The International TEFL Corporation:
The International TEFL Corporation is a professional training organization dedicated to raising standards of teaching and professionalism in EFL. We are the market leader in providing high quality, value for money courses along with all possible support. No other TEFL company can offer the same variety of services.
Email: Contact us here
TITC, in conjunction with TEFL International, provides internationally recognized TESOL/TEFL certificate courses in a wide variety of exotic and interesting locations. Our 4-week,
intensive courses meet all international standards and are externally validated and moderated by the BOAA (Board of Academic Advisors). You can be assured of the highest standards and quality wherever and whenever you take our course.
Sign up for any one of our TEFL International 4-week residential courses, available in the above 15 international locations worldwide and receive an additional certificate course free of charge. You may choose from the following free courses: (a) Introduction to TEFL. (b) Teaching Business English. (c) Teaching English to Young Learners.
Our courses have a very practical emphasis. There is no need to speak any language other than English, as our courses concentrate on training you to teach English with the international standard communicative approach - where English is the only language used in the classroom. TEFL International's TEFL courses are split into six main areas. Our course content remains the same everywhere and does not vary with location.
1. Teaching Practice
This is the most practical and fundamental area of any TEFL/TESOL course, as well as the main reason that online and distance learning programs do not suffice. Course trainees teach real students of English and put into practice the skills learnt during the course.
2. Language Awareness
a) This area focuses on grammar and covers word classes, simple sentence elements, complex sentences and clauses, verb time and tense, aspect and conditionals and modals, phrases and voice.
b) This area concentrates on phonology and covers phonemics, word stress and intonation, sentence stress and intonation, rhythm and intonation, and connected speech.
3. Foreign Language Experience
The trainees receive instruction in an unknown foreign language to reflect on the experience of being a learner, as well as to help direct their own teaching.
4. Teaching Techniques
This component of the course covers areas such as:
* Lesson planning
* Classroom management
* Establishing rapport
* Evaluation and testing
* Teaching receptive skills (reading and listening)
* Teaching productive skills (speaking and writing)
* Teaching vocabulary
* Teaching grammar
* Discipline in the classroom
* Managing equipment and teaching aids
* Creating materials
* Correction techniques
* Games in the classroom
* Songs in the classroom
* Teaching individual students
* Teaching beginner students
* Teaching young learners
* Teaching business English
5. Student Profile
Trainees work with individual students on rapport building, error analysis and correction, and addressing individual student needs. Three meetings with the student are required; these will include a transcription and error analysis of audio and written samples, culminating in a 60-minute session observed by a trainer.
6. Materials Project
All trainees must develop two sets of materials used during the teaching practice. These materials will be useful for future teaching practices and will help you begin creating your own materials file when English teaching. The materials should be durable, easily portable and be able to be used in more than one context (eg. grammar + vocabulary).
The materials may include visuals, audio or video tape, and class handouts or cue cards, but may not be photocopied from published sources. Trainees are required to develop their own original materials or adapt materials from commercial sources. You will present these materials to a course trainer and demonstrate how they were used, suggest how they can be improved and how they could be used in another context.
|
|
|
|
