King's Education - Teacher Training Brochure

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New Zealand

King’s Certifi cate in TEIL (TESOL)NZQA Approved, Level 5 Certifi cate

Week 1 Introduction to teaching English language (2 days) Specifi c ideas and background to language preparation of lesson plans (2 days) Trainees’ presentations on lesson plans (1 day)

Week 2 Observing experienced teachers teach at King’s Education (1 day) Preparing lesson plans (2 days) Mini-lessons – Peer teaching practice (1 day) Feedback & Discussion (1 day)

Week 3 Use of resources for language teaching in lesson plans (1day) Videoed teaching practice on site to student groups (3 days) Feedback & Discussion (1 day)

Week 4 Advanced planning and preparing a sequence of lessons (2 days) How to select resources and materials (1 day) Observing ESOL teachers in secondary schools (1 day) Observation Feedback & Discussion (1 day)

Week 5 Managing the teaching and learning process (1 day) Classroom management (1 day) Videoed teaching practice to student groups (2 days) Feedback Discussion (1 day)

Week 6 Assessment & Evaluation (1 day) Evaluation as a process (1 day) Teaching practice to student groups (1 day) Evaluation of videoed lessons (2 days)

2010 Course Dates

Start Date Finish Date

17th May 25th June

5th July 13th August

23rd August 1st October

11th October 19th November

29th November 7th January

Six weeks full time

Practical Sessions Summary

Lia is a Senior Teacher and Teacher Trainer at King’s. She has trained teachers in Romania and Europe and has presented several workshops during her vast teaching career. A Researcher at the Institute for Educational Sciences and National Trainer for Romania, Lia was also one of the founders of the Reform of the Education System in Romania. Lia has taught all levels and age groups, from beginners to advanced and from children to adults. In the last 2 years Lia has specialized in English for Specifi c Purposes (ESP/Occupational English Test) and has developed an extensive bank of resources for the Preparation of the OET course at King’s. For this course. Lia will be teaching Methodology, Grammar for Teachers, Language Systems and Lesson Planning.

Elsa Torres de Frood, was born in Peru and is a New Zealand registered high school teacher. Her teaching career began in Gisborne high schools in 1987. For the last 17 years, she has been teaching ESOL. In 2007 she was appointed Teaching Fellow at the University of Otago. Elsa has taught all levels, including examination classes and teacher training. Elsa is a keen linguist who studied Italian, French, English and Quechua an Amerindian language spoken by the indigenous people of South America. Elsa is interested in bilingual education, high school preparation and using technology in the ESL classroom. For this course, Elsa will be teaching Lexicology, Language Assement and Evaluation and the Teaching Knowledge Test – TKT.

TEIL Tutor Profi les

Elsa Torres de FroodTEIL Course TutorBA English (Peru), Dip TEFLA (US) PGDip SLT (NZ) Dip Tchng (NZ)

Lia HarcaTEIL Course CoordinatorBA English Language & Philosophy, Dip Tchng, Certifi ed Teacher Trainer (British Council)

* or equivalent King’s English Assessment score.

Is English your native language?

Do you meet the Teacher Training Course entry requirements of an average IELTS score of 4.5? *

Study General English at King’s to meet entry requirements.

Study Teacher Training course at King’s.

Gain a level 5 certifi cate. Gain IELTS 5.5.

Become a teacher of English as a Second Language.

YES

NO

YES

NO

Teacher Training Pathways

Note: Entry subject to approval by Immigration New Zealand.

Detailed Course ContentWeek 1 - Modules 1 & 2

Monday Tuesday Wednesday Thursday Friday

am Awareness• Introduction 1.0• Topics: 2.0 - 4.0

Awareness• Topics: 5.0 - 7.0

Engaging & Managing the Students• Learning and teaching styles - teacher’s roles - oral presentations• Learning contexts -discussion / explanation

Engaging & Managing the Student• Varieties of English practice• Needs analysis

Awareness• Lexis: Corpus - Corpora

Awareness• Word building

Awareness• How to teach vocabulary

Engaging & Managing the Students• Classroom observation

Awareness• The semantic relationship between words


pm Engaging & Managing the Students• Characteristics of good teachers• Interviews to fi nd the students background• Learning and teaching styles - oral presentations

Engaging & Managing the Students• Multilingualism & teaching• Debate

Practice • Learners profi les• Group work: Interviewing skills• Needs analysis: chart completion

Practice • Oral presentations - dia-grams• Learning journal


Practice• Functional and thematic vocabulary lists• Teaching vocabulary exercises

Practice• Student worksheets• Vocabulary teachingactivities - oral presentations• Planning a vocabulary teaching activity

Practice• Mini-teaching session / simulations

Practice• Teaching vocabulary / team teaching / real class activities

Practice• Teaching vocabulary - self evaluation presentations• Enhancing teaching vocabulary activities

Week 2 - Module 2

am Awareness• Form and meaning

Awareness• Tense and aspect

Awareness• The category of voice• Gender• Number

Awareness• How to teach grammar communicatively

Engaging & Managing the Students• Classroom Observation

Practice• Mini-teaching / simulations

Awareness• Phonetics and phonology


Awareness• How to teach pronounciation


pm Engaging & Managing the Students• Classroom observation

Practice• Teaching grammar - exercises - group work with OHP presentations


Practice • Student worksheets•Teaching grammar activities - oral presentations - planning a grammar lesson

Practice• Teaching grammar - real class activity

Practice• Teaching grammar - self evaluation• Enhancing teaching grammar

Awareness• Understanding & drawing sound diagrams•Minimal pairs for sound diagrams

Practice• Teaching phonetics and phonology - sound diagrams, minimal pairs, sentence stress, intonation

Awareness• How to improve pronouciation (songs, videos and fi lms)

Practice• Teaching phonetics and phonology - exercises and activities - OHP presentations

Week 3 - Modules 2 & 3

am Engaging & Managing the Students• Classroom observation

Practice• Phonetics and phonology - student worksheets• Planning a pronunciation lesson or activity

Awareness• Language skills and sub-skills


Awareness• The listening skills mini-lecture


Awareness• Procedures designed to develop the listening competence• How to teach listening activities

Engaging & Managing the Students• Problems with the listening material - how to deal with them

Awareness• Procedures designed to develop the listening competence• How to teach listening - lessons

Engaging & Managing the Students• Listening mind mapping

pm Practice• Mini-teaching/simulations

Practice• Teaching pronunciation - self evaluation• Enhancing teaching pronunciation

Awareness• Language skills integration

Practice• Oral presentation - posters, skill integration

Awareness• Procedures designed to develop the listening competence

Practice• Planning listening activities

Practice• Micro-teaching session / presentation (lower levels)

Practice• Teaching listening - self evaluation

Practice• Micro-teaching session / presentation (upper levels)

Practice• Project work• Learning log

Week 6 - Modules 4, 5 & 6

am Awareness

• Three models of lesson planning• Objectives• Ignitions/starters/warmers• Active methodology

Engaging & Managing the Students• Planning teaching activities• Visuals• Classroom observation• Feedback

Awareness• Unit planning• Assessment techniques and tools• Working with teaching equiptment

Practice• Producing unit plans - oral presentations & group discussions• Micro-teaching / simulation giving feedback

Awareness• Teacher’s role in classroom management; students’ role in classroom environment• Starting strategies

Engaging & Managing the Students • Engaging and maintaining attention• Organising interaction• Classroom observation

Practice• Observation - Christchurch Girls High


Engaging & Managing the Students• Prompting learners• Grading students• Adapting resources for use in the classroom

Engaging & Managing the Students• Task-based activities• Feedback• Teaching with video presentations

pm Practice• Producing lesson plans - oral presentations

Practice• Oral presentations• Project presentationsa) writing exercisesb) visuals

Practice• Teaching using different lesson plans • Presentation of portfolios • Presentation of projects

Practice• Teaching - self evaluation• Evaluating & transforming lesson plans• Games and activities

Awareness• Grouping techniques• Evaluating students work in groups

Practice • Identifying lesson aims• PPP/TBL project work portfolio and learning journal



Practice• Micro-teaching• Practise teaching with video/simulations• Story telling• Peer feedback on story telling

Practice• Evaluation of portfolios• Evaluation of project

Week 5 - Modules 3 & 4

am Awareness• Reading for communication•A methodological model for the teaching of receptive skills

Practice• Micro-teaching / simulations• Oral presentations

Awareness• Writing and speaking• Getting the students to practice language items in writing

Engaging & Managing the Students•Classroom observation

Awareness• Correcting written work - errors• Written work - assessment and evaluation• Bands of descriptors


Awareness• How to teach writing

Practice• Teaching writing activities / posters• Producing writing activities• Planning writing activities•Micro-teaching

Awareness•Teaching as decision making - the syllabus, identifying components of a lesson, instructional methods

Awareness• Teaching resources• Instructional models• Lesson planning• Teacher directed lesson• Student centred lesson

pm Practice• Teaching a reading lesson / real class activity

Practice• Teaching reading - self evaluation - improving teaching reading• Using project-work to develop reading

Awareness• Communicative writinga) relaying instructionsb) reports & advertisementsc) co-operative writingd) notes, letters, journals, creative writing compositions

Practice•Producing an error correction template / errors typical for students of certain countries•Clarrifying errors


Practice• Error correction / practical activity• Assessing and evaluating written work•Bands of descriptors

Practice• Teaching writing / real class activity

Practice• Teaching writing - self evaluation• Improving teaching writing - project and portfolio

Engaging & Managing the Students• Lesson plans - debates,oral presentations, posters • Assessment & evaluation - group work

Engaging & Managing the Students• Giving feed-back• Planning teaching activities

Week 4 - Module 3

Monday Tuesday Wednesday Thursday Friday

am Awareness• Characteristics of spoken English - importance of context• Socratic questioning


Awareness• Techniques designed to develop oral interaction• Techniques designed to develop oral communicationfunctions of the language


Awareness• Techniques designed to develop oral communication- problem solving - debates - personalisation - simulation

Practice• Planning speaking lessons• Micro- teaching session / simulation peer feedback

Awareness• Differences between listening and reading• Reading materials• Exposure to reading• Dealing with slow readers


Awareness• Reading for - continuing expectations- extracting information- general understanding- detailed comprehension


pm Awareness• Techniques and materials designed for oral practice• Fluency in communication

Practice• Speaking activities - benefi ts and disadvantages• Integrating speaking• Planning speaking lessons


Practice• Planning a speaking lesson• Dialogue based activities

Practice• Teaching session / real class activity

Practice• Teaching speaking - self evaluation• Improving teaching speaking

Awareness• Reading - silent vs aloud• Reasons for reading

Practice• Reading activities benefi ts and disadvantages• Integrating reading in communication• Planning a reading activity


Practice•planning a reading activity•Text based activities

What should you bring to the course?

Course Fees

• A4 lined paper• Pens• Items for making visual aids, eg magazine pictures, scissors, coloured pens• Other useful stationery would be: coloured cards and paper, blu tack, OHP non permanent pens, whiteboard pens, sellotape, paper clips, dividers, plastic sleeves and an A4 Lever Arch Folder.

You will need to budget for any personal photocopying and for any laminating of materials you may wish to do.

The 6 week full-time course costs NZ $2,700 ($450 per week)

Activity Start Time Finish Time

Period one 9.00 am 10.30 am

Morning tea break 10.30 am 10.45 am

Period two 10.45 am 12.15 pm

Lunch break 12.15 am 12.45 pm

Period three 12.45 am 2.15 pm

Afternoon tea break 2.15 pm 2.30 pm

Period four 2.30 pm 4.00 pm

Daily Timetable Monday to Friday

King’s Education Study OptionsKing’s NEW Level 5 intensive 6 and 12 week programmes for new teachers of English as a second language will equip you with the skills and knowlege needed to e an effective teacher of English to international students.

King’s Certifi cate in Teaching English as anInternational Language

6 Week course (Level 5)

• Learning contexts

• Basic concepts

• Lesson and resource planning

• Interactive learning

• Identifying teaching skills

• Practical teaching experience

King’s Certifi cate in Teaching English as an International Language (Advanced) + IELTS Combo

12 Week course (Level 5)Available for those seeking a more indepth look at teaching English as an international language. This course combines both the TEIL certifi cate and King’s IELTs preparation course to help you to improve your IELTS English level at the same time.

By the end of the course graduates will develop useful skills and have a clear understanding of:

This course provides an indepth look at teaching English as an international language with emphasis on practical learning. The course involves King’s Trainees observing and taking English classes, allowing for greater skill development and teaching practice.

the very best in education, facilities and student support services.

You can expect the best at Kings,

King’s Education LimitedCorner Madras and Cashel Streets, Level 3 CTV Building, 249 Madras Street, Christchurch, New Zealand

Phone: +64 3 962 7390 Fax: +64 3 962 7447 Email: [email protected]

Our courses have been approved by the New Zealand Qualifi cations Authority (NZQA).We are a signatory to the “Code of Practice for the Pastoral Care of International Students” - Ministry of Education.

www.kingseducation.co.nz

King’s Education is located just a short walk to Christchurch’s city centre and its attractions.

Arts Centre

Public Library

MuseumArt Gallery

Gardens & Parks

TEIL Course Cost: 6 Weeks $2,700 ($450 per week)12 Weeks $4,920 ($410 per week)

“Welcome to King’s Education. We hope that you will find your time with us memorable and rewarding. We look forward to seeing you successfully reaching your goals.”

- Brian Taylor, Managing Director

• FREE bilingual speaking counsellors

• FREE academic course planning advice

• FREE assistance with immigration enquiries

• FREE airport pick-up for homestay students

• FREE computer and internet access

• FREE weekly King’s English Assessment (KEA) - IELTS-based

• FREE weekly activities, which may include: horse-riding, cooking, gondola ride, cultural experience, boating on the Avon River.

Shopping

Transportation Asian Food Court

Documents

King's Education - Teacher Training Brochure