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Approved University Credits Scheme

The Diploma in TESOL is endorsed by EDI at level five
It takes a slightly more academic approach to language awareness, phonology and classroom management techniques etc.
The transcript states that a minimum of 180 hours of study were undertaken to successfully complete the programme.

The Diploma in TESOL is specifically targeted at those who are interested in teaching English as a second or foreign language. Preferably, students should have a degree-equivalent qualification. However, students with at least high school or GCE 'O' level-equivalent qualification will also be considered. The most important consideration is that students must be fluent in both oral and written English at proficiency level.
You are assigned a personal tutor as soon as you enroll, who will give you help and guidance through the course as well as mark your assignments and give you personal feedback.

By course completion, students will:
understand how language is acquired
understand what constitutes errors in a language
know the principles on which modern language teaching is based
understand what phonetic and phonology are
know which methodologies can be used to teach English
know how to use materials and aids to teach English inthe class
know how to organize the class
know how to design lesson plans

Students who are awarded Grade C, Pass, have completed the course satisfactorily. They have attained an adequate standard in each of the four modules, and have shown they have assimilated the basic principles of TESOL.

Students who are awarded Grade B, Pass with Credit, have shown in addition that they have read more widely than the course requires, and that they are able to relate the theoretical issues studied to practical teaching situations.

Students who are awarded Grade A, Pass with Distinction, have demonstrated considerable further reading, an ability to express original thinking, and have proved to have a sound knowledge of TESOL techniques. They have also indicated an attitude and ability to be able to apply these techniques effectively in the classroom.


The course contains four modules. You can work at your own pace when you have time and therefore have control over how long you will take to finish the course and earn your Diploma in Teaching English to Speakers of Other Languages.

The course is complete in itself and you do not need to buy any other materials. However, many students, particularly if they are trying for high grades, chose to undertake a certain amount of further reading from the suggested booklist.

You will need approximately 45 hours to complete each module including the assignments. Each module has two assignments that you must complete and send to your tutor by e-mail or post. Your tutor will mark and grade your work. The modules also have self-correcting exercises along with the answer key and accompanying notes to help you see your own progress on the course.

You can e-mail or write to your personal tutor as often as you need to. Your tutor will do his or her best to reply to you the same or following day. If your assignment needs to be improved your tutor will make helpful suggestions. You can submit each assignment up to three times without further payment. If after the third attempt your work is still below a pass grade of C a small charge will be made to cover the additional administrative cost of marking your work.

The course includes reading, setting tasks, self-correcting exercises and written assignments. There are 4 modules in this course:


Objectives By the end of this module you should:
1 be aware of the nature of language
2 have a knowledge of the different varieties of language
3 understand what constitutes error in language
4 understand how language is acquired
5 know which methodologies can be used to teach English
6 know the principles on which modern language teaching is based

Introduction: Learners' aims; different teaching situations.
Section A
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.
Section B
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:
1 be aware of the aids available to the language teacher
2 know many of the techniques for using them
3 know what is involved in developing language skills
4 know how the aids and techniques can be used to do this
A note on student levels

Section A

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
2.9 Realia
2.10 Pictures and charts: Magazine picture library, wall charts.
2.11 Songs and rhymes
2.12 Games and puzzles
2.13 Electronic aids

Section B

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


By the end of the unit you should
1 be aware of the factors affecting teaching aims
2 know what is involved in syllabus design
3 have a procedure for evaluating textbooks
4 understand the role of the teacher and have a basis for self-evaluation
5 be aware of the different modes of classroom interaction
6 be able to plan effective lessons
7 have a fund of ideas for planning lessons


Section A
3.1Teaching Aims
Course aims, sample syllabuses, textbook evaluation
3.2 Class organisation
Role of the teacher, modes of interaction, class layout
Section B
3.3 Lesson Planning
Preparation, presentation, practice, testing, revision
3.4 Sample lesson plans
Tasks and self-correcting exercises
Essays and work to be submitted
Further reading



By the end of the module you should
1 have a knowledge of the main concerns of linguistic theory
2 know many linguistic terms and categories
3 be able to approach linguistic texts with confidence
4 have started to relate linguistic theory to the practice of teaching
5 be thinking more clearly about the content of what you teach


Section A
4.1Phonetics 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
Section B
4.5 Applications of Linguistics to Language Teaching
Error analysis, phonology, vocabulary selection, sentence complexity
Essays and work to be submitted
Further reading

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