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The
Diploma in TESOL is specifically targeted at those who are interested in
teaching English as a second or foreign language. Preferably, students
should have a degree-equivalent qualification. However, students
with at least high school or GCE 'O' level-equivalent qualification will
also be considered. The most important consideration is that students must be
fluent in both oral and written English at proficiency level.
You are assigned a personal tutor as soon as you enrol, who will give
you help and guidance through the course as well as mark your
assignments and give you personal feedback.
By course completion, students will:
- understand how language is acquired
- understand what constitutes errors in a language
- know the principles on which modern language teaching is based
- understand what phonetic and phonology are
- know which methodologies can be used to teach English
- know how to use materials and aids to teach English inthe class
- know how to organise the class
- know how to design lesson plans
Grading
Students who are awarded Grade C, Pass, have completed the course
satisfactorily. They have attained an adequate standard in each of the
four modules, and have shown they have assimilated the basic principles of
TESOL.
Students who are awarded Grade B, Pass with Credit, have shown in
addition that they have read more widely than the course requires, and
that they are able to relate the theoretical issues studied to practical
teaching situations.
Students who are awarded Grade A, Pass with
Distinction, have demonstrated considerable further reading, an
ability to express original thinking, and have proved to have a sound
knowledge of TESOL techniques. They have also indicated an attitude and
ability to be able to apply these techniques effectively in the classroom.
MODULE ONE
Objectives By the end of this module you should:
1
be aware of the nature of language
2
have a knowledge of the different varieties of language
3
understand what constitutes error in language
4
understand how language is acquired
5 know
which methodologies can be used to teach English
6
know the principles on which modern language teaching is based
Contents
Introduction:
Learners' aims; different teaching situations.
Section
A
1.1
What is language?
Sounds, symbols, a complex system, speech and writing
1.2 What is language for?
Communication, control, socialization, thought, feelings
1.3 Language varieties
Historical, geographical and social dialect;
Register: age, sex, status, role; topic, medium, style
1.4 Appropriateness and error
Communicative competence, mistakes, errors, teaching model.
Section
B
1.5 First language acquisition
Stages of language development, mother/parent role
1.6
Second language acquisition
Classical conditioning, creative learning, motivation
1.7 Language teaching methodologies
Grammar-translation, direct methods, structural approach,
audio-lingual approach,
cognitive code, immersion method, lexical approach
1.8 Language teaching principles
Selection, grading, contextualization, repetition, practice
Tasks
and self -correcting exercises
Essays
to be submitted
Further
reading
MODULE TWO
Objectives By the end of this module you should:
1
be aware of the aids available to the language teacher
2
know many of the techniques for using them
3
know what is involved in developing language skills
4
know how the aids and techniques can be used to do this
Contents
A note on student levels
Section A
2.1 Aural/oral skills: General principles, receptive v. productive
skills.
2.2 Teaching pronunciation: General points, discriminating sounds,
producing sounds, stress and intonation.
2.3 Language drills: Contextualized drills, substitution tables.
2.4 Question and answer: Ten types and five levels
2.5 Dialogues, drama and role play
2.6 Extensive and intensive listening: Stories, comprehension
passages, dictation
2.7 Flashcards and wordcards
2.8 Exploiting the blackboard
2.9 Realia
2.10 Pictures and charts: Magazine picture library, wall charts.
2.11 Songs and rhymes
2.12 Games and puzzles
2.13 Electronic aids
Section B
2.14 Reading and writing skills: Different learners, reading skills,
writing skills
2.15 Teaching the script: Phonic method, look-and-say method,
pre-reading
activities, reading activities, letter formation
2.16
Teaching spelling: Spelling and reading, sound to symbol, symbol
to sound
2.17 Composition from guided to free: Labelling, answers to questions,
substitution
tables, guided composition, free composition
2.18
Intensive reading: Progression of reading skills, reading
activities.
2.19
Extensive reading: Readability, graded readers, reading records.
2.20 Exploiting texts: Using authentic texts, simplifying texts.
2.21 Integrated skills: The four skills, translation.
Tasks and self correcting exercises
Essays and work to be submitted
Further
reading
MODULE THREE
Objectives
By
the end of the unit you should
1 be aware of the factors affecting teaching aims
2 know what is involved in syllabus design
3 have a procedure for evaluating textbooks
4 understand the role of the teacher and have a basis for
self-evaluation
5 be aware of the different modes of classroom interaction
6 be able to plan effective lessons
7 have a fund of ideas for planning lessons
Contents
Section
A
3.1
Teaching Aims
Course aims, sample syllabuses, textbook evaluation
3.2 Class organisation
Role of the teacher, modes of interaction, class layout
Section
B
3.3
Lesson Planning
Preparation, presentation, practice, testing, revision
3.4 Sample lesson plans
Tasks
and self correcting exercises
Essays
and work to be submitted
Further
reading
MODULE FOUR
Objectives
By
the end of the module you should
1
have a knowledge of the main concerns of linguistic theory
2
know many linguistic terms and categories
3
be able to approach linguistic texts with confidence
4
have started to relate linguistic theory to the practice of
teaching
5
be thinking more clearly about the content of what you teach
Contents
Section
A
4.1 Phonetics and Phonology
The distinction between them, how sounds are made, phonemes,
consonants, vowels, stress, rhythm, intonation
4.2 Morphology
Nouns, adjectives, pronouns, verbs
4.3 Vocabulary
Words, morphemes, collocation, meaning, subordination
4.4 Grammar
Parts of speech, clause, phrase, auxiliary and modal verbs, verb
classes, tense systems and uses, complex verb phrases, noun classes,
determiners,
adjectives, pronouns and proforms, prepositions, conjunctions,
conditionals
Section
B
4.5 Applications of Linguistics to Language Teaching
Error analysis, phonology, vocabulary selection, sentence
complexity
Epilogue
Essays
and work to be submitted
Further reading
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