Online TESOL and TEFL course with trainer support
Online TESOL and TEFL course with trainer support. 200-hour CertTESOL+TEFL dual certificate course. Includes lifetime, worldwide job placement.
Online TEFL certification with trainer support and job placement
Welcome to the EBC CertTESOL+TEFL TESOL and TEFL certificate course.
- Dual certification in TESOL and TEFL
- Worldwide, lifetime job placement
- Written to Ofqual level 5 standards based on our Trinity CertTESOL course material
- Downloadable certificate issued the moment you pass
Click here to register and start
Bonus – upgrade to the Trinity CertTESOL and get a 500€ discount
Any time after you pass the EBC CertTESOL+TEFL course, you can upgrade to a Trinity CertTESOL and we will discount 100% of your CertTESOL+TEFL course fee. That’s right, you only pay the difference to upgrade.
200 hour CertTESOL+TEFL course
- Dual certification in TESOL and TEFL
- Teaches you foundation English language teaching skills
- Trains you to be an English teacher
- Written to Ofqual level 5 standards
- Based on the EBC Trinity CertTESOL course material
- Study at your own pace and in your own time
- Convenient and accessible
- Includes worldwide, lifetime job placement
- Hybrid course comprising self-study and dedicated trainer support
- Assessed by online tests, quizzes and written assignments marked by your trainer
- Optional upgrade to the Trinity CertTESOL
EBC course reviews
Here are some reviews from course graduates.
Bonus material worth €100
- We include free educational material as a bonus that helps you develop as an English teacher.
- We don’t include country and travel brochures because you can get the real deal free from Trip Advisor.
English Grammar Guide
As an English teacher, you will need to know English grammar. Most non-English speaking countries expect their English teachers to understand English grammar. If you have never been taught English grammar like most people from English-speaking countries, EBC is here to help.
You get our 94 page English Grammar Guide (27 Euro value) with explanations, exercises and an answer sheet included with this course.
Teaching Business English Guide
Many English teachers want to teach Business English but don’t know how to. The EBC Teaching Business English Guide explains what teaching business English is all about. How to prepare, methods to follow, how to assess student needs, five excellent role-play lessons, writing company progress reports and much more.
You get our 97 page Teaching Business English Guide (73 Euro value) included with this course.
Register and start
1 – Start dates
- There are no fixed start dates or times.
- You start when you choose.
2 – Register
- Click here to register.
- After you enter your details you will be sent an email that you must confirm.
- If you do not see the email in your inbox, check your spam.
- The email title is “Online TESOL certification – Trinity CertTESOL and CertPT: account confirmation”
- The email is from info(at)ebcteflcourse.com
- Open the email and follow the instructions in the email.
- Click the “Continue” button after you click the link in the email.
3 – Pay and start
- Click on the “EBC CertTESOL+TEFL” course in the “All courses” section or click here.
- Scroll down and click the “Buy Now” button (shown below).
- Follow the “Stripe” instructions.
- Start your course.
This course prepares you to:
- teach English as a foreign language (TEFL)
- teach English to speakers of other languages (TESOL)
The course also includes lifetime, worldwide job placement that helps you get an English teaching job whenever you want.
When you graduate, you will:
- get an EBC CertTESOL+TEFL certificate in TESOL and TEFL
- understand language use and analysis;
- be knowledgeable of teaching theory and its practical application;
- know how to manage your classroom;
- be able to identify student learning difficulties and develop remedial action plans;
- know how to plan, design and develop and deliver effective lessons;
- be able to teach in both a TEFL and TESOL classroom environment.
The course has ten units. You must pass all of them to pass the course. Details about each course unit are shown in the next section.
- Unit 1 – Learning styles – general issues about the learning cycle, different student types, and various learning models.
- Unit 2 – Motivation – touches on the different types of motivation techniques and issues in the classroom and the teacher’s responsibility.
- Unit 3 – Classroom interaction and management – discusses techniques and theories behind discipline in the classroom. It also looks at teacher behaviour and practical classroom management techniques.
- Unit 4 – Grammar, language skills, pronunciation and phonology – introduces basic grammar concepts and guidelines for presenting and teaching grammar.
- Unit 5 – How to teach vocabulary – introduces basic concepts and guidelines for presenting and teaching vocabulary.
- Unit 6 – How to teach reading and writing – looks at examples for teaching two of the so-called “four skills” – reading and writing.
- Unit 7 – How to teach speaking and listening – looks at examples for teaching two of the so-called “four skills” – listening and speaking.
- Unit 8 – How to plan effective lessons – looks at lesson structure: language learning, presenting material, explanations and instructions. Explains the lesson planning process and why a plan is necessary. You will also find examples of lesson plans and activities to use in class for students of all levels.
- Unit 9 – Observation, Exams and Special Needs – shows you videos of teachers in action. You will watch each video and then comment on what you observe. We then introduce you to protecting and dealing with vulnerable students (safeguarding), special educational needs (SEN) and popular English exams.
- Unit 10 – Information, resources and jobs – information about jobs, job prospects, teaching resources, using ZOOM as a virtual classroom and other helpful information.
Details about each course unit’s content
Introduction
- Important information about this course
- How to take a review lesson
- How to take an end of unit test
- Teaching and other resources
- Reference books
- Useful internet resource sites
- FREE ready-to-use classroom material
Unit 1 - Learning styles
- READ ME FIRST – How to work through Unit 1
- Unit 1 reading material PDF file
- Section 1 – The learning cycle and types of learners
- The KOLB learning cycle
- Types of learners
- Section 2 – Teaching models that have influenced current teaching methods
- Teaching models
- Grammar-translation
- Audio-lingualism
- PPP: Presentation, Practice and Production
- Task-Based Learning
- Communicative Language Teaching (CLT)
- Teaching models
- Review lesson 1 – Learning and teaching models
- Section 3 – Introduction to the lesson structure and presentation
- Introduction to the lesson structure
- The four commandments for presenting materials
- Attention
- Awareness
- Appreciate
- Assimilate
- Presenting material
- Examples Of Presenting Material
- Section 4 – Presenting explanations and instructions
- How to give explanations and instructions
- Make sure you have the class’ full attention
- Present the information more than once
- Be brief
- Illustrate with examples
- Get feedback
- Review lesson 2 – Lesson structure and presenting
- Written assignment 1 – Presentation style critique, lesson plan study and reflection – Trainer assessed with feedback
- Section 5 – What we know about language learning
- Our understanding of language learning
- What elements are necessary for language learning in a classroom?
- Engage, Study, Activate (ESA)
- Section 6 – How engage, study and activate (ESA) fit together in lesson sequences
- Straight Line ESA
- Boomerang ESA
- Patchwork ESA
- Review lesson 3 – Language learning and ESA
- Engaging the learner through context
- Lead-in activities
- Using a text to contextualise target language
- Other ways to develop a context for the target language
- Unit 1 – End of unit test
Unit 2 - Motivation
- READ ME FIRST – How to work through Unit 2
- Unit 2 reading material PDF file
- Section 1 – Motivation
- Motivation
- The importance of motivation
- Different kinds of motivation
- Section 2 – The teacher’s responsibility
- Reflecting on the characteristics of a good teacher
- Results and conclusions
- Your responsibility as a teacher
- Section 3 – Extrinsic motivation
- What is extrinsic motivation?
- Success and its rewards
- Failure and its penalties
- Authoritative Demands
- Tests
- Competition
- Section 4 – Intrinsic motivation and interest
- What is intrinsic motivation?
- Ways to build student interest
- Hints and tips on how to build interest
- Clear goals
- Varied topics and tasks
- Visuals Tension and challenge games
- Entertainment activities
- Play-acting
- Information gap
- Personalisation
- Open-ended cues
- Written assignment 2 – Motivational methods assessment – Trainer assessed with feedback
- Section 5 – Fluctuations in student interest
- Why does student interest go up and down?
- Managing rises and falls in student interest
- Learner motivation and preferences
- Different types of learner motivation models
- Other motivation models that impact language learning
- The role of the teacher in motivating learners
- Different ways of learning and learner preferences
- Selecting and adapting material for the individual learner
- Building empathy with learners
- What empathy is in our context
- What role empathy plays in the classroom
- How empathy and rapport are connected
- How to show empathy in the classroom
- Review lesson 4 – Motivation
- Motivation theories
- Abraham Maslow
- Frederick Herzberg
- David McClelland
- David Ausubel
- Jerome Bruner
- Lev Vygotsky
- Albert Bandura
- Robert Gagne
- B. F. Skinner
- Video playlist illustrating their theories
- Unit 2 – End of unit test
Unit 3 - Classroom interaction and management
- READ ME FIRST – How to work through Unit 3
- Unit 3 reading material PDF file
- Section 1 – Introduction to classroom interaction and management
- Getting off to a good start
- Show your enthusiasm
- Icebreaker activities
- Introducing yourself to your students
- Setting the course expectations
- Managing student questions
- Get feedback from your students
- A useful checklist for your first day in class
- Basic classroom management
- How to manage a group of learners appropriately
- Classroom seating arrangements and interaction patterns
- ‘Grading’ language
- How to make instructions clear for learners
- Special considerations for managing online classrooms
- Review lesson 5 – Classroom interaction and management
- Section 2 – Classroom interaction
- Some social aspects of classroom interaction
- Interaction in the classroom
- Initiation – Response – Feedback
- Suggested interactive teaching strategies
- Interaction, meaning and concepts
- Some additional points to bear in mind
- Using authentic materials
- Why we might use authentic materials in the classroom
- How to choose authentic materials for your learners
- How to use video to develop receptive sub-skills
- Use of ‘graded readers’ and other ‘semi-authentic’ materials
- Review lesson 6 – The classroom
- Written assignment 3 – Concept teaching – Trainer assessed with feedback
- Section 3 – Asking questions
- Asking questions
- Reasons for questioning
- Effective questioning
- A critical analysis of teacher questions
- Teacher questioning exchanges
- A critique of the teacher questioning exchanges and advice
- Review lesson 7 – Asking questions
- Section 4 – Concept checking
- What is concept checking?
- Vehicles for concept checking
- Concept checking vocabulary
- Concept checking a grammar point
- Things to think about
- Review lesson 8 – Concept checking
- Section 5 – Giving feedback
- What is feedback?
- Correcting mistakes
- Assessment
- Performing the assessment
- Assessment reference criteria
- Assessment grades
- Correcting mistakes in oral work
- Correcting written work
- Considerations for written feedback
- What do you think about feedback?
- Feedback opinion comparison
- The value of assessment and correction for learning
- Review lesson 9 – Giving feedback
- In-class assessment
- What in-class assessment is
- How to conduct an in-class assessment
- Why some assessment methods work better than others
- Written assignment 4 – Correcting written work – Trainer assessed with feedback
- Section 6 – Classroom discipline
- Students keep using their language
- What if the students don’t want to talk?
- Students are distracted and/or not paying attention
- Students are bored and/or unmotivated
- Students are unclear what to do or doing the wrong thing at the wrong time
- Strong student dominance
- Personality clashes
- Time management Lateness
- Review lesson 10 – Classroom discipline
- Section 7 – Teacher language, drilling and board work
- Teacher language
- Drilling
- Board work
- Review lesson 11 – Teacher language, drilling and board work
- Reflection on learning and teaching
- What reflection is
- How it relates to your teaching
- Why it is important to self-reflect
- Ways to get started with self-reflection
- Unit 3 – End of unit test
Unit 4 - Grammar, language skills, pronunciation and phonology
- READ ME FIRST – How to work through Unit 4
- Unit 4 reading material PDF file
- Section 1 – What is grammar?
- What is grammar?
- A general description of grammar
- Grammatical structures
- Grammatical meaning
- Section 2 – Presenting and explaining grammar
- Presenting and explaining grammar
- Guidelines for presenting and explaining a new grammatical structure
- Learning how to explain English grammar
- Functional language
- What is meant by functional language/functional exponents
- Context and function
- How to describe language by communicative Function
- Appropriacy of language
- Analysing the form of Functional language
- Things to consider when planning a functional language lesson
- Language awareness 1 – tense, aspect and voice
- Tense and aspect
- Some common issues with tense and aspect
- Active and passive Forms
- Language awareness 2 – future forms, modals and conditionals
- Ways of expressing the Future
- Modality and modal verbs
- Conditional sentences
- Language awareness 3 – noun phrases
- The structure and use of noun phrases
- Countable and uncountable nouns
- Some main uses of articles
- Relative clauses in noun phrases
- Common learner difficulties with noun phrases
- World Englishes
- Kachru’s three circles of English
- Implications of World Englishes on English language teaching
- Activities to raise learner’s awareness of varieties of English
- Pronunciation and phonology
- The sounds (vowels and consonants) of English
- The phonemic chart
- Stressed and weak syllables
- How to integrate an understanding of the sounds of English and word stress into teaching
- Section 3 – Present simple
- Present simple
- Form
- Uses
- Exercises
- Section 3 – Present simple – Exercises 1 to 5
- Section 4 – Present continuous
- Present continuous
- Form
- Uses
- Exercises
- Section 4 – Present continuous – Exercises 6 to 11
- Section 5 – Past simple and continuous
- Past simple and continuous
- Form
- Uses
- Exercises
- Section 5 – Past simple and continuous – Exercises 12 to 15
- Section 6 – Past perfect simple and continuous
- Past perfect simple and continuous
- Form
- Uses
- Exercises
- Section 6 – Past perfect simple and continuous – Exercises 16 to 19
- Section 7 – Present perfect simple
- Present perfect simple
- Form
- Uses
- Exercises
- Section 7 – Present perfect simple – Exercises 20 to 24
- Section 8 – Present perfect continuous
- Present perfect continuous
- Form
- Uses
- Exercises
- Section 8 – Present perfect continuous – Exercises 25 to 26
- Section 9 – Future
- Future
- Form
- Uses
- Exercises
- Section 9 – Future – Exercises 27 to 34
- Section 10 – Conditionals
- Conditionals
- Form
- Uses
- Exercises
- Section 10 – Conditionals – Exercises 35 to 41
- Written assignment 5 – Grammar teaching exercises – Trainer assessed with feedback
Unit 5 - How to teach vocabulary
- READ ME FIRST – How to work through Unit 5
- Unit 5 reading material PDF file
- Section 1 – Presenting new vocabulary
- Different ways of presenting new vocabulary
- Section 2 – Ideas for vocabulary work in class
- Ideas for vocabulary work in class
- Brainstorming around an idea
- Star diagram example
- Fill in the blanks
- Section 3 – Remembering vocabulary
- Remembering Vocabulary
- Task one – run a memory test
- Task two – tabulate the results
- Task three – analyse the results
- Results and teaching implications
- Supporting learners with vocabulary
- How to convey the meaning of vocabulary
- How to check students’ understanding
- Focusing on form, spelling and pronunciation of vocabulary
- The stages of a vocabulary presentation
- Supporting learners with structures
- Conveying the meaning of grammatical structure
- Checking the understanding of structures
- Using the board to clearly present form
- Effective drilling of sentences
- Decentralising the teacher’s role with a ‘guided discovery’ approach
- Review lesson 12 – Teaching vocabulary
- Unit 5 – End of unit test
Unit 6 - How to teach reading and writing
- READ ME FIRST – How to work through Unit 6
- Unit 6 reading material PDF file
- Section 1 – What is really involved in reading?
- Are reading and understanding connected?
- What is involved in reading?
- How do we read?
- Examining how we read
- Teaching reading guidelines
- Thinking about teaching the beginning of reading
- Guidelines for beginning reading
- Review lesson 13 – What is really involved in reading?
- Section 2 – Real-life reading in the classroom
- Simulating real-life reading situations
- A comprehension exercise – part 1
- A comprehension exercise – part 2
- A comprehension exercise – part 3
- Reading tasks other than standard questions
- Some ideas for reading task activities
- Review lesson 14 – Real-life reading in the classroom
- Section 3 – What do reading sequences look like?
- Exploit reading texts to the full
- Example reading sequences
- Example 1 – elementary level students – “Attraction”
- The “Main Attraction”
- Example 1 – follow-up exercise
- Example 2 – lower intermediate level students – “Ghosts”
- Sandford Orcas Manor
- Example 2 – follow-up exercise
- Example 3 – intermediate level students – “Sunbathing”
- Sunbathing
- Example 3 – follow-up exercises
- Example 4 – intermediate to advanced level students – “Poetry”
- Fire and Ice by Robert Frost
- Example 4 – follow-up exercises
- Section 4 – Reading activities
- More reading activity suggestions
- Activities you can develop
- Planning a receptive skills lesson
- How to stage an effective receptive skills lesson
- When to ‘pre-teach’ vocabulary
- How to design tasks that help learners develop different sub-skills
- How to incorporate communicative elements in your reading/listening lessons
- Section 5 – Written versus spoken text
- Written and spoken text compared
- Permanence
- Explicitness
- Standard language
- Detachment
- The slowness of production, speed of reception
- A learned skill
- Sheer amount and importance
- Organisation
- Review lesson 15 – Written versus spoken text
- Section 6 – Tasks that stimulate writing
- Thinking about writing tasks
- Example writing tasks
- Book report
- Book review
- Instruction sheet
- Narrative
- Personal story
- Describe a view
- Describe someone
- Describe people
- Answer a letter
- Job application
- Propose a change
- News report
- Ideal school or job
- Describe a process
- Film music
- Written assignment 6 – Design reading and writing activities – Trainer assessed with feedback
- Section 7 – More writing activities
- More ideas for writing activities
- Section 8 – How to use written and spoken material in class
- Using written and spoken material in class
- Input and output skills
- Combining input and output
- Creating output activities
- Balancing input and output
- What input and output show you
- How to choose input and output activities
- Potential material selection problems
- Teaching writing – Basic skills
- Teaching speaking – Basic skills
- Teacher talk Specific
- Strategies/Activities
- Planning writing lessons
- The product approach to writing
- The process approach to writing
- Giving Feedback on written work
- Unit 6 – End of unit test
Unit 7 - How to teach speaking and listening
- READ ME FIRST – How to work through Unit 7
- Unit 7 reading material PDF file
- An overview of receptive skills
- The sub-skills of reading and listening
- Similarities and differences between reading and listening
- ‘Top-down’ and ‘bottom-up’ approaches to comprehension
- Providing practice of language
- Controlled and Free practice of language
- How to design, select and adapt practice tasks
- Using games to practice language
- Section 1 – Practice for verbal fluency
- Practice for verbal fluency
- Characteristics of a successful speaking activity
- Problems with speaking activities
- What you can do to get around these problems
- Review lesson 16 – Verbal fluency
- Section 2 – The functions of topic and task
- The functions of topic and task
- Exercise: Comparing two activities
- Topic and task-based activities
- Exercise: Trying out activities
- Pros and cons of the activities
- Section 3 – Roleplay and related techniques
- Roleplay and related techniques
- Dialogue role play
- Plays
- Simulations
- Roleplay
- Section 4 – What do speaking activities look like?
- What do speaking activities look like?
- Example 1: information gaps (elementary/intermediate)
- Example 2: surveys (elementary)
- Example 3: discussion (intermediate/upper intermediate)
- Example 4: role play (upper-intermediate/advanced)
- Roleplay extensions
- Section 5 – Speaking activities
- How to use speaking activities
- Additional speaking activity suggestions
- Planning speaking lessons
- Spoken accuracy and spoken fluency
- What makes an effective speaking task
- If, when, and how to correct spoken errors
- Section 6 – What is really involved in real-Life listening?
- Listening is crucial for real-life situations
- Real-life listening situations
- Characteristics of real-life listening situations
- Section 7 – Real-life listening in the classroom
- Simulating real-life listening in the classroom
- Listening texts
- Listening tasks
- Review lesson 17 – Listening
- Section 8 – What do listening sequences look like?
- Example listening sequences
- Example 1: (elementary)
- Example 2: (elementary)
- Example 3: (intermediate)
- Example 4: (upper-intermediate)
- Section 9 – Listening activities
- Types of listening activities
- No overt response
- Stories
- Songs
- Entertainment
- Short response activities
- Obeying instructions
- Ticking off items
- True/false
- Detecting mistakes
- Cloze
- Guessing definitions
- Skimming and scanning
- Longer response activities
- Answering questions
- Note-taking
- Summarising
- Long gap-filling
- Extended response activities
- Problem-solving
- Interpretation
- What if students don’t understand the audio
- The problem
- Reasons why they may not understand
- Suggested solutions
- Storytelling
- Using ready-made material
- Written assignment 7 – Design speaking and listening activities – Trainer assessed with feedback
- Section 10 – Phonology and pronunciation
- An introduction to phonology and pronunciation
- The phonetic alphabet
- Sounds in combination
- Plosives
- Fricatives
- Intonation
- Rhythm
- Stressed and unstressed syllables
- Long or short stressed vowel sounds
- Difficult vowel sounds
- Vowels with different sounds
- Some difficult consonant sounds
- Accents
- General difficulties
- Vocabulary impact on pronunciation
- Section 11 – Example games/exercises for pronunciation
- Shadow reading
- Syllables snap
- Word stress – Pellmanism
- The “Yes?!” game
- Sounds brainstorming board race
- Exercise: Pronunciation problems
- Audio track 1
- Audio track 2
- Audio track 3
- Audio track 4
- Section 12 – How to use written and spoken material in class
- Using written and spoken material in class
- Input and output skills
- Combining input and output
- Creating output activities
- Balancing input and output
- What input and output show you
- How to choose input and output activities
- Potential material selection problems
- Teaching writing – Basic skills
- Teaching speaking – Basic skills
- Teacher talk Specific
- Strategies/Activities
- Planning a series of lessons – storyline output
- What to include in a teaching programme
- How to assess the needs of the students
- What to consider when planning a series
- How to sequence the content
- Unit 7 – End of unit test
Unit 8 - How to plan effective lessons
- READ ME FIRST – How to work through Unit 8
- Unit 8 reading material PDF file
- Lesson planning – frameworks
- The PPP, ESA, CAP Framework
- How to apply this framework to teaching structures
- How to apply this framework to teach lexis
- Some of the pitfalls of this framework
- Alternative approaches to lesson planning
- The ARC, test/teach/test, task-based learning and Dogme approaches to language teaching
- How to apply these Frameworks
- Some potential problems of these Frameworks
- How to choose the right framework for your lesson
- Section 1 – How do I plan my lessons effectively?
- Effective lesson planning
- What are the aims of a lesson plan?
- What should be in a lesson plan?
- Section 2 – Different lesson components
- Different lesson components
- Brainstorm planning exercise
- Component selection and organisation
- Guidelines for ordering lesson components
- Lesson management tips
- My lesson planning promise
- Section 3 – Critique of a sample lesson plan
- A basic checklist for your critique
- The sample lesson plan
- Section 4 – What are the best kinds of lesson?
- Evaluating lesson effectiveness
- Evaluation criteria priority
- Teaching young learners
- The stages that young learners pass through as they grow
- How to plan a lesson with stirring and settling activities
- Discipline and some useful routines For managing groups of young learners
- How to adapt what you have learnt about teaching adults to a young learner setting
- Section 5 – Ideas for planning lessons for different age groups
- Can we make assumptions about age and learning?
- Some comments about age assumptions
- Teaching children
- Using pictures
- Using stories
- Teaching adolescents
- How adolescents like to be taught
- Section 6 – Classroom activities
- Survivor spelling
- What’s your name?
- Human bingo – Getting to know you (I)
- Balls
- Getting to know a little more about your classmates
- Draw the teacher
- Acting adverbs Suppose that …
- Cut-Up sentence Kabadi
- Writing ideas
- Martian
- Punctuation
- Good morning balls
- Air-write
- Lost in a jungle
- Intonation fun
- Truth or lie?
- Syllables
- Karaoke
- Getting to know you (II)
- Extreme situations
- Spot the difference
- Add a word
- Song puzzle
- Hangman
- Simon Says
- Neither a lender nor a borrower be
- Ideas for teaching the conditional
- List of suggested lesson plan topics
- Lesson topic ideas
- Beginner
- Intermediate
- Advanced
- Samples of lesson plans
- Beginner
- Intermediate
- Advanced
- Teaching online an introduction
- What teaching online involves
- The characteristics and skills a good online teacher needs
- Top tips and resources for teaching online
- Where to find more information on online teaching
- Teaching English in different contexts (EAP, ESP and online)
- Teaching academic English
- Teaching English for specific purposes
- Teaching English online
- Written assignment 8 – Lesson plan 1 – Beginner – Trainer assessed with feedback
- Written assignment 9 – Lesson plan 2 – Intermediate – Trainer assessed with feedback
- Written assignment 10 – Lesson plan 3 – Advanced – Trainer assessed with feedback
- Unit 8 – End of unit confirmation
Unit 9 - Observation, Exams and Special Needs
- READ ME FIRST – How to work through Unit 9
- Unit 9 reading material PDF file
- Sample observation answers
- Written assignment 11 – Teacher observation – Advanced class – Trainer assessed with feedback
- Written assignment 12 – Teacher observation – Beginner class – Trainer assessed with feedback
- Written assignment 13 – Teacher observation – Intermediate class – Trainer assessed with feedback
- Written assignment 14 – Teacher observation – Online class – Trainer assessed with feedback
- An introduction to safeguarding
- What safeguarding is
- Common signs of neglect or abuse
- What actions you may need to take as a teacher
- Introduction to special educational needs (SEN)
- Terminology related to SEN
- How to recognise signs/symptoms of SEN
- How to support learners with SEN
- Introduction to popular English exams
- The most popular international English language exams
- Useful resources you’ll need for exam preparation courses
- Best practices for teaching exam classes
- Unit 9 – End of unit confirmation
Unit 10 - Information, resources, jobs and ZOOM
- READ ME FIRST – How to work through Unit 10
- Unit 10 reading material PDF file
- Section 1 – Jobs
- Types of jobs
- I want to teach in ……. but I don’t speak the language
- What is teaching like?
- Pay and working conditions
- What about Visas etc.?
- Travel Visas
- Work Visas
- Do I have to make TESOL TEFL a career?
- Tips for how and when to apply for a job
- Writing your CV/resume
- Handling job interviews
- Moving on
- Teaching private classes
- Section 2 – Teaching
- Problems you may encounter when teaching
- Interruptions
- Homework
- My country is the best
- My country has the best food, weather, people, quality of life ……
- I don’t want to be in class
- Let’s see what the teacher knows
- Overcrowded and/or mixed-ability classes
- False friends and spelling
- General tips on your relationship with your students
- Your appearance
- Private classes – your first face-to-face meeting
- Section 3 – Job interviews
- TEFL job interview questions
- All you need to know for a TEFL job interview – Part 1
- All you need to know for a TEFL job interview – Part 2
- How to prepare for an online TEFL job interview
- Section 4 – Employment resources
- WTS employment resources
- Other resources
- Lifetime job placement programme
- A sample CV/Resume generated by our job placement service
- Section 5 – Video tutorial about the ZOOM meeting control panel
- The video describes the content shown on the ZOOM meeting control panel and gives a short explanation of all the buttons, icons and controls shown on the meeting screen.
- The video you will watch was created by ZOOM.
- Section 6 – Video tutorial about how to share material in your ZOOM virtual classroom
- The video describes the content shown on the ZOOM meeting control panel and gives a short explanation of all the buttons, icons and controls shown on the meeting screen.
- The video you will watch was created by ZOOM.
- Section 7 – Video tutorial about how to use ZOOM breakout rooms to group your students
- The video describes how to use ZOOM breakout rooms.
- The video you will watch was created by ZOOM.
- Unit 10 – End of course feedback
- Get your CertTESOL+TEFL certificate
Course facts
Certification: | EBC CertTESOL+TEFL in TESOL and TEFL |
Total hours: | 200 |
Academic level: | Written to Ofqual level 5 standards |
Academic standard: | Based on our Trinity CertTESOL material |
Enrolment: | Click here to register and start |
Total cost: | €500 |
Price per hour | €2.50 |
Course location: | Online classroom |
Duration: | Study at your own pace |
Class times: | 24 x 7 – study at your own pace |