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The English Language Teacher Training Certi9icate (ELTTC) is a one-month program that provides  trainees  with  the  essential  knowledge,  hands-on  teaching  experience,  and classroom  con9idence  that  qualify  them  to  become  teachers  of  English  as  a  Foreign Language  (EFL).  The  certi9icate  is  endorsed  by  the  University  of  Leicester,  and  it targets English language teachers who have little or no previous teaching experience. It provides  them  with  the  essential  skills  they  need  in  order  to  teach  English  to  young adults and older teenagers. The course leading to the certi9icate consists of seven core modules  and  three  elective  modules  with  a  duration  of  four  weeks  summing  up  to  84 contact hours. The ELTTC aims at: 
  enabling trainees to acquire the subject knowledge of the four language skills

  providing trainees with the tools of effective language teaching techniques

  enabling trainees to demonstrate and practice their teaching skills

  preparing trainees to teach high school/early college age. 


At entry, trainees should have the following minimum quali9ications:

  Be a university graduate. 

  Demonstrate a minimum English language ability of CEFR Level C1–C2.


Trainees take seven core courses with a total of 54 contact hours. The core courses provide the trainees with the fundamental techniques and skills required for teaching the English Language to high school and early university age. 

1.   Teaching Methods (10 Credits)

This module presents the theoretical background of learning and teaching in a practical task-based approach. It examines the development of teaching methods and approaches and presents a variety of teaching techniques that could be used 

in the classroom. The module further focuses on designing various types of lesson


 2.   Teaching Vocabulary and Grammar  (10 Credits)

The purpose of this module is to provide trainees with the teaching strategies that can be implemented to teach grammar and vocabulary to learners of the English language in a communicative and engaging way. The aim of this module is to provide teachers with methods to evaluate and monitor students’ knowledge
of English vocabulary and grammar.  Trainees will also be able to identify common grammatical problems and challenges that learners encounter, and to motivate their students to learn and use new vocabulary in different contexts. 

3.  Teaching Listening (6 Credits)

This   module   focuses   on   the   teaching   of   listening   and   note-taking   skills   and   its integration  with  other  language  skills.     Strategies  for  listening,  potential  problems  in learning to listen to English, the teacher's role, the listening stages, and the criteria for the   ion   of   recorded   material   are   all   looked   at   through   task-based   activities. Trainees   in   this   module   practice   teaching   listening   and   note-taking   skills   in   a communicative atmosphere. 

 4.   Teaching Speaking (6 Credits)

This   module   brie9ly   examines   through   a   task-based   approach   the   theoretical underpinnings of teaching speaking. It provides practical ideas for teaching speaking to non-native  English  language  learners.  The  module  presents  a  variety  of  activities  that teachers can use to teach speaking in a highly communicative atmosphere. The aim of this module is to provide trainees with the knowledge and tools used in the development and assessment of oral competence of non-native learners.

5.   Teaching Reading (6 Credits)

This course provides trainees with a general survey of the assumptions of reading as a process. It helps them distinguish between effective and ineffective reading strategies. It explores   issues   related   to   developing   reading   skills   (reading   aloud,   intensive   and extensive  reading,  the  role  of  the  teacher  in  reading  classes,  etc.).  It  also  familiarizes 
trainees  with  a  variety  of  reading  activities  that  can  involve  learners  in  the  learning

process in a highly engaging atmosphere.

6.   Teaching Writing (6 Credits)

This module examines different styles and techniques of teaching writing. Trainees are presented  with  a  variety  of  activities  that  cover  the  different  stages  of  writing:  pre- writing,   while,   and   post-writing.   The   module   also   focuses   on   examining   ways   of providing feedback to learners.

7.  Testing and Assessment (10 Credits) 

The purpose of this module is to familiarize trainees with the different types of tests and various assessment methods. It provides trainees with tools that enable them to craft  and  evaluate  various  test  items.  The  aim  of  this  module  is  to  train  learners  on using  different  methods  of  targeting  higher  order  levels  of  thinking  in  assessing  the achievement in the classroom. 


Trainees choose three elective courses with a total of 30 contact hours. The elective courses provide the trainees with additional knowledge that would help them in teaching the English Language to high school and early university age. 

1.   Materials Development (10 Credits)

This module provides trainees with the required practical experience that would help them do the following: evaluate a course book based on course aims and students’ needs, adapt materials in course books based on previous evaluation, supplement course books through providing additional exercises, and 9inally provide guidelines for teachers who depend mainly on developing their own teaching materials without the help of a course book. 

2.   Classroom Management (10 Credits) 

The aim of this module is to enable teachers to manage the learning environment as well

as the students’ behavior in the classroom.  It also familiarizes trainees with the kind of 

decisions that should be made by teachers in the classroom and the factors that affect the making of such decisions. It discusses ways of managing the learning environment and how a teacher can create optimum conditions for learning. 

3.   Teaching Technology (10 Credits) 

This   module   aims   at   familiarizing   participants   with   the   variety   of   instructional technology concepts and tools available for use in teaching as well as providing them with   the   skills   required   to   integrate   these   in   their   teaching   and   professional development. It provides them with hands-on experience in ing, evaluating and integrating the available hardware, software and other Internet resources and services that can be used for teaching.

4.   Teaching Learners with Learning DifCiculties/Disabilities  (10 Credits)

This   module   aims   at   familiarizing   trainees   with   the   different   types   of   learning dif9iculties/disabilities, and introduces them to the various techniques that can be used to  deal  with  these  learning  problems.  The  module  introduces  examples  of  learning dif9iculties/disabilities such as Dyslexia, Dysgraphia, and Attention De9icit Disorder. 

5.   Using Literature to Teach Language (10 Credits)

This module explores the means by which literature can be employed as a medium for English  language  teaching  through  the  use  of  literary  material  ed  from  different literary genres.   It seeks to familiarize instructors with how literature can be taught for the promotion of language skills, language manipulation as well as putting students in touch with the subtle and varied creative uses of language in order to get the feel of the English language. 

6.   Teaching Study Skills (10 Credits)

The aim of this module is to provide ways to teach a variety of skills that are required of students in order to improve their learning. Examples of such skills are presentation skills, research skills and thinking skills among others. The module is task-based and provides hands-on experience to trainees on how to teach those skills to their students.  

7.   English for SpeciCic Purposes (10 Credits) 

This   module   aims   at   introducing   the   main   issues   and   concepts   related   to   the development  of  LSP/ESP.  The  module  provides  a  general  survey  of  the  ESP  9ield. Additionally, it introduces the different contexts of ESP and how they are different from other English language teaching/learning settings. 


The   assessment   of   the   certi9icate   modules   has   two   main   components.   The   9irst component  consists  mainly  of  module  assignments  and/or  projects  that  can  include re9lection  papers,  critiques,  quizzes,  lesson  plans,  or  short  papers  depending  on  the nature  of  the  module.  The  second  assessment  component  consists  of  either  micro- teaching or presentations.

For each of the modules, the trainer will assign the trainee a score on a ten-point scale. The  9inalized  GPA  will  be  calculated  according  to  the  number  of  credits  given  to  each module  and  the  score  that  the  trainee  has  achieved.  Upon  9inishing  the  course,  the trainees will receive one of three awards as follows:
  Distinction: GPA 4.00

  Good: GPA 3.5

  Satisfactory: GPA 3.0

The trainees who score below 3.0 will be asked to submit additional assignments for the

modules they scored little on.


Plagiarism   is   taking   and   using   another’s   thoughts   and/or   writings   as   one’s   own. Plagiarized work submitted by trainees is awarded a mark of zero (0). If this results in failure of the module, the student should resubmit the assignment for a capped module mark that is set at the minimum mark required to gain progression for the course.

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