Teacher Training Intensive Program - Lexis TESOL Training

Teacher Training

Intensive

Program

LEARN TO PREPARE AND DELIVER LESSONS THAT STUDENTS ENJOY.

This course is designed to provide fresh perspectives and ideas to secondary school teachers of English.

The program is communicative in nature and requires students to participate in workshops, observations, and teaching practice as well as attend daily English language classes.

The program aims to provide a stimulating, varied, and enjoyable language learning and professional development experience.

Practical Experience

Observe, practice, and apply new teaching techniques

Global Perspective

Compare teaching methods with international standards

Expert Guidance

Learn from experienced educators

Career Advancement

Enhance your skills and stay ahead in education

WHY TEACHER TRAINING

Download Teacher Training Flyer

Key Outcomes

Compare and contrast their teaching methodology and materials with those used in an adult multi-lingual setting
Extend their pedagological and linguistic knowledge
Build a toolbox of new tasks, activities and techniquesthat they can take back to their own classrooms

Recommended For

Secondary School English Language Teachers
University students aiming to become English teachers
(must taking course related to teaching professions or preparing for teaching practice as part of their degree)

Duration

2 weeks

Start Dates

Mon 27 July – Fri 7 August 2026
Mon 10 August – Fri 21 August 2026*

*University student participants can only join the August 2026 intake

Location

Lexis Byron Bay, Australia

(In-person delivery)

Class Size

12 students

Schedule

General English (Mon – Fri)

8:30 – 10:00 / 10:30 – 12:00
12:30 – 13:30

Teacher Training (Mon – Fri)

13:45 – 15:00 / 15:15 – 16:30

English Requirement

Intermediate Level or IELTS 5-5.5 or CEFR B1/B2

Tuition Fee*

AUD ^$1,520

*A registration fee ($265) and materials fee ($195) are required at the time of enrolment.
*Accommodation arrangements and accommodation fees are not included.

Project Work

Tandem Teach a Speaking or Grammar Workshop (with self and peer evaluation)
Present a teaching tip/technique at a Lexis Teachers’ Professional Development session
Observe 4 different classes at different levels and write up/present a critique

Detailed Timetable

Week 1

Monday
8:30 – 9:00	Arrive at school Bring your passport and visa
9:00 – 10:30	Placement test and interview
10:45 – 12:15	Orientation
12:15 – 13:00	Lunch (opportunity to hire a bike)
13:00 – 14:00	Attend speaking workshop Join in with the other new starters and current students talking about a set topic (next week some Participants will be running this workshop)
14:00 – 14:30	Break
14:30 – 16:00	Quiz and introduction to course content The quiz acts as a Needs Analysis focusing on: 1) Language awareness, 2) Teaching methodology and metalanguage. Participants will review the course syllabus and can request a topic for the ‘Participants’ Choice’ session on the final Friday. Project work: Tandem Teach a Speaking or Grammar Workshop (with self and peer evaluation) Present a teaching tip/technique at a Lexis Teachers’ Professional Development session Observe 4 different classes at different levels and write up/present a critique
Tuesday
8:30 – 12:00	Join English class (at level determined by placement test)
12:00 – 12:30	Lunch
12:30 – 13:30	Power up session
13:30 – 13:45	Break
13:45 – 15:00	Focus: Generating speaking Teenagers typically feel shy about speaking in a foreign language. This session discusses barriers to speaking in class and looks at methods for overcoming these. Outcomes Participants will be introduced to a range of strategies to get their students talking. Participants will be able to utilise effective activities and techniques to promote students’ confidence, fluency, and motivation.
15:00 – 15:15	Break
15:15 – 16:30	Focus: Teacher talk (TT) This session focuses on the quality and quantity of teacher talk including: ratio of TT to ST, types of unnecessary TT, and language grading. Outcomes Participants will have evaluated their own teacher talk and identified areas for improvement. Participants will have discussed and reviewed methods to reduce TT and increase ST.
Wednesday
8:30 – 12:00	Join English class (at level determined by placement test)
12:00 – 12:30	Lunch
12:30 – 13:30	Power up session
13:30 – 13:45	Break
13:45 – 15:00	Focus: Presenting grammar – Attend grammar workshop Join in with the other current students for a workshop about a set grammar point (next week some Participants will be running this workshop).
15:00 – 15:15	Break
15:15 – 16:30	Focus: Presenting grammar When teaching multi-lingual classes, teachers cannot rely on direct translation. Tools such as visual aids, timelines and concept check questions are essential for ensuring learner comprehension. Outcomes Participants will be able to use visual aids and timelines to present grammar. Participants will have practised using concept check questions to clarify language.
Thursday
8:30 – 12:00	Join English class
12:00 – 12:30	Lunch
12:30 – 13:30	Power up session
13:30 – 13:45	Break
13:45 – 15:00	Focus: Classroom management – Warmers, fillers, stirrers and settlers This session looks at how teachers can use different types of activities to manage the energy in the classroom (stirrers and settlers) and to ensure every minute of class time is relevant (warmers and fillers). Outcomes Participants will become familiar with learning style theory and how it affects language acquisition. Participants will have a toolkit of activities to help make the most effective use of time in the classroom.
15:00 – 15:15	Break
15:15 – 16:30	Focus: Adapting to student needs People learn and think in different ways. This session looks at different learning styles and abilities and workshops some ways for overcoming them. Outcomes Participants will become familiar with learning style theory and how it affects language acquisition. Participants will have identified their own learning styles and learned how to ensure their lessons are more accessible to a range of different students.
Friday
8:30 – 12:00	Join English class
12:00 – 12:30	Lunch
12:30 – 13:30	Power up session
13:30 – 13:45	Break
13:45 – 15:00	Focus: Accuracy and fluency – PPP, TTT and Task-based learning Assessment of a student’s language ability can be broken down into communication and accuracy. Depending on the stage, one takes priority. We review restricted, semi-restricted and free practice and evaluate their use in class. Outcomes Participants will identify the key differences between teaching for accuracy and teaching for fluency. Participants will have evaluated the way they present language and considered alternative approaches.
15:00 – 15:15	Break
15:15 – 16:30	Focus: Correcting speaking Teachers can be reluctant to correct students. However, learning from mistakes is integral to acquiring any new skill. We look at how to approach correction for both restricted and free practice activities. Outcomes Participants will feel more confident in correcting their learners and will have a toolbox of different techniques. Participants will understand strategies for turning corrections into positive experiences.

Week 2

Monday
8:30 – 12:00	Join English class
12:00 – 12:30	Lunch
12:30 – 13:30	Power up session
13:30 – 13:45	Break
13:45 – 15:00	Focus: Teaching practice – Facilitate speaking workshop Half of the Participants will tandem teach this week’s speaking workshop. They will plan ahead to share the teaching load and agree on timings and instructions. The other Participants will attend as students with Lexis students. Outcomes Participants can effectively plan, design, and implement a speaking workshop. Participants can understand how to clearly communicate instructions and provide effective feedback.
15:00 – 15:15	Break
15:15 – 16:30	Focus: Setting up tasks and giving instructions When teaching multi-lingual classes, teachers must set up tasks and give all instructions in English. Tools such as hand gestures, breaking down instructions and modelling are essential for efficiently setting up tasks. Outcomes Participants will be able to simplify, break down and give instructions in English rather than relying on their mother tongue. Participants will be able to utilise hand gestures and modelling to give instructions and set up tasks.
Tuesday
8:30 – 12:00	Visit other classes (4 levels) Teacher Trainers will visit 4 classes at different levels and complete observation forms on each, in preparation for writing up their report.
12:00 – 12:30	Lunch
12:30 – 13:30	Power up session
13:30 – 13:45	Break
13:45 – 15:00	Focus: Pronunciation – Features of Pronunciation This session focuses on three features of pronunciation: individual sounds, words, and connected speech. Teacher Trainers will discuss pronunciation issues specific to the mother tongue and identify ways to help students. Outcomes Participants will feel more confident in identifying their learners’ pronunciation issues. Participants can acquire strategies for effective pronunciation instruction.
15:00 – 15:15	Break
15:15 – 16:30	Focus: Pronunciation and Listening In English, many words are not pronounced how they are written and change in connected speech. This makes listening difficult for learners who haven’t been introduced to this concept. Outcomes Participants will be able to recognise the features of connected speech. Participants will understand why teaching pronunciation can lead to marked improvement in learners’ listening abilities.
Wednesday
8:30 – 12:00	Join English class
12:00 – 12:30	Lunch
12:30 – 13:30	Power up session
13:30 – 13:45	Break
13:45 – 15:00	Focus: Teaching practice – Facilitate grammar workshop Half of the Participants will tandem teach this week’s grammar workshop. They will plan ahead to share the teaching load. The other Participants will attend as students with Lexis students. Outcomes Participants can effectively plan, design, and implement a grammar workshop.
15:00 – 15:15	Break
15:15 – 16:30	Focus: Teaching writing Unlike speaking, writing isn’t innate. Written language is different from spoken language and writing conventions vary in every culture. This session looks at alternatives to essays as a way to get students writing. Outcomes Participants will discuss the differences between spoken and written language and writing conventions in various cultures. Participants will be introduced to a range of creative writing activities that engage students. Participants will review how to provide effective feedback and evaluation to students.
Thursday
8:30 – 12:00	Join English class
12:00 – 12:30	Lunch
12:30 – 13:30	Power up session
13:30 – 13:45	Break
13:45 – 15:00	Focus: Lexis Teachers Professional Development Session The Participants will join a Lexis Byron Bay monthly PD session. Teachers share new (and old favourite) teaching methodologies and practices.
15:00 – 15:15	Break
15:15 – 16:30	Focus: Ways to add tech to your lessons There is an endless range of IT tools that teachers can use for lesson prep or to make their lessons sparkle. We look at tools that Lexis teachers employ daily (including ChatGPT). Outcomes Participants will have assessed how they could adapt a range of tech tools to use in their classrooms.
Friday
8:30 – 12:00	Join English class
12:00 – 12:30	Lunch
12:30 – 13:30	Power up session
13:30 – 13:45	Break
13:45 – 15:00	Focus: Reflection – Participants’ Choice Every cohort has their particular area of interest. This session has been left blank so we can adapt the program to meet the needs of the individual students.
15:00 – 15:15	Break
15:15 – 16:30	Focus: Observations feedback and course reflection Participants will give a 10 minute presentation about what they have learned from the teacher observations and the course, and explain how they intend to apply this in their classes back home. The remainder provides an opportunity for feedback and a short quiz. Outcomes Assess and evaluate the learning obtained from the course. Learn from other participants and deepen one’s own learning. Obtain feedback and suggestions useful for improving future classes and courses. Confirm the level of understanding of the course content.

About the Trainer

Lisa has been teaching since 2001 at top schools in Oxford and Melbourne, teaching General English and exam classes at all proficiency levels.

She has also been a Director of Studies at UK summer schools, a Teacher Trainer in Beijing, training and assessing student teachers in preparation for sending them into primary schools and high schools across China.

During her time here she has developed academic proficiency among teaching staff through observations, professional development sessions, and mentoring.

My mission is to empower educators and students alike through innovative courses, training and transformative organizational change. At Lexis Byron Bay, I have cultivated a culture where staff have the training, motivation and ownership to provide the best service to our students.

– Lisa Holt, Former Lexis Byron Campus & Academic Manager, Teacher Training Trainer

About Lexis Education

The Lexis Education Group, established in 2004, operates language and vocational programs at eight locations in Australia and internationally, including locations in Kobe, Seoul, and Busan.

The group comprises six key training companies: Lexis English, Lexis Juniors, Lexis Tesol Training Centre, Lexis Training, Lexis Japan and Korea.

Lexis English provides industry leading academic training in Australia, while Lexis Juniors has been recognised as a leading provider of junior programs in the country. Lexis’ focus on teacher training, including the highly-regarded Cambridge training suite, ensures Lexis remain at the forefront of the industry.

Lexis Tesol Training Centre offers accredited programs to various clients and education providers as well as large-scale, multi-year training support for government run international teacher recruitment programs each year.