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TESOL国际英语教师资格文凭证书
 
课时:180学时权威国际认证:英国国家职业资格5级认证
什么是英国国家职业资格认证?

英国国家职业资格是英国各行业的职业资格认证体系,是享誉全球、全球认可的老牌职业资格体系,共1-7个级别,最高7级。该资格体系英文为NVQ,全称UK National Vocational Qualifications。NVQ-TESOL颁授机构为EDI,英国人拥有NVQ国家职业资格认证3级就可以从事英语教学工作!而通过TESOL学习考试后,将获得5级认证!
针对在职教师提高教学技能,提升职业发展阶梯而成为专业的国际认证的英语教师而设置。
教学目标:
在完成本课程之后,教师学员可达到以下技能:
*了解语言的形成
*了解语言教学遵循的原理
*了解语音语调
*了解方法论在英语教学的运用
*了解教学中辅助工具的运用
*了解组织课堂的方法

课程结构及课程方式
模块1-语言理论
学员的需求与激励,语言的本质及多样性,获知语言的方式,语言教学理论
*学员的需求
*语言本质
*英语的多样性-历史性、地域性及社会性
*英语语言的合适运用
*年轻学员的语言学习
*英语的教学方法及教学原则
*备课及试讲。
模块2-语言教学方法
教学法的运用,涵盖各种教学工具及辅助方式。
*有效学习方法的运用—4种技能
*课堂提问
*教学辅助工具及方法-音乐、歌曲、图画、抽认卡、词汇卡、角色扮演、短剧、游戏及猜谜、实物教学、板书有效运用及电子教学工具
*备课及试讲
模块3-课堂设计及组织
制定课堂纲要及教学目标,设定教学计划,并有效地进行课堂控制与实施。。
*课程目标及课堂提纲
*教材评估
*课堂互动形式设计
*课堂设计及座位布置
*课堂计划及活动时间表
*课程计划-目标、辅助工具、互动、时间掌握、问题预见并采取解决办法、课程计划实施
*备课及试讲
模块4-语言学及语音教学
当代英语语音、语调、词汇及句法特色
*语音
*语调
*词汇形态学
*词汇及语义
*语法、构造及错误
*备课及试讲
模块5-实习
在此环节中,将在辅导教员协助下设定教学计划准备教案,进行模拟教学,评估员将对您的表现进行讨论,并以积极具有建设性方式给予评定。

The Diploma in TESOL is endorsed by EDI at level five
It takes a slightly more academic approach to language awareness, phonology and classroom management techniques etc.
The transcript states that a minimum of 180 hours of study were undertaken to successfully complete the programme.

The Diploma in TESOL is specifically targeted at those who are interested in teaching English as a second or foreign language. Preferably, students should have a degree-equivalent qualification. However, students with at least high school or GCE 'O' level-equivalent qualification will also be considered. The most important consideration is that students must be fluent in both oral and written English at proficiency level.
You are assigned a personal tutor as soon as you enroll, who will give you help and guidance through the course as well as mark your assignments and give you personal feedback.

By course completion, students will:
understand how language is acquired
understand what constitutes errors in a language
know the principles on which modern language teaching is based
understand what phonetic and phonology are
know which methodologies can be used to teach English
know how to use materials and aids to teach English inthe class
know how to organize the class
know how to design lesson plans

Grading
Students who are awarded Grade C, Pass, have completed the course satisfactorily. They have attained an adequate standard in each of the four modules, and have shown they have assimilated the basic principles of TESOL.

Students who are awarded Grade B, Pass with Credit, have shown in addition that they have read more widely than the course requires, and that they are able to relate the theoretical issues studied to practical teaching situations.

Students who are awarded Grade A, Pass with Distinction, have demonstrated considerable further reading, an ability to express original thinking, and have proved to have a sound knowledge of TESOL techniques. They have also indicated an attitude and ability to be able to apply these techniques effectively in the classroom.

Structure:

The course contains four modules. You can work at your own pace when you have time and therefore have control over how long you will take to finish the course and earn your Diploma in Teaching English to Speakers of Other Languages.

The course is complete in itself and you do not need to buy any other materials. However, many students, particularly if they are trying for high grades, chose to undertake a certain amount of further reading from the suggested booklist.

You will need approximately 45 hours to complete each module including the assignments. Each module has two assignments that you must complete and send to your tutor by e-mail or post. Your tutor will mark and grade your work. The modules also have self-correcting exercises along with the answer key and accompanying notes to help you see your own progress on the course.

You can e-mail or write to your personal tutor as often as you need to. Your tutor will do his or her best to reply to you the same or following day. If your assignment needs to be improved your tutor will make helpful suggestions. You can submit each assignment up to three times without further payment. If after the third attempt your work is still below a pass grade of C a small charge will be made to cover the additional administrative cost of marking your work.

The course includes reading, setting tasks, self-correcting exercises and written assignments. There are 4 modules in this course:

MODULE ONE

Objectives By the end of this module you should:
1 be aware of the nature of language
2 have a knowledge of the different varieties of language
3 understand what constitutes error in language
4 understand how language is acquired
5 know which methodologies can be used to teach English
6 know the principles on which modern language teaching is based

Contents
Introduction: Learners' aims; different teaching situations.
Section A
1.1 What is language?
Sounds, symbols, a complex system, speech and writing
1.2 What is language for?
Communication, control, socialization, thought, feelings
1.3 Language varieties
Historical, geographical and social dialect;
Register: age, sex, status, role; topic, medium, style
1.4 Appropriateness and error
Communicative competence, mistakes, errors, teaching model.
Section B
1.5 First language acquisition
Stages of language development, mother/parent role
1.6 Second language acquisition
Classical conditioning, creative learning, motivation
1.7 Language teaching methodologies
Grammar-translation, direct methods, structural approach, audio-lingual approach, cognitive code, immersion method, lexical approach
1.8 Language teaching principles
Selection, grading, contextualization, repetition, practice
Tasks and self -correcting exercises
Essays to be submitted
Further reading

MODULE TWO
Objectives By the end of this module you should:
1 be aware of the aids available to the language teacher
2 know many of the techniques for using them
3 know what is involved in developing language skills
4 know how the aids and techniques can be used to do this
Contents
A note on student levels

Section A

2.1 Aural/oral skills: General principles, receptive v. productive skills.
2.2 Teaching pronunciation: General points, discriminating sounds, producing sounds, stress and intonation.
2.3 Language drills: Contextualized drills, substitution tables.
2.4 Question and answer: Ten types and five levels
2.5 Dialogues, drama and role play
2.6 Extensive and intensive listening: Stories, comprehension passages, dictation
2.7 Flashcards and wordcards
2.8 Exploiting the blackboard
2.9 Realia
2.10 Pictures and charts: Magazine picture library, wall charts.
2.11 Songs and rhymes
2.12 Games and puzzles
2.13 Electronic aids

Section B

2.14 Reading and writing skills: Different learners, reading skills, writing skills
2.15 Teaching the script: Phonic method, look-and-say method, pre-reading activities, reading activities, letter formation
2.16 Teaching spelling: Spelling and reading, sound to symbol, symbol to sound
2.17 Composition from guided to free: Labelling, answers to questions, substitution tables, guided composition, free composition
2.18 Intensive reading: Progression of reading skills, reading activities.
2.19 Extensive reading: Readability, graded readers, reading records.
2.20 Exploiting texts: Using authentic texts, simplifying texts.
2.21 Integrated skills: The four skills, translation.
Tasks and self-correcting exercises
Essays and work to be submitted
Further reading

MODULE THREE

Objectives
By the end of the unit you should
1 be aware of the factors affecting teaching aims
2 know what is involved in syllabus design
3 have a procedure for evaluating textbooks
4 understand the role of the teacher and have a basis for self-evaluation
5 be aware of the different modes of classroom interaction
6 be able to plan effective lessons
7 have a fund of ideas for planning lessons

Contents

Section A
3.1Teaching Aims
Course aims, sample syllabuses, textbook evaluation
3.2 Class organisation
Role of the teacher, modes of interaction, class layout
Section B
3.3 Lesson Planning
Preparation, presentation, practice, testing, revision
3.4 Sample lesson plans
Tasks and self-correcting exercises
Essays and work to be submitted
Further reading

MODULE FOUR

Objectives

By the end of the module you should
1 have a knowledge of the main concerns of linguistic theory
2 know many linguistic terms and categories
3 be able to approach linguistic texts with confidence
4 have started to relate linguistic theory to the practice of teaching
5 be thinking more clearly about the content of what you teach

Contents

Section A
4.1Phonetics and Phonology
The distinction between them, how sounds are made, phonemes, consonants, vowels, stress, rhythm, intonation
4.2 Morphology
Nouns, adjectives, pronouns, verbs
4.3 Vocabulary
Words, morphemes, collocation, meaning, subordination
4.4 Grammar
Parts of speech, clause, phrase, auxiliary and modal verbs, verb classes, tense systems and uses, complex verb phrases, noun classes, determiners,
adjectives, pronouns and proforms, prepositions, conjunctions, conditionals
Section B
4.5 Applications of Linguistics to Language Teaching
Error analysis, phonology, vocabulary selection, sentence complexity
Epilogue
Essays and work to be submitted
Further reading

 
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