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TESOL courses detailed syllabus
This page presents the detailed course syllabus. A brief summary overview is also available.
The TESOL-direct TESOL course is expected to provide 160 hours of study but you can work at your own pace.
Module 1
Unit 1 - Language Teaching, Language Learning
- Introduction
- Language Teaching
- Grammar-Translation Method
- The Direct Method
- The Audio-lingual Method
- The Functional Approach
- The Communicative Approach
- Task-based learning
- Conclusions
- Language Learning
- Motivation
- Language learning strategies
- The 'good' learner
- Feedback on the tasks
Unit 2 - Working in the Classroom
- Introduction
- Focus on the Teacher and Learner
- 'Good' teachers
- The students' and teacher's expectations
- Interaction
- Group work and pair work
- Focus on the Classroom
- Seating
- Your resources
- Displays
- The class library
- Gestures
- A general pattern of learning
- Focus on practical skills for the classroom
- Giving instructions
- Error correction in the classroom
- Course books as a basis for your work
- Board work
- Useful teaching tips
- Feedback on the tasks
Unit 3 - Language Awareness
- Introduction
- What is grammar?
- Grammar in language learning
- Learning the grammar of our native language
- Thinking about grammar
- The basic units of grammar
- Linguistic levels
- The structure of English sentences
- Word classes
- Analysing language
- The form
- The meaning
- Feedback on the tasks
Unit 4 - Issues in Presenting Language
- Introduction
- When to present a new piece of language
- Grading language
- What to present
- Content of presentations
- Grammatical structures - form and meaning
- How to present a new piece of language
- The presentation stage of the lesson
- Effective presentations
- Techniques
- Explanation
- Elicitation
- Discovery learning
- Practical classroom techniques for presentations
- Feedback on the tasks
Module 2
Unit 5 - Speaking
- Introduction
- Speaking and writing
- The basic building blocks of speech
- The sounds of English
- The phonemic chart for English
- The consonants
- The vowels
- The diphthongs
- Word stress
- Indicating stress
- Stress rules for English
- Elements in connected speech
- Sentence stress
- The features of connected speech
- Intonation
- Speaking in the classroom
- Getting the students to talk
- Give the students a reason to talk
- Some points about pronunciation
- Practice drills
- Some more communicative activities
- What is the teacher's role?
- Feedback on the tasks
Unit 6 - Listening
- Introduction
- An important skill
- Differences between listening and reading
- There's listening, and then there's listening
- Clues to understanding
- Listening and responding
- The objectives of a programme of listening practice
- Characteristics of listening passages
- Developing the sub-skills of listening
- General listening
- Listening for specific information
- Listening for the message
- Following instructions
- Predicting
- Methods of developing your students' listening skills
- Questions and answers
- Short dialogues
- Short passages
- Re-ordering information
- Information transfer
- Using humour to develop listening skills
- Dictation
- Jig-saw listening
- Feedback on the tasks
Unit 7 - Reading
- Introduction
- Intensive and extensive reading
- Attitudes to reading
- Reading for a purpose
- Reading skills
- Skills related to understanding
- Intensive reading
- Before-reading activities
- While-reading activities
- Intensive reading: the class reader
- Selecting the reader
- Preparing to read
- Who does the reading?
- While-reading activities
- Extensive reading - class library books
- Feedback on the tasks
Unit 8 - Writing
- Introduction
- Types of writing
- The mechanics of writing
- Sentences and paragraphs
- Punctuation
- Spelling
- Integrate the four language skills
- Controlled and guided writing
- Controlled writing practice
- Guided writing practice
- Marking
- Feedback on the tasks
Module 3
Unit 9 - Lesson Planning
- Introduction
- Lesson planning and variety
- Lesson headings
- Lesson steps and lesson activities
- How much time will planning take?
- Sample lesson plans
- Timing
- Sitting down to plan
- Other approaches to lesson planning
- ARC
- Task-Based Learning
- Problems with PPP
- Feedback on the tasks
Unit 10 - Teaching Vocabulary
- Introduction
- Focus on vocabulary
- What is a word?
- Selecting the vocabulary
- Productive and receptive vocabulary
- Idiom, metaphor and similes
- Word formation
- Words in context
- Using dictionaries and keeping a vocabulary record
- Focus on teaching vocabulary
- Developing the students' vocabulary skills
- Feedback on the tasks
Unit 11 - Practical Language Activities
- Introduction
- Word games and activities
- Picture games
- Group/class games
- Role play
- General activities
Unit 12 - Testing in the Classroom
- Introduction
- An introduction to testing
- The environment
- Why is the testing being conducted?
- Test types
- Formative tests
- Summative tests
- Norm-referenced and criteria-referenced tests
- What language skills are being tested?
- Getting the balance right
- Objective and subjective questions
- Correctness vs. appropriateness
- Stages in the development of a test
- Designing the questions
- Testing vocabulary
- Testing grammar
- Testing writing
- Testing reading comprehension
- Testing speaking
- Testing listening
- Feedback on the tasks
- Teaching around the world
