120-hour Advanced TEFL Course
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With our 120-hour Advanced TEFL/TESOL Course, you will gain the necessary teaching principles to embark on a new teaching career abroad. You’ll enhance your chances of securing higher-paying jobs. Once you complete this course, you’ll have all the skills and knowledge to teach English anywhere in the world.
MODULE 0: Introduction
MODULE 1: Terminology and types of students
MODULE 2: Steps to planning an effective class
MODULE 3: Oral abilities and error correction
MODULE 4: Classroom management
MODULE 5: Listening abilities and the use of technology in the classroom
MODULE 6: Teaching for Specific Purpose
Do you speak English? Embark on a journey of endless opportunities. Get certified to teach English online or around the world! 
Course Introduction
Module 1 Part 1 TERMINOLOGY TEFL vs. TESL
Module 1 Part 2 DESCRIBING LEARNERS
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2.1 Teaching different age groups -
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2.2 Why age does matter
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2.3 (a) Young learners
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2.3(b) Adolescent learners (the painful years!)
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2.4 Adult learners
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3.1 The Common European Framework of Reference (CEFR)
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3.2 Practical aspects of teaching different levels
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3.3 Part 2 - Self Study Activities (Describing Learners)
Module 1 Part 3 ADULT LEARNING
Module 1 Part 4 ELT - THEORIES AND METHODOLOGIES
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5.0. A Brief History of Methodologies
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5.1 Grammar-Translation
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5.2 The Direct Method
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5.3 The Audiolingual Method
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5.4 Suggestopedia
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5.5. Total Physical Response (TPR)
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5.6 Communicative Language Teaching
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5.7 Conclusion
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5.8 Video: Communicative Competence 1 -
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5.9 Video: Communicative Competence 2
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6.0 Multiple Intelligences: Theory and Practice in Adult Students
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6.1 The theory of Multiple Intelligences (MI)
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6.2 Application of MI theory with adult ESL learners
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6.3 Conclusion
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6.4 Video: Multiple Intelligences
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6.5 Part 4 - Self Study Activities (ELT Theories and Methodologies)
Module 1 Part 5 GRAMMAR
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7.1 What is grammar?
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7.2 Grammar – Parts of Speech
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7.3 English Grammar – Tenses
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7.4 Grammar: Parts of Speech continuation and Conditional Clauses
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7.5 Teaching Grammar Communicatively
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7.6 Grammar Test Information
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Practice Grammar Quiz -
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7.7 Grammar QuizYou are about to take the grammar exam. You will have 90 minutes to complete it. A minimum 50% grade is needed to pass the assignment. If you fail the first try, you will have a second opportunity to take it. You can try again when you finish your first attempt, or later if you wish to study and review the grammar topics.
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7.8 Grammar Exercises - Link 1
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7.9 Grammar Exercises - Link 2
Module 1 Part 6 EXTRA RESOURCES AND ACTIVITIES
Module 2 Part 1 LESSON PLANNING: AN OVERVIEW
Module 2 Part 2 THE WARM UP SECTION
Module 2 Part 3 THE INTRODUCTION STAGE
Module 2 Part 4 TEACHING VOCABULARY
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4.0 What does it mean to "know" a word?
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5.0 General Advice for Teaching Vocabulary
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6.0 Vocabulary Teaching Strategies
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6.1 Presenting New Vocabulary
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6.2 Checking for meaning
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6.3 Expanding Vocabulary
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6.4 Using New Vocabulary Communicatively
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6.5 Vocabulary Revision Activities
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7.0 Using Dictionaries
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7.1 Reference and Production Dictionaries
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7.2 When to Use Dictionaries
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7.3 Activities for Teaching Dictionary Skills
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7.4 Module 2 Follow Up Activities (Teaching Vocabulary)
Module 2 Part 5 SELF STUDY ACTIVITIES
Module 3 Part 1 SPEAKING SKILLS
Module 3 Part 2 SPEAKING ACTIVITIES
Module 3 Part 3 ERROR CORRECTION
Module 3 Part 4 TEACHING READING OVERVIEW
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4.0 What is reading and why do we read?
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4.1 Reading - extensive and intensive
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5.0 What are reading skills?
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5.1. Skimming and Scanning
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5.2. Skim Top-Down and Bottom-Up Approaches
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5.3 Other Skills
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6.1 Extensive Reading Tasks
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6.2 Intensive reading tasks: The Role of the Teacher
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6.3 Intensive reading tasks
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6.4 Intensive reading: The vocabulary question
Module 3 Part 5 SELF-STUDY SECTION
Module 4 Part 1 CLASSROOM MANAGEMENT: AN OVERVIEW
Module 4 Part 2 WHAT IS INVOLVED IN CLASSROOM MANAGEMENT?
Module 4 Part 3 DEALING WITH DISCIPLINE ISSUES
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5.0 Dealing with discipline issues
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5.1 What kinds of problems to expect: Children
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5.2 What kinds of problems to expect: Pre-adolescents & teenagers
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5.3 What kinds of problems to expect: Adults
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5.4 Part 3: Self Study Activities
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6.0 How to handle problems
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6.1 With children
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6.2 With teenagers & adults
Module 4 Part 4 PUTTING IT INTO PRACTICE
Module 4 Part 5 SELF STUDY SECTION
Module 4 Part 6 MODULE 4 ASSIGNMENT
Module 5 Part 1 LISTENING - AN OVERVIEW
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MODULE 5 – LEARNING OUTCOMES
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1.0 What is listening?
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2.0 What are listening skills?
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2.1 Enabling skills
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2.2 Top-down/bottom-up listening
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2.3 Extensive listening skills
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2.4 Intensive listening skills
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3.1 Problems with audio-only material
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3.2 Advantages of using audio-only material
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Module 5 Part 1 Follow-Up Activities (Listening - An Overview)
Complete the Follow-Up activities on the Google Form below.
Module 5 Part 2 PRACTICAL IDEAS FOR TEACHING LISTENING
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4.0 Planning a listening lesson
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4.1 Pre-listening activities
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4.2 While-listening activities
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4.3 Post-listening activities
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5.1 Live- listening to the teacher
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5.2 Live- listening and interacting
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5.3 Live- listening to the teacher & guest
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6.0 Roles and responsibilities of the teacher
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6.1 Be organized and prepared
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6.2 Alleviate frustration and head-off panic
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6.3 Video: Integrating four skills
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Module 5 Part 2 Follow Up Activities (Practical Ideas for Teaching Listening)
Complete the Follow-Up activities on the Google Form below.
Module 5 Part 3 USING MUSIC IN THE CLASSROOM
Module 5 Part 4 USING VIDEO IN THE CLASSROOM
Module 5 Part 5 PUTTING IT INTO PRACTICE
Module 5 Part 6 TECHNOLOGY IN THE CLASSROOM
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11.1 Using computers in the classroom
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11.2 Exploiting computers for homework
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11.3 Online courses
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12.1a Interactive white boards
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12.1b Video: Interactive whiteboards
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12.2 Voice recorders
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12.3 Electronic dictionaries
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12.4 Tablets in the classroom
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12.5 Mobile phones
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12.6 A word of caution
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13.0 Zero technology in the classroom
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Module 5 Part 6 Self Study Activities (Technology in the Classroom)
Complete the Follow-Up activities on the Google Form below.
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11.0 Technology in the classroom
Module 5 Part 7 SELF STUDY SECTION
Module 6 Part 1 - TEACHING SPECIFIC GROUPS
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MODULE 6 – LEARNING OUTCOMES
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1.0 What is ESP?
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1.1 Characteristics of ESP?
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1.2 Differences between ESP and General English
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2.0 Designing an ESP course
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2.1 Needs analysis
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2.2 How to use data
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2.3 Sample Needs Analysis Questionnaire
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Module 6 Part 1 Self Study Activities (Teahing Specific Groups)
Complete the Follow-Up activities on the Google Form below.
Module 6 Part 2 COMMON FORMS OF ESP
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3.0 English Academic Purposes (EAP)
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4.0 Teaching Business English
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4.1 Differences between Business English and General English
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4.2 Activities for Teaching Business English
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4.3 Business English Examinations
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4.4 Sample Business English Video
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5.0 Private classes or one-to-one teaching
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5.1 Differences between teaching one-to-one and groups
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5.2 Advantages and disadvantages of one-to-one
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5.3 Some practical advice for one-to-one teaching
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5.4 Activities for one-to-one lessons
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Module 6 Part 2 Self Study Activities (Common Forms of ESP)
Complete the Follow-Up activities on the Google Form below.
Module 6 Part 3 STRATEGIES FOR TEACHING CHILDREN
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6.0 Introduction
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6.1 General strategies
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6.2 Teaching 4 to 6-year-olds
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6.3 Teaching 7 to 9-year-olds
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6.4 Teaching 10 to 12-year-olds
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6.5 Video: Teaching Kids
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7.1 What is CLIL?
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7.2 Some principles of CLIL
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7.3 Video – David Marsh talking about CLIL Video
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Module 6 Part 3 Self Study Activities (Strategies for Teaching Children)
Complete the Follow-Up activities on the Google Form below.
Module 6 Part 4 SELF STUDY SECTION
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8.1 ESP and 8.2 EAP
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8.3 Business English
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8.4 One-to.one teaching
Further reading books
Murphey, T. (1991). Teaching One to One. Harlow; Longman.
Osborne, P. (2005). Teaching English One to One. London; Modern English Publishing Ltd.
Wilberg, P. (2002). One to One A Teachers’ Handbook. Andover; Thomson.
Further reading websites
Kaye, P. Teaching One to One http://www.teachingenglish.org.uk/think/articles/teaching-one-one
Meldrum, N. & Clandfield, L. One to One http://www.onestopenglish.com/section.asp?docid=144657
Tennant, A. Diagnostic Tests http://www.onestopenglish.com/section.asp?docid=157300
Tennant, A. Self-Assessment and ‘Can do’ Statements www.onestopenglish.com/section.asp?docid=157720
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8.5 Young Learners
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8.6 CLIL
