Introduction to TESOL course is a basic and for starter people who want an insight into Teaching English to Speakers a Other Languages, as well as those who are planning to work as a volunteer in the TESOL field. One of the many attractive features of this online course is that you will have the flexibility to proceed at a pace that suits you. You will also receive the benefit of our unique support service for the duration of 1 year.
You can online register yourself and enroll for the course. After paying the fee, admin will grant you premium access to 60 hour basic TESOL Course. 60 hour TESOL course is comprised of 10 units.
After you have studied the materials for each unit your understanding of it will be assessed, allowing you to move on to the next unit. Once you have successfully completed all the units, by scoring 75% or more on average, there follows a final exam. After you online assessment and on successful completion you will graduate from the course.
Pearson College of TESOL 60 hour basic TESOL course provides a solid introduction to the world of Teaching English to Speakers of Other Languages. The course has been designed to give you the essential skills and knowledge you will need to take your first steps in the classroom.
TESOL 60 hour Course Content
As an introductory level course, the materials for the 60-hour basic course focus solely on the teaching skills that are required to deliver a successful lesson in the classroom. The areas that are covered include teaching theories and methodologies, classroom management, lesson planning and how to test and evaluate your students’ progress. This short format course does not cover language awareness and certain other important components that are included in our 120-hour course.
The course is divided into thirteen separate units that have been designed to gradually build up your knowledge, without overwhelming you with information. Thanks to this design you should be able to comfortably work your way through the materials at a pace that suits your learning style and personal circumstances.
60-hour Introduction to TESOL Course Units
- Introductory Unit
- Module 1: Teaching & Learning
- Module 2: Meeting Learner’s Need, Theories, Methods and Techniques
- Module 3: Language Work in Classroom
- Module 4: Implementing of Self Access
- Module 5: Information & Communication, Tenses
- Module 6: Classroom Management
- Module 7: Assessment
- Module 8: Lesson Planning
- Module 9: ESA Demonstration
- Module 10: Evaluation and Testing
- Module 11: Pronunciation & Phonology
- Module 12: Grammar, Modals & Passive Voice
- Module 13: Personal & Professional Development
The course is designed to be as flexible as possible. You are given up to six months to complete all the units, and within this time frame you are free to work at whatever pace you want.
Pearson College of TESOL is committed to provide you an excellent job and help you find a good career abroad through its wide network of English teacher’s and organizations.
We have created this course for people who teach English to speakers of other languages, for people who are training to do so, and for people who work with trainee teachers. Although it is primarily intended for those nearer the beginning of their careers, it will also be of use to more experienced teachers who are moving into new areas, such as course design, self-access provision or teacher training. So, whether you are just starting your career or whether you have been teaching for a long time now, we hope you will find useful suggestions in our book. Chapter 1, ‘Planning for teaching and learning’, starts by exploring the basis of successful learning processes. We look at the assessment of learners’ needs, from both a language learning and a more broadly human perspective, and then go on to look at planning a course and locating and designing suitable materials to support it. Chapter 2, ‘Meeting learners’ needs’, looks in more depth at language learners as social human beings. We consider how to foster valuable learning processes in the classroom, and offer practical tips on how to handle large groups and smaller groups. We also make suggestions on how best to support mature learners, and learners away from home. We end with a discussion of ways of collecting useful feedback from the learners themselves. Chapter 3 is the most substantial part of this book and deals with a range of language teaching activities. We look first at techniques for teaching the various aspects of language, and end with some ideas about creative things, such as games and role plays, that can contribute to the learning of a wide range of content and skills. Chapter 4 is about using flexible or self-access learning in your work, or even to replace well-chosen aspects of your normal face-to-face provision. We look at the establishment of self-access facilities, their use, and the choice and design of materials to go in them. Chapter 5 offers suggestions on ways of making use of information and communications technologies to support ESOL learning. The use of e-mail and computer conferencing can be particularly useful to people learning a language, giving them practice in a non-threatening environment, both at reading and writing in their target language. Chapter 6 is about assessment, including helping learners to benefit from selfassessment and peer-assessment. The chapter includes suggestions for helping learners to prepare successfully for public examinations. Chapter 7 is written for you! We include various suggestions from which to choose your own personal professional development activities, and also some ‘survival’ suggestions, which we hope will prove useful to you if and when they are needed. This is not a book to be read straight through from start to finish. We suggest that you scan the book to find out what is most directly relevant to you at any given time, and start from there. If you are an experienced teacher, we know that you may already be implementing, or exceeding, many of the suggestions we offer; but we hope that you will still find ideas that you had not considered before, and which you can adapt to your own teaching. If you are a new teacher, we realize that not all of our suggestions may be immediately relevant to you; we hope that you will take those that you need now (Chapter 3 might be a good place to start), and come back later to some of the others. Then if you are training teachers, we hope that these sets of tips will be useful springboards to discussion in training sessions or reminders afterwards. At the end of the book we include suggestions for further reading for all of the chapters. These books and articles will help you to look in much more detail at all of the areas which we have touched on in this book. We’ve chosen titles that we feel will be accessible to less experienced teachers, but which will also provide more experienced colleagues with food for thought.
Module I Teaching & Learning
Exploring learning processes, Assessing learners’ language need, Planning a course, Choosing the right coursebook, Designing your own materials
Module II Meeting Learner's Need
Responding to learning needs in the classroom, Using pair and group work, Working with large classes, Keeping your class in good order, Mature learners, Supporting learners away from home, Designing feedback questionnaires
Module III Language Work in Classroom
Teaching vocabulary, Teaching pronunciation, Teaching listening, Teaching reading, Teaching speaking, Teaching writing, Teaching grammar, Making good use of your coursebook, Collecting natural language data, Exploiting authentic written texts, Exploiting authentic spoken text, Using literature, Games for language learning, Role play, Using the news
Module IV Implementing Self Access
Setting up a self-access facility, Choosing self-access materials, Designing self-access materials, Supporting self-access from the classroom, Training learners to use self-access materials
Module V Information & Communication Technologies
Helping learners to get started with e-mail, Setting up computer conferencing, Choosing computer-aided packages, Designing computer-delivered assessment elements, Giving learners feedback using e-mail, Teaching Tenses, Present Tense, Past Tense, Future Tense,
Module VI Classroom Management
How to manage the class, Students Sitting arrangement, environment, teaching material, teaching methodology
Module VII Assessment
Designing classroom tests, Giving feedback on classroom tests, Getting learner self-assessment going, Getting learner peer-assessment going, Preparing learners for public examinations
Module VIII Lesson Planning
How to plan lesson, Lesson planning, daily planning, course planning, teaching planning, creating planner, activity schedule
Module IX ESA Demonstration
ESA Practical demonstration
Module X Productive & Receptive Skills
Productive & Receptive Skills
Module XI Pronunciation & Phonology
About Pronunciation & Phonology Techniques & Methods
Module XII Grammar, Modals & Passive Voice
Teaching Grammar, Modals & Passive Voice
Module XIII Personal & Professional Development
Using professional journals, Doing action research, Starting a teaching portfolio, Building your teaching portfolio,Managing your time, Dealing with stress, Working as a part-time teacher, Coping with your paperwork
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