NEW

170 Hour Online TEFL Course

Includes: R Level 5 TEFL Accreditation R Interactive & Dedicated Support R 20 Hours Hands-On Live Practice Teaching

Course Overview

If you are interested in teaching English abroad and want the very best level 5 Accredited course then our 170 Hour, 11-week Online TEFL course is the right choice for you.

It enables you to earn a globally recognised TEFL/TESOL certification on a part-time schedule with 10-12 hours of work a week.

This course covers 40% more content than standard 120-hour online TEFL classes. You will learn how to prepare lesson plans and gain skills in areas like classroom management, error correction & understanding of how to bridge cultural differences. 

Why take this course?

  • Level 5 Accredited Course Certification

    • This course is externally monitored and approved at a Level 5 Ofqual (British Government) accreditation by TQUK (authorized accreditor of Ofqual). Learn more about accreditation.

  • The part-time schedule is designed to accommodate students who work

    • Complete 10-12 hours of coursework per week according to your own schedule.

  • 100% remote, take the course from anywhere in the world

    • All you need is a laptop/tablet/cellphone and a good internet connection.

  • Comprehensive course syllabus

    • Designed to throughly prepare you for your teach abroad experience. Learn more about the course syllabus.

  • Highly experienced university-level instructors

    • You will learn how to efficiently teach a classroom of English Second Language (ESL) students of all levels.

  • 20 Hours practical teacher training

    • Practical training helps you to hone your craft and be better prepared for real world teaching.
    • We help you find practicum locations worldwide in order complete 20 hours of teaching, tutoring, and observation. Learn more about the practicum.

  • Job Search Guidance

    • If you’re taking the standalone course and it’s not part of a TravelBud program, you will receive lifetime job search assistance for finding a job teaching English abroad and online. Learn more about job search guidance.


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Course Syllabus and Content

The course is comprised of:
150 hours of online coursework – which includes readings, assignments, quizzes and self-checks. (Required);
20 hours of Practicum (student teaching, observation and/or tutoring in an ESL classroom) (Required);

This 11-week course will be delivered entirely online through the online course management system, Moodle.

In Moodle, you will access online lessons, course materials, tasks, videos, live and taped video classroom lectures, office hour chats and resources. All of your tasks will be posted in an online forum or taken as an online quiz.

In addition to the online component, there is a 20-hour live practicum component to give students hands-on experience with English language students.

Grammar Module

SUMMARY

A thorough overview of grammar from adjectives to compound verbs to gerunds, and more.

This extensive Grammar Module is sent to students upon registration to begin reviewing important grammar points. The content is designed to serve as a self-study grammar reference. The content herein is likely most useful for the novice learner of English grammar, but it can also serve as a review or provide samples for more advanced grammarians. Students can revisit sections and retake quizzes as needed.

OBJECTIVES

After finishing this chapter, the reader will be able to…

  1. Identify and define different parts of speech, including nouns, verbs, adjectives, adverbs, articles, pronouns, and prepositions.
  2. Differentiate between countable and uncountable nouns.
  3. Summarize the differences between indefinite and definite articles.
  4. Demonstrate how to form comparative and superlative adjectives.
  5. Demonstrate how to form comparative and superlative adverbs.
  6. Define prepositions and explain why they are difficult for ESL learners.
  7. Define verbs and different verb forms, including infinitives, gerunds, present participles, past participles, stative verbs, dynamic verbs, and auxiliary verbs.
  8. Name and demonstrate the usage of the twelve tenses of English.
CHAPTER 1: Role of The Teacher

SUMMARY

Reading and tasks on the history of English language; expectations for teachers on their first day of class; creating your teaching persona; recognizing traits of an effective teacher; ways to build community in your classroom; examples of how to be a good role model; strategies for maintaining professional relationships; terminology and abbreviations used in the TEFL profession; introduction to language levels, and effective and ineffective teaching practices.

OBJECTIVES

After reading this chapter, the reader will be able to…

  1. Describe the general history and current global importance of the English language.
  2. Define teaching as a profession.
  3. Recognize traits of an effective teacher and ways to establish a teaching presence.
  4. Explain what to expect on the first day of teaching.
  5. Propose ways to build community in your classroom.
  6. List some student and classroom issues that may arise and how to approach them.
  7. Identify ideas for balancing work responsibilities and leisure.
  8. Identify strategies for maintaining professional relationships during your teaching career.
  9. Contrast effective teaching practices with ineffective ones.
  10. Define common terminology and abbreviations used in the TEFL profession.
  11. Provide a general overview of levels of language proficiency.  

TASKS

This chapter requires the following:

  • Week 1 Peer Participation
  • Ch 1: Quiz
  • Ch 1: Written Response
CHAPTER 2: Creating a Student-Centered Classroom

SUMMARY

Reading and tasks on the student-centered approach and teacher’s roles; autonomous learning, the roles of collaboration and cooperative learning; experiential learning and examples of useful EFL activities; individual differences; and a sample needs analysis.

OBJECTIVES

After reading this chapter, the reader will be able to…

  1. Define a student-centered approach and teacher’s roles.
  2. Define autonomous learning.
  3. Explain the role of collaboration and cooperative learning.
  4. Describe best practices of group and individual work.
  5. Explain the basic steps to creating scaffolded classroom activities.
  6. Define experiential learning and give examples of some useful EFL activities.
  7. Describe different modes of learning and how they can enhance student engagement.
  8. Define the basic concept and purpose of a needs analysis.
  9. Identify the most common ways to physically arrange a classroom and their implications.

TASKS

This chapter requires the following:

  • Week 2 Peer Collaboration
  • Ch 2: Quiz
  • Ch 2: ESL Materials Analysis
CHAPTER 3: Methods & Approaches

SUMMARY

Reading and tasks on the differences between approach, method, and technique; contemporary and traditional teaching methods; Communicative Language Teaching (CLT); characteristics of the Community Language Learning approach; general procedures used in a Silent Way classroom; the pillars of Suggestopedia; using Total Physical Response and Total Physical Response Storytelling in a classroom; principles of Content-Based Instruction; and ways to implement Cooperative Learning, Task-Based Learning, Project-Based Learning, and differentiation.

OBJECTIVES

After reading this chapter, the reader will be able to…   a. Differentiate between approach, method, and technique. b. Compare and contrast well-known traditional teaching methods. c. Explain how contemporary teaching methods differ from traditional ones. d. Define language accuracy and fluency and their connection to various approaches and methods. e. Identify characteristics of the Natural and Communicative Approaches. f. Describe the general concepts and procedures of a variety of common language teaching approaches and methods. g. Identify methods that are most appropriate for young learners.

TASKS

This chapter requires the following:

  • Week 3 Peer Participation
  • Ch 3: Quiz
  • Ch 3: Activity Analysis
CHAPTER 4: Lesson Planning

SUMMARY

Reading and tasks on the importance of lesson planning and how it relates to instruction; characteristics of an effective lesson plan; producing an effective lesson plan; the foundation behind effective assessment methods; assessment formats and assessment question types; and incorporating the most appropriate type of assessment for all four language skills.

OBJECTIVES

After reading this chapter, the reader will be able to…   a. Provide a more detailed overview of levels of language proficiency. b. Understand the overall importance of lesson planning and how it relates to instruction. c. Identify the characteristics of an effective lesson plan. d. Formulate lesson objectives describing what learners are able to achieve at the end of a session. e. Incorporate language input, language practice, and student output into various lesson stages. f. Produce a comprehensive lesson plan. g. Discuss some differences in lesson planning for adult vs. younger learners. h. Identify some basic activities appropriate for young learners. i. Explain the differences between and some uses of assessment and testing. j. Summarize suggestions for delivery of daily lessons.


TASKS

This chapter requires the following:

  • Week 4 Peer Collaboration
  • Ch 4: Quiz
  • Ch 4: Partial Lesson Plan
CHAPTER 5: Course Design

SUMMARY

Reading and tasks on the basic concepts in course design: creating and delivery of needs analyses and diagnostic assessments; use of data collected via analyses; evaluating and selecting textbooks; producing a general course syllabus; creating a class contract to establish classroom standards of behavior.

OBJECTIVES

After reading this chapter, the reader will be able to…

  1. Describe the basic concepts and best practices of design for a course of second language instruction.
  2. Create and deliver needs analyses and diagnostic assessments.
  3. Use data collected via analyses to create units of language study.
  4. Evaluate and select textbooks appropriate to target student population.
  5. Produce a general course syllabus to establish course dates and grades.
  6. Create a class contract to establish classroom standards of behavior.

TASKS 

This chapter requires the following:

  • Week 5 Peer Participation
  • Ch 5: Quiz
  • Ch 5: Course Design
CHAPTER 6: Lexis

SUMMARY

Reading and tasks on defining word root, prefix and suffix; common phrasal verbs and collocations; phonological, morphological, syntactic, semantic, and pragmatic understanding; selecting vocabulary words to teach in the ESL/EFL classroom; effective methods of vocabulary instruction; challenges and approaches to teaching idiomatic expressions; effective methods of grammar instruction with example grammar activities.

OBJECTIVES

After reading this chapter, the reader will be able to…  

  1. Define morpheme, word root, prefix, and suffix, and generate examples of each.
  2. Recognize common phrasal verbs and collocations.
  3. Identify challenges and approaches to teaching idiomatic expressions.
  4. Compare and contrast the following aspects of what it means to know a word: phonological, morphological, syntactic, semantic, and pragmatic understanding.
  5. Describe considerations for selecting vocabulary words to teach in the ESL/EFL classroom.
  6. Describe and justify effective methods of vocabulary instruction, including meaningful input, controlled exercises, and communicative output. 

TASKS 

This chapter requires the following:

  • Week 6 Peer Collaboration
  • Ch 6: Quiz
  • Ch 6: Quiz
  • Ch 6: Create a Vocabulary Exercise
CHAPTER 7: Grammar

SUMMARY

Reading and tasks on grammar teaching controversies; form, meaning, and use as the three main aspects of grammar; the teaching of grammar via meaningful input and explicit instruction; the importance of controlled grammar exercises; implementing communicative output with grammar; effective methods of grammar assessment.

OBJECTIVES

After reading this chapter, the reader will be able to…

  1. Recognize some controversies about the teaching of grammar in second language lessons.
  2. Compare and contrast the following aspects of grammar: meaning, form, and use.
  3. Describe and justify effective methods of grammar instruction, including meaningful input, controlled exercises, and communicative output.
  4. Identify recommended methods for assessing grammar.

TASKS 

This chapter requires the following:

  • Week 7 Peer Participation
  • Ch 7: Quiz
  • Ch 7 Lesson Plan: Create a Full Lesson Plan
CHAPTER 8: Listening & Reading

SUMMARY

Reading and tasks on how the brain processes listening output; types of listening input; types of listening materials and how to choose them for the classroom; how to tailor listening activities to student level and mental method of processing; ways to set up activities within a listening lesson and sequence of lessons; specific techniques for teaching listening skills; how the schema theory impacts ESL/EFL reading activities; common reading strategies that can be taught to ESL/EFL learners; selecting reading materials; intensive and extensive reading skills; types of pre-reading, while-reading, and post-reading activities; and ways to assess reading both formally and informally.

OBJECTIVES

After reading this chapter, the reader will be able to…

  1. Summarize how the brain processes listening and reading input.
  2. Identify common student difficulties with listening and reading processing.
  3. Contrast intensive and extensive listening and reading skills.
  4. Identify types of listening and reading materials and how to choose them for the classroom.
  5. Describe how to tailor listening and reading activities to student age and level.
  6. Summarize ways to set up listening and reading activities within a lesson.
  7. Describe types of tasks that can be done within the sequence of listening and reading activities (i.e., pre-, during-, and post- activity).
  8. Identify specific techniques for teaching listening and reading skills.
  9. Describe how schema theory impacts ESL/EFL listening and reading activities.
  10. Identify common listening and reading strategies that can be taught to ESL/EFL learners.
  11. Differentiate listening and reading skills by proficiency level.
  12. Summarize appropriate types of assessments for listening and reading skills.

TASKS 

This chapter requires the following:

  • Week 8 Peer Collaboration
  • Ch 8: Quiz
  • Ch 7: Materials Analysis
CHAPTER 9: Speaking & Writing

SUMMARY

Reading and tasks on the foundation needed for ESL/EFL students to improve their oral and written language production; commonly used classroom speaking activities; the sounds and most common pronunciation rules for English pronunciation and when to incorporate effective pronunciation techniques into ESL/EFL lessons; structuring ESL/EFL writing activities and lessons; and recommended outside resources to improve and expand teacher knowledge, methods, and materials of ESL/EFL speaking and writing.

OBJECTIVES

After reading this chapter, the reader will be able to…

  1. Describe a few basic factors that affect the acquisition of second language oral and written production skills.
  2. Describe the foundation needed for ESL/EFL students to improve their oral and written language production.
  3. Identify commonly used classroom speaking and writing activities.
  4. Identify various ways to integrate pronunciation practice into a language lesson.
  5. Discuss a general framework for structuring ESL/EFL speaking and writing activities independently and within lessons.
  6. Summarize appropriate types of assessments of speaking and writing skills.
  7. Describe some methods of providing feedback on oral and written tasks.  

TASKS 

This chapter requires the following:

  • Week 9 Peer Participation
  • Ch 9: Quiz
  • Ch 9: Speaking and Writing Lesson Plan
CHAPTER 10: Visual Aids & Technology

SUMMARY

Reading and tasks on the several benefits of using low-tech visual aids with English language learners; low-tech visual aids and how they can be applied to the ESL/EFL classroom; ways to use the Internet effectively with ESL/EFL students; precautions to consider when assigning Internet-related activities; how blogs and wikis might be used to enhance students’ communication skills; recommendations for effectively integrating video into the ESL/EFL classroom; ways to use songs as a teaching and learning tool; appropriate visual aids for each language skill (reading, writing, listening and speaking); and general criteria to follow when choosing a visual aid.

OBJECTIVES

After reading this chapter, the reader will be able to…

  1. Define visual aids and how they can enhance learning.
  2. Identify the general criteria to follow when choosing a visual aid.
  3. Describe several benefits of using low-tech visual aids with English language learners.
  4. Identify a wide variety of low-tech visual aids and explain how they can be applied to the ESL/EFL classroom.
  5. Compare and contrast main types of online learning: blended learning, synchronous classes, and asynchronous classes.
  6. Analyze some strengths and drawbacks of online teaching compared to classroom-based programs.
  7. Identify ways to use the internet effectively with ESL/EFL students.
  8. Explain precautions to consider when assigning internet-related activities.
  9. Discuss how blogs and wikis might be used to enhance students’ communication skills.
  10. Summarize recommendations for effectively integrating video into the ESL/EFL classroom.
  11. Cite an example of an appropriate visual aid for each language skill (reading, writing, listening, and speaking).

TASKS 

This chapter requires the following:

  • Week 10 Peer Collaboration
  • Ch 10 Task 1: Quiz
  • Ch 10: Improving Past Plans
CHAPTER 11: Cultural Sensitivity

SUMMARY

Reading and tasks on culture and cultural sensitivity, surface and deep culture; the five barriers to cross-cultural communication; four main cultural dimensions and their implications for the EFL classroom; and culture shock and its stages.

OBJECTIVES

After reading this chapter, the reader will be able to…

  1. Define culture and cultural sensitivity.
  2. Differentiate between surface culture and deep culture.
  3. Identify five barriers to cross-cultural communication.
  4. Discuss four main cultural dimensions and their implications for the EFL classroom.
  5. Define culture shock and describe its stages.

TASKS 

This chapter requires the following:

  • Week 11 Peer Participation
  • Ch 11: Quiz
  • Ch 11: Written Response/Cultural Report
MANDATORY UNIT: Practicum Requirements (Live Observation & Student Teaching)

PRACTICUM OVERVIEW

Practicum is an essential component to a teacher’s training process, as it provides valuable insight and experience prior to obtaining independent teaching positions.

This course requires that all students accumulate a minimum of 20 hours for TEFL/TESOL certification. These hours can be achieved through observation, tutoring, student teaching or a combination of 2 or 3 of these in an ESL/EFL setting in which non-native speakers are learning new English language skills.

Hands-on experience with English language learners provides an opportunity for teacher trainees to apply teaching principles to real-life situations, build confidence in their skill and pedagogical style, gain exposure to various learning styles and classroom situations, and acquire valuable teaching experience.

These components will assist a teacher in feeling more prepared, as well as add a competitive edge to one’s job search and interview process.

FINDING A PRACTICUM LOCATION

You can do a web search for English language classes offered in your community. You will find that many different organizations will offer English classes to non-native speakers.

Some examples of class sites are language schools, ethnic community centers, community colleges, park districts, local libraries, and faith-based organizations such as churches or synagogues.

You may also find a non-native English speaker to whom you can offer one-on-one tutoring. It is up to each individual student to find a practicum location and set up their hours

PRACTICUM DOCUMENTS

For a student to successfully pass the Practicum unit, the following documents must also be completed and submit via Moodle:  

1. Practicum Location Information: This includes details about the location in which the student completes their Practicum, the location website, Supervisor name and contact details, etc.

2. Time Log: Student to log the days and hours spent gaining practical experience with English language learners through observation, tutoring, and/or student teaching. Each practicum occurrence must be initialed and verified by a supervisor/cooperating teacher or an English language learner if the student has chosen to tutor an ESL student. Practicum time must total a minimum of 20 hours and the student must clearly indicate the mandatory 6 hours of student teaching or tutoring.

3. Practicum Experience Write Up: The final practicum requirement is for the student to write a 550 word (minimum) summary about their experience in an ESL classroom or tutoring ESL students. Items to cover in the one-page summary include:

• Where you completed your practicum (City, State, Name of Location/Center/School).

• How you found your practicum location or ESL students (i.e. Organic online web searches, contacting community organizations, etc).

• What practicum option(s) did you choose (Tutoring, Observation, Student Teaching, or a combination).

• What type of language school or class you were in.

• Types of students you worked with (age, background, etc).

• What your overall experience was like.

• Highlights and areas that could have been improved.

• What your duties and functions were in the classroom.

•  Was there anything you learned that you will incorporate into your own ESL classroom one day?

4. TEFL/TESOL Certification Completion Form: Requires the student to complete an online survey outlining their full name, address, TEFL course start date and date of birth for certificate mailing purposes.

PRACTICUM DUE DATE

Students have an additional 90 days to complete the practicum hours from their course end date. For example, if your course ends on December 1, you must submit your practicum documents by March 1. Please refer to your course calendar for exact due dates.

Student Lesson Plan Example & Instructor Feedback

One of the many aims of a professional TEFL course is to run a classroom from day one.
You will be able to assess the level and needs of class and student, create a lesson plan with all supporting materials for each day. This is an actual lesson plan created by a former student.   At the bottom are the comments from the TEFL class instructor for feedback.

Beginner Adult Lesson Plan

Class: Beginner Adults (1/3)

Level and Number of Students Beginner Level – 12 Adult Students (Class 1/3)
Lesson Duration 60 minutes
Aims/Objectives By the end of the lesson, students will be able to…

– Recognize the differences between a like and dislike in order to make a statement or answer a question, i.e. “I don’t like tomatoes,” or “I like eating tomatoes.”
– Describe their likes and dislikes using the first person singular tense.
– Identify different types of weather with associations of pictures and descriptions.
– Ask questions about different weather using the present simple tense, i.e. “Do you know what the weather will be like today?”
– They will be able to formulate like and dislike in sentences to describe weather that they do or do not like as a response to a question or statement.

Assumptions – Students understand that there are different seasons in the US, and that weather changes based on these seasons.
– Students have knowledge of question asking vocabulary as well as clothing vocabulary.
– Students have a clear understanding of the present simple and some use of the past and future simple tenses.
Anticipated Problems – Students may have difficulty with forming the endings of the different vocab words or verbs, i.e. cloud – clouds – cloudy, rain – rains – rainy – raining. To address this make a chart with singular, plural, adjectives, and verb uses.
– Students may ask about “will” vs. “going to”. To address this, explain to students that the use of “will” in the future simple will be addressed in another lesson and not today.
Materials – Newspaper realia with weather information for the current day (or past day just as an example). If not available, then an example from an online source (of the current country I am in, ex. Belgium).
– 5 big pictures for an introduction.
– A scarf/jacket and sunglasses for Presentation stage.
– Presentation text “A Day of Weather in Belgium – Newspaper Style” (make 6 copies and cut in half).
– Practice 1 “Matching Weather Types and Identifying Like vs. Dislike” (make 13 copies).
– Practice 2 “Complete Me! Sentence Completion Activity” (make 13 copies).
Warm-Up (5 Minutes) I write two discussion questions about likes, dislikes, and weather on the board. I then pair students and let them discuss without interrupting but still remaining present to answer questions:

1. What is your favorite season? Why? Ex. I like summer because it is warm and I can go swimming in the ocean.
2. What kind of weather do you like? Why? Ex. I like the snow because I can go skiing.
3. What kind of weather do you not like? Why? Ex. I don’t like the fog because it is hard to drive.

After a few minutes, the teacher asks for feedback, calling on pairs to share their answers.

Introduction (5 Minutes) A few pictures are shown to the class of weather I have experienced in the US (snow) and the other two pictures of weather in Belgium. I start by asking them to describe what they see in these pictures, i.e. gray, blue, sky, green grass, cloud, sun, flowers, trees, white, etc. I will then ask why these pictures are different, is it because of country, time of year, season? I then show the picture of myself walking and ask them to describe what I am doing. Why do you think I am dressed like that? Ex. Because it is cold. I tell the students that I like to walk when it is cold because it is good exercise.

I write out on the broad that I have two activities planned for them, matching and sentence completion. After that they will pair off and do a News Report role-play! (See below for materials).

Presentation (15 Minutes) I begin by introducing two pictures that show examples of the weather in Belgium. The weather map and the weekly-predicted weather graph.

I draw pictures on the board to explain different weather vocab, i.e. partly cloudy, cloudy, sunny, rainy, thunder and lightning, fog, and snow. I also draw a thermometer to show how different temperature numbers reflect different temperate vocab, i.e. 0 = freezing/cold, 20 = cold, 40 = cold, 60 = mild, 80 = hot, 100 = sweltering/burning/very hot.

I will start by asking them a question about the current weather outside. “Can anyone help me to describe what the weather looks like outside?” This will help them apply vocab they already know to a new area of vocab to help explain the weather. If they say something like, “It is dark outside,” I will write, “It is cloudy.”

As we are just working on the present tense today I will also ask them about temperature and how it feels to them or how their bodies feel when the temperature changes. I will do this by utilizing TPR and imitating when I am cold (shivering or putting on another layer of clothing) and when I am hot (fanning myself from the heat or putting on sunglasses). I will associate these actions and sounds with the vocab written on the board and the pictures shown from the introduction.

I will then use the smiley and frowning face for the next stage to show what weather I do or do not like. i.e. I will shiver and point to the frowning face while saying the word “brrrr,” to show that I dislike this. I will write this sentence on the board, “I do not like the cold.” I will then put on my sunglasses and point to the smiley face while smiling, to show that I like this. I will write this sentence on the board, “I like the heat.” I will also have the students repeat these sentences after explaining them.

I will then have them read the short text, “A Day of Weather in Belgium – Newspaper Style” and have them discuss and answer the questions in pairs. (See below for materials).

Practice 1 (7 Minutes) Matching Weather Types and Identifying Like vs. Dislike

I know transition back to the images I have drawn on the board to show the difference in weather vocab, temperature vocab, and like vs. do not like with the smiley and frowning face. I will erase the vocab words next to the images on the board. To practice reading in this activity students will try to match the correct picture with the vocab word, as well as temperature, and like or do not like. Students will complete this activity individually and when they are finished will compare answers with a partner (the person next to them). (See below for materials).

Practice 2 (7 Minutes) Complete Me! Sentence – Completion

To practice associating likes and dislikes with weather types, students will use their own opinions to complete sentences that have varied weather predictions. They will also use their external vocab knowledge to write why they do or do not like this weather type. This is to be done individually before reading their sentence to their partner to learn more about them. (See below for materials).

Production (15 Minutes) Newscaster Role Play

Now that we have an understanding about different types of weather and what weather types we like or don’t like and why, I will pair the students off with other students they haven’t been working with today. I will write the directions for the activity on the board and explain what they will do with their partner. I explain first that one person will be the interviewer and the other will be the interviewee. They are preparing what to say on the news this morning for the weather of the day. The following will be written on the board:

Weather News Report

In your interview you need to ask:
– What is the weather going to be like today?
Today the weather…
– What are the high and low temperatures for today?
Today the high will be… and the low will be…
– Is there a chance of rain? If so what is the percentage?
Today there is a ____% chance of rain…
– How will the weather change over the course of the day?
In the morning it will be… but in the evening it will…
– Do viewers need to make sure they bring any specific clothing with them for the weather?
Don’t forget your…
– Why do you like or dislike the weather for today? (Engage the audience!)
This is my favorite weather…

One partner will start and ask the questions while the other responds and they will change after they are finished answering all of the questions. I will write that there is a time limit of 15 minutes. I step back out of the action, walk around and observe the students and take notes.

Review (5 Minutes) I return to the board and review the vocabulary we learned today. I ask a few students to share their favorite response to the News Report they created with their partner.
Homework (2 Minutes) I ask the students to take out a piece of paper to write down their homework assignment. When students are ready they listen to what I am saying and write in their notebooks:

“Over the next few days take notes as the weather changes. Create five new sentences about how the weather changes in the course of the day. Describe why you liked or did not like this weather and what you were able to do during this weather. Perhaps you needed to wear specific clothing!”

I clarify that students understand the homework by putting bullet points on the board for what is expected of them. If there is time I will circulate while they begin their homework, or have time to answer any remaining questions they may have.

 

Images for Introduction


650 Taiwan-Zackary-Wiggins4

 

Images for Presentation

INSTRUCTOR FEEDBACK

Instructor feedback:  Thank you for this excellent lesson for beginner students that will address weather and likes/dislikes about weather. You have included all of the necessary stages, provided an explanation for each stage, and demonstrated excellence in planning a lesson.

To begin, your problems and solutions section lists some realistic and appropriate problems. Overall, your grammar is appropriate for beginners. It is appropriate to teach the simple present, past, and future to beginners. Most beginners are not ready to learn the perfect tenses, however.

Note that most of your vocabulary is also level appropriate, but some of the vocabulary in your final task may be problematic. For example, the words “viewers” and “specific” are not likely to be understood by beginners.

Yes, drawing pictures during the presentation is a great way to demonstrate the meaning of the words and to include low-tech visual aids, just don’t take too much time in doing so.

I appreciate how your practice activity gradually encouraged the students to try their new learning in a more open-ended way! That is exactly the way it should be.

You also have some great images in here. It is fun to use your own images if they are relevant. It also helps personalize the visuals and the plan.

Your reporting activity on the end sounds like fun! Students will appreciate this activity and the chance to be a weather reporter. Note that this will likely be hard for them because you didn’t do any reading or listing to an actual interview beforehand.

In the future, add one of these models first and it will really help your students.Also note that many will likely “read” the questions you have on the board. As this is a production task, encourage them to try and ask and answer questions without reading.

Nice work overall!

On a final note, I would also like to share a link to the International Journal of Foreign Language Teaching.  It is an academic journal that is peer-reviewed, and it is full of lots of stories and research about teaching English as a foreign language.  It is free and you can download the journal at this site:  http://www.ijflt.com/.

 

Course Requirements

Here are the prerequisites for this online TEFL course:

Class Size

The class will be capped at 20 students to ensure personal attention and maintain the highest standards of instruction.

Course Materials

All of your course reading materials, assignments and quizzes will be available to you online. You may also purchase a copy of the materials.

Interactive features

This course features live lectures, webinars & drop-in live instructor sessions, however, there is no required live time, and students can access recorded elements on the course website.

Participation

Students are expected to participate in all online activities as listed on the course calendar. In order to stay on track, you MUST log into the course at least once a day. If not, you may miss important announcements, date changes, etc. You will not be docked any points if you do not log in to your course every day, but it is highly recommended.

Are the lectures optional?

Students are not required to attend live lectures.  However, it is strongly recommended that students attend lectures as this is a time to receive more direct classroom instruction, ask questions, and communicate with peers and the instructor.

Lectures are recorded and shared by your instructor for students to watch at a later time, however, this will not provide you access to live chat times with your instructor and peers.

Build Rapport

If you find that you have any trouble keeping up with assignments or other aspects of the course, make sure you let your instructor know as early as possible. As you will find, building rapport and effective relationships are key to becoming an effective professional. Make sure that you are proactive in informing your instructor when difficulties arise during the course so that we can help you find a solution.

Withdrawing from the course

Students who are unable to complete the online course must write a letter stating that they will not be able to complete the course.

Commitment to Integrity

As a student in this course, you are expected to maintain high degrees of professionalism, commitment to active learning and participation in this class and also integrity in your behavior in and out of the classroom. Cheating and Plagiarism will not be tolerated in this course.

Cheating is defined as “an act of lying, deception, fraud, trickery, imposture, or imposition. Cheating implies the breaking of rules.”

Plagiarism is defined as “the wrongful appropriation, close imitation, or purloining and publication, of another author’s language, thoughts, ideas, or expressions, and the representation of them as one’s own original work.”

Students who are caught cheating and/or plagiarizing on course assignments will receive an automatic grade of “0” on their assignment with no chance of redoing the assignment for credit. If the student continues to plagiarize he or she will be automatically withdrawn from the class. Students who get caught cheating and/or plagiarizing on the Final Project will receive an automatic grade of “0” on the project.

Internet and Technology Requirements

TEFL trainees need to have the following purchased and ready for use before the first day of class:

  • Computer, laptop, or tablet; The Moodle app allows for course reading to be read on cell phones, however, we do not recommend taking the entire course through a cell phone;
  • Must be able to open PDF or Microsoft Word documents on your device;
  • Upload files in either PDF, JPEG, Powerpoint, or Microsoft Word;
  • Internet Browser – Google Chrome or Mozilla Firefox;
  • Access to consistent and reliable internet;
  • Knowledge of the following terms: browser, PDF, Word doc, download, upload; Cable or DSL internet speed (dial-up is not acceptable).

Grading

To receive a TEFL certificate, trainees must receive a Pass determination on each quiz and written task. Below is an outline of the tasks that are to be completed for each week and chapter.

Week 1: Chapter 1 
→ Pre-Course Task
→ Week 1 Peer Participation
→ Ch 1: Quiz
→ Ch 1: Written Response 

Week 2: Chapter 2 
→ Week 2 Peer Collaboration
→ Ch 2: Quiz
→ Ch 2: Materials Analysis 

Week 3: Chapter 3
→ Week 3 Peer Participation
→ Ch 3: Quiz 
→ Ch 3: Activity Analysis

Week 4: Chapter 4
→ Week 4 Peer Collaboration
→ Ch 4: Quiz
→ Ch 4: Partial Lesson Plan

Week 5: Chapter 5
→ Week 5 Peer Participation
→ Ch 5: Quiz
→ Ch 5: Written Response
→ Mid-Course Evaluation

Week 6: Chapter 6
→ Week 6 Peer Collaboration
→ Ch 6: Quiz 
→ Ch 6: Lexis Activity

Week 7: Chapter 7
→ Week 7 Peer Participation
→ Ch 7: Quiz
→ Ch 7: Lesson Plan

Week 8: Chapter 8
→ Week 8 Peer Collaboration
→ Ch 8: Quiz
→ Ch 8: Lesson Analysis

Week 9: Chapter 9
→ Week 9 Peer Participation
→ Ch 9: Quiz
→ Ch 9: Lesson Plan

Week 10: Chapter 10
→ Week 10 Peer Collaboration
→ Ch 10: Quiz
→ Ch 10: Written Response

Week 11: Chapter 11
→ Week 11 Peer Participation
→ Ch 11: Quiz
→ Ch 11: Written Response
→ Final Course Evaluation

Level 5 Accredited Certification

This course is externally monitored and approved at a Level 5 Ofqual (British Government) accreditation by TQUK (authorized accreditor of Ofqual).

Accreditation is a crucial element for any high quality, professional-level TEFL certification.

To ensure that our TEFL certification meets international standards in quality and delivery, this curriculum has been externally monitored and approved for accreditation by TQUK, an officially Awarding Organization that is recognized and regulated by Ofqual, the British Government organization responsible for monitoring and maintaining educational standards in the UK.

The curriculum also meets internationally recognized requirements of a minimum of 100 hours of academic work and 6 hours of practicum (student teaching/observation) for a professional level TEFL certification.

Worldwide acceptance: Since the heyday of the British Empire in the 19th century, the British have been the leaders in English language teaching worldwide with many language schools using the British system and/or understanding the strict regulations of the TEFL certification industry. We believe our certification needs to have the widest global acceptance. Unfortunately, the US government does not regulate the English teaching market or TEFL certifications and has little relevance to employers abroad.

Ofqual & Level 5 Certificates

TQUK is an Ofqual-recognized Awarding Organization, ensuring that our accreditation meets the highest standards as set by the British Government.

The Office of Qualifications and Examinations Regulation, Ofqual, is the governmental department in the UK responsible for maintaining and regulating educational standards, exams and certifications.

As an Ofqual-regulated awarding body, TQUK takes every step necessary to ensure that accredited qualifications conform to a high standard; and that all centers, offering a TQUK-recognized qualification, meet or exceed recognized standards in the quality of the curriculum, instructors, and services provided to students.

The purpose of Ofqual is to maintain standards and confidence by ensuring that regulated qualifications and accreditation are only offered by recognized awarding organizations, which have demonstrated their commitment and ability to maintain exceptionally high standards of quality when developing, delivering, assessing and awarding qualifications.

TQUK is Authorized by Ofqual to Issue a RQF Level 5 Certificate

The relevance of a RQF Level 5 TEFL certification:

  • Both CELTA certifications and Trinity certifications (both of which are brand names of TEFL course providers based in the UK) are listed as a RQF Level 5.
  • This course is approved at the same Level 5, which makes it easier for an employer to verify the equivalence of training hours if they are listing a CELTA course or an equivalent TEFL certification.
  • There are many TEFL schools around the world that do not have enough course hours (120 hours is the standard) and not at the scrutiny of a university level course. This RQF Level 5 authorization makes it clear that this course meet or exceeds these standards.

Peer Participation

Students are required to participate in a discussion every other week by posting at least one thought or comment in the Peer Participation forum. The discussion will begin each week by your instructor posting a topic in the Peer Participation forum.

Forums

The Student to Student Forum is where you can talk to your classmates about teaching overseas, practicum advice and anything else you would like to chat with your classmates about.

Peer interaction on the forums allows students to see multiple perspectives on their assignments and provides valuabe feedback and insights on a range of relevant topics.

The Instructor Forum is where you can post questions to your Course Instructor. If you don’t want the entire class to see your question, you can send an email directly to your instructor instead.

Office Hours is where you will video chat with your instructor at a weekly time designated by your course instructor. You can also email your instructor at any stage.

Collaborative Wiki

Students are required to make edits to the collaborative wiki every other week according to the instructions for that week.

Students research sites, resources, and lesson activities to generate resource lists to use in their future teaching. The wiki topic is determined by the instructor at the start of the week. 

When are Peer Participation & Collaborative Wikis due?

Peer Participation & Collaborative Wikis are due every Sunday with mini-deadlines for initial Peer Participation posts on Fridays. Check your Course Calendar for any questions regarding the due dates.

Can I receive credit for Peer Participation or Collaborative Wiki edits that are posted late?

No, credit will not be received for any Peer Participation or Collaborative Wiki edits that are posted after the due date. 

Practical Training

Practicum is an essential component to a teacher’s training process, as it provides valuable insight and experience prior to obtaining independent teaching positions.

All students must accumulate a minimum of 20 hours for TEFL/TESOL certification.

These hours can be achieved through observation, tutoring, student teaching or a combination of 2 or 3 of these in an ESL/EFL setting in which non-native speakers are learning new English language skills.

Hands-on experience with English language learners provides an opportunity for teacher trainees to apply teaching principles to real-life situations, build confidence in their skill and pedagogical style, gain exposure to various learning styles and classroom situations, and acquire valuable teaching experience.

These components will assist a teacher in feeling more prepared, as well as add a competitive edge during one’s job search and interview process.

How do I find a practicum location?

You can do a web search for English language classes offered in your community. You will find that many different organizations will offer English classes to non-native speakers. Some examples of class sites are language schools, ethnic community centers, community colleges, park districts, local libraries, and faith-based organizations such as churches, mosques or synagogues. You may also find a non-native English speaker to whom you can offer one-on-one tutoring.

Does TravelBud assign a practicum location for me?

No, TravelBud does not assign a practicum location for its students.

One benefit of taking the online course is its flexibility, as many students are working or taking other courses concurrently.

Because of this, it would be difficult to arrange hours and locations around every individual schedule.

Therefore, you are free to find a location close to you and arrange hours at your convenience, whether they may occur during the day or in the evenings, or over the weekend.

Do I have to do my practicum hours at a specified, approved center?

You do not have to complete your practicum at specific locations. We are flexible with accommodating your experience, and it does not matter if you are observing, tutoring or student teaching in Kansas or in Argentina – just as long as you are working hands-on with real-life English language learners.

Do I need to do all of my hours after the course?

You do not need to wait until you have completed your certification to begin your practicum hours.

Students may begin their practicum as soon as the course starts; at this time, it is advised to begin your practicum experience with observation hours unless you are an experienced EFL/ESOL teacher.

Do I need to do all of my hours at the same location?

You can do your hours at different locations if you choose.

Some students prefer the continuity of remaining at one location throughout the duration of their practicum, while others enjoy experiencing diversity in their students and class types and opt to divide their 20 hours among various locations.

Others’ choice of whether or not to do their practicum at one site depends on their professional, academic, and social schedules and whether or not English classes that are offered will conflict with their schedules.

Do I have to do all of my hours all at once?

Just as you can work on your practicum hours at various locations, you can also conduct your observation, tutoring, or student teaching at various times.

You can begin your hours as soon as the course starts and you have up to 90 days after the course has ended to complete your practicum.

Some teacher trainees prefer to wait until they have been enrolled in the course for some time before they feel comfortable enough to work with English language learners, while some will begin as soon as the course starts and ease into English classes by doing some observation hours in the beginning.

Others wait until the course has ended and will work on their practicum during the 90-day period after certification due to schedule constraints.

Do I need to choose just one facet of practicum experience, or can I mix and match?

You can choose to perform one facet of practicum, though we do encourage students to try and participate in all three to gain a wider perspective and build as much varied experience as possible.

I currently teach; can my classroom hours apply toward my practicum?

Your current classroom hours will apply toward your practicum only if you are teaching English skills to non-native English speakers.

For example, if you happen to have an English language learner in your Algebra class, then those hours will not apply toward your practicum.

Additionally, if you are an English teacher, but do not have any English Language Learners in your class, then these teaching hours will not count, either.

On the other hand, if you are a Biology teacher and you are offering extra tutoring assistance to an English language learner, then this time spent will count toward your practicum.

I have taught in the past; can those hours apply toward my practicum?

We do require that you complete your practicum hours concurrently with the course. However, if you have had extensive TEFL/TESOL experience locally or abroad, then you may have a portion of your practicum hours waived.

This situation will be determined on a case-to-case basis, so please speak with an advisor from the Student Affairs department to gain approval and authorization.

How will you verify my practicum?

We will provide specific documents on which you will log your days and hours of observation, tutoring, or student teaching.

These time log forms must be signed and verified by a cooperating teacher or tutored student.

Additionally, a brief evaluation form will be provided that your cooperating teacher or tutored student must complete about your experience.

Lastly, you will complete an assignment, for which you will be required to write a reflective essay on your experience.

What other steps do I need to do to complete my practicum hours?
Please refer to the TEFL Practicum Checklist for a list of items you need to complete. You can find the checklist online in the online Practicum section.

What if I choose to do 20 hours of tutoring with an English language learner; how will he or she complete the evaluation form?

There is a specific form that is used for tutoring. Your ESL student will need to complete the evaluation regarding his or her experience learning from you.

Can I receive an extension on my practicum hours?

We provide 90 days after the course has ended for students to complete their practicum. If you still have not completed your 20 hours during this timeframe, please fill out the extension form located online in the online Practicum section.

How many ESL students do I need to work with?

We do not have a minimum or maximum amount of students that you are able to work with. You can work individually with one student, or even teach large classes of 20 – 30 students. The choice is ultimately up to you.

Can I complete my practicum in a foreign language, math, science, etc. classroom?

Students may only receive credit for their practicum hours if they complete their practicum in an environment or classroom where non-native English speakers are learning the English language

Any hours spent in another environment or classroom that does not meet these requirements, will not receive credit for their practicum hours.

Many practicum locations or organizations require their volunteers to participate in an orientation or training program before they begin observations, teaching, or tutoring.  Am I able to count this towards my 20 practicum hours? 

Practicum hours must solely consist of observation, teaching, or tutoring.  Any orientation or training hours do not count towards the 20 practicum hours.

Job Search Guidance

If you’re taking the standalone course and it’s not part of a TravelBud program (TravelBud offers guaranteed job placement when you sign up for a specific TravelBud teach abroad program), you will receive lifetime job search assistance for finding a job teaching English abroad and online.

These exclusive services and resources include:

  • Personal Support from an experienced Job Search Advisor. We have a full-time Student Affairs department whose sole purpose is to help you find the best TEFL job for you.
  • Access to an exclusive 400-page job search manual.
  • Exclusive live and recorded webcasts covering all aspects of the TEFL job search process.
  • Referrals to preferred recruiters, placement agencies, language schools and online teaching companies.
  • Graduates of this course can gain employment teaching English online and in up to 80 countries worldwide.
  • Job interview & resume assistance.

Dates

Intake DateCan I still apply?

2023

1 May 2023Applications openRegister
15 May 2023
29 May 2023Applications openRegister
12 June 2023Applications openRegister
26 June 2023Applications openRegister
10 July 2023Applications openRegister
24 July 2023Applications openRegister
7 August 2023Applications openRegister
21 August 2023Applications openRegister
7 September 2023Applications openRegister
18 September 2023Applications openRegister
2 October 2023Applications openRegister
16 October 2023Applications openRegister
30 October 2023Applications openRegister
13 November 2023Applications openRegister
27 November 2023Applications openRegister
11 December 2023Applications openRegister
26 December 2023Applications openRegister

2024

Dates TBC

Costs

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Placement Program

If you choose to do the 170 Hour Online TEFL Course as part of a TravelBud Placement Program.

$1299

Standalone 170 Hour Online TEFL Course

$1399

What you’ll get:

  • Level 5 Accredited Course Certification

  • Interactive & constructive feedback from your online course instructor

  • Peer-participation with classmates

  • Comprehensive course syllabus

  • Highly experienced university-level instructors

  • 20 Hours practical teacher training

  • All course reading materials, assignments and quizzes

  • Job Search Guidance

    • If you’re taking the standalone course and it’s not part of a TravelBud program, you will receive lifetime job search assistance for finding a job teaching English abroad and online. Learn more about job search guidance.

Frequently Asked Questions

Do I need to login on my course start date?

Although not required, you should definitely log in on your course start date. In order to stay on track, you must log in to the course at least once a day. If not, you may miss important announcements, date changes, etc. You will not be docked any points if you do not log in to your course every day, but it is highly recommended.

How much time should I plan to spend each week on this course?

You should plan to allocate roughly 10-12 hours per week on this class. This should cover readings, watching lectures and videos, quizzes, essays, peer participation, etc.

Can I finish the course quicker than 11 weeks?

You must complete the course and the practicum portion to be eligible for a certificate. You can work ahead in the course, but you must ensure you post to the forums and collaborative wikis to receive a Pass determination in those. They are often not released until the start of each week. You also must ensure you review your feedback on written submission and work with your instructor as needed to receive a pass determination for each weekly task.

Can I take this class from anywhere in the world?

Yes, as long as you have access to the Internet and a working computer to complete your course assignments.

How long will I have access to the course materials online?

Students will be able to access all course material for approximately 3 months after the completion of the course.  An email notification will be sent out to students about one week before their access is closed.

Do I need to purchase a textbook for this course?

Students are not required to purchase any extra material for the course. However, it is highly recommended that students purchase a grammar book. Students also have the option to purchase the course book.

Are the Office hour sessions optional?

Students are not required to attend the Office Hour sessions.  However, it is highly recommended that students attend sessions as it is a great opportunity to ask the instructor questions or to discuss ESL learning and teaching.

Will I be able to reach out to my professor with course questions?  

You can reach out to your instructor through the following ways:

  1. Office Hour Sessions: Students are not required to attend office hour sessions however it is highly recommended that students attend these sessions as it is a great opportunity to ask the instructor questions or to discuss ESL learning and teaching.
  2. Email: Your instructor is available by email. You can send your instructor an email at any time of the day or night and will receive a response within 48 hours. To find more information on your course instructor and contact details, please visit the Course Announcements form in your course. Your course instructor is not available by phone.

Will I receive feedback on my assignments?

Yes. Feedback can be found under the Grades section.  Your instructor will provide feedback and comments on all tasks. 

How long will it take to receive my certificate?

After a student has completed their certification course and submitted the necessary documents, it will take about 4 to 6 weeks to receive a certificate in the mail. A student will, however, receive a digital certificate once their course is completed and their practicum packet has been reviewed and approved.

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