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TESOL國際英語教學師資認證 ===平日班 2018年1/22~2/2 周一~五 9:00~12:30==週六班 12/9~1/13 10:30~5:30=== 限額招生中!!
 
 
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Tesoltaiwan Oxford師訓講座:完美課堂活動設計秘訣
Oxford teaching workshop ─ How to design a successful activity ?
實用英語教學網站大搜秘
反制淘汰,搭上英語教學證照列車!
TESOL在台灣實用性分析
What is TESOL, TEFL, TESL?
TESOL的緣起 ~ The early history of TESOL
 
Tesoltaiwan Oxford師訓講座:完美課堂活動設計秘訣
您知道為什麼課堂活動在英語教學中如此重要嗎?
您知道如何設計一個成功又有效率的課堂活動嗎?


Tesoltaiwan於6/28 舉辦Oxford 師訓講座,邀請到擁有十年豐富教學經驗的Oxford University Press經理Kerry Nockolds和大家分享良好課堂活動的設計重點與要領,我們特將講座內容集結成文字稿,讓無緣參與的老師們也能身歷其境,加以學習喔!!

講師:Kerry Nockolds
Kerry Nockolds, BSc Economics, BA Chinese, gained his TESOL certificate in London in 1996 and has been teaching in Taiwan for 10 years. Kerry is an experienced teacher trainer and was formerly an Academic manager for a large chain of schools in Taiwan. Kerry is an experienced curriculum designer and materials developer and has brought these skills into his present position of Field Editor for Oxford University Press in Taiwan.

講座內容:
●我們為什麼要在課堂中玩遊戲?
很多教兒童英語的新手老師,在設計課堂遊戲時,不是腸枯思竭想不出來有什麼活動可以運用,就是設計太多活動,讓學生玩的很開心,但想讓學生學習的字彙或句型學生卻一個也沒記住。弄到最後,老師很累,學生的學習效果卻不佳,或許我們應該回歸到最根本的問題:

我們為什麼要在課堂中玩遊戲?
  • Fun (有趣)
  • Motivation (引起動機)
  • Creates Fluency (創造學生口語的流暢度)
  • Raise Accuracy (提升學生口語的準確度)
    當我們上課時用覆頌的方式教學生新的單字或句型時,通常是整班學生跟著老師一起唸,到底個別學生是否有吸收,或發音是否標準,其實老師很難察覺。透過遊戲,老師可以藉此觀察個別學生運用新單字的狀況,如果他們有使用上的困難或錯誤,我們才能知道並進一步在遊戲後做糾正。
  • Check understanding (檢視學生是否了解新學的語言)
  • Puts language into context (將語言置入情境)
    遊戲創造一個真實的情境,讓學生可以富有創造性的使用語言,認為學習英語是有實際用途的,也更能夠被激起學英語的動機。創造情境的好處也在於,讓學生在事後回想時,能因為有情境的搭配而對於學習的字彙句型更有印象。
  • Raise confidence (增加學生的自信心)
  • Can use extra language (增加學生彈性使用英語的機會)
    當我們在玩遊戲時,雖然會給學生固定的句型架構,讓他們套用,但是學生也能夠運用之前所學的單字去做延伸和語句的重組,讓語言的學習是很彈性且有創造性的。
  • Use language independently (培養學生獨立使用英文的能力)
●在設計遊戲時,我們應該注意哪些事情?
  • General :
    安全
    學生組成
    → 例如班級學生年齡,學生程度等都會影響到遊戲的設計
  • Motivation:
    給予學生讚美和鼓勵
    → 適時的在同學正確回答時給予“good job” “well-done”等口頭獎勵。
  • Language:
    清楚明白的指示
    Interaction patterns
    → 指“who is talking to who”(誰和誰說話)的意思,可能是老師對老師、老師對學生,或是學生對學生。在遊戲中,老師應該只是扮演旁觀者的角色,給予遊戲規則說明和指示,然後讓學生自由使用語言去進行互動
  • Effectivity:
    比賽競爭的趣味性
    讓每一個學生都參與到遊戲
●設計遊戲時要注意的三大要領
  • 我的Target Language (指要讓學生學習的主要字彙或句型)是否都設計在遊戲中了。
  • 學生都能獨立的使用Target Language嗎?
  • 我在講解遊戲規則時是否清楚。
●哪些資源可以幫助我設計遊戲?
  • 你自己!!
    每位老師都曾經當過學生,可以從記憶裡搜尋好玩的遊戲,再把他調整一下,成為適用於英語教學的遊戲。例如:大家都聽過「兩隻老虎」這首歌,我們可以用同樣的旋律,把歌詞改掉,放入我們想要教學生的句子,去做歌唱教學。
  • 其他的老師
  • 教師手冊/線上教學資源。很多老師都沒有使用教師手冊的習慣,這是一件非常奇怪的事。教師手冊常會提供許多活動和遊戲來讓課程變得更豐富,我們雖然不必照本宣科,但卻能從中得到許多設計遊戲的靈感。
Oxford teaching workshop ─How to design a successful activity ?
Tesoltaiwan held a special teaching workshop on 28 June, demonstrated by the manager of Oxford University Press, Kerry Nockolds.
This workshop lets the teachers know the secrets of designing a suitable and efficient game during class. Here are the contents of the workshop.



Lecturer: Kerry Nockolds
Kerry Nockolds, BSc Economics, BA Chinese, gained his TESOL certificate in London in 1996 and has been teaching in Taiwan for 10 years. Kerry is an experienced teacher trainer and was formerly an Academic manager for a large chain of schools in Taiwan. Kerry is an experienced curriculum designer and materials developer and has brought these skills into his present position of Field Editor for Oxford University Press in Taiwan.

The Workshop’s content
●Why do we play games?
  • Fun
  • Motivation:
    Playing games makes children enjoy learning English, which gives them motivation to continue learning.
  • Creates Fluency
  • Raises Accuracy
    When doing drills or practice, we tell children to repeat after the teacher. But they probably just do what we tell them to do. During the games, we let them use the language by themselves. So we can actually know how they use the language and find their problem to fix it. If we only do listen and repeat, we’ll never know if the students really understand or not.
  • Checks understanding
  • Puts language into context.
    Lets students feel that the language is useful.
  • Raises confidence
    Games let everyone use English and give everyone the confidence to learn English. Confidence is a really important motivation in learning English.
  • Can use extra language.
    When we play a game, we give students some frame language, but students can always use a new word or sentence in the game, which makes the language more flexible.
  • Use language independently.
●What should we think about when designing a game?
  • General :
    Safety
    Classroom dynamics→ ex: the age of students, the different level of students.
  • Motivation:
    Give praise and be enthusiastic.
    → Give praise such as “good job” or“well-done” whenever students have a good performance.
  • Language:
    Clear Language goals
    Interaction patterns
    → It means “who is talking to who”. Therefore, interaction patterns could be teacher to teacher, teacher to students or students to students. In the game, the teacher should only give instructions and then let the students to use the language by themselves. Teacher should only monitor the game and give error corrections.
  • Effectivity:
    Fun and competitive.
    Maximizes student participation
    Clear instructions and rules.
●Key questions to check the efficiency of your game.
  • Is my Target Language (TL) being used?
  • Can the students use the TL independently?
  • Did I demonstrate the instructions clearly?
●What resources teacher can use when designing a game?
There are 3 resources a teacher can use. First, the teacher themselves! Every teacher has been a student once and knew different games before, which can help teachers to design games. Second, other teachers. Talk to your collegues! Third, teacher resource books and websites.
反制淘汰,搭上英語教學證照列車!

英語教學市場蓬勃的當下,你是否對英語教學有足夠的了解,眾多的英語教學訓練,你的了解又有多少呢?

根據人力銀行的統計,就業市場也有許多人是中途轉業,對英語教學萌生事業第二春的想法,雖具有英語使用能力卻較缺乏實務教學經驗及教學知識。另外,也有一群老師已有數年的教學經驗,但可能並非本科系的背景,在實際的英語教學職場中逐漸發現在職進修的重要性。因此,目前具有一張國際性英語教學證書將大大有助於您在教職選擇上有更好的發展。而越來越多的學員對於英語老師素質更是嚴格要求,補習業者為了招生理想,無不希望自身老師可以進修ㄧ張TESOL或TKT證書。而政府部門對於外籍人士在台從事英語教學工作要求更是日益嚴格,必須有相關TESOL證照才可申請工作證執教。

如此潮流下,國內越來越多課程針對英語教學訓練開課,無非顯示了英語教學市場的蓬勃及需求性。而大致國內的師訓課程可以分為幾類,一為坊間各類美語機構自辦的師訓課,課程多為針對內部化訓練的課程,頒發的證書非國際性,且各補習班間的通用性也較多限制。二為國際性TESOL課程,常見國內語言機構與國外學校或機關合作,在台授課後結業頒發國際性證書。選擇上除了要了解證書是否為真實國際通用外,更要注意課程內容是否真材實料,這包含了師資的專業性及課程內容的實用性及?學對象的廣度,最後更要了解ㄧ般國際性的課程都皆具有一定的訓練時間,從一至三個月不等,如此才能協助您真正活用你所學到的教學技巧。

TESL發展至今已經有十幾年的歷史,而英語教學更是需要長期的學習訓練加上教學現場的磨練,所以想成為一位資深的英語教師絕對是要具有熱誠和耐心,若您目前已經立志想成為一位英語教師,趕緊投資你自己,進修ㄧ張國際性的英語教學證照(TESOL/ TESL/ TEFL certificate)。若您預算不多,可以考慮先考一張劍橋英語教師認證(TKT),考試內容包含三個單元,每個單元可分開考試,單一報名費用為1650元,考題屬於英語教學相關知識性的選項題,目前劍喬台北語言中心研發一套除了官方版TKT書籍外的參考叢書The TKT Preparation本書籍已於2008年一月正式販售。創新影音自學叢書結合TKT必考三大章節外,各章節由資深外師講解,可重覆觀看、熟記各章節重點,建議學員可以購買相關書籍自修。通常具備一定的英語能力加上理解貫通書籍內容,大部分學員皆可獲得不錯的等級。

撰文 劍喬台北語言中心 教學組長 Kay Chen

TESOL在台灣實用性分析
1. 以取得學位為主
  課程以理論為主還是偏實務面?如果您是要攻讀碩士學位,然後投入教職,則建議選擇較多實務面的課程;如果您要繼續深造博士學位,則選擇以理論為主。
2. 以就業需求為主
  如果您要成為台灣學校裡的正式或約聘教師,除了TESOL的學位,還必須先修教育局規定的教育學分,所以必須先考慮清楚,但目前台灣學校師資過剩,進入學校工作已不是單純憑著學位的加持就可以如願,不如直接進修TESOL證書(Certificate)/文憑(Diploma),短期修業即可取得,可提高於坊間密度極高的英語補教業/出版業任職的聘僱率,入後進修TESOL碩士學位也可以抵免學分,是就業/求學兩者兼顧的最佳選擇。
What is TESOL, TEFL, TESL?
近年來由於國際化的腳步加速,為了讓我們下一代更有競爭力,全台灣都積極推動雙語教學,以台北市為例,完成訂定「台北市外語教學白皮書」、「台北市國民小學英語課程暫行綱要」,研擬「國民中學英語課程暫行綱要」,並且優先引進取得英語師資認證合格的英語教師,建立分級英語能力指標,統合幼稚園至12年級的英語教學。加上政府也已經開放讓外籍教師來台灣教學,若能取得一張國際認證的教學證照更可以加強教學職涯的競爭力!
 
英語師資認證已經在全球行之有年,TESL、TESOL、TEFL都是英文師資的認證,主要皆以英文教學所特別設計之師資訓練課程。
 
首先,我們先釐清這些縮寫的定義:
TESL(Teaching English as a Second Language)是專門在「英語系國家」為非以英語為母語之學生對象,所特別設計之師資訓練課程。
 
如果用在認證上的定義是:
TESL (Teachers of English as a Second Language) 或是TESOL(Teachers of English to Speakers of Other Languages)要於加拿大、美國或其他英語系國家境內,從事教授外國人英文為其第二語言之教師執教資格證明。
 
TEFL(Teaching English as a Foreign Language)則是專門在「非英語系國家」為非以英語為母語之學生對象,所特別設計之師資訓練課程。
TEFL (Teachers of English as a Foreign Language)要於加拿大或美國以外的地區,從事教授外國人英文為其第二語言之教師執教資格證明。
 
不過,TESL、TESOL以及TEFL現在已經都混在一起使用了,泛指英語師資認證或是訓練英語師資的課程,只是在美洲亞洲較多人稱之為TESOL,在歐洲則較常使用TEFL來稱呼。師資訓練課程的目的在讓學員具備教導英語的能力。課程重點不僅在於改善老師的語言技巧,同時還提供教學法、教育法、課程設計等學習,並讓學生實際在課堂內實習教學。
TESOL的緣起 ~ The early history of TESOL
By James E. Alatis, Georgetown University
Teachers of English to Speakers of Other Languages, Inc. (TESOL) is an independent professional organization established in 1966. The organization was created out of professional concern over the lack of a single, all-inclusive professional organization that might bring together teachers and administrators at all educational levels with an interest in teaching English to speakers of other languages (ESOL). The formation of the organization was a sign of TESOL’s maturity as a profession. It is worth looking back to where TESOL has been in order to understand where TESOL, both the profession and the organization, is today and where it is likely to go in the future.
 
The creation of the TESOL was the culmination of more than 4 years of organizational groundwork and discussions centering around three issues: (1) The need for a professional organization that would be permanently devoted to the problems of teaching English to speakers of other languages, at all levels. (2) The need for a pedagogical journal to serve the entire profession. (3) The need for a register of specialists that might be helpful to foundations, government agencies, and universities in their attempt to cope with the ever-growing need for qualified personnel in the area of ESOL.
 
The question of an association for teachers of English to speakers of other languages, and the related questions of a journal and a roster of ESOL specialists, had been matters of concern for some time not only to the people in universities and professional associations, but also to government agencies and foundations with interests and activities in ESOL.
 
"Five organizations gave birth to TESOL, each one vitally concerned with second language problems, yet no one organization exclusively concerned with them. The Center for Applied Linguistics has as its interests the entire area of applied linguistics, which includes a program in English as a second language. The Modern Language Association of America has concentrated on the teaching of English and foreign languages to native speakers and on literary scholarship. The National Association of Foreign Student Affairs has borne a good deal of the burden of all problems--not only language problems--of the foreign student. The National Council of Teachers of English encompasses all of English pedagogy almost form the cradle to the grave, of which English as a second language is a part. The Speech Association of America has had an obvious concern in thousands of classrooms and through its research with the speaker whose English is not idiomatic. The Steering Committee that planned the first TESOL conference in Tucson in 1964 and the second in San Diego in 1965, as well as the New York convention in 1966, was made up of the representatives of these five interested organizations." (Anderson, 1967, p. 175)
 
Following is a brief summary of developments in the progress toward increasing professionalism that was emerging in 1966.
 
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