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"I decided to join this project because I like to travel and to teach. I thought
this was a good way to get move teaching experience and a certificate to teach
English. Good experience." LindaAlumni Testimonials
"I plan to teach in different countries in Asia. I believe it is the best way to
get to know the country, its people and culture. I am hoping the course will
provide me with some useful tips and hints on doing that and give me ideas on
how to structure, plan and conduct classes for students of different age groups
and level of English.
Great country, thoroughly involved and hope it will open up new windows of
opportunities for me." Alena Huberova
Alumni Testimonials
"I chose to take up this project as I wanted some training in Teaching. I
already have a teacher’s degree from India but was not able to take up a formal
training. Moreover, I will be staying in Thailand for three years. So taking up
this course might help me in getting a teaching job in Thailand.
It was a great experience, especially going to the classrooms and teaching. It
gave us all the experience of real teaching and the issues connected to
teaching. The feedbacks form peers and the lessons helped us a lot to improve
our own style." Shalini Menon
Alumni Testimonials
"I enjoy traveling and gaining new experiences. I have many teachers in my
family who love the profession. My uncle taught in Japan and had a wonderful
experience. I currency have a friend teaching near Seoul who encouraged me to
teach in Korea. I have always wanted to teach young children." Lacy Calais
"Immerse to live and become absorbed in a Foreign Culture for an extended period
of time. It is a very lucky to have the opportunity to teach a first language
and make a living front it. Not many have the ability to do this and for that I
am grateful." David Cantor
"I wanted to do this project because I believe that actual teaching practice is
very important. I have no experience in teaching, and so I can definitely use
the practice. I am also very excited to be in Thailand!" San RobbinsAlumni Testimonials
"I decided to do this project because I wanted to not only travel but do
something for someone besides myself. I just graduated so I decided now was the
best time to do this. I am excited to learn to teach. English is such a useful
language, and I’m excited to share it!" Andie Vaughn
"I was interested very much to take up a job in middle east when I had applied
they wanted a TEFL certificate. That was when I thought there was something
beyond B. Ed. and M. Ed. that was a prerequisite in few countries. So
I chose ATI Kolkata." Viviana, ItalyAlumni Testimonials
"I chose ATI because I wanted to take a 3 weeks TESOL course in another country,
preferably in India and in Kolkata. I research ATI on the internet and only
found positive comments about it. It was also more affordable than some other
courses.
I enjoyed my experience in Kolkata and with ATI. The course was very relevant
and useful. The trainers were good and were available questions" Brain Meehan,
Ireland
"The 3 week of TESOL training experience was just awesome. The trainer has
delivered the best and the teaching technique has been well taught. Above all
the TP has given us a very good exposure without which this program could not
have been successful." Jisha Mathew
TEFL Montpellier, France - Activities
A four week Onsite TESOL Program Curriculum Montpellier
130 Hours of Instruction
I. FOREIGN LANGUAGE EXPERIENCE
Awareness of being a student
Reflections for teaching
Trainees are given basic instruction in a foreign language
10 Hours Assessed by: Foreign Language Journal
II. LANGUAGE AWARENESS
Basic terminology and concepts of grammar and phonology
Class inputs and self-study materials covering:
• Parts of Speech
• Sentence elements
• Complex sentences
• Verbs: tense & time
• Aspect & conditional
• Modals, Phrasal & Voice
• Phonemics
• Place & manner of articulation
• Rhythm & stress
• Intonation
• Transcription & error analysis
• Connected speech
20 hrs Assessed by Grammar and Phonology tests
III. STUDENT PROFILE
• Build rapport with a tutorial student
• Build a profile of the student as an individual
• Analyze errors
• Teach a focused lesson
Trainee meets with a one-to-one student three times to:
1. Get to know the student
2. Get language sample and go into more depth with student interests
3. Teach a lesson focused on the student’s needs
20 hrs Assessed by the following;
• Tape transcription
• Discourse analysis
• Lesson plans
• Self-observation forms
• Trainer feedback
IV. TEACHING TECHNIQUES
• Introduce concepts of learning
• Model basic teaching models and behaviors
• Practice of these models and behaviors
Input sessions focused on demonstrations of basic teaching skills, and peer teaching
practice, including:
• Lesson planning
• Language Acquisition
• Language in Context
• Appropriate Language & Comprehensible Input
• Interactive Materials
• Teaching Vocabulary
• Communicative Tasks
• Transcription/discourse analysis
• Listening
• Errors and Noticing Grammar
• Classroom Management
• Reading to Writing – Beginning Levels
• Course book Evaluation & Adapting Texts
• Writing – Beginning to Advanced
• Pronunciation
• Teaching One-to-One
• Teaching Young Learners
• Testing
• Business English
30 hrs Assessed by the following;
• Peer teaching
• Teaching practice and performance
Certificate in TESOL
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V. TEACHING PRACTICE (TP)
Demonstrate the ability to:
• develop rapport with students
• apply basic classroom teaching skills and concepts
• utilize materials to support modeling and student practice
• manage students in a productive and friendly manner
• reflect upon teaching experience in a critical and constructive fashion
Trainees:
1. observe experienced teachers (1 hr)
2. teach prepared lessons (6 hrs- observed)
3. peer teach (4 hrs)
4. observe peers teaching (3 hrs)
5. prepare teaching practice documentation
6. develop needs assessment for students
Preparation Time: 20 hrs
Teacher Practice Time: 7 hrs
Peer Observation Time: 3hrs
Assessed by the following;
1. lesson plans
2. self-evaluation forms
3. tutor feedback forms & sessions
VI. Case Study Project
Trainees compile a profiled study of one student and analyze grammar, phonology and
overall content of written and spoken sample. A report summary is submitted.
Trainees create a hypothetical program for the student they are profiling. Analysis will be
based on:
1. Written discourse
2. Recorded Speech
3. Summary of Student
4. Lessons with the Student
5. Students interests
10 hrs Assessed by the following;
1. Case Study project documentation
2. Moderation with trainers or external moderator
VII. French/North African Culture
Define the major areas of relevant
culture including acceptable behaviors, daily life and
national heritage
Culture of the country of choice is integrated into the exploration of the
learners (student
profile) and teaching practice in terms of the contexts that have meaning for
French/Arabic people and their lives. Culture is also covered explicitly through
discussion of professional behavior and conduct, and through “cultural
discovery”
activities.
10 hrs Assessed by the following;
1. appropriateness of teaching “contexts”
2. Discussion of “cultural discovery” activities & field trips