Perryopolis, Pennsylvania TESOL Online & Teaching English Jobs

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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!

This unit covers the evolution of language teaching practices used in modern history, comparing approaches and methods and then explaining the concept of the currently popular ESA system. ESA is a combination of many of the good points of previous systems, with a focus on student output and the teacher a facilitator of learning, not so much a top down instructor. The majority of the detail in this lesson came in the form of example activities relevant to each stage of the ESA lesson type, which helped provide a higher level of tacit understanding than a simple description could provide. The engage stage of a lesson precedes any structured teaching, and encourages all students to participate using their existing English skills towards an enjoyable activity. This has three general effects i believe. One, it increases psychological safety due to the participative teamwork nature and lack of error correction. Two, it primes students into speaking English. Three, it often provides review of former content and thus further cements understanding and provides a context to the rest of the lesson (if the engage stage is relevant to the rest of the lesson, which I believe it should be if at all possible. example activities may include gathering information from others using English, Listing known words in groups to provide vocabulary for the rest of the lesson or other such tasks. Next there is the study phase, with 6 main focuses. Elicitation, spelling, pronunciation, meaning, word order and analysis. This is where the majority of content is taught, but if possible should be taught through students experimenting or implicitly understanding, rather than being told. This is where the majority of corrections will need to be made, and activities should focus on ingraining good habits and generally start narrow, end wide. corrections should be elicited from students themselves, or other students. teachers should not spoon feed. Finally in the activate phase, students should collaboratively work to put their new knowledge, in the context of the old, into use. This usually takes the form of interactive or team based activities. Corrections here are important, but the teacher should not stop the activity. the focus here is on fluency and communication, not accuracy.