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Quick Facts



Lessons per Week 25
All lessons are 50 minutes
Times Mon – Fri
Course Length 5 days
Recommended Language Level B1-C2
Maximum Class size 15
Centre Order Xanax

Price £450


July 8th – 12th
August 5th – 9th
September 2nd – 6th
October 14th – 18th
November 11th – 15th


13th – 17th January
10th – 14th February
2nd – 6th March
30th – 3rd April
18th – 22nd May
15th – 19th June
6th – 10th July
3rd – 7th August
24th – 28th August
12th – 16th October
9th – 13th November

Professional development courses available

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Course description

This course aims to take the mystery out of professional development, helping teachers not just to productively improve their own skill and knowledge but also to enable their students to create Personal Development Plans (PDPs).

This is done through an analysis of teaching styles and techniques, increasing awareness of your own teaching style as well as the potential advantages of incorporating other teaching and classroom management styles into your lessons.

The course is aimed at teachers of English who want to improve the variety of their own lessons and want an opportunity to share experiences and knowledge with teachers from other countries.



The Professional Development Programme focuses on practical teaching ideas and activities. Throughout the course reference will be made to developments in EFL to help participants gain insight into recent methodologies, strategies and techniques.

The course will help participants to develop professionally by exploring their own experience and sharing ideas with like-minded teachers from other European countries.
Learner autonomy and independence will be promoted throughout the course. Participants will be encouraged to analyse their own teaching practice through a selection of self-evaluation sheets.

To enhance teachers’ observational and analytical skills, there will be the opportunity to watch teaching techniques at work when observing experienced Language Link teachers. These observations will serve as a springboard for further discussion.



The course is hands-on and interactive, enabling participants to be fully immersed in the subject matter. Trainer-led sessions use the techniques and approaches being discussed so that the practical application of methods can be experienced within the programme. This is supported by in-depth discussion group work.

Participants will build up a bank of ideas to take back to their country. Throughout the course participants will be encouraged to experiment and think “outside the box“.

The programme includes the opportunity to observe experimental practice lessons, taught by experienced teachers, followed by discussions.



Please note the exact course content can vary depending on the needs and levels of the groups. We try our best to tailor our courses to offer the best benefit for other students.

Day 1: What is Teaching? Lesson Planning and Staging

The course will begin with a guided discussion on ideas about teaching, participants will need to think about their own understanding of teaching and appreciate the similarities and differences between other national approaches.

This will lead to a self-assessment on teaching styles and use of coursebooks in class, with a workshop on creative techniques that can be incorporated into lesson planning.

The afternoon will focus further on lesson planning with a session on achieving learning outcomes and focusing on breaking down skills lessons.

Day 2: Reflective Learning. Learning for the Future and Developing Autonomy

The second day will look at the differences between teacher and learner centred lessons and some of the advantages of the latter. Participants will discuss how to best incorporate these advantages in order to get lessons that require less leading from the teacher and encourage learner autonomy.
In the afternoon, participants will observe a lesson demonstrating how to use the discussed techniques, followed by a whole group feedback and evaluation of the lesson.
Finally, there is a guided discussion on the role of teacher in learner centred classes and how to encourage learning outside the classroom.

Day 3: Reflective Teaching. Observational and Feedback Skills

This day focuses on how to best conduct observations as a teacher, beginning with a discussion on the purpose of observations in the EFL and ESL classroom and how to go about it. This is put into practice with an observation of an experienced teacher with participants having the opportunity to discuss and analyse the lesson.

The afternoon is a workshop focused on how to present such feedback and how to ensure criticism is constructive and can be used to create an action plan for self-development. Finally there is a guided discussion on applying these techniques to yourself and finding sources of support for development.

Day 4: Variety in Classroom Management and Teaching Techniques

This is followed with an observation of an experienced teacher that focuses on the use of variety in interaction, feedback and setting up activities.

From this the group feedback on the observed lesson and analyses what worked and what could be improved, building on the previous day’s topic as well.

Day 5: Dealing with Problems in the EFL Classroom

The final day focuses on classroom management including the issues involved with large classes, mixed levels, exam classes and unmotivated learners. Building on the use and variety of techniques encountered throughout the week participants are encouraged to apply them to a variety of realistic teaching situations.

The afternoon session acts as a round-up for the week, with a general review and farewell providing participants an opportunity to make contacts or exchange final ideas and feedback.

Follow Up

Participants will return to their home countries with a deeper insight and renewed enthusiasm for their profession.

They will also receive:

  • Contact details of tutors and colleagues to facilitate ongoing development and exchange of ideas
  • A Feedback Questionnaire evaluating the course and ideas collected during the programme
  • A Bibliography of suggested further reading matter


Testimonies from students