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Organising your classroom
Using What’s at Hand
Having a progress sheet.
Change the tense
Retell a story without using certain words
Learning with graphs and drawings.
Research
Leading to Self Correction
Moving to the Production Stage
Chapter 6
Activities like find the item by one blond folded student and other classmates helping the student to find.
And writing a paragraph from memory
And writing a paragraph from memory
Holding the Reins and
Letting Them Loose
Letting Them Loose
Presentation, practice and production
Presentation is the teachers lecture or presentation or new point. This should be minimal. The teacher should present and analyse the point being presented with everyday examples. Structure and organise it properly.
Ask why and how? Open ended questions
Presentation is the teachers lecture or presentation or new point. This should be minimal. The teacher should present and analyse the point being presented with everyday examples. Structure and organise it properly.
Ask why and how? Open ended questions
Aaj eliciting questions and avoid prompting. Types of learners VAK.
Flash cards,
Flash cards,
What the course covers
A weekend TEFL course follows similar lines as a full TEFL certificate because
it touches on most of the same course components but in a very brief way.
A weekend course should include:
✓ Basic grammar: There’s far too much grammar in the English language
to teach everything in such a short time, but the course should make
you aware of different tenses (you may think that there’s a past, present
and future tense and that’s it, but believe me, the truth is a little more
complicated).
A weekend TEFL course follows similar lines as a full TEFL certificate because
it touches on most of the same course components but in a very brief way.
A weekend course should include:
✓ Basic grammar: There’s far too much grammar in the English language
to teach everything in such a short time, but the course should make
you aware of different tenses (you may think that there’s a past, present
and future tense and that’s it, but believe me, the truth is a little more
complicated).
You usually touch on the different kinds of words you use
in a sentence too – nouns, verbs, adverbs and adjectives.
in a sentence too – nouns, verbs, adverbs and adjectives.
Beginner
Beginner-level students aren’t necessarily children. Many people discover a
need or desire to study English later in life. Students at beginner level can’t
speak or write accurately in the present simple and present continuous
tenses. Those who know some words in English but aren’t ready to join ele-
mentary level are called False Beginners. When there’s no distinct beginner’s
class, beginner level is absorbed within the first 15–20 hours of an elemen-
tary course. This is a difficult level to teach as you have so few words to work
with when explaining things but it’s also very rewarding because every new
word marks significant progress for the class.
Grammar to cover includes:
✓ The subject pronouns: I, you, he, she and so on.
✓ Demonstrative pronouns: this, that, these, those.
✓ Question words: what, who, where and how.
✓ Possessive adjectives: my, your, his and hers.
✓ Singular and plural nouns.
✓ Expletives (not the naughty ones): there is, there are.
✓ The verb to be in positive, negative and question form: I am, I am not, am I?
Vocabulary to cover includes:
✓ The alphabet.
✓ Numbers 1 to 100.
✓ Jobs: doctor, teacher, taxi driver.
✓ Countries and nationalities: ‘He is from the UK. He’s British.’
✓ Basic food: fruit, vegetables, meat.
✓ Days of the week.
✓ Everyday objects: bag, pen, telephone.
✓ Immediate family: mother, son, husband.
✓ Rooms in the house: living room, bathroom, kitchen.
Beginner-level students aren’t necessarily children. Many people discover a
need or desire to study English later in life. Students at beginner level can’t
speak or write accurately in the present simple and present continuous
tenses. Those who know some words in English but aren’t ready to join ele-
mentary level are called False Beginners. When there’s no distinct beginner’s
class, beginner level is absorbed within the first 15–20 hours of an elemen-
tary course. This is a difficult level to teach as you have so few words to work
with when explaining things but it’s also very rewarding because every new
word marks significant progress for the class.
Grammar to cover includes:
✓ The subject pronouns: I, you, he, she and so on.
✓ Demonstrative pronouns: this, that, these, those.
✓ Question words: what, who, where and how.
✓ Possessive adjectives: my, your, his and hers.
✓ Singular and plural nouns.
✓ Expletives (not the naughty ones): there is, there are.
✓ The verb to be in positive, negative and question form: I am, I am not, am I?
Vocabulary to cover includes:
✓ The alphabet.
✓ Numbers 1 to 100.
✓ Jobs: doctor, teacher, taxi driver.
✓ Countries and nationalities: ‘He is from the UK. He’s British.’
✓ Basic food: fruit, vegetables, meat.
✓ Days of the week.
✓ Everyday objects: bag, pen, telephone.
✓ Immediate family: mother, son, husband.
✓ Rooms in the house: living room, bathroom, kitchen.
Elementary
At elementary level, students learn to use many more verbs instead of only to
be (I am, you are, it is). This is because with other verbs you have to use ‘to
do’ as an auxiliary verb, which is rather strange for them and quite different
from other languages (Do you like apples? No, I don’t). At this level students
learn to talk and ask about matters related to daily routines. They also begin
to refer to past and future time.
Grammar to cover includes:
✓ Basic verbs in the present simple positive, negative and question forms:
I live, I don’t live, do I live?
✓ Simple adverbs of frequency: usually, sometimes.
✓ Quantities: How much, how many? Some, any.
✓ Showing ability: using can/can’t.
✓ The past simple tense with to be: was/were.
✓ Future simple tense: I will go.
✓ Past simple tense with regular verbs: I looked, I listened.
Vocabulary to cover includes:
✓ Simple adjectives: opposites, colours.
✓ Language for telling the time: What time is it? It’s half past three.
✓ Language for shopping: types of shops, asking for what you want.
✓ Asking for directions: straight ahead, turn left/right.
✓ Months and years.
✓ Weather: What’s the weather like? It’s raining.
✓ Comparative adjectives: bigger, nicer, and so on (superlatives wait until
the next level).
At elementary level, students learn to use many more verbs instead of only to
be (I am, you are, it is). This is because with other verbs you have to use ‘to
do’ as an auxiliary verb, which is rather strange for them and quite different
from other languages (Do you like apples? No, I don’t). At this level students
learn to talk and ask about matters related to daily routines. They also begin
to refer to past and future time.
Grammar to cover includes:
✓ Basic verbs in the present simple positive, negative and question forms:
I live, I don’t live, do I live?
✓ Simple adverbs of frequency: usually, sometimes.
✓ Quantities: How much, how many? Some, any.
✓ Showing ability: using can/can’t.
✓ The past simple tense with to be: was/were.
✓ Future simple tense: I will go.
✓ Past simple tense with regular verbs: I looked, I listened.
Vocabulary to cover includes:
✓ Simple adjectives: opposites, colours.
✓ Language for telling the time: What time is it? It’s half past three.
✓ Language for shopping: types of shops, asking for what you want.
✓ Asking for directions: straight ahead, turn left/right.
✓ Months and years.
✓ Weather: What’s the weather like? It’s raining.
✓ Comparative adjectives: bigger, nicer, and so on (superlatives wait until
the next level).
Pre-intermediate
At pre-intermediate level students learn to discuss their experiences and
future plans. They learn vocabulary related to travelling. In addition they’re
able to discuss leisure activities and explain their preferences.
Grammar to cover includes:
✓ Modal verbs: These give more meaning to the main verb in a sentence.
Two examples are: can/can’t and must/mustn’t. I can’t wait any more
because I must get to the shops.
✓ Possessive pronouns: mine, yours and so on.
✓ To be going to: This isn’t a tense but you use this structure to talk about
plans. I am going to study medicine at university.
✓ Present perfect tense: I’ve eaten.
✓ Past simple tense with irregular verbs: I ate, I thought.
✓ Past continuous tense: I was eating.
✓ Adverbs: slowly, well.
Vocabulary to cover includes:
✓ Types of films: comedy, western, thriller.
✓ Clothes: trousers, shirt, coat.
✓ Hobbies and interests: jogging, eating out, reading.
✓ Language for booking hotels and restaurants: Can I book a single room
please?
✓ Landscape words: mountain, river, field.
✓ Parts of the body: shoulder, knee.
✓ Superlatives: the best, the most wonderful.
At pre-intermediate level students learn to discuss their experiences and
future plans. They learn vocabulary related to travelling. In addition they’re
able to discuss leisure activities and explain their preferences.
Grammar to cover includes:
✓ Modal verbs: These give more meaning to the main verb in a sentence.
Two examples are: can/can’t and must/mustn’t. I can’t wait any more
because I must get to the shops.
✓ Possessive pronouns: mine, yours and so on.
✓ To be going to: This isn’t a tense but you use this structure to talk about
plans. I am going to study medicine at university.
✓ Present perfect tense: I’ve eaten.
✓ Past simple tense with irregular verbs: I ate, I thought.
✓ Past continuous tense: I was eating.
✓ Adverbs: slowly, well.
Vocabulary to cover includes:
✓ Types of films: comedy, western, thriller.
✓ Clothes: trousers, shirt, coat.
✓ Hobbies and interests: jogging, eating out, reading.
✓ Language for booking hotels and restaurants: Can I book a single room
please?
✓ Landscape words: mountain, river, field.
✓ Parts of the body: shoulder, knee.
✓ Superlatives: the best, the most wonderful.
Intermediate
At this level students tend to lose their initial enthusiasm for learning
English. They already know how to make sentences that refer to the past,
present and future and they have a basic vocabulary for everyday situations.
However, at this level the language you teach adds sophistication and flu-
ency, instead of basic communication. It becomes harder for students to mea-
sure their progress so you need to work hard at maintaining interest by using
topics they really enjoy.
At this level students tend to lose their initial enthusiasm for learning
English. They already know how to make sentences that refer to the past,
present and future and they have a basic vocabulary for everyday situations.
However, at this level the language you teach adds sophistication and flu-
ency, instead of basic communication. It becomes harder for students to mea-
sure their progress so you need to work hard at maintaining interest by using
topics they really enjoy.
Grammar to cover includes:
✓ More modal verbs: (should, may, might). Too many modal verbs exist to
teach at once so you teach a few at a time.
✓ Zero conditional: If it rains, I use my umbrella.
✓ First conditional: If it rains, I’ll use my umbrella.
✓ Second conditional: If it rained, I’d use my umbrella.
✓ Non-defining relative clauses: The man, who I thought looked great, was
at the office.
✓ Gerunds and infinitives: going and to go.
✓ The verb will for spontaneous decisions: I’ll pay!
✓ Present perfect continuous tense: I have been singing, he has been dancing.
✓ Past perfect tense: They had seen it, you had not watched it.
Vocabulary to cover includes:
✓ Comparing and contrasting: both, neither, whereas.
✓ Polite forms: Would you mind? I’m afraid I can’t.
✓ Expressions for generalising: On the whole, in general.
✓ Stages of life: infancy, childhood.
✓ Reviewing films, books and so on: describing the plot, characters,
strengths and weaknesses.
✓ More modal verbs: (should, may, might). Too many modal verbs exist to
teach at once so you teach a few at a time.
✓ Zero conditional: If it rains, I use my umbrella.
✓ First conditional: If it rains, I’ll use my umbrella.
✓ Second conditional: If it rained, I’d use my umbrella.
✓ Non-defining relative clauses: The man, who I thought looked great, was
at the office.
✓ Gerunds and infinitives: going and to go.
✓ The verb will for spontaneous decisions: I’ll pay!
✓ Present perfect continuous tense: I have been singing, he has been dancing.
✓ Past perfect tense: They had seen it, you had not watched it.
Vocabulary to cover includes:
✓ Comparing and contrasting: both, neither, whereas.
✓ Polite forms: Would you mind? I’m afraid I can’t.
✓ Expressions for generalising: On the whole, in general.
✓ Stages of life: infancy, childhood.
✓ Reviewing films, books and so on: describing the plot, characters,
strengths and weaknesses.
Upper-intermediate
At this level students can speak and write with reasonable fluency using a
range of tenses and expressions for linking ideas. They can use appropriate
language in a variety of situations demonstrating an understanding of formal
and informal language.
Grammar to cover includes:
✓ To have something done: students are used to speaking about actions
they do themselves. With this grammatical structure they can express
the idea of paying or instructing other people to do things. For example,
I had my house painted.
✓ Third conditional: If I had known, I wouldn’t have done it.
✓ Reported speech: She said that she . . .
✓ Defining relative clauses: The man who is standing over there is nervous.
At this level students can speak and write with reasonable fluency using a
range of tenses and expressions for linking ideas. They can use appropriate
language in a variety of situations demonstrating an understanding of formal
and informal language.
Grammar to cover includes:
✓ To have something done: students are used to speaking about actions
they do themselves. With this grammatical structure they can express
the idea of paying or instructing other people to do things. For example,
I had my house painted.
✓ Third conditional: If I had known, I wouldn’t have done it.
✓ Reported speech: She said that she . . .
✓ Defining relative clauses: The man who is standing over there is nervous.
✓ Modal verbs in the past: I could have come.
✓ Passive verb forms: The room was cleaned.
✓ The verb to wish: I wish I could go, you wish you were me (after wish you
use a verb in one of the past tenses, so students have to learn this verb
separately)
✓ To be used to/ to get used to: I’m used to London now but I’m still getting
used to my new job. Students easily confuse these two grammatical struc-
tures for familiar activities and activities that are becoming familiar .
✓ Past perfect continuous tense: I had been working.
✓ Future perfect: I will have written it.
Vocabulary to cover includes:
✓ Adjectives of personality: generous, manipulative.
✓ Medical problems: ache, bruise, sprain.
✓ Crime words: to arrest, fraud, mugging.
✓ Feelings: hurt, fascinated, relieved.
✓ Science and technology words: software, appliance.
✓ Media and communications words: broadcasting, the press
✓ Passive verb forms: The room was cleaned.
✓ The verb to wish: I wish I could go, you wish you were me (after wish you
use a verb in one of the past tenses, so students have to learn this verb
separately)
✓ To be used to/ to get used to: I’m used to London now but I’m still getting
used to my new job. Students easily confuse these two grammatical struc-
tures for familiar activities and activities that are becoming familiar .
✓ Past perfect continuous tense: I had been working.
✓ Future perfect: I will have written it.
Vocabulary to cover includes:
✓ Adjectives of personality: generous, manipulative.
✓ Medical problems: ache, bruise, sprain.
✓ Crime words: to arrest, fraud, mugging.
✓ Feelings: hurt, fascinated, relieved.
✓ Science and technology words: software, appliance.
✓ Media and communications words: broadcasting, the press
Advanced
Students at this level are able to communicate with native speakers without
much difficulty. They get the gist of most texts and conversations and have
sufficient vocabulary to express themselves on a wide variety of topics. The
grammar and vocabulary they use is similar to that of native speakers even
when it’s not strictly necessary to be understood. Question tags, which I
show in the following grammar list, provide a good example of this.
Grammar to cover includes:
✓ Prefixes and suffixes: unlike, likeable.
✓ Compound nouns: tooth + paste = toothpaste.
✓ Ellipsis and substitutions (words you can leave out or replace with
something else): This one is bigger. One represents another noun so it’s
a substitution. Sometimes you leave words out completely because the
meaning is clear. For example: This one is bigger (than the other thing).
When I leave out the words in brackets it’s an example of ellipsis.
✓ Question tags: You like that, don’t you?
Students at this level are able to communicate with native speakers without
much difficulty. They get the gist of most texts and conversations and have
sufficient vocabulary to express themselves on a wide variety of topics. The
grammar and vocabulary they use is similar to that of native speakers even
when it’s not strictly necessary to be understood. Question tags, which I
show in the following grammar list, provide a good example of this.
Grammar to cover includes:
✓ Prefixes and suffixes: unlike, likeable.
✓ Compound nouns: tooth + paste = toothpaste.
✓ Ellipsis and substitutions (words you can leave out or replace with
something else): This one is bigger. One represents another noun so it’s
a substitution. Sometimes you leave words out completely because the
meaning is clear. For example: This one is bigger (than the other thing).
When I leave out the words in brackets it’s an example of ellipsis.
✓ Question tags: You like that, don’t you?
✓ Active and stative verbs (actions and conditions): She bought (active) a
motorbike and also owns (stative) a car.
✓ Future perfect continuous tense: I will have been working.
✓ Detailed rules on phrasal verbs: Phrasal verbs consist of a verb and a
preposition or two that together make a new meaning. For example: to
get on with someone, to put up with something.
Vocabulary to cover includes:
✓ General idioms. An idiom is a phrase that has a meaning quite different
from the individual words within it. For example, students may under-
stand all the words: it + is + a + pain + in + the + neck. However they won’t
get the point unless you explain what the whole expression means.
✓ Newspaper headlines. There are a number of words that are favourites
for newspapers but hardly used elsewhere, for example, Minister Rapped
After Expenses Probe. Journalists also like to be very playful with the
language. They use nicknames, rhymes, and slang and students want to
be in on the joke so that they can understand the press for themselves.
However, it sometimes takes a great deal of explaining and a detailed
analysis of the language for students to get the point.
✓ Words with different connotations. Old and elderly have basically the
same meaning. However, elderly is more polite than old when referring to
people, so the connotation (attitude behind the word) is different. When
students understand that words have similar meanings they also need to
know the subtle but important differences between them.
✓ Metaphors and similes. You use metaphors when you say that one thing
is another because they’re somehow similar. There was a storm of pro-
test. Storm is a word that describes violent weather conditions but here
it means a violent outburst.
motorbike and also owns (stative) a car.
✓ Future perfect continuous tense: I will have been working.
✓ Detailed rules on phrasal verbs: Phrasal verbs consist of a verb and a
preposition or two that together make a new meaning. For example: to
get on with someone, to put up with something.
Vocabulary to cover includes:
✓ General idioms. An idiom is a phrase that has a meaning quite different
from the individual words within it. For example, students may under-
stand all the words: it + is + a + pain + in + the + neck. However they won’t
get the point unless you explain what the whole expression means.
✓ Newspaper headlines. There are a number of words that are favourites
for newspapers but hardly used elsewhere, for example, Minister Rapped
After Expenses Probe. Journalists also like to be very playful with the
language. They use nicknames, rhymes, and slang and students want to
be in on the joke so that they can understand the press for themselves.
However, it sometimes takes a great deal of explaining and a detailed
analysis of the language for students to get the point.
✓ Words with different connotations. Old and elderly have basically the
same meaning. However, elderly is more polite than old when referring to
people, so the connotation (attitude behind the word) is different. When
students understand that words have similar meanings they also need to
know the subtle but important differences between them.
✓ Metaphors and similes. You use metaphors when you say that one thing
is another because they’re somehow similar. There was a storm of pro-
test. Storm is a word that describes violent weather conditions but here
it means a violent outburst.
Proficiency
It’s pretty difficult to come up with a syllabus for proficiency level as many
of the questions are more like A-level English for native speakers. Proficiency
has more exercises based on inference (reading between the lines).
It’s pretty difficult to come up with a syllabus for proficiency level as many
of the questions are more like A-level English for native speakers. Proficiency
has more exercises based on inference (reading between the lines).
Who's the boss
Plan ahead
Be strict at the start, ease later
Welcome feedback
Start and finish on time
Sense of humor
Respect students
Keeping Order 152
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