Ppp And Ttt Are Examples Of

Teaching English as a Foreign Language is a career that is open to anyone with an excellent standard of written and spoken English, regardless of age, nationality, or academic history. All you need, apart from a solid understanding of the language, is a TEFL or TESOL certification and the drive to make your dreams come true. However, despite all the many benefits that await teachers heading overseas, there are also a few potential issues that you need to prepare for. So what are the main pros and cons of TEFL? Once you have completed your TEFL certification course you will be able to apply for teaching jobs in virtually any country you can think of. If you dream of living and working by a tropical beach, or if a major world city such as Tokyo, Milan, or Rio is your preference, no problem,...  [Read more]

For many years Teachers of English have used the PPP model of Presentation, Practice and Production for the preferred model of teaching. It has worked well. The PPP model falls short however, in that it does not work well when teaching more complex language problems beyond the sentence level or when teaching communicative skills. Jeremy Harmer in How to Teach English (Longman Publishing 1998) proposed an alternative to PPP called ESA: Engage, Study, and Activate. In an article written in The Guardian Weekend, March 15 1997, Bridget Riley complained about the treatment she and her fellow students received at the Royal College of Art. 'We were abandoned when what we needed and what we hoped for was help toward independence in teaching rather than having independence...  [Read more]

  A final example is going to be an example of a patchwork ESA lesson and remember we said the form of this particular lesson will start with and engage always and will finish with and activate and there'll be some variation of E, S and A within the brackets here. So we're going to generate our patchwork ESA lesson as follows. Starting with the engage, the students are going to look at holiday photos and talk about what they like and don't like from what they see. From that, we're going to move directly into an activate phase and what the students are going to do is to make comments about holiday brochures and try to act out a role-play between the travel agent and a customer. Again, as this is taking place, the teacher will be moving around and looking for gaps in knowledge in...  [Read more]

  The next example of a game that we can adapt very easily for classroom use is the game of Jeopardy and in this particular game, what we can do is to have a set of levels for our questions, I'd say one through five, where one is going to be the easiest example and five is going to be the most difficult and then, in each of these sets of boxes, we can have various grammar points, such as tenses, perhaps modals, vocabulary and maybe even conditionals. So what the students can do is they can pick a particular topic first of all and within that topic, they can pick the level of the question that they want and then we can have a set of cards that have been created to fit into these slots and we can ask them that question at that level. So, a very simple adaptation of the game jeopardy...  [Read more]

  The next idea we're going to consider is the use of visual aids and visual aids can include some examples such as real, objects, which we call realia, the use of pictures and photographs and also the use of models. So let's consider some of the ideas surrounding the use of visual aids. Well, why are they useful? Well, first of all the use of a visual aid can reduce teacher talk time. It's very much more simple just to show a real object than to try to describe it so that we could just ask the students ?what is this,? and they would say ?this is a pen,? rather than trying to actually describe it. Again if we were trying to show examples of fruit and vegetables rather than to try and describe them why not use an actual model and this is going to be much more visually stimulating...  [Read more]

  The next example is going to be that of a boomerang lesson and remember the structure is like this. So, again, we're going to start with an engage phase and for our engage, the students are just going to have a discussion about jobs. What happens at interviews and so on and so forth. So, during that engage phase, what we'd hope to do is to elicit some useful language about jobs and interviews and the types of questions that are being asked. Then, we're going to move immediately into an activate activity and this is going to involve a role-play. So, we'll break the students into pairs. One will be an interviewer, the other will be an interviewee and they'll generate the language that that role-play will produce. What the teacher can do whilst that is taking place is to go around...  [Read more]

Spain is one of the most popular destinations in Europe for teaching English abroad for many different reasons, including the buoyant job market, laid-back culture, great climate, and fabulous cuisine. Jobs are available year-round in most major towns and cities, but are you eligible to join the many thousands of people teaching English across Spain right now? This is one of the most common questions asked by those who dream of living and working in Spain, and the answer is NO, you do not need a university degree to teach English in Spain. There is no legal requirement for English teachers to have a degree and demand is so high that most employers are also unconcerned about your degree status. Most employers in Spain prefer to hire native English speakers as this is what local students are...  [Read more]

  The idiom "long arm of the law" refers to the police or authorities, for example: The long arm of the law finally caught up with the robber and the police arrested him today. 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. This unit discussed about course development. It's important for us as teachers to understand the different kinds of assessment there are for students. This unit does a great job to clearly breakdown the different kinds of tests we should...  [Read more]

  So, the document itself needs to contain some general information about the class, for example the name of the teacher, the date and time of the lesson, what level of class is being taught and in what room, how many students are we expecting, this is important, when we've got things like photocopying and materials to do, what is the context of the lesson, in other words, what is the lesson actually about, what vocabulary or grammar point is this lesson covering and sometimes it's also useful to write out what the focus of the lesson is. So, in effect, the context of the lesson is telling us the grammar point, for example, that might be the present continuous tense, whereas the focus is telling us how we're going to go about teaching it. Another example to illustrate this: Let's...  [Read more]

  The first part of my study phase is going to be the board work and I'm going to use the information that I generated in the elicitation part of my engage phase to move on to the actual board work. What I'm going to do is to show the structure of this particular tense. So, the phase study I'm expecting to take about ten minutes on this particular part and, again, the interaction will mainly be the students talking to me. So, how am I going to achieve that with this information? Well, we could ask the students to have a look at the sentences themselves and to tell us what they can see. If we look at each of the first words in here, then at this level, I should hopefully be able to elicit from my students what each of these words have in common and they may well give an answer that...  [Read more]

There are many different methods to teach grammar, but this essay will present the three that might be the most effective in retaining student interest. 1.Situational Presentations2.Text and Recordings3.Test Teach Test 1.Teaching grammar via Situational Presentation In order for grammar to have meaning, it needs to be placed within a context. For instance the preposition 'beside' has no meaning to a student unless it's placed within a context. Using a model sentence such as the 'The bread is beside the toaster' gives the word a basic context. Situational presentation refines the context and thus the meaning by building a 'situation' around the model sentence. It can be presented in three stages with the following example of teaching prepositions based on an airplane ride.Stage...  [Read more]

When looking for English teaching jobs overseas you will find plenty of options at any time of the year. However, to give yourself the widest choice of opportunities it is important to be aware of any times of the year that are considered peak hiring seasons in the country that you are interested in. Wherever you dream of living and working it is best to start applying for jobs at least three months before your intended start date to give enough time to make all the necessary arrangements, such as sending in applications, interviewing, applying for entry visas and work permits, etc. Hiring seasons are when a large number of teaching jobs become available at one particular time, due to the start of a new school year or semester. The exact timing of hiring seasons can vary from region to...  [Read more]

Classrooms are places for seriousness, but they are also places for serious enjoyment. Indeed, fun and entertainment are effective tools of instruction, and games are excellent ways of bringing fruitful fun into the classroom. I would contend, moreover, that games of varied sorts can be introduced at every stage of a lesson as integral parts of the Engage, Study and Activate phases.Rik Ruiter and Pinky Y. Dang, authors of Highway to E.S.L: A User-Friendly Guide to Teaching English as a Second Language (2005), note the significance of games in a chapter entitled 'Fun E.S.L.' Heading for the Sunset'. They explain that it is essential to take breaks from using only the textbook as students 'will become bored as anyone would from being forced to do the mundane' (2005: 281). ...  [Read more]

  The dynamics of classroom interaction is often dictated by the arrangement of the classroom itself and the way in which the classroom is arranged could depend upon a number of factors and they might include things such as the age of the students, so for example we're unlikely to have the same arrangement for adult learners as we would have for young learners. It could also depend upon the actual physical space available. The physical space may determine how we have to arrange our classroom to maximize the opportunity for interaction and so forth. It will also depend on what material is available and by material in this case we're talking about the actual desks and chairs and so on and so forth. Perhaps the final thing we might put here is that it could also depend upon the...  [Read more]

There are a number of methods and approaches for teaching language to non-native speakers. This paper will attempt to compare four popular methodologies: The Grammar-Translation Approach, The Direct Approach, The Audio- lingual Method, and PPP (with ESA as an alternative to PPP). The Grammar-Translation Approach was historically used to teach Greek and Latin. Classes using this approach are taught in the student’s mother tongue, with little active use of the target language. Vocabulary is taught in the form of isolated word lists. Grammar instruction provides the rules for putting words together. Study involves the reading of texts, which are treated as exercises in grammatical analysis; little or no attention is given to pronunciation. 1The Direct Approach was...  [Read more]

Language and culture are inextricable extensions of each other. As globalization increasingly homogenizes mainstream culture worldwide, it follows, too, that a single language would complementarily spread across the globe. That language is English, which, although it does not have the largest number of speakers (that would be Mandarin Chinese), it is the most widely spoken language throughout the world (Wallraff, 2000).While many are familiar with the fact that English is spoken around the world, not as many are aware of the intense debate revolving around what the language's future direction should be. Some wish to spread English to every corner of the globe, believing that if everyone could communicate in the same language, then we could essentially achieve world peace and...  [Read more]

Before discussing the demand of different TEFL teachers we must first be aware of the different roles that these teachers can take. Perhaps the first distinction or grouping would be between online and onsite teachers. What are the different roles TEFL teachers take? For online teaching there are a few types of teaching jobs that you can undertake. These include: For onsite teaching there are also a few types of teaching jobs available, such as: There is no single answer to this question as it depends very much upon whether you want to work online or onsite and if so, which country you are considering. It will also depend to a certain extent on your qualifications and experience. In general, the minimum qualification is a 120-hour TEFL certificate and this immediately gives you access to...  [Read more]

This article will look at the range of materials that are useful and readily available for teaching the English Language to a group on non-native English speakers.There are a whole host of materials available, however a teacher needs to be very careful in the choice of what and what not to use. It is extremely important that materials chosen are those which can capture the imagination of students and stimulate their interest. If the material is mundane and unexciting this will likely rub off on the students. Therefore, before a course starts, the teacher would be best advised to design a skeleton course which includes the topics and levels that he aims to cover, however, the detail of how this should be addressed should be left until he has met the students and determined...  [Read more]

Teaching skills are a combination of knowledge personality and judgement. A lot of people think that teaching is merely a teacher standing in front of a class telling them about a certain subject but it is definitely much more than that. And it doesn’t bode that just because you know your subject knowledge in depth, you are able to teach it well.Teaching styles vary from teacher to teacher but the good core skills are a good voice and organisational skills. Having decent facilities to use can greatly aid in your teaching and conveying what you wish for the student to learn such as videos, computers or cassettes but if you are a good teacher these should just be an added bonus rather than an necessity.Students take a class to learn and develop their skills and a good ...  [Read more]

Due to a government backed scheme to improve English language proficiency across the country, Vietnam has seen a boom in ESL teaching jobs in recent years. As well as having plenty of teaching positions, Vietnam also offers a great mix of cosmopolitan cities, laidback beach resorts, and lush tropical countryside. The relaxed way of life is another reason why an increasing number of teachers are deciding to move here, particularly those who are used to working in other Asian countries with a more strict approach to life and work such as South Korea, China, and Japan. With so much in its favour it is no surprise that Vietnam is currently one of the fastest growing destinations in the world for teaching English abroad. The average salary for ESL teachers in Vietnam is around $1,000 USD...  [Read more]

There are a number of methods and approaches for teaching language to non-native speakers. This paper will attempt to compare four popular methodologies: The Grammar-Translation Approach, The Direct Approach, The Audio- lingual Method, and PPP (with ESA as an alternative to PPP). The Grammar-Translation Approach was historically used to teach Greek and Latin. Classes using this approach are taught in the student?s mother tongue, with little active use of the target language. Vocabulary is taught in the form of isolated word lists. Grammar instruction provides the rules for putting words together. Study involves the reading of texts, which are treated as exercises in grammatical analysis; little or no attention is given to pronunciation. 1 The Direct Approach was...  [Read more]

Absolutely YES! Large numbers of non-native English speakers complete our TEFL courses each year and go on to have successful careers teaching English either in their home country or further afield. In order to successfully complete the course you will need to demonstrate a high standard of English, but it is certainly not a barrier that will stop you from becoming a fully qualified EFL teacher. In many cases being a non-native English speaker can actually be an advantage in the classroom as you have already been through the same experience that your students are currently facing. This can help to build a good rapport between the students and the teacher as they are often less afraid of making mistakes in this situation. It can also provide the students with a real incentive to succeed...  [Read more]

Mistakes are the portals of discovery. Perhaps, James Joyce had the learners in mind when he wrote this. It being an inevitable aspect of humanity, then students should never be anxious to commit mistakes because if grasp the right way, mistakes should better every man' teach him' mold him. One very critical issue that ESL teachers ever face is when and how to correct mistakes committed by students in learning the language in a way that fosters willingness to do better and furthers motivation. Needless to say, correction needs to take place at some point or another. Therefore, how a teacher corrects students holds the greatest responsibility to either make or break the students' interest. If effectively done, then students will always have the insatiable thirst for...  [Read more]

A question on the minds of many English as a Second Language instructors are whether or not it is appropriate to teach students the use of slang and idioms in the English language. Although the distinction between what is a formal term versus an informal one is crucial, slang is a significant part of conversational English and, as such, should be covered in the classroom. It would be very difficult for someone new to the English language to understand an American movie, TV show, news broadcast or even a typical conversation as they are filled with nonstandard English. Firstly, it is important to define the terms “idiom” and “slang”. Slang can be described as nonstandard vocabulary of a given culture or subculture. In other words, slang is typically a...  [Read more]

There are many different language teaching methods and teaching styles. Diane Larsen-Freeman states in her book Techniques and Principles in Language Teaching, that the term 'language teaching method' is a 'set of links between actions and thoughts in language teaching' (Larsen-Freeman 1). The actions and thoughts of teachers, worldwide, lead to many different teaching styles. Through the TEFL course offered by ITTT, students of teaching learn about the ESA method. Engage, Study, and Activate (ESA) is a great outline of how to run a classroom. Many different styles can be incorporated within this outline, as well.One method, the Direct Method, has been applied for many years by language teachers. The one very basic rule of the Direct Method is that there is no...  [Read more]

Around the world there are always a huge number of EFL teaching jobs waiting to be filled which means there are potential opportunities for almost everyone. So what qualifications, background or characteristics do you require to take a TEFL course? First and foremost, anyone thinking about earning their TEFL certification with ITTT needs to be enthusiastic, motivated and determined as every course requires a considerable amount of commitment in terms of both time and effort. If you are fully committed to becoming an English language teacher, either at home or abroad, then you should have little trouble successfully completing the course and becoming a qualified EFL teacher. In order to be an effective English language teacher you do need to have a thorough understanding of the...  [Read more]

For both newly qualified and experienced teachers, one common concern when planning to teach English abroad is how to find accommodation that is comfortable, in a safe location and suitable for your personal needs. The good news is you are unlikely to be the first foreign teacher in the area you are heading for, so you will probably have several options to choose from. Here we break down the most common aspects of organizing accommodation when teaching abroad. For many teachers, accommodation is not an issue as employers often provide housing as part of the teaching contract. Schools in countries such as China and South Korea, as well as many countries in the Middle East, routinely provide some form of free or subsidized accommodation. If you sign-up for a government-run recruitment...  [Read more]

Whether you are just looking to earn some extra cash during a gap-year or are planning a more serious move into the world of education, teaching English as a foreign language has many benefits. The demand for TEFL qualified teachers is continually growing in many parts of the world and opportunities for making teaching a career are abundant. Also, if you decide that it is time to head back home, there are many directions in which your overseas teaching experience can take you. Although for many TEFL course graduates the aim is to head overseas to experience living and working in a foreign culture, it is not the only option. Plenty of people use their teaching qualification within their home country as increasing levels of immigration have led to a rapid increase in demand for ESL...  [Read more]

What are the challenges and rewards for teaching beginner students' The most difficult challenge is the keep them focused. Each student has different reasons, motivation, and goals when they start to take language lessons. It is very important for the teacher to learn and evaluate the students, so that, they will be placed in the right level of classes and attention that they require to stay focused to what they are learning.Young students come to class because of their friend or parents' choice. Also, their attention does not last for a long period of time. Hence, the teacher must make the lessons fun and interesting to make it effective. Adult students come to the class because they want to; possibly they may want to visit different countries, able to speak the language for...  [Read more]

Japanese people are known to be well educated. In the case of English, most people have at least six years of English learning experience in school. However in reality, the majority of those people are not able to hold a short, basic conversation in English, even just a few lines of greeting. A language is a communication tool. If you cannot communicate with it, it is pointless to spend so much time and effort on learning it' Thus, clearly something is ineffective in the way that English was taught in Japan to my generation or to the generations who are old enough to prove this inefficient result. In this article, I try to describe the problems that Japanese people have and the appropriate teaching aspects in terms of their English fluency and pronunciation, from the...  [Read more]