TEFL Trainer Booklet 12 Weeks

Page 1 of 38
Welcome to your 12-week TEFL Trainer programme!

This booklet will accompany you throughout the entirety of your internship. Please complete it and refer to it
as it will supplement your onsite and online course.
INDUCTION & 1st MONTH: STAGE A
MODULE CONTENT pages
1A Goals set for your induction and 12-week programme 1-2
2A Exam Preparation Courses: teachers’ books (B1/B2 & B2/C1) 2-3
3A Exam Preparation Courses: e-learning platform (B1/B2 & B2/C1) 3
4A Other Courses: General and Business English 4
5A Teachers’ Books for Sessions and Transcripts 4
6A Understanding the Learning Cycle 4-5
7A The Team 5
Understanding the CEFR (Common European Framework of Reference for

8A 5-6
language learning and assessment)
9A Peer Observation Form for 1to1 Classes 7-8
10A Carrying out a Level Test 8-9
11A Peer Observation Form for Level Tests 9-10
MODULE 1A: Goals for your induction and 12-week programme
Understand the 2-hour method (in the context of the Exam Preparation Course)
Look through the Teachers’ Book for Exam Preparation B1&B2 and B2&C1
Browse the e-learning platform. Look through the Exam Preparation Course B1&B2 and B2&C1
Understand the 2-hour method (in the context of the General English Course)
Look through the Teachers’ Book for Sessions as well as the transcripts
Browse the e-learning platform. Look through the various general English courses
Discuss the CEFR* (basic users: A1/A2, independent users: B1/B2 and proficient users: C1/C2)
Understand Language Skills* and Language Systems*
Understand the profile of our students
Run through error correction in class
Organise Peer Observations (you will find forms in this booklet)
Go back and forth between the teachers’ materials and online platform
Go through the CEFR again and start observing Level Tests
* CEFR: Common European Framework of Reference for Language learning and assessment
*Language Skills are reading, listening, speaking and writing
*Language Systems: grammar, lexis (vocabulary), phonology (pronunciation) and syntax (sentence structure)
1st Month
Gain knowledge on common mistakes Spanish learners of English make

Become familiar with all the general English material
Become familiar with all the popular internationally recognised EFL* exams (IELTS*, TOEFL*, PET*, FCE*,
CAE*, CPE*…)
TEFL TRAINER © - EDITION II

Page 2 of 38
*EFL: English as a Foreign Language (also referred to as ESOL: English as a Second or Other Language)
*IELTS: International English Language Testing System
*TOEFL iBT: Test Of English as a Foreign Language, Internet-Based Test - American English test
*PET: Preliminary English Test - by Cambridge
*FCE: First Certificate in English - by Cambridge
*CAE: Certificate in Advanced English - by Cambridge
*CPE: Certificate of Proficiency in English - by Cambridge
2nd Month
Complement your onsite training with www.theonlineteflcourse.com notably the Grammar Modules and
Phonetics Modules, as well as Methodology.
Carry on doing Peer Observations and trying new approaches and teaching strategies.
Start using complex grammar terminology and phonetics in the classroom
Start choosing your assignments: any situation you find interesting in the classroom could be a potential
subject or example to use in your reflective diaries.
3rd Month
Finish the remaining modules on www.theonlineteflcourse.com

Liaise with your Mentor
Hand in your 6 reflective diaries to teachers@idiomas247.com
Observe a few group classes
MODULE 2A: Exam Preparation Courses: teachers’ books (B1/B2 & B2/C1)
Ensure you have your Teachers’ book for B1/B2

Ensure you have your Teachers’ book for B2/C1
Here is a recap on exam preparation courses:
On the e-learning platform, with our Exam Courses (B1&B2 and B2&C1), we are providing the students
with generic Reading and Listening exam practice which covers all information-based question types which
may appear in EFL exams. We then provide our students with tailored speaking mocks in class - using the
teachers’ books - and tailored writing mocks, on the platform - with further support provided in the annexe of
the teachers’ book. Writings by the students are to be handed in - directly by the students - at reception and
corrected by the teaching team when you have a no-show for instance. Each school has a homework area
with trays: to be corrected and corrected etc.
This format/use of material is true for:

- FCE: First Certificate of English which equates to a B1 (60% of the mark) or a B2 (80% of the mark or
more)
- CAE: Cambridge Advanced English which is equivalent to a B2 (60% of the mark) or a C1 (80% of the
mark or more)
- IELTS which comes in 2 formats: general and academic. The only difference lies in the writing where in the
general format you are expected to know how to write to live and work in England - for instance - so logically
essays and letters are necessary. However the academic format is available to those who wish to study
abroad, so checking they can write essays is as important as making sure future university students can
comprehend, analyse and report back on data in English, in other words by making them write a graph
description. This exam is marked out of 9.
- TOEFL iBT (Test of English as a Foreign Language which is computerised so an Internet-based test) is
marked out of 120.
>> Please note that in the FCE and the CAE (as well as the CPE described below), there is a fifth part
called Use of English which is also tested. It is a mix of grammar and vocabulary (lexico-grammatical
elements= lexis/vocabulary + grammar) and reception will be providing the students with print outs to
practise this particular skill at home - something the student will also get to practise during the Mock Exam

Page 3 of 38
day (which is every 4th lesson: sitting down in the study room and completing a past exam paper, before
coinciding with a tutor for 40 minutes to run through the speaking section and answer questions based on
their difficulties in the other parts of the exam: listening, reading, writing and use of English)
So how do we prepare for the PET (Preliminary English Test, equating to an A2 to B1) and the CPE
(Cambridge’s Certificate Proficiency of English, equating to a C1 to C2)?
The PET is still a low level so students do not require exam techniques per se. So an intense programme
like our exam courses would be too much for them. Students of PET need everyday vocabulary and good
grammar. Writing basic English and being able to understand and express themselves clearly is also key. So
students of PET do the General English Course combined with a Mock PET exam every 4th lesson.
As for the CPE, we will be adding a tab for CPE on the B2&C1 Exam Course platform and sending out a 4th
edition of the teachers’ book. However in the meantime, students of CPE simply do the B2&C1 Course
combined with a Mock CPE every 4th lesson. In class, the students are asked to answer the listening and
reading comprehension questions, and do the CAE Speaking Mock, then the CAE writing mock. Reception
will also provide them with CPE use of English practice for home.
MODULE 3A: Exam Preparation Courses: e-learning platform (B1/B2 & B2/C1)
Browse the Reading and Listening tabs

Browse the Writing tabs
Browse the “Grammar Course” which is a separate course: By encouraging students to make new
mistakes will help them use more variety of grammar structures and become more confident when writing.
i.e.: a student can watch the video on “Passive Voice” and use half a dozen examples in an essay. By using
an unfamiliar or complex grammar point, the student will make some mistakes and learn how to use this new
point in context.
MODULE 4A: Other Courses: General and Business English
Ensure you have your Teacher’s book for the Sessions

Ensure you have the transcripts for the sessions
Print out the index of the General English Course (105 sessions)
So what about the other courses offered in EFL - English as a Foreign Language?
We have a business course and general English.
For the Business & TOEIC Course (TOEIC stands for Test of English for International Communication and
is an exam that covers vocabulary for the workplace and tests the candidates’ knowledge through a series of
multiple-choice exercises): we use the platform for the reading and/or listening prior to the class. In class you
ask the student to summarise the text and go over some key vocabulary. You then follow the Exam Course
B1/B2 or B2/C1 Teachers’ Books, using the guided conversation scripts, adapting them slightly to a more
business/work environment.
A teachers’ book will eventually be compiled. As for the last part of the 2-hour class the student will do a
series of multiple-choice questions based on the TOEIC. Please do encourage students to hand in emails or
any formal writing samples which they struggle with at work and need to improve for work. Please note that
we only offer this Business Course to students with a strong B1 level or above, as it is considered a
specialist course.
And finally, for General English, you have approximately 100 different lessons, available in your Session
Scripts books and covered by your Teacher Guidelines books. These lessons are adequate for levels A1 to
B2. To strong B2- or a C1-level students, I tend to immediately explain, that they should be doing an
academic course, and no longer a general course, so as to optimise their learning and “inject” new
vocabulary - whilst brushing up on their grammar and using more variety of structures hence the Grammar
Course in parallel. Because generally advanced students know where their weaknesses lie and avoid certain
grammar points. Encouraging them to experiment more with grammatical structures and syntax will also help
them reach a higher level of fluency and accuracy. Depending on the challenge the students are looking to
take on, I then start them on the B1&B2 Exam Course or the B2&C1 Exam Course - also bearing in mind

Page 4 of 38
that this is all the advanced/proficient material we have for the time being. I explain that the main difference
between the B1/B2 and B2/C1 Exam Course is the difficulty of the questions in the reading and listening, but
that they will benefit from either course.
MODULE 5A: Teachers’ Books for Sessions and Transcripts
Read through the scripts and teachers’ book

Browse the e-learning platform
Prepare to observe a variety of levels (A1 to B2 >> basic users to independent users of English as a
Foreign Language)
MODULE 6A: Understanding the Learning Cycle
Understand the motives behind choosing a General English Course

Understand the motives behind choosing an Exam Preparation Course
General English Course: sales pitch
Depending on a prospective student’s past experience with language learning as well as his or her short to
long term objectives with EFL, the manager will present the prospect with a variety of course types and
course lengths.
Generally our students know grammar, in theory and are quite familiar with a traditional learning method:
reading and writing. They generally struggle with listening and speaking. Hence the appeal of the method
used in this language school.
Students will generally admit to:

not practising enough speaking
struggling with native accents and the native pace and use of English (grammar, vocabulary and idioms or
native expressions)
understanding more than they can express themselves
being bored with grammar
being quite shy in a classroom environment hence 1to1
So students want to:

speak with more confidence
speak with more accuracy
understand native speakers
be able to watch a film without relying on subtitles in Spanish or English or subtitles altogether
Students are motivated to prepare for 40 minutes prior to the Speaking section:
they learn more vocabulary because each listening is a different topic
they are working on their listening skills because they are given the chance to listen over and over whilst
browsing the translated vocabulary list and completing an interactive true or false exercise
When students go with the teacher for 40 minutes, the class is more natural and the student is less nervous.
They are not “surviving” on vocabulary they already know or that they are superficially picked up on in
context.
The final 40 minutes are dedicated to exercises: comprehension, grammar and vocabulary, to consolidate all
the newly-acquired knowledge.
What is the difference with Exam Preparation Courses?

The key is to get the prospective student to understand that only doing mock exams is a waste of time.
Starting the sales pitch with "If you were to do a mock exam now, what would you remember when
completing it? You would remember... Stress! Not vocabulary, not technique, just stress! Just doing mocks is
pointless. Do you agree?"

Page 5 of 38
That is why we give the student 15 preparation classes, where we inject vocabulary and they gain
confidence with practice. Every 4th class we invite the student to do a mock exam, so that he or she can see
the progress and work on time management. In this case, it is worth doing a mock because the student has
acquired new vocabulary and skills - which he or she can apply. Do you agree?
Then the prospective students are shown the method and the class pack options. They understand that if
they have a good level, they will be ready with 20 or 24 sessions, and if they have a weak level, they will
need 40 sessions or more because they will start with 14 or 20 general English classes.
MODULE 7A: The Team
Team members:
School manager: does all the sales and manages the general running of the school
Receptionists: prepare all the student files and deal with customer care
Head Teacher or Development Coordinator: in charge of continuous professional development of the
teaching team, teaches and trains. Also deals with customer care by being available for academic advice to
students.
Teachers (please find a breakdown of tasks below)
Teaching Team (teachers including head teacher)

40-minute speaking sessions
Level Tests
Customer Care: i.e. helping a student in the computer room. Between classes we recommend you provide
support to your students and fellow team members by being available and supportive.
Homework correction: although all homework is automatically corrected on the platform, we still have the
paper-based exam papers and writing practice which require correcting and giving feedback on.
Understanding the learning cycle is directly linked to the sales pitch and students’ expectations as well as
how each and every one of us plays a crucial role throughout the entirety of the decision-making process
(signing up, course choice etc.) and course itself.
The school and its team provide you and the students with all the material and support they can. Do not
forget to liaise with your mentor for further support if/when needed.
We also recommend that you take your Spanish classes so as to establish a good level of communication
with all the members of staff as well as with your students (particularly with the lower level learners).
MODULE 8A: Understanding the CEFR
Here is the breakdown of the levels in the CEFR, by Wikipedia

“The Common European Framework divides learners into three broad divisions that can be divided into six
levels; for each level, it describes what a learner is supposed to be able to do in reading, listening, speaking
and writing. These levels are”:

Page 6 of 38

Page 7 of 38
MODULE 9A: Peer Observation Form for 1to1 Classes
Peer Observation Form

An efficient observation must follow a certain procedure. Please use these stages below to implement the
observation process at a high standard.
1. Pre-Observation Reading of Teaching Material

2. Prior Consultation of Student File & Seating arrangements
3. Observing the Class
4. Recording the Process
5. Reflecting on the Teaching
6. Seeking more Training  
STAGES 1 and 2: Gather the following information
Date: ................................................ 
Material Covered (name and number of the script): ................................................ 
Tutor you will be observing (name): ................................................ 
Student you will be observing (name and some background information: nationality, level, confidence, basic
skills, number of classes completed so far, etc.):
………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………
STAGE 3 and 4: Observe and Record the Process / Class
Type of activity / Time Mistakes made by

Questions asked
spent student
Warmer
Vocabulary
Grammar
Comprehension
Taking notes
Feedback / Closing
STAGES 5 and 6: Reflect on the Teaching and Seek more Training. General Observations.
Student’s behavioural skills and relationship with staff …………………………………….…………………………
………………………………………………………………………………………………………………………………
Student’s work skills. ……………………………………………..………………………………………………………
………………………………………………………………………………………………………………………………
What would you have done differently? ………………………………………………………………………………..

Page 8 of 38
………………………………………………………………………………………………………………………………
What did you enjoy? ……………………………………………………………………………………………………..
………………………………………………………………………………………………………………………………
What do you need more training on? ………………………………………………………………….……………….
………………………………………………………………………………………………………………………………
What skills will take time to develop? ………………………………………………………………………………….
………………………………………………………………………………………………………………………………
MODULE 10A: Carrying out a Level Test
Familiarise yourself with the layout of the written Level Test

Run through the table of contents of the general English Course
Run through the CEFR once more
The student is given a series of questions of variable difficulty. He or she is expected to provide a brief
written answer to each of these questions. With full sentences, not single words. He or she is expected to
complete the written test in 5 to 20 minutes. If however the student is running late and/or has a class
commencing soon after, it is best to give the written test to the student specifying it is just a “warmer”. They
can read it and prepare for the speaking which is the part which we will use to establish the student’s level =
5 to 10 minutes.
It is nevertheless important to note that the written test may be deceitful, as it doesn't always reflect the true
level of the student. Different cases apply: 
1/ The student may write a lot and well but not understand when talked to and only be able to speak very
little English.
2/ The student may write very little as finds it easy, and will surprise the teacher with a much higher level of
listening and speaking.
3/ Other. Mixed level.
A mistake a teacher can make is to run through the questions one by one orally.
The student has written so as for: 

1/ The teacher to scan the answers and see the accuracy (grammar) and use of English (vocabulary).
2/ The student is given a chance to warm up to have better fluency and be able to anticipate the questions
(which helps the lower levels as their listening and level of confidence are not extremely high).
What must the teacher ask during the test?
These guidelines may vary from one student to another. Here are some suggestions:
1/ how are you today?
a) if the student is responsive then you can ask them for more details or what they did this morning 
b) if the student freezes or answers incorrectly - or to another question if they have understood something
else, such as how old are you etc. , try to overcome the language barrier and introduce yourself and get
them to do so. This is not a class but some students need to warm up orally before they can show you their
true colours
2/ What do you feel needs improving? Now based on the two previous questions, you can prompt them by
asking if it is their listening they wish to improve, their fluency so their vocabulary…?

Page 9 of 38
3/ Get them to talk in the past, future and conditional. Ask them if they can speak in those tenses. How do
you feel when you speak in the present, past, future? Is the structure clear?
At this point, students are also making other mistakes such as pronunciation errors, other grammatical errors
(articles, prepositions...), vocabulary is also either basic, incorrect or literally translated at times.
You must always bear in mind that the students will be following the partner school’s method. Their level at
this point is assessed mainly on their ability to understand a listening and talk about it.
DOs .....................................................................................................................................................................
DON’Ts ................................................................................................................................................................
MODULE 11A: Peer Observation Form for Level Tests
Peer Observation Form

An efficient observation must follow a certain procedure. Please use these stages below to implement the
observation process at a high standard.
1. Pre-Observation Reading of completed Level Test

2. Prior Consultation of the Manager: what does the student want/need?
3. Observing the Level Test
4. Recording the Process
5. Reflecting on the Level Test with your peer
STAGES 1 and 2: Gather the following information
Why does the student want a course? …………………………………………………………………………………
………………………………………………………………………………………………………………………………
Does the student need advice on exams? ….…………………………………………………………………………
………………………………………………………………………………………………………………………………
STAGE 3 and 4: Observe and Record the Process / Level Test
Mistakes made by student
Vocabulary
Grammar
Listening
Writing
Pronunciation
Speaking

Page 10 of 38
STAGES 5 and 6: Reflect on the Level Test. General Observations.
What level do you recommend for the student? ………………………………………………………………………
What level does your peer for the student? ……………………………………………………………………………
2nd MONTH: STAGE B
CONTENT pages
1B Mastering all aspects of the CEFR 10-11
2B Gain further understanding of Grammar (cf. Online Course) 11-12
3B Complete the grammar case studies in this booklet 12-15
4B Gain further understanding of Pronunciation/Phonetics (cf. Online Course) 16
5B Complete the phonetics case studies in this booklet 16-18
6B Test your knowledge on Exams (general format) 18-21
7B Test your knowledge on Use of English in the context of an exam 21
8B Test your knowledge on Formal Writing in the context of an exam 22
9B Teaching grammar: theory 23
10B Revision days with students 23
11B Teaching pronunciation: theory 24
MODULE 1B: Mastering all aspects of the CEFR
Review module 8 of the 1st month

Review all the corresponding grammar and phonetics points
CEFR stands for “The Common European Framework of Reference for Languages: Learning, Teaching,
Assessment”. It establishes parameters, defining achievements of learners of foreign languages throughout
Europe and, increasingly, in other countries.
At the completion of Level A1, students should be able to:
– understand and follow basic classroom instructions 

– understand and answer very basic questions in the present tenses – write very simple sentences in the
present tenses
At the completion of A2, students should be able to:
– distinguish between singular, plural, countable and uncountable nouns 

– recognise and use the simple tenses and the present progressive in basic statements, yes/no questions,
and information questions 
– remember the past tense forms of at least 50 irregular verbs 
– understand basic spelling and punctuation rules 
– use pronouns and identify to what/whom a pronoun refers 
– use possessive adjectives and possessive pronouns 
– modify nouns with adjectives/nouns and modify verbs with adverbs 
– use prepositions, especially of location and time 
Page 11 of 38
– make basic comparisons 

– recognise and begin to use modal verbs 
– write coherent paragraphs with definite structure 
– converse comfortably in structured, guided conversation activities 
– read aloud comprehensibly 
– understand details and main ideas of simple readings
At the completion of B1, students should be able to:
– recognise and use the perfect tenses 

– recognise and use the passive voice 
– comfortably alternate between question forms and statement forms in the simple, progressive, and perfect
tenses 
– use reflexive pronouns, some-, any-, and no- pronouns, and other 
– follow spelling rules for -ING and -ED verb forms and plural nouns 
– be familiar with the rules of capitalisation and punctuation
At the completion of B2, students should be able to:
– create complex sentences with dependent and independent clauses, using conjunctions and auxiliary
verbs 
– know the various functions and connotations of the modal verbs and use them appropriately to make
suggestions and requests
– express preferences and make complex comparisons using comparative and superlative adjectives and
adverbs 
– write simple descriptive or opinion essays with defined paragraphs 
– converse comfortably on familiar subjects
– use context clues, prefixes and suffixes to guess the meanings of unfamiliar vocabulary – make inferences
and draw new conclusions from readings 
– understand and use some very common English slang and idioms
At the completion of the C1 – C2 students should be able to:
– distinguish between passive and active voice, and among all simple, progressive, and perfect tenses 
– make statements, ask questions, and give long or short answers in the appropriate tense and voice
– understand and create complex sentences using adjective clauses, noun clauses, and adverb clauses in
all tenses and both voices 
– use gerunds and infinitives as subjects and objects 
– use pronouns with generic, collective and reflexive nouns
– relate conversations using either quoted speech or reporting verbs and formal sequence of tenses; use
informal sequence appropriately 
– understand high-intermediate level readings without a dictionary and be able to glean meaning from
context in advanced level readings
– write structured descriptive or persuasive essays with examples, or short informative papers, converse
comfortably and intelligibly, give short (< 1 minute) extemporaneous talks in response to prompts
MODULE 2B: Gain further understanding of Grammar (cf. Online Course)
Log into the Online TEFL Course: www.theonlineteflcourse.com

Take notes in this booklet so as to complete your supporting material
Below is an index of the grammar videos available online:

Page 12 of 38
Adjectives + Preposition 
Adjectives vs. Adverbs personal pronouns all: review
Adjectives: Characteristics Personal pronouns: subject or object
Adverb Types / Forms Phrasal verbs (2 videos)
Articles Part Plural of nouns: spelling changes
Auxiliary verbs Possessive pronouns and determiners (harder)
Comparatives and Superlatives Possessive determiners and pronouns (simple)
Conditional Clauses Preposition of movement
Conditional Simple Prepositional verbs
Conditionals (Conditional Tenses): Conditional mood Prepositions of Place (simple, 1 part video)
Conjunctions Prepositions of Place (2 videos)
Countable and uncountable nouns Prepositions of time
Demonstrative Pronouns & Adjectives Prepositions of time 2
-ED endings spelling changes Present continuous
Enough - Too Present participle or ING form: spelling
Future Continuous Present Perfect Continuous
Future Going To Present Perfect Simple
Future Perfect Continuous Pronoun it
Future Perfect Simple Relative pronouns & clauses
Future Simple Reported speech (2 videos)
Imperative Mood Rhetorical Questions
Indefinite Pronouns Simple Past
Infinitives Simple Present
Interrogative Pronouns Since - For
Interrogative Sentences Some - Any
Just, yet, still, already Tag Questions or Question Tags
Like or As Tense Review
Linking words There is / There are
Make or Do? Expressions To be
Modal Verbs (2 videos) Too, so, either, neither
Passive Voice used to / usually / use
Past Continuous Verbs + complete infinitive or -ing form (present
Past Perfect (Simple) participle)
Past Perfect Continuous Verbs + infinite with to (complete infinitive)
Past Simple v Present Perfect Simple Verbs + ing form: spelling
Past simple vs past continuous Verbs + pronoun + infinitive 
Past simple vs Past Perfect
MODULE 3B: Complete the grammar case studies in this booklet
Conditionals
0 ………………..……………..……………..……………..……………..……………..……………..………………….
………………..……………..……………..……………..……………..……………..……………..…………………….
1……………..……………..……………..……………..……………..……………..……………..…………………….
………………..……………..……………..……………..……………..……………..……………..…………………….
2 ……………..……………..……………..……………..……………..……………..……………..…………………….
………………..……………..……………..……………..……………..……………..……………..…………………….
3 ……………..……………..……………..……………..……………..……………..……………..…………………….
………………..……………..……………..……………..……………..……………..……………..…………………….
Tag Questions
………………..……………..……………..……………..……………..……………..……………..…………………….
Page 13 of 38
………………..……………..……………..……………..……………..……………..……………..…………………….
………………..……………..……………..……………..……………..……………..……………..…………………….
………………..……………..……………..……………..……………..……………..……………..…………………….
………………..……………..……………..……………..……………..……………..……………..…………………….
………………..……………..……………..……………..……………..……………..……………..…………………….
Simple and Continuous Tenses
………………..……………..……………..……………..……………..……………..……………..…………………….
………………..……………..……………..……………..……………..……………..……………..…………………….
………………..……………..……………..……………..……………..……………..……………..…………………….
………………..……………..……………..……………..……………..……………..……………..…………………….
………………..……………..……………..……………..……………..……………..……………..…………………….
………………..……………..……………..……………..……………..……………..……………..…………………….
Perfect Tenses
………………..……………..……………..……………..……………..……………..……………..…………………….
………………..……………..……………..……………..……………..……………..……………..…………………….
………………..……………..……………..……………..……………..……………..……………..…………………….
………………..……………..……………..……………..……………..……………..……………..…………………….
………………..……………..……………..……………..……………..……………..……………..…………………….
………………..……………..……………..……………..……………..……………..……………..…………………….
Modal Verbs
FORMS:
………………..……………..……………..……………..……………..……………..……………..…………………….
………………..……………..……………..……………..……………..……………..……………..…………………….
EXPRESS:
………………..……………..……………..……………..……………..……………..……………..…………………….
………………..……………..……………..……………..……………..……………..……………..…………………….
EQUIVALENTS:

Page 14 of 38
………………..……………..……………..……………..……………..……………..……………..…………………….
………………..……………..……………..……………..……………..……………..……………..…………………….
PARTICULARITIES:
………………..……………..……………..……………..……………..……………..……………..…………………….
………………..……………..……………..……………..……………..……………..……………..…………………….
………………..……………..……………..……………..……………..……………..……………..…………………….
………………..……………..……………..……………..……………..……………..……………..…………………….
Passive Voice
FOCUS:
………………..……………..……………..……………..……………..……………..……………..…………………….
………………..……………..……………..……………..……………..……………..……………..…………………….
USE / REASONS:
………………..……………..……………..……………..……………..……………..……………..…………………….
………………..……………..……………..……………..……………..……………..……………..…………………….
FORM (ACTIVE / PASSIVE): SWITCH
………………..……………..……………..……………..……………..……………..……………..…………………….
………………..……………..……………..……………..……………..……………..……………..…………………….
WHY USE THE PASSIVE? FOR SENTENCE VARIETY:
………………..……………..……………..……………..……………..……………..……………..…………………….
………………..……………..……………..……………..……………..……………..……………..…………………….
………………..……………..……………..……………..……………..……………..……………..…………………….
………………..……………..……………..……………..……………..……………..……………..…………………….
………………..……………..……………..……………..……………..……………..……………..…………………….
………………..……………..……………..……………..……………..……………..……………..…………………….
Reported Speech
INTRODUCTORY VERBS & CLAUSES:
………………..……………..……………..……………..……………..……………..……………..…………………….
………………..……………..……………..……………..……………..……………..……………..…………………….

Page 15 of 38
………………..……………..……………..……………..……………..……………..……………..…………………….
………………..……………..……………..……………..……………..……………..……………..…………………….
SHIFTS:
………………..……………..……………..……………..……………..……………..……………..…………………….
………………..……………..……………..……………..……………..……………..……………..…………………….
………………..……………..……………..……………..……………..……………..……………..…………………….
………………..……………..……………..……………..……………..……………..……………..…………………….
PUNCTUATION:
………………..……………..……………..……………..……………..……………..……………..…………………….
………………..……………..……………..……………..……………..……………..……………..…………………….
………………..……………..……………..……………..……………..……………..……………..…………………….
………………..……………..……………..……………..……………..……………..……………..…………………….
Prepositions of Time and Place
LOCATION
• In......................................................................................................................  
• At......................................................................................................................  
• On......................................................................................................................  
• To......................................................................................................................  
TIME  
• In......................................................................................................................  
• At......................................................................................................................  
• On......................................................................................................................  
• To......................................................................................................................  
………………..……………..……………..……………..……………..……………..……………..…………………….
………………..……………..……………..……………..……………..……………..……………..…………………….
Page 16 of 38
MODULE 4B Gain further understanding of Pronunciation/Phonetics (cf. Online Course)
Watch the video tutorials on the IPA (International Phonetics Alphabet)

Understand how to correct vowel sounds or consonant sounds in class
Complete the case studies in module 5B

MODULE 5B: Complete the phonetics case studies in this booklet
Watch the videos on www.theonlineteflcourse.com

Take notes below so as to supplement your supporting material
-ED Endings: [t], [d] or [Id]?
IMPORTANCE
.............................................................................................................................................................................
.............................................................................................................................................................................
COMMON MISPRONUNCIATIONS
.............................................................................................................................................................................
.............................................................................................................................................................................
[t] walked..
.............................................................................................................................................................................
.............................................................................................................................................................................
[d] carried..
.............................................................................................................................................................................
Page 17 of 38
.............................................................................................................................................................................
[Id] ended..
.............................................................................................................................................................................
………………………………………………………………………………………………………………………………
-S Endings:
IMPORTANCE
.............................................................................................................................................................................
.............................................................................................................................................................................
COMMON MISPRONUNCIATIONS
.............................................................................................................................................................................
………………………………………………………………………………………………………………………………
[s] lists...
.............................................................................................................................................................................
.............................................................................................................................................................................
[z] tries...
.............................................................................................................................................................................
.............................................................................................................................................................................
[əz] catches...
.............................................................................................................................................................................
.............................................................................................................................................................................
Stress Pattern and Enunciation:
WORD STRESS: “photo, photograph, photography”... Certain rules apply.
.............................................................................................................................................................................
.............................................................................................................................................................................
SENTENCE STRESS: “Are you my teacher?” Emphasising different words to contrast information.
.............................................................................................................................................................................
.............................................................................................................................................................................
Common Mispronunciations:
CONSONANTS: the “th”, the “j”, the “v”...
.............................................................................................................................................................................

Page 18 of 38
VOWELS: long vowels, short vowels or diphthongs (double vowels): chap, bar, shape
.............................................................................................................................................................................
.............................................................................................................................................................................
WORDS OFTEN MISPRONOUNCED BY SPANISH SPEAKERS: Spanish…
.............................................................................................................................................................................
.............................................................................................................................................................................
MODULE 6B: Test your knowledge on Exams (general format)
Refer to these tables

Watch the videos on www.theonlineteflcourse.com
Cambridge Exams
PET FORMAT
PAPER TIME CONTENT PURPOSE
Reading: 5
parts / 35 Shows you can read and understand the main points from signs,
Reading and 1 hour 30 questions newspapers and magazines, and can use vocabulary and
Writing minutes Writing: 3 structure correctly.
parts / 7 50% of the total mark
questions
36 minutes
You have to be able to follow and understand a range of spoken
including 6
4 parts / 25 materials including announcements and discussions about
Listening minutes’
questions everyday life.
transfer
25% of the total mark
time
Shows how good your spoken English is as you take part in

conversation by asking/answering questions and talking, for
10-12
example, about your likes and dislikes. Your Speaking test
minutes per
Speaking 4 parts will be conducted face to face with one or two other
pair of
candidates and two examiners. This makes your test more
candidates
realistic and more reliable.
25% of the total mark
FCE FORMAT
Reading and Use 1 hour 15 7 parts / 52 Reading: fiction, magazines and newspapers
of English minutes questions Use of English: grammar and vocabulary
1 hour 20
Writing 2 parts Choose 2 of the following: essay, review, report, letter
minutes
4 parts / 30 Audios of: programmes, presentations and everyday

Listening 40 minutes
questions conversations
14 minutes
Speaking per pair of 3 parts Face to face with another candidate and an examiner
candidates
Page 19 of 38
CAE FORMAT
Shows you can deal confidently with different types of text, such
Reading and Use 1 hour 30 8 parts / 56 as fiction, newspapers and magazines. Tests your use of English
of English minutes questions with different types of exercise that show how well you can
control your grammar and vocabulary.
1 hour 30 You create two different pieces of writing, such as essays, letters/
Writing 2 parts
minutes emails, proposals, reports and reviews.
Tests your ability to follow and understand a range of

4 parts / 30
Listening 40 minutes spoken materials, such as interviews, radio broadcasts,
questions
presentations, talks and everyday conversations.
15 minutes Tests your ability to communicate effectively in face-to-face

Speaking per pair of 4 parts situations. You will take the Speaking test with another
candidates candidate.
CPE FORMAT
Shows you can deal confidently with different types of text, such
Reading and Use 1 hour 30 7 parts / 53
as fiction and non-fiction books, journals, newspapers and
of English minutes questions
manuals.
1 hour 30 Requires you to be able to write a variety of text types, such as

Writing 2 parts
minutes essays, reports and reviews.
Requires you to be able to follow and understand a range of

4 parts / 30
Listening 40 minutes spoken materials, such as lectures, speeches and
questions
interviews.
16 minutes
Tests your ability to communicate effectively in face-to-face
Speaking per pair of 3 parts
situations.
candidates
Trinity Exams
Here are the links to the 6 recap videos on Trinity exams which were filmed in Valencia. The quality of the
audio isn’t great but they are really worth watching:
Video 1: https://www.youtube.com/watch?v=6PkabFPXwAM
Video 2: https://www.youtube.com/watch?v=Yv4GYwi8glU
Video 3: https://www.youtube.com/watch?v=9CFDIUEZnYw
Video 4: https://www.youtube.com/watch?v=u5uVy2-M1Jw
Video 5: https://www.youtube.com/watch?v=5_4BtlZKFoI
Video 6: https://www.youtube.com/watch?v=6WWl5drPzZE

Page 20 of 38
Other Exams
IELTS FORMAT
IELTS Academic 
The Academic version includes three long texts which range from the descriptive
and factual to the discursive and analytical. The texts are authentic and are taken
from books, journals, magazines and newspapers. These have been selected for
a non-specialist audience but are appropriate for candidates entering university
60 3 passages / courses or seeking professional registration.
Reading
minutes 40 questions
IELTS General Training
The General Training version requires candidates to read extracts from books,
magazines, newspapers, notices, advertisements, company handbooks and
guidelines. These are materials you are likely to encounter on a daily basis in an
English speaking environment.
IELTS Academic Format:

Task 1: essay
Task 2: graph description
60
Writing 2 tasks
minutes
IELTS General Format
Task 1: essay
Task 2: letter/email
A variety of voices and native-speaker accents are used and each section is
heard only once.
Section 1
A conversation between two people set in an everyday social context.
Section 2
30 4 parts / 30 A monologue set in an everyday social context e.g. a speech about local
Listening
minutes questions facilities.
Section 3
A conversation between up to four people set in an educational or training
context, e.g. a university tutor and a student discussing an assignment.
Section 4
A monologue on an academic subject e.g. a university lecture.
3 parts:
Part 1 
The Examiner will ask you general questions about yourself and a range of
familiar topics, such as home, family, work, studies and interests. This part
lasts between four and five minutes.

Part 2
You will be given a card which asks you to talk about a particular topic. You
11 to 14
Speaking 3 parts will have one minute to prepare before speaking for up to two minutes. The
minutes
examiner will then ask one or two questions on the same topic to finish this
part of the test.

Part 3
You will be asked further questions connected to the topic in Part 2. These
questions will give you the opportunity to discuss more abstract ideas and
issue. The part of the test lasts between four and five minutes.

Page 21 of 38
TOEFL iBT FORMAT
60–80 7 parts / 53 Read 3 or 4 passages from academic texts and answer

Reading
minutes questions questions.
60–90 Listen to lectures, classroom discussions and conversations,

Listening 2 parts
minutes then answer questions.
Break 10 minutes - -
4 parts / 30 Write essay responses based on reading and listening

Writing 50 minutes
questions tasks; support an opinion in writing.
Express an opinion on a familiar topic; speak based on

Speaking 20 minutes 3 parts
reading and listening tasks.
MODULE 7B: Test your knowledge on Use of English in the context of an exam
Run through some past papers

Write up a list of grammar points that often appear in the Use of English section
Activity Type 1: Multiple-Choice Cloze:

This is to check the learner's knowledge of collocations, idioms or set phrases: students need to
contextualise by scanning the text. They need to learn expressions, verbs + prepositions, adjectives +
prepositions, expressions with make/do etc. This exercise tests the student's knowledge of vocabulary and
grammar.
Activity Type 2: Open Cloze:

This exercise tests the student's knowledge of grammar (structural items).
Activity Type 3: Word Formation

Students have to practise morphology (using prefixes and suffixes), understanding connotations (positive
and negative), spelling (-ing, -ed and -s endings) and choosing the right word class (adverb, adjective etc.).
Activity Type 4: Transformation:

This is a rephrasing exercise. The student has to complete the sentence with 2 to 10 words to convey the
same message, using different structural elements. Finding the parallel structure means knowing phrase
equivalents with no major grammar changes. Reviewing the passive, phrasal verbs, reported speech,
comparatives and superlatives, tenses and linking words.. is essential.
Activity Type 5: Gapped Sentences:

Only 1 word can fit in several sentences. i.e. To do someone a ........ / in ....... of > "favour" in this case.
This is a vocabulary exercise.
Memo: when teaching Use of English

Get the student to watch the grammar videos and write lists of new expressions. Getting the student to
practise within the time limits is also key.

Page 22 of 38
MODULE 8B: Test your knowledge on Formal Writing in the context of an exam
Consult the Annexe of your Exam Course B1/B2 & B2/C1 Teachers’ Books
Complete the notes below to add to your supporting material
A LETTER 
PURPOSE: .........................................................................................................................................................
GREETINGS: ......................................................................................................................................................
EXPRESSIONS: .................................................................................................................................................
CLOSING: ...........................................................................................................................................................
(Cf. number of paragraphs, informal or formal letter...)
• A REVIEW 
TITLE: .................................................................................................................................................................
TONE: .................................................................................................................................................................
SUBJECTIVE: .....................................................................................................................................................
ADDRESSING WHOM?:…………………………………………………………………………………………………
PARAGRAPHS: ..................................................................................................................................................
• A REPORT 
PARAGRAPHS WITH HEADINGS: ……………………………………………………………………………………
FACTUAL: ...........................................................................................................................................................
SUBJECT: …………………………………………………………………………………………………………………
SUGGESTIONS: .................................................................................................................................................
• A STORY 
TITLE: .................................................................................................................................................................
CONTINUING LEAD-IN SENTENCE: …………………………………………………………………………………
SUSPENSE & TIME PHRASES: ……………………………………………………………………………………….
DIRECT SPEECH: ……………………………………………………………………………………………………….
• AN ARTICLE 
ADDRESSING WHOM?: ………………………………………………………………………………………………..
CATCHING THE ATTENTION: ………………………………………………………………………………………….
RHETORICAL QUESTIONS: …………………………………………………………………………………………..
SUBJECTIVE EXPRESSIONS: ………………………………………………………………………………………..
• A GRAPH 
KEY INFORMATION: ……………………………………………………………………………………………………
EXPRESSIONS/TRENDS: ……………………………………………………………………………………………..
VOCABULARY FOR GRAPHS: ………………………………………………………………………..………………

Page 23 of 38
MODULE 9B: Teaching grammar: theory
Grammar and function: what is grammar?

Grammar is a set of rules and forms. It is part of the structure of a language, enabling structure and variety of
style.
Spoken grammar and written grammar: what is the difference?

People tend to use prestige form or correct grammar when writing and allow for more colloquial forms when
speaking - for flow with everyday forms used in conversation and bad or "no" grammar - which is more
acceptable.
Attitudes to grammar: how to respond to error?

Teachers should only instruct grammar when it is needed to accomplish a defined communication task.
Teachers should also encourage certain mistakes per level.
The case for grammar: familiarity and relevance

Theory vs. a larger context always seems to be the problem with our students. i.e. they would have learned
the list of irregular verbs off by heart without actually ever understanding what the 3rd column was used for:
What is a past participle?
There seems to be very little active understanding of what grammar is and how it works in a language they
already know, therefore consistently making mistakes when trying to use grammar in context.
The case against grammar: limitations and metalanguage

Language learning is not the same as language acquisition (when a child acquires their first language
without overt grammar instruction). Many people wish to learn a 2nd or other language by absorbing
grammar rules as they hear, read and use it.
A deductive approach: teaching grammar from rules:

You present the students with theory then drill them on forms and rules. Generally this makes students bored
and disaffected.
Inductive approach: teaching grammar from examples:

Learners of English are presented grammar in use: this is communicative language teaching.
Material used to teach grammar:

Balancing both extremes (deductive v inductive approach) is key in a communication competence model,
teaching language in communication activities.
MODULE 10B: Revision days with students
Students tend to go through an entire general course without any revision days
We recommend you suggest a review day with lower level students: every 3rd or 4th lesson
You would simply write it down in the Student File and let the student know. The student would go over the
previous 2 or 3 dialogues. In class you would go through the past questions, insisting on accuracy and
fluency. After the class, you should encourage your student to write a summary of each of the dialogue and
go over the language systems that need working on (vocabulary, grammar or syntax).

Page 24 of 38
MODULE 11B: Teaching pronunciation: theory
Don’t forget to go over the modules on speech and phonetics on www.theonlineteflcourse.com

Here are some essential points to consider when teaching pronunciation.
Speech: main features and pronunciation

Pronunciation encompasses all features of speech: pitch (high or low), intonation, diction, enunciation, length
and loudness of syllables (stressed or unstressed), pace and speed.
It is very important to get your students to slow down when in class, in order to be able to work on their
pronunciation. Enunciation (taking their time with the vowels) is something you will be working on a lot.
Teaching pronunciation> why?

Some students are reluctant to work hard on their pronunciation as they believe it is impossible to get rid of
their foreign accent. That might be true but compromising meaning through approximate pronunciation is a
bigger problem which we need to address in the classroom. Clarity and accuracy can be achieved, enabling
the student to maintain a certain rhythm and flow when speaking.
When teaching or correcting pronunciation, make sure that you target areas for improvement.
Vowels:
Show your students the phonemic chart - it is not a science they need to master - so as for them to
understand what "types" of vowel sounds or vowel phonemes exist: short, long and gliding (also referred to
as diphthongs). There are 20 combinations or "phonemes" which is difficult for Spanish speakers as they
have fewer.
Consonants:
There are 24 consonant sounds or phonemes. Some are nasal, others lateral... You just need to remember
the confusing sounds (the 2 pronunciations of the "th" & "sh" v "ch").
Word stress:
Word stress is when individual sounds are exaggerated: generally syllables. The shift from Spanish
to English generally means stressing the beginning of the word in English (as opposed to the final or
penultimate syllable as they do in Spanish).
Intonation / sentence stress:

This is more subjective: depending on what the speaker wishes to emphasise, he/she can stress one word
more than others, in order to contrast information or suggest that something is more important than another.
i.e. Read this sentence aloud, stressing one of the underlined words. Then read it again, stressing another
underlined word, and so on: "Is that the yellow jumper you bought him?" `As you can see, depending on
which of those underlined words you stress, you are highlighting different key information you wish to be
given.
Intonation enables us to show our personality, by varying our voice, as well as emotions.
Pronunciation and spelling: English spelling is not phonetic:

Take the following examples. Get your interns to write these words down and figure out their phonetic
transcription using the phonemic chart: tough, though, through, thought, thorough
Then show them the transcriptions in no particular order, so that they can match them to the right word and
compare the correct transcription with their own.
tough [tʌf], though [ðəʊ], through [θruː], thought [θɔːt], thorough [ˈθʌrə]

Page 25 of 38
3rd MONTH: STAGE C
CONTENT pages
1C Choose the 6 assignments for your reflective diaries 25-29
2C Preparing for Group Teaching: Marking and fair grading 29-31
3C Preparing for Group Teaching: Student profiles 31
4C Preparing for Group Teaching: Feedback and Classroom Admin 31-32
5C Preparing for Group Teaching: Lesson Plans 32-34
6C Complete the Grammar Drill (& answers) 34-35 (&38)
7C Study existing lesson plans and prepared hand outs 36
8C Compile your teachers’ kit or supporting file (for future teaching experience) 36
9C Prepare your CV and CL for TEFL 36
Prepare for TEFL Certification by completing all the online modules and
10C 36
submitting your 6 assignments
11C Glossary 36-38
MODULE 1C: Choose the 6 assignments for your reflective diaries
Content: Each diary must cover a different section.
Format: 200 words should cover examples from the classroom (case study) and the other half should be
research/reflection. 
Please note: Detailed Lesson Plans can also be handed in instead of reflective diaries (maximum 2 of the 6
assignments / must be tailored to meet the needs of a 1-hour class minimum, 4 students minimum and cover
different learning levels, topics and grammar points)
SECTION 1: Student Motivation / Classroom Management
Making students feel relaxed.
Learning timing as an EFL teacher.
How to help overcome learner anxiety.
Setting up real communicative situations when textbooks are not suitable or do not cover the learner’s
professional interests and needs.
Teaching English with limited hours and low motivation for English instruction: the challenge of providing
meaningful and stimulating lessons in this context.
Ideas for an out-of-class English club.

Page 26 of 38
What are the main constraints in the classroom facing TEFL teachers (large multilevel classes, textbooks,
curriculum, hours, motivation, special needs).
Carry out a poll on assessing needs outside of the language school. (Questions like: Do you need English
for your job? When was the last time you spoke English outside this school?)
SECTION 2: TEFL / The TEFL Industry
Online TEFL Courses: is it worth it?
Preparing for the post placement TEFL interview.
The realities of TEFL.
Is TEFL a prejudiced industry (cf. immigration laws)? Is there place for non-native speakers of English?
Looking for a job in TEFL.
Questions you can ask regarding Material when you first start working in a language school.
Polishing up on your own English.
Professional development as a qualified EFL teacher.
How to find work overseas.
Preparing the perfect CV for TEFL.
Preparing a supporting file to teach abroad.
SECTION 3: EFL Exams and Resources
How can I make reading lessons less tedious?
How do I test my students?
What should I teach my students about writing? How can I help write what they want to write, in a way that
their readers can understand?
IELTS.
TOEFL.
Cambridge Exams.
Trinity Exams.
B1 and B2 certificates: their importance in Spain
SECTION 4: Using Resources / Lesson Planning / Student Levels and CEFR
Tips on teaching for the first time.
Your experience in teaching with YouTube.

Page 27 of 38
Online learning vs. Teacher Led Classes of EFL.
EFL outside the classroom
How can I conduct my lessons so that my students know what they are supposed to be learning and when
they have learned it? Learning timing as an EFL teacher.
How do I find out how much English my students know?
Your experience in teaching with grammar websites.
How can I get my beginner students to feel more confident with listening to English and not just freeze
when someone speaks to them? How to lay out a lesson.
Teaching speaking.
Teaching listening.
Teaching reading.
Teaching writing.
Teaching use of English.
Games and activities.
Teaching pronunciation.
Accent reduction games and activities.
Specific pronunciation difficulties EFL students have
Specific grammar difficulties EFL students have
SECTION 5: Cultural Awareness / Student Profiles
Making students feel relaxed.
Common mistakes to avoid when teaching.
Familiar and professionalism when teaching.
Define educational success in EFL.
When should fluency take some priority over accuracy? And how should your error correction policy reflect
this emphasis? Teaching in Spain
Teaching in Western Europe.
Teaching in Eastern Europe.
Teaching in Asia.
Teaching in Africa.
Teaching in Central and South America.

Page 28 of 38
SECTION 6: Different Ways of Teaching / Methodology
Making lessons student-centred.
Keys to a successful lesson plan for a small group.
Keys to a successful lesson plan for a large group.
There are many methods of language teaching. Which is best for me to use when teaching a large group?
Advantages of sticking to a rigid curriculum. Experiencing resistance to your innovations in the classroom.
Tips for tired teachers.
What can I do to get my students to really speak English to me and to one another?
What is the best way to learn vocabulary?
How to teach grammar (especially when I’m not too sure about grammar questions myself)?
Define and discuss the variety of ways in which you can organise your groups when teaching EFL.
Second Language Acquisition methods.
Learning a second or other language as a child. Learning a second or other language as a teenager.
Learning a second or other language as an adult. Error Correction.
Being observed and observing your peers.
Other/ Specialist TEFL
Differences between teaching EFL to Young Learners and Adults. Learning the jargon to teach Business
English.
Teaching EFL to kids. Didactics and pedagogy.
Learning difficulties.
What it means to be a young language learner.
Principles and theories for the young learner classroom.
Teaching teenagers.
Special needs of students. i.e. hearing or visual impairment.
Behaviour management with young learners.
Professional teaching: Academic English (English for Specific Purposes). Teaching Medical English
(English for Specific Purposes).
Classroom routines when teaching large classes. (English for Specific Purposes). Effective teaching with
limited resources.
Teaching very large classes (40+ students).
Motivation techniques when teaching total beginner young learners.

Page 29 of 38
How to keep teenagers interested when learning EFL.
Communication skills when teaching business English to advanced students. Incorporating audio-visual
materials in the classroom.
Time management in One-to-One.
Using English in the home when nannying.
Volunteering in TEFL.
MODULE 2C: Preparing for Group Teaching: Marking and fair grading
Finding a balance between error correction and appraisal is essential.

Setting clear objectives and giving the students the tools to succeed is also key.
Read more on www.theonlineteflcourse.com
Error Correction
Correcting students’ errors in the EFL classroom is an issue of concern for every EFL teacher. What should
we correct, when should we correct it, and how should it be corrected? 
How do we give students the feedback they need and want to improve, without damaging fluency and
motivation?
Research tends to indicate that three types of errors should be addressed:
– high frequency errors,  
– stigmatising errors and  
– errors that block meaning or the understanding by the listener. We might add another, errors in
using the target language of the lesson.  
How to correct  
When and how should these errors be corrected? 
Unfortunately, there is no conclusive evidence/research about these issues. Research seems to
indicate that the most effective ways to deal with errors and offer corrections include:  
– when hearing an error, speak the corrected statement  
– listen for errors and make a general review of them at the end of the activity  
– encourage peer correction or self-correction  
Explain that corrections will follow AFTER the activity is completed. This is especially important if you tend to
correct students during class in other activities.  
Keep a notepad handy and take note of common mistakes. When focusing on a specific learning
point, or activity such as pronunciation or communication skills, take note of errors that are repeated

Page 30 of 38
by a number of students or a number of times by the same student (in a 1:1 situation).  
Write the most common mistakes on the board or a piece of paper. Give the students a chance to
take a look at the mistakes that you’ve collected and ask them to think about what the mistake might
be.  
Ask students to correct each mistake. 
Once students have thought about things for a while, ask them to give corrections for each mistake.
Provide assistance, encouragement and explanations as needed.  
The importance of mistakes  

Throughout their studies, students will make lots of mistakes. It is an important part of the learning
process. If they are not making mistakes then they are not being given difficult enough topics
and structures to work with. You have to choose material that is challenging but manageable for
your class and correct mistakes in positive ways. In a group: singling out students who make errors
will make students feel self-conscious and shy so some tact when correcting mistakes is important.  
How To Proceed
Practice
When introducing new vocabulary, emphasise correct pronunciation and during the drilling exercises have
students practise using choral repetition. This means students are not immediately singled out to
pronounce new and unfamiliar words and they can become accustomed to the sound of the words
together. The next step is generally to call on students or have students volunteer to pronounce
words or phrases. It is an important step to check pronunciation on an individual basis however it
means that a student is being singled out to perform independently in front of the entire class.
Correcting mistakes at this level is the most challenging but you can use the same process to correct
errors in any situation.
Self- Correction
The best way to correct mistakes is to have students correct themselves. Ideally a student will realise a
mistake has been made and fix it automatically but that is not always the case. If a student answers a
question incorrectly you can gently prompt them to revisit their answer. One of the ways to do this is to
repeat what the student said placing emphasis on the incorrect portion, for instance “I have play baseball.”
and saying it in a questioning way. At this point the student has an opportunity to think about and revise his
initial response. You may have your own method of prompting students with a facial expression or phrase
which they associate with being incorrect but avoid saying words such as wrong, incorrect, or no in response
to mistakes. They are negative and will have ill effects on your students’ confidence in the classroom.
Peer Correction
When a student is unable to self-correct, peer correction might be appropriate. If a student raises his hand
while you are waiting for a student to self correct, you may want to call on that student for the correct answer
or, after waiting a short time for a student to self correct, you could ask the whole class the same question
and encourage a choral response. Especially with challenging questions, this is a good method because
then it is unknown who in the class has the right answer and who does not. Just repeat and emphasise the
correct answer by writing it on the board and explaining why it is correct. This is a good method of correcting
mistakes because it shifts focus away from the student that provided the original incorrect answer.
Providing the Answer: Last Resort

Page 31 of 38
Sometimes individual students as well as entire classes have no idea what the answer to your question is. If
providing hints and examples does not lead them to the correct answer, you will have to provide it. Generally
this is a last resort and means that a lot of review activities may be in order but keeping a positive attitude
and explaining the answer good-naturedly will do a lot to keep your students positive about learning English.
Asking similar questions in a simpler form will build student confidence again so that the lesson can continue
smoothly.
Finding a balance
At every stage of an activity, praise should be given. 

Too much emphasis on fluency can result in spoken gibberish that follows no rules at all. 
Teachers need to stay tuned in to how their students are doing and attempt to keep a good balance of
fluency vs. accuracy in the classroom. This is not an easy task but generally, it is better to err on the side of
fluency in a speaking or conversation class.
MODULE 3C: Preparing for Group Teaching: Student profiles
Understanding your students is essential for classroom management. That includes knowing the reasons
your students chose to do an English course.
There are also social and classroom skills which you can take into consideration to establish the profile of
your students.
Basic Skills: brings right equipment, gets to class on time, enters room quietly, puts bag away, listens to
instructions, follows instructions (one at a time), starts work without prompting, accepts direction, avoids
procrastination techniques, shows enthusiasm...
.............................................................................................................................................................................
Work Skills: Completes work set, neat setting out, writes legibly – to best of ability, graffiti free material,
work dated – ruled off – numbers, tries to reach high standard with work, uses appropriate amounts of
paper...
.............................................................................................................................................................................
Relationship with Staff: Uses appropriate language, listens to instructions, refrains from back chatting,
rarely defiant, accepts correction appropriately, cooperates with learning...
.............................................................................................................................................................................
Behavioural Skills with Peers (Teaching Groups): stays on task, accepts and shares viewpoints, allows
others to get on with their work, listens to others, supports others...
.............................................................................................................................................................................
MODULE 4C: Preparing for Group Teaching: Feedback and Classroom Admin
Before the lesson:

1. Draw up a plan, so as to create a coherent lesson. This is something you can put up, in part, on the
whiteboard before the class begins (that will also enable you to check you have pens that work!) so people
see the stages to follow. Allow for a section for other things that crop up during the class 
2. Discuss it with a colleague to get feedback and some further ideas on activities
3. Find your materials: prepare copies for students and other print outs, books, links to websites, audio and
video, newspapers etc. 
4. Get hold of the attendance sheet 
5. Organise the layout of the seating

Page 32 of 38
- Have you written a plan? Essential for both you to give a coherent lesson & for the students to see that you
have actually thought about the lesson beforehand. 
- Set up the chair formation that you want, if you can, & make sure all is tidy & presentable for the students.
- Make sure that you have all the materials that you're going to use, including board pens & make sure that
they work. 
- Make sure that the audio player works & that the media you are using sounds good on it - sometimes the
quality varies from machine to machine.
- Put a line down the side of the board for vocabulary that crops up during the lesson. The rest of the board is
for the stages that have the board planned into it. This keeps the board tidy. 
- Put up the 'menu' of the lesson on the board in one of the top corners. i.e. what you are going to cover e.g.
1.intro to shopping 2.listening 3.language practice 4.reading 5.speaking. At the beginning of the lesson
preview what you plan to cover by pointing to the different stages.
- Use the warmer as an opportunity to test them on vocabulary from recent lessons.
During the lesson:
- As you move from one stage to the next, refer to the 'menu' you have on the board so that everyone knows
where you are & where you are going. 
- Make sure that you have attended to individual in some way or other. - obviously easier with the smaller
group. There's nothing like the personal touch.
A few questions to consider during the lesson - with careful planning, a foregone conclusion: 
- Are they all participating? If not, why not & how can you help all to become involved? 
- Are the students going to go away with something new from the lesson - what most students might consider
what they are paying their money for. 
- Have you developed any sub-skills? 
- Have you recycled any language or skills? 
- Have the students had feedback on their oral output? Do you have a record of the problems they have had
for use in future lesson planning. 
- Are they enjoying the lesson?
At the end of the lesson:
- Set the homework. 

- Get the students to fill in the vocabulary cards 
- Remind them to continue with their 'learner diaries' 
- At the end of the lesson review what has been covered so they don't leave just remembering the last thing
you did. Go through the lesson with the aid of the 'menu', eliciting more information. 
- Tell the students what you are going to cover in the next lesson. 
- Possibly elicit how they felt a particular activity was for them - feedback for future use. 
- Make sure the room is presentable for the next group or teacher i.e. a clean board, orderly chairs & no litter
on the floor.
MODULE 5C: Preparing for Group Teaching: Lesson Plans
Here are some guidelines on lesson planning
Components of a Lesson Plan
Date: ....................................... 
Lesson Name: .......................................................................................................... 
Class/Level: (Age, topic, skill level, class) ..................................................................... 
Materials: ............................................................................................................................................................

Page 33 of 38
.............................................................................................................................................................................
.............................................................................................................................................................................
Textbook/Course book name: ..……..……………………………………………………………………..…………… 

Unit—title—page number: ………………………………………………………………………………..…..…………. 
Goal/Aim: ………….………………………………………………………………………………………………………
Describe the final result of the lesson in this format: 

The students will be able to ………………………………………………….…………………………………………. 
Grammar Structures Employed: ……………………………….………………………………………………………. 
Questions and Answers relevant to your lesson: Ask these questions during the warm-up to elicit from
students what they may or may not know about the topic to be covered.
………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………
Warm-up: This includes a review (revision) of the previous lesson linked to this new lesson. It should also
include the questions and answers you have written above as well as questions used to elicit conversation
using the new structures and functions you intend to teach. This section can also show examples of what
your students will learn in this lesson. In some countries and with some age groups, this may come in the
form of a specifically designed game.
Presentation: Note the target language to be taught and how you will teach it. Include how you will stimulate
the students’ interest in the language and how you might elicit from the students the language you are
planning to teach. Include details as specific as when you might model structures and dialog and when you
will require a repeated response (choral response) from the students. Include a structure chart for the
grammar or the dialog you intend to teach.
Practice: Include the specific activities you have planned and attach any hand-outs related to them to the
lesson plan. Include up to three practice activities, sequencing them from most to least structured, slowly
giving the students more freedom.
Production: This is where students really learn and generalise a new language skill. Allow/encourage the
students to talk about themselves, their lives or specific situations using their own information but focusing
on the target language that was taught in the presentation and practiced in the previous activities. Include
exactly what you will ask the students to do and that you intend to monitor students and encourage and
correct them as needed in their use of the target language.
Conclusion: Discuss/recap what you have studied and learned during the lesson. In some countries and for
some ages, this will be followed by a game that uses the target language.
Notes:
Many experienced teachers, once they have methodology set in their mind, write only minimally structured
lesson plans, as they will have developed a set routine for how they approach each lesson. New teachers
should develop the habit though of rigidly following a detailed lesson plan they have written for at least the
Page 34 of 38
first six months to a year. This will require some real discipline, but it will pay off in terms of skill development
over time.
Sit down after each class and take a few notes about what went great, what went wrong and how you might
have done a better job. This will help you in refining your skills. Even very experienced teachers put some
serious thought into problems that occurred during class and how they might best be corrected.
Save every lesson plan you write. If you teach a certain book or certain topics repeatedly to students of
similar levels (and you will), you’ll find you need only a little polish on the lesson drawing from your notes that
you wrote from the previous paragraph.
MODULE 6C: Complete the Grammar Drill
Complete the following grammar drill specifying the word class and more
Now write the word class (verb, pronoun, noun, adverb, determiner/article...) of each word and any more grammatical
information you might know.
1. this ...........................................................................................................................................................................
2. mine .........................................................................................................................................................................
3. him ...........................................................................................................................................................................
4. it ...............................................................................................................................................................................
5. taken ........................................................................................................................................................................
6. worse .......................................................................................................................................................................
7. the best ...................................................................................................................................................................
8. variably ....................................................................................................................................................................
9. essential ...................................................................................................................................................................
10. have been................................................................................................................................................................
11. have been jogging..................................................................................................................................................
12. were playing............................................................................................................................................................
13. had watched..........................................................................................................................................................
14. has been playing....................................................................................................................................................
15. had eaten................................................................................................................................................................
16. had been eating......................................................................................................................................................
17. drank........................................................................................................................................................................
18. sings.........................................................................................................................................................................
19. to want....................................................................................................................................................................  

Page 35 of 38
20. can............................................................................................................................................................................
21. between...................................................................................................................................................................
22. however...................................................................................................................................................................
23. anti-..........................................................................................................................................................................
24. -al..............................................................................................................................................................................
25. changes....................................................................................................................................................................
26. catching...................................................................................................................................................................
27. which.......................................................................................................................................................................
28. why.........................................................................................................................................................................
29. three........................................................................................................................................................................
30. third........................................................................................................................................................................
31. ASAP........................................................................................................................................................................
32. will be learning......................................................................................................................................................
33. is going to study......................................................................................................................................................
34. would have learned................................................................................................................................................
35. is hesitating..............................................................................................................................................................
36. was running.............................................................................................................................................................
37. a................................................................................................................................................................................
38. the.............................................................................................................................................................................
39. will have

brought…………………………………………………………………………………………………………………………
40. will feel.....................................................................................................................................................................
41. mountain................................................................................................................................................................
42. Stella........................................................................................................................................................................
43. to catch up...............................................................................................................................................................
44. key-ring...................................................................................................................................................................
45. short-sighted. ........................................................................................................................................................... 
You will find the answers at the back of this booklet.

Page 36 of 38
MODULE 7C: Study existing lesson plans and prepared hand outs
You will be presented with examples of lesson plans in Stage C of your internship.
You can find some links to EFL websites on www.theonlineteflcourse.com
MODULE 8C: Compile your teachers’ kit or supporting file (for future teaching experience)
Compiling marking schemes and band descriptions for EFL exams, sample papers etc.
Further ideas can be found on www.theonlineteflcourse.com
MODULE 9C: Prepare your CV and CL for TEFL
You can find tips on www.theonlineteflcourse.com
MODULE 10C: Prepare for TEFL Certification by completing all the online modules and submitting
your 6 assignments
Complete the online modules on Classroom Management, Grammar, Phonetics…

Submit your 6 assignments to teachers@idiomas247.com
MODULE 11C: Glossary
Adjective: a word or phrase naming an attribute, added to or grammatically related to a noun to modify or
describe it.
Adverb: a word or phrase that modifies or qualifies an adjective, verb, or other adverb or a word- group,
expressing a relation of place, time, circumstance, manner, cause, degree, etc. (e.g., gently, quite, then,
there).
Auxiliary Verb: English verbs are limited as to what they can indicate alone, i.e. through their own
morphology. Common auxiliary verbs are forms of to be, to have and to do.
Clause (Clausal): A group of words that is either a whole sentence or is a part of a sentence. Clauses are
built up from individual words or from small clusters of words called phrases. Most clauses are built around a
main verb which tells, often, of an action, thought or state.
Cloze: a test in which one is asked to supply words that have been removed from a passage in order to
measure one's ability to comprehend text.
Cognate: (Linguistics) (of a word) having the same linguistic derivation as another; from the same original
word or root (e.g., English is, German ist, Latin est, from Indo-European esti).
Collocation: (Linguistics) The habitual juxtaposition of a particular word with another word or words with a
frequency greater than chance: the words have a similar range of collocation. 
I.e. a pair or group of words that are juxtaposed in such a way: “strong coffee” and “heavy drinker” are typical
English collocations.
Colloquial: Colloquial means conversational. It is the everyday language or register we adopt when talking
to friends, for example. Slang is a particular form of colloquial language used by certain social groups.

Page 37 of 38
Complement: A words, phrase or clause that follows a verb and which simply adds further information
concerning, usually, the verb’s subject.
Conjunction = Linking Word, Connector: A word to link words, phrases and clauses: but, or, either...
Connotation / Denotation: The denotation of a word is its direct, literal or specific meaning. If a word also
has implied or associated meanings when used in a certain way, these are called the word’s connotations.
Determiner: a modifying word that determines the kind of reference a noun or noun group has, for example
a, the, every
Element: An element is a distinct grammatical unit. It is a building block or segment of a sentence. There are
three important grammatical elements: word, phrase and clause.
Elicit: To evoke or draw out (a response, answer, or fact) from someone in reaction to one's own actions or
questions.
Gerund: a form that is derived from a verb but that functions as a noun, in English ending in –ing.
Idiom: Idiomatic Language refers to many words or phrases that are a familiar and everyday feature of our
language. Generally, idioms are difficult to understand because their meaning is very different from the literal
meaning of the words that make them up, e.g. No way! He is a pain in the neck!
Infinitive: A form of a verb without tense and often introduced by “to”.
Inflexion: The way words can change their form to show, for example, that they are singular or plural, their
tense or a possession.
Intonation: the rise and fall of the voice in speaking: she spoke English with a German intonation.
Lexeme (Lexical item, lexemic, lexicon): A lexeme is a word or occasionally phrase in its most basic form.
From this lexical item, there can be several derivations or inflected forms. A dictionary is a kind of lexicon.
Lexis (Lexical): Lexis means the vocabulary of a language. Lexis and semantics are very close and often
used interchangeably.
Meta-language: a form of language or set of terms used for the description or analysis of another language.
Mnemonics: plural noun [ usu. treated as sing. ] the study and development of systems for improving and
assisting the memory.
Modal Verbs: Auxiliary verbs used in expressing necessity, possibility, obligation, permission... English
modal verbs include: must, shall, will, should, can, could, may and might.
Morphology: (Linguistics) the study of the forms of words.
Noun: a word (other than a pronoun) used to identify any of a class of people, places, or things (common
noun), or to name a particular one of these (proper noun).
 
Paraphrase: express the meaning of (the writer or speaker or something written or spoken) using different
words, esp. to achieve greater clarity: you can either quote or paraphrase literary texts.
Preposition: a word governing, and usually preceding, a noun or pronoun and expressing a relation to
another word or element in the clause, as in “the man on the platform,” “she arrived after dinner,” “what did
you do it for?”
Pronoun: a word that can function by itself as a noun phrase and that refers either to the participants in the
discourse (e.g., I, you) or to someone or something mentioned elsewhere in the discourse (e.g., she, it, this).

Page 38 of 38
Realia: Objects and material from everyday life, esp. when used as teaching aids.
 
Stem: (Grammar) the root or main part of a noun, adjective, or other word, to which inflections or formative
elements are added.
 
Usage: the way in which a word or phrase is normally and correctly used.
Word class: a category of words of similar form or function; a part of speech.
———————————————————————— ——————————
Grammar Drill: answers

1 THIS: demonstrative pronoun or demonstrative determiner, singular
2 MINE: possessive pronoun of the 1st person singular
3 HIM: object pronoun, 3rd person singular masculine
4 IT: subject or object pronoun, 3rd person singular, neuter
5 TAKEN: past participle or adjective
6 WORSE: comparative of adjective "bad"
7 THE BEST: superlative of adjective "good"
8 VARIABLY: adverb
9 ESSENTIAL: adjective or noun
10 HAVE BEEN: present perfect of "to be"
11 HAVE BEEN JOGGING: present perfect continuous or present perfect progressive of "to jog"
12 WERE PLAYING: past continuous of "to play"
13 HAD WATCHED: past perfect of "to watch"
14 HAS BEEN PLAYING: present perfect continuous or present perfect progressive of "to play"
15 HAD EATEN: past perfect of "to eat"
16 HAD BEEN EATING: past perfect continuous or past perfect progressive of "to eat"
17 DRANK: simple past of "to drink"
18 SINGS: 3rd person singular present simple of "to sing"
19 TO WANT: infinitive
20 CAN: modal verb, auxiliary verb
21 BETWEEN: preposition
22 HOWEVER: conjunction, linking word, connector
23 ANTI-: prefix (a morpheme: a unit of meaning)
24 -AL: suffix (a morpheme: a unit of meaning)
25 CHANGES: inflection or ending indicating the plural form of "a change" or the 3rd person singular present simple of "to
change"
26 CATCHING: -ing form or present participle of "to catch" or gerund depending on use (Gerund is used as a noun: i.e. catching
a cold is boring // Present participle when used to create a continuous tense: i.e. he is catching up very fast)
27 WHICH: relative pronoun or question word/interrogative pronoun
28 WHY: relative pronoun or question word/interrogative pronoun
29 THREE: cardinal number
30 THIRD: ordinal number
31 ASAP: acronym (it stands for...)
32 WILL BE LEARNING: future continuous
33 IS GOING TO STUDY: future simple with "going to" (equivalent to future simple with "will")
34 WOULD HAVE LEARNED: conditional perfect of "to learn"
35 IS HESITATING: present continuous or present progressive of "to hesitate"
36 WAS RUNNING: past continuous or past progressive of "to run"
37 A: indefinite article (part of the determiners word class)
38 THE: definite article (part of the determiners word class)
39 WILL HAVE BROUGHT: future perfect of "to bring"
40 WILL FEEL: future simple of "to feel"
41 MOUNTAIN: common noun
42 STELLA: proper noun
43 TO CATCH UP: phrasal verb
44 KEY-RING: compound noun
45 SHORT-SIGHTED: compound adjective
46 APPROX.: abbreviation

TEFL Trainer Booklet 12 Weeks

Enviado por

Dados do documento

Direitos autorais

Formatos disponíveis

Compartilhar este documento

Compartilhar ou incorporar documento

Opções de compartilhamento

Você considera este documento útil?

Este conteúdo é inapropriado?

Direitos autorais:

Formatos disponíveis

TEFL Trainer Booklet 12 Weeks

Enviado por

Direitos autorais:

Formatos disponíveis

Page 1 of 38

Welcome to your 12-week TEFL Trainer programme!

INDUCTION & 1st MONTH: STAGE A

MODULE CONTENT pages

1A Goals set for your induction and 12-week programme 1-2

2A Exam Preparation Courses: teachers’ books (B1/B2 & B2/C1) 2-3

3A Exam Preparation Courses: e-learning platform (B1/B2 & B2/C1) 3

4A Other Courses: General and Business English 4

5A Teachers’ Books for Sessions and Transcripts 4

6A Understanding the Learning Cycle 4-5

Understanding the CEFR (Common European Framework of Reference for

9A Peer Observation Form for 1to1 Classes 7-8

10A Carrying out a Level Test 8-9

11A Peer Observation Form for Level Tests 9-10

MODULE 1A: Goals for your induction and 12-week programme

Gain knowledge on common mistakes Spanish learners of English make

TEFL TRAINER © - EDITION II

Finish the remaining modules on www.theonlineteflcourse.com

Ensure you have your Teachers’ book for B1/B2

Here is a recap on exam preparation courses:

This format/use of material is true for:

TEFL TRAINER © - EDITION II

Browse the Reading and Listening tabs

MODULE 4A: Other Courses: General and Business English

Ensure you have your Teacher’s book for the Sessions

TEFL TRAINER © - EDITION II

MODULE 5A: Teachers’ Books for Sessions and Transcripts

Read through the scripts and teachers’ book

MODULE 6A: Understanding the Learning Cycle

Understand the motives behind choosing a General English Course

General English Course: sales pitch

Students will generally admit to:

So students want to:

What is the difference with Exam Preparation Courses?

TEFL TRAINER © - EDITION II

MODULE 7A: The Team

Teaching Team (teachers including head teacher)

MODULE 8A: Understanding the CEFR

Here is the breakdown of the levels in the CEFR, by Wikipedia

TEFL TRAINER © - EDITION II

TEFL TRAINER © - EDITION II

MODULE 9A: Peer Observation Form for 1to1 Classes

Peer Observation Form

1. Pre-Observation Reading of Teaching Material

STAGES 1 and 2: Gather the following information

STAGE 3 and 4: Observe and Record the Process / Class

Type of activity / Time Mistakes made by

Student’s behavioural skills and relationship with staff …………………………………….…………………………

Student’s work skills. ……………………………………………..………………………………………………………

What would you have done differently? ………………………………………………………………………………..

What did you enjoy? ……………………………………………………………………………………………………..

What do you need more training on? ………………………………………………………………….……………….

What skills will take time to develop? ………………………………………………………………………………….

MODULE 10A: Carrying out a Level Test

Familiarise yourself with the layout of the written Level Test

3/ Other. Mixed level.

The student has written so as for:

What must the teacher ask during the test?

1/ how are you today?

TEFL TRAINER © - EDITION II

MODULE 11A: Peer Observation Form for Level Tests

Peer Observation Form

1. Pre-Observation Reading of completed Level Test

STAGES 1 and 2: Gather the following information

The student has written so as for: 

– understand and follow basic classroom instructions 

– distinguish between singular, plural, countable and uncountable nouns 

– make basic comparisons 

– recognise and use the perfect tenses 