Why Ontesol?
Ontesol's 50-hour online certificate program will provide you with the core principles of TESOL training and give you the credentials to start your career at an entry-level position. This program is also perfect for those who are thinking about taking an intensive course such as CELTA, Trinity CertTESOL, or TESL Canada and prefer to start the program with a good background in TESOL/TEFL.
A personal tutor will be provided to assist you throughout this program.
Fee: CND$ 149 (Includes course material, tutor, print certificate sent by mail, and taxes).
Duration: This program takes a minimum of 50 hours to complete. Since no two people work at the same pace, or have identical commitments and study time, a 50-hour certiciate may take from 1 to 8 weeks to complete. The maximum time given to complete this course is 2 months.
Graduates from the 50-hour program who wish to upgrade their credentials may pursue the Standard Grammar and Phonology modules for an extra fee of CND $ 200 and receive Ontesol's 100-hour TESOL certificate, which is recognized by ACTDEC UK Level 1.
Course Content:
Chapter 1 First Class
The purpose of this chapter is to consider the importance of establishing initial connections in the classroom. These connections set the tone for the entire learning experience. You will be required to make personal reflections in order to more effectively empathize with your students’ situations. The chapter then sets out suggestions for icebreakers in the classroom. Finally, you will analyze features of these introduction techniques from a teacher’s point of view.
Chapter 2 Approaches to Language Teaching
This chapter contains a very condensed and subjective synopsis of the main currents in the history of language teaching methodology (Grammar Translation Method, Direct Method and Audiolingualism)
Chapter 3 Communicative Approach
In chapter 2 we discuss some of the major approaches to second language teaching and learning. These are grammatically oriented approaches (They focus on accuracy rather than meaning and fluency). In this chapter we focus on The Communicative Approach, which is semantically oriented (The communicative approach is based on the idea that learning language successfully comes through having to communicate real meaning).
Chapter 4 Teaching Grammar
There are different ways to present or review a new topic. You need to be eclectic and decide what the best method for your students is, taking into account their level, age and interests, and the syllabus and textbook you are using. In this chapter you will learn some of the most common frameworks or models used in a communicative approach lesson.
Chapter 5 How to write a lesson plan
Organizing your ideas, knowing the steps to follow in a lesson, and having a clear objective of what you want your students to acquire in the lesson are elements that will make your class successful. In this chapter you will be introduced to the techniques that are required to write a professional lesson plan, so that you can apply these techniques to teaching the four skills that students need to develop in order to communicate in the target language: speaking and writing (productive skills); and listening and reading (receptive skills).
Chapter 6 Teaching Skills: Speaking
Learners generally want to master speaking skills as soon as possible. However, together with listening, it is probably the most difficult skill to develop. Speaking requires that learners not only know how to produce specific points of language such as grammar, pronunciation, or vocabulary (linguistic competence), but also that they understand when, why, and in what ways to produce language (sociolinguistic competence).
Chapter 7 Teaching Vocabulary
In this chapter you will learn fundamental features for successfully instilling vocabulary knowledge in students.
Chapter 8 Teaching Skills: Listening
Listening Many teachers think that a listening activity is just playing a tape, asking comprehension questions or true and false activities. “The lesson is over! My students have done listening!” No learning process was involved in such a listening lesson.
Chapter 9 Teaching Skills: Reading
In this chapter you will look at reading comprehension techniques and lesson plans for reading activities.
Chapter 10 Teaching Skills: Writing
The macroskill of writing is the one most often ignored by teachers. To exacerbate this, students very often do not seem to be interested in practicing this skill. One of the major reasons that writing is given short shrift in the classroom is that teachers do not know how to present and exploit this skill in a communicative and interesting way.
Chapter 11 Classroom Management
This chapter covers classroom management in terms of the role of the teacher, the students’ behaviour, the activities, discipline problems and possible solutions.
