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
Engaging & Managing the Students• Classroom observation
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
Engaging & Managing the Students• Classroom observation
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
Engaging & Managing the Students• Classroom observation
Awareness• How to teach pronounciation
Engaging & Managing the Students• Classroom observation
pm Engaging & Managing the Students• Classroom observation
Practice• Teaching grammar - exercises - group work with OHP presentations
Engaging & Managing the Students• Classroom observation
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
Engaging & Managing the Students• Classroom observation
Awareness• The listening skills mini-lecture
Engaging & Managing the Students• Classroom observation
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
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• Observation - Christchurch Girls High
Practice• Observation - Christchurch Girls High
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
Engaging & Managing the Students• Classroom observation
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
Engaging & Managing the Students• Classroom observation
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
Engaging & Managing the Students• Classroom observation
Awareness• Techniques designed to develop oral interaction• Techniques designed to develop oral communicationfunctions of the language
Engaging & Managing the Students• Classroom observation
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
Engaging & Managing the Students• Classroom observation
Awareness• Reading for - continuing expectations- extracting information- general understanding- detailed comprehension
Engaging & Managing the Students•Classroom observation
pm Awareness• Techniques and materials designed for oral practice• Fluency in communication
Practice• Speaking activities - benefi ts and disadvantages• Integrating speaking• Planning speaking lessons
Engaging & Managing the Students• Classroom observation
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
Engaging & Managing the Students•Classroom observation
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
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