300 Hours International Certificate In TEFL / TESOL

Course Fee

28000 INR / 475 USD
*Taxes as applicable


12 months



Course Overview

Take your international TEFL/TESOL qualification a notch higher with GTA’s 300 hours International PG Diploma Program. It caters to your fundamental need of knowledge to become a teacher or a trainer. It additionally helps to open you up to global jobs with advanced knowledge in the field of teaching Young Learners, teaching and training Business English attributes and entering the field of professional / corporate training.


Course Curriculum:

Phase 1 - Introduction to TESOL

Language Acquisition

  • Second Language Acquisition
  • Acquisition Vs Learning

EFL teaching

  • Methodologies and Approaches
  • Language Learners and their levels

Phase 2 - The Study of English


  • The structures
  • Contextualizing Grammar


  • Segmental
  • Supra-segmental

Teaching Vocabulary

Phase 3 - Teaching Techniques (Language Skills)

Part I

  • Teaching speaking
  • Teaching Listening
  • Teaching reading
  • Teaching writing

Part II

  • Context and Language Modeling
  • Communicative ways

Phase 4 - Classroom Management

  • The components

Disaster Management

  • Mixed and large groups

Phase 5 - Lesson Planning

  • Guidelines
  • Format
  • Samples

Phase 6 – Need Based language Teaching

  • EAP
  • ESP
  • Business Communication

Phase 7 – Teaching Young Learners

  • Difference between Adults and YL
  • Difference between Adults and YL
  • Songs, Rhymes, Stories and games

Phase 8 – Text books and Materials

  • Evaluating Text books
  • Types and use of Materials

The Business English – Professional Skills

PHASE I - Introduction to Business English – features and components

  • The Learner
  • The teaching context
  • The trainer
  • The language
  • Communication techniques
  • Communicative Language teaching

PHASE II - Need Analysis

  • Need analysis - categories and modes
  • Decision Making
  • Communication needs
  • Business needs

PHASE III - Course Design

  • Setting objectives
  • Syllabus components
  • Designing
  • Implementing
  • Setting up theindependent ongoing learning plan
  • Managing the logistics

PHASE IV - The Client Approach

  • Introduction - Adult, personal and professional
  • Present yourself professionally -differing "roles" for the teacher – e.g. coach, consultant facilitator
  • Methods of empowering learners

Mid term assignment

PHASE V - Feedback and Evaluation

  • Different types
  • Assessing the trainees

PHASE VI - Classroom Management

  • Creating rapport – sensitivity to needs
  • Modeling instructions
  • Creating interactive activity
  • Varying activities
  • Being a facilitator

PHASE VII - Teaching Business Speaking

  • Business communication related to socialization
  • Skill practice variants - the different methods

PHASE VIII - Teaching Business Writing

  • Technicalities of Business Writing
  • The basic business writing - types and approaches to training writing


Young Learners Teachers Training Curriculum

Phase 1: Language learning and language acquisition

  • The Hypothesis
  • The Difference between learning and acquisition
  • Assignment

How do children learn English

  • Practical approaches to teaching children
  • The levels
  • Language Development and context
  • Assignment

Phase 2: Language Skills

Teaching Listening

  • The importance of listening in the classroom
  • Listening activities
  • Self - Assignment

Teaching Speaking

  • Speaking in the classroom
  • Student talk
  • Introducing language
  • Activities
  • Self – Assignment

Teaching Reading

  • Approaches to reading
  • Building confidence
  • Different Material
  • Assignment

Teaching Writing

  • Pre writing tasks
  • Activities
  • Some more ideas
  • Assignment

Phase 3: How to handle mixed groups

  • Mixed groups
  • Helpful strategies
  • Group work
  • Assignment

Class Management

  • The teacher
  • The room
  • Rules
  • Working in groups
  • Self-Assignment – not to be submitted

Lesson Planning

  • The need to plan
  • Different ways of planning
  • The framework
  • When things go wrong
  • Assignment

Phase 4: Materials in the classroom

  • Things to make
  • Things to buy
  • Assignment

Stories, games, songs, chants

  • How to use stories
  • Games – some ideas
  • The importance of songs and chants
  • Self-Assignments – not to be submitted

Phase 5: Correction techniques

  • Look at error differently
  • Ways of error correction
  • Assignment

Evaluation techniques

  • The meaning
  • Purpose
  • Formative assessment
  • The continuous system
  • Assignment


Train the Trainer

Training and learning

  • Teaching beliefs and values and their potential impact on learning
  • Mentoring approaches and techniques
  • Learning styles - An overview and Different training contexts
  • Maintaining trainee and trainer motivation
  • Neuro Linguistic Programming

The Trainer

  • The trainer as a facilitator
  • Key characteristics of exceptional trainers
  • Understanding the mindset of an experienced trainer


  • Build instant rapport with participants
  • Sequence criteria
  • Design multi-sensory sessions that will be effective and memorable
  • Ways to engage the audience
  • Imaginative ways to facilitate learning
  • Creative ways to start a training session
  • How to encourage ‘active’ listening
  • Learning how to pace the session right
  • Livening up your training session
  • Livening up your training session
  • Reconstructing a “disastrous lesson”

The Group

  • Facilitate partner and group activities
  • Dealing with know-it-all’s and melting resistance
  • Strategies for building and maintaining healthy group dynamics
  • Co-operative Learning used as Classroom Coaching Tool

Need Analysis

  • Needs analysis and goal setting
  • Getting to know the expectations of the group


  • What comprises effective feedback?
  • Giving advice and its negative consequences
  • Different approaches to spoken feedback
  • Giving and receiving feedback
  • Observation skills
  • Commentary and evaluation
  • Written feedback

30 hours of Teaching Grammar

30 hours of Teaching Phonetics

Course Highlights

  • Polishes your communication skills
  • Makes you approachable by both native and non native English speaking students
  • Helps you understand the nuances of elementary and adult teaching
  • Prepares you for skill based training positions
  • Gives the necessary exposure to international teaching and training methodologies
  • Certifies you with a globally recognised and accepted certificate
  • Makes you a part of an extremely demanded profession and lucrative job opportunities

Who can do it?

  • Candidates willing to teach and train abroad
  • Aspiring and Professional teachers
  • Aspiring and Professional trainers
  • Administrators
  • Counselors
  • Freshers
  • Candidates looking for a career change
  • Parents

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