Global

Language teacher training: Communicative methods, CLIL and bilingual programme design for trainers

A ready-made course you customise for your organisation, with a live session deck and two surveys. You only add the 9 details that are specific to your organisation.

See the live deckSee the full outline
Try the coursePreview the survey
Length
40 min
Lessons
6 lessons
Frequency
When a language or bilingual programme launches
Last reviewed
21 Oct 2026
Grey areas: correcting, grammar and mixed levels
What would you do?

A learner is mid-story in a speaking task and makes a tense error

Try it: this is one of 21 interactive activities in the course.

What's included

Three pieces that work together

Copy once, get everything. Learners prepare on their own, you answer questions live, and the surveys tell you what stuck.

Self-paced course

Short lessons with real workplace scenarios, not walls of text.

  • 6 lessons, about 40 minutes
  • Tabs, scenario, timeline, accordion and quizzes

Live session deck

An AhaSlides presentation to run after the course, in person or online.

  • 10 slides
  • Quiz, word cloud, poll, ranking slides
  • A closing slide for your contacts

Two surveys

Find out what landed, and whether people use it on the job.

  • Post-course feedback, about 2 minutes
  • 30-day check-in
  • Anonymous by default
  • Results feed your next refresher

Learning objectives

At the end of this course, learners can

Each objective and the lesson that covers it.

IDObjectiveSourceWhere it's covered
TO 392.0Achieve ≥ 80% on the final assessmentn/aWhole course
SO 392.1Carry out a simple learner needs analysis and set a goal at a stated levelCommon European Framework of Reference for Languages (CEFR) and its Companion VolumeWhole course
SO 392.2Choose between a fluency focus and an accuracy focus for a speaking task and say whyBest practice; Cambridge CELTA syllabus [check before build]Whole course
SO 392.3Teach grammar and vocabulary in context for learners with different needsTESOL Standards for P-12 Teacher Education Programs [check before build]Whole course
SO 392.4Plan a CLIL lesson that sets content, language, cognition and culture aimsBest practice (CLIL four Cs)Whole course
SO 392.5Describe how a bilingual programme supports staff through coaching and observation, and state what early reading instruction covers + your infoACTFL/CAEP Standards for the Preparation of Foreign Language Teachers [check before build]Whole course

Your part: what a template can't do for you

  • Your workplace details: fill in the 9 highlighted fields so the course describes your own policies, contacts and locations.
  • Records: record completion in your own LMS or record system.

Course outline

6 lessons, about 40 minutes

Minutes per lesson are an estimate, shared out by page count.

ContentInteractiveVideoYou customise
1

Fluent in class, stuck at work

3 pages

7 min
Before you beginNoteList
The grammar-first courseTextImage
What went wrongTimelineQuiz
2

Learner needs and communicative methods

3 pages

7 min
Needs analysis in four questionsAccordion
Levels and goalsTableNote
CheckFlashcardsMatching quiz
3

Planning a lesson: fluency, accuracy and CLIL

3 pages

7 min
Fluency or accuracy?Tabs
CLIL in four CsProcessChecklist
Sequence a lessonTimelineQuizMulti-select quiz
4

Grey areas: correcting, grammar and mixed levels

3 pages

7 min
Teaching grammar in contextTabs
Correct now or later?Scenario
Mixed levelsScenarioSorting activityMatching quiz
5

Supporting colleagues and staff knowledge

3 pages

7 min
Running a bilingual programmeAccordion
Early reading instruction in briefTabsNote
Speak up and applyScenarioNoteQuiz
6

Next steps and final assessment

2 pages

5 min
Your next stepsProcessYour infoYour infoYour infoYour infoNote
PracticeQuizKey factNoteButtonYour info

Live deck and surveys

10 slides to run live, two surveys to close the loop

Pink slides are interactive. Both surveys are anonymous; pink questions are written for this course.

ContentTitle, agenda, "all languages and levels welcome
Word cloudA phrase learners find hardest to use at work
PollIn your last session, what took most of the time?
ContentNeeds analysis in four questions; fluency and accuracy side by side
QuizWhich is NOT one of the four Cs? Content · Cognition · Competition ✔ · Culture
QuizA learner makes an error mid-story. You… (Let them finish, then give feedback ✔)
RankingOrder the five stages of a lesson
ScaleHow confident are you planning a CLIL lesson?
Open-ended / Q&AA mixed-level problem you want help with
Content · customiseClosing {{LD_CONTACT}}, {{SURVEY_2_URL}}, {{COURSE_URL}}
Post-course feedback: 11 questions, about 2 min
  1. Overall rating 5 stars
  2. Relevant, realistic, right length, helpful activities agree/disagree grid
  3. What was most useful? multi-select
  4. Confidence before this course, and now 1-5 scale
  5. Which is hardest for you? ranking
  6. How confident are you giving feedback to a colleague after observing a lesson? 1-5 scale
  7. What is one language-teaching dilemma you face? short text
  8. I feel safe asking a colleague to observe my lesson. 1-5 scale
  9. One thing we should change or add open text
  10. Would you recommend this course? NPS
30-day check-in
  1. Have you used what you learned since the course? multiple choice
  2. How confident are you today? Compare with day 1 1-5 scale
  3. Do you know where to find the programme standards? yes / no / not sure
  4. A moment where the training helped, or where you weren't sure open text
  5. Which topics should the next refresher focus on? ranking

Results show whether people use the training on the job, not just whether they finished it.

Make it yours

9 fields to fill in, and you're ready

Everything else is done. These are the details only your organisation knows; each one is highlighted inside the course.

  • Ld contact{{LD_CONTACT}}
  • Training standards link{{TRAINING_STANDARDS_LINK}}
  • Learning platform{{LEARNING_PLATFORM}}
  • Concern route{{CONCERN_ROUTE}}
  • Next course link{{NEXT_COURSE_LINK}}
  • LMS or record system{{LMS_OR_RECORD_SYSTEM}}
Show all 9 fields
  • Survey 1 URL{{SURVEY_1_URL}}
  • Survey 2 URL{{SURVEY_2_URL}}
  • Course URL{{COURSE_URL}}

FAQ

Common questions

Can I run language teacher training: Communicative methods, CLIL and bilingual programme design for trainers training online?

Yes. The course is self-paced and online, and the live deck lets you add a live session in the room or online.

How often is this training needed?

When a language or bilingual programme launches; at onboarding of new language trainers; before a cycle of peer observations.

Who needs this training?

Language teachers, teacher educators, mentors and instructional coaches who deliver or support language, CLIL and bilingual programmes; run by a staff-development lead or the manager of a language training academy.

What records should I keep?

Record completion in your own LMS or record system, so you can show who finished the course and when.

Can I edit the content?

Yes, everything. Change the wording, swap scenarios for ones from your workplace, add your logo, or remove parts that don't apply.

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Last reviewed: 21 October 2026Templates are a starting point, not legal advice.

Ready to run it?

Open the live deck to see how the session runs alongside the course and both surveys.

See the live deck