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International TEFL Academy Press is a publishing company owned by International TEFL Academy (ITA), the worldwide leader in TEFL certification for teaching English abroad offering accredited TEFL classes in 25 locations worldwide and state-of-the-art online TEFL classes.
In addition to winning GoAbroad.com's People Choice Awards for Best International Education Organization in 2018, ITA was named Best Online TEFL Course and ranked #1 U.S. TEFL Class in 2019.
International TEFL Academy Press provides the best, most comprehensive textbooks for teaching English abroad and TEFL Certification.
Our textbooks are designed for training English as a Foreign Language (EFL) instructors. You'll benefit from ITA's textbook if you're an ITA student or if you're an English teacher striving to improve your skillset and understanding of teaching English to EFL students.
Highly Qualified & Experienced EFL Instructors
MEET OUR AUTHORS
International TEFL Academy Press textbooks were developed by International TEFL Academy instructors, a curriculum development committee, writing committee and had final oversight by an accreditation board.
We chose to involve a wide variety of our staff and professors in the creation of these textbooks to offer viewpoints from many academic disciplines of TEFL & TESOL training along with the practical and cultural experiences of teaching English on every continent worldwide.
She received her Master of Arts degree in English from Colorado State University in Fort Collins, Colorado and is currently working on her Master of Science degree in speech-language pathology. She has been training teachers for 10 years and has been an instructor with International TEFL Academy since 2017.
He has taught English in both Prague, Czech Republic and Linares, Spain. An online TEFL Instructor with International TEFL Academy, Wayne has been teaching for ITA since June 2014 and has also worked extensively on edits and improvements to International TEFL Academy’s curriculum and videos. [LEARN MORE]
Quinn received both her Bachelor of Arts degree in English & Spanish and her Master of Arts degree in TESOL & Intercultural Studies from Wheaton College. She has also earned a certificate in translation studies from University of Chicago. Quinn has worked as an English teacher in both Costa Rica and Ecuador.
Adrian is originally from Chicago and has been in the ESL profession for over 20 years. He received his master's degree in Applied Linguistics from NEIU. Adrian has taught ESL in various institutions in Chicago and Tennessee and in Japan for 2 years.
Sam has extensive experience traveling, living and teaching abroad in Ecuador, Mexico, and Europe. Sam earned two master’s degrees: one in TESOL from the University of Southern Mississippi and one in Spanish Literature from Northern Illinois University; he is currently working on his doctorate in education.
ITA Online TEFL Instructor
MS in Applied Lingusitics >
Diane has a BA and MA in French from the University of Illinois in Urbana-Champaign, and an MS in Applied Linguistics from the University of Illinois in Chicago.
She has taught EFL in France, ESL and academic writing in the Chicagoland area for 10 years. Her chapters are dedicated in loving memory of her father Robert.
ITA Online TEFL Instructor
PhD in Applied Lingusitics >
Malgorzata has over 10 years of national and international teaching experience in Poland, England, and the USA.
She holds her PHD in Applied Linguistics from the University of Warsaw and her Master of Arts in Applied Language from the University of Westminister.
ITA Chicago TEFL Instructor
MA in Teaching & MA in TEFL >
Nicole received her BA in Political Science (with a Minor in Naval Science) from Villanova University and her Master of Arts in Teaching, Curriculum, and Instruction with Secondary Education focus and her Master of Arts in English (Concentration in ESL) from the University of Memphis.
She received her Russian Linguist Certification from the Defense Language Institute (DLI) in Monterey, CA. She served in the US Navy for 8.5 years before starting a career as an educator, teaching Russian language and culture to students in K-5th grade and then ESL to students in middle and high school. She has taught adult English language learners in the Czech Republic, Costa Rica, and the USA. [Read More]
She taught English in China, South Korea, France, Honduras, Costa Rica, and Nicaragua. Betsy started out with ITA as an online TEFL Instructor and then taught the 4-week in-person class in Chicago, Illinois for over one year.
Juliana received her Doctor of Jurisprudence from Western Michigan University, her Master of Arts degree in education from the University of Phoenix, and her Bachelor of Arts degree in English from the University of Windsor.
Her online teaching experience includes working with numerous language companies and teaching privately via Skype. She has also taught overseas in Japan at a private language school and at Meiji University. Juliana has been teaching as an online TEFL instructor with the International TEFL Academy since January of 2018. [LEARN MORE]
Karen received her Master of Arts degree in TESL/TEFL from Colorado State University in 2010 and a Bachelor of Science degree in elementary education from Kansas State University. She was an assistant language teacher (ALT) with the Jet Programme in Sendai, Japan for three years and also volunteered for a summer with the Fundaciòn Cultural de Yucatan in Izamàl, Mexico.
Karen has been an online TEFL Instructor with International TEFL Academy since January of 2016 and has also worked extensively on edits and improvements to International TEFL Academy’s curriculum and videos. [LEARN MORE]
Chapter 1: Role of the Teacher..........11SUMMARY Reading and tasks on various contexts in which teaching occurs; expectations for teachers on their first day of class; identifying ideas for balancing work ideas and leisure, recognizing traits of an effective teacher; ways to build community in your classroom, examples of how to be a good role model; strategies for maintaining professional relationships during your teaching career; terminology and abbreviations used in the TEFL profession; and effective and ineffective teaching practices. OBJECTIVES After reading this chapter, the reader will be able to... Describe the general history and current global importance of the English language. Define teaching as a profession. Recognize traits of an effective teacher and ways to establish a teaching presence. Explain what to expect on the first day of teaching. Propose ways to build community in your classroom. List some student and classroom issues that may arise and how to approach them. Identify ideas for balancing work responsibilities and leisure. Identify strategies for maintaining professional relationships during your teaching career. Contrast effective teaching practices with ineffective ones. Define common terminology and abbreviations used in the TEFL profession. Provide a general overview of levels of language proficiency. VIDEO SAMPLE & EXTRA RESOURCES Watch Now: Handling the First Day - International TEFL Academy
Chapter 2: Student-Centered Classroom..........30SUMMARY Reading and tasks on the student-centered approach and teacher’s roles; autonomous learning, the roles of collaboration and cooperative learning; experiential learning with examples of useful EFL activities; individual differences; and a sample needs analysis. OBJECTIVES After reading this chapter, the reader will be able to... Define a student-centered approach and teacher’s roles. Define autonomous learning. Explain the role of collaboration and cooperative learning. Describe best practices of group and individual work. Explain the basic steps to creating scaffolded classroom activities. Define experiential learning and give examples of some useful EFL activities. Describe different modes of learning and how they can enhance student engagement. Define the basic concept and purpose of a needs analysis. Identify the most common ways to physically arrange a classroom and their implications. VIDEO SAMPLE & EXTRA RESOURCES Watch Now: Experiential Learning Activities - International TEFL Academy
Chapter 3: Cultural Sensitivity..........49SUMMARY Reading and tasks on culture sensitivity, surface and deep culture; the five barriers to cross-cultural communication; four main cultural dimensions and their implications for the EFL classroom; and culture shock and its stages. OBJECTIVES After reading this chapter, the reader will be able to... Define culture and cultural sensitivity. Differentiate between surface culture and deep culture. Identify five barriers to cross-cultural communication. Discuss four main cultural dimensions and their implications for the EFL classroom. Define culture shock and describe its stages. VIDEO SAMPLE & EXTRA RESOURCES Watch Now: 5 Dimensions of Culture - International TEFL Academy
Chapter 4: Methods and Approaches..........69SUMMARY Reading and tasks on the differences between approach, method, and technique; contemporary and traditional teaching methods; communicative language teaching (CLT); characteristics of the community language learning approach; general procedures used in a silent way classroom; the pillars of Suggestopedia; using Total Physical Response and Total Physical Response Storytelling in a classroom; principles of content-based instruction; and ways to implement cooperative learning, task-based learning, project-based learning, and differentiation. OBJECTIVES After reading this chapter, the reader will be able to... Differentiate between approach, method, and technique. Compare and contrast well-known traditional teaching methods. Explain how contemporary teaching methods differ from traditional ones. Define language accuracy and fluency and their connection to various approaches and methods. Identify characteristics of the Natural and Communicative Approaches. Describe the general concepts and procedures of a variety of common language teaching approaches and methods. Identify methods that are most appropriate for young learners. VIDEO SAMPLE & EXTRA RESOURCES Watch Now: Demo: Task-Based Learning - International TEFL Academy
Chapter 5: Lesson Planning..........92SUMMARY Reading and tasks on the importance of lesson planning and how it relates to instruction; characteristics of an effective lesson plan; producing an effective lesson plan; the foundation behind effective assessment methods; assessment formats and assessment question types; and incorporating the most appropriate type of assessment for all four language skills. OBJECTIVES After reading this chapter, the reader will be able to... Provide a more detailed overview of levels of language proficiency. Understand the overall importance of lesson planning and how it relates to instruction. Identify the characteristics of an effective lesson plan. Formulate lesson objectives describing what learners are able to achieve at the end of a session. Incorporate language input, language practice, and student output into various lesson stages. Produce a comprehensive lesson plan. Discuss some differences in lesson planning for adult vs. younger learners. Identify some basic activities appropriate for young learners. Explain the differences between and some uses of assessment and testing. Summarize suggestions for delivery of daily lessons. VIDEO SAMPLE & EXTRA RESOURCES Watch Now: An Example PPP Lesson Plan - Part 3: The Practice
Chapter 6: Lexis and Grammar..........120SUMMARY Reading and tasks on defining word root, prefix and suffix; common phrasal verbs and collocations; phonological, morphological, syntactic, semantic, and pragmatic understanding; selecting vocabulary words to teach in the ESL/EFL classroom; effective methods of vocabulary instruction; challenges and approaches to teaching idiomatic expressions; effective methods of grammar instruction with example grammar activities. OBJECTIVES After reading this chapter, the reader will be able to... Define morpheme, word root, prefix, and suffix, and generate examples of each. Recognize common phrasal verbs and collocations. Identify challenges and approaches to teaching idiomatic expressions. Compare and contrast the following aspects of what it means to know a word: phonological, morphological, syntactic, semantic, and pragmatic understanding. Describe considerations for selecting vocabulary words to teach in the ESL/EFL classroom. Describe and justify effective methods of vocabulary instruction, including meaningful input, controlled exercises, and communicative output. Recognize some controversies about the teaching of grammar in second language lessons. Compare and contrast the following aspects of grammar: meaning, form, and use. Describe and justify effective methods of grammar instruction, including meaningful input, controlled exercises, and communicative output. Identify recommended methods for assessing vocabulary and grammar. VIDEO SAMPLE & EXTRA RESOURCES Watch Now: TEFL Grammar: Form vs Meaning vs Use
Chapter 7: Listening and Reading..........150SUMMARY Reading and tasks on how the brain processes listening output; types of listening input; types of listening materials and how to choose them for the classroom; how to tailor listening activities to student level and mental method of processing; ways to set up activities within a listening lesson and sequence of lessons; hot the MINUS Approach can be used to structure effective listening; specific techniques for teaching listening skills; how the schema theory impacts ESL/EFL reading activities; common reading strategies that can be taught to ESL/EFL learners; selecting reading materials; intensive and extensive reading skills; types of pre-reading, while reading, and post-reading activities, and ways to assess reading both formally and informally. OBJECTIVES After reading this chapter, the reader will be able to... Summarize how the brain processes listening and reading input. Identify common student difficulties with listening and reading processing. Contrast intensive and extensive listening and reading skills. Identify types of listening and reading materials and how to choose them for the classroom. Describe how to tailor listening and reading activities to student age and level. Summarize ways to set up listening and reading activities within a lesson. Describe types of tasks that can be done within the sequence of listening and reading activities (i.e., pre-, during-, and post- activity). Identify specific techniques for teaching listening and reading skills. Describe how schema theory impacts ESL/EFL listening and reading activities. Identify common listening and reading strategies that can be taught to ESL/EFL learners. Differentiate listening and reading skills by proficiency level. Summarize appropriate types of assessments for listening and reading skills. VIDEO SAMPLE & EXTRA RESOURCES Watch Now: Assessing Listening & Reading - International TEFL Academy
Chapter 8: Speaking and Writing..........183SUMMARY Reading and tasks on the foundation needed for ESL/EFL students to improve their oral and written language production; commonly used classroom speaking activities; the sounds and most common pronunciation rules for English pronunciation and when to incorporate effective pronunciation techniques into ESL/EFL lessons; structuring ESL/EFL writing activities and lessons; and recommended outside resources to improve and expand teacher knowledge, methods, and materials of ESL/EFL speaking and writing. OBJECTIVES After reading this chapter, the reader will be able to... Describe a few basic factors that affect acquisition of second language oral and written production skills. Describe the foundation needed for ESL/EFL students to improve their oral and written language production. Identify commonly used classroom speaking and writing activities. Identify various ways to integrate pronunciation practice into a language lesson. Discuss a general framework for structuring ESL/EFL speaking and writing activities independently and within lessons. Summarize appropriate types of assessments of speaking and writing skills. Describe some methods of providing feedback on oral and written tasks. VIDEO SAMPLE & EXTRA RESOURCES Watch Now: Feedback in ESL Writing - International TEFL Academy
Chapter 9: Visual Aids and Technology..........212SUMMARY Reading and tasks on the several benefits of using low-tech visual aids with English language learners; low-tech visual aids and how they can be applied to ESL/EFL classroom; ways to use the Internet effectively with ESL/EFL students; precautions to consider when assigning Internet-related activities; how blogs and wikis might be used to enhance students' communication skills; recommendations for effectively integrating video into the ESL/EFL classroom; ways to use songs as a teaching and learning tool; appropriate visual aids for each language skill (reading, writing, listening and speaking); and general criteria to follow when choosing a visual aid. OBJECTIVES After reading this chapter, the reader will be able to... Define visual aids and how they can enhance learning. Identify the general criteria to follow when choosing a visual aid. Describe several benefits of using low-tech visual aids with English language learners. Identify a wide variety of low-tech visual aids and explain how they can be applied to the ESL/EFL classroom. Compare and contrast main types of online learning: blended learning, synchronous classes, and asynchronous classes. Analyze some strengths and drawbacks of online teaching compared to classroom-based programs. Identify ways to use the internet effectively with ESL/EFL students. Explain precautions to consider when assigning internet-related activities. Discuss how blogs and wikis might be used to enhance students’ communication skills. Summarize recommendations for effectively integrating video into the ESL/EFL classroom. Cite an example of an appropriate visual aid for each language skill (reading, writing, listening, and speaking). VIDEO SAMPLE & EXTRA RESOURCES Watch Now: Graphic Organizers - International TEFL Academy
Chapter 10: Course Design..........230SUMMARY Depending on where and how you find yourself teaching, you may be called upon to make big or small decisions about the course of study for your students. This chapter strives to break apart the planning process to help you either prepare a course of study or better evaluate one that is given to you; provide a foundation for the creation of a course of language study; look at different ways that you can use this data to create units of study and a syllabus for a course. OBJECTIVES After reading this chapter, the reader will be able to... Describe the basic concepts and best practices of design for a course of second language instruction. Create and deliver needs analyses and diagnostic assessments. Use data collected via analyses to create units of language study. Evaluate and select textbooks appropriate to target student population. Produce a general course syllabus to establish course dates and grades. Create a class contract to establish classroom standards of behavior.
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