TESOL International Course Catalog - PDF - American TESOL Institute

237 Pages·2012·1.56 MB·English

by  Winston Malcolm

American TESOL Institute 120 Hour
Certification Program
American TESOL Institute programs encompass international standards for
TESOL training. Outlined you will find the academic guide for both students and
potential teachers of TESOL.
Apply - American TESOL Certification
Winston Malcolm
© American TESOL Institute 2012
Table of Contents
Page
Introduction …………………………………………………… 8
Organizational or Housekeeping Activities...…………………………………… 13
Courses Outline ………………………………………………………………….. 21
TESOL Teachers Training Course Semantic Webbing ……………… 23
Sequence of Topics in the Course …………………………………….. 24
Presentation of Course Outline ………………………………………… 25
TESOL Ethics ……………………………………………………………………. 27
Skills and Behaviors That Good Teachers Must Develop...…………………. 32
The Importance of TESOL training …………………………………………….. 38
TESOL Teacher Assessment …………………………………………………... 42
Supply and Demand in the World’s Labor Market for English Skills………… 47
The Importance of Cultural Issues in Teachers’ Training ……………………. . 51
Some important words and phrases to learn in other languages........ 58
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What to expect from the institutional environment ……………………………. 64
Individual Learning Styles ……………………………………………………….. 72
Exercise for to identify Visual learners ………………………………… 75
Exercise for kinesthetic/tactile learners …………………………………. 75
Some Strategies that help Motivate Students…………………………………… 78
Helpful motivational techniques ………………………………………….. 79
Learners Simulated Teaching with Motivational Guidelines in Mind….. 81
Student’s assessment …………………………………………………………….. 83
Guidelines to determine student’s level of language skills ……………. 89
Formative Assessments ………………………………………………….. 89
Guidelines for Enhancing Formative Assessments ……………………. 90
Summative Assessment ………………………………………………….. 91
Learning Strategies ……………………………………………………………….. 99
Knowledge of Language Acquisition Theories …………………………………. 105
Fluency Development ……………………………………………………. 110
Classroom Management ………………………………………………………… 117
Discipline as part of Classroom Management …………………………… 121
Preventive discipline ……………………………………………………….. 123
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Supportive discipline ….……………………………………………………… 124
Corrective discipline ………………………………………………………. 124
Planning and Delivering Instruction …………………………………………….. 129
Approaches, Strategies and Methods for teaching the L2
English Language Learner ……………………………………………………… 135
The Audio-lingual Method ………………………………………………… 137
Total Physical Response Method ……………………………………… . 137
Total Physical Response Guiding Principles …………………………… 137
The Communicative Method or Approach ……………………………… 138
Guiding Principles for communicative approach ………………………. 138
Art/ Musical Methods …………………………………………………….. 138
Lexical Method ……………………………………………………………. 139
Total Physical Response Guiding Principles ………………………….. 140
The Communicative Approach …………………………………………. 140
Guiding Principles for communicative approach ……………………… 140
Criteria for Selecting a Teaching Method ……………………………… 141
The Importance of Materials, Instructional Aids and Media in TESOL ……… 145
The Use of Visual Materials for Listening Activities …………………… 148
Technology as Instructional Aid ………………………………………………… 159
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Preparing A Sketch and Lesson Plans ………………………………………… 167
Introductory Activities ……………………………………………………. 169
Developmental Activities …………………………………………………. 169
Planning Students Evaluating …………………………………………… 169
Daily Lesson Plans Design ………………………………………………. 170
Lesson Plan for General English ……………………………………….. 175
Delivering and Evaluating the Quality of Classroom Instruction ……………. 181
Evaluating the Quality of Teacher’s Instruction ………………………. 186
What the Teacher Seeks to Achieve with the lesson ………………… 188
Making good use of the learners’ prior experience …………………… 188
Clarity of instructional activities………………………………………….. 189
Teacher modeling of new material ……………………………………… 189
Use of Gestures ………………………………………………………….. 190
Pronunciation …………………………………………………………….. 190
Learners Participation …………………………………………………… 191
Skill in Questioning ………………………………………………………. 191
Use of Teaching Aids and Media Equipment …………………………. 192
Attention to Routines …………………………………………………….. 192
Maintaining Order in the Class …………………………………………. 192
Summary of Lessons …………………………………………………….. 193
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General Suggestions for Working with Proficiency Levels I and II learners... 195
Some guidelines that can be implemented for Level II learners …….. 207
Principles and Guidelines for General Adults English ………………………. 210
Tips for Teachers of Adult ………………………………………………. 212
Things To Remember When Working With Adults……………………. 213
Principles and Guidelines for Business English ……………………………… 216
Principles and Guidelines for Teaching English to Children ………………… 225
Example of Lesson Plan for Children ………………………………….. 228
Procedures and activities for lesson plan development ……………… 230
Testing and Other Forms of Summative Assessment ……………………….. 233
Summative Testing ………………………………………………………. 235
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Part I

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Introduction
This guide has been prepared with the purpose of providing TESOL teachers
with a model to support their work in the field. Trainers of TESOL teacher don’t need to
follow all the steps and sequences developed here. Each trainer or teacher may make
whatever adjustments pertinent according to the specific context and circumstances.
The value of the document, however, consist of providing program management and
teachers with an instrument that serves to help standardize TESOL practices,
establishing norms and guidelines that may serve for facilitating communication in a
common format, making comparisons, sharing experiences, making teachers’
transitions from one country to another much easier, providing better links and feedback
between the ATI offices and affiliates, providing an international network of users of
similar products and creating a centralized system to take advantage of more
coordinated efforts between ATI the end users of its products. For teachers, this
document is also useful as it provides insights, especially for those without much
experience about how to develop a fruitful working relationship with their students. The
value of standards and norms is well established as a managerial principle that
contributes to continual improvement in quality by serving as reference and benchmark.
It is important to recognize that the topics and activities designed in this course
seek only to set off a drive for learning, as a fundamental character that TESOL
teachers must develop; this course, or any other, can’t teach everything in the TESOL
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world, since the dynamic and complex nature of the innumerable variables and contexts
make it necessary to look at each situation with its particular solutions.
This is not a course for teaching the subject of English. The course focuses on
producing awareness and positive behaviors related to topics that future TESOL
teachers need to learn and apply before, during and after teaching. The course provides
students with an instructor side-by-side help and stimulate students’ interest in doing
TESOL research as a permanent way of learning and improving on their own abilities to
face different situations in the field. The student must take the main responsibility for
his/her learning with the guide of a helping and friendly teacher.
The face-to-face interaction provides students with an opportunity to modify,
expand, elaborate, and comment on their inputs to the learning –teaching process. As a
result of these interactions, important synthesis can be achieved and documented on
the spot. The teacher has greater flexibility to introduce educational props and specific
examples based on firsthand experience that helps clarify and understand abstract
concepts and complex theories. Another advantage of this face- to face course is that
the teacher can use social skills, body language, live voice presentation, and humor to
give more life to the main points of lessons. Through listening, direct observation and
questioning the teacher can provide instant feedback and reinforcements of critical
aspects of the teaching/ learning process.
The course focuses on practical problems that teachers may face while teaching
TESOL. The emphasis is on learning to do informal and formal assessments, lesson
planning and delivering instruction in classroom environments. Efforts have been made
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to present methodologies and activities that are consistent with helping potential TESOL
teachers achieve knowledge and skills for effective performance in the classroom. The
guide can be viewed as reflection and initial steps for establishing norms and methods
that are consistent with TESOL research and theory in an effort to meet higher
academic standards and greater credibility as a TESOL training institutions.
Prospective TESOL teachers must learn to appreciate how theory and practice
can complement and reinforces each other. This proposal is rich in activities to advance
is goal by requiring numerous individual and group research and discussions. To
engage in teaching TESOL without the guide of theories would be like playing a game
without knowing the rules; to study only the theories would be like knowing the rules but
not having practice to gain the skills for playing the game.
Consequently, this work seeks to present materials in ways that entry- level
students of TESOL in most parts of the world can understand and relate to their context
without the use of highly technical terminology that is typical to many efforts in this field.
The course is divided into three types of teaching. The first part guides potential
TESOL teachers about the values that are expected from them as professional; that is,
the rules about how the TESOL teacher must behave. ATI strongly believe that any
guide on training courses must establish the standards of conduct and quality teaching
that help provide authority and discipline as an indispensable requisite of
professionalism. The second component is knowledge oriented, in other words,
teaching that learners have ways of learning and that there are techniques that TESOL
teachers need to know and apply in a student- centered strategy as recommended by
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