Characteristics of a good teacher; Features of a Positive Learning Environment and how to establish them; 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 Language. 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 model; Planning for focus skills. 16. Apply the Prime Units of Competency for teaching Vocabulary and Grammar. 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 Phonology 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 Debate 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