We at ACFED understand that the global ESL job market is becoming increasingly competitive. Acquiring additional certifications above and beyond TESOL will make your resume stand out for employers and give you an edge in qualifying for jobs. For this reason, we have developed a variety of Continuing Professional Development courses aimed at improving specific aspects of TESOL ability.
These courses include the following:
(Plus optional 6-week Online Course)
Already taken some English classes but still have a difficult time with basic pronunciation? Join our Pronunciation course and refine your enunciation of the most problematic vowel and consonant sounds.
Utilizing a variety of teaching methods including drilling, role-playing, video recording, and peer-teaching, our intensive Pronunciation course will not only improve your ability to produce individual sounds more accurately, but will also increase your overall English fluency. This course is taught by an expert teacher who has taught hundreds of students.
Most English pronunciation courses are ineffective at breaking long-standing bad pronunciation habits because they are short-term. We at ACFED understand that in order to consistently produce correct pronunciation, there must be continuous training.
For this reason, we have developed an optional 6-week online module in addition to the in-class course. Students are required to view and listen to video of individual segmental sounds, practice them, and record themselves. Our trainer then listens to the recorded sounds and gives feedback. In our experience, this consistently improves students' long-term pronunciation habits.
Classroom Management is one of our most popular CPD Programs, and rightfully so. Many teachers report that student motivation and discipline are far more difficult to master than other aspects of teaching like lesson planning, teaching the 4 skills, or how to drill pronunciation. By and large, motivation and discipline problems are the problems which cause the most frustration for teachers. Because of this, the class covers a wide range of material, from classroom persona, body language, voice, and eye contact, to psychological theory and classroom arrangement.
Our Classroom Management course covers both the theoretical and practical. Several popular approaches are presented, and ways of adapting them to the ever-changing needs of the ESL classroom are discussed. Finally, practical experience is provided through analysis of video, role-play, and guided conflict resolution scenarios.
Many teachers find themselves at a loss to understand and deal with the psychological aspects of their students. This CPD class can help teachers to more deeply understand their students' individual differences, the reasons for their behaviors, and this knowledge translates into better classroom management a
nd higher-quality educational outcomes for students. When teachers take the time to learn the theories of educational and developmental psychology, they are better able to address the roots of common problems associated with teaching group classes including disruptive, unruly students and quiet, non-participating students. Students are more successful when teachers are able to adapt their teaching style to accommodate many different learning styles, and teachers are more successful when they have the skills to practically apply psychological theory to see that their students' needs are being met and the flow of their classes is not being interrupted.
This course covers a range of relevant theories, including those of several influential developmental psychologists and educational psychologists. This theoretical knowledge is then translated into practical skills through guided lesson planning, role-play, and other in-class activities.
This course provides a systematic introduction to the issues involved in planning, developing, and managing effective language programs. includes:
situation analysis, needs analysis, goal setting, syllabus design, materials development and adaptation, teaching and teacher support, and evaluation.
In the workshop, majority of the activities will be discussed are based on communicative method, in which are designed to encourage students in the classroom to use the language, to build their confidence and add some element of fun in English teaching and learning.
We are also aimed at developing teacher’s potential activity designing ability and challenging them with various difficult situations that they might encounter later.
Listening, Speaking, Reading, and Writing
After completing one of our three foundation TESOL courses, trainees are eligible to enroll in this practical TESL course, focused on the four fundamental communicative skills. By applying teaching methodologies acquired in the foundation courses, trainees can better guide their students in achieving a balance of the four skills by utilizing a variety of classroom activities.
While many other TESOL programs focus on isolating the processes of teaching reading, writing, speaking and listening, our goal is to emphasize teaching the four language skills comprehensively. We have re-conceptualized language learning based upon a receptive/productive skills framework. While receptive language skills involve the acquisition of vocabulary and grammar structures, productive language skills involve students generating language. Of course all these communicative skills require different teaching styles and classroom activities.
By implementing teaching styles that incorporate guidance, observation, and criticism, we feel that our four language skills program is one of the most well-rounded TESOL programs we offer.
Although most educational organizations have particular requirements and goals that determine teachers’ curricula, teachers still have the freedom to design their own daily lesson plans. For this reason, we focus on guiding teachers through the more detailed aspects of being in the classroom. These include the following:
1. Timing: deciding upon the total amount of time required to complete a lesson as well as
2. how to execute each stage of the lesson
3. Materials: drawing up a list of materials that will be used for classroom activities
4. Visual Aids: determining which kind of educational technologies are most suitable in the classroom to help facilitate learning
5. Objectives: determining a list of both knowledge objectives (what students should know after completing the lesson) and behavioral objectives (what students should do after completing the lesson)
6. Teaching Strategies: devising teaching methods and procedures dealing with engagement, elicitation, controlled practice, and evaluation
7. Evaluation: determining what is the best method for testing mastery of the instructed skills or concepts
8. Continuity: resolving what is necessary for reviewing and reflecting on content from previous lessons
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