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SUMMARY

A thorough overview of grammar from adjectives to compound verbs to gerunds, and more.

ITA's extensive Grammar Module is sent to students upon registration to begin reviewing important grammar points. The content is designed to serve as a self-study grammar reference. The content herein is likely most useful for the novice learner of English grammar, but it can also serve as a review or provide samples for more advanced grammarians. Students can revisit sections and retake quizzes as needed.

Students can also purchase ITA's Grammar Textbook titled Grammar Fundamentals of Teaching English as a Foreign Language: A Teacher's Reference for additional explanations and examples beyond what is included in the Grammar Module. 

"Grammar provides you with the structure you need in order to organize and put your messages and ideas across. It is the railway through which your messages will be transported. Without it, in the same way as a train cannot move without railways, you won't be able to convey your ideas to their full extension."

- Julio Foppoli

OBJECTIVES

After finishing this chapter, the reader will be able to...

1. Identify and define different parts of speech, including nouns, verbs, adjectives, adverbs, articles, pronouns, and prepositions.
2. Differentiate between countable and uncountable nouns.
3. Summarize the differences between indefinite and definite articles.
4. Demonstrate how to form comparative and superlative adjectives.
5. Demonstrate how to form comparative and superlative adverbs.
6. Define prepositions and explain why they are difficult for ESL learners.
7. Define verbs and different verb forms, including infinitives, gerunds, present participles, past participles, stative verbs, dynamic verbs, and auxiliary verbs.
8. Name and demonstrate the usage of the twelve tenses of English.

EXCERPTS OF TEXT  

Extracted from "Verb Tense and Aspect..."  

Usually, when we think about tenses, we think of three basic categories: the past, the present; and the future. English also has two aspects: perfect and progressive. Tense and aspect are often combined to indicate a specific time reference. Tense and aspect are best understood through examples, which will be presented in the rest of this chapter.  

It's important to remember that some languages do not have tenses as we understand them. For example, Mandarin Chinese uses time expressions, such as yesterday or last week, to indicate time reference. A translation from Mandarin Chinese might look like "I eat pizza for lunch yesterday."

In English, we have to conjugate the verb (change eat to ate) to express the same thought: "I ate pizza for lunch yesterday." 

Different languages have different numbers of tenses. English has a total of twelve tense and tense-aspect combinations, summarized in the following table.  

SAMPLE REVIEW QUESTIONS

1. What are some differences between countable and uncountable nouns?
2. When do we use indefinite and definite articles? Name five different rules and give examples.
3. Which two present tenses can be used to talk about the future? In what situations do we use them?
4. Articles are one of the hardest grammar points to master for the vast majority of ESL/EFL students. Consult your grammar book and/or online resources and search for more rules about definite and indefinite articles.

SUMMARY

Reading and tasks on the history of English language; expectations for teachers on their first day of class; creating your teaching persona; recognizing traits of an effective teacher; ways to build community in your classroom; examples of how to be a good role model; strategies for maintaining professional relationships; terminology and abbreviations used in the TEFL profession; introduction to language levels, and effective and ineffective teaching practices.

OBJECTIVES

After reading this chapter, the reader will be able to...

1. Describe the general history and current global importance of the English language.
2. Define teaching as a profession.
3. Recognize traits of an effective teacher and ways to establish a teaching presence.
4. Explain what to expect on the first day of teaching.
5. Propose ways to build community in your classroom.
6. List some student and classroom issues that may arise and how to approach them.
7. Identify ideas for balancing work responsibilities and leisure.
8. Identify strategies for maintaining professional relationships during your teaching career.
9. Contrast effective teaching practices with ineffective ones.
10. Define common terminology and abbreviations used in the TEFL profession.
11. Provide a general overview of levels of language proficiency.  

TASKS

This chapter requires the following:

• Week 1 Peer Participation
• Ch 1: Quiz
• Ch 1: Written Response

EXCERPTS OF TEXT  

Welcome to the profession of teaching English as a foreign language! You’ve joined a friendly and passionate group of educators. The field of TEFL is filled with challenges, joys, and opportunities for both professional and personal growth. There are a lot of concepts and content to interact with as you begin to visualize the type of EFL teacher you want to become. It can be both exciting and overwhelming, so take it easy on yourself and have faith that you can do this. To get you started on your TEFL journey, this first chapter opens by framing the English language within a global context, including a brief discussion of the roots of the language as well as its worldwide reach and importance. The content then shifts to take a deep look at the multiple factors involved in living and teaching a foreign language abroad. It then concludes by presenting some important field-specific terminology and introducing language levels. There’s much to cover. Let’s get started!  

Vignette 1

Juan works at a corner store where the whole neighborhood shops. The owner, Mr. Aziz, is present only during the day, and Juan is now the evening supervisor. Business is booming, and Mr. Aziz has decided to hire a part-time worker named Paul. Paul is only available to work after school in the afternoon and cannot work with Mr. Aziz. Juan is in charge of training Paul. Juan shows Paul how to do each portion of the job. He starts out with small tasks and slowly adds more duties. Is Juan a teacher? Why or why not?  

Vignette 2

Omar is the oldest of five children. Omar's parents frequently leave Omar home alone during the dar to watch his siblings while his parents are out running the family business. The family is lucky enough to have a television set with cable in each room of their home. Omar usually sits in the living room and watches TV as he tries to do his homework. While Omar knows that it takes him longer to complete his assignments, he feels more relaxed doing things this way. Omar's brothers and sisters start doing their homework in the same way in their rooms. They are not as organized and do not complete parts of their assignments. The school begins to send letters home to Omar's parents about his siblings' academic performance. Omar's parents tell him it is his fault that he taught them this bad habit which is no ruining their academic standing. Omar says that he did not teach them anything and does not understand how they could think that it is his fault. Did Omar teach his siblings how to do their homework in this way? Explain your answer.  

HOMEWORK SAMPLE  

Essay Question: In your opinion, what are three of the most important qualities a teacher should have? Why are they important? Incorporate information from the chapter in your response. Write between 400-500 words.

Note: To complete your essay, you are expected to use outside resources not found in the course material. Please note, you will also be graded on the presentation of your assignment which includes correct spelling, correct use of capital letters, correct punctuation, correct grammar, etc. 

QUIZ SAMPLE  

QUESTION 1:

Being a positive role model means ________.  

Select one:

• a. Never making mistakes
• b. Acting in a manner consistent with the mores of the host country, inside and outside the classroom
• c. Drinking a beer with students after class
• d. Becoming friends with your students    

QUESTION 2:  

According to this chapter, setting the stage from the first moment of each class means ______.

Select one:

• a. Refusing to modify scheduled activities.
• b. Reviewing previous lessons before introducing new materials.
• c. Distributing all handouts at the beginning of class.
• d. Reviewing the rules of the classroom the first few minutes.

VIDEO SAMPLE

SUMMARY

Reading and tasks on the student-centered approach and teacher’s roles; autonomous learning, the roles of collaboration and cooperative learning; experiential learning and examples of useful EFL activities; individual differences; and a sample needs analysis.

After reading this chapter, the reader will be able to...

1. Define a student-centered approach and teacher’s roles.
2. Define autonomous learning.
3. Explain the role of collaboration and cooperative learning.
4. Describe best practices of group and individual work.
5. Explain the basic steps to creating scaffolded classroom activities.
6. Define experiential learning and give examples of some useful EFL activities.
7. Describe different modes of learning and how they can enhance student engagement.
8. Define the basic concept and purpose of a needs analysis.
9. Identify the most common ways to physically arrange a classroom and their implications.

TASKS

This chapter requires the following:

• Week 2 Peer Collaboration
• Ch 2: Quiz
• Ch 2: ESL Materials Analysis

EXCERPTS OF TEXT

Extracted from "Autonomous Learning..."

Another term associated with a student-centered classroom is autonomous learning, which means that students take responsibility for their own learning. As we just discussed, it is one of the teacher’s roles to help students realize that, only when they are truly involved and actively participating in the learning process, will they become successful. The teacher needs to help students understand that they are studying for themselves and all the activities covered in class are for their benefit, even quizzes and exams.

 

Therefore, the teacher should be open to students’ suggestions on topics for class discussions, reading or writing assignments, and even the content of a test. Look at Table 1 and consider the questions about the four elements of a lesson: content, process, product, and evaluation. In a student-centered classroom, any or all of those components can be decided by the teacher, by the students, or some of both (Pappas, 2011).

HOMEWORK SAMPLE

ESL Textbook Materials Analysis:

Critically review a sample unit from an authentic ESL/EFL student textbook and respond to the four prompts:

1. Identify which student book you are reviewing. Copy and paste the name from Part I. 
2. Identify 1 activity from the book where you would use pair or group work. In your response:
3. Identify 1 activity in the sample materials where you would use individual work. In your response:
4. How would you modify an activity (or add a new one) to include experiential learning? Your activity can be done before, during, or after the unit. In your response: 

SUMMARY

Reading and tasks on the differences between approach, method, and technique; contemporary and traditional teaching methods; Communicative Language Teaching (CLT); characteristics of the Community Language Learning approach; general procedures used in a Silent Way classroom; the pillars of Suggestopedia; using Total Physical Response and Total Physical Response Storytelling in a classroom; principles of Content-Based Instruction; and ways to implement Cooperative Learning, Task-Based Learning, Project-Based Learning, and differentiation.

OBJECTIVES

TASKS

This chapter requires the following:

• Week 3 Peer Participation
• Ch 3: Quiz
• Ch 3: Activity Analysis

EXCERPTS OF TEXT

Extracted from "What Does It Mean to Teach?..."

Everyone has an opinion about teaching, but most people have a hard time breaking down what good teaching looks like. It is a kind of “I know it when I see it” phenomenon. We need to be able to get into specifics in order to really understand what teaching is comprised of.

Teachers use various teaching approaches, methods, and techniques in their everyday work. In education, just like in many other fields, people mix up commonly used terms, especially when they are close in meaning. For example, many times people will mix up teaching approach, teaching method, and teaching technique. According to Richards and Rodgers (2001),

“Within methodology, a distinction is often made between methods and approaches, in which methods are held to be fixed teaching systems with prescribed techniques and practices, whereas approaches represent language teaching philosophies that can be interpreted and applied in a variety of different ways in the classroom.” (p. 2)

Basically, the approach determines the method, while the method determines the technique. See Table 1 for basic definitions and an example of approach, method, and technique.

Table 1. Approach, method, and technique. (Created by D. Weidner.)

HOMEWORK SAMPLE

Essay Question:

Design one activity using one of the approaches listed in the box below. Use the activity template provided. Do not forget to include:

• Clear instructions to students.
• Attach any worksheets or prompts that you are going to use (cite any sources).
• A summary of any problems your students may encounter during the activity.
• Time estimates for each stage.
• A description of how this activity fits into a lesson/series of lessons.
• A rationale: Why might the students in the class enjoy this activity?

Approaches:

• Task-based learning
• Multi-sensory approach
• Total physical response through storytelling (TPRS)

QUIZ SAMPLE

QUESTION 1:

The natural approach _______.

Select one:

• a. Promotes impeccable grammar.
• b. Discourages explicit error correction.
• c. Involves a lot of memorization.
• d. Deemphasizes vocabulary development.

QUESTION 2:

Mr. Smith brings in different types of foods for students to see, taste, smell, and touch during his "foods from around the world" unit. He is using a(n) _______ approach.

Select one:

• a. Natural.
• b. Project-based learning.
• c. Multisensory language.
• d. Audio-lingual.

VIDEO SAMPLE    

PEER PARTICIPATION 

Peer Participation is a forum within the online ITA class portal that is intended as a way for students and peers to not only get to know each other, but as a way to discuss topics related to teaching English as a foreign language. Each week, the course instructor will post a topic for discussion in this forum and students can earn credit for answering and responding thoroughly.

SUMMARY

Reading and tasks on the importance of lesson planning and how it relates to instruction; characteristics of an effective lesson plan; producing an effective lesson plan; the foundation behind effective assessment methods; assessment formats and assessment question types; and incorporating the most appropriate type of assessment for all four language skills.

OBJECTIVES

TASKS

This chapter requires the following:

• Week 4 Peer Collaboration
• Ch 4: Quiz
• Ch 4: Partial Lesson Plan

EXCERPTS OF TEXT

Extracted from "Why Plan Lessons..."

First, let’s consider the reasons for lesson planning. At its core, a lesson plan is a road map and checklist that guides you through a lesson toward the final language goal you have set for your students; therefore, a lesson plan serves as the framework of your teaching.

Beyond that, a lesson plan has many other functions as well. It serves as a record of what you have covered in class and if an activity was effective or not, and a reminder of what you wish to accomplish next. It will also help you plan and prepare future assessments. A lesson plan is also a guide to how to present a language concept often tied to a particular textbook, so it can be reused and reworked if repeating a lesson or course in the future. Finally, it’s an indicator of your professionalism as an EFL teacher.

One caveat: Once you’ve created a lesson plan, don’t feel that it is set in stone! The classroom environment can sometimes be unpredictable, so be flexible and adjust your plan how, when, and where needed. As Jensen (2001) states, “a good lesson plan guides but does not dictate what and how we teach."

HOMEWORK SAMPLE

Lesson Plan:

You are teaching a class that meets three times per week, with each lesson being 60 minutes long. Students are adults at the beginning level. 

Write 250 words outlining what you will cover during a week of class and what your aims/objectives are for students to have learned by the end of the week. To help you brainstorm ideas, below is a non-exhaustive list of common themes for beginner-level EDL/EFL students:

• Greetings, introductions, and leave-taking.
• Describing basic likes or dislikes with topics such as hobbies, food, weather, etc.
• Describing one's family and asking yes/no questions about family.
• Ordering food over the phone or in a restaurant
• Clarifying basic information in context, such as correcting errors in numbers, addresses, and/or orders with customer service.
• Giving and asking basic directions to common places in a town/city.
• Using simple health vocabulary to give advice, ask questions, or understand prescriptions.
• Comparing and describing common items, such as food or clothing in a store.

Create a lesson plan for one of the three days (using the template provided). Be sure to note:

• Your aim(s)/objective(s) for students to learn that day.
• Assumptions on topics such as student background knowledge, language skills, and/or interest as it relates to your lesson plan.
• A summary of any anticipated problems your students may encounter during the activity.
• Any worksheets or prompts that you are going to use (attach and cite any sources).
• Clear instructions to students and role of the teacher.
• Time estimates for each stage.

QUIZ SAMPLE

QUESTION 1:

Choose the correct statement about lesson planning.

Select one:

• a. Never modify your lesson plan once you start class.
• b. A lesson plan serves as a record of what you have taught for future references.
• c. Students should receive a bulleted draft of your lesson plan.
• d. Once you have a lot of teaching experience, lesson planning is not necessary.

QUESTION 2:

In the _______ stage of the lesson plan, students commonly complete close-ended tasks accompanied or followed by teacher feedback.

Select one:

• a. Practice.
• b. Production.
• c. Review.
• d. Warm-up.

VIDEO SAMPLE    

SUMMARY

Reading and tasks on the basic concepts in course design: creating and delivery of needs analyses and diagnostic assessments; use of data collected via analyses; evaluating and selecting textbooks; producing a general course syllabus; creating a class contract to establish classroom standards of behavior.

OBJECTIVES

After reading this chapter, the reader will be able to...

1. Describe the basic concepts and best practices of design for a course of second language instruction.
2. Create and deliver needs analyses and diagnostic assessments.
3. Use data collected via analyses to create units of language study.
4. Evaluate and select textbooks appropriate to target student population.
5. Produce a general course syllabus to establish course dates and grades.
6. Create a class contract to establish classroom standards of behavior.

TASKS 

This chapter requires the following:

• Week 5 Peer Participation
• Ch 5: Quiz
• Ch 5: Course Design

EXCERPTS OF TEXT

Depending on where and how you find yourself teaching, you may be called upon to make big or small decisions about the course of study for your students. On one end of the continuum, you may be doing private tutoring and have a need to make a tailored course of instruction consisting of day-to-day lesson plans. Likewise, you may find yourself in a school that expects their teachers to be entirely or partially self-sufficient in the planning aspects of their classes. On the other end of that continuum, your school may be rigid in their expectations, doing all or most of the course planning for you.

Read the following vignette about the first two positions of an experienced EFL teacher:

Vignette: Different Expectations for Different Jobs

My first two jobs teaching abroad were very different in terms of the prep required of me. My first job had me traveling around the city, teaching English to business professionals at their workplaces. I was given class lists with names grouped by level, but I had no curriculum or set coursebooks to work with. I had to do my own needs analyses and create the course of study for each group – deciding not only what to teach for each lesson, but over the course of the entire term as well. My second job, on the other hand, was at a language academy, one that had set curricula and syllabi for each level and age group. With each class list, I received a textbook (that the students were required to purchase) and a calendar containing language aim milestones. They even gave me assessments that I could use or alter as I needed! There were pros and cons to both situations, but I feel like a novice teacher needs to be prepared for anything in terms of curriculum and course design.

Having to make decisions about course planning may intimidate or excite you. Regardless of your stance on this venture, this chapter strives to break apart the planning process to help you either prepare a course of study or better evaluate one that is given to you. It should provide a foundation for the creation of a course of language study which includes choosing and evaluating textbooks, establishing classroom expectations via course documents, and the development and use of needs and learner analyses. Finally, the chapter will look at different ways that you can use this data to create units of study and a syllabus for a course.

By using the tools described in this chapter, you will be able to make the most of your time, energy, and resources as a teacher, while your students will gain the most benefit from the short time you are together.

HOMEWORK SAMPLE

Chapter 5 - Course Design Template 

Imagine you are going to be teaching Ana or Chien in a classroom setting. We have conducted the needs analysis and diagnostic assessments you will need to help design the course you will be teaching to the student you select. You will critically evaluate his/her responses through a series of targeted questions.  Use or recreate the Course Design Template to complete the prompts.  Be sure to address all parts of the prompts and cite according to your instructor’s preferences.

QUIZ SAMPLE

QUESTION 1:

A needs analysis during the first week will primarily _______.

Select one:

• a. Help you learn your students' names.
• b. Serve as an icebreaker activity.
• c. Serve as a tool to plan the course for a term.
• d. Be a component of determining students' final grade for the course.

PEER PARTICIPATION 

Peer Participation is a forum within the online ITA class portal that is intended as a way for students and peers to not only get to know each other, but as a way to discuss topics related to teaching English as a foreign language. Each week, the course instructor will post a topic for discussion in this forum and students can earn credit for answering and responding thoroughly.
 
Sample Chapter 5 discussion:

SUMMARY

Reading and tasks on defining word root, prefix and suffix; common phrasal verbs and collocations; phonological, morphological, syntactic, semantic, and pragmatic understanding; selecting vocabulary words to teach in the ESL/EFL classroom; effective methods of vocabulary instruction; challenges and approaches to teaching idiomatic expressions; effective methods of vocabulary instruction with example vocabulary activities.

OBJECTIVES

After reading this chapter, the reader will be able to...  

1. Define morpheme, word root, prefix, and suffix, and generate examples of each.
2. Recognize common phrasal verbs and collocations.
3. Identify challenges and approaches to teaching idiomatic expressions.
4. Compare and contrast the following aspects of what it means to know a word: phonological, morphological, syntactic, semantic, and pragmatic understanding.
5. Describe considerations for selecting vocabulary words to teach in the ESL/EFL classroom.
6. Describe and justify effective methods of vocabulary instruction, including meaningful input, controlled exercises, and communicative output. 

TASKS 

This chapter requires the following:

• Week 6 Peer Collaboration
• Ch 6: Quiz
• Ch 6: Quiz
• Ch 6: Create a Vocabulary Exercise

EXCERPTS OF TEXT

Extracted from "Word Roots, Prefixes, and Suffixes..."

A word root, also called a word stem, is the main part of a word. For example, the verb “move” means a change in a person’s or thing’s original position. “Move” is also the root of the following bold-faced words:

• The moving truck was two hours late.
• We should call the movers and demand a refund.
• Who moved all of those boxes into the street
• Martin was unmoved by his little brother’s temper tantrum.
• Young children shouldn’t play with toys that have many moveable parts.

A prefix is a set of letters placed at the beginning of a word that alters the meaning of the word, or root, it is attached to. The following words contain prefixes (highlighted in bold):

Unmoved               (un- = not)
Indescribable          (in- = not)
Contraindicated      (contra- = against)
Impossible              (im- = not)
Readjust                 (re- = again)
Preface                  (pre- = before)
Postscript               (post- = after)
Context                  (con- = with) 

A suffix is a set of letters attached to the end of a word that often changes the word’s part of speech, and sometimes its meaning, but can also simply change nouns to plural, or indicate a change in verb tense. See the following sentences, where the suffixes are highlighted in bold and underlined: 

• Marge quickly changed lanes to avoid the accident.
• Rabbits are quicker than tortoises.
• Texting while driving is dangerous.

HOMEWORK SAMPLE

Create a Vocabulary Activity:

In this chapter, you read about the concepts of selection, meaningful input, and explicit instruction in relation to lexis/vocabulary. To put these concepts into practice, you will create an exercise to teach and practice vocabulary from the following text. Follow the steps below to complete this task. 

Part I. Read a Text
Read the low-intermediate text. Pay attention to the lexis (i.e., vocabulary) that is in bold text. 

Part II. Teach the Lexis
In Part II,  you will build a vocabulary exercise.  Use the Chapter 6 Activity Template to write out your answers (the same questions are provided below).  

QUIZ SAMPLE

QUESTION 1:

Root words or word stems can be defined as _______.

Select one:

• a. Words that hold the basic meaning of a word. It's what's left after you remove any prefixes or suffixes.
• b. Words that commonly are found together such as "make" and "wish". It's how words go together or form fixed relationships.
• c. Words that look similar to words in other languages. The German word "milch" and the English word "milk" are examples.
• d. None of the above.

QUESTION 2:

Which of the following words contains the prefix "un" meaning "not"?

Select one:

• a. Understand.
• b. Very similar everywhere in the world.
• c. Shaped by the society we grow up in.
• d. Dependent on our genes and family history.

VIDEO SAMPLE    

PEER COLLABORATION 

Peer collaborations are spaces within the ITA class portal that are intended as a way for peers to create resource lists related to teaching English as a foreign language. Every other week, the course instructor will post a topic for research where students will explore online resources and share them to the forum.

SUMMARY

Reading and tasks on how the brain processes listening output; types of listening input; types of listening materials and how to choose them for the classroom; how to tailor listening activities to student level and mental method of processing; ways to set up activities within a listening lesson and sequence of lessons; specific techniques for teaching listening skills; how the schema theory impacts ESL/EFL reading activities; common reading strategies that can be taught to ESL/EFL learners; selecting reading materials; intensive and extensive reading skills; types of pre-reading, while-reading, and post-reading activities; and ways to assess reading both formally and informally.

OBJECTIVES

After reading this chapter, the reader will be able to...

1. Summarize how the brain processes listening and reading input.
2. Identify common student difficulties with listening and reading processing.
3. Contrast intensive and extensive listening and reading skills.
4. Identify types of listening and reading materials and how to choose them for the classroom.
5. Describe how to tailor listening and reading activities to student age and level.
6. Summarize ways to set up listening and reading activities within a lesson.
7. Describe types of tasks that can be done within the sequence of listening and reading activities (i.e., pre-, during-, and post- activity).
8. Identify specific techniques for teaching listening and reading skills.
9. Describe how schema theory impacts ESL/EFL listening and reading activities.
10. Identify common listening and reading strategies that can be taught to ESL/EFL learners.
11. Differentiate listening and reading skills by proficiency level.
12. Summarize appropriate types of assessments for listening and reading skills.

TASKS 

This chapter requires the following:

• Week 8 Peer Collaboration
• Ch 8: Quiz
• Ch 7: Materials Analysis

EXCERPTS OF TEXT

Extracted from "Authentic and Realistic Reading Materials..."

Since we cannot individualize reading assignments for each student in our class, how can we find readings that will appeal to a group of diverse students? Authentic texts are preferable to those “realistic” texts made just for ESL/EFL learners (Kelly et al., 2002). However, teachers may make some modifications to a text for learners, such as adding a glossary of unfamiliar words and idioms, explaining complex sentence structure, and activating their prior knowledge on the subject through pre-reading activities (addressed ahead). ESL/EFL teachers may draw from a wide range of authentic materials depending on student interests and the focus of the curriculum. Reading materials can be categorized as follows (Hadley, 2001, p.181):

• Literary (essays, short stories, novels, poems, etc.)
• Academic (journal articles, textbooks, etc.)
• Special genres (technical reports, comic books, industry analyses)
• Correspondence (letters, postcards, emails, memos, etc.)
• Informational or reference (maps, signs, catalogs, timetables, food labels, bus schedules, dictionaries, TV listings, thesauri)
• Miscellaneous realia (restaurant menus, magazine advertisements, tickets, etc.)
• Mainstream media (newspapers, Internet news, weather reports)

HOMEWORK SAMPLE

Online Listening Materials Analysis:

In this task, you will critically evaluate materials from the internet. Click and read through sample plans A and B and then answer the questions below.

• Sample Plan A - Climate Change
• Sample Plan B - Marriage

Questions:

1. Select one of the sample plans listed above. Are both extensive and intensive listening questions addressed in the plan? Reference the chapter and give as much detail as needed to understand the inclusion or exclusion of these question types. (Write between 200-400 words.)
2. Select one of the sample plans listed above. Does the plan include a full listening sequence that includes pre-, during-, and post-listening steps? How might you improve on those steps? Reference the chapter and give as much detail as needed to understand your ideas. (Write between 200-400 words.) 

QUIZ SAMPLE

QUESTION 1:

Which of the following is an example of using inference skills?

Select one:

• a. Looking for specific facts and figures without reading the whole text.
• b. Guessing the location where the story takes place, based on the context and not explicit details.
• c. Summarizing the main points of reading.
• d. Flipping through a textbook to find the correct chapter number to read.

QUESTION 2:

The MINUS framework refers to _______.

Select one:

• a. Activating students' background knowledge.
• b. Presenting comprehensible listening material.
• c. Using TPR activities such as 'Listen & Do' or 'Listen & Draw'.
• d. All of the above.

VIDEO SAMPLE    

PEER COLLABORATION 

Peer collaborations are spaces within the ITA class portal that are intended as a way for peers to create resource lists related to teaching English as a foreign language. Every other week, the course instructor will post a topic for research where students will explore online resources and share them to the forum. 

Sample Chapter 8 discussion:

SUMMARY

Reading and tasks on the foundation needed for ESL/EFL students to improve their oral and written language production; commonly used classroom speaking activities; the sounds and most common pronunciation rules for English pronunciation and when to incorporate effective pronunciation techniques into ESL/EFL lessons; structuring ESL/EFL writing activities and lessons; and recommended outside resources to improve and expand teacher knowledge, methods, and materials of ESL/EFL speaking and writing.

OBJECTIVES

After reading this chapter, the reader will be able to...

1. Describe a few basic factors that affect the acquisition of second language oral and written production skills.
2. Describe the foundation needed for ESL/EFL students to improve their oral and written language production.
3. Identify commonly used classroom speaking and writing activities.
4. Identify various ways to integrate pronunciation practice into a language lesson.
5. Discuss a general framework for structuring ESL/EFL speaking and writing activities independently and within lessons.
6. Summarize appropriate types of assessments of speaking and writing skills.
7. Describe some methods of providing feedback on oral and written tasks.  

TASKS 

This chapter requires the following:

• Week 9 Peer Participation
• Ch 9: Quiz
• Ch 9: Speaking and Writing Lesson Plan

EXCERPTS OF TEXT

Extracted from "Teaching Speaking..."

In its most basic form, the aim of speech is to effectively communicate a message orally so that the speaker’s intentions are clearly understood. Most beginning teachers are probably aware of the basic “mechanics” of oral production – fluency, grammar, vocabulary, and pronunciation, but there are also social and cultural communicative aspects as well. In addition to the four areas just mentioned, an effective speaker of any language must have an understanding of:

• Knowing when and how to interrupt and ask questions, and when to stop and listen
• Choosing appropriate grammar or vocabulary for a given situation or context
• Knowing how language functions in terms of speech acts (e.g. inviting, apologizing, etc.)
• Being aware of the social dynamics of language
• Creating coherent and cohesive output, and holding a listener’s interest

When creating speaking activities and lessons, make sure to take the above into account, and build awareness in your students regarding their role in effective discourse.

HOMEWORK SAMPLE

Writing Activity:

1. Write a paragraph describing a writing activity that you would create for a class that you are teaching. Specify the level (beginner, intermediate, or advanced) and the language goal of the task.
2. Next, create a rubric to evaluate the task. Your rubric should include:
   • A grading scale to assign point values, and a definition of what constitutes a satisfactory response to the activity.
   • The language areas in which your students are being evaluated.
   • The specific criteria for each area.

QUIZ SAMPLE

QUESTION 1:

Actively engaging students in a writing task through a series of writing stages, which involve multiple drafts and revisions with period feedback, is known as _______.

Select one:

• a. The product approach.
• b. Peer review.
• c. Brainstorming.
• d. Process writing.

QUESTION 2:

The best and most common example of an ice-breaker speaking activity is _______.

Select one:

• a. Debate.
• b. Problem Solving.
• c. Role Playing.
• d. "Find someone who...".

VIDEO SAMPLE    

PEER PARTICIPATION 

SUMMARY

Reading and tasks on the several benefits of using low-tech visual aids with English language learners; low-tech visual aids and how they can be applied to the ESL/EFL classroom; ways to use the Internet effectively with ESL/EFL students; precautions to consider when assigning Internet-related activities; how blogs and wikis might be used to enhance students’ communication skills; recommendations for effectively integrating video into the ESL/EFL classroom; ways to use songs as a teaching and learning tool; appropriate visual aids for each language skill (reading, writing, listening and speaking); and general criteria to follow when choosing a visual aid.

OBJECTIVES

After reading this chapter, the reader will be able to...

1. Define visual aids and how they can enhance learning.
2. Identify the general criteria to follow when choosing a visual aid.
3. Describe several benefits of using low-tech visual aids with English language learners.
4. Identify a wide variety of low-tech visual aids and explain how they can be applied to the ESL/EFL classroom.
5. Compare and contrast main types of online learning: blended learning, synchronous classes, and asynchronous classes.
6. Analyze some strengths and drawbacks of online teaching compared to classroom-based programs.
7. Identify ways to use the internet effectively with ESL/EFL students.
8. Explain precautions to consider when assigning internet-related activities.
9. Discuss how blogs and wikis might be used to enhance students’ communication skills.
10. Summarize recommendations for effectively integrating video into the ESL/EFL classroom.
11. Cite an example of an appropriate visual aid for each language skill (reading, writing, listening, and speaking).

TASKS 

This chapter requires the following:

• Week 10 Peer Collaboration
• Ch 10 Task 1: Quiz
• Ch 10: Improving Past Plans

EXCERPTS OF TEXT

Extracted from "Choosing the Right Visual Aids..."

Not all visual aids are appropriate for the ESL/EFL classroom. For example, imagine having a Thai student who has lived his whole life in a tropical climate. It would be unfair to ask him to fully describe pictures of a ski resort in the mountains of Switzerland without reviewing his background knowledge and assisting with vocabulary and geography. Can you think of other characteristics of a visual aid that would detract from learning instead of enhancing it? Have you ever been exposed to poor visual aids as a student?

The following table lists additional visuals to be avoided in ESL/EFL classrooms. How does this table compare to your own list?

Figure 8. Characteristics to avoid in visual aids. Adapted from Canning-Wilson (2000).

HOMEWORK SAMPLE

Integrating Video:

You are teaching a unit that deals with ordering food. Your class has 15 students and they are at the high beginner level. Integrating concepts from the chapter, design an activity that includes the following video. The activity plan should include pre-, while-, and after-viewing steps. Plans that do not use the following video will not be accepted.

Use or recreate the Activity Template to develop your activity. Do not forget to include these points within the template:

• Language aims/goals for the activity
• Assumptions on topics such as student background knowledge, language skills, and/or interest as it relates to your lesson plan
• A summary of any problems that your students may encounter, as well as potential solutions
• Clear instructions for the students and teacher in each stage of the activity
• Time estimates for each stage
• Worksheets, visuals, or prompts that you create or modify (attach and cite any sources)

QUIZ SAMPLE

QUESTION 1:

A teacher must carefully examine visual aids and videos before classroom use to avoid _______.

Select one:

• a. Culturally offensive themes.
• b. Profane language.
• c. Scenes of excessive violence.
• d. All of the above.

QUESTION 2:

For which of the following writing topics would a Venn diagram be most appropriate as a brainstorming and planning tool?

Select one:

• a. Comparing and contrasting characteristics of Internet-based learning to in-class learning.
• b. Listing the pros and cons of banning junk food in public schools.
• c. Describing lesser known tourist sites in Paris.
• d. Explaining the advantages of adding green spaces to large cities.

VIDEO SAMPLE    

PEER COLLABORATION 

Peer collaborations are spaces within the ITA class portal that are intended as a way for peers to create resource lists related to teaching English as a foreign language. Every other week, the course instructor will post a topic for research where students will explore online resources and share them to the forum. 

Sample Chapter 10 discussion:

SUMMARY

Reading and tasks on culture and cultural sensitivity, surface and deep culture; the five barriers to cross-cultural communication; four main cultural dimensions and their implications for the EFL classroom; and culture shock and its stages.

OBJECTIVES

After reading this chapter, the reader will be able to...

1. Define culture and cultural sensitivity.
2. Differentiate between surface culture and deep culture.
3. Identify five barriers to cross-cultural communication.
4. Discuss four main cultural dimensions and their implications for the EFL classroom.
5. Define culture shock and describe its stages.

TASKS 

This chapter requires the following:

• Week 11 Peer Participation
• Ch 11: Quiz
• Ch 11: Written Response/Cultural Report

EXCERPTS OF TEXT

Extracted from "Stereotypes..." 

Stereotypes constitute the third barrier to successful cross-cultural communication. A stereotype is a collection of attitudes and assumptions about a group of people, and the word has a negative connotation in general. We naturally try to classify people into different categories based on what we have heard or what we have experienced. The problem with stereotypes is that they are usually based on one occurrence. We apply one perception to an entire group, and once we hold it, we interpret what we see as proof that what we believe is true. And as we already know, the same behavior can have very different meanings and can be the result of different underlying values. What is more, stereotypes only paint a partial picture of a person and that person’s culture, and are often inaccurate.

 

Stereotypes should not be confused with generalizations. Generalizations are statements about other cultures that are based on cross-cultural research and are usually done by anthropologists or other experts. They are more reliable, as they take into account all available information. The purpose of generalizations is to help international communication by showing the different underlying attitudes and values behind visible practices.

HOMEWORK SAMPLE

Essay Question:

Write an essay on one country where you plan to teach EFL in the future. If you plan to teach online, write about a country where your students might be located. If you plan to teach students who are residing in your home country, consider writing about a culture that you believe many of your students would identify with. Your essay should address all three of the following ideas:

• Surface-level cultural norms such as food, dress, celebrations, etc.
  Deep-level cultural norms such as people’s attitudes, values/beliefs, etc.
  Classroom and educational culture such as student-teacher/student-student relationships, educational systems, dress code, etc.  

Use at least three sources and write 750-1,000 words. You may include pictures too if you wish. Be sure to acknowledge each source using the preferred citation method of your instructor. 

QUIZ SAMPLE

QUESTION 1:

In indirect cultures, the teacher should _______.

Select one:

• a. Ask individual students to share their opinion.
• Suggest controversial topics for class discussions to encourage participation.
• Give both positive and negative feedback openly in front of the whole class.
• Ask students to work in groups before asking for an individual opinion. 

QUESTION 2: 

Choose the statement about culture that is true. Cultural norms are _______. 

Select one:

• a. Only acquired in adulthood.
• b. Very similar everywhere in the world.
• c. Shaped by the society we grow up in.
• d. Dependent on our genes and family history.

VIDEO SAMPLE

PEER PARTICIPATION 

Peer Participation is a forum within the online ITA class portal that is intended as a way for students and peers to not only get to know each other, but as a way to discuss topics related to teaching English as a foreign language. Each week, the course instructor will post a topic for discussion in this forum and students can earn credit for answering and responding thoroughly.

Sample Chapter 3 discussion:

PRACTICUM OVERVIEW

Practicum is an essential component to a teacher's training process, as it provides valuable insight and experience prior to obtaining independent teaching positions. International TEFL Academy requires that all students accumulate a minimum of 20 hours for TEFL/TESOL certification. These hours can be achieved through observation, tutoring, student teaching or a combination of 2 or 3 of these in an ESL/EFL setting in which non-native speakers are learning new English language skills.

Hands-on experience with English language learners provides an opportunity for teacher trainees to apply teaching principles to real-life situations, build confidence in their skill and pedagogical style, gain exposure to various learning styles and classroom situations, and acquire valuable teaching experience. These components will assist a teacher in feeling more prepared, as well as add a competitive edge to one's job search and interview process.

FINDING A PRACTICUM LOCATION

You can do a web search for English language classes offered in your community. You will find that many different organizations will offer English classes to non-native speakers. Some examples of class sites are language schools, ethnic community centers, community colleges, park districts, local libraries, and faith-based organizations such as churches or synagogues. You may also find a non-native English speaker to whom you can offer one-on-one tutoring. It is up to each individual student to find a practicum location and set up their hours.

• ITA's USA Preferred Practicum Locations
• ITA's Preferred International Practicum Locations
• ITA's Preferred Online Practicum Locations

Please view the video to see how to conduct a practicum location search:

Step 1: Head to Google.com.

Step 2: In the Google search bar, enter "Free ESL classes in [....]" whereby [....] indicates either the name of the city you live in or the city you want to complete your practicum in. Conduct your search.

Step 3: A results page will display. Results that indicate free ESL classes at community colleges,  libraries, churches or community centers are great starting points. Click on one of the displayed results to read more about what they offer, their hours of operation, etc.

Step 4: If this seems like a location you would be interested in doing your practicum at, locate a contact phone number or email address on their page and note it down.

Step 5: Contact the location of interest and ask if they will allow you to observe, tutor, help student-teach, etc. If they are open to the idea, it is up to you to set up your practicum hours with them. 

Step 6: If the first location you reached out to will not allow you to complete your practicum there, try the next location that your Google search provided. Keep trying until you lock one in.

PRACTICUM DOCUMENTS

For a student to successfully pass the Practicum unit, the following documents must also be completed and submit via Moodle:  

1. Practicum Location Information: This includes details about the location in which the student completes their Practicum, the location website, Supervisor name and contact details, etc.

2. Time Log: Student to log the days and hours spent gaining practical experience with English language learners through observation, tutoring, and/or student teaching. Each practicum occurrence must be initialed and verified by a supervisor/cooperating teacher or an English language learner if the student has chosen to tutor an ESL student. Practicum time must total a minimum of 20 hours and the student must clearly indicate the mandatory 6 hours of student teaching or tutoring.

3. Practicum Experience Write Up: The final practicum requirement is for the student to write a 550 word (minimum) summary about their experience in an ESL classroom or tutoring ESL students. Items to cover in the one-page summary include:

• Where you completed your practicum (City, State, Name of Location/Center/School). • How you found your practicum location or ESL students (i.e. Organic online web searches, contacting community organizations, etc). • What practicum option(s) did you choose (Tutoring, Observation, Student Teaching, or a combination). • What type of language school or class you were in. • Types of students you worked with (age, background, etc). • What your overall experience was like. • Highlights and areas that could have been improved. • What your duties and functions were in the classroom. •  Was there anything you learned that you will incorporate into your own ESL classroom one day?

4. TEFL/TESOL Certification Completion Form: Requires the student to complete an online survey outlining their full name, address, TEFL course start date and date of birth for certificate mailing purposes.

PRACTICUM DUE DATE

Students have an additional 90 days to complete the practicum hours from their course end date. For example, if your course ends on December 1, you must submit your practicum documents by March 1. Please refer to your course calendar for exact due dates.

ALUMNI TESTIMONIALS

Here's what some of our alumni that took our online course had to say about the required practicum component:

	"I was actually very glad there was a practicum portion required, so I was able to get some hands-on experience. I was able to work with some amazing refugees in Austin and enjoyed helping and teaching them very much." Katie Moss - Czech Republic
	"The practicum was very useful. I worked with a teacher at a community center who taught adult immigrants practical English vocabulary. He had taught in South Korea 20 years ago and offered a lot of encouragement." Amanda Kim - South Korea
	"The practicum was an important step in gaining confidence. I was able to see how the theories worked in real life. The experience made me realize how much I loved teaching. I found myself really caring about the process of my students. I was always looking for ways to make English easier to understand and fun at the same time." Todd Ritz - Argentina
	"The practicum was the best part. This, in my opinion, was also the most important part. I loved my practicum because I got that real-world experience I needed. Being able to work with students and participate in their learning really put all the methods from my lessons into perspective." Cassondra Lopez - Czech Republic

We've put together a video montage to showcase what our ITA Online TEFL class live lectures look like in terms of practical content, our professional instructors, and student interactions. 

One of the many aims of a professional TEFL course is to run a classroom from day one. 
You will be able to assess the level and needs of class and student, create a lesson plan with all supporting materials for each day. This is an actual lesson plan created by a former International TEFL Academy student.   At the bottom are the comments from the TEFL class instructor for feedback.

Beginner Adult Lesson Plan

Class: Beginner Adults (1/3)

Images for Introduction

Images for Presentation

INSTRUCTOR FEEDBACK

Instructor feedback:  Thank you for this excellent lesson for beginner students that will address weather and likes/dislikes about weather. You have included all of the necessary stages, provided an explanation for each stage, and demonstrated excellence in planning a lesson.

To begin, your problems and solutions section lists some realistic and appropriate problems. Overall, your grammar is appropriate for beginners. It is appropriate to teach the simple present, past, and future to beginners. Most beginners are not ready to learn the perfect tenses, however. 

Note that most of your vocabulary is also level appropriate, but some of the vocabulary in your final task may be problematic. For example, the words “viewers” and “specific” are not likely to be understood by beginners.

Yes, drawing pictures during the presentation is a great way to demonstrate the meaning of the words and to include low-tech visual aids, just don’t take too much time in doing so.

I appreciate how your practice activity gradually encouraged the students to try their new learning in a more open-ended way! That is exactly the way it should be.

You also have some great images in here. It is fun to use your own images if they are relevant. It also helps personalize the visuals and the plan.

Your reporting activity on the end sounds like fun! Students will appreciate this activity and the chance to be a weather reporter. Note that this will likely be hard for them because you didn’t do any reading or listing to an actual interview beforehand.

In the future, add one of these models first and it will really help your students.Also note that many will likely “read” the questions you have on the board. As this is a production task, encourage them to try and ask and answer questions without reading. 

Nice work overall!  

On a final note, I would also like to share a link to the International Journal of Foreign Language Teaching.  It is an academic journal that is peer-reviewed, and it is full of lots of stories and research about teaching English as a foreign language.  It is free and you can download the journal at this site:  http://www.ijflt.com/.

Technology Requirements: 

In order to take our online TEFL class, you will need the following:

• Computer or laptop (Note: the Moodle app allows for course reading to be read on cell phones, however, we do not recommend taking the entire course through a cell phone or tablet.)
• Internet Browser (we recommend Google Chrome or Mozilla Firefox)
• Microsoft Word or a Word-compatible program (not including Pages)
• PDF Reader
• Ability to download, edit, save, and upload files in either PDF, JPEG, PowerPoint, or Microsoft Word
• Access to consistent and reliable Internet (dial-up is not acceptable)

Terminology Knowledge: 

Please familiarize yourself with the following terms:

• Browser
• PDF
• Word Doc
• Download
• Upload
• Cable or DSL Internet speed  

Take this Online Proficiency Quiz for a chance to navigate through the course platform!

REQUIRED TEXTBOOKS

There are no required textbooks for this course. All of your reading material is available online within Moodle. However, the course material is available to purchase in either a paperback or PDF version. The purchase of the course book is completely optional and not a requirement to take the online TEFL/TESOL Certification Course.

• If you would like to purchase a paperback copy, or PDF copy, of the textbook, you can do so here.

RECOMMENDED TEXTBOOKS

ITA Online students are recommended to have a grammar book as a supplement to the provided course reading. Every ESL/EFL teacher should have a grammar “bible” that they take with them wherever they teach.

A few suggestions are:

• Grammar Fundamentals of Teaching English as a Foreign Language: A Teacher's Reference by International TEFL Academy Press
• Fundamentals of English Grammar, 3rd Edition by Betty Schrampfer Azar
• Practical English Usage by Michael Swan
• A Practical English Grammar by Thomson and Martinet

Assessment Criteria: 

To receive a TEFL certificate, trainees must receive a Pass determination on each quiz and written task. Below is an outline of the tasks that are to be completed for each week and chapter. 

Week 1: Chapter 1 
Pre-Course Task
Week 1 Peer Participation
Ch 1: Quiz
Ch 1: Written Response 

Week 2: Chapter 2 
Week 2 Peer Collaboration
Ch 2: Quiz
Ch 2: Materials Analysis 

Week 3: Chapter 3
Week 3 Peer Participation
Ch 3: Quiz 
Ch 3: Activity Analysis

Week 4: Chapter 4
Week 4 Peer Collaboration
Ch 4: Quiz
Ch 4: Partial Lesson Plan

Week 5: Chapter 5
Week 5 Peer Participation
Ch 5: Quiz
Ch 5: Written Response
Mid-Course Evaluation

Week 6: Chapter 6
Week 6 Peer Collaboration
Ch 6: Quiz 
Ch 6: Lexis Activity

Week 7: Chapter 7
Week 7 Peer Participation
Ch 7: Quiz
Ch 7: Lesson Plan

Week 8: Chapter 8
Week 8 Peer Collaboration
Ch 8: Quiz
Ch 8: Lesson Analysis

Week 9: Chapter 9
Week 9 Peer Participation
Ch 9: Quiz
Ch 9: Lesson Plan

Week 10: Chapter 10
Week 10 Peer Collaboration
Ch 10: Quiz
Ch 10: Written Response

Week 11: Chapter 11
Week 11 Peer Participation
Ch 11: Quiz
Ch 11: Written Response
Final Course Evaluation

PARTICIPATION

Students are expected to participate in all online activities as listed on the course calendar. In order to stay on track, you MUST log into the course at least once a day. If not, you may miss important announcements, date changes, etc. You will not be docked any points if you do not log in to your course every day, but it is highly recommended.

BUILD RAPPORT

If you find that you have any trouble keeping up with assignments or other aspects of the course, make sure you let your instructor know as early as possible. As you will find, building rapport and effective relationships are key to becoming an effective professional. Make sure that you are proactive in informing your instructor when difficulties arise during the course so that we can help you find a solution.

WITHDRAWING FROM YOUR COURSE

Students who are unable to complete the online course must write a letter to International TEFL Academy stating that they will not be able to complete the course. Please refer to your ITA Terms and Conditions for a description of the withdrawal process.

COMMITMENT TO INTEGRITY

As a student in this course, you are expected to maintain high degrees of professionalism, commitment to active learning and participation in this class and also integrity in your behavior in and out of the classroom. Cheating and Plagiarism will not be tolerated in this course.

Cheating is defined as “an act of lying, deception, fraud, trickery, imposture, or imposition. Cheating implies the breaking of rules.”

Plagiarism is defined as “the wrongful appropriation, close imitation, or purloining and publication, of another author's language, thoughts, ideas, or expressions, and the representation of them as one's own original work.”

Students who are caught cheating and/or plagiarizing on course assignments will receive an automatic grade of “0” on their assignment with no chance of redoing the assignment for credit. If the student continues to plagiarize he or she will be automatically withdrawn from the class. Students who get caught cheating and/or plagiarizing on the Final Project will receive an automatic grade of “0” on the project.

Continuing with the course assures International TEFL Academy that you are aware of your role as the student and what is required of you throughout this course!

Here at International TEFL Academy we always strive to provide the best TEFL training & guidance possible, we are very proud to announce the launch of three specialty add-on classes, now available to all of our  new students, enrolled students & alumni:

• Teaching English to Young Learners 30-Hour Specialty Class
• Teaching Business English 30-Hour Specialty Class.
• Teaching English Online 30-Hour Specialty Class
• Foundations of English Grammar 60-Hour Specialty Class
• Tutoring English 30-Hour Specialty Class

Developed by leading TEFL experts & taught by university-level professors with extensive experience in these specific fields, these courses are not only designed to provide you with specialized professional skills, but also access to a wealth of resources including videos, course design blueprints, & step-by-step activity plans that you will find invaluable in the classroom long after you complete your course. 

These part-time classes are 100% online and can be taken from anywhere in the world on virtually any device (12-15 hours per week course time). Tuition starts at $349-$549 for each class.  You can save $50+ per class by registering for your specialty course(s) when you enroll for your standard TEFL class (online or onsite).

LEARN MORE ABOUT TEFL SPECIALTY CLASSES

Your instructor is available by email only. You can send your instructor an email at any time of the day or night and will receive a response within 24 – 48 hours. To find more information on your course instructor and contact details, please visit the profile section in your course. Your course instructor is not available by phone.

Do I need to login on my course start date?

Although not required, you should definitely log in on your course start date. In order to stay on track, you must log in to the course at least once a day. If not, you may miss important announcements, date changes, etc. You will not be docked any points if you do not log in to your course every day, but it is highly recommended.

How much time should I plan to spend each week on this course?

You should plan to allocate roughly 10-12 hours per week on this class. This should cover readings, watching lectures and videos, quizzes, essays, peer participation, etc. 

Can I finish the course quicker than 11 weeks?

You must complete the course and the practicum portion to be eligible for a certificate. You can work ahead in the course, but you must ensure you post to the forums and collaborative wikis to receive a Pass determination in those. They are often not released until the start of each week. You also must ensure you review your feedback on written submission and work with your instructor as needed to receive a pass determination for each weekly task. 

Can I take this class from anywhere in the world?

Yes, as long as you have access to the Internet and a working computer to complete your course assignments. 

How do I submit my tasks?

Tasks are submitted online in your course on Moodle (learn.internationalteflacademy.com). 

In order to submit a task in the form of a quiz, choose the correct week and chapter, and click on the correct Quiz.  Click on “Attempt Quiz Now” to complete the task. Each task in a quiz format allows for three attempts and 60 minutes to complete.

What time are the tasks due? 

All tasks are due by 11:59:59 pm Central Standard Time on the due date. Refer to your course calendar for task due dates.

Are due dates for Central/Chicago timezone?

Yes, due dates are for Central/Chicago timezone.  Check the current time in Chicago at timeanddate.com.

Can I receive credit for tasks that are submitted late? 

Late work will be accepted up to 2 days after the due date. There will be no exceptions after 2 days for late work. 

Will I be able to reach out to other students in the class?

You can reach out to other students in your online class through the following ways:

1. Office Hours: Students are not required to attend drop-in Zoom sessions however it is highly recommended that students attend these sessions as it is a great opportunity to ask the instructor questions, chat with your peers, or to discuss ESL learning and teaching.
2. Peer Participation
3. Collaborative Wikis

What is Peer Participation?

Students are required to participate in a discussion every other week by posting at least one thought or comment in the Peer Participation forum. The discussion will begin each week by your instructor posting a topic in the Peer Participation forum.

What is a Collaborative Wiki?

Students are required to make edits to the collaborative wiki every other week according to the instructions for that week. Students research sites, resources, and lesson activities to generate resource lists to use in their future teaching. The wiki topic is determined by the instructor at the start of the week. 

When are Peer Participation & Collaborative Wikis due?

Peer Participation & Collaborative Wikis are due every Sunday with mini-deadlines for initial Peer Participation posts on Fridays. Check your Course Calendar for any questions regarding the due dates.

Can I receive credit for Peer Participation or Collaborative Wiki edits that are posted late?

No, credit will not be received for any Peer Participation or Collaborative Wiki edits that are posted after the due date. 

How long will I have access to the course materials online?

Students will be able to access all course material for approximately 3 months after the completion of the course.  An email notification will be sent out to students about one week before their access is closed.

Do I need to purchase a textbook for this course?

Students are not required to purchase any extra material for the course. However, it is highly recommended that students purchase a grammar book. Students also have the option to purchase the course book in paperback or PDF forms.

Are the lectures optional?

Students are not required to attend live lectures.  However, it is strongly recommended that students attend lectures as this is a time to receive more direct classroom instruction, ask questions, and communicate with peers and the instructor.

Lectures are recorded and shared by your instructor for students to watch at a later time, however, this will not provide you access to live chat times with your instructor and peers.

Are the Office hour sessions optional?

Students are not required to attend the Office Hour sessions.  However, it is highly recommended that students attend sessions as it is a great opportunity to ask the instructor questions or to discuss ESL learning and teaching. 

What is the TEFL Practicum?

Watch the video for an introduction to the Practicum
(Live Practice Teaching) section of the Online TEFL Class.

Practicum is an essential component to a teacher's training process, as it provides valuable insight and experience prior to obtaining independent teaching positions. International TEFL Academy requires that all students accumulate a minimum of 20 hours for TEFL/TESOL certification. These hours can be achieved through observation, tutoring, student teaching or a combination of 2 or 3 of these in an ESL/EFL setting in which non-native speakers are learning new English language skills.

Hands-on experience with English language learners provides an opportunity for teacher trainees to apply teaching principles to real-life situations, build confidence in their skill and pedagogical style, gain exposure to various learning styles and classroom situations, and acquire valuable teaching experience. These components will assist a teacher in feeling more prepared, as well as add a competitive edge during one's job search and interview process.

Please refer to the "MANDATORY UNIT: Practicum Requirements" drop-down above for additional details. 

How do I find a practicum location?

You can do a web search for English language classes offered in your community. You will find that many different organizations will offer English classes to non-native speakers. Some examples of class sites are language schools, ethnic community centers, community colleges, park districts, local libraries, and faith-based organizations such as churches, mosques or synagogues. You may also find a non-native English speaker to whom you can offer one-on-one tutoring.

Does ITA assign a practicum location for me?

No, ITA does not assign a practicum location for its students. One benefit of taking the online course is its flexibility, as many students are working or taking other courses concurrently. Because of this, it would be difficult to arrange hours and locations around every individual schedule. Another reason why ITA does not assign a practicum location for students is because we have students from all over the world participate in our course. Therefore, you are free to find a location close to you and arrange hours at your convenience, whether they may occur during the day or in the evenings, or over the weekend.

Do I have to do my practicum hours at a specified, ITA-approved center?

You do not have to complete your practicum at specific locations. We are flexible with accommodating your experience, and it does not matter if you are observing, tutoring or student teaching in Kansas or in Argentina – just as long as you are working hands-on with real-life English language learners.

Do I need to do all of my hours after the course?

You do not need to wait until you have completed your certification to begin your practicum hours. Students may begin their practicum as soon as the course starts; at this time, it is advised to begin your practicum experience with observation hours unless you are an experienced EFL/ESOL teacher.

Do I need to do all of my hours at the same location?

You can do your hours at different locations if you choose. Some students prefer the continuity of remaining at one location throughout the duration of their practicum, while others enjoy experiencing diversity in their students and class types and opt to divide their 20 hours among various locations. Others’ choice of whether or not to do their practicum at one site depends on their professional, academic, and social schedules and whether or not English classes that are offered will conflict with their schedules.

Do I have to do all of my hours all at once?

Just as you can work on your practicum hours at various locations, you can also conduct your observation, tutoring, or student teaching at various times. You can begin your hours as soon as the course starts and you have up to 90 days after the course has ended to complete your practicum. Some teacher trainees prefer to wait until they have been enrolled in the course for some time before they feel comfortable enough to work with English language learners, while some will begin as soon as the course starts and ease into English classes by doing some observation hours in the beginning. Others wait until the course has ended and will work on their practicum during the 90-day period after certification due to schedule constraints.

Do I need to choose just one facet of practicum experience, or can I mix and match?

You can choose to perform one facet of practicum, though we do encourage students to try and participate in all three to gain a wider perspective and build as much varied experience as possible.

I currently teach; can my classroom hours apply toward my practicum?

Your current classroom hours will apply toward your practicum only if you are teaching English skills to non-native English speakers. For example, if you happen to have an English language learner in your Algebra class, then those hours will not apply toward your practicum. Additionally, if you are an English teacher, but do not have any English Language Learners in your class, then these teaching hours will not count, either. On the other hand, if you are a Biology teacher and you are offering extra tutoring assistance to an English language learner, then this time spent will count toward your practicum.

I have taught in the past; can those hours apply toward my practicum?

We do require that you complete your practicum hours concurrently with the course. However, if you have had extensive TEFL/TESOL experience locally or abroad, then you may have a portion of your practicum hours waived. This situation will be determined on a case-to-case basis, so please speak with an advisor from the Student Affairs department to gain approval and authorization.

How will ITA verify my practicum?

ITA will provide specific documents on which you will log your days and hours of observation, tutoring, or student teaching. These time log forms must be signed and verified by a cooperating teacher or tutored student. Additionally, a brief evaluation form will be provided that your cooperating teacher or tutored student must complete about your experience. Lastly, you will complete an assignment, for which you will be required to write a reflective essay on your experience.

Where can I obtain the necessary documents to submit to ITA?

The required documents can be found online in the ITA TEFL Practicum section. Log on to learn.internationalteflacademy.com to find all of the necessary documents you will need to submit.

What other steps do I need to do to complete my practicum hours?
Please refer to the TEFL Practicum Checklist for a list of items you need to complete. You can find the checklist online in the ITA TEFL Practicum section. Log on to learn.internationalteflacademy.com to find the checklist.

What if I choose to do 20 hours of tutoring with an English language learner; how will he or she complete the evaluation form?

There is a specific form that is used for tutoring. Your ESL student will need to complete the evaluation regarding his or her experience learning from you.

Can I receive an extension on my practicum hours?

ITA gives 90 days after the course has ended for students to complete their practicum. If you still have not completed your 20 hours during this timeframe, please fill out the extension form located online in the ITA TEFL Practicum section. Log on to learn.internationalteflacademy.com to find this form.

How many ESL students do I need to work with?

International TEFL Academy does not have a minimum or maximum amount of students that you are able to work with. You can work individually with one student, or even teach large classes of 20 - 30 students. The choice is ultimately up to you.

Can I complete my practicum in a foreign language, math, science, etc. classroom?

Students may only receive credit for their practicum hours if they complete their practicum in an environment or classroom where non-native English speakers are learning the English language.  Any hours spent in another environment or classroom that does not meet these requirements, will not receive credit for their practicum hours.

Many practicum locations or organizations require their volunteers to participate in an orientation or training program before they begin observations, teaching, or tutoring.  Am I able to count this towards my 20 practicum hours? 

Practicum hours must solely consist of observation, teaching, or tutoring.  Any orientation or training hours do not count towards the 20 practicum hours.

Can I observe ESL classes at International TEFL Academy? 

TEFL students may not observe ESL classes at ITA and must find a separate organization or students.

How do I check my grades?

When you are logged into the course on the left-hand side, under the Administration section, there is a link called Grades.  This will display all the grades for completed tasks.

How do I read feedback from the instructor?

Feedback can also be found under the Grades section.  Your instructor will provide feedback and comments on all tasks.    

What is the passing grade for this class? Can I fail the course?

Students must receive a Pass determination on all course tasks to pass the course.  

What are the steps to receive my TEFL Certificate?

To receive a TEFL Certificate, students must complete their 170-Hour Certification Course. Students must also complete the Practicum and turn in the necessary documents to Student Affairs within the timeframe outlined in the ITA Terms and Conditions. See Online Course Section B in the Terms and Conditions.

What documents do I need to submit to receive my TEFL Certificate?

Students must submit the complete Practicum Packet and Practicum Experience Write-up.

Where can I find these documents?

The Practicum Packet can be found in the Practicum section on Moodle. Please keep in mind that you will post your Practicum Experience Write-up together with the Practicum Packet under the Practicum section.

How long will it take to receive my certificate?

After a student has completed their certification course and submitted the necessary documents, it will take about 4 to 6 weeks to receive a certificate in the mail. A student will, however, receive a digital certificate once their course is completed and their practicum packet has been reviewed and approved.

Will I be able to reach out to my professor with course questions?  

You can reach out to your instructor through the following ways:

1. Office Hour Sessions: Students are not required to attend office hour sessions however it is highly recommended that students attend these sessions as it is a great opportunity to ask the instructor questions or to discuss ESL learning and teaching.
2. Email: Your instructor is available by email. You can send your instructor an email at any time of the day or night and will receive a response within 48 hours. To find more information on your course instructor and contact details, please visit the Course Announcements form in your course. Your course instructor is not available by phone.

Will I receive feedback on my assignments?

Yes. Feedback can be found under the Grades section.  Your instructor will provide feedback and comments on all tasks. 

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• Article: Who Teaches International TEFL Academy's Online TEFL Certification Course?
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• Article: Is ITA's Online TEFL Certification Course Valid & Accredited?