Reasons to choose SEE TEFL for Teacher Training
- In 2015, we had a 95% graduation rate for attendees, and in 2016, a 98% rate. People who begin our TEFL course are highly likely to finish successfully. This is because we have quality trainers and a quality training program.
- Our trainees generally find work very quickly and the SEE TEFL certification is accepted throughout Thailand and the world. We have a job guarantee that backs this up.
- Our certificate is equivalent to a Cambridge CELTA and Trinity CertTESOL, but also includes training in teaching English to children (the vast majority of teaching jobs in Thailand), as well as Thai language classes, and Thai culture training.
- We’ve trained, under the same management, over the past 11+ years, more than 1,200 successful TEFL certificate graduates.
- Our trainees design and teach 6 authentic observed teaching practice lessons in real schools with real students.
- Our accreditation is based on organizations which have the actual authority to certify and license organizations for international quality management standards (recognized by governments), and permission to teach and train in Thailand (the Thai government).
- Our school is licensed by the Thai Ministry of Education to teach TEFL courses, as well as English and Thai language courses.
- We are the first TEFL training organization in Asia to achieve ISO 9001:2008 quality management certification, and it is the backbone for maintaining quality throughout the organization and in all of our language and teacher training courses, as well as teacher placement.
- We have a very reasonable course fee of $ 1,395 USD with early bird discounts.
- We have a new purpose-built school facility with modern classrooms, wifi Internet, computer workstations, printers, and copiers.
- The school is not only a TEFL training facility but a full-time language school with Thai and English language courses taught daily in small group and 1-to-1 formats. TEFL teacher training in a private school environment provides an advantage to our graduates, as they get a feel for this kind of teaching environment, as well as in the public and private schools and colleges we visit for observed teaching practice.
- We have an extensive Thai visa guide for TEFL course attendees, and provide up-to-date visa and immigration information, recommendations, and support. We fully understand and provide all the latest information and regulations at Thai immigration, and we have been processing visa application paperwork for over a decade.
- We believe that the combination of teaching and teacher placement experience, quality management government licensing, location in a purpose-built school with active, ongoing English and Thai language classes, and the long-term stability of our organization allows us to provide exceptional value.
- We focus on the most effective TEFL training, which is a 4 week course in Thailand. We don’t try and sell online or hybrid TEFL courses as these are always a compromise. We focus on delivering a great 4 week TEFL course. We do have paid internships twice per year as well, but our energy and 95% of our graduates are from the same 4 week TEFL course we’ve been conducting and perfecting over 11+ years.
- We won’t try and sell other people’s courses, and our course dates and locations are authentic and accurate. We are 100% in charge of all courses we offer. What you see on our website and in communication with our director is what you get. We don’t do bait-and-switch advertising or play marketing games.
For these reasons we have become one of the most popular TEFL course in Chiang Mai.
The SEE TEFL Program
- Full TEFL Certification (120 hours)
- Thai Ministry of Education accreditation
- ISO 9001:2008 certification ensures world-wide recognition of SEE’s TEFL program
- Six 1-hour observed teaching practices with real students at a range of levels and ages in local real schools (see caveat below, for March, April and September courses that take place during the school semester breaks)
- Cultural awareness training (1 day)
- Survival Thai language instruction (10 hours)
- Job and visa support
TEFL Course Summary
- 4 weeks in Chiang Mai, Thailand
- Monday to Friday
- 9am – 4pm
- Course Fees and Dates
- Training groups are limited to 20 trainees.
- Accommodation arrangements can be made on behalf of the student.
- See also the Volunteer option for those who wish to Volunteer Teach in Thailand
- This training will prepare the participant for English language classrooms with TEFL certification, cultural awareness training and Thai language instruction. Training takes place in a working language school in Chiang Mai: EFL Learning Centre.
Eligibility for the 4 Week TEFL Course
- Be a native speaker of English or have strong English language skills
- Be familiar with Microsoft Word or OpenOffice Writer
- Be adaptable to new and unpredictable situations
- Be of good character and possess a friendly, patient and flexible personality
Discounts Available on the 4 Week TEFL Course
|4 Week TEFL Course Fees & Early Bird Discount – 2017 Courses|
to confirm a seat
| Balance Payment|
payable by the end of the first day of training
| Full Payment|
| Super Early Bird|
Make a deposit payment more than 6 weeks in advance of the course start date
|$ 495 USD||$ 900 USD||$ 1,395 USD|
| Early Bird|
Make a deposit payment more than 3 weeks but less than 6 weeks in advance of the course start date
|$ 595 USD||$ 900 USD||$ 1,495 USD|
| Standard Course Fee|
Make a deposit payment less than 3 weeks before the course start date
|$ 695 USD||$ 900 USD||$ 1,595 USD|
Optional Accommodation for the 4 Week TEFL
2 optional accommodation options: SEE TEFL can provide accommodation in Chiang Mai during the training period. Note: If a couple or two friends confirm places, only one accommodation fee is required.
- Note that this is completely optional, and we only offer this if the trainee wants us to make a reservation on their behalf. There is plenty of accommodation available in Chiang Mai, and most trainees select their own.
Additional SEE TEFL Benefits
- SEE TEFL provides a job guarantee
- Free Non-immigrant visa assistance
- Free Volunteer option teaching underprivileged children in Chiang Mai, Thailand
- Balance payments are not due until the end of the first day of training
- On-going job and living support from the SEE TEFL staff
- Access to the 70+ teaching-EFL jobs at 20+ schools SEE manages in and around Chiang Mai
- Free Wireless Internet throughout the training center
- 24-hour emergency Thai/English helpline
- All course materials are included in the course fee
- Many mini-tutorials and how-to advice such as how to open a bank account, where to find a dentist, buy western food, etc.
- Friendships and connections with other trainees
- Collection upon arrival (during normal office hours) is available. If requested, a SEE representative will meet participants upon arrival at Chiang Mai airport. This may be convenient if booking the optional accommodation.
Foreign Language Experience
Appreciation of the difficulties involved in learning a foreign language and how this can benefit teachers. We do this by having Thai language classes that course participants take as a part of the TEFL program. This provides both some useful Thai words and phrases, as well as experiencing what it is like to learn a foreign language in a classroom environment (many have done this but, but a refresh is valuable to help the teacher more directly understand what it is like to be a foreign language student).
Language Awareness – Structure and Components of English
Trainees will receive an overview of grammar including all verb tenses and language components as well as a focused analysis of conditional sentences, passive verb forms and specific commonly used verb tenses. Stress, intonation and rhythm will be analyzed and practiced.
English Learner Student Profile
Trainees work with individual students on rapport-building, error analysis and correction and addressing individual student needs. A final report including a needs analysis, student analysis and summary will be prepared by trainees and discussed with the course trainer.
Practical and Authentic Teaching Practice
A fundamental part of any TEFL course, SEE TEFL’s trainees will teach 6 one-hour observed classes to real students using skills acquired during training. Levels will range from beginner to intermediate with an age range from primary to adult. One-to-one feedback will be given to every trainee by one of SEE TEFL’s experienced class observers.
Detailed TEFL Training Course Outline
TEFL Training Course Participants
The SEE TEFL Certificate in Teaching English as a Foreign Language to speakers of other languages is an introductory course for candidates with strong English language skills (a minimum IELTS academic module score of band 6.5 or equivalent for candidates for whom English is not their native language) who have little or no previous experience of teaching English as a foreign language. Candidates with some experience but inadequate or no training may also find the course beneficial.
TEFL Training Course Objectives
The course enables candidates to:
- Acquire essential pedagogical knowledge that is relevant to teaching English as a foreign language to a wide variety of age-groups
- Acquire essential practical skills for both assessing the level of an adult’s competency in using English as a foreign language and teaching English to Adults whose first language is not English.
- Demonstrate their ability to apply their learning in real teaching contexts.
TEFL Training Course Syllabus
The following syllabus reflects the needs of potential candidates and gives outlines of both what candidates will cover during the 4 weeks course and basic teaching skills required for novice EFL teachers.
The syllabus consists of 16 specific topic areas, a course in language awareness consisting of 7 specific topic areas, 3 written assessments which are assessed (which shall be referred to as written assignment 1, writing assignment 2 and writing assignment 3 from now on) ,and are assessments of the candidate’s aptitude of the course in language awareness along with 6 one-hour, observed and assessed, classes (which shall be referred to as the 6 observed teaching practices) to real students during the final two weeks.
The 16 topic areas:
- The Teaching Process
- Teaching Pronunciation
- Teaching Vocabulary
- Teaching Grammar
- Teaching Speaking
- Teaching Listening
- Teaching Reading
- Teaching Writing
- Topics, Situations, Notions and Functions
- Classroom Interaction
- Classroom Discipline
- Teaching Children
- Large Heterogeneous Classes
- Lesson Preparation
- Assessment overview
The SEE TEFL Certificate in Teaching English as a Foreign Language to speakers of other languages is awarded to candidates who have completed the course and who have met all the criteria for all written and practical assignments.
TEFL Training Assessment Framework
Candidates are awarded two grades at the end of the course. One is given for both the mark they achieve in a formal examination (one of the three written assessments) of their ability at the end of the language awareness course and for the work they produce in two written assessments, both of which are connected strongly to the language awareness course.
The other is given as an overall grade for the candidate’s performance during the 6 observed teaching practices and this includes an assessment of their preparation for each of the lessons.
TEFL Training Course Program
Courses run for four weeks in total. During that time, candidates will receive 120 contact hours and these will include:
- Supervised lesson planning
- Six observed teaching practices (six hours)
- Feedback on teaching
- Observation of experienced teachers
- Consultation time
- Familiarization with the role of being a second language learner
Candidates will need to dedicate a minimum of 80 hours to the required pre- and post-session reading and assignments.
Syllabus content and associated learning outcomes Successful candidates are able to know how to do the following:
1.1 Overview of the proposed course, introduction to the methodology that trainees will look at (namely, presentation, practice and production – The 3Ps) and giving trainees an opportunity to speak publicly for the first time in a controlled and supported environment.
The Teaching Process, Part 1
2.1 Effectively presenting ideas to EFL students and the importance of this stage of the teaching process. 2.2 How EFL students will perceive both sounds and information. 2.3 A model EFL presentation by an experienced EFL teacher followed by a group discussion.
The Teaching Process, Part 2
3.1 Effective practice stage activities for EFL learners and the importance of this stage of the teaching process. 3.2 The importance of giving clear and effective instructions for a practice activity for EFL students. 3.3 How to issue clear and effective instructions for a practice activity for EFL learners. 3.4 Managing a practice activity effectively. 3.5 Effective production stage activities for EFL learners and the importance of this stage of the teaching process. 3.6 How to issue clear and effective instructions for a production activity. 3.7 Managing a production activity effectively.
4.1 Overview of paralinguistic features, phonology and phonetics of the English language. 4.2 The 44 individual phonemes used in the English language. 4.3 Effective ways to remedy EFL student’s pronunciation problems and an overview of using ‘phonics’ in an EFL classroom.
5.1 Overview and discussion of the terminology used to both describe individual words in the English language and to group them. 5.2 Teaching vocabulary using ‘3Ps’ methodology
6.1 Teaching English language structures effectively using 3Ps methodology. 6.2 A discussion of an outline of a ‘3Ps’ lesson on singular, plural countable and uncountable nouns and their associated determiners.
7.1 Overview of what constitutes a successful speaking activity for EFL students versus an unsuccessful one. 7.2 A discussion of the particular stages of a ‘3Ps’ lesson when EFL students will participate in a speaking activity. 7.3 Generating a successful speaking activity
8.1 Specific listening skills that EFL students need to acquire. 8.2 Effective listening activities for EFL students. 8.3 How listening materials can be used to present both language structures and vocabulary as part of the presentation stage of a ‘3Ps’ EFL lesson.
9.1 Specific reading skills that EFL students need to acquire. 9.2 Effective listening activities for EFL students. 9.3 How reading materials can be used to present both language structures and vocabulary as part of the presentation stage of a ‘3Ps’ EFL lesson.
10.1 Specific reading skills that EFL students need to acquire 10.2 Effective listening activities for EFL students 10.3 Effective correction techniques for EFL student’s writing and communicative activities that can be set up through writing activities.
Topics, Situations, Notions and Functions
11.1 Overview of communicative situations and their associated language structures. 11.2 How to present the associated language structures to EFL students. 11.3 Spoken practice activities using the associated language structures 11.4 Effective production activities using the associated language structures.
12.1 Establishing rapport with EFL students. 12.2 The importance of correctly graded language when speaking to EFL students. 12.3 The need for supported meta-language with EFL students.
13.1 Discussion of specific discipline problems in an EFL classroom. 13.2 The importance of correctly graded language when enforcing discipline in an EFL classroom. 13.3 Examples of discipline problems in a classroom and a discussion of what may have caused them and how they could be remedied.
14.1 Discussion of the specific needs of young children during each of the 3 stages of a ‘3Ps’ EFL lesson. 14.2 Awareness of and discussion of how we are transferring an EFL methodology that was primarily developed for adults into a classroom of young EFL learners. 14.3 Effective management of the 3 stages with very young EFL learners.
Large Heterogeneous Classes
15.1 Effective management techniques for large groups of EFL learners with multiple needs and varying levels of ability using EFL. 15.2 Effective planning of lessons for large groups of EFL learners with multiple needs and varying levels of ability using EFL.
16.1 How to generate clear aims and objectives for an EFL lesson 16.2 Planning an effective presentation stage for EFL students and creating the necessary materials. 16.3 Planning an effective practice stage for EFL students and creating the necessary materials. 16.4 Planning an effective production stage for EFL students and creating the necessary materials.
Language Awareness / Grammar Use
Successful candidates are able to do the following:
English grammar terminology
1.1 Identify the key parts of speech and parts of a sentence in the English language
Use of the present simple and present continuous verb tenses
2.1 Identify the form and structure of these two verb tenses. 2.2 Identify the contexts in which they are used. 2.3 Identify important sounds that EFL learners will make that are associated with the two verb tenses.
Use of the past simple and past continuous verb tenses
3.1 Identify the form and structure of these two verb tenses. 3.2 Identify the contexts in which they are used individually and used together. 3.3 Identify important sounds that EFL learners will make that are associated with the two verb tenses.
Use of the past simple and present perfect verb tenses
4.1 Identify the form and structure of these two verb tenses. 4.2 Identify the contexts in which they are used individually and used together. 4.3 Identify important sounds that EFL learners will make that are associated with the two verb tenses.
English verb tenses and language structures used to discuss future events.
5.1 Identify the form and structure of the associated verb tenses and language structures 5.2 Identify the contexts in which they are used. 5.3 Identify important sounds that EFL learners will make that are associated with the associated verb tenses and language structures.
The passive voice and the active voice
6.1 Identify the form and structure of the passive and the active voice in all verb tenses and structures in the English language. 6.2 Identify the contexts where we are more likely to use the passive voice as opposed to the active voice. 6.3 Identify important sounds that EFL learners will make that are associated with both the passive and the active voice.
7.1 Identify the form and structure of the four types of conditional sentences and mixed conditional sentences. 7.2 Identify the contexts in which they are used. 7.3 Identify important sounds that EFL learners will make that are associated with the four types of conditional sentences.
Summary of Course Outline
We have designed and improved our TEFL Training Course over the past 11 years. At first glance it appears a bit overwhelming. However, we have a very organized and effective course schedule and have an overwhelmingly successful completion rate. We not only provide all the basis that any in-class TEFL, CELTA, or TESOL course provides, but also include cultural awareness training throughout the course, and a culture day on the Friday of the first week.