Immediate Opening For Full Time EFL Teachers in Malvern, UK

Date posted:2011-08-18 | Writer: Abbey College | Email: [email protected]

The Abbey College is an international school based in Malvern. During the academic year (September to June) we have up to 100 residential students studying a range of courses. We are looking for three full time EFL teachers to join our EFL department. In this role you will teach approx 23 hours per week providing English language support to our students. Courses included academic English and preparation for the KET, PET, FCE and IELTS examinations. Students ages range from 5 - 18 years old. Whilst we will provide training and support, experience of teaching the Cambridge examinations and academic English would be a definite advantage. Candidates should also have a strong classroom presence and be committed to achieving good examination results.
Benefits include a sensible salary based on qualifications and experience together with 6 weeks paid holiday per year pro rata (bank holidays are not taken if they fall within term time). For more information, and to apply, contact us via e-mail at the e-mail address given on the job heading.

Abbey College,
253, Wells Road
Malvern
Worcestershire
WR14 4JF
United Kingdom
 
Telephone Number: +44 (0)1684 892300

Facsimile Number: +44 (0)1684 892757

Below you can read feedback from an ITTT graduate regarding one section of their online TEFL certification course. Each of our online courses is broken down into concise units that focus on specific areas of English language teaching.

 

Unit 13 focuses on whether teachers should use either authentic or created materials. The module covers the appropriate uses for both authentic and created materials; gives examples of both categories and also lists the pros and cons. My personal preference is the use of pictures that are either downloaded or sourced from publications as I feel that all students can relate to visuals of common products.Now this unit was very detailed in analyzing a student's behavior. Again, the classifications were also helpful in organizing a syllabus. I found the ENGAGE/STUDY/PRACTICE pattern somewhat confusing as the lesson did not really indicate why the theme was important to cover. Separating functional from structural was helpful, but I would prefer a mixture of the two applications in designing a lesson plan.

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