TESOL Training course information

TESOL - MG1 Initial Training

Total
Unit title Level GLH Credits
Study Time
Introduction to 1-to-1 TESOL Online 4 0 20 2
Tutoring Skills for 1-to-1 TESOL Online 4 0 20 2

Introduction to 1-to-1 TESOL Online Outcomes and Assessment Criteria

Providing Candidates with the knowledge and understanding of the delivery of effective and
engaging lessons and how to match the delivery to meet the needs of learners when teaching
English as a foreign language.

Learning Outcomes Assessment Criteria

The learner will be able to The learner can
1.1. Discuss the context for ESOL learning
1.2. Describe learner background
1．Discuss teaching ESOL in 1.3. Discuss Motivation
context, and describe factors affecting 1.4. List Cultural issues
ESOL learning 1.5. List Learning styles
1.6. Discuss Language Acquisition Theories
2.1. Identify prefixes and suffixes, synonyms, antonyms,
compounds.
2．Identify lexical and grammatical 2.2. Identify article, adjective, noun, pronoun, main verb,
features of the English language auxiliary verb, adverb, preposition, conjunction.
2.3. Identify word order and sentence structure
2.4. Identify simple, continuous and perfect aspects of
past, present and future forms.
2.5. English language difficulties for Chinese Learners and
 second language interference
3.1. Identify rules governing pronunciation;
3.2. Understand what is meant by a syllable, stress and
intonation
3.3. Understand how stress and intonation function and
3．English language difficulties for relate to meaning
Chinese Learners and second language 3.4. Identify syllable stress in words (word stress)
interference 3.5. Identify stress patterns in sentences (sentence stress)
3.6. Identify grammar and content words
3.7. Identify the schwa sound and its importance
3.8. Identify difficulties for Chinese learners – common
problems with intonation and sounds
4.1. Understand and compare Grammar Translation
Methods (traditional) and Mixed-Communicative
Methods (modern) and their associated techniques
4．Describe methods and the use 4.2. Identify different types of classroom activities to
of resources, materials and aids for develop learners’ grammar skills at different levels
teaching 4.3. Identify different teaching and learning resources to
develop learners’ grammatical skills at different levels
4.4. Explain how to match activities and resources to the
needs of learners
5.1. Define major skills and subskills in English
5.2. Describe Listening (gist, detail) skills
5.3. Describe Speaking (pronunciation, vocabulary,
grammatical accuracy, cohesion, etc.) skills
5.4. Describe Reading (skimming, scanning, global
5．Describe and assess language understanding) skills
skills 5.5. Describe Writing (spelling, punctuation, grammatical
accuracy, cohesion, etc.) skills
5.6. Describe CEFR and CSE in the Chinese context
including rationale and limitations of each

Introduction to 1-to-1 TESOL Online Assessment Method

Outcome Description Assessment

1. Discuss teaching ESOL in context, and
describe factors affecting ESOL learning Contribution to group discussion
2. Identify lexical and grammatical features Online exam. 40 out of 50 questions correct
of the English language. Contribution to group discussion.
3. Identify pronunciation features of English Portfolio based around documentation pre and
4. Describe methods and the use of post sample lesson, plus video evidence of
resources, materials and aids for lesson
teaching Maintenance of learning log or portfolio.
5. Describe and assess- language skills
 Tutoring Skills for 1-to-1 TESOL Online Outcomes and Assessment Criteria
Providing Candidates with the knowledge and understanding of the technological requirements
of 1-1 TESOL online, and the competence to operate as an online 1-1 Tutor of ESOL.

Learning Outcomes Assessment Criteria

The learner will be able to The learner can
1.1 Download Acadsoc App
1.2 Install Acadsoc App
1.3 Obtain sign on/off credentials
1.4 Maintain Diary
1.5 Offer slots
1．Install, operate and maintain an online 1-1 1.6 Invite Student
TESOL environment. 1.7 Teach Trial Lesson
1.8 Report feedback from trial lesson
1.9 Awareness of Acadsoc teaching platforms
1.10 Awareness of relative strengths and weaknesses
of platforms
2.1. Understand student expectations
2．Be aware of the context of ESOL learners 2.2. Understand the tutor’s role in a Chinese context
in an online situation, and potential barriers to 2.3. Describe barriers to learning online
learning; 2.4. Come up with effective communication strategies
2.5. How to avoid common technical issues
3.1. Understand learners as individuals (motivation,
confidence, attitudes, age)
3.2. Understand sources and types of error (inter,
3．Understand and discuss an online intra-language)
learning approach to ESOL teaching and learning, 3.3. Use appropriate methods of error correction and
and how to ensure that it is learner centered. feedback
3.4. How to assess learner’s reaction to lesson content
3.5. How to personalize content
4.1. Understand how to prepare for a lesson
4.2. Identify the stages of a lesson
4.3. Identify different types of class activities (e.g.
4．Be skilled in the use of a 1-1 online ESOL passive versus active)
learning environment, in a real tutoring 4.4. Understand the use of techniques (e.g. Total
environment Physical Response and Scaffolding) for YL
4.5. Become aware of classroom management
strategies to do with time management and
discipline
5.1. Understand legal responsibilities and
5．Self-evaluate their tutoring performance, professionalism as an online teacher
using tools provided in the Online environment 5.2. Prepare effectively for an online lesson
5.3. Use reporting tools to evaluate each lesson
 Tutoring Skills for 1-to-1 TESOL Online Assessment Method

Outcome Description Assessment

1. Install, operate and maintain an online Tasks
1-1 TESOL environment. Contribution to group discussion
2. Be aware of the context of ESOL
Tasks
learners in an online situation, and
potential barriers to learning; Contribution to group discussion
3. Understand and discuss an online
Tasks
learning approach to ESOL teaching
and learning, and how to ensure that Contribution to group discussion
it is learner centered.
4. Be skilled in the use of a 1-1 online
Online exam
ESOL learning environment, in a real
tutoring environment Contribution to group discussion
5. Self-evaluate their tutoring
Contribution to group discussion
performance, using tools provided in
the Online environment Two Observed Lessons

TESOL - MG2 Young Learners

Total
Unit title Level GLH Credits
Study Time
Teaching English to young learners in 4 0 20 2
context
Resources to Support the Teaching of 4 0 10 1
English for young learners
Internet Safety, legal responsibilities to 4 0 10 1
young children

Teaching English to young learners in context Outcomes and Assessment Criteria

Provide Candidates with the knowledge and understanding of the delivery of effective and
engaging lessons and how to match the delivery to meet the needs of learners when teaching
English as a foreign language.

Learning Outcomes Assessment Criteria

The learner will be able to The learner can
1.1. Discuss oral communication, reading,
1．Discuss language acquisition in young vocabulary, and writing skills of their young
learners in general students
1.2. Discuss Language acquisition vs. language
learning
1.3. Discuss "out of context" grammar drills
 2.1. Describe Cortes Contextual Interaction Model
2.2. Describe Learning another language
2．Describe the particular aspects of 2.3. Describe Principles of language learning
language acquisition of young Chinese learners of 2.4. Describe Teacher and student attitudes
ESOL 2.5. Describe Intercultural orientation
2.6. Describe Trends and issues related to learning a
second language
3.1. Identify Lifestyle issues; school culture; age
appropriateness of Chinese students vs other
3．Identify the differing contexts of TESOL for
students;
young Chinese learners, in particular, age
3.2. Identify family environment; family economic
appropriateness, cultural, and economic contexts.
status; family study culture
4.1. Identify Day class curriculum
4．Identify the different characteristics of
4.2. Identify school EFL textbook
young Chinese ESOL learners
4.3. Identify Classroom learning style
5.1. List Motivation factors such as Support at
5．List motivation factors affecting ESOL Home,Prior Linguistic Knowledge; Learning
learning for young Chinese learners Environment; Teaching Strategies;
Comprehensible Input; Student Personality; Age

Teaching English to young learners in context Assessment Method

Outcome Description Assessment

6. Discuss language acquisition in young
learners in general
7. Describe the particular aspects of
language acquisition of young Chinese
learners of ESOL Online exam. 40 out of 50 questions correct
8. Identify the differing contexts of TESOL Contribution to group discussion.
for young Chinese learners, in Portfolio based around documentation pre and
particular, age appropriateness, post sample lesson, plus video evidence of
cultural, and economic contexts. lesson
9. Identify the different characteristics of
young Chinese ESOL learners
10. List motivation factors affecting ESOL
learning for young Chinese learners.

Resources to Support the Teaching of English for young learners Outcomes and Assessment
Criteria
Provide Candidates with the knowledge and understanding of the delivery of effective and
engaging lessons and how personal resources can be used to supplement the standard
Acadsoc teaching resources, to make learning in a 1-1 online context more efficient and
enjoyable for a young Chinese ESOL learner.
 Learning Outcomes Assessment Criteria
The learner will be able to The learner can
1.1. Identify pupil needs
1．Describe how to enhance classroom
1.2. Diagnosing problems
resources to produce a more stimulating lesson.
1.3. Using aids to explain study points
1.4. Using aids to improve empathy
2.1. Select appropriate lesson plans
2.2. Select appropriate flashcards
2．Select appropriate materials, resources 2.3. Select appropriate worksheets
and aids for young learners 2.4. Select appropriate craft sheets
2.5. Download able songs and readers
2.6. Select appropriate games
3.1. Use Internet search
3．Identify methods of resourcing or creating
3.2. Use open source and public domain aids
new study aids
3.3. Use crafting
3.4. Using toys
4.1. Conform to Age appropriateness
4．Use songs, music and games within
4.2. Conform to IPR issues
lessons
4.3. Recognizing limits to streaming in China

Resources to Support the Teaching of English for young learners Assessment Method

Outcome Description Assessment

1. Describe how to enhance classroom resources
to produce a more stimulating lesson.
2. Select appropriate materials, resources and Online exam. 40 out of 50 questions
aids for young learners correct
3. Identify methods of resourcing or creating new Portfolio of lesson
study aids
4. Use songs, music and games within lessons

Internet Safety, legal responsibilities to young children Outcomes and Assessment Criteria
Provide Candidates with the knowledge and understanding of the particular issues which have
to be addressed when teaching young children in an online environment. This has to be done
from the point of view of safety of the child, and the legal responsibilities of the teacher and the
training center.

Learning Outcomes Assessment Criteria

The learner will be able to The learner can
1.3 Identify current issues in internet safety
1．Discuss the general need for internet safety 1.4 Discuss Identity protection
1.5 Discuss Stranger danger
 1.6 Discuss Exposure to inappropriate material
1.7 Discuss Online predators
1.8 Discuss Law and safety
2.1. Identify the laws and codes of practice /
organization policies relevant to the safety
and well-being of young learners
2.2. Identify policies and procedures relevant to
Safeguarding young people
2.3. Identify policies and procedures relevant to
Confidentiality
2.4. Identify policies and procedures relevant to
2．Be aware of safety and legal aspects of Bullying / Cyberbullying/sexting
teaching young children 2.5. Identify policies and procedures relevant to
Online Grooming
2.6. Identify policies and procedures relevant to
Physical contact
2.7. Identify policies and procedures relevant to
Equality and diversity
2.8. Identify policies and procedures relevant to
the use of cameras, video cameras and
social media
2.9. Outline practical steps a teacher can take to
safeguard him/herself when teaching young
learners
2.10. Identify Copyright and Legal Issues
2.11. Understand Staff Professionalism
3．Be able to react to a perceived issue where the 3.1. Use Acadsoc Reporting Procedure
safety of a child is concerned 3.2. Use Whistle blowing Procedure
4．Self-evaluate their tutoring performance, using
4.1. Use reporting tools to evaluate each lesson
tools provided in the Online environment

Internet Safety, legal responsibilities to young children Assessment Method

Outcome Description Assessment

1. Discuss the general need for internet
safety
2. Be aware of safety and legal aspects of
teaching young children Online exam. 40 out of 50 questions correct
3. Be able to react to a perceived issue Contribution to group discussion
where the safety of a child is
concerned.
4. Self-evaluate their tutoring performance
 TESOL - MG3 Lesson Planning and Assessment

Total
Unit title Level GLH Credits
Study Time
Lesson Planning for a 1-1 online TESOL 4 0 20 2
Assessing Learning (ESOL) in a 1-1
4 0 20 2
environment

Lesson Planning for a 1-1 online TESOL Outcomes and Assessment Criteria
Providing Candidates with the knowledge, skills and understanding required to plan for
individual lessons for individual students of ESOL in an individual 1-1 environment.

Learning Outcomes Assessment Criteria

The learner will be able to The learner can
1.1. Understand the purpose of lesson planning
1.2. Understand the importance of detailed
planning of a lesson
1．Construct a lesson plan for an individual 1.3. Construct the structure of an effective lesson
student in an online 1-1 environment plan
1.4. Construct aims and objectives in a lesson plan
1.5. Construct the stages of a lesson and the purpose
of each
2.1. State the importance of planning the duration
2.2. State timing of activities
2.3. Suggest some common problems a teacher
2．Plan for technical problems during a might face in a lesson
lesson, and adapt learning as required 2.4. Propose solutions for the problems
2.5. Describe plan for solving Internet problems
2.6. Describe plan for solving Software crashing
2.7. Describe plan for solving Teacher computer
failure
2.8. Describe plan for solving Wi-Fi vs mobile
roaming
3.1. Outline the differences between a
language-focused and skills-based lesson
3.2. Explain the cultural sensitivities which need to be
considered in lesson planning
3.3. Identify suitable teaching and learning activities
3．Plan for the use of appropriate resources and tasks for different types of learners
and teaching aids for an individual student in an 3.4. Identify tasks for different types of learners
online 1-1 environment 3.5. Describe how materials and resources can be
adapted to meet the needs of specific learners
3.6. Produce lesson plan(s) appropriate to the
situation and class
 3.7. Explain elements of the lesson plan(s) produced
3.8. Justify why the elements are appropriate
4.1. Establish the needs of learners
4.2. Adapt different learning styles learners may have
4．Adapt planning to individual situations in and how this impacts on lesson planning
the 1-1 experience 4.3. Understand how the learning styles impact on
lesson planning
5．Plan for formative assessment within the
5.1. Explain the value of reflective practice
1-1 class

Lesson Planning for a 1-1 online TESOL Assessment Method

Outcome Description Assessment

1. Construct a lesson plan for an individual
student in an online 1-1 environment Online exam. 40 out of 50 questions correct.
2. Plan for technical problems during a Tasks can include matching exercises,
lesson, and adapt learning as required multiple choice, odd one out, and re-ordering
3. Plan for the use of appropriate resources activities.
and teaching aids for an individual
student in an online 1-1 environment Contribution to group discussion
4. Adapt planning to individual situations in Portfolio based on lesson planning and
the 1-1 experience example of lesson
5. Plan for formative assessment within the
1-1 class

Assessing Learning (ESOL) in a 1-1 environment Outcomes and Assessment Criteria

Ensuring tutors of ESOL learners in a Chinese context, using a 1-1 pedagogy have the
competences to be able to apply assessment within the class to assist the learning process
and apply the Acadsoc Language Level Test appropriately.

Learning Outcomes Assessment Criteria

The learner will be able to The learner can
1.1. Discuss Initial assessment
1.2. Discuss Formative assessment
1.1. Discuss Summative assessment
1.2. Discuss Formal / informal assessment
1. Discuss the theory of assessment in 1-1 1.3. Discuss Alternative assessment
online learning 1.4. Discuss Authentic assessment
1.5. Discuss Peer assessment
1.6. Discuss Self-assessment
1.7. Discuss Grading assessment
2.1. Identify strengths and weaknesses of student
2. Assess student progress during the
2.2. Provide feedback to students and parents or sponsors
lesson
2.3. Make decisions about the next lesson
3. Use formative assessment as a 3.1. Use formative assessment adjust instruction to build on
teaching tool students’ strengths and alleviate weaknesses
3.2. Use formative assessment monitor the effectiveness of
instruction
4. Assess and grade language level using
the Acadsoc Level Test and other 4.1. Use Acadsoc process for level test
language level tools

Assessing Learning (ESOL) in a 1-1 environment Assessment Method

Outcome Description Assessment

1. Discuss the theory of assessment in
1-1 online learning
2. Assess student progress during the Online exam. 40 out of 50 questions correct.
lesson, Tasks can include matching exercises, multiple
3. Use formative assessment as a choice, odd one out, and re-ordering activities.
teaching tool
4. Assess and grade language level Contribution to group discussion
using the Acadsoc Level Test and
other language level tools