North Branford, Connecticut TESOL Online & Teaching English Jobs

Do you want to be TEFL or TESOL-certified in Connecticut? Are you interested in teaching English in North Branford, Connecticut? Check out our opportunities in North Branford, Become certified to Teach English as a Foreign Language and start teaching English in your community or abroad! offers a wide variety of Online TESOL Courses and a great number of opportunities for English Teachers and for Teachers of English as a Second Language.
Here Below you can check out the feedback (for one of our units) of one of the 16.000 students that last year took an online course with ITTT!

Unit 6 CD/ Video Lessons Task 1 Imagine you are a student in the class in the videos. How would have felt during: Lesson 1: This was a confusing lesson because there were no lesson objectives stated. It would have been difficult to learn anything. Lesson 2: This was a well-planned and interesting lesson. Students learnt a lot of new words and connections due to the activities the teacher used. Task 2 Which lesson was the more effective? Why? Lesson 1: Not effective. Lesson 2: This was more effective in getting the students to learn the topic in English. As there was an Engage stage where the teacher introduced the new words to be learnt. The Study stage was interesting with interaction between the teacher and students. The Activation stage was the completion of the worksheets and the group work. Task 3 What main differences did you note between lesson ONE and TWO in the following areas? Lesson 1 Lesson 2 1. Teacher’s attitude Teacher was confused as there was no plan. Teacher was more organised and friendly. 2. Students’ attitude Confused Interested to learn 3. Student participation No participation More participation 4. Teacher’s voice/ clarity Teacher was not clear in his instructions. Teacher was much clearer with the aid of the white board and worksheets. 5. Teacher’s instructions Unclear Clear 6. Monitoring of students Lack of it. Use of a worksheet to gauge students’ understanding was a good way to monitor progress. 7. Engage stage None Writing on the whiteboard with examples 8. Study stage Unclear Discussion with the students 9. Activate stage Confused Worksheets used Task 4 How would you change/ adapt lesson two to make it more effective? Lesson 1 - Lesson 2 No changes needed. It is good enough. The teacher was confident and conducted an interesting class by allowing students to interact and ask questions. Task 5 What level do you think the students are? Was the language point appropriate for this level? Lesson 1 Unclear Lesson 2 Upper intermediate. ? Task 6 Create the lesson plan that you think the teacher followed in Lesson TWO. Include the aims, language point. LESSON PLAN Teacher: Simon Observer: Date and time: Class Level: Intermediate Room: Expected number of students: 12 Language point: Do, don’t, has, have, can, can’t Teaching aids: Whiteboard, worksheets Learner objectives: For the students to be able to Learn when to use the words: can, can’t, do, don’t Personal aims: Give students more time to discuss in pairs after a listening activity before feedback. Anticipated problems for students: Understanding of the instructions Anticipated problems for teacher: Students will not be familiar with the words Solutions: Use of worksheets on the words and a worksheet on understanding Solutions: Provide prompts and examples if necessary. Procedure Phase Timing Interaction Brief class discussion about using the words ‘Can, Can’t, do, don’t” Engage 10 mins T-S Elicit vocabulary from the students and write them on the board. Study 5 mins T-S Use of a worksheet 5 mins S - S Monitor understanding Activate 5 mins In groups students create their own sentences using the words ‘Can, Can’t, do, don’t” from group work by filling in worksheets. 15 mins S - S