Pearson College of TESOL provides Master Certification in TESOL. A complete package for mastering TESOL in every aspect. This Master certification is comprised of Three Parts. i.e
1.) 120 hour TESOL Advance Course.
2.) 50 hour course in Business English (CTBE)
3.) 50 hour course in Teaching English to Young Learners (CTEYL)
Part 1 (the 120-hour TESOL course) must be taken and completed first, though parts 2 and 3 can be taken in any order after that. Course participants are offered the option of either receiving three individual certificates as they progress through the Master Package course, or a single 220-hour certificate on completion of all course components. Please note that it’s not possible to receive both.
When you are confident that you have absorbed the information contained in the first unit, your understanding of the materials will be assessed via a test before you move on to the next section.
Part 1 (must be taken first): 120-hour TESOL course
The 120-hour online TESOL course focuses on two different areas. Around half of the course looks at subjects related to the teaching skills that you will need in the classroom, including teaching theories and methodologies, classroom management, lesson planning and how to test and evaluate your students’ progress. The rest of the materials focus on the subject of language awareness; this includes the most important areas of English grammar such as the parts of speech and the tense system, as well as other subjects such as pronunciation.
This variety of subjects has been further divided into twenty separate units that are specifically designed to gradually build your understanding, without overwhelming you with too much information. Thanks to this design, you should be able to work through the course materials at whatever pace you feel comfortable with.
You can online register yourself and enroll for the course. After paying the fee, admin will grant you premium access to 120 hour advance TESOL Course. 120 hour TESOL certification course is comprised of 25 modules.
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 220 hour master TESOL certification provides a solid hold to the world of Teaching English to Speakers of Other Languages. The course has been designed to give you the supreme skills and knowledge you will need to take your classroom no.1
120-hour TESOL Certification Course Modules
- 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
- Module 14: Video Lessons
- Module 15: Teaching Receptive Skills
- Module 16: Teaching Productive Skills
- Module 17: Teaching Pronunciation & Phonology
- Module 18: Course Books and Lesson Materials
- Module 19: Evaluation and Testing
- Module 20: Conditionals & Reported Speech
- Module 21: Equipment and Teaching Aids
- Module 22: Modals, Phrasal Verbs and Passive Voice
- Module 23: Teaching Special Groups
- Module 24: Troubleshooting
Part 2: 50-hour course in business English (CTBE)
Teaching business related English is a rapidly expanding area of the TESOL market. Globalization of worldwide industry means that employees of international and multi-national companies are increasingly required to converse to a high level in English, regardless of what their native language may be. Through this component of the course we will show you how to adapt your existing skills and knowledge to suit this specific area of the teaching world.
Language teachers are often concerned that they cannot teach business English because they do not know a great deal about the business world, however, this is generally not true as the majority of language skills your students will require are the same as any other English language learner. This course aims to show you how to develop a curriculum for your business English clients, from first meetings, to final assessment. Once you have successfully completed this part of the course you will find that your skills, knowledge and job prospects will all be enhanced.
CTBE Course Units
- Module 1: Course Introduction
- Module 2: Teaching and Learning
- Module 3: Course Development
- Module 4: Materials
- Module 5: Teaching Themes
- Module 6: The business English world
CTBE Course Aims
Course graduates of the CTBE component of the course should be able to:
- Discuss and evaluate the process of teaching business English using industry standard terminology.
- Create a curriculum based on an assessment of their learners’ needs.
- Have real-world ideas for creating individual lessons that are tailored to the students’ requirements, while also having clear ideas on how to execute the lessons to a wide spectrum of target groups.
- Locate and create suitable materials for teaching business English.
- Develop assessment procedures for before, during and after the course.
- Understand the role of a business English teacher in a wide variety of scenarios.
- Identify and pursue further opportunities for career development.
Part 3: 50-hour course in teaching English to young learners (CTEYL)
Teaching English to young learners forms a large part of the TESOL world. In many countries, English courses are on offer for students from as young as two years old. There are a number of reasons why teaching young learners differs from teaching adult students and within this part of the course we focus on these differences and show you how to adapt your existing skills to address them.
We may often assume that adults taking English language courses are there because they are keen to learn; this however is not a safe assumption with young learners. This course aims to show what specific teaching strategies can be employed to keep our young learners motivated and interested in the classroom.
CTEYL Course Units
- Module 1: Course Introduction
- Module 2: Teaching and Learning
- Module 3: Course Development
- Module 4: Materials
- Module 5: Teaching Themes
- Module 6: Professional Development
CTEYL Course Aims
Graduates of the CTEYL part of the 220-hour Master Package should be able to:
- Discuss and evaluate the process of teaching English to young learners using industry standard terminology.
- Design a syllabus based on their students’ individual needs assessment.
- Create everyday lesson plans tailored to the needs of young learners and have clear ideas for facilitating those lessons to different types of students.
- Find and create suitable materials for young learners.
- Design and use assessment methodologies for before, during and after a course.
- Understand the role of teaching English to young learners in a variety of different situations.
- Identify further opportunities for professional development.
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
Module XIV Video Demonstration
This course is intended for students who specialize in the teaching of English to speakers of other languages (TESOL) and is delivered as part of the MA TESOL and MA TEFL courses. It carefully examines an important concept related to materials development for English language teaching - 'authenticity'.
Module XV Teaching Receptive Skills
Teaching receptive skills, how to develop and teach excellent reading and listening skills
Module XVI Teaching Productive Skills
Teaching Productive Skills
Module XVII Teaching Pronunciation & Phonology
Teaching Pronunciation & Phonology
Module XVIII Evaluation & Testing
Evaluation & Testing of students
Module XIX Conditionals & Reported Speech
Module XX Modals, Phrasal Verbs & Passive Voice
Modals, Phrasal Verbs & Passive Voice
Teaching Special Groups
Teaching special groups
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