10695NAT 10688NAT TESOL Study Guide

TESOL STUDY GUIDE
7th Ed. March 2018
© 2018Language Training Institute | TESOL Study Guide Page i

TESOL Study Guide
Certificate IV in TESOL
(10695NAT)
and
Diploma of TESOL
(10688NAT)
Published and distributed by:

Language Training Institute
International Office
PO Box 6145
Maroochydore BC, Sunshine Coast
Queensland, 4558
AUSTRALIA
www.lti.edu.au
Language Training Institute is a Division of

Universal Education and Training Ltd
ABN 75 090 720 086
TESOL Study and Practice Teaching Guide First Edition ISBN: 978-0-9775324-9-0
© Language Training Institute, 2018

Version 180308
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Page ii © 2018 Language Training Institute | TESOL Study Guide

10695NAT Certificate IV in
TESOL &
10688NAT Diploma of TESOL
Study Guide
© 2018Language Training Institute | TESOL Study Guide Page iii

LTI TESOL Course Publications in this Series
1. TESOL Study Guide contains general directions about what to do to complete this
TESOL Course.
2. TESOL Practical Placement Guide contains general directions about what to do to

complete the practical placement component of this TESOL Course.
3. TESOL Made Practical For All Situations is the textbook for all the units of both the
Certificate in TESOL and Diploma of TESOL courses and is designed to correspond to
the workbook. The chapters that relate to workbook units in the Diploma of TESOL
are included as a bonus to Cert IV students.
The textbook contains information about the essential theory and the practice of
Teaching English to Speakers of Other Languages. This publication provides TESOL
course students with what is required for completion of the workbook tasks and
theoretical underpinning for practice teaching.
4. Certificate IV & Diploma TESOL Core Units Workbook Units 1- 9 contains all the
theoretical assessment tasks for the core units of the TESOL course (Certificate IV or
Diploma) in which you have enrolled (note: students are also required to complete
Practical Teaching Tasks).
5. Diploma of TESOL Specialisation Units Workbook Units 10 – 14 contains all the

theoretical assessment tasks for the Diploma of TESOL specialisation units (note:
students are also required to complete Practical Teaching Tasks).
6. Certificate IV in TESOL Elective Units Workbook Units 15 - 21 contains all the

theoretical assessment tasks for the Certificate IV in TESOL elective units (note:
students are also required to complete Practical Teaching Tasks). Students must
complete one elective unit as part of the TESOL Certificate IV course requirements.
This elective may be chosen by you or nominated by your trainer. For some
students, the assessment folder may automatically contain the tasks for their chosen
elective unit. If not, these will be printed separately and made available to students
when the elective has been selected.
Page iv © 2018 Language Training Institute | TESOL Study Guide

Table of Contents
Introduction .....................................................................................................................2
Study Materials ................................................................................................................2
Study Modes ....................................................................................................................2
Course Content ................................................................................................................3
How to progress through the Course ..............................................................................5
Assessment ......................................................................................................................6
Overview of Practice Teaching requirements..................................................................8
10695NAT Certificate IV & Diploma of TESOL Core Units ...............................................9
10695NAT Certificate IV in TESOL Electives (One to be completed) ...............................9
10688NAT Diploma of TESOL Specialisation Units ..........................................................9
Core Unit Outlines..........................................................................................................12
Certificate IV Elective Unit Outlines ...............................................................................22
Diploma (10688NAT) Specialisation Unit Outlines ........................................................26
Recognition of Prior Learning (RPL) ...............................................................................33
© 2018Language Training Institute | TESOL Study Guide Page v

Page vi © 2018 Language Training Institute | TESOL Study Guide
COURSE OVERVIEW
© 2018 Language Training Institute | TESOL Study Guide Page 1

Introduction
We hope you find Teaching English to Speakers of Other Languages (TESOL) a rewarding
experience that opens doors of opportunity in employment, travel, or friendship.
The Certificate IV in TESOL and Diploma of TESOL courses have a significant level of “rigor”.
They require that you complete an amount of work that requires a substantial effort,
discipline, and planning within your personal schedule. These demands ensure that the
courses maintain the appropriate standard and level of recognition for accreditation and as
a result, thousands of students have completed the course and successfully gained
employment around the world.
Study Materials
The publications that you are provided with have been written to correlate exactly to the
requirements of the course. They have been edited and refined over the years to ensure
that your progress will be easier if you read and refer to them carefully as you progress. You
should be provided with the following:
1. TESOL Made Practical For All Situations – the textbook by Paula Withers;
2. The LTi TESOL Study Guide – what you are reading now;
3. TESOL Made Practical For All Situations Workbook Units – assessment tasks
4. The LTi TESOL Practical Placement Guide
Study Modes
You will be completing your course in one of the following modes:
• As part of a larger class group attending face to face classes;
• By distance education – studying on your own; or
• A combination of the above – some classes or tutorials, with mostly individual study.
The information provided in this Study Guide applies to each of these study modes.
Page 2 © 2018 Language Training Institute | TESOL Study Guide

Course Content
10695NAT - Certificate IV in TESOL
Course Code 10695NAT
Certificate IV in TESOL (Teaching English to Speakers of Other
Course Title
Languages)
Students must successfully complete the following:
• 9 core units plus
Course Rules • 1 elective units
• 12 hours of practical placement (including a minimum of
6 hours practice teaching)
Practical Students are required to complete a minimum total of 12 hours
Placement observation and practice teaching, with at least six (6) of those
Requirements hours being practice teaching.
To complete this course, students must complete the nine (9) Core
Units, one (1) of the Elective Units and 12 hours of Practice
Overview Teaching. The core and elective units introduce students to the
knowledge and understanding related to the practical skills required
in TESOL. These are further developed during the practice teaching.
10688NAT – Diploma of TESOL

Course Code 10688NAT
Course Title Diploma of TESOL (Teaching English to Speakers of Other Languages)
Students must successfully complete the following:
• 14 core units
Course Rules
• 20 hours of practical placement (including a minimum of
10 hours practice teaching)
Students are required to complete a minimum total of 20 hours
observation and practice teaching, with at least ten (10) of those
Practical hours being practice teaching. However, if you have successfully
Placement completed the LTi Certificate IV in TESOL, you will only be required
Requirements to do an additional eight (8) hours of observation and practice
teaching, with at least four (4) of those hours being practice
teaching.
To complete this course, students must complete fourteen (14)
Units and 20 hours of Practice Teaching. Please note that there are
no Elective Units in this course. Units 1 – 9 provide you with
foundational knowledge, understanding and skills required to teach
English to speakers of other languages. Therefore, if you have
Overview successfully completed the LTi Certificate IV in TESOL (10695NAT),
you will not be required to redo Units 1 – 9. Units 10 – 14 of the
Diploma are designed to further develop the knowledge,
understanding and skills gained from the previous units.

10695NAT Certificate IV & 10688NAT Diploma of TESOL Core Units
Unit code Unit name Unit Type Nominal hours*
TESCIE001 Create a culturally inclusive learning environment Core 50
TESGAE001 Use the genre approach to teach English Core 60
TESTEG001 Teach English Grammar Core 60
TESTSP001 Teach Spelling and Pronunciation Core 60
TESTSE001 Teach Speaking Core 50
TESTLE001 Teach Listening Core 50
TESTRE001 Teach Reading Core 60
TESTWE001 Teach Writing Core 60
TESDRF001 Develop Resource Files Core 50
Core units sub-total 500
Certificate IV in TESOL Elective Units – one to be chosen**

Nominal
Unit code Unit name Unit type
hours*
TESECL001 Teach ESL to Early Childhood Learners Elective 80
TESPSL001 Teach ESL to Primary School Aged Learners Elective 80
TESTAL001 Teach ESL to Teenage Learners Elective 80
TESMAD001 Use Music, Art and Drama in TESOL Elective 120
TESTEC001 Use Technology to Assist ESL Learning Elective 120
TESWWV001 Work with Volunteers in ESL Contexts Elective 140
TESCBC001 Establish Community Based English Classes Elective 150
Elective unit sub-total (min.) 80
Total core + elective (min.) 580
10688NAT Diploma of TESOL Specialisation Units

Unit code Unit name Unit type Nominal hours*
TESAMT001 Apply Approaches and Methods in TESOL Core 140
TESDTS001 Design and teach ESL Syllabus Core 200
TESAEL001 Assess ESL Learning Core 140
TESEAP001 Teach English for Academic Purposes Core 160
TESESP001 Teach English for Specific Purposes Core 160
Additional core units sub-total 800
Diploma of TESOL total core units 1300
*Note: * the "Nominal Hours" are NOT the number of hours of attendance in classes.
Nominal hours include in-class hours, self- study, preparation for assessment and Practice
Teaching. Various courses or individualised programs of study will be configured with
different proportions of each of these "modes" of study.
**Note: Not all electives will be available on every course. Participants will be advised on a
course by course basis what electives are available for their course.

How to progress through the Course
The order in which you complete the units and the manner in which you progress through
the course can vary and may be determined by:
• The direction provided by your trainer
• Your mode of study
• You past experience as a student
• Your current TESOL knowledge and experience
Regardless of these factors, we suggest that you first read through this Study Guide
completely, skimming through parts of it if necessary, so that you start with a good general
idea of what the course involves and what each unit covers and requires of you for
assessment.
Your trainer may advise you of some variations to what is presented in this Study Guide.
These variations are more likely to occur where you are studying with a class in a face to
face mode, and where some of the Workbook Tasks or Practice Teaching Tasks may be
replaced by alternatives specially designed by your trainer for your classes. Such variations
will complement the material you find in this Study Guide, and hence it is still wise to
become familiar with the course requirements in this Study Guide.
This Study Guide is written in a manner designed to be especially helpful to you if you wish
to progress through the course in an independent manner, without needing much
additional assistance from your trainer.
Unit Sequence and Holistic Assessment

The Certificate IV and Diploma of TESOL have units which can only be competently achieved
through holistic assessment, as some units build on the knowledge and skills developed
through the training and assessment of other units. The below tables outline which units are
holistically assessed and the recommended unit sequence.

Sequence Unit Code: Unit Name: Holistic Assessment
Create a culturally inclusive learning N/A - Can be completed as
1 TESCIE001
environment standalone unit
2 TESGAE001 Use the genre approach to teach English
3 TESTEG001 Teach English grammar
4 TESTSP001 Teach spelling and pronunciation TESTEG001, TESTSP001,
5 TESTSE001 Teach speaking TESTSE001, TESTLE001,
6 TESTLE001 Teach listening TESTRE001, TESTWE001,
7 TESTRE001 Teach reading
8 TESTWE001 Teach writing
N/A – Can be completed as
9 TESDRF001 Develop resource files
standalone unit

10695NAT Certificate IV in TESOL Electives (One to be completed)
Sequence Unit Code: Unit Name: Holistic Assessment
TESECL001 Teach ESL to early childhood learners
TESPSL001 Teach ESL to primary school-aged learners All core units – TESCIE001,
TESTAL001 Teach ESL to teenage learners TESGAE001, TESTEG001,
TESTSP001, TESTSE001,
10 TESMAD001 Use music, art and drama in TESOL
TESTLE001, TESTRE001,
TESTEC001 Use technology to assist ESL learning TESTWE001,
TESWWV001 Work with volunteers in ESL contexts TESDRF001
TESCBC001 Establish community based English classes
10688NAT Diploma of TESOL Core Units
10 TESAMT001 Apply approaches and methods in TESOL All units (core and specialisation)
TESCIE001, TESGAE001,
11 TESDTSS001 Design and teach ESL syllabus
TESTEG001, TESTSP001,
12 TESAEL001 Assess ESL learning TESTSE001, TESTLE001,
13 TESEAP001 Teach English for academic purposes TESTRE001, TESTWE001,
TESDRF001, TESAMT001,
14 TESESP001 Teach English for specific purposes TESDTS001, TESAEL001,
TESEAP001, TESESP001
Assessment
This course follows a competency- based training (CBT) and assessment approach which is
required of Australian Government accredited Certificate and Diploma level courses. All
assessment tasks have to be completed “satisfactorily”. It is not a matter of getting a
“grade” or “mark” for assessment tasks after they are completed. You will be given
opportunity to repeat assessment tasks where necessary, or to provide further information
or clarification until all required tasks are satisfactorily completed. This process of meeting
requirements for all assessment (not just receiving “marks” or “grades” after one
submission) is part of the competency based approach.
The standard assessment methods and types of evidence collected throughout the course is
as follows:
A. Workbook Tasks, including;
i. Short answer questions*
ii. Case studies
iii. Matching / Multiple Choice questions
iv. Short Projects (e.g. developing lesson plans, collecting resources / activities)
*Note: Short answer questions may include one word answers, sentence answers, locating,
copying and pasting examples or relevant information.
B. Practice Teaching Tasks, including;

i. Observation of experienced teachers
ii. Portfolio (e.g. collection of lesson plans and associated activities / resources)
iii. Practical demonstration (e.g. delivering lessons, conducting activities)

C. Practical Research Tasks, including;
i. Research / analysis of real life case study
ii. Short answer questions
iii. Portfolio (e.g. collection of plans and associated resources)
The following chart outlines the assessment and evidence collection methods that will be
used to assess competence for each of the units (note: some reasonable adjustment may be
made by your Trainer if required. Your Trainer will let you know if any adjustments are
made):
Practical Research Task #

B – Practice Teaching or
A – Workbook Tasks #
Level Unit Code Unit Name
Create a culturally inclusive learning

TESCIE001 1 -
environment
TESGAE001 Use the genre approach to teach English 2/3 -
10695NAT TESTEG001 Teach English grammar 2/3 3
Certificate IV TESTSP001 Teach spelling and pronunciation 4 4
& 10688NAT TESTSE001 Teach speaking 5 5
Diploma Core
Units TESTLE001 Teach listening 6 6
TESTRE001 Teach reading 7 7
TESTWE001 Teach writing 8 8
TESDRF001 Develop resource files 9 -
TESECL001 Teach ESL to early childhood learners 15 3-8*
Certificate IV TESPSL001 Teach ESL to primary school-aged learners 16 3-8*
– one only
Note: Your TESTAL001 Teach ESL to teenage learners 17 3-8*
trainer may TESMAD001 Use music, art and drama in TESOL 18 3-8*
nominate an TESTEC001 Use technology to assist ESL learning 19 3-8*
elective unit
for you. TESWWV001 Work with volunteers in ESL contexts 20 20
TESCBC001 Establish community based English classes 21 21
TESAMT001 Apply Approach & Methods in TESOL 10 11-12*
10688NAT TESDTS001 Design and teach ESL Syllabus 11 11
Diploma TESAEL001 Assess ESL Learning 12 12
Only TESEAP001 Teach English for Academic Purposes 13 -
TESESP001 Teach English for Specific Purposes 14 -
*Combined with another unit’s assessment task.

Overview of Practice Teaching requirements
As part of the qualification, students are required to complete practical placement, which
involves observation and practice teaching. Students can do more hours of supervised
teaching and less observation providing that a combined minimum total hours is achieved.
Practical placement must be in genuine English as a Second Language (ESL) learning
situation and have a minimum of 5 ESL learners. The following table show where practical
placement requirements for the courses.
Minimum Total Minimum

Course Practice Practical
Teaching Hours Placement Hours*
10695NAT – Certificate IV in TESOL
6 12
(Teaching English to Speakers of Other Languages)
10688NAT – Diploma of TESOL
10 20
(Teaching English to Speakers of Other Languages)
*Note: Total Minimum Practical Placement Hours includes both observation and practice
teaching. A student can do less hours of observation and more hours of practice teaching,
provided that the total minimum requirement is met.
Students record their hours on the Practical Placement Log.
During Practical Placement students must complete Practice Teaching Tasks (PTTs) relating
to their units of competency. Where stated, some PTTs can occur in a simulated
environment; however any practice teaching which occurs in a simulated environment does
not count towards practical placement hours.
As part of the Practice Teaching Tasks, students are required to develop lesson plans and
produce or select suitable resources to teach lessons (under the guidance of their Trainer
and Practical Placement Supervisor) which focus on, at some point, each of the four macro
skills; speaking, listening reading and writing.
In addition, it is expected that students will teach a grammar rule, a spelling rule and a
pronunciation point. These may be taught as part of one of the above marcoskills or as a
separate lesson(s).
Diploma students are also expected to develop and administer one (1) assessment item (e.g.
a test, group activity, or simple exam) and expected to deliver a cohesive series of lessons
focused on English for a specific purpose. Usually the assessment and series of lessons
would relate to an area they have taught on during their 10 hours of Practice Teaching. The
assessment can be integrated into, or be part of a larger lesson. The Practice Teaching Tasks
are detailed below.

Unit Code Unit Name Relevant Practice Teaching Task
All – Before you begin practical placement PTT 1A - Vocational Placement Agreement
All – During practical placement PTT 1B - Practical Placement Log
All – During observations PTT 2 - Observation of Experienced Teacher
Create a culturally inclusive N/A - You are not required to complete
TESCIE001
learning environment specific Practice Teaching Tasks for these
Use the genre approach to teach Units. However, what you learn in these
TESGAE001
English Units will apply to your Practice Teaching
TESTEG001 Teach English Grammar PTT 3 - Teach a Grammar Point
PTT 4A - Teach a Spelling Rule
TESTSP001 Teach Spelling and Pronunciation
PTT 4B - Teach a Pronunciation Point
TESTSE001 Teach Speaking PTT 5 - Teach a Speaking Lesson
TESTLE001 Teach Listening PTT 6 - Teach a Listening Lesson
TESTRE001 Teach Reading PTT 7 - Teach a Reading Lesson
TESTWE001 Teach Writing PTT 8 - Teach a Writing Lesson
N/A - You are not required to complete
specific Practice Teaching Tasks for these
TESDRF001 Develop Resource Files
Units. However, what you learn in these
Units will apply to your Practice Teaching
10695NAT Certificate IV in TESOL Electives (One to be completed)

Teach ESL to Early Childhood
TESECL001 PTTs 3 – 8 *
Learners
Teach ESL to Primary School Aged
TESPSL001 PTTs 3 – 8 *
Learners
TESTAL001 Teach ESL to Teenage Learners PTTs 3 – 8 *
TESMAD001 Use Music, Art and Drama in TESOL PTT s 3 – 8 *
Use Technology to Assist ESL
TESTEC001 PTTs 3 – 8 *
Learning
Work with Volunteers in ESL PRT 20 - Volunteers in ESL Contexts
TESWWV001
Contexts Research
Establish Community Based English PRT 21 - Community Based English Classes
TESCBC001
Classes Research
10688NAT Diploma of TESOL Specialisation Units

Apply Approaches and Methods in
TESAMT001 PTTs 11 – 12*
TESOL
TESDTS001 Design and teach ESL Syllabus PTT 11 - Teach a Series of Lessons
TESAEL001 Assess ESL Learning PTT 12 - Assess ESL Learning
Teach English for Academic N/A - You are not required to complete
TESEAP001
Purposes specific Practice Teaching Tasks for these
Units. However what you learn in these
TESESP001 Teach English for Specific Purposes
units will apply to your practice teaching.
* Note: There is no separate PTT for this unit. The skills of this unit are holistically assessed as
part of another PTT.

To allow for a smooth process and the least amount of interruption to the Supervisor’s
classroom syllabus, both Cert IV and Diploma students will need to be guided towards
developing lessons (or lesson segments), which will continue with the current topic or focus,
and where possible use the teaching materials currently being used by the class of ESL
students at that time.
Where possible, a Supervisor should be in the classroom while the student is completing
practice teaching. The supervisor provides feedback on the student’s performance each
time the student completes practice teaching. This is feedback recorded using the Practice
Teaching Feedback (PTF Form) each time a student teaches a lesson. If it is not possible for a
supervisor to be in the room, then the student would need to produce video evidence of
them teaching and their TESOL Trainer and Assessor would act as the supervisor. If the
TESOL Trainer and Assessor is also acting as the Supervisor for the practice teaching, then
they also use the PTF Form.
If a PTF Form was filled out by a Supervisor, then a qualified TESOL Assessor must verify,
authenticate and assess the Supervisor’s reports (Practice Teaching Feedback Forms) by
interviewing a Supervisor and the student using a standard set of questions provided on
the following pages. The interviews must be conducted:
• After at least one practice teaching session have been taught (ideally conducted at
approximately half way through a students’ practice teaching)
• By a qualified TESOL Trainer and Assessor
• With at least one Supervisor who has observed the student practice teaching and
completed a Practice Teaching Feedback (PTF) Form
• Verbally (over the phone, face to face, Skype, etc.)
Note: Interviews are not needed if a qualified TESOL Assessor (approved by the RTO) directly
observed all of the students’ Practice Teaching.
The Trainer and Assessor must view (either through direct observation or video
observation) enough practice teaching by the student to determine a student’s ESL
teaching competency. This means that a TESOL Trainer and Assessor would need to observe
the student’s teaching (in a simulated or real environment) at least once, but may view their
teaching multiple times to determine competency (if required).
A student is required to compile practice teaching evidence for their Trainer and Assessor
to assess. The criterion for the evidence and the Trainer and Assessors determination is
recorded on the Practice Teaching Assessment (PTA) Form. The practice teaching evidence
that a student is required to submit is outlined within the Practice Teaching Task on the PTA
Form. The types of evidence includes, but is not limited to:
• Lesson plans
• Copies of all materials, resources and activities selected or developed to teach each
lesson
• Practice Teaching Feedback Forms – completed each time the student does practice
teaching
The length of teaching time allocated to a student may vary from a short 10 minute slot
through to a whole lesson of up to 2 hours (or more).

The student has up to 12 months to complete their placement.
Further information regarding Practical Placement is detailed in the Practical Placement
Guide. It is recommended that students read both the Study Guide and Practical Placement
Guide in full prior to commencing assessment.

10695NAT Certificate IV &
10688NAT Diploma of TESOL
Core Unit Outlines

Unit 1 – Create a culturally inclusive learning
environment
TESCIE001
Learning Objectives
Upon completing this unit, you will be able to:
• Understand cultural concepts within written and spoken text
• Understand cultural perceptions of the roles and responsibilities of learners and
teachers
• Understand how cultural perceptions can affect education
• Develop strategies for dealing with cultural differences
• Develop classroom strategies to encourage cultural tolerance
• Identify a variety of student individual differences
• Provide for students with a variety of individual differences
• Understand the principles of adult learning
Introduction
This unit deals with the relationships between language and culture and learning and the
implications of these relationships for teaching ESL. Not all cultures view education in the
same way. In some societies, gender and poverty have a major effect on the availability and
level of education provided. As you spend time observing and teaching you will see many
responses to education and learning which you may think strange or even flawed, but these
responses may be a reflection of the native culture and the situation of your ESL students.
To complete this unit
Resource Required Task Completed
TESOL Made Practical

1 Read Chapter 1
For All Situations
2 TMPFAS Workbook Complete tasks in Unit 1
You are not required to complete a specific Practice
Practice Teaching
3 Teaching Task for this Unit. However, what you learn in this
Task(s)
Unit will apply to your Practice Teaching.

Unit 2 – Use the genre approach to teach
English
TESGAE001
Learning Objectives
Upon completing this unit you will be able to:
• Understand the structural and linguistic features of texts
• Understand the functional nature of language use in relation to speech and
grammatical concepts
• Identify and evaluate speech and grammatical concepts
• Analyse and evaluate texts for social purpose or function across a range of spoken
and written genres
• Analyse and evaluate texts for language choices determined by field , tenor and
mode across a range of spoken and written genres
• Devise and develop activities to communicate structure, language and social features
of texts
• Apply and relate distinctive characteristics of the genre approach to specific
language learning goals
Introduction
This unit is concerned with the functional nature of language. It focuses on the language
choices that are associated with a variety of social purposes of language use. Language
analysis is an important skill that is related to how you prepare for teaching English. This
unit has a practical application to the following units: Teach Speaking, Teach Listening,
Teach Reading and Teach Writing.
1 TESOL Made Practical

Read Chapter 2
For All Situations
2 TMPFAS Workbook Complete tasks in Unit 2/3
You are not required to complete a specific Practice
Practice Teaching
3 Teaching Task for this Unit. However, what you learn in this
Task(s)
Unit will apply to your Practice Teaching.

Unit 3 - Teach English Grammar
TESTEG001
Learning Objectives
• Use metalanguage to communicate grammatical concepts at word level
• Understand and teach a variety of verb forms
• Understand and teach conditional clauses
• Understand and teach basic sentence structures
• Understand and teach the use of cohesive devices
• Understand and teach punctuation
• Plan a grammar lesson
• Implement a grammar lesson
• Monitor student performance
Introduction
This unit addresses specific aspects of English grammar and is designed to familiarize
trainees with a variety of grammatical concepts.

Read Chapter 3
For All Situations
2 TMPFAS Workbook Complete tasks in Unit 2/3
Practice Teaching
3 Complete Practice Teaching Task 3*
Task(s)
Complete TESTSP001, TESTSE001, TESTLE001, TESTRE001, TESTWE001 &
4
TESDRF001
*See Practical Placement Guide section in your assessment folder

Unit 4 - Teach Spelling and Pronunciation
TESTSP001
Learning Objectives
• Understand and use the International Phonetic Alphabet (IPA)
• Understand and teach sound/spelling relationships
• Understand and teach spelling
• Understand and teach pronunciation
• Understand and teach rhythm, stress and intonation
• Plan activities to develop spelling and pronunciation skills
Introduction
This unit explores sound-spelling relationships in English and techniques for teaching
spelling and pronunciation.

Read Chapter 4
For All Situations
Practice Teaching Complete Practice Teaching Task 4A*

3 Task(s)
Complete Practice Teaching Task 4B*
Complete TESTEG001, TESTSE001, TESTLE001, TESTRE001, TESTWE001 &
4
TESDRF001
*See Practical Placement Guide section in your assessment folder.

Unit 5 - Teach Speaking
TESTSE001
Learning Objectives
• Identify and respond to students' speaking needs and curriculum requirements
• Identify qualities that make speaking texts appropriate for use in an ESL classroom
• Plan and implement a speaking lesson
• Observe, monitor and analyse ESL students’ progress
• Develop strategies to overcome learner difficulties
• Implement extension activities as required
• Provide appropriate feedback and correction to student
• Review and evaluate your teaching
Introduction
This unit is concerned with the skills and knowledge required to understand the functional
nature of language use. It addresses the skills required to plan and implement a speaking
lesson which incorporates practical techniques for developing fluency and accuracy. This
unit draws on Unit 2, Analyse and Teach English Language, and is supported by Unit 4,
Teach Spelling and Pronunciation.

Read Chapter 5
For All Situations
Practice Teaching
Task(s)
Complete TESATE001, TESTEG001, TESTSP001, TESTLE001, TESTRE001,
4
TESTWE001 & TESDRF001

Unit 6 - Teach Listening
TESTLE001
Learning Objectives
• Identify and respond to students' listening needs and curriculum requirements
• Identify qualities that make listening texts appropriate for use in an ESL classroom
• Plan and implement a listening lesson
Introduction
This unit focuses on the skills and knowledge required to listen to a range of texts. It
addresses the skills required to plan and deliver a listening lesson which incorporates
practical techniques required to develop listening skills and strategies.

Read Chapter 6
For All Situations
Practice Teaching
Task(s)
Complete TESATE001, TESTEG001, TESTSP001, TESTSE001, TESTRE001,
4

Unit 7 - Teach Reading
TESTRE001
Learning Objectives
• Identify and respond to students' reading needs and curriculum requirements
• Identify qualities that make reading texts appropriate for use in an ESL classroom
• Plan and implement a reading lesson
Introduction
With a focus on the functional nature of language, this unit explores the skills and
knowledge required to read a range of authentic or published texts for specific social
purposes. It also gives the skills to plan reading lessons with practical techniques for
developing reading skills.

Read Chapter 7
For All Situations
Practice Teaching
Task(s)
Complete TESGAE001, TESTEG001, TESTSP001, TESTSE001, TESTLE001,
4

Unit 8 - Teach writing
TESTWE001
Learning Objectives
• Identify and respond to students' writing needs and curriculum requirements
• Identify qualities that make writing texts appropriate for use in an ESL classroom
• Plan and implement a writing lesson
• Provide appropriate feedback and correction to students
Introduction
This unit explores the skills and knowledge required to analyse written text. As well, it
addresses the practical techniques required to plan lessons that will develop writing skills
for specific genres.

Read Chapter 8
For All Situations
Practice Teaching
Task(s)
4

Unit 9 - Develop resource files
TESDRF001
Learning Objectives
• Evaluate published materials
• Identify suitable materials for teaching grammar
• Categorise materials based on English level, topics and skills
• Select and/or develop materials based on English level, topics and skills
Introduction
Having an efficient filing system for your resources will make your future as an ESL teacher
much easier. It is frustrating and time wasting to be unable to locate a resource that you
developed previously that you know would suit an upcoming lesson.
This unit addresses the practical techniques required to organise materials and/or resources
around grammar points, topics, ESL student levels and communicative functions.
You will also be evaluating published resources such as an ESL student workbook and a
grammar reference book. These are common, commercially available resources in frequent
use by ESL teachers. Please note however, you are not required to purchase a student
workbook or a grammar reference book to be able to complete this unit.

Read Chapter 9
For All Situations
You are not required to complete a specific
Practice Teaching Practice Teaching Task for this unit. However,
3
Task(s) what you learn in this Unit will apply to your
Practice Teaching.

Certificate IV Elective
Unit Outlines

Elective Overview
To complete the Certificate IV in TESOL Course, you must complete one (1) elective unit.
The selection of which unit you complete can be made prior to starting the course, or after
you begin completing the core units. The options available may depend on your trainer.
Several of the elective units can relate directly to the core units and their assessment tasks.
For example, you may choose an elective such as Teach English to Primary School Aged
Learners and complete your practice teaching in a class specifically for children in the 6 - 12
years age range.
Other units where this may occur are Teach ESL to Early Childhood Learners and Teach ESL
to Teenage Learners.
Other units, such as Use Music, Art and Drama in TESOL and Use Technology to Assist ESL
Learning, will provide you with ideas for activities that can be included in your ESL lessons
with any age group.
To complete your chosen elective unit
1 TESOL Made Practical Read the relevant chapter (one chapter only
For All Situations from Chapters 15 – 21)
Complete tasks for the relevant Unit (one unit
2 TMPFAS Workbook
only from Units 15 – 21)
Complete Practice Teaching Task for the
relevant Unit (one unit only from Units 15 – 21)
Practice Teaching
3 – see practical placement requirements
Task(s)
summaries section of this guide for more
information.
4
A brief description of each unit follows. For more information refer to the chapters
contained within the Tesol Made Practical For All Situations publication.
When you are ready to commence the workbook tasks for your elective, please speak to
your trainer about receiving a copy of the appropriate workbook if it isn’t already contained
in your workbook.

Teach ESL to early childhood learners (TESECL001)
This unit will teach you the skills and knowledge required to work with early childhood
learners. These learners would typically be aged up to approximately five years old. It
addresses the characteristics of the language use of learners at this stage of life, their
development and their learning goals and how these are applied to develop appropriate ESL
classroom techniques.
Teach ESL to primary school aged learners (TESPSAL001)

The necessary skills and knowledge required to work with primary school aged children are
discussed in this unit. These learners would typically be aged from about 5 to 12 years old.
Also addressed are the characteristics of the language use of learners at this stage of life,
their development and their learning goals and how these are applied to develop
appropriate ESL classroom techniques.
Teach ESL to teenage learners (TESTAL001)

Through completion of this unit you will gain the skills and knowledge required to work with
teenage learners. The unit addresses the characteristics of the language use of learners at
this stage of life, their development and their learning goals and how these are applied to
develop appropriate ESL classroom techniques.
Use music, art and drama in TESOL (TESMAD001)

This unit will assist you in developing the skills and knowledge required to incorporate
music, art and drama into the ESL classroom. It addresses the practical techniques required
to use music, art and drama across a variety of ages and stages of development in English as
a second language learners.
Use technology to assist ESL learning (TESTEC001)

Skills and knowledge required to use a variety of communication technologies as an integral
part of some ESL learning activities will be covered in this unit. You will learn the practical
techniques required to teach some basic computer literacy. You will also develop a portfolio
of internet sites, become familiar with some computer software packages designed for ESL
learning and explore other technology based activities that can contribute to the learning
process.
Work with volunteers in ESL contexts (TESWWV001)

Through completion of this unit you will gain the skills and knowledge required to work with
volunteer workers in ESL programs. You will learn some practical techniques required to
recruit, train, monitor and support volunteers.
Establish community based English classes (TESCBC001)

This unit will give you the skills and knowledge required to set up and coordinate
community-based ESL programs. You will learn the practical techniques required to set up
an ESL class outside of formal learning institutions. You will have the opportunity to
investigate local situations and requirements for an ESL program.

10688NAT Diploma
Specialisation
Unit Outlines

Unit 10 - Apply approaches and methods in TESOL
TESAMT001
Learning Objectives
• Associate TESOL methodology with specific second language learning goals
• Evaluate TESOL methodology and analyse it for strengths and weaknesses
• Apply TESOL methodology in relation to student needs, specific language learning
goals, learning preferences and cultural perceptions of education
Introduction
This unit explores the skills and knowledge required to evaluate the strengths and
weaknesses of various TESOL approaches and methods. It will provide you with a sound
basis to select and apply appropriate approaches and methods to meet specific learning
goals and accommodate specific learning preferences. The use of the term ‘approach’ and
‘method’ in literature regarding TESOL practice can be confusing as some authors use them
interchangeably while others apply them with more discrete definitions.
In this course they are used to refer to different levels or scopes of description of language
learning. An ‘approach’ refers to a broad perspective on language teaching and learning, the
theoretical approach in which basic beliefs about the nature of language and of language
learning are considered. A ‘method’ refers to a defined process or plan for teaching and
learning including techniques and activities. Method/s related to a particular approach will
describe the teaching and learning activities associated with that approach.
This unit relates both ‘approaches’ and ‘methods’ to learning goals, learning styles and
cultural perceptions of learning processes. TESOL Made Practical For All Situations addresses
each of these areas in the chapter Analyse Culture and Learning.

Read Chapter 10
For All Situations
Practice Teaching
3 Complete PTTs 11 – 12*
Task(s)
4 TESTRE001, TESTWE001, TESDRF001, TESDTS001A, TESAEL001, TESEAP001,
& TESESP001

Unit 11 – Design and teach ESL syllabus
TESDTS001
Learning Objectives
• Analyse ESL training requirements
• Identify syllabus type appropriate to ESL training requirements
• Develop an ESL syllabus
• Identify ESL learning outcomes required to meet language learning needs
• Develop a series of cohesive and sequential ESL lessons
• Design ESL learning and assessment strategies
• Review and evaluate ESL syllabus
Introduction
This unit develops skills in planning ESL syllabus and lessons. It describes knowledge and
skills required to plan a series of lessons for a group ESL learning environment.
A syllabus can also be known as an outline, learning program, curriculum or summary of a

unit or course. It recognises that the starting point for planning instruction should be the
learners’ needs. These needs are related to a particular context in which the ESL students
wish to perform communicative tasks. Your syllabus is your outline or summary from which
you can develop lessons and build towards a learning goal or outcome. Your syllabus is
usually for a block of lessons which may cover four (4) weeks, ten (10) weeks or longer.
A syllabus can also be a document that is distributed to students to provide them with an
overview of their unit or course of study and any practical requirements of the course. It is
usually distributed on the first day of class.

Read Chapter 11
For All Situations
Practice Teaching
Task(s)
4 TESTRE001, TESTWE001, TESDRF001, TESDTS001, TESAEL001,
TESEAP001, & TESESP001

Unit 12 - Assess ESL learning
TESAEL001
Learning Objectives
• Establish the role of assessment in the learning process
• Understand the features of formative, summative and criterion based assessment
• Select a form of assessment appropriate to context and purpose of assessment
• Design and create an assessment tool
• Implement the assessment tool
• Evaluate collected responses against the performance criteria
• Record assessment outcomes promptly and accurately
• Provide clear, concise and constructive feedback to ESL students regarding the
assessment outcome
• Evaluate effectiveness of the assessment tool in terms of its clarity and ease of
administration
• Describe the features of various standardised English language proficiency tests
Introduction
This unit discusses the skills and knowledge required to select appropriate assessment
methods and develop appropriate assessment tools that are valid and reliable. It addresses
the practical techniques required to evaluate learning in an ESL context. It also provides
trainees with an opportunity to gain basic knowledge of standardised English proficiency
tests.

Read Chapter 12
For All Situations
Practice Teaching
Task(s)
4 TESTRE001, TESTWE001, TESDRF001, TESDTS001, TESAEL001,
TESEAP001, & TESESP001

Unit 13 - Teach English for academic purposes
TESEAP001
Learning Objectives
• Identify spoken and written academic texts and their structural and linguistic
features
• Teach listening skills necessary for participation in academic contexts
• Select or design activities to prepare students for effective listening and note-taking
in lectures, discussions and tutorials
• Teach speaking skills necessary for participation in academic contexts
• Select or design activities to prepare students for participation in discussions and
tutorials; delivering oral presentations; asking and answering questions in class
• Teach reading skills necessary for participation in academic contexts
• Select or design activities to develop scanning; skimming; critical literacy skills;
strategies for note-taking from academic texts; and research skills for use in
academic contexts
• Teach writing skills necessary for participation in academic contexts
• Select or design activities to develop skills in relation to grammar; syntax and
cohesion; and structuring texts
Introduction
This unit is designed to help trainees prepare for teaching English for academic purposes. It
focuses on the range of language skills necessary for successful studies in academic contexts
and activities for developing those skills. It also applies the approach to breaking down tasks
involving language (introduced in Unit 2 Analyse and Teach English Language) to identify
aspects of language that will need development in order to complete a task successfully.

1 Read Chapter 13
For All Situations
Practice Teaching Practice Teaching Task for this Unit. However,
3
Task(s) what you learn in this Unit will apply to your
Practice Teaching.

Unit 14 - Teach English for specific purposes
TESESP001
Learning Objectives
• Research a specific purpose for English based on learner needs
• Identify the social context of the chosen specific purpose
• Identify key topics of the chosen specific purpose
• Identify which texts and linguistic items are appropriate for the chosen specific
purpose
• Apply syllabus design techniques to create a learning program for the chosen specific
purpose
• Monitor and review the learning process
Introduction
This unit explores the skills and knowledge required to successfully study in a variety of
specific English language contexts. Many people from non-English speaking backgrounds
may move to an English speaking country or area to gain employment in a specific vocation,
e.g. nursing, education, law, medicine, hospitality, etc. Some of these people may wish to
participate in mainstream courses of study, or undertake intensive English study prior to or
during their employment.
During this course trainees will also gain skills in identifying and developing tasks and
activities that are relevant to the specific context or purpose. As well, the trainee will
develop practical techniques in breaking down language tasks to identify aspects of
language that will need to be developed to complete the task successfully.

1 Read Chapter 14
For All Situations
Practice Teaching Practice Teaching Task for this Unit. However,
3
Task(s) what you learn in this Unit may apply to your
Practice Teaching.

Recognition of Prior
Learning (RPL)

Recognition of Prior Learning (RPL) Overview
As you will have read in the introduction of the TESOL Study and Practice Teaching Guide,
the10695NAT Certificate IV in TESOL consists of:
• nine (9) core units
• one (1) elective unit
• practice teaching (a minimum of 12 hours is required)
and the 10688NAT Diploma of TESOL consists of:

• 14 units of study
• Practice teaching (a minimum of 20 hours is required)
In order to be awarded the full qualification you will need to be assessed as competent in all
of the requirements of your particular course as shown above. Your competency can be
assessed through evidence you provide for RPL or through the completion of assessment
items (gap training).
What is RPL?
Recognition of Prior Learning (RPL) is the formal acknowledgment of knowledge and skills
obtained through activities such as:
• formal courses and training programs (e.g. at University or TAFE)
• informal courses or training (e.g. a non-accredited program completed in
preparation for volunteer work)
• private study (e.g. done for enjoyment via the internet)
• employment (e.g. skills and knowledge gained through employment)
• volunteer work (e.g. skills and knowledge gained through volunteer work)
The term “RPL” is the term used to include, or be equivalent to “Credit”. RPL is “credit”
given as a result of past studies, and past or current experience.
What sort of evidence do I need?

The evidence you will need to provide will depend on the unit of competency. Some
examples of evidence include:
• Past Studies
o copies of qualifications you have received and academic transcripts showing
exact subjects or topics
o actual work you completed for past studies (e.g. essays or assignments)
• Workplace Documents produced by you (in paid or voluntary employment)
o training session plans and work programs
o learning materials
o assessment tools
• Audio/Video Recordings
o recordings of you teaching or assessing students

• Third Party Reports
o references from your employers
o supervisors reports
o student testimonials
o peer/colleague testimonials
• Any Other Evidence
o e.g. documents from workshops, seminars and conferences
RPL can only be given to a person where they have evidence that is:
• valid – the evidence represents and matches the unit’s requirements
• sufficient – the evidence is enough to show that you are competent in all of the
requirements of the unit
• authentic – it can be verified that the evidence you have submitted is genuinely your
own work, qualifications, experience, etc.
• current – the evidence shows your current or relatively recent ability
How much RPL can I apply for?

You can claim RPL for as many units as you can provide evidence for. If you submit
appropriate evidence for all of the units, and an assessor deems that the evidence does
show you are competent, then RPL can be granted for the full Certificate IV in TESOL or the
full Diploma of TESOL. If you are not able to receive full RPL, you will be advised what gap
training is needed in order for you to receive a complete qualification.
How long does the RPL process take?

Generally this will depend on how long it takes for you to gather and provide the evidence,
and how easy it is for the assessor to confirm that the evidence is valid, sufficient, authentic
and current. It will also depend on how much (if any) gap training is required.
How do I apply for RPL?

Contact the Registered Training Organisation (RTO) that you are enrolled with for
information on how to apply for RPL.
What happens after I send in my RPL Initial application?

1. Your RTO will do an initial assessment of your evidence and will contact you to
discuss your submission.
2. Your RTO will then let you know how much RPL you are likely to receive, and what
gap training is required (if any). You will be advised of any financial considerations.
Then, you will be asked if you are happy to proceed with RPL.
3. If you want to proceed, your RTO can tell you which workbook and/or practice
teaching tasks you need to complete.

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TESOL STUDY GUIDE

7th Ed. March 2018

© 2018Language Training Institute | TESOL Study Guide Page i

Published and distributed by:

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© Language Training Institute, 2018

This means you may NOT:

Language Training Institute conducts checks of organisations suspected of breaching the

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© 2018Language Training Institute | TESOL Study Guide Page iii

2. TESOL Practical Placement Guide contains general directions about what to do to

5. Diploma of TESOL Specialisation Units Workbook Units 10 – 14 contains all the

6. Certificate IV in TESOL Elective Units Workbook Units 15 - 21 contains all the

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© 2018 Language Training Institute | TESOL Study Guide Page 1

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10688NAT – Diploma of TESOL

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Certificate IV in TESOL Elective Units – one to be chosen**

10688NAT Diploma of TESOL Specialisation Units

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Unit Sequence and Holistic Assessment

10695NAT Certificate IV & 10688NAT Diploma of TESOL Core Units

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B. Practice Teaching Tasks, including;

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Practical Research Task #

Create a culturally inclusive learning

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Minimum Total Minimum

Students record their hours on the Practical Placement Log.

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10695NAT Certificate IV in TESOL Electives (One to be completed)

10688NAT Diploma of TESOL Specialisation Units

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To complete this unit

Resource Required Task Completed

TESOL Made Practical

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To complete this unit

Resource Required Task Completed

1 TESOL Made Practical

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To complete this unit

Resource Required Task Completed

1 TESOL Made Practical

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To complete this unit

Resource Required Task Completed

1 TESOL Made Practical

Practice Teaching Complete Practice Teaching Task 4A*

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To complete this unit

Resource Required Task Completed

1 TESOL Made Practical

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To complete this unit

Resource Required Task Completed

1 TESOL Made Practical