120 Hrs Online TESOL Certificate Program (Basic Curriculum)- 4

months

Phase 1 - Introduction to TESOL

Language Acquisition: Second Language Acquisition, Acquisition Vs Learning
EFL teaching: Methodologies and Approaches
Learners: Language Learners and their levels

Phase 2 - The Study of English

Grammar: The structures, Contextualizing Grammar

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

220 Hrs Online TESOL Diploma Program

(120 Hrs Basic Curriculum + 40 Hrs Research Module +60 Hrs
Young Learners Teachers Training OR 60 Hrs Business English
Teachers Training)- 8 months

Phase 1 - Introduction to TESOL

Language Acquisition: Second Language Acquisition, Acquisition Vs Learning
EFL teaching: Methodologies and Approaches
Learners: Language Learners and their levels

Phase 2 - The Study of English

Grammar: The structures, Contextualizing Grammar

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

Specializations:

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 the independent 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

OR
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

280 Hrs Online TESOL Advance Diploma Program

(120 Hrs Basic Curriculum + 40 Hrs Research Module+ Any TWO
among 60 Hrs Young Learners Teachers Training / 60 Hrs Business
English Teachers Training / 60 Hrs Train the Trainer)- 1 year

Introduction to TESOL
Language Acquisition: Second Language Acquisition, Acquisition Vs Learning
EFL teaching: Methodologies and Approaches
Learners: Language Learners and their levels

Phase 2 - The Study of English

Grammar: The structures, Contextualizing Grammar

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

Specializations:

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 the independent 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

OR
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

OR
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
Techniques: 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, Planning effective training sessions - The key
ingredients, 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

Feedback: 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

400 Hrs International PG Diploma in TESOL/TEFL (120 Hrs Basic

curriculum + 60 Hrs YLTT + 60 Hrs BETT +60 Hrs Train the Trainer
+60 Hrs Education Management+ 40 Hrs Special Education – LD/
Autism/ ADHD)- 1.5 Years

Introduction to TESOL
Language Acquisition: Second Language Acquisition, Acquisition Vs Learning
EFL teaching: Methodologies and Approaches
Learners: Language Learners and their levels

Phase 2 - The Study of English

Grammar: The structures, Contextualizing Grammar

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

Specializations:

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 the independent 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

AND
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

AND
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

Techniques: 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, Planning effective training sessions - The key
ingredients, 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

Feedback: 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

AND

Education and Administration Management

Components of Educational Administration: School/ Education Planning, Budgeting, Sales and
Marketing, Operation Management

Human relations in Educational Administration: Influence of Human Resource in Education

Management, Recruitment, Training management, Appraisal and Evaluation

Educational Supervision: Function of Supervision, Roles of Supervision, Aspects of Supervision -

administration (normative); education (formative) and support (restorative)

Decision Making in Educational Administration: Decision making in education leadership and

management
Video: When to take immediate decision and when to include others with reference to school situations.

Curriculum Issues in Administration: The scope of curriculum, Various approaches to Curriculum, The
21st century curriculum and methodology

AND
Learning Disability
Phase 1: Understanding Learning Disabilities
Phase 2: Identifying Students with LDs
Phase 3: Making sense of the IEPs
Phase 4: Understanding Service Locations
Phase 5: Learning the Right Teaching Strategies

ADHD

Phase 1: Understanding Students with ADHD

Phase 2: The Diagnostic Process
Phase 3: Are They Putting in the Effort?

Phase 4: ADHD and Brain Activation

Phase 5: ADHD and Activity Level

Autism

Phase 1: Meet your Students with Autism

Phase 2: Understand the Common Characteristics of HFA/AS
Phase 3: Discover How Your Students Think
Phase 4: Nurture Students' Social Skills
Phase 5: Encourage Language Reciprocity