4 Week TEFL Training Course in Chiang Mai

The SEE TEFL Program

  • Full On-site TEFL Certification (120 hours)
  • Teaching Inputs. These are the individual classroom skills an EFL teacher needs in order to be an effective EFL teacher. Each skill is looked at individually in separate practical-skills development workshops. Detailed descriptions of all Teaching Inputs are listed further down this page.
  • Grammar Inputs. These inputs develop awareness of language and structure. They also show how to teach structure, language ideas and context to non-native speaking students. Detailed descriptions of all Grammar Inputs are listed further down this page.
  • 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
  • Thai Ministry of Education accreditation
  • ISO 9001:2008 certification ensures world-wide recognition of SEE’s TEFL program
  • Approved Center of Training Qualifications UK (TQUK), which in turn is recognized by the UK Government Office of Qualifications and Examinations Regulation (Ofqual).
A free additional online grammar terminology and teaching process review is now included with all 4-week TEFL courses. This was something our trainees requested. Grammar will still be reviewed in our course, in a standard classroom setting. However, an introductory refresh of grammar terminology, as well as an overview of the teaching process, will help with preparation for the course.
The grammar terminology and teaching process review will be emailed to trainees approximately 4 weeks before the start of their training course.

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.

SEE TEFL 4 Week Teacher Training

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 Discounts
  Deposit
to confirm a seat
Balance Payment
payable by the end of the first day of training
Full Payment
(Total)
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.

Please note that March, April and October courses are good months for TEFL training (as they end just before the new academic semesters begin, and schools are hiring for the upcoming semesters). However, as many schools are closed at this time, it is not always possible to have all teaching practice with formal-school students. For a limited number of teaching practices that cannot use formal-school Thai students, we use Thai teachers and English-camp participants as students.

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 the mark they achieve in a formal examination of their knowledge at the end of 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:

  • Input
  • 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 should allow around an additional 20 hours for pre-arrival familiarization materials. These include a grammar terminology review and video exercises associated with EFL teaching methodology.

Successful candidates are able to know how to do the following:

Introduction

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.

Teaching Pronunciation

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.

Teaching Vocabulary

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

Teaching Grammar

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.

Teaching Speaking

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

Teaching Listening

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.

Teaching Reading

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.

Teaching Writing

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.

Classroom Interaction

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.

Classroom Discipline

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.

Teaching Children

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.

Lesson Preparation

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.

Conditional sentences

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.

Video Introduction to SEE TEFL in Chiang Mai, Thailand

https://www.youtube.com/watch?v=cqvgsU_OLaM