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Pre-TESOL Module Summary

Foreign Language Lesson: Trainees receive a first lesson in an unknown foreign language. Afterwards, they analyse the techniques used by the teacher and the rationale behind them from a student's point of view.

Classroom management: Trainees study ways of providing a classroom atmosphere that will facilitate learning.

Writing Lesson plans: Trainees study what should be included in a lesson plan and how to organise it.

Presenting New Language (1): Trainees watch a model situational presentation of a grammatical structure. Afterwards, they analyse the techniques used and the rationale behind them.

Vocabulary: Trainees analyse what it means to know an item of vocabulary and how knowledge about vocabulary can effectively be conveyed to students. Afterwards, they have the opportunity to practise teaching each other some vocabulary items.

Eliciting Techniques: Trainees study effective ways of getting meaning across to students and how to draw on students' existing knowledge in order to maintain student attention, build student confidence and foster a co-operative classroom atmosphere.

Drilling: Trainees study and practise how to use drilling (i.e. organised repetition) effectively in order to improve the students' accuracy of pronunciation.

Concept Checking: Trainees study and practise how to check students' understanding of grammatical and lexical concepts through concept checking questions and timelines.

Language Analysis (1): Trainees receive a basic overall introduction to the tense system of the English verb, including form and concept.
Form, Function and Concept: Trainees study the differences between the form of a grammatical structure, the concept expressed by that structure and the use to which it can be put (i.e. its functions). They consider the implications of this for the teacher.

Skills (1): Trainees consider what is involved in the process of reading and study an effective structure for lessons aimed at developing students' reading ability. 

Presenting New Language (2): Trainees watch model presentations of grammatical structures using a text on cassette and a written text. Afterwards, they analyse the techniques used and the rationale behind them.

Controlled and Freer Practice: Trainees study the difference between the two types of practice in terms of aim and structure. They study how to design practice activities, how to give clear and effective instructions for them and how to give useful feedback on them.

Language Analysis (2): Trainees look in more detail at some of the more difficult tenses of the English verb.

Skills (2): Trainees consider what is involved in gathering information through listening and study an effective structure for lessons aimed at developing students' listening ability.

Phonology (1): Trainees receive a basic overall introduction to the phonological features of English: sounds, stress at word and sentence level, intonation and the more important features of connected speech. Afterwards, they study and memorise the symbols of the phonemic chart and briefly consider the rationale behind the phonemic chart and effective ways of using it in the classroom. 
Error Correction: Trainees analyse the different types of error which students make and consider the advantages of a range of student-centred correction techniques  which can be effective in the classroom.

Using the Whiteboard: Trainees study and practise how to organise the whiteboard for maximum clarity.

Coursebooks: Trainees compare the structure and syllabus of several different coursebooks and study how to make effective use of a coursebook in the classroom.

Dictation: Trainees participate in a range of different types of dictation activity and analyse the rationale behind them and the contribution they could make to effective teaching.

Writing: Trainees consider what is involved in the process of writing and study effective structures for activities aimed at developing students' writing abilities.

Alternative approaches: Trainees watch a video explaining a range of alternative approaches to language teaching. Afterwards, they discuss their respective merits and possible application to the classroom.

Phonology (2): Trainees study sentence stress, rhythm and intonation in English and their connection to meaning and intelligibility. They participate in various practice activities for these phonological features and consider how they could be used in the classroom.

Language Analysis (3): Trainees receive a basic overall introduction to the use of modal verbs in English, including problems of form and concept for the student.

Warmers, Fillers and Ice Breakers: Trainees participate in a range of short activities suitable for engaging attention, changing the pace within a lesson or giving a sense of conclusion to a lesson. Afterwards, they discuss the rationale behind them and how to make effective use of them in the classroom.
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