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The candidate should be able to provide a thorough introduction to the theory and practice of teaching English to speakers of other languages. |
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General Objectives |
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The general objectives of the course require each student to be able to: |
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Demonstrate a general understanding of, and familiarity with, the world of teaching English to speakers to other languages including general terminology, the profession’s qualifications, further training options and career opportunities. |
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Demonstrate a good grasp and a basic understanding of the communicative approach to teaching English to speakers of other languages. |
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Write objectives and appropriate lesson plans. |
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TOTAL DURATION IN HOURS: 150 HOURS |
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| Unit 1 The World of ELT: |
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This unit gives information to candidates about the difference between TESOL /TEFL etc, the associations and organizations, finding employment, career opportunities. They will be able think innovatively and would be able to learn about all the different organizations and will be able to decide for themselves what type of organizations they would like to work with. |
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| Unit 2 Study Skills: |
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This unit gives them a clear description of how to plan and organize study time, the different ways that language is learned, the strategies and goals that define language teaching in the classroom and examines the ways that popular methodologies provide effective methods and techniques for teaching and learning an additional language in classrooms, note taking and filing, distance learning methodology and procedures. |
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| Unit 3 The Study of English: |
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| This unit give a clear and detailed description on Grammar topics with exercise and phonetics & phonology taking care of the pronunciations of Vowel and Consonant sound individually through explanation and with the help of classroom exercise |
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| Unit 4 The Teaching and Learning of English to Speakers of other languages (TESOL) |
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This unit considers the different innovative approaches to teaching skills of speaking, listening, reading and writing in an additional language; holistic, communicative, task-based, needs-based approaches; planning lessons and units of work; learning styles and strategies; literacy in an additional language and classroom implications; and materials and resources. Central to the course will be ways of thinking innovatively about changing language classrooms.
This would include activities on task based communicative activities, receptive and productive skills reading and listening materials, speaking and writing, role play, pair work and group work activities etc. |
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Unit 5 Phonetics: |
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| This unit will teach the learner how to pronounce the words correctly with the help of the phonetic symbols. It gives a clear description on the consonant and vowels sounds. |
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| Unit 6 Lesson Planning: |
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| This unit develops in the learner to plan lessons. In this unit the learners are taught to plan lessons with the help of activities and games that need to be done in that particular lesson. The learners are taught to divide the topics covered in that lesson mentioning how much time needs to be spent on that topic. This gives a clear idea of how to take a class with different types of learners. |
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| Unit 7 Lexis: |
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| This unit develops in the learner to develop vocabulary. In this unit learners are taught how to remember vocabulary and how to help their learners to develop their vocabulary. It enables a candidate to use vocabulary correctly. The learners are taught how to handle the students when they face a problem in learning and using vocabulary. |
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| Download our Sample Materials |
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| Module 1 | Module 2 | Module 3 | Module 4 | Module 5 | Module 6 | Module 7 |
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