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EBC Trinity CertTESOL course overview, syllabus, and more

Introduction
Course overview
Course aims, objectives and key areas
Course description
What can I expect when I attend the course?
What will I learn?
How will I learn?
How will I be assessed?
What is the course syllabus?
What kind of teaching practice will I get?
What are the course's success criteria?
Are there any books I can read before I start my ebc tefl course?
Is there work to be completed before I start my ebc tefl course?

Attend the EBC Trinity CertTESOL course and get dual award TESOL and TEFL certification, the Trinity CertTESOL and the EBC International TEFL Certificate.

EBC's intensive TESOL certification course is practical, thorough and 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 or TESOL field.

During the TEFL course you will become familiar with the principles of successful English teaching and start developing the practical skills that you will need to teach effectively.

Basic facts and figures

• The course comprises, 120 input hours and 40 hours homework.
• The course includes 22 hours of teaching practice: 6 hours observed, 4 hours demonstration classes, 4 hours unknown language 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 available online in our virtual classroom or in our Madrid, Spain training centre.

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 highly successful TEFL certification courses since 2002.

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EBC has trained and placed thousands of SATISFIED TEFL TESOL course graduates in English teaching jobs around the world.

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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.

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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 English teaching career.

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 runs for 160 hours, a significant part spent on supervised group teaching practice, peer group and individual teaching sessions. You are divided into small training groups each with its own trainer and 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.

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 a Trinity CertTESOL qualified English teaching professional capable of getting English 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 Trinity CertTESOL 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

During the four week, 160 hour EBC Trinity CertTESOL course, you will learn the principles of successful English teaching and start developing the practical skills you will need to teach effectively.

The EBC Trinity CertTESOL course includes 14 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

Due to the extensive corporate and professional experience of EBC, the EBC Trinity CertTESOL course will make you a qualified and highly employable EFL teacher. Our EBC Trinity CertTESOL 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.

Introduction to TEFL

• Language analysis and usage
• English 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?
• Ideas for teaching children
• Ideas for teaching adolescents
• Ideas for 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

Your study programme is divided into two main sections:

• Virtual or physical 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.

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.

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.

EBC trains you to teach to all language learner levels

Teaching practice is an essential part of your EBC Trinity CertTESOL 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)

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 English 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 English teaching professional
• How to succeed in an English 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 English 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

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

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 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

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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.

Email us! - Call us! - Apply now!

Contact us today, order brochures, ask questions, get references

Contact us today about any questions you may have about the TEFL Course, the city where you wish to work and get references.

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Apply for your EBC TEFL Course today

Apply for your EBC TEFL Course today by filling out our application form. This application form is for our online TESOL course and classroom TESOL course.

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