Introduction to the Course
| Site: | Gatehouse Awards - Learning |
| Course: | Level 5 Award in Teaching Other Subjects in English (CLIL) |
| Book: | Introduction to the Course |
| Printed by: | Guest user |
| Date: | Monday, 6 May 2024, 10:46 PM |
Description
Congratulations
Congratulations on starting out Teaching Business English training course. You have now taken your first step to becoming a TEFL teacher with a specialism certificate. This will give you fantastic opportunities to live and work across the globe.
Teaching Business English opens doors to travel and employment. It can be a wonderful way to spend a short time living overseas or an amazing lifetime career. Regardless of the route you choose to take, this course will introduce you to the concepts and skills that you need to start the journey.
The aim of this course is to get you ready to teach when you step into a classroom. Over the next few pages, we set out:
· What you will cover during the course
· How to use the course
· Course assessment
1. Welcome to the Course!
Congratulations on starting our Teaching Other Subjects in English course. You have now taken your first step to becoming a TEFL teacher with a specialism certificate. This will give you fantastic opportunities to live and work across the globe.Teaching other subjects in English (also known as CLIL) opens doors to travel and employment. It can be a wonderful way to spend a short time living overseas or an amazing lifetime career. Regardless of the route you choose to take, this course will introduce you to the concepts and skills that you need to start the journey.
The aim of this course is to get you ready to teach when you step into a classroom. Over the next few pages, we set out:
- What you will cover during the course
- How to use the course
- Course assessment.
2. Using the Course
Duration of the Course
On average, students take 60 hours to work through the course content, plus additional time to complete the course assessment. Most people complete the course within 35 days.
Your allocated time for the course starts from the date that you enrolled on the course. You can see the expiry date on the right-hand side of the screen, on the course home page.
Please don’t rush through the course. The more time you take to think, reflect, and read around each subject, the more confident you will be once you are standing in front of your first class.
3. Course Content
We have divided the course into 10 units. Each unit covers a core aspect of successful teaching:
Unit 1: IntroductionIn this unit, you will:
- Find out what teaching other subjects in English really means
- Learn about the history of teaching other subjects in English
- Consider its advantages and disadvantages.
Unit 2: Teaching Other Subjects in English Concepts
In this unit, you will:
- Discover different theories relating to teaching other subjects in English
- Learn about the four Cs
- Find out about the three As
- Reflect on critical thinking skills in the classroom.
Unit 3: Teaching Techniques
In this unit, you will:
- Discover the difference between hard and soft lessons when you are teaching other subjects in English
- Learn about methodology for teaching other subjects in English
- Look at some amazing activities for teaching other subjects in English.
Unit 4: Planning Primary Lessons
In this unit, you will:
- Learn the stages of a CLIL lesson for primary students
- Find out how to use scaffolding effectively in your lesson
- Consider different production ideas.
Unit 5: Primary Lesson Example 1
In this unit, you will:
- Watch a demo primary lesson
- Think about why the teacher has planned it in this way
- Reflect on what you have watched.
Unit 6: Primary Lesson Example 2
In this unit, you will:
- Watch a second demo primary lesson
- Think about why the teacher has planned it in this way
- Reflect on what you have watched.
Unit 7: Planning a Secondary Lesson
In this unit, you will:
- Learn the stages of a CLIL lesson for secondary students
- Find out how to use scaffolding effectively in your lesson
- Consider different production ideas.
Unit 8: Secondary Lesson Example 1
In this unit, you will:
- Watch a demo secondary lesson
- Think about why the teacher has planned it in this way
- Reflect on what you have watched.
Unit 9: Secondary Lesson Example 2
In this unit, you will:
- Watch a second demo secondary lesson
- Think about why the teacher has planned it in this way
- Reflect on what you have watched.
Unit 10: Challenges, Solutions and Reflections
In this unit, you will:
- Consider how to deal with the different problems you will face in the classroom
- Think about how to resolve these problems
- Reflect on what you have learnt in the course.
4. Navigating the Course
Getting Started
When you first enter the course, you will find yourself at the Course Home Page. This has a panel with links to each unit of the course. Simply click on the link to the unit you want.
Structure of the Course
When you click into a unit, you will see the Table of Contents on the right hand side. This sets out links to each of the chapters within that unit.
Moving Through the Course
At the bottom of each page of course material, you will find two arrows.
- Click on the blue arrow pointing to the right to move forward. This will guide you through each page of the course in the correct order.
- Click on the arrow pointing to the left, if you want to return to the previous page.
- When you reach the end of unit, the arrow to the right will be replaced with an arrow pointing up. Click on this to return to the Contents page.
5. Quizzes
Throughout the course, you will find quizzes; they review the material introduced in the unit as well as checking what you already know. Some quizzes are only for reflection on your ideas.
Click on the arrow or link to go through to the quiz page. Each quiz has clear instructions about how to use it. Please note, once you start a quiz it needs to be completed in one sitting; however, you can have as many tries as you like!
Check the grey box to the left of the question for the number of marks available for each question - sometimes you need to choose more than one answer! You also have the option to flag a question if you are unsure and wish to come back to it once you have been through the remaining questions.
6. Course Assessment
End of Unit Summary Quiz
At the end of each unit, there is a Summary Quiz. These are designed to check that you have understood the points you have just covered before you move on. You must achieve a minimum of 75% to pass each test and unlock the next unit. However, you can take these quizzes as many times as you need to in order to pass, and you can refer back to your notes.
You must pass a Summary Quiz to move on in the course, but they do not form a part of your final mark for the course.
Assessment
At the end of the course you will create a 60-minute lesson plan for a group of learners, and provide a written rationale for your plan. Your assignment will be submitted to a tutor for marking, and you will receive your result within seven working days of submission. You must pass the course to gain your certificate for the course.
If you pass the course
You will receive an email confirming that you have passed the course and providing feedback about your assignment from your tutor. Your e-certificate details will be sent shortly after you have passed the course.
If you do not pass
If you do not pass the assignment, your tutor will provide feedback on which criteria you did not meet, and how you can improve. It is possible to resubmit your assignment another two times, if required. Take this opportunity to make improvements to your submission. If you do not pass the after the third overall attempt, you will not receive a certificate.
7. Malpractice
We take malpractice very seriously at Gatehouse Awards. Malpractice can take different forms:
- Plagiarism is copying from another source and presenting this work as your own. This can include copying from books, websites and other online sources. Copying from the example assignment, or copying chunks of text from the course itself, are also plagiarism.
- Collusion is collaborating with or copying from another candidate on the same course, producing the same assignment as another candidate, or including chunks of text from another candidate’s assignment in your own.
- Misuse of Artificial Intelligence (AI) is attempting to copy or paraphrase whole chunks of AI generated content, use AI to complete sections of an assignment, or failure to reference use of AI.
If you are found to have committed any of the above, then you may be disqualified from the course.
Avoiding malpractice
You should never copy another student’s assignment; this is always malpractice and has serious consequences. However, you are expected and encouraged to do research for your assignment, look at books, websites and journals to support your ideas and help build your assignment, this is part of the learning process! Just remember that these resources should be helping to shape your ideas and your writing, don’t just copy and paste things into your assignment.
This is an academic assignment, and so you should include academic references for the sources (books, journals, websites and blogs) that you use.
What is referencing?
If you’re new to referencing (also known as “citation”) it can seem quite confusing, but it’s fairly simple. For example, imagine you’re planning a lesson for a group of French students. It's a good idea to think about potential difficulties your students might have with the language, so you may want to do some research about French learners of English. You would look at a website or book for help, then this website or book should be referenced in your bibliography. Or maybe you want to use a gap fill activity that you found on a teaching materials website; you would need to reference that website in your bibliography. If you’re still a bit unclear on referencing, the video at the bottom is a helpful guide (they use the word “citation”). To make things easier when referencing, you can use this website to generate the reference for you, and then you can simply copy it into your bibliography.
Using AI
The world of technology and research is changing, and AI platforms can be a great tool when used appropriately. However, they should be used as research tools, not to write your assignment for you. For example, a good use of AI could be to ask for suggestions of communicative games to practice a grammar point. Misuse of AI would be trying to get a platform to write your assignment for you (it also doesn’t work very well for these kinds of tasks!) If you want to use AI as a research tool, just remember to include a reference and the question or prompt that you searched in your bibliography e.g. “What are some good warmers for a lesson about climate change?” Chat GPT 3.5 (https://openai.com/blog/chatgpt/) Accessed 18.09.2023
8. Study Guide
Your study guide contains an explanation on each unit to help guide you through the most important aspects of your course. We point out what you do and don't need to memorise, and make suggestions on what to takes notes on to help you later with your assignments.
You'll also find a reflective task at the end of each unit summary. These will help you with your assignments and also when you are planning lessons for real life classes.
When you reach your assignment in Unit 10 you'll find helpful hints within the guide! These hints will remind you which parts of the course to revisit before you start writing you lesson plan.
Before printing the guide, check your printer setting to make sure each page fits to the printable area!
9. Contact Us
For any queries related to the course, please contact us by email:
teflsupport@gatehouseawards.org