TEFL COURSE

Your journey towards becoming an

influential English teacher starts
here…

Work done by : Miss Sabrine BOUMEDJANE

CERTIFIED INTERNATIONAL EFL TEACHER
 TEFL COURSE :
Module 01 : Introduction to TEFL
Unit 01 : What’s TEFL ?
As an English as a Foreign Language (EFL) Teacher, you, and only you, are in charge of what
goes on in the classroom. The success of a lesson and what has been learnt is pretty much up
to you.
You are responsible for many things such as setting up the classroom, setting up tasks, giving
instructions, correcting students, and to a certain extent, the group dynamics of a class.
In a nutshell your primary role is to “create the conditions in which learning can take place”
(Scrivener 2009)
1/ TEFL, TESL and TESOL meaning :
Abreviation Meaning
Teaching English as a Foreign Language :
and it stands for teaching English to non-
TEFL
native students in a non-native country

Teaching English as a Second Language :

TESL and it stands for teaching non-native
students in a native country
Teaching English to Speakers of Other
Languages, (TESOL) is increasingly used,
TESOL
which covers TESL and TEFL as an
umbrella term

2/ Items learners of English find difficult :

a. Pronunciation: English has sounds that might not exist in the learners’ native
languages, leading to difficulty in pronunciation.
b. Grammar : English grammar can be complex, especially tenses, articles,
prepositions, and subject-verb agreement
c. Vocabulary : English has a vast vocabulary, and many words have multiple meanings
or similar-sounding counterparts (e.g., homophones)
d. Idioms and phrasal verbs : these can be confusing because their meaning are not
always literal
e. Spelling : English spelling rules often have exceptions, making it hard to predict how
words should be spelled
f. Listening comprehension : understanding spoken English can be challenging due to
different accents, speeds for speech, and uses of slang (street language)
g. Writing : writing in English requires understanding of grammar, vocabulary, and
proper structure which can be overwhelming for learners
h. Cultural context : understanding cultural references and contexts in language use can
be difficult without exposure to the culture.

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3/ L1 and L2 :
L1 is the label given to a person’s first language (the student’s native language). When
this person learns a second or foreign language, this additional language is labelled the
person’s L2 language.
As an EFL teacher, can you use learners’s L1 in class ?
Here are some good and practical reasons for using the L1 in class:
1. To clarify meaning, where a word or idea in English is complex and it’s easier and
more time-efficient to use a similar word in the L1 to get to the meaning quicker.
2. To demonstrate that languages often have more similarities than differences. By helping
them to understand the similarities using L1 examples, the linguistic challenge may seem
less daunting for the learners.
3. To save time, now and again, e.g. explaining instructions for an activity. We have often
observed teachers taking longer to put over their instructions than the time it took the
learners to do the activity. This seems a bit silly.
Translation is a time-efficient means of conveying meaning, compared to, say,
demonstration, explanation, or working out meaning from context. But use it only on
specific occasions.
4. To carry out any disciplinary measures. Using the L1 makes them sit up and really
listen and will demonstrate to them that what you are saying is real and not a pretend
statement.
4/ Your objectives as an EFL teacher
The objectives of EFL teachers are varied and aim to equip learners with the skillls they
need to effectively use English in various contexts. Here are some key objectives :
- Develop Communication Skills: Focus on improving students' abilities to speak,
listen, read, and write in English.
- Enhance Pronunciation: Help students develop clear and accurate pronunciation to
be easily understood.
- Expand Vocabulary: Increase students' word knowledge and ability to use
appropriate vocabulary in different contexts.
- Teach Grammar: Provide a solid understanding of English grammar rules and their
application in communication.
- Foster Listening Comprehension: Improve students' ability to understand spoken
English in various accents and speeds.
- Encourage Speaking Practice: Create opportunities for students to practice speaking
in a supportive environment, including conversations, presentations, and discussions.
- Develop Reading Skills: Enhance students' ability to comprehend and analyze written
texts, ranging from simple sentences to complex passages.
- Improve Writing Skills: Teach students how to write clear, coherent, and
grammatically correct sentences and paragraphs.
- Cultural Awareness: Introduce students to cultural aspects of English-speaking
countries to better understand context and usage.

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 - Build Confidence: Encourage students to use English confidently in real-life
situations.
- Prepare for Exams: Help students prepare for standardized English proficiency tests
like TOEFL, IELTS, or Cambridge exams.
- Promote Autonomous Learning: Encourage students to take responsibility for their
learning and use resources outside the classroom to improve their English skills.
- Integrate Technology: Utilize technology and multimedia tools to enhance the
learning experience and provide diverse learning materials.
Unit 02 : Better understanding of CEFR English levels

1/ What’s CEFR :
The CEFR (Common European Framework of Reference for languages) is a standard,
international scale of levels for language learning. It has 6 levels in ascending order from A1
to C2.
The CEFR gives you a detailed description of learner level by skill, in a language-neutral
format. Because it is language-neutral, it can actually be used for any language in the world.

level Level descriptors Grammar required

Inversion for emphasis (little did
he know that the dog had escaped)
Linkers (although, nonetheless,
whilst…)
Mixed conditionals (If her eyesight
Can understand with ease was better she would have seen the
virtually everything heard or squirrel)
read. Can summarise Cleft sentences (the reason why
information from different I’ve come is…, the thing that
spoken and written sources, annoys me most is…)
reconstructing arguments and Compound nouns
C2 accounts in a coherent ‘So’ and ‘such’
presentation. Can express Gerunds and infinitives
Proficient
him/herself spontaneously, Phrasal verbs (go up, go in, go out,
users
very fluently and precisely, go on, go for…)
differentiating finer shades of Unreal uses of past tenses (it’s time
meaning even in the most we left, suppose we opened our
complex situations. own shop…)
Uses of the verb ‘get’
Participle phrases (the horse,
trotting up to the fence, hopes you
have a carrot)
Passive and active voice
Can understand a wide range of
The...the… + comparatives (the
demanding, longer texts, and
C1 more you learn the more you
recognise implicit meaning.
know…)
Can express him/herself

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 fluently and spontaneously Using adjectives as nouns (rich
without much obvious people are privileged > the rich are
searching for expressions. Can privileged)
use language flexibly and Adjective order
effectively for social, academic Narrative tenses
and professional purposes. Can Adverbs and adverbial phrases
produce clear, well-structured, Passive structures (it is said that…,
detailed text on complex he is believed to…)
subjects, showing controlled Future perfect and continuous (the
use of organisational patterns, ice caps will have melted, we will
connectors and cohesive be using solar powered cars)
devices. Reporting verbs (recommend,
threaten, advise…)
Third conditional (if I had known, I
would have come)
Past modals, ‘would rather’ and
‘had better’
Gerunds and infinitives
Used to, be used to, get used to
Structures after wish Quantifiers
Present perfect vs continuous
Past simple vs past continuous vs
Can understand the main ideas past perfect
of complex text on both Future forms: ‘going to’ vs present
concrete and abstract topics, continuous vs ‘will/shall’
including technical discussions Usually vs used to
in his/her field of Reported speech (“I’m going to the
specialisation. Can interact park” > he said he was going to the
with a degree of fluency and park)
spontaneity that makes regular Passives (the church was painted
B2 interaction with native speakers by Michelangelo)
quite possible without strain for Relative clauses (the girl who is sat
either party. Can produce clear, over there…)
detailed text on a wide range of Modals of obligation and deduction
Independent subjects and explain a (must, may, might, can’t…)
user viewpoint on a topical issue Can, could, be able to (ability)
giving the advantages and First conditional and future time
disadvantages of various clauses (If I pass the exam, I’ll
options. celebrate)
Second conditional ((If I was
famous I’d give money to charity))
Can understand the main points
Past simple, regular and irregular
of clear standard input on
verbs
familiar matters regularly
Past continuous (she was going,
encountered in work, school,
they were walking…)
B1 leisure, etc. Can deal with most
So, because, but, although
situations likely to arise whilst
Future forms: ‘going to’/present
travelling in an area where the
continuous for future
language is spoken. Can
arrangements/‘will/won’t’
produce simple connected text

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 on topics which are familiar or Present perfect + ever, never, for
of personal interest. Can and since
describe experiences and Comparatives (more/less…than,
events, dreams, hopes & as….as)
ambitions and briefly give Superlatives (the most/least….)
reasons and explanations for Modals of obligation (have to,
opinions and plans. don’t have to, must, mustn’t…)
‘Used to’
‘so/neither’ + auxiliaries (so do I,
neither has he…)
Can understand sentences and
Verb ‘be’ – present tense questions
frequently used expressions
and negatives
related to areas of most
Present simple (I walk,
immediate relevance (e.g. very
she walks…)
basic personal and family
Present continuous (I’m walking,
information, shopping, local
she’s walking…)
geography, employment). Can
Adverbs of frequency (sometimes,
communicate in simple and
A2 often, never…)
routine tasks requiring a simple
Possessive pronouns (mine,
and direct exchange of
yours…)
information on familiar and
Past simple, regular and irregular
routine matters. Can describe
(play> played, go>went)
in simple terms aspects of
Like + -ing (I like swimming)
his/her background, immediate
Want, like and would like
Basic user environment and matters in
Telling the time
areas of immediate need.
Can understand and use Subject pronouns (I, you, he/she…)
familiar everyday expressions Object pronouns (me, you,
and very basic phrases aimed at him/her…)
the satisfaction of needs. Can Verb ‘be’ – present tense (I am,
introduce him/herself and you are…)
others and can ask and answer This, that, these, those
A1 questions about personal Basic prepositions (in, at, to…)
details such as where he/she Articles (a, an, the)
lives, people he/she knows and Singular/plural nouns
things he/she has. Can interact Possessive adjectives (my, your,
in a simple way provided the his/hers…)
other person talks slowly and Possessive ‘s’
clearly and is prepared to help. Likes and dislikes

2/ How to deal with beginner EFL students :

Dealing with beginner English as a Foreign Language (EFL) students requires patience,
creativity, and a strategic approach. Here are some tips to help you:
1. Use Simple Language: Speak slowly and use basic vocabulary. Avoid complex sentences
and jargon.
2. Visual Aids: Use pictures, flashcards, videos, and realia (real objects) to help students
understand new words and concepts.

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3. Gestures and Body Language: Non-verbal communication can bridge gaps in
understanding. Use gestures, facial expressions, and actions to convey meaning.
4. Repetition and Drilling: Repetition helps with retention. Use drills to practice vocabulary
and sentence structures.
5. Encourage Speaking: Create a safe environment for students to practice speaking without
fear of making mistakes. Use pair work and group activities to promote conversation.
6. Interactive Activities: Games, role-plays, and interactive activities make learning fun and
engaging. They also help with language retention.
7. Positive Reinforcement: Praise and encourage students to build their confidence.
Celebrate their progress, no matter how small.
8. Clear Instructions: Give clear and concise instructions, possibly using visual support.
Demonstrate tasks whenever possible.
9. Routine and Structure: Having a consistent routine helps beginners feel secure and
understand what to expect.
10. Cultural Sensitivity: Be aware of and sensitive to cultural differences that might affect
communication and learning styles.
11. Slow and Steady Progress: Focus on small, manageable chunks of information. Don’t
overwhelm students with too much at once.
12. Use Technology: Incorporate educational apps and online resources designed for EFL
learners to supplement your lessons.
13. Regular Assessment: Conduct regular, informal assessments to gauge students’ progress
and identify areas that need more attention.
Remember, patience and encouragement are key. Every student progresses at their own pace,
and creating a supportive learning environment will help them thrive.

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 Unit 03 : Problems that teachers face in class
EFL teachers often face a variety of challenges in the classroom. Here are some common
problems and potential strategies to address them:
1. Language Barrier:
- Problem: Difficulty in communication between teacher and students due to limited
English proficiency.
- Strategy: Use visual aids, gestures, and simple language. Encourage peer support and use
translation tools sparingly to clarify difficult concepts.
2. Mixed Ability Levels:
- Problem: Students in the same class have different levels of proficiency.
- Strategy: Differentiate instruction by providing varied tasks for different skill levels. Use
pair and group work to balance stronger and weaker students.
3. Lack of Motivation:
-Problem: Students may lack interest or motivation to learn English.
- Strategy: Make lessons relevant to their interests and goals. Incorporate games, interactive
activities, and real-life contexts to make learning engaging.
4. Pronunciation Issues:
- Problem: Students struggle with correct pronunciation, which can affect comprehension
and communication.
- Strategy: Include regular pronunciation practice. Use phonetic exercises, listen-and-repeat
activities, and model correct pronunciation.
5. Limited Resources:
- Problem: Insufficient teaching materials and resources.
- Strategy: Be creative with available resources. Utilize online tools and resources, create
your own materials, and make use of real-life objects and situations.
6. Classroom Management:
- Problem: Managing behavior and maintaining discipline can be challenging, especially
with large classes.
- Strategy: Establish clear rules and routines from the beginning. Use positive
reinforcement, and implement engaging activities to keep students focused.
7. Inconsistent Attendance:
- Problem: Irregular attendance can disrupt learning continuity.
- Strategy: Communicate with students and parents about the importance of regular
attendance. Offer catch-up sessions or materials for students who miss classes.

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8. Limited Class Time:
- Problem: Not enough time to cover all necessary material.
- Strategy: Prioritize key objectives and focus on essential skills. Use homework and
independent study to reinforce learning.
9. Students’ Fear of Making Mistakes:
- Problem: Fear of making mistakes can hinder participation and learning.
- Strategy: Create a supportive and non-judgmental classroom atmosphere. Encourage
risk-taking and emphasize that mistakes are a natural part of learning.
Addressing these challenges requires flexibility, creativity, and a deep understanding of your
students' needs. Tailoring your approach to suit the specific dynamics of your classroom will
help create a more effective and enjoyable learning environment.

Unit 04 : What makes you an effective teacher

If you have never taught before, this will be the biggest question in your mind. Even if you
have already started teaching but it’s early days, this will still be a big question in your mind.
As in any working role, the goal a person aims for is competence. But what is competence and
what makes a competent teacher?
The best place for us to start is for us to agree on what the word competent means. The
Oxford Dictionaries tells us that competent means having the necessary ability, knowledge or
skill to do something successfully.
Here are the key areas of knowledge, abilities, skills and habits you should aim to nurture and
demonstrate in your day-to-day teaching.

1. Demonstrate that you are warm, caring and approachable

You can demonstrate this in many ways, e.g. being approachable at all times, being a person
that students can go to with any concerns or to share an amusing story, being an active
listener, trying very hard to be consistent even although you may feel under the weather etc.
2. Establish good rapport and relationships with all learners at all times
This doesn’t mean that you strive to be humorous at all times. Some older students may not
take to this. They may feel that too much fun is eating up their valuable time. Or some
students may come from a culture where humour in the classroom is not the accepted thing.
Rapport exists when people develop a feeling of harmony, well-being and security. The same
processes are involved whether we’re applying them to learners or anyone else in the school.

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3. Foster a constructive learning experience
For example:
- everything is planned
- there are good class routines
- standards of behaviour are agreed
- an inclusive environment is created where all learners are treated fairly and equally
4. Create a sense of community and belonging in the classroom :
A classroom community is one where
- everyone feels accepted and supported as a vital part of the community
- there is a sense of belonging
- collaboration to achieve the goal is at the centre
- positive social skills are promoted
- students know they can depend not only on the teacher but also on the whole class
Creating a classroom community spirit is critical to the success of you and your students. This
promotes learning, engagement, and retention. The more students feel comfortable, the more
they will participate, engage, learn and retain the learning.
5. Set high, yet achievable, expectations for your students
The expectations that you propound for your students will influence their achievement levels.
If you set low achievement expectations, then it’s likely you’ll get low achievement levels.
Generally, students give their teacher as much or as little that is expected of them by the
teacher. So, set high, yet achievable, expectations.
6. Plan and work flexibly
Although you will have planned well, things don’t always go to plan. So, reflect on what
might not go to plan. Based on continuous monitoring, you’ll be ready to change tack a bit or
find a new way to present the material seamlessly, without anyone else being aware of these
necessary changes.
7. Adjust your own level of English to suit the class
There are no prizes for any teacher who uses fancy or complex language.
8. Always give clear, precise instructions
9. Choose appropriate moments for correcting the learners’ language
When students are in full flow and are communicating, it’s often wise to let it run even if
there are mistakes. After they have finished, you can then pick up on the mistakes.
10. Understand the need to use a range of relevant and suitable materials and resources
Be prepared to make your own supplementary materials. These are often much better and
more relevant than materials in course books.

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11. Employ a range of teaching styles and approaches at different stages and in different
contexts
12. Reduce your teacher talking time (TTT) and maximise student talking time (STT)
Make your class student-centered rather than teacher-centered class
13. Reflect and self-appraise continuously
Of course, things don’t always go according to plan. Even NASA sometimes has to change
plans at the last moment! By making reflection and self-appraisal a daily habit, you will
reduce the occasions where things don’t exactly go to plan.
14. Facilitate language learning and acquisition both inside and outside the classroom
Never view your classroom as an island. In addition to bringing bits of the real world into the
classroom (e.g. newspapers, CDs and videos), you can, if allowed by the school authorities,
take your students out into the world during class time, effectively using it as an extension of
the classroom.
Learners need to use and understand language outside the classroom, so that they can
progress. Become a user of inside and outside activities and you will observe remarkable
progress in your students as they put into practice what has been learned in the classroom.

In summary, the end goal for you should be a mix of these traits and characteristics. In
essence, the end goal you are aiming for is an ‘effective and competent teacher cocktail’.

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