This course is designed to train students in the use of methods, skills and techniques applied in the teaching of English as a foreign language to adult students or secondary school learners. Particular emphasis is given to the teaching of the communicative skills of speaking and listening and reading and writing of the English language.
Prerequisites:
None
Learning outcomes:
By the end of the course, students are able to:
Plan lessons and activities that will allow learners to improve English proficiency.
Develop an awareness of the specific needs of non-English-speaking students when learning English as a foreign language
Create an inclusive classroom climate that acknowledges the needs of diverse learners.
Assist learners throughout each step of the process of language acquisition.
Method of presentation:
Lectures, discussions of weekly readings, individual and group in-class activities such as lesson planning and field observation, oral presentations
Required work and form of assessment:
Active Participation in class (20 %): Students are required to complete the assigned readings by the date posted in the course schedule. In-class assignments such as small group activities, response paragraphs, etc., will also be regularly scheduled and graded.
Written classroom observations (20 %): Students will watch English language classes for 12 hours. Based on their observations, they will complete individual forms that analyze each session.
Preparation of classroom activities (20 %): The instructor of this seminar will grade three plans for in- class activities: one oral presentation, one listening activity and a reading comprehension activity.
Teaching sessions (20 %): The in-site internship supervisor will assign a grade based on three classes delivered individually.
Final Exam (20 %): Final exam will consist of an in-class preparation of a lesson plan for 1 hour and 30 minutes class.
content:
Class 1: Reflecting about Teaching and Learning
Why do people learn a foreign language? Success in language learning. Motivational differences. Views on language learning. Learning strategies.
Weekly readings:
Willis, Jane, “Language learning: Creating the best environment”. In A Framework for Task-Based Learning. Essex: Longman Ltd., 1996, chapter 1, pp. 3-21.
Harmer, Jeremy, “Why do people learn languages?”. In The Practice of English Language Teaching. Addison Wesley Publishing Company, 1st edition, 1991, chapter 1, pp. 1-9.
Harmer, Jeremy, “The world of English”. In The Practice of English Language Teaching. Addison Wesley Publishing Company, 4th edition, 2007, chapter 1, pp. 1-11.
Thornbury, S. and Watkins, P., “Who are the learners”. In The CELTA Course Trainee Book. Cambridge: Cambridge U. Press, 2007, chapter 1, pp 6-8.
Material for the class:
Thornbury, S. and Watkins, P., “Who are the learners”. In The CELTA Course Trainee Book. Cambridge: Cambridge U. Press, 2007, chapter 1, pp 6-8.
Thornbury, S. and Watkins, P., “Who are the learners”. In The CELTA Course Trainer’s Manual. Cambridge: Cambridge U. Press, 2007, chapter 1, pp 7-10.
Class 2: Language Learning: Creating the Best Environment
Four conditions for Language learning: Exposure, use, motivation, instruction. What teachers should know before teaching: the job, the institution and the students. Kinds of learners: Visual, kinesthetic, tactile, auditory, individual and group.
Weekly readings:
Harmer, J., “Describing learning contexts”. In The Practice of English Language Teaching, 4th edition, chapter 7, pp. 121-135.
Material for the class:
Thornbury, S. and Watkins, P., “Motivating learners”. In The CELTA Course Trainee Book. Cambridge: Cambridge U. Press, 2007, chapter 20, pp 86-90.
Thornbury, S. and Watkins, P., “Motivating learners”. In The CELTA Course Trainer’s Manual. Cambridge: Cambridge U. Press, 2007, chapter 20, pp 88-90.
Class 3: The Lesson
The structure of a language lesson: opening, sequencing, pacing, closure. How does the learner deal with the learning process? Learning strategies. Learning to learn. ”Who are the learners”
Weekly readings:
Richards, J. and Lockhart, C., “The structure of a language lesson”. In Reflective Teaching in Second Language Classrooms, Cambridge, 1996, chapter 6, pp. 113-137.
Arnold, Jane. “How does the learner deal with the process of learning?”. In Affect in Language Learning, New York: Cambridge U. Press, 1999, chapter 7, pp. 143-166.
Material for the class:
Thornbury, S. and Watkins, P., “Learners as individuals”. In The CELTA Course Trainee Book. Cambridge: Cambridge U. Press, 2007, chapter 2, pp 9-12.
Thornbury, S. and Watkins, P., “Learners as individuals”. In The CELTA Course Trainer’s Manual. Cambridge: Cambridge U. Press, 2007, chapter 2, pp 11-14.
Class 4: In the Classroom
Use of the blackboard: organization, writing and drawing on the blackboard. Use of the tape recorder: pre-listening, task, exploiting material Use of TV and video: preview, viewing, follow-up, exploiting material. Use of the class book and workbook. Song Activity Booklet.
Weekly readings:
Harmer, Jeremy, “Equipment in the Classroom”. In How to Teach English. Addison Wesley Longman, 1998, pp. 177-185.
Harmer, J., “Teaching with video”. In The Practice of English Language Teaching, 4th edition, chapter 20, pp. 282-294.
Oxenden, Clive and Christina Latham-Koenig, New English File Teacher’s Book. Oxford University Press, 2004, pp. 205-212, 220, 222-228.
Material for the class:
Thornbury, S. and Watkins, P., “Choosing and using teaching resources”. In The CELTA Course Trainee Book. Cambridge: Cambridge U. Press, 2007, chapter 26, pp 115-119.
Thornbury, S. and Watkins, P., “Choosing and using teaching resources”. In The CELTA Course Trainer’s Manual. Cambridge: Cambridge U. Press, 2007, chapter 26, pp 111-114.
Class 5: Learners and Teachers
Describing learners: age, differences, styles, levels. The teacher’s role: controller, assessor, organiser, prompter, tutor and participant, observer, resource. Which role and when. Teacher/student relation. Facilitation in Language Teaching.
Weekly readings:
Harmer, J., “Describing learners” and “Describing teachers”. In The Practice of English Language Teaching, 4th edition, chapters 5-6, pp. 81-120.
Scrivener, Jim, “Three kinds of teacher”. In Learning Teaching, Macmillan Heinemann, 1994, chapter 1, pp. 6-8.
Underhill, Adrian, “Facilitation in language teaching”. In Affect in Language Learning, chapter 8, pp. 125-141.
Material for the class:
Thornbury, S. and Watkins, P., “Presenting vocabulary”. In The CELTA Course Trainee Book. Cambridge: Cambridge U. Press, 2007, chapter 5, pp 20-24.
Thornbury, S. and Watkins, P., “Presenting vocabulary”. In The CELTA Course Trainer’s Manual. Cambridge: Cambridge U. Press, 2007, chapter 5, pp 23-28.
Class 6: Working with People
How to deal with difficult problems and situations. Preventing and reacting to problems. Disruptive behaviour: causes and action.
Weekly readings:
Harmer, J., “Managing for success”, In The Practice of English Language Teaching, 4th edition, chapter 9, pp. 153-160.
Scrivener, J., “An introduction to classroom management”. In Learning Teaching, chapter 2, pp. 9-19.
Material for the class:
Thornbury, S. and Watkins, P., “Practising new language”. In The CELTA Course Trainee Book. Cambridge: Cambridge U. Press, 2007, chapter 8, pp 34-38.
Thornbury, S. and Watkins, P., “Practising new language”. In The CELTA Course Trainer’s Manual. Cambridge: Cambridge U. Press, 2007, chapter 8, pp 37-41.
Class 7: Popular Methodology
Approaches, methods, procedures and techniques. Audio-lingual. Presentation, practice and production. The communicative approach. Task-based learning. Humanistic Teaching. The Lexical Approach.
Weekly readings:
Harmer, J., “Popular methodology”. In The Practice of English Language Teaching, 4th edition, chapter 4, pp. 63-80.
Material for the class:
Thornbury, S. and Watkins, P., “Alternative approaches to lesson design”. In The CELTA Course Trainee Book. Cambridge: Cambridge U. Press, 2007, chapter 18, pp 79-82.
Thornbury, S. and Watkins, P., “Alternative approaches to lesson design”. In The CELTA Course Trainer’s Manual. Cambridge: Cambridge U. Press, 2007, chapter 18, pp 80-83.
Class 8: The Four Skills (I)
Speaking, listening, reading and writing. How we read and listen. Problems and solutions: language, topic and genre, comprehension tasks, negative expectations.
Weekly readings:
Harmer, J., “Teaching language skills”, “Reading”, “Listening”. In The Practice of English Language Teaching, 4th edition, chapter 16-18, pp. 265-311.
Material for the class:
Thornbury, S. and Watkins, P., “Developing Listening skills” and “Developing Reading skills”. In The CELTA Course Trainee Book. Cambridge: Cambridge U. Press, 2007, chapters 10, 11, pp 43-51.
Thornbury, S. and Watkins, P., “Developing Listening skills” and “Developing Reading skills”. In The CELTA Course Trainer’s Manual. Cambridge: Cambridge U. Press, 2007, chapters 10, 11, pp 47-55.
Class 9: The Four Skills (II)
Structuring discourse, following rules, interacting with an audience. Dealing with difficulty. Problems and solutions: language, topic and genre. Recognition and production.
Weekly readings:
Harmer, J. “Writing”, “Speaking”. In The Practice of English Language Teaching, 4th edition, chapter 19-20, pp. 323-353.
Scrivener, J., “Speaking”. In Learning Teaching, chapter 6, pp. 59-72.
Material for the class:
Thornbury, S. and Watkins, P., “Developing Speaking skills”. In The CELTA Course Trainee Book. Cambridge: Cambridge U. Press, 2007, chapter 13, pp 56-60.
Thornbury, S. and Watkins, P., “Developing Speaking skills”. In The CELTA Course Trainer’s Manual. Cambridge: Cambridge U. Press, 2007, chapter 13, pp 59-62.
Class 10: Mistakes and feedback
Why do students make mistakes? Feedback on oral work. Feedback on written work. Students assessing themselves. Fluency and Accuracy.
Weekly readings:
Harmer, J., “Mistakes and feedback”. In The Practice of English Language Teaching, 4th edition, chapter 8, pp. 137-152.
Scrivener, J., “Toolkit 1: Classroom options, skills and techniques”. In Learning Teaching, chapter 8, pp. 108-113.
Material for the class:
Thornbury, S. and Watkins, P., “Error Correction”. In The CELTA Course Trainee Book. Cambridge: Cambridge U. Press, 2007, chapter 9, pp 39-42.
Thornbury, S. and Watkins, P., “Error Correction”. In The CELTA Course Trainer’s Manual. Cambridge: Cambridge U. Press, 2007, chapter 9, pp 42-46.
Class 11: Classroom options, skills in teaching and techniques
Seating arrangements. Giving instructions. Eliciting. Time lines. Communicative activities. Word games. Pair work and group work.
Weekly readings:
Scrivener, J., “Toolkit 1: Classroom options, skills and techniques”. In Learning Teaching, chapter 8, pp. 93-107.
Material for the class:
Thornbury, S. and Watkins, P., “Classroom management”. In The CELTA Course Trainee Book. Cambridge: Cambridge U. Press, 2007, chapter 4, pp 15-19.
Thornbury, S. and Watkins, P., “Classroom management”. In The CELTA Course Trainer’s Manual. Cambridge: Cambridge U. Press, 2007, chapter 4, pp 19-22.
Class 12: Learner Autonomy
The Autonomous Learner. Learner autonomy. Giving Learners responsibility. Self-evaluation.
Weekly readings:
Lowes, Ricky; Target, Francesca, “Introduction”, “Giving learners responsibility”, “Self- evaluation”. In Helping students to Learn. Richmond Publishing, 2000, chapters 1, 12-13, pp. 5- 11, 69-77.
Material for the class:
Thornbury, S. and Watkins, P., “Teaching different levels”. In The CELTA Course Trainee Book. Cambridge: Cambridge U. Press, 2007, chapter 21, pp 91-96.
Thornbury, S. and Watkins, P., “Teaching different levels”. In The CELTA Course Trainer’s Manual. Cambridge: Cambridge U. Press, 2007, chapter 21, pp 91-94.
Class 13: Learning teaching
Teacher development. Feedback and reflection. The autonomous learner.
Weekly readings:
Scrivener, J., “Learning teaching”. In In Learning Teaching, chapter 12, pp. 195-200
Harmer, J., “What teachers do next”. In The Practice of English Language Teaching, 4th edition, chapter 24, pp. 410-428.
Material for the class:
Thornbury, S. and Watkins, P., “Professional development and finding a job”. In The CELTA Course Trainee Book. Cambridge: Cambridge U. Press, 2007, chapter 40, pp 174-176.
Thornbury, S. and Watkins, P., “Professional development and finding a job”. In The CELTA Course Trainer’s Manual. Cambridge: Cambridge U. Press, 2007, chapter 40,
Brief Biography of Instructor:
Florencia Sosa D’Este is an instructor of English as a Foreign Language. She has been teaching English as a foreign language to adults for more than twenty years in some of the most prestigious language institutes of Buenos Aires. Her specialization is the analysis of teaching methodologies.
Esl Teaching Internship
This course is designed to train students in the use of methods, skills and techniques applied in the teaching of English as a foreign language to adult students or secondary school learners. Particular emphasis is given to the teaching of the communicative skills of speaking and listening and reading and writing of the English language.
None
By the end of the course, students are able to:
Lectures, discussions of weekly readings, individual and group in-class activities such as lesson planning and field observation, oral presentations
Class 1: Reflecting about Teaching and Learning
Why do people learn a foreign language? Success in language learning. Motivational differences. Views on language learning. Learning strategies.
Weekly readings:
Material for the class:
Class 2: Language Learning: Creating the Best Environment
Four conditions for Language learning: Exposure, use, motivation, instruction. What teachers should know before teaching: the job, the institution and the students. Kinds of learners: Visual, kinesthetic, tactile, auditory, individual and group.
Weekly readings:
Material for the class:
Class 3: The Lesson
The structure of a language lesson: opening, sequencing, pacing, closure. How does the learner deal with the learning process? Learning strategies. Learning to learn. ”Who are the learners”
Weekly readings:
Material for the class:
Class 4: In the Classroom
Use of the blackboard: organization, writing and drawing on the blackboard. Use of the tape recorder: pre-listening, task, exploiting material Use of TV and video: preview, viewing, follow-up, exploiting material. Use of the class book and workbook. Song Activity Booklet.
Weekly readings:
Material for the class:
Class 5: Learners and Teachers
Describing learners: age, differences, styles, levels. The teacher’s role: controller, assessor, organiser, prompter, tutor and participant, observer, resource. Which role and when. Teacher/student relation. Facilitation in Language Teaching.
Weekly readings:
Material for the class:
Class 6: Working with People
How to deal with difficult problems and situations. Preventing and reacting to problems. Disruptive behaviour: causes and action.
Weekly readings:
Material for the class:
Class 7: Popular Methodology
Approaches, methods, procedures and techniques. Audio-lingual. Presentation, practice and production. The communicative approach. Task-based learning. Humanistic Teaching. The Lexical Approach.
Weekly readings:
Material for the class:
Class 8: The Four Skills (I)
Speaking, listening, reading and writing. How we read and listen. Problems and solutions: language, topic and genre, comprehension tasks, negative expectations.
Weekly readings:
Material for the class:
Class 9: The Four Skills (II)
Structuring discourse, following rules, interacting with an audience. Dealing with difficulty. Problems and solutions: language, topic and genre. Recognition and production.
Weekly readings:
Material for the class:
Class 10: Mistakes and feedback
Why do students make mistakes? Feedback on oral work. Feedback on written work. Students assessing themselves. Fluency and Accuracy.
Weekly readings:
Material for the class:
Class 11: Classroom options, skills in teaching and techniques
Seating arrangements. Giving instructions. Eliciting. Time lines. Communicative activities. Word games. Pair work and group work.
Weekly readings:
Material for the class:
Class 12: Learner Autonomy
The Autonomous Learner. Learner autonomy. Giving Learners responsibility. Self-evaluation.
Weekly readings:
Material for the class:
Class 13: Learning teaching
Teacher development. Feedback and reflection. The autonomous learner.
Weekly readings:
Material for the class:
Florencia Sosa D’Este is an instructor of English as a Foreign Language. She has been teaching English as a foreign language to adults for more than twenty years in some of the most prestigious language institutes of Buenos Aires. Her specialization is the analysis of teaching methodologies.