NOTES

1. ONLINE

1.1. [Module 1] FINDING WORK ONLINE

1.1.1. [Section 1) Finding Work Online - No Qualifications

1.1.1.1. Lingoda Lingoda is an online language school that teaches students English, German, French and Spanish in group and private classes. As a teacher at Lingoda, you earn €8.50 per hour All of the school’s courses are taught online, through virtual classrooms and Skype.

1.1.1.2. Although it’s not required, it is preferred if you have a business background and are at an advanced level in a second language.

1.1.1.3. In order to be a teacher at Lingoda, you need to meet the following requirements: • Have a passion for languages. • Love to teach. • Enjoy working with international students. • Be a native speaker in the language that you plan to teach. • Have basic computer skills, such as proficiency with Skype and PowerPoint. Unlike other online language schools, Lingoda does not require you to work a set number of hours. It offers flexible working hours, and you can take on as much or as little work as you want. Teaching opportunities are available 24/7. So, you can work when it suits your needs. .

1.1.1.4. EnglishKey EnglishKey is another online education company. As one of the site’s English language teachers, you teach non-English speakers using live video streaming. EnglishKey offers part-time positions. But, this could lead to a full-time job after three to six months of working with the site.

1.1.1.5. If you want to become a teacher on EnglishKey, you need to meet the following requirements: • Be a native English speaker. • Have the ability to speak slowly and clearly. • Be able to teach a minimum of 10 hours per week – preferably during the evening hours and/or during the day. • If you schedule your hours, then you must keep that schedule for five months. • Own a computer that is less than four years old and has working audio and video. • Have a headset and webcam. • Be computer literate and comfortable using video conferencing software, like Skype. • Have a reliable, high speed Internet connection. • Have a quiet space to teach from – absolutely no ambient noise must be heard during the teaching session.

1.1.1.6. Each class is an hour long and includes two students – English Key provides all of the teaching materials. You are paid by the hour, and the amount you receive is based on your experience.

1.1.1.7. While the site states that prior teaching experience is preferred – it’s not required. Speaking a second language is also not required. But, the site gives preference to applicants that can speak Spanish or Portuguese. .

1.1.1.8. As a new teacher on the site, you receive training. When you become more experienced as a tutor, you may be offered additional roles, like mentoring students and training new instructors – these roles offer additional compensation

1.1.1.9. iTalki Italki is an educational technology website. It’s designed to connect students looking to learn another language with online teachers. There are more than 1.5 million students on the site and over 3000 teachers of 100 languages – including English. The site hires native English speakers to teach students English in an online classroom.

1.1.1.10. Here’s how it works: • Once you’re approved, students can search for you in the italki Teacher listings. • A student will contact you through Italki and book an online lesson with you. • You carry out the lesson via Skype or other free VOIP software. • Italki handles everything else, like marketing, scheduling, student management and payment.

1.1.1.11. Verbal Planet Another marketplace for connecting teachers and students is Verbal Planet – www.verbalplanet.com. Like Italki, it’s for teachers and students of any language.

1.1.1.12. Teachers can sign up for a free account. To get listed on the marketplace, teachers need to upload a profile

1.1.1.13. UpWork UpWork is a global freelancing platform. On the site contractors can hire freelancers to complete a range of projects, from writing to designing. But, it also provides great opportunities for people looking for ESL teaching jobs. The platform has a whole section for English teaching jobs

1.1.1.14. Some of the projects pay hourly, and some pay a fixed rate – you can filter the job results by job type, and other criteria like client history. The jobs on UpWork are updated very frequently, so it’s a great place to find new leads.

1.1.1.15. Google Helpouts If you live in the USA, Canada, the UK, Ireland, Australia or New Zealand, Google Helpouts – helpouts.google.com - is a great way to find students. Launched in November 2013, it enables people to share any kind of expertise through live video to anyone seeking to learn that expertise.

1.1.1.16. This includes learning English, and online English teachers are starting to use it to find new students.

1.1.1.17. To use it, you need to create a listing, explaining what you’re offering, any qualifications or experience and the price you charge for a lesson.

1.1.1.18. You can set a schedule for students to book lessons through, and if you get a booking, you’ll be notified through email or SMS. Payments are made by the student using Google Wallet.

1.1.1.19. Eventually, Google Helpouts will be rolled out on a global basis.

1.1.1.20. Cambly Cambly is looking for tutors to chat with students and help them learn English in an informal setting. Their students come from all around the world, and these sessions can be as informative for you as for your students – just think of all the little bits of culture and language you can learn along the way! They pay $0.17 per minute, which works out to $10.20 per hour taught. They pay through Paypal and you can set your own hours.

1.1.1.21. Topic-Time A tutoring service for Japanese students. Lessons take place over Skype, and you are paid per class – they do pay weekly via Paypal. Topic-Time emphasizes the conversational aspect of language-learning and would like to hire people who are patient and reliable with good presentation skills. Topic-Time uses a teaching method devised by the owner of the school, where your student is given a topic and speaks in English about that topic – you type everything they say, then go over their English speech with ways to improve or sound more natural. You’ll need a good computer with a webcam and a great Internet connection; you must also be a good typist, and available for at least 10 hours a week.

1.1.2. (Section 2) Finding Work Online - TEFL Qualified

1.1.2.1. Aside from ESL job boards, one of the best resources out there for online ESL teaching jobs is online schools. Nowadays, there are tons of online schools that focus on teaching ESL courses. And, these schools, of course, need teachers to teach their students. Here are a few online schools that offer ESL teaching jobs.

1.1.2.2. Learnlight (Formerly I Speak U Speak) Learnlight, formerly known as I Speak U Speak is a website that connects language teaching professionals with thousands of students across the world. It offers an online language training program to students in more than 100 countries. And it needs teachers to coach these students. As a teacher at Learnlight, you get ongoing training, support and feedback from the site’s global team.

1.1.2.3. As one a teacher at Learnlight, you’re responsible for: • Providing effective teaching sessions to students from around the world • Creating personalized programs for students that suit their particular needs. • Offering valuable written feedback to students after each session • Monitoring your students’ progress • Communicating effectively with students and coworkers

1.1.2.4. In order to become a teacher at Learnlight, you must meet the following requirements: • Hold a foreign language teaching qualification, such as TEFL, TESOL, CELTA and ELE. • Have at least two years’ experience in teaching language. • Be proficient in the language that you plan to teach. • Have the ability to work at least 10 hours per week. • Be able to commit to a fixed schedule for at least a year. • Have an internet connection that has a speed of at least 10Mbps. • Own a laptop or desktop computer • Have a headset and webcam

1.1.2.5. As a teacher at EF English First, you teach adult students in groups and one-on-one. All lessons are taught using cutting-edge technology in the site’s online classroom. While you do have to work a minimum of 15 hours per week, you can set your own schedule. You also receive training when you’re first hired and undergo ongoing training too.

1.1.2.6. Open English Open English offers online English courses to more than 500,000 students primarily in Latin America. The website hires practicing ESL and TESOL professionals. As a one of Open English’s teachers, you provide teach students English through the site’s virtual learning portal.

1.1.2.7. The site provides its services 24 hours a day. You can self-assign sessions. This means that you can choose when you want to work, and how much work you want to take on. With Open English, you have a lot of freedom when it comes to scheduling sessions. You are encouraged to use your own experience and methods to teach students. But, the site does also give you access to a database of educational material that you use in the lessons.

1.1.2.8. As a new teacher on the site, you receive training. When you become more experienced as a tutor, you may be offered additional roles, like mentoring students and training new instructors – these roles offer additional compensation

1.1.2.9. As one of the site’s instructors, you teach a varied English curriculum to students of all ages. Primarily, you will teach students of college-level or higher – and most classes focus on test-prep curriculum. Classes on the site are fairly short – ranging from just 10 to 20 minutes each. All of the programs have a set curriculum and materials that you can use. You do not need to speak another language to teach. And, best of all, you can set your own teaching hours, depending on your availability.

1.1.2.10. A teaching degree or English degree and previous teaching experience is also preferred, but not required.

1.1.2.11. iTutorGroup (TutorABC) iTutorGroup is an online education platform. It’s one of the largest English-language learnings institutions in the world.

1.1.2.12. To become a teacher at iTutor group, you need to complete the site’s application process – this takes about an hour. And, you’ll need to ensure that you have a working webcam and headset, and you have a wired, not wireless internet connection.

1.1.2.13. Here’s how the application process works: - Create an account and receive a username and password. - - You complete a proficiency test to determine the quality of your English. - Tell the site a little about your qualifications and background. - You then need to record a video that demonstrates why you are a great fit for the job.

1.1.2.14. In order to be a teacher at the iTutor Group, you need to meet the following the criteria: Have a TESOL/TEFL Certification (or be willing to obtain it in the future). A university degree or ESL teaching experience.

1.1.2.15. Have great communication and presentation skills Be willing to commit to a weekly work schedule. Have the ability to speak slowly and clearly to people who can’t speak English. Be computer literate Have a laptop or desktop PC. Be able to use Internet explorer. Have a wired internet connect, and a headset Have a quiet place to work. No ambient noises, like the sounds of phones, radios and fans, should be audible in the room during a teaching session.

1.1.2.16. Most of the students you teach through iTutor Group are aged between 22 and 65 years old. But, you teach students of all ages, including children.

1.1.2.17. One of the best aspects of the iTutor Group is that it allows you to set your own hours.

1.1.2.18. Looking through the job listings on the site is pretty easy – as you can filter the results by criteria, like job type and estimated salary.

1.1.2.19. The website has a section for telecommuting and online ESL teaching jobs. It is updated fairly frequently, so check back for job opportunities.

1.1.2.20. Continuum Education Services Continuum Education Services is a recruitment agency pairing English teachers and tutors with companies who need their services. CES says that all the companies they might place you with offer base pay and flexible schedules. You’re required to be a native English speaker, have TESOL/TEFL certification (or be willing to get certified in 90 days), and certain computer equipment including a headset and webcam.

1.1.2.21. Golden Voice English Online Education(GVEOE) Review: Golden Voice is based out of Toronto Canada and is focused on teaching Chinese children grades 1-9. They have a well laid out learning management system that involves one on one and group lessons. You need to be a native English teacher with a degree or teaching certificate. Most important is that you must be legally able to work in the U.S. or Canada. There is an external background check that is performed so do not bother applying if you do not meet their requirements. They have GVE-provided teaching materials, resources, and techniques so all you need to do is show up for the lessons. The working hours are between 6 AM to 10 AM EDT from Monday to Friday and between 9 PM and 10 AM EDT (following day) on Saturdays and Sundays. The hourly rate is 20 CAD/hour (the equivalent of 10 CAD/per lesson, considering each lesson is about 30 min).

1.1.2.22. Englishunt Where to apply: Englishunt This is a service aimed at teaching English to Japanese and Korean students through virtual classes online. They have different programs so based on their needs, they hire teachers for various positions. For example, at this time (at the time of writing this post) they are hiring for their phone tutoring programs. Different programs have different requirements. Generally, you’ll need an ESL certificate or teaching certification (in any subject). They pay also depends on the program. For their phone tutoring program, the pay is around $2 per 10 minutes. But for their virtual online classes, you can expect around $14.50 per hour. This is a part-time position where you work up to 12 hours a week.

1.1.3. (Section 3) Finding Work Online - Degree or Degree and TEFL

1.1.3.1. EF English Live (Formerly English Town) EF English First, which used to be known as English Town, is an online English school. The school, which offers E-learning for adults, requires native-speaking teachers to educate its students. It’s a pretty big online school, which has more than 15 million users.

1.1.3.2. If you want to be a teacher at EF English First, then you need to meet the following requirements: • Be a native English speaker. • Have the ability to teach at least 15 hours per week. • Be a university graduate or be in your last year of university study. • A minimum of a 40-hour TEFL certificate or equivalent ESL qualification. • Own a desktop or laptop. • Have access to a high-speed, stable internet connection. In addition to meeting the requirements listed above, the following are also desirable: • Previous teaching experience • The ability to speak Portuguese, Russian, or Spanish

1.1.3.3. As a teacher at EF English First, you teach adult students in groups and one-on-one. All lessons are taught using cutting-edge technology in the site’s online classroom. While you do have to work a minimum of 15 hours per week, you can set your own schedule. You also receive training when you’re first hired and undergo ongoing training too.

1.1.3.4. Englishunt Englishunt is another education company that offers English language programs online. The site hires instructors to teach English through live phone and video classes.

1.1.3.5. If you want to teach video programs, then you need a teaching certification and a four-year degree from an accredited institution. A teaching certificate is not required for the live phone classes – and no prior teaching experience is required. But, you must have at least a two-year degree from an accredited institution.

1.1.3.6. As one of the site’s instructors, you teach a varied English curriculum to students of all ages. Primarily, you will teach students of college-level or higher – and most classes focus on test-prep curriculum.

1.1.3.7. Classes on the site are fairly short – ranging from just 10 to 20 minutes each. All of the programs have a set curriculum and materials that you can use. You do not need to speak another language to teach. And, best of all, you can set your own teaching hours, depending on your availability.

1.1.3.8. Language Development Systems Language Development Systems is an education company. It provides online English language classes to students in South Korea and China. In order to be eligible for a position with Language Development Systems, you need to meet these requirements:

1.1.3.9. • Have a four year college degree. • Be familiar with programs like MS Office and Internet Explorer. • Be a native English speaker. • Have knowledge of English grammar.

1.1.3.10. A teaching degree or English degree and previous teaching experience is also preferred, but not required.

1.1.3.11. What companies pay you to teach English Online

1.1.3.11.1. VIPKID Cambly Continuum Education Services Duolingo eBerlitz Englishunt Funbulous Global Mate New York Ginseng English goFLUENT Golden Voice English Lingoda Rosetta Stone Pearson Rype Topic-Time Twosigmas Voxy Western Wise

1.1.3.12. VIP KID VIPKID is Looking for those who want to have fun teaching English to kids. All lesson plans and course materials are provided. Applicant needs to be a resident of the US or Canada. You also need a Bachelor’s degree and reliable computer and internet. Pay is $18 to $21 per hour with average earnings of $2,000 per month.

1.1.3.13. DUO Linguo Duolingo offers not just ESL tutoring but with a side of consulting. They are looking for the best of the best in language teachers and assessors.

1.1.3.14. eBerlitz eBerlitz has offices in 70 countries worldwide. Pay is reportedly around $14 per hour.

1.1.3.15. Funbulous (also known as 97Kid or JiuQu) is a Chinese company looking for native speakers of American English. They provide their own teaching materials that don’t require extensive preparation. They require their tutors work at least 8 hours a week – which works out to 16 lessons – and offer a maximum of 18 hours each week. These lessons are scheduled 7 days a week, and fall between 6:40 AM and 9:10 AM EST. They also offer evening slots between 9:20 PM and 11:50 PM EST. They don’t require teaching experience, but you should be outgoing with an engaging personality and have a university degree (or be currently enrolled at a university).

1.1.3.16. Ginseng Ginseng English offers ESL tutoring for both general and business students. Masters degree preferred.

1.1.3.17. GoFluent goFLUENT contracts business ESL teachers who can commit to 4 hours per day each weekday.

1.1.3.18. Pearson pays tutors $14 for 1:1 and $17 for group classes. Business English is their specialty.

1.1.3.19. Rosetta Stone is a well-known name in the language learning industry. They prefer tutors near their main learning hubs.

1.1.3.20. Twosigmas is looking for ESL tutors to teach 1-on-1 English lessons to children from all across China between the ages of 5 and 12. Reportedly, they’re looking for teachers with experience teaching English, experience teaching children, and a university degree in a relevant field (like Education or Linguistics). It looks like they’ll pay up to $20 an hour depending on your experience.

1.1.3.21. Voxy Voxy pays up to $18 an hour to native English-speaking tutors. A degree or TESL certificate is required.

1.1.3.22. Western Wise Western Wise offers tutoring to children ages 5 to 14. Pay is $15 to $22 per hour. Prefer a language degree, TEFL/Celta certificate or 3 years experience. The company also asks for a 1-year commitment.

1.1.3.23. QKids Where to apply: QKids Qkids is a little different in that it is focused on teaching English as a second-language to kids between 5-12 years of age. They are looking for college students, school teachers, stay-at-home moms, and anyone who likes to teach from home. Requirements: You must be a native English speaker based in United States or Canada. You must have a degree or be currently enrolled in a university program. You must be available to teach a minimum of 6 hours (12 classes) per week. The good thing is that they offer paid training before orientation. You can earn between $16 to $20 per hour.

1.1.4. (Section 4) Private Students Online

1.1.4.1. (Section 4.1) Finding Private Students Online

1.1.4.1.1. FREE CLASSIFIED ADS

1.1.4.1.2. Free classified ads can be a great way to attract the attention of potential students. One of the best known classified ads sites online is probably Craigslist. But there are many others. Simply google “free classified ads” or the equivalent in your language,

1.1.4.1.3. a short description of your service, e.g. Physics Tutoring a bit of info about who you are, what technology you use (Skype, virtual clasrooms, etc.) what are the prerequisites for students to participate (working microphone, Flash-based browser, etc.) price per hour, 45 minutes or half an hour And then whoever is interested can contact you through the website, email or telephone number you listed under contact options. Note: Many of these sites are built to connect people locally and you have to select a certain radius like a city, state, etc. where you want to be listed. Since, as an online tutor you can connect world-wide it might be useful to list yourself in several areas if the directory is highly location-based.

1.1.4.1.4. Facebook With nearly 2 billion active users, Facebook is a great medium for connecting people from all over the world with your business. Considering that Facebook IS a great starting point for finding students, You can use Facebook Business Pages to share photos, videos, important company updates and more. Additionally, the site can be lower-maintenance than other social networks. Whether you post several updates a day or only a few a week won't make much of a difference in what your fans think of you.

1.1.4.1.5. Twitter With Twitter, you can share short text updates (240 characters or fewer), videos, images, links, polls and more. You can also easily interact with other users by mentioning their usernames in your posts, so Twitter is a great way to quickly connect with people all around the world. If you have interesting content, Twitter is also a great tool for quickly spreading the word. Retweeting and sharing other users' content is incredibly simple. Hashtags help boost posts, and if a user with a lot of followers retweets you, your content has the potential to go viral. But with Twitter, it's important to find balance. Don't simply share your own links or media; make sure you are also sharing a lot of interesting, relevant content from other Twitter users and from around the web so your audience doesn't think you care only about what your business is doing.

1.1.4.1.6. Instagram Instagram is a visual social media platform based entirely on photo and video posts. The Facebook-owned network has more than 700 million active users, many of whom post about food, art, travel, fashion and similar subjects. Instagram is distinguished by its unique filters and photo- and video-editing options. It's important to note that this platform is almost entirely mobile: You can't take photos or create new posts on the desktop version. Don't be discouraged if your industry is underrepresented on Instagram; if you can find the right hashtags to latch onto and post intriguing photos, you will most likely make it work

1.1.4.1.7. YouTube YouTube is a video-sharing platform with more than 1 billion users where people can view, upload, rate, share and comment on content. There's a subculture of vloggers called YouTubers who publish frequent videos and often maintain large audiences

1.1.4.1.8. LinkedIn A good way to market yourself to business English students and companies interesting in training their staff to speak English. 250 million monthly users and is the best platform for professional networking. LinkedIn is a great platform for finding top talent, painting yourself as an industry leader and promoting yourself. LinkedIn is designed to be more professional than other social media platforms. Users create profiles that are similar to resumes, You can join industry-specific LinkedIn Groups to ask and answer questions. This helps your brand, paints you as an industry expert,

1.1.4.1.9. Social Networking in China

1.1.4.1.10. Qzone (Chinese: QQ空间) is a social networking website based in China which was created by Tencent in 2005. It allows users to write blogs, keep diaries, send photos, listen to music, and watch videos.[1] Users can set their Qzone background and select accessories based on their preferences so that every Qzone is customized to the individual member's taste. Qzone, has Asia's largest active social network user base, with 600 million (and counting) users who log in more than twice a

1.1.4.1.11. Sina Weibo is a Chinese microblogging (weibo) website. Launched by Sina Corporation on 14 August 2009, it is one of the most popular social media platforms in China. As of 2018, Sina Weibo has over 411 million monthly (and counting) active users active users, Roughly 100 million messages are posted on Weibo every day.

1.1.4.1.12. Ren Ren The Renren Network, formerly known as the Xiaonei Network is a Chinese social networking service. It is popular among college students

1.1.4.1.13. Social Networking in Russia

1.1.4.1.14. VKontakte VK is a Russian online social media and social networking service. It is available in several languages but it is especially popular among Russian-speaking users. VK allows users to message each other publicly or privately, to create groups, public pages and events, share and tag images, audio and video As of March 2018, VK had at least 477 million accounts. VK is ranked 14 (as of March 2018) in Alexa's global Top 500 sites. It is the most popular website in Russia. According to SimilarWeb, VK is the 9th most popular website in the world. As of March 2018, VK also ranked as the most popular social networking website in Belarus, Ukraine and Kazakhstan in addition to Russia

1.1.4.1.15. TUTORING DIRECTORIES

1.1.4.1.16. There are many directories online where tutors can list their services. This is similar to posting free classified ads, with the only difference that it’s focused on teaching and tutoring. Conduct simple SEO searches for tutoring directories in various countries and cities (as many as you can think of) and spend a few hours posting your services on as many directories as you can. Alternatively go to websites such as elance.com, onlinejobs.php or fiverr.com and hire a VA in India or Phillipines to spend a few hours doing this for you. . Don’t pay any upfront fees.

1.1.4.2. (Section 4.2) Charging Students and Collecting Payments

1.1.4.2.1. CHARGING

1.1.4.2.2. Charge in advance and offer discounts Charge students for blocks of lessons e.g. 10 or 20 lessons at a time. In return offer them a discount e.g. 10% on these lessons.

1.1.4.2.3. Charge for course rather than lessons. Offer courses (e.g. 10 or 20 lessons) whereby students with a specific aim or end point (e.g. getting ready to take an exam)

1.1.4.2.4. Examples... Based on 2 hour lessons... - Exam preparations - 30 - 60 hour courses. - Business skills - 20 - 30 hours teaching a hand full of skills - General English skills - 10-20 hours teaching specific General English skills (e.g. traveling abroad - Business/ General English courses - 100 hours (6 months, half a book) - 200 hours (12 months a full book), based on a 12 unit book such as Market Leader or Speak Out

1.1.4.2.5. CANCELLATION POLICIES

1.1.4.2.6. Set a clear cancellation policy at the beginning Examples.. 24-48 hours cancellation in advance students don't lose any money l2-24 hours cancellation in advance students lose 50 % (i.e. 1 hour from the course) less than 12 hours cancellation in advance, students lose 100% (i.e. a full 2 hour lesson from the course) If students require the 2 hours back, they are required to pay the full price for the lesson (not the 10% discounted price offered as part of the course).

1.1.4.2.7. COLLECTING PAYMENTS

1.1.4.2.8. ONLINE PAYMENT SERVICES

1.1.4.2.9. PayPal

1.1.4.2.10. PayPal www.paypal.com Available in over 200 countries Students need to to associate a credit card with their PayPal account. - students pay you, Paypal debits their card, transfers payment into your associated PayPal account, you can then opt to transfer those funds directly into your bank account. There are different fees when transferring money internationally as compared to sending money domestically. The fees are based on the country of the recipient so if for example you were sending money to someone in Germany the fee would be based on the European Paypal fees. The fees all depend on which country you are sending to with the range being form 1%-4%. PayPal typically charge a2.9% + ($0.30 for every transaction), Withdrawing to your bank account is free.

1.1.4.2.11. Pros: You do not need any confusing banking information, just the recipients email or phone number. No hidden fees as Paypal lists all the fees before you make the transfer. The fees are also reasonably priced and it’s easy to join up and send. And of course, everyone these days has heard of PayPal by now, so there is a lot of trust. Paypal works very well for merchants who need to accept payments online and freelancers who want to accept and send payments abroad.

1.1.4.2.12. Cons: Paypal has been known to freeze funds without first contacting you if anything looks a little bit out of the ordinary. This can cause big issues and take some time to resolve even if there was no issue in the first place. People have had their account locked when trying to access Paypal in a different country. Paypal is not so well suited for sending larger sums (over 2000 dollars). They have a habit of locking accounts up and blocking larger transfers for security reasons. This can place your account in limbo until it gets resolved

1.1.4.2.13. Paypal always charges percentage of the amount sent. This means for BIGGER amounts, you are better off looking for another method that won’t take such a cut but only charges a fixed fee. Paypal s you to see the final currency exchange rate before agreeing to the deal, but uses the inter-bank rate on its website calculator. For the US or Canadian dollars, Paypal tacks on a a 4.5% margin on top of the inter-bank exchange rate. They add a whopping 5% for other currencies. Cost Per $1000 USD

1.1.4.2.14. The cost per $1000 USD varies depending on which country you are sending the money to. For example the fee to sending money to the United Kingdom is 0.5% if using Paypal or bank balance so it would be 10005 USD. If sending $1000 USD to the UK through your credit card there is a 3.9% fee so it would total $1039USD. Keep in mind paypal also applies their own currency exchange rate to a transaction as well.

1.1.4.2.15. Google Pay

1.1.4.2.16. Google Pay Send (formerly Google Wallet) is a peer-to-peer payments service developed by Google that allows people to send and receive money from a mobile device or desktop computer at no cost to either sender or receiver. When set up, a Google Pay account must be linked to an existing debit card or bank account in the United States or United Kingdom.[

1.1.4.2.17. Google Pay is structured to allow its patrons to send money to each other. To send money, a Google Pay user enters the email address or phone number of the recipient. The recipient must then link that phone number or email address to a bank account in order to access those funds. If the recipient also has a Google Pay account, the funds will post to that account directly. Users can link up to two bank accounts when the Wallet account is created.[8] Received money goes to the Google Pay Balance and stays there until the user decides to cash out to a linked account.

1.1.4.2.18. Google Pay Send can be used through the Google Pay Send app and Gmail. The app is available for Android devices running Android 4.0 and above, and for iOS devices running iOS 7.0 and above.[5] Since 2018, Android Pay and Google Wallet has unified into a single pay system called Google Pay.[6] Google Pay Send, a feature included inside Google Pay, has replaced the Google Wallet service.[

1.1.4.2.19. The Google Pay app is available for free from either Google Play or the App Store. After downloading the app, the user creates a four-digit personal identification number (PIN) for managing everything within their Google Pay account. The PIN verifies access to the Wallet app on the user’s mobile device.[9] Regarding an earlier version of Google Wallet (in 2012), an analysis by security company Nowsecure revealed that some card information stored by Google Wallet was accessible outside of the application. It is suggested that hackers could create a way to intercept data by eavesdropping on Google Analytics, which monitors apps used on the Android OS. A previous analysis by the same firm revealed a number of other exploits that have since been fixed

1.1.4.2.20. Secruty Google Wallet protects payment credentials by storing user data on secure servers and encrypting all payment information with industry-standard SSL (secure socket layer) technology. Full credit and debit card information is never shown in the app.[25] All Google Wallet users are also required to have a PIN to protect access to their Wallet account. The payments PIN is used for: Gaining access to the Google Wallet app on a mobile device Making point-of-sale purchases with a Google Wallet Card Withdrawing cash with a Google Wallet Card at an ATM Google also recommends having a general passcode on mobile devices for additional security.

1.1.4.2.21. If a Google Wallet Card is lost or stolen, users can immediately cancel access to it by signing into myaccount.google.com. Google also offers the additional flexibility of temporarily locking the card if a user suspects that the card has simply been misplaced. In the event of unauthorized transactions,

1.1.4.2.22. WeChat Payment Services

1.1.4.2.23. In China, users who have provided bank account information may use the app to pay bills, order goods and services, transfer money to other users, and pay in stores if the stores have WeChat payment option. Vetted third parties, known as "official accounts", offer these services by developing lightweight "apps within the app".[44] Users can link their Chinese bank accounts, as well as Visa, MasterCard and JCB

1.1.4.2.24. WeChat Pay is a digital wallet service incorporated into WeChat, which allows users to perform mobile payments and send money between contacts.[46] Every WeChat user has their own WeChat Payment account. Users can acquire a balance by linking their WeChat account to their debit card, or by receiving money from other users. Users who link their credit card can only make payments to vendors, and cannot use this to top up WeChat balance. WeChat Pay can be used for digital payments, as well as payments from participating vendors

1.1.4.2.25. Apple Pay Cash Apple Pay Cash is technically part of Apple Pay, Apple's mobile payment system, but it lives in Apple's iMessage app. And all the money you receive via Apple Pay Cash lives on a virtual card called Apple Pay Cash card, which exists within Wallet

1.1.4.2.26. Apple Pay Cash is accessible through iOS 11's iMessage app. All you have to do is tap the Apple Pay thumbnail within the redesigned app drawer in iMessage. You can then set the payment amount, tap either request or pay, and approve the transaction If you're requesting money from someone, a link to make the payment will show up in your iMessage chat window with that person. If you're paying someone, you must hit the send button and use TouchID to approve the transaction. The TouchID sensor offers secure authentication for any type of Apple Pay Cash transaction, and yes, all transactions will be encrypted.

1.1.4.2.27. Apple Wallet App Payments will be sent from your debit card or credit card stored in Apple's Wallet app. But any money received will go into your "Apple Pay Cash" card, a virtual card that lives in Wallet. Apple is partnering with prepaid payment card company Green Dot on the virtual Apple Pay Cash card. From there, you can use the funds in the virtual card to pay others via iMessage and more.

1.1.4.2.28. Available across all your Apple devices, like iPhone, iPad, and Apple Watch. Apple Pay Cash works wherever Apple Pay is supported Apple Pay Cash will be available through an update to iOS 11 on iPhone, iPad, and Apple Watch. But it only works on TouchID-supported devices, including Apple Watch, which means older iOS devices won't be able to take advantage of the peer-to-peer payments service.

1.1.4.2.29. Cost: To send money using Apple Pay Cash, you will have to add a debit card or credit card to Apple’s Wallet app. Money-transfer services backed by a debit card will be free, while those backed by a credit card will be charged a 3-per cent fee - the same as competitors. You can transfer directly to a bank account without having to pay a service fee, though the transfer may not be immediate.

1.1.4.2.30. MONEY TRANSFER OPERATORS

1.1.4.2.31. Western Union

1.1.4.2.32. www.westernunion.com. Over 500,000 western union agents in over 200 countries around the world (e.g. post offices, supermarkets and banks) Students can make payments... - with cash by visiting the nearest Western Union agent - online using a card (in some countries). You collect payments... - at your nearest Western Union agent - straight to your bank account - on your phone The transfer takes less than 10 minutes. Western Union fees to be higher than with PayPal.Western Union fees to be higher than with PayPal. The fee is $4.50 to transfer up to $50 and $9.50 to send up to $900. Western Union, in comparison, charges $5 for a money transfer of up to $50, but a transfer of $900 could cost $76.

1.1.4.2.33. The fees can vary depending on the country and the exchange rate of the country the money is being sent to. Sending money to a bank account ranges from $12-$40 dollars. Sending money to a pickup location can cost anywhere from a range of $10-$100. The Western Union website has an fee estimate calculator. Because of the fixed rate, this actually can make western union an attractive option for large money transfers between countries.

1.1.4.2.34. Cost per $1000 USD The fee to send $1000 USD to another destination in the USA is $28 for a total of $1028 USD. The fee to send $1000 USD to Europe is $58.00 for a total of $1058 USD. For the direct to bank which takes 3 days the fee is only $8.00 for a total of $1008 USD.

1.1.4.2.35. Pros: You can choose if you want same day speed, next day speed, with other options available. This is a good service to use if the recipient does not have a Paypal or if they are on the move frequently travelling through different countries. You do not need to sign up or create an account to send money.

1.1.4.2.36. Cons: You have to have a lot of the recipients information and also need to tell them what the Money Transfer Control Number (MTCN) is which can be an inconvenience. Furthermore, the service charges tend to be very high, higher then that of Paypal. There is a higher chance of fraud, as it can be easy for fraudsters to intercept a Western Union transfer since sometimes all that is needed to claim money is the MCTN number.

1.1.4.2.37. Bank (International) Wire Transfer

1.1.4.2.38. This can be done online or in person. A bank wire is a electronic transfer of funds from one bank to another where both parties involved need a bank account. To send a wire transfer there are specific details needed such as the recipients full name, branch number, transit number and bank account number. There is a specific form that you will have to fill out whether you do it online or in person.

1.1.4.2.39. Pros: Can send large amounts of money at a time (which can be problematic with other methods) and is very secure as banks are handling the matter, as it is very difficult for hackers or fraudsters to intercept a wire, just be sure you know who you are sending it to. It’s very convenient to send a transfer from your own bank and the transfer is safe with the money covered by banking laws.

1.1.4.2.40. Cons: A bank wire is definitely not as quick as some of the other methods such as Paypal or Western Union. It can take 3-5 business days for a wire transfer to complete. Also can be more expensive then some other methods that are available, especially when you look at the fee charge and the often horrible bank exchange rate that’s given.

1.1.4.2.41. Costs The fees range depending on the bank but the average range is usually $20-$40 for the wire transfer and often very high exchange rates. Cost per $1000 USD There is no fee based on the amount of money sent other then the fixed amount. But keep in mind the hidden fee associate with a bad exchange rate.

1.1.4.2.42. BANK TRANSFERS

1.1.4.2.43. Free International Bank to Bank Transfers

1.1.4.2.44. Some of the major banks offer free bank transfers as long as the recipient has an account with the same branch in two different countries. For example HSBC allows you to transfer money to anybody that has an HSBC account free of charge. With HSBC locations in different countries, you can see how advantages this can be. Many credit unions are known to offer this service for free as well.

1.1.4.2.45. keep in mind that the following needs to be fulfilled: the sender must have two bank accounts with the bank, one in each country or the person receiving the money must have an account with the same branch as the sender optional: to avoid any bad currency exchange rate fees, both accounts should have the same currency accounts (i.e. both accounts are USD Currency accounts)

1.1.4.2.46. Not all of the major banks offer this as they instead just offer the email money transfers instead. Also note that even if you save on the actual bank transfer fees, you will still pay an over-inflated exchange rate IF you transfer from one currency to another currency. So this method best works when both accounts are in the same currency.

1.2. [Module 2] KEY EQUIPMENT

1.2.1. (Section 1) The Essentials

1.2.1.1. Communication Device

1.2.1.2. You need a device that lets you communicate with your student: this could be a desktop computer or a notebook computer, a tablet computer or a smartphone

1.2.1.3. It doesn’t need to be a top of the range, high specification model, just something fast enough to run the communication software

1.2.1.4. Some English teachers simply use their phone to carry out lessons.

1.2.1.5. If all you plan to do is offer conversational practice with people locally, then a phone is really all you need

1.2.1.6. A webcam or a microphone

1.2.1.7. If you are using a desktop computer, you will also need to get an external microphone or a webcam with a microphone.

1.2.1.8. Pretty much all notebook computers, tablets and smartphones come with a camera or webcam, and a microphone, built in

1.2.1.9. Sometimes, the video and audio quality of these can be poor, especially on cheaper notebooks, but even these are usually adequate for the needs of the Online English Teacher

1.2.1.10. However, many online English teachers don’t use webcams. They just have audio conversations with their students, arguing that it helps the student concentrate more on listening and that video can be a distraction but many also prefer to use video because it makes the communication feel more personal and you can also use body language and gestures to communicate, useful with a low level student

1.2.1.11. headset

1.2.1.12. Headphones are a really useful addition to your toolkit.

1.2.1.13. A headset will often have a microphone attached but beware of cheap headsets – microphones on cheap headsets are often poor quality with wiring that can snap easily when you move the microphone, so it’s better to invest in a good quality headset

1.2.1.14. A reliable Internet connection

1.2.1.15. Both you and your student need to have a reliable Internet connection to use communication software effectively

1.2.1.16. Note that we say reliable; this doesn’t necessarily mean fast. Skype, for example, only requires a connection speed of 100kbps to have an audio conversation, and a speed of between 300kbps and 500kbps for a video conversation

1.2.1.17. if you are using an HD webcam, Skype recommends 1.5Mbps

1.2.1.18. Note that these figures refer to both download and upload speeds: the live video and audio of you is being uploaded to your student, while you are downloading your student’s live video and audio. This means your upload speed needs to be fast enough to cope, and upload speeds are usually much slower (sometimes 10 times slower) than download speeds.

1.2.1.19. If you’re using WiFi in a public place like a hotel or café, it can be really slow, depending on how many other people are using the WiFi and what they’re doing with it. In any case, the speeds can vary, so it’s best to check your Internet connection speed yourself at www.speedtest.net.

1.2.1.20. It’s also possible to use 3G and, in an increasing number of places, 4G cellular networks. 3G is supposed to mean you get a minimum of 2Mbps when you’re not moving, which should be enough for even an HD webcam, but remember that the speed of a mobile network depends, as with public WiFi hotspots, on how many people around you are using it. If you live in a city with 4G networks, you can expect a speed of 1Gbps.

1.2.1.21. Communication Software

1.2.1.22. now you’ve got a communication device hooked up to the Internet, with a way to hear and be heard by your student, all you need now is a way to connect to them and a way for them to connect to you. We use communication software to help us do this

1.2.2. (Section 2) Commnication Tools

1.2.2.1. Skype

1.2.2.1.1. Skype is a free conferencing call software that works on both mac and pc and also mobile phones

1.2.2.1.2. Skype allows you to make video, audio and text conversations over the Internet for free. It’s simple to use, it’s free and it’s been around for a long time, so it’s widely used and widely accepted

1.2.2.1.3. All you need is to download and install the Skype software from www.skype.com, and set up a Skype account. You can install “Skype for Desktop” on Windows, Mac and Linux computers, and you can also install slimmed down versions of Skype for smartphones and tablet computers by going to your device’s app store to install the relevant Skype app.

1.2.2.1.4. Your students need to do the same. And then you’re both ready to start.

1.2.2.1.5. To contact your students, you’ll need to know their Skype usernames: click or tap on “contacts” or “add people” and you can add each student to your Skype contact list.

1.2.2.1.6. When it’s lesson time, you simply click on their name and choose whether you want a video or an audio conversation

1.2.2.1.7. sometimes, you might find that the audio and video start to break up and if that happens, you can simply turn off the video (by clicking or tapping on the video camera icon), meaning all the bandwidth is available for audio.

1.2.2.1.8. Sharing Files on Skype

1.2.2.1.9. Another useful feature of Skype is that it lets you send files to other users, meaning you can send worksheets, images and sound files to your student as part of your lesson.

1.2.2.1.10. sending files over Skype can be quite slow. It may take several minutes for your student to receive the file, which can disrupt the flow of your lesson.

1.2.2.1.11. One solution is to email any materials to your student before the lesson, which they can either print out or view on screen

1.2.2.1.12. Another is to put the file on the Internet and send your student a link to the file. Google Drive is a great place to store material and share it with other people; Google Drive will give you a link to the file, which you copy and paste into Skype’s text conversation box

1.2.2.1.13. . If the file is already on the Internet, send your student a link to that. This way, you don’t need to waste time sending your student anything; your student simply looks at the file on the Internet.

1.2.2.1.14. Screen sharing on Skype

1.2.2.1.15. screen sharing lets you show your student anything that’s on your own computer screen

1.2.2.1.16. This might be a photo, a PowerPoint slide show, some sentences in a Word document, a worksheet, a page scanned in from a coursebook or a website.

1.2.2.1.17. For example, you could put together some materials for a lesson on PowerPoint, and share the slide show with your student

1.2.2.1.18. To enable screen sharing then, once you’re in a conversation with your student, click the + icon at the bottom of the conversation window and click "share screen". You will then have the choice of sharing your entire screen or a specific window on your screen. Then you click "start".

1.2.2.1.19. Note that screen sharing is only available on the Mac and PC versions of Skype, not tablet computer or smartphone versions of Skype

1.2.2.2. Google Hangouts

1.2.2.2.1. As with Skype, Google Hangouts lets you make video, audio and text conversations.

1.2.2.2.2. One significant difference from Skype is that Google Hangouts is web-based. In other words, you don’t need to install anything, as long as you have a web browser, like Internet Explorer or Google Chrome, on your computer.

1.2.2.2.3. All you then need is a Google account. Once you have a Google account, you will get your very own Google+ page (Google+ is Google’s social networking site, its rival to Facebook).

1.2.2.2.4. Google Hangouts is simply a communication tool embedded into your Google+ page. This means that the lesson with your student takes place within your Google+ page

1.2.2.2.5. Because you can add posts to your Google+ page (just as you can add posts to your Facebook page) you can post lesson materials (such as news articles, links to websites, videos and photos) to your Google+ page in advance of the lesson

1.2.2.2.6. In effect, you can use your Google+ page as a place for showing lesson materials to your student.

1.2.2.3. Other Tools

1.2.2.3.1. Zoom Zoom - www.zoom.us - is a video conferencing tool that also includes an online whiteboard.

1.2.2.3.2. One of the big advantages of using zoom is that it adjusts the amount of bandwidth it uses according to the type of connection you are using (e.g. wired, wireless, 3G or 4G connection).

1.2.2.3.3. WizIQ Another tool worth checking out is WizIQ - www.wiziq.com. This is a video conferencing tool designed with teachers and learners in mind and includes an online whiteboard.

1.2.2.3.4. Facebook and FaceTime FaceTime is also worth exploring if teacher and student has an Apple device. And, of course, using the video chat tool in Facebook is worth considering.

1.2.2.3.5. Virtual Classrooms While it’s a little more complicated to set up and get everyone online together, it’s a very lucrative way to develop your online teaching career because you have up to nine paying students at the same time instead of just one.

1.2.2.3.6. Because you can’t give each student the kind of personal attention that you’d give a single student in a one-to-one lesson, you probably wouldn’t want to charge each student in a group the same rate as you’d charge a single student.

1.2.2.3.7. Even if you’re charging students in a group lesson half the rate of a one-to-one student, you’d earn over four times as much money in an hour with 9 students.

1.2.3. (Section 3) Online Whiteboards

1.2.3.1. Screen sharing, which you can do on Skype, is a great way of showing material on your screen to your student, such as PowerPoint slides and images. But all a student can do is look.

1.2.3.2. If you want to take things a step further, you should consider using an online whiteboard, one that both you and your student can interact with at the same time during a lesson

1.2.3.3. Twiddla

1.2.3.3.1. Twiddla – www.twiddla.com is another online whiteboard.

1.2.3.3.2. It has similar features to IDroo but also includes a tool for holding a voice conversation within the Twiddla page, meaning you don’t need to use communication software like Skype at the same time

1.2.3.3.3. You can invite someone to a Twiddla meeting either by sending them a link, or by getting Twiddla to send them an email.

1.2.3.4. IDroo

1.2.3.4.1. IDroo – www.idroo.com - is one such online whiteboard, and in our opinion it is by far the best.

1.2.3.4.2. You can type text on to the whiteboard, insert images and documents (including Word and PDF documents), and you can draw on the whiteboard.

1.2.3.4.3. You can also move, rotate and resize everything. And the whiteboard is endless, so you will never run out of space.

1.2.3.4.4. You simply need to send your student the link to your IDroo board - the link is displayed in a box next to your board

1.2.3.4.5. IDroo is a good place to upload any materials you want to use for your lesson, and you can prepare your whiteboard in advance of the lesson

1.2.3.4.6. . A free account on IDroo allows you to save up to 10 whiteboards.

1.2.3.4.7. Because you and your student can move things around on the screen, it opens up lots of possibilities for making interactive activities, such as matching words and pictures, or by ordering words in a sentence or sentences in a text

1.2.3.4.8. For these interactive activities, your student will also need to create an IDroo account.

1.2.3.4.9. Because it is web-based, you don’t need to install anything and it will work on all platforms and devices including Windows, Linux and Mac computers, and iOS and Android tablets

1.2.3.4.10. For these interactive activities, your student will also need to create an IDroo account

1.3. [Module 3] TIPS, TOOLS AND RESOURCES

1.3.1. (Section.1) Best Practies

1.3.1.1. HELP YOUR STUDENTS BE SUCCESSFUL ONLINE LEARNERS

1.3.1.2. For many of your students, this may be the first time they’ve participated in an online course. As you might guess, learning online is different in many ways from learning in a physical classroom. In an online course, students must be more self-directed, manage their time efficiently, and assume greater responsibility for their own learning.

1.3.1.3. ENGAGE WITH STUDENTS AS EARLY AS OFTEN

1.3.1.4. When the class begins, connect with each student as they begin the online course to establish “teacher presence.” Connect with students right away and throughout the course. It is critical to give your students the sense of “teacher presence,” and make them feel welcome and engaged in the course.

1.3.1.5. include a “Get to Know Each Other!” discussion forum as one of the first assignments. You can learn a lot about your students at the start of your course that you might not learn in a face-to-face course.

1.3.1.6. In addition, if you have students post their biographical information to the course site, you can use this to comment on their interests and get a connection going, just as you would in the face-to-face classroom.

1.3.1.7. PROVIDE EFFECTIVE FEEDBACK

1.3.1.8. Written feedback is just one way to provide student feedback in the online environment. In some cases, you may decide to discuss more complex or delicate issues with a student over the phone or in a video chat, rather than using email you can even use your webcam to send your students recorded video feedback with the click of a button. Be sure to select the most appropriate and effective method for each situation.

1.3.1.9. For many of your students, this may be the first time they’ve participated in an online course. As you might guess, learning online is different in many ways from learning in a physical classroom. In an online course, students must be more self-directed, manage their time efficiently, and assume greater responsibility for their own learning.

1.3.1.10. MANAGE YOUR TIME WISELY

1.3.1.11. As part of an initial assignment, ask students to describe how they will manage the coursework, detailing any activities that may interfere with completing work on time. Set expectations with students regarding your response time. Indicate when you will be grading assignments, responding to emails etc

1.3.1.12. SET CLEAR EXPECTATIONS

1.3.1.13. Share a set of very clear expectations for your students and for yourself as to (1) how you will communicate and (2) how much time students should be working on the course each week

1.3.1.14. EASY TO ACCESS RESOURCES

1.3.1.15. Focus on content resources and applications and links to current events and examples that are easily accessed from learner's computers

1.3.1.16. If content is not digital, it is as if it does not exist for students. This means that the content that students will more likely use is that content and applications that are available from their computers. Students want to be learning anywhere, anytime and often while they are doing other things, such as driving, exercising, etc. Carrying around large, heavy textbooks and even laptops sometimes feels like an anachronism. Content that is mobile and can be accessed via smartphones, ipads, ipods, and mp3 players are welcome additions for many students.

1.3.1.17. Encourage students to help make the best use of the world of Internet resource For example : Enlist student assistance in identifying high quality content that is available online. This can include tutorials, simulations and supplementary stat material online.

1.3.1.18. WRITE NOTES FOR YOUR STUDENTS

1.3.1.19. keep a record of vocabulary and grammar errors, pronunciation tips, and anything else you happen to cover, as well as any good language they produced during the lesson – and email or upload it to them afterwards. You can use the feedback and error correction templates provided to take effective notes during the lesson and provide students with detailed, useful feedback after the lesson

1.3.1.20. GIVE HOMEWORK AND BE AVAILABLE TO THEM IN BETWEEN CLASSES FOR Q & A

1.3.1.21. Set students homework for them to work on in between lessons, and offer to correct it for them before the next class. This will require you take some time to go through it in your own personal time, but it will provide them with extra value that they will appreciate, shows them that you care and will help consolidate further what you went through together in the previous lesson .

1.3.1.22. Additionally, offer them the opportunity to contact you any time in between classes with any questions or concerns they may have (related to the homework or otherwise). Exchange whatsapp or wechat details with them that allow them to instantly message you, send you voice messages and share files. Showing your students that you really care about their learning even outside of paid classroom hours will really help to establish rapport with them.

1.3.1.23. SET CLEAR LESSON AIMS

1.3.1.24. Make sure that each lesson has a clear takeaway. Make sure that the viewer can understand what he or she is going to be able to do by the end of the lesson.

1.3.1.25. Printer-friendly version Aims are what teachers (and learners) want to achieve in a lesson or a course. Activity in a class is planned in order to achieve these aims.

1.3.1.26. Aims on lesson plans often describe what the teacher wants learners to be able to do by the end of a lesson, or what they will have done during it. Teachers can tell learners their lesson aims, or involve learners in setting them. This can help create a sense of purpose and progress.

1.3.1.27. BEGIN LESSONS WITH A GENERAL CONVERSATION

1.3.1.28. Prepping classes online doesn’t have to be arduous or time-consuming. If you begin by asking them simple questions (as you would in a normal conversation), that allows you to see where they are making mistakes. You then correct what they’re doing wrong, and get THEM to come up with different ways of practicing it.

1.3.1.29. Nevertheless, make sure you have something fun up your sleeve, just in case. A funny video, a short story, or an activity that you can use as back up, but most of the time you probably won’t even use it.

1.3.1.30. USE PLENTY OF IMAGERY FOR DIGITAL CONTENT

1.3.1.31. For creating digital content it’s best to use a lot of imagery as too much text doesn’t translate well to the screen. Materials need to be attractive and brain-friendly. You can add links to further text-based resources so that students can follow-up on the extra detail. In keeping with attractive design, it’s great to store lesson content and especially multi-media links on Tackk or PearlTrees. This way, students can click into a beautiful visual library full of easy to access multi-media, goodies, ebooks etc.

1.3.1.32. STORE ALL OF YOUR CORRESPONDENCE IN AN EASILY ACCESSIBLE, SHARED DRIVE

1.3.1.33. have Google Drive and all the cool Google tools attached as a home base for lessons and content – and then link Google Drive to your visual library. Back-up everything if you are using the cloud. Use Google Drive documents to share articles and other reading materials using the screenshare feature in Google Hangouts. This allows you and your students to view the same page so that you can point out grammatical structures, vocabulary and expressions while reading along together. Set the share permission so that your student can view and/or edit, depending on the objectives of your lesson.

1.3.1.34. DETERMINE STUDENTS LEVEL FROM THE START

1.3.1.35. determine his or her level, in order to prepare the best possible online learning experience for your learner. You can use the CEFR framework to help you gauge this. Once you are confident of your students general level you can then begin planning lessons and using appropriate resources and coursebooks to best help students with their learning needs. This will also help you to set realistic expectations for students and will help students to learn at a comfortable, yet challenging level.

1.3.1.36. HELP STUDENTS MAINTAIN THEIR CONCENTRATION

1.3.1.37. With online lessons, it can be harder to keep the students’ attention than in a traditional classroom. You can help students stay engaged by making your online lessons short and easily digestible. When possible, mix up the format with interesting visuals, different activities, quizzes, and practical applications.

1.3.1.38. ADAPT CONTENT TO THE ONLINE LEARNING ENVIRONMENT

1.3.1.39. adapt your lesson content style for the online environment, and to test your content and refine it based on student reactions. Think about the difference between a meeting or conference where the presenter shows up with a well structured PowerPoint presentation used as a visual prompt, rather than text heavy, bulleted slides. The brighter and more inspiring your lesson content, the more energy and motivation there will be in your students and the longer you will retain them as loyal paying customers.

1.3.1.40. REVISIT TOPICS I revisit previously covered topics on a regular basis to celebrate successful examples, and to even create systems, processes, and logs, that measure and reinforce these habits.

1.3.1.41. ENCOURAGE DAILY ENGLISH LIFESTYLE HABITS Encourage your students to incorporate relaxed, enjoyable daily lifestyle English habits into their lives as fundamental components of their processes. This could be anything from reading the lyrics and singing along to their favorite songs, watching an episode of a TV series every day, reading a book or magazine, attending a local language learning meetup, or making new friends with other learners online.

1.3.1.42. PROVIDE STUDENTS WITH CHOICE Make your students your resource by asking them to pick a topic and lead a discussion. You can give them ideas. E.g. a news story they’re following, a website they find useful for learning English (and why), the pros and cons of a (controversial) topic or idea, a talk on how to…(they choose something they can teach). You want to enthuse and inspire, but let them take control.

1.3.2. (Section 2) Resources For Teaching English Online

1.3.2.1. All Ears English Podcast The All Ears English Podcast is an engaging way for your students to learn real English and connect with native speakers online. Free episodes can be used as a tool for language learning and discussion: www.AllEarsEnglish.com

1.3.2.2. Go Natural English Video Lessons The Go Natural English Video Lessons are a quick and easy way to learn English skills and build vocabulary from anywhere. Free video lessons can be used as a convenient tool for answering students’ common questions: www.GoNaturalEnglish.com

1.3.2.3. VIMEO a small niche community of film-makers which means that the quality of the short films is much better and more artistic than those on YouTube and that it’s much easier to find quality content the layout is much cleaner than You Tube and it’s much more user-friendly and intuitive; there are no distracting ads so the primary focus is on the short film and nothing else; and finally the comments are nearly always constructive

1.3.2.4. FILM ENGLISH Film English Film English is the first ELT resource site to use short films critically and creatively and to promote film literacy – the ability to analyse and interpret moving images – in the language classroom. It is an award-winning, highly practical resource bank with over 120 detailed and ready-made lesson plans for the busy teacher, which is user- friendly, intuitive, colourful, fun and meticulously organised. All of the lessons are categorised according to age appropriateness, level and topic. All of the short films and worksheets are embedded right into the lesson, meaning that teachers don’t need to download videos or worksheets; they can show the entire lesson through a data projector. However, if teachers prefer, they can download the lesson instructions and worksheets in PDF format.

1.3.2.5. English360 English 360 is quite an innovative website. It enables teachers to create, deliver and share materials. It also gives you online access to a wide range of coursebook materials published for adults by Cambridge University Press, as well as lessons and materials created by other teachers. You can also earn money from resources you create yourself. It’s initially free for freelance teachers; you just pay if you add a student to one of your courses. To find resources created by other people, log in and go to the Resources Organiser (located under the Organise tab). From there you can search through a big library of materials. www.english360.com

1.3.2.6. TRIPPIN www.tripppin.com can be used every day as regular course material, but it can also be used to supplement other existing ESL materials. All teachers need to do is use it once in a while in class, and it takes on a life of its own. Students use it in their free time, and the platform directs them to bring their doubts and discoveries back into the classroom/course. The teacher truly becomes the supervisor of the students’ learning process.

1.3.2.7. Simon’s Cat Simon’s Cat is an animated cartoon created by British animator, Simon Tofield, featuring a perpetually hungry, charming and curious cat yearning for attention. The short animations (usually under 2 minutes) are simple yet always action packed and can be used as the basis for great lessons. www.youtube.com/user/simonscat

1.3.2.8. REAL ENGLISH Real English® is an extensive online video library of spontaneous dialogues of people interviewed in English-speaking countries, organized according to traditional functional, lexical and grammatical criteria despite the obvious spontaneity of the interviews. Real English is based on a very simple idea, the organization and pedagogical exploitation of spontaneous speech. “Spontaneous” goes way beyond the current catchword of “authentic” video, which most often refers to Hollywood films as content for ESL/EFL teachers & students. There are no actors in Real English®. Students tend to identify with ordinary people, i.e., the famous interviewees, especially when we put them on the spot.

1.3.2.9. In addition to the videos, they make extraordinary interactive lessons for the short (easily digestible) portions of the videos for the exercises. There is so much natural repetition that even the difficult passages are appropriated by learners in a natural way, watching real people being themselves, as students learn to understand everything on their own.

1.3.2.10. ESPRESSO ENGLISH

1.3.2.11. On the Espresso English blog and YouTube channel, each lesson is short and sweet, focusing on a single concept. Teachers can use the videos in classrooms or have students watch them as homework, helping them stay connected with English for a few minutes every day in between regular classes.

1.3.2.12. OFF 2 CLASS Off2Class is a project to build and release ESL lesson content purposefully designed for private ESL teachers and tutors. Over the years of teaching private ESL lessons both online and offline, They have a library of 150 (and quickly growing) ESL lesson plans, that are loaded onto an easy to use web/tablet platform which is well suited for screen sharing (if you are running online ESL lessons). Teachers can request an account on the Off2Class homepage.

1.3.2.13. TEXTIVATE textivate.com. Is an excellent resource for anyone who wants to create interactive activities for articles or any writing. It is also one of the simplest – paste your text into a box, press a button and then you have 55 online activities!

1.3.2.14. BREAKING NEWS ENGLISH Breaking News English.com. On this site, new lessons are uploaded every two days based on a very current news story. Lessons are graded at seven levels. Each level had multi-speed reading and listening, 30+ online activities, a 40-activity printable handout, a 2-page mini-lesson, and more

1.3.2.15. REAL LIFE ENGLISH http://reallifeglobal.com RealLife English is a community based English/ language learning platform for teachers, students, and native speakers with a mission is to inspire, empower, and connect the world through English, both online and in-person.

1.3.2.16. over 500 articles, podcasts, and videos, all teaching English in fun, dynamic, and imaginative ways that seek to motivate students to connect their English to things they enjoy and make it a convenient part of their daily life. They also have an online social network, forum, and a worldwide network of in-person language learning events. By helping teachers and learners change their perspective on English, cultivate the psychological tools necessary for success, and compliment their learning programs with authentic, real life experiences

1.3.2.17. ENGLISH FLUENCY NOW www.englishfluencynow.com. Teachers can use this site with their students to provide high-quality upper intermediate and advanced English materials, including free blog lessons and podcasts. These materials are excellent for helping students prepare for TOEFL, IELTS and other English proficiency exams. You can also use the materials as jumping-off points for in-depth discussions and conversations.

1.3.2.18. WORK SHEET RESOURCES

1.3.2.19. send a copy of the worksheet through Skype or, even better, upload it to an online whiteboard so you can look at the same sheet together and write on it. • Handouts Online This site contains lots of worksheet style materials which can also be used online. www.handoutsonline.com • Busy Teacher Busy Teacher has a great range of free worksheets you can download and use in your lessons. The site also includes a useful blog in which teachers share their knowledge and tips. www.busyteacher.org • One Stop English One Stop English is a subscription website run by MacMillan Publishing and contains lots of worksheet style materials, many of which previously been published by MacMillan in print format. www.onestopenglish.com • Teachit ELT Teachit ELT is a subscription website. It is a great source of material. Most of the site (which includes audio files) is only available to subscribers, which costs £25 a year, but it does offer some content for free as PDFs. www.teachitelt.com

1.3.2.20. TEST PREPARATION RESOURCES

1.3.2.21. If you're preparing students to take English language exams, you'll find a wealth of test prep materials online. • British Council IELTS Preparation This site contains lots of materials and advice for preparing your student to take the IELTS test. takeielts.britishcouncil.org/prepare • Cambridge English Exams The Cambridge English exams site contains lots of information about the different exams offered by Cambridge English. www.cambridgeenglish.org/exams

1.3.2.22. IMAGE RESOURCES

1.3.2.23. British Council’s Image Bank contains photographs that form the stimulus for an entire lesson. Each photo comes with an audio recording related to the photo and activities. www.teachingenglish.org.uk/image-bank

1.3.3. (Section 3) Online Tools For Student Engagement

1.3.3.1. CONTENT CREATION

1.3.3.2. Glogster (Glogster: Multimedia Posters | Online Educational Content) - Graphic blogging. • Glogster EDU is intended mainly for educators and students. Glogster EDU enables users to combine videos, music, sounds, pictures, text, data attachments, special effects, animations and links into a digital poster or "glog." The platform also includes drawing tools. This Web 2.0 tool allows students to demonstrate their mastery of a topic or course by creating a poster that shows the information they learned. • You Tube Video: www.youtube.com/watch?v=MvC47fUANLk

1.3.3.3. Prezi (Presentation Software | Online Presentation Tools | Prezi) - Online presentation. • Prezi stores your presentations in the cloud for easy access from anywhere. Edit and present from the classroom, library, or home. Or, use Prezi for iPad for total mobility. • You Tube Video: www.youtube.com/watch?v=pxhqD0hNx4Q

1.3.3.4. Wordle (Wordle - Beautiful Word Clouds) - Word Cloud • Wordle is an online application that transforms text from its linear format into a visual image known as a "word cloud." In word clouds, words appear larger or smaller based on how often they occur in the text fed into Wordle. Then the words are arranged according to the shape, colors and fonts you choose. The resulting image can be printed or saved to a public gallery. • You Tube Video: www.youtube.com/watch?v=xhL5D9nz5aI

1.3.3.5. Tagxedo (http://www.tagxedo.com/) - Word/Image Cloud • Tagxedo turns words -- famous speeches, news articles, slogans and themes, into a visually stunning word cloud, words individually sized appropriately to highlight the frequencies of occurrence within the body of text. • You Tube Video: www.youtube.com/watch?v=AwuB7Ub9RQU

1.3.3.6. Word Mosaic (http://www.imagechef.com/ic/word_mosaic/) - Word Cloud • Word Mosaic Creator is an online tool that lets you make a word mosaic from your own text in different shapes (heart, start, smile, clover etc.). Simply enter your text into the text box and click “Preview”. You can modify the text and background colors, font type and the shape of the mosaic symbol. • You Tube Video: http://www.youtube.com/watch?v=nAW8gno8iMQ

1.3.3.7. Make Your Own Comic (Make Beliefs Comix - Create comic strips • 21 Ways to use Make Beliefs Comix in the Classroom: http://www.makebeliefscomix.com/How-to-Play/Educators/ • You Tube Video: www.youtube.com/watch?v=uJu4rUQ0T74

1.3.3.8. Empressr (Welcome empressr.com - BlueHost.com - 3D Presentation • Empressr is the first free online storytelling tool that allows you to create, manage and share rich media presentations online. You can upload your own media such as video, audio, images and animations to your Empressr media library, import them directly from other sites like Flickr, Google, Yahoo and Photobucket or link to digital sites from around the web. • You Tube Video: www.youtube.com/watch?v=N6rMT9mMkSE

1.3.3.9. Gliffy (http://www.gliffy.com/) – Online diagram software • Create Great Looking Diagrams - Free! • Professional-quality flowcharts, diagrams, floor plans, technical drawings and more. Gliffy works directly in your browser. • You Tube Video: http://www.youtube.com/watch?v=hAKzqL8qqiQ

1.3.3.10. Edmodo (https://www.edmodo.com/) - Store class resources on site • You Tube Video: www.youtube.com/watch?v=nHtwgZEHzNs • Edmodo is designed to get students excited about learning in a familiar environment. On Edmodo, teachers can continue classroom discussions online and give polls to check for student understanding. Shelton, Butcher, and Eikenberg (2013). 3 • Educators are finding creative ways to support student learning by using Edmodo as a place to post and critique one another’s literature analysis, collaborate with their peers, and post creative writing for an audience. In early December 2012, Edmodo underwent a style revamp. It now includes easier browsing, emoticon responses to assignments, and the addition of two apps, a photo editor and SchoolTube, an educational video site.

1.3.3.11. Xtranormal (http://www.xtranormal.com/) - 3D animated movies • Xtranormal is a digital entertainment company that produces do-it-yourself animation software for the web and desktop and turns words from a script into an animated movie using text-to-speech and animation technologies. • In 2011, Xtranormal launched a learning initiative called Xtranormal for Education. This program aims to empower teachers and students by giving them a new away to express themselves in the classroom. Professors/Teachers can create and grade animation-based assignments directly from their web browsers. Xtranormal for Education has been implemented in K–12, university and special needs classes all over the world. • You Tube Video: www.youtube.com/user/xtranormal

1.3.3.12. Jeopardylabs.com (https://jeopardylabs.com/) - Jeopardy game • JeopardyLabs allows you to create a customized jeopardy template without PowerPoint. The games you make can be played online from anywhere in the world. To build your own jeopardy template, just use the simple editor to get your game up and running. • You can browse jeopardy templates created by other people instead of creating your own. • FAQ’s: https://jeopardylabs.com/about/ • You Tube Video: www.youtube.com/watch?v=xo0BV6lmhJI

1.3.3.13. MULTIMEDIA

1.3.3.14. Jing (http://www.techsmith.com/jing.html) - Create online screen demos • With Jing, users have the ability to create an image from an item that appears on their desktop, such as a digital photograph, a graph created in a spreadsheet program or a map. Jing also provides the ability to make animations or videos that show users completing a series of steps useful for instructing others. • Select any window or region that you would like to record, and Jing will capture everything that happens in that area. From simple mouse movements to a fully narrated tutorial, Jing records everything you see, and do. Jing videos are limited to five minutes for instant, focused communication. • Jing Tutorial Site: http://www.techsmith.com/tutorial-jing.html

1.3.3.15. SnagIt (http://www.techsmith.com/snagit-gslp.html) - Screen capture • Snagit is a screenshot program that captures video display and audio output. • Take a photo of your computer screen, including long webpages. • Create quick demo videos to share with anyone. • Enhance images with stamps, text, and effects. • Organize your captures with easy auto-storing and tagging features. • Share your creations to presentations. • You Tube Video: www.youtube.com/watch?v=rsDmuEQhRDU

1.3.3.16. Animoto (Animoto video maker - Stand out on social media. Easily. - Animoto) - Video creation • Animoto generates custom, professional-looking slideshows from user-uploaded music and photos. Their “patent-pending Cinematic Artificial Intelligence technology and high-end motion design” drives the web app. They say the Cinematic A.I. analyzes users’ photos and music like an actual director and editor. For instance, to analyze music the genre, song structure, energy, rhythm, instrumentation, and vocals are all taken into consideration. • Once completed, videos can be emailed, downloaded and embedded into other sites. The company says no two videos are ever the same.

1.3.3.17. Audacity (Audacity - Audio recording and editing Audacity is a free, easy-to-use and multilingual audio editor and recorder for Windows, Mac OS X, You can use Audacity to: • Record live audio. • Convert tapes and records into digital recordings or CDs. • Edit MP3, WAV or AIFF sound files. • Cut, copy, splice or mix sounds together. • Change the speed or pitch of a recording. • You Tube Video: www.youtube.com/watch?v=DABW9IxapzI

1.3.3.18. Vocaroo (Vocaroo | Online voice recorder) - Audio feedback/recording • Vocaroo is an easy, free service that teachers and students can use to create audio recordings for use in slide shows or in blogs and websites. Vocaroo can also be used to embed audio recordings into Google Earth place marks. • Demonstration Video: http://www.teachertrainingvideos.com/vocaroo1/

1.3.3.19. STUDENT USE

1.3.3.20. Freemind (http://freemind.sourceforge.net/wiki/index.php/Main_Page) – Mind mapping • FreeMind is a free mind mapping application written in Java. It provides extensive export capabilities. It runs on Microsoft Windows, Linux and Mac OS X via the Java Runtime Environment. • As with other mind mapping software packages, FreeMind allows the user to edit a hierarchical set of ideas around a central concept. The non-linear approach assists in brainstorming new outlines and projects as ideas are added around the mind map. As a Java application, FreeMind is portable across multiple platforms and retains the same user interface, causing some amount of variation from the common interface on each platform. Mac users may notice the most difference from their traditional user interface, but a MacWorld reviewer says the software's features should still appeal to the segment of users who accept function over form. • You Tube Video: www.youtube.com/watch?v=grut_2cardM

1.3.3.21. Popplet (http://popplet.com/) - Collaborative mind mapping • Popplet is a tool that allows users to visualize ideas. Instructors and students can create graphic organizers, timelines, and many other forms of visual organization. Popplet's strength as a collaborative brainstorming tool, however, should not lead instructors to overlook its usefulness as an effective presentation tool. • Step-by-step Instructions for Using Popplet in the Classroom: darceynoska.weebly.com/uploads/1/0/4/7/10473613/howtous.

1.3.3.22. Bubbl.us (brainstorm and mind map online) – Brainstorming • Bubbl.us is a Web 2.0 tool that enables users to create mind mapping and brainstorming diagrams online. To begin, the main topic/concept is entered in to the parent bubble. Then ideas and thoughts are recorded in colorful text bubbles linked to the parent bubble. Users continue to add text bubbles, which are color coded according to hierarchy. • The site is simple and easy to use - a great addition to your list of teacher resources! The application is Flash-based so the latest Flash viewer needs to be installed. • You Tube Video: www.youtube.com/watch?v=AllXU_3nktU

1.3.3.23. Voicethread (http://voicethread.com/) - Voice-enabled online discussions • VoiceThread is a cloud application, so there is no software to install. The only system requirement is an up-to-date version of Adobe Flash. VoiceThread will work in any modern web browser and on almost any Internet connection. • Upload, share and discuss documents, presentations, images, audio files and videos. Over 50 different types of media can be used. • Comment on VoiceThread slides using one of five powerful commenting options: microphone, webcam, text, phone, and audio-file upload. • Keep a VoiceThread private, share it with specific people, or open it up to the entire world. • You Tube Video: www.youtube.com/watch?v=1--CdU4pljg

1.3.3.24. Essay Map (http://www.readwritethink.org/files/resources/interactives/essaymap/) - Online essay mapping • Expository writing can be challenging for students, yet it is an important skill for them to develop and eventually master. Often, the most difficult aspects of writing an essay are getting started and maintaining an organized focus while drafting the essay. This Essay Map helps students with those challenges by providing them with an organized format that will help them generate and outline their ideas. When you introduce this graphic organizer to your students, model its use by creating an essay of a topic that is very familiar to students. Using a projector so students can watch, fill in the Essay Map as you brainstorm ideas. Then, show students how to use your completed Essay Map to generate a rough draft of an essay

1.3.3.25. Capzles (http://www.capzles.com/) – Multimedia storylines (photos, video/audio) • Capzles is an interactive timeline maker. With Capzles, teachers and students can add photos, videos, audio, and text to their timeline. Themes, colors, backgrounds, and background music can be added to the timeline making it unique and personalized. Capzles also provides options when sharing your Capzle, It can be private with a specific list of who can view the Capzle or made public for the world to see. • Capzle’s Features:  Combine multimedia content into an easy to view timeline called a Capzle  Ability to add “moments” consisting of video clips, images, sound clips or text  Ability to share Capzles on the site or by sending links or invitations via email  Social networking aspects such as Friends, messaging, and sharing of content  Content creation tools very easy to use  Site is very well designed and easy to navigate • You Tube Video: www.youtube.com/watch?v=hR_21MeVeqQ

1.3.3.26. Storify (https://storify.com/) - Multimedia story creation • Storify offers a unique approach to storytelling on the web. Social media has become a very popular way to spread information. Storify allows users to take the content found in their social networks and put it together into one coherent story. Moving photographs, touching videos and attention grabbing headlines can all be brought together to tell a story about anything. • You Tube Video: www.youtube.com/watch?v=oEPZiUEQuoc

1.3.3.27. Paper.li (http://paper.li/) - Online newspaper creator • The key to a great newspaper is a great newsroom. The Paper.li platform gives you access to an ever-expanding universe of articles, blog posts, and rich media content. Paper.li automatically processes more than 250 million social media posts per day, extracting & analyzing over 25 million articles. Only Paper.li lets you tap into this powerful media flow to find exactly what you need, and publish it easily on your own online newspaper. • You Tube Video: www.youtube.com/watch?v=qTjLX1KDyFk

1.3.3.28. Scoop.it (http://www.scoop.it/) - Mashable blogs • Scoop.it is powerful–it incorporates multiple elements of familiar social media tools. It’s also very flexible–the mobile app is quite functional for both iPhone and Android, and a toolbar plugin can be installed on browser windows. Scoop.it is a time-saver; educators and students will quickly grasp its value in content gathering. • Additionally, using Scoop.it will meet multiple standards (Common Core and NETS-S) across the curriculum. Students use critical thinking skills to collect, evaluate and analyze content; identify trends from discourse; develop writing skills in original expression; and interact, communicate and publish to a global audience. Even more importantly, students practice digital citizenship and personal responsibility to lifelong learning. • You Tube Video: www.youtube.com/watch?v=Bnr6QKKcsII

1.3.3.29. CONTENT RESOURCES

1.3.3.30. Teacher Tube (http://teachertube.com/) - Educational videos • Teachers can create or share virtually any video with students. • Students and parents can easily bookmark TeacherTube videos and locate them anytime for easy review. • Teachers can share information about or create instructional TeacherTube videos for use in the classroom or on any computer with Internet access. Most district servers do not block TeacherTube. • You Tube Video: www.youtube.com/watch?feature=player_embedded&v=Ud3QOxd-f00

1.3.3.31. Learning Object Repositories Merlot.org (http://www.merlot.org) • Find peer-reviewed online teaching and learning materials • Share advice and expertise about education with expert colleagues • Be recognized for contributions to quality education Wisc Online (http://www.wisc-online.com) • Learning objects are adaptable and flexible in any place of learning. • Learning objects can teach and remediate, and offer many different kinds of media to match the styles and paces of learners. • Learning objects add flexibility to the teaching and learning experience. Faculty use learning objects when teaching a basic concept, applying concepts in "real world" applications, checking and testing mastery, providing simulation, or giving remedial instruction.

1.3.3.32. MISCELLANEOUS

1.3.3.33. Zamzar (Zamzar - video converter, audio converter, image converter, eBook converter) - Online file conversion • You Tube Video: www.youtube.com/watch?v=GYtSsVKVFak

1.3.3.34. Cueprompter (http://www.cueprompter.com/) - Computer becomes teleprompter • You Tube Video: www.youtube.com/watch?v=oYkSp7kASPc

1.3.3.35. Doodle (Doodle: easy scheduling) - Group scheduling • Simplifies scheduling • Doodle cooperates with your calendar • No switching between your calendar and Doodle • Avoid conflicting bookings • Automatically sync appointments to your calendar • You Tube Video: www.youtube.com/watch?v=98ZpS_tQjO4

1.3.3.36. Cute PDF (CutePDF - Convert to PDF for free, Free PDF Utilities, Save PDF Forms, Edit PDF easily.) = Create PDF files • Convert to professional quality PDF files from almost any printable document. • FREE for personal, commercial, gov or .edu use • You Tube Video: www.youtube.com/watch?v=8-tbiEdhBhs

1.3.3.37. Livebinders (http://www.livebinders.com/) - Resource sharing/organizing • 3-Ring Binder for the web • Collect your resources • Organize them neatly and easily • You Tube Video: www.youtube.com/watch?v=teOvNra5ymo

1.3.3.38. TubeChop (TubeChop - Chop YouTube Videos) - Selectively cut sections of YouTube videos • TubeChop allows you to easily chop a funny or interesting section from any YouTube video and share it. • You Tube Video: www.youtube.com/watch?v=BVd_TqSDa-Y

1.4. [Module 4] WORKING FROM ANYWHERE

1.4.1. (Section 1) Digital Nomad Checklist

1.4.1.1. CHECKLIST

1.4.1.2. Cost of living One of the fundamentals of your new lifestyle is going to be the cost of living. Unlike your current lifestyle in a western city you’ll likely be earn more than you spend when you get your new digital nomadic lifestyle off the ground

1.4.1.3. Visa Wherever you travel, you should always check the conditions of entry for your passport. You can easily find out how long you’ll be able to travel to a destination ‘visa free’ or what the process for applying for a longer visa looks like. Many countries have ‘visa free’ for 14, 30, or even 90 days.

1.4.1.4. Travel Links The more remote, the less competitive travel routes (and thus more expensive). When you kick start this new lifestyle, it’s important to have access to the global travel market. Some remote islands are only served by one airline, so there is no competition on pricing. Whereas most major cities have many airlines keeping the pricing competitive

1.4.1.5. Quality of living be sure to value your comfort. Especially in the early days — you’re making some radical lifestyle changes and you don’t want to sour the experience by saving a few dollars on good quality accommodation. Whether it’s a hostel, hotel or airbnb or best of all I’d recommend a mix — be sure to value comfort. It’ll ensure you get a good nights rest, feel your best & are productive.

1.4.1.6. Safety As you’ll likely be carrying your laptop and other tech gear with you, it’s also important to factor in safety when you’re choosing a location. Wherever you’re staying be sure to search for safety in the area and be cautious when carrying expensive items with you. Even better still, equip yourself with travel insurance which covers your gear.

1.4.1.7. Availability of Wifi Not all wifi connections are equal and when you can find it, you’ll likely get hooked on checking the upload and download speeds. Most big cities will have good availability but this should also be an important part of your decision making process. You’ll need wifi to speak with clients, bid for jobs and upload work.

1.4.1.8. ’use a VPN to help secure your data over public Wifi networks. Express VPN is an excellent choice .

1.4.1.9. Community Perhaps one of the less talked about aspects of choosing a viable location is having a community of likeminded people around you. It’s crucial for your mental health to find connection. You’ll find backpackers and travellers, but that is a very different pace of life to a nomad. You can have fun whenever you choose with the backpacker community, but you’ll want to connect with other nomads or it can make you feel disconnected from the world.

1.4.1.10. Remember, although the community of digital nomads is growing rapidly — most people will still be confused by the prospect of travelling indefinitely and earning your living through your laptop. It’s always good to connect with people in the same boat as you.

1.4.2. (Section 2) Best cities to live and work for digital nomads

1.4.2.1. www.NomadList.com

1.4.2.2. With some solid research and planning, a full time remote worker can make the shift to a nomadic lifestyle, without much hassles. From all indications, it looks like an unprecedented number of workers (a billion of them) will be making the jump and embracing the digital nomad lifestyle in the next two decades. The things nomads consider include quality of internet connectivity, cost of living, weather, and the unique attractions and diverse city culture available.

1.4.2.3. By living in one of these cities, you could dramatically ease the burden on your budget. Plus, you’ll join a vibrant community of globe-trotting digital nomads. Living in another country comes with its fair share of challenges. For one, you need to meet visa requirements to live abroad. But if money concerns are standing in your way, they probably don’t need to. Moving to one of the cheapest places in the world could be one of the best decisions you make for your finances.

1.4.2.4. Digital nomads can live practically anywhere. So, if there’s a place on your bucket list that you want to see, then feel free to make it your home base for a while

1.4.2.5. SOUTH EAST ASIA

1.4.2.6. Kuala Lumpur Internet: 6mbps Cost of Living : $1,090/m Safety: good Friendly to foreigners: great Air Quality: great Health care: good Free Wifi in city : good English Speaking: good

1.4.2.7. If you’re moving from a comfortable western city, you may find it more comfortable to bridge the gap in a city like Kuala Lumpur. It comes with Asian economics making the cost of living very affordable whilst covering your needs as a nomad.

1.4.2.8. Kuala Lumpur will cost you approximately $1,500 per month (source: nomadlist.com), your best options for accommodation are likely Airbnb apartments which are very competitive. You could have a studio apartment with pool, onsite gym and high speed wifi for as low as $20 per night. It’s a highly competitive travel route so if you’re flexible you’ll find flights to Europe and beyond for very reasonable prices. You’ll find great coffee shops to work from and a growing number of co-working spots such as Paper + Toast (PAPER + TOAST – PROGRAMS | COMMUNITY | SPACE

1.4.2.9. THAILAND Bangkok Internet: 29mbps Cost of Living : $1,100/m Safety: good Friendly to foreigners: good Air Quality: ok Health care: good Free Wifi in city : ok English Speaking: ok ChiangMai Internet: 18mbps Cost of Living : $740/m Safety: good Friendly to foreigners: good Air Quality: good Health care: bad Free Wifi in city : good English Speaking: ok Ko Lanta Internet: 980mbps Cost of Living : $980/m Safety: good Friendly to foreigners: good Air Quality: good Health care: bad Free Wifi in city : bad English Speaking: ok Ko phangnang Internet: 21mbps Cost of Living : $750/m Safety: ok Friendly to foreigners: good Air Quality: great Health care: bad Free Wifi in city : bad English Speaking: ok

1.4.2.10. Thailand has a huge community of digital nomads as it has most of the ingredients to make the nomadic life possible. If you’re looking to spend the mornings working and the afternoons in tropical paradise, then Thailand is perhaps your best option.

1.4.2.11. For city life, head to Bangkok where the is a huge community and plenty of work spots from coffee shops to co-working hubs. Bangkok also has a thriving nightlife, incredible shopping options and a wide range of choices for eating out. In northern Thailand there is Chiang Mai, which has become a mecca for the volume of digital nomads who kick start their new chapters here.

1.4.2.12. If you’re looking for the beach life, then perhaps one of Thailand’s islands could be for you. Koh Lanta and Koh Phangan are both are spots and still have reasonably good connectivity. Wherever you choose, you’ll be able to add a full body massage to each day of your new lifestyle for as low as $5 USD for 1 hour. You can really bring luxury to your life here without breaking the bank.

1.4.2.13. Bali, Indonesia CANNGU Internet: 15mbps Cost of Living : $860/m Safety: good Friendly to foreigners: great Air Quality: ok Health care: ok Free Wifi in city : good English Speaking: ok UBUD Internet: 8mbps Cost of Living : $850/m Safety: good Friendly to foreigners: good Air Quality: good Health care: ok Free Wifi in city : ok English Speaking: ok

1.4.2.14. Bali has a thriving community of digital nomads and is especially ideal if you like to be beachside and are into a morning surf. You’ll find the communities are built around Canguu, with an awesome co-working space called Dojo (www.dojobali.org). Also Bali’s first co-working space Hubud (https://www.hubud.org) is a great place to explore if you like to escape. Based in Ubud, which is the health and detox area of Bali.

1.4.2.15. Bali is tougher to travel by foot and more expensive to rely on taxis, but it’s still possible. If you opt for Bali try and find accommodation near a co-working location.

1.4.2.16. Ho Chin Min City, Vietnam Internet: 19mbps Cost of Living : $790/m Safety: good Friendly to foreigners: ok Air Quality: great Health care: bad Free Wifi in city : great English Speaking: ok

1.4.2.17. Saigon (its local name) is an urban, relatively modern city that still has a distinctive Vietnamese feel to it, making it the perfect hybrid of useful nomadic resources and cultural experience

1.4.2.18. with its cost of living at just $907 per month,. With a meal at a restaurant averaging $1.76 — and street food costing even less — you could eat out for every meal. Remote workers like the city’s walkability, lively nightlife, and, of course, free Wi-Fi. Vietnam boasts the fastest Wi-Fi speeds After South Korea, It’s not uncommon for people to work at cafes around the city

1.4.2.19. Siem Reap, Cambodia Internet: 10mbps Cost of Living : $870/m Safety: good Friendly to foreigners: good Air Quality: good Health care: bad Free Wifi in city : bad English Speaking: ok Siem Reap in northwestern Cambodia Hostels start at $2 per night, and nice boutique hotels are about $20 per night, You can live in a hostel (with a pool!), eat three meals a day, and have an unlimited phone plan for $300 per month or less Siem Reap is easy to get around, especially if you have a motorbike, and most hotels have reliable Wi-Fi. Plus, you’ll find a community of other remote workers.

1.4.2.20. Cebu, Phillipines Internet: 6mbps Cost of Living : $710/m Safety: ok Friendly to foreigners: good Air Quality: good Health care: good Free Wifi in city : ok English Speaking: good Cebu is one of the top up and coming spots for digital nomads. There is still a lot to work on in terms of internet infrastructure and community, but it’s definitely a warm spot becoming a hot spot Cebu’s best resources are it’s natural resources: Location, It’s central to most of the Philippines, an hour plane ride away from the most amazing places on earth. Locals, it’s got a local prospering BPO workforce. Any digital nomad can walk in and hire a VA with years of experience now without even going online. (this is a big step but probably is made easier if you post some job offers online) Language, In the Philippines the locals learn English in school. It’s part of their education. So it’s incredibly easy to come there for any English speaking foreigner. It’s not Manila. Yes, one of the things going for it is that it’s not a huge metropolis. It’s still easy to get around and you can enjoy your time there instead of sitting in traffic.

1.4.2.21. Boracay, Philippines Internet: 6mbps Cost of Living : $770/m Safety: ok Friendly to foreigners: good Air Quality: good Health care: good Free Wifi in city : bad English Speaking: ok If you have a picture in your head of marrying the digital nomad lifestyle and peaceful island life, then look no further than Boracay. Boracay is the definition of paradise in the Philippines! Pristine clear waters and powder-like white sand If you need to get your head down for work, then you can easily find a simple apartment and get going online. The cost of living in Boracay is quite cheap if you are staying at an apartment or mid-priced hotel. Lodging options slash their prices big time during the off-peak season! True to the island way of living, feast over fresh seafood. Although, you will also find here a number of international restaurants catering to every taste.

1.4.2.22. FAR EAST

1.4.2.23. Busan, South Korea Internet: 33mbps Cost of Living : $1,300/m Safety: great Friendly to foreigners: good Air Quality: good Health care: good Free Wifi in city : great English Speaking: ok the Korean government actually strives to make their cities more friendly for expats and digital nomads! Seoul is a great city, but Busan is just as vibrant, buzzing, and exciting. One great thing about Busan is its public transportation, which is touted to be one of the best in the world. Compared to Seoul, Busan is way more affordable—that’s code for digital-nomad-friendly!

1.4.2.24. Taipei , Taiwan Internet: 33mbps Cost of Living : $1,270/m Safety: good Friendly to foreigners: great Air Quality: great Health care: great Free Wifi in city : great English Speaking: ok Underrated as it seems, it may surprise you that Taipei is one of the most bustling and accessible cities in Asia. There is so much to see in this little city. Public transport here is pretty efficient, too. Largely influenced by China, there are tons of kick-ass Chinese restaurants. Panic not homebods, you will find a lot of modern and Western restaurants as well. For a digital nomad, the relatively fast internet, good healthcare, and friendly locals give much-needed peace of mind.

1.4.2.25. EUROPE

1.4.2.26. Bucharest, Romania Internet: 90mbps Cost of Living : $960/m Safety: good Friendly to foreigners: good Air Quality: great Health care: ok Free Wifi in city : ok English Speaking: ok There are incredible perks for any digital nomad in this part of the world. Not only is the internet speed very fast, the cost of living is quite affordable, and the quality of life is good on this part of the world. Many digital nomads love Bucharest because of the mild weather most of the year, and there is so much going on to keep yourself busy! you’ll love the charming streets where many restaurants take advantage of the great weather with some outdoor seating.

1.4.2.27. Las Palmas, Gran Canaria, Spain Internet: 19mbps Cost of Living : $1,270/m Safety: great Friendly to foreigners: good Air Quality: good Health care: great Free Wifi in city : ok English Speaking: ok the little-known Las Palmas. Want to visit Spain but don’t have the budget to stay in Barcelona? Las Palmas is the answer! The weather is perfect all year, which means you can enjoy its many outdoor spaces. Being on Gran Canaria, you’re never too far from the beach! A number of coworking spaces have popped up in this city, which means it won’t be hard to find your spot to work and network. Spanish people love their food, and the whole social scene revolves around food! Thus, it’s not unusual to find people milling in the streets outside, eating tapas, or having wine

1.4.2.28. Berlin Internet: 10mbps Cost of Living : $1,850/m Safety: great Friendly to foreigners: good Air Quality: great Health care: good Free Wifi in city : ok English Speaking: good If you prefer city life then Berlin in Germany is for you. Berlin is a vibrant city with a lot of history. From the ashes, this city has emerged into a highly innovative place for freelancers & startups with a huge community meeting at events almost every night of the week. Cost of living in Berlin is competitive at approximately $1850 per month with affordable co-working spaces, great accommodation options and tasty meals. English is widely spoken throughout Berlin so it’s an easy place to get setup.

1.4.2.29. Budapest, Hungary Internet: 82mbps Cost of Living : $1,700/m Safety: good Friendly to foreigners: ok Air Quality: great Health care: ok Free Wifi in city : ok English Speaking: ok For a taste of Europe on a budget, consider visiting the capital of Hungary. According to Numbeo, you can rent an apartment in the historic city center for $500 per month. Altogether, your other living costs shouldn’t add up to much more than $600. Other pros of living in Budapest include high-speed internet, availability of most consumer goods, ease of online shopping … and the fact that it’s an airline hub There are also a ton of restaurants, bars, and cafes, and there’s always something to do

1.4.2.30. Lisbon Internet: 28mbps Cost of Living : $1,540/m Safety: great Friendly to foreigners: good Air Quality: great Health care: great Free Wifi in city : ok English Speaking: good If you prefer to be beachside then Lisbon in Portugal is a great location with 253 sunny days a year. Lisbon is extremely competitive at approximately $1,500 per month (source: nomadlist.com). You can source great airbnb and hotel accommodation options and there is an incredible range of food options. There are numerous co-working options too such as Second Home (https://secondhome.io/lisboa), or you could opt to work from a cafe overlooking the beach. There is a great coffee culture in Lisbon so it’s easy to find great coffee for a great price!

1.4.2.31. SOUTH AMERICA

1.4.2.32. Medillin, Columbia Internet: 7mbps Cost of Living : $860/m Safety: bad Friendly to foreigners: good Air Quality: good Health care: good Free Wifi in city : good English Speaking: bad

1.4.2.33. Anyone looking to stay in a U.S. time zone might consider moving to Medellin. According to Nomad List, you can get by on just $928 per month, with rent for a one-bedroom apartment costing about $625.

1.4.2.34. a large number of co-working spaces, free Wi-Fi at almost all cafes and restaurants, and an incredible public transportation warm weather year-round Not only is Medellin one of the cheapest places to live in the world, but its welcoming atmosphere has attracted visitors from around the globe as well.

1.4.2.35. QUITO, Ecuador Internet: 11mbps Cost of Living : $790/m Safety: ok Friendly to foreigners: good Air Quality: good Health care: great Free Wifi in city : good English Speaking: ok The bustling capital city of Ecuador is an up and coming hot spot for digital nomads. The city’s beautiful colonial style is based on the foundation of an ancient Incan city. The city is consistently rated one of the most beautiful cities in South America due to its architecture, incredible views of the snow-capped Andes mountains, and incredible weather. The Old Town of Quito is also a UNESCO World Heritage site, and if you’re someone who prefers a cooler summer, Quito’s elevation keeps it in the 70s almost every day. Ecuadorians are also extremely friendly and are always willing to help point you in the right direction for whatever you need. There are plenty of places with good internet, at a cost point right where you want it.

1.4.2.36. Lima, Peru Internet: 9mbps Cost of Living : $780/m Safety: ok Friendly to foreigners: good Air Quality: bad Health care: bad Free Wifi in city : bad English Speaking: bad Lima is a large city of 10 million and is becoming a bigger digital nomad hotspot as it continues to improve its high-speed internet access. Miraflores is the best neighbourhood to get to know if you are dependent on internet and don’t have a great deal of Spanish, but other neighbourhoods are quickly expanding to accommodate newcomers. Lima has tons of beauty and culture and is easily accessible to all the incredible sites Peru has to offer, such as Machu Pichu and Cusco. If food is your thing, then there is no spot better than Lima. They have a huge variety of insanely delicious dishes that are sought after all over the world, at very affordable prices.

1.4.2.37. AFRICA

1.4.2.38. Cape Town, South Africa Internet: 25mbps Cost of Living : $1,260/m Safety: bad Friendly to foreigners: good Air Quality: bad Health care: bad Free Wifi in city : good English Speaking: great Cape Town remains Southern Africa’s most popular destination and for good reason. It’s low cost and one of the best places in Africa for reliable and decent speed Internet: Good and cheap transport (which you will need as Cape Town is a big city); Museums, botanical gardens, beach access, and nearby safaris; Great nightlife, co-working spaces and endless things to do.

1.4.2.39. Mauritius Internet: 6mbps Cost of Living : $1,150/m Safety: good Friendly to foreigners: good Air Quality: great Health care: ok Free Wifi in city : good English Speaking: ok Since when the Mauritian government decided to establish the country as a vibrant business bridge-head between Africa, Asia and Australia, a lot of funds and activity has gone into ICT. As a result, the place has developed a fast growing entrepreneurial ecosystem and is a great spot for location independent professionals. What was once exclusively known for its scenic beauty and vacation appeal, has now become so much more. The major draws include political stability, advanced internet network with broadband speeds, small time difference with Europe (allowing you work in tandem with clients or colleagues who could be on another continent), reasonable cost of living and a mild weather all year round. And let’s not forget the vibrant kitesurfing community.

1.4.2.40. Nairobi, Kenya Internet: 5mbps Cost of Living : $860/m Safety: ok Friendly to foreigners: good Air Quality: great Health care: great Free Wifi in city : ok English Speaking: great For digital nomads, the iHub, Kenya’s number one tech hub (which is fast approaching intercontinental celebrity status) is the first major draw in the country. Consider it the nerve centre for all things tech in the country. As such, nomads will find all their most pressing needs met — broadband internet, coworking spaces, networking, and a few digital nomads also. As for attractions, nomads will experience nature and wildlife at its best. There’s so much to do while you’re away from the laptop. You can watch thousands of blue wildebeests migrate across the Masai Mara reserve, solo hike through the Great Rift Valley; snorkel in the Indian ocean and ride a horse past giraffes with Mount Kilimanjaro in the background. To crown it all, the people of Kenya are friendly and the food is amazing.

1.4.3. (Section 3) Cost of living Database

1.5. [Module 5] TEACHING ENGLISH ONLINE

1.5.1. (Section 1) How to do a needs analysis

1.5.1.1. Needs Analysis

1.5.1.1.1. A needs analysis is all about finding out as much as you can about your student, so that your lessons with them can be as productive as possible.

1.5.1.1.2. Needs analysis involves doing some kind of activity with a learner in order to find out what their learning needs are. A good understanding of learner needs can contribute to successful course planning.

1.5.1.1.3. Conducting a needs analysis is a way in which you can find out more about the needs of your students. EFL teachers may find it useful to devise a needs analysis questionnaire, before designing a teaching programme, to make sure that their lessons address the students’ particular needs and individual learning styles. Performing a needs analysis can be an excellent way for EFL teachers to find out more about their students and make devising lessons for them much easier in the long run.

1.5.1.1.4. for example: the teacher gives the proposed syllabus aims for the course, and asks learners to prioritise them in relation to the contexts that they will need to use language in.

1.5.1.1.5. Needs analysis is part of building learner awareness and autonomy. Asking learners what they feel they need to practise is a good initial step. As well as providing data, it can encourage them to start thinking about their learning and taking responsibility for it.

1.5.1.1.6. WHY PERFORM A NEEDS ANALYSIS?

1.5.1.1.7. It is always helpful to find out about students’ motivation, their prior learning experiences, the situations they are likely to use English in and which skills/language items they need to extra practice with. Armed with this information, the teacher can select and create the most appropriate and useful learning materials and activities.

1.5.1.1.8. WANTS What does your student want to do with the English language, now and in the future? It’s good to know what your student wants to do with English, because then you have a better idea of what your student wants out of their lessons with you. That way, you can give students opportunities to practice what they want to do.

1.5.1.1.9. NEEDS Knowing what your student can and can’t do means you can focus on those areas that need the most help, and, in fact, it’s quite common for students to be weaker in some areas than others. It’s also useful to know what level your student is at in relation to some of the common benchmarks used in the English teaching industry because most materials and course books (if you choose to use these) are labelled according to these benchmarks.

1.5.1.1.10. INTERESTS It’s also useful to find out what your student is interested in, because then you also get to find out what they like to talk about, to read about, to write about or to listen to. If you can bring their interests into a lesson, your student will be much more motivated to use English, especially if you are teaching teenagers. So find out about your student’s hobbies and what they like to do in their free time.

1.5.1.1.11. NEEDS ANALYSIS QUESTIONNAIRES

1.5.1.1.12. When creating a needs analysis questionnaire, it is best to use open question forms such as What…? Why…? How…? When… ? rather than closed questions which are likely to result in only ‘yes’ and ‘no’ answers. It is also be a good idea to ask for a piece of English writing. The more students express themselves, the easier it is to deduce their capabilities and requirements.

1.5.1.1.13. WHAT QUESTIONS TO ASK IN YOUR NEEDS ANALYSIS QUESTIONNAIRE

1.5.1.1.14. A needs analysis questionnaire is often a good way of finding out about your students’ English language experience, their current level of English and their English language requirements. For example, it is useful to know a little about their job, their company and their responsibilities at work. If the student is not at work, you need to know where they use English, whether that is at university, at college, at home and/or socially.

1.5.1.1.15. You should include questions which allow you to get to know more about them and their interests, so you can make lessons more personally relevant and stimulating.

1.5.1.1.16. SUGGESTED QUESTIONS FOR A NEEDS ANALYSIS QUESTIONNAIRE

1.5.1.1.17. What experience do you have of learning English? When do you normally use English? Who do you communicate in English with? Do you use English at work? What for?

1.5.1.1.18. Do you use or need to use English in these situations: social situations meetings and discussions negotiations telephone calls report writing essay writing e-mails letter writing

1.5.1.1.19. How advanced are you using English generally, on a scale of 1-5? (1= beginner; 2= basic; 3= intermediate; 4= advanced; 5 = very advanced)

1.5.1.1.20. How confident are you using English in these situations? Introducing yourself Ordering food in a restaurant Asking for directions Talking about your job Shopping Making general conversation Writing a postcard Writing a letter of complaint Using the telephone Disagreeing with someone

1.5.1.1.21. What experience do you have of learning other languages? What are your main 3 reasons for learning English? What do you find most difficult when learning English? (e.g. speaking, writing, reading, listening)

1.5.1.1.22. USING THE NEEDS ANALYSIS TO MEASURE KNOWLEDGE GAPS

1.5.1.1.23. By studying the answers to needs analysis questionnaire, the teacher can see exactly where the student requires the most help relevant to their individual life and job. Teachers can also see from examples of writing and discussions to gauge the general competency level of the student

1.5.1.1.24. Once you know a student’s needs and their current ability level, it is possible to identify the knowledge gaps and set targets for their progress. The needs analysis can be used as you formulate the lessons so that each session moves the student a step closer to their target level in each language learning skill (reading, writing, speaking and listening). The lessons should also address the individual goals of the student and consider if they need help with specific vocabulary to do their job.

1.5.1.1.25. USING THE NEEDS ANALYSIS TO SET TARGETS

1.5.1.1.26. You can think about how to teach each point, using books, discussion, grammar exercises and multimedia, along with ways to measure progress (tests, comprehension checks, writing exercises, gap-fill exercises and conversations).

1.5.1.1.27. At the end of each month or term, teachers and students can re-visit the needs analysis as a benchmark to compare the starting point against the student’s progress. You can then see how close they are to their target competency level.

1.5.1.1.28. It is also important to conduct new needs analyses occasionally as student needs and goals can change. Perhaps they have a new job which requires them to talk to customers or use specific vocabulary, for example related to healthcare, education, finance, beauty or sport.

1.5.1.1.29. MEASURING THE NEEDS ANALYSIS

1.5.1.1.30. When measuring the needs of students it can be useful to give an area of knowledge a ‘measurement of need’ using a scale of 1 to 5 from least important to most important. This is especially useful if you are teaching to a curriculum and you want to analyse the competency level of each student within the set framework.

1.5.1.1.31. For example, considering the need of writing skills you could consider essay writing, business writing, report writing, letter writing, and social writing for emails and letters to friends. How important are these areas for the individual student? If a student is working in an office where they need to answer the telephone in English, but their needs analysis questionnaire also states that they aren’t confident speaking on the telephone, their need to improve speaking skills would be ranked as 5 – very important. The teacher should also make a note of their need for telephone English practice and incorporate this into future lesson plans.

1.5.1.1.32. Another example could be a student who has to write essays at university. Their need would be high (ranked as 5), for essay writing skills. Their lessons should focus strongly on improving writing skills within an academic context. If a student often needs to write essays at university, their EFL lessons could include a discussion of English essay writing practice and essay structure. Learning words and phrases associated with expressing an opinion can also help the student formulate the arguments in their essays.

1.5.1.1.33. NEEDS ANALYSIS FOR LESSON STRUCTURE

1.5.1.1.34. In many cases, the needs analysis does not need to be measured in any formal sense against a set scale. It can simply be used as a general guide for creating lesson plans. This is especially useful in private lessons where the teacher can structure a lesson specifically to the needs of the individual student.

1.5.1.1.35. If a needs analysis questionnaire revealed the student is a nurse and is also lacking confidence in speaking skills, the teacher knows that medical vocabulary is important and lessons could incorporate role-play in hospital settings.

1.5.2. (Section 2) Ideas for teaching speaking

1.5.2.1. This speaking may be anything from an informal chat about their day at work, to a presentation they have to give at university the next day

1.5.2.2. For the learner, the classroom is their safe environment for making mistakes. This is the place where they will feel comfortable practicing new words, venturing new topics, testing the cultural boundaries of a foreign person and simply making mistakes

1.5.2.3. It’s important to remember that the idea with any class is to get the students to speak more than you

1.5.2.4. Aim for an 80/20 – 70/30 ratio between you and the student, where the student is talking more than you.

1.5.2.5. Think of yourself more as a facilitator to learning and using the student talk time to listen to the areas of English they are making mistakes and need improving

1.5.2.6. The idea is to get the students to speak as much as possible.

1.5.2.7. keep prompting students to talk by using questions

1.5.2.8. Language learners need time to formulate their responses, thinking time. As a teacher, you must get used to the ‘uncomfortable silence’ that presents itself when your student is thinking about what to say next

1.5.2.9. Allow the learner to continue speaking while you listen and note down both mistakes they are making as well as examples of good language they are using

1.5.2.10. You can correct their errors at the end of speaking or at the end of the class

1.5.2.11. give a balance of both positive and negative feedback

1.5.2.12. If your focus is on the accuracy of your learner’s English, for example you have just learned some new words and now the learner is going to try and use them, maybe it would be appropriate to stop the student and have them try the sentence again

1.5.2.13. Start your lesson with meaningful small talk

1.5.2.14. The learner needs time to warm up and get their brains and their tongues switched into a different way of working

1.5.2.15. sask the student what they have been doing this week. Show interest in what they are saying and allow them to speak without fear of making mistakes.

1.5.2.16. keep prompting your student to continue and keep the conversation as natural as possible.

1.5.2.17. you must try and have a clear aim for your lesson and not just chat your way through it.

1.5.2.18. Although many students just want to practice speaking, open conversation lessons can become very rigid, unnatural, difficult to execute, and both unfulfilling for the learner and the teacher

1.5.2.19. Ways of structuring open conversation lessons include... • The student will bring in a topic each week to talk about. • The student will read a news article each week and discuss it with you. • The teacher will bring a topic to the lesson each week. • The student will mail a topic to the teacher in advance so the teacher can prepare questions for the topic.

1.5.2.20. knowing the topic before the lesson can help you to get some questions or talking points written down

1.5.2.21. See our resources section for various topics for speaking lessons

1.5.2.22. Speaking tasks

1.5.2.23. For a typical ranking task you will present your learners with several options such as 5 supermarkets, 10 different animals, three restaurants and so on. Then it is the student’s job to organize these into an order such as preference or price or anything else you can think of

1.5.2.24. The learner tells you why they have made these preferences they will have to use language to give opinions such as ‘I think… in my opinion… I believe’ and comparative language

1.5.2.25. Pictures,

1.5.2.26. Describing a picture Freeze Frames :

1.5.2.27. Role plays

1.5.2.28. Freeze Frames

1.5.2.29. Reading Out loud

1.5.2.30. Survival English

1.5.3. (Section 3) Idea teaching listening

1.5.3.1. Online listening materials

1.5.3.2. Gap Fills Take your transcript, then copy and paste it into an online whiteboard. Now replace key words or phrases with underscores. If your student needs extra help, you can give them the missing words or phrases. If you’re using an online whiteboard, just type each word in a separate text box, and your student can drag and drop them into the correct space. You do not just have to take out single words, we can take out entire phrases too

1.5.3.3. Ordering You could also scramble the conversation, and ask your student to put the lines of the conversation in the correct order. You can either do this in word processing software and send the file to your student, or better still, do it on an online whiteboard: before the lesson, paste each line of the conversation into a separate text box, mix up the lines and during the lesson, ask your student to sort the conversation into the correct order while listening to the recording.

1.5.3.4. Listen and check Take several words from the listening and then add a few words that are not in the listening. The learners must listen to the audio and tell you which words they hear

1.5.3.5. Listen and summarize Ask the learner to listen carefully and make notes. Insist they do not try to write sentences as this will take too long. If the student struggles, play the recording a few times. When they have finished ask them to reformulate their notes as either a speaking task or a written task.

1.5.3.6. Listen and draw Give your students a sheet of paper and tell them a story. They then have to draw your stories as pictures. When your student has finished drawing, you can then ask them to try and tell you the same story you told them, but by using their drawing to help them remember

1.5.3.7. Listening to themself Give your students the opportunity to record themselves speaking When your learner has finished, listen to the conversation again together and see if your learner can pick out their own mistakes

1.5.3.8. Listening to songs lyrics can also be found on sites like www.azlyrics.com. Once you have a copy of a song's lyrics, you have a source of authentic language, packed with useful words and phrases, that, with a little editing, can form the basis of some activities that will develop your student's skills listening to and reading English.

1.5.3.9. Activities

1.5.3.10. Mixed up lines students put lines of lyrics into the correct order

1.5.3.11. Missing Words students fill in missing words

1.5.3.12. change the lyrics students change the lyrics of a song to have the same meaning or make it better!

1.5.4. (Section 4) Ideas for teaching Reading

1.5.4.1. Breaking news English

1.5.4.2. Reading activities:

1.5.4.2.1. Breaking news English

1.5.4.2.2. Text sorting

1.5.4.2.3. Online reading activities

1.5.4.3. Pre-teach vocabulary If you are going to approach a rather difficult text with your learner, it is sometimes a good idea to pre-teach some of the more difficult items of vocabulary. Before giving the reading to the student, go through it yourself and choose some of the words you think they will have difficulty with and go through them with your learner before they read.

1.5.4.4. Simplify the text where necessary edit the text so that it's easier to understand. You can make sentences shorter and you can also replace difficult words with easier ones

1.5.4.5. Make the task easier If you are going to use a difficult text with your student, just make the questions easier if you are using an easy text with a more advanced student, make the task harder.

1.5.4.6. Activities

1.5.4.7. Ordering a text have them sort a text into its correct order. One way of doing this is to copy and paste each line of text into an online whiteboard, or to use your computer's snapshot tool to take a picture of each line or a few lines of of text. Ask your student to drag and move each line of text until they are in the correct order. When they have finished, ask your student to explain what the text was about and why they chose this order.

1.5.4.8. Pictures Using pictures as a prediction tool When the student reads the text for the first time they can simply skim the material to see if their predictions were correct.

1.5.5. (Section 5) Ideas for teaching Writing

1.5.5.1. Notetaking find a text that relates in some way to your student’s needs or interests and read it out, while the student takes notes, usually by writing down key words. After you’ve finished reading the text, your student then needs to tell you what you were talking about. show them a short video during the lesson and ask your student to take notes and then report back

1.5.5.2. Sentence Expansion Give your student a short sentence. Your student needs to expand the sentence by adding adjectives and adverbs you can strip out the grammar and just give them basic words. The student also has to add in articles, auxiliary verbs and the correct endings of words.

1.5.5.3. Postcards Show your student a photo of a holiday scene, a town or a beach, and ask them to write a brief postcard about a holiday. Ask them to write a short postcard about a recent holiday of their own.

1.5.5.4. Completing an application form find a blank application form on the Internet and email it to your student; you can help them complete the application form during the lesson

1.5.5.5. Timed writing Give your student 3 minutes to write about any topic in the past present or future - depending on which verb tense you want them to practice

1.5.5.6. Collaborative writing write something together write the first sentence of a story , your student then comes up with another sentence to take the story on a little bit more. You take turns to write. ensure the story moves on in a particular direction, forcing the student to come up with new language. If the student is making mistakes, you can reformulate them in the correct form and draw the student’s attention to the correction

1.5.5.7. Dictation dictate a short text to your student, and they type it down, either in Skype’s text conversation box or using Google Docs

1.5.5.8. Dictogloss read out a short text two or three times at, or close to, normal reading speed. The student has to take notes, writing down as many words as they can while you are reading, then they use these words to write the text you read out the teacher reads out the text again, and the student checks their text to see where there are differences. This allows the student to spot differences between their writing and the text you read out, in effect forcing them to notice the gap between their current knowledge of English and where they are trying to get to

1.5.5.9. Cloze activities Students complete sentences with missing words. If you student needs help to fill the blanks, give them the missing words but don’t tell them where they go: they need to choose the correct word

1.5.5.10. Texting and Blogging

1.5.6. (Section 6) Ideas for teaching Grammar

1.5.6.1. USE TIMELINES

1.5.6.2. What is a timeline? A timeline is a visual representation of the relationships that exist between tense and time. They are simple drawings which can illustrate the meaning of these sometimes, lcomplex relationships.

1.5.6.3. Why use a timeline?timeline Timelines can illustrate meaning in a much simpler way than using metalanguage to describe tenses (e.g. ‘we use this tense to talk about something that began in the past and continues up to the present’). Used alongside concept checking questions, they can reinforce meaning. They may appeal to more visual learners.

1.5.6.4. What can timelines be used for? Timelines are mainly used in the EFL classroom to represent grammatical tenses

1.5.6.5. The nuts and bolts of timelines A basic timeline is labelled with ‘past’, ‘now’, and ‘future’, as appropriate. Specific points in time can be added using a X. Arrows can be added to show connections between times. Wavy lines can be added to represent actions in progress (useful for continuous tenses)

1.5.6.6. Tweaking your timelines Adding simple pictures can make timelines even more visual.

1.5.6.7. USE CLINES

1.5.6.8. Clines are a scale of language items that goes from one extreme to another, for example, from positive to negative, or from weak to strong’.

1.5.6.9. Why are clines useful in language teaching? Clines can be very effective in conveying and clarifying language, giving a very visual representation of meaning. They highlight shades of meaning, they are efficient and can cut down on teacher talking time

1.5.6.10. What language points lend themselves well to use of clines? Clines are very versatile and can be used for vocabulary or grammar.

1.5.6.11. For example:: Vocabulary: temperature , Expressing likes and dislikes, Feelings, This could work equally well with other feelings such as anger, happiness, tiredness,

1.5.6.12. Grammar: Modals of deduction Adverbs of frequency

1.5.6.13. Use an interactive whiteboard and get students to drag the expressions to the appropriate position.

1.5.7. (Section 7) Ideas for teaching Teach Vocabulary

1.5.7.1. Flashcards Use Google or Bing images as vocabulary flashcards to pre teach and teach vocabulary to students

1.5.7.2. Mime

1.5.7.3. Use a Dictionary have your learner use an English to English dictionary rather than an English translated dictionary. This will help them more in the long term

1.5.7.4. Place the word into context Put the word into a sentence for your student to make it clearer for them to understand

1.5.7.5. Realia

1.5.7.6. ACTIVITIES

1.5.7.7. Matching Take the list of words you would like to teach in your lesson and write simple meanings for each. Jumble the words and ask the learner to match the words to the meanings.

1.5.7.8. Gap fills ask the learner to place all of the relevant words into the correct gaps

1.5.7.9. Mind Maps Draw a word in the middle of an online whiteboard and allow your student to brainstorm words connected

1.5.7.10. Lists: categorizing and sorting Give headings and ask your learner to put the vocabulary under the correct heading. ask your student to sort these activities into the order in which they like to do them. Or if you were doing types of transport, your student could sort them from fastest to quickest, or from most comfortable to least comfortable, or from expensive to cheap; there are lots of different possibilities. You can then ask your student to explain why they have put the words into this order.

1.5.7.11. Anagrams jumble up the letters in a word and ask your student to unscramble them

1.5.8. (Section 8) Ideas for Teaching Pronunciation

1.5.8.1. Drilling speak and repeat Drilling with your hands hold up your hand so your student can clearly see your fingers and count the syllables on your fingers as you model the pronunciation. Touching a finger for each syllable

1.5.8.2. Chanting Chants are memorable, have a strong rhythm and are fun.

1.5.8.3. Back-chaining Drilling the sentence backwards, one word at a time. Adding one word at a time from the back each time is a very effective tool. Try different approaches to this like going faster, going slowly, accentuating the stressed word etc

1.5.8.4. Comparing confusing sound ‘pairs’ Give your student plenty of practice saying confusing word pairs, so that they get to notice the differences between them

1.5.9. (Section 9) Tips for teaching exam preparation

1.5.9.1. Teaching IELTS Resources

1.5.9.1.1. The Essential Guide to the IELTS.pdf IELTS Writing Task 1 Assessment Criteria.pdf IELTS Writing Task 2 Assessment Criteria.pdf IELTS Speaking Assessment Criteria.pdf Official IELTS Website British Council IELTS Website IELTS Simon IELTS Tips and Tricks Facebook Group IELTS Preparation Materials and Websites List (in IELTS Tips and Tricks) IELTS Network Forum Quora IELTS Topic Douban IELTS Group IELTS Liz YouTube Channel IELTS Express Coursebook

1.5.9.2. Reasons for taking an English language exam Students usually take an English-language exam for a specific reason or purpose. This purpose might be imposed on them by their environmental surrounding (e.g. by parents of younger learners). The majority of older learners typically take an exam for one of the following ends: For visa requirements in order to move to an English-speaking country As part of the application process to an English-speaking university To work as an English teacher in their home country To add on to their CV as proof of their English-language level

1.5.9.3. Learners in exam classes tend to approach the course with very high motivation, at least initially, as they are goal-driven; they have an ultimate objective in which they want to succeed. Although Motivation levels may be high at the beginning of the course it is difficult to sustain without some conscious effort to get the students to take personal responsibility for their own success

1.5.9.4. Putting the emphasis of motivation on the shoulders of the student does not mean that the teacher is absconded of all responsibility. It is still essential that the teacher monitors motivation and continuously encourages students in order to create the best possible learning environment in which the students can learn, achieve and hopefully attain their goals.

1.5.9.5. Keeping it fun and real One notable means of keeping motivation high is to create fun and engaging lessons. Teaching for exams does not by any means equate to dull, boring, dry lessons. lessons should be kept communicative and fun as engaged learners are motivated learners. Humour in the classroom is likewise an essential tool that lightens the mood and helps to create good rapport with the learners

1.5.9.6. Teaching exam techniques While keeping the lessons as communicative and interactive as possible, it is imperative not to overlook the importance of teaching examination techniques. It is highly likely that the students will arrive with the expectation of reviewing past examination papers and may envisage this to be the most substantial part of the course. Although students clearly need to be very familiar with the form the exam takes doing practice tests alone will not in itself help the students to learn very much and can easily lead to burn-out

1.5.9.7. Nevertheless, it is essential that the teacher is fully aware of the exam structure as their students will expect them to have an in-depth knowledge of what the exam comprises of – both academically and administratively.

1.5.9.8. Teachers cannot afford to skimp on knowledge of an exam; students need to feel confident that they are in the hands of an authoritative source of information” Therefore going through past exam papers is a very useful tool as well as to ascertain strengths and weaknesses but should be used when necessary and not as the foremost teaching tool.

1.5.9.9. Teachers rather need to help students acquire a thorough insight of what is expected of them in the test as a whole and what they need to be able to do in order to pass and consequently support students in the fields in which they are struggling as well as provide tips on how to better succeed even in the spheres in which they are already doing well. Many course books provide exercises and techniques to assist both the teacher and the learners in improving overall skill.

1.5.9.10. What is tested? Most exams cover all four skills, being the two receptive skills; reading and listening, as well as the two productive skills; writing and speaking. Some exams also include a specific grammar and vocabulary component such as Use of English in the Cambridge Suite of exams. Other exams such, as IELTS don’t have a dedicated grammar section. This does not of course mean that grammar can be neglected as it will be tested indirectly throughout the exam, accurate grammar knowledge and use is thus essential.

1.5.9.11. It is essential that the teacher ensures that the students have sufficient grammar to enable them to cope with the level of the exam.

1.5.9.12. Tips for improving the learners’ English The teacher needs to be able to recognise each learner’s ability and as an extension of this enable the students to recognise their own strengths and weaknesses; in order to suggest strategies for building up their skills and knowledge which might otherwise let the student down in the exam.

1.5.9.13. One very valuable way of encouraging learners to foster their skills is getting them to keep up to speed with current affairs.

1.5.9.14. Although not directly tested in most exams, current affairs often form the basis of some of the context of the exam. Hence a solid understanding of what is happening in the world is extremely beneficial. A fabulous “side-effect” of keeping up to speed with such is the exposure to the language that it will engender. I always encourage students to read quality news articles, either it online or in a newspaper which inevitably has a direct and positive effect on the level of the language they are subsequently able to understand and very often produce

1.5.9.15. Students need to be empowered how to use English correctly and not only be taught exam techniques on how to pass the exam. A combination of both is essential in order for the students to attain the best mark possible. An in-depth knowledge and understanding of the way in which English functions will help students to be better able to use their language and ultimately attain a better mark in their exam

1.5.9.16. Strict Time Restrictions Most likely to this point, these students have only participated in English classes where the teacher has given more time than necessary and the classes are fun and relaxed. Now they must complete these tests in a time restricted environment. To be effective as a teacher, you have to implement the same time constraints in class. In the IELTS and the TOEFL, for instance, students are given two writing tasks to complete—one with a 20-minute limit and one with a 30-40 minute limit. In the test preparation class, the teacher must execute the same timing so students are comfortable with the timing and they are not racing against the clock when they take the real exam. This is one of the most important elements of test preparation.

1.5.9.17. motivate your students to do extra outside of class. Most courses are only a couple of hours per week, so I constantly remind my students that they cannot achieve everything in class only. The test preparation course is designed to teach strategies and tips, show students how to practice these strategies, and to give a practice test to utilize these strategies. Students must then take everything they have learned in class and practice outside of class. Test preparation homework is not about getting the right answer. This homework is designed to learn how to get the right answer.

1.5.9.18. Know your test , the first thing (and most beneficial) you can do was take a practice test. Attempt to know exactly what you are both up against. Entering a my test preparation class fully armed with the basics of what you would be teaching. You won't learn everything in a matter of days, weeks, or months. Continue to keep learning and picking up new strategies and tips to pass along to your students, but no matter what you are teaching, Be prepared and ready for anything. These students are not only paying for these courses, but they are depending on you for their future. They are looking for you to show them how to get that 7 in the IELTS or that 110 in the TOEFL, and if you are prepared and know exactly what to give them they will be able to acquire the score they want.

1.5.9.19. Student Marking It’s important for the student to be familiar with the way written work is assessed in an exam. When people assess written work, they use a marking scheme, and these marking schemes are usually available for download. Marking schemes tell the examiner what scores to give a piece of writing based on criteria like punctuation, spelling, accurate grammar and how they have put across their ideas. A student who understands these marking criteria will know what to include in order to get the best possible grade. One activity which will raise a student’s familiarity with marking schemes is to give them a copy of the marking scheme and ask them to grade a piece of writing based on it. You can do this with them, and discuss the good and bad points of a piece of writing.

1.5.9.20. • Take the exam yourself! • Research the exam. Know exactly what the exam is, who recognises it, how it can be used etc • Learn and study the different kinds of questions that your student will have to face • Know your learner. Before you begin to teach your learner, give them an example of the exam and ask them to do it under timed conditions • Repeated testing. Give your learner test after test after test. - know the date the student will be taking the exam - learn as you go - ensure lessons are positive, fun and ans enjoyable as possible

1.6. (NOTES)

1.6.1. INTRODUCTION

1.6.1.1. Why Teach English Online?

1.6.1.2. Control

1.6.1.3. Hours and Transitioning into Online Teaching

1.6.1.4. Overview of an Online Teaching English business

1.6.2. FIND A NICHE

1.6.2.1. Why Choose a niche?

1.6.2.2. Defining a niche

1.6.2.3. How to define an audience

1.6.2.4. Choosing your niche

1.6.2.4.1. Finding a niche worksheet

1.6.3. GETTING SET UP

1.6.3.1. On Teaching and what to offer

1.6.3.2. The basic equipment

1.6.3.3. Teaching Software

1.6.3.4. Setting Prices and Packages

1.6.3.4.1. Pricing and packages worksheet

1.6.3.4.2. Lesson calculator

1.6.3.5. Payment and Booking systems

1.6.3.6. Cancellation policies

1.6.3.7. Starting a legal business

1.6.3.8. Other useful software and apps

1.6.4. BUILDING A WEBSITE

1.6.4.1. Why you need a website

1.6.4.2. Choosing a domain name

1.6.4.3. Getting someone else to design it

1.6.4.4. Designing your website yourself

1.6.4.4.1. WordPress Tutorial

1.6.4.5. What to include in your website

1.6.4.6. Landing pages

1.6.4.6.1. Landing page and Copy tutorial

1.6.5. GETTING STUDENTS

1.6.5.1. Creating a student Avatar

1.6.5.2. Introduction to long and short term strategies

1.6.5.3. Networking and posting

1.6.5.3.1. Mastermind groups

1.6.5.4. Advertising

1.6.5.5. Google Adwords

1.6.5.6. Facebook Ads

1.6.5.7. Long term methodss

1.6.5.8. Content on your website

1.6.5.9. SEO

1.6.5.10. Social Media

1.6.5.10.1. Linked In Strategy

1.6.5.10.2. Video marketing tutorial

1.6.5.11. Content elsewhere

1.6.5.12. Referrals

1.6.5.13. Email Newsletters

1.6.5.13.1. Email Marketing tutorial

1.6.5.14. Trial / Demo lessons (sales calls)

1.6.6. EXPANDING YOUR TEACHING BUSINESS

1.6.6.1. Group Lessons

1.6.6.2. Hiring others

1.6.6.3. Selling Services, Books, and Products

1.6.6.3.1. creating online courses

1.6.7. RESOURCES

1.6.7.1. Worksheets and downloads

1.6.7.2. Getting set up

1.6.7.3. Teaching software

1.6.7.4. Payment solutions and online booking software

1.6.7.5. Starting a business

1.6.7.6. Other resources and apps

1.6.7.7. Setting up your website

1.6.7.8. Getting learners

1.6.7.9. Expanding

1.6.7.9.1. Software to use to get other teachers

1.6.7.9.2. Selling products and services

1.6.7.10. Private mentoring

1.7. ONLINE TEACING EXAMPLES

1.8. BUSINESS IN A BOX

2. OFFLINE

2.1. [Module 1] - PLAN YOUR DIRECTION

2.1.1. How much money can I earn?

2.1.1.1. The amount of you money you can make will depend on a variety of factors, including ; location, type of institution you work in, the type of qualifications you have and the type of experience you have. At the high end of the spectrum you could make up to $5,000 per month in countries like China and the Middle East and the lower end at around $1,000 per countries (as a starting salary) in other, less developed countries

2.1.2. What places can I work and live?

2.1.2.1. Persuing a career in teaching English can allow you to work in most countries around the world. As your progress in terms of the experience and qualifications you get, the moor doors will be open to you, both in terms of location flexibility as well as earning potential and career development opportunities.

2.1.2.2. To put it simply, having a few qualifications behind you will enable you to work and life very well anywhere in the world. Although even without the full range of qualifications you will still be able to work in a wide range of locations across the world

2.1.3. What will my lifestyle be like?

2.1.3.1. Taking into account the low cost of living in many countries abroad when compared to countries such as USA and UK, as well as being able to earn well in many countries abroad, not to mention increased earning potential with the more experience you have as well as career development, being involved in English teaching abroad can provide you a very comfortable lifestyle financially. .

2.1.3.2. Moreover, the experiences you will have, the fun, adventurous things you will be able to do, all of the different people you will meet, new cultures to explore and venture into, can give you an extremely rewarding, fun and enjoyable lifestyle.

2.1.3.3. In fact, so many people have such a fantastic lifestyle following this industry abroad, that many end up permenently abroad and never come back because they like it so much. Often leaving professional careers in thier home country and keep enjoying their time abroad.

2.1.3.4. Not only earning a good wage and enjoying great experiences abroad, but the work itself can be very rewarding and enjoyable

2.1.4. Where can it take me in the future?

2.1.4.1. Entering this field can lead you to whole range of interesting, professional and often lucrative careers, be that abroad or even back in your home country. From senior teaching positions, director of studies, teacher trainers, managers, course designers, coursebook creators, the list goes on. If you wanted to simply travel for a while that's fine, but you could also follow some very well respected and well paid avenues as your experience progresses

2.1.5. What kind of schools can I work in?

2.1.5.1. Teaching English abroad can lead you to teach in a wide variety of places. Language schools, language centers, universities, international schools, high schools and primary schools, business and company headquarters are all examples of some of the places you can find work in (more in this is subsequent sections)

2.1.6. What type of people will I meet?

2.1.6.1. Teaching English is a fantastic opportunity to not only make some really good, life long friendships as well as some really cool and interesting people to have fun and spend time exploring with. Moreover when teaching English abroad will give you the opportunity to meet people who you would never have otherwise met before in your home country, meeting people and making friends all over the world and from every walk of life. .

2.1.6.2. Some of the sweetest people you'll ever meet will be the students you teach, who you will inevitably connect with and even form friendships with. We will explore good ways where you can meet people both locals and foreigners when abroad in later sections of this course

2.1.7. How can it help me grow as a person?

2.1.7.1. Absolutely. Teaching English, especially abroad, is not only a great way to pick up some really valuable teaching skills that will help you grow as a teacher and deliver great value to your students and really help to improve their lives. Moreover, it really can help you grow so much as person. It can really develop your social, and conversation skills, give you confidence in speaking and clearly communicating to larger groups of people, which will improve your public speaking skills.

2.1.7.2. Experiencing new cultures, new ways of life and thinking can really help to broaden your mind, and provide you with insights and world views that you would never have otherwise had. Overcoming the challenges (which will be alot less as a result of you going through this course) and obstacles of learning a new skill set and living abroad will really stretch you as a person, and make you a lot wiser and worldly as a result.

2.1.7.3. You will find that after a while teaching English and living abroad, you won't be the same person you were when you come back, in a good way!

2.1.8. What type of experiences will I have?

2.1.8.1. Meeting really interesting people, making life long friends, traveling to places you would never have even imagined going, having amazing, culturally rich experiences, learning so much more about people from different countries, super cool and interesting weekends away, going to fun parties and events, learning new languages, meeting eventual life partners are just some of the amazing experiences teaching English abroad can give you. We will go through these in specific details regarding particular countries later on in the course. The short answer being you are about to embark on a super amazing adventure, a journey of self discovery and life experience that you will always value and cherish.

2.1.9. Will I enjoy teaching abroad?

2.1.9.1. This all comes down to how well you prepare for it. The purpose of this academy is to prepare you so well that you begin loving your experience straight away from day one! The vast, VAST majority of people who teach English abroad absolutely love it, and it turns out to be even better than they had originally expected. So much so that many people often completely focus on this as a career and often end up permanently living abroad. For others, especially the less prepared and experienced face struggles and challenges when teaching English abroad. From initial culture shocks (which we cover later) to settling in to the new environment (which we also cover), to getting through the initial learning curves of teaching English and the various challenges that come from that (which we also cover later) . As a result of not being prepared for this a proportion of people do not enjoy as much as they would have in the beginning, simply because they are going it alone and are overcoming the inevitable challenges themselves. The first few months are quite stressful for them, and then, the longer they stay there they enjoy it more and more. The purpose of this academy is to provide you with EVERYTHING that you need to know about both teaching English and relocating to prepare you THOROUGHLY. In fact, by them time you go through everything here, you will be more prepared than many teachers with several years experience and who have been living in your chosen country for a long time! To put it simply, yes, you will absolutely love teaching English and especially lviing abroad, even more so as a result of being a part of this academy,

2.1.10. How can it help my life be like when I return home?

2.1.10.1. Firstly, having experience living and working abroad will really strengthen and look great on your CV, not to mention being proficient in another language will look great too and could open doors for you in terms of employment. Teaching is a respected profession, having relevant teaching experience beings with it a whole range of skill sets that employers find desirable.

2.1.10.2. Furthermore the ESL industry is also huge in English speaking countries too, which means that you will have a whole new career pathway available to you when you return home. You could either choose to follow this career pathway to higher levels and get paid very well for it (more on this in module 3), or you can have the peace of mind knowing that you will always have teaching jobs available to you to either supplement your income further, or as a backup in case of an emergency.

2.1.10.3. One of the most appealing things about establishing a career for yourself in the ESL industry, is that it gives you both peace of mind and essentially makes you recession proof. Peace of mind in the sense that in the back of your mind you will know that if ever you were not content with your current situation, you could pack up, leave and get paid well anywhere in the world within a very short space of time. Recession proof in that there are literally THOUSANDS of positions available across the world, including your home country at any given time. in the English teaching field.

2.1.11. Will it give me security for the future?

2.1.11.1. Gaining relevant experience in the ESL field can not only give you job security, due the high demand of English teachers, but many companies exist that offer pension schemes too (e.g. British council)

2.1.12. Is it a proper job or career?

2.1.12.1. Contrary to popular belief, teaching English can not only pay well and offer great benefits and perks, but is also an industry that can allow you to carve out a very professional career for yourself. While the industry does attract students and backpackers who simply want to travel for longer, there is also another, professional, long-term career side to it too. Many highly educated people who already have excellent careers and options, move to this industry for many different reasons.

2.1.12.2. As you'll see in module 3, as you progress through this course and learn more about this industry, ESL can be a real, 'proper', professional, respectable career that you will not only thoroughly enjoy but that you can feel proud of and commit yourself to.

2.1.13. What type of freedom can it give me?

2.1.13.1. The freedom to live anywhere in the world, whenever you want. The freedom of never being tied down to one job or career for the rest of your life. The freedom of peace of mind and security in knowing that you will always have job options available to you. The freedom of working from home and spending more time with your family The freedom of choosing to supplement your income from your current job any time you wanted

2.1.14. Am I capable of doing it?

2.1.14.1. Teaching English to a high standard will require the acquisition of a lot of new skills, techniques and strategies. With experience alone, it can take years to reach a high level of English teaching that both you and your students enjoy, Additionally living abroad brings with a range of challenges and obstacles too.

2.1.14.2. Being part of this academy will help you to cut years off this process, and fast track your progress, not only preparing you for teaching English both online and offline as well as living abroad (if you choose to do that), but positioning you in a place whereby both you enjoy what you do, and it becomes a thoroughly rewarding and fin experience right from the start

2.1.14.3. If you can read, write and speak English then you can certainly do this, regardless of your age, experience or educational background. As you'll soon see, with the right information available to you, you will see how this can be possible in a short space of time.

2.1.15. How long does it take to become qualified?

2.1.15.1. This really depends on your intentions and which avenues you wish to persue. Module 2 will go through this in significant depth, so you will have a good understanding on what path you wish to take in terms of qualifications and employment

2.1.16. How soon can I begin? /

2.1.16.1. While it's possible to begin straight away or even in as little as a month, it really depends on your intentions. As you go through the modules in the academy, you will get a clear understanding on all the ins and outs in terms of qualifications, employment and relocating. This will help you to get a really clear picture in terms of how soon you wish to begin.

2.1.17. Can I afford to move abroad?/ What if I don't have any money?

2.1.17.1. Modules 4 and 7 provide specific country profiles and case studies which will help give you a clear understanding in terms of how much you need to prepare financially. If you are itching to leave and experience life abroad as soon as possible, even with very little backup money it;;s very possible. The key is preparation, planning and being fully informed before you leave. By the time you go through these modules you will have confidence in knowing exactly what;s available to you concerning your particular financial situation .

2.1.18. Is it safe to live abroad? Are the jobs scams? Is it safe for females?

2.1.18.1. ....

2.1.18.1.1. Living abroad can be a daunting experience, with very real risks and legitimate concerns. , That being said, the bottom line is YES, but it;'s wise to do your due diligence and take call the right precautions before you leave. Peace of mind is a wonderful thing. Knowing that you are as prepared and equipped as possible to relocate will make for a much more relaxing and enjoyable experience. Module 7 is designed to provide you with as much information as possible for you to ensure you know and have everything you need in order to stay as safe as possible

2.1.19. Is the work enjoyable or is it difficult and tiring?

2.1.19.1. There are really two sides to this coin. Teaching English, especially if you go abroad can be one of the most enjoyable and thoroughly rewarding experiences of your life that you will love doing and will cherish the memories of forever. Even if you weren't fully prepared and simply jumped in at the deep end, it could be a fun and exciting adventure for you.

2.1.19.2. The other side of the coin is that it becomes a living nightmare. Things go wrong, things weren't as you expected, challenges arise and it becomes a living nightmare. The good news is that all of this can be avoided with the right preparation and knowledge before hand, both in terms of teaching skills and living abroad.

2.1.19.3. Going through the various modules with thoroughly prepare you in advance, Your teaching will be on point, and you'll know exactly what to expect both in terms of teaching, working and living. You can begin to enjoy the work and experience as soon as you begin.

2.1.20. Will I have time to actually travel?

2.1.20.1. While some job posts give you more time off than others, such as high schools, international schools and universities which can give EXTREMELY generous allowances in terms of holidays and time off, compared to language schools Regardless, teaching English abroad provides you with the perfect opportunity to take both long and short trips to places that wouldn't have even crossed your mind or that you wouldn't have had the opportunity to visit before. Be that to neighboring countries and countries a relatively short distance away, to even provinces, cities and small, hidden gems off the beaten path in your host country. Teaching English abroad will give you the privilege of venturing to all of these really cool places that you would never have even known about or otherwise visited if you were back in your home country.

2.1.21. Who will I teach? What are the students like?

2.1.21.1. English language students come from all different walks of life, places age ranges and backgrounds. From super suave, successful European business men to sweet, charming old ladies in Thailand. People learn English for a whole host of reasons. From preparing university placement exams, to relocating abroad, to dealing with customers in their own business, the reasons are vast A great aspect of this field is the broad range of people you get to meet, interact and form friendships with from all over the world.

2.1.21.2. You get to meet people who you would never have otherwise met before. In fact some of the best friends you will ever make will be some of the students that you will have the privileged of working with and knowing. The students can be one of the BEST parts of teaching English. Some of the sweetest, endearing people you'll ever meet. You can also learn ALOT from them as well as them learning from you. It really can be a mutual exchange. Certainly a reciprocal relationship in many respects

2.1.22. What if I don't have confidence or I feel scared to teach and travel?

2.1.23. Will I have support when I'm there? Or will I be alone?

2.1.23.1. A wide range of support systems exist for foreigners abroad. From embassies and consulates, to expatriate communities, the friendly, kind and helpful locals you meet who would do anything for you, to the staff and management at your places of work, colleagues and from the close friends you end up forming either abroad,

2.1.23.2. Module 7 of the academy aims to provide you with as much information as possible before you relocated, so you will fully aware of and have access to various support networks once you arrive. Even accessing and preparing for them before you leave your home country. Preparing thoroughly in this respect will really provide you with the security, assurance and peace of mind you need to know that you will be safe and have access to solid, helpful support after you relocate

2.1.24. Various components of lexis

2.2. [Module - 2] QUALIFICATIONS

2.2.1. (Section1) What is the difference between CELTA, TEFL, TESOL and EFL?

2.2.1.1. These terms are often used interchangeably. Even though they all mean different things some people use them all the same way..

2.2.1.2. TEFL (Teaching English as a Foreign Language) course: This prepares teachers to teach English in a country where English is not the primary language. For example, John from the USA goes to China to teach English.

2.2.1.3. TESL (Teaching English as a Second Language) course: This on the other hand would prepare a teacher to teach in an English speaking country to students whose first language isn’t English. For example, John from the USA stays in the USA and teaches English to students who want to learn English.

2.2.1.4. TESOL (Teaching English to Speakers of Other Languages) course: This encompasses both TEFL and TESL and can mean either one or both. T

2.2.1.5. TESOL prepares a teacher to teach a student whose native language isn’t English. For example, our good friend John from the USA is teaching a student who didn’t learn English as their first language

2.2.1.6. You can think of TESOL as the type of product and CELTA as a specific brand. The CELTA course is the best known and some consider it the most respected of TESOL courses.

2.2.1.7. CELTA (Certificate in Teaching English to Speakers of Other Languages) course: This is a specific brand of TESOL course operating under the umbrella of Cambridge University.

2.2.1.8. CELTA is the industry standard because the quality of instruction doesn’t vary a huge amount, Cambridge is very well known, and it is generally well respected. There are other well known and respected

2.2.1.9. . There are other well known and respected TESOL courses as well (Trinity TESOL or SIT TESOL) but CELTA is by far the most internationally well known accreditation.

2.2.1.10. There are literally thousands of other TESOL courses, but because there are so many other TESOL courses there is a lot of variability in quality and price.

2.2.2. (Section 2) Non CELTA TEFL qualifications

2.2.2.1. (Section 2 - Video1) What are the limits and benefits of taking online TEFL courses?

2.2.2.1.1. Online

2.2.2.1.2. Offline

2.2.2.2. (Section 2 - Video 2) TEFL / TEFL / TESOL Certificates

2.2.2.2.1. TESOL/TEFL/TESL Some accredited by proper institutions, while others are not

2.2.2.2.2. Course length: Varies greatly some as short as a week some as long as several months but most respected TESOL courses are 100+ hours of instruction

2.2.2.2.3. Price: Also varies greatly 200 to 4,000 USD, but generally less expensive than the CELTA

2.2.2.2.4. Prerequisites: Depends completely on the school issuing the TESOL certificate

2.2.2.2.5. Course work: Varies tremendously with some courses being only easy online work to some that require hours and hours of grueling work and include practical training in a real class but as a VERY general rule of thumb the course work is usually easier than the CELTA course work

2.2.2.2.6. Quality control: Once again it is completely dependent on the school. Some are very rigorous some aren’t.

2.2.2.3. (Section 2 - Video 3) Offline Courses

2.2.2.3.1. TEFL Certificate

2.2.2.3.2. SIT TESOL Certificate

2.2.2.3.3. Trinity Certy ( Trinity Certificate in TESOL)

2.2.2.3.4. CELTA

2.2.2.3.5. Positives and Negatives of CELTA and Trinity Cert

2.2.2.3.6. Master of Education (MEd) in TESOL Master of Arts (MA) or Science (MS) in Applied Linguistics Master of Arts (MA) in English with an emphasis in TESOL Master of Arts (MA) in Teaching (MAT) in ESL

2.2.2.4. (Section 2 - Video 4) Online Courses

2.2.2.4.1. (Part 1) The different, reputable online options,

2.2.2.4.2. (Part 2) Which is the best online option

2.2.3. (Section 3) Common CELTA FAQs

2.2.3.1. How will I be assessed on the course?

2.2.3.1.1. Assessment on the course is continuous and integrated, taking into account teaching skills, the written assignments and professionalism, with each assessed component contributing to the overall grade.

2.2.3.1.2. Trainees are given feedback by the tutors on their teaching and have at least two tutorials during the course at which they discuss their progress

2.2.3.1.3. All tutors working on the course discuss each trainee's progress before deciding on the final grade.

2.2.3.1.4. You will be assessed throughout the course. There is no final examination. An external assessor, appointed by Cambridge English Language Assessment, moderates each course.

2.2.3.1.5. There are two types of assessment – Teaching Practice and Written Assignments. To get the CELTA certificate, you must pass both assessments. There are three passing grades: Pass ‘A’ Pass ‘B’ Pass

2.2.3.1.6. You will cover the topics on the course through attending seminars, observing qualified teachers, participating in teaching practice and writing four assignments.

2.2.3.1.7. 6 hours of assessed teaching practice with real EFL classes at two levels of ability

2.2.3.1.8. 4 written assignments: one focusing on adult learning; one on the language system of English; one on language skills; and one on classroom teaching. Each one is pass/fail

2.2.3.1.9. To be awarded the certificate you must pass both components the assessed teaching practice and the written assignments of which the teaching practice holds more weight

2.2.3.2. What level of English grammar is expected prior to the course

2.2.3.2.1. As a teacher of English, it is essential that you are able to provide correct models for the students.

2.2.3.2.2. You are not expected to know all the terminology at the start of your teaching career, but you are expected to have a very strong command of the language, spelling, grammar and punctuation.

2.2.3.2.3. Everything you need to know to successfully pass the CELTA and much more will be covered later in the course. By the time you take your CELTA you will be more than thoroughly prepared and well positioned to pass it

2.2.3.3. What is the application/interview procedure?

2.2.3.3.1. Candidates complete an application form, with a writing task. Once the application has been assessed candidates are then contacted for an interview.

2.2.3.3.2. Applicants are interviewed by one of the CELTA trainers to check that you understand what is involved on the course and that you have realistic expectations of the course outcomes.

2.2.3.3.3. To check and that your skills are adequate and so you will be asked questions to get an idea of how well you can explain the things you know about language and how you would interact with students.

2.2.3.3.4. The interview isn't particularly difficult, but it's important to think about your answers and to explain your answers as clearly as possible.

2.2.3.4. What is the pre-course activity?

2.2.3.4.1. The pre-course task is designed to get you up to speed on the terminology of English grammar and to help you to recognise the phonemic symbols which help your students to understand the complexities of English pronunciation.

2.2.3.4.2. You will be asked to identify tenses, parts of speech (adverbs and adjectives, for example) and vocabulary meaning, as well as phonology.

2.2.3.4.3. The pre course isn't very difficult but it's a little bit extensive. With all of the resources on this website you will be able to answer all of the questions.

2.2.3.5. How Can I Prepare myself for the CELTA?

2.2.3.5.1. You don't need to worry too much about really preparing yourself for the CELTA course.

2.2.3.5.2. We have a a whole range of resources available to you to brush up on these and learn before your course begins.

2.2.3.5.3. Although if you have never had any teaching experience and are completely new, there are 2 books, that are often suggested for trainees prior to taking the course. 1. Practical English Usage (Michael Swan) 2. Learning Teaching (Jim Scrivener)

2.2.3.5.4. The grammar / language book Practical English Usage you can just keep handy for you during the course to help you with your plans and assignments should any issues or terminology regarding grammar or language that you are unsure of arise.

2.2.3.5.5. The second book Learning Teaching by Jim Scrivener, will really help you to get a head start on all the ins and outs of teaching and give you a taste of some of the things you are going to study on the CELTA.

2.2.3.5.6. Both books are available in the resources section. However, everything has been mapped out for you on this memebership site, so all you need to do is go through the content in the fulfilment section which will show you everything you need to know and more.

2.2.3.5.7. By the time you go through the modules in this course you will be more equipped and informed than even the most experienced teachers on your course

2.2.3.5.8. Other, useful books include.. - The Ultimate Guide To CELTA (Emma Jones & Amanda Momeni - A Concise Grammar For English Teachers (Tony Penston) - The Practice of English Language Teaching (Jeremy Harmer) - How To Teach Hrammar (Scott Thornbury) - Grammar For English Teachers (Martin Parrott) - Teaching Tenses (Rosemary Aitken) - How English Works (Michael Swan and Catherine Walter) - Essential Phonetics For English Language Teachers (Tony Penston)

2.2.3.6. (Section 3) CELTA - Certificate in Language Teaching For Adults

2.2.3.6.1. (Section 3 - Video 1) What doors can it open for you?

2.2.3.6.2. (Section 3 - Video 2) What career paths can it lead to?

2.2.3.6.3. (Section 3 - Video 3) How much is the CELTA and how to pay? And Where can I take the CELTA course?

2.2.3.6.4. (Section 3 - Video 4) What does the CELTA course involve?

2.2.3.6.5. (Section 3 - Video 5) What are the requirements to take the CELTA

2.2.3.6.6. (Section 4) Doing the CELTA

2.2.4. (Section 4) The next stage up from a CELTA

2.2.4.1. (Section 6 - Video 1) The DELTA

2.2.4.1.1. Delta

2.2.4.2. (Section 6 - Video 2) DELTA FAQ's

2.2.4.2.1. (Section 6.2) Common DELTA FAQs

2.3. [Module 3] CAREER PATHWAY

2.3.1. (Section 1) English Teacher

2.3.1.1. (Section 1.1) How to become an English teacher

2.3.1.1.1. This will vary from country to country and from school to school... Generally the requirements typically fall into the following categories, depending on country, institution and salary...

2.3.1.1.2. (1) MA Linguistcs / English / TEFL - Bachelors Degree English / TEFL / Education - CELTA / Trinity Cert - Relevant teaching experience - Native English Speaker

2.3.1.1.3. (2) Bachelors degree (any subject) - CELTA / Trinity Cert - Relevant teaching experience - Native English speaker

2.3.1.1.4. (3) Bachelors degree (any subject) - CELTA / Trinity Cert - Relevant teaching experience - Native English speaker or high level non native English speaker

2.3.1.1.5. (4) Bachelors degree (any subject) - CELTA / Trinity Cert - Native Speaker

2.3.1.1.6. (5) Bachelors degree (any subject) - CELTA / Trinity Cert - Native Speaker or high level non native speaker

2.3.1.1.7. (6) CELTA / Trinity Cert - Native Speaker

2.3.1.1.8. (7) CELTA / Trinity CERT - Native speaker or high level non native speaker

2.3.1.1.9. (8) Any reputable 120 hour online TEFL Cert - Relevant teaching experience - Native speaker

2.3.1.1.10. (9) Any reputable 120 hour online TEFL Cert - Native speaker

2.3.1.1.11. (10) Any reputable 120 hour online TEFL Cert - Relevant teaching experience - Native speaker or high level non native speaker

2.3.1.1.12. (11) Any reputable 120 hour online TEFL Cert - Native speaker or high level non native speaker

2.3.1.1.13. (12) Native speaker

2.3.1.1.14. (13) Native speaker or high level non native speaker

2.3.1.2. (Section 1.2) English teacher job role

2.3.1.2.1. ESL instructors create lesson plans to teach non-native speakers to read, write and speak English. They help students learn English grammar, pronunciation and conversational skills.

2.3.1.2.2. Many ESL instructors also prepare classroom and community activities in addition to arranging field trips, which allow students to learn English in real life contexts.

2.3.1.2.3. College ESL instructors develop students' abilities to read textbooks and write essays in English.

2.3.1.2.4. Most ESL instructors teach in elementary schools, high schools, public and private colleges, adult education programs, vocational schools and community education programs. Other ESL instructors work as private tutors.

2.3.1.2.5. The primary job responsibility of an ESL instructor is to improve the English reading, writing and speaking skills of students of diverse ages and backgrounds.

2.3.1.2.6. ESL instructors are generally required to tailor their lessons for students whose native languages and English-speaking abilities are varied.

2.3.1.2.7. ESL teachers may be required to teach General, Academic, Business, Conversational English depending on the school requirements.

2.3.1.2.8. Sometimes teachers will work using predesignated lesson plans, coursebooks, supplementary materials or they may need to research, find or create their own materials for lessons and lesson plans

2.3.1.2.9. Individual language schools and centers may have different systems and policies with regardds to the nature of lessons teachers deliver. In some cases lesson plans may be provided to teachers, whereby teachers are expected to deliver classes according to a pre-established procedure

2.3.1.2.10. English teacher salary

2.3.1.3. (Section 1.3) Where to find English teacher jobs?

2.3.1.3.1. Job boards

2.3.1.3.2. Contacting schools directly

2.3.1.3.3. Agencies

2.3.2. (Section 2) Senior teachers

2.3.2.1. (Section 2.1) How to become a senior teacher

2.3.2.1.1. The requirements for becoming a senior teacher vary from each language school or language center.

2.3.2.1.2. Typically, teachers will need at least minimum of 2 years teaching experience with a recognized teaching qualification (e.g. CELTA / Trinity Cert).

2.3.2.1.3. Other requirements are likely to or may include... - TDELTA or equivalent such as MA - - - TEFL/EFL including observed teaching/Trinity Diploma or International Equivalent - A bachelors degree as minimum - Experience and strong interest in teacher training and CPD

2.3.2.1.4. - Experience of conducting teacher observations - Experience of teaching IELTS exam preparation, EAP, Business English classes - Excellent IT skills, a demonstrable interest in technology and an ability to use technology in an educational environment - Excellent communication and customer service skills

2.3.2.1.5. - Substantial experience teaching a range of different courses and levels - Proven commitment to continuous professional development - Record of excellent student feedback

2.3.2.2. (Section 2.2) Senior teacher job role

2.3.2.2.1. While the specific role for senior teachers may vary, there are a lot of common areas that most senior teachers are responsible for. Let's take a look at some of those...

2.3.2.2.2. - Testing and placing students - Ensuring all documentation and records are kept up-to-date - Observing teachers and giving feedback - Providing support to teachers

2.3.2.2.3. - Managing teaching resources - Delivering teacher development sessions - Logging attendance and following-up student absences - Developing course plans - Assisting with recruitment, interviewing and induction

2.3.2.2.4. - Dealing with student enquiries - Submitting payroll on a weekly basis - Conducting teachers’ meetings - Arranging teaching cover

2.3.2.2.5. - Assisting the DoS with the overall management of the academic department and deputizing for the DoS in his/her absence -Ensuring that the highest quality of teaching is being delivered -Mentoring newly recruited teaching staff and instructing/supporting them in the academic and administrative processes of the school

2.3.2.2.6. -Identifying training needs and areas for improvement and leading staff training and development. -Monitoring and developing teaching and learning resources to ensure that appropriate materials and supplementary materials are available according to the syllabus -Acting as a primary point of contact in the academic department for all students and endeavouring to resolve issues in collaboration with the DoS -Teaching a variable lesson bank in agreement with the DoS

2.3.2.2.7. SENIOR TEACHER SALARY

2.3.2.3. (Section 2.3) Where to find Senior English teacher jobs?

2.3.3. (Section 3) CELTA trainer

2.3.3.1. (Section 3.1) How to become a teacher trainer

2.3.3.1.1. Substantial (normally five years) varied and current classroom-based ELT experience preferably in more than one context.

2.3.3.1.2. Experience of teaching a range of levels and different types of class is a requirement.

2.3.3.1.3. Cambridge Deltas Modules (One, Two and Three), the Cambridge DTEFLA, Cambridge English DELTA or Trinity Dip. TESOL. If the proposed trainer-in-training does not have any of the above, a transcript of the award must be submitted to Cambridge English for special consideration before training can be verified.

2.3.3.1.4. for the qualifications to be considered they must be a post initial English Language Teaching qualification at Level 7 and they must include a practical component.

2.3.3.1.5. evidence of professional commitment (involvement in staff development, conference attendance, etc.)

2.3.3.2. (Section 3.2) Teacher trainer job role

2.3.3.2.1. Observing Teaching practice sessions

2.3.3.2.2. The position also includes in-service training and teacher/ tutor development.

2.3.3.2.3. *Designing and delivering input sessions

2.3.3.2.4. Marking assignments

2.3.3.2.5. *Conducting interviews

2.3.3.2.6. *Other aspects of CELTA

2.3.3.2.7. SALARY

2.3.3.3. (Section 3.3) Where to fin teacher trainer jobs?

2.3.3.3.1. There should be a thorough and rigorous application process. At the least, this should involve a wide-ranging and rigorous interview between you and the centre. The potential training supervisor should be involved (you need to have the chance to decide whether you will be able to work with this person, after all.) Expectations about the training process, time investment, and post-training commitments need to be made clear and agreed.

2.3.3.3.2. If both you and the centre agree to enter into a training agreement, then the centre would send an application on your behalf to Cambridge Assessment. Part of this application will be an outline of the training programme that the centre proposes you undertake and this, as well as your application, need to be approved by Cambridge before you may start training.

2.3.3.3.3. you need to be accepted as a trainer in training (TinT) by a specific centre. They need to accept you with a prospect of working with you post-training as an Assistant Course Tutor (ACT) for at least 3 courses.

2.3.3.3.4. This means that centres should not offer to train you without also agreeing to offer you at least this amount of work post-training. It also means that you should not look to be trained at a centre where you do not plan to remain for at least three courses post-approval to consolidate your training.

2.3.3.3.5. This also means that a centre should not charge you for your training. They should only offer to train you if they foresee a use for you within their team. If they think they should charge you, then your training cannot be valuable for them and they are only doing it for the money.

2.3.3.3.6. You should also already be working at the centre in some other capacity (for example as a teacher) or be working for another centre who cannot offer the training you are seeking.

2.3.4. (Section 4) Director of studies

2.3.4.1. (Section 4.1) How to become a director of studies

2.3.4.1.1. The requirements for becoming a senior teacher vary from each language school or language center,

2.3.4.1.2. Typically, Director of Studies will need A Bachelor’s Degree CELTA/Trinity Cert (or equivalent) and 2-5 years years of ESL teaching experience Management experience with responsibility for a team, preferably in ESL/EFL Strong communication skills, flexible and proactive

2.3.4.1.3. Other requirements typically include... - Delta - TESOL, university degree or relevant ·- Excellent interpersonal and communication skills, punctuality and professional manner - Commitment to professional development

2.3.4.1.4. Management experience a plus - Teacher training experience a plus - Recruitment experience a plus - Course planning experience a plus - Previous experience in a similar role - Willingness to learn about new teaching trends

2.3.4.2. (Section 4.2) Director of studies job role

2.3.4.2.1. - Deputize for the deputy headmaster/principal or headmaster/principal in their absence. - Assist the headmaster/principal in management matters. -Actively engage in the maintenance of discipline and good conduct. -Participate in the interviewing of candidates for ESL teaching posts.

2.3.4.2.2. - Take responsibility for all aspects of the curriculum associated with its planning, development, delivery, assessment, monitoring, and budgeting. -Take responsibility for all aspects of the management, performance, and development of the ESL teaching staff in accordance with specified academic objectives and goals. To this end, the DoS is required to provide the appropriate training where necessary and to monitor and review ESL staff performance. This would also include teacher induction training for novice ESL teachers, and regular teachers’ ‘professional development’ conferences.

2.3.4.2.3. -Set, monitor, and manage a school homework policy. - Organise and administer parents’ meetings and parents’ evenings. - Advise parents and ESL students on ESL curriculum options.

2.3.4.2.4. - Participate in the production of a school timetable. -Ensure that ESL teaching workloads are fairly allocated. -Organise extracurricular activities. -Laise with external ESL examination bodies. - Manage ESL staff and material resources.

2.3.4.2.5. - Deliver regular lessons and demonstration classes to the highest standards - Ensure effective scheduling of classes, extra-curricular activities and events - Arrange English language school inductions for new teachers; lead regular teacher training workshops - Assess academic staff’s performance and provide constructive feedback together with developmental plans

2.3.4.2.6. - Work closely with the Center Director and other supervisors to ensure inter-departmental co-operation and effective communication - Update and consult the Regional Education Manager to guarantee smooth product implementation and overall academic operations

2.3.4.2.7. - Assist Product Development in testing and implementing new EF products and coursesDeliver regular lessons and demonstration classes to the highest standardsEnsure effective scheduling of classes, extra-curricular activities and events

2.3.4.2.8. - Arrange English language school inductions for new teachers; lead regular teacher training workshops

2.3.4.2.9. - Assess academic staff’s performance and provide constructive feedback together with developmental plans - Work closely with the Center Director and other supervisors to ensure inter-departmental co-operation and effective communications

2.3.4.2.10. - Update and consult the Regional Education Manager to guarantee smooth product implementation and overall academic operations

2.3.4.2.11. - Assist Product Development in testing and implementing new EF products and course

2.3.4.2.12. SALARY

2.3.4.3. (Section 4.3.) Where to find DOS jobs?

2.3.5. (Section 5) Language Center managers

2.3.5.1. (Section 5.1) How to become a language centre manager

2.3.5.1.1. After you stay in the company for at least 6 months to a year, you will likely either be approached for career development or you let the senior management know you are interested.

2.3.5.1.2. You will be put on a traiing program to develop your skills as a school/center manager, whereby you will gradually progress up the ladder, from senior team supervisor to centre manager.

2.3.5.1.3. Following up this ladder, depending on the school you work for can lead to regional and even national management positions.

2.3.5.2. (Section 5.2) Language centre manager job role

2.3.5.2.1. Overview, policy, planning and implementation re language and training programmes to be developed by Conlan School or its partner organizations, with particular focus on logistics (accommodation, coaches & transportation, programmes, timetables, contact with host families, etc);

2.3.5.2.2. Overview, policy and implementation re stage, shadowing and work experience to be developed by Conlan School or its partner organizations;

2.3.5.2.3. Overview, policy and implementation re translation and other business support services as carried out by Conlan School or its partner organizations;

2.3.5.2.4. - Close liaison with and support of Director of Studies to ensure delivery of high quality service; - Local promotion and marketing activities in keeping with the general mission of Conlan School;

2.3.5.2.5. - Preparation and maintenance of accreditation and visits by external organizations - Administration - Organization of weekly payments’ files - Preparation of reports

2.3.5.2.6. Other skills for this role include... Counselling & interpersonal skills (ability to understand people’s needs) 2 / 3 -Excellent communication skills & time management skills • Financial management – keeping budgets, managing expenses - Managing people - Ability to create and maintain business networks/relationships - Office administration experience (IT literate, particularly MS Excel) - Analytical thinking - Attention to details

2.3.5.2.7. SALARY

2.3.5.3. (Section 5.3) Where to find Language center manager jobs?

2.3.6. (Section 6) Coursebook creator / developer

2.3.6.1. (Section 6.1) How to become a coursebook creator / developer?

2.3.6.2. (Section 6.2) Coursebook creator / developer job role

2.3.6.3. (Section 6.3) Coursebook creator / developer salary

2.3.6.4. (Section 6.4) Where to find coursebook creator / developer jobs?

2.3.7. (Section 7) Curriciulum developer

2.3.7.1. (Section 7.1) How to become a curriculum developer

2.3.7.2. (Section 7.2) Curriculum developer job role

2.3.7.3. (Section 7.3) Curriculumn developer salary

2.3.7.4. (Section 7.4) Where to find curriculum developer jobs?

2.3.8. Section (8) IELTS Examiner

2.3.9. Section (9) Business English Corporate Trainer

2.3.10. Section (10) Corporate Business English Teacher

2.4. [Module 4] DECIDING WHICH COUNTRY TO WORK IN

2.4.1. (Section 1) Middle East

2.4.1.1. (Section 1.1) FOCUS: Saudi

2.4.1.1.1. 1. Types of teaching jobs

2.4.1.1.2. 2. What types of salary vs qualifications and experience

2.4.1.1.3. 3. How to find jobs

2.4.1.1.4. 4. Getting a VISA

2.4.1.1.5. 5. Contracts

2.4.1.1.6. 6. Pros and cons of working

2.4.1.2. (Section 1.2) FOCUS: U.A.E

2.4.1.2.1. 1. Types of teaching jobs

2.4.1.2.2. 2. What types of salary vs qualifications and experience

2.4.1.2.3. 3. How to find jobs

2.4.1.2.4. 4. Getting a VISA

2.4.1.2.5. 5. Contracts

2.4.1.2.6. 6. Pros and cons of working

2.4.1.2.7. 7. Living costs

2.4.1.2.8. 8. Finding accommodation

2.4.2. (Section 2) Far East

2.4.2.1. (Section 2.1) FOCUS: China

2.4.2.1.1. 1. Types of teaching jobs

2.4.2.1.2. 2. What types of salary vs qualifactions and experience

2.4.2.1.3. 3. How to find jobs

2.4.2.1.4. 4. Getting a VISA

2.4.2.1.5. 5. Contracts

2.4.2.1.6. 6. Pros and cons of working

2.4.2.2. (Section 2.2) FOCUS: South Korea

2.4.2.2.1. 1. Types of teaching jobs

2.4.2.2.2. 2. What types of salary vs qualifications and experience

2.4.2.2.3. 3. How to find jobs

2.4.2.2.4. 4. Getting a VISA

2.4.2.2.5. 5. Contracts

2.4.2.2.6. 6. Pros and cons of working

2.4.3. (Section 3) South East Asia

2.4.3.1. (Section 3.1) FOCUS: Thailand

2.4.3.1.1. 1. Types of teaching jobs

2.4.3.1.2. 2. What types of salary vs qualifications and experience

2.4.3.1.3. 3. How to find jobs

2.4.3.1.4. 4. Getting a VISA

2.4.3.1.5. 5. Contracts

2.4.3.1.6. 6. Pros and cons of working

2.4.3.2. (Section 3.2) FOCUS: Vietnam

2.4.3.2.1. 1. Types of teaching jobs

2.4.3.2.2. 2. What type of salary vs qualifications and experience

2.4.3.2.3. 3. How to find jobs

2.4.3.2.4. 4. Getting a VISA

2.4.3.2.5. 5. Contracts

2.4.3.2.6. 6. Pros and cons of working

2.4.4. (Section 4) Eastern Europe

2.4.4.1. (Section 4.1) FOCUS: Russia

2.4.4.1.1. 1. Types of teaching jobs

2.4.4.1.2. 2. What type of salary vs qualifications and experience

2.4.4.1.3. 3. How to find jobs

2.4.4.1.4. 4. Getting a VISA

2.4.4.1.5. 5. Contracts

2.4.4.1.6. 6. Pros and cons of working

2.4.4.2. (Section 4.2) FOCUS: Poland

2.4.4.2.1. 1. Types of teaching jobs

2.4.4.2.2. 2. What type of salary vs qualifications and experiences

2.4.4.2.3. 3. How to find jobs

2.4.4.2.4. 4. Getting a VISA

2.4.4.2.5. 5. Contracts

2.4.4.2.6. 6. Pros and cons of working

2.4.5. (Section 5) Southern Europe

2.4.5.1. (Section 5.1) FOCUS: Spain

2.4.5.1.1. 1. Types of teaching jobs

2.4.5.1.2. 2. What type of salary vs qualifications and experiences

2.4.5.1.3. 3. How to find jobs

2.4.5.1.4. 4. Getting a VISA

2.4.5.1.5. 5. Contracts

2.4.5.1.6. 6. Pros and cons of working

2.4.5.2. (Section 5.2) FOCUS: Italy

2.4.5.2.1. 1. Types of teaching jobs

2.4.5.2.2. 2. What type of salary vs qualifications and experiences

2.4.5.2.3. 3. How to find jobs

2.4.5.2.4. 4. Getting a VISA

2.4.5.2.5. 5. Contracts

2.4.5.2.6. 6. Pros and cons of working

2.4.6. (Section 6) N.W.Central Europe

2.4.6.1. (Section 6.1) FOCUS: Germany

2.4.6.1.1. 1. Types of teaching jobs

2.4.6.1.2. 2. What type of salary vs qualifications and experiences

2.4.6.1.3. 3. How to find jobs

2.4.6.1.4. 4. Getting a VISA

2.4.6.1.5. 5. Contracts

2.4.6.1.6. 6. Pros and cons of working

2.4.6.2. (Section 6.2) FOCUS: France

2.4.6.2.1. 1. Types of teaching jobs

2.4.6.2.2. 2. What types of salary vs qualifications & experiences

2.4.6.2.3. 3. How to find jobs

2.4.6.2.4. 4. Getting a VISA

2.4.6.2.5. 5. Contracts

2.4.6.2.6. 6. Pros and cons of working

2.4.7. (Section 7) N. Africa

2.4.7.1. (Section 7.1) FOCUS: Egypt

2.4.7.1.1. 1. Types of teaching jobs

2.4.7.1.2. 2. What type of salary vs qualifications and experiences

2.4.7.1.3. 3. How to find jobs

2.4.7.1.4. 4. Getting a VISA

2.4.7.1.5. 5. Contracts

2.4.7.1.6. 6. Pros and cons of working

2.4.7.2. (Section 7.2) FOCUS: Morocco

2.4.7.2.1. 1. Types of teaching jobs

2.4.7.2.2. 2. What type of salary vs qualifications and experiences

2.4.7.2.3. 3. How to find jobs

2.4.7.2.4. 4. Getting a VISA

2.4.7.2.5. 5. Contracts

2.4.7.2.6. 6. Pros and cons of working

2.4.8. (Section 8) S. America

2.4.8.1. (Section 8.1) FOCUS: Mexico

2.4.8.1.1. 1. Types of teaching jobs

2.4.8.1.2. 2. What type of salary vs qualifications and experiences

2.4.8.1.3. 3. How to find jobs

2.4.8.1.4. 4. Getting a VISA

2.4.8.1.5. 5. Contracts

2.4.8.1.6. 6. Pros and cons of working

2.4.8.2. (Section 8.2) FOCUS: Brazil

2.4.8.2.1. 1. Types of teaching Jobs

2.4.8.2.2. 2. What type of salary vs qualifications and experiences

2.4.8.2.3. 3. How to find jobs

2.4.8.2.4. 4. Getting a VISA

2.4.8.2.5. 5. Contracts

2.4.8.2.6. 6. Pros and cons of working

2.5. [Module 5] GETTING A JOB

2.5.1. (Section 1) Educational Institutes

2.5.1.1. (Section 1.1) Language Schools/Centres

2.5.1.1.1. What to expect working in Language schools and language cetres

2.5.1.1.2. the majority of opportunities for TEFL/TESOL graduates will be in private language schools.

2.5.1.1.3. These are generally privately owned enterprises specializing in language training (usually English), and can range in size and scope from mom-and-pop businesses with a single classroom, to large multi-national chains of schools operating dozens of branches in multiple countries

2.5.1.1.4. Large cities in Europe, Asia and Latin America typically host anywhere from 30-100 schools. Mega cities of Asia such as Tokyo, Seoul, and Shanghai can boast 3,000 – 5,000 language schools!

2.5.1.1.5. Some will specialize in areas such as business English or young learners, while others may offer general classes to students of all levels and abilities

2.5.1.1.6. Many classes taught in such venues focus on conversational English, which many students find difficult to master and which they need for professional reasons, but as a teacher you must be prepared to cover all aspects of the English language.

2.5.1.1.7. Schedules vary, but on average you will teach for 25 - 30 hours a week with 12-15 hours of prep work.

2.5.1.1.8. common shift is from 2 – 9 p.m. with some weekend work to accommodate students looking to study English after a standard work or school day.

2.5.1.1.9. Class sizes vary, but typically range from 2 – 15 students.

2.5.1.2. (Section 1.2) Universities

2.5.1.2.1. What to expect working in Universities

2.5.1.3. (Section 1.3) High Schools

2.5.1.3.1. What to expect working in high schools and International schools

2.5.1.4. (Section 1.4) Primary Schools

2.5.1.4.1. What to expect working in Primary schools and International schools

2.5.1.5. (Section 1.5) International Schools

2.5.2. (Section 2) CV's

2.5.2.1. (Section 2.1) The importance of writing an ESL style CV

2.5.2.1.1. When writing a CV in the ESL industry, especially in locations where there is a high demand for teaching positions, employers receive lots of applications from candidates, often so many that they can't get through all of them.

2.5.2.1.2. Often times, employers will take a couple of seconds glance at the CV before either throwing it in the scrap pile or in the maybe pile for them to look at later.

2.5.2.1.3. It's important that you write your CV in a way that grabs employers immediate attention and that separates you from the other candidates.

2.5.2.1.4. In order to do this, there are several specific things you can include on your CV that are particularly useful for ESL jobs and a way to layout your CV to make your CV stand out from other candidates...

2.5.2.2. (Section 2.2) What to include in your ESL CV

2.5.2.2.1. COMPONENTS OF A GOOD CV

2.5.2.2.2. For personal details, personal statement, qualifications and work experience include bullet points.

2.5.2.2.3. Try to match your personal statement just with a few with the job requirements in the job posting Then a few, short sentences about what kind of teacher you are, what kind of person you are and why you want to live and work in that particular country (you will need to edit your CV each time you apply for jobs in different countries)

2.5.2.2.4. For example... • CELTA qualified • Degree holder • Native English speaker • 4 Years ESL teaching experience • Detailed, observed lesson reports available My teaching is detailed, well structured and student centred. I prefer teaching with a high degree of student involvement and personalisation. I’m reliable, self-motivated and highly committed to my professional and personal development.

2.5.2.2.5. For qualifications, again leave a few key bullet points showing your qualifications, no need to write the institutions here. For example... Qualifications • MA Education • CELTA degree • 2:1 BSc Psychology • A Level: - English Literature - ICT - Media Studies • GCSE : - 11 A-C grades - English (A) - English Literature (A) - English Speaking & Listening (A*)

2.5.2.2.6. For work experience, again, leave a few bullet points on your work experience Just leave your job title, company and time working with them. For example.... - xyz (London) 2 years (2016-2018) - abc (Bangkok) 4 years (2012-2014) - 123 (Paris) 3 years (2009-2012) * References available on request

2.5.2.2.7. For interest and skills write 2-3- paragraphs talking about things you enjoy doing and things you are interested. Try to include things that are unique and give a good impression of yourself to employers...

2.5.2.2.8. For example... "Aside from being a native English speaker, I’m able to speak, read and write Italian, German and Thai and I’m currently learning Chinese. I have an interest in languages. I love travelling. Visiting different countries and places, experiencing different cultures and gaining insight by seeing different ways of life is something I’m fascinated by, and do as often as I can. I’m also an Internet Marketer committed to l earning and developing my marketing and sales skills in my spare time. I attend Internet Marketing seminars and frequently invest in courses and one to one coaching. I have experience creating websites, marketing campaigns and sales funnels for generating online leads and sales. I’m also a keen blogger, regularly posting on a range of topics. I have also been responsible for setting up and maintaining the social media presence of the last language school I worked for (International House Bangkok). I’m very interested in personal development, often attending seminars and multiple day events. I read daily and listen to audio books during my down time or when walking or exercising. Aside from being a native English speaker, I’m able to speak, read and write Italian, German and Thai and I’m currently learning Chinese. I have an interest in languages

2.5.2.3. (Section 2..3) ESL CV Do's and Don'ts

2.5.2.3.1. DO - Keep it as clean, and trim as possible, writing in short, simple sentences and cutting out the fluff. - Use bullet points, leave room for plenty of white space on your page, making it as easy on they eye as possible for your reader - Use clean, simple fonts like Verdana or arial with a good font size that is larger and easy to read

2.5.2.3.2. - Include a professional photograph - include a smart, thin border around your page - use bold and underline to improve the look of your page and make important sections and words stand out - check spelling, grammar and punctuation

2.5.2.3.3. DON'T - include unprofessional photos - write in either too much of an informal or formal style. Keep it friendly and professional. - include typical, or things in your 'interests and skills section'that gives the impression you are teaching abroad to simply party or that you spend too much time in bars, clubs etc or that you lead a partying lifestyle

2.5.2.4. (Section 2.4) Writing a good cover letter

2.5.2.4.1. A professional cover letter is a short, single page letter you should include with every application and/or resume you send out.

2.5.2.4.2. tell prospective employers who you are, showcase why they should hire you, and stand out above all the other candidates.

2.5.2.4.3. It’s a quick way for you to introduce yourself to an employer and gives them a taste of you…not just your skills (which they will get by looking at your resume.)

2.5.2.4.4. Not only does it act as an introduction, it will also let whoever is reading it (hiring managers) know exactly why you are sending them your information as well as potentially help open the door to future meetings…and interviews!

2.5.2.4.5. It gives potential employers information about you that they wouldn’t get just from looking at your resume alone.

2.5.2.4.6. It’s an opportunity for you to reach out as an individual, not just as an applicant.

2.5.2.4.7. it’s also an opportunity to help explain away any concerns a prospective employer might have about your ability to do the job they’re hiring for.

2.5.2.4.8. reinforcing that you’re not only enthusiastic about the opportunity but that you’re also motivated to do what it takes to get in the door for that face to face meeting.

2.5.2.4.9. the best cover letter is informative without being overly long or rambling.

2.5.2.4.10. Each paragraph should serve a purpose and shouldn’t be excessively lengthy or confusing.

2.5.2.4.11. make sure yours is brief enough to still be read but detailed and interesting enough to make them want to learn more about you.

2.5.2.4.12. Your Name Your Address City, State, Zip Your Best Contact Phone Number Your Professional Email Your Personal Branding Website Date Employer Name Title Company Address City, State, Zip Code Dear Mr./Mrs. Last Name:* PARAGRAPH 1: make sure it’s strong and draws the reader in. Explain why you are writing. Describe the job you are applying for, including the position and job title. PARAGRAPH 2: get to introduce yourself and tell your potential employer why you are qualified to do the job you are applying for. Let them know what you have to offer and why your skills and knowledge are perfect for the position. Don’t forget to tailor based off your research on what you know about the company PARAGRAPH 3-4: explain away any concerns an employer might have about your ability to do the job. IShare accomplishments , success stories, and any other bits of information that will help convince the hiring manager that they have to bring you in for an interview. FINAL PARAGRAPH: thank them for considering you for the job and let them know they should feel comfortable reaching out to you with any questions or concerns not addressed in your letter/resume. let them know how you plan on following up with them. Finally, be sure to direct the hiring manager to your Your PersonalWebsite and/or social media profiles are able to get a feel for who you are as a person. Sincerely (or any other closing comment), Signature/Typed Signature

2.5.2.4.13. You want to always try to address your cover letter to someone specific. Unfortunately that information is not always available. If you find yourself writing a letter and unsure of who to address it to, use “Dear Hiring Manager,” or “Dear Recruiter.”

2.5.2.4.14. Avoid keeping your cover letter generic, make sure it's tailored to the work place and the job.

2.5.2.4.15. it shows that the applicant is excited to be applying for the job. It also lets the hiring manager know the applicant isn’t just looking for a job, but that they’re looking to be a part of a team.

2.5.2.4.16. hiring managers are reading tens of hundreds of cover letters and after a while, they’re all going to start blending together…make your stand out…in a good way!

2.5.2.4.17. Now What? If after sending your cover letter and your resume you don’t hear from the company within a couple of days, a quick “wanted to be sure you had received my application” email is an entirely appropriate follow-up, even without telling them that you will be following up first.

2.5.2.4.18. If you do end up needing to write a follow-up note, you absolutely should slip in a line like “I really think my (skills and talents that are relevant to the job) would be great for (the company), and want to make sure my application didn’t get lost or submitted incorrectly.”

2.5.2.4.19. You can also throw in something again about why you want to work at that company – mention some company values or exciting projects to show that you’ve done your research and are really interested in them specifically.

2.5.2.4.20. Offer to go to work on probation. In the majority of instances if you are determined to have the position for which you apply, it will be most effective if you offer to work for a week, or a month, or for a sufficient length of time to enable your prospective employer to judge your value WITHOUT PAY.

2.5.2.4.21. his may appear to be a radical suggestion, but experience has proved that it seldom fails to win at least a trial. If you are SURE OF YOUR QUALIFICATIONS, a trial is all you need. Incidentally, such an offer indicates that you have confidence in your ability to fill the position you seek. It is most convincing.

2.5.2.4.22. If your offer is accepted, and you make good, more than likely you will be paid for your "probation" period. Make clear the fact that your offer is based upon: a. Your confidence in your ability to fill the position. b. Your confidence in your prospective employer's decision to employ you after trial. c. Your DETERMINATION to have the position you seek.

2.5.2.4.23. Knowledge of your prospective employer's business. Before applying for a position, do sufficient research in connection with the business to familiarize yourself thoroughly with that business, and indicate in your brief the knowledge you have acquired in this field. This will be impressive, as it will indicate that you have imagination,and a real interest in the position you seek.

2.5.2.4.24. Remember that it is not the lawyer who knows the most law, but the one who best prepares his case, who wins. If your "case" is properly prepared and presented, your victory will have been more than half won at the outset.

2.5.2.4.25. Successful salesmen groom themselves with care. They understand that first impressions are lasting. Your brief is your salesman. Give it a good suit of clothes, so it will stand out in bold contrast to anything your prospective employer ever saw, in the way of an application for a position. If the position you seek is worth having, it is worth going after with care. .

2.5.2.4.26. Moreover, if you sell yourself to an employer in a manner that impresses him with your individuality, you probably will receive more money for your services from the very start, than you would if you applied for employment in the usual conventional way.

2.5.2.4.27. If you seek employment through an advertising agency, or an employment agency, have the agent use copies of your brief in marketing your services. This will help to gain preference for you, both with the agent, and the prospective employers

2.5.2.5. (Section 2.5) Where to upload your CV

2.5.3. (Section 3) Finding a job

2.5.3.1. (Section 3.1) Top ESL online job boards

2.5.3.1.1. SL Job Boards When it comes to finding ESL tutoring jobs online, one of the best resources is ESL job boards. You can use general job search engines, but using a dedicated site saves you time and frustration.

2.5.3.1.2. These boards connect recruiters in the education industry with teachers – meaning you don’t have to scour the web yourself to find opportunities.

2.5.3.1.3. As they’re updated frequently, ESL jobs boards offer a good supply of online job postings – so they are a great place to find new leads.

2.5.3.1.4. 1. TEFL.com Started in 1997, TEFL.com is one of the longest established and most popular English teaching job websites. It is one of the world’s biggest real-time ESL job boards. So, it offers a really extensive selection of English teaching jobs.

2.5.3.1.5. Many of the site’s job postings are for location-based positions. But, it also posts a plethora of online teaching opportunities.

2.5.3.1.6. Visit the job seeker’s section of the site to search for current openings. Where it says “Type of Position” on the job search form, select the option “online” from the drop down menu. This brings up a list of English language teaching jobs that are based online, rather than location-based.

2.5.3.1.7. The site updates its job database daily – so make sure you check back for new opportunities.

2.5.3.1.8. 2. Dave’s ESL Café Dave’s ESL Café is another long established ESL teaching job board. This popular website was launched in 1995, by Dave Sperling – hence the name of the site – a traveler and multimedia consultant.

2.5.3.1.9. Now, the website is one of the most popular resources for English teaching jobs. It connects students and teachers from around the world. The site has three main jobs boards: • International Job Board • Korean Job Board • China Job Board

2.5.3.1.10. You can find online ESL teaching jobs on all of these boards. The only downside is, there’s no way to filter job listings on the boards to display online-only jobs. Tip: An easy way to find them is to click CTRL + F and then in the search bar of your browser, type “online” and hit enter. This will highlight any use of that word on the page.

2.5.3.1.11. You can also post your resume to the site. Potential employers can view it and consider it for any positions they may have open in the future.

2.5.3.1.12. 3. ESL Jobs Another great place to find jobs as an English language teacher is ESL Jobs. This job board posts new jobs every day – so there are always new opportunities available. .

2.5.3.1.13. While this job board does offer a smaller selection compared to the previous sites, it’s still worth checking out. Most of the jobs on the site are location-based. But, there are online jobs posted occasionally.

2.5.3.1.14. ESL Jobs has a section just for online jobs – this is a really handy, time-saving feature. So, check out the online jobs page for opportunities.

2.5.3.1.15. You can set up job alerts for the types of jobs that you’re interested in. And, these alerts are automatically sent to you. This is one of the best features of the site

2.5.3.1.16. 4. ESL Jobs World ESL Jobs World is another excellent resource for ESL teaching jobs. And, it’s really easy to use! Essentially, all you need to do is upload a copy of your resume to the site’s database. This shows your availability to employers. And, when it comes to applying for jobs, you already have your resume ready. So, applying for positions on the site’s job boards is a really quick process.

2.5.3.1.17. ESL Jobs World posts a lot of location-based positions. But, it also offers quite a good selection of online ESL teaching opportunities. It even has a section just for online positions.

2.5.3.1.18. So, upload your resume, and check out the online jobs sections – you might find an opportunity that suits your needs. You can also create personalized email alerts – these notify you about job opportunities that fit your criteria.

2.5.3.1.19. 5. Teachlingo Teachlingo is a website that offers ESL/TEFL jobs. So, if you’re looking for English language jobs online, it’s a great resource.

2.5.3.1.20. Here’s what you need to do: • Create a Profile: Your profile needs to include your experience and requirements, as well as a professional looking photo of yourself. • Upload a CV: This makes applying to jobs easier and shows potential employees your experience, skills and qualifications. • Create a Video: Create and display an introduction video if you want to increase the number of offers you get.

2.5.3.1.21. After you have completed the steps above, you can start searching for jobs that fit your requirements. The website allows you to filter and sort the results to those that best suit your needs – rather than just offering you a big list of jobs to sort through, as many other jobs boards do.

2.5.3.1.22. What’s best about Teachlingo is how quick and easy it is to apply for a job. You can apply to an open position with just a single click.

2.5.3.1.23. Recruiters receive your application, as well as your profile and CV, instantly. And, potential employers can also use filters to search for teachers on the site that could be a match for the job openings they have.

2.5.3.1.24. So, if your profile and CV are uploaded to the site and you match an employer’s requirements, then they can send you a job offer straight to your inbox.

2.5.3.1.25. 6. TESOL International Association TESOL (Teachers of English to Speakers of Other Languages) International Association is a professional organization for teachers of English as a second or foreign language.

2.5.3.1.26. It also features a job board that lists ESL teaching jobs. Often, these jobs are location-based. But, you can also find online positions too. So, add this site to your list of resources and check back for opportunities.

2.5.3.1.27. 7. ESL Employment ESL Employment is a website that lists jobs and career opportunities for English language teachers. The website has a section just for online English teaching jobs. And, it’s updated quite frequently. So, make sure you check back every now and then for new opportunities.

2.5.3.2. (Section 3.2) Agencies

2.5.3.2.1. Recruiting Agencies, also referred to as Teacher Placement Agencies or Employment Agencies, are commonly used in the ESL teaching industry where employers and job seekers may be remotely located

2.5.3.2.2. Unable to meet job candidates in person, schools rely on recruiters to screen potential teachers through face-to-face interviews.

2.5.3.2.3. Likewise, teachers rely on recruiters to help secure legitimate contracts and fair compensation from employers whose nationality and culture are often foreign.

2.5.3.2.4. Recruiters also help to fill the language gap between teachers and school administrators.

2.5.3.2.5. Agencies recruit various levels of candidates, ranging from recent graduates with little or no experience, to those who have taught abroad for six or more years.

2.5.3.2.6. While experienced teachers may find employment success without recruiters, many enjoy the benefits recruiters provide and continue to utilize them throughout their career.

2.5.3.2.7. recruiting agents specialize in the legal aspects of the industry. However, unlike these other types of agents, a recruiter does not hold back a portion of a teacher's salary. A professional recruiting agency charges the school a fee, not the teacher.

2.5.3.2.8. The agency's goal is to ensure that all job candidates are qualified, capable, and enthusiastic about teaching abroad.

2.5.3.2.9. Recruiters need to be able to pair up the skills and experience of candidates with the specific needs of the schools. Successful matchmaking takes into account several factors including: educational requirements teaching experience teacher personality teacher interests desired teaching location level and demographic of students

2.5.3.2.10. A good recruiter provides long-term support for teachers from the initial stages of a job search to the end of a work contract.

2.5.3.2.11. These agencies are especially useful for teachers who are starting out and have no experience teaching overseas. They do a lot of the work for teachers, such as grouping contracts into part-time, full-time, temporary and long-term work, and separating placements that offer incentives such as free airfare and housing from those that do not.

2.5.3.2.12. Here are a few of the services that many recruiters provide for teachers free of charge: share knowledge and resources related to life and work in a variety of foreign countries (i.e. info on medical insurance, vaccinations, tax laws) offer guidance and support in obtaining appropriate documentation for working and living in a foreign country (i.e. visa assistance) screen employers to make sure they are legitimate gather all application requirements submit CV's to schools on teacher's behalf provide regular updates of job openings (often sending these to teachers through e-mail) offer airport pick up upon arrival provide housing assistance (including temporary housing until accommodations are secured) provide transportation assistance academic support (i.e. lesson plans) provide social support and networking during the contract

2.5.3.2.13. A legitimate agency should be able to answer these questions about a job posting or contract: exact location job category (i.e. full time, part-time, mat leave) teacher qualifications required (e.g. experience, certification) student demographic information about the school (public, private, how long it has been operating, size) start date salary total weekly hours teaching hours work days type of housing (if provided) whether airfare is provided whether there is a bonus whether full or partial insurance is provided vacation time terms in case of an emergency or illness

2.5.3.2.14. A legitimate recruiting or employment agency is a licensed company that deals directly with the schools, and does not require third parties to do their business.

2.5.3.2.15. Recruiters that commonly work with regional school districts and large school chains, such as GEOS or Inlingua, are generally more trustworthy than those that have only a few small clients

2.5.3.2.16. . Look for a company with a professional looking website and experienced English-speaking staff that have experience of teaching in the countries you are considering.

2.5.3.2.17. Be wary of any hidden charges, such as a company that offers their services for a small portion of your salary.

2.5.3.2.18. Internet scams are common in the ESL industry. In many cases, individuals pose as schools or recruiters in order to steal your identity and/or your money.

2.5.3.2.19. You should never feel pressured to send your personal information (for example a copy of passport, birth certificate, driver's license). Schools and recruiters need to see your resume, but should not ask for copies of your personal data, especially through the internet. Any recruiter or school that requests money from you should not be trusted.

2.5.3.2.20. Legitimate recruiters charge schools, not teachers, and do not have any hidden charges. Never sign a contract with a recruiter that offers to take a small percentage of your salary. Scam artists sometimes succeed in both avenues, by convincing teachers that they need to send money and personal documents to pay for a work visa or permit.

2.5.3.2.21. If a job posting or offer seems too perfect, it could be a scam. Compare the salary, bonus, and accommodations offered by other schools in surrounding areas. If one stands out from the others, ask for a second opinion from a reputable recruiter.

2.5.3.2.22. If you suspect a scam, enter the name of the school or recruiter into an online search engine. Look for any negative feedback from other teachers. Double-check by adding the terms "scam" or "fake" to your search term.

2.5.3.2.23. Some of the bigger recruiters out there include: Footprints Recruiting (Worldwide) Teach Away (Worldwide) Reach to Teach (Worldwide) Korean Horizons (South Korea) Adventure Teaching (South Korea) Gold Star TEFL (China) Gaba Corporation (Japan) Teaching Nomad (China & the Middle East)

2.5.3.2.24. You can find a guaranteed job placement, usually pretty quickly. You’ll have the added security of knowing that you have something lined up before moving abroad, and it can certainly eliminate some headaches during the job search process.

2.5.3.2.25. There are tons of recruiters and placement agencies out there. Many are reputable, high quality organization but unfortunately, some aren’t. Like you would when talking to a school directly, make sure the terms of your agreement with the recruiter are laid out clearly before you sign anything.

2.5.3.2.26. Some agencies are very selective regarding schools that they agree to work with, but some recruiters will work with anyone that pays them a finder’s fee, meaning there is always a chance that you are setup with a less than desirable employer.

2.5.3.2.27. While most recruiters take a placement fee from the employer, some will ask for a commission from the teacher. It might be worth it in the long run if it’s a great job, but make sure that the commission/fee structure is clearly agreed upon beforehand.

2.5.3.2.28. For ESL jobs in the Middle East, It's strongly recommend to use a recruiter.

2.5.3.3. (Section 3.3) Contacting Schools Directly

2.5.3.3.1. Here you will be required to either contact the schools directly by emailing, calling them, or going into the school in person with a physical copy of your CV and cover letter

2.5.3.3.2. See list of institutions on the relevant country profile

2.5.3.3.3. You can find a directory list for various cities and countries both in the resource section and in module 4.

2.5.3.3.4. Doing your due diligence before hand by researching the school will enable you to craft your cover letter for each school.

2.5.3.4. (Section 3.4) Other Places

2.5.3.4.1. Aside from ESL job boards, and online English language schools, there are plenty of other places online that offer ESL teaching jobs. You just need to know where to look. These resources offer some fantastic opportunities for new and seasoned English language teachers....

2.5.3.4.2. Craigslist Recruiters, and other organizations and individuals often post ESL teaching jobs on the site – because posts on Craigslist reach a pretty broad audience.

2.5.3.4.3. Begin by looking in the countries and cities where there is a big demand for English language instruction For example...: - Buenos Aires - Caracas - Colombia - Copenhagen - Mexico City - Rio De Janeiro - Sao Paulo - Seoul - Shanghai - Singapore - Tokyo

2.5.3.4.4. there are many other places throughout the world where there is a demand for English language teachers – and a quick Google search will yield many of them.

2.5.3.4.5. Once you choose a city, it’s time to search for teaching opportunities. It’s best to search for keywords like: “ESL teaching” “ESL teachers” “English teachers” “Teach English” “English language teacher” “English instructor”

2.5.3.4.6. Try a few different keywords and you should find some great opportunities. If you are looking purely for online work, once the results come up, use your browser’s Find feature (CTRL+F) and type the word “online” into the box. This will highlight jobs that are online, and saves you time wading through a sea of result

2.5.3.4.7. Indeed Indeed is a popular employment search engine website that you’ve most likely heard about. The website actually has a section dedicated to online ESL teaching jobs. So, it’s definitely worth checking out. Looking through the job listings on the site is pretty easy – as you can filter the results by criteria, like job type and estimated salary.

2.5.3.4.8. Flexjobs Flexjobs is another employment search engine website that’s a good resource for ESL educators. The website has a section for telecommuting and online ESL teaching jobs. It is updated fairly frequently, so check back for job opportunities.

2.5.3.5. (Section 3.5) Steps to finding a job

2.5.3.5.1. Many good job sites exist online for employers to seek you out such as...

2.5.3.5.2. Start by first uploading your CV to a job site. Once you have done this, begin actively seeking out jobs online... You can either use country specific job sites to find ESL teaching positions or dedicated ESL job sites.

2.5.3.5.3. research and get in touch with a reputable agency to help you find a job placement while you are searching for yourself. This way you leverage their efforts as well as your own

2.5.3.5.4. First begin by opening up a notepad document and copy and paste the links and the job decriptions for each job (as this will help you edit your cover letter when applying).

2.5.3.5.5. Aim to identify at least 10 jobs to apply for and then begin emailing employers attaching a cover letter and your CV

2.5.3.5.6. Before doing this, spend about 10-15 minutes researching the school to find a bit of background information on it.

2.5.3.5.7. Repeat this process daily until you begin being invited to interviews.

2.6. [Module 6] FULFILLMENT

2.6.1. (Section 1) Different types of English learning and what they entail

2.6.1.1. (Section 1.1) Academic English

2.6.1.1.1. (A) What Does Academic English Cover?

2.6.1.1.2. (B) Different types of Academic English exams

2.6.1.1.3. (C) Career opportunities for Academic teachers

2.6.1.2. (Section 1.2) Business English

2.6.1.2.1. (A) What does business English cover?

2.6.1.2.2. (B) Student profiles and intentions

2.6.1.2.3. (C) Career Opportunities for Business English teachers

2.6.1.2.4. (D) Cambridge BEC Business English Exams

2.6.1.3. (Section 1.3) General English

2.6.1.3.1. What does General English cover?

2.6.1.3.2. Great coursebooks for General English teachers

2.6.1.3.3. Great resources for General English

2.6.1.4. (Section 1.4) Conversational English

2.6.1.4.1. Conversational English

2.6.1.4.2. Great coursebooks for conversational English

2.6.1.4.3. Great Resources for conversational English

2.6.1.5. (Section 1.5) English for specific purposes

2.6.1.5.1. (A) English for specific purposes

2.6.1.5.2. (B) English for specific purposes

2.6.2. (Section 2) Basics to teaching language

2.6.2.1. (Section 2.1) Language Building Blocks

2.6.2.1.1. Language is the ability to produce and comprehend both spoken and written (and in the case of sign language, signed) words. Understanding how language works means reaching across many branches of psychology—everything from basic neurological functioning to high-level cognitive processing.

2.6.2.1.2. Language shapes our social interactions and brings order to our lives. Complex language is one of the defining factors that makes us human. Two of the concepts that make language unique are grammar and lexicon.

2.6.2.1.3. Key Points The five main components of language are phonemes, morphemes, lexemes, syntax, and context. Along with grammar, semantics, and pragmatics, these components work together to create meaningful communication among individuals.

2.6.2.1.4. A phoneme is the smallest unit of sound that may cause a change of meaning within a language but that doesn’t have meaning by itself.

2.6.2.1.5. A morpheme is the smallest unit of a word that provides a specific meaning to a string of letters (which is called a phoneme). There are two main types of morpheme: free morphemes and bound morphemes.

2.6.2.1.6. A lexeme is the set of all the inflected forms of a single word.

2.6.2.1.7. Syntax is the set of rules by which a person constructs full sentences.

2.6.2.1.8. Context is how everything within language works together to convey a particular meaning.

2.6.2.2. (Section 2.2) Different Language components

2.6.2.2.1. Lexis

2.6.2.2.2. Grammar

2.6.2.2.3. Phonology

2.6.2.2.4. Phonetics

2.6.2.2.5. Grammar and key language terms

2.6.2.3. (Section 2.3) Key English Language and Grammar Terms

2.6.2.3.1. NOUNS

2.6.2.3.2. VERBS

2.6.2.3.3. ADJECTIVES

2.6.2.3.4. Adverbs

2.6.2.3.5. Articles

2.6.2.3.6. Collocations

2.6.2.3.7. Conditionals

2.6.2.3.8. Conjunctions

2.6.2.3.9. Determiners

2.6.2.3.10. Speech

2.6.2.3.11. Voices

2.6.2.3.12. Passive Voice

2.6.3. (Section 3) Essential teaching knowledge

2.6.3.1. (Section 3.1) Lesson Plans

2.6.3.1.1. 1. Writing Lesson Plans

2.6.3.1.2. 2. Extra Lesson Plan Tips:

2.6.3.1.3. 3. Concept Checking

2.6.3.1.4. 4. Instruction Checking

2.6.3.1.5. 2. Lesson plan resources and websites

2.6.3.1.6. 1. Emergency lesson plans

2.6.3.2. (Section 3.2) Understanding the different levels

2.6.3.2.1. 1. The Common European Framework of Reference for Teachers

2.6.3.3. (Section 3.3) Classroom Management

2.6.3.3.1. 1. Different types of classroom arrangements and their purpose

2.6.3.3.2. 2. Class room management techniques

2.6.3.3.3. 3. Managing mixed ability classes

2.6.3.3.4. 4. Effective monitoring

2.6.3.3.5. 5. Overcoming and dealing with nerves/ fear of public speaking

2.6.3.4. (Section 3.4) Lessons

2.6.3.4.1. (A) Lessons Types

2.6.3.4.2. (B) Lesson Ideas

2.6.3.4.3. (C) TASK MANAGMENT

2.6.3.5. (Section 3.5.) Error correction

2.6.3.5.1. Error correction form template

2.6.3.5.2. Cold error correction

2.6.3.5.3. Warm error correction

2.6.3.5.4. In class, you can correct on the spot (which is known as WARM CORRECTION) but in order to be more sensitive to a student's ability and standing within the group, there are alternative methods of correcting you could adopt.

2.6.3.5.5. In speaking, you could offer a recast if the student makes a mistake and only take notes if mistakes are repeated. You can then can then use these notes to create individual targets and present them to students at the end of the class (this is known as COLD CORRECTION)

2.6.3.5.6. With written work, you could use a priority system and correct basic errors first, such as grammar, syntax, and sentence structure. Use use a black pen, or a system of different colours for different mistakes (try to avoid using red). This is where having a multi-coloured pen can be very useful. .

2.6.3.5.7. Speaking and Listening it's up to you as the teacher to be an active listener and correct mistakes whenever they're made. There are two basic approaches: To interrupt and discreetly correct in real time, on the spot (warm correction)To avoid interruptions, make notes, and correct when the lesson ends (cold correction)

2.6.3.5.8. Most ESL teachers prefer to correct as mistakes arise and deal with them immediately but taking notes, especially in small group work, can be a viable alternative.

2.6.3.5.9. Students should ideally learn from their mistakes. As the teacher, it's up to you to make them aware of errors without undermining their confidence.

2.6.3.5.10. Tips For Oral Correction 1. Try not to use negative correction—using a sharp NO, YOU'RE WRONG, for example, or a silent shake of the head —could cause resentment and increase shyness.

2.6.3.5.11. 2. Think about the ability of individual students you're about to correct and match your correction accordingly.

2.6.3.5.12. 3. Don't overdo it! Too much correction could undermine your other good teaching work. If you constantly correct, the flow of the class will suffer, your students may be reluctant to speak and won't want to participate.

2.6.3.5.13. 4. Aim for a balance between student interaction and correction. You need to keep your students active and enthusiastic, but you must correct thoroughly where appropriate.

2.6.3.5.14. 5. Keep your 'antennae' on full alert and be prepared to adjust the way you correct in real time. Make mental or actual notes to help you feedback during or at the end of class.

2.6.3.5.15. Fluency versus Accuracy You want to build up class confidence by allowing fluency—a flow of language from student to teacher to class—but you must also strive for accuracy and learn to get the right balance between the two.

2.6.3.5.16. Recasts or Shadow Corrections In speaking, a recast is a corrected answer given by the teacher to a student who has made an error. The teacher effectively repeats what the student has said but in a corrected form. This is popular amongst students because it's a quick and encouraging way to highlight mistakes. For example: Example 1 Teacher: What did you do yesterday afternoon? Student: We go to shopping yesterday. Teacher: Oh, you went shopping yesterday afternoon. Example 2 Teacher: Why is the boy in the picture looking sad? Student: He don't have friends. Teacher: Because he doesn't have any friends, that's right.

2.6.3.5.17. Small Group Correction From time to time it's a good idea to split the class into small groups and get them to work for 10-15 minutes on a given text with questions. You could then visit each group as an active listener and give feedback on their answers and interaction. Highlight two things the group did really well. Focus on a written error. Point out an error during conversation (pronunciation, sentence structure and so on.

2.6.3.5.18. Recording The Session Some teachers choose to record speaking sessions/conversation classes and make notes of any mistakes from this. They then hand out these mistakes - written down- with corrected versions to individuals the following day. This method, whilst encouraging fluency, involves a lot of extra work and is probably only worthwhile with a small class size.

2.6.3.5.19. Writing—Major And Minor Mistakes To Correct When correcting written work, it's better to focus on major mistakes first, that way you won't overwhelm a student with too much red ink!! Plus, give full explanations and corrected versions—that's common sense—so the student knows and understands where they went wrong. For example, if someone's work has poor grammar and spelling, correct the grammar first and don't make a big issue out of an odd letter misplaced here and there. Keep an eye on the spelling over time and correct only when the grammatical mistakes have been eliminated.

2.6.3.5.20. Common Sense Correction Have your students write on alternate lines in their notebooks, leaving space for any corrections. Use simple language to correct so your student can easily understand. Give examples of best practice as back up if necessary. Give feedback to students 1:1, explaining corrections.

2.6.3.5.21. Ways To Correct Written Class Work Self-correction - each student gets to correct their own work. Student to student - each student gets to correct another student's work. Teacher and student - the teacher corrects the work 1:1 with the student. Self-correction can create trust within the group but should only be encouraged when you know your group really well. Most students prefer the teacher to correct their work on a 1:1 basis. Try to make time for quality feedback during the lesson so that each student gains the benefit of your close attention.

2.6.3.5.22. Fossil Cards When a student continually makes the same mistakes - which become fossilized—a good idea is to introduce fossil cards. These can be plain cards which students keep on their desks as the lesson progresses. If they make the same old errors, then get them to make a note for future reference. And remind them to write down the correct version too! This way they'll have an instant snapshot of specific issues they need to work on. You could then give small targets to individuals to help them break bad habits.

2.6.3.5.23. Diagnostic Approach To Correction If you're unsure about the ability of your class, then you could try a diagnostic. This will help you find common mistakes amongst the students. Once you know the weaknesses you can then prioritise lessons, eliminate errors and build up learning. A diagnostic can take the form of a simple written or verbal test.

2.6.3.5.24. Feedback Feedback at the end of the lesson is a good time to clarify any error corrections you've made during class. Encourage your students to ask questions and try to get to the bottom of any queries and confusions.

2.6.3.5.25. See our feedback forms and error correction templates to help you improve your efficiency in noting down arious types of errors in class and delivering high quality, detailed feedback to students after class that they will really appreciate and benefit from

2.6.3.6. (Section 3.6) Student feedback

2.6.3.6.1. 1. Giving Feedback

2.6.3.7. (Section 3.7) Student reports

2.6.3.7.1. 1. Student reports

2.6.3.7.2. 2. Examples of good student reports

2.6.3.7.3. 3. Student report templates

2.6.3.8. (Section 3.8) Teaching Dos and Dont's

2.6.3.8.1. 1. Teaching Do's

2.6.3.8.2. 2. Teaching Dont's

2.6.3.9. Section 3.9) How To Deliver a great class

2.6.3.9.1. 1. Components of a good class

2.6.3.9.2. 2. Evaluating your lessons

2.6.3.10. (Section 3.10) Young learners

2.6.3.10.1. 1. Young Learners English Tests

2.6.3.10.2. 2. Starters, Movers, Flyers

2.6.3.10.3. 3. Resources for young learners

2.6.3.10.4. 4. Games and activities to play with young learners

2.6.3.10.5. 5. Classroom management techniques

2.6.3.10.6. 6. Teaching teenagers

2.6.3.10.7. 7. Dealing with bad / unacceptable behavior

2.6.3.11. (Section 3.11) Coursebooks

2.6.3.11.1. 1. General English

2.6.3.11.2. 2. Business English

2.6.3.11.3. 3. Academic English

2.6.3.11.4. 4. English for specific purposes

2.6.3.11.5. 5. Young Learners

2.6.3.11.6. 6. Teenagers

2.6.3.12. (Section 3.12) Using the white board effectively

2.6.3.12.1. 1. What to include on the white board

2.6.3.12.2. 2. Whiteboard games and learning activities

2.6.3.13. (Section 3.13) Student types, personalities etc

2.6.3.13.1. 1. Dealing with complaints

2.6.3.13.2. 2. Keeping students happy

2.6.3.13.3. 3. Assessing the needs of your students

2.6.3.13.4. 4. Student types and personalities

2.6.3.13.5. 5. Cultural differences among students

2.6.4. (Section 4) Private Lessons

2.6.4.1. (Section 4.1) Finding students

2.6.4.1.1. 1. Platforms for finding students online

2.6.4.1.2. 2. Ways to find students offline

2.6.4.2. (Section 4.2) Active teach

2.6.4.2.1. ActiveTeach is a dynamic multimedia teaching tool that includes the Student Book in digital form with point-of-use audios, videos, flashcards, interactive activities and more

2.6.4.2.2. regularly updated and helps you to deliver exciting lessons combining innovative interactive teaching materials

2.6.4.2.3. manage your class smoothly manage your time efficiently have additional activities at the click of a button

2.6.4.2.4. Use ActiveTeach with a computer and projector or with an IWB to receive: Student’s Book pages - zoom in, zoom out and focus on specific activities Full class audio & DVD Printable worksheets and interactive exercises Assessment activities and tests IWB tools

2.6.4.2.5. Methods handbook for a communicative classroom detailed timed plans for each two-page lesson complete answer keys, audio scripts and video scripts language and grammar exercises Top Notch TV Video program with teaching notes and activity worksheets unit and review achievement tests

2.6.4.2.6. ActiveTeach supports teachers in embedding the core principles of Grammar for Writing into lessons teaching. .

2.6.4.2.7. Provides the Student Book on screen with a wealth of additional resources, including videos, digital grammar activities, weblinks, PowerPoints and worksheets access all the multimedia resources with a few simple clicks; select and print worksheets from the Teacher's Resource File

2.6.4.2.8. Pronunciation Coach videos provide extra speaking practice for pronunciation topics. Digital Vocabulary Flashcards accelerate retention of new vocabulary. Clickable point-of-use Audio provides instant access. Extra Grammar Exercises provide more opportunities to practice the targeted grammar.

2.6.4.2.9. - Next Move (very young learners) - Move it (young learners) - Next Move - Top Notch (teenagers) - Speak Out (General English) - Lifestyle (social/travel) - Market Leader (Business English)

2.6.4.2.10. Coursebooks are available at a range of levels from A1 -C2 (CEFR) for adults and starters - flyers for very young and young learners

2.6.4.2.11. Using active teach will enable you to teach the same high quality class you would using a coursebook, with all of the audio features and supplementary materials all in one place. It's much more convenient carrying a USB stick with the equivalent of over 30 coursebooks, workbooks and audio CDs/DVDs

2.6.4.2.12. If you provide students with detailed feedback forms after each class, it doesn't matter if they don't order the indivudual coursebooks themselves (although it's advisable they do)

2.6.4.2.13. Using Active teach for private students will encourage them to study with you consistently as they will be more motivated to complete the coursebook 10-12 Units per book 1 unit per month 2 lessons at week = approximately 10-12 months to complete one coursebook

2.6.5. (Section 5) Common Teaching FAQ

2.6.5.1. What materials do I need?

2.6.5.1.1. When in your class it's a good idea to prepare yourself. Bring with you the following equipment... - 3 board markers - red , blue and black - 3 hihlighters of different colours - a notepad - a copy of your lesson plan - a mechanical pencil - a nice, comfortable writing pen - a mechanical multi colored pen -------------

2.6.5.1.2. In your teaching office drawer - a binding folder for all of the various worksheets, print out and lessons plans you need for the week ahead - a hard drive to store the resources you find - a USB - color pencils - scissors - glue - coloured paper - coloured card plastic wallets - paper clips - a clip board - a copy of blank lesson plan sheets (see resources) - a copy of blank error correction sheets (see resources) a copy of the teacher book, student book and workbook you'll be working from (or photocopies) plus the audio CD

2.6.5.2. What materials do students need?

2.6.5.2.1. - notepads - a pen - a pencil - a plastic folder for their handouts - a student coursebook and accompanying workbook

2.6.5.3. How do I begin classes?

2.6.5.3.1. Start off with a warm welcome, greeting students as they walk in, inviting them to sit down. Then spend 5 minutes just having general chatting, asking them about themselves or what they have been doing..

2.6.5.3.2. Before beginning the lesson you can spend some time checking their homework from the previous lesson, and then go straight into your lead in ( see lead ins section)

2.6.5.4. How soon should I try to have small conversations? i.e. hello how are you?

2.6.5.4.1. You can do this right from the very beginning. The main purpose of language is to be able to communicate.

2.6.5.4.2. As you progress with your lessons, each one will build onto the other, so the conversations will develop and become longer and more complex as you go along

2.6.5.4.3. Even if the students struggle, you should try to get them speaking, using full sentences and conversing as much as possible.

2.6.5.4.4. Things like role plays,and discussions questions will help guide their conversations so it's relevant to the context of the lesson.

2.6.5.5. How long should I do reviewing at the beginning of each lesson?

2.6.5.5.1. A good rule of thumb is to spend around 10 -15 minutes reviewing what you learned in the previous lesson. Checking homework, going over vocabulary and language points in the past lesson.

2.6.5.5.2. You can even try to build on from the last lesson and include aspects of the language used in the last lesson into your current lesson, giving students further practice and exposure.

2.6.5.6. What sort of praise should you give?

2.6.5.6.1. Try to be as positive and encouraging as possible, but without over doing it Praise can be a very important part of student encouragement and keeping their spirits up, which is important especially as language learning can be frustrating at times

2.6.5.6.2. Plenty of encouraging words like "good!", "great" , "well done" "good job" with a smile, and avoid direct "no", "wrong" answers when they make mistakes. In stead you could say things like "try again", or "are you sure?"

2.6.5.6.3. The idea is to make students feel good, so that they enjoy learning, and have a good experience in the class room. You want them to study for the long run, so keep it as positive, fun and as light hearted as possible, while taking the work seriously and getting the work done

2.6.5.7. How long should a lesson last?

2.6.5.7.1. Different research studies have shown different things. For adults ideally from between 1 - 2 hours is enough for one lesson

2.6.5.7.2. Including different stages of the lesson, different activities and exercises, having a nice start and finish to the class becomes more important the longer the class lasts.

2.6.5.8. Should you correct all mistakes?

2.6.5.8.1. You shouldn't be correcting all mistakes. There are two different types of correction... hot correction and cold correction.

2.6.5.8.2. Hot correction is to be done on the spot, when students make mistakes either relating to the target language in the lesson or on something you have specifically practiced before, or after going through their answers on a controlled practice or free writing activity.

2.6.5.8.3. Cold correction occurs at the end of the class. Where you elicit corrections from the class on speaking errors they made. During the class you should be taking notes of these errors and then you can address them at the end of the class.

2.6.5.8.4. Make sure the errors you note down are fairly relative to the learner's language levels

2.6.5.8.5. See the video on errors in section 3

2.6.5.9. How important is it to remember student individual name?

2.6.5.9.1. This is important, but not always easy! Getting to know the students and developing a good relationship with them helps ti create a warm, friendly and comfortable classroom environment for them

2.6.5.9.2. - Boarding student names on the top right hand corner of the board at the beginning - making notes of the student seating arrangements, with their names on your lesson plan - creating name place cards for students to have on their desks - creating sticky name badges for students to wear

2.6.5.10. Should I be setting homework> Or just do what we learned in the class?

2.6.5.10.1. This really depends on the students, or parents if you are teaching children.

2.6.5.10.2. Some students are really keen on doing homework and want to practice as much as possible. In this case you can have a routing whereby you set homework at the end of each lesson and spend 10 minutes checking it at the start of each lesson

2.6.5.10.3. Unless the students clearly sates they are not interested in doing homework, then you can always offer or suggest you set some homework occasionally when covering particularly important language points.

2.6.5.11. Is it necessary to be able to speak the L1 of students?

2.6.5.11.1. No, it's absolutely not necessary, although it can be useful at times. The idea is to get students speaking as much as they can in the target language as possible.

2.6.5.11.2. Following a course outline with your lessons (e.g. such as those used in coursebooks) really help when it comes ti gradually building student's language level up through communicating purely in English.

2.6.5.11.3. Encouraging students to avoid using electronic dictionaries or translation tools as much as possible and get them to express themselves in English as much as possible

2.6.5.11.4. See the resource section for examples of different course outlines

2.6.5.12. How to deal with mixed level classes?

2.6.5.12.1. Ideally group classes should consist of students who are generally at the same level, although you may have mixed level classes for a variety of reasons.

2.6.5.12.2. - clearly identifying who the more advanced or lower level students are - prepare extension, more challenging or less challenging materials and tasks for them in advance when setting group work - Group higher level ability students together from time time, when setting group communication tasks. - Avoid "flying with the fastest"

2.6.5.12.3. - Consider what activities, roles or work you are going to prepare for your weaker students as much as possible, and include this in your lesson plan - Try to strike the balance whereby students of different abilities feel completely included in the class and maintain the pace of the overall class, while feeling challenged in the same way as the other students (no more, no less)

2.6.5.13. Is it important to bring in things to teach vocabulary?

2.6.5.13.1. There are lots of different ways to teach vocabulary. While this can certainly be a useful and fun way to help elicit or teach vocabulary, this isn't always completely practical See Module 3 for more tips and techniques for teaching vocabulary

2.6.6. (Section 6) Syllabus / Curriculum Design

2.6.6.1. (Section 6.1) Introduction to syllabus/curriculum design

2.6.6.1.1. The importance of syllabus design is sometimes underestimated, which might lead to TENOR - teaching English for no obvious reason This might be very demotivating in certain contexts, for example on short intensive courses in English for Specific Purposes (ESP) or business English

2.6.6.1.2. Designing a syllabus from scratch is a time-consuming process, while following a course book might be just easier and more practical.

2.6.6.1.3. Proper planning and construction of a syllabus ascertains successful learning as "it represents a (psycho) linguistically optimal introduction to the target language"

2.6.6.1.4. So, even when deciding which course book to use, we cannot be uncritical. This section will show what factors to consider in order to introduce the language as optimally as possible.

2.6.6.1.5. the main concern of the curriculum is to make general statements about language learning, for example in terms of its purpose and experience. The curriculum also defines the role of relationships of teachers and learners.

2.6.6.1.6. Moreover, a curriculum will provide lists of learning items and suggestions as to how these could be introduced and practised in class. In other words, a curriculum combines assumptions and procedures underlying the development, implementation, evaluation and management of a language teaching programme.

2.6.6.1.7. A syllabus, on the other hand, tends to be more localised, and accounts for particular contextual circumstances. It specifies what is to be taught, in what order and how and, by definition, necessitates modifications to the curriculum which the teacher (and sometimes the students, too) introduces in order to fulfil the particular learners' needs.

2.6.6.1.8. So, syllabus design is part of the curriculum, and may be seen as selection and grading of content in regard to grammar, functions, topics and tasks.

2.6.6.2. (Section 6.2) Overview of different tyes of Syllabi

2.6.6.2.1. The process of syllabus design entails selecting and organising the instructional content, and also sometimes specifying what methods are to be used. This can be done in many ways.

2.6.6.2.2. Syllabi can be: product-oriented - representing what is to be achieved through teaching and learning as formal statements, in which objectives are defined in advance, and often specified in terms of knowledge and skills which learners should gain as a result of the instruction process-oriented - representing knowledge of how correctness, appropriateness and meaningfulness can be simultaneously achieved during communication within events and situations (e.g. task-based syllabus)

2.6.6.2.3. Syllabi can also be referred to as: synthetic - promoting additive learning where discrete items are gradually processed until the whole structure is built up; analytic - favouring the communicative purposes of the learning process - the usefulness in meeting those purposes determines the content, not its degree of difficulty/frequency.

2.6.6.2.4. Each syllabus type is of great significance, keeping in mind the learners’ needs, contexts and situations, so a subtle and pragmatic approach is required in the implementation of language teaching syllabus.

2.6.6.2.5. In short, a language teaching syllabus involves a combination of two practical questions regarding subject matter (what to teach) and linguistic matter (how to teach). These two crucial questions can be answered satisfactorily by applying a viable syllabus design.

2.6.6.2.6. The advent of the communicative approach in the 70s brought about a shift towards multidimensional syllabi, i.e. ones that integrate elements of situations, functions, topics, notions, structures and skills, with one of them as an organising principle.

2.6.6.2.7. The choice of which of the elements is to be given prominence is one of the main questions that a multidimensional syllabus designer has to tackle, the other being the appropriate balance of various elements that are combined

2.6.6.3. (Section 6.3) Product Oriented Syllabus

2.6.6.3.1. Product-oriented syllabus focuses on what the learners will know as a result at the end of instruction session. The grammatical, situational and notional-functional are the examples of product-oriented syllabus.

2.6.6.3.2. Grammatical: This type of syllabus is designed when the purpose is to teach the systematic development of grammatical structures. Learners are exposed to these structures step by step and it is expected that they will enhance their grammar collection by memorizing different grammar rules. The internalization of these rules is considered a prerequisite to grasp the technicalities of a language.

2.6.6.3.3. Situational: The primary purpose of this syllabus is to teach the language that occurs in real-life situations. Here, the emphasis is on the learner, who it is expected will actively participate in different situations where L2 is being spoken.

2.6.6.3.4. Examples of situations include, seeing the doctor, making an appointment, meeting people at the party, buying clothes and so on. One advantage of the situational approach is that motivation will be heightened, since it is learn-centered rather than subject-centered.

2.6.6.3.5. NOTIONAL-FUNCTIONAL A notional-functional syllabus is a practical way of organizing language-learning syllabus, rather than an approach or method to teach and instructions are organized in terms of notions and functions

2.6.6.3.6. . In this design, a ‘notion’ is a particular context in which people communicate. A ‘function’ is a specific purpose in a given context.

2.6.6.3.7. For example, the notion of shopping requires numerous language functions, such as asking about prices or features of a product and bargaining.

2.6.6.3.8. An important point regarding notional-functional syllabus is that the needs of the students have to be analyzed and explored by different types of interaction and communication; a learner may be involved in, hence, needs analysis is central to design such syllabuses.

2.6.6.4. (Section 6.4) Process Oriented Syllabus

2.6.6.4.1. Process-Oriented Syllabus: Process-oriented syllabus focuses on the pedagogical processes leading to the language outcomes. The task-based, skill-based and content-based types of syllabus are included in it.

2.6.6.4.2. Task-Based Syllabus: This syllabus is designed when the purpose is to complete some complex and meaningful tasks. Even though, the primary purpose is to complete tasks, however, language competence is developed through the very process of performing of the task. The language learnt comes out of the linguistic demands of the activity. Learners perform various tasks together in a co-operative environment.

2.6.6.4.3. The language learnt comes out of the linguistic demands of the activity. Learners perform various tasks together in a co-operative environment.

2.6.6.4.4. Task-based syllabus promotes and encourages collaborative learning. Since language learning is considered subordinate to task performance, therefore, language teaching also occurs as the need arises during the performance of the particular task.

2.6.6.4.5. Skill-Based Syllabus: The purpose of this syllabus is to teach some specific skills that are considered necessary or useful in using a language.

2.6.6.4.6. Skill-based syllabus focuses on skills and gradual development of skills gives learners the confidence.

2.6.6.4.7. This syllabus must be designed and implemented keeping in mind the learners’ cognitive levels.

2.6.6.4.8. Skill-based syllabus group linguistic competencies(pronunciation, grammar, vocabulary and discourse) together into generalized types of behavior, such as listening to the spoken language for the main idea, writing-well formed paragraphs, specific purpose writing and so on.

2.6.6.4.9. Content-Based Syllabus: This syllabus is designed when the purpose is to teach some content or information in a language that students are also learning.

2.6.6.4.10. The students are simultaneously the language students and the students of whatever content is being taught. In this type of syllabus, the language is enhanced through different contents and/or in the context of various types of information.

2.6.6.4.11. Although the subject matter is of primary and vital importance, language learning occurs concurrently with content learning.

2.6.6.5. (Section 6.5) Approaches to Syllabus and Curriculumn Design

2.6.6.5.1. Teachers may find themselves in different positions when it comes to course design. One aspect to look at is the degree of freedom or flexibility. At one end of the spectrum, we have teachers who have to follow a prescribed syllabus - it could be the set course book or a syllabus imposed by the educational institution.

2.6.6.5.2. At the other end, we have teachers who have the full flexibility to design their own course, often by establishing goals and making decisions about materials and approaches in negotiation with the learners.

2.6.6.5.3. In between, we have a spectrum of possibilities with the teacher being able to choose and design part of the coursework, e.g. related to language or skills, or the teacher investigating students' needs and creating a plan and choosing materials in order to meet those needs.

2.6.6.5.4. When it comes to syllabus/curriculum design, we can distinguish between three different views: 'Lancaster', 'London, and 'Toronto' schools

2.6.6.5.5. 'Lancaster School' rejects the idea of a pre-planned and imposed syllabus. Instead, the syllabus is open and is a result of a negotiation between teachers and learners, whereby the learning process and learner autonomy are taken into account

2.6.6.5.6. 'London School': Having no syllabus is deemed to be extreme and unrealistic. A syllabus might be useful in the sense that it provides structure to the teaching.

2.6.6.5.7. Very narrow, prescriptive approach might be too restrictive, and so makes a distinction between syllabus and teaching methodology and, as a result, the teacher has the freedom to choose the methods to teach the structures. Flexibility of teaching is accounted for when developing syllabus content.

2.6.6.5.8. 'Toronto School' : a bridge between the two. does accept that particular learners' needs are considered, but this does not mean the learners need to be involved in syllabus development.

2.6.6.5.9. Engaging learners in syllabus design might be appropriate in certain contexts, for example ones in which a cultural and educational ethos is conducive to self-determination.

2.6.6.5.10. The age of the learners plays an important role, too. Involving learners represents the progressivist view that learning gains will be maximised when learners see that their experiences and perceptions are taken into account, and that their voice is heard and sought in the process of consultation.

2.6.6.5.11. The consultation and negotiation might manifest themselves in asking the students to reflect on their own goals and aims, formulate their own objectives and monitor how these align with and are met by the course objectives, teaching activities and assessments.

2.6.6.5.12. four levels of negotiation: Decisions about the language learning experience, e.g. course format, responsibilities and roles; Decisions about working procedures and content; Decisions about alternative activities; Decisions about concrete tasks.

2.6.6.5.13. When implementing a negotiated syllabus, it is important that a record is kept of what has been planned, what has been done and any suggestions about what needs to be included.

2.6.6.6. (Section 6.6) Syllabus Design Process

2.6.6.6.1. (A) Fact Finding Stage and Considering The Context

2.6.6.6.2. (B) Establishing Goals and Objectives

2.6.6.6.3. (C) Planning The Syllabus

2.6.6.6.4. (D) Designing The Course Materials

2.6.6.6.5. (E) Teaching and Evaluating the course

2.6.7. (Section 7) English Language Teaching Assessment

2.6.7.1. (Section 7.1) Assessment Vs Testing

2.6.7.1.1. Assessment and testing are sometimes used interchangeably, but they are not necessarily the same thing.

2.6.7.1.2. Assessment is a broader concept and refers to the general process and monitoring of the students' progress It does so through identifying, gathering and interpreting information about students' learning.

2.6.7.1.3. This information can be used in different ways. The teacher, for example, will use it to inform and modify their teaching and feedback provided to the learner.

2.6.7.1.4. The educational management will be more interested in using it to evaluate the quality of the services provided by their institution and how the students' results compare against regional and national standards

2.6.7.1.5. Testing, on the other hand, is usually associated with measuring student achievement and, as such, is part of assessment.

2.6.7.1.6. It encompasses specific procedures used by educators to measure and demonstrate learners' language ability.

2.6.7.1.7. Due to the focus on the gaps in learners' knowledge, associated feelings of failure and low self-esteem, as well as being a decisive factor in mapping out a prospective learning/professional career, testing often evokes negative feelings from students.

2.6.7.1.8. However, when well-designed, tests provide an opportunity for learners to demonstrate how much of the language they know and how well they can use it in communicative situations.

2.6.7.1.9. Tests can often have a positive washback effect, in the sense that they might induce comprehensive and thorough learning that prepares students for a wide range of communicative contexts. We shall discuss these issues in more detail later

2.6.7.2. (Section 7.2) Assessment

2.6.7.2.1. assessment in an educational setting may take place in many shapes and forms. Some of them include: formal and informal observation and discussion with students; formal assessment tasks; formative monitoring and adjustment of teaching; summative assessment at key points; comparing evidence of achievement with other students; comparing evidence of achievement against syllabus standards.

2.6.7.2.2. Formative Assessment: - It is pedagogically-motivated assessment - its main purpose is to gather information about learners' progress in order to inform further teaching and learning. - It is prepared and carried out by the class teacher as a routine part of teaching and learning. - It is specifically related to what has been taught, i.e. content is in harmony with what has been taught. - The information from assessment is used diagnostically; it is focused on the individual learner's specific strengths, weaknesses, needs, etc

2.6.7.2.3. Summative Assessment - Its main purpose is to measure students' achievement. - It is not necessarily prepared or carried out by the class teacher. - It does not necessarily relate immediately to what has been taught. - The judgement about a learner's performance is likely to feed into record-keeping and be used for administrative purposes, e.g. checking standards and targets and comparing the results against regional and national benchmarks. - It is either part of the administrative requirements of the institution or even frequently externally imposed, e.g. a ministry of education. It is part of the curriculum that subjects are assessed.

2.6.7.2.4. Research shows that formative assessment is desirable as it results in learning.

2.6.7.2.5. classroom procedures to ensure formative uses of assessment: Reflective, thoughtful and focused dialogue between teachers and learners in which learners have space and time to think about their understanding and express their ideas;

2.6.7.2.6. Feedback focused on particular qualities of the learner's work, with advice about what needs to be done to facilitate improvement without comparing with other students;

2.6.7.2.7. Feedback should also include advice on how to improve, and conditions have to be created for the learner to work on the improvement;

2.6.7.2.8. Feedback is provided in a language that is clear and understandable for the learner;

2.6.7.2.9. Learners need to be trained in self-assessment and peer-assessment so that they have a full understanding of what it is they are learning and why, and so they develop an idea of what needs to be done to bridge the gap.

2.6.7.3. (Section 7.3) Testing

2.6.7.3.1. There are different types of tests depending on their purpose and the situation that they are going to be used in

2.6.7.3.2. Placement Tests used to decide the right class that the student should be placed in. Their content usually reflects the syllabus of the programme that the student wants to enrol in; they usually focus on grammar and vocabulary, but sometimes include testing of productive and receptive skills.

2.6.7.3.3. Diagnostic Tests this kind of testing intends to expose gaps in the learner's knowledge so that the teacher can address any of the problems that arise during the testing stage

2.6.7.3.4. Progress / Achievement Tests these tests are designed in order to measure the student's knowledge of what has been covered in class. Progress tests are often written by teachers and are used on a frequent basis to check how students are doing on the course and, thus, they could be considered part of the formative assessment. .

2.6.7.3.5. Achievement tests usually take place at the end of the term or academic year and they aim to reflect progress and reinforce that learning has taken place. They should contain tasks and items that the students are familiar with

2.6.7.3.6. Proficiency Tests these reflect a general picture of the student's knowledge and ability and usually take place at certain milestones in their learning career, e.g. public and formal examinations - a number of them are discussed in the next section.

2.6.7.3.7. These tests have a major washback effect - they are externally constructed and students have a great desire to pass them. The pass rate might affect the reputation of the teacher/school as it demonstrates the effectiveness in preparation for the exam

2.6.7.3.8. The above-mentioned tests make use of various types of test items.

2.6.7.3.9. When talking about purely grammar tests in the previous section, multiple choice and gap-fill tasks can be uses but this does not mean they cannot be used in more communication-oriented tests.

2.6.7.3.10. Different types of test items include...

2.6.7.3.11. Direct - it asks the test-taker to perform the communicative skill which is being tested; the test item resembles real-life situations;

2.6.7.3.12. in order for the test to be reliable and valid it has to: create a 'level playing field' - the candidate cannot be expected to have subject-specific knowledge in order to be able to answer an essay question, or a test in receptive skills cannot rely too much on written or spoken performance; replicate real-life interaction.

2.6.7.3.13. Indirect - measures students' knowledge lying beneath receptive and productive skills; happens through more controlled items; quicker to design and mark and more reliable when it comes to scoring. Examples of indirect test types include:

2.6.7.3.14. multiple choice questions (MCQs) - widely used, very practical and reliable in terms of scoring, but less reliable and valid - difficult to design, especially when it comes to distractors (the answer options that are not correct); students can do well due to good training in MCQ skills rather than in language.

2.6.7.3.15. cloze procedures - quick to prepare as their construction requires the deleting of every nth word; anything can be tested via such procedures - however, some of the gaps can be filled in with a variety of words; 'rational' or 'modified' cloze procedures, whereby the test designer ensures that the gapped words are fully recoverable from the context, might be preferable.

2.6.7.3.16. grammar transformation and paraphrase - they tell us something about the test-taker's knowledge of the language system.

2.6.7.3.17. sentence re-ordering - this tells us how well the test-taker can deal with syntax and lexico-grammatical elements.

2.6.7.3.18. Discrete-point testing - tests only one thing at a time.

2.6.7.3.19. Integrative testing - expects the student to use a variety of language at any one given time as they will do when writing an essay, for instance.

2.6.7.3.20. Usually, when constructing a test, a combination of the four types is recommended as it is likely to provide a good overall picture of the student's ability.

2.6.7.3.21. VALIDITY The test tests what it is supposed to test. For example, a test that aims to test writing ability is not valid if the task achievement relies on specialist knowledge of the subject (if the student lacks this knowledge they might fail the test, even if they are strong writers).

2.6.7.3.22. A test is valid if its different versions bring similar results, so it does not matter if the student does version A or B of the same test.

2.6.7.3.23. The test is valid if there is validity in the way it is marked (so marking spelling and grammar in answers to a listening test affects the validity).

2.6.7.3.24. Face validity - the test should look on the face of it as if it is valid. For example, a test with two multiple choice questions does not look as valid.

2.6.7.3.25. RELIABILITY A reliable test gives consistent results. Reliability is enhanced by ensuring that the instructions are clear, restricting the scope for variety in the answers and ensuring the conditions remain constant.

2.6.7.3.26. Test reliability is linked to scoring reliability. Scores should not depend on who is marking the tests.

2.6.7.4. (Section 7.4) EFL and ESOL Tests

2.6.7.4.1. There are various official tests that learners are interested in taking in order to provide evidence of their language proficiency.

2.6.7.4.2. The tests assess a general command of the English language (FCE, CAE or CPE), but some of them are more specialised and, for example, focus on using the language in a business environment (BEC Preliminary, BEC Vantage or BEC Higher).

2.6.7.4.3. The results of some tests are required and influential when considering the student's application to study at a British university, for example IELTS. Cambridge ESOL is a well-known and reputable provider of various tests.

2.6.7.4.4. See the graphic below and follow this link for more detailed information...

2.6.7.4.5. This website brings together Cambridge exams and exams provided by other institutions, such as Pearson and Educational Testing Services as well as American equivalents of the tests:

2.6.7.4.6. There are also UK only exams that are targeted at learners of English as a second language. These are 'ESOL Skills for Life' tests available at five levels on the National Qualifications Framework (NQF): Entry 1-3 and Levels 1 and 2.

2.6.7.4.7. They are part of the UK government's wider strategy for improving the skills of adults (post-14) in literacy, numeracy, information technology (IT) and ESOL (English for speakers of other languages) in England, Wales and Northern Ireland.

2.6.7.4.8. All qualifications for adult learners of English in the state sector which relate to the strategy must be based on the Adult ESOL Core Curriculum - a development of the National Standards for Adult Literacy - and accredited by Ofqual (the Office of Qualifications and Examinations Regulation).

2.6.7.4.9. The ESOL Skills for Life also reflect the content of the 'Life in the UK' test as well as the Life in the United Kingdom: a journey to citizenship handbook.

2.7. [Module 7] RELOCATING

2.7.1. (Section 1) Before You Leave

2.7.2. (Section 2) Living In That Country

2.7.2.1. Middle East

2.7.2.1.1. SAUDI ARABIA Module 7 Relocating - Google Drive

2.7.2.1.2. UAE Module 7 Relocating - Google Drive

2.7.2.2. Far East

2.7.2.2.1. (Section 2.2) CHINA Module 7 Relocating - Google Drive

2.7.2.2.2. (Section 2.3) JAPAN

2.7.2.2.3. KOREA Meet Google Drive – One place for all your files https://drive.google.com/drive/folders/1GFGgxV0VJJU30R4P7uxcFu-ZdweFFtD5?usp=sharing

2.7.2.3. South East Asia

2.7.2.3.1. (Section 2.1) THAILAND Meet Google Drive – One place for all your files https://drive.google.com/drive/folders/1GFGgxV0VJJU30R4P7uxcFu-ZdweFFtD5?usp=sharing

2.7.2.3.2. VIETNAM Module 7 Relocating - Google Drive

2.7.2.4. Eastern Europe

2.7.2.4.1. POLAND https://drive.google.com/drive/u/0/folders/1GFGgxV0VJJU30R4P7uxcFu-ZdweFFtD5

2.7.2.4.2. RUSSIA Country Research_Danny Mancini - Google Drive

2.7.2.5. Southern Europe

2.7.2.5.1. ITALY Module 7 Relocating - Google Drive

2.7.2.5.2. SPAIN Module 7 Relocating - Google Drive

2.7.2.6. N, W, Central Europe

2.7.2.6.1. GERMANY

2.7.2.6.2. FRANCE Module 7 Relocating - Google Drive

2.7.2.7. N. Africa

2.7.2.7.1. EGYPT Module 7 Relocating - Google Drive

2.7.2.7.2. MOROCCO Module 7 Relocating - Google Drive

2.7.2.8. South America

2.7.2.8.1. BRAZIL Module 7 Relocating - Google Drive

2.7.2.8.2. MEXICO https://drive.google.com/drive/folders/1GFGgxV0VJJU30R4P7uxcFu-ZdweFFtD5?usp=sharing

3. RESOURCES

3.1. Supplementary Resources

3.2. Fast Start Starter Pack

3.3. CELTA Handbook

3.4. Books

3.4.1. Coursebooks

3.4.1.1. General English

3.4.1.1.1. Beginner

3.4.1.1.2. Elementary

3.4.1.1.3. Pre-Intermediate

3.4.1.1.4. Intermediate

3.4.1.1.5. Upper Intermediate

3.4.1.1.6. Advanced

3.4.1.2. Business English

3.4.1.2.1. Beginner

3.4.1.2.2. Elementary

3.4.1.2.3. Pre-Intermediate

3.4.1.2.4. Intermediate

3.4.1.2.5. Upper Intermediate

3.4.1.2.6. Advanced

3.4.1.3. ACADEMIC ENGLISH

3.4.1.3.1. IELTS

3.4.1.3.2. TOEIC

3.4.2. LANGUAGE BOOKS

3.4.2.1. Grammar

3.4.2.2. Vocabulary

3.4.2.3. Reading

3.4.2.4. Writing

3.4.2.5. Listening

3.4.2.6. Speaking / Conversation

3.4.2.7. Pronunciation

3.4.3. TEACHING BOOKS