What’s included
- 250 hours of accredited TEFL/TESOL training
- A dedicated personal tutor from start to finish
- Personal marking and written feedback on every assignment
- Free digital certificate on completion (ACTDEC accredited)
- Access to our interactive online learning platform
- Study at your own pace, 100% online
- Access to our online teacher resource library
- Optional hard-copy ACTDEC certificate available
- 14-day money-back guarantee
Course overview
The Worldwide 250-hour TEFL course is chosen by those who want to train for the highest level online-only TESOL qualification.
Why this course?
Called “the teacher’s choice”, the techniques demonstrated in this course give you greater confidence when you set foot into the classroom, so you can help your students learn English more rapidly and effectively. Your personal tutor will guide you through key TEFL concepts and this course will help you motivate your students to learn English quickly and effectively.
Working alongside an experienced Christian TEFL tutor, you proceed through the course at your pace, with continuous assessment tasks and tutor-marked feedback. You'll watch great video teaching segments, listen to teacher stories and discover materials that you can use in a range of classes, either for teaching online or in person. You have the option to benefit from shared learning experiences from our online TESOL forum, with ongoing assessment and no final exam.
What makes a Christian TEFL course through Global English different?
A comprehensive Christian TEFL online course, designed for teaching English worldwide. While suitable for anyone with no experience in teaching, it’s one of the most advanced TEFL courses available online, leading to the ACTDEC accredited Level 5 250-hour TEFL qualification.
Interactive: PC/Mac/tablet compatible. Work on our interactive platform. Good internet access required.
KEY FEATURES
- 250 hours of accredited course video and materials
- Enjoy personal, dedicated support from a TEFL-trained Christian tutor
- Teaching English online - enhanced modules & resources
- 12 month time frame for course completion (extendable)
- Free access to online student forum and teaching resources
- Assistance with CV and access to our jobs board
- GE TESOL 250-hour PDF certificate on completion included
- In-course links to Christian teaching opportunities around the world
- Study online from tablet/computer
- Dig into fascinating teaching/language areas few TESOL courses cover
IDEAL IF:
- You are a Christian looking for a respected qualification to teach worldwide
- You’d like to train on our most advanced course with a Christian tutor
How it works
This course is for teaching English abroad or online. Already qualified, or want observed teaching practice? See our specialist TESOL courses.
- Enrol onlinePay securely by card and get instant access.
- Study the modulesWork through the 250 hours at your own pace, on a computer or tablet.
- Submit work for feedbackSend assignments to your tutor and use the comments to improve.
- Download your certificateFinish the course, collect your TEFL/TESOL certificate, and start applying.
The interactive course runs in your browser on a computer or tablet: shorter modules, assignments marked by your tutor, and a student forum.
Course syllabus
What you’ll study
50 interactive modules, four lesson plans, one essay, and nine reflection points, in teaching order, grouped so you can scan fast.
Course modulesM1–M6 · CR1 · M7–M13 · LP1 · CR2 · M14–M21 · LP2 · M22 · CR3 · M23–M25 · CR4 · M26–M28 · CR5 · M29–M35 · CR6 · M36–M42 · LP3 · CR7 · M43–M46 · CR8 · M47–M51 · CR9 · Essay · CC
| Module | Topic | What you’ll cover |
|---|---|---|
| M1 | Introduction to TESOLWhat is ELT? Introduction to English language teaching, the ELT industry and qualities of a good teacher. | What is ELT? Introduction to English language teaching, the ELT industry and qualities of a good teacher. |
| M2 | Reasons for learning EnglishWants and needs of adult, young learners, classroom and online students. | Wants and needs of adult, young learners, classroom and online students. |
| M3 | Classroom Management 1Traditional vs. communicative classrooms, classroom layouts, basic class planning, online classrooms, needs analysis and managing student expectations. | Traditional vs. communicative classrooms, classroom layouts, basic class planning, online classrooms, needs analysis and managing student expectations. |
| M4 | Classroom Management 2Getting lessons started with engagement activities, group work and pair work, student motivation and discipline in the classroom. | Getting lessons started with engagement activities, group work and pair work, student motivation and discipline in the classroom. |
| M5 | Classroom Management 3Classroom sensitivity and the importance of learning consolidation through homework. | Classroom sensitivity and the importance of learning consolidation through homework. |
| M6 | Classroom Management 4Spoken and written correction - how to correct students and encourage them to learn from their mistakes, how to make corrections effectively when teaching online. | Spoken and written correction - how to correct students and encourage them to learn from their mistakes, how to make corrections effectively when teaching online. |
| Classroom Management SummaryWrite a summary essay of the main features of classroom management covered so far. | Write a summary essay of the main features of classroom management covered so far. | |
| CR1 | ReflectOpportunity to engage in reflective learning on classroom management. | Opportunity to engage in reflective learning on classroom management. |
| M7 | LevelsTeaching at different levels and how to judge the level of your learners | Teaching at different levels and how to judge the level of your learners |
| M8 | MaterialsSelecting materials for classroom-based teaching and online teaching, the major ELT publishers and best free or subscription-based online teaching websites. | Selecting materials for classroom-based teaching and online teaching, the major ELT publishers and best free or subscription-based online teaching websites. |
| M9 | Lesson PlanningCreating effective classroom and online lesson plans that help learners develop their English ability. A sample lesson plan for a classroom-based lesson. | Creating effective classroom and online lesson plans that help learners develop their English ability. A sample lesson plan for a classroom-based lesson. |
| M10 | Language acquisition and planning reading-focused lessons, with pre-teaching, concept and comprehension questions, controlled and free practice activities, aims and objectives. | Language acquisition and planning reading-focused lessons, with pre-teaching, concept and comprehension questions, controlled and free practice activities, aims and objectives. |
| M11 | Different ideas for helping learners develop their written English ability, semi-controlled and free writing, project or topic-based lessons. | Different ideas for helping learners develop their written English ability, semi-controlled and free writing, project or topic-based lessons. |
| M12 | The different stages of a listening lesson, ideas and materials for listening lessons, including songs and activities for both adults and young learners. | The different stages of a listening lesson, ideas and materials for listening lessons, including songs and activities for both adults and young learners. |
| M13 | How to give effective speaking lessons, including fluency, themed conversation-based lessons, and pronunciation, including consonant clusters and similar vowel sounds. | How to give effective speaking lessons, including fluency, themed conversation-based lessons, and pronunciation, including consonant clusters and similar vowel sounds. |
| LP1 | Lesson planCreate a lesson plan for either a reading or speaking lesson. | Create a lesson plan for either a reading or speaking lesson. |
| CR2 | ReflectOpportunity to engage in reflective learning on teaching the basic skills of reading, writing, listening and speaking. | Opportunity to engage in reflective learning on teaching the basic skills of reading, writing, listening and speaking. |
| M14 | Develop your knowledge of how the English language works. Examine the structure and components of English in order to be able to teach more effectively. | Develop your knowledge of how the English language works. Examine the structure and components of English in order to be able to teach more effectively. |
| M15 | Discover how to teach basic English grammar, including verbs, nouns, adjectives, adverbs and other basic building blocks of our language. | Discover how to teach basic English grammar, including verbs, nouns, adjectives, adverbs and other basic building blocks of our language. |
| M16 | How to teach the verb ‘to be’, the present simple and continuous forms, with easy teaching lesson ideas. | How to teach the verb ‘to be’, the present simple and continuous forms, with easy teaching lesson ideas. |
| M17 | How to teach the past simple and continuous, regular and irregular forms with a sample past tense grammar lesson. | How to teach the past simple and continuous, regular and irregular forms with a sample past tense grammar lesson. |
| M18 | Using Do, Does and Did as auxiliary verbs in sentences and questions. | Using Do, Does and Did as auxiliary verbs in sentences and questions. |
| M19 | Using different future forms to make predictions, talk about plans and instant decisions, making arrangements and speaking about timetabled events in English. | Using different future forms to make predictions, talk about plans and instant decisions, making arrangements and speaking about timetabled events in English. |
| M20 | Difference between active and passive voice, how passive voice is used and ideas for teaching it. | Difference between active and passive voice, how passive voice is used and ideas for teaching it. |
| M21 | Present perfect simple and continuous form and uses, past perfect and future perfect with examples, exercises and tips for teaching. | Present perfect simple and continuous form and uses, past perfect and future perfect with examples, exercises and tips for teaching. |
| LP2 | Lesson planCreate a lesson plan for the revision of the past simple and present perfect simple. | Create a lesson plan for the revision of the past simple and present perfect simple. |
| M22 | Teaching the first, second, third and zero conditional, lesson plan guidance and samples. | Teaching the first, second, third and zero conditional, lesson plan guidance and samples. |
| CR3 | ReflectOpportunity to engage in reflective learning on teaching grammar. | Opportunity to engage in reflective learning on teaching grammar. |
| M23 | Lexis and storage, learning new language semantically, antonyms and synonyms, sample lesson plan for teaching vocabulary. | Lexis and storage, learning new language semantically, antonyms and synonyms, sample lesson plan for teaching vocabulary. |
| M24 | Teaching function lessons, including requests, offers, permission, suggestions, obligation and advice. | Teaching function lessons, including requests, offers, permission, suggestions, obligation and advice. |
| M25 | How do we learn languages? Second language acquisition theory, morphology and syntax, semantics, lexis and etymology. | How do we learn languages? Second language acquisition theory, morphology and syntax, semantics, lexis and etymology. |
| CR4 | ReflectOpportunity to engage in reflective learning on teaching functions, vocabulary lessons and how we learn languages. | Opportunity to engage in reflective learning on teaching functions, vocabulary lessons and how we learn languages. |
| M26 | Performance-based assessment tools, assessment theory and practice, and teaching English for exams. | Performance-based assessment tools, assessment theory and practice, and teaching English for exams. |
| M27 | Getting ready to teach, Personal Learning Networks (PLNs), building confidence and feeling comfortable in the classroom environment. | Getting ready to teach, Personal Learning Networks (PLNs), building confidence and feeling comfortable in the classroom environment. |
| M28 | Teaching around the world, a brief history of EFL, finding work and TESOL contracts, CV/resume help and suggestions, passing TESOL interviews, advantages and disadvantages of wo… | Teaching around the world, a brief history of EFL, finding work and TESOL contracts, CV/resume help and suggestions, passing TESOL interviews, advantages and disadvantages of wo… |
| CR5 | ReflectOpportunity to engage in reflective learning on assessment and testing theory, the world of EFL and confidence in the classroom. | Opportunity to engage in reflective learning on assessment and testing theory, the world of EFL and confidence in the classroom. |
| M29 | Different classroom configurations, how to optimise your class for group, pair and individual work, diversity, individual learning strategies and examples. | Different classroom configurations, how to optimise your class for group, pair and individual work, diversity, individual learning strategies and examples. |
| M30 | How we teach beginners, simplifying language, modelling and backchaining. Teaching mixed ability groups, differentiating and measuring aims. | How we teach beginners, simplifying language, modelling and backchaining. Teaching mixed ability groups, differentiating and measuring aims. |
| M31 | What makes assessment valid and reliable? Different assessment tools and methods that can be effective for all learners. | What makes assessment valid and reliable? Different assessment tools and methods that can be effective for all learners. |
| M32 | How to become a successful independent online English teacher, different platforms, materials and interactive whiteboards, how to plan for online groups or individuals. | How to become a successful independent online English teacher, different platforms, materials and interactive whiteboards, how to plan for online groups or individuals. |
| M33 | Giving successful trial English lessons and how to find new students. | Giving successful trial English lessons and how to find new students. |
| M34 | Pros and cons of working for online companies vs. teaching independently, a look at the top online companies to work for. | Pros and cons of working for online companies vs. teaching independently, a look at the top online companies to work for. |
| M35 | How we learn and grow as teachers? ELT’s changing attitude towards professional development and tools for self-evaluation for ongoing learning. | How we learn and grow as teachers? ELT’s changing attitude towards professional development and tools for self-evaluation for ongoing learning. |
| CR6 | ReflectOpportunity to engage in reflective learning on advanced class management, independent online English teaching and professional development. | Opportunity to engage in reflective learning on advanced class management, independent online English teaching and professional development. |
| M36 | Introduction to speech production mechanisms, 26 letters and 45 sounds. | Introduction to speech production mechanisms, 26 letters and 45 sounds. |
| M37 | Voiced and unvoiced consonants, minimal pairs, voicing, plosives and continuants fortis and lenis. Points of articulation, plosives, fricatives and approximants, phonology. | Voiced and unvoiced consonants, minimal pairs, voicing, plosives and continuants fortis and lenis. Points of articulation, plosives, fricatives and approximants, phonology. |
| M38 | Vowel mapping, vowel variation, short and long vowels, variations and quality. | Vowel mapping, vowel variation, short and long vowels, variations and quality. |
| M39 | Three categories of diphthongs, closing and centring diphthongs. | Three categories of diphthongs, closing and centring diphthongs. |
| M40 | Elision, Strong and weak forms, rules and help for learners. | Elision, Strong and weak forms, rules and help for learners. |
| M41 | Why intonation is important, different functions of intonation, pitch and tone. | Why intonation is important, different functions of intonation, pitch and tone. |
| M42 | Stress and rhythm, assimilation and liaison, teaching a stress-timed language. | Stress and rhythm, assimilation and liaison, teaching a stress-timed language. |
| LP3 | Lesson planCreate a lesson plan to help learners improve their pronunciation. | Create a lesson plan to help learners improve their pronunciation. |
| CR7 | ReflectOpportunity to engage in reflective learning on phonetics and pronunciation. | Opportunity to engage in reflective learning on phonetics and pronunciation. |
| M43 | Definition of linguistics, differ types of linguistics. | Definition of linguistics, differ types of linguistics. |
| M44 | Language teaching history and development, from generative theory to the communicative approach. | Language teaching history and development, from generative theory to the communicative approach. |
| M45 | Multilingual speech communities, language variation and domination, register and diglossia, code switching, language and power, gender and taboo. | Multilingual speech communities, language variation and domination, register and diglossia, code switching, language and power, gender and taboo. |
| M46 | Introduction to AL, definition, pragmatics, classroom vs. real world learning, social medial and online learning, digital residents and visitors. | Introduction to AL, definition, pragmatics, classroom vs. real world learning, social medial and online learning, digital residents and visitors. |
| CR8 | ReflectOpportunity to engage in reflective learning on aspects of linguistics. | Opportunity to engage in reflective learning on aspects of linguistics. |
| M47 | Helping learners who struggle or who have a SEND (e.g. ASD, ADHD, dyslexia and dyspraxia), how these present in the classroom, tips, tools and practical guidance for support. | Helping learners who struggle or who have a SEND (e.g. ASD, ADHD, dyslexia and dyspraxia), how these present in the classroom, tips, tools and practical guidance for support. |
| M48 | Why assessment is important, summative and formative assessment, washback and ‘teaching for the test’, assessment for learning and assessment of learning, designing tests, peer… | Why assessment is important, summative and formative assessment, washback and ‘teaching for the test’, assessment for learning and assessment of learning, designing tests, peer… |
| M49 | IELTS in depth – what it is and how we teach it effectively, tips, suggestions and ideas for helping your students succeed at this international exam. | IELTS in depth – what it is and how we teach it effectively, tips, suggestions and ideas for helping your students succeed at this international exam. |
| M50 | Zoom tips and suggestions to enhance online teaching, including the chat function, breakout rooms, sharing screens and using images and video creatively. Create an online lesson… | Zoom tips and suggestions to enhance online teaching, including the chat function, breakout rooms, sharing screens and using images and video creatively. Create an online lesson… |
| M51 | How we become reflective teachers, moving on to current issues around ethics in ELT, including learner assessment, the bilingual education vs ESL debate, learner identity and AI… | How we become reflective teachers, moving on to current issues around ethics in ELT, including learner assessment, the bilingual education vs ESL debate, learner identity and AI… |
| CR9 | ReflectOpportunity to engage in reflective learning on professional development, professional online teaching, advanced assessment and inclusion in ELT. | Opportunity to engage in reflective learning on professional development, professional online teaching, advanced assessment and inclusion in ELT. |
| Essay | Final Assignment AssessedWrite a 1500 word summary essay on one of the areas from the Level 5 course. | Write a 1500 word summary essay on one of the areas from the Level 5 course. |
| CC | Course review and steps towards certification | Course review and steps towards certification |
Certificates
A Global English PDF certificate is awarded upon successful completion. A printed, embossed version is also available for an extra fee from our TEFL shop page.
An additional Christian TEFL 250 hour printed certificate is also available for an extra fee
An optional ACTDEC Level 5 certificate is also available. Click on a certificate image below to view a sample (note that the samples don't show student certificate numbers).
Ready to start? Select Enrol now to begin.
Frequently asked questions
Is this 250-hour course accredited?
Yes. Global English was established in 1997 and has been ACTDEC-accredited since 2004. Every certificate carries a unique student certificate number and the logo of our accrediting body, ACTDEC. An optional hard-copy ACTDEC certificate is also available on successful completion.
How long does the course take, and how long do I have to complete it?
The 250-hour course is fully self-paced and studied entirely online, so you can work as quickly or as gradually as you like. Most students finish in a few weeks of part-time study, and you have several months of access. If you need more time, low-cost time extensions are available.
Do I need a degree or teaching experience to enrol?
No. You do not need a degree or any previous teaching experience to start. You simply need a good standard of written English and a computer with internet access. The course is designed for complete beginners as well as practising teachers looking to gain a formal qualification.
Is there a real tutor, or is everything automated?
Both, and deliberately so. The quick knowledge checks as you work through each module mark themselves the moment you answer, so you find out straight away whether something has landed. The work that actually shows your teaching ability – the written tasks, the reflections and the final lesson plan – goes to a real, qualified personal tutor who reads it and writes you individual feedback. A machine can tell you that you picked the right answer; only a tutor can tell you whether your lesson would work with a real class.
How is the course assessed?
Assessment is continuous and coursework-based. You complete written assignments and practical tasks that you submit online for your personal tutor to mark. There is no final exam and no fixed exam date – you progress at your own pace.
What certificate will I receive, and is it recognised?
On successful completion you receive a Global English digital (PDF) certificate free of charge, showing your unique student certificate number and the ACTDEC accreditation logo. Employers can check it online at global-english.com/verify/. A prestigious hard-copy ACTDEC certificate can be ordered as an optional extra.
Will this qualification help me get a teaching job?
A recognised TEFL/TESOL qualification is the standard entry requirement for teaching English abroad and online. A 250-hour certificate meets or exceeds what most employers and online platforms ask for, and helps your application stand out in competitive markets.
How do I pay, and is there a guarantee?
You can enrol securely online and start straight away. We accept payment by card (Visa and Mastercard) through Stripe, as well as valid discount and Groupon voucher codes. Every online course is covered by our 14-day money-back guarantee, so you can begin completely risk-free.
What do I need to study this course?
A reliable internet connection and a PC, Mac or tablet. The course runs in your browser on our online learning platform, and your place is saved as you go, so you can stop mid-module and pick up later on a different device. There is nothing to install and nothing to post back to us. This course is studied online only – there is no downloadable offline version of it.
What our students say
The tutors and staff are genuinely excellent - knowledgeable, responsive, and encouraging at every step.
I feel that my teaching has improved greatly through this course and feel ready to progress in my teaching.
Their timely feedback and support were invaluable. They were always available to answer my questions.
Read Global English reviews TEFL Course Review
Here are some comments from a few of the many people who have trained with us at Christian TEFL or Global English TESOL on this 250 hour course:
I really loved the range of topics, and especially how the different aspects (reading, writing, grammar, etc.) were developed alongside of each other rather than separately. I also liked how you pointed the students towards further study/didn't claim to be the final authority. The fact that you're online, Christian, and want to provide a tool for people to serve the Lord can't be beat by any other program. I don't regret doing this at all. And thank you for the effort and making this possible. I appreciate your encouragement along the way, your prompt attention, and making it accessible online. It was very convenient for me.
M Ford, 250 hr course graduate
I have just completed the 250 hour Advanced TEFL course and I can highly recommend the course....the course is very interactive, so from the start you are practically involved in answering questions as you go. It provides links to many resources as well. The tutor support is great and Kerry my tutor responds very quickly and is very encouraging.....The course also gets you to research and think for yourself, and as a teacher you will need to be able to harness these skills.
Gavin Steyn, 250 hr course graduate
Read more reviews of our courses on the independent TEFL Course Review site here >>
We're so sure you'll love our courses, we offer a 14 day money-back guarantee on all our online courses. Enrol today and start your TEFL journey with us.