UNIT 1: STUDY SKILLS
How best to organize your study time?
Ø Personal motivation
Ø Planning and organizing study time; timetabling, study periods, realistic planning
Ø Study techniques; making notes, concept maps, nuclear notes, mnemonics
Ø 5 step reading techniques; selection, recognition, extraction, organization and transfer of information
Ø How the course works; role of tutor, tutor assessed and self-study tasks
UNIT 2: THE STUDY OF ENGLISH
Module 1
Ø Grammar
Ø Tasks on the understanding of grammar, tense & structure
Ø To be completed with the use of a grammar book.
Module 2
Ø Phonetics
Ø Tasks relating to the phonetic alphabet, stress & intonation.
Module 3
Ø Lexis
Ø Tasks relating to the presentation of vocabulary, compound words, word stems, language appropriacy& frequency.
UNIT 3: THE TEACHING AND LEARNING OF ESOL
Module 1
Ø Basic Principles
Ø Answers from your own experience and the course materials on:
1) the blocks which may prevent learning
2) motivation
3) communicative competence.
Module 2
Ø Reading and Listening
Ø Tasks based on exploitation of authentic materials i.e. magazines, newspapers, radio broadcasts etc.
Module 3
Ø Speaking and Writing
Ø Tasks based as above but with a more productive bias
Ø Getting your students to produce language
Module 4
Ø Visual Aids: Study of all the audio-visual aids available
Ø Production of your own flashcards and aids to be used with a simple flannel graph
Module 5
Ø Error: looking at authentic student errors, classifying them, using a correction code, producing remedial exercises and improving your own practice
UNIT 4: LESSON PLANNING
Module 1
Ø Classroom Management
Ø Task relating to student teacher relationships and how to achieve genuine communication inside and outside the classroom
Module 2
Ø Lesson Stages and Plans
Ø Timing, warm-up, input, practice and production stages of lessons
UNIT 5: ESOL SKILLS FOR LIFE
Ø Introduced to the UK national ESOL Skills for Life program and the Adult ESOL Core Curriculum
Ø Understand the differences between ESOL Skills for Life and other existing ESOL courses
Ø Identify the aims of the ESOL Skills for Life course and the needs of the target learners
Ø Assessment procedures developed for the ESOL Skills for Life program
Ø Know where to get materials and further information for the ESOL Skills for Life courses and assessment
UNIT 6: BUSINESS ENGLISH
Ø Business English in relation to EFL/ESOL
Ø How to carry out a Needs Analysis
Ø Matching course content to target group
Ø Creating materials for Business English
Ø How to write a Business English syllabus
UNIT 7: YOUNG LEARNERS
Ø Differences between the ways in which adults and children learn
Ø Features in the stages of development of Young Learners
Ø Classroom management strategies for use in the Young Learners classroom
Ø Teaching techniques for use with Young Learners
UNIT 8:BEING AN EFFICIENT DISTANCE LEARNER
Study skills
· Managing your time efficiently
· Organizing your schedule
· Note-taking
· Overcoming the loneliness of the distance learner
· How this course works
UNIT 9: SEMANTICS/LANGUAGE AWARENESS
· Module 1
· Form and function
· Lexical meaning: denotation, connotation, synonyms, antonyms, hyponyms, polysemes, homonyms
· The importance of collocation
· Time and tense
· Presents
· Past tenses
· Futurity
· Conditionals and hypothetical meaning
Module 2
· Progressive and perfect aspects: form and meaning
· The progressive aspect
· Form and meaning of the perfect aspect
· Sentence structure: units of language; sentence elements
Module 3
· Negatives: types of negation
· Questions: question types
· Modality
· Word classes and phrases
· Adjectives and adverbs
· Determiners
Module 4
· Prepositions and multi-word verbs
· Word formation: morphemes
UNIT 10: PHONOLOGY AND PHONETICS
Module 1
· Attitudes to pronunciation teaching
· Terminology in phonology and phonetics
· Organs of speech
· Phonemes
· The phonemic chart
· Consonants: description and practical applications
· Vowels
· Cardinal vowels chart
· Diphthongs
· Place of articulation
· Research based project
· Materials evaluation
Module 2
· The syllable
· Consonant clusters
· Strong and weak syllables
· Word and sentence stress
· The ‘schwa’ sound
· Marking stress
· Primary and secondary stress
· Tendencies in word stress
· Research based project
· Weak forms
· English as a time-stressed language
· Features of connected speech
· Materials evaluation
Module 3
· Spoken and written forms
· Intonation
· Tone units
· The tonic syllable
· Pitch movement
· Intonation and discourse
· Teaching and learning intonation
· Research based project
· Pronunciation and ‘which’ English
· Are native speakers the best ESOL teachers?
· Strategies for personal development in the teaching of pronunciation
UNIT 11: PSYCHOLINGUISTICS
Module 1
· Attitudes toward language teaching
· Good language learners: characteristics and strategies
· The teacher’s influence on learner strategies
· Cognitive strategies
· Metacognitive strategies
· Communication strategies
· Social strategies
· Learner training
· Learner training materials evaluation
· Research based project
· Observation task
Module 2
· Motivation
· Motivational factors
· The teacher’s influence
· Motivational differences
· Learner styles
· Multiple Intelligence Theory
· Research based project
Module 3
· First language acquisition: behaviorism, interactionism
· Second language acquisition: behaviorism, information processing, interactionism
UNIT 12: DISCOURSE ANALYSIS
Module 1
· Brief history of Discourse Analysis: structuralism, sociolinguistics, post-modernist
· Coherence in language
· Cognitive interpretation of language: Schema Theory
· Social context of language
· Political context of language
· Approaches to encourage coherence in discourse (practical case)
· Discourse communicative methodology and student centeredness
Module 2
· Teacher talk in the ESOL class
· Turn-taking research
· Text structure: cohesive devices (lexical cohesion, tense concordance, pronoun referencing, article referencing, conjunctions, ellipsis, substitution, parallelism)
· Cohesive devices in the classroom: a practical case
· Differences between written and spoken language
· Discourse intonation
· Teaching discourse intonation in the ESOL classroom
· Transcribing spoken language
UNIT 13: SYLLABUS DESIGN
Module 1
· Pros and cons of a syllabus
· Types of syllabus
· Needs analysis
· Planning the syllabus
· Action research project
UNIT 14: MATERIALS DESIGN AND EXPLOITATION
Module 1
· Evaluating course books
· Exploiting published materials
· Resources and technology
· Using the internet
· Adapting authentic materials
· Action research project
UNIT 15: METHODOLOGY
Module 1
· Second Language Acquisition Theory
· Behaviorism versus cognitism
· The natural approach
· The lexical approach
· More recent approaches and views on the teaching-learning relationship
UNIT 16: TEACHER DEVELOPMENT
Module 1
· Factors that contribute to teacher demotivation
· A basis for professional progress
· Peer training
· Sources of valuable feedback
· Meetings as a forum for sharing reflections and further development
· Practical ideas for moving forward as a teacher: practical case
UNIT 17: ENGLISH AS A WORLD LANGUAGE
Module 1
· English as an international language
· English in the country you wish to teach and research project
· Standard English and varieties of English
· Teaching language and culture
· Teaching in monolingual and multilingual classes
· Implications for teaching: practical cases