160-Hour TEFL Certificate

www.tefl-iberia.com

English teacher training in Barcelona

Syllabus and Assessment Guidelines

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Contents Page Number

Introduction………………….………………………………………………….……..3

Target candidature…………………………………………....……3

Course aims……………….………………………………..….…….…3

Syllabus components…………………………………………..……3

Assessment overview….…………………………………...………3

Syllabus overview……………………….………………….….…………………..4

Component descriptions.……………………………….…………6

Course Assessment……………………….………………………………….…….13

Methods of assessment……………………………………………13

Assessment criteria……………………………….……………….13

Measuring progress…………….………………….……………….14

Re-sits and resubmissions………..…………………………….14

Grading and certification………………….……………………….………….14

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Introduction - TEFL Iberia 160-Hour Course

Target candidature The TEFL Iberia 160-Hour course for teaching English as a foreign language is aimed at those who have little or no previous English language teaching experience. It is also suitable for those who have some practical experience but no formal training.

Course aims The course aims to:

• provide trainees with the practical skills necessary for teaching English to adult learners

• familiarise trainees with the principles of effective teaching and learning • provide trainees with knowledge of English grammar • enable trainees to analyse the structures and sounds of the English language • provide trainees with the skills to self-evaluate and work autonomously • give trainees the resources and know-how to find a job both locally and

internationally.

Syllabus components

1. Teaching methodology 2. Teaching skills 3. Language awareness 4. Job finding & professionalism

Assessment overview The TEFL Iberia 160-Hour Certificate is awarded to those who have attended the course and met the assessment criteria for all written and practical assignments. By the end of the course trainees should be able to:

• assess learner needs and plan and teach lessons taking into account learner backgrounds and preferences

• demonstrate language awareness and linguistic knowledge • carry out a range of classroom activities competently and effectively, with groups

of various sizes and abilities • demonstrate knowledge of the principles of effective teaching

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• demonstrate professionalism in a working school environment. Trainees are assessed on the following:

• daily preparation for teaching, teaching practice and reflection on teaching • three written assignments • two examinations (language awareness and teaching principles) • their professionalism and attitude during the course.

Syllabus overview

1. Component 1 - Teaching methodology

1.1. The qualities of a good EFL teacher

1.2. The roles of an EFL teacher

1.3. Learning a language and the language learner

1.4. Lesson plan types – PPP, TTT, TBL

1.5. Effective use of textbooks

1.6. Exploiting authentic material

1.7. Planning for one-on-one lessons

1.8. Teaching grammar from context

1.9. Teaching lexis and the Lexical Approach

1.10. Inductive vs. deductive learning

1.11. Receptive skills: reading and listening

1.12. Productive skills: writing and speaking

1.13. Self evaluating

1.14. Teaching young learners

1.15. English for Specific Purposes (ESP)

1.16. Language teaching methodology past and present

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3. Component 3 - Language awareness

3.1. Analysing language for teaching

3.2. The verb tenses

3.3. Auxiliary verb & modal verbs

3.4. The conditionals

3.5. Pronunciation and phonology

3.6. Functional language

3.7. Passive voice

3.8. Parts of speech

3.9. Lexis – morphology, collocations and chunks

4. Component 4 - Job finding and professionalism

4.1. Using appropriate online resources to find jobs

4.2. How to create a professional English teacher CV

4.3. Interview preparation

4.4. Professional conduct in a private language academy

4.5. On-going training and teacher development

2. Component 2 - Teaching skills

2.1. Classroom management

2.2. Teacher language and use of voice

2.3. Giving feedback and corrections

2.4. Presenting, eliciting and checking meaning, form and pronunciation

2.5. Using a variety of teaching techniques

2.6. Use of a variety of teaching resources

2.7. Teaching a variety of levels

2.8. Board work and presenting material

2.9. One-on-one teaching

2.10. Awareness of students’ needs

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Component descriptions

Component one - Teaching Methodology

Number Syllabus content Learning outcomes Successful trainees are able to: Assessment

1.1 The qualities of a good teacher a) recognise the qualities of a good EFL

teacher

b) be aware of the effect of their presence in the classroom

c) be aware of how their personality and attitude impacts on the classroom

d) understand what is required of a good EFL teacher

Teaching principles exam Assignment: Video evaluation Daily observations Lesson preparation Assignment: Private class report

1.2 The roles of an EFL teacher a) understand the different roles of an EFL

teacher

b) be aware of the relationship between teacher and learners of different ages and backgrounds

1.3 The language learner and introduction to language learning

a) discuss factors affecting language learning and acquisition

b) recognise what makes a good language learner

1.4 Lesson plan types – PPP, TTT, TBL a) plan a lesson based on Presentation-

Practice-Production (PPP), Teach-Test- Teach (TTT) and Task-Based Learning (TBL) models

b) recognise the stages of each model

c) identify appropriate aims based on the learners’ needs

d) write a procedure to achieve those aims

1.5 Effective use of textbooks a) use a textbook in a critical way to carry

out a lesson with a group of adults

b) adapt a textbook to the needs to of the students

c) evaluate activities in a textbook according to the needs of the students and teaching aims

1.6 Exploiting authentic material a) evaluate the usefulness of authentic

material

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b) create tasks using authentic material

c) use videos effectively in class

d) use current news to create a lesson

1.7 Planning for one-on-one lessons a) plan a one-on-one class, taking into

account the type of activities, class dynamic and timing

1.8 Teaching grammar from context a) create appropriate context for teaching

grammar

b) create activities based on context

1.9 Teaching lexis and the Lexical Approach a) use different techniques for teaching lexis

b) plan a vocabulary lesson

c) notice lexical features

1.10 Inductive vs. deductive learning a) adapt lesson tasks to aid inductive learning

b) help students become autonomous learners through lesson adapted for inductive learning

1.11 Receptive skills: reading and listening a) produce a receptive skills lesson plan

b) recognise different staging models

c) select and adapt appropriate tasks to practise various receptive sub-skills

d) prepare appropriate activities for each stage of a receptive skills lesson

1.12 Productive skills: speaking and writing a) produce a productive skills lesson plan

b) adopt a process / product oriented approach to a writing tasks to meet students’ needs.

c) select appropriate tasks and activities to practice fluency and accuracy

d) set up speaking tasks to develop a variety of communicative sub-skills.

1.13 Self-evaluating a) reflect on their lesson plan

b) identify the strengths and weaknesses of their teaching practice

c) provide constructive feedback on their peers

d) create action points to improve their

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teaching skills

e) maintain a teaching diary

1.14 Teaching young learners a) understand the differences between and

adult class and a young learners class

b) understand the needs and abilities of young learners

c) understand classroom management strategies appropriate for young learners

1.15 English for specific purposes (ESP) a) understand the differences between a

regular EFL class and ESP class

b) understand the needs and motivation of ESP learners

c) carry out a needs analysis for ESP learners

d) be aware of the practical differences between teaching ESP classes and regular classes

1.16 Language teaching methodology past and present

a) be familiar with a range of teaching methodologies and approaches

b) critically evaluate other teaching methodologies

c) understand where modern TEFL methodology comes from.

Component two - Teaching Skills

Number Syllabus content Learning outcomes Successful trainees are able to:

Assessment

2.1 Classroom management a) effectively organise the classroom for

learning

b) create an atmosphere in the classroom conducive to learning

c) recognise the uses of different seating arrangements

d) give clear, concise instructions

e) do clear, engaging lead-ins

f) vary class rhythm and pace

g) encourage and diversify student-student interaction

h) be aware of their presence in the

Daily observations Assignment: Video evaluation

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classroom and its effect

i) control the focus of the class and get the learners’ attention

j) signal the end of a lesson

2.2 Teacher language and use of voice a) grade their speech according to the class

level

b) modulate and project their voice appropriately

c) understand the concept of low teacher talking time

2.3 Giving feedback and corrections a) identify types of student errors

b) use appropriate correction techniques

c) evaluate when to give feedback

d) praise students appropriately

2.4 Presenting, eliciting and checking meaning, form and pronunciation

a) elicit meaning

b) give a clear, oral model of the target language

c) give a clear written model of the target language

d) do pronunciation drills with the students

e) ask appropriate concept checking questions

f) draw timelines

g) use different techniques to convey meaning

h) use different techniques to check if a student has understood

2.5 Using a variety of teaching techniques a) use different techniques such as mingling,

info-gap, pair work, describing, debating, etc.

2.6 Use a variety of teaching resources a) use the internet to research and produce

their own teaching aids

b) use audio and video in class

c) use an interactive whiteboard (IWB)

d) use interactive DVD software

2.7 Teach a variety of levels a) teach elementary, intermediate and upper-

intermediate students

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b) adapt material according to the level

c) deal with mixed ability groups

d) adapt class rhythm, pace and dynamic according to the level

2.8 Board work and presenting material a) use a traditional whiteboard and IWB

effectively

b) present material in a clear and logical way

c) format material and teaching aids appropriately

2.9 One-on-one teaching a) carry out a one-on-one class

b) be flexible and adapt according to the evolution of the class and needs of the student

2.10 Awareness of student needs a) adjust tasks according to the performance

of the students

b) deal with students who dominate / don’t participate

c) deal with fast finishers.

Component three - Language Awareness

Number Syllabus content Learning outcomes Successful trainees are able to: Assessment

3.1 Analysing language for teaching a) analyse the meaning, form and

pronunciation of a language item

b) identify potential problems a student may have in a language item

c) identify solutions for teaching a language item

Language exam Assignment: Language analysis

3.2 The verb tenses a) recognise all 12 verb tenses

b) give correct examples of each tense

c) produce the formula for each tense

d) draw an appropriate timeline for each tense

e) write concept checking questions for each tense

3.3 Auxiliary verbs and modal verbs a) recognise auxiliary verbs and understand

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all 6 uses

b) understand modal verb form

c) identify modal verb functions

3.4 The conditionals a) understand the form and use of all

conditionals – zero, 1st, 2nd, 3rd and mixed

3.5 Pronunciation and phonology a) understand the phonemic chart and its uses

b) understand pronunciation in connected speech and weak forms

c) write phonetic script for language items

d) identify problematic sounds for English learners

e) identify different stress patterns in words

f) understand sentence stress for content words and structure words

g) recognise different intonation patterns

3.6 Functional language a) recognise functional language and identify

contexts for teaching it

3.7 Passive voice a) recognise the SVO pattern in simple

sentences

b) identify the active and passive voice

c) understand the use of the passive voice

d) identify direct and indirect objects

3.8 Parts of speech a) understand the different categories for

parts of speech - noun, verb, adjective, adverb, preposition, conjunction, interjection, determiner

b) understand the functions of each part of speech in a sentence

3.9 Lexis – morphology, collocations and chunks

a) be familiar with the meaning, part of speech, register and connotation of a language item

b) be familiar with morphology (prefixes and suffixes)

c) recognise strong and weak collocations, fixed phrases and lexical chunks.

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Component four - Job Finding and Professionalism

Number Syllabus content Learning outcomes Successful trainees are able to:

Assessment

4.1 Using appropriate online resources to find jobs

a) use the resources given to find teaching work

b) assess the quality of job offers

c) use online resources to find private classes

Daily observations

4.2 How to create a professional English teacher CV

a) create a professional English teaching CV

b) create a cover letter

4.3 Interview preparation - dealing with questions to and from the interviewer

a) prepare for potential interview questions

b) prepare appropriate questions to ask at an interview

c) be aware of potential interview formats and scenarios

4.4 Professional conduct in a private language academy

a) work together with colleagues

b) respect shared resources and working areas

c) arrive punctually at lessons and be prepared

d) behave appropriately in a work environment

4.5 Exams for English learners (Cambridge FCE, CAE, TOEFL, etc)

a) be aware of the needs of trainees for different English examinations

b) be familiar with the format of Cambridge ESOL examinations

c) be familiar with exam preparation materials

4.6 On-going training and teacher development a) be aware of the options available to them

for further teacher development, including local workshops, advanced TEFL diplomas, staff training, invigilator and exam preparation training

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Course Assessment To pass the course trainees are required to:

• Attend and participate in all the input sessions. • Prepare, teach and reflect upon at least six hours of lessons to students of at least

two different levels (elementary and upper-intermediate). • Receive mostly ‘at standard’ grades for the preparation, teaching and reflection. • Observe experienced teachers teaching classes of language learners for a total of

two hours. • Submit and pass three written assignments related to learning profiling, teaching

practice and language analysis. • Participate in the post-teaching feedback sessions.

Methods of assessment Trainees are assessed in the following ways:

1) On-going, daily assessment. The tutor will complete a detailed report of the trainee’s performance every time they prepare, teach and reflect upon a lesson. This will be sent via email to the trainee so they can monitor their own progress closely.

2) Written assignments. Each trainee will complete 3 written assignments to assess them on their language awareness, self-awareness as a teacher and ability to assess the needs of a language learner.

3) Examinations. Each trainee will sit two written exams to assess them on their knowledge of teaching principles and language awareness.

Assessment criteria Each trainee is assessed on:

1) how independently the trainee works to plan their lessons 2) the teaching practice 3) their reflection on the teaching practice 4) their knowledge of teaching principles 5) their ability to analyse language for teaching purposes 6) their ability to recognise the needs of a language learner 7) the quality of their written work 8) their professionalism and attitude on the course.

A detailed breakdown of the assessment criteria for each component will be available from the tutor.

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Measuring progress Progress is measured on the course through the on-going assessment of the tutor and self-assessment. Each trainee must complete a series of ‘can do’ statements at the start of week three and will have the chance to discuss his/her performance on the course including their strengths and weaknesses in a one-on-one session with the tutor. For any statements marked as ‘no’ on the form the trainee will have the chance to revisit these at the beginning on week four.

Re-sits and re-submissions All students have the opportunity to re-submit the written assignments and re-sit the exams once. For both cases the tutor will take time to revise weak areas with the trainee and suggest improvements and necessary areas of study. The trainee will then have 3 days to re-sit the exam or re-submit the assignment, but they will automatically drop a grade.

Certificate and grading Upon successful completing of all the areas outlined above a graded certificate will be made available to the trainee in the week following the course. Trainees can be awarded the following grades:

• A • B • Pass • Fail

To achieve an A the trainee must have:

• consistently excelled during the course in all areas, including pre-class planning, teaching practice and post-class reflection

• achieved mostly ‘above standard’ in all the pro-formas • completed the written assignments to a high standard • participated enthusiastically and appropriately in the input sessions • displayed an excellent grasp of language analysis and English teaching

methodology. • achieved over 80% in both exams • conducted themselves in a professional manner throughout the course, including

having a good punctuality record To achieve a B the trainee must have:

• performed to a good standard during the course in all areas, including pre-class planning, teaching practice and post-class reflection.

• achieved a balance of ‘above standard’ and ‘standard’ in all the pro-formas. • completed the written assignments to a good standard • participated enthusiastically and appropriately in the input sessions • displayed a good grasp of language analysis and English teaching methodology. • achieved over 70% in both exams

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• conducted themselves in a professional manner throughout the course, including having a good punctuality record

To achieve a Pass the trainee must have:

• performed to an acceptable standard during the course in all areas, including pre-class planning, teaching practice and post-class reflection.

• achieved mostly ‘standard’ in all the pro-formas. • completed the written assignments to an acceptable standard • participated in the input sessions • displayed an acceptable grasp of language analysis and English teaching

methodology. • achieved over 70% in both exams • conducted themselves in a professional manner throughout the course, including

having a good punctuality record A trainee will fail the course if they:

• perform to an unacceptable standard during the course in all areas, including pre-class planning, teaching practice and post-class reflection.

• achieve mostly ‘ below standard’ in all the pro-formas. • do not complete the written assignments to an acceptable standard • do not participate in the input sessions • do not display an acceptable grasp of language analysis and English teaching

methodology. • achieve under 70% in both exams • do not conduct themselves in a professional manner throughout the course,

including having a good punctuality record

Note: in exceptional circumstances a trainee can miss two sessions from the course and still pass, providing they can justify missing the sessions and make an effort to make up for the work they miss.