TITC Teaching of English to Young Learners course.

• Target group

• This course is designed for practicing or intending teachers of English.
• It is assumed that participants will have completed some form of TEFL certificate training and that they intend to be able to specialize in the teaching of English to Young learners, now, or in the future.
• Participants are not expected to have any specific experience at this level.

• Objectives

• After the course participants should be able to:
• Discuss using standard industry terminology, the role of teaching English to Young Learners.
• Have an understanding of the general role of a Young Learner English teacher, in a variety of settings.
• Create a teaching syllabus. Have realistic ideas for individual lessons and how to deliver them to a range of target groups.
• Be aware of how to find or create teaching material.
• Be able to create and apply assessment procedures, pre-course, on-course and post course.
• Be aware of professional development opportunities.

• Structure

• The course has five units which aim to cover as many practical and theoretical aspects as possible within the time frame.
• The first unit is about teaching and learning, it follows a progression from general learning and child development theories, to language acquisition theories of both L1(native language) and L2 (second language).
• After adopting an approach to teaching, we will then consider the creation of the optimum learning environment and how this may change with the maturation of our students.
• Finally we look at the types of skills our students need to learn.
• In the second unit we look at how to develop a course, from first meetings and level testing, through a needs analysis and on to the design of a syllabus.
• Then we consider how and when to test the efficacy of our program.
• In the third unit we look at the type of material available, to aid the teaching process, how to source it and how to create it.
• The use of this material needs to be placed in the context of the learning environment, so we consider maintaining order in the classroom.
• In the fourth unit we will identify different learning strategies and show through real examples how they can be used in the classroom, in the form of actual lesson plans.
• The final unit considers your professional development. What can and should you do to keep your career on the move, how to structure a resume and apply for posts.
• Finally we look at some useful organizations and associations you can join.

Successful completion of this course results in the award of a Certificate in Teaching English to Young Learners (CTEYL).

Online Certification Course in
Teaching Young Learners US$250

TITC Business English course.

• Target group

• This course is designed for practicing or intending teachers of English.
• It is assumed that participants will have completed some form of TEFL certificate training and that they intend to be able to specialize in the area of Business English teaching now or in the future.
• Participants are not expected to have any formal business training.

• Objectives

• On completion of the course participants should be able to:
• Discuss using standard industry terminology the role of Business English teaching.
• Have an understanding of the general role of a Business English teacher in a variety of settings.
• Create a teaching syllabus based on evidential assessment of clients needs.
• Have realistic ideas for individual lessons and how to deliver them to a range of target groups.
• Be aware of how to find or create material for their teaching.
• Be able to create and apply assessment procedures pre-course, on-course and post course.
• Be aware of the opportunities available for further professional development.

• Structure

• The course has five units which aim to cover as many practical and theoretical aspects as possible within the time frame.
• In the first unit we look at the roles of both the teacher/facilitator and the learner/client.
• It covers how your clients are likely to be organized for teaching and the types of skills they will want and need from your teaching.
• The second unit takes you from first meetings with your client, through the process of level testing, needs analysis and syllabus design.
• It then gives methods and ideas for evaluating your clients pre-course, on course and post course, finally looking at how to structure an evaluation for your employer.
• The third unit covers the materials available for teaching Business English, including where to find them, or how to create them and how to organize them into formal lesson plans and ideas for delivery.
• The fourth unit looks at teaching themes around which you can construct your syllabus and teaching ideas, such as case studies, frameworking, games and computer-assisted language learning.
• The final unit looks at the Business English teaching world and aims to give practical help and advice on how to seek and apply for employment, some general rules for keeping that employment and many of the professional bodies you can join.

Successful completion of this course results in the award of a Certificate in Teaching Business English (CTBE).