Introduction
Attend the EBC international TEFL certificate course and get a two award certificate that covers both TEFL and TESOL.
The 4 week, intensive EBC International TEFL Certificate course is a practical and thorough course designed for candidates that have no previous experience in English teaching. It is also suitable for candidates that have some experience but no formal training in the TEFL TESOL field.
During the 4 week TEFL course you will become familiar with the principles of successful EFL teaching and start developing the practical skills that you will need to teach effectively.
Basic facts and figures
- The course comprises, 120 classroom hours and 40 hours homework.
- The course includes hours of teaching practice: 6 hours observed, 8 hours demonstration classes, 8 hours rehearsal.
- The course runs for 4 consecutive weeks (20 days) from Monday to Friday. We do not close on holidays.
- The course is ONLY available in our international training centres.
An accent tolerant TEFL course
The style of English you use is not important as long as it is correct within its own rules (e.g. Americans can teach using correct American spoken English, vocabulary, spelling, etc.) You will be expected to teach the style of English you feel most comfortable with and use it consistently.
Learn a highly portable skill
Four exciting weeks with us is your passport to living your dreams abroad, in exotic locations all over the world.
EBC has been running a highly successful 4 week intensive TEFL certificate course since 2002.
EBC has trained and placed thousands of SATISFIED TEFL TESOL course graduates in ESL/EFL teaching jobs around the world.
TESOL TEFL dual award – get certified in TESOL and TEFL
The EBC TEFL course is DUAL AWARD which means that when you graduate you will receive certification covering both TEFL and TESOL. This means that you’ll be trained to teach in either a TEFL or TESOL environment.
Take your course in great locations
You can take the EBC International TEFL Certificate course in great locations. You’ll also get to meet up with other people who, like you, are out for a great TEFL adventure.
Feel the joy of a satisfying achievement
The EBC course is rigorous and demanding. You may find that it is stressful at times, but by the end of the course, not only will you get an accredited, internationally accepted qualification, you’ll also have a great feeling of satisfaction and achievement.
EBC’s mission is to ensure that you achieve your teaching goal and help you get started on a successful EFL career.
Course overview
The EBC International TEFL Certificate course will qualify you to teach English as a foreign language and give you the hands-on experience you need to get quality TEFL jobs around the world.
The course comprises 150 hours, a significant part spent on supervised group teaching practice, peer group and individual teaching sessions.Students are split into small training groups each with their own trainer and their own classroom. We strongly believe in keeping our groups small so you get personalised attention and value for money training.
The basis for the EBC International TEFL Certificate course is Communicative Language Teaching (CLT). CLT is a comprehensive, communicative approach that values fluency, keeping learners productively using English in the classroom, and enabling them to take responsibility for their own learning.
The main asset for anyone wishing to teach abroad is their knowledge of English, and those with TEFL qualifications are in constant demand. Qualified TEFL teachers can find a ready market for their skills in most businesses, corporations and educational institutions.
Course aims, objectives and key areas
TEFL course aim
To provide a TEFL training programme that:
- Exceeds internationally accepted TEFL guidelines
- Prepares students for entry into the TEFL profession
- Gives students both theoretical knowledge and hands-on teaching experience
TEFL course objectives
Upon graduation you will:
- Be an TESOL TEFL qualified English teaching professional capable of getting EFL teaching jobs almost anywhere in the world
- 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
Key TEFL course areas
The EBC international TEFL certificate course concentrates on the following key areas in order to make you an efficient, knowledgeable and valuable EFL teacher:
- Language development: use of English, ESP (English for Special Purposes) aka. business English
- Methodology: concentrating on grammar, phonetics, learning theories and their practical application in the classroom, ESP methodology and vocabulary
- Teaching practice: supervised group teaching, peer group and individual teaching, classroom management and lesson planning
Course description
During the four week, 150 hour EBC international TEFL certificate course, you will learn the principles of successful English teaching and start developing the practical skills you will need to teach effectively.
The EBC international TEFL certificate course includes 16 hours of teaching practice, 8 hours observing experienced teachers and the completion of 10 written assignments. Teaching practice is observed and critiqued. You will deliver lessons that you will create to non-native English speakers. You will get feedback so that you know how you are progressing and help you prepare for the moment when you go solo in your teaching career.
You will be taught how to communicate effectively using different methods and media. The EBC training style demands active and pro-active student participation. Your ability to work in a team is essential.
You must not speak in the learner’s foreign language when you are teaching. An essential part of our TEFL TESOL teaching method is the ability to explain and teach in English supported by classroom aids, body language etc.
Your final grade is determined by performance in 3 key areas:
- Teaching practice
- Successfully completed written assignments and lesson plans
- Professional development
What can I expect when I attend the course?
Due to the extensive corporate and professional experience of EBC, the EBC international TEFL certificate course will make you a qualified and highly employable EFL teacher. Our EBC international TEFL certificate course is an intensive, challenging and rewarding course. There is a lot to learn in 4 weeks, new skills that you have to put to immediate use in real life teaching situations.
Your teaching practice classes will contain working people and/or people that need to learn English in order to help them find a job. We monitor the language level, age range and skill sets of these people to ensure your teaching practice is as real as possible.
In our challenging, demanding and highly rewarding course, you will make new friends, graduate with a TEFL qualification and experience life in a non-English speaking country.
Once you graduate with the EBC international TEFL certificate, you won’t just have another qualification, you will have joined a unique body of professionals wanting to teach and be taught by travelling and experiencing different cultures.
As well as graduating as a TEFL certified teacher, you will also learn how to quickly adapt and survive in a new cultural environment. The EBC course mirrors real life as a new teacher in a foreign country so when you have graduated you will be truly ready to teach anywhere.
There are 4 course grades: Distinction, Merit, Pass, Fail.
Distinction – awarded to students whose performance in the written assignments and lesson preparation exceeds the specified criteria and who have demonstrated in their teaching practice a level of ability and achievement significantly higher than that required to meet pass-level criteria.
Merit – awarded to students whose overall performance in the teaching practice and in the written assignments falls between the minimum pass criteria and distinction pass criteria.
Pass – awarded to students whose overall performance in the teaching practice and in the written assignments meets the minimum pass criteria.
Fail (“Attendance Letter”) – awarded to students who attended the entire course but failed to meet the minimum pass criteria.
What will I learn?
Introduction to TEFL
- Language analysis and usage
- EFL teaching theory and practical application
- Classroom management
- Lesson planning and evaluation
Learning versus teaching
- What’s the difference?
- The learning cycle
- Types of students
- What teaching models have influenced current teaching methods?
The lesson structure
- How to present material
- How to present key points
- How to present explanations and instructions
- Guidelines on effectively presenting explanations and instructions
What do we know about language learning?
- What elements are necessary for language learning in a classroom?
- How to effectively use: engage, study and activate techniques in lesson sequences
Planning lessons and didactic material usage
- What are the aims of a plan?
- What should be in a plan?
- How to plan effective lessons
- Different lesson components explained
- How to select and order lesson components
- Lesson planning and management tips
- Sample lesson plans
- The lesson planning promise
- Effective use of didactic materials
What are the best kinds of lesson?
- How to evaluate lesson effectiveness
- How to define evaluation criteria
Classroom interaction
- Interaction, meaning and concepts
- Patterns of classroom interaction
- Social aspects of classroom interaction
- Initiation – response – feedback
- How to implement and use interactive teaching strategies
Asking questions
- Reasons for questioning
- How to construct effective questions
- How to successfully elicit answers
- How to concept check
Feedback
- What is feedback?
- Approaches to the nature and function of feedback
- How to correct mistakes
- How to tactfully deliver feedback
Testing and assessment
- Why test?
- The value of assessment and correction for learning
- How to construct successful and meaningful tests
- How to administer tests
- How to establish assessment reference criteria
- How to establish assessment grades
Classroom discipline, what to do if students:
- Keep using their own language
- Are uncooperative
- Don’t want to talk
- Don’t understand what they are listening to
- Finish their work before the others?
Teaching vocabulary
- How to present and explain new vocabulary
- Classroom activities that stimulate vocabulary use
How to teach grammar?
- Understanding grammar in general
- Understanding grammatical structures
- Understanding grammatical meaning
- How to present and explain new grammatical structures
- Classroom activities that stimulate grammar use
How to teach reading
- What is reading?
- How do we read?
- How to teaching reading
- What do reading activities look like?
- Classroom activities that stimulate reading
How to teach writing
- Why do we write?
- Differences between written and spoken text
- How to teaching writing
- What do writing activities look like?
- Classroom activities that stimulate writing
How to teach speaking
- How to practice oral fluency
- How and when to correct errors during fluency exercises
- How to resolve common speaking activities problems
- How to use role play and related techniques
- What do speaking activities look like?
- Classroom activities that stimulate speaking
How to teach listening
- What is really involved in real-life listening?
- Common attributes of real-life listening situations
- How to simulate real-life listening in the classroom
- What do listening activities look like?
- Classroom activities that stimulate listening
Student motivation and interest
- The importance of motivation
- Characteristics of motivated students
- Different kinds of motivation
- Fluctuations in student interest
- How to effectively use motivational techniques
How to teach pronunciation
- Long and short vowel sounds
- Diphthongs
- Different qualities of and pronunciation of vowels
- Plosive consonants
- Difficult sounds e.g. W, G, J. CH etc.
- Intonation and its effect on phrase/sentence meaning
- How stressed and unstressed syllables vary the rhythm of words and phrases
The teacher’s behaviour, role and responsibility
- The characteristics of a good teacher
- How to communicate success and its rewards
- How to communicate failure and its penalties
- How to make authoritative demands
- How to structure teacher language
- How to manage teacher talking time (TTT) versus student talking time (STT)
How to perform concept checking
- What is concept checking?
- Vehicles for concept checking
- How to concept check vocabulary
- How to concept check grammar
What difference does age make to language learning?
- Is age a factor?
- Do children learn more quickly than adults?
- Basic ideas behind teaching children
- Basic ideas behind teaching adolescents
- Basic ideas behind teaching adults
Planning a syllabus
- What is a syllabus?
- Things to think about when planning a syllabus
- What does a student need to learn?
- Common characteristics of a syllabus
- Types of syllabuses
- Using the syllabus
ESP/Business English
- Defining ESP areas of specialisation
- Analysing needs
- English language teaching tree
- ESP teaching techniques
How will I learn?
Your study programme is divided into two main sections:
- classroom based training;
- teaching practice.
Classroom based training
You will be taught language analysis and usage, theory and practical application, classroom management and lesson planning/evaluation through the following:
- Seminars and lectures;
- Trainer demonstrations;
- Group role-playing exercises.
Teaching practice
Your teaching practice is composed of the following:
- Six, one hour teaching practice classes given to groups of non-native English speakers;
- Supervised group teaching practice;
- Peer group teaching;
- Feedback.
How will I be assessed?
The course is continually assessed on three main themes:
- Teaching practice performance
- Successfully completed written assignments
- Professional development
How is the assessment performed?
Your written work and teaching practice work will be reviewed by your course trainer and the course moderator.
You will receive regular feedback from your course trainer so that you know how you are progressing. The feedback may require you to take corrective action. You are expected to act upon the feedback you are give.
Progress Metrics
Individual student performance metrics will be gathered in the following key areas:
- Teaching practice
- Practical teaching assessment including lesson planning, execution and the ability to give constructive lesson feedback
- Written work that demonstrates practical knowledge of:
- The English language system
- TEFL theories and methodologies
- Understanding of learners, their needs and their capacities
- Evaluation, monitoring and assessment
- Materials preparation and lesson planning
- Written work must meet acceptable content, style and presentation standards for a teacher of English
- Professional attitude to everyone associated with the course
In order to graduate the candidate must successfully complete all written and practical teaching requirements.
TEFL course written assignments
You will deliver a portfolio containing the following 5 units:
- Unit 1 – Teaching skills
- Unit 2 – Language awareness
- Unit 3 – Learner profile
- Unit 4 – Materials assignment
- Unit 5 – Unknown language learning
You will be given all the details about completing the portfolio when you attend the course.
What is the course syllabus?
Classroom training |
|
| Area | Description |
| The difficulties of learning a language | Initial introduction to learning a foreign language and the difficulties involved in teaching and learning. |
| Speaking and pronunciation | How to teach speaking and pronunciation is presented, showing what speaking activities look like, practice drills for fluency and pronunciation, role play and related techniques. To reinforce what you have learned, you will design your own speaking and pronunciation lesson plans. |
| Vocabulary | How to teach vocabulary. A range of strategies to present, remember and test vocabulary are taught. Ideas for vocabulary work in the class are discussed. Through group work, you will practice the elicitation techniques you learned in class. |
| Listening | How to teach listening is presented, showing what real life listening in the classroom is and what listening sequences look like. To reinforce what you have learned, you will design your own listening lesson plans. |
| Reading | How to teach reading is presented, what is really involved in real life reading and what reading sequences look like. To reinforce what you have learned, you will design your own reading lesson plans. |
| Writing | How to teach writing is presented, showing tasks that stimulate writing, how to give feedback on writing and what writing sequences look like. To reinforce what you have learned, you will design your own writing lesson plans. |
| Grammar: Language functions and analysis | How to teach grammar. Grammar practice games and activities are investigated, showing you how to turn grammar into a fun and interesting lesson. You will also learn how to teach the most important English language functions. |
| Structure and Organisation | Trainees are presented with strategies on how to present explanations and instructions based on levels and age. Also presented are teaching models that influence current teaching practices. To reinforce what you have learned, you will design and present your own teaching structures. |
| Teacher language | The theme “taught or entertained” is investigated, presenting actual teaching strategies used by experienced teachers on “how to teach and entertain.” The importance of clear instructions is discussed. To reinforce what you have learned, you will demonstrate the proper language to be used when teaching. |
| TEFL for children | What difference does age make to language learning is investigated. You will learn practical techniques for teaching children. |
| ESP (English for Special Purposes) Business English | You will learn about ESP (Business English), its definition, terminology, areas of specialisation. How to prepare ESP lesson plans, ESP books and supplementary material are discussed. Practical ESP lesson management strategies and ESP concept checking exercises are presented. Based on different areas of specialisation, you will develop your own ESP lesson plans to be presented during teaching practice sessions. |
| Classroom Interaction | Patterns of classroom interaction, questioning drills and group work will be discussed. You will learn about classroom discipline and how to deal with discipline episodes. |
| EFL Course books and Supplementary Material | The most widely used EFL course books are introduced, different equipment to use, their advantages and disadvantages are discussed. You will develop your own learning resources to be used during teaching practice sessions. |
| Delivering feedback | You are presented with feedback techniques, learn how to correct students and how to correct mistakes in oral and written work. |
| Individual (One to One) Teaching | You will learn about individualisation strategies and lesson preparation for one to one teaching. You will put into practice the learned theories in an individual (one to one) project to be presented later in class. |
Lesson planning |
|
| Area | Description |
| Group lesson planning | You will plan lessons in groups under the supervision of your course trainer. These lesson plans will serve as the basis for future teaching practice to both peers and non-English speaking students. |
| Individual lesson planning | You will create your own individual teaching practice lesson plans from original material gathered and put together by you under the guidance and supervision of your course trainer. |
Teaching practice |
|
| Area | Description |
| Trainer demonstrations | There will be 4, 2 hour demonstration classes given by your course trainer. At the end of each demonstration class, there will be a question and answer session. |
| Teaching practice | There will be 8, 1 hour teaching practice sessions. You will teach to classes of non-English speakers. The classes you teach are grouped into beginner, intermediate and advanced levels. You will be observed and get feedback from your course trainer. |
| Peer group teaching practice | There are 8 micro-teaching sessions where you teach practice lessons to your class peers. The sessions are observed, assessed and critiqued by your course trainer and your class peers. |
| Individual (one to one) assignment | Your individual assignment requires you to interview a non-English speaker and write a study plan based on his/her needs. This assignment is part of the Business English teaching module. |
| Teaching practice critique | There are verbal and written feedback sessions from your peers and course trainer. |
Employment opportunities |
|
| Area | Description |
| Job Workshops | You will be introduced to the requirements of the job market, job interview questions/answers and world-wide job possibilities.You will also be given information about local requirements regarding employment, pay, bank accounts and other important practical issues associated with getting a job. |
What kind of teaching practice will I get?
EBC trains you to teach to all language learner levels
Teaching practice is an essential part of your EBC international TEFL certificate course.
We run our TEFL teaching practice classes to give you the best possible practical experience teaching English to non-English speakers. Teaching practice is probably the most important thing you will do on your TEFL course.
Prospective employers will almost certainly insist that your course has given you proper training that includes TEFL teaching practice given to non-English speakers. The best language schools will definitely insist on it. EBC is one of very few TEFL course training schools that:
- takes TEFL teaching practice seriously
- puts in the time to pre-arrange your individualised TEFL teaching practice schedule
- helps you organise your time by giving you your teaching schedule on the first day of the course
- ensures that you teach to non-native English speakers
- ensures that you teach 6 one hour classes
- ensures that your 6 classes are observed
- and makes sure that you get to teach to all learner levels from A1 to C2 (beginner through to advanced)
Our efforts and training ensure that you make the grade when prospective employers ask you in for an interview. TEFL teaching practice given to non-native English speakers is included in our 4 week intensive TEFL course and our 2 week teaching practice course.
Guaranteed teaching practice content
- You will teach your 6 hours of observed TEFL teaching practice classes to non-native English speakers
- You will have a total of 8 hours TEFL teaching practice rehearsal BEFORE you teach your classes
- Your trainer will give you 8 hours of TEFL teaching practice demonstration classes
- We show you how to create your lessons plans and teaching material
- We ensure that your TEFL teaching practice gives you experience teaching to all levels
- Teaching to all levels will give you invaluable insight into each level’s learning challenges
- Your TEFL teaching practice prepares you for the real world of teaching
- You will teach to beginner, intermediate and advanced level learners
- You will teach at least 2 classes to each of these learner levels
- You will teach to all levels so that you can see first-hand what each level’s learning problems are and the types of questions you are asked
- Your TEFL teaching practice schedule will be given to you on the first day of the course
- Your classes are grouped by level according to international standards
- The accepted codes for the international standards are: Beginner (A1/A2) Intermediate (B1/B2) Advanced (C1/C2)
- As well as your TEFL teaching practice classes you will also be given 8 hours of trainer demonstration classes
- As preparation for your TEFL teaching practice classes there is an additional 8 hours of trainer observed micro-teaching (dress rehearsals)
What are the course’s success criteria?
High level success criteria
You’ll be celebrating too because by the end of the course you will know the following:
- How to analyse, use and present the English language
- How to practically apply EFL teaching theory in the classroom
- How to manage a classroom
- How to plan effective lessons
- How to analyse the needs of your students
- How to behave in the classroom and interact with your students
- How to teach: grammar, listening, reading, writing and speaking
- How to motivate your students
- How to respond to student questions
- How to find and effectively use learning materials
- How to check that your students are learning
- How to evaluate lesson effectiveness
- How to analyse your success as a teacher
- How to survive as an English teacher in a foreign country
- How to adapt to a different culture
- How to behave as an EFL teaching professional
- How to succeed in an EFL teaching job interview
Detailed success criteria – everything that you will have learned
Know the difference between “Learning” and “Teaching”
- How to determine that what you teach has been learned
- Understand the learning cycle
- How to adapt to the needs of the different learning capacities of students
- Understand different EFL teaching models and their influence on current teaching styles
- Know what elements are necessary for EFL learning in a classroom
Know how to structure lessons
- How to present material
- How to present key points
- How to present explanations and instructions
- How to order the presentation of material and exercises
Know how to plan lessons and use didactic material
- Understand why lesson plans are important
- Know what should be in a plan
- Know how to plan effective lessons
- Understand the different lesson components
- How to select and order lesson components
- How to maximise the use of didactic materials
Know how to determine if a lesson was successful
- How to define lesson success evaluation criteria
- How to evaluate lesson effectiveness
Understand classroom interaction
- Understand interaction (teacher/student and students/student), meaning and concepts
- Be aware of patterns of classroom interaction
- Understand the social aspects of classroom interaction
- How to implement and use interactive teaching strategies
- How to effectively use initiation – response – feedback techniques
- How to effectively use: engage, study and activate techniques
Know how to ask questions
- Understand the reasons for questioning
- How to construct effective questions
- How to successfully elicit answers
- How to concept check
Know how to give feedback
- Understand what feedback is
- Understand the nature and function of feedback
- How to correct mistakes
- How to tactfully and positively deliver feedback
Know how to test and assess
- Understand why testing is necessary
- Understand the value of assessment and correction for learning
- How to establish assessment reference criteria
- How to establish assessment grades
- How to construct successful and meaningful tests
- How to administer tests
Know how to maintain classroom discipline
- How to ensure that students keep using English rather than their own language
- How to encourage uncooperative students
- How to get quiet students talking
- How to help students that don’t understand dialogues that they are listening to
- How to handle students that finish before everybody else
Know how to teach vocabulary
- How to present and explain new vocabulary
- How to construct classroom activities that stimulate vocabulary use
Know how to teach grammar
- Understand grammar in general and why it is important
- Understand grammatical structures
- Understand grammatical meaning
- How to present and explain new grammatical structures
- How to construct classroom activities that stimulate grammar use
Know how to teach reading
- Understand why we read and what the reading process is
- Understand the differences between how people read
- How to teaching reading
- Know what reading activities look like
- How to construct classroom activities that stimulate reading
Know how to teach writing
- Understand why we write and what the reading process is
- Understand the differences between written and spoken text
- How to teaching writing
- Know what writing activities look like
- How to construct classroom activities that stimulate writing
Know how to teach speaking
- How to practice oral fluency
- How and when to correct errors during fluency exercises
- How to resolve common speaking activities problems
- How to use role play and related techniques
- Know what speaking activities look like
- How to construct classroom activities that stimulate speaking
Know how to teach listening
- Understand what is really involved when we listen to someone else speak
- Know the common attributes of real-life listening situations
- How to simulate real-life listening in the classroom
- Know what listening activities look like
- How to construct classroom activities that stimulate listening
Know how to motivate students and maintain their interest
- Understand why motivation is extremely important in learning situations
- Understand the characteristics of motivated students
- Understand different kinds of motivation
- Know why their will naturally be fluctuations in student interest
- How to effectively use motivational techniques
Know how to teach pronunciation
- Explain and practice long and short vowel sounds
- Explain and practice diphthongs
- Explain and practice different qualities of and pronunciation of vowels
- Explain and practice plosive consonants
- Explain and practice difficult sounds e.g. W, G, J. CH etc.
- Explain and practice intonation and its effect on phrase/sentence meaning
- Explain and practice how stressed and unstressed syllables vary the rhythm of words and phrases
Know how to behave in the classroom
- Know what are the characteristics of a good teacher
- How to communicate success and its rewards
- How to communicate failure and its penalties
- How to make authoritative demands
- How to structure teacher language
- How to manage Teacher Talking Time (TTT) versus Student Talking Time (STT)
- How to teach using English rather than having to resort to the native class language
Know how to perform concept checking
- Understand what concept checking
- How to effectively use different methods for concept checking
- How to concept check vocabulary
- How to concept check grammar
Understand the differences in learner age groups
- Understand the “age factor” for language learning capabilities
- Understand the differences between children and adult learning
- Know the basics behind teaching children
- Know the basics behind teaching adolescents
- Know the basics behind teaching adults
Understand a syllabus
- Know what a syllabus is
- Know what to consider when planning a syllabus
- How to identify what students need to learn
- Understand the common characteristics of a syllabus
- Understand different types of syllabuses
- Know how to use a syllabus when planning lessons
Understand what ESP/Business English is
- Understand the definitions of ESP areas of specialisation
- How to conduct an ESP needs analysis
- Understand the ESP language teaching tree
- Understand different ESP teaching techniques
Are there any books I can read before I start my EBC TEFL course?
English language teaching books and publications
The following is a list of TEFL course books that may be referenced during the course. You DO NOT have to buy these books prior to joining the EBC course. After you send your deposit, we will send you an introductory manual that will prepare you for the course.
Reference book list
| Title | Author |
| 30 Minutes … Before a Presentation | Patrick Forsyth |
| After the trade is made | David M. Weiss |
| Analysis for Financial Management | Robert C. Higgins |
| Blueprint one | Abbs & Freebairn |
| Business Basics | David Grant and Robert McLarty |
| Business Class | David Cotton – Sue Robbins |
| Business English | William Cooke |
| Business Games | Jenny Mawer |
| Business Opportunities | Vicki Hollett |
| Business Targets | Simon Greenall |
| Cambridge Proficiency Examination Practice 1 | Cambridge University Press |
| Cambridge Proficiency Examination Practice 1 Teacher’s Book | Cambridge University Press |
| Classroom Dynamics | Jill Hadfield |
| Communicate Clearly – Essential Managers | Robert Heller |
| Countdown to First Certificate | Michael Duckworth & Kathy Gude |
| Cultural Awareness | Tomalin & Stempleski |
| Effective Negotiating | D. Blanchard |
| Elementary Communication Games | Jill Hadfield |
| English File Intermediate | Clive Oxenden – Christina Latham |
| English Grammar in Use Intermediate | Raymond Murphy |
| English Grammar in Use Supplementary Exercises | Raymond Murphy |
| English Vocabulary in Use Elementary | Michael McCarthy – Felicity O’Dell |
| English Vocabulary in Use Pre-Intermediate & Intermediate | Michael McCarthy – Felicity O’Dell |
| English Vocabulary in Use Upper Intermediate & Advanced | Stuart Redman |
| Essential Grammar in Use | Raymond Murphy |
| Essential Read-Spell Book 4 | Schonell |
| Finance for the non-financial manager | Herbert T. Spiro |
| First Certificate Organiser | John Flower |
| Fundamentals of English Grammar | Betty Schrampfer Azar |
| Getting Ahead | Jones-Macziola & White |
| Grammar & Practice | Michael Duckworth |
| Grammar: Games and Activities for teachers | Peter Watcyn – Jones |
| Great Presentation Skills | Melody Templeton-Suzanne Sparks |
| Headstart Beginner | Briony Beaven |
| Headway Intermediate | John & Liz Soars |
| Headway Upper-Intermediate | John & Liz Soars |
| Headway Advanced | John & Liz Soars |
| Highly Recommended SB English for the hotel and cater. | Rod Revell & Trish Stott |
| Highly Recommended TB English for the hotel and cater. | Tim Falla |
| How English works | Swan & Walter |
| How the new stock exchange works | Colin Chapman |
| How to write a Marketing Plan | John Westwood |
| Idioms and Exercises | The English Linguistics Study Group |
| In at the Deep end | Hollet – Carter – Lyon – Tanner |
| Insights into Business | Lannon – Tullis – Trappe |
| International Express Pre-Intermediate | Liz Taylor |
| Introduction to Economic Analysis | Miles Fleming |
| Key Words in Business | Bill Mascull |
| Meetings | Malcolm Goodale |
| Negotiate in English | Gerald Lees |
| Nelson Grammar | Denis & Helen Ballance |
| New Headway Elementary | Liz & John Soars |
| New Headway Elementary Teacher’s Resource Book | Liz & John Soars |
| New Headway Elementary | Liz & John Soars |
| New Headway Pre-Intermediate | Liz & John Soars |
| New Headway Intermediate | Liz & John Soars |
| New Success at First Certificate SB | R.O’Neill, Duckworth & K.Gude |
| Online Shopping UK | Ian Shircore – Preton Gralla |
| Oxford English for Computing | Boeckner & Brown |
| Oxford Practice Grammar | John Eastwood |
| PET Preparation and Practice | Ann Ward |
| Preparing for English for Commerce | Davies & Pickett |
| Presentation Skills | Suzy Siddons |
| Re-Engineering the Corporation | Michael Hammer y James Champy |
| Re-Engineering your Business | Daniel Morris – Joel Brandon |
| Speaking Effectively | Comfort – Rogerson – Stott – Utley |
| Successful Presentation Skills | Andrew Bradbury |
| Technical Contacts | Brieger & Comfort |
| Test Your Business English (Marketing) | Simon Sweeney |
| The big book of presentation games | Scannell & Newstrom |
| The Oxford Guide to Writing & Speaking | John Seely |
| The Trainer’s Pocketbook | John Townsend |
| Understanding Wall Street | Jeffrey B. Little – Lucien Rhodes |
| Vocabulary for College A (Third Edition) | Diederich, Carlton, Papale, Papale |
Is there work to be completed before I start my EBC TEFL course?
To prepare yourself for the TEFL course you will be expected to do some up-front pre-course reading and exercises. The pre-course work will introduce you to some of the TESOL TEFL teaching concepts and keywords that will be used during the course, and get you started with English grammar.
Pre-course reading
After you have applied and sent your course deposit you will receive a FREE copy of our “Introduction to TEFL” e-book. We strongly suggest that you read through it in order to get up-to-speed with the concepts of TEFL TESOL.
We also suggest that you try and read through one or more of the books in the list shown below. It is not a requirement that you buy these books. They are listed for the purposes of helping you get to grips with TEFL TESOL terminology.
| How English works | Swan & Walter |
| Essential Grammar in Use | Raymond Murphy |
| The Oxford Guide to Writing & Speaking | John Seely |
| Classroom Dynamics | Jill Hadfield |
| The Trainer’s Pocketbook | John Townsend |
| Cultural Awareness | Tomalin & Stempleski |
Pre-course work
Once you have sent your deposit and enrolled on the course, please go to your student management system account main menu, download and then complete the pre-course exercises. You must complete the exercises BEFORE you start the TEFL course and either bring your answers with you or email them to us at info(at)ebcteflcourse.com. The pre-course work comprises roughly 10 hours of reading and answering the set of questions you will receive.
After you have made your final payment you will receive a FREE copy of our “Basic English Grammar” self-study distance learning course.
Our FREE grammar course plus the above set of books, especially the grammar books, will help you with your pre-course exercises.
Grammar brush-up
English grammar is something we know, usually instinctively. As a teacher you will need to be able explain grammar to your students.
Bearing this in mind, we strongly suggest that you complete our FREE “Basic English Grammar” self-study distance learning course and also read through:
“How English Works”,
published by Oxford University Press,
written by Michael Swan and Catherine Walter,
ISBN 0-19-431456-1.
Brushing-up your English grammar will help you a lot on the course.
Join our growing EBC family
To become an English teacher all that is required is some of your time to take one of our EBC training courses. Once you graduate, EBC gives you lifetime, worldwide career support that will get you working quickly and will always be there for you when you want a change.
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