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Last Updated: August 6 2008 Welcome Message from Our Director AUSTRALIA Teach International Local call: 1300 55 88 90 NEW ZEALAND Teach International Free-call: 0800 832 243 HEAD OFFICE CANADA Level 2/370 George St. Teach International Brisbane, QLD 4000 Toll free: 1-866-998-3765 Australia www.teachinternational.com Last Updated: August 6 2008 Welcome Message from our Director ‘Teachers open the door. You enter by yourself.’ Chinese Proverb Welcome to Teach International’s TESOL In-Class Course! We are pleased you have chosen us to guide you through this exciting, life-changing journey! All of us at Teach International feel that the experience of teaching English overseas is one of the richest and most rewarding a person can have. With such a change, however, comes the need for careful research, preparation and information. Let us help you! Your trainers have a wealth of experience in everything that is related to the TESOL industry. Use them! Ask lots of questions, participate as much as you can and read this manual thoroughly… you will find it a valuable resource during the course, and later on in your teaching career. Remember! The more you put in, the more you will get out of it. Give us your best, and we guarantee you an unforgettable educational experience. Good luck! Adam Morehouse Director Teach International © 2008 2 Table of Contents TEACH INTERNATIONAL TESOL IN-CLASS COURSE OUTLINE ..................8 SECTION 1............................................................................................. 11 UNIT 1 – TEACHING ENGLISH OVERSEAS..............................................13 WHY TEACH OVERSEAS ? .........................................................................................15 CHARACTERISTICS OF A GREAT ESOL TEACHER ..............................................................20 TIPS FOR SUCCESS IN THE ESL CLASSROOM ..................................................................21 UNIT 2 – ENGLISH – AN INTERNATIONAL LANGUAGE ...........................29 WHAT ARE THE GOALS OF LEARNING ENGLISH ?...............................................................31 ENGLISH 'WORLD LANGUAGE ' FORECAST ........................................................................35 ENGLISH – THE GLOBAL PICTURE ...............................................................................36 ENGLISH IS (MOSTLY ) A FOREIGN LANGUAGE ! ................................................................37 HUMOROUS ENGLISH LANGUAGE TRANSLATIONS *............................................................38 ENGLISH IS A CRAZY LANGUAGE *...............................................................................39 THEORIES , APPROACHES AND TECHNIQUES ....................................................................44 THE COMMUNICATIVE ESOL CLASSROOM ......................................................................47 LESSON PLAN MODEL .............................................................................................49 FURTHER RESOURCES .............................................................................................50 UNIT 3 – SCHOOLS AND STUDENTS.......................................................51 TYPES OF SCHOOLS ...............................................................................................54 TYPES OF STUDENTS ..............................................................................................58 FURTHER RESOURCES .............................................................................................61 UNIT 4 – LEVELS ...................................................................................63 WHO IS IN CHARGE OF LEVELLING STUDENTS ? ................................................................65 WHAT LEVELS ARE THERE ? .......................................................................................65 WHAT DO THE LEVELS MEAN ? ....................................................................................66 WHAT IS TAUGHT AT EACH LEVEL ? ..............................................................................67 FURTHER RESOURCES .............................................................................................69 UNIT 5 – GROUP DYNAMICS..................................................................71 THE USE OF GROUPS IN THE CLASSROOM ......................................................................73 STAGES OF GROUP DYNAMICS ...................................................................................74 FURTHER QUESTIONS .............................................................................................75 FURTHER RESOURCES .............................................................................................75 UNIT 6 – LESSON PLANNING AND SYLLABUS ........................................77 LESSON PLAN MODEL FOR ADULTS ..............................................................................80 LESSON PLAN MODEL FOR CHILDREN ...........................................................................81 LESSON PLANNING PROCESS .....................................................................................82 HOW TO MAKE A GREAT LESSON .................................................................................83 THE LEARNING ENVIRONMENT – POINTS TO CONSIDER .......................................................86 COMMUNICATIVE COMPETENCE : .................................................................................86 CREATING AND TEACHING A SYLLABUS .........................................................................89 SITUATIONS , FUNCTIONS AND VOCABULARY FOR LESSON PLANNING ......................................92 Teach International © 2004-2008 3 UNIT 7 – GRAMMAR...............................................................................97 INTRODUCTION .....................................................................................................99 FORM AND FUNCTION TABLE ...................................................................................100 FORM AND FUNCTION : GRAMMAR POINTS ....................................................................101 TEACHING GRAMMAR ............................................................................................106 BOARD -WORK ....................................................................................................109 PRACTISING GRAMMAR ..........................................................................................110 RE-ENFORCEMENT ACTIVITIES .................................................................................112 FURTHER RESOURCES ...........................................................................................124 TEACHING IDIOMS AND SLANG ................................................................................125 FURTHER RESOURCES ...........................................................................................128 UNIT 8 – PRONUNCIATION ................................................................. 129 INTRODUCTION ...................................................................................................131 TEACHING PRONUNCIATION ....................................................................................134 PRONUNCIATION EXERCISES ...................................................................................136 PRONUNCIATION ACTIVITIES ...................................................................................138 STRESS – THE EMPHASIS IN PRONUNCIATION ...............................................................142 DEFINITIONS .....................................................................................................146 PHONEMES OF AUSTRALIAN ENGLISH .........................................................................147 PRONUNCIATION LESSON .......................................................................................150 FURTHER RESOURCES ...........................................................................................164 UNIT 9 – ACTIVITIES .......................................................................... 165 CHOOSING AN ACTIVITY ........................................................................................167 WHY USE ACTIVITIES ? .........................................................................................168 TYPES OF ACTIVITIES ...........................................................................................168 GAMES IN THE CLASSROOM ....................................................................................168 THE IMPORTANCE OF DIALOGUE ...............................................................................169 OTHER ACTIVITIES FOR THE CLASSROOM ....................................................................174 MANY MORE ACTIVITIES !.......................................................................................174 HOW TO USE FLASHCARDS .....................................................................................187 VOCABULARY LESSON ...........................................................................................196 FURTHER RESOURCES ...........................................................................................199 UNIT 10 – MUSIC AND VIDEO.............................................................. 201 USING MUSIC IN YOUR ESL CLASSROOM .....................................................................203 WHY SHOULD I USE MUSIC ?....................................................................................203 HOW DO I CHOOSE THE RIGHT MUSIC ? .......................................................................203
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