120-hour TEFL/TESOL Online Course from ITTT
The 120-hour TEFL/TESOL online certification course is our most popular course format. Complete 20 exciting units on teaching English as a foreign language and receive your hard-copy embossed TEFL/TESOL certificate via mail. This certification enables you to travel the world and live abroad teaching English.
Below you can read feedback from an ITTT graduate regarding one section of their online TEFL certification course. Each of our online courses is broken down into concise units that focus on specific areas of English language teaching. This convenient, highly structured design means that you can quickly get to grips with each section before moving onto the next.
False Beginners
Beginners that have already studied some English at some point in their lif.
Most of these learners have studied English at school, many for a number of year.
These learners have usually had some contact with English since their schools years, but feel that they have little command of the language and therefore want to begin 'from the top.
Absolute Beginners These are learners who have had no contact with English at al.
They often come from developing nations and often have had very little educatio.
These students are often more challenging to teach as the teacher cannot expect learners to understand even a minimal amount of Englis.
The question, ?How are you?', will not be understood and the teacher must begin at the very beginning, usually with no common language with which to explain the basic.
Naturally, a teacher starts with the basics but considers what they?ll need to know firs.
Does it make sense to start with a list of foods in English? Or colors or numbers? Probably no.
What they need to know first is how to introduce themselves and greet other.
Give priority to the language they will need first and foremos.
Absolute beginners will tell you they don?t speak English ? until the very end of the cours.
What they?re thinking is that they don?t speak English fluently, or like you, for exampl.
But make sure they?re aware of what they can d.
Adult Beginners; Students need to speak out loud by themselves and not just follow along in their heads while someone else speak.
It isn?t good enough for them to only mumble along with the crowd as in a drilling exercis.
Here are some possible speaking opportunities that you can provide your students: ? Stand up in front of the class and spea.
(This is good practice for the speaking part of exams such as IELTS, TOEFL or TOEI.
) ? Stand up in front of the class with a partner and present something togethe.
? Be part of a group presenting a drama or role-play in front of the clas.
? Take part in a whole class discussion or debat.
(Make sure everyone participate.
Often the quieter students will sit back and not participate in thi.
) ? Be involved in pair work where every student must talk with a partne.
? Be involved in small group discussions where individual students are less likely to get left ou.
Young Beginners; Especially with beginners, it is important to go slowl.
There is a steep learning curve at the very beginning of their studies especially if you are the first to introduce them to the alphabe.
Try to introduce manageable chunks of information and do not add in more information until your students are comfortable with what they have already covere.
This may mean that they are not able to understand the purpose of learning certain things initially but perhaps after a few lessons on a topic, you can help put it all together and then they will be amazed at how much they have learne.
For example, in one lesson you may teach your students the words I, you, he/she/it and what they mean but they cannot make sentences with this vocabulary until you give them some verbs to work with which may not be appropriate until a later lesso.
Business English, English is essential if you want to get ahead in today?s fast-paced global econom.
And because we know that using English at work is different from general, conversational English, these classes have been specifically designed by teacher.
Teachers try to arm with the skills he requires to communicate effectively and confidently in the world?s business languag.
They do not teach them busines.
Much of the English communication that takes place within business circles all over the world occurs between non-native speaker.
In cases such as these, the object of the exercise is efficient and effective communicatio.
The strict rules of grammar are in such cases sometimes ignored, when, for example, a stressed negotiator's only goal is to reach an agreement as quickly as possibl.
Business English means different things to different peopl.
For some, it focuses on vocabulary and topics used in the worlds of business, trade, finance, and international relation.
For others, it refers to the communication skills used in the workplace and focuses on the language and skills needed for typical business communication such as presentations, negotiations, meetings, small talk, socializing, correspondence, report writing, and a systematic approac.
In both of these cases it can be taught to native speakers of English, for example, high school students preparing to enter the job marke.
The monolingual and multilingual classes; Students in a monolingual class speak the same first language and will share most aspects of a cultur.
Monolingual classes can be compared to multilingual ones, where there are a variety of first language.
Example Monolingual classes are typically found in schools in the learners' own countr.
In the classroom In a monolingual class, there may be more use of L1, which can create problems but can be a useful tool, .
.
translation can be used when necessar.
There is also a shared culture, which a teacher can exploi.
The learners may have similar learning strategies, and similar problems learning the target languag.
Most of these learners have studied English at school, many for a number of year.
These learners have usually had some contact with English since their schools years, but feel that they have little command of the language and therefore want to begin 'from the top.
Absolute Beginners These are learners who have had no contact with English at al.
They often come from developing nations and often have had very little educatio.
These students are often more challenging to teach as the teacher cannot expect learners to understand even a minimal amount of Englis.
The question, ?How are you?', will not be understood and the teacher must begin at the very beginning, usually with no common language with which to explain the basic.
Naturally, a teacher starts with the basics but considers what they?ll need to know firs.
Does it make sense to start with a list of foods in English? Or colors or numbers? Probably no.
What they need to know first is how to introduce themselves and greet other.
Give priority to the language they will need first and foremos.
Absolute beginners will tell you they don?t speak English ? until the very end of the cours.
What they?re thinking is that they don?t speak English fluently, or like you, for exampl.
But make sure they?re aware of what they can d.
Adult Beginners; Students need to speak out loud by themselves and not just follow along in their heads while someone else speak.
It isn?t good enough for them to only mumble along with the crowd as in a drilling exercis.
Here are some possible speaking opportunities that you can provide your students: ? Stand up in front of the class and spea.
(This is good practice for the speaking part of exams such as IELTS, TOEFL or TOEI.
) ? Stand up in front of the class with a partner and present something togethe.
? Be part of a group presenting a drama or role-play in front of the clas.
? Take part in a whole class discussion or debat.
(Make sure everyone participate.
Often the quieter students will sit back and not participate in thi.
) ? Be involved in pair work where every student must talk with a partne.
? Be involved in small group discussions where individual students are less likely to get left ou.
Young Beginners; Especially with beginners, it is important to go slowl.
There is a steep learning curve at the very beginning of their studies especially if you are the first to introduce them to the alphabe.
Try to introduce manageable chunks of information and do not add in more information until your students are comfortable with what they have already covere.
This may mean that they are not able to understand the purpose of learning certain things initially but perhaps after a few lessons on a topic, you can help put it all together and then they will be amazed at how much they have learne.
For example, in one lesson you may teach your students the words I, you, he/she/it and what they mean but they cannot make sentences with this vocabulary until you give them some verbs to work with which may not be appropriate until a later lesso.
Business English, English is essential if you want to get ahead in today?s fast-paced global econom.
And because we know that using English at work is different from general, conversational English, these classes have been specifically designed by teacher.
Teachers try to arm with the skills he requires to communicate effectively and confidently in the world?s business languag.
They do not teach them busines.
Much of the English communication that takes place within business circles all over the world occurs between non-native speaker.
In cases such as these, the object of the exercise is efficient and effective communicatio.
The strict rules of grammar are in such cases sometimes ignored, when, for example, a stressed negotiator's only goal is to reach an agreement as quickly as possibl.
Business English means different things to different peopl.
For some, it focuses on vocabulary and topics used in the worlds of business, trade, finance, and international relation.
For others, it refers to the communication skills used in the workplace and focuses on the language and skills needed for typical business communication such as presentations, negotiations, meetings, small talk, socializing, correspondence, report writing, and a systematic approac.
In both of these cases it can be taught to native speakers of English, for example, high school students preparing to enter the job marke.
The monolingual and multilingual classes; Students in a monolingual class speak the same first language and will share most aspects of a cultur.
Monolingual classes can be compared to multilingual ones, where there are a variety of first language.
Example Monolingual classes are typically found in schools in the learners' own countr.
In the classroom In a monolingual class, there may be more use of L1, which can create problems but can be a useful tool, .
.
translation can be used when necessar.
There is also a shared culture, which a teacher can exploi.
The learners may have similar learning strategies, and similar problems learning the target languag.
