600 Hrs TESOL Post Graduate Diploma

Overview

Aspirants enrolled in the P G Diploma program need studying for 600 hours which covers theories on educating techniques (Language Skills) which consists of the 4 essential approaches of communication; Classroom Management focusing on disaster management; lesson planning, instructing younger kids where you will be taught about the distinction between teaching adults and kids as well as you will have to produce a research paper on specific topics. There will also be two specializations in this program:

1. Teaching English to Children (TEC) - Curriculum focusing on instructing younger learners. This includes of subjects on Language learning and language acquisition, Teaching Listening focussing on listening things to do to ways to deal with mixed groups, school room materials, Evaluation methods accompanied by assignments.

2. Teaching Business English (TBE) - Curriculum focusing on introduction to Business English, Need Analysis, Course Designing touching upon the Client Approach, Feedback and Evaluation, Classroom Management, Teaching Business Speaking and Writing.

TESOL P G Diploma – Curriculum

Phase 1 - Introduction to TESOL

• Language Acquisition
• Second Language Acquisition
• Acquisition Vs Learning

EFL teaching

• Methodologies and Approaches

Learners

• Language Learners and their levels

Phase 2 - The Study of English

Grammar

• The structures
• Contextualizing Grammar

Phonology

• Segmental
• Supra-segmental

Teaching Vocabulary

Phase 3 - Teaching Techniques (Language Skills)

Part I

• Teaching speaking
• Teaching Listening
• Teaching reading
• Teaching writing

Part II

• Context and Language Modeling
• Communicative ways

Phase 4 - Classroom Management

• The components
• Disaster Management
• Mixed and large groups

Phase 5 - Lesson Planning

• Guidelines
• Format
• Samples

Phase 6 - Need Based Language Teaching

• EAP
• ESP
• Business Communication

Phase 7 - Teaching Young Learners

• Difference between Adults and YL
• Difference between Adults and YL
• Songs, Rhymes, Stories and games

Phase 8 - Text Books and Materials

• Evaluating Text books
• Types and use of Materials

Phase 9 -Research and Self Study

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Teaching English to Children (TEC) Curriculum

Phase 1: Language learning and language acquisition

• The Hypothesis
• The Difference between learning and acquisition
• Assignment

How do children learn English?

• Practical approaches to teaching children
• The levels
• Language Development and context
• Assignment

Phase 2: Teaching Listening, Speaking Reading, Writing

Teaching Listening

• The importance of listening in the classroom
• Listening activities
• Self - Assignment

Teaching Speaking

• Speaking in the classroom
• Student talk
• Introducing language
• Activities
• Self – Assignment

Teaching Reading

• Approaches to reading
• Building confidence
• Different Material
• Assignment

Phase 3: How to handle mixed groups

• Mixed groups
• Helpful strategies
• Group work
• Assignment

Class Management

• The teacher
• The room
• Rules
• Working in groups
• Self-Assignment – not to be submitted

Lesson Planning

• The need to plan
• Different ways of planning
• The framework
• When things go wrong
• Assignment

Phase 4: Materials in the classroom

• Things to make
• Things to buy
• Assignment

Stories, games, songs, chants

• How to use stories
• Games – some ideas
• The importance of songs and chants
• Self-Assignments – not to be submitted

Phase 5: Correction and Evaluation techniques

Correction Techniques

• Look at error differently
• Ways of error correction
• Assignment

Evaluation techniques

• The meaning
• Purpose
• Formative assessment
• The continuous system
• Assignment

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Teaching Business English (TBE)

Phase I - Introduction to Business English - features and components

The Learner

• The teaching context
• The trainer
• The language
• Communication techniques
• Communicative Language teaching

Phase II - Need Analysis

• Need analysis - categories and modes
• Decision Making
• Communication needs
• Business needs

Phase III - Course Design

• Setting objectives
• Syllabus components
• Designing
• Implementing
• Setting up the independent on-going learning plan
• Managing the logistics

Phase IV - The Client Approach

• Introduction - Adult, personal and professional
• Present yourself professionally -differing "roles" for the teacher - e.g. coach, consultant facilitator
• Methods of empowering learners

Phase V - Feedback and Evaluation

• Different types
• Assessing the trainees

Phase VI - Classroom Management

• Creating rapport - sensitivity to needs
• Modelling instructions
• Creating interactive activity
• Varying activities
• Being a facilitator

Phase VII - Teaching Business Speaking

• Business communication related to socialization
• Skill practice variants - the different methods

Phase VIII - Teaching Business Writing

• Technicalities of Business Writing
• The basic business writing - types and approaches to training writing

Special Education Module

ADHD

• ADHD Phase 1 : Understanding students
• ADHD Phase 2: Diagnostic Process
• ADHD Phase 3: Are they putting in the Effort?
• ADHD Phase 4: ADHD and Brain Activation
• ADHD Phase 5: ADHD and Activity Level

Autism

• AUTISM Phase 1: Meet Autistic Students
• AUTISM Phase 2: Understand the common characteristics of HFA/AS
• AUTISM Phase 3: Discover how your students think
• AUTISM Phase 4: Nurture students' social skills
• AUTISM Phase 5: Encourage language reciprocity

Learning Disabilities

• LD Phase 1: Understanding Learning Disabilities
• LD Phase 2: Identifying Students with LDs
• LD Phase 3: Making sense of the IEPs
• LD Phase 4: Understanding Service Locations
• LD Phase 5: Learning the Right Teaching Strategies