assignment 3 tefl graduate

10 Steps to Passing Your TEFL: Study and assignment tips

Just ordered a TEFL course, or thinking of doing so, but worried about passing? The dreams of travelling abroad get a cold shower when you think about the work required to get the all-important TEFL certificate.

There’s nothing to fear. TEFL qualifications aren’t too hard to get, as long as you do them the right way. And guess what? I’m about to tell you exactly how!

Each TEFL course provider has different module structures, assignments and tests, so this guide will help you in a general sense, rather than giving specific details on the course you’re doing. From my experience, courses are generally similar, so nothing should come as a big surprise.

If you’re looking for a great course provider, I recommend International TEFL and TESOL Training . Click the link for 15% off all courses (I receive compensation, so you’re supporting me, too). Not convinced? Read why I’d choose ITTT over other TEFL course providers .

So let’s get to it – the 10-step guide to passing your TEFL course with flying colours!

• Learn the requirements of your course
• Set a schedule and be consistent
• Take quality notes
• Get the grammar down
• Use your tutor (if you have one) and community support
• Save all the given resources
• Write assignments concisely and edit carefully
• Make sure Observed Teaching Practice is student-centred and effective

1. Learn the requirements of your course

Before you start the course (and ideally before you buy it), look at the course structure. How many modules are there? When will there be quizzes? How many written assignments are you expected to do, and is there a final exam?

This is vital information, because it sets your expectations and allows you to create a good study schedule.

Most courses have a series of modules, each with multiple-choice quizzes at the end. They often finish with a written assignment and, depending on the course, some real-life Observed Teaching Practice (OTP). Some have multiple assignments, and a few have one big exam at the end.

To find out about TEFL course assessment, read my article Is There an Exam for TEFL Courses? What you need to pass .

2. Set a schedule and be consistent

Now you know the structure of your course, you can plan a schedule to suit your life.

If you’re doing an in-person class, you’ll already have sessions arranged, but set aside an hour or so each day to consolidate your learning.

Online courses allow you ultimate flexibility. But that doesn’t mean you should do it all last minute. Instead, dedicate a fixed amount of time each day to work on the course.

I recommend the same hour every day, for example, starting at 9 a.m., because this develops an automatic routine, so your brain and body get in the zone.

Figure out how soon you want to finish the course and calculate the number of hours you need to study per day.

Let’s say you’re doing a 120-hour course with 20 modules (each approximately 6 hours). You want to finish in two months and only work weekdays. That gives you around 40 working days, so you need to finish a module every two days – approximately 3 hours of study a day.

You may not have this much time, so spread your time over 6 months and work 1 hour a day.

The key is to be consistent. Avoid long stretches of not studying because you’ll have to play catch up with some hard, tedious days down the line. Or you may never get it done.

3. Take quality notes

When you go through the course, there’ll be text to read and videos to watch. You should take notes on both.

But don’t just write down everything you read or hear. Pick out key, specific information. Not only does this streamline your notes, but it saves a lot of time. Don’t be afraid to write shorthand. As long as you understand what your notes mean, that’s enough. For example, you read this:

To accurately and holistically assess your students’ English, take into account all four key skills – reading, writing, listening and speaking – as well as grammar. Avoid focusing on just one aspect.

My notes for this would be: Best assessment = all 4 skills + grammar

I like to make my notes on Microsoft OneNote, while Evernote is another popular option.

4. Get the grammar down

One of the worst parts of taking a TEFL course is going through the grammar modules. You may think you’re good at grammar, and you probably are. But do you know how to use the past perfect? Can you say the difference between a modal and a semi-modal?

You won’t have to know this information for the majority of lessons in your TEFL career, especially with lower-level learners. But if you want to be a quality English teacher, it’s important to know your stuff.

Unfortunately, I feel most TEFL course providers pad their products with lots of grammar modules. And they’re often front-loaded. You have to wade through all the heavy grammar before you get to anything about teaching.

Stick with it. Use other resources to help you understand – YouTube has plenty of explanations, as does Perfect English Grammar .

5. Use your tutor (if you have one) and community support

A lot of TEFL courses give you access to an expert tutor. Use them. Ask them questions, bug them about problems you have, and squeeze as much help as you can out of them. You’re paying for it, after all.

And whether or not you have a tutor, you can find help from TEFL communities. This might be your classmates from the in-person course. Or, your online course provider may already have a forum in which you can interact with fellow students.

Beyond that, search for Facebook groups for the specific course you’re doing, or for TEFL trainees in general. People can point you in the right direction for help when you need it.

6. Save the given resources

TEFL courses give you access to lots of great teaching resources. Most of the time, however, you only get them for a limited time (6 months, or a year).

But you can have them forever. Just download them onto your computer and keep them in a file, then you don’t have to worry about finding them again.

7. Write assignments concisely and edit carefully

The written assignment is a feature of almost all TEFL courses. It can be daunting, especially compared to the multiple choice quizzes at the end of each module.

You actually have to produce something now. Does it have to be expert-level insight and research? No. Does it have to be written clearly and thoughtfully? Yes.

Writing concisely and getting your thoughts across efficiently is a skill. Learn it. You can find plenty of guidance online. Here’s one article I especially like at Your Dictionary .

Edit your writing several times. You should focus on three things in order:

• Focus on the flow and structure of the assignment. Does every paragraph have a clear and distinct point? Do you transition naturally from one idea to the next?
• Sentence level editing . Could you change the wording of a sentence so it’s easier to read? Are there stronger verbs you could use?
• Proofread for grammar and spelling mistakes. You’re going to be an English teacher, so it doesn’t look good if your writing is riddled with errors.

Programs like Grammarly and ProWritingAid are wonderful tools for sentence-level editing and proofreading.

8. Make sure Observed Teaching Practice is student-centred and effective

The best TEFL courses include Observed Teaching Practice (OTP) in which you teach real students under the watchful eye of an experienced teacher. It’s so valuable in improving your craft.

But it can be a bit scary. It may well be your first time teaching, and your mind will be full of things that could go wrong. That’s normal.

My advice is twofold. First, keep it simple. You don’t have to reinvent the wheel with complex lesson plans and flashy activities. Tried and tested is fine.

Second, make sure the student is the focus of the class. Not you. Ultimately, teaching is not about the teacher’s performance, but how well the students learn. Get your class involved, engaged and active. Don’t stand at the front and lecture them.

Follow a simple lesson plan, and let the students do the work while you act as a guide. This is quality teaching. It may seem like you’re not doing much, but a good teacher doesn’t have to be the centre of attention.

And play a game at the end. Everyone loves games.

Looking for some great games to play in your observed teaching practice? Check out my lists of 9 games for beginner , intermediate and advanced students!

TEFL course providers want you to pass. If they can guarantee you success, it makes them more competitive in an unregulated market. As a result, most companies allow you to retake the course for free, and set the passing grade relatively low.

As long as you put in the work, there’s no reason you shouldn’t pass. In fact, the vast majority of people who don’t succeed give up early and never complete the course.

So don’t stress. You’ll get it done, sooner or later.

If you’re worried TEFL might be too hard, read my article Is TEFL Teaching Hard? A guide to whether TEFL is right for you to get a broad perspective on the challenges of being a TEFL teacher. Spoiler: getting the certificate is easy!

10. Start now

This may seem like easyt, but for many people, it’s the hardest part of the process. It’s the big jump. Once you get rolling, things progress well, but just beginning can prove a barrier.

Have faith in yourself. Thousands and thousands of trainees just like you have passed the TEFL course without a problem. You can do the same.

And the sooner you start, the sooner you can travel around the world and enjoy all the benefits of being a TEFL teacher!

Still looking for a great course provider? I recommend International TEFL and TESOL Training . Click the link for 15% off all courses (I receive compensation, so you’re supporting me, too). Not convinced? Read why I’d choose ITTT over other TEFL course providers .

I’m Will, a teacher, blogger, and fantasy author. I grew up in England, but now I live in Spain where I teach private English classes to dozens of wonderful students.

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Native speakers of English will naturally be above the minimum standard of English for this course. Non-native speakers should have an English level of C1 (Advanced) as a minimum. If you are not sure what level your English is there are several websites where you can test it yourself, for example: https://learnenglish.britishcouncil.org/en/content http://www.cambridgeenglish.org/test-your-english/general-english/ https://www.examenglish.com/leveltest/index.php https://englishtest.duolingo.com/home  (You will need Chrome or Opera to do this test) C1 is the level represented by the following public exams: The Pearson Test of English (PTE) General Level 4 Trinity ISE III Trinity GESE Grades 10 and 11 Cambridge CAE (Grade A, B or C) Cambridge Business Higher IELTS score 6.5-7.5 Michigan ECPE TOEFL score 95-120 TOIEIC Listening: 490-495 Reading 455 Speaking: 180 Writing: 180 Duolingo English Test: 95 minimum

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• Details of the TEFL Courses can be found  here .
• Please read these Terms carefully before you submit your order for enrolment in a TEFL Course to us. These Terms tell you who we are, how we will provide services to you, how you and we may change or end the contract, what to do if there is a problem and other important information. You must indicate your acceptance of these Terms before you can submit your order for a course with The TEFL Academy.
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• We are ELEARNING FUTURES LTD (trading as The TEFL Academy) a company registered in the United Kingdom. Registered company number 13725845, Palmeira Avenue Mansions, 19 Church Road, Hove, BN3 2FA.
• Our USA address is: The TEFL Academy, 954 Lexington Ave, #1135 New York, NY 10021, USA.
• You can contact us by telephoning our customer service team at +1 347 434 9694 or by emailing us at  [email protected] .
• These Terms shall commence upon the date you receive a confirmation email from us to accept your order and shall continue for the duration of the TEFL Course or until cancelled pursuant to these Terms.
• You will be obliged to comply with these Terms for the duration of the TEFL Course you are enrolled in unless the course is cancelled early in accordance with these Terms. Any terms expressed to survive termination shall so survive and shall be enforceable by us for a period of 6 years after termination.
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• The fees for extensions or cancellations can be found at clauses 3.5, 6.2 and 7.
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• Please note: Subject to clause 7, under no circumstances whatsoever will changes or cancellations be accepted less than 7 days before the course date. Any student who wishes to change course or cancel within the 7 days of the course date, for whatever reason, will forfeit their course fee.

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• The exercise of the right of withdrawal shall terminate the obligations of the parties to perform the contract. The TEFL Academy will reimburse you in respect of all payments received from you within 14 days of withdrawal using the same means of payment as the you used for the initial transaction.

8. Course Cancellation by The TEFL Academy

• Where a course cannot take place due to trainer illness or other circumstances beyond our control, the course may be cancelled by us. The TEFL Academy will endeavour to provide an alternative trainer but this is not always possible. We will try and arrange an alternative date, but if any new arrangements are not suitable, a full refund will be offered. In these circumstances we accept no liability for any loss or expenses incurred by you including, without limitation, any travel, accommodation costs or loss of earnings.
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• All assignments must be submitted no later than 2 weeks before the enrolment end date. Students who wish to apply for an extension to the enrolment end date, may incur additional fees. An extension will run from the previous enrolment end date or if you are paying the post expiry fee, from the date the full extension payment is received by The TEFL Academy.
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10. Assignments and Exams

• As part of some TEFL Courses you will be required to prepare and submit assignments. If you do not pass an assignment you can resubmit an assignment in accordance with clause 10.2.
• You can submit each assignment up to three times. (i.e. after the first submission of an assignment, you may re-submit the assignment a two further times up to a total of three submissions for one assignment).
• If you do not pass an assignment, you will not receive a grade, but you will be given feedback as to why you have not passed and you shall be given the opportunity to re-submit your work up to a total of 3 submissions per assignment in accordance with clause 10.2. You will not be able to resubmit an assignment which you have been awarded a pass grade in.
• If you have a basis to believe your work has not been fairly assessed, you can request a re-mark via the tutor support ticket platform. Due to the high number of students we cannot look at any assignment in advance of an actual submission.
• You should submit your final assignment 2 weeks before your end date to allow time for marking and the possible need for re-submission.
• Please be aware that if you have not completed all required assignments and allowed sufficient time for marking before your end-date, you will need to apply for an extension.
• You are entitled to sit exams as many times as you need to in order to pass the exam. If you pass the exam you cannot thereafter seek to resit the exam.

11. Failing the Course

• The TEFL Academy offers a guaranteed pass, or your money back guarantee. You can retake the exams as many times as needed in order to pass.  If you fail to achieve a pass on any assignments after your third attempt we will provide you with a full refund. A full refund will not be provided in accordance with clauses 11.4, 11.5 & 11.8.
• Native speakers of English will typically be above the minimum standard of English for this course.
• Non-native speakers should have an English level of C1 (Advanced), as a minimum to commence the course. Students may test their English level here:  https://learnenglish.britishcouncil.org/en/content .
• Students found not to have a C1 level of English will likely fail the course and not complete the qualification. However, it is up to each prospective student to determine for themselves whether or not they wish to commence a course even where they do not have a minimum of C1 level English. For the avoidance of any doubt no refund will be provided for a student failing the course in any circumstances.
• Any student who fails or is removed from the course as a result of confirmed plagiarism (in accordance with clause 11.6) will be removed immediately from the course without refund. All extension payments are non-refundable.
• Where an assignment marker finds evidence that indicates that plagiarism may have occurred within a submitted assignment, this will be escalated to an Internal Quality Assurance Manager for investigation who will compare the submitted assignment to the source it is believed to be plagiarised from. The Internal Quality Assurance Manager will make an assessment as to whether they consider plagiarism to have occurred. In the event the Internal Quality Assurance Manager decides that plagiarism has occurred, they will prepare and provide to you a detailed report outlining the reasons for their decision along with a letter explaining your removal from the course. Should you wish to dispute this decision, you can do so in accordance with The TEFL Academy’s Appeals policy for students which can be found  here .
• If you do not pass an assignment after submitting it up to three times in accordance with clause 10.2 you will be deemed to have failed the course. Should you wish to dispute this decision, you can do so in accordance with The TEFL Academy’s Appeals policy for students which can be  found here . If you fail the course due to not passing your assignments you will be provided with a full refund. As extensions are an optional expenditure, any extension payments will not be refunded.
• In order for you to legitimately fail the course, a clear attempt to answer the assignment requirements must be made. This requires uploading the required assignment templates for each submission, and an attempt to address feedback and recommendations provided by the tutor for the second and third attempts. If we deem your attempts at the assignments to not be genuine a refund will not be provided.
• Any student who has been removed from their course due to plagiarism will be banned indefinitely from enrolling in any course with The TEFL Academy.

12. Liability

• The TEFL Academy accepts no liability, nor shall it have any liability whether in contract, tort, under statute or otherwise, for any loss, damage, costs, liabilities or additional expense arising from, or in connection with, any delay or interruption to travel services, weather conditions, civil disturbance, industrial action, strikes, wars, floods, sickness or other events of force majeure. Such losses or additional expenses are your responsibility. Force majeure (for the purposes of this clause) means any unusual and/or unforeseeable circumstances such as war or the threat of war, riots, terrorist activity, civil strife, pandemics, epidemics, industrial disputes, natural or nuclear disaster, fire, flood or adverse weather conditions.
• The TEFL Academy accepts no responsibility, nor shall it have any liability whether in contract, tort, under statute or otherwise, for death, bodily injury or illness caused to you or any other person included on the booking, except where it arises from any negligent act or omission of The TEFL Academy.
• The TEFL Academy accepts no liability, nor shall it have any liability whether in contract, tort, under statute or otherwise, any technical or IT issues arising from or connected with the usage of the online courses such as systems crashing.
• Our internship/volunteer opportunities and the jobs posted on our jobs board are provided by third parties. Although we will endeavour to assist students, we accept no liability for the actions or conduct of any third-party organisation.
• The TEFL Academy endeavours to ensure all assignments are marked promptly. However, there can be delays in busier times or due to moderation requests from our accrediting body. The TEFL Academy accepts no responsibility for any loss or other circumstances resulting or arising from such delays.
• The TEFL Academy accepts no liability, nor shall it have any liability whether in contract, tort, under statute or otherwise, for any loss or additional expense arising for students where they fail the course whether such failure is alleged to be due to trainers allegedly lacking competency, for plagiarism or for any other reason whatsoever.

13. Complaints Handling Policy

• If you have any questions or complaints about the TEFL Course, please contact us. You can telephone our customer service team at +1 347 434 9694 or write to us at  [email protected] or The TEFL Academy, Suite 4 The Hub, 3 Drove Road, Newhaven, BN9 0AD, United Kingdom.
• If your complaint is not dealt to your satisfaction with you may make a complaint to the course accrediting body. You can find the contact details for the accrediting body in the The TEFL Academy’s Appeals Policy which can be found  here .

14. Conduct

• Our staff have the right not to be subjected to aggressive, abusive or offensive language or behaviour, regardless of the circumstances. Examples of this behaviour include but are not limited to; threats of physical violence; swearing; inappropriate cultural, racial or religious references; rudeness, including derogatory remarks. The TEFL Academy practises a zero-tolerance policy in relation to such behaviour. All students are required at all times to conduct themselves in an appropriate manner including in their dealings with other students, staff and external organisations. Disruptive or antisocial behaviour could result in being asked to leave the course.
• Any student who fails or is removed from the course by failing to meet the academic standards or through being found guilty of plagiarism will be removed immediately from the course without refund.

15. Data Protection

• Any use which we make of your personal data which you may provide in using The TEFL Academy site will be in accordance with all applicable data protection laws and The TEFL Academy Privacy Policy which can be found  here .
• Please read The TEFL Academy Privacy Policy carefully as it contains important information on how the TEFL Academy uses your personal information.

16. Governing Law

• This Agreement is governed by the laws of England & Wales.
• Any claims made in connection with these Terms shall be subject to English law and all proceedings shall be within the sole domain of the English courts.

17. Acceptance of these Terms

• By verbally agreeing on the telephone or having clicked ‘Enrol Now’ on the website you accept these Terms including all payment obligations and you are acknowledging that placing an order creates an obligation to pay for the services ordered and confirms that you have read, agreed to and accepted these terms. The person who agrees to the enrolment agreement, does so on behalf of all the individuals included on it, so that all are bound by the enrolment conditions.

Privacy Policy

LAST UPDATED: 19th July 2023

Please read all of the following information carefully.

By using our site and/or registering with us, you are agreeing to the terms of this Policy.

ELEARNING FUTURES LTD (“we”) are committed to protecting and respecting your privacy.

ELEARNING FUTURES LTD  takes the security of and our legal responsibilities around your personal data seriously. This statement explains relevant information about our processing of your personal data collected via this website (“website” or “site”).We aim to always respect your data protection rights in compliance with the latest Data Protection Laws, including the GDPR.

• This website is owned and operated by ELEARNING FUTURES LTD , (we) a limited company registered in the United Kingdom. Registered company number 13725845, Palmeira Avenue Mansions, 19 Church Road, Hove, BN3 2FA.
• This Policy sets out the basis on which any personal data we collect from you, or that you provide to us, will be processed by us.
• Our Data Protection Officer (DPO) can be contacted by email at  [email protected]
• This policy (and any other documents referred to on it) sets out the basis on which any personal data we collect from you, or that you provide to us, will be processed by us.  Please read the following carefully to understand our practices regarding your personal data and how we will treat it.
• For the purpose of the General Data Protection Regulation, the data controller is ELEARNING FUTURES LTD.

Contact Details

• ELEARNING FUTURES LTD collects and processes personal information for a variety of reasons. If you wish to communicate with us about this privacy notice, or any issue relating to information governance or data protection, please contact us using the following details: By post: Information Governance & Risk Management Team ELEARNING FUTURES LTD, Palmeira Avenue Mansions, 19 Church Road, Hove, BN3 2FA, United Kingdom Email:   [email protected]

International transfers

• ELEARNING FUTURES LTD shares personal information within the wider ELEARNING FUTURES LTD group of entities situated both within and outside the EU. We do this under a data-sharing agreement that includes the appropriate EU model international data transfer clauses to make sure your personal information is protected, no matter which entity in the ELEARNING FUTURES LTD group holds that information.
• Where ELEARNING FUTURES LTD makes transfers of personal information outside the ELEARNING FUTURES LTD Group to another organisation we rely on the use of the EU model international data transfer clauses where the country the organisation is situated in is not listed as ‘adequate’ by the European Commission.

Collection and Use of your data

• Some data will be collected automatically by our site, other data will only be collected if you voluntarily submit it and consent to us using it for the purposes set out in section 5, for example, when signing up for an account. depending upon your use of our site, we may collect some or all of the following data: Name, address, bank details and so forth.
• All personal data is stored securely in accordance with the EU General Data Protection Regulation (Regulation (EU) 2016/679) (GDPR). For more details on security see section 6, below.
• Providing and managing your account;
• Providing and managing your access to our site;
• Personalising and tailoring your experience on our site;
• Supplying our services to you;
• Personalising and tailoring our services for you;
• Responding to communications from you;
• Supplying you with email newsletters or alerts etc. that you have subscribed to, you may unsubscribe or opt-out at any time by clicking on the ‘unsubscribe to the list’ link at the footer of our email newsletters or by contacting our Customer Services Team at  [email protected]
• Market research;
• Analysing your use of our site and gathering feedback to enable us to continually improve our site and your user experience;
• Ensuring our investigations and appeals are handled accurately and fairly;
• In some cases, the collection of data may be a statutory or contractual requirement, and we will be limited in the services we can provide you without your consent, for us to be able to use such data.
• With your permission and/or where permitted by law, we may also use your data for marketing purposes which may include contacting you by email AND/OR telephone AND/OR text message AND/OR post with information, news and offers on our services. We will not, however, send you any unsolicited marketing or spam and will take all reasonable steps to ensure that we fully protect your rights and comply with our obligations under the GDPR and the Privacy and Electronic Communications (EC Directive) Regulations 2003, as amended in 2004, 2011 and 2015.
• In order to facilitate completion of enrolment, we do collect data from our online booking forms and may remind you of your saved order so that you can complete your enrolment
• you have given consent to the processing of your personal data for one or more specific purposes;
• processing is necessary for the performance of a contract to which you are a party or in order to take steps at the request of you prior to entering into a contract;
• processing is necessary for compliance with a legal obligation to which we are  subject;
• processing is necessary to protect the vital interests of you or of another natural person;
• processing is necessary for the performance of a task carried out in the public interest or the exercise of official authority vested in the controller; and/or
• processing is necessary for the legitimate interests pursued by us or by a third party, except where such interests are overridden by the fundamental rights and freedoms of the data subject which require protection of personal data, in particular where the data subject is a child.

We collect and use personal information to offer people information, products and services. This policy will apply in all locations where we operate to all forms of information and to all systems used to collect, store, process or transfer information.

• performing privacy impact assessments to protect the privacy and rights of its customers and employees
• protecting the confidentiality, integrity and availability of the information it collects, stores, transfers and processes in accordance with law and international good practice, and meeting its legal requirements and contractual obligations
• explaining why it needs personal information, only asking for the personal information it needs and only sharing personal information within the ELEARNING FUTURES LTD and with other organisations as necessary or where the person concerned has given their consent
• allowing people to request access to the personal information it holds on them and to complain if they believe their information has been mishandled
• not keep personal information for longer than necessary
• taking measures to protect the rights and freedoms of individuals whose personal information may be transferred to countries with differing data protection laws
• ensuring that actual or suspected breaches of information security are reported and investigated
• assessing and measuring the maturity of its information security controls annually
• applying these standards to its supply chain and delivery partners.
• Provide customer service, surveys and marketing
• Personalise our services
• Process payments
• Carry out fraud and other legal investigations
• We also, in certain situations, share personal information with government bodies and law enforcement bodies. Where we do share personal information with these types of organisations we’ll make sure it’s protected, as far as it is reasonably possible.

We’ll use your personal information to send you direct marketing and to better identify products and services that interest you. We do that if you’re one of our customers or if you’ve been in touch with us another way (such as registering to attend an ELEARNING FUTURES LTD event).

This means we’ll:

• create a profile about you to better understand you as a customer and tailor the communications we send you (including our marketing messages);
• tell you about other products and services you might be interested in;
• try to identify products and services you’re interested in; and

We use the following for marketing and to identify the products and services you’re interested in.

• Your contact details. This includes your name, gender, address, phone number, date of birth and email address.
• Information from cookies and tags placed on your connected devices.
• Information from other organisations such as aggregated demographic data and publicly available sources like the electoral roll and business directories.
• Details of the products and services you’ve bought and how you use them.

We’ll send you information (about the products and services we provide) by phone, post, email, text message, online banner advertising. We also use the information we have about you to personalise these messages wherever we can as we believe it is important to make them relevant to you.  We do this because we have a legitimate business interest in keeping you up to date with our products and services. We also check that you are happy for us to send you marketing messages before we do so. In each message we send, you also have the option to opt-out.

We’ll only market other organisations’ products and services if you have said it is OK for us to do so.

You can ask us to stop sending you marketing information or withdraw your permission at any time.

ELEARNING FUTURES LTD retains personal information in line with our corporate retention requirements.  Your data will be stored within the European Economic Area (“the EEA”) (The EEA consists of all EU member states, plus Norway, Iceland and Liechtenstein). However, in some circumstances, part or all of your data may be stored or transferred outside of the European Economic Area (“the EEA”). You are deemed to accept and agree to this by using our site and submitting information to us. If we do store or transfer data outside the EEA, we will take all reasonable steps to ensure that your data is treated as safely and securely as it would be within the EEA and under the GDPR. Such steps may include, but not be limited to, the use of legally binding contractual terms between us and any third parties we engage with, and the use of the EU-approved Model Contractual Arrangements. If we intend at any time to transfer any of your data outside the EEA, we will always obtain your consent beforehand.

Right to access personal information

• Under the law, any individual has a right to ask for a copy of the personal information held about them. This means that you can ask for the information that ELEARNING FUTURES LTD holds about you. This is known as the right of ‘subject access’.
• a request in writing (by post or by email)
• proof of your identity
• proof of your home address
• any information that we reasonably need to locate the information you have requested (for example details of the ELEARNING FUTURES LTD offices or staff that you have had contact with and when)

Rights concerning the processing of your personal information

• Right to restrict processing of personal information
• In some situations, you have the right to require us to restrict the processing of your personal information. We may restrict your personal information by temporarily moving the information to another processing system, making the information unavailable to users, or temporarily removing published information from a website. We may also use technical methods to ensure the personal information is not subject to further processing and cannot be changed. When we have restricted processing of personal information, this will be clearly indicated on our systems.
• You are concerned that the information we hold about you is inaccurate. You can ask us to restrict the information until we can determine whether the information is accurate or inaccurate.
• We are processing your personal data unlawfully and you do not want us to delete the information but restrict it instead.
• We no longer need the information for the purposes for which we collected it, but they are needed by you for the establishment, exercise or defence of legal claims.
• You have objected to the processing (see below), and we need to decide whether the legitimate grounds we have to process the information override your legitimate interests.

Processing you think is unlawful

• If you tell us that you think we are processing your personal information unlawfully, but you do not want the information to be erased, you have the right to require us to restrict the processing of that information.
• We will ask you for an explanation about why you think the processing is unlawful, and may also ask that you provide evidence to support this view.

Processing of personal information you think is inaccurate

• You can tell us if you think the personal information we are processing about you is factually inaccurate. You can require us to restrict how we use your personal information until we can verify the accuracy of the information. We will ask you for an explanation about why you think the information is inaccurate, and may also ask that you provide some supporting evidence of the alleged inaccuracy.
• If we find that the personal information we are processing about you is inaccurate, we will take appropriate steps to correct the information.

Personal information is no longer needed by ELEARNING FUTURES LTD but needed by you in connection with a legal claim

• In most circumstances, we will securely delete or dispose of personal information when we no longer need it for our legitimate business purposes. Our approach to retention is outlined in our corporate retention schedules.
• However, if the personal information we no longer need would assist you in establishing, exercising or defending a legal claim, you can require us to keep the information for as long as necessary. We may ask you to provide an explanation and any available supporting evidence that a legal claim is ongoing or contemplated.

Right to erasure of personal data (“the right to be forgotten”)

In the following circumstances, you have the right to require that ELEARNING FUTURES LTD securely deletes or destroys your personal information:

• If the personal information we hold about you is no longer necessary for the purposes for which we originally collected it.
• The processing is based on consent – if you have previously given your consent to ELEARNING FUTURES LTD collecting and processing your personal information, and you notify us that you withdraw your consent. Please note: withdrawing your consent does not mean the processing of your personal data which occurred before the withdrawal was unlawful.
• We are processing your personal information for direct marketing purposes, and you want us to stop.
• If you think ELEARNING FUTURES LTD has processed your personal information unlawfully.

If you think any of the above situations apply, we may ask you for an explanation and further information to verify this.

Right to object to processing

You have the right to object to the ELEARNING FUTURES LTD processing your personal data in the following circumstances:

Personal information used for direct marketing

If we are using your personal information to send you direct marketing, you have the right to object at any time. If you exercise this right, we will stop processing your personal information for direct marketing purposes. However, we may keep your information on a “suppression list” to ensure your information is not added to any marketing lists at some point in the future.

Automated decision making and profiling

• ‘Profiling’ is the automated use of personal data held on a computer to analyse or predict things that have a legal effect, or other similarly significant effects, on the individual. Examples would include economic situation, health, personal preferences or interests and location. You have the right not to be subject to a solely automated decision (that is, a decision made electronically, with no human intervention), and this may include profiling (although there is no general right to object to profiling). If you are concerned the ELEARNING FUTURES LTD has made a solely automated decision about you, you can object.
• Please note, ELEARNING FUTURES LTD is allowed to carry out automated decisions with no human intervention where you have given your explicit consent to this processing (although you have the right to withdraw your consent).
• The automated decision is necessary to enter into, or perform a contract, or complete a contract involving you and the ELEARNING FUTURES LTD.
• The automated decision is allowed under a law passed at the European Union level, or at the level of the European Union or EEA member state level (i.e., is allowed under national law). The law will provide safeguards to protect your rights and freedoms.

Right to data portability

• If you have provided your information to ELEARNING FUTURES LTD, you have the right to request and receive a copy of that information in a structured, commonly used and machine-readable format.
• You also have the right to ask us to send the information we hold about you to another organisation.
• There are some situations in which the right to data portability does not apply. For further information, please contact us.

Exercising your rights concerning the processing of your personal information

If you wish to exercise any of the above rights concerning the way in which we process your personal information, please contact:

By post: Risk Management Team ELEARNING FUTURES LTD, Suite 101b, 21-22 Old Steine, Brighton, BN1 1EL, United Kingdom

Email:   [email protected]

Your right to complain to a national data protection regulator (data protection supervisory authority)

• If you think we have processed your personal information unfairly or unlawfully, or we have not complied with your rights under GDPR, you have the right to complain to a national data protection regulator.
• Complaints about how we process your personal information can be considered by the data protection regulator.

Changes to Our Privacy Policy

We may change this Privacy Policy as we may deem necessary from time to time, or as may be required by law. Any changes will be immediately posted on our site and you will be deemed to have accepted the terms of the Privacy Policy on your first use of our site following the alterations. We recommend that you check this page regularly to keep up-to-date.

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What are the online TEFL course assignments like?

Wondering what assignments are like for online TEFL courses? Well it's going to depend on the course and on the assignment. ESLinsider's advanced course includes 3 main assignments.

These assignments are based on the lesson planning that you will learn about in the course. You will learn several different ways of doing a lesson plan.

The first method that you will use is the PPP (Presentation, Practice and Production) method. The PPP method is good for teaching beginners and young children.

You will also learn the ESA method and a slightly simplified take on PPP.

So what kind of assignments will you do?

The assignments are mainly lesson planning assignments. There is also one introductory writing assignment.

What do you hope to get out of this course?

For this short assignment (250 words) you'll need to explain why you are taking the course and what you hope to get out of it. This is just a start. Then after learning about lesson planning and several other related topics you'll have to do some written assignments.

Here is a look at the 1st lesson planning assignment. This is a page from a student book. The materials used here are from mostly elementary school based textbooks. Material like this would commonly be used in 3rd-6th grade classes.

ESLinsider's courses focus more on teaching children in Asia. That's a large part of the job market there.

Lesson planning assignment 1 

In this assignment you will formulate a lesson plan based on these vocabulary words and phrases.

Of course you probably don't know how to do that yet. No worries, you will learn how in the course. Let's look at another assignment.

Lesson planning assignment 2

Again you will create a lesson plan based on this content. This is from a student book that is common with elementary students. Being able to see the content that you will be teaching with is helpful.

Some courses like the one I took on Groupon just give you an assignment based on text.

Let's look at one more assignment.

Lesson planning assignment 3

In this lesson planning assignment students will formulate a lesson plan for a 50 minute class using this content.

How will you do the assignments?

You probably haven't learned anything about lesson planning yet, so don't worry as that is taught prior to doing the assignments. You have an unlimited amount of time to do each assignment.

Write a detailed and clear lesson plan  describing what you will do and for how long you will do it for (based on a 50 minute lesson) in at least 250 words or more.

Here are some things to consider:

• Warm up. Choose an appropriate activity.
• Presentation. What will you present? How will you present it?
• Practice. How will they practice it? How can repetition be used in an enjoyable way? What kind of activity can you use? Do not send a link to a video saying this is what I will do. Write it out and be detailed.
• Production. How can the students use this material that they have learned? How can they relate it to their lives?
• Review. How can you review this material?

Simply said:

• Warm up your class
• Present to them the material
• Practice the material
• How can students apply this to their lives?

Further questions to ask yourself:

• Can you understand your lesson plan?
• Is it clear?
• Is it ordered?
• How many minutes per part of the lesson?
• What materials will be needed?
• Could somebody else read this and carry out a lesson?

Some schools may want to see your lesson plans. That's how detailed it has to be. In the beginning your plan should be more detailed. As time passes you may find it enough to make just an outline.

It's also very important that it is clear and legible from a quick glance. Remember that you will be teaching and may need to refer to it at times. So keep it simple, clear, ordered and use indentations.

Good materials make lesson planning easier

Chances are you will have materials to work with and a book or two to follow. A good book will make your job easier. If you don't have materials your job will be much harder. See the advice on finding a good job .

Submit your lesson plans and receive feedback

After you submit your lesson plan you will receive feedback on it. The feedback will highlight things you did well, things that could be improved upon, and give you some suggestions and ideas on how to do it better.

Learn more about what online TEFL courses are like  or start one now .

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Start with improving your teaching because it's your day job and something you can control.

Get super targeted online TEFL training for teaching mostly kids in Asia. Clever people know that getting a job is just the beginning and if you want a better year abroad you need to up your teaching game .

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The Graduate Diploma in TESOL is designed for those who wish to take on a more senior level in their teaching career, perhaps senior tutor or ELT management, or for those who wish to enhance their professional development.  Please note that this is not an MA in TESOL.

Course Overview

Course content, payment options.

You will build upon the knowledge and expertise gained at diploma level.

You will gain knowledge of the English language and its origins along with in depth understanding of various Teaching methodologies. Discover how to analyse needs and design syllabi along with the administration and creation of EFL examinations and placement tests. Research and Development is the final component of the course programme to increase your expertise.

The Graduate Diploma in TESOL is a stepping stone for careers in teaching English and in many other fields which require a knowledge of teaching and learning, linguistics and the structure and origins of the English language. The programme consists of six modules and assessment is by essay type assignments, tasks, two mini-theses and a research project.

Objectives: By the end of this module you should:

• be aware of the nature of language
• have a knowledge of the different varieties of language
• understand what constitutes error in language
• understand how language is acquired
• know which methodologies can be used to teach English
• know the principles on which modern language teaching is based

Introduction: Learners' aims; different teaching situations.

1.1 What is language? Sounds, symbols, a complex system, speech and writing

1.2 What is language for? Communication, control, socialization, thought, feelings

1.3 Language varieties Historical, geographical and social dialect; Register: age, sex, status, role; topic, medium, style

1.4 Appropriateness and error Communicative competence, mistakes, errors, teaching model.

1.5 First language acquisition Stages of language development, mother/parent role

1.6 Second language acquisition Classical conditioning, creative learning, motivation

1.7 Language teaching methodologies Grammar-translation, direct methods, structural approach, audio-lingual approach, cognitive code, immersion method, lexical approach

1.8 Language teaching principles Selection, grading, contextualization, repetition, practice

Tasks and self correcting exercises Essays to be submitted Further reading

Objectives By the end of this module you should:

be aware of the aids available to the language teacher know many of the techniques for using them know what is involved in developing language skills know how the aids and techniques can be used to do this

A note on student levels

2.1 Aural/oral skills: General principles, receptive v. productive skills.

2.2 Teaching pronunciation: General points, discriminating sounds, producing sounds, stress and intonation.

2.3 Language drills: Contextualized drills, substitution tables.

2.4 Question and answer: Ten types and five levels

2.5 Dialogues, drama and role play 2.6 Extensive and intensive listening: Stories, comprehension passages, dictation

2.7 Flashcards and wordcards

2.8 Exploiting the blackboard

2.10 Pictures and charts: Magazine picture library, wall charts.

2.11 Songs and rhymes

2.12 Games and puzzles

2.13 Electronic aids

2.14 Reading and writing skills: Different learners, reading skills, writing skills

2.15 Teaching the script: Phonic method, look-and-say method, pre-reading activities, reading activities, letter formation

2.16 Teaching spelling: Spelling and reading, sound to symbol, symbol to sound

2.17 Composition from guided to free: Labelling, answers to questions, substitution tables, guided composition, free composition

2.18 Intensive reading: Progression of reading skills, reading activities.

2.19 Extensive reading: Readability, graded readers, reading records.

2.20 Exploiting texts: Using authentic texts, simplifying texts.

2.21 Integrated skills: The four skills, translation.

Tasks and self correcting exercises

Essays and work to be submitted

Further reading

MODULE THREE

By the end of the unit you should

• be aware of the factors affecting teaching aims
• know what is involved in syllabus design
• have a procedure for evaluating textbooks
• understand the role of the teacher and have a basis for self-evaluation
• be aware of the different modes of classroom interaction
• be able to plan effective lessons
• have a fund of ideas for planning lessons

3.1 Teaching Aims Course aims, sample syllabuses, textbook evaluation

3.2 Class organisation Role of the teacher, modes of interaction, class layout

3.3 Lesson Planning Preparation, presentation, practice, testing, revision

3.4 Sample lesson plans

MODULE FOUR

By the end of the module you should

• have a knowledge of the main concerns of linguistic theory
• know many linguistic terms and categories
• be able to approach linguistic texts with confidence
• have started to relate linguistic theory to the practice of teaching
• be thinking more clearly about the content of what you teach

4.1 Phonetics and Phonology The distinction between them, how sounds are made, phonemes, consonants, vowels, stress, rhythm, intonation

4.2 Morphology Nouns, adjectives, pronouns, verbs

4.3 Vocabulary Words, morphemes, collocation, meaning, subordination

4.4 Grammar Parts of speech, clause, phrase, auxiliary and modal verbs, verb classes, tense systems and uses, complex verb phrases, noun classes, determiners, adjectives, pronouns and proforms, prepositions, conjunctions, conditionals

4.5 Applications of Linguistics to Language Teaching Error analysis, phonology, vocabulary selection, sentence complexity

MODULE FIVE

Section a – professional skills.

Unit 1 Syllabus Design 1.1 Syllabus vs curriculum 1.2 Syllabus types 1.3 Functional/notional syllabuses 1.4 Syllabus design

Assignment 1 - essay-evaluation of a syllabus

Unit 2 Needs analysis 2.1 Introduction to needs analysis 2.2 Practical problems in needs analysis

Assignment 2 – needs analysis

Unit 3 Course programmes 3.1 Why have a course programme? 3.2 Designing the course 3.3 Approaches to course design 3.4 Course programming and lesson planning- what’s the difference? 3.5 Specific business English course plan

Section B – Methodology

Unit 1 classroom management 1.1 The Role of the Teacher 1.2 How interactive am I as a teacher? 1.3 Advising on learner independence

Unit 2 Approaches 2.1 Differences between Class teaching & One to One teaching 2.2 Problems of one to one teaching 2.3 Dealing with difficult students

Assignment 3 - mini profiles

Unit 3 Teaching 1-1 3.1 Reflecting on 1-1 teaching 3.2 Teaching modes

Assignment 4 - teaching modes

Unit 4 evaluation of materials

Unit 5 Teaching Business English and the Internet

Assignment 5 - mini project-choice from 5 topics

Unit 6 Using dictation 6.1 Ways of using dictation

Unit 7 Teaching grammar 7.1 Points to remember

Section C - Business concepts and practices

Unit 1 The Business client 1.1 Problems of the business client 1.2 Skills a business client may need

Assignment 6 – Business English materials critique

Unit 2 Cultural Differences 2.1 symptoms of culture shock 2.2 linguistic/cultural misunderstanding 2.3 non-verbal communication 2.4 cross-cultural quiz 2.5 Answers to Cross Cultural Quiz

Unit 3 Teaching meetings 3.1 points to remember 3.2 a way of teaching meetings 3.3 a meeting needs audit 3.4 Business Meetings Maze

Unit 4 teaching negotiating skills 4.1 points to remember 4.2 a way of teaching negotiating

4.3 Assignment 7 -lesson planning

Unit 5 Teaching presentations 5.1 points to remember 5.2 a way of teaching presentations 5.3 presentation sheet

Unit 6 Teaching telephoning skills 6.1 Problems of telephoning 6.2 A Way of Teaching Telephoning Skills 6.3 Telephone mini simulations 6.4 Useful phrases

Assignment 8 – reformulated telephone conversation.

Unit 1. Introduction to the English language and its origins Unit 2. Teaching methodologies Unit 3. EFL examinations and placement tests Unit 4. Research and Development Unit 5: Research Dissertation

Qualification

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Multiple-Choice Questions in TEFL

• How To Teach English

This article looks at the practical side of things for TEFL teachers: writing a good question and preparing your students for multiple-choice questions in exams.

Before going on, a couple of items: the first part of a multiple-choice question is called the stem; then come (usually) 4 responses; within these there are usually 3 distractors and one correct answer. Back to the article now!

Let’s take a typical scenario. You want to check your students’ vocabulary. You set a test and include a question like this:

I carry all my books to school in my _____ a) bookshelf b) satchel c) tent d) trashcan

And hopefully your students will all choose b and you will know they all know what a satchel is. Or none of them choose b and you will know they do not know what a satchel is so you can teach it to them in the next lesson.

That’s what multiple-choice questions are all about!

Writing a Good Multiple-Choice Question

Remember first that multiple-choice questions don’t test creativity or critical thinking. They are best suited for simple yes/no knowledge tests: does the student know this or not?

To begin, then, make sure you know what you are testing and in TEFL this is usually vocabulary or grammatical constructions the students have covered previously. Let’s suppose you have covered most common prepositions with your class and want to make sure they know how to use them correctly. You could easily construct a few stems like this:

The cat was ____ the bed. The car is _____ the garage. He put the hat _____ his head.

First off, the responses should all be plausible. There is no point in giving obviously wrong or ridiculous response as this achieves nothing in terms of testing a student’s knowledge. So avoid responses like d below:

I’ve got $20 _____ my pocket. a) in b) above c) without d) elephant

And while we are here, don’t make any response stand out in terms of length or construction. This will puzzle a student who will spend time wondering if there’s a catch or why one response is so radically different from the others. You won’t be testing their knowledge, you will distracting them intentionally.

Can you see that yellow bird sitting _____ the apple tree? a) in b) after c) below d) north-by-northwest and seventeen degrees to starboard

Ok, it’s a silly answer but you get the point!

Thirdly, don’t leave any grammatical clues behind. Look at this question:

She gave me an _____ bunch of flowers for my birthday. a) expensive b) happily c) beautifully d) colorfully

You might want to see if your students can identify adjectives, but since only one of the responses begins with a vowel and the article is an, only one response fits in grammatically here. This means your question does not test what it set out to test and is thus pretty worthless.

Finally, and most importantly, only one of the responses can be correct. So many times we have come across multiple-choice questions which have more than one possible correct answer, even those set by so-called official exam authorities.

Suppose you wanted to test your student’s knowledge of the present perfect. You might write an multiple-choice question like this:

Our local representative ____ a lot of time in Washington. a) has been spending b) will be spending c) is spending d) should spend

Ridiculous. All four responses are correct depending on the circumstances. It may be obvious in the example above, but take this example:

He carried all his books to school in his _____ a) satchel b) wardrobe c) filing cabinet d) bus

There is an obvious correct answer, but all four responses are correct grammatically speaking and at least two of them could be correct if we look at circumstance (a student with a satchel is fine but suppose we talk about a bus driver going to night school who might well carry his books in his bus). And if one is a little inventive, then all four responses could be correct under (admittedly slightly strange) circumstances.

The point is that when you write a multiple-choice question, make sure you read it through thoroughly and if at all possible get another teacher to check it over to make sure that there is definitely only one correct answer. It’s easy to make mistakes and miss the obvious so double check.

Students Answering Questions

On the other side of the coin, it’s very likely that your students will sooner or later take an official exam and come up against multiple-choice questions. Here are a few tips to give them when they do.

• Make sure they read the stem and each response very carefully indeed . A single missed preposition could make the difference between right and wrong so they mustn’t rush through thinking it’s easy and they know the right answer without even reading the final two responses. The key is to go carefully!
• Some students like to cover up the responses and just read the stem and see if they know the answer already. When they look at the responses if they see their own answer there’s a good chance it’s correct; but regardless, they should check through all the responses before writing the answer.

This cover-up method can help some students (although it takes a little more time) so when you have the chance, try it out with your class. Some students may like it and want to use it; others of course may hate the idea. Whatever their reaction, don’t force them to use it or try to make them do something they don’t feel comfortable doing. The student is taking the exam and they need to feel as relaxed as possible so don’t push any extra stress onto them.

Back in the exam, if a student is 100% certain then it’s straightforward: they write down the answer and move on.

But what if they are not?

At this point they must guess. There’s no other way around it. Worst case scenario is that they have a 1 in 4 chance of getting it correct, but it’s often easy to increase those odds. Here are some tips on doing that.They are by no means foolproof and widely open to criticism, but they are better than nothing!

• discard any plainly wrong responses to increase the odds dramatically
• look for opposites in the responses; often the answer will be one of these
• if two responses look very similar, often the answer is one of them
• deliberately “funny” answers are usually wrong

Finally, if all else fails and your student has no idea, tell them to choose b or c because sometimes exam setters (those which aren’t computers, of course) feel they need to “hide” the right answer.

changing answers

There is a common myth going around that students should trust their first answer and shouldn’t change their choice. Beware encouraging your students to do this at exam time! Research has found that although students often felt that changing their answers was bad, it generally led to higher scores.

Several studies have shown that approximately 20% of changes have been for the worse (i.e. the student changed from right to wrong) but almost 60% resulted in a change for the better (i.e. from wrong to right). This means that if a student thinks their first answer could be wrong, encourage them to work through the question and change it if a better answer suggests itself!

Useful Links

Exam Nerves‏‎ – some tips on reducing exam nerves.

Teaching Exam Classes – how to teach exam classes.

Cloze or Gap Fill Tests – a slightly different kind of test question.

ICAL TEFL Resources

6 tips to make your esl classes more effective, hear some tips and advice from samantha: for current tefl students.

• How To Use Competition to Motivate Your TEFL Students
• Tips for Teaching Academic Writing to Non-Native Students
• Country Guides
• English Usage
• Finding TEFL Jobs
• Foreign Languages vs English
• Language Functions
• Language Skills
• Lesson Plans & Activities
• Linguistics
• Parts Of Speech
• Past Graduates
• Qualifications for Students
• Qualifications For TEFL Teachers
• Sentence Structure
• Teaching Around The World
• Teaching Materials
• Teaching Young Learners
• Technology & TEFL
• TEFAL (Teaching English for a Laugh)
• TEFL Schools
• The ICAL TEFL Blog
• Varieties Of English
• Vocabulary & Spelling

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Thank you for a very enlightening piece. You have given me food for thought.

Happy to hear that!

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Teach english in wushen zhen - huhehaote shi — hohhot - ✔️ ✔️ ✔️ ittt, teach english in wanji zhen - huai'an shi - ✔️ ✔️ ✔️ ittt, teach english in liangzhu zhen - zhumadian shi - ✔️ ✔️ ✔️ ittt, teach english in jibuhulangtu sumu - hulunbei'er shi — hulunbuir - ✔️ ✔️ ✔️ ittt, teach english in fenshui zhen - xiaogan shi - ✔️ ✔️ ✔️ ittt, teach english in punan zhen - lianyungang shi - ✔️ ✔️ ✔️ ittt, teacher self analysis brittany dittel - ✔️ ✔️ ✔️ ittt, teach english in dingyan zhen - nantong shi - ✔️ ✔️ ✔️ ittt, teach english in manghan sumu - tongliao shi - ✔️ ✔️ ✔️ ittt, teach english in chenzhou shi - ✔️ ✔️ ✔️ ittt, teach english in tianlou zhen - lianyungang shi - ✔️ ✔️ ✔️ ittt, teach english in hatengtaohai nongchang - bayannao'er shi — bayan nur - ✔️ ✔️ ✔️ ittt, teach english in dahuan zhen - jingzhou shi - ✔️ ✔️ ✔️ ittt, all compulsory fields must be completed.

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