(20712,92,'_builder_settings','a:2:{s:11:\"layout_html\";s:16981:\"<div class=\"module m_column m_column_stripe ui-draggable ui-draggable-handle ui-resizable ui-droppable ui-sortable first\" style=\"display: inline-block; z-index: 1; opacity: 1;\" data-name=\"stripe\" data-placeholder=\"FullScreen Stripe\"><span class=\"module_name column_name\">FullScreen Stripe</span> <span class=\"delete_column delete\" style=\"display: block;\"></span><div class=\"module m_revslider ui-draggable ui-draggable-handle\" style=\"width: 100%; margin-right: 0px; display: inline-block; z-index: 1; opacity: 1;\" data-name=\"revslider\" data-placeholder=\"Revolution Slider\"><span class=\"module_name\">Revolution Slider : highlight-showcase4</span><span class=\"move\" style=\"display: block;\"></span><span class=\"delete\" style=\"display: block;\"></span><span class=\"settings_arrow\"></span><div class=\"module_settings\"><div data-option_name=\"alias\" class=\"alias module_setting\">highlight-showcase4</div><div data-option_name=\"css_class\" class=\"css_class module_setting\"></div><div data-option_name=\"container_css\" class=\"container_css module_setting\"></div><div data-option_name=\"custom_css\" class=\"custom_css module_setting\"></div></div></div><div class=\"ui-resizable-handle ui-resizable-e\" style=\"z-index: 90;\"></div></div><div class=\"module m_column m_column_stripe_container ui-draggable ui-draggable-handle ui-resizable ui-droppable ui-sortable first\" style=\"display: inline-block; z-index: 1; opacity: 1;\" data-name=\"stripe_container\" data-placeholder=\"FullScreen Stripe with Container\"><span class=\"module_name column_name\">FullScreen Stripe with Container</span> <span class=\"delete_column delete\" style=\"display: block;\"></span><div class=\"module m_text_block ui-draggable ui-draggable-handle\" style=\"width: 100%; margin-right: 0px; display: inline-block; z-index: 1; opacity: 1;\" data-name=\"text_block\" data-placeholder=\"WP Editor\"><span class=\"module_name\">ContentContent<span class=\"unsaved\"> ( Unsaved )</span></span><span class=\"move\" style=\"display: block;\"></span><span class=\"delete\" style=\"display: block;\"></span><span class=\"settings_arrow\"></span><div class=\"module_settings\"><div data-option_name=\"title\" class=\"title module_setting\">Content</div><div data-option_name=\"text_block_content\" class=\"text_block_content module_setting v_module_content\"><h1 style=\"text-align: center;\">Why choose The IBTS TESOL Canada?</h1><h2 style=\"text-align: center;\"><br>We might not be the oldest, but we\'re definitely the best!</h2><p style=\"text-align: center;\">The IBTS TESOL Canada specializes in accredited TESOL courses and nothing else. All of our trainers are EFL professionals. They have all qualified as TEFL-TESOL teachers themselves, gained years of actual teaching experience and are now passing on their working knowledge to our TEFL-TESOL course students. We offer a highly personable service and a support network while you study. We understand the importance of teaching others as well as experiencing and seeing the world. On completion of one of our TEFL courses, you will be fully qualified to teach children and adults, so you’ll have endless opportunities for employment across the globe.</p><h3 style=\"text-align: center;\">Internationally accredited and market-leading TESOL course provider.</h3><p style=\"text-align: center;\">Every year we train around 4,000 EFL teachers. Equipped with the skills, knowledge, and confidence to teach English as a foreign language, our course graduates have found work all over the world, We provide industry-leading English teaching qualifications that prove what teachers of English can do. Taking one of these courses will improve your teaching knowledge&nbsp;</p><header class=\"panel__header\"><h2 style=\"text-align: center;\">TESOL</h2></header><h3 style=\"text-align: center;\"><a href=\"https://tesoll.com/tesol-courses/\">Our Recommended Courses</a></h3><p style=\"text-align: center;\">[button url=\"https://tesoll.com/tesol-courses/\" class=\"blue\" bg=\"\" hover_bg=\"\" size=\"0px\" color=\"\" radius=\"0px\" width=\"0px\" height=\"0px\" target=\"_self\"] Learn more [/button]</p></div><div data-option_name=\"animation_effect\" class=\"animation_effect module_setting\"></div><div data-option_name=\"css_class\" class=\"css_class module_setting\"></div><div data-option_name=\"container_css\" class=\"container_css module_setting\">hometrioblock</div><div data-option_name=\"custom_css\" class=\"custom_css module_setting\">.stripe.hometrioblock{\noverflow:visible;margin-top:-60px;\n}\n.hometrioblock .stripe_container{background: #009dd8; color: #fff; padding: 30px 30px 60px; margin-top: -30px;border-radius:4px;}.hometrioblock .fa{font-size:2rem;}.hometrioblock strong{text-transform:uppercase;}.hometrioblock hr{width:45px;border-width:2px;float:left;    margin: 10px 0 20px;}.hometrioblock p{clear:both;}</div></div></div><div class=\"ui-resizable-handle ui-resizable-e\" style=\"z-index: 90;\"></div></div><div class=\"module m_column m_column_resizable ui-draggable ui-draggable-handle ui-resizable ui-droppable ui-sortable first\" style=\"width: 672px; display: inline-block; z-index: 1; opacity: 1;\" data-name=\"resizable\" data-placeholder=\"Full-Width Resizable Column\"><span class=\"module_name column_name\">Full-Width Resizable Column</span> <span class=\"delete_column delete\" style=\"display: block;\"></span><div class=\"module m_text_block ui-draggable ui-draggable-handle\" style=\"width: 100%; margin-right: 0px; display: inline-block; z-index: 1; opacity: 1;\" data-name=\"text_block\" data-placeholder=\"WP Editor\"><span class=\"module_name\">Content</span><span class=\"move\" style=\"display: block;\"></span><span class=\"delete\" style=\"display: block;\"></span><span class=\"settings_arrow\"></span><div class=\"module_settings\"><div data-option_name=\"title\" class=\"title module_setting\">Content</div><div data-option_name=\"text_block_content\" class=\"text_block_content module_setting v_module_content\"><p>[icon icon=\"fa fa-users\" size=\"32px\" color=\"#ffffff\" bg=\"#009dd8\" hovercolor=\"#222222\" hoverbg=\"#eeeeee\" padding=\"20px\" radius=\"50%\"]</p><p style=\"color: #009dd8;\">TESOL/TEFL</p><p style=\"text-align: center;\"><em><a href=\"http://agrement-formateurs.gouv.qc.ca/Repertoire/Formateur/0059212\"><u><strong>International Board of Teaching Standards TESOL Canada is a non-profit organization,&nbsp;registered &nbsp;in Quebec-Canada &nbsp;since 2009, &nbsp;TESOL Canada is a membership-based TESOL &amp; ESL Standards Accreditation Organization by the Partner Commission of the Labour Market -Quebec (la Commission des partenaires du marché du travail )</strong></u></a></em></p><h2 style=\"text-align: center;\">Education &amp; Teacher Training Courses</h2><h1 style=\"text-align: center;\">Teaching English</h1><h3 style=\"text-align: center;\">From the best universities and institutions around the world.</h3><h5 style=\"text-align: center;\">We help teachers prepare for a lifetime of success in the classroom, we are trusted by governments, schools, and teachers around the world to improve learning outcomes for students, we work closely with teachers to help people learn English and prove their skills to the world</h5></div><div data-option_name=\"animation_effect\" class=\"animation_effect module_setting\"></div><div data-option_name=\"css_class\" class=\"css_class module_setting\">punchline</div><div data-option_name=\"container_css\" class=\"container_css module_setting\"></div><div data-option_name=\"custom_css\" class=\"custom_css module_setting\">.punchline{\npadding:6rem 0;\ntext-align:center;\n}\n.punchline h2{\nline-height:1;font-size:1.8rem;\nmargin:20px 0 0;\n}</div></div></div><div class=\"ui-resizable-handle ui-resizable-e\" style=\"z-index: 90;\"></div></div>												<div class=\"module m_column m_column_resizable ui-draggable ui-draggable-handle ui-resizable ui-droppable ui-sortable first\" style=\"width: 672px; display: inline-block; z-index: 1; opacity: 1;\" data-name=\"resizable\" data-placeholder=\"Full-Width Resizable Column\"><span class=\"module_name column_name\">Full-Width Resizable Column</span> <span class=\"delete_column delete\" style=\"display: block;\"></span><div class=\"module m_text_block ui-draggable ui-draggable-handle\" style=\"width: 100%; margin-right: 0px; display: inline-block; z-index: 1; opacity: 1;\" data-name=\"text_block\" data-placeholder=\"WP Editor\"><span class=\"module_name\">ContentContent</span><span class=\"move\" style=\"display: block;\"></span><span class=\"delete\" style=\"display: block;\"></span><span class=\"settings_arrow\"></span><div class=\"module_settings\"><div data-option_name=\"title\" class=\"title module_setting\">Content</div><div data-option_name=\"text_block_content\" class=\"text_block_content module_setting v_module_content\"><h1 style=\"text-align: center;\">Why choose The IBTS TESOL Canada?</h1><h2 style=\"text-align: center;\"><br>We might not be the oldest, but we\'re definitely the best!</h2><p style=\"text-align: center;\">The IBTS TESOL Canada specializes in accredited TESOL courses and nothing else. 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Equipped with the skills, knowledge, and confidence to teach English as a foreign language, our course graduates have found work all over the world, We provide industry-leading English teaching qualifications that prove what teachers of English can do. 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All of our trainers are EFL professionals. They have all qualified as TEFL-TESOL teachers themselves, gained years of actual teaching experience and are now passing on their working knowledge to our TEFL-TESOL course students. We offer a highly personable service and a support network while you study. We understand the importance of teaching others as well as experiencing and seeing the world. On completion of one of our TEFL courses, you will be fully qualified to teach children and adults, so you’ll have endless opportunities for employment across the globe.</p>\n<h3 style=\"text-align: center;\">Internationally accredited and market-leading TESOL course provider.</h3>\n<p style=\"text-align: center;\">Every year we train around 4,000 EFL teachers. 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You decide!','TESOL','','publish','open','closed','','tesol','','','2021-01-05 03:36:39','2021-01-05 08:36:39','',0,'https://tesoll.com/?post_type=product&#038;p=303',0,'product','',0),(304,1,'2019-04-24 21:15:17','2019-04-24 21:15:17','','Order &ndash; April 24, 2019 @ 09:15 PM','','wc-completed','closed','closed','wc_order_uKUxn24fOjIm7','order-apr-24-2019-0915-pm','','','2019-04-26 14:34:09','2019-04-26 14:34:09','',0,'https://tesoll.com/?post_type=shop_order&#038;p=304',0,'shop_order','',0),(305,1,'2019-04-25 09:37:38','2019-04-25 09:37:38','&nbsp;\r\n\r\n&nbsp;\r\n\r\n<a href=\"https://tesoll.com/home/logo-2019-small/\" rel=\"attachment wp-att-928\"><img class=\"size-full wp-image-928 aligncenter\" src=\"https://tesoll.com/wp-content/uploads/2019/04/LOGO-2019-SMALL.jpg\" alt=\"\" width=\"90\" height=\"90\" /></a>\r\n<h3 style=\"text-align: center;\"><strong>THE INTERNATIONAL BOARD OF TEACHING STANDARD TESOL CANADA®</strong></h3>\r\n<h1 style=\"text-align: center;\">IBTS TESOL Canada®</h1>\r\n<h1 style=\"text-align: center;\">Expand Your Horizons with a TESOL Certificate</h1>\r\n&nbsp;\r\n\r\nDo you dream of travelling through exotic countries, exploring unfamiliar cultures, and meeting new people from all corners of the globe? If your answer is YES, then a TESOL certification from IBTS is one of the best ways to make your dreams come true!\r\n\r\nWith over 11 years of experience in training new teachers via our online and in-class certification options, International TEFL and TESOL Training (IBTS) offers internationally accredited qualifications that are actively sought out by employers worldwide. They know that graduates of our certification courses are trained to be dynamic and forward-thinking in the classroom and will be an asset to their business, no matter where they are in the world. Whether you are looking for a course that you can study from home or a hands-on course led by professional teacher trainers, IBTS has you covered.\r\n<h2><span id=\"Qualifications_for_TEFL_teachers\" class=\"mw-headline\">Qualifications for TEFL teachers</span></h2>\r\nQualification requirements vary considerably from country to country and among employers within the same country. In many institutions, it is possible to teach without a degree or teaching certificate. Some institutions will consider it necessary to be a native speaker with an MA TESOL. A university degree in English language and literature can also be of value, as indeed can any specialist degree. Other institutions consider proof of English proficiency, a University degree and a basic teaching qualification to be more than sufficient. However, the level of academic qualification need not be the most important qualification, as many schools will be more interested in one\'s interpersonal skills. For trainers wishing to enter the academic field, publications can be as important as qualifications, especially if they relate to English use in the field. Where there is a high demand for teachers and no statutory requirements, employers may accept otherwise unqualified candidates. Each country is different, and acceptance depends on the demand for English teachers and the teacher\'s previous teaching and life experiences\r\n<h3><span id=\"Online_classroom\" class=\"mw-headline\">Online classroom</span></h3>\r\nAdvances in technology have made it possible to get a TEFL qualification online. Students can enroll in online classes that are accredited by organizations such as the British Council or Cambridge ESOL. There is no single overarching accreditation body for TEFL; however, private for-profit companies have been known to invent accreditation affiliates and use them to cheat the customer.<sup id=\"cite_ref-9\" class=\"reference\"></sup>\r\n\r\nStudy materials are divided into modules that students are tested on. Support is handled by tutors, who can be reached via email. After successfully finishing the last module, the student is granted a certificate that comes in digital form or can be shipped to the student\'s address. Getting such a certificate can be beneficial as many employers require a TEFL certificate.\r\n<h1 class=\"eb-page-heading\">Online TESOL Certification</h1>\r\n<strong>Teach English Abroad - Are you interested in working as an English language teacher around the world?</strong> IBTS -Prep\'s online TESOL &amp; TEFL Certificate program qualifies an individual to work as an English and ESL/EFL teacher internationally. The program is completely online and is 120-hours in length. Since the course is online, it allows you the option to study from anywhere in the world as long as you have a computer with an internet connection. In addition, there is no set schedule that you must follow, so you can study at your own schedule. Once you have registered for the course, you will be given a login and password allowing you access to the course 24/7 from any computer. Most students take 2-4 weeks to complete the full TESOL Certification program, but you can take more or less time than this depending on how often and quickly you will study. Once you have finished the course, you will choose whether to be issued a TESOL or TEFL certificate since our course meets the requirements of both qualifications.\r\n\r\nOur TESOL certification course teaches you how to become an English language teacher. You will not learn English in the course, you are expected to already know English. The course covers all of the fundamental components of teaching English to non-native speakers. The online TESOL Certification course has 10 units in total and includes video lectures and activities that you can use in the classroom. When you have completed the course, you can use your certificate to work as an English language teacher worldwide. In today\'s global economy, knowledge of the English language has become a core need for any professional. This has created a huge demand for English teachers abroad. Get TESOL qualified through our online TESOL Certification program and begin your teaching journey.\r\n<ul>\r\n 	<li><strong>No set schedule, study at your own pace</strong></li>\r\n 	<li><strong>Complete the full course in as little as 2 weeks</strong></li>\r\n 	<li><strong>Online course, can be done from anywhere</strong></li>\r\n 	<li><strong>Choose TESOL or TEFL certificate at the end of the course</strong></li>\r\n 	<li><strong>The final exam, just quizzes throughout the course</strong></li>\r\n 	<li><strong>Tutor support included</strong></li>\r\n 	<li><strong> Job search assistance through job board partner IBTS Jobs Lounge</strong></li>\r\n 	<li><strong>Electronic Certificate e-mailed to you, free of charge</strong></li>\r\n 	<li><strong>Original Certificate mailed to you internationally, free of charge</strong></li>\r\n 	<li><strong> 99% course completion and pass rate</strong></li>\r\n 	<li><strong>Accredited and internationally recognized</strong></li>\r\n</ul>','INTRODUCTION','','publish','open','closed','','introduction-to-tesol','','','2020-11-23 21:42:20','2020-11-24 02:42:20','',0,'https://tesoll.com/?post_type=unit&#038;p=305',0,'unit','',0),(2859,1,'2020-11-23 21:37:37','2020-11-24 02:37:37','&nbsp;\n\n&nbsp;\n\n&nbsp;\n<h3 style=\"text-align: center;\"><strong>THE INTERNATIONAL BOARD OF TEACHING STANDARD TESOL CANADA®</strong></h3>\n<h1 style=\"text-align: center;\">IBTS TESOL Canada®</h1>\n<h1 style=\"text-align: center;\">Expand Your Horizons with a TESOL Certificate</h1>\n&nbsp;\n\nDo you dream of travelling through exotic countries, exploring unfamiliar cultures, and meeting new people from all corners of the globe? If your answer is YES, then a TESOL certification from IBTS is one of the best ways to make your dreams come true!\n\nWith over 11 years of experience in training new teachers via our online and in-class certification options, International TEFL and TESOL Training (IBTS) offers internationally accredited qualifications that are actively sought out by employers worldwide. They know that graduates of our certification courses are trained to be dynamic and forward-thinking in the classroom and will be an asset to their business, no matter where they are in the world. Whether you are looking for a course that you can study from home or a hands-on course led by professional teacher trainers, IBTS has you covered.\n<h2><span id=\"Qualifications_for_TEFL_teachers\" class=\"mw-headline\">Qualifications for TEFL teachers</span></h2>\nQualification requirements vary considerably from country to country and among employers within the same country. In many institutions, it is possible to teach without a degree or teaching certificate. Some institutions will consider it necessary to be a native speaker with an MA TESOL. A university degree in English language and literature can also be of value, as indeed can any specialist degree. Other institutions consider proof of English proficiency, a University degree and a basic teaching qualification to be more than sufficient. However, the level of academic qualification need not be the most important qualification, as many schools will be more interested in one\'s interpersonal skills. For trainers wishing to enter the academic field, publications can be as important as qualifications, especially if they relate to English use in the field. Where there is a high demand for teachers and no statutory requirements, employers may accept otherwise unqualified candidates. Each country is different, and acceptance depends on the demand for English teachers and the teacher\'s previous teaching and life experiences\n<h3><span id=\"Online_classroom\" class=\"mw-headline\">Online classroom</span></h3>\nAdvances in technology have made it possible to get a TEFL qualification online. Students can enroll in online classes that are accredited by organizations such as the British Council or Cambridge ESOL. There is no single overarching accreditation body for TEFL; however, private for-profit companies have been known to invent accreditation affiliates and use them to cheat the customer.<sup id=\"cite_ref-9\" class=\"reference\"></sup>\n\nStudy materials are divided into modules that students are tested on. Support is handled by tutors, who can be reached via email. After successfully finishing the last module, the student is granted a certificate that comes in digital form or can be shipped to the student\'s address. Getting such a certificate can be beneficial as many employers require a TEFL certificate.\n<h1 class=\"eb-page-heading\">Online TESOL Certification</h1>\n<strong>Teach English Abroad - Are you interested in working as an English language teacher around the world?</strong> IBTS -Prep\'s online TESOL &amp; TEFL Certificate program qualifies an individual to work as an English and ESL/EFL teacher internationally. The program is completely online and is 120-hours in length. Since the course is online, it allows you the option to study from anywhere in the world as long as you have a computer with an internet connection. In addition, there is no set schedule that you must follow, so you can study at your own schedule. Once you have registered for the course, you will be given a login and password allowing you access to the course 24/7 from any computer. Most students take 2-4 weeks to complete the full TESOL Certification program, but you can take more or less time than this depending on how often and quickly you will study. Once you have finished the course, you will choose whether to be issued a TESOL or TEFL certificate since our course meets the requirements of both qualifications.\n\nOur TESOL certification course teaches you how to become an English language teacher. You will not learn English in the course, you are expected to already know English. The course covers all of the fundamental components of teaching English to non-native speakers. The online TESOL Certification course has 10 units in total and includes video lectures and activities that you can use in the classroom. When you have completed the course, you can use your certificate to work as an English language teacher worldwide. In today\'s global economy, knowledge of the English language has become a core need for any professional. This has created a huge demand for English teachers abroad. Get TESOL qualified through our online TESOL Certification program and begin your teaching journey.\n<ul>\n 	<li><strong>No set schedule, study at your own pace</strong></li>\n 	<li><strong>Complete the full course in as little as 2 weeks</strong></li>\n 	<li><strong>Online course, can be done from anywhere</strong></li>\n 	<li><strong>Choose TESOL or TEFL certificate at the end of the course</strong></li>\n 	<li><strong>The final exam, just quizzes throughout the course</strong></li>\n 	<li><strong>Tutor support included</strong></li>\n 	<li><strong> Job search assistance through job board partner IBTS Jobs Lounge</strong></li>\n 	<li><strong>Electronic Certificate e-mailed to you, free of charge</strong></li>\n 	<li><strong>Original Certificate mailed to you internationally, free of charge</strong></li>\n 	<li><strong> 99% course completion and pass rate</strong></li>\n 	<li><strong>Accredited and internationally recognized</strong></li>\n</ul>','INTRODUCTION','','inherit','closed','closed','','305-revision-v1','','','2020-11-23 21:37:37','2020-11-24 02:37:37','',305,'https://tesoll.com/305-revision-v1/',0,'revision','',0),(2860,1,'2020-11-23 21:38:34','2020-11-24 02:38:34','&nbsp;\n\n&nbsp;\n\n<a href=\"https://tesoll.com/home/logo-2019-small/\" rel=\"attachment wp-att-928\"><img class=\"size-full wp-image-928 aligncenter\" src=\"https://tesoll.com/wp-content/uploads/2019/04/LOGO-2019-SMALL.jpg\" alt=\"\" width=\"90\" height=\"90\" /></a>\n<h3 style=\"text-align: center;\"><strong>THE INTERNATIONAL BOARD OF TEACHING STANDARD TESOL CANADA®</strong></h3>\n<h1 style=\"text-align: center;\">IBTS TESOL Canada®</h1>\n<h1 style=\"text-align: center;\">Expand Your Horizons with a TESOL Certificate</h1>\n&nbsp;\n\nDo you dream of travelling through exotic countries, exploring unfamiliar cultures, and meeting new people from all corners of the globe? If your answer is YES, then a TESOL certification from IBTS is one of the best ways to make your dreams come true!\n\nWith over 11 years of experience in training new teachers via our online and in-class certification options, International TEFL and TESOL Training (IBTS) offers internationally accredited qualifications that are actively sought out by employers worldwide. They know that graduates of our certification courses are trained to be dynamic and forward-thinking in the classroom and will be an asset to their business, no matter where they are in the world. Whether you are looking for a course that you can study from home or a hands-on course led by professional teacher trainers, IBTS has you covered.\n<h2><span id=\"Qualifications_for_TEFL_teachers\" class=\"mw-headline\">Qualifications for TEFL teachers</span></h2>\nQualification requirements vary considerably from country to country and among employers within the same country. In many institutions, it is possible to teach without a degree or teaching certificate. Some institutions will consider it necessary to be a native speaker with an MA TESOL. A university degree in English language and literature can also be of value, as indeed can any specialist degree. Other institutions consider proof of English proficiency, a University degree and a basic teaching qualification to be more than sufficient. However, the level of academic qualification need not be the most important qualification, as many schools will be more interested in one\'s interpersonal skills. For trainers wishing to enter the academic field, publications can be as important as qualifications, especially if they relate to English use in the field. Where there is a high demand for teachers and no statutory requirements, employers may accept otherwise unqualified candidates. Each country is different, and acceptance depends on the demand for English teachers and the teacher\'s previous teaching and life experiences\n<h3><span id=\"Online_classroom\" class=\"mw-headline\">Online classroom</span></h3>\nAdvances in technology have made it possible to get a TEFL qualification online. Students can enroll in online classes that are accredited by organizations such as the British Council or Cambridge ESOL. There is no single overarching accreditation body for TEFL; however, private for-profit companies have been known to invent accreditation affiliates and use them to cheat the customer.<sup id=\"cite_ref-9\" class=\"reference\"></sup>\n\nStudy materials are divided into modules that students are tested on. Support is handled by tutors, who can be reached via email. After successfully finishing the last module, the student is granted a certificate that comes in digital form or can be shipped to the student\'s address. Getting such a certificate can be beneficial as many employers require a TEFL certificate.\n<h1 class=\"eb-page-heading\">Online TESOL Certification</h1>\n<strong>Teach English Abroad - Are you interested in working as an English language teacher around the world?</strong> IBTS -Prep\'s online TESOL &amp; TEFL Certificate program qualifies an individual to work as an English and ESL/EFL teacher internationally. The program is completely online and is 120-hours in length. Since the course is online, it allows you the option to study from anywhere in the world as long as you have a computer with an internet connection. In addition, there is no set schedule that you must follow, so you can study at your own schedule. Once you have registered for the course, you will be given a login and password allowing you access to the course 24/7 from any computer. Most students take 2-4 weeks to complete the full TESOL Certification program, but you can take more or less time than this depending on how often and quickly you will study. Once you have finished the course, you will choose whether to be issued a TESOL or TEFL certificate since our course meets the requirements of both qualifications.\n\nOur TESOL certification course teaches you how to become an English language teacher. You will not learn English in the course, you are expected to already know English. The course covers all of the fundamental components of teaching English to non-native speakers. The online TESOL Certification course has 10 units in total and includes video lectures and activities that you can use in the classroom. When you have completed the course, you can use your certificate to work as an English language teacher worldwide. In today\'s global economy, knowledge of the English language has become a core need for any professional. This has created a huge demand for English teachers abroad. Get TESOL qualified through our online TESOL Certification program and begin your teaching journey.\n<ul>\n 	<li><strong>No set schedule, study at your own pace</strong></li>\n 	<li><strong>Complete the full course in as little as 2 weeks</strong></li>\n 	<li><strong>Online course, can be done from anywhere</strong></li>\n 	<li><strong>Choose TESOL or TEFL certificate at the end of the course</strong></li>\n 	<li><strong>The final exam, just quizzes throughout the course</strong></li>\n 	<li><strong>Tutor support included</strong></li>\n 	<li><strong> Job search assistance through job board partner IBTS Jobs Lounge</strong></li>\n 	<li><strong>Electronic Certificate e-mailed to you, free of charge</strong></li>\n 	<li><strong>Original Certificate mailed to you internationally, free of charge</strong></li>\n 	<li><strong> 99% course completion and pass rate</strong></li>\n 	<li><strong>Accredited and internationally recognized</strong></li>\n</ul>','INTRODUCTION','','inherit','closed','closed','','305-revision-v1','','','2020-11-23 21:38:34','2020-11-24 02:38:34','',305,'https://tesoll.com/305-revision-v1/',0,'revision','',0),(2872,1,'2020-11-23 22:07:32','2020-11-24 03:07:32','','TESOL','','inherit','closed','closed','','256-revision-v1','','','2020-11-23 22:07:32','2020-11-24 03:07:32','',256,'https://tesoll.com/256-revision-v1/',0,'revision','',0),(2877,1,'2020-11-24 01:09:49','2020-11-24 06:09:49','','Home-','','inherit','closed','closed','','92-revision-v1','','','2020-11-24 01:09:49','2020-11-24 06:09:49','',92,'https://tesoll.com/92-revision-v1/',0,'revision','',0),(3755,1,'2021-01-08 21:28:34','2021-01-09 02:28:34','','IBTS TESOL Canada Qualifications and Accreditation','','inherit','closed','closed','','296-revision-v1','','','2021-01-08 21:28:34','2021-01-09 02:28:34','',296,'https://tesoll.com/296-revision-v1/',0,'revision','',0),(3756,1,'2021-01-08 21:28:34','2021-01-09 02:28:34','[pmpro_login]','Log In','','inherit','closed','closed','','2855-revision-v1','','','2021-01-08 21:28:34','2021-01-09 02:28:34','',2855,'https://tesoll.com/2855-revision-v1/',0,'revision','',0),(3758,1,'2021-01-08 21:28:34','2021-01-09 02:28:34','[pmpro_account]','Membership Account','','inherit','closed','closed','','2848-revision-v1','','','2021-01-08 21:28:34','2021-01-09 02:28:34','',2848,'https://tesoll.com/2848-revision-v1/',0,'revision','',0),(3759,1,'2021-01-08 21:28:34','2021-01-09 02:28:34','[pmpro_billing]','Membership Billing','','inherit','closed','closed','','2849-revision-v1','','','2021-01-08 21:28:34','2021-01-09 02:28:34','',2849,'https://tesoll.com/2849-revision-v1/',0,'revision','',0),(3963,1,'2021-01-09 23:28:02','2021-01-10 04:28:02','<!-- wp:paragraph -->\n<p>This is an example page. It\'s different from a blog post because it will stay in one place and will show up in your site navigation (in most themes). Most people start with an About page that introduces them to potential site visitors. It might say something like this:</p>\n<!-- /wp:paragraph -->\n\n<!-- wp:quote -->\n<blockquote class=\"wp-block-quote\"><p>Hi there! I\'m a bike messenger by day, aspiring actor by night, and this is my website. I live in Los Angeles, have a great dog named Jack, and I like piña coladas. (And gettin\' caught in the rain.)</p></blockquote>\n<!-- /wp:quote -->\n\n<!-- wp:paragraph -->\n<p>...or something like this:</p>\n<!-- /wp:paragraph -->\n\n<!-- wp:quote -->\n<blockquote class=\"wp-block-quote\"><p>The XYZ Doohickey Company was founded in 1971, and has been providing quality doohickeys to the public ever since. Located in Gotham City, XYZ employs over 2,000 people and does all kinds of awesome things for the Gotham community.</p></blockquote>\n<!-- /wp:quote -->\n\n<!-- wp:paragraph -->\n<p>As a new WordPress user, you should go to <a href=\"https://tesoll.com/wp-admin/\">your dashboard</a> to delete this page and create new pages for your content. Have fun!</p>\n<!-- /wp:paragraph -->','Sample Page','','inherit','closed','closed','','2-revision-v1','','','2021-01-09 23:28:02','2021-01-10 04:28:02','',2,'https://tesoll.com/2-revision-v1/',0,'revision','',0),(3760,1,'2021-01-08 21:28:34','2021-01-09 02:28:34','[pmpro_cancel]','Membership Cancel','','inherit','closed','closed','','2850-revision-v1','','','2021-01-08 21:28:34','2021-01-09 02:28:34','',2850,'https://tesoll.com/2850-revision-v1/',0,'revision','',0),(3761,1,'2021-01-08 21:28:34','2021-01-09 02:28:34','[pmpro_checkout]','Membership Checkout','','inherit','closed','closed','','2851-revision-v1','','','2021-01-08 21:28:34','2021-01-09 02:28:34','',2851,'https://tesoll.com/2851-revision-v1/',0,'revision','',0),(3762,1,'2021-01-08 21:28:34','2021-01-09 02:28:34','[pmpro_confirmation]','Membership Confirmation','','inherit','closed','closed','','2852-revision-v1','','','2021-01-08 21:28:34','2021-01-09 02:28:34','',2852,'https://tesoll.com/2852-revision-v1/',0,'revision','',0),(3763,1,'2021-01-08 21:28:34','2021-01-09 02:28:34','[pmpro_invoice]','Membership Invoice','','inherit','closed','closed','','2853-revision-v1','','','2021-01-08 21:28:34','2021-01-09 02:28:34','',2853,'https://tesoll.com/2853-revision-v1/',0,'revision','',0),(3764,1,'2021-01-08 21:28:34','2021-01-09 02:28:34','[pmpro_levels]','Membership Levels','','inherit','closed','closed','','2854-revision-v1','','','2021-01-08 21:28:34','2021-01-09 02:28:34','',2854,'https://tesoll.com/2854-revision-v1/',0,'revision','',0),(3765,1,'2021-01-08 21:28:34','2021-01-09 02:28:34','[pmpro_member_profile_edit]','Your Profile','','inherit','closed','closed','','2856-revision-v1','','','2021-01-08 21:28:34','2021-01-09 02:28:34','',2856,'https://tesoll.com/2856-revision-v1/',0,'revision','',0),(3962,0,'2021-01-09 23:09:57','2021-01-10 04:09:57','','Default Kit','','publish','closed','closed','','default-kit','','','2021-01-09 23:09:57','2021-01-10 04:09:57','',0,'https://tesoll.com/?elementor_library=default-kit',0,'elementor_library','',0),(3766,1,'2021-01-08 21:28:43','2021-01-09 02:28:43','[woocommerce_my_account]','My Account','','inherit','closed','closed','','80-revision-v1','','','2021-01-08 21:28:43','2021-01-09 02:28:43','',80,'https://tesoll.com/80-revision-v1/',0,'revision','',0),(3767,1,'2021-01-08 21:28:43','2021-01-09 02:28:43','','Notes and Discussion','','inherit','closed','closed','','2648-revision-v1','','','2021-01-08 21:28:43','2021-01-09 02:28:43','',2648,'https://tesoll.com/2648-revision-v1/',0,'revision','',0),(3772,1,'2021-01-08 21:28:43','2021-01-09 02:28:43','<!-- wp:heading -->\n<h2>Who we are</h2>\n<!-- /wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Our website address is: https://tesoll.com.</p>\n<!-- /wp:paragraph -->\n\n<!-- wp:heading -->\n<h2>What personal data we collect and why we collect it</h2>\n<!-- /wp:heading -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3>Comments</h3>\n<!-- /wp:heading -->\n\n<!-- wp:paragraph -->\n<p>When visitors leave comments on the site we collect the data shown in the comments form, and also the visitor’s IP address and browser user agent string to help spam detection.</p>\n<!-- /wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>An anonymized string created from your email address (also called a hash) may be provided to the Gravatar service to see if you are using it. The Gravatar service privacy policy is available here: https://automattic.com/privacy/. After approval of your comment, your profile picture is visible to the public in the context of your comment.</p>\n<!-- /wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3>Media</h3>\n<!-- /wp:heading -->\n\n<!-- wp:paragraph -->\n<p>If you upload images to the website, you should avoid uploading images with embedded location data (EXIF GPS) included. Visitors to the website can download and extract any location data from images on the website.</p>\n<!-- /wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3>Contact forms</h3>\n<!-- /wp:heading -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3>Cookies</h3>\n<!-- /wp:heading -->\n\n<!-- wp:paragraph -->\n<p>If you leave a comment on our site you may opt-in to saving your name, email address and website in cookies. These are for your convenience so that you do not have to fill in your details again when you leave another comment. These cookies will last for one year.</p>\n<!-- /wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>If you have an account and you log in to this site, we will set a temporary cookie to determine if your browser accepts cookies. This cookie contains no personal data and is discarded when you close your browser.</p>\n<!-- /wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>When you log in, we will also set up several cookies to save your login information and your screen display choices. Login cookies last for two days, and screen options cookies last for a year. If you select \"Remember Me\", your login will persist for two weeks. If you log out of your account, the login cookies will be removed.</p>\n<!-- /wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>If you edit or publish an article, an additional cookie will be saved in your browser. This cookie includes no personal data and simply indicates the post ID of the article you just edited. It expires after 1 day.</p>\n<!-- /wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3>Embedded content from other websites</h3>\n<!-- /wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Articles on this site may include embedded content (e.g. videos, images, articles, etc.). Embedded content from other websites behaves in the exact same way as if the visitor has visited the other website.</p>\n<!-- /wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>These websites may collect data about you, use cookies, embed additional third-party tracking, and monitor your interaction with that embedded content, including tracking your interaction with the embedded content if you have an account and are logged in to that website.</p>\n<!-- /wp:paragraph -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3>Analytics</h3>\n<!-- /wp:heading -->\n\n<!-- wp:heading -->\n<h2>Who we share your data with</h2>\n<!-- /wp:heading -->\n\n<!-- wp:heading -->\n<h2>How long we retain your data</h2>\n<!-- /wp:heading -->\n\n<!-- wp:paragraph -->\n<p>If you leave a comment, the comment and its metadata are retained indefinitely. This is so we can recognize and approve any follow-up comments automatically instead of holding them in a moderation queue.</p>\n<!-- /wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>For users that register on our website (if any), we also store the personal information they provide in their user profile. All users can see, edit, or delete their personal information at any time (except they cannot change their username). Website administrators can also see and edit that information.</p>\n<!-- /wp:paragraph -->\n\n<!-- wp:heading -->\n<h2>What rights you have over your data</h2>\n<!-- /wp:heading -->\n\n<!-- wp:paragraph -->\n<p>If you have an account on this site, or have left comments, you can request to receive an exported file of the personal data we hold about you, including any data you have provided to us. You can also request that we erase any personal data we hold about you. This does not include any data we are obliged to keep for administrative, legal, or security purposes.</p>\n<!-- /wp:paragraph -->\n\n<!-- wp:heading -->\n<h2>Where we send your data</h2>\n<!-- /wp:heading -->\n\n<!-- wp:paragraph -->\n<p>Visitor comments may be checked through an automated spam detection service.</p>\n<!-- /wp:paragraph -->\n\n<!-- wp:heading -->\n<h2>Your contact information</h2>\n<!-- /wp:heading -->\n\n<!-- wp:heading -->\n<h2>Additional information</h2>\n<!-- /wp:heading -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3>How we protect your data</h3>\n<!-- /wp:heading -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3>What data breach procedures we have in place</h3>\n<!-- /wp:heading -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3>What third parties we receive data from</h3>\n<!-- /wp:heading -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3>What automated decision making and/or profiling we do with user data</h3>\n<!-- /wp:heading -->\n\n<!-- wp:heading {\"level\":3} -->\n<h3>Industry regulatory disclosure requirements</h3>\n<!-- /wp:heading -->','Privacy Policy','','inherit','closed','closed','','3-revision-v1','','','2021-01-08 21:28:43','2021-01-09 02:28:43','',3,'https://tesoll.com/3-revision-v1/',0,'revision','',0),(251,1,'2020-11-01 03:06:13','2020-11-01 08:06:13','<h1 style=\"text-align: center;\"> TESOL® CERTIFICATE PROGRAM</h1>\r\n<h2 style=\"text-align: center;\">THE INTERNATIONAL STANDARD IN TEACHING LANGUAGES</h2>\r\n&nbsp;\r\n\r\n<strong>Don\'t forget to schedule the board examination when you are ready. To access the material for free, make sure to use the promo code IBTS100. here is the link to access the material: <a href=\"https://tesoll.com/shop/\" target=\"_blank\" rel=\"noopener noreferrer\">https://tesoll.com/shop/</a> and select the course.</strong>\r\n\r\n<strong>Once ready to take the examination, contact the board examination office in Jordan at 0777626232.</strong>\r\n<strong>And they are located at: Khalda 224 Wasfi Al Tal Street Jerusalem Centre, Amman, Jordan.</strong>\r\n\r\n&nbsp;\r\n\r\n<b>Certificate in Teaching English as a Second Language (TESOL)<span class=\"Apple-converted-space\"> </span></b>\r\n\r\n<b>Education Canada Institute<span class=\"Apple-converted-space\"> </span></b>\r\n\r\n<b>Program Dates: TBA<span class=\"Apple-converted-space\"> </span></b>\r\n\r\n<b>Location: Blended or Online<span class=\"Apple-converted-space\"> </span></b>\r\n\r\n<b>Certificate Description<span class=\"Apple-converted-space\"> </span></b>\r\n\r\nEmployers around the world ask for TESOL®. It’s the practical English language teaching qualification that gives you the essential knowledge, hands-on teaching experience and classroom confidence to qualify as a teacher of English as a Second Language (ESL). <em>TESOL® </em> is great for recent graduates, people who are changing careers, or teachers who want to gain a formal qualification.\r\n\r\nThe certificate in Teaching English as a Second Language (TESOL) will teach the students about the basic foundational principles of language acquisition and the basic techniques founded upon those principles. This professional certificate will also describe second or foreign language theories, and basic studies in second language acquisition and their pedagogical implications. In addition, it will also elaborate upon basic design for lesson plans and provide access to professional resources. In collaboration with other programs at the Education Canada Institute, our students apply the skills they learned by designing a lesson plan which includes learning outcomes, assessments, materials, classroom management techniques and the learning activities themselves.<span class=\"Apple-converted-space\"> </span>\r\n\r\n<b>Targeted For<span class=\"Apple-converted-space\"> </span></b>\r\n\r\nThis certificate is intended to help English language teachers at primary, secondary or higher education levels who are native English speakers or have a language background other than English to enhance their language skills while creating great outcomes to teach English to learners.<span class=\"Apple-converted-space\"> </span>\r\n\r\n<b>Professional Outcome<span class=\"Apple-converted-space\"> </span></b>\r\n\r\nThe demand for English language instruction has grown dramatically as English has become the global language of commerce, diplomacy, entertainment, technology, advertising, and tourism. Most countries have adopted policies to encourage English language learning in schools, and universities in many countries offer classes or entire programs in English. As a result, TESOL educators around the world have seen English learner populations grow and change dramatically at all educational levels. Recognizing the need to map out a clear direction for the profession that is accessible for everyone, Education Canada Institute has developed this certificate to set a course for the future of the TESOL profession and develop a vision for the TESOL profession to embrace over the next several decades.<span class=\"Apple-converted-space\"> </span>','TESOL®','Demonstrate basic foundational principles, recognize second or foreign language learning theories, and design and plan lessons to teach English as a second or foreign language effectively.','publish','closed','closed','','tesol','','','2021-01-10 10:48:16','2021-01-10 15:48:16','',0,'https://tesoll.com/?post_type=course&#038;p=251',0,'course','',0),(2857,1,'2020-11-23 21:09:23','2020-11-24 02:09:23','&nbsp;\n<h1 style=\"text-align: center;\"> TESOL® CERTIFICATE PROGRAM</h1>\n<h2 style=\"text-align: center;\">THE INTERNATIONAL STANDARD IN TEACHING LANGUAGES</h2>\nEmployers around the world ask for TESOL®. It’s the practical English language teaching qualification that gives you the essential knowledge, hands-on teaching experience and classroom confidence to qualify as a teacher of English as a Second Language (ESL).\n\n<em>TESOL® </em> is great for recent graduates, people who are changing careers, or teachers who want to gain a formal qualification and may want to progress to qualifications such as DTESOL® (Diploma in Teaching English to Speakers of Other Languages).\n\nGain the freedom to work and travel the world at the same time by teaching English online or in the classroom you want to teach English, either at home, online, or abroad, but you’re not sure where to start? Our TESOL Certification course is fully accredited, internationally recognized, and will give you the tools you need to be successful as a teacher of English as a Second Language!TESOL means Teaching English to Speakers of Other Languages and is sometimes referred to as a TEFL certificate – which means Teaching English as a Foreign Language. With a TESOL/TEFL certificate, you show the schools that you’re applying to that you know how to teach – from lesson planning and classroom management to theory and pedagogical techniques. Throughout the course, you will get the opportunity to submit lesson plans to experienced TESOL teachers, gaining valuable feedback from experts who have been teaching abroad for years! You can get your 150-hour TESOL certificate online through IOA, at your own pace, in the comfort of your own home! Start your accredited TESOL certification online now – your first step to be an English teacher. Where will you go from there? You decide!\n\n&nbsp;\n<p class=\"heading-2 heading-2--anchor--call-to-action\"><span class=\"panel_heading-container\">With TESOL® you show employers that you:</span></p>\n\n<ul class=\"fa-ul\">\n 	<li>\n<h4><i class=\"fa-li fa fa-chevron-right\"></i>have gained essential knowledge of the principles of effective English teaching</h4>\n</li>\n 	<li>\n<h4><i class=\"fa-li fa fa-chevron-right\"></i>have developed a range of practical skills for teaching English to adult learners</h4>\n</li>\n 	<li>\n<h4><i class=\"fa-li fa fa-chevron-right\"></i>have demonstrated your ability to apply your learning in a real teaching context</h4>\n</li>\n 	<li>\n<h4><i class=\"fa-li fa fa-chevron-right\"></i>are ready to begin working in a variety of ESL teaching contexts around the world.</h4>\n</li>\n</ul>\n&nbsp;\n\n&nbsp;\n\n&nbsp;','TESOL®','','inherit','closed','closed','','251-revision-v1','','','2020-11-23 21:09:23','2020-11-24 02:09:23','',251,'https://tesoll.com/251-revision-v1/',0,'revision','',0),(2847,1,'2020-11-23 20:36:25','2020-11-24 01:36:25','&nbsp;\r\n<h1 style=\"text-align: center;\"> TESOL® CERTIFICATE PROGRAM</h1>\r\n<h2 style=\"text-align: center;\">THE INTERNATIONAL STANDARD IN TEACHING LANGUAGES</h2>\r\nEmployers around the world ask for TESOL®. It’s the practical English language teaching qualification that gives you the essential knowledge, hands-on teaching experience and classroom confidence to qualify as a teacher of English as a Second Language (ESL).\r\n\r\n<em>TESOL® </em> is great for recent graduates, people who are changing careers, or teachers who want to gain a formal qualification and may want to progress to qualifications such as DTESOL® (Diploma in Teaching English to Speakers of Other Languages).\r\n\r\nGain the freedom to work and travel the world at the same time by teaching English online or in the classroom you want to teach English, either at home, online, or abroad, but you’re not sure where to start? Our TESOL Certification course is fully accredited, internationally recognized, and will give you the tools you need to be successful as a teacher of English as a Second Language!TESOL means Teaching English to Speakers of Other Languages and is sometimes referred to as a TEFL certificate – which means Teaching English as a Foreign Language. With a TESOL/TEFL certificate, you show the schools that you’re applying to that you know how to teach – from lesson planning and classroom management to theory and pedagogical techniques. Throughout the course, you will get the opportunity to submit lesson plans to experienced TESOL teachers, gaining valuable feedback from experts who have been teaching abroad for years! You can get your 150-hour TESOL certificate online through IOA, at your own pace, in the comfort of your own home! Start your accredited TESOL certification online now – your first step to be an English teacher. Where will you go from there? You decide!\r\n\r\n&nbsp;\r\n<p class=\"heading-2 heading-2--anchor--call-to-action\"><span class=\"panel_heading-container\">With TESOL® you show employers that you:</span></p>\r\n\r\n<ul class=\"fa-ul\">\r\n 	<li>\r\n<h4><i class=\"fa-li fa fa-chevron-right\"></i>have gained essential knowledge of the principles of effective English teaching</h4>\r\n</li>\r\n 	<li>\r\n<h4><i class=\"fa-li fa fa-chevron-right\"></i>have developed a range of practical skills for teaching English to adult learners</h4>\r\n</li>\r\n 	<li>\r\n<h4><i class=\"fa-li fa fa-chevron-right\"></i>have demonstrated your ability to apply your learning in a real teaching context</h4>\r\n</li>\r\n 	<li>\r\n<h4><i class=\"fa-li fa fa-chevron-right\"></i>are ready to begin working in a variety of ESL teaching contexts around the world.</h4>\r\n</li>\r\n</ul>\r\n&nbsp;\r\n<div class=\"panel_content-container\"></div>\r\n<strong>WHAT YOU’LL LEARN</strong>\r\n\r\nIn this course, we’ll take you through learning modules that will prepare you for your new adventure. You’ll learn:\r\n<ul>\r\n 	<li>How to motivate students who are new to the English language.</li>\r\n 	<li>How to use a student’s primary language to teach them a new language.</li>\r\n 	<li>The basics of linguistics, which will help bridge the gap between the students’ primary language and English.</li>\r\n 	<li>All the reading, writing, speaking, and listening skills you will need to impart in your students.</li>\r\n 	<li>Basic pedagogical techniques</li>\r\n 	<li>Classroom management strategies</li>\r\n 	<li>How to get hired abroad TESOL will help you develop these areas of expertise we’ve designed a course that aims to answer the following key questions:</li>\r\n</ul>\r\n<ol>\r\n 	<li>What does language involve? So, what does language learning involve?</li>\r\n 	<li>What kind of pedagogies can support the language learner in content lessons?</li>\r\n 	<li>How can I develop speaking &amp; listening skills for my ESL learners in my mainstream &amp; online classrooms?</li>\r\n 	<li>How can I develop reading and writing skills for my ESL learners in my mainstream &amp; online classrooms?</li>\r\n 	<li>How can I enrich my feedback and classroom talk to better help the language learner?</li>\r\n</ol>\r\nEach week of the course has a particular focus. We will look at what language involves, how languages are learned and who our language learners are. We will focus more on the learning that takes place in schools and classrooms by looking at the language demands placed on our language learners and some strategies we can develop to help our learners meet these demands. We will look at how we can support learners both understand and produce the language of the classroom.\r\n\r\n&nbsp;\r\n\r\n<strong>Program includes;</strong>\r\n<ul>\r\n 	<li>English Grammar</li>\r\n 	<li>Class Psychology</li>\r\n 	<li>Class Management</li>\r\n 	<li>Language Teaching Methodologies</li>\r\n 	<li>Language Teaching Pedagogical Skills</li>\r\n 	<li>Introduction to Online Teaching and MOOC</li>\r\n 	<li>Teaching Conversation Activities</li>\r\n 	<li>Lesson Plans</li>\r\n 	<li>Global Employment Perspective</li>\r\n 	<li>Assignments, Quizzes, &amp; the Final CIELT-TESOL 1 Board Exam</li>\r\n 	<li><em>CERTIFICATION</em> (Only endorsed by Education Canada Institute- Conditions Apply)</li>\r\n</ul>\r\n&nbsp;','TESOL®','','inherit','closed','closed','','251-revision-v1','','','2020-11-23 20:36:25','2020-11-24 01:36:25','',251,'https://tesoll.com/251-revision-v1/',0,'revision','',0),(309,1,'2019-04-25 09:49:11','2019-04-25 09:49:11','<h1 class=\"page-title\" style=\"text-align: center;\">TESOL®- Introduction to Teaching a Second Language</h1>\r\n<img class=\"wp-image-310 aligncenter\" src=\"https://tesoll.com/wp-content/uploads/2019/04/3-460x268.jpg\" alt=\"\" width=\"1122\" height=\"653\" />\r\n\r\nSecond Language Teaching is not a new phenomenon. Linguists believe second language acquisition started over 5000 years ago. Joining this profession will guarantee more than one\'s fair share of challenges, growth, joy and fulfillment. Challenges await at every turn of this profession. Language teaching disciplines have recently, begun to solve some of the perplexing questions about how people can successfully learn a second/foreign language. The joy of teaching lies in the vicarious pleasure of witnessing students’ attainment of broader vistas of linguistic proficiency and in experiencing the communication bond that has been instrumental in creating a classroom. Ultimately, few professions can offer the fulfillment of knowing that one\'s work can make a difference in communications that transcends national borders and interests.\r\n\r\nhttps://youtu.be/I4bHGeRMtmA\r\n<h3 style=\"text-align: center;\"><strong>Second and Foreign Language Contexts</strong></h3>\r\nESL or EFL? The second language learning context is when the classroom\'s target language is readily available out there. Teaching English in Canada clearly falls into this category. The foreign language context is when students do not have ready-made contexts for communication beyond their classroom. They may be obtainable through language clubs, social media, and other online sources.  Teaching English in Japan or Morocco is a context of English as a foreign language as Teaching Arabic in Canada is a context of Arabic as a foreign language.\r\n\r\nThe pedagogical implications for the two contexts of teaching are very significant. In an ESL situation, students have a tremendous advantage. They have an instant “laboratory” available 24 /7.\r\n<p style=\"text-align: center;\">Teaching beginner language students</p>\r\n<span class=\"blast mmt-sentence\" aria-hidden=\"true\">Why Is Teaching Beginners So Rewarding?</span>\r\n\r\n<span class=\"blast mmt-sentence\" aria-hidden=\"true\">Everything is new</span>\r\n<p align=\"left\"><span class=\"blast mmt-sentence\" aria-hidden=\"true\">It does not matter if your class of beginners is made up of adults or kids, there will be a world of new material that you will be sharing with them.</span><span class=\"blast mmt-sentence\" aria-hidden=\"true\"> From moving their mouths around strange sounds to learning how to say “hello,” beginning students are often like sponges, and the new language you are teaching them will become a great point of interest.</span></p>\r\n<span class=\"blast mmt-sentence\" aria-hidden=\"true\">Progress is more easily seen</span>\r\n<p align=\"left\"><span class=\"blast mmt-sentence\" aria-hidden=\"true\">Further along in language study,</span> <span class=\"blast mmt-sentence\" aria-hidden=\"true\">student frustration can arise</span> <span class=\"blast mmt-sentence\" aria-hidden=\"true\">because they cannot readily see their progress.</span> <span class=\"blast mmt-sentence\" aria-hidden=\"true\">This is not the case with beginning students!</span> <span class=\"blast mmt-sentence\" aria-hidden=\"true\">From the first day, when they learn to greet one another in their new language, through the weeks that follow, each class will offer them a milestone that they can easily mark and see.</span></p>\r\n<span class=\"blast mmt-sentence\" aria-hidden=\"true\">Motivation is high</span>\r\n<p align=\"left\"><span class=\"blast mmt-sentence\" aria-hidden=\"true\">Think about how excited you were when you took your first language class.</span> <span class=\"blast mmt-sentence\" aria-hidden=\"true\">You were probably excited to meet new people who shared the same goals as you, that is, learning to communicate in a new language.</span></p>\r\n<p align=\"left\"><span class=\"blast mmt-sentence\" aria-hidden=\"true\">For adults, the motivation may come from their desire to start feeling more secure when travelling or finally getting that promotion the second language offers them.</span> <span class=\"blast mmt-sentence\" aria-hidden=\"true\">Younger students will be motivated to take part mainly because, in general, kids love to learn new things.</span></p>\r\n<span class=\"blast mmt-sentence\" aria-hidden=\"true\">Types of Tips for Beginning Learners</span>\r\n<p align=\"left\"><span class=\"blast mmt-sentence\" aria-hidden=\"true\">Here we are going to discuss three main types of tips that will help you out when getting ready to enter a classroom full of beginning students.</span></p>\r\n<span class=\"blast mmt-sentence\" aria-hidden=\"true\">Organization tips</span>\r\n<p align=\"left\"><span class=\"blast mmt-sentence\" aria-hidden=\"true\">The organization is very important in any language class.</span> <span class=\"blast mmt-sentence\" aria-hidden=\"true\">It supports the teacher’s authority in the subject area and makes the students comfortable knowing what is expected of them in each class.</span> <span class=\"blast mmt-sentence\" aria-hidden=\"true\">The organization is not just about class planning, though.</span> <span class=\"blast mmt-sentence\" aria-hidden=\"true\">It includes how your class will be set up, where the students will be sitting, how you interact with them and how they interact with each other.</span></p>\r\n<span class=\"blast mmt-sentence\" aria-hidden=\"true\">Presentation tips</span>\r\n<p align=\"left\"><span class=\"blast mmt-sentence\" aria-hidden=\"true\">As a teacher in a beginners’ language class, a lot of your work will involve informing students by sharing information.</span> <span class=\"blast mmt-sentence\" aria-hidden=\"true\">New vocabulary, verb conjugations, ways to write the language, presenting all this info can seem a stressful task, especially if you do not know how to speak their native language.</span> <span class=\"blast mmt-sentence\" aria-hidden=\"true\">These tips will give you some ideas on how to make your presentations both effective and fun.</span></p>\r\n<span class=\"blast mmt-sentence\" aria-hidden=\"true\">Evaluation tips</span>\r\n<p align=\"left\"><span class=\"blast mmt-sentence\" aria-hidden=\"true\">Even though beginners can more readily see their advances in the new language, it is important to keep and show records of your evaluations of their progress.</span> <span class=\"blast mmt-sentence\" aria-hidden=\"true\">These tips will give you some ideas on how to visually remind your students how well they are doing in their new language.</span></p>\r\n<p align=\"left\"><span class=\"blast mmt-sentence\" aria-hidden=\"true\">Begin at the Beginning: 10 Tips for Teaching Any Language </span></p>\r\n<span class=\"blast mmt-sentence\" aria-hidden=\"true\">Organizational Tips</span>\r\n\r\n<span class=\"blast mmt-sentence\" aria-hidden=\"true\">1.</span> <span class=\"blast mmt-sentence\" aria-hidden=\"true\">Structure your class into small sections</span>\r\n<p align=\"left\"><span class=\"blast mmt-sentence\" aria-hidden=\"true\">When you structure your class, you give your beginning students something to lean on when things get rough.</span> They will know what to expect each time they enter the classroom and will feel comfortable with the challenging learning tasks ahead of them.</p>\r\n&nbsp;\r\n<p align=\"left\"><span class=\"blast mmt-sentence\" aria-hidden=\"true\">When structuring your class, you should do so in increments of time spent on each activity.</span> <span class=\"blast mmt-sentence\" aria-hidden=\"true\">Not a lot of people would enjoy sitting through an hour-long grammar lecture every time they enter class.</span> <span class=\"blast mmt-sentence\" aria-hidden=\"true\">By creating a varied structure you keep the students on their toes and anticipating the next section.</span></p>\r\n<span class=\"blast mmt-sentence\" aria-hidden=\"true\">A very basic structure for your class might include:</span>\r\n<ul>\r\n 	<li><span class=\"blast mmt-sentence\" aria-hidden=\"true\">greetings and getting settled in (5 minutes)</span></li>\r\n</ul>\r\n<ul>\r\n 	<li><span class=\"blast mmt-sentence\" aria-hidden=\"true\">warm-up activities for voice and body (10 minutes)</span></li>\r\n</ul>\r\n<ul>\r\n 	<li><span class=\"blast mmt-sentence\" aria-hidden=\"true\">presentation of the day’s theme and exercise (10 minutes)</span></li>\r\n</ul>\r\n<ul>\r\n 	<li><span class=\"blast mmt-sentence\" aria-hidden=\"true\">doing the day’s exercise (20 minutes)</span></li>\r\n</ul>\r\n<ul>\r\n 	<li><span class=\"blast mmt-sentence\" aria-hidden=\"true\">evaluation of the work done in class (10 minutes)</span></li>\r\n</ul>\r\n<ul>\r\n 	<li><span class=\"blast mmt-sentence\" aria-hidden=\"true\">homework</span> <span class=\"blast mmt-sentence\" aria-hidden=\"true\">and goodbyes (5 minutes)</span></li>\r\n</ul>\r\n<p align=\"left\"><span class=\"blast mmt-sentence\" aria-hidden=\"true\">Part of any new language will be learning its structure.</span> <span class=\"blast mmt-sentence\" aria-hidden=\"true\">Even beginners will need to get a handle on a number of structures to be able to move ahead.</span><span class=\"blast mmt-sentence\" aria-hidden=\"true\"> When you look at the structure of the language you are teaching, you will find the additional, practical structure you can put into your class.</span> <span class=\"blast mmt-sentence\" aria-hidden=\"true\">Doing this reinforces just what you want your beginners to learn without lecturing them on it.</span></p>\r\n<p style=\"text-align: left;\"><span class=\"blast mmt-sentence\" aria-hidden=\"true\">2.</span> <span class=\"blast mmt-sentence\" aria-hidden=\"true\">Always follow the basic structure</span></p>\r\n<p style=\"text-align: left;\" align=\"left\"><span class=\"blast mmt-sentence\" aria-hidden=\"true\">Once you have established (and explained!)</span> <span class=\"blast mmt-sentence\" aria-hidden=\"true\">your class structure, follow that structure each and every class period.</span> <span class=\"blast mmt-sentence\" aria-hidden=\"true\">From time to time you can totally part from your structure; however, there are several reasons why a strictly structured class is advantageous.</span></p>\r\n<p style=\"text-align: left;\"><strong><span class=\"blast mmt-sentence\" aria-hidden=\"true\">Planning:</span></strong> <span class=\"blast mmt-sentence\" aria-hidden=\"true\">When planning your class, for example, you need only think of material to fill in short segments.</span> <span class=\"blast mmt-sentence\" aria-hidden=\"true\">It is so much easier to plan for a five-minute warm-up exercise than it is to plan a 25-minute explanation of a grammar point.</span> <span class=\"blast mmt-sentence\" aria-hidden=\"true\">An active exercise section gets the students doing a lot of the work themselves, leaving you free to observe for later evaluation.</span></p>\r\n<p style=\"text-align: left;\"><strong><span class=\"blast mmt-sentence\" aria-hidden=\"true\">Behaviour:</span></strong> <span class=\"blast mmt-sentence\" aria-hidden=\"true\">Students will probably have better behaved if they know that something they enjoy is coming up.</span> <span class=\"blast mmt-sentence\" aria-hidden=\"true\">Since you’ve structured your class in small segments, there is little chance of students acting out because of boredom.</span> <span class=\"blast mmt-sentence\" aria-hidden=\"true\">Agile movement from segment to segment makes the time fly and does not give “trouble makers” time to make trouble.</span></p>\r\n<p style=\"text-align: left;\"><strong><span class=\"blast mmt-sentence\" aria-hidden=\"true\">Class time economy:</span></strong> <span class=\"blast mmt-sentence\" aria-hidden=\"true\">Finally, if you and your students know that these minutes are dedicated to this activity which is followed by another related but different activity, time is more economically spent in the classroom.</span> <span class=\"blast mmt-sentence\" aria-hidden=\"true\">Students will not have much time to dwell on what was difficult in the warm-up because you will be moving right along to explaining the main language activity of the day.</span> <span class=\"blast mmt-sentence\" aria-hidden=\"true\">You also avoid getting caught up in lengthy explanations, since you will be wanting to get the actual exercise underway and give your students a chance to practice in front of you.</span></p>\r\n<p style=\"text-align: left;\"><span class=\"blast mmt-sentence\" aria-hidden=\"true\">3.</span> <span class=\"blast mmt-sentence\" aria-hidden=\"true\">Include quizzes and games in the structure</span></p>\r\n<p style=\"text-align: left;\" align=\"left\"><span class=\"blast mmt-sentence\" aria-hidden=\"true\">When you are structuring your class, make sure you include both quizzes and</span> <span class=\"blast mmt-sentence\" aria-hidden=\"true\">games</span> <span class=\"blast mmt-sentence\" aria-hidden=\"true\">regularly.</span> <span class=\"blast mmt-sentence\" aria-hidden=\"true\">If you make sure the students know that every two weeks there will be a quiz, there will not be as many groans when you present it.</span></p>\r\n<p style=\"text-align: left;\" align=\"left\"><span class=\"blast mmt-sentence\" aria-hidden=\"true\">Games are a very important activity in the language classroom.</span></p>\r\n<span class=\"blast mmt-sentence\" aria-hidden=\"true\">Although they may be useful as rewards, if you regularly schedule games into your structure, your students will find your classes entertaining and motivating.</span> <span class=\"blast mmt-sentence\" aria-hidden=\"true\">This helps foster a positive learning attitude among your beginning students.</span>\r\n\r\n<span class=\"blast mmt-sentence\" aria-hidden=\"true\">4.</span> <span class=\"blast mmt-sentence\" aria-hidden=\"true\">Experiment with alternative classroom setups</span>\r\n<p align=\"left\"><span class=\"blast mmt-sentence\" aria-hidden=\"true\">Rows of desks, students looking at the back of the head of the one in front of them, a big table with students sitting around, all looking at the teacher, these are common classroom setups.</span> <span class=\"blast mmt-sentence\" aria-hidden=\"true\">If you have the flexibility where you teach, try</span> <span class=\"blast mmt-sentence\" aria-hidden=\"true\">regrouping your students</span> <span class=\"blast mmt-sentence\" aria-hidden=\"true\">into patterns they don’t expect.</span> <span class=\"blast mmt-sentence\" aria-hidden=\"true\">For example:</span></p>\r\n\r\n<ul>\r\n 	<li><strong><span class=\"blast mmt-sentence\" aria-hidden=\"true\">The semi-circle:</span></strong> <span class=\"blast mmt-sentence\" aria-hidden=\"true\">Push all the desks and tables against the walls and put the seats in a semi-circle, leaving a big space in the middle for students to stand in when doing warm-ups or pair-work.</span></li>\r\n</ul>\r\n<ul>\r\n 	<li><strong><span class=\"blast mmt-sentence\" aria-hidden=\"true\">Face-to-face:</span></strong> <span class=\"blast mmt-sentence\" aria-hidden=\"true\">When pairing up your students, get the tables out of the way and have them sit in their chairs facing their partners, randomly scattered around the room.</span> <span class=\"blast mmt-sentence\" aria-hidden=\"true\">Make sure to leave room between pairs so you can move around and listen in on their practice.</span></li>\r\n</ul>\r\n<ul>\r\n 	<li><strong><span class=\"blast mmt-sentence\" aria-hidden=\"true\">Back-to-back:</span></strong> <span class=\"blast mmt-sentence\" aria-hidden=\"true\">Useful when practicing telephone speech, this setup tends to make students listen more to what is being said by their partner.</span></li>\r\n</ul>\r\n<span class=\"blast mmt-sentence\" aria-hidden=\"true\">Presentation Tips</span>\r\n\r\n<span class=\"blast mmt-sentence\" aria-hidden=\"true\">5.</span> <span class=\"blast mmt-sentence\" aria-hidden=\"true\">Learn to draw</span>\r\n<p align=\"left\"><span class=\"blast mmt-sentence\" aria-hidden=\"true\">You’re going to have to explain a lot of things to your students.</span></p>\r\n<p align=\"left\"><span class=\"blast mmt-sentence\" aria-hidden=\"true\">One of the easiest tools for explaining vocabulary, verbs, even many adjectives, is drawing.</span> <span class=\"blast mmt-sentence\" aria-hidden=\"true\">You don’t know how to draw?</span> <span class=\"blast mmt-sentence\" aria-hidden=\"true\">Spend a bit of time learning the basics of shape drawing so that when you have to teach words like “cow” or “ugly” you can quickly sketch something for your students to see.</span> <span class=\"blast mmt-sentence\" aria-hidden=\"true\">This method of presentation is also a great introduction to “Pictionary” activities during game time.</span></p>\r\n<span class=\"blast mmt-sentence\" aria-hidden=\"true\">6.</span> <span class=\"blast mmt-sentence\" aria-hidden=\"true\">Use scripted role plays</span>\r\n<p align=\"left\"><span class=\"blast mmt-sentence\" aria-hidden=\"true\">Don’t be afraid to give your beginners</span> <span class=\"blast mmt-sentence\" aria-hidden=\"true\">scripted role-plays</span><span class=\"blast mmt-sentence\" aria-hidden=\"true\">.</span></p>\r\n<p align=\"left\"><span class=\"blast mmt-sentence\" aria-hidden=\"true\">A lot of language at the beginning stage involves using basic and familiar patterns.</span> <span class=\"blast mmt-sentence\" aria-hidden=\"true\">By giving your beginners a script to follow, students don’t have to think about</span> <em><span class=\"blast mmt-sentence\" aria-hidden=\"true\">what</span></em> <span class=\"blast mmt-sentence\" aria-hidden=\"true\">they need to say, they just practice the everyday language.</span> <span class=\"blast mmt-sentence\" aria-hidden=\"true\">Some useful situations would include:</span></p>\r\n\r\n<ul>\r\n 	<li><span class=\"blast mmt-sentence\" aria-hidden=\"true\">Ordering in a fast-food restaurant</span></li>\r\n</ul>\r\n<ul>\r\n 	<li><span class=\"blast mmt-sentence\" aria-hidden=\"true\">Buying a train ticket</span></li>\r\n</ul>\r\n<ul>\r\n 	<li><span class=\"blast mmt-sentence\" aria-hidden=\"true\">Sending a package by post</span></li>\r\n</ul>\r\n<ul>\r\n 	<li><span class=\"blast mmt-sentence\" aria-hidden=\"true\">Asking for directions on the street</span></li>\r\n</ul>\r\n<ul>\r\n 	<li><span class=\"blast mmt-sentence\" aria-hidden=\"true\">Getting a phone number from information</span></li>\r\n</ul>\r\n<span class=\"blast mmt-sentence\" aria-hidden=\"true\">7.</span> <span class=\"blast mmt-sentence\" aria-hidden=\"true\">Use song, video and games instead of lectures</span>\r\n<p align=\"left\"><span class=\"blast mmt-sentence\" aria-hidden=\"true\">Students of all ages will enjoy the break a song will bring to class.</span> <span class=\"blast mmt-sentence\" aria-hidden=\"true\">Songs let you do cloze exercises with the lyrics, sing-alongs and kareoke are fun activities.</span> <span class=\"blast mmt-sentence\" aria-hidden=\"true\">Just make sure the songs are somehow related to the language point you are practicing.</span></p>\r\n<p align=\"left\"><span class=\"blast mmt-sentence\" aria-hidden=\"true\">Videos, like those found in</span> this course<strong><span class=\"blast mmt-sentence\" aria-hidden=\"true\">,</span></strong> <span class=\"blast mmt-sentence\" aria-hidden=\"true\">are excellent ways to help your students see language in action.</span> <span class=\"blast mmt-sentence\" aria-hidden=\"true\">Any video you show should be short, sweet and full of language.</span> <span class=\"blast mmt-sentence\" aria-hidden=\"true\">Realistic dialogues in films are best and, the shorter they are, the better they are assimilated and can be used for future practice.</span></p>\r\n<p align=\"left\"><span class=\"blast mmt-sentence\" aria-hidden=\"true\">Again, if you were to ask your beginners to choose between a lecture on frequency adverbs and a game that lets them play with them, which do you think they will enjoy more?</span> <span class=\"blast mmt-sentence\" aria-hidden=\"true\">I bet the vote will be on the “game” side.</span><span class=\"blast mmt-sentence\" aria-hidden=\"true\"> Don’t hesitate to use a game to get a point across, they will often stick in student’s memories (and be more easily understood!)</span><span class=\"blast mmt-sentence\" aria-hidden=\"true\">than 20 minutes of you talking and making graphs on the board.</span> <span class=\"blast mmt-sentence\" aria-hidden=\"true\">You will enjoy them as well.</span></p>\r\n<span class=\"blast mmt-sentence\" aria-hidden=\"true\">Evaluation Tips</span>\r\n\r\n<span class=\"blast mmt-sentence\" aria-hidden=\"true\">8.</span> <span class=\"blast mmt-sentence\" aria-hidden=\"true\">Use student passports to record daily achievements</span>\r\n<p align=\"left\"><span class=\"blast mmt-sentence\" aria-hidden=\"true\">A student “passport” is simply a small notebook that looks like a passport.</span> <span class=\"blast mmt-sentence\" aria-hidden=\"true\">Templates</span> <span class=\"blast mmt-sentence\" aria-hidden=\"true\">can be found online, or you can custom-make one that best suits your teaching style.</span></p>\r\n<p align=\"left\"><span class=\"blast mmt-sentence\" aria-hidden=\"true\">You will record their achievements in class in these little notebooks, with notes, quiz grades, gold stars.</span> <span class=\"blast mmt-sentence\" aria-hidden=\"true\">They are also great to handle discipline with younger students!</span> <span class=\"blast mmt-sentence\" aria-hidden=\"true\">Make sure to include a space for parents to initial when they have seen the latest teacher’s note, be it good or bad!</span></p>\r\n<span class=\"blast mmt-sentence\" aria-hidden=\"true\">9.</span> <span class=\"blast mmt-sentence\" aria-hidden=\"true\">Only quiz on practiced material</span>\r\n<p align=\"left\"><span class=\"blast mmt-sentence\" aria-hidden=\"true\">Quizzes should always cover recent material that you have covered.</span><span class=\"blast mmt-sentence\" aria-hidden=\"true\"> Avoid pop quizzes and trick questions: You want to know if your students have been paying attention and if they are catching on to what you are teaching.</span> <span class=\"blast mmt-sentence\" aria-hidden=\"true\">Keep quizzes short (no more than ten questions) and easy to grade.</span></p>\r\n<p align=\"left\"><span class=\"blast mmt-sentence\" aria-hidden=\"true\">When you have given a quiz, note the result on the “quiz page” in each student’s passport.</span> <span class=\"blast mmt-sentence\" aria-hidden=\"true\">Or you can hang a star poster on the wall where students can see their progress and improvement.</span> <span class=\"blast mmt-sentence\" aria-hidden=\"true\">Tests can be hard, but quizzes should be easy.</span> <span class=\"blast mmt-sentence\" aria-hidden=\"true\">Getting a good “grade” on a quiz should be no problem for most beginners, and accumulating those grades is a wonderful motivation for drilling forward.</span></p>\r\n<span class=\"blast mmt-sentence\" aria-hidden=\"true\">10.</span> <span class=\"blast mmt-sentence\" aria-hidden=\"true\">Reward students often and equally</span>\r\n<p align=\"left\"><span class=\"blast mmt-sentence\" aria-hidden=\"true\">Almost everyone likes to be told that they have done a good job.</span> <span class=\"blast mmt-sentence\" aria-hidden=\"true\">You should get into the habit of motivating your students with</span> <span class=\"blast mmt-sentence\" aria-hidden=\"true\">praise and rewards</span><span class=\"blast mmt-sentence\" aria-hidden=\"true\">. Sometimes simply saying “good work” can make the difference between a beginner being motivated or becoming frustrated.</span> <span class=\"blast mmt-sentence\" aria-hidden=\"true\">Stars and stickers are visible rewards.</span> <span class=\"blast mmt-sentence\" aria-hidden=\"true\">Special game sessions can break the habit of your regular structure.</span></p>\r\n<p align=\"left\"><span class=\"blast mmt-sentence\" aria-hidden=\"true\">Celebrate a target language holiday by bringing in a tray of goodies that are often shared on that day, for example, candies for Halloween, dried fruit for Ramadan,</span> <em><span class=\"blast mmt-sentence\" aria-hidden=\"true\">turrón</span></em> <span class=\"blast mmt-sentence\" aria-hidden=\"true\">for Christmas.</span> <span class=\"blast mmt-sentence\" aria-hidden=\"true\">Make sure that your beginners know that you think that they are moving forward and improving and make sure to spread that good feeling to all of your students frequently and equally.</span></p>\r\n<p align=\"left\"><span class=\"blast mmt-sentence\" aria-hidden=\"true\">Teaching a group of beginners can seem like a stressful task, but the truth is, you will find your experience with a beginner language class a more manageable challenge if you are structured, prepared and weave fun throughout the experience with them.</span> <span class=\"blast mmt-sentence\" aria-hidden=\"true\">Remember that you will present them with their first step on the journey of learning that new language.</span></p>\r\n<p align=\"left\"><span class=\"blast mmt-sentence\" aria-hidden=\"true\">A big responsibility is yours to keep them interested in the task, but it is a responsibility that comes with ample rewards for both your students and yourself.</span></p>\r\nhttps://youtu.be/_UiC2_UZlts\r\n\r\n&nbsp;\r\n<div class=\"easy-lead-box-widget-container\">\r\n<div class=\"easy-leadbox\">\r\n<p class=\"easy-leadbox\"></p>\r\n\r\n</div>\r\n<div id=\"attachment_1235\" class=\"wp-caption aligncenter\">\r\n\r\n&nbsp;\r\n\r\n</div>\r\n<div id=\"fluen-187052490\" class=\"fluen-after-content\">\r\n<div id=\"wistia_hqwn5xkhdq\" class=\"wistia_embed wistia_embed_initialized\">\r\n<div id=\"wistia_chrome_25\" class=\"w-chrome\" tabindex=\"-1\">\r\n<div id=\"wistia_grid_31_wrapper\">\r\n<div id=\"wistia_grid_31_main\"><aside id=\"sidebar\">\r\n<div id=\"tbnwidget-73a00af1-133b-422f-b9c8-e1fec8fd62ce\" class=\"widget Closure\">\r\n<div id=\"tbnwidget-258e4282-d873-468f-acea-78cd79b59cd2\" class=\"widget Closure\">\r\n<div id=\"tbnwidget-53fa8d41-e38b-4d31-84a0-d2004d438040\" class=\"widget Closure\">\r\n<div id=\"adspace-widget-2\" class=\"widget adspace-widget\"></div>\r\n<div id=\"tbnwidget-5d15641e-1d4e-41df-a7b9-61e87c260062\" class=\"widget Closure\">\r\n\r\n&nbsp;\r\n<div></div>\r\n<div id=\"mmt-5d15641e-1d4e-41df-a7b9-61e87c260062-ad-wrapper\">\r\n<div>\r\n<div></div>\r\n</div>\r\n</div>\r\n&nbsp;\r\n\r\n<section id=\"footer-widgets\" class=\"col-full col-2\">\r\n<div class=\"block footer-widget-1\">\r\n<div id=\"fluentu_widget_woo_blogauthorinfo-2\" class=\"widget widget_fluentu_widget_woo_blogauthorinfo\"></div>\r\n</div>\r\n</section></div>\r\n</div>\r\n</div>\r\n</div>\r\n</aside></div>\r\n</div>\r\n</div>\r\n</div>\r\n</div>\r\n</div>\r\n<h4 id=\"right-side-wrapper\" class=\"ic-app-main-content__secondary\"></h4>','Unit 1','','publish','open','closed','','unit-1','','','2020-11-24 23:51:06','2020-11-25 04:51:06','',0,'https://tesoll.com/?post_type=unit&#038;p=309',0,'unit','',0),(3028,1,'2020-11-24 12:49:48','2020-11-24 17:49:48','<h1 class=\"page-title\">TESOL®- Introduction to Teaching a Second Language</h1>\r\n<img class=\"wp-image-310 aligncenter\" src=\"https://tesoll.com/wp-content/uploads/2019/04/3-460x268.jpg\" alt=\"\" width=\"1122\" height=\"653\" />\r\n\r\nSecond Language Teaching is not a new phenomenon. Linguists believe second language acquisition started over 5000 years ago. Joining this profession will guarantee more than one\'s fair share of challenges, growth, joy and fulfillment. Challenges await at every turn of this profession. Language teaching disciplines have recently, begun to solve some of the perplexing questions about how people can successfully learn a second/foreign language. The joy of teaching lies in the vicarious pleasure of witnessing students’ attainment of broader vistas of linguistic proficiency and in experiencing the communication bond that has been instrumental in creating a classroom. Ultimately, few professions can offer the fulfillment of knowing that one\'s work can make a difference in communications that transcends national borders and interests.\r\n\r\nhttps://youtu.be/I4bHGeRMtmA\r\n<h3 style=\"text-align: center;\"><strong>Second and Foreign Language Contexts</strong></h3>\r\n&nbsp;\r\n\r\n&nbsp;\r\n<h4>ESL or EFL? The second language learning context is when the classroom\'s target language is readily available out there. Teaching English in Canada clearly falls into this category. The foreign language context is when students do not have ready-made contexts for communication beyond their classroom. They may be obtainable through language clubs, social media, and other online sources.  Teaching English in Japan or Morocco is a context of English as a foreign language as Teaching Arabic in Canada is a context of Arabic as a foreign language.</h4>\r\n<h4>The pedagogical implications for the two contexts of teaching are very significant. In an ESL situation, students have a tremendous advantage. They have an instant “laboratory” available 24 /7.</h4>\r\n<h1 style=\"text-align: center;\">Teaching beginner language students</h1>\r\n<h2><span class=\"blast mmt-sentence\" aria-hidden=\"true\">Why Is Teaching Beginners So Rewarding?</span></h2>\r\n<h3><span class=\"blast mmt-sentence\" aria-hidden=\"true\">Everything is new</span></h3>\r\n<h4 align=\"left\"><span class=\"blast mmt-sentence\" aria-hidden=\"true\">It does not matter if your class of beginners is made up of adults or kids, there will be a world of new material that you will be sharing with them.</span><span class=\"blast mmt-sentence\" aria-hidden=\"true\"> From moving their mouths around strange sounds to learning how to say “hello,” beginning students are often like sponges, and the new language you are teaching them will become a great point of interest.</span></h4>\r\n<h3><span class=\"blast mmt-sentence\" aria-hidden=\"true\">Progress is more easily seen</span></h3>\r\n<h4 align=\"left\"><span class=\"blast mmt-sentence\" aria-hidden=\"true\">Further along in language study,</span> <span class=\"blast mmt-sentence\" aria-hidden=\"true\">student frustration can arise</span> <span class=\"blast mmt-sentence\" aria-hidden=\"true\">because they cannot readily see their progress.</span> <span class=\"blast mmt-sentence\" aria-hidden=\"true\">This is not the case with beginning students!</span> <span class=\"blast mmt-sentence\" aria-hidden=\"true\">From the first day, when they learn to greet one another in their new language, through the weeks that follow, each class will offer them a milestone that they can easily mark and see.</span></h4>\r\n<h3><span class=\"blast mmt-sentence\" aria-hidden=\"true\">Motivation is high</span></h3>\r\n<h4 align=\"left\"><span class=\"blast mmt-sentence\" aria-hidden=\"true\">Think about how excited you were when you took your first language class.</span> <span class=\"blast mmt-sentence\" aria-hidden=\"true\">You were probably excited to meet new people who shared the same goals as you, that is, learning to communicate in a new language.</span></h4>\r\n<h4 align=\"left\"><span class=\"blast mmt-sentence\" aria-hidden=\"true\">For adults, the motivation may come from their desire to start feeling more secure when travelling or finally getting that promotion the second language offers them.</span> <span class=\"blast mmt-sentence\" aria-hidden=\"true\">Younger students will be motivated to take part mainly because, in general, kids love to learn new things.</span></h4>\r\n<h2><span class=\"blast mmt-sentence\" aria-hidden=\"true\">Types of Tips for Beginning Learners</span></h2>\r\n<h4 align=\"left\"><span class=\"blast mmt-sentence\" aria-hidden=\"true\">Here we are going to discuss three main types of tips that will help you out when getting ready to enter a classroom full of beginning students.</span></h4>\r\n<h3><span class=\"blast mmt-sentence\" aria-hidden=\"true\">Organization tips</span></h3>\r\n<h4 align=\"left\"><span class=\"blast mmt-sentence\" aria-hidden=\"true\">The organization is very important in any language class.</span> <span class=\"blast mmt-sentence\" aria-hidden=\"true\">It supports the teacher’s authority in the subject area and makes the students comfortable knowing what is expected of them in each class.</span> <span class=\"blast mmt-sentence\" aria-hidden=\"true\">The organization is not just about class planning, though.</span> <span class=\"blast mmt-sentence\" aria-hidden=\"true\">It includes how your class will be set up, where the students will be sitting, how you interact with them and how they interact with each other.</span></h4>\r\n<h3><span class=\"blast mmt-sentence\" aria-hidden=\"true\">Presentation tips</span></h3>\r\n<h4 align=\"left\"><span class=\"blast mmt-sentence\" aria-hidden=\"true\">As a teacher in a beginners’ language class, a lot of your work will involve informing students by sharing information.</span> <span class=\"blast mmt-sentence\" aria-hidden=\"true\">New vocabulary, verb conjugations, ways to write the language, presenting all this info can seem a stressful task, especially if you do not know how to speak their native language.</span> <span class=\"blast mmt-sentence\" aria-hidden=\"true\">These tips will give you some ideas on how to make your presentations both effective and fun.</span></h4>\r\n<h3><span class=\"blast mmt-sentence\" aria-hidden=\"true\">Evaluation tips</span></h3>\r\n<h4 align=\"left\"><span class=\"blast mmt-sentence\" aria-hidden=\"true\">Even though beginners can more readily see their advances in the new language, it is important to keep and show records of your evaluations of their progress.</span> <span class=\"blast mmt-sentence\" aria-hidden=\"true\">These tips will give you some ideas on how to visually remind your students how well they are doing in their new language.</span></h4>\r\n<h1 align=\"left\"><span class=\"blast mmt-sentence\" aria-hidden=\"true\">Begin at the Beginning: 10 Tips for Teaching Any Language </span></h1>\r\n<h2><span class=\"blast mmt-sentence\" aria-hidden=\"true\">Organizational Tips</span></h2>\r\n<h3><span class=\"blast mmt-sentence\" aria-hidden=\"true\">1.</span> <span class=\"blast mmt-sentence\" aria-hidden=\"true\">Structure your class into small sections</span></h3>\r\n<h4 align=\"left\"><span class=\"blast mmt-sentence\" aria-hidden=\"true\">When you structure your class, you give your beginning students something to lean on when things get rough.</span> They will know what to expect each time they enter the classroom and will feel comfortable with the challenging learning tasks ahead of them.</h4>\r\n&nbsp;\r\n<h4 align=\"left\"><span class=\"blast mmt-sentence\" aria-hidden=\"true\">When structuring your class, you should do so in increments of time spent on each activity.</span> <span class=\"blast mmt-sentence\" aria-hidden=\"true\">Not a lot of people would enjoy sitting through an hour-long grammar lecture every time they enter class.</span> <span class=\"blast mmt-sentence\" aria-hidden=\"true\">By creating a varied structure you keep the students on their toes and anticipating the next section.</span></h4>\r\n<h4><span class=\"blast mmt-sentence\" aria-hidden=\"true\">A very basic structure for your class might include:</span></h4>\r\n<ul>\r\n 	<li>\r\n<h4><span class=\"blast mmt-sentence\" aria-hidden=\"true\">greetings and getting settled in (5 minutes)</span></h4>\r\n</li>\r\n</ul>\r\n<ul>\r\n 	<li>\r\n<h4><span class=\"blast mmt-sentence\" aria-hidden=\"true\">warm-up activities for voice and body (10 minutes)</span></h4>\r\n</li>\r\n</ul>\r\n<ul>\r\n 	<li>\r\n<h4><span class=\"blast mmt-sentence\" aria-hidden=\"true\">presentation of the day’s theme and exercise (10 minutes)</span></h4>\r\n</li>\r\n</ul>\r\n<ul>\r\n 	<li>\r\n<h4><span class=\"blast mmt-sentence\" aria-hidden=\"true\">doing the day’s exercise (20 minutes)</span></h4>\r\n</li>\r\n</ul>\r\n<ul>\r\n 	<li>\r\n<h4><span class=\"blast mmt-sentence\" aria-hidden=\"true\">evaluation of the work done in class (10 minutes)</span></h4>\r\n</li>\r\n</ul>\r\n<ul>\r\n 	<li>\r\n<h4><span class=\"blast mmt-sentence\" aria-hidden=\"true\">homework</span> <span class=\"blast mmt-sentence\" aria-hidden=\"true\">and goodbyes (5 minutes)</span></h4>\r\n</li>\r\n</ul>\r\n<h4 align=\"left\"><span class=\"blast mmt-sentence\" aria-hidden=\"true\">Part of any new language will be learning its structure.</span> <span class=\"blast mmt-sentence\" aria-hidden=\"true\">Even beginners will need to get a handle on a number of structures to be able to move ahead.</span><span class=\"blast mmt-sentence\" aria-hidden=\"true\"> When you look at the structure of the language you are teaching, you will find the additional, practical structure you can put into your class.</span> <span class=\"blast mmt-sentence\" aria-hidden=\"true\">Doing this reinforces just what you want your beginners to learn without lecturing them on it.</span></h4>\r\n<h3 style=\"text-align: left;\"><span class=\"blast mmt-sentence\" aria-hidden=\"true\">2.</span> <span class=\"blast mmt-sentence\" aria-hidden=\"true\">Always follow the basic structure</span></h3>\r\n<h4 style=\"text-align: left;\" align=\"left\"><span class=\"blast mmt-sentence\" aria-hidden=\"true\">Once you have established (and explained!)</span> <span class=\"blast mmt-sentence\" aria-hidden=\"true\">your class structure, follow that structure each and every class period.</span> <span class=\"blast mmt-sentence\" aria-hidden=\"true\">From time to time you can totally part from your structure; however, there are several reasons why a strictly structured class is advantageous.</span></h4>\r\n<h4 style=\"text-align: left;\"><strong><span class=\"blast mmt-sentence\" aria-hidden=\"true\">Planning:</span></strong> <span class=\"blast mmt-sentence\" aria-hidden=\"true\">When planning your class, for example, you need only think of material to fill in short segments.</span> <span class=\"blast mmt-sentence\" aria-hidden=\"true\">It is so much easier to plan for a five-minute warm-up exercise than it is to plan a 25-minute explanation of a grammar point.</span> <span class=\"blast mmt-sentence\" aria-hidden=\"true\">An active exercise section gets the students doing a lot of the work themselves, leaving you free to observe for later evaluation.</span></h4>\r\n<h4 style=\"text-align: left;\"><strong><span class=\"blast mmt-sentence\" aria-hidden=\"true\">Behaviour:</span></strong> <span class=\"blast mmt-sentence\" aria-hidden=\"true\">Students will probably have better behaved if they know that something they enjoy is coming up.</span> <span class=\"blast mmt-sentence\" aria-hidden=\"true\">Since you’ve structured your class in small segments, there is little chance of students acting out because of boredom.</span> <span class=\"blast mmt-sentence\" aria-hidden=\"true\">Agile movement from segment to segment makes the time fly and does not give “trouble makers” time to make trouble.</span></h4>\r\n<h4 style=\"text-align: left;\"><strong><span class=\"blast mmt-sentence\" aria-hidden=\"true\">Class time economy:</span></strong> <span class=\"blast mmt-sentence\" aria-hidden=\"true\">Finally, if you and your students know that these minutes are dedicated to this activity which is followed by another related but different activity, time is more economically spent in the classroom.</span> <span class=\"blast mmt-sentence\" aria-hidden=\"true\">Students will not have much time to dwell on what was difficult in the warm-up because you will be moving right along to explaining the main language activity of the day.</span> <span class=\"blast mmt-sentence\" aria-hidden=\"true\">You also avoid getting caught up in lengthy explanations, since you will be wanting to get the actual exercise underway and give your students a chance to practice in front of you.</span></h4>\r\n<h3 style=\"text-align: left;\"><span class=\"blast mmt-sentence\" aria-hidden=\"true\">3.</span> <span class=\"blast mmt-sentence\" aria-hidden=\"true\">Include quizzes and games in the structure</span></h3>\r\n<h4 style=\"text-align: left;\" align=\"left\"><span class=\"blast mmt-sentence\" aria-hidden=\"true\">When you are structuring your class, make sure you include both quizzes and</span> <span class=\"blast mmt-sentence\" aria-hidden=\"true\">games</span> <span class=\"blast mmt-sentence\" aria-hidden=\"true\">regularly.</span> <span class=\"blast mmt-sentence\" aria-hidden=\"true\">If you make sure the students know that every two weeks there will be a quiz, there will not be as many groans when you present it.</span></h4>\r\n<h4 style=\"text-align: left;\" align=\"left\"><span class=\"blast mmt-sentence\" aria-hidden=\"true\">Games are a very important activity in the language classroom.</span></h4>\r\n<h4><span class=\"blast mmt-sentence\" aria-hidden=\"true\">Although they may be useful as rewards, if you regularly schedule games into your structure, your students will find your classes entertaining and motivating.</span> <span class=\"blast mmt-sentence\" aria-hidden=\"true\">This helps foster a positive learning attitude among your beginning students.</span></h4>\r\n<h3><span class=\"blast mmt-sentence\" aria-hidden=\"true\">4.</span> <span class=\"blast mmt-sentence\" aria-hidden=\"true\">Experiment with alternative classroom setups</span></h3>\r\n<h4 align=\"left\"><span class=\"blast mmt-sentence\" aria-hidden=\"true\">Rows of desks, students looking at the back of the head of the one in front of them, a big table with students sitting around, all looking at the teacher, these are common classroom setups.</span> <span class=\"blast mmt-sentence\" aria-hidden=\"true\">If you have the flexibility where you teach, try</span> <span class=\"blast mmt-sentence\" aria-hidden=\"true\">regrouping your students</span> <span class=\"blast mmt-sentence\" aria-hidden=\"true\">into patterns they don’t expect.</span> <span class=\"blast mmt-sentence\" aria-hidden=\"true\">For example:</span></h4>\r\n<ul>\r\n 	<li>\r\n<h4><strong><span class=\"blast mmt-sentence\" aria-hidden=\"true\">The semi-circle:</span></strong> <span class=\"blast mmt-sentence\" aria-hidden=\"true\">Push all the desks and tables against the walls and put the seats in a semi-circle, leaving a big space in the middle for students to stand in when doing warm-ups or pair-work.</span></h4>\r\n</li>\r\n</ul>\r\n<ul>\r\n 	<li>\r\n<h4><strong><span class=\"blast mmt-sentence\" aria-hidden=\"true\">Face-to-face:</span></strong> <span class=\"blast mmt-sentence\" aria-hidden=\"true\">When pairing up your students, get the tables out of the way and have them sit in their chairs facing their partners, randomly scattered around the room.</span> <span class=\"blast mmt-sentence\" aria-hidden=\"true\">Make sure to leave room between pairs so you can move around and listen in on their practice.</span></h4>\r\n</li>\r\n</ul>\r\n<ul>\r\n 	<li>\r\n<h4><strong><span class=\"blast mmt-sentence\" aria-hidden=\"true\">Back-to-back:</span></strong> <span class=\"blast mmt-sentence\" aria-hidden=\"true\">Useful when practicing telephone speech, this setup tends to make students listen more to what is being said by their partner.</span></h4>\r\n</li>\r\n</ul>\r\n<h2><span class=\"blast mmt-sentence\" aria-hidden=\"true\">Presentation Tips</span></h2>\r\n<h3><span class=\"blast mmt-sentence\" aria-hidden=\"true\">5.</span> <span class=\"blast mmt-sentence\" aria-hidden=\"true\">Learn to draw</span></h3>\r\n<h4 align=\"left\"><span class=\"blast mmt-sentence\" aria-hidden=\"true\">You’re going to have to explain a lot of things to your students.</span></h4>\r\n<h4 align=\"left\"><span class=\"blast mmt-sentence\" aria-hidden=\"true\">One of the easiest tools for explaining vocabulary, verbs, even many adjectives, is drawing.</span> <span class=\"blast mmt-sentence\" aria-hidden=\"true\">You don’t know how to draw?</span> <span class=\"blast mmt-sentence\" aria-hidden=\"true\">Spend a bit of time learning the basics of shape drawing so that when you have to teach words like “cow” or “ugly” you can quickly sketch something for your students to see.</span> <span class=\"blast mmt-sentence\" aria-hidden=\"true\">This method of presentation is also a great introduction to “Pictionary” activities during game time.</span></h4>\r\n<h3><span class=\"blast mmt-sentence\" aria-hidden=\"true\">6.</span> <span class=\"blast mmt-sentence\" aria-hidden=\"true\">Use scripted role plays</span></h3>\r\n<h4 align=\"left\"><span class=\"blast mmt-sentence\" aria-hidden=\"true\">Don’t be afraid to give your beginners</span> <span class=\"blast mmt-sentence\" aria-hidden=\"true\">scripted role-plays</span><span class=\"blast mmt-sentence\" aria-hidden=\"true\">.</span></h4>\r\n<h4 align=\"left\"><span class=\"blast mmt-sentence\" aria-hidden=\"true\">A lot of language at the beginning stage involves using basic and familiar patterns.</span> <span class=\"blast mmt-sentence\" aria-hidden=\"true\">By giving your beginners a script to follow, students don’t have to think about</span> <em><span class=\"blast mmt-sentence\" aria-hidden=\"true\">what</span></em> <span class=\"blast mmt-sentence\" aria-hidden=\"true\">they need to say, they just practice the everyday language.</span> <span class=\"blast mmt-sentence\" aria-hidden=\"true\">Some useful situations would include:</span></h4>\r\n<ul>\r\n 	<li>\r\n<h4><span class=\"blast mmt-sentence\" aria-hidden=\"true\">Ordering in a fast-food restaurant</span></h4>\r\n</li>\r\n</ul>\r\n<ul>\r\n 	<li>\r\n<h4><span class=\"blast mmt-sentence\" aria-hidden=\"true\">Buying a train ticket</span></h4>\r\n</li>\r\n</ul>\r\n<ul>\r\n 	<li>\r\n<h4><span class=\"blast mmt-sentence\" aria-hidden=\"true\">Sending a package by post</span></h4>\r\n</li>\r\n</ul>\r\n<ul>\r\n 	<li>\r\n<h4><span class=\"blast mmt-sentence\" aria-hidden=\"true\">Asking for directions on the street</span></h4>\r\n</li>\r\n</ul>\r\n<ul>\r\n 	<li>\r\n<h4><span class=\"blast mmt-sentence\" aria-hidden=\"true\">Getting a phone number from information</span></h4>\r\n</li>\r\n</ul>\r\n<h3><span class=\"blast mmt-sentence\" aria-hidden=\"true\">7.</span> <span class=\"blast mmt-sentence\" aria-hidden=\"true\">Use song, video and games instead of lectures</span></h3>\r\n<h4 align=\"left\"><span class=\"blast mmt-sentence\" aria-hidden=\"true\">Students of all ages will enjoy the break a song will bring to class.</span> <span class=\"blast mmt-sentence\" aria-hidden=\"true\">Songs let you do cloze exercises with the lyrics, sing-alongs and kareoke are fun activities.</span> <span class=\"blast mmt-sentence\" aria-hidden=\"true\">Just make sure the songs are somehow related to the language point you are practicing.</span></h4>\r\n<h4 align=\"left\"><span class=\"blast mmt-sentence\" aria-hidden=\"true\">Videos, like those found in</span> this course<strong><span class=\"blast mmt-sentence\" aria-hidden=\"true\">,</span></strong> <span class=\"blast mmt-sentence\" aria-hidden=\"true\">are excellent ways to help your students see language in action.</span> <span class=\"blast mmt-sentence\" aria-hidden=\"true\">Any video you show should be short, sweet and full of language.</span> <span class=\"blast mmt-sentence\" aria-hidden=\"true\">Realistic dialogues in films are best and, the shorter they are, the better they are assimilated and can be used for future practice.</span></h4>\r\n<h4 align=\"left\"><span class=\"blast mmt-sentence\" aria-hidden=\"true\">Again, if you were to ask your beginners to choose between a lecture on frequency adverbs and a game that lets them play with them, which do you think they will enjoy more?</span> <span class=\"blast mmt-sentence\" aria-hidden=\"true\">I bet the vote will be on the “game” side.</span><span class=\"blast mmt-sentence\" aria-hidden=\"true\"> Don’t hesitate to use a game to get a point across, they will often stick in student’s memories (and be more easily understood!)</span><span class=\"blast mmt-sentence\" aria-hidden=\"true\">than 20 minutes of you talking and making graphs on the board.</span> <span class=\"blast mmt-sentence\" aria-hidden=\"true\">You will enjoy them as well.</span></h4>\r\n<h1><span class=\"blast mmt-sentence\" aria-hidden=\"true\">Evaluation Tips</span></h1>\r\n<h3><span class=\"blast mmt-sentence\" aria-hidden=\"true\">8.</span> <span class=\"blast mmt-sentence\" aria-hidden=\"true\">Use student passports to record daily achievements</span></h3>\r\n<h4 align=\"left\"><span class=\"blast mmt-sentence\" aria-hidden=\"true\">A student “passport” is simply a small notebook that looks like a passport.</span> <span class=\"blast mmt-sentence\" aria-hidden=\"true\">Templates</span> <span class=\"blast mmt-sentence\" aria-hidden=\"true\">can be found online, or you can custom-make one that best suits your teaching style.</span></h4>\r\n<h4 align=\"left\"><span class=\"blast mmt-sentence\" aria-hidden=\"true\">You will record their achievements in class in these little notebooks, with notes, quiz grades, gold stars.</span> <span class=\"blast mmt-sentence\" aria-hidden=\"true\">They are also great to handle discipline with younger students!</span> <span class=\"blast mmt-sentence\" aria-hidden=\"true\">Make sure to include a space for parents to initial when they have seen the latest teacher’s note, be it good or bad!</span></h4>\r\n<h3><span class=\"blast mmt-sentence\" aria-hidden=\"true\">9.</span> <span class=\"blast mmt-sentence\" aria-hidden=\"true\">Only quiz on practiced material</span></h3>\r\n<h4 align=\"left\"><span class=\"blast mmt-sentence\" aria-hidden=\"true\">Quizzes should always cover recent material that you have covered.</span><span class=\"blast mmt-sentence\" aria-hidden=\"true\"> Avoid pop quizzes and trick questions: You want to know if your students have been paying attention and if they are catching on to what you are teaching.</span> <span class=\"blast mmt-sentence\" aria-hidden=\"true\">Keep quizzes short (no more than ten questions) and easy to grade.</span></h4>\r\n<h4 align=\"left\"><span class=\"blast mmt-sentence\" aria-hidden=\"true\">When you have given a quiz, note the result on the “quiz page” in each student’s passport.</span> <span class=\"blast mmt-sentence\" aria-hidden=\"true\">Or you can hang a star poster on the wall where students can see their progress and improvement.</span> <span class=\"blast mmt-sentence\" aria-hidden=\"true\">Tests can be hard, but quizzes should be easy.</span> <span class=\"blast mmt-sentence\" aria-hidden=\"true\">Getting a good “grade” on a quiz should be no problem for most beginners, and accumulating those grades is a wonderful motivation for drilling forward.</span></h4>\r\n<h3><span class=\"blast mmt-sentence\" aria-hidden=\"true\">10.</span> <span class=\"blast mmt-sentence\" aria-hidden=\"true\">Reward students often and equally</span></h3>\r\n<h4 align=\"left\"><span class=\"blast mmt-sentence\" aria-hidden=\"true\">Almost everyone likes to be told that they have done a good job.</span> <span class=\"blast mmt-sentence\" aria-hidden=\"true\">You should get into the habit of motivating your students with</span> <span class=\"blast mmt-sentence\" aria-hidden=\"true\">praise and rewards</span><span class=\"blast mmt-sentence\" aria-hidden=\"true\">. Sometimes simply saying “good work” can make the difference between a beginner being motivated or becoming frustrated.</span> <span class=\"blast mmt-sentence\" aria-hidden=\"true\">Stars and stickers are visible rewards.</span> <span class=\"blast mmt-sentence\" aria-hidden=\"true\">Special game sessions can break the habit of your regular structure.</span></h4>\r\n<h4 align=\"left\"><span class=\"blast mmt-sentence\" aria-hidden=\"true\">Celebrate a target language holiday by bringing in a tray of goodies that are often shared on that day, for example, candies for Halloween, dried fruit for Ramadan,</span> <em><span class=\"blast mmt-sentence\" aria-hidden=\"true\">turrón</span></em> <span class=\"blast mmt-sentence\" aria-hidden=\"true\">for Christmas.</span> <span class=\"blast mmt-sentence\" aria-hidden=\"true\">Make sure that your beginners know that you think that they are moving forward and improving and make sure to spread that good feeling to all of your students frequently and equally.</span></h4>\r\n<h4 align=\"left\"><span class=\"blast mmt-sentence\" aria-hidden=\"true\">Teaching a group of beginners can seem like a stressful task, but the truth is, you will find your experience with a beginner language class a more manageable challenge if you are structured, prepared and weave fun throughout the experience with them.</span> <span class=\"blast mmt-sentence\" aria-hidden=\"true\">Remember that you will present them with their first step on the journey of learning that new language.</span></h4>\r\n<h4 align=\"left\"><span class=\"blast mmt-sentence\" aria-hidden=\"true\">A big responsibility is yours to keep them interested in the task, but it is a responsibility that comes with ample rewards for both your students and yourself.</span></h4>\r\nhttps://youtu.be/_UiC2_UZlts\r\n\r\n&nbsp;\r\n<div class=\"easy-lead-box-widget-container\">\r\n<div class=\"easy-leadbox\">\r\n<p class=\"easy-leadbox\"></p>\r\n\r\n</div>\r\n<div id=\"attachment_1235\" class=\"wp-caption aligncenter\">\r\n\r\n&nbsp;\r\n\r\n</div>\r\n<div id=\"fluen-187052490\" class=\"fluen-after-content\">\r\n<div id=\"wistia_hqwn5xkhdq\" class=\"wistia_embed wistia_embed_initialized\">\r\n<div id=\"wistia_chrome_25\" class=\"w-chrome\" tabindex=\"-1\">\r\n<div id=\"wistia_grid_31_wrapper\">\r\n<div id=\"wistia_grid_31_main\"><aside id=\"sidebar\">\r\n<div id=\"tbnwidget-73a00af1-133b-422f-b9c8-e1fec8fd62ce\" class=\"widget Closure\">\r\n<div id=\"tbnwidget-258e4282-d873-468f-acea-78cd79b59cd2\" class=\"widget Closure\">\r\n<div id=\"tbnwidget-53fa8d41-e38b-4d31-84a0-d2004d438040\" class=\"widget Closure\">\r\n<div id=\"adspace-widget-2\" class=\"widget adspace-widget\"></div>\r\n<div id=\"tbnwidget-5d15641e-1d4e-41df-a7b9-61e87c260062\" class=\"widget Closure\">\r\n\r\n&nbsp;\r\n<div></div>\r\n<div id=\"mmt-5d15641e-1d4e-41df-a7b9-61e87c260062-ad-wrapper\">\r\n<div>\r\n<div></div>\r\n</div>\r\n</div>\r\n&nbsp;\r\n\r\n<section id=\"footer-widgets\" class=\"col-full col-2\">\r\n<div class=\"block footer-widget-1\">\r\n<div id=\"fluentu_widget_woo_blogauthorinfo-2\" class=\"widget widget_fluentu_widget_woo_blogauthorinfo\"></div>\r\n</div>\r\n</section></div>\r\n</div>\r\n</div>\r\n</div>\r\n</aside></div>\r\n</div>\r\n</div>\r\n</div>\r\n</div>\r\n</div>\r\n<h4 id=\"right-side-wrapper\" class=\"ic-app-main-content__secondary\"></h4>','Unit 1','','inherit','closed','closed','','309-revision-v1','','','2020-11-24 12:49:48','2020-11-24 17:49:48','',309,'https://tesoll.com/309-revision-v1/',0,'revision','',0),(310,1,'2019-04-25 09:39:59','2019-04-25 09:39:59','','3','<strong>Obama</strong> supports bonus pay for teachers and additional support and training for teachers and principals. Wants to make it easier to remove bad teachers from classrooms. Proposes that all teaching programs be accredited. \r\n\r\n<strong>McCain</strong> proposes alternative certification methods to recruit highly motivated teachers and bonuses for high-performing teachers who work in underperforming schools. Says principals must have greater control over spending and will provide funds for teacher development. Wants to make it easier to remove bad teachers from classrooms.','inherit','open','closed','','3','','','2020-12-17 21:57:59','2020-12-18 02:57:59','',309,'https://tesoll.com/wp-content/uploads/2019/04/3.jpg',0,'attachment','image/jpeg',0),(311,1,'2019-04-25 09:41:44','2019-04-25 09:41:44','','1111sentences','','inherit','open','closed','','1111sentences','','','2019-04-25 09:41:44','2019-04-25 09:41:44','',309,'https://tesoll.com/wp-content/uploads/2019/04/1111sentences.pptx',0,'attachment','application/vnd.openxmlformats-officedocument.presentationml.presentation',0),(315,1,'2019-04-25 09:57:28','2019-04-25 09:57:28','','TESOL 1-1','','inherit','open','closed','','tesol-1-1','','','2019-04-25 09:57:28','2019-04-25 09:57:28','',309,'https://tesoll.com/wp-content/uploads/2019/04/TESOL-1-1.pptx',0,'attachment','application/vnd.openxmlformats-officedocument.presentationml.presentation',0),(320,1,'2019-04-25 10:09:10','2019-04-25 10:09:10','<h1 class=\"page-title\" style=\"text-align: center;\">TESOL®</h1>\r\n<h2 style=\"text-align: center;\"><strong><em>SECOND LANGUAGE TEACHING METHODOLOGIES</em></strong></h2>\r\n<div class=\"page\" title=\"Page 1\">\r\n<div class=\"layoutArea\">\r\n<div class=\"column\">\r\n<div id=\"content-wrapper\" class=\"ic-Layout-contentWrapper\">\r\n<div id=\"content\" class=\"ic-Layout-contentMain\" role=\"main\">\r\n<div id=\"quiz_show\">\r\n<h1 class=\"entry-title post-title\">Language Teaching Methods:</h1>\r\n<div class=\"post-entry\">\r\n\r\n<strong>What is the best teaching method for learning English?</strong>\r\n\r\nAccording to academic research, linguists have demonstrated that there is <strong>not one single best method for everyone</strong> in all contexts, and that no one teaching method is inherently superior to the others.\r\n\r\nAlso, it is not always possible – or appropriate – to apply the same methodology to all learners, who have different objectives, environments and learning needs.\r\n\r\n&nbsp;\r\n<blockquote>Applying the most appropriate method for that learner’s specific objectives, learning style and context.</blockquote>\r\nAn experienced professional language teacher always adopts the <strong>Principled Eclecticism</strong>approach, deciding on the most suitable techniques and applying the most appropriate methodology for that learner’s specific objectives, learning style and context.\r\n\r\nMethods of teaching English have developed rapidly, especially in the previous 40 years. As a language learner, training manager, or teacher, it is important to understand the various methods and techniques so that you are able to navigate the market, make educated choices, and boost your enjoyment of learning a language.\r\n<h2>An Overview</h2>\r\nEach teaching method is based on a particular vision of understanding the language or the learning process, often using specific techniques and materials used in a set sequence.\r\n\r\nThe main methodologies are listed below in the <strong>chronological</strong> order of their development:\r\n<ul>\r\n 	<li><strong>Grammar Translation</strong> – the classical method</li>\r\n 	<li><strong>Direct</strong> Method – discovering the importance of speaking</li>\r\n 	<li><strong>Audio-lingualism</strong> – the first modern methodology</li>\r\n 	<li><strong>Humanistic</strong> Approaches – a range of holistic methods applied to language learning</li>\r\n 	<li><strong>Communicative</strong> Language Teaching – the modern standard method</li>\r\n 	<li><strong>Principled Eclecticism</strong> – fitting the method to the learner, not the learner to the method</li>\r\n</ul>\r\n<div class=\"post-entry\">\r\n<h2>What are the Differences?</h2>\r\nEach method has a different focus or priority, so let’s look at what this means in practical terms in the classroom.\r\n\r\nThe more common methods have a link to a separate page with more details and an explanation of how they work, including the most common method currently used – Communicative Language Teaching:\r\n\r\n&nbsp;\r\n<table class=\"table\" cellspacing=\"0\" cellpadding=\"3\">\r\n<tbody>\r\n<tr>\r\n<th width=\"32%\"><strong>Method</strong></th>\r\n<th width=\"32%\"><strong>Focus</strong></th>\r\n<th width=\"32%\"><strong>Characteristics</strong></th>\r\n</tr>\r\n<tr>\r\n<td><a title=\"Learn more about the Grammar Translation method\" href=\"https://blog.tjtaylor.net/method-direct-grammar/\">Grammar Translation</a></td>\r\n<td>\r\n<div>Written literary texts</div></td>\r\n<td>\r\n<div>Translate from English into your native language</div></td>\r\n</tr>\r\n<tr>\r\n<td><a title=\"Learn more about the Direct Method\" href=\"https://blog.tjtaylor.net/method-direct-grammar/#direct\">Direct Method</a> (also called Natural Method)</td>\r\n<td>\r\n<div>Everyday spoken language</div></td>\r\n<td>\r\n<div>Student learns by associating meaning directly in English</div></td>\r\n</tr>\r\n<tr>\r\n<td><a title=\"Learn more about the Audio-lingual teaching method\" href=\"https://blog.tjtaylor.net/method-audio-lingual/\">Audio-Lingual Method</a></td>\r\n<td>\r\n<div>Sentence and sound patterns</div></td>\r\n<td>\r\n<div>Listening and speaking drills and pattern practice only in English</div></td>\r\n</tr>\r\n<tr>\r\n<td>Cognitive Code Approach</td>\r\n<td>\r\n<div>Grammar rules</div></td>\r\n<td>\r\n<div>English grammar rules deduced and then understood in context</div></td>\r\n</tr>\r\n<tr>\r\n<td colspan=\"3\"><a title=\"Learn more about the Humanistic Approaches\" href=\"https://blog.tjtaylor.net/method-humanistic/\">Humanistic Approaches</a> – 4 popular examples:</td>\r\n</tr>\r\n<tr>\r\n<td>– The Silent Way</td>\r\n<td>\r\n<div>Student interaction rather than teacher</div></td>\r\n<td>\r\n<div>Teacher is silent to allow student awareness of how English works</div></td>\r\n</tr>\r\n<tr>\r\n<td>– Suggestopedia</td>\r\n<td>\r\n<div>Meaningful texts and vocabulary</div></td>\r\n<td>\r\n<div>Relaxed atmosphere, with music; encourages subliminal learning of English</div></td>\r\n</tr>\r\n<tr>\r\n<td>– Community Language Learning</td>\r\n<td>\r\n<div>Student interaction</div></td>\r\n<td>\r\n<div>Understanding of English through active student interaction</div></td>\r\n</tr>\r\n<tr>\r\n<td>– Comprehension Approach (Natural Approach, the Learnables, and Total Physical Response)</td>\r\n<td>\r\n<div>Listening comprehension</div></td>\r\n<td>\r\n<div>English speaking delayed until students are ready; meaning clarified through actions and visuals</div></td>\r\n</tr>\r\n<tr>\r\n<td><a title=\"Learn more about Communicative Language Teaching\" href=\"https://blog.tjtaylor.net/method-communicative/\">Communicative Language Teaching</a></td>\r\n<td>\r\n<div>Interaction, authentic communication and negotiating meaning</div></td>\r\n<td>\r\n<div>Understanding of English through active student interaction; role play, games, information gaps</div></td>\r\n</tr>\r\n<tr>\r\n<td>Content-based, Task-based, and Participatory Approaches</td>\r\n<td>\r\n<div>What is being communicated, not structure of English</div></td>\r\n<td>\r\n<div>Content based on relevance to students’ lives: topics, tasks, problem-solving</div></td>\r\n</tr>\r\n<tr>\r\n<td>Learning Strategy Training, Cooperative Learning, and Multiple Intelligences</td>\r\n<td>\r\n<div>How to learn</div></td>\r\n<td>\r\n<div>Teach learning strategies, cooperation; activities vary according to different intelligences</div></td>\r\n</tr>\r\n</tbody>\r\n</table>\r\nBased on Techniques and Principles in Language Teaching (Oxford University Press)\r\n<h2>Modern Teaching Methods</h2>\r\nAs mentioned above, the modern language teacher doesn’t follow one rigid method, but applies the Principled Eclecticism approach – fitting the method to the learner, not vice versa.\r\n\r\nThis means choosing the techniques and activities that are appropriate for each particular task, context and learner, with a focus on <strong>motivation</strong> and helping learners become independent and inspired to learn more.\r\n\r\nThe explanation of <a title=\"Learn more about the new Principled Eclecticism technique\" href=\"https://blog.tjtaylor.net/method-principled-eclecticism/\">Principled Eclecticism</a> also includes a useful ten-point guide for teachers and language students on the best teaching and learning techniques.\r\n\r\nBy <a title=\"Read more about this author\" href=\"https://blog.tjtaylor.net/author-alex-taylor/\" rel=\"author\">Alex Taylor</a>\r\n\r\n</div>\r\n<div id=\"shareRowBottom\" data-track-content=\"\" data-content-name=\"Share\" data-content-piece=\"End article\"></div>\r\n</div>\r\n<div id=\"module_sequence_footer\">\r\n<div class=\"module-sequence-footer\" role=\"navigation\" aria-label=\"Module Navigation\">\r\n<p class=\"module-sequence-footer-content\"></p>\r\n\r\n</div>\r\n</div>\r\n</div>\r\n</div>\r\n</div>\r\n</div>\r\n</div>\r\n</div>','Unit 2','','publish','open','closed','','unit-2','','','2020-11-24 20:19:47','2020-11-25 01:19:47','',0,'https://tesoll.com/?post_type=unit&#038;p=320',0,'unit','',0),(3034,1,'2020-11-24 20:16:25','2020-11-25 01:16:25','<h1 class=\"page-title\" style=\"text-align: center;\">TESOL®</h1>\r\n<h2 style=\"text-align: center;\"><strong><em>SECOND LANGUAGE TEACHING METHODOLOGIES</em></strong></h2>\r\n<div class=\"page\" title=\"Page 1\">\r\n<div class=\"layoutArea\">\r\n<div class=\"column\">\r\n<div id=\"content-wrapper\" class=\"ic-Layout-contentWrapper\">\r\n<div id=\"content\" class=\"ic-Layout-contentMain\" role=\"main\">\r\n<div id=\"quiz_show\">\r\n<h1 class=\"entry-title post-title\">Language Teaching Methods: An Overview</h1>\r\n<div class=\"post-entry\">\r\n\r\n<strong>What is the best teaching method for learning English?</strong>\r\n\r\nAccording to academic research, linguists have demonstrated that there is <strong>not one single best method for everyone</strong> in all contexts, and that no one teaching method is inherently superior to the others.\r\n\r\nAlso, it is not always possible – or appropriate – to apply the same methodology to all learners, who have different objectives, environments and learning needs.\r\n\r\n&nbsp;\r\n<blockquote>Applying the most appropriate method for that learner’s specific objectives, learning style and context.</blockquote>\r\nAn experienced professional language teacher always adopts the <strong>Principled Eclecticism</strong>approach, deciding on the most suitable techniques and applying the most appropriate methodology for that learner’s specific objectives, learning style and context.\r\n\r\nMethods of teaching English have developed rapidly, especially in the previous 40 years. As a language learner, training manager, or teacher, it is important to understand the various methods and techniques so that you are able to navigate the market, make educated choices, and boost your enjoyment of learning a language.\r\n<h2>An Overview</h2>\r\nEach teaching method is based on a particular vision of understanding the language or the learning process, often using specific techniques and materials used in a set sequence.\r\n\r\nThe main methodologies are listed below in the <strong>chronological</strong> order of their development:\r\n<ul>\r\n 	<li><strong>Grammar Translation</strong> – the classical method</li>\r\n 	<li><strong>Direct</strong> Method – discovering the importance of speaking</li>\r\n 	<li><strong>Audio-lingualism</strong> – the first modern methodology</li>\r\n 	<li><strong>Humanistic</strong> Approaches – a range of holistic methods applied to language learning</li>\r\n 	<li><strong>Communicative</strong> Language Teaching – the modern standard method</li>\r\n 	<li><strong>Principled Eclecticism</strong> – fitting the method to the learner, not the learner to the method</li>\r\n</ul>\r\n<div class=\"post-entry\">\r\n<h2>What are the Differences?</h2>\r\nEach method has a different focus or priority, so let’s look at what this means in practical terms in the classroom.\r\n\r\nThe more common methods have a link to a separate page with more details and an explanation of how they work, including the most common method currently used – Communicative Language Teaching:\r\n\r\n&nbsp;\r\n<table class=\"table\" cellspacing=\"0\" cellpadding=\"3\">\r\n<tbody>\r\n<tr>\r\n<th width=\"32%\"><strong>Method</strong></th>\r\n<th width=\"32%\"><strong>Focus</strong></th>\r\n<th width=\"32%\"><strong>Characteristics</strong></th>\r\n</tr>\r\n<tr>\r\n<td><a title=\"Learn more about the Grammar Translation method\" href=\"https://blog.tjtaylor.net/method-direct-grammar/\">Grammar Translation</a></td>\r\n<td>\r\n<div>Written literary texts</div></td>\r\n<td>\r\n<div>Translate from English into your native language</div></td>\r\n</tr>\r\n<tr>\r\n<td><a title=\"Learn more about the Direct Method\" href=\"https://blog.tjtaylor.net/method-direct-grammar/#direct\">Direct Method</a> (also called Natural Method)</td>\r\n<td>\r\n<div>Everyday spoken language</div></td>\r\n<td>\r\n<div>Student learns by associating meaning directly in English</div></td>\r\n</tr>\r\n<tr>\r\n<td><a title=\"Learn more about the Audio-lingual teaching method\" href=\"https://blog.tjtaylor.net/method-audio-lingual/\">Audio-Lingual Method</a></td>\r\n<td>\r\n<div>Sentence and sound patterns</div></td>\r\n<td>\r\n<div>Listening and speaking drills and pattern practice only in English</div></td>\r\n</tr>\r\n<tr>\r\n<td>Cognitive Code Approach</td>\r\n<td>\r\n<div>Grammar rules</div></td>\r\n<td>\r\n<div>English grammar rules deduced and then understood in context</div></td>\r\n</tr>\r\n<tr>\r\n<td colspan=\"3\"><a title=\"Learn more about the Humanistic Approaches\" href=\"https://blog.tjtaylor.net/method-humanistic/\">Humanistic Approaches</a> – 4 popular examples:</td>\r\n</tr>\r\n<tr>\r\n<td>– The Silent Way</td>\r\n<td>\r\n<div>Student interaction rather than teacher</div></td>\r\n<td>\r\n<div>Teacher is silent to allow student awareness of how English works</div></td>\r\n</tr>\r\n<tr>\r\n<td>– Suggestopedia</td>\r\n<td>\r\n<div>Meaningful texts and vocabulary</div></td>\r\n<td>\r\n<div>Relaxed atmosphere, with music; encourages subliminal learning of English</div></td>\r\n</tr>\r\n<tr>\r\n<td>– Community Language Learning</td>\r\n<td>\r\n<div>Student interaction</div></td>\r\n<td>\r\n<div>Understanding of English through active student interaction</div></td>\r\n</tr>\r\n<tr>\r\n<td>– Comprehension Approach (Natural Approach, the Learnables, and Total Physical Response)</td>\r\n<td>\r\n<div>Listening comprehension</div></td>\r\n<td>\r\n<div>English speaking delayed until students are ready; meaning clarified through actions and visuals</div></td>\r\n</tr>\r\n<tr>\r\n<td><a title=\"Learn more about Communicative Language Teaching\" href=\"https://blog.tjtaylor.net/method-communicative/\">Communicative Language Teaching</a></td>\r\n<td>\r\n<div>Interaction, authentic communication and negotiating meaning</div></td>\r\n<td>\r\n<div>Understanding of English through active student interaction; role play, games, information gaps</div></td>\r\n</tr>\r\n<tr>\r\n<td>Content-based, Task-based, and Participatory Approaches</td>\r\n<td>\r\n<div>What is being communicated, not structure of English</div></td>\r\n<td>\r\n<div>Content based on relevance to students’ lives: topics, tasks, problem-solving</div></td>\r\n</tr>\r\n<tr>\r\n<td>Learning Strategy Training, Cooperative Learning, and Multiple Intelligences</td>\r\n<td>\r\n<div>How to learn</div></td>\r\n<td>\r\n<div>Teach learning strategies, cooperation; activities vary according to different intelligences</div></td>\r\n</tr>\r\n</tbody>\r\n</table>\r\nBased on Techniques and Principles in Language Teaching (Oxford University Press)\r\n<h2>Modern Teaching Methods</h2>\r\nAs mentioned above, the modern language teacher doesn’t follow one rigid method, but applies the Principled Eclecticism approach – fitting the method to the learner, not vice versa.\r\n\r\nThis means choosing the techniques and activities that are appropriate for each particular task, context and learner, with a focus on <strong>motivation</strong> and helping learners become independent and inspired to learn more.\r\n\r\nThe explanation of <a title=\"Learn more about the new Principled Eclecticism technique\" href=\"https://blog.tjtaylor.net/method-principled-eclecticism/\">Principled Eclecticism</a> also includes a useful ten-point guide for teachers and language students on the best teaching and learning techniques.\r\n\r\nBy <a title=\"Read more about this author\" href=\"https://blog.tjtaylor.net/author-alex-taylor/\" rel=\"author\">Alex Taylor</a>\r\n\r\n</div>\r\n<div id=\"shareRowBottom\" data-track-content=\"\" data-content-name=\"Share\" data-content-piece=\"End article\"></div>\r\n</div>\r\n<div id=\"module_sequence_footer\">\r\n<div class=\"module-sequence-footer\" role=\"navigation\" aria-label=\"Module Navigation\">\r\n<p class=\"module-sequence-footer-content\"></p>\r\n\r\n</div>\r\n</div>\r\n</div>\r\n</div>\r\n</div>\r\n</div>\r\n</div>\r\n</div>','Unit 2','','inherit','closed','closed','','320-revision-v1','','','2020-11-24 20:16:25','2020-11-25 01:16:25','',320,'https://tesoll.com/320-revision-v1/',0,'revision','',0),(3033,1,'2020-11-24 20:15:57','2020-11-25 01:15:57','<h1 class=\"page-title\" style=\"text-align: center;\">TESOL®</h1>\r\n<h2 style=\"text-align: center;\"><strong><em>SECOND LANGUAGE TEACHING METHODOLOGIES</em></strong></h2>\r\n<h3 class=\"page-title\" style=\"text-align: center;\"> Grammar Translation &amp; Direct Methods</h3>\r\n<div class=\"page\" title=\"Page 1\">\r\n<div class=\"layoutArea\">\r\n<div class=\"column\">\r\n<div id=\"content-wrapper\" class=\"ic-Layout-contentWrapper\">\r\n<div id=\"content\" class=\"ic-Layout-contentMain\" role=\"main\">\r\n<div id=\"quiz_show\">\r\n<h1 class=\"entry-title post-title\">Language Teaching Methods: An Overview</h1>\r\n<div class=\"post-entry\">\r\n\r\n<strong>What is the best teaching method for learning English?</strong>\r\n\r\nAccording to academic research, linguists have demonstrated that there is <strong>not one single best method for everyone</strong> in all contexts, and that no one teaching method is inherently superior to the others.\r\n\r\nAlso, it is not always possible – or appropriate – to apply the same methodology to all learners, who have different objectives, environments and learning needs.\r\n\r\n&nbsp;\r\n<blockquote>Applying the most appropriate method for that learner’s specific objectives, learning style and context.</blockquote>\r\nAn experienced professional language teacher always adopts the <strong>Principled Eclecticism</strong>approach, deciding on the most suitable techniques and applying the most appropriate methodology for that learner’s specific objectives, learning style and context.\r\n\r\nMethods of teaching English have developed rapidly, especially in the previous 40 years. As a language learner, training manager, or teacher, it is important to understand the various methods and techniques so that you are able to navigate the market, make educated choices, and boost your enjoyment of learning a language.\r\n<h2>An Overview</h2>\r\nEach teaching method is based on a particular vision of understanding the language or the learning process, often using specific techniques and materials used in a set sequence.\r\n\r\nThe main methodologies are listed below in the <strong>chronological</strong> order of their development:\r\n<ul>\r\n 	<li><strong>Grammar Translation</strong> – the classical method</li>\r\n 	<li><strong>Direct</strong> Method – discovering the importance of speaking</li>\r\n 	<li><strong>Audio-lingualism</strong> – the first modern methodology</li>\r\n 	<li><strong>Humanistic</strong> Approaches – a range of holistic methods applied to language learning</li>\r\n 	<li><strong>Communicative</strong> Language Teaching – the modern standard method</li>\r\n 	<li><strong>Principled Eclecticism</strong> – fitting the method to the learner, not the learner to the method</li>\r\n</ul>\r\n<div class=\"post-entry\">\r\n<h2>What are the Differences?</h2>\r\nEach method has a different focus or priority, so let’s look at what this means in practical terms in the classroom.\r\n\r\nThe more common methods have a link to a separate page with more details and an explanation of how they work, including the most common method currently used – Communicative Language Teaching:\r\n\r\n&nbsp;\r\n<table class=\"table\" cellspacing=\"0\" cellpadding=\"3\">\r\n<tbody>\r\n<tr>\r\n<th width=\"32%\"><strong>Method</strong></th>\r\n<th width=\"32%\"><strong>Focus</strong></th>\r\n<th width=\"32%\"><strong>Characteristics</strong></th>\r\n</tr>\r\n<tr>\r\n<td><a title=\"Learn more about the Grammar Translation method\" href=\"https://blog.tjtaylor.net/method-direct-grammar/\">Grammar Translation</a></td>\r\n<td>\r\n<div>Written literary texts</div></td>\r\n<td>\r\n<div>Translate from English into your native language</div></td>\r\n</tr>\r\n<tr>\r\n<td><a title=\"Learn more about the Direct Method\" href=\"https://blog.tjtaylor.net/method-direct-grammar/#direct\">Direct Method</a> (also called Natural Method)</td>\r\n<td>\r\n<div>Everyday spoken language</div></td>\r\n<td>\r\n<div>Student learns by associating meaning directly in English</div></td>\r\n</tr>\r\n<tr>\r\n<td><a title=\"Learn more about the Audio-lingual teaching method\" href=\"https://blog.tjtaylor.net/method-audio-lingual/\">Audio-Lingual Method</a></td>\r\n<td>\r\n<div>Sentence and sound patterns</div></td>\r\n<td>\r\n<div>Listening and speaking drills and pattern practice only in English</div></td>\r\n</tr>\r\n<tr>\r\n<td>Cognitive Code Approach</td>\r\n<td>\r\n<div>Grammar rules</div></td>\r\n<td>\r\n<div>English grammar rules deduced and then understood in context</div></td>\r\n</tr>\r\n<tr>\r\n<td colspan=\"3\"><a title=\"Learn more about the Humanistic Approaches\" href=\"https://blog.tjtaylor.net/method-humanistic/\">Humanistic Approaches</a> – 4 popular examples:</td>\r\n</tr>\r\n<tr>\r\n<td>– The Silent Way</td>\r\n<td>\r\n<div>Student interaction rather than teacher</div></td>\r\n<td>\r\n<div>Teacher is silent to allow student awareness of how English works</div></td>\r\n</tr>\r\n<tr>\r\n<td>– Suggestopedia</td>\r\n<td>\r\n<div>Meaningful texts and vocabulary</div></td>\r\n<td>\r\n<div>Relaxed atmosphere, with music; encourages subliminal learning of English</div></td>\r\n</tr>\r\n<tr>\r\n<td>– Community Language Learning</td>\r\n<td>\r\n<div>Student interaction</div></td>\r\n<td>\r\n<div>Understanding of English through active student interaction</div></td>\r\n</tr>\r\n<tr>\r\n<td>– Comprehension Approach (Natural Approach, the Learnables, and Total Physical Response)</td>\r\n<td>\r\n<div>Listening comprehension</div></td>\r\n<td>\r\n<div>English speaking delayed until students are ready; meaning clarified through actions and visuals</div></td>\r\n</tr>\r\n<tr>\r\n<td><a title=\"Learn more about Communicative Language Teaching\" href=\"https://blog.tjtaylor.net/method-communicative/\">Communicative Language Teaching</a></td>\r\n<td>\r\n<div>Interaction, authentic communication and negotiating meaning</div></td>\r\n<td>\r\n<div>Understanding of English through active student interaction; role play, games, information gaps</div></td>\r\n</tr>\r\n<tr>\r\n<td>Content-based, Task-based, and Participatory Approaches</td>\r\n<td>\r\n<div>What is being communicated, not structure of English</div></td>\r\n<td>\r\n<div>Content based on relevance to students’ lives: topics, tasks, problem-solving</div></td>\r\n</tr>\r\n<tr>\r\n<td>Learning Strategy Training, Cooperative Learning, and Multiple Intelligences</td>\r\n<td>\r\n<div>How to learn</div></td>\r\n<td>\r\n<div>Teach learning strategies, cooperation; activities vary according to different intelligences</div></td>\r\n</tr>\r\n</tbody>\r\n</table>\r\nBased on Techniques and Principles in Language Teaching (Oxford University Press)\r\n<h2>Modern Teaching Methods</h2>\r\nAs mentioned above, the modern language teacher doesn’t follow one rigid method, but applies the Principled Eclecticism approach – fitting the method to the learner, not vice versa.\r\n\r\nThis means choosing the techniques and activities that are appropriate for each particular task, context and learner, with a focus on <strong>motivation</strong> and helping learners become independent and inspired to learn more.\r\n\r\nThe explanation of <a title=\"Learn more about the new Principled Eclecticism technique\" href=\"https://blog.tjtaylor.net/method-principled-eclecticism/\">Principled Eclecticism</a> also includes a useful ten-point guide for teachers and language students on the best teaching and learning techniques.\r\n\r\nBy <a title=\"Read more about this author\" href=\"https://blog.tjtaylor.net/author-alex-taylor/\" rel=\"author\">Alex Taylor</a>\r\n\r\n</div>\r\n<div id=\"shareRowBottom\" data-track-content=\"\" data-content-name=\"Share\" data-content-piece=\"End article\"></div>\r\n</div>\r\n<div id=\"module_sequence_footer\">\r\n<div class=\"module-sequence-footer\" role=\"navigation\" aria-label=\"Module Navigation\">\r\n<p class=\"module-sequence-footer-content\"></p>\r\n\r\n</div>\r\n</div>\r\n</div>\r\n</div>\r\n</div>\r\n</div>\r\n</div>\r\n</div>','Unit 2','','inherit','closed','closed','','320-revision-v1','','','2020-11-24 20:15:57','2020-11-25 01:15:57','',320,'https://tesoll.com/320-revision-v1/',0,'revision','',0),(3032,1,'2020-11-24 13:44:54','2020-11-24 18:44:54','<h1 class=\"page-title\" style=\"text-align: center;\">TESOL®</h1>\r\n<h2 style=\"text-align: center;\"><strong><em>SECOND LANGUAGE TEACHING METHODOLOGIES</em></strong></h2>\r\n<h3 class=\"page-title\" style=\"text-align: center;\"> Grammar Translation &amp; Direct Methods</h3>\r\n<ol>\r\n 	<li><strong><em>SECOND LANGUAGE TEACHING METHODOLOGIES</em></strong></li>\r\n</ol>\r\n<div class=\"page\" title=\"Page 2\">\r\n<div class=\"section\">\r\n<div class=\"layoutArea\">\r\n<div class=\"column\">\r\n\r\nMain issues of this unit\r\n<ul>\r\n 	<li>What is a method?</li>\r\n 	<li>What are the components of a method?</li>\r\n 	<li>What is an approach?</li>\r\n 	<li>Overview of the most well-known methods in language teaching.</li>\r\n 	<li>Do methods help teachers?</li>\r\n 	<li>Problems with methods.</li>\r\n 	<li>Is there a super method?</li>\r\n</ul>\r\nhttps://youtu.be/cKm7Z9Eb16A\r\n<div class=\"page\" title=\"Page 4\">\r\n<div class=\"section\">\r\n<div class=\"layoutArea\">\r\n<div class=\"column\">\r\n\r\nWhat is a method? (1/2)\r\n<ul>\r\n 	<li>All methods include prescriptions for the teacher and the learners.</li>\r\n 	<li>All methods are a pre-packaged set of specifications of how the teacher should teach and how the learner should learn derived from a particular theory of language and a theory of language learning.</li>\r\n</ul>\r\n<div class=\"section\">\r\n<div class=\"layoutArea\">\r\n<div class=\"column\">\r\n<h4>What is a method? (2/2)</h4>\r\n<ul>\r\n 	<li>\r\n<h4>For the teacher, methods prescribe what materials and activities should be used, how they should be used and what the role of the teacher should be.</h4>\r\n</li>\r\n 	<li>\r\n<h4>For learners, methods prescribe what approach to learning the learner should take and what roles the learner should adopt in the classroom.</h4>\r\n</li>\r\n</ul>\r\n<div class=\"page\" title=\"Page 6\">\r\n<div class=\"section\">\r\n<div class=\"layoutArea\">\r\n<div class=\"column\">\r\n<h4>What is an approach?</h4>\r\n<div class=\"page\" title=\"Page 7\">\r\n<div class=\"section\">\r\n<div class=\"layoutArea\">\r\n<div class=\"column\">\r\n<h4>What is an approach? (1/1)</h4>\r\n<ul>\r\n 	<li>\r\n<h4>Underlying each method is a theory on the nature of language and a theory on the nature of language learning both of which comprise the approach.</h4>\r\n</li>\r\n 	<li>\r\n<h4>Thesetheoriesarederivedfromtheareasof linguistics, sociolinguistics, psycholinguistics and are the source of principles and practices of language teaching.</h4>\r\n</li>\r\n</ul>\r\n<div class=\"page\" title=\"Page 8\">\r\n<div class=\"section\">\r\n<div class=\"column\">\r\n<h4>What is an approach influenced by?</h4>\r\n<h4>• Theory of language: How is language viewed?</h4>\r\n<ul>\r\n 	<li>\r\n<h4>‒  Structural View of Language.</h4>\r\n</li>\r\n 	<li>\r\n<h4>‒  Functional View of Language.</h4>\r\n</li>\r\n</ul>\r\n<h4>• Theory of language learning: How do learners learn the language?</h4>\r\n<ul>\r\n 	<li>\r\n<h4>–  What are the psychological and cognitive processes involved (habit formation, induction, inferencing, generalization)?</h4>\r\n</li>\r\n 	<li>\r\n<h4>–  What are the conditions that need to be met for these learning processes to be activated?</h4>\r\n</li>\r\n</ul>\r\n</div>\r\n<div class=\"page\" title=\"Page 9\">\r\n<div class=\"section\">\r\n<div class=\"layoutArea\">\r\n<div class=\"column\">\r\n<h4>Theory of language – focus of teaching (1/2)</h4>\r\n<h4>If language is seen as a system of structurally-related elements for the coding of meaning:</h4>\r\n<h4>• What dimension of language is prioritized?– Grammatical dimension.</h4>\r\n<h4>• What needs to be taught?</h4>\r\n<ul>\r\n 	<li>\r\n<h4>–  Phonological units.</h4>\r\n</li>\r\n 	<li>\r\n<h4>–  Grammatical units and operations.</h4>\r\n</li>\r\n 	<li>\r\n<h4>–  Lexical items.</h4>\r\n</li>\r\n</ul>\r\n<div class=\"page\" title=\"Page 10\">\r\n<div class=\"section\">\r\n<div class=\"layoutArea\">\r\n<div class=\"column\">\r\n<h4>Theory of language – focus of teaching (2/2)</h4>\r\n<h4>If language is viewed as a vehicle for the expression of functional meaning:</h4>\r\n<h4>• What dimension of language is prioritized?– semantic and communicative dimension of</h4>\r\n<h4>language.\r\n• What needs to be taught?</h4>\r\n<h4>– functions, notions of language.</h4>\r\n<div class=\"page\" title=\"Page 11\">\r\n<div class=\"section\">\r\n<div class=\"layoutArea\">\r\n<div class=\"column\">\r\n<h4>Components of a method</h4>\r\n<div class=\"page\" title=\"Page 12\">\r\n<div class=\"section\">\r\n<div class=\"layoutArea\">\r\n<div class=\"column\">\r\n<h4>Syllabus</h4>\r\n<ul>\r\n 	<li>\r\n<h4>Syllabus</h4>\r\n<h4>is the level at which theory is put into practice and at which choices are made about the content to be taught, the skills to be developed, the order of the content etc.</h4>\r\n</li>\r\n 	<li>\r\n<h4>The theory of language adopted will affect the organization and selection of language content.</h4>\r\n</li>\r\n 	<li>\r\n<h4>Different methods have different types of syllabi associated with them i.e. different ways of selecting and organizing content.</h4>\r\n</li>\r\n</ul>\r\n<div class=\"page\" title=\"Page 13\">\r\n<div class=\"section\">\r\n<div class=\"layoutArea\">\r\n<div class=\"column\">\r\n<h4>Teaching/Learning Practices (1/2)</h4>\r\n<ul>\r\n 	<li>\r\n<h4>Types of learning tasks and activities to be used in the classroom.</h4>\r\n</li>\r\n 	<li>\r\n<h4>Roles of learners in the classroom: the degree of control that learners have over their learning, roles that learners will assume in the classroom, learning groupings recommended.</h4>\r\n</li>\r\n 	<li>\r\n<h4>Roles of teachers: functions that the teacher is to fulfil in the classroom, the degree to which the teacher influences the learning process and the kind of interaction between the teacher and the learners.</h4>\r\n</li>\r\n</ul>\r\n<div class=\"page\" title=\"Page 14\">\r\n<div class=\"section\">\r\n<div class=\"layoutArea\">\r\n<div class=\"column\">\r\n<h4>Teaching/Learning Practices (2/2)</h4>\r\n<h4>• Role of materials: the function of materials in the learning process and the forms they take. In some methods, materials are designed to replace the teacher so that learning can take place independently. In others, materials are teacher-proof so that even poorly trained teachers with imperfect control of the language can use them.</h4>\r\n<div class=\"page\" title=\"Page 15\">\r\n<div class=\"section\">\r\n<div class=\"layoutArea\">\r\n<div class=\"column\">\r\n<h4>Assessment</h4>\r\n<h4>• How students’ language knowledge is to be assessed.</h4>\r\n<h4>• Error correction policy.</h4>\r\n<div class=\"page\" title=\"Page 16\">\r\n<div class=\"section\">\r\n<div class=\"column\">\r\n<h4>How do all of these relate?</h4>\r\n</div>\r\n<div class=\"layoutArea\">\r\n<h4>Different theories about the nature of language and how languages are learned (the approach) imply different ways of teaching language (the method) and different methods make use of different kinds of classroom activities (the techniques).</h4>\r\n<div class=\"column\">\r\n<h4>techniques method approach</h4>\r\n</div>\r\n</div>\r\n<img src=\"data:image/png;base64,iVBORw0KGgoAAAANSUhEUgAAABoAAAACCAYAAABGz8w4AAAAAXNSR0IArs4c6QAAAAlwSFlzAAALGwAACxsBJBCUfQAAABhJREFUCB1jYICA/0CKVvgmyAomiD20JwGDghfFDNX8uwAAAABJRU5ErkJggg==\" alt=\"page16image1115434912\" width=\"25.850000\" height=\"2.000000\" /><img class=\"\" src=\"data:image/png;base64,[encoded data, 17520 characters]\" alt=\"page16image1115435488\" width=\"358\" height=\"358\" />\r\n<div class=\"page\" title=\"Page 16\">\r\n<div class=\"section\">\r\n<div class=\"layoutArea\">\r\n<div class=\"column\">\r\n<h4>techniques. (THE RED CIRCLE)</h4>\r\n<h4>method (THE GREEN CIRCLE)</h4>\r\n<h4>approach (THE PURPLE CIRCLE)</h4>\r\n&nbsp;\r\n\r\n</div>\r\n</div>\r\n</div>\r\n</div>\r\n</div>\r\n</div>\r\n</div>\r\n</div>\r\n</div>\r\n</div>\r\n</div>\r\n</div>\r\n</div>\r\n</div>\r\n</div>\r\n</div>\r\n</div>\r\n</div>\r\n</div>\r\n</div>\r\n</div>\r\n</div>\r\n</div>\r\n</div>\r\n</div>\r\n</div>\r\n</div>\r\n</div>\r\n</div>\r\n</div>\r\n</div>\r\n</div>\r\n</div>\r\n</div>\r\n</div>\r\n</div>\r\n</div>\r\n</div>\r\n</div>\r\n</div>\r\n</div>\r\n</div>\r\n</div>\r\n</div>\r\n</div>\r\n</div>\r\n</div>\r\n</div>\r\n</div>\r\n</div>\r\n</div>\r\n</div>\r\n</div>\r\n</div>\r\n</div>\r\nA glance through the past century of language teaching will give an interesting picture of how varied the interpretations of the best way to teach a foreign language have been. As disciplinary schools of thought-psychology, linguistics, education, for example-have come and gone, so have language-teaching methods waxed and waned in popularity. Teaching methods are the practical application of theoretical findings and positions. In a field such as ours, it should come as no surprise to discover a wide variety of these applications, some totally opposing the others, over the last hundred years.\r\n\r\nThe teaching method at any given time is influenced by what is the view of education of that age, what is the psychology of language learning and it also influenced by the purpose of learning the language at that age. Consequently, different language skills are emphasized depending on the purpose. Each new method seemed to break from the old yet taking some of their positive aspects with it.\r\n\r\nhttps://youtu.be/5r-DRmN42fE\r\n\r\nWhat follows is a partial sketch of those changing winds of language teaching over the years.\r\n\r\n&nbsp;\r\n<ol>\r\n 	<li><strong>SECOND LANGUAGE TEACHING METHODOLOGIES</strong></li>\r\n</ol>\r\nThe Direct Method\r\n\r\nIn this method, the teaching is done entirely in the target language. The learner is not allowed to use his or her mother tongue. Grammar rules are avoided and there is an emphasis on good pronunciation.\r\n\r\nGrammar-translation\r\n\r\nLearning is largely by translation to and from the target language. Grammar rules are to be memorized and long lists of vocabulary learned by heart. There is little or no emphasis placed on developing oral ability.\r\n\r\nAudio-lingual\r\n\r\nThe theory behind this method is that learning a language means acquiring habits. There is much practise of dialogues of every situation. New language is first heard and extensively drilled before being seen in its written form.\r\n\r\nThe structural approach\r\n\r\nThis method sees language as a complex of grammatical rules which are to be learned one at a time in a set order. So, for example, the verb \"to be\" is introduced and practised before the present continuous tense which uses \"to be\" as an auxiliary.\r\n\r\nSuggestopedia\r\n\r\nThe theory underlying this method is that a language can be acquired only when the learner is receptive and has no mental blocks. By various methods, it is suggested to the student that the language is easy - and in this way, the mental blocks to learning are removed.\r\n\r\nTotal Physical Response (TPR)\r\n\r\nTPR works by having the learner respond to simple commands such as \"Stand up\", \"Close your book\", \"Go to the window and open it.\" The method stresses the importance of aural comprehension.\r\n\r\nCommunicative language teaching (CLT)\r\n\r\nThe focus of this method is to enable the learner to communicate effectively and appropriately in the various situations she would be likely to find herself in. The content of CLT courses are functions such as inviting, suggesting, complaining or notions such as the expression of time, quantity, location.\r\n\r\nThe Silent Way\r\n\r\nThis is so-called because the aim of the teacher is to say as little as possible in order that the learner can be in control of what he wants to say. No use is made of the mother tongue.\r\n\r\nCommunity Language Learning\r\n\r\nIn this method, attempts are made to build strong personal links between the teacher and student so that there are no blocks to learning. There is much talk in the mother tongue which is translated by the teacher for repetition by the student.\r\n\r\nImmersion\r\n\r\nThis corresponds to a great extent to the situation we have at our school. ESL students are immersed in the English language for the whole of the school day and expected to learn math, science, humanities etc. through the medium of the target language, English.\r\n\r\nImmigrant students who attend local schools find themselves in an immersion situation; for example, refugee children from Bosnia attending German schools, or Puerto Ricans in American schools.\r\n\r\nTask-based language learning\r\n\r\nThe focus of the teaching is on the completion of a task which in itself is interesting to the learners. Learners use the language they already have to complete the task and there is a little correction of errors.\r\n\r\n(This is the predominant method in middle school ESL teaching at Frankfurt International School. The tasks are subsumed in a major topic that is studied for a number of weeks. In the topic of ecology, for example, students are engaged in a number of tasks culminating in a poster presentation to the rest of the class. The tasks include reading, searching the internet, listening to taped material, selecting important vocabulary to teach other students etc.)\r\n\r\nThe Natural Approach\r\n\r\nThis approach, propounded by Professor S. Krashen, stresses the similarities between learning the first and second languages. There is no correction of mistakes. Learning takes place by the students being exposed to language that is comprehensible or made comprehensible to them.\r\n\r\nThe Lexical Syllabus\r\n\r\nThis approach is based on a computer analysis of language which identifies the most common (and hence most useful) words in the language and their various uses. The syllabus teaches these words in broadly the order of their frequency, and great emphasis is placed on the use of authentic materials.\r\n\r\n&nbsp;\r\n\r\n- <a class=\"show\" href=\"http://en.wikipedia.org/wiki/Language_education\">Wikipedia\'s review of language teaching methodologies</a>\r\n\r\n<a href=\"https://slideplayer.com/slide/2754871/\">https://slideplayer.com/slide/2754871/</a>\r\n<div class=\"page\" title=\"Page 1\">\r\n<div class=\"layoutArea\">\r\n<div class=\"column\">\r\n<p style=\"text-align: center;\"></p>\r\n\r\n<div id=\"content-wrapper\" class=\"ic-Layout-contentWrapper\">\r\n<div id=\"content\" class=\"ic-Layout-contentMain\" role=\"main\">\r\n<div id=\"quiz_show\">\r\n<p class=\"take_quiz_button\"></p>\r\n<p id=\"quiz-submission-version-table\"></p>\r\n&nbsp;\r\n<div id=\"module_sequence_footer\">\r\n<p class=\"module-sequence-padding\"></p>\r\n\r\n<div class=\"module-sequence-footer\" role=\"navigation\" aria-label=\"Module Navigation\">\r\n<p class=\"module-sequence-footer-content\"></p>\r\n\r\n</div>\r\n</div>\r\n</div>\r\n</div>\r\n</div>\r\n</div>\r\n</div>\r\n</div>','Unit 2','','inherit','closed','closed','','320-revision-v1','','','2020-11-24 13:44:54','2020-11-24 18:44:54','',320,'https://tesoll.com/320-revision-v1/',0,'revision','',0),(321,1,'2019-04-25 10:03:36','2019-04-25 10:03:36','','banner8','','inherit','open','closed','','banner8','','','2019-04-25 10:03:36','2019-04-25 10:03:36','',320,'https://tesoll.com/wp-content/uploads/2019/04/banner8.jpg',0,'attachment','image/jpeg',0),(322,1,'2019-04-25 10:05:28','2019-04-25 10:05:28','','22222sentence structures','','inherit','open','closed','','22222sentence-structures','','','2019-04-25 10:05:28','2019-04-25 10:05:28','',320,'https://tesoll.com/wp-content/uploads/2019/04/22222sentence-structures.pptx',0,'attachment','application/vnd.openxmlformats-officedocument.presentationml.presentation',0),(326,1,'2019-04-25 10:17:55','2019-04-25 10:17:55','<h1 class=\"page-title\" style=\"text-align: center;\">TESOL®- Methodologies: Audiolingual, NFS, CLT, and TPR Methods</h1>\r\nhttps://youtu.be/Pz0TPDUz3FU\r\n\r\n&nbsp;\r\n<h3><strong>The Audiolingual Method</strong></h3>\r\n&nbsp;\r\n\r\nIn the first half of the XX century, the Direct Method did not take hold in the United States the way it did in Europe. While one could easily find native-speaking teachers of modern foreign languages in Europe, such was not the case in the United States. Also, European high school and university students did not have to travel far to find opportunities to put oral skills of another language to actual, practical use. Moreover, U.S. educational institutions had become firmly convinced that a reading approach to foreign languages was more useful than an oral approach, given the perceived linguistic isolation of the United States at the time. Thus, schools\' returned in the 1930s and 1940s to Grammar Translation.\r\n\r\nThen, World War II broke out, and suddenly the United States was thrust into a worldwide conflict, heightening the need for Americans to become orally proficient in the languages of both their allies and their enemies. The time was ripe for a language teaching revolution.  The U.S. military provided the impetus for funding of special, intensive language courses that focused on the oral skills; these courses came to be known as the Army Specialized, Training Program (ASTP) or, more colloquially, the “Army Method.” Characteristics of these courses were a great deal of oral activity-pronunciation and pattern drills and conversation practice-with· virtually none of the grammar and translation found in traditional classes. Ironically, numerous foundation stones of the discarded Direct Method were borrowed and injected into this new approach. Soon, the success of the Army Method and the revived national interest in foreign languages spurred educational institutions to adopt the new methodology. In all its variations and adaptations, the Army Method came to be known in the 1950s as the Audiolingual Method.\r\n\r\nThe Audiolingual Method (ALM) was firmly grounded in linguistic and psychological theory. Structural linguists of the 1940s and 1950s were engaged in what they claimed was a « scientific descriptive analysis » of various languages; teaching methodologists saw a direct application of such analysis to teaching linguistic patterns. At the same time, behaviouristic psychologists advocated conditioning and habit formation models of learning that were perfectly matched with the mimicry drills and pattern practices of Audiolingual methodology.\r\n\r\nThe characteristics of the ALM may be summed up in the following list (adapted from Prator and Celce-Murcia):\r\n<ul>\r\n 	<li>New material is presented in dialogue form.</li>\r\n 	<li>There is dependence on mimicry, memorization of set phrases, and over learning.</li>\r\n 	<li>Structures are sequenced through contrastive analysis and taught one at a time.</li>\r\n 	<li>Structural patterns are taught using repetitive drills.</li>\r\n 	<li>There is little or no grammatical explanation. Grammar is taught by inductive</li>\r\n 	<li>Analogy rather than by reasonable explanation.</li>\r\n 	<li>Vocabulary is strictly limited and learned in context.</li>\r\n 	<li>There is much use of tapes, language labs, and visual aids.</li>\r\n 	<li>Considerable importance is attached to pronunciation.</li>\r\n 	<li>Limited use of the mother tongue by teachers is permitted.</li>\r\n 	<li>Successful responses are immediately reinforced.</li>\r\n 	<li>There is a great effort to get students to produce error-free utterances.</li>\r\n 	<li>There is a tendency to manipulate language and disregard content.</li>\r\n</ul>\r\nFor some reason, the ALM enjoyed many years of popularity, and even to this day, adaptations of the ALM are found in contemporary methodologies. The ALM was firmly rooted in respectable theoretical perspectives at the time. Materials were carefully prepared, tested out, and disseminated to educational institutions. Students could more overtly experience «success» as they practiced their dialogues in off-hours. But the popularity was not to last forever. We discovered that language was not acquired through a process of habit formation over learning, errors should not be avoided at all costs, and the structural linguistics did not tell us everything about the language that we needed to know. While the ALM was a valiant attempt to reap the fruits of language teaching methodologies that had preceded it, in the end, it still fell short, as all methods do. But we learned something from the very failure of the ALM to do everything it had promised, and we moved forward\r\n\r\n&nbsp;\r\n\r\n<strong>Notional-Functional-Syllabuses</strong>\r\n\r\n&nbsp;\r\n\r\nAs some touted the innovative methods of the seventies and criticized by many, some paramount foundations for future growth were being laid in what soon came to be known as the Notional-Functional Syllabus. Beginning with the work of the Council of Europe and later followed by numerous interpretations of \"notional\" syllabuses, Notional-Functional Syllabuses (NFS) had started to be used in the United Kingdom in the 1970s.\r\n\r\nThe distinguishing characteristics of the NFS were its attention to functions as the organizing elements of English Language curriculum, and its contrast with the structural syllabus in which sequenced grammatical structures served as the organizers. Reacting to methods that attended too vigorously to grammatical form, the NFS sought to focus sharply- and in some of its interpretations, exclusively - on the practical purposes to which we put language. As such, it was not a method at all. It was close to what we have already described as an approach, but it was more specifically focused on curricular structure than an appropriate approach would be.\r\n\r\n\"Notions,\" according to Van Ek and Alexander (Threshold Level English), are both general and precise. General notions are abstract concepts such as existence, space, time, quantity, and quality. They are domains in which we use language to express thought and feeling. Within the general notion of space and time, for example, are the concepts of location, motion, dimension, speed, the length of time, frequency, etc. \"Specific notions\" correspond more closely to what we have become accustomed to calling \"contexts\" or \"situations.\" Personal identification, for example, is a specific notion under which name, address, and phone number, and other personal information are subsumed. Other specific notions include travel, health and welfare, education, shopping, services and free time.\r\n\r\nThe \"functional\" part of the NFS corresponds to language functions. Curricula are organized around such functions as identifying, reporting, denying, accepting, declining, asking permission, apologizing, etc. Van Ek and Alexander list some seventy different language functions.\r\n\r\nThe NFS quickly provided social underpinnings for the development of communicative textbooks and materials and English language courses. A manual like Coffey\'s Fitting In, for example, was organized around the following sequence of functional topics:\r\n<ul>\r\n 	<li>Introductions, Greetings, Goodbyes</li>\r\n 	<li>Invitations, Apologies, Condolences</li>\r\n 	<li>Gratitude, Compliments, Congratulations</li>\r\n 	<li>Requests, Commands, Warnings, Directions</li>\r\n 	<li>Offers, Seeking Permission</li>\r\n 	<li>Advice, Intentions</li>\r\n 	<li>Pleasure, Displeasure</li>\r\n 	<li>Expressing Your Opinion</li>\r\n 	<li>Asking People to Repeat Themselves</li>\r\n 	<li>Interrupting Someone</li>\r\n 	<li>Changing the Topic of Conversation</li>\r\n</ul>\r\n&nbsp;\r\n\r\nA typical unit in this textbook included a presentation of dialogues, conversation practice with a classmate, situations in which the student figures out \"what would I say,\" role plays, and chart work. It could also include multiple-choice exercises on functional considerations, one-sided dialogues where the student fills in responses, nonverbal considerations, discussion activities, and \"community practices\" for extra-class practice. In this historical sketch of methodology, it is important to recognize that the NFS did not necessarily develop communicative competence in learners, but it did indeed set the stage for bigger and better things.\r\n\r\nBy attending to the functional purposes of language, and by providing contextual (notional) settings for the realization of those purposes, it provided a link between a dynasty of methods that were now perishing and a new era of language teaching called Communicative.\r\n\r\nhttps://youtu.be/3kRT-rsKxn4\r\n\r\n&nbsp;\r\n<h2><strong>Communicative Language Teaching (CLT)</strong></h2>\r\n&nbsp;\r\n\r\nCommunicative Language Teaching (CLT) is currently the \"recognized approach\" and the accepted norm in the field. Beyond grammatical and discourse elements in communication, CLT is probing the nature of social, cultural and pragmatic features of the language. It explores pedagogical means for \"real-life\" communication in the classroom. Teachers using CLT are trying to get their learners to develop linguistic fluency, not just the accuracy that has so consumed their historical journey. They are equipping their students with tools for generating unrehearsed language performance \"out there\" when they leave the womb of the classroom. They are concerned with how to facilitate lifelong language learning among their students, not just with the immediate classroom task. They are looking at learners as partners in a cooperative venture. And their classroom practices seek to draw on whatever intrinsically sparks learners to reach their fullest potential.\r\n\r\nDavid Nunan offers five features to characterize CLT in his book called Language Teaching Methodology: A Textbook for Teachers:\r\n\r\nDavid Nunan offers five features to characterize CLT in his book called <u>Language Teaching Methodology: A Textbook for Teachers:</u>\r\n<ul>\r\n 	<li>An emphasis on learning to communicate through interaction in the target language.</li>\r\n 	<li>The introduction of authentic texts into the learning situation.</li>\r\n 	<li>The provision of opportunities for learners to focus, not only on language but also on the learning process itself.</li>\r\n 	<li>An enhancement of the learners’ personal experiences as important contributing elements to classroom learning.</li>\r\n 	<li>An attempt to link classroom language learning with language activation outside the classroom.</li>\r\n</ul>\r\n&nbsp;\r\n\r\nIn <u>Materials and Methods in ELl McDonough and Shaw</u> note the following as implications of the Communicative Approach:\r\n<ul>\r\n 	<li>The concept of \"being communicative\" has to do with what a language has the potential to mean, as well with its formal grammatical properties</li>\r\n 	<li>There is a complex relationship between language form and language function. In more traditional teaching materials, this relationship tends to be simplified, often implying a one-to-one correspondence so that interrogatives are used for \"asking questions,\" imperatives for \"giving commands,\" conditional for \"making hypothetical statements\" and so on. In a communicative perspective; our views on the properties of language have been explored, expanded and enriched.</li>\r\n 	<li>Form and function operate as part of a wider network of factors since the real-world language in use do not work in a vacuum: So in addition to talking about language\' function and language form, there are other dimensions of communication to be considered such as:\r\n<ul>\r\n 	<li>Topics (for example, health, transport, leisure activities, work, ... )</li>\r\n 	<li>Context or setting (for example, personal conversation, business discussion, \"situations\" such as travel or medical settings, ... )</li>\r\n 	<li>Roles of people involved (for example, stranger/stranger, friend/friend, Employee/boss, customer/person supplying service, ... )</li>\r\n</ul>\r\n</li>\r\n</ul>\r\nAppropriacy of language use has to be considered alongside accuracy. This has implications for attitudes to error since the notion of error is no longer restricted only to incorrect grammar or perhaps a choice of vocabulary. If \"being communicative\" includes also paying attention to context, roles, and topics, them it is logically possible to make an error at any of these levels.\r\n\r\nThe Communicative method is relevant to all four language skills, NOT only to speak English. We can group together the oral skills of speaking and listening, and the \"paper\" skills of reading and writing. III both cases, we have a giver and a receiver of a message, and the ways in which the receiver understands the information in the message is an integral part of communication.\r\n\r\n&nbsp;\r\n\r\nThe concept of communication takes us beyond the level of the sentence. A theory of communication can handle whole conversations, or paragraphs, or even longer texts. Categories for describing language have developed, in recent years, based on the broad notion of discourse. This concept gives us the possibility of showing how different parts of a text or a conversation or any stretch of language arc interlinked.\r\n\r\nCommunication can refer both to the properties of language and to behaviour, patterns of interaction. This behavioural \"how\" covers the kinds of activities we carry out and the tasks we perform in real-life.\r\n\r\n&nbsp;\r\n\r\nOne of the most comprehensive lists of CLT features came some time ago from Finocchiaro and Brunt in The Functional-Notional Approach: From Theory to Practice in a comparison of Audio-lingual methodology with what they called the Communicative Approach.\r\n\r\n&nbsp;\r\n\r\nBecause of its practicality and its detail, ALM is partially reproduced below:\r\n\r\n<strong> </strong>\r\n<table>\r\n<tbody>\r\n<tr>\r\n<td width=\"221\"><strong>Audio-lingual Method</strong></td>\r\n<td width=\"221\"><strong>Communicative Language Teaching</strong></td>\r\n</tr>\r\n<tr>\r\n<td width=\"221\">Attends to structure and form more than, meaning</td>\r\n<td width=\"221\">Meaning is paramount</td>\r\n</tr>\r\n<tr>\r\n<td width=\"221\">Language items are not necessary\r\n\r\ncontextualized</td>\r\n<td width=\"221\">Contextualization is a basic premise</td>\r\n</tr>\r\n<tr>\r\n<td width=\"221\">Language learning is learning structures, sounds or words</td>\r\n<td width=\"221\">Language learning is learning to communicate</td>\r\n</tr>\r\n<tr>\r\n<td width=\"221\">Drilling is a central technique</td>\r\n<td width=\"221\">Drilling may occur, but peripherally</td>\r\n</tr>\r\n<tr>\r\n<td width=\"221\">Native-speaker-like pronunciation is sought</td>\r\n<td width=\"221\">Comprehensible pronunciation is sought</td>\r\n</tr>\r\n<tr>\r\n<td width=\"221\">The Grammatical explanation has avoided</td>\r\n<td width=\"221\">Any device which helps the learners is accepted varying according to their age, interest, etc.</td>\r\n</tr>\r\n<tr>\r\n<td width=\"221\">The use of the student\'s native language is forbidden</td>\r\n<td width=\"221\">Judicious use of the mother tongue is accepted where feasible</td>\r\n</tr>\r\n<tr>\r\n<td width=\"221\">The translation is forbidden at early levels</td>\r\n<td width=\"221\">The translation may be used where students may benefit from it</td>\r\n</tr>\r\n<tr>\r\n<td width=\"221\">Reading and writing are deferred until the speech is mastered.</td>\r\n<td width=\"221\">Reading and writing can start from the first day if desired</td>\r\n</tr>\r\n<tr>\r\n<td width=\"221\">\"Language is a habit\" so the error must be prevented at all costs</td>\r\n<td width=\"221\">Language is created by the individual often through trial and error</td>\r\n</tr>\r\n<tr>\r\n<td width=\"221\">Accuracy, in terms of formal correctness, is a primary goal</td>\r\n<td width=\"221\">Fluency and acceptable language is the primary goal</td>\r\n</tr>\r\n</tbody>\r\n</table>\r\n<strong> </strong>\r\n\r\nIndeed, there are many reasons why a communicative approach is an attractive one, providing a richer teaching and learning environment. It can:\r\n\r\n&nbsp;\r\n<ul>\r\n 	<li>Include wider considerations of what is appropriate as well as what is accurate</li>\r\n 	<li>Handle a wider range of languages, covering texts and conversations as well as sentences</li>\r\n 	<li>Provide realistic and motivating language practice</li>\r\n 	<li>Use what learners know about the functions of language from their experience with their mother tongues</li>\r\n</ul>\r\n&nbsp;\r\n\r\nAnd while CLT is currently accepted as the recognized approach in the field of Second Language teaching, beware of:\r\n<ul>\r\n 	<li>Giving lip service to the principles of CLT (and related principles of cooperative learning, interactive teaching, learner-centred classes, content-centred education, whole-language, etc. See below) but not truly grounding your teaching techniques in such principles. No one these days would admit to disbelief in principles of CLT, but if you believe the term characterizes your teaching, then make sure you do indeed understand and practice your convictions.</li>\r\n 	<li>Overdoing particular CLT features. For example, you engage in the real-life, authentic language in the classroom to the total exclusion of any potentially helpful controlled exercises, grammatical pointers, and other analytical devices. Or you simply simulate the real world out there but refrain from \"interfering\" in the ongoing flow of language. A healthy application of CLT principles requires moderation and the common sense to take advantage of the facilitative elements in the classroom context.</li>\r\n 	<li>Numerous interpretations of what CLT is, because it is a catch-all term, it is tempting to figure that everyone agrees on its interpretation. They don\'t. In fact, some of those in the profession, with good reason, feel uncomfortable using the term. As long as you are aware of many possible versions of CLT, it is a term that can continue to capture current language teaching approaches.</li>\r\n 	<li>Now, take a look at any recent ESL textbook and try to find one that is NOT \"learner-centred,\" \"cooperative,\" \"interactive,\" \"whole-language based,\" or, of course, \"communicative\"! Those are all concepts closely related to CLT, the latest fads in language teaching. They can also be qualified as legitimate attempts to label current concerns within the CLT framework. Here is a brief summary of each concept:</li>\r\n</ul>\r\n&nbsp;\r\n<ol>\r\n 	<li><strong>Learner-centred Teaching.</strong></li>\r\n</ol>\r\n<h4>Learner-centred instruction includes:</h4>\r\n<ul>\r\n 	<li>\r\n<h4>Techniques that focus on or account for learners\' needs styles and goals.</h4>\r\n</li>\r\n 	<li>\r\n<h4>Techniques that give some control to the student (group work, for example)</h4>\r\n</li>\r\n 	<li>\r\n<h4>Curricula that include the consultation and input of students and that do not presuppose objectives in advance.</h4>\r\n</li>\r\n 	<li>\r\n<h4>Techniques that allow for student creativity and innovation.</h4>\r\n</li>\r\n 	<li>\r\n<h4>Techniques that enhance a student\'s sense of competence and self-worth.</h4>\r\n</li>\r\n</ul>\r\n<h4>Because language teaching is a domain that so often presupposes classrooms where students have very little language proficiency with which to negotiate with the teacher, some teachers shy away from the notion of giving learners the power associated with a learner-centred approach. Such restraint is not necessary because even in beginning level classes, teachers can offer students certain choices. All of these efforts help to give students a sense of \"ownership\" of their learning and thereby add to their intrinsic motivation.</h4>\r\n&nbsp;\r\n<ol>\r\n 	<li>\r\n<h2><strong>Cooperative Learning</strong></h2>\r\n</li>\r\n</ol>\r\nA curriculum or classroom that is cooperative and therefore NOT competitive usually involves the above learner-centred characteristics. As students work together ill pairs or groups, they share information and come to each other’s aid. The term \"cooperative\" also emphasizes the collaborative efforts of students and teachers are working together to pursue goals and objectives.\r\n\r\n&nbsp;\r\n<ol>\r\n 	<li>\r\n<h2><strong>Interactive Learning</strong></h2>\r\n</li>\r\n</ol>\r\nAt the heart of current theories of communicative competence is the essentially interactive nature of communication. When you speak, for example, the extent to which your intended message is received is a factor of both your production and the listener\'s reception. Interactive classes will most likely be found:\r\n<ul>\r\n 	<li>Doing a significant amount of pair work and group work.</li>\r\n 	<li>Receiving valid language input in real-world contexts.</li>\r\n 	<li>Producing language for genuine, meaningful communication.</li>\r\n 	<li>Performing classroom tasks that prepare them for actual language use \"out there.\"</li>\r\n 	<li>Practicing oral communication through the give and take and spontaneity of real conversations.</li>\r\n 	<li>Writing to and for real audiences, not imaginary ones.</li>\r\n</ul>\r\n&nbsp;\r\n<h2><strong>Whole Language Education</strong></h2>\r\nOne of the most attractive terms currently sweeping through our profession, \"whole language\" has been so widely interpreted that it, unfortunately, is on the verge of losing its impact. Initially, the term was used to emphasize (1.) the \"wholeness\" of language as opposed to views that fragmented language into bits and pieces or phonemes and words.  (2.) It was used for the interaction and interconnections between oral language and written language; (3.) and the importance of the written code as natural and developmental, just as the oral code is. The whole language is a label that has been used to describe:\r\n<ul>\r\n 	<li>Cooperative learning</li>\r\n 	<li>Student-centred learning</li>\r\n 	<li>Focus on the community of learners</li>\r\n 	<li>Focus on the social nature of language</li>\r\n 	<li>Use of authentic, natural language</li>\r\n 	<li>Meaning-centred language</li>\r\n 	<li>Integration of the four skills</li>\r\n</ul>\r\nWith all these interpretations, it is hard to distinguish it from CL T in general. Its original intent, however, was to refer to the wholeness of language itself. Language is NOT the sum of its many dissectible and discrete parts. And since part of the wholeness of language includes interrelationships of the four skills, we are compelled to attend conscientiously to the integration of two or more of these skills in our classrooms\r\n\r\nhttps://youtu.be/bkMQXFOqyQA\r\n<h2><strong>Total Physical Response (TPR)</strong></h2>\r\nTotal Physical Response is a teaching method built around the coordination of speech and action. It attempts to teach language through motor (physical) activity.\r\n\r\nDeveloped by James Asher at San Jose State University, California, its origins go back to the 1920\'s, and it draws on several traditions, including developmental psychology, learning theory, and humanistic pedagogy. Like Krashen, Asher sees successful adult second language learning as running along parallel lines to that of mother tongue acquisition in children. Again, comprehension is put before production. As with the Natural Approach, many hours may pass before the student produces speech utterances.\r\n\r\nAt the early stages, students will act out the requests made by the teacher.  Everybody raise their left arms. Maria, walk slowly to the door.  As students progress in understanding and confidence, more complex patterns are introduced.\r\n\r\nSandro, pass the white block to the student with a red ribbon in her hair. Elaine, take a sip of water and pass the cup to Suzannah.\r\n\r\nIt is claimed that TPR reduces the stress felt by second language learners and, therefore, efficient acquisition can take place. Towards the end of a course, which can last up to 160 hours, students may be invited to verbalize their intentions.\r\n\r\nPedro, ask Carmen to open the door. Pierre, tell Mommy you\'re sorry.\r\n<p class=\"page-title\"></p>\r\n\r\n<div class=\"page\" title=\"Page 4\">\r\n<div class=\"layoutArea\">\r\n<div class=\"column\">\r\n<h3></h3>\r\n<h3 id=\"quiz_title\" style=\"text-align: center;\"></h3>\r\n<ul id=\"quiz_student_details\"></ul>\r\n<div class=\"description user_content student-version enhanced\">\r\n\r\n&nbsp;\r\n\r\n</div>\r\n</div>\r\n</div>\r\n</div>','Unit 3','','publish','open','closed','','unit-3','','','2020-11-26 00:33:25','2020-11-26 05:33:25','',0,'https://tesoll.com/?post_type=unit&#038;p=326',0,'unit','',0),(3079,1,'2020-11-26 00:33:25','2020-11-26 05:33:25','<h1 class=\"page-title\" style=\"text-align: center;\">TESOL®- Methodologies: Audiolingual, NFS, CLT, and TPR Methods</h1>\r\nhttps://youtu.be/Pz0TPDUz3FU\r\n\r\n&nbsp;\r\n<h3><strong>The Audiolingual Method</strong></h3>\r\n&nbsp;\r\n\r\nIn the first half of the XX century, the Direct Method did not take hold in the United States the way it did in Europe. While one could easily find native-speaking teachers of modern foreign languages in Europe, such was not the case in the United States. Also, European high school and university students did not have to travel far to find opportunities to put oral skills of another language to actual, practical use. Moreover, U.S. educational institutions had become firmly convinced that a reading approach to foreign languages was more useful than an oral approach, given the perceived linguistic isolation of the United States at the time. Thus, schools\' returned in the 1930s and 1940s to Grammar Translation.\r\n\r\nThen, World War II broke out, and suddenly the United States was thrust into a worldwide conflict, heightening the need for Americans to become orally proficient in the languages of both their allies and their enemies. The time was ripe for a language teaching revolution.  The U.S. military provided the impetus for funding of special, intensive language courses that focused on the oral skills; these courses came to be known as the Army Specialized, Training Program (ASTP) or, more colloquially, the “Army Method.” Characteristics of these courses were a great deal of oral activity-pronunciation and pattern drills and conversation practice-with· virtually none of the grammar and translation found in traditional classes. Ironically, numerous foundation stones of the discarded Direct Method were borrowed and injected into this new approach. Soon, the success of the Army Method and the revived national interest in foreign languages spurred educational institutions to adopt the new methodology. In all its variations and adaptations, the Army Method came to be known in the 1950s as the Audiolingual Method.\r\n\r\nThe Audiolingual Method (ALM) was firmly grounded in linguistic and psychological theory. Structural linguists of the 1940s and 1950s were engaged in what they claimed was a « scientific descriptive analysis » of various languages; teaching methodologists saw a direct application of such analysis to teaching linguistic patterns. At the same time, behaviouristic psychologists advocated conditioning and habit formation models of learning that were perfectly matched with the mimicry drills and pattern practices of Audiolingual methodology.\r\n\r\nThe characteristics of the ALM may be summed up in the following list (adapted from Prator and Celce-Murcia):\r\n<ul>\r\n 	<li>New material is presented in dialogue form.</li>\r\n 	<li>There is dependence on mimicry, memorization of set phrases, and over learning.</li>\r\n 	<li>Structures are sequenced through contrastive analysis and taught one at a time.</li>\r\n 	<li>Structural patterns are taught using repetitive drills.</li>\r\n 	<li>There is little or no grammatical explanation. Grammar is taught by inductive</li>\r\n 	<li>Analogy rather than by reasonable explanation.</li>\r\n 	<li>Vocabulary is strictly limited and learned in context.</li>\r\n 	<li>There is much use of tapes, language labs, and visual aids.</li>\r\n 	<li>Considerable importance is attached to pronunciation.</li>\r\n 	<li>Limited use of the mother tongue by teachers is permitted.</li>\r\n 	<li>Successful responses are immediately reinforced.</li>\r\n 	<li>There is a great effort to get students to produce error-free utterances.</li>\r\n 	<li>There is a tendency to manipulate language and disregard content.</li>\r\n</ul>\r\nFor some reason, the ALM enjoyed many years of popularity, and even to this day, adaptations of the ALM are found in contemporary methodologies. The ALM was firmly rooted in respectable theoretical perspectives at the time. Materials were carefully prepared, tested out, and disseminated to educational institutions. Students could more overtly experience «success» as they practiced their dialogues in off-hours. But the popularity was not to last forever. We discovered that language was not acquired through a process of habit formation over learning, errors should not be avoided at all costs, and the structural linguistics did not tell us everything about the language that we needed to know. While the ALM was a valiant attempt to reap the fruits of language teaching methodologies that had preceded it, in the end, it still fell short, as all methods do. But we learned something from the very failure of the ALM to do everything it had promised, and we moved forward\r\n\r\n&nbsp;\r\n\r\n<strong>Notional-Functional-Syllabuses</strong>\r\n\r\n&nbsp;\r\n\r\nAs some touted the innovative methods of the seventies and criticized by many, some paramount foundations for future growth were being laid in what soon came to be known as the Notional-Functional Syllabus. Beginning with the work of the Council of Europe and later followed by numerous interpretations of \"notional\" syllabuses, Notional-Functional Syllabuses (NFS) had started to be used in the United Kingdom in the 1970s.\r\n\r\nThe distinguishing characteristics of the NFS were its attention to functions as the organizing elements of English Language curriculum, and its contrast with the structural syllabus in which sequenced grammatical structures served as the organizers. Reacting to methods that attended too vigorously to grammatical form, the NFS sought to focus sharply- and in some of its interpretations, exclusively - on the practical purposes to which we put language. As such, it was not a method at all. It was close to what we have already described as an approach, but it was more specifically focused on curricular structure than an appropriate approach would be.\r\n\r\n\"Notions,\" according to Van Ek and Alexander (Threshold Level English), are both general and precise. General notions are abstract concepts such as existence, space, time, quantity, and quality. They are domains in which we use language to express thought and feeling. Within the general notion of space and time, for example, are the concepts of location, motion, dimension, speed, the length of time, frequency, etc. \"Specific notions\" correspond more closely to what we have become accustomed to calling \"contexts\" or \"situations.\" Personal identification, for example, is a specific notion under which name, address, and phone number, and other personal information are subsumed. Other specific notions include travel, health and welfare, education, shopping, services and free time.\r\n\r\nThe \"functional\" part of the NFS corresponds to language functions. Curricula are organized around such functions as identifying, reporting, denying, accepting, declining, asking permission, apologizing, etc. Van Ek and Alexander list some seventy different language functions.\r\n\r\nThe NFS quickly provided social underpinnings for the development of communicative textbooks and materials and English language courses. A manual like Coffey\'s Fitting In, for example, was organized around the following sequence of functional topics:\r\n<ul>\r\n 	<li>Introductions, Greetings, Goodbyes</li>\r\n 	<li>Invitations, Apologies, Condolences</li>\r\n 	<li>Gratitude, Compliments, Congratulations</li>\r\n 	<li>Requests, Commands, Warnings, Directions</li>\r\n 	<li>Offers, Seeking Permission</li>\r\n 	<li>Advice, Intentions</li>\r\n 	<li>Pleasure, Displeasure</li>\r\n 	<li>Expressing Your Opinion</li>\r\n 	<li>Asking People to Repeat Themselves</li>\r\n 	<li>Interrupting Someone</li>\r\n 	<li>Changing the Topic of Conversation</li>\r\n</ul>\r\n&nbsp;\r\n\r\nA typical unit in this textbook included a presentation of dialogues, conversation practice with a classmate, situations in which the student figures out \"what would I say,\" role plays, and chart work. It could also include multiple-choice exercises on functional considerations, one-sided dialogues where the student fills in responses, nonverbal considerations, discussion activities, and \"community practices\" for extra-class practice. In this historical sketch of methodology, it is important to recognize that the NFS did not necessarily develop communicative competence in learners, but it did indeed set the stage for bigger and better things.\r\n\r\nBy attending to the functional purposes of language, and by providing contextual (notional) settings for the realization of those purposes, it provided a link between a dynasty of methods that were now perishing and a new era of language teaching called Communicative.\r\n\r\nhttps://youtu.be/3kRT-rsKxn4\r\n\r\n&nbsp;\r\n<h2><strong>Communicative Language Teaching (CLT)</strong></h2>\r\n&nbsp;\r\n\r\nCommunicative Language Teaching (CLT) is currently the \"recognized approach\" and the accepted norm in the field. Beyond grammatical and discourse elements in communication, CLT is probing the nature of social, cultural and pragmatic features of the language. It explores pedagogical means for \"real-life\" communication in the classroom. Teachers using CLT are trying to get their learners to develop linguistic fluency, not just the accuracy that has so consumed their historical journey. They are equipping their students with tools for generating unrehearsed language performance \"out there\" when they leave the womb of the classroom. They are concerned with how to facilitate lifelong language learning among their students, not just with the immediate classroom task. They are looking at learners as partners in a cooperative venture. And their classroom practices seek to draw on whatever intrinsically sparks learners to reach their fullest potential.\r\n\r\nDavid Nunan offers five features to characterize CLT in his book called Language Teaching Methodology: A Textbook for Teachers:\r\n\r\nDavid Nunan offers five features to characterize CLT in his book called <u>Language Teaching Methodology: A Textbook for Teachers:</u>\r\n<ul>\r\n 	<li>An emphasis on learning to communicate through interaction in the target language.</li>\r\n 	<li>The introduction of authentic texts into the learning situation.</li>\r\n 	<li>The provision of opportunities for learners to focus, not only on language but also on the learning process itself.</li>\r\n 	<li>An enhancement of the learners’ personal experiences as important contributing elements to classroom learning.</li>\r\n 	<li>An attempt to link classroom language learning with language activation outside the classroom.</li>\r\n</ul>\r\n&nbsp;\r\n\r\nIn <u>Materials and Methods in ELl McDonough and Shaw</u> note the following as implications of the Communicative Approach:\r\n<ul>\r\n 	<li>The concept of \"being communicative\" has to do with what a language has the potential to mean, as well with its formal grammatical properties</li>\r\n 	<li>There is a complex relationship between language form and language function. In more traditional teaching materials, this relationship tends to be simplified, often implying a one-to-one correspondence so that interrogatives are used for \"asking questions,\" imperatives for \"giving commands,\" conditional for \"making hypothetical statements\" and so on. In a communicative perspective; our views on the properties of language have been explored, expanded and enriched.</li>\r\n 	<li>Form and function operate as part of a wider network of factors since the real-world language in use do not work in a vacuum: So in addition to talking about language\' function and language form, there are other dimensions of communication to be considered such as:\r\n<ul>\r\n 	<li>Topics (for example, health, transport, leisure activities, work, ... )</li>\r\n 	<li>Context or setting (for example, personal conversation, business discussion, \"situations\" such as travel or medical settings, ... )</li>\r\n 	<li>Roles of people involved (for example, stranger/stranger, friend/friend, Employee/boss, customer/person supplying service, ... )</li>\r\n</ul>\r\n</li>\r\n</ul>\r\nAppropriacy of language use has to be considered alongside accuracy. This has implications for attitudes to error since the notion of error is no longer restricted only to incorrect grammar or perhaps a choice of vocabulary. If \"being communicative\" includes also paying attention to context, roles, and topics, them it is logically possible to make an error at any of these levels.\r\n\r\nThe Communicative method is relevant to all four language skills, NOT only to speak English. We can group together the oral skills of speaking and listening, and the \"paper\" skills of reading and writing. III both cases, we have a giver and a receiver of a message, and the ways in which the receiver understands the information in the message is an integral part of communication.\r\n\r\n&nbsp;\r\n\r\nThe concept of communication takes us beyond the level of the sentence. A theory of communication can handle whole conversations, or paragraphs, or even longer texts. Categories for describing language have developed, in recent years, based on the broad notion of discourse. This concept gives us the possibility of showing how different parts of a text or a conversation or any stretch of language arc interlinked.\r\n\r\nCommunication can refer both to the properties of language and to behaviour, patterns of interaction. This behavioural \"how\" covers the kinds of activities we carry out and the tasks we perform in real-life.\r\n\r\n&nbsp;\r\n\r\nOne of the most comprehensive lists of CLT features came some time ago from Finocchiaro and Brunt in The Functional-Notional Approach: From Theory to Practice in a comparison of Audio-lingual methodology with what they called the Communicative Approach.\r\n\r\n&nbsp;\r\n\r\nBecause of its practicality and its detail, ALM is partially reproduced below:\r\n\r\n<strong> </strong>\r\n<table>\r\n<tbody>\r\n<tr>\r\n<td width=\"221\"><strong>Audio-lingual Method</strong></td>\r\n<td width=\"221\"><strong>Communicative Language Teaching</strong></td>\r\n</tr>\r\n<tr>\r\n<td width=\"221\">Attends to structure and form more than, meaning</td>\r\n<td width=\"221\">Meaning is paramount</td>\r\n</tr>\r\n<tr>\r\n<td width=\"221\">Language items are not necessary\r\n\r\ncontextualized</td>\r\n<td width=\"221\">Contextualization is a basic premise</td>\r\n</tr>\r\n<tr>\r\n<td width=\"221\">Language learning is learning structures, sounds or words</td>\r\n<td width=\"221\">Language learning is learning to communicate</td>\r\n</tr>\r\n<tr>\r\n<td width=\"221\">Drilling is a central technique</td>\r\n<td width=\"221\">Drilling may occur, but peripherally</td>\r\n</tr>\r\n<tr>\r\n<td width=\"221\">Native-speaker-like pronunciation is sought</td>\r\n<td width=\"221\">Comprehensible pronunciation is sought</td>\r\n</tr>\r\n<tr>\r\n<td width=\"221\">The Grammatical explanation has avoided</td>\r\n<td width=\"221\">Any device which helps the learners is accepted varying according to their age, interest, etc.</td>\r\n</tr>\r\n<tr>\r\n<td width=\"221\">The use of the student\'s native language is forbidden</td>\r\n<td width=\"221\">Judicious use of the mother tongue is accepted where feasible</td>\r\n</tr>\r\n<tr>\r\n<td width=\"221\">The translation is forbidden at early levels</td>\r\n<td width=\"221\">The translation may be used where students may benefit from it</td>\r\n</tr>\r\n<tr>\r\n<td width=\"221\">Reading and writing are deferred until the speech is mastered.</td>\r\n<td width=\"221\">Reading and writing can start from the first day if desired</td>\r\n</tr>\r\n<tr>\r\n<td width=\"221\">\"Language is a habit\" so the error must be prevented at all costs</td>\r\n<td width=\"221\">Language is created by the individual often through trial and error</td>\r\n</tr>\r\n<tr>\r\n<td width=\"221\">Accuracy, in terms of formal correctness, is a primary goal</td>\r\n<td width=\"221\">Fluency and acceptable language is the primary goal</td>\r\n</tr>\r\n</tbody>\r\n</table>\r\n<strong> </strong>\r\n\r\nIndeed, there are many reasons why a communicative approach is an attractive one, providing a richer teaching and learning environment. It can:\r\n\r\n&nbsp;\r\n<ul>\r\n 	<li>Include wider considerations of what is appropriate as well as what is accurate</li>\r\n 	<li>Handle a wider range of languages, covering texts and conversations as well as sentences</li>\r\n 	<li>Provide realistic and motivating language practice</li>\r\n 	<li>Use what learners know about the functions of language from their experience with their mother tongues</li>\r\n</ul>\r\n&nbsp;\r\n\r\nAnd while CLT is currently accepted as the recognized approach in the field of Second Language teaching, beware of:\r\n<ul>\r\n 	<li>Giving lip service to the principles of CLT (and related principles of cooperative learning, interactive teaching, learner-centred classes, content-centred education, whole-language, etc. See below) but not truly grounding your teaching techniques in such principles. No one these days would admit to disbelief in principles of CLT, but if you believe the term characterizes your teaching, then make sure you do indeed understand and practice your convictions.</li>\r\n 	<li>Overdoing particular CLT features. For example, you engage in the real-life, authentic language in the classroom to the total exclusion of any potentially helpful controlled exercises, grammatical pointers, and other analytical devices. Or you simply simulate the real world out there but refrain from \"interfering\" in the ongoing flow of language. A healthy application of CLT principles requires moderation and the common sense to take advantage of the facilitative elements in the classroom context.</li>\r\n 	<li>Numerous interpretations of what CLT is, because it is a catch-all term, it is tempting to figure that everyone agrees on its interpretation. They don\'t. In fact, some of those in the profession, with good reason, feel uncomfortable using the term. As long as you are aware of many possible versions of CLT, it is a term that can continue to capture current language teaching approaches.</li>\r\n 	<li>Now, take a look at any recent ESL textbook and try to find one that is NOT \"learner-centred,\" \"cooperative,\" \"interactive,\" \"whole-language based,\" or, of course, \"communicative\"! Those are all concepts closely related to CLT, the latest fads in language teaching. They can also be qualified as legitimate attempts to label current concerns within the CLT framework. Here is a brief summary of each concept:</li>\r\n</ul>\r\n&nbsp;\r\n<ol>\r\n 	<li><strong>Learner-centred Teaching.</strong></li>\r\n</ol>\r\n<h4>Learner-centred instruction includes:</h4>\r\n<ul>\r\n 	<li>\r\n<h4>Techniques that focus on or account for learners\' needs styles and goals.</h4>\r\n</li>\r\n 	<li>\r\n<h4>Techniques that give some control to the student (group work, for example)</h4>\r\n</li>\r\n 	<li>\r\n<h4>Curricula that include the consultation and input of students and that do not presuppose objectives in advance.</h4>\r\n</li>\r\n 	<li>\r\n<h4>Techniques that allow for student creativity and innovation.</h4>\r\n</li>\r\n 	<li>\r\n<h4>Techniques that enhance a student\'s sense of competence and self-worth.</h4>\r\n</li>\r\n</ul>\r\n<h4>Because language teaching is a domain that so often presupposes classrooms where students have very little language proficiency with which to negotiate with the teacher, some teachers shy away from the notion of giving learners the power associated with a learner-centred approach. Such restraint is not necessary because even in beginning level classes, teachers can offer students certain choices. All of these efforts help to give students a sense of \"ownership\" of their learning and thereby add to their intrinsic motivation.</h4>\r\n&nbsp;\r\n<ol>\r\n 	<li>\r\n<h2><strong>Cooperative Learning</strong></h2>\r\n</li>\r\n</ol>\r\nA curriculum or classroom that is cooperative and therefore NOT competitive usually involves the above learner-centred characteristics. As students work together ill pairs or groups, they share information and come to each other’s aid. The term \"cooperative\" also emphasizes the collaborative efforts of students and teachers are working together to pursue goals and objectives.\r\n\r\n&nbsp;\r\n<ol>\r\n 	<li>\r\n<h2><strong>Interactive Learning</strong></h2>\r\n</li>\r\n</ol>\r\nAt the heart of current theories of communicative competence is the essentially interactive nature of communication. When you speak, for example, the extent to which your intended message is received is a factor of both your production and the listener\'s reception. Interactive classes will most likely be found:\r\n<ul>\r\n 	<li>Doing a significant amount of pair work and group work.</li>\r\n 	<li>Receiving valid language input in real-world contexts.</li>\r\n 	<li>Producing language for genuine, meaningful communication.</li>\r\n 	<li>Performing classroom tasks that prepare them for actual language use \"out there.\"</li>\r\n 	<li>Practicing oral communication through the give and take and spontaneity of real conversations.</li>\r\n 	<li>Writing to and for real audiences, not imaginary ones.</li>\r\n</ul>\r\n&nbsp;\r\n<h2><strong>Whole Language Education</strong></h2>\r\nOne of the most attractive terms currently sweeping through our profession, \"whole language\" has been so widely interpreted that it, unfortunately, is on the verge of losing its impact. Initially, the term was used to emphasize (1.) the \"wholeness\" of language as opposed to views that fragmented language into bits and pieces or phonemes and words.  (2.) It was used for the interaction and interconnections between oral language and written language; (3.) and the importance of the written code as natural and developmental, just as the oral code is. The whole language is a label that has been used to describe:\r\n<ul>\r\n 	<li>Cooperative learning</li>\r\n 	<li>Student-centred learning</li>\r\n 	<li>Focus on the community of learners</li>\r\n 	<li>Focus on the social nature of language</li>\r\n 	<li>Use of authentic, natural language</li>\r\n 	<li>Meaning-centred language</li>\r\n 	<li>Integration of the four skills</li>\r\n</ul>\r\nWith all these interpretations, it is hard to distinguish it from CL T in general. Its original intent, however, was to refer to the wholeness of language itself. Language is NOT the sum of its many dissectible and discrete parts. And since part of the wholeness of language includes interrelationships of the four skills, we are compelled to attend conscientiously to the integration of two or more of these skills in our classrooms\r\n\r\nhttps://youtu.be/bkMQXFOqyQA\r\n<h2><strong>Total Physical Response (TPR)</strong></h2>\r\nTotal Physical Response is a teaching method built around the coordination of speech and action. It attempts to teach language through motor (physical) activity.\r\n\r\nDeveloped by James Asher at San Jose State University, California, its origins go back to the 1920\'s, and it draws on several traditions, including developmental psychology, learning theory, and humanistic pedagogy. Like Krashen, Asher sees successful adult second language learning as running along parallel lines to that of mother tongue acquisition in children. Again, comprehension is put before production. As with the Natural Approach, many hours may pass before the student produces speech utterances.\r\n\r\nAt the early stages, students will act out the requests made by the teacher.  Everybody raise their left arms. Maria, walk slowly to the door.  As students progress in understanding and confidence, more complex patterns are introduced.\r\n\r\nSandro, pass the white block to the student with a red ribbon in her hair. Elaine, take a sip of water and pass the cup to Suzannah.\r\n\r\nIt is claimed that TPR reduces the stress felt by second language learners and, therefore, efficient acquisition can take place. Towards the end of a course, which can last up to 160 hours, students may be invited to verbalize their intentions.\r\n\r\nPedro, ask Carmen to open the door. Pierre, tell Mommy you\'re sorry.\r\n<p class=\"page-title\"></p>\r\n\r\n<div class=\"page\" title=\"Page 4\">\r\n<div class=\"layoutArea\">\r\n<div class=\"column\">\r\n<h3></h3>\r\n<h3 id=\"quiz_title\" style=\"text-align: center;\"></h3>\r\n<ul id=\"quiz_student_details\"></ul>\r\n<div class=\"description user_content student-version enhanced\">\r\n\r\n&nbsp;\r\n\r\n</div>\r\n</div>\r\n</div>\r\n</div>','Unit 3','','inherit','closed','closed','','326-revision-v1','','','2020-11-26 00:33:25','2020-11-26 05:33:25','',326,'https://tesoll.com/326-revision-v1/',0,'revision','',0),(3037,1,'2020-11-24 20:21:27','2020-11-25 01:21:27','<h1 class=\"page-title\" style=\"text-align: center;\">TESOL®- Methodologies: Audiolingual, NFS, CLT, and TPR Methods</h1>\r\nhttps://youtu.be/Pz0TPDUz3FU\r\n\r\n&nbsp;\r\n<h3><strong>The Audiolingual Method</strong></h3>\r\n&nbsp;\r\n<h4>In the first half of the XX century, the Direct Method did not take hold in the United States the way it did in Europe. While one could easily find native-speaking teachers of modern foreign languages in Europe, such was not the case in the United States. Also, European high school and university students did not have to travel far to find opportunities to put oral skills of another language to actual, practical use. Moreover, U.S. educational institutions had become firmly convinced that a reading approach to foreign languages was more useful than an oral approach, given the perceived linguistic isolation of the United States at the time. Thus, schools\' returned in the 1930s and 1940s to Grammar Translation.</h4>\r\n<h4>Then, World War II broke out, and suddenly the United States was thrust into a worldwide conflict, heightening the need for Americans to become orally proficient in the languages of both their allies and their enemies. The time was ripe for a language teaching revolution.  The U.S. military provided the impetus for funding of special, intensive language courses that focused on the oral skills; these courses came to be known as the Army Specialized, Training Program (ASTP) or, more colloquially, the “Army Method.” Characteristics of these courses were a great deal of oral activity-pronunciation and pattern drills and conversation practice-with· virtually none of the grammar and translation found in traditional classes. Ironically, numerous foundation stones of the discarded Direct Method were borrowed and injected into this new approach. Soon, the success of the Army Method and the revived national interest in foreign languages spurred educational institutions to adopt the new methodology. In all its variations and adaptations, the Army Method came to be known in the 1950s as the Audiolingual Method.</h4>\r\n<h4>The Audiolingual Method (ALM) was firmly grounded in linguistic and psychological theory. Structural linguists of the 1940s and 1950s were engaged in what they claimed was a « scientific descriptive analysis » of various languages; teaching methodologists saw a direct application of such analysis to teaching linguistic patterns. At the same time, behaviouristic psychologists advocated conditioning and habit formation models of learning that were perfectly matched with the mimicry drills and pattern practices of Audiolingual methodology.</h4>\r\n<h4>The characteristics of the ALM may be summed up in the following list (adapted from Prator and Celce-Murcia):</h4>\r\n<ul>\r\n 	<li>\r\n<h4>New material is presented in dialogue form.</h4>\r\n</li>\r\n 	<li>\r\n<h4>There is dependence on mimicry, memorization of set phrases, and over learning.</h4>\r\n</li>\r\n 	<li>\r\n<h4>Structures are sequenced through contrastive analysis and taught one at a time.</h4>\r\n</li>\r\n 	<li>\r\n<h4>Structural patterns are taught using repetitive drills.</h4>\r\n</li>\r\n 	<li>\r\n<h4>There is little or no grammatical explanation. Grammar is taught by inductive</h4>\r\n</li>\r\n 	<li>\r\n<h4>Analogy rather than by reasonable explanation.</h4>\r\n</li>\r\n 	<li>\r\n<h4>Vocabulary is strictly limited and learned in context.</h4>\r\n</li>\r\n 	<li>\r\n<h4>There is much use of tapes, language labs, and visual aids.</h4>\r\n</li>\r\n 	<li>\r\n<h4>Considerable importance is attached to pronunciation.</h4>\r\n</li>\r\n 	<li>\r\n<h4>Limited use of the mother tongue by teachers is permitted.</h4>\r\n</li>\r\n 	<li>\r\n<h4>Successful responses are immediately reinforced.</h4>\r\n</li>\r\n 	<li>\r\n<h4>There is a great effort to get students to produce error-free utterances.</h4>\r\n</li>\r\n 	<li>\r\n<h4>There is a tendency to manipulate language and disregard content.</h4>\r\n</li>\r\n</ul>\r\n<h4>For some reasons the ALM enjoyed many years of popularity, and even to this day, adaptations of the ALM are found in contemporary methodologies. The ALM was firmly rooted in respectable theoretical perspectives at the time. Materials were carefully prepared, tested out, and disseminated to educational institutions. Students could more overtly experience «success» as they practiced their dialogues in off-hours. But the popularity was not to last forever. We discovered that language was not acquired through a process of habit formation over learning, errors should not be avoided at all costs, and the structural linguistics did not tell us everything about the language that we needed to know. While the ALM was a valiant attempt to reap the fruits of language teaching methodologies that had preceded it, in the end, it still fell short, as all methods do. But we learned something from the very failure of the ALM to do everything it had promised, and we moved forward</h4>\r\n<h4></h4>\r\n<h2><strong>Notional-Functional-Syllabuses</strong></h2>\r\n&nbsp;\r\n<h4>As some touted the innovative methods of the seventies and criticized by many, some paramount foundations for future growth were being laid in what soon came to be known as the Notional-Functional Syllabus. Beginning with the work of the Council of Europe and later followed by numerous interpretations of \"notional\" syllabuses, Notional-Functional Syllabuses (NFS) had started to be used in the United Kingdom in the 1970s.</h4>\r\n<h4>The distinguishing characteristics of the NFS were its attention to functions as the organizing elements of English Language curriculum, and its contrast with the structural syllabus in which sequenced grammatical structures served as the organizers. Reacting to methods that attended too vigorously to grammatical form, the NFS sought to focus sharply- and in some of its interpretations, exclusively - on the practical purposes to which we put language. As such, it was not a method at all. It was close to what we have already described as an approach, but it was more specifically focused on curricular structure than an appropriate approach would be.</h4>\r\n<h4>\"Notions,\" according to Van Ek and Alexander (Threshold Level English), are both general and precise. General notions are abstract concepts such as existence, space, time, quantity, and quality. They are domains in which we use language to express thought and feeling. Within the general notion of space and time, for example, are the concepts of location, motion, dimension, speed, the length of time, frequency, etc. \"Specific notions\" correspond more closely to what we have become accustomed to calling \"contexts\" or \"situations.\" Personal identification, for example, is a specific notion under which name, address, and phone number, and other personal information are subsumed. Other specific notions include travel, health and welfare, education, shopping, services and free time.</h4>\r\n<h4>The \"functional\" part of the NFS corresponds to language functions. Curricula are organized around such functions as identifying, reporting, denying, accepting, declining, asking permission, apologizing, etc. Van Ek and Alexander list some seventy different language functions.</h4>\r\n<h4>The NFS quickly provided social underpinnings for the development of communicative textbooks and materials and English language courses. A manual like Coffey\'s Fitting In, for example, was organized around the following sequence of functional topics:</h4>\r\n<ul>\r\n 	<li>\r\n<h4>Introductions, Greetings, Goodbyes</h4>\r\n</li>\r\n 	<li>\r\n<h4>Invitations, Apologies, Condolences</h4>\r\n</li>\r\n 	<li>\r\n<h4>Gratitude, Compliments, Congratulations</h4>\r\n</li>\r\n 	<li>\r\n<h4>Requests, Commands, Warnings, Directions</h4>\r\n</li>\r\n 	<li>\r\n<h4>Offers, Seeking Permission</h4>\r\n</li>\r\n 	<li>\r\n<h4>Advice, Intentions</h4>\r\n</li>\r\n 	<li>\r\n<h4>Pleasure, Displeasure</h4>\r\n</li>\r\n 	<li>\r\n<h4>Expressing Your Opinion</h4>\r\n</li>\r\n 	<li>\r\n<h4>Asking People to Repeat Themselves</h4>\r\n</li>\r\n 	<li>\r\n<h4>Interrupting Someone</h4>\r\n</li>\r\n 	<li>\r\n<h4>Changing the Topic of Conversation</h4>\r\n</li>\r\n</ul>\r\n<h4></h4>\r\n<h4>A typical unit in this textbook included a presentation of dialogues, conversation practice with a classmate, situations in which the student figures out \"what would I say,\" role plays, and chart work. It could also include multiple-choice exercises on functional considerations, one-sided dialogues where the student fills in responses, nonverbal considerations, discussion activities, and \"community practices\" for extra-class practice. In this historical sketch of methodology, it is important to recognize that the NFS did not necessarily develop communicative competence in learners, but it did indeed set the stage for bigger and better things.</h4>\r\n<h4>By attending to the functional purposes of language, and by providing contextual (notional) settings for the realization of those purposes, it provided a link between a dynasty of methods that were now perishing and a new era of language teaching called Communicative.</h4>\r\nhttps://youtu.be/3kRT-rsKxn4\r\n\r\n&nbsp;\r\n<h2><strong>Communicative Language Teaching (CLT)</strong></h2>\r\n&nbsp;\r\n<h4>Communicative Language Teaching (CLT) is currently the \"recognized approach\" and the accepted norm in the field. Beyond grammatical and discourse elements in communication, CLT is probing the nature of social, cultural and pragmatic features of the language. It explores pedagogical means for \"real-life\" communication in the classroom. Teachers using CLT are trying to get their learners to develop linguistic fluency, not just the accuracy that has so consumed their historical journey. They are equipping their students with tools for generating unrehearsed language performance \"out there\" when they leave the womb of the classroom. They are concerned with how to facilitate lifelong language learning among their students, not just with the immediate classroom task. They are looking at learners as partners in a cooperative venture. And their classroom practices seek to draw on whatever intrinsically sparks learners to reach their fullest potential.</h4>\r\n<h4>David Nunan offers five features to characterize CLT in his book called Language Teaching Methodology: A Textbook for Teachers:</h4>\r\n<h4>David Nunan offers five features to characterize CLT in his book called <u>Language Teaching Methodology: A Textbook for Teachers:</u></h4>\r\n<ul>\r\n 	<li>\r\n<h4>An emphasis on learning to communicate through interaction in the target language.</h4>\r\n</li>\r\n 	<li>\r\n<h4>The introduction of authentic texts into the learning situation.</h4>\r\n</li>\r\n 	<li>\r\n<h4>The provision of opportunities for learners to focus, not only on language but also on the learning process itself.</h4>\r\n</li>\r\n 	<li>\r\n<h4>An enhancement of the learners’ personal experiences as important contributing elements to classroom learning.</h4>\r\n</li>\r\n 	<li>\r\n<h4>An attempt to link classroom language learning with language activation outside the classroom.</h4>\r\n</li>\r\n</ul>\r\n<h4></h4>\r\n<h4>In <u>Materials and Methods in ELl McDonough and Shaw</u> note the following as implications of the Communicative Approach:</h4>\r\n<ul>\r\n 	<li>\r\n<h4>The concept of \"being communicative\" has to do with what a language has the potential to mean, as well with its formal grammatical properties</h4>\r\n</li>\r\n 	<li>\r\n<h4>There is a complex relationship between language form and language function. In more traditional teaching materials, this relationship tends to be simplified, often implying a one-to-one correspondence so that interrogatives are used for \"asking questions,\" imperatives for \"giving commands,\" conditional for \"making hypothetical statements\" and so on. In a communicative perspective; our views on the properties of language have been explored, expanded and enriched.</h4>\r\n</li>\r\n 	<li>\r\n<h4>Form and function operate as part of a wider network of factors since the real-world language in use do not work in a vacuum: So in addition to talking about language\' function and language form, there are other dimensions of communication to be considered such as:</h4>\r\n<ul>\r\n 	<li>\r\n<h4>Topics (for example, health, transport, leisure activities, work, ... )</h4>\r\n</li>\r\n 	<li>\r\n<h4>Context or setting (for example, personal conversation, business discussion, \"situations\" such as travel or medical settings, ... )</h4>\r\n</li>\r\n 	<li>\r\n<h4>Roles of people involved (for example, stranger/stranger, friend/friend, Employee/boss, customer/person supplying service, ... )</h4>\r\n</li>\r\n</ul>\r\n</li>\r\n</ul>\r\n<h4>Appropriacy of language use has to be considered alongside accuracy. This has implications for attitudes to error since the notion of error is no longer restricted only to incorrect grammar or perhaps a choice of vocabulary. If \"being communicative\" includes also paying attention to context, roles, and topics, them it is logically possible to make an error at any of these levels.</h4>\r\n<h4>The Communicative method is relevant to all four language skills, NOT only to speak English. We can group together the oral skills of speaking and listening, and the \"paper\" skills of reading and writing. III both cases, we have a giver and a receiver of a message, and the ways in which the receiver understands the information in the message is an integral part of communication.</h4>\r\n<h4></h4>\r\n<h4>The concept of communication takes us beyond the level of the sentence. A theory of communication can handle whole conversations, or paragraphs, or even longer texts. Categories for describing language have developed, in recent years, based on the broad notion of discourse. This concept gives us the possibility of showing how different parts of a text or a conversation or any stretch of language arc interlinked.</h4>\r\n<h4>Communication can refer both to the properties of language and to behaviour, patterns of interaction. This behavioural \"how\" covers the kinds of activities we carry out and the tasks we perform in real-life.</h4>\r\n<h4></h4>\r\n<h4>One of the most comprehensive lists of CLT features came some time ago from Finocchiaro and Brunt in The Functional-Notional Approach: From Theory to Practice in a comparison of Audio-lingual methodology with what they called the Communicative Approach.</h4>\r\n<h4></h4>\r\n<h4>Because of its practicality and its detail, ALM is partially reproduced below:</h4>\r\n<h4><strong> </strong></h4>\r\n<table>\r\n<tbody>\r\n<tr>\r\n<td width=\"221\">\r\n<h4><strong>Audio-lingual Method</strong></h4>\r\n</td>\r\n<td width=\"221\">\r\n<h4><strong>Communicative Language Teaching</strong></h4>\r\n</td>\r\n</tr>\r\n<tr>\r\n<td width=\"221\">\r\n<h4>Attends to structure and form more than, meaning</h4>\r\n</td>\r\n<td width=\"221\">\r\n<h4>Meaning is paramount</h4>\r\n</td>\r\n</tr>\r\n<tr>\r\n<td width=\"221\">\r\n<h4>Language items are not necessary</h4>\r\n<h4>contextualized</h4>\r\n</td>\r\n<td width=\"221\">\r\n<h4>Contextualization is a basic premise</h4>\r\n</td>\r\n</tr>\r\n<tr>\r\n<td width=\"221\">\r\n<h4>Language learning is learning structures, sounds or words</h4>\r\n</td>\r\n<td width=\"221\">\r\n<h4>Language learning is learning to communicate</h4>\r\n</td>\r\n</tr>\r\n<tr>\r\n<td width=\"221\">\r\n<h4>Drilling is a central technique</h4>\r\n</td>\r\n<td width=\"221\">\r\n<h4>Drilling may occur, but peripherally</h4>\r\n</td>\r\n</tr>\r\n<tr>\r\n<td width=\"221\">\r\n<h4>Native-speaker-like pronunciation is sought</h4>\r\n</td>\r\n<td width=\"221\">\r\n<h4>Comprehensible pronunciation is sought</h4>\r\n</td>\r\n</tr>\r\n<tr>\r\n<td width=\"221\">\r\n<h4>The Grammatical explanation has avoided</h4>\r\n</td>\r\n<td width=\"221\">\r\n<h4>Any device which helps the learners is accepted varying according to their age, interest, etc.</h4>\r\n</td>\r\n</tr>\r\n<tr>\r\n<td width=\"221\">\r\n<h4>The use of the student\'s native language is forbidden</h4>\r\n</td>\r\n<td width=\"221\">\r\n<h4>Judicious use of the mother tongue is accepted where feasible</h4>\r\n</td>\r\n</tr>\r\n<tr>\r\n<td width=\"221\">\r\n<h4>The translation is forbidden at early levels</h4>\r\n</td>\r\n<td width=\"221\">\r\n<h4>The translation may be used where students may benefit from it</h4>\r\n</td>\r\n</tr>\r\n<tr>\r\n<td width=\"221\">\r\n<h4>Reading and writing are deferred until the speech is mastered.</h4>\r\n</td>\r\n<td width=\"221\">\r\n<h4>Reading and writing can start from the first day if desired</h4>\r\n</td>\r\n</tr>\r\n<tr>\r\n<td width=\"221\">\r\n<h4>\"Language is a habit\" so the error must be prevented at all costs</h4>\r\n</td>\r\n<td width=\"221\">\r\n<h4>Language is created by the individual often through trial and error</h4>\r\n</td>\r\n</tr>\r\n<tr>\r\n<td width=\"221\">\r\n<h4>Accuracy, in terms of formal correctness, is a primary goal</h4>\r\n</td>\r\n<td width=\"221\">\r\n<h4>Fluency and acceptable language is the primary goal</h4>\r\n</td>\r\n</tr>\r\n</tbody>\r\n</table>\r\n<h4><strong> </strong></h4>\r\n<h4>Indeed, there are many reasons why a communicative approach is an attractive one, providing a richer teaching and learning environment. It can:</h4>\r\n<h4></h4>\r\n<ul>\r\n 	<li>\r\n<h4>Include wider considerations of what is appropriate as well as what is accurate</h4>\r\n</li>\r\n 	<li>\r\n<h4>Handle a wider range of languages, covering texts and conversations as well as sentences</h4>\r\n</li>\r\n 	<li>\r\n<h4>Provide realistic and motivating language practice</h4>\r\n</li>\r\n 	<li>\r\n<h4>Use what learners know about the functions of language from their experience with their mother tongues</h4>\r\n</li>\r\n</ul>\r\n<h4></h4>\r\n<h4>And while CLT is currently accepted as the recognized approach in the field of Second Language teaching, beware of:</h4>\r\n<ul>\r\n 	<li>\r\n<h4>Giving lip service to the principles of CLT (and related principles of cooperative learning, interactive teaching, learner-centred classes, content-centred education, whole-language, etc. See below) but not truly grounding your teaching techniques in such principles. No one these days would admit to disbelief in principles of CLT, but if you believe the term characterizes your teaching, then make sure you do indeed understand and practice your convictions.</h4>\r\n</li>\r\n 	<li>\r\n<h4>Overdoing particular CLT features. For example, you engage in the real-life, authentic language in the classroom to the total exclusion of any potentially helpful controlled exercises, grammatical pointers, and other analytical devices. Or you simply simulate the real world out there but refrain from \"interfering\" in the ongoing flow of language. A healthy application of CLT principles requires moderation and the common sense to take advantage of the facilitative elements in the classroom context.</h4>\r\n</li>\r\n 	<li>\r\n<h4>Numerous interpretations of what CLT is, because it is a catch-all term, it is tempting to figure that everyone agrees on its interpretation. They don\'t. In fact, some of those in the profession, with good reason, feel uncomfortable using the term. As long as you are aware of many possible versions of CLT, it is a term that can continue to capture current language teaching approaches.</h4>\r\n</li>\r\n 	<li>\r\n<h4>Now, take a look at any recent ESL textbook and try to find one that is NOT \"learner-centred,\" \"cooperative,\" \"interactive,\" \"whole-language based,\" or, of course, \"communicative\"! Those are all concepts closely related to CLT, the latest fads in language teaching. They can also be qualified as legitimate attempts to label current concerns within the CLT framework. Here is a brief summary of each concept:</h4>\r\n</li>\r\n</ul>\r\n<h4></h4>\r\n<ol>\r\n 	<li>\r\n<h2><strong>Learner-centred Teaching.</strong></h2>\r\n</li>\r\n</ol>\r\n<h4>Learner-centred instruction includes:</h4>\r\n<ul>\r\n 	<li>\r\n<h4>Techniques that focus on or account for learners\' needs styles and goals.</h4>\r\n</li>\r\n 	<li>\r\n<h4>Techniques that give some control to the student (group work, for example)</h4>\r\n</li>\r\n 	<li>\r\n<h4>Curricula that include the consultation and input of students and that do not presuppose objectives in advance.</h4>\r\n</li>\r\n 	<li>\r\n<h4>Techniques that allow for student creativity and innovation.</h4>\r\n</li>\r\n 	<li>\r\n<h4>Techniques that enhance a student\'s sense of competence and self-worth.</h4>\r\n</li>\r\n</ul>\r\n<h4>Because language teaching is a domain that so often presupposes classrooms where students have very little language proficiency with which to negotiate with the teacher, some teachers shy away from the notion of giving learners the power associated with a learner-centred approach. Such restraint is not necessary because even in beginning level classes, teachers can offer students certain choices. All of these efforts help to give students a sense of \"ownership\" of their learning and thereby add to their intrinsic motivation.</h4>\r\n&nbsp;\r\n<ol>\r\n 	<li>\r\n<h2><strong>Cooperative Learning</strong></h2>\r\n</li>\r\n</ol>\r\n<h4>A curriculum or classroom that is cooperative and therefore NOT competitive usually involves the above learner-centred characteristics. As students work together ill pairs or groups, they share information and come to each other’s aid. The term \"cooperative\" also emphasizes the collaborative efforts of students and teachers are working together to pursue goals and objectives.</h4>\r\n&nbsp;\r\n<ol>\r\n 	<li>\r\n<h2><strong>Interactive Learning</strong></h2>\r\n</li>\r\n</ol>\r\n<h4>At the heart of current theories of communicative competence is the essentially interactive nature of communication. When you speak, for example, the extent to which your intended message is received is a factor of both your production and the listener\'s reception. Interactive classes will most likely be found:</h4>\r\n<ul>\r\n 	<li>\r\n<h4>Doing a significant amount of pair work and group work.</h4>\r\n</li>\r\n 	<li>\r\n<h4>Receiving valid language input in real-world contexts.</h4>\r\n</li>\r\n 	<li>\r\n<h4>Producing language for genuine, meaningful communication.</h4>\r\n</li>\r\n 	<li>\r\n<h4>Performing classroom tasks that prepare them for actual language use \"out there.\"</h4>\r\n</li>\r\n 	<li>\r\n<h4>Practicing oral communication through the give and take and spontaneity of real conversations.</h4>\r\n</li>\r\n 	<li>\r\n<h4>Writing to and for real audiences, not imaginary ones.</h4>\r\n</li>\r\n</ul>\r\n<h4></h4>\r\n<h2><strong>Whole Language Education</strong></h2>\r\n<h4>One of the most attractive terms currently sweeping through our profession, \"whole language\" has been so widely interpreted that it, unfortunately, is on the verge of losing its impact. Initially, the term was used to emphasize (1.) the \"wholeness\" of language as opposed to views that fragmented language into bits and pieces or phonemes and words.  (2.) It was used for the interaction and interconnections between oral language and written language; (3.) and the importance of the written code as natural and developmental, just as the oral code is. The whole language is a label that has been used to describe:</h4>\r\n<ul>\r\n 	<li>\r\n<h4>Cooperative learning</h4>\r\n</li>\r\n 	<li>\r\n<h4>Student-centred learning</h4>\r\n</li>\r\n 	<li>\r\n<h4>Focus on the community of learners</h4>\r\n</li>\r\n 	<li>\r\n<h4>Focus on the social nature of language</h4>\r\n</li>\r\n 	<li>\r\n<h4>Use of authentic, natural language</h4>\r\n</li>\r\n 	<li>\r\n<h4>Meaning-centred language</h4>\r\n</li>\r\n 	<li>\r\n<h4>Integration of the four skills</h4>\r\n</li>\r\n</ul>\r\n<h4>With all these interpretations, it is hard to distinguish it from CL T in general. Its original intent, however, was to refer to the wholeness of language itself. Language is NOT the sum of its many dissectible and discrete parts. And since part of the wholeness of language includes interrelationships of the four skills, we are compelled to attend conscientiously to the integration of two or more of these skills in our classrooms</h4>\r\nhttps://youtu.be/bkMQXFOqyQA\r\n<h2><strong>Total Physical Response (TPR)</strong></h2>\r\n<h4>Total Physical Response is a teaching method built around the coordination of speech and action. It attempts to teach language through motor (physical) activity.</h4>\r\n<h4>Developed by James Asher at San Jose State University, California, its origins go back to the 1920\'s, and it draws on several traditions, including developmental psychology, learning theory, and humanistic pedagogy. Like Krashen, Asher sees successful adult second language learning as running along parallel lines to that of mother tongue acquisition in children. Again, comprehension is put before production. As with the Natural Approach, many hours may pass before the student produces speech utterances.</h4>\r\n<h4>At the early stages, students will act out the requests made by the teacher.  Everybody raise their left arms. Maria, walk slowly to the door.  As students progress in understanding and confidence, more complex patterns are introduced.</h4>\r\n<h4>Sandro, pass the white block to the student with a red ribbon in her hair. Elaine, take a sip of water and pass the cup to Suzannah.</h4>\r\n<h4>It is claimed that TPR reduces the stress felt by second language learners and, therefore, efficient acquisition can take place. Towards the end of a course, which can last up to 160 hours, students may be invited to verbalize their intentions.</h4>\r\n<h4>Pedro, ask Carmen to open the door. Pierre, tell Mommy you\'re sorry.</h4>\r\n<h4 class=\"page-title\"></h4>\r\n<div class=\"page\" title=\"Page 4\">\r\n<div class=\"layoutArea\">\r\n<div class=\"column\">\r\n<h3></h3>\r\n<h3 id=\"quiz_title\" style=\"text-align: center;\"></h3>\r\n<ul id=\"quiz_student_details\"></ul>\r\n<div class=\"description user_content student-version enhanced\">\r\n\r\n&nbsp;\r\n\r\n</div>\r\n</div>\r\n</div>\r\n</div>','Unit 3','','inherit','closed','closed','','326-revision-v1','','','2020-11-24 20:21:27','2020-11-25 01:21:27','',326,'https://tesoll.com/326-revision-v1/',0,'revision','',0),(327,1,'2019-04-25 10:15:36','2019-04-25 10:15:36','','3333Degrees of Comparison','','inherit','open','closed','','3333degrees-of-comparison','','','2019-04-25 10:15:36','2019-04-25 10:15:36','',326,'https://tesoll.com/wp-content/uploads/2019/04/3333Degrees-of-Comparison.pptx',0,'attachment','application/vnd.openxmlformats-officedocument.presentationml.presentation',0),(330,1,'2019-04-25 10:26:20','2019-04-25 10:26:20','<h1 class=\"page-title\" style=\"text-align: center;\">TESOL®- Immersion Method, and Outcome-based Curriculum Method</h1>\r\n&nbsp;\r\n\r\nhttps://youtu.be/s2ap4Q5uxGE\r\n\r\n&nbsp;\r\n\r\n<strong>Immersion Method</strong><strong> IM</strong>\r\n\r\nMost often used with children, immersion is the way that we learned, or rather, acquired our first language. IM requires that children spend a large portion of each day living and working in the second language. Children in bilingual families or those living abroad often experience the Immersion Method.\r\n\r\nIn recent years many countries, including Canada, the USA, Russia, and Wales have carried out experiments in this area by establishing schools where all lessons are undertaken in a second language. In the case of English-speaking Canadian children, the French Immersion program is the selected language. There has also been a growth in the number of bilingual schools, where children spend half of each day working their first language and the other half in the second language. The results so far suggest quite a measure of success with this most natural approach to language learning.\r\n\r\nAs the children learn by absorbing the language unconsciously in much the same way that they acquired their mother tongue, very little formal teaching is needed.\r\n<h3><strong>The Lexical Approach</strong></h3>\r\nG-T, Audio-lingual, and Structural approaches all emphasize accuracy, and in practice, this is almost always at the expense of fluency. Once it became accepted that making mistakes is not a crime, there followed an essential shift in importance from form to meaning, that is from grammar and morphology, (the shapes of words: take - took - taken - taker) to vocabulary and semantics.\r\n\r\nThe lexical approach views meaning as stored in \'lexical chunks\'. The teacher\'s task is to enable learners to understand and manipulate these chunks. The grammar associated with the chosen chunks is taught but the initial selection of items to be taught is lexically based. Much use is made of collocation, idioms assume a more central role in the syllabus, and more emphasis is placed on the receptive skills, especially listening. In common with the communicative approach, exercises should use units of discourse rather than single isolated sentences.\r\n\r\n&nbsp;\r\n<h3><strong>The Humanistic Approach and Learner-Centered Teaching</strong></h3>\r\nThese follow on from the Communicative Approach, with its emphasis on the social and emotional rather than linguistic needs of the learners, and also from current pedagogy in mainstream teaching. Good teachers have always treated their students as individuals, with their own and differing backgrounds, opinions, ambitions and problems. They have tried to motivate their students by making their lessons relevant to them.\r\n\r\nIn the classroom, however, this principle has always been subservient to other considerations - particularly to the language being taught. The humanistic approach puts this consideration first and allows the language, and the skills to be practiced, to follow from it. (In 1.8.3 we discuss the naming of the various approaches; it is a matter of priority, not exclusivity). In a typical activity, the teacher might ask students to bring holiday photographs to the class. Students describe their holidays and ask a question while the teacher provides corrections on their language skills.\r\n\r\n<strong><em>In the learner-centred approach</em></strong>, the curriculum is determined by discussion between teacher and learners, a syllabus evolves from students’ needs. Classes could be by means of weekly meetings. The teacher prepares the following week\'s lessons on the basis of Friday discussions. It works best with adult learners who have reasonably common aims, with intrinsic rather than purely extrinsic motivation.\r\n\r\nFor many courses throughout the world, the syllabuses are set by external requirements. But even here learners could decide, for example, to concentrate on reading rather than listening, or on vocabulary rather than grammar, or to have an extra pronunciation lesson. In all discussions, the teacher is consulted, and students may well adopt the teacher\'s advice, but the learners make decisions to control their own learning. There should be a genuine and equal partnership between teachers and learners.\r\n<h3><strong>Methods Conclusion</strong></h3>\r\nYour approach to language teaching is the keystone of all your teaching methodologies in the classroom. You should be able to \"profess\" at least major components of your theory of language learning and education, and have at least an understanding of how that theory enlightens your classroom practices. Keep in mind the dynamic nature of the theoretical stance of even the most experienced teachers. We have much to learn, collectively, in the profession. You may even want to consult other approaches to Second Language teachings such as Community Language classes, Wikipedia, the Silent Way, or the Natural Approach, and incorporate some of their principles to your personal approach.\r\n<h3><strong><em>Outcomes-based Method - A Curriculum Planning Concept - 2017</em></strong></h3>\r\nThe University Grants Committee of Hong Kong recently (2017) appointed a consultant to advise on the facilitation of outcomes-based teaching and learning in Hong Kong universities. Outcomes-based education implies that when planning programs desirable learning outcomes are identified and considered. Course content, learning activities and assessment are designed so as to be consistent with the achievement of the desired learning outcomes. The evidence is then gathered to determine whether the desired outcomes are being achieved. This evaluation evidence provides feedback to ensure that elements in the teaching and learning environment are acting to facilitate the nurturing of the desired outcomes.\r\n\r\nIn its Strategic Plan, The Chinese University of Hong Kong (CUHK) has formulated a set of desired outcomes for its graduates.\r\n\r\nThe University expects that its graduates should have acquired an appreciation for the broad range of values of intellectual disciplines. Within that wide spectrum, students must gain a depth of knowledge in a specialty as a vehicle for future studies. They should have a high level of bilingual proficiency in Chinese and English, and a basket of skills including numeracy, analytic skills, and IT capability appropriate to the modern age, and above all the ability to continue with life-long learning and professional development. They should have cultivated a habit of reading widely, learned to be critical and independent. They should be effective in communication and teamwork. Our students are also expected to have a deep understanding of Chinese culture and an appreciation of other cultures, and with that appreciation also a high degree of intercultural sensitivity, tolerance, and a global perspective. They should have an attitude of compassion, honesty, and integrity in relation to self, family, and society, and the ability to contribute as citizens and leaders. They should have a sense of purpose, responsibility, and commitment in life, a desire to serve, as well as taste in their pursuits.\r\n\r\nThe strategic plan contains steps to maximize the extent to which these ambitious learning outcomes can be achieved.\r\n<h4><strong> </strong><strong>Best practice</strong></h4>\r\nBest practice in teaching and learning at CUHK has implicitly, if not always explicitly, been consistent with outcomes-based education. Good practices in outcomes-based learning and education are, therefore, well established at CUHK. The Integrated Framework for Curriculum Development and Review was drawn up with the model of outcomes-based education in mind. The review processes inherent in the Integrated Framework are intended to aid departments in achieving consistency between desired learning outcomes and the realization of those outcomes. This chapter is designed to align teaching and curriculum development with best practice.\r\n<h3><strong>Student needs</strong></h3>\r\nIf courses are planned with an outcomes-based approach, the initial task is to identify desired outcomes. When best practice is employed, the starting point for determining the desired outcomes of programs and courses is student needs. What knowledge, skills and capabilities do students need on graduation?\r\n\r\nIn professional programs, such as teacher education, this implies that the students need to graduate as competent professionals in the field. Knowing theories about teaching is not sufficient – the students need to be able to put theory into practice.\r\n\r\nCourse planning needs to look beyond the end of a course to consider lifelong learning needs. Most commonly this is by ensuring that courses play a part in developing the intellectual capabilities needed for lifelong learning. In the quotation below, students are referred to readings that will help them in the future.\r\n<h4></h4>\r\n<h3><strong>Self-managed learning</strong></h3>\r\nPerhaps the most important learning outcome is that students learn how to learn for themselves. When they graduate there will be many new topics, they will need to learn, and so it is important that their university education develops their capacity to do so. Chan Hung Kan shows how to do this by requiring students to discover the origin of words from first principles. To require students solving problems, rather than providing them with the solutions, trains and enhances their thinking abilities.\r\n\r\nIn selecting what to teach the excellent teachers were aware of the elements of course planning. It is not just a matter of covering the topic-specific appropriate content, but the desired learning outcomes have to be considered as well. Gordon Mathews justifies this conclusion through the nature of his discipline, which is anthropology.\r\n\r\nBy encouraging students to think independently, they will develop the skill or competence needed to learn on their own. On graduation they will need to be lifelong or self-managed learners; so this ability needs to be developed.\r\n<h3><strong>Communication skills</strong></h3>\r\nStudents from each of the disciplines recognized that communication skills were important and closely related to the interpersonal skills needed to work with others. Again, these were seen as being developed through practice in learning activities. Most commonly such Communication Skills were through discussion in class and by students’ class presentations. Most medical schools incorporate a specific course to develop students’ communication skills.\r\n<h3><strong>Interpersonal skills</strong></h3>\r\nTeamwork was recognized as an important capability. There are few professionals nowadays who work as individuals, so the ability to be able to work as part of a team is essential. Interpersonal skills are developed through teamwork practice, group projects, or nowadays online collaborated projects.\r\n<h4><strong>Student needs</strong></h4>\r\nA curriculum development model stresses the need for curriculum planning to be consistent with the desired learning outcomes. To achieve the ideal curriculum, it is necessary to know about the students’ anticipated future needs. Determining the future needs of students means anticipating developments within the discipline or profession. As the pace of change in technology and society quickens, this is not a task to be underestimated.\r\n\r\n<strong>Elements of curriculum planning</strong>\r\n\r\nPlanning the curriculum then involves a range of aspects. Firstly, the desired learning outcomes need to be addressed. If students’ future needs are to be met, what are the important learning outcomes that need to be achieved?\r\n\r\nThe second aspect of curriculum planning is designing learning activities, which will promote the achievement of these targets. The next part demonstrates that meaningful learning occurs through active engagement in learning tasks that require students to deploy their capabilities. Optimum curriculum planning includes designing learning activities, which are consistent with the aims and intended learning objectives.\r\n\r\n&nbsp;\r\n<h3><strong>Curriculum planning model. </strong></h3>\r\n&nbsp;\r\n\r\nThe aspects of curriculum planning can be incorporated into a model, which shows how they relate together and influence each other. This model is shown in Figure 2.\r\n\r\nAt the top of the model are the student learning needs, which were the starting point of part 2. These lead to five elements of the curriculum, which should be incorporated into curriculum plans, desired learning outcomes, fundamental concepts, learning activities, assessment, and feedback. As we will see in part 5, assessment has a very strong influence on learning outcomes. These are shown as related to student learning needs by a feedback loop to complete the cycle.  The central part of the model might be compared to the interaction model of curriculum development, one of those commonly cited in curriculum development texts (e.g. Brady, 1990). This consists of the four elements of objectives, content, activities, and evaluation, with each element permitted to interact with each other.\r\n<h3></h3>\r\n<h3><strong>The mechanism for the development of desired outcomes</strong></h3>\r\n&nbsp;\r\n\r\nTo develop curriculums with desired outcomes we would need to create students practice opportunities. Generic capabilities are nurtured if programs provide learning activities, which require the deployment of the capabilities in question. Developing such capabilities will increase students’ intellectual perceptions. Critical thinking will develop through analytical debates on key topics.\r\n\r\nThe best way to develop critical thinking is to make demands that would require critical thinking practice.\r\n\r\n&nbsp;\r\n<h3><strong>Teaching and learning environment</strong></h3>\r\nThe remainder of this part shows how the curriculum, the teaching, and the learning environment can be configured to enhance students’ capabilities. The facets of the broad curriculum, the teaching, and the learning environment are related to exercise the use of the capabilities.\r\n<h3><strong>Active Learning</strong></h3>\r\nOne of the most important planes of the teaching and the learning environment for promoting the development of capabilities is the provision of active learning experiences. The practice of the capabilities occurs when there is an activity demanding their application. The capabilities are not practiced by sitting in a lecture theatre listening passively to a lecture.\r\n\r\nPerhaps the most common form of learning activity noted by the students in the focus groups was discussion, which was particularly important for developing critical thinking and problem-solving abilities. For the discussion to be successful in nurturing capabilities, the professor or tutor needs to take a facilitative and stimulating role. Most of the courses featuring students’ presentations require them to research a topic and initiate a discussion. The professor could then facilitate an in-depth exploration of the topic through searching questions.\r\n<h3><strong>Teaching for understanding</strong></h3>\r\nClosely related to the deployment of active learning experiences is the need for teaching to promote a comprehensive understanding of a topic. Intellectual capabilities are developed through practice in their use. Courses, which aim to give students a thorough understanding of key concepts, can provide that practice. Those, intentionally or unintentionally, expect students to remember a mass of detail is unlikely to stretch intellectual capacities.\r\n\r\nThis means that topics need to be explored comprehensively. As time allocated to courses is finite, this might imply that concentration on dealing with a restricted number of key concepts is needed, rather than superficial coverage of general topics. Understanding comes through relating to real-life applications, rather than learning abstract theory.\r\n<h4></h4>\r\n<h3><strong>Coherence of curriculum</strong></h3>\r\nCurriculums need to have high degrees of consistency, which is compatible with providing practice in the desired capabilities. Curriculum design and planning need to include clearly formulated aims for the development of necessary generic and professional/ disciplinary capabilities. The design needs to ensure that adequate practice is provided in each capability.\r\n\r\n&nbsp;\r\n<h3><strong>Student-student relationships</strong></h3>\r\nThe “teamwork” capabilities are communication and interpersonal skills. The former implies the ability to effectively communicate ideas to others and to be able to hold a productive interactive dialogue. Interpersonal skills are needed for the effective functioning of teams.\r\n\r\nThese capabilities develop through practice. Communication skills are practiced when students give presentations and hold meaningful class discussions. Interpersonal skills are practiced when students work together in teams. Such activities are commonly promoted through social media, online discussion groups, blogs, online collaborated projects, and surely in classrooms face-to-face contacts.\r\n\r\n&nbsp;\r\n\r\n<strong><em>Teacher-student interaction</em></strong>\r\n\r\nThe teaching factors establish that teachers need to take a facilitative stance to promote student-centred learning. This means not always supplying direct answers to students’ questions, but probing and prompting so that they work out their solutions. Questioning techniques that require students to delve deeper and be more reflective are more likely to stimulate higher-order thinking capabilities.\r\n\r\n&nbsp;\r\n<h3><strong>Variety of assessment</strong></h3>\r\nAchieving consistency between desired outcomes and assessment would often imply having a range of assessment items. Most courses have a number of aims and it can often be hard to devise a single item or type of assessment. In these cases, it is preferable to have several items of assessment of different types.\r\n<h4><strong>Feedback on the curriculum development model</strong></h4>\r\n&nbsp;\r\n<h4>Feedbacks, principally from students, can inform the development and refinement of each element in the model. Excellent teachers recognize that there are always ways in which a course can be improved. Initial plans are carefully made and then fine-tuned in the light of students’ feedback.</h4>\r\nhttps://youtu.be/3GWS58U3kZA\r\n<h3></h3>\r\n<div class=\"description user_content student-version enhanced\">\r\n\r\nhttps://youtu.be/pofesP7-vks\r\n\r\nhttps://youtu.be/VWhZuckdqRs\r\n\r\n</div>','Unit 4','','publish','open','open','','unit-4','','','2020-11-26 00:43:00','2020-11-26 05:43:00','',0,'https://tesoll.com/?post_type=unit&#038;p=330',0,'unit','',0),(3081,1,'2020-11-26 00:43:00','2020-11-26 05:43:00','<h1 class=\"page-title\" style=\"text-align: center;\">TESOL®- Immersion Method, and Outcome-based Curriculum Method</h1>\r\n&nbsp;\r\n\r\nhttps://youtu.be/s2ap4Q5uxGE\r\n\r\n&nbsp;\r\n\r\n<strong>Immersion Method</strong><strong> IM</strong>\r\n\r\nMost often used with children, immersion is the way that we learned, or rather, acquired our first language. IM requires that children spend a large portion of each day living and working in the second language. Children in bilingual families or those living abroad often experience the Immersion Method.\r\n\r\nIn recent years many countries, including Canada, the USA, Russia, and Wales have carried out experiments in this area by establishing schools where all lessons are undertaken in a second language. In the case of English-speaking Canadian children, the French Immersion program is the selected language. There has also been a growth in the number of bilingual schools, where children spend half of each day working their first language and the other half in the second language. The results so far suggest quite a measure of success with this most natural approach to language learning.\r\n\r\nAs the children learn by absorbing the language unconsciously in much the same way that they acquired their mother tongue, very little formal teaching is needed.\r\n<h3><strong>The Lexical Approach</strong></h3>\r\nG-T, Audio-lingual, and Structural approaches all emphasize accuracy, and in practice, this is almost always at the expense of fluency. Once it became accepted that making mistakes is not a crime, there followed an essential shift in importance from form to meaning, that is from grammar and morphology, (the shapes of words: take - took - taken - taker) to vocabulary and semantics.\r\n\r\nThe lexical approach views meaning as stored in \'lexical chunks\'. The teacher\'s task is to enable learners to understand and manipulate these chunks. The grammar associated with the chosen chunks is taught but the initial selection of items to be taught is lexically based. Much use is made of collocation, idioms assume a more central role in the syllabus, and more emphasis is placed on the receptive skills, especially listening. In common with the communicative approach, exercises should use units of discourse rather than single isolated sentences.\r\n\r\n&nbsp;\r\n<h3><strong>The Humanistic Approach and Learner-Centered Teaching</strong></h3>\r\nThese follow on from the Communicative Approach, with its emphasis on the social and emotional rather than linguistic needs of the learners, and also from current pedagogy in mainstream teaching. Good teachers have always treated their students as individuals, with their own and differing backgrounds, opinions, ambitions and problems. They have tried to motivate their students by making their lessons relevant to them.\r\n\r\nIn the classroom, however, this principle has always been subservient to other considerations - particularly to the language being taught. The humanistic approach puts this consideration first and allows the language, and the skills to be practiced, to follow from it. (In 1.8.3 we discuss the naming of the various approaches; it is a matter of priority, not exclusivity). In a typical activity, the teacher might ask students to bring holiday photographs to the class. Students describe their holidays and ask a question while the teacher provides corrections on their language skills.\r\n\r\n<strong><em>In the learner-centred approach</em></strong>, the curriculum is determined by discussion between teacher and learners, a syllabus evolves from students’ needs. Classes could be by means of weekly meetings. The teacher prepares the following week\'s lessons on the basis of Friday discussions. It works best with adult learners who have reasonably common aims, with intrinsic rather than purely extrinsic motivation.\r\n\r\nFor many courses throughout the world, the syllabuses are set by external requirements. But even here learners could decide, for example, to concentrate on reading rather than listening, or on vocabulary rather than grammar, or to have an extra pronunciation lesson. In all discussions, the teacher is consulted, and students may well adopt the teacher\'s advice, but the learners make decisions to control their own learning. There should be a genuine and equal partnership between teachers and learners.\r\n<h3><strong>Methods Conclusion</strong></h3>\r\nYour approach to language teaching is the keystone of all your teaching methodologies in the classroom. You should be able to \"profess\" at least major components of your theory of language learning and education, and have at least an understanding of how that theory enlightens your classroom practices. Keep in mind the dynamic nature of the theoretical stance of even the most experienced teachers. We have much to learn, collectively, in the profession. You may even want to consult other approaches to Second Language teachings such as Community Language classes, Wikipedia, the Silent Way, or the Natural Approach, and incorporate some of their principles to your personal approach.\r\n<h3><strong><em>Outcomes-based Method - A Curriculum Planning Concept - 2017</em></strong></h3>\r\nThe University Grants Committee of Hong Kong recently (2017) appointed a consultant to advise on the facilitation of outcomes-based teaching and learning in Hong Kong universities. Outcomes-based education implies that when planning programs desirable learning outcomes are identified and considered. Course content, learning activities and assessment are designed so as to be consistent with the achievement of the desired learning outcomes. The evidence is then gathered to determine whether the desired outcomes are being achieved. This evaluation evidence provides feedback to ensure that elements in the teaching and learning environment are acting to facilitate the nurturing of the desired outcomes.\r\n\r\nIn its Strategic Plan, The Chinese University of Hong Kong (CUHK) has formulated a set of desired outcomes for its graduates.\r\n\r\nThe University expects that its graduates should have acquired an appreciation for the broad range of values of intellectual disciplines. Within that wide spectrum, students must gain a depth of knowledge in a specialty as a vehicle for future studies. They should have a high level of bilingual proficiency in Chinese and English, and a basket of skills including numeracy, analytic skills, and IT capability appropriate to the modern age, and above all the ability to continue with life-long learning and professional development. They should have cultivated a habit of reading widely, learned to be critical and independent. They should be effective in communication and teamwork. Our students are also expected to have a deep understanding of Chinese culture and an appreciation of other cultures, and with that appreciation also a high degree of intercultural sensitivity, tolerance, and a global perspective. They should have an attitude of compassion, honesty, and integrity in relation to self, family, and society, and the ability to contribute as citizens and leaders. They should have a sense of purpose, responsibility, and commitment in life, a desire to serve, as well as taste in their pursuits.\r\n\r\nThe strategic plan contains steps to maximize the extent to which these ambitious learning outcomes can be achieved.\r\n<h4><strong> </strong><strong>Best practice</strong></h4>\r\nBest practice in teaching and learning at CUHK has implicitly, if not always explicitly, been consistent with outcomes-based education. Good practices in outcomes-based learning and education are, therefore, well established at CUHK. The Integrated Framework for Curriculum Development and Review was drawn up with the model of outcomes-based education in mind. The review processes inherent in the Integrated Framework are intended to aid departments in achieving consistency between desired learning outcomes and the realization of those outcomes. This chapter is designed to align teaching and curriculum development with best practice.\r\n<h3><strong>Student needs</strong></h3>\r\nIf courses are planned with an outcomes-based approach, the initial task is to identify desired outcomes. When best practice is employed, the starting point for determining the desired outcomes of programs and courses is student needs. What knowledge, skills and capabilities do students need on graduation?\r\n\r\nIn professional programs, such as teacher education, this implies that the students need to graduate as competent professionals in the field. Knowing theories about teaching is not sufficient – the students need to be able to put theory into practice.\r\n\r\nCourse planning needs to look beyond the end of a course to consider lifelong learning needs. Most commonly this is by ensuring that courses play a part in developing the intellectual capabilities needed for lifelong learning. In the quotation below, students are referred to readings that will help them in the future.\r\n<h4></h4>\r\n<h3><strong>Self-managed learning</strong></h3>\r\nPerhaps the most important learning outcome is that students learn how to learn for themselves. When they graduate there will be many new topics, they will need to learn, and so it is important that their university education develops their capacity to do so. Chan Hung Kan shows how to do this by requiring students to discover the origin of words from first principles. To require students solving problems, rather than providing them with the solutions, trains and enhances their thinking abilities.\r\n\r\nIn selecting what to teach the excellent teachers were aware of the elements of course planning. It is not just a matter of covering the topic-specific appropriate content, but the desired learning outcomes have to be considered as well. Gordon Mathews justifies this conclusion through the nature of his discipline, which is anthropology.\r\n\r\nBy encouraging students to think independently, they will develop the skill or competence needed to learn on their own. On graduation they will need to be lifelong or self-managed learners; so this ability needs to be developed.\r\n<h3><strong>Communication skills</strong></h3>\r\nStudents from each of the disciplines recognized that communication skills were important and closely related to the interpersonal skills needed to work with others. Again, these were seen as being developed through practice in learning activities. Most commonly such Communication Skills were through discussion in class and by students’ class presentations. Most medical schools incorporate a specific course to develop students’ communication skills.\r\n<h3><strong>Interpersonal skills</strong></h3>\r\nTeamwork was recognized as an important capability. There are few professionals nowadays who work as individuals, so the ability to be able to work as part of a team is essential. Interpersonal skills are developed through teamwork practice, group projects, or nowadays online collaborated projects.\r\n<h4><strong>Student needs</strong></h4>\r\nA curriculum development model stresses the need for curriculum planning to be consistent with the desired learning outcomes. To achieve the ideal curriculum, it is necessary to know about the students’ anticipated future needs. Determining the future needs of students means anticipating developments within the discipline or profession. As the pace of change in technology and society quickens, this is not a task to be underestimated.\r\n\r\n<strong>Elements of curriculum planning</strong>\r\n\r\nPlanning the curriculum then involves a range of aspects. Firstly, the desired learning outcomes need to be addressed. If students’ future needs are to be met, what are the important learning outcomes that need to be achieved?\r\n\r\nThe second aspect of curriculum planning is designing learning activities, which will promote the achievement of these targets. The next part demonstrates that meaningful learning occurs through active engagement in learning tasks that require students to deploy their capabilities. Optimum curriculum planning includes designing learning activities, which are consistent with the aims and intended learning objectives.\r\n\r\n&nbsp;\r\n<h3><strong>Curriculum planning model. </strong></h3>\r\n&nbsp;\r\n\r\nThe aspects of curriculum planning can be incorporated into a model, which shows how they relate together and influence each other. This model is shown in Figure 2.\r\n\r\nAt the top of the model are the student learning needs, which were the starting point of part 2. These lead to five elements of the curriculum, which should be incorporated into curriculum plans, desired learning outcomes, fundamental concepts, learning activities, assessment, and feedback. As we will see in part 5, assessment has a very strong influence on learning outcomes. These are shown as related to student learning needs by a feedback loop to complete the cycle.  The central part of the model might be compared to the interaction model of curriculum development, one of those commonly cited in curriculum development texts (e.g. Brady, 1990). This consists of the four elements of objectives, content, activities, and evaluation, with each element permitted to interact with each other.\r\n<h3></h3>\r\n<h3><strong>The mechanism for the development of desired outcomes</strong></h3>\r\n&nbsp;\r\n\r\nTo develop curriculums with desired outcomes we would need to create students practice opportunities. Generic capabilities are nurtured if programs provide learning activities, which require the deployment of the capabilities in question. Developing such capabilities will increase students’ intellectual perceptions. Critical thinking will develop through analytical debates on key topics.\r\n\r\nThe best way to develop critical thinking is to make demands that would require critical thinking practice.\r\n\r\n&nbsp;\r\n<h3><strong>Teaching and learning environment</strong></h3>\r\nThe remainder of this part shows how the curriculum, the teaching, and the learning environment can be configured to enhance students’ capabilities. The facets of the broad curriculum, the teaching, and the learning environment are related to exercise the use of the capabilities.\r\n<h3><strong>Active Learning</strong></h3>\r\nOne of the most important planes of the teaching and the learning environment for promoting the development of capabilities is the provision of active learning experiences. The practice of the capabilities occurs when there is an activity demanding their application. The capabilities are not practiced by sitting in a lecture theatre listening passively to a lecture.\r\n\r\nPerhaps the most common form of learning activity noted by the students in the focus groups was discussion, which was particularly important for developing critical thinking and problem-solving abilities. For the discussion to be successful in nurturing capabilities, the professor or tutor needs to take a facilitative and stimulating role. Most of the courses featuring students’ presentations require them to research a topic and initiate a discussion. The professor could then facilitate an in-depth exploration of the topic through searching questions.\r\n<h3><strong>Teaching for understanding</strong></h3>\r\nClosely related to the deployment of active learning experiences is the need for teaching to promote a comprehensive understanding of a topic. Intellectual capabilities are developed through practice in their use. Courses, which aim to give students a thorough understanding of key concepts, can provide that practice. Those, intentionally or unintentionally, expect students to remember a mass of detail is unlikely to stretch intellectual capacities.\r\n\r\nThis means that topics need to be explored comprehensively. As time allocated to courses is finite, this might imply that concentration on dealing with a restricted number of key concepts is needed, rather than superficial coverage of general topics. Understanding comes through relating to real-life applications, rather than learning abstract theory.\r\n<h4></h4>\r\n<h3><strong>Coherence of curriculum</strong></h3>\r\nCurriculums need to have high degrees of consistency, which is compatible with providing practice in the desired capabilities. Curriculum design and planning need to include clearly formulated aims for the development of necessary generic and professional/ disciplinary capabilities. The design needs to ensure that adequate practice is provided in each capability.\r\n\r\n&nbsp;\r\n<h3><strong>Student-student relationships</strong></h3>\r\nThe “teamwork” capabilities are communication and interpersonal skills. The former implies the ability to effectively communicate ideas to others and to be able to hold a productive interactive dialogue. Interpersonal skills are needed for the effective functioning of teams.\r\n\r\nThese capabilities develop through practice. Communication skills are practiced when students give presentations and hold meaningful class discussions. Interpersonal skills are practiced when students work together in teams. Such activities are commonly promoted through social media, online discussion groups, blogs, online collaborated projects, and surely in classrooms face-to-face contacts.\r\n\r\n&nbsp;\r\n\r\n<strong><em>Teacher-student interaction</em></strong>\r\n\r\nThe teaching factors establish that teachers need to take a facilitative stance to promote student-centred learning. This means not always supplying direct answers to students’ questions, but probing and prompting so that they work out their solutions. Questioning techniques that require students to delve deeper and be more reflective are more likely to stimulate higher-order thinking capabilities.\r\n\r\n&nbsp;\r\n<h3><strong>Variety of assessment</strong></h3>\r\nAchieving consistency between desired outcomes and assessment would often imply having a range of assessment items. Most courses have a number of aims and it can often be hard to devise a single item or type of assessment. In these cases, it is preferable to have several items of assessment of different types.\r\n<h4><strong>Feedback on the curriculum development model</strong></h4>\r\n&nbsp;\r\n<h4>Feedbacks, principally from students, can inform the development and refinement of each element in the model. Excellent teachers recognize that there are always ways in which a course can be improved. Initial plans are carefully made and then fine-tuned in the light of students’ feedback.</h4>\r\nhttps://youtu.be/3GWS58U3kZA\r\n<h3></h3>\r\n<div class=\"description user_content student-version enhanced\">\r\n\r\nhttps://youtu.be/pofesP7-vks\r\n\r\nhttps://youtu.be/VWhZuckdqRs\r\n\r\n</div>','Unit 4','','inherit','closed','closed','','330-revision-v1','','','2020-11-26 00:43:00','2020-11-26 05:43:00','',330,'https://tesoll.com/330-revision-v1/',0,'revision','',0),(331,1,'2019-04-25 10:20:49','2019-04-25 10:20:49','','4444Active and Passive Voice','','inherit','open','closed','','4444active-and-passive-voice','','','2019-04-25 10:20:49','2019-04-25 10:20:49','',330,'https://tesoll.com/wp-content/uploads/2019/04/4444Active-and-Passive-Voice.pptx',0,'attachment','application/vnd.openxmlformats-officedocument.presentationml.presentation',0),(332,1,'2019-04-25 10:22:13','2019-04-25 10:22:13','','voice change','','inherit','open','closed','','voice-change','','','2019-04-25 10:22:13','2019-04-25 10:22:13','',330,'https://tesoll.com/wp-content/uploads/2019/04/voice-change.pdf',0,'attachment','application/pdf',0),(335,1,'2019-04-25 10:39:42','2019-04-25 10:39:42','<h1>WHAT YOU NEED TO BE A GOOD ENGLISH TEACHER</h1>\r\n<div class=\"page\" title=\"Page 2\">\r\n<div class=\"layoutArea\">\r\n<div class=\"column\">\r\n<div class=\"layoutArea\">\r\n<div class=\"column\">\r\n\r\nEnglish teachers have an important job. They teach students how to read and write well, how to understand what they read, how to learn from their peers, and how to have productive and challenging conversations. Being a successful English teacher can be difficult, but there are steps you can take to improve, so that both you and your students get more out of your time in the classroom.\r\n\r\n<strong>Part 1</strong>\r\n<h1>Developing Lesson Plans</h1>\r\n<div class=\"step_num\"><b class=\"whb\">1- Choose material that will interest your students.</b> While classics like <i>Moby Dick</i> are incredibly important historically and have a lot of literary value, they can be too long, boring, and seemingly irrelevant to hold your students\' interest for long. Instead, assign shorter or more contemporary works, or works that you know your students will enjoy.</div>\r\n<div class=\"step\">\r\n\r\n&nbsp;\r\n<ul>\r\n 	<li>Look for literary or academic merit in unlikely places: even a zombie apocalypse novel like Colson Whitehead\'s <i>Zone One</i> deals with challenging and important topics that perfectly complement a classic like Hemingway\'s <i>In Our Time</i> while still remaining relevant to modern audiences.</li>\r\n</ul>\r\n<strong>2</strong>- <b class=\"whb\">Assign reasonable amounts of homework.</b> While it may seem nice to have your students read a lengthy novel in a week, this can be an unreasonable expectation. Your students won\'t be able to finish the reading and will skim it, read a summary instead, or not read it at all. Encourage your students to complete their homework and get the most out of their education by assigning smaller amounts of homework that directly relate to the class work.\r\n<ul>\r\n 	<li>Your focus should be on creating an in-class environment where you can monitor your student\'s work and progress. If you choose to give homework, it should be brief and relate directly to your in-class assignments and discussions.</li>\r\n 	<li>Short stories are excellent ways pieces to assign as critical reading. Just because there\'s less to read doesn\'t mean your students can\'t learn key concepts. Find short stories that illustrate what you\'re discussing in class and use them to keep your students engaged.</li>\r\n</ul>\r\n<b class=\"whb\">3- Give homework assignments that help students understand the material.</b> Ask students to write a short response to a reading assignment, including an interpretation of or questions about the reading. These assignments should challenge students to think critically and consider important questions, or make connections between class topics.\r\n<ul>\r\n 	<li>Don\'t assign busywork. Some assignments like vocabulary sentences and definition work are helpful. However, sending home a reading that isn\'t related to class work just to make sure your students have English homework is stressful and unnecessary. Focus on the quality of the homework you assign rather than the quantity.</li>\r\n</ul>\r\n<strong>4</strong>- <b class=\"whb\">Focus on the big-picture understanding.</b> Focus on their general understanding of the topics you teach in addition to skills like vocabulary. Impress upon them the larger significance of what they\'re studying and how this can help them elsewhere in their lives. Teach them how to learn rather than simple facts. This will help them come away from your class with a more lasting understanding of and appreciation for the subject.\r\n\r\n<strong>5</strong>- <b class=\"whb\">Order your lessons to make them cohesive.</b> Rather than jumping from topic to topic at will, order your lessons chronologically or thematically. Tie different topics together in your discussions so that your students understand how each topic is related. Help them draw connections and encourage them to consider their ideas in different contexts. What does Whitman\'s relationship with nature have to do with Tennyson\'s, or Hemingway\'s? How are they the same or different, and why?\r\n<ul>\r\n 	<li>Ordering your lessons chronologically can make the progression from one topic to the next feel natural — it makes sense to study 18th century writers before 19th century ones. Also consider ordering topics thematically, so that you study the progression of a theme or idea across several texts.</li>\r\n</ul>\r\n<div class=\"altblock\">\r\n<div><strong>Part 2</strong></div>\r\n</div>\r\n<h1 class=\"in-block\"><span id=\"Leading-Discussions\" class=\"mw-headline\">Leading Discussions</span></h1>\r\n<strong>1-</strong> <b class=\"whb\">Know the material well.</b> If you\'ll be discussing a short story, reread it several times to make sure you pick up the smaller details that you might not have noticed the first time. Come up with an interpretation of the work, but remind yourself that yours is not the only possible interpretation. Make sure you\'ll be able to answer common questions students might have about the work.<sup id=\"_ref-4\" class=\"reference trusted\" aria-label=\"Link to Reference 4\"><a href=\"https://www.wikihow.com/Be-a-Good-English-Teacher#_note-4\">[4]</a></sup>\r\n<ul>\r\n 	<li>It\'s alright if you don\'t have answers to every question that comes up. Instead of trying to compensate, open the topic up to a discussion from the class so that they can become learning moments for everyone.</li>\r\n</ul>\r\n<strong>2-</strong> <b class=\"whb\">Bring in outside material.</b> While the main focus of the discussion should be based in the text itself, it can be helpful to bring in outside material like biographical information about the author, the backstory of the text, or famous or controversial interpretations. Do some research and bring in the most relevant or interesting information you find.\r\n\r\n</div>\r\n<strong>3-</strong> <b class=\"whb\">Know what you want to discuss.</b> Pick out a few key points of the text that you think your students will find most challenging or confusing. Have in mind the specific topics you\'ll want to cover, and come up with a few important points your students should take away from the discussion.\r\n<ul>\r\n 	<li>Keep in mind that your students will have questions and interests that you may not be able to anticipate. Your lesson plans should not be set in stone. Responding to what your students want to talk about will create a lively, engaging, productive discussion.</li>\r\n</ul>\r\n<strong>4</strong>- <b class=\"whb\">Ask interpretive questions.</b> You should guide your students to interpret the text rather than discuss factual aspects. Ask \"how\" and \"why\" questions rather than \"what\" or yes or no questions. For example, \"What did Ender do to Bonzo Madrid?\" is a very simple question, while \"Why did Ender do it?\" is much more challenging and complex, and \"How do you know?\" demands close reading and attention to the text.\r\n\r\n<strong>5-</strong> <b class=\"whb\">Ask specific questions.</b> It can be good to start with broad questions like \"What did you like about this story?\", but only if they are quickly followed by much more specific questions. Broad questions don\'t help students think critically about the text, and they encourage generalizations and assumptions rather than text-based arguments. In contrast, asking specific questions about specific aspects of the text will challenge your students to focus on things they may have missed, construct arguments based in the text, and contend with details that challenge their interpretations\r\n\r\n<strong>6-</strong> <b class=\"whb\">Encourage your students to respond to each other.</b> In a discussion, students shouldn\'t talk to you. Rather, they should direct their questions and comments to each other, and you should step in only to keep the discussion moving forward. They will learn best if they work together to build their own ideas and interpretations — they won\'t get much out of the conversation if you simply tell them what you think. Remember, you\'re helping them learn, and a large part of that is teaching them how best to learn.\r\n<ul>\r\n 	<li>Break your students up into small groups and have them discuss topics amongst themselves. Then, have each group talk about what they discussed with the whole class. Try having each group act as an authority on a certain area and lead the class in a discussion about that topic.</li>\r\n 	<li>If your students will listen to and respect each other, encourage them to jump into the discussion without raising their hands and waiting to be called on. This will create a more responsive, quickly-moving, and engaging conversation that can sustain itself without you. If your students talk over each other or if a few students monopolize the discussion, have the person who just spoke choose the next person to talk, or find another way to allocate speaking time without having to do it yourself.</li>\r\n</ul>\r\n<b class=\"whb\">7- Challenge your students\' ideas, and encourage them to do the same.</b> You shouldn\'t disagree with everything they say, but ask them to support their claims with textual evidence, and encourage other students to come up with different interpretations. Putting pressure on students\' ideas makes them think harder to come up with convincing arguments. It also helps them develop the skills to speak persuasively and debate with their peers.\r\n<ul>\r\n 	<li>Debates and arguments help a discussion become lively, engaging, and interesting. If these debates start to get personal, or if students might offend each other, think about turning the conversation back to the text. You should challenge students\' interpretations of the text, not the students themselves.</li>\r\n</ul>\r\n<div class=\"altblock\">\r\n<div><strong>Part 3</strong></div>\r\n</div>\r\n<h3 class=\"in-block\"><span id=\"Knowing-Your-Material\" class=\"mw-headline\">Knowing Your Material</span></h3>\r\n<strong>1-</strong> <b class=\"whb\">Read regularly.</b> Read many kinds of literature including books, magazines, newspapers and poetry.Reading is the best way to confront challenging topics, pick up vocabulary and writing techniques, and discover new material to bring to the classroom. Depending on the grade you teach, you should be familiar with the most important works in literary history. And you should always be able to give reading suggestions to your students.\r\n<ul>\r\n 	<li>As well as reading important literature, read for fun. Remember why you love reading, and encourage your students to do the same.</li>\r\n 	<li>Be aware of current trends in reading material, and try out the things you think your students might be reading. This will help you better understand their interests and relate to them outside the classroom, which will make you a more effective teacheroverall.</li>\r\n</ul>\r\n<strong>2-</strong> <b class=\"whb\">Expand your vocabulary.</b> Make a point of looking up new words that you come across in your reading. Study your favorite words and begin to amass a large vocabulary. Challenge yourself to think about words you don\'t know. Guess at their etymology, and use similar words to figure out their meaning. Don\'t be afraid to look up words that you\'re unsure about, and encourage your students to do the same.\r\n<ul>\r\n 	<li>At the same time, teach your students that the mark of a good writer isn\'t just whipping out two-dollar words and using them to sound sophisticated. Teach your students the difference between using a word to draw a historical comparison, or using an alliterative word, and using a word to impress someone with your learning. There are more and less useful ways of wielding words.</li>\r\n 	<li>Never talk down to your students for not knowing or understanding a word. Let them know, \"It\'s alright, that\'s a difficult word.\" Then, use a synonym, provide them with context clues, or help them look it up so that they become familiar with a more advanced vocabulary.</li>\r\n</ul>\r\n<strong>3-</strong> <b class=\"whb\">Practice your handwriting.</b> Students need to be able to read your handwriting so that they can understand notes you take on the whiteboard or feedback you give on an essay. Write letters or keep a journal to keep your handwriting alive and healthy, and always focus on readability rather than the speed of your writing.\r\n\r\n<strong>4-</strong> <b class=\"whb\">Develop your English language skills.</b> Make sure you have a firm grasp of spelling, punctuation, and grammar. You don\'t want to find yourself teaching your students mistaken or wrong information. Use reference books and the Internet as sources for grammar and punctuation rules, and don\'t be afraid to look up topics you\'re not sure about.\r\n\r\n</div>\r\n<div class=\"altblock\">\r\n<div><strong>Part 4</strong></div>\r\n</div>\r\n<h3 class=\"in-block\"><span id=\"Developing-Your-Skills-in-the-Classroom\" class=\"mw-headline\">Developing Your Skills in the Classroom</span></h3>\r\n<strong>1-</strong> <b class=\"whb\">Become comfortable speaking in front of your class.</b> Learn to be confident, to stand in front of your students and speak well. Practice reading aloud to get comfortable speaking loudly and clearly and to make sure you won\'t stumble when you do it in front of your class. Practice good public speaking skills so that you can perform well in the classroom.<sup id=\"_ref-8\" class=\"reference\" aria-label=\"Link to Reference 8\"></sup>\r\n\r\n<strong>2-</strong> <b class=\"whb\">Encourage your students.</b> Pay attention to your students and give their ideas your full consideration.<sup id=\"_ref-9\" class=\"reference\" aria-label=\"Link to Reference 9\"><a href=\"https://www.wikihow.com/Be-a-Good-English-Teacher#_note-9\">[9]</a> </sup>Work on building a rapport early on in the school year. Treat them as intelligent and worthy people, and respect them academically and otherwise. Try getting to know one thing each student is passionate about outside the classroom. Then, encourage them to pursue their interests and curiosities, and challenge them in and out of the classroom. When you give them attention and respect, you\'ll find that they perform well so as to be worthy of it.\r\n\r\n<strong>3-</strong> <b class=\"whb\">Be available outside of class.</b> Encourage your students to drop by at lunch or after school. This can make a huge difference for students who may be struggling or who want to pursue a discussion further. Being available for them encourages them to foster a genuine interest in the material, and it\'s a display of your respect and desire to help them learn\r\n\r\n<strong>4-</strong> <b class=\"whb\">Be strict but fair.</b> Don\'t shout at the pupils every chance you get, but on the other hand don\'t let them walk over you. Show discipline, but don\'t go over the top, or this will make them behave worse towards you. If a pupil has done well, tell them so and reward them. Likewise if a pupil is struggling, tell him or her to stay behind so that you can help them to find out what\'s going wrong, or ask another pupil who understands the concept to help the struggling one.\r\n\r\n<strong>5-</strong> <b class=\"whb\">Make sure your students understand what you teach.</b> Don\'t speak and write too quickly. This will give them time to listen, understand, and copy things down so that they don\'t miss essential information. Help them absorb your lessons, and encourage them to make connections between topics and outside of class so that they can more fully understand your lessons.\r\n<div class=\"column\">\r\n\r\n&nbsp;\r\n\r\n</div>\r\n</div>\r\n</div>\r\n</div>\r\n</div>','Unit 5','','publish','open','closed','','unit-5','','','2020-11-24 20:59:04','2020-11-25 01:59:04','',0,'https://tesoll.com/?post_type=unit&#038;p=335',0,'unit','',0),(3039,1,'2020-11-24 20:35:36','2020-11-25 01:35:36','WHAT YOU NEED TO BE A GOOD ENGLISH TEACHER\r\n<div class=\"page\" title=\"Page 2\">\r\n<div class=\"layoutArea\">\r\n<div class=\"column\">\r\n<div class=\"layoutArea\">\r\n<div class=\"column\">\r\n\r\nEnglish teachers have an important job. They teach students how to read and write well, how to understand what they read, how to learn from their peers, and how to have productive and challenging conversations. Being a successful English teacher can be difficult, but there are steps you can take to improve, so that both you and your students get more out of your time in the classroom.\r\n<div class=\"step_num\"></div>\r\n<div class=\"step\"><b class=\"whb\">1- Choose material that will interest your students.</b> While classics like <i>Moby Dick</i> are incredibly important historically and have a lot of literary value, they can be too long, boring, and seemingly irrelevant to hold your students\' interest for long. Instead, assign shorter or more contemporary works, or works that you know your students will enjoy.<sup id=\"_ref-1\" class=\"reference\" aria-label=\"Link to Reference 1\"></sup>\r\n<ul>\r\n 	<li>Look for literary or academic merit in unlikely places: even a zombie apocalypse novel like Colson Whitehead\'s <i>Zone One</i> deals with challenging and important topics that perfectly complement a classic like Hemingway\'s <i>In Our Time</i> while still remaining relevant to modern audiences.</li>\r\n</ul>\r\n2-<b class=\"whb\">Assign reasonable amounts of homework.</b> While it may seem nice to have your students read a lengthy novel in a week, this can be an unreasonable expectation. Your students won\'t be able to finish the reading and will skim it, read a summary instead, or not read it at all. Encourage your students to complete their homework and get the most out of their education by assigning smaller amounts of homework that directly relate to the class work.\r\n<ul>\r\n 	<li>Your focus should be on creating an in-class environment where you can monitor your student\'s work and progress. If you choose to give homework, it should be brief and relate directly to your in-class assignments and discussions.</li>\r\n 	<li>Short stories are excellent ways pieces to assign as critical reading. Just because there\'s less to read doesn\'t mean your students can\'t learn key concepts. Find short stories that illustrate what you\'re discussing in class and use them to keep your students engaged.</li>\r\n</ul>\r\n</div>\r\n</div>\r\n</div>\r\n</div>\r\n</div>\r\n</div>','Unit 5','','inherit','closed','closed','','335-revision-v1','','','2020-11-24 20:35:36','2020-11-25 01:35:36','',335,'https://tesoll.com/335-revision-v1/',0,'revision','',0),(3042,1,'2020-11-24 20:58:33','2020-11-25 01:58:33','<h1>WHAT YOU NEED TO BE A GOOD ENGLISH TEACHER</h1>\r\n<div class=\"page\" title=\"Page 2\">\r\n<div class=\"layoutArea\">\r\n<div class=\"column\">\r\n<div class=\"layoutArea\">\r\n<div class=\"column\">\r\n\r\nEnglish teachers have an important job. They teach students how to read and write well, how to understand what they read, how to learn from their peers, and how to have productive and challenging conversations. Being a successful English teacher can be difficult, but there are steps you can take to improve, so that both you and your students get more out of your time in the classroom.\r\n\r\n<strong>Part 1</strong>\r\n<h1>Developing Lesson Plans</h1>\r\n<div class=\"step_num\"><b class=\"whb\">1- Choose material that will interest your students.</b> While classics like <i>Moby Dick</i> are incredibly important historically and have a lot of literary value, they can be too long, boring, and seemingly irrelevant to hold your students\' interest for long. Instead, assign shorter or more contemporary works, or works that you know your students will enjoy.</div>\r\n<div class=\"step\">\r\n\r\n&nbsp;\r\n<ul>\r\n 	<li>Look for literary or academic merit in unlikely places: even a zombie apocalypse novel like Colson Whitehead\'s <i>Zone One</i> deals with challenging and important topics that perfectly complement a classic like Hemingway\'s <i>In Our Time</i> while still remaining relevant to modern audiences.</li>\r\n</ul>\r\n<strong>2</strong>- <b class=\"whb\">Assign reasonable amounts of homework.</b> While it may seem nice to have your students read a lengthy novel in a week, this can be an unreasonable expectation. Your students won\'t be able to finish the reading and will skim it, read a summary instead, or not read it at all. Encourage your students to complete their homework and get the most out of their education by assigning smaller amounts of homework that directly relate to the class work.\r\n<ul>\r\n 	<li>Your focus should be on creating an in-class environment where you can monitor your student\'s work and progress. If you choose to give homework, it should be brief and relate directly to your in-class assignments and discussions.</li>\r\n 	<li>Short stories are excellent ways pieces to assign as critical reading. Just because there\'s less to read doesn\'t mean your students can\'t learn key concepts. Find short stories that illustrate what you\'re discussing in class and use them to keep your students engaged.</li>\r\n</ul>\r\n<b class=\"whb\">3- Give homework assignments that help students understand the material.</b> Ask students to write a short response to a reading assignment, including an interpretation of or questions about the reading. These assignments should challenge students to think critically and consider important questions, or make connections between class topics.\r\n<ul>\r\n 	<li>Don\'t assign busywork. Some assignments like vocabulary sentences and definition work are helpful. However, sending home a reading that isn\'t related to class work just to make sure your students have English homework is stressful and unnecessary. Focus on the quality of the homework you assign rather than the quantity.</li>\r\n</ul>\r\n<strong>4</strong>- <b class=\"whb\">Focus on the big-picture understanding.</b> Focus on their general understanding of the topics you teach in addition to skills like vocabulary. Impress upon them the larger significance of what they\'re studying and how this can help them elsewhere in their lives. Teach them how to learn rather than simple facts. This will help them come away from your class with a more lasting understanding of and appreciation for the subject.\r\n\r\n<strong>5</strong>- <b class=\"whb\">Order your lessons to make them cohesive.</b> Rather than jumping from topic to topic at will, order your lessons chronologically or thematically. Tie different topics together in your discussions so that your students understand how each topic is related. Help them draw connections and encourage them to consider their ideas in different contexts. What does Whitman\'s relationship with nature have to do with Tennyson\'s, or Hemingway\'s? How are they the same or different, and why?\r\n<ul>\r\n 	<li>Ordering your lessons chronologically can make the progression from one topic to the next feel natural — it makes sense to study 18th century writers before 19th century ones. Also consider ordering topics thematically, so that you study the progression of a theme or idea across several texts.</li>\r\n</ul>\r\n<div class=\"altblock\">\r\n<div><strong>Part 2</strong></div>\r\n</div>\r\n<h1 class=\"in-block\"><span id=\"Leading-Discussions\" class=\"mw-headline\">Leading Discussions</span></h1>\r\n<strong>1-</strong> <b class=\"whb\">Know the material well.</b> If you\'ll be discussing a short story, reread it several times to make sure you pick up the smaller details that you might not have noticed the first time. Come up with an interpretation of the work, but remind yourself that yours is not the only possible interpretation. Make sure you\'ll be able to answer common questions students might have about the work.<sup id=\"_ref-4\" class=\"reference trusted\" aria-label=\"Link to Reference 4\"><a href=\"https://www.wikihow.com/Be-a-Good-English-Teacher#_note-4\">[4]</a></sup>\r\n<ul>\r\n 	<li>It\'s alright if you don\'t have answers to every question that comes up. Instead of trying to compensate, open the topic up to a discussion from the class so that they can become learning moments for everyone.</li>\r\n</ul>\r\n<strong>2-</strong> <b class=\"whb\">Bring in outside material.</b> While the main focus of the discussion should be based in the text itself, it can be helpful to bring in outside material like biographical information about the author, the backstory of the text, or famous or controversial interpretations. Do some research and bring in the most relevant or interesting information you find.\r\n\r\n</div>\r\n<strong>3-</strong> <b class=\"whb\">Know what you want to discuss.</b> Pick out a few key points of the text that you think your students will find most challenging or confusing. Have in mind the specific topics you\'ll want to cover, and come up with a few important points your students should take away from the discussion.\r\n<ul>\r\n 	<li>Keep in mind that your students will have questions and interests that you may not be able to anticipate. Your lesson plans should not be set in stone. Responding to what your students want to talk about will create a lively, engaging, productive discussion.</li>\r\n</ul>\r\n<strong>4</strong>- <b class=\"whb\">Ask interpretive questions.</b> You should guide your students to interpret the text rather than discuss factual aspects. Ask \"how\" and \"why\" questions rather than \"what\" or yes or no questions. For example, \"What did Ender do to Bonzo Madrid?\" is a very simple question, while \"Why did Ender do it?\" is much more challenging and complex, and \"How do you know?\" demands close reading and attention to the text.\r\n\r\n<strong>5-</strong> <b class=\"whb\">Ask specific questions.</b> It can be good to start with broad questions like \"What did you like about this story?\", but only if they are quickly followed by much more specific questions. Broad questions don\'t help students think critically about the text, and they encourage generalizations and assumptions rather than text-based arguments. In contrast, asking specific questions about specific aspects of the text will challenge your students to focus on things they may have missed, construct arguments based in the text, and contend with details that challenge their interpretations\r\n\r\n<strong>6-</strong> <b class=\"whb\">Encourage your students to respond to each other.</b> In a discussion, students shouldn\'t talk to you. Rather, they should direct their questions and comments to each other, and you should step in only to keep the discussion moving forward. They will learn best if they work together to build their own ideas and interpretations — they won\'t get much out of the conversation if you simply tell them what you think. Remember, you\'re helping them learn, and a large part of that is teaching them how best to learn.\r\n<ul>\r\n 	<li>Break your students up into small groups and have them discuss topics amongst themselves. Then, have each group talk about what they discussed with the whole class. Try having each group act as an authority on a certain area and lead the class in a discussion about that topic.</li>\r\n 	<li>If your students will listen to and respect each other, encourage them to jump into the discussion without raising their hands and waiting to be called on. This will create a more responsive, quickly-moving, and engaging conversation that can sustain itself without you. If your students talk over each other or if a few students monopolize the discussion, have the person who just spoke choose the next person to talk, or find another way to allocate speaking time without having to do it yourself.</li>\r\n</ul>\r\n<b class=\"whb\">7- Challenge your students\' ideas, and encourage them to do the same.</b> You shouldn\'t disagree with everything they say, but ask them to support their claims with textual evidence, and encourage other students to come up with different interpretations. Putting pressure on students\' ideas makes them think harder to come up with convincing arguments. It also helps them develop the skills to speak persuasively and debate with their peers.\r\n<ul>\r\n 	<li>Debates and arguments help a discussion become lively, engaging, and interesting. If these debates start to get personal, or if students might offend each other, think about turning the conversation back to the text. You should challenge students\' interpretations of the text, not the students themselves.</li>\r\n</ul>\r\n<div class=\"altblock\">\r\n<div><strong>Part 3</strong></div>\r\n</div>\r\n<h3 class=\"in-block\"><span id=\"Knowing-Your-Material\" class=\"mw-headline\">Knowing Your Material</span></h3>\r\n<strong>1-</strong> <b class=\"whb\">Read regularly.</b> Read many kinds of literature including books, magazines, newspapers and poetry.Reading is the best way to confront challenging topics, pick up vocabulary and writing techniques, and discover new material to bring to the classroom. Depending on the grade you teach, you should be familiar with the most important works in literary history. And you should always be able to give reading suggestions to your students.\r\n<ul>\r\n 	<li>As well as reading important literature, read for fun. Remember why you love reading, and encourage your students to do the same.</li>\r\n 	<li>Be aware of current trends in reading material, and try out the things you think your students might be reading. This will help you better understand their interests and relate to them outside the classroom, which will make you a more effective teacheroverall.</li>\r\n</ul>\r\n<strong>2-</strong> <b class=\"whb\">Expand your vocabulary.</b> Make a point of looking up new words that you come across in your reading. Study your favorite words and begin to amass a large vocabulary. Challenge yourself to think about words you don\'t know. Guess at their etymology, and use similar words to figure out their meaning. Don\'t be afraid to look up words that you\'re unsure about, and encourage your students to do the same.\r\n<ul>\r\n 	<li>At the same time, teach your students that the mark of a good writer isn\'t just whipping out two-dollar words and using them to sound sophisticated. Teach your students the difference between using a word to draw a historical comparison, or using an alliterative word, and using a word to impress someone with your learning. There are more and less useful ways of wielding words.</li>\r\n 	<li>Never talk down to your students for not knowing or understanding a word. Let them know, \"It\'s alright, that\'s a difficult word.\" Then, use a synonym, provide them with context clues, or help them look it up so that they become familiar with a more advanced vocabulary.</li>\r\n</ul>\r\n<strong>3-</strong> <b class=\"whb\">Practice your handwriting.</b> Students need to be able to read your handwriting so that they can understand notes you take on the whiteboard or feedback you give on an essay. Write letters or keep a journal to keep your handwriting alive and healthy, and always focus on readability rather than the speed of your writing.\r\n\r\n<strong>4-</strong> <b class=\"whb\">Develop your English language skills.</b> Make sure you have a firm grasp of spelling, punctuation, and grammar. You don\'t want to find yourself teaching your students mistaken or wrong information. Use reference books and the Internet as sources for grammar and punctuation rules, and don\'t be afraid to look up topics you\'re not sure about.\r\n\r\n</div>\r\n<div class=\"altblock\">\r\n<div><strong>Part 4</strong></div>\r\n</div>\r\n<h3 class=\"in-block\"><span id=\"Developing-Your-Skills-in-the-Classroom\" class=\"mw-headline\">Developing Your Skills in the Classroom</span></h3>\r\n<strong>1-</strong> <b class=\"whb\">Become comfortable speaking in front of your class.</b> Learn to be confident, to stand in front of your students and speak well. Practice reading aloud to get comfortable speaking loudly and clearly and to make sure you won\'t stumble when you do it in front of your class. Practice good public speaking skills so that you can perform well in the classroom.<sup id=\"_ref-8\" class=\"reference\" aria-label=\"Link to Reference 8\"></sup>\r\n\r\n<strong>2-</strong> <b class=\"whb\">Encourage your students.</b> Pay attention to your students and give their ideas your full consideration.<sup id=\"_ref-9\" class=\"reference\" aria-label=\"Link to Reference 9\"><a href=\"https://www.wikihow.com/Be-a-Good-English-Teacher#_note-9\">[9]</a> </sup>Work on building a rapport early on in the school year. Treat them as intelligent and worthy people, and respect them academically and otherwise. Try getting to know one thing each student is passionate about outside the classroom. Then, encourage them to pursue their interests and curiosities, and challenge them in and out of the classroom. When you give them attention and respect, you\'ll find that they perform well so as to be worthy of it.\r\n\r\n<strong>3-</strong> <b class=\"whb\">Be available outside of class.</b> Encourage your students to drop by at lunch or after school. This can make a huge difference for students who may be struggling or who want to pursue a discussion further. Being available for them encourages them to foster a genuine interest in the material, and it\'s a display of your respect and desire to help them learn\r\n\r\n<strong>4-</strong> <b class=\"whb\">Be strict but fair.</b> Don\'t shout at the pupils every chance you get, but on the other hand don\'t let them walk over you. Show discipline, but don\'t go over the top, or this will make them behave worse towards you. If a pupil has done well, tell them so and reward them. Likewise if a pupil is struggling, tell him or her to stay behind so that you can help them to find out what\'s going wrong, or ask another pupil who understands the concept to help the struggling one.\r\n\r\n<strong>5-</strong> <b class=\"whb\">Make sure your students understand what you teach.</b> Don\'t speak and write too quickly. This will give them time to listen, understand, and copy things down so that they don\'t miss essential information. Help them absorb your lessons, and encourage them to make connections between topics and outside of class so that they can more fully understand your lessons.\r\n<div class=\"column\">\r\n\r\n&nbsp;\r\n\r\n</div>\r\n</div>\r\n</div>\r\n</div>\r\n</div>','Unit 5','','inherit','closed','closed','','335-revision-v1','','','2020-11-24 20:58:33','2020-11-25 01:58:33','',335,'https://tesoll.com/335-revision-v1/',0,'revision','',0),(338,1,'2019-04-25 10:41:31','2019-04-25 10:41:31','','55555Direct and Indirect Speech','','inherit','open','closed','','55555direct-and-indirect-speech','','','2019-04-25 10:41:31','2019-04-25 10:41:31','',335,'https://tesoll.com/wp-content/uploads/2019/04/55555Direct-and-Indirect-Speech.pptx',0,'attachment','application/vnd.openxmlformats-officedocument.presentationml.presentation',0),(341,1,'2019-04-25 11:27:39','2019-04-25 11:27:39','<h1 class=\"page-title\" style=\"text-align: center;\">TESOL- Four Language Skills</h1>\r\n<h1 id=\"section_0\" class=\"title_lg\">- Teach Reading Skills</h1>\r\nReading is the first step into a better life. Without basic reading skills, we can’t get jobs in most fields or negotiate contracts like leases. Unfortunately, today’s hyper-visual culture makes reading less appealing to children and adults. However, you shouldn’t just throw your hands up in defeat. With a few handy tricks, you can teach reading skills to children and adult learners.\r\n<div class=\"step\">\r\n\r\n<b class=\"whb\">1- Find out their learning styles.</b> You need to figure this out before you can teach reading skills. Most students learn by seeing (visual learners), hearing (auditory learners), or doing (kinesthetic learners).<sup id=\"_ref-1\" class=\"reference\" aria-label=\"Link to Reference 1\"> </sup>Talk to your principal or school guidance counselor about which tests you can give them.\r\n<ul>\r\n 	<li>Teach visual learners with outlines, diagrams, and illustrated handouts.<sup id=\"_ref-2\" class=\"reference\" aria-label=\"Link to Reference 2\"></sup></li>\r\n 	<li>Teach auditory learners through audio books, oral reports, and rhyming games.<sup id=\"_ref-3\" class=\"reference\" aria-label=\"Link to Reference 3\"></sup></li>\r\n 	<li>Teach kinesthetic learners through role-playing activities, games, and field trips.<sup id=\"_ref-4\" class=\"reference\" aria-label=\"Link to Reference 4\"></sup></li>\r\n 	<li>If you\'re a school teacher or are teaching more than one child, it\'s important to balance these approaches to appeal to different types of learners.</li>\r\n</ul>\r\n<div class=\"step\">\r\n\r\n<b class=\"whb\">2- Determine their likes and dislikes.</b> One of the best ways to help kids get excited about reading is to choose material that already interests them. During the first week of school, talk to your students about their likes. You can ask about favorite movies, characters, or songs. Then you can tailor the reading material towards their interests.\r\n<ul>\r\n 	<li>For example, maybe several kids say that they love monkeys. <i>Curious George</i>would be a great place to start!</li>\r\n 	<li>Maybe your kids are into magic. <i>Harry Potter and the Sorcerer’s Stone</i> is a good choice for young readers.</li>\r\n</ul>\r\n<b class=\"whb\">3- Start with easy material.</b> For very young readers, try titles along the lines of Dr. Seuss books or first-reader skill level. Literary devices like rhyming or alliteration also appeal to young readers. Look for books that are richly illustrated with engaging pictures so that students can connect words and images.<sup id=\"_ref-5\" class=\"reference trusted\" aria-label=\"Link to Reference 5\"></sup> In addition to Dr. Seuss, some good examples include:\r\n<ul>\r\n 	<li><i>The Cat from Hunger Mountain</i> by Ed Young.</li>\r\n 	<li><i>Little Red</i> by Bethan Woollvin.</li>\r\n 	<li><i>Freedom in Congo Square</i> by Carole Boston Weatherford.</li>\r\n</ul>\r\n<b class=\"whb\">4- Read to them.</b> As you read, angle the book so that your students can see the text and the illustrations. Make connections between the texts and the images. Before you turn the page, ask students engaging questions, such as:\r\n<ul>\r\n 	<li>What do you think Little Red Riding Hood will do next?</li>\r\n 	<li>Why do you think Dr. Seuss made the Lorax speak for the trees?</li>\r\n 	<li>If you were one of the billy goats, what would you do?</li>\r\n</ul>\r\n<b class=\"whb\">5- Assign written responses.</b> Writing can build grammar, stamina, and a love for reading.<sup id=\"_ref-6\" class=\"reference trusted\" aria-label=\"Link to Reference 6\"></sup> At the beginning of class, have students write a short paragraph that summarizes their homework assignment or what they read in class yesterday. To make the response a bit more enjoyable, ask them to also write about what they liked about the reading and what they disliked. Other ideas for assignments include:\r\n<ul>\r\n 	<li>Writing a letter to the main character.</li>\r\n 	<li>Converting the plot of the book into a news story.</li>\r\n 	<li>Writing an interview with the main character.</li>\r\n</ul>\r\n<h3 class=\"in-block\"><span id=\"Making-Reading-Fun\" class=\"mw-headline\">Making Reading Fun</span></h3>\r\n1- <b class=\"whb\">Introduce the book in a fun way.</b> You could play a game related to the book, watch a clip from a movie, or do an artistic project. Choose any fun way to get your student(s) excited about the book. Some books may be easy to match with an activity, such as one that\'s already been made into a movie, while others may take some thought.\r\n<ul>\r\n 	<li>For example, you could show them a clip from the movie <i>Bridge to Terabithia</i> before assigning the book.</li>\r\n 	<li>Similarly, you could introduce a <i>Sherlock Holmes</i> book by playing a mystery game.</li>\r\n</ul>\r\n2- <b class=\"whb\">Assign some of your favorites.</b> Pick out books that really grabbed your attention as a child or teenager. Enthusiasm is contagious. If your students see you getting excited about the reading material, they’re more likely to take an interest. Some timeless examples include:\r\n<ul>\r\n 	<li>Beverly Cleary’s books about Ramona Quimby</li>\r\n 	<li>Carolyn Keene’s Nancy Drew series</li>\r\n 	<li>Sir Arthur Conan Doyle’s books about Sherlock Holmes</li>\r\n</ul>\r\n3- <b class=\"whb\">Play audio books.</b> Check out the school library or your local public library for books on tape or CD. Look for free downloadable versions of classics at Librivox.org. Audio books can fire up interest in reading. The right narrator can add an element of drama that a student might miss from text alone. Some good examples are:\r\n<ul>\r\n 	<li><i>The Sorrows of Young Werther</i> by Johann Wolfgang von Goethe, narrated by Rob de Lorenzo</li>\r\n 	<li><i>The Odyssey</i> by Homer, narrated by Ian McKellen</li>\r\n 	<li>“Sonnet XIX” by William Shakespeare, narrated by Patrick Stewart</li>\r\n</ul>\r\n4- <b class=\"whb\">Make connections to the outside world.</b> Students will more likely engage with the material if they can see how it relates to the real world. Think of a variety of interesting activities that could make this connection. You could:<sup id=\"_ref-9\" class=\"reference\" aria-label=\"Link to Reference 9\"></sup>\r\n<ul>\r\n 	<li>Have students connect the reading to something in their lives. For example, you could ask them if they know a stubborn person like the narrator in <i>Green Eggs and Ham</i>.</li>\r\n 	<li>Assign students to act out scenes or from their reading.</li>\r\n 	<li>Plan a field trip on a related topic or theme to their assigned reading.</li>\r\n</ul>\r\n5- <b class=\"whb\">Hold contests.</b> Sometimes the best motivation is competition. Keep a weekly book quota to help students stay on track. Give them small prizes for the books they read.\r\n<ul>\r\n 	<li>For example, you could give each student a ticket for each book they read. Set up a list of rewards they could redeem their tickets for, such as extra credit points or 15 minutes on the computer.</li>\r\n</ul>\r\n6- <b class=\"whb\">Play solo or group games.</b> Search websites like PBS Kids or RIF.org to find fun games appropriate for your students’ reading levels. Look for games that you can either print out. If you can only find computer games, try making a paper-based adaptation. Some examples are:\r\n<ul>\r\n 	<li>Matching pictures to words or phrases that describe them.</li>\r\n 	<li>Writing a chain story. Break the class up into groups. Give each group an opening sentence. Each student builds on the previous sentence until they have a complete story.</li>\r\n 	<li>Playing a modified “Go Fish” game. The rules are the same as the traditional game. However, in this game, students match words, rather than pictures.</li>\r\n</ul>\r\n&nbsp;\r\n\r\n</div>\r\n</div>','Unit 6','','publish','open','closed','','unit-6','','','2020-11-24 21:53:27','2020-11-25 02:53:27','',0,'https://tesoll.com/?post_type=unit&#038;p=341',0,'unit','',0),(3045,1,'2020-11-24 21:36:32','2020-11-25 02:36:32','<h1 class=\"page-title\" style=\"text-align: center;\">TESOL- Four Language Skills</h1>\r\n<h1 id=\"section_0\" class=\"title_lg\">Teach Reading Skills</h1>\r\n&nbsp;','Unit 6','','inherit','closed','closed','','341-revision-v1','','','2020-11-24 21:36:32','2020-11-25 02:36:32','',341,'https://tesoll.com/341-revision-v1/',0,'revision','',0),