Krabi 4 Week TEFL Course
One price for the best onsite 4-week TEFL training program in Thailand with luxurious hotel accommodation at one of the most beautiful beaches in the world with breakfast, lunch, coffee breaks, airport collection and excursions thrown in as part of the package.
SEE TEFL is licensed by the Thai Ministry of Education to conduct 4-week TEFL training programs. We offer 11 4-week courses and 2 Internship programs each year from our purpose-built school in Chiang Mai. We now also offer a 4-week inclusive program at luxury hotel accommodation at Ao Nang Beach, Krabi, Thailand.
Training takes place in a seminar room at the hotel from Monday to Friday from 9:30am to 4:30pm with weekends and evenings free to enjoy the hotel’s pool, access to Ao Nang Beach and local nightlife.
It is assumed trainees have little, if any, previous EFL teaching experience and grammar terminology knowledge before training starts. Those with previous experience will benefit from revisiting the fundamentals.
Please note that this is a separate program to our highly popular 4 Week TEFL Course in Chiang Mai
- 28 nights single-occupancy (twin or double bed room) at Ibis Styles Hotel Ao Nang Beach, Krabi, Thailand
- All rooms have a mountain and pool view
- SEE TEFL has arranged with the hotel for a friend or partner to stay in the same room at no extra cost with breakfast included
- Training takes place from 9:30am to 4:30pm Monday to Friday for 4 weeks at the hotel
- Breakfast is included for 28 mornings
- Lunch and a coffee break are included during the first 10 training days. The last 10 training days revolve around observed teaching practices so won’t be training-room based
- 3 weekend excursions
- Airport collection and transfer to the hotel
- Even though the beach is just 700 meters away, the hotel provides a free hourly shuttle
- Training includes classroom skills, language awareness, cultural awareness, and 6 observed teaching practices with real students in a range of teaching and learning contexts, to include vocational and the hospitality industry
- Job support
What’s not included:
- Evening meals
- Lunch and coffee breaks at weekends and during the last 10 days of training
28 nights single occupancy room at the Ibis Styles Hotel Ao Nang Beach, Krabi, Thailand. A friend or partner can share the room and receive breakfast for no extra cost.
May 13th – June 7th, 2019
Check in Sunday May 12th
Check out Sunday June 9th
July 22nd – August 16th, 2019
Check in Sunday July 21st
Check out Sunday August 18th
Deposit $1,475 to confirm a place
Balance $1,475 payable at least one month before the program starts
This fee includes the 4 Week SEE TEFL Course Fee, accommodation with breakfast for 28 nights, lunch and two coffee breaks for 10 training days, 3 weekend excursions, shuttle to the beach, access to the hotel’s facilities including pool, and airport collection and transfer.
The 4 Week TEFL Course Fee includes all course costs including study materials, reference books, testing and certification.
The 4 Week TEFL in Krabi Course Fee covers an inclusive luxury hotel, training and accommodation package. The 4 Week TEFL Course Chiang Mai Course Fee starts at $1,395 and covers training at our purpose-built school.
Visit our Register/Pay page to confirm a place on any SEE TEFL program.
- Be an English native speaker or have strong English language skills
- Be adaptable to new and unpredictable situations
- Be of good character and possess a friendly, patient and flexible personality
- Be familiar with Microsoft Word or OpenOffice Writer
- Possess a Laptop computer
- This program is open to all nationalities
- This program has no maximum age restriction
If you meet these requirements, you are eligible to join our 4 Week TEFL course. Please register here
Note: A bachelor’s degree isn’t a training requirement for the 4 Week TEFL Course; however, a bachelor’s degree (any major) is normally needed to obtain a non-immigrant B (Business) visa and work permit. A non-immigrant B visa and work permit is normally required to work legally as a teacher in Thailand.
- 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.
- 6 observed teaching practices with real students in a range of teaching and learning contexts, to include vocational and the hospitality industry
- Cultural awareness training
- 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.
Quality Teacher Training
- Onsite TEFL certification with observed teaching practices is required for many English teaching positions in Thailand and many other countries;
- SEE TEFL teacher training provides the fundamentals needed to begin teaching English as a Foreign Language, including lesson planning, classroom management, and the Presentation-Practice-Production (PPP) TEFL teaching method;
- SEE TEFL participants gain a strong foundation in teaching fundamentals, course preparation, authentic practice, grammar and Thai cultural appreciation;
- SEE TEFL has authentic observed teaching practice in a variety of settings, with real students in real schools;
- SEE TEFL achieved ISO 9001 certification in 2009 (the first TEFL training organization in Asia to do so).
- SEE TEFL is licensed by the Thai Ministry of Education to teach TEFL teacher training.
- SEE TEFL is an Approved Center of Training Qualifications UK (TQUK), which in turn is recognized by the UK Government Office of Qualifications and Examinations Regulation (Ofqual).
- SEE TEFL provides a job guarantee
- Free Non-immigrant visa assistance
- Free Volunteer option teaching underprivileged children in Chiang Mai, Thailand
- On-going job and living support from the SEE TEFL staff
- Free Wireless Internet throughout the hotel and training room
- 24-hour emergency Thai/English helpline
- All course materials are included in the course fee
- Friendships and connections with other trainees
- Collection upon arrival. A SEETEFL representative will meet participants upon arrival at Krabi airport and transfer them to the hotel.
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.
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:
- 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:
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 13 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.