Clearly structured, simple 120-hour TEFL

Overview: This opening unit introduces TEFL as a global teaching pathway and explains the kinds of settings, students, and responsibilities new teachers may encounter. It gives learners a practical foundation for understanding the profession and the role of English in international communication.

• Describe the purpose and scope of TEFL in different teaching contexts.
• Identify common learner types and the reasons they study English.
• Recognize how teaching settings influence teacher responsibilities.
• Explain the role of English as a global means of communication.
• Understand typical TEFL opportunities in online and in-person settings.
• Reflect on personal goals and possible teaching pathways.

Overview: This unit develops essential grammar awareness by looking at the main word classes and how they operate in real communication. It focuses on helping teachers explain grammar clearly and connect rules to meaningful classroom use.

• Identify the major parts of speech in English.
• Explain how nouns, verbs, adjectives, adverbs, and pronouns function in context.
• Recognize common learner difficulties with grammar form and usage.
• Use examples and context to support grammar explanations.
• Adapt grammar explanations to suit learner level.
• Create simple activities for meaningful grammar practice.
• Link grammar knowledge to practical teaching decisions.

Overview: This unit examines what effective English teachers do throughout the lesson cycle. It explores teacher roles, professional conduct, rapport, classroom presence, and the judgment required to support students at different stages of learning.

• Describe the main roles teachers take during language lessons.
• Distinguish between guiding, modeling, managing, and assessing.
• Build positive rapport while maintaining professional boundaries.
• Use clear instructions and appropriate classroom language.
• Understand expectations for professional behavior in TEFL settings.
• Respond effectively to learner needs during lesson stages.
• Evaluate how teacher choices influence classroom atmosphere.

Overview: This unit focuses on the practical systems that help lessons run smoothly. Teachers learn how to set expectations, manage attention, organize interaction, monitor tasks, and create a learning space that feels both structured and supportive.

• Establish routines that support focused and efficient lessons.
• Give instructions that are brief, clear, and easy to follow.
• Organize pair work, group work, and seating effectively.
• Balance warmth, consistency, and classroom control.
• Use voice, positioning, and movement to guide attention.
• Address behavior challenges calmly and professionally.
• Monitor student work while maintaining lesson flow.

Overview: This unit covers the present tense system and shows how teachers can make tense meaning clear through context, timelines, examples, and practice. It focuses on helping learners understand routines, current actions, states, and ongoing situations.

• Differentiate the main present tense forms and uses.
• Teach present tenses using context, timelines, and examples.
• Explain contrasts between habits, current actions, and states.
• Identify common learner errors with present tense forms.
• Design controlled and communicative practice activities.
• Use time markers to clarify meaning and usage.
• Adjust present tense teaching for different proficiency levels.

Overview: This unit explores why students participate, persist, and sometimes disengage. It introduces key motivation principles and practical strategies teachers can use to build confidence, encourage participation, and support steady progress.

• Compare intrinsic and extrinsic forms of motivation.
• Identify classroom factors that influence engagement.
• Create a supportive environment that encourages participation.
• Use praise and feedback to build learner confidence.
• Set achievable goals that make progress visible.
• Adapt motivation strategies for different ages and learner profiles.
• Respond constructively to low participation or reduced interest.

Overview: This unit focuses on shifting lesson attention toward meaningful learner participation. Teachers learn how to reduce unnecessary teacher talking time, create purposeful interaction, and support students as active users of language.

• Explain the value of student-centered classroom practice.
• Reduce unnecessary teacher talk during lessons.
• Increase student interaction, speaking time, and decision-making.
• Use scaffolding to support independent task completion.
• Plan pair and group work with clear language outcomes.
• Differentiate activities for mixed-ability groups.
• Promote learner autonomy through structured classroom tasks.

Overview: This unit explains how English expresses future meaning through different structures. Teachers learn how to present future forms through familiar situations such as plans, arrangements, predictions, intentions, and schedules.

• Differentiate common English forms used for future meaning.
• Teach will, going to, and present forms for future reference.
• Use timelines and real contexts to clarify meaning.
• Help learners compare plans, predictions, and scheduled events.
• Recognize frequent learner errors with future forms.
• Create speaking and writing tasks that require future language.
• Sequence future tense teaching from simple to more complex use.

Overview: This unit introduces influential approaches to language teaching and explains how teachers can use methodology flexibly. It compares traditional and communicative practices and encourages balanced, context-sensitive teaching choices.

• Differentiate approach, method, and classroom technique.
• Recognize features of traditional and communicative teaching models.
• Compare fluency-focused and accuracy-focused instruction.
• Select suitable methods for different learners and settings.
• Use task-based and interactive techniques appropriately.
• Evaluate the strengths and limitations of major methodologies.
• Combine techniques to create balanced and effective lessons.

Overview: This unit teaches teachers how to plan lessons that are purposeful, realistic, and well-sequenced. It covers aims, stages, timing, interaction, feedback, and flexible decision-making during live teaching.

• Write clear lesson aims and measurable learning outcomes.
• Sequence activities in a logical and teachable order.
• Use planning frameworks such as PPP and ESA effectively.
• Match lesson activities to learner age, level, and goals.
• Include checking, feedback, and interaction in lesson plans.
• Manage lesson timing in a focused and realistic way.
• Adapt plans based on learner response and classroom needs.

Overview: This unit introduces the main past tense forms and their classroom applications. Teachers learn how to explain completed actions, interrupted events, earlier past actions, and narrative sequencing through clear examples and communicative practice.

• Differentiate the main past tense forms and functions.
• Teach past meaning through timelines and contextual examples.
• Help learners describe completed, interrupted, and earlier actions.
• Identify common learner errors with past tense usage.
• Use stories and narrative tasks to practice past forms.
• Explain time relationships and event sequence more clearly.
• Plan past tense lessons from controlled to freer practice.

Overview: This unit looks at vocabulary teaching as more than word meaning alone. It covers form, pronunciation, spelling, collocation, word relationships, memory, and classroom activities that help learners use new vocabulary actively.

• Select useful vocabulary based on learner level and aims.
• Teach meaning through visuals, context, and guided discovery.
• Model pronunciation, word stress, and spelling clearly.
• Highlight collocations and relationships between words.
• Use flashcards, games, sorting, and categorization tasks purposefully.
• Move learners from recognition toward active word use.
• Design vocabulary practice that supports speaking and writing.

Overview: This unit focuses on productive skills and how teachers can support learners as they speak and write. It covers task design, scaffolding, correction, confidence-building, drafting, feedback, and assessment criteria.

• Design speaking tasks with clear communicative purposes.
• Sequence productive activities from guided to freer output.
• Support hesitant speakers with appropriate scaffolding.
• Teach writing through planning, drafting, editing, and revising.
• Use correction strategies suited to speaking and writing tasks.
• Give feedback that improves performance without discouraging learners.
• Assess productive work using clear and useful criteria.

Overview: This unit presents pronunciation as a practical communication skill rather than a search for perfection. It covers individual sounds, stress, rhythm, intonation, connected speech, and ways to build pronunciation practice into everyday lessons.

• Teach pronunciation with intelligibility as the main goal.
• Differentiate individual sounds from broader speech features.
• Model word stress and sentence stress clearly.
• Introduce intonation patterns that affect meaning.
• Use drilling and repetition activities with clear purpose.
• Identify pronunciation issues that most affect communication.
• Integrate pronunciation practice into speaking and listening lessons.

Overview: This unit introduces reading and listening as active skills that involve prediction, strategy, and meaning-making. Teachers learn how to support comprehension through thoughtful staging, preparation, and follow-up tasks.

• Differentiate receptive skills from productive skills.
• Use pre-, while-, and post-task stages effectively.
• Activate background knowledge before reading or listening.
• Teach strategies such as skimming, scanning, and predicting.
• Sequence tasks from general understanding to detailed comprehension.
• Support learners with scaffolded reading and listening materials.
• Extend receptive work into speaking or writing follow-up tasks.

Overview: This unit goes deeper into reading and listening sub-skills, including gist, detail, inference, extensive practice, intensive practice, and text selection. Teachers learn how to choose materials and create tasks that build comprehension confidence.

• Teach reading and listening for gist, detail, and inference.
• Differentiate intensive and extensive receptive work.
• Select texts and audio materials suited to level and lesson aims.
• Support comprehension of natural spoken features such as speed and linking.
• Use authentic and adapted materials appropriately.
• Design task sequences that build confidence and understanding.
• Identify common causes of reading or listening difficulty.

Overview: This unit explains how to evaluate learner progress fairly and usefully. It covers informal and formal assessment, test types, rubrics, validity, reliability, and feedback that helps students understand how to improve.

• Differentiate formative and summative assessment.
• Use placement, progress, and achievement checks appropriately.
• Create tasks that assess reading, listening, speaking, and writing.
• Apply basic validity and reliability principles in assessment design.
• Use rubrics to clarify speaking and writing assessment.
• Give feedback that supports improvement and learner confidence.
• Use assessment results to inform future teaching choices.

Overview: This unit explores how games and gamified activities can increase participation while still supporting clear learning outcomes. Teachers learn how to use challenge, movement, collaboration, rewards, and competition in purposeful ways.

• Explain the difference between gamification and game-based learning.
• Use game elements to support engagement and progress.
• Design language games with clear teaching aims.
• Use rewards and challenge without creating unnecessary pressure.
• Encourage cooperation as well as friendly competition.
• Match games to learner age, level, and lesson objective.
• Maintain classroom control during active or high-energy tasks.

Overview: This unit prepares teachers to adapt lessons for groups with different needs, including young learners, exam preparation students, and adults with specific goals such as business English. It emphasizes practical adjustment and learner-centered delivery.

• Set up and manage effective young learner lessons.
• Use age-appropriate activities such as movement, songs, stories, and TPR.
• Conduct basic needs analysis for learners with specific goals.
• Adapt instruction for different ages, purposes, and learning contexts.
• Understand common exam-preparation needs, including IELTS-style study.
• Support adult learners with practical, goal-focused activities.
• Choose materials and tasks that match specialist learner needs.

Overview: This unit prepares teachers for virtual classrooms by focusing on platform tools, interaction, pacing, online classroom management, and backup planning. It shows how to adapt familiar teaching techniques for engaging digital delivery.

• Set up and manage an effective online teaching space.
• Use chat, screen sharing, breakout rooms, and digital whiteboards confidently.
• Adapt instructions and task flow for online lessons.
• Keep learners engaged through varied digital interaction patterns.
• Teach language skills effectively in an online format.
• Monitor participation and understanding remotely.
• Prepare backup plans for common technical issues.