1. TEFL Course
October 2011
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2. Course Tutors
• Mary Kay Maas
• Chris Evenden
• Stephanie Bianco
• Adriana Real – adriana@oviedoteflcentre.com
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3. About the Course
• Input units
• Self-study component
• Teaching practice
– Classes
– Planning
– Observation
TOTAL: 145 hours (minimum)
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4. Input UNITS
 1 8 c o m p u l s o r y in p u t u n it s
 e a c h u n it c o n s is t s o f 3
s e s s io n s (7 5 ’)
 2 o p t io n a l in p u t u n it s (T K T -
EP)
T O T AL 7 5 h o u r s
 s e l f -s t u d y p a c k
T O T AL 4 5 h o u r s
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5. Teaching Practice
 C o m p u l s o r y (d iv id e d in t w o
l e v e l s ):
 6 h o u r s t e a c h in g p r a c t ic e +
 6 h o u r s p l a n n in g +
 3 h o urs feed bac k +
 2 as s es s ed les s o n
 C l a s s O B S E R V AT IO N
 O p t io n a l
 o n e m o r e h o u r T P , p l a n n in g a n d
feed back per level
 o n e m o r e l e v e l w it h 4 h r s T P , 4 h r s
p l a n n in g an d 2 h rs feed back + 1
mo re as s es s ed les s o n 5

6. Assessment
Minimum Requirements :
• 4 assignments 750 – 1500 words each
• 2 assessed teaching practice + lesson plans
• 2 observation forms,
• 4 lesson plans
• portfolio
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7. AWARENESS
THEORY SNAPSHOT
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8. GLOSSARY
• http://www.cambridgeesol.org/assets/pdf/tkt_gloss
http://www.cambridgeesol.org/assets/pdf/tkt_glos
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9. Methods and approaches
( source: Eugene McKendry)
METHOD
Approach Design
Procedure
(R ic h a r d s & R o d g e r s 1 9 8 5 :1 7 )
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10. Traditional
Methods and approaches
 Grammar Translation Method
 Direct Method
 Audiolingualism
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11. Methods and approaches
“Designer” Methods
• T h e S il e n t W a y
– C a l e b G a t t e g n o , E g y p t ia n - ~1 9 7 2
• W h e n G a t t e g n o s t u d ie d h im s e l f a s a l e a r n e r , h e r e a l is e d
t h a t o n l y a w a r e n e s s c a n b e e d u c a t e d in h u m a n s . H is
a p p r o a c h is t h e r e f o r e b a s e d o n p r o d u c in g a w a r e n e s s
r a t h e r t h a n p r o v id in g k n o w l e d g e .
• S u g g e s t o p e d ia
– G e o r g i L o z a n o v , B u l g a r ia n - ~1 9 7 1
• T h e in t e n d e d p u r p o s e o f S u g g e s t o p e d ia w a s t o e n h a n c e
l e a r n in g b y l o w e r in g t h e a f f e c t iv e f il t e r o f l e a r n e r s
• T P R - T o t a l P h y s ic a l R e s p o n s e
– Ja m e s As h e r , Am e r ic a n - ~1 9 6 6
• It l o o k s t o t h e w a y t h a t c h il d r e n l e a r n t h e ir n a t iv e
lan guage.
F r o m W ik ip e d ia
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12. Methods and approaches
• T h e w h o l is t ic Ap p r o a c h (C L L )
(C o m m u n it y L a n g u a g e L e a r n in g )
– Th e p e r s o n a s a w h o l e
• T h e C o m m u n ic a t iv e Ap p r o a c h
(C L T )
– N o t io n a l – F u n c t io n a l S y l l a b i
• T h e N a t u r a l Ap p r o a c h
– K r a s h e n , a c q u is it io n v s l e a r n in g ,
~1 9 8 0 12

13. TEACHING PENDULUM
GTM Silent Way
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14. ECLECTICISM
M a k in g d e c is io n s o n t h e b a s is
o f w h a t s e e m s b e s t in s t e a d o f
f o l l o w in g s o m e s in g l e
d o c t r in e o r s t y l e
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15. A Vision of K-12 Students Today
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16. LEARNER CHARACTERISTICS
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17. Source: The TKT Course, CUP. 2005
V is u a l s e e in g
Au d it o r y h e a r in g
K in a e s t h e l e a r n e r u s in g t h e b o d y
t ic s l e a r n w o r k in g w it h
Gr o u p bes t others
In d iv id u a l t h r o u g w o r k in g a l o n e
R e f l e c t iv h c o n s id e r in g
e c h o ic e s
r e s p o n d in g
Im p u l s iv e
im m e d ia t e l y
LEARNING STYLES
What kind of learner are you?
http://www.vark-learn.com/english/page.asp?p=visual
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18. Source: The TKT Course, CUP. 2005
LEARNING STRATEGIES
Repeating
Experimenting Guessing
Language
Learning
Strategies
Paraphrasing Asking
Recording Deciding
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19. LEARNER NEEDS
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20. How to meet learner needs
Choosing suitable:
materials level-of language-and-skills topics workload
ACTIVITIES approach-to-teaching treatment-of-
individual-learners skills interaction-patterns
feedback PACE language-and-skills learning-
strategies
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21. TEACHER’S ROLES
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22. A “JUG
AND MUG”
TEACHER
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23. Choose “A” or “B” or write “C”
if you believe you should be in between
A B
The syllabus, the exam,
I have all the information and the information are
here for us to share
It is my job to transmit I am not the fount of all
knowledge to you knowledge
I am responsible for your You are responsible for
learning your learning
I am here to facilitate
It is my job to make sure
your learning by providing
that you work
resources and support
As the adult, and the
professional, I have the I trust that you want to
expertise to make the learn and will take
right judgements and responsibility for your
decisions about your own learning
learning
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Source: Anita Szabo, CUP. 2000

24. Match, please
• Planner  Comforts learners when they are upset or unhappy
 Prepares and thinks through the lesson in detail before
• Informer teaching it so that it has variety and there are appropriate
activities for the different learners in the class
• Manager
 Makes sure all the learners are taking part in the activities
• Monitor  Can be used by the learners for help and advice
 Gives the learners detailed information about the language
• Involver
or about an activity
• Parent/Friend  Is able to recognise the cause of learners’ difficulties
 Goes around the class during individual, pair and group
• Diagnostician work activities, checking learning
• Resource  Organises the learning space, makes sure everything in the
classroom is running smoothly and sets up rules and
routines for behaviour
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25. CELTA BOOK
THE LEARNERS AND THEIR CONTEXTS
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26. CU NXT CLASS
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