
  • Computer-Based Presentation Technology
  • Searching the Internet
  • Practicing Language Online
  • What to Choose: Five Questions
  • Your Syllabus or Textbook
  • Assessing
  • Adapting
  • Axing and Adding
  • Designing Course Materials
  • Syllabus Design
  • Different Syllabi
  • The Coursebook

Unit 2 – Module 5: Error

  • Psycholinguistics
  • Attitudes Towards Error
  • Error Analysis
  • Interpretation of Errors
  • Ways of Marking Errors
  • Grouping Errors
  • Selective Marking
  • Responding to Comment
  • Teachers Assessing Students
  • Students Assessing Themselves
  • Feedback During Oral Work
  • Accuracy and Fluency
  • Feedback During Accuracy Work
  • Feedback During Fluency Work
  • Feedback on Written Work
  • Correcting
  • Involving Students
  • Finishing the Feedback Process
  • Varying the Amount and Way of Marking

Unit 3

Unit 3 – Module 1: Classroom Management and Assessment

  • Basics of Everyday Class Management
  • Whole-Class Teaching and Grouping
  • Seating Whole-Group Classes
  • Individualized Learning
  • Pairwork
  • Groupwork
  • Ringing the Changes
  • Organizing Pairwork and Groupwork
  • Creating Pairs and Groups
  • Procedures for Pairwork and Groupwork
  • Troubleshooting
  • Additional Aims of TESOL
  • Promoting Autonomy
  • Learner Training, Learner Autonomy
  • Thinking about Learning
  • Taking Over
  • Learning Journals
  • Forcing Agency?
  • The Self-Access Centre (SAC)
  • After (and outside) the Course
  • Training Students to Continue Learning
  • Questions
  • What Kind of Questions?
  • Managing Students
  • How Can We Differentiate Work?
  • Managing Interruptions
  • Behavior Norms
  • How Teachers Can Ensure Successful Behavior
  • Modifying Problem Behavior
  • Learning Styles
  • Processing Information
  • Assessment
  • Ways of Assessing Your Students’ Progress
  • Test Writing
  • Testing
  • Characteristics of a Good Test
  • Types of Test Items
  • Direct Test Item Types
  • Writing Tests
  • Marking Tests
  • Teaching for Tests

 Unit 3 – Module 2: Lesson Strategies and Planning

  • Lesson Planning
  • Long Term Planning (Over a term or year)
  • Planning Within a Section of Work
  • Day to Day Lesson Planning
  • Parts and Stages of a Lesson
  • Introduction/Warm Up/Revision
  • Presentation
  • Practice and Production
  • Plenary or Whole Class Review
  • Time Management
  • Planning for Group Work
  • Planning Review
  • Lesson Planning Appendix

 

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