The Fundamentals of Teaching English as a Foreign Language
By International TEFL Academy Press | 278 pages
Price - PAPERBACK: $67.95 USD
Price - PDF: $44.95 USD
The Fundamentals of Teaching English as a Foreign Language is an introductory textbook for use in the training of EFL instructors. This book is the best place to begin your career as a professional English teacher online or overseas.
This textbook is a go-to resource for anyone who wants to start teaching EFL for the first time or for teachers who want to improve and expand on their current teaching skillset.
This textbook is available in paperback or in the travel convenient PDF format and is the official textbook of International TEFL Academy's Online & In-Person TEFL Courses.
THE FUNDAMENTALS OF TEACHING ENGLISH AS A FOREIGN LANGUAGE
TABLE OF CONTENTS
Chapter 1: Role of the Teacher..........11
- 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.
Chapter 2: Student-Centered Classroom..........30
- 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.
Chapter 3: Cultural Sensitivity..........49
- 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.
Chapter 4: Methods and Approaches..........69
- 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.
Chapter 5: Lesson Planning..........92
- 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.
Chapter 6: Lexis and Grammar..........120
- 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.
Chapter 7: Listening and Reading..........150
- 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.
Chapter 8: Speaking and Writing..........183
- 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.
Chapter 9: Visual Aids and Technology..........212
- 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).
Chapter 10: Course Design..........230
- 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.
In addition, The Fundamentals of Teaching English as A Foreign Language textbook includes convenient access to extra resources, videos, references and more provided by International TEFL Academy.
MEET THE AUTHORS
Highly Qualified & Experienced EFL Instructors.
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.
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.
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.
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.
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]
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.
WHY SHOULD I BUY THIS TEXTBOOK?
Should they choose to get a physical copy, or the PDF version, International TEFL Academy students said they bought The Fundamentals of Teaching English as A Foreign Language textbook for these 3 reasons:
It provides hands-on material to help you during your TEFL Course.
It is a lifetime resource for future reference when you are teaching English overseas or online.
WHAT INTERNATIONAL TEFL ACADEMY GRADUATES SAY
I have the course textbook and it was wonderful! I highlighted important parts & have it for future reference :) Def worth getting.
- Rachel F. Smith,
International TEFL Academy alumna
INTERNATIONAL TEFL ACADEMY'S
TOP-RATED TEFL CLASSES
The Fundamentals of Teaching English as A Foreign Language is the official textbook of International TEFL Academy's Online & Chicago, Barcelona & Costa Rica In-Person TEFL Courses.
In addition to winning GoAbroad.com's People Choice Awards for Best International Education Organization in 2018, International TEFL Academy was named Best Online TEFL Course and ranked #1 U.S. TEFL Class in 2019.