Indirect Questioning

  Mohamed from Morocco is living in Germany and has completed an ITTT TEFL course. In his TEFL review Mohamed explains how despite already having several years experience as an English teacher in China, he still found that he benefited from the course many different ways. Below you can read feedback from an ITTT graduate regarding one section of their online TEFL certification course. Each of our online courses is broken down into concise units that focus on specific areas of English language teaching. This convenient, highly structured design means that you can quickly get to grips with each section before moving onto the next. If we report what another person has said, we usually do not use the speaker’s exact words (direct speech), but reported (indirect)...  [Read more]

  This TEFL review is from Paavani. She is from Ohio, USA, but just moved to South Korea where she will work as an English teacher. As this will be her first full-time teaching position, she decided to take our online TEFL/TESOL program to get the best possible foundation in teaching before starting her new position. After completing the course, she feels ready and prepared to teach Korean students in her own EFL classroom and she recommends this course to other new teachers. Below you can read feedback from an ITTT graduate regarding one section of their online TEFL certification course. Each of our online courses is broken down into concise units that focus on specific areas of English language teaching. This convenient, highly structured design means that you can quickly get to...  [Read more]

  Hello. This presentation is going to cover this section on lesson planning and what we're going to do is to have a look as to why we go about planning a lesson, what do we actually put in it? We'll create an empty lesson plan pro-forma and then having done that what we'll do is to fill in that lesson plan for a particular teaching point. So, our starting position is going to be: "Why do we plan lessons at all?" There are a number of reasons why we need to plan a lesson. The first and foremost perhaps is that it's going to create a logical sequence for our lessons. If we didn't have a lesson plan, it is quite possible that we could go all over the place and it would become confusing for the students. By having this plan, what we've created is a structure that we can work from. So,...  [Read more]

Today, all teachers are faced with the ongoing challenge of working to make their teaching more effective. Whether they teach traditional students or EFL students, teachers must develop their skills to best meet students´ educational needs. We have a fairly clear idea today of the skills teachers should seek to develop. According to Robert Slavin, "research on teaching has made significant strides in identifying teaching behaviors associated with high student achievement" (Slavin, n.d.). These teaching behaviors include "essential teaching skills," which are "basic abilities that all teachers, including those in their first year, should have to promote order and learning" (Eggen & Kauchak, 2004, p. 579). The Key Teacher Skills include Preparation, Attention, Clarity,...  [Read more]

1. Overview of ESL Teaching in China 2. Qualifications and Requirements for ESL Teachers in China 3. Job Opportunities for ESL Teachers in China 4. Cultural Considerations for ESL Teachers in China Teaching English as a Second Language (ESL) in China is a rewarding and exciting opportunity for educators looking to immerse themselves in a rich cultural experience while making a positive impact on the lives of students. With the increasing demand for English language proficiency in China, there is a growing need for qualified ESL teachers to fill roles in schools, language institutes, and other educational institutions across the country. In this guide, we will explore the essential criteria for ESL teaching roles in China, including qualifications, job opportunities, and cultural...  [Read more]

First we need to define what TEFL means before looking at the various ways in which it can be examined to provide a teaching certificate. There are various locations in which a TEFL exam can be taken and different methods of instruction, these will also be considered. The acronym TEFL stands for Teaching English as a Foreign Language and it can be used in any situation where the English language is being taught to non-native English speakers. Technically speaking, TEFL refers to teaching English in countries where English is not the native language. It is a term used mainly in the UK and is used interchangeably with the equivalent USA term TESOL. As with any profession, teaching has a series of exams at different levels. Within the world of ESL the entry level examination for teachers is...  [Read more]

Turkish is an agglutinative language, where numerous endings are tacked on to simple roots. For example, k'''msenmemeliydiler can be broken down as follows: K'''k = small Mse = regard something as N = passive/reflexive Me = negative Meli = should Ydi = past Ler = theyTurkish has a word order based on: a) adjective stands before noun, adverb before adverb; b) the finite stands at the end of the sentence. English word order can be a major stumbling block for Turkish students, especially long, complex sentences. Turkish students have to overcome a number of potential obstacles when learning English. Some of the primary ones include: Phonology Vowels: eg ' as in back is difficult for Turkish-speaking learners, lying as it does between their /e/ and /'/. They often substitute /e/: set...  [Read more]

  Whereas stress is typically concerned with one individual word, intonation is generally concerned with the variation in volume and pitch throughout an entire sentence. Intonation carries the message of a sentence. It's particularly important when questioning or agreeing, disagreeing and confirming statements. It's also very important when expressing emotions and feelings. The normal pattern for intonation is the rise-fall. Few examples would be ?I haven't seen him for a week,? or a simple word as ?okay?. With the falling intonation, we?re indicating that we're finished speaking. Again, ?I haven't seen him for a week? and ?okay?. A few more examples would be ?I'll see you at six then,? or a question of information ?How do you spell rough?? These are straightforward statements that...  [Read more]

  When our answers are not correct then, obviously, they need to be corrected but it is quite important that we go through a process of correction that will help students. Quite often they've made a mistake simply because of something like reading the incorrect answer out or misrepresenting what they've actually written down. So, always give the opportunity when a mistake has been made for the student to self-correct first. We can often do this in a nonverbal way to show them that they're not actually correct. We might repeat back what they've said to us in a questioning manner or we may just make a gesture to make sure that they understand that they're not correct. So, we allow for a process of self-correction. It may be that the student has actually got the answer wrong and so we...  [Read more]

Would you tell me, please, which way I ought to go from here? That depends a good deal on where you want to get to.? ?Alice in Wonderland, Chapter VI, page 64, L. Carroll 1960 The quote above comes from an old childhood favorite but clearly makes a case for the use and reasoning behind a syllabus. But, first and foremost we must define what a syllabus is. The American Heritage Dictionary tells us that a syllabus is an outline of a course of study. Other sources explain what a syllabus is as a student?s introduction to the subject as well as you the teacher. Also, as a document that communicates your goals and expectations to the students. It can also be an official notice of policies and requirements, as well as a learning tool. But most importantly, it is an agreement...  [Read more]

Motivation is necessary to keep students happy and interested amidst a language learning situation that progressively challenges them. If there are no motivating factors present, learning becomes plain hard work. Behavioral problems in the classroom often, or always, seem to be linked to the lack of motivation (Lile). Intelligent students are often out-performed by less bright students with high motivation (ibid). According to Steers and Porter (cited in Suslu, 2006), motivation can be characterized as: needs or expectations, behavior, goals, and some form of feedback. Basic motivational conditions need to be present before motivational strategies can be successfully applied to students to effect positive goal-related behavior (D?rnyei, 2001:31-49). ?Appropriate...  [Read more]

When considering the importance of the role of a teacher, what then is the importance of how they teach when faced with different and diverse cultures? First, we must look to the definition of culture itself: ?A culture may be conceived as a network of beliefs and purposes in which any string in the net pulls and is pulled by the others, thus perpetually changing the configuration of the whole.? (Jacques Barzun, quoted on site: http://www.kwintessential.co.uk/cultural- services/articles/culturel) So if culture is indeed a highly upheld structure that supports each individual, then we must carefully take into consideration how we incorporate the culture in the classroom to create a sense of unity. In teaching to a different culture, one must first reflect on their ...  [Read more]

Navigating Through a Foreign-Language-Classroom: Non-Verbal Vocalics Teaching in a foreign country and to students that do not understand English poses as a tedious endeavor. Innately we as humans tend to gravitate towards people like ourselves, thus when a TEFL teacher enters a classroom full of students from a different culture the work that is entailed to teach is abundant. Not only must the teacher propose a lesson, they must also embark on communicating with their students. Nevertheless that communication is of utmost difficulty; not only are the students from a different culture, they also speak a different language. Therefore, a sense of understanding must arise between the student and the teacher? lack of language. Consequently the communication that goes on...  [Read more]

Navigating Through a Foreign-Language-Classroom:Non-Verbal VocalicsTeaching in a foreign country and to students that do not understand English poses as a tedious endeavor. Innately we as humans tend to gravitate towards people like ourselves, thus when a TEFL teacher enters a classroom full of students from a different culture the work that is entailed to teach is abundant. Not only must the teacher propose a lesson, they must also embark on communicating with their students. Nevertheless that communication is of utmost difficulty; not only are the students from a different culture, they also speak a different language. Therefore, a sense of understanding must arise between the student and the teacher' lack of language. Consequently the communication that goes on between the two...  [Read more]