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Level I Units

1. Create a positive learning environment.

Characteristics of a good teacher;
Features of a Positive Learning Environment and how to establish
The concept of student centred learning.
1. Use Opening activities to prepare students for the learning process.
How to effectively open a lesson;
Student attitudes towards learning;
Importance of student engagement.
2. Assess the learner’s prior competency with regard to Target
Importance of diagnostic testing;
Techniques for diagnostics testing;
Areas of focus when assessing learner competency.
3. Effectively introduce Target Language.
The concept of “encounters” in the teaching–learning process;
Use of authentic materials;
Use of eliciting techniques.
4. Effectively connect Target Language items based on principals of
Scaffolding and ZPD.
Brief insight to syllabus structure;
Creating learning objectives;
Acquisition vs. Learning.
5. Use the whiteboard effectively and manage content clearly.
Effective whiteboard management.
6. Effectively apply classroom management techniques for a variety of
learner demographics.
Philosophies on discipline in the classroom;
Techniques for maintaining discipline;
Classroom layouts.
7. Effectively adapt textbook materials for use in the classroom.
Analysis of textbooks;
Application of textbooks and other materials.
8. Conduct a Student-centred activity for students to Internalise the
Target Language.
Controlled Practice activities;
Drilling techniques;
Focus on accuracy.
9. Conduct a Student-centred activity for students to Personalise the
Target Language.
Semi-controlled Practice activities;
Focus on fluency.
10. Create a real-life simulation for students to Socialise and
Contextualise the Target Language.
Free practise;
Task-based learning and assessment;
Focus on communication.
11. Facilitate an effective feed-back session concerning Process, Content
and Context.
Importance of feedback;
Techniques for reviewing and evaluating lessons;
Sources of feedback.
12. Apply effective Error Correction techniques with varied levels of
intervention at different stages.
Philosophies on correction in the classroom;
Application of correction strategies.
13. Create and implement an effective Lesson Plan.
Lesson planning techniques;
Format of an effective lesson plan.
14. Demonstrate sufficient Language Awareness to teach Target
Language effectively.
Basic English grammar and syntax;
Level II Units
15. Apply the Prime Units of Competency for teaching the 4 Macro Skills.
Advanced look at the Skill component of the language proficiency
Planning for focus skills.
16. Apply the Prime Units of Competency for teaching Vocabulary and
Advanced look at the Knowledge component of the language
proficiency model.
17. Use ICT effectively.
Philosophies on ICT in the classroom;
Techniques and ideas for teaching with ICT.
18. Use Teaching Media effectively.
More advanced look at Authentic Materials;
Effective use of reading, video and audio materials;
Materials analysis and design.
19. Develop critical thinking skills as a secondary objective.
Philosophies and theories on Critical Thinking Skills;
Required skills in the modern professional world;
Techniques for developing learners’ critical thinking skills.
20. Design and conduct assessments based on the materials covered.
Philosophies on assessment;
Techniques for assessing learner progress.
21. Employ a variety of teaching methodologies effectively.
Advanced look at existing methodologies.
22. Cater to various learning styles.
Advanced look at theories on learning styles
23. Perform self-evaluation for personal professional development.
Maintaining a Teaching Journal;
Conducting self-evaluation;
Planning a personal programme for professional development.
24. Effectively differentiate learning to cater to mixed-ability classes.
Differentiated learning;
Group dynamics;
Handling mixed ability classes.
Level III Units
Language Units
25. Advanced Language Awareness I
Form & Function
Error analysis
26. Advanced Language Awareness II
“World Englishes”
Native & Non-native
27. Unknown Language
Analysis of learning process
Linguistic analysis
Methodology Units
28. Evaluate Methodologies
History of TESOL methodology
Comparative analysis of methodology
29. Different teaching scenarios
Designing & conducting a needs analysis
Comparing General English, ESP and School English Programmes
Teaching in a low resource scenario
30. Mono-, Bi- & Multi-lingualism
Native & Non-native speakers
Bi- & Multi-lingualism
Features of a bi-lingual education programme
31. Student Motivation
History of TESOL methodology
Comparative analysis of methodology
32. Classroom Research
Identify areas for research
Devise a research plan
Conduct and evaluate classroom research
33. Create and evaluate teaching & learning materials
Analyse and evaluating existing materials
Create evaluate materials to use in the classroom
34. Advanced Assessment
Creating and evaluating assessments
Assessing teacher competency
35. Teaching advanced English skills
Giving presentations
Different types of text
Supervisory Units
36. Classroom Observation & Giving Feedback
Observe a colleague in the classroom
Submit a written report of classroom observations
37. Develop Curricula
Design a syllabus for teaching English for Specific Purposes
Design a syllabus based on level of linguistic difficulty
38. Teacher Recruitment
Identify the features of a good teacher
Evaluate candidates for employment
Devise a recruitment strategy, including interview technique
39. Managing Professional Development
Devise a plan for ongoing professional development for the teachers
at your institution
Create a presentation to deliver one of the methodology units from
this programme