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https://www.youtube.com/user/elttraining

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Enjoy the videos and music you love, upload original content, and share it all with friends, family, and the world on YouTube.

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Offered by most good schools, these are often interactive!

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You can't do this if you don't have somebody to watch!

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Keep a record of your lessons and write about successes and (relative) failures.

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Take your qualifications to the next level.

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(Scroll down for details of Our DELTA courses.)

The Cambridge DELTA (Diploma in Teaching English to Speakers of Other Languages) is the most prestigious and widely-recognised British qualification in ELT. It is intended for teachers who already have basic training and substantial experience in teaching English as a foreign or second language, and who wish to review and develop their knowledge and practices, perhaps in preparation for more senior teaching roles. Candidates are expected to have a CELTA or equivalent and at least two years' full-time experience of teaching adult classes at a range of levels.

The UK Office of Qualifications and Examinations Regulation places the DELTA at Level 7 of the Qualifications and Credit Framework - the same level as a Master's degree.

The DELTA is made up of three separate modules, which can be taken in any order and over any time period. As the modules are taken separately, each module is independently certificated. A candidate who successfully completes all three modules achieves the full DELTA qualification.
Module One - the written exam
This module is more theoretical and focuses on the background to teaching and learning English in a range of contexts. Topics include: language acquisition; approaches and methodologies; analysis of language systems, language skills and learner problems; resources and materials; testing and assessment.

Assessment: a written exam of two 90-minute papers
Module Two - teaching practice
This module requires participation in a course with a practical focus on: professional development; analysis of language systems and skills, learner needs and problems; lesson preparation; lesson preparation, teaching and evaluation.

Assessment: a portfolio of four internally-assessed assignments, and a fifth assignment which is externally assessed by a visiting Cambridge English assessor
Module Three - the extended assignment
For this module candidates can choose from two options:

* Option 1: Extending practice and English language teaching specialism
This focuses on needs analysis, syllabus design, course planning and assessment in the context of a selected specialism.

* Option 2: English Language Teaching management
This focuses on situation analysis and planning, and implementing change in the context of a selected management specialism.

Assessment: an extended written assignment of 4,000-4,500 words

Module Two requires attendance at a course run by an approved DELTA centre so that your teaching can be supported and assessed. There's no official requirement to do preparation courses for Modules One and Three - but it is strongly recommended!

Our DELTA courses
Module Two / Module One and Two course - full-time
* This eight-week course takes place in Wroclaw in July and August every year. See Dates and fees for the exact dates of the next course.

* The course is flexibly designed so as to be suitable both for candidates wishing to take M odule Two only and for those wishing to focus on both Module One and Module Two.

* There is a reduced course fee for those candidates pursuing Module Two only. See Dates and fees for further details.

* About 75-80% of input sessions focus on ELT theory and practice and the requirements of Module Two, while the remaining 20-25% are dedicated to training and practice for the Module One exam.

* The eight-week format allows for a more developmental focus and results in a more satisfying experience for candidates. It gives more time for the Professional Development Assignment which forms the backbone of Module Two, and more time for research, essay writing and lesson planning - particularly in advance of the all-important external! It also allows the tutors to offer additional, unassessed observations with a developmental focus, and affords greater scope for resubmission of assessed elements of your portfolio.

* The course includes three hours of input and two hours of teaching practice every day, in addition to independent reading, research, essay writing and lesson preparation.

* Candidates work alongside two experienced tutors, typically in groups of six.
Module One preparation course - online
* This is a twelve-week online course which will prepare you for the Module One exam, wherever you are in the world. (Alternatively, if you do our Module Two full-time course, this also includes optional preparation for the Module One exam.)

* Courses start in March and September each year, in preparation for the June and December exam sessions. See Dates and fees for the exact dates of forthcoming courses.

* Course participants are provided with access to an e-learning platform which contains all study materials and allows communication with tutors and other course participants.

* Work on the course involves reading, self-study, participation in online discussions, completion of written tasks, and feedback. The course consists of nine units. Each unit contains study material for a specific topic area, one or two study tasks, and an exam practice task. There are also two full mock exams.

* The exact time commitment required for this course will vary from individual to individual, but a workload of at least 15 hours a week can be expected.
Module Three preparation course - online
* This is a ten-week online course which will help you to produce your extended assignment for Module Three.

* Courses start in spring and autumn each year, in preparation for the June and December submission dates. See Dates and fees for the exact dates of forthcoming courses.

* For this module you will select your own specialist subject to focus on. We will assign you a tutor with specialist knowledge in your chosen area, with whom you will communicate online. Your tutor's role will be to guide you in making decisions and provide you with informed feedback on the various parts of your assignment:

Stage 1 - Initial guidance
Discussion with your tutor on possible areas of focus and feedback from the tutor on your proposals.

Stage 2 - Outline
The tutor will provide feedback on an outline of your assignment.

Stage 3 - First draft
You can either submit a draft of the whole assignment for feedback or submit one section at a time.

Stage 4 - Final draft
You can submit a final draft and receive feedback on this from your tutor.

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(Scroll down for details of Our DELTA courses.) The Cambridge DELTA (Diploma in Teaching English to Speakers of Other Languages) is the most prestigious and widely-recognised British qualification in ELT.

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Taking advantage of the library in the staffroom to further teaching knowledge

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Welcome to Humanising Language Teaching (HLT).

HLT is the leading free online magazine for Teachers of English.

Inside you'll find a wealth of ELT articles and ELT resources, lesson ideas, voices, book reviews and articles about 21st Century Skills, NLP, CLIL, Primary, Secondary and more!

Contributors include Mario Rinvolucri, Alan Maley, Rod Bolitho, Adrian Underhill, Tessa Woodward, Andrew Wright, Aleksandra Zaparucha and many more leading ELT experts.

We also encourage institutions to guest edit, ensuring HLT is a truly international publication.

HLT is edited by Hania Kryszewska and is published by .

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Welcome to Humanising Language Teaching (HLT). HLT is the leading free online magazine for Teachers of English. Inside you'll find a wealth of ELT articles and ELT resources, lesson ideas, voices, book reviews and articles about 21st Century Skills, NLP, CLIL, Primary, Secondary and more!

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To reflect publicly on your own mistakes :)

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Such as in Torun

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Plenty of materials in the staffroom for this and great for people who still feel unsure about how to teach phonetics

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download free books from the Internet.
https://www.onlinetefltraining.com/wp-content/uploads/2013/11/SpeakingUnplugged-30Activities.pdf

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Keep track of TTT and prepare for embarrassment

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Check out British Council for Lesson Ideas/General Help

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Check out British Council for Lesson Ideas/General Help

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Welcome to TeachingEnglish

Be part of the world's largest online English teaching community. TeachingEnglish is a global programme for English teachers and teacher educators, drawing on UK and local expertise, and the unique insight and experience of the British Council. Build your professional network, share ideas and knowhow, and stay up to date with the latest research and innovations in teaching. You'll find lesson plans, events and learning resources to support your practice, as well as new opportunities to help your career grow - whether you're taking your first steps as an English language teacher, or your next steps as a teacher educator.

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Be part of the world's largest online English teaching community. TeachingEnglish is a global programme for English teachers and teacher educators, drawing on UK and local expertise, and the unique insight and experience of the British Council. Build your professional network, share ideas and knowhow, and stay up to date with the latest research and innovations in teaching.

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https://le.ac.uk/courses/applied-linguistics-and-tesol-ma-dl/2020

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Ask around in the staff room, lots of ideas floating about

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Inquire about specific questions to see how the class feels about the lesson

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As a way to keep the students interested and engage your own teaching brain for different ways to teach/learn

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We're always looking for articles throughout the year for the IH Journal and the following guidelines should give you an idea as to what we consider before publishing.

Authors

If you are a language teaching expert, teacher trainer or teacher from within the IH network or beyond and would like to contribute to the IH Journal, we would be delighted to hear from you. Past authors include Scott Thornbury, Philip Kerr, Gavin Dudeney, Martin Parrot, Dave Willis and Brita Haycraft, so your contribution will find itself in good company.

Readership

The IH Journal is read by practising language teachers, teacher trainers and managers all over the world. When submitting an article, do bear this in mind and think about what you would be interested in reading. The original editorial from the first edition states:
"It [the IH Journal] is written by teachers for teachers. Anyone and everyone can have their say. It will contain articles on action research (i.e. classroom investigation) projects, conference papers, practical ideas, news items, and work in progress from leading thinkers within the organisation. We want to encourage debate, give people a platform, create new ideas, refloat old ideas, debunk myths and generate a new sense of adventure."
We still adhere to these original principles and advise that articles are focused on practical classroom application of ideas. Reading past editions of the Journal before submitting your work will give you an insight into the type of articles typically published.

Length

Articles are typically 1,000 - 1,500 words in length, which makes them between about one and a half and two and a half pages long in Microsoft Word. We will consider longer submissions, though it is rare to publish these (see readership above). Reviews can be up to 1,000 words long.

Referencing

If you quote from a published source, be that online or in-print, please reference it appropriately. We suggest you use Harvard for simplicity (see here), though any recognised referencing convention is acceptable. However, remember that the IH Journal has a focus on classroom application and so overly academic articles with long lists of references will not be considered.

Editing

All articles are carefully considered before publication and in many instances the editor may contact you to ask you to revise certain sections or provide other feedback to help you improve or develop your work - we will help you as you go in a supportive manner, particularly if you are a first-time writer. However, we also cannot guarantee that every submission will be published, though will do our best to publish as many as possible and may advise that an article will be published in a later edition.

Submission

Here are some suggested steps to follow when you are considering contributing to the Journal:

Contact the Editor on IHJEditor@ihworld.com and express interest, briefly outlining your ideas.

Write your article taking the above points into account and then have someone else proof-read it for you.

E-mail your article as a Word document (.doc or .docx) titled 'your name article title', e.g. "Chris Ożόg - Observations on Observations". Please do not submit PDFs. Also, please send a 50-60 word mini bio describing who you are, where you work, experience, etc., and a photograph.

Read through any feedback given on your work and make any necessary changes, ask follow-up questions, etc.

Read your article in print online!

Please e-mail IHJEditor@ihworld.com with any questions you have.

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We're always looking for articles throughout the year for the IH Journal and the following guidelines should give you an idea as to what we consider before publishing. Authors If you are a language teaching expert, teacher trainer or teacher from within the IH network or beyond and would like to contribute to the IH Journal, we would be delighted to hear from you.

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Presenting at a conference / leading an input session

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Presenting at a conference / leading an input session

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If you are an EFL teacher looking to enhance your career, you can study with the IH Online Teacher Training Institute (OTTI) for part-time online courses to improve your teaching skills and career development.

Our online courses are asynchronous which means you can access the site and the information whenever it suits you, whether that's first thing in the morning or last thing at night. There is no set time to be in a classroom with a group of people. You will only need to make the time to log on, access the material and interact on the forums.

We offer courses that match your career path. There are courses that start at the beginning of your career so you can hit the ground running, and there are courses for professional development once you've had a few years' experience as a teacher.

Find more detailed information on our online courses below, and please feel free to contact us with any questions you have.

Specialist courses for teaching young learners

Specialist courses for teachers

For experienced teachers looking to further their career

Specialist short courses for Managers in an Academic Context

These 6 week courses are ideal if you wish to develop and broaden your knowledge of a specific management topic. You can build your own programme by selecting the courses that are of interest to you.

Courses available on demand

Unlike a residential face-to-face course, learning online gives you the flexibility to set your own study hours and save money and time on travel and accommodation. Watch the video below to find out if studying online is for you.

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Study with the IH Online Teacher Training Institute (OTTI) for part-time online courses to improve your teaching skills and career development.

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A great way to test your grammar knowledge and put teaching into a different perspective

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There are plenty of opportunities to speak at an IH conference (e.g. IHWO Online, IH Toruń Teacher Training Day, IH YL Conference, IH Kyiv, etc). If you have a great idea, then presenting to the live nation is a great way tell all!

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Taking a role in a summer school/short seasonal programme is a great way to try out new techniques as a teacher.  Running one/taking a management role in one is a great way to ‘suck it and see’ how you like management work. Short, often residential courses are very ‘Narnia’: they seem to last for years, but when you come out; no time has passed! And nobody will believe you about what has happened in them. And they are magic.  And, some people hate them!

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For online lessons/or even offline, get other teachers to join your group, with their students, for collaborative work. Easier than it sounds and changes everyone’s perspective.

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Learn a(nother) foreign language and reflect on your experiences as a student.

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Take yourself back in time and have a look through all those notes and presentations.