‘The lessons have definitely changed my point of view in terms of applying various techniques into my teaching practice. As learners, we’re so used to the grammar translation method that we tend to forget that grammar can and must be taught in the communicative way, which is a lot more efficient and stays in students’ long term memory. The course has also given me a chance to put into practice my theoretical knowledge and by receiving constructive criticism and praise from my peers and tutors, I have gained more self confidence and a clearer understanding of who I want to be as a teacher.’
- Irene, Spain, July 2010 -

Maria Jose: ‘I have realised that I need to listen to my students and respond to their needs better, rather than telling them what to do. I need to restrict my Teacher Talking Time that I wasn’t aware of before. The course have also helped me to find out more how to teach via games and songs, and how to use a variety of ‘ice – breaker’ activities in the class.’
- Maria Jose, Spain, July 2010 -

Marta: ‘In general, I’ve really liked this course because we’ve dealt with the most interesting topics for teachers. As far as I’m concerned, learning new methods is very important. You don’t have to use them, but if you know them, you can compare the advantages and disadvantages. Basically, this is what I’ve learnt. I’ve also liked the practical section of the course. I mean, if we were studying pronunciation, we had to teach for a short period of time. The atmosphere in the classroom has been very nice, the teacher has always wanted us to feel comfortable. She’s provided us with very interesting materials which I’m sure I’m going to use in my daily life as a teacher’
- Marta, Spain, July 2010 -

The course consists of the following components:

1. Teaching Practice
The most fundamental area of the course is the teaching practice. Course trainees teach real students of English as well as each other, and put into practice the skills learnt on the course, supported by a supervised lesson plan and feedback given by the tutor and peers.
2. Foreign Language Experience.
The trainees receive training in an unknown foreign language to reflect on the experience of being a learner, and how this might direct their own teaching, and to be able to empathise with their students in the future. The trainees might be asked to deliver a short lesson in their native language to students of different nationalities.
3. Language Awareness
a) Grammar. Covers word classes, simple sentence elements, complex sentences and clauses, verb time and tense, aspect and conditionals and modals, phrasals and voice.
b) Phonology. Covers phonemics, word stress and intonation, sentence stress and intonation, rhythm and intonation, and connected speech.
5. Teaching Techniques.
This component of the course covers areas such as:

6. Materials Project
All trainees must develop two sets of materials used during the teaching practice. Each set must be durable, capable of being used for more than one lesson context and easily portable. The materials may include visuals, realia, audio or video tape, cue cards and class handouts, but may not be photocopied from published sources. Trainees are required to adapt from commercial sources, or develop original materials. The students will be able to use the schools facilities (book resources, internet, printer etc…)

English for Special Purposes :
English for Business
English + IT Skills
English + Study Skills for IELTS
English + Work experience
English + Academic Subjects
Professional development course for teachers of English

Programmes and Courses for Groups:-
Work Experience Programmes
School Groups and Short Courses
Ministays and Cultural Tours for Groups