Pamplico, South Carolina TESOL Online & Teaching English Jobs

Do you want to be TEFL or TESOL-certified in South Carolina? Are you interested in teaching English in Pamplico, South Carolina? Check out our opportunities in Pamplico, 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!

Overview Here we have various ideas but this has two main ways, the old school and the new school. Experienced teachers have a great advantage compared to the inexperienced teachers. To much planning will hamper the teaching process so flexibility is the key to the process. Rather than being rigid we should allow students to take the lead in the beginning thus setting the pace but eventfully take control as to pace of learning. An in experienced teacher will need to follow some set sequence . This has to be applied to both experienced and inexperienced teachers. As inexperienced teachers problems will arise which they will need direction on thus the need for Lesson Planning Lesson Planning Areas it cover 1.)Creates a logical sequence for the lesson and its a structure where we can work from we could jump from one topic to another and we could confuse the students 2.)Its a working document We can refer it when we need to for information 3.)It creates a record of what has been taught. Shows what has been covered in the syllabus 4.)Can be used for covering in case of sickness or emergencies It can be used by a substitute teacher to keep with the pace of teaching and making sure that nothing has been left out from the syllabus. A.) How should a lesson plan be written down? ?Basic principles of lesson planning are: ?Keep it simple. You may need to refer to it during a lesson. ?Do not try to script the lesson. ?Structure it and maintain the same structure. ?Write the anticipated time for each activity in the margin. ?Check for balance of skills. Try to make sure activities fit together to give the lesson a smooth flow. ?Keep it flexible and open to adaptation. Lesson plan format A)General information about the class B)What we should cover during the lesson Below is a sample format of a lesson plan: Teacher Date Class Level Class Room No Expected No Context Focus B.) Being Organised ?Before you start the lesson there are a number of practical things you can do to make sure your lesson goes smoothly. ?Check that you have your lesson plan. ?Run through your lesson plan and make sure you have all the necessary aids and materials needed. ?Check that the equipment works! ?Lay out materials and aids so that you can easily find them. ?Arrange the seating as desired. ?Make sure that the board is clean. ?Be ready to chat to the students as they come into class. This will help break the ice with the ?students and get them in the mood to learn. Procedure Format Time Frame 45 mins Procedure Phase Timing Interaction Example Engage 5 min T – S Question Straight arrow method S – T What are you doing now? S - T Explanation: to generate verb agreement give examples of sentences. I am setting / I am listening to you Give examples She is Listening to you He is listening to you They are setting Procedure Phase Timing Interaction Board work Study 10 min S - T Show Structure of Present Continuous Tense e.g. I ,you, he, she, he, they - subject Are , am -verb Setting / Listening - verb ending in ING Subject + verb be + Verb + ING Study 10 min This then shows Structure of the sentence Study 1 Matching Study 2 Gap – fill Study 3 Unscramble Activate Stage Activate 20 min S – S Give activity pictures e.g. walking , talking, playing football. Give students a questionnaire What is your name What are you doing Answers T - S My name is Mike I am playing football, I am cooking, Feed back results to entire class and discuss the above points. Process of the study phase. Method D:Demonstration of the process of the activity here do not demonstrate the process but show action and write on the board E:Elicit the correct answer GO:Give out the material This works very well and student’s get on working while teachers can do something else Monitor the students 1.)Go around the class but at a distance not do interrupt the activity and stop students from working make small notes in case of mistakes. 2.)Progress see how they are getting on and at which stage they are at this becomes Important when it comes to feed back stage. 3.)Common errors walking around you will pick up what is being said or written, leave the mistakes until the feed back stage. Feed back At this point close the activity and make sure students are still not carrying on so you have he full attention of the class. At this time correct the students and explain where the mistakes are . Methods of corrections 1. Self correction is best but teacher can help by gestures sometimes. 2. Peer correction. This helps the whole class but in case this does not work . 3. Teacher correction Planning the sequence of lessons Goals: Examinations / Syllabus / And the route to be followed for the final goal. Flexible: During the course some students come up with difficulties how these are overcome is maybe arranging extra time or classes. Here we might also adjust the sequencing . Variety: This cover productive skills and receptive skills. Thus all elements of speaking ,writing, reading, listening are covered