Teachers Latin America helps prepare new TEFL teachers for a new job abroad. Below, you'll see an example of what Latin American language centers ask of you as a teacher, when planning a demonstration class. The TEFL course will prepare you to be able to teach in the ways Latin America and the world will ask of you.

Costa Rica Language School TEACHER QUESTIONNAIRE

In addition to a copy of your resume, letter of interest and recommendation letters, please answer the following in short, 3-4 sentence responses.

Do you have any formal training as a teacher?

Do you have any formal experience teaching English?

What other work experiences do you have that may contribute to your performance
in the classroom?

IN THE CLASSROOM...
How would you get students involved in class?

What are some of the reasons for (and against) teaching grammar in class?

What, in your opinion, is the most important aspect of language learning in the classroom?
(writing, reading, speaking....)

What is a good way to teach vocabulary?

What are the main reasons for and against correcting students' mistakes?

How do you implement group work into your lessons?

IN OTHER REALMS...
In your opinion, which of the following jobs would best prepare a person for
language teaching? Why??
-sports coach -actor -social worker
-tour group leader -salesperson -nurse

Why do you think you are suited for language teaching?

How could you most easily convey the meaning of the following to a group of language learners in the classroom?
a. To switch (something) on...

b. Secretary...

c. Congratulations!!...

d. Reliable...

How would you characterize yourself as a learner?

How would you describe yourself as an employee in relation to your co-workers?
Your superiors? Your students?

Administration...
How long of a time commitment can you make with us?

What are your reasons for wanting to work with us?

What are your salary expectations/needs while teaching?

What are your general expectations for this experience?

Please read the following information and create a lesson plan for each function, using the Communicative Approach and the Steps to Mastery (following):

Students level: Intermediate II
Title: Sure, no problem!
Function: Making requests: accepting and
refusing requests.
Grammar: Two-part verbs(with nouns and
pronouns); will for responding to
requests.

EX: Turn down the T.V.. Turn it down.
O.K. I will turn it down.

Student Level: Introductory (beginners)
Title: Does the apartment have a view?
Function: Asking about and describing
Homes.
Grammar: Simple present short answers; how
many;

Ex: Do the bedrooms have closets? Yes, they do.
Does the apartment have a view? No, it doesn't
How many rooms does the apartment have?
It has four rooms.

STEPS TO MASTERY

Name
Week Day Time
Book Level Unit
Objectives
Step/Aim Lesson Plan Materials

Homework

Name
Week Day Time
Book Level Unit
Objectives
G.P./Aim Lesson Plan Materials

Homework

Teaching Methodologies
Here we contrast two teaching methodologies, in order to put each into a clearer context. In Costa Rica, we use the second-- the communicative approach, not the traditional!

TRADITIONAL APPROACH
· Teacher centered
· Grammar is the principle objective
· Student participation is low
· Information not presented in context of daily living
· Reading and Writing are more important
· Inductive Teaching: Teacher gives information and Ss take it in.

COMMUNICATIVE APPROACH

· Object of the class is the function (something useful/meaningful in daily life)
· Student centered (Teacher talk: 20% Student: 80%)
· Activities presented in context of real life
· Practice in the four skills (Speaking, Reading, Writing, Listening)
· 100% English
· Grammar is part of the function
· More activities is groups or partners (communicative)
· Material is presented in relation to the objective/function of the class
· Use dialogs as a part integrated into the lesson
· Deductive Teaching: Students can extract the information for themselves

ROLE OF TEACHER IN CLASS

· Facilitator/mediator of student learning
· Promotes communication, & advises and monitors performance
· Teacher talks 20%
· Dynamic
· Use the board for correction, and to present new vocabulary
· Facilitate auto-correction
· Know/plan the objectives
· Know the level and style of learning of students
· Give a modeled example per activity
· Evaluate the progress of students regularly
· Always begin with a review
· Adjust your class plan according to student needs

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