Teaching English for adults

1-Courses and Levels

English.

2-Teaching English

for

Adults.

Mr. / Girgis H. H. A.

East Anglia University,

Norwich, Norfolk, East Anglia,

England, UK.

1-Master Degree.

2-Freelance PhD

Click here to go to : Abouna Fanous Site.

موقع عمى أبونا فانوس الأنبا بولا

E-mail 1 :

girgishannaharoun@yahoo.co.uk

E-mail 2 : girgishanna027@gmail.com

Go to my:

5 reasons why you need to update your blog regularly

https://girgishanna.blogspot.com/

Mr. / Girgis H. H. A.

East Anglia University,

Norwich, Norfolk, East Anglia,

England, UK.

1-Master Degree.

2-Freelance PhD.

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This poor man cried out, and the

LORD heard him, and saved him

out of all his troubles

.”Psalm 34

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Humor:

Girl Laughing Hysterically Stock Photo ...

Teacher: I wish you’d pay

a little attention, David.

David: I'm paying as little

as I can, teacher.

Dear visitor,

Use the language selector above

to go through my whole site using

any native language you speak,

then you can enjoy my YouTube

channel.

اختاراي لغة من لغات العالم / اللغة التى تريد تصفح

موقعى باستخدامها . استخدم المؤشر

الذى فى الاعلى

I register a video presentation in my

YouTube channel for each page

of my site.

Next,use the other world site selector

above to go to the search engine

site or the social media site you like.

My YouTube Channel:

منهج الانجليزى ثانوية عامة / و شكل و طريقة امتحا ن نظام

التعليم الجديد والتصحيح الكترونيا

1-Courses and

Levels

English

Mr. / Girgis H. H. A.

Courses Archive - Core English

A Pre-A1-level

A Pre-A1-level learner of English is at the very beginning stage of language acquisition. At this level, learners have limited vocabulary and basic understanding of simple structures. Here is a detailed overview of what a Pre-A1 learner can typically do:

Listening Skills

Recognize familiar words and very basic phrases, especially related to personal information (name, family, age).

Understand simple greetings and farewells like "Hello," "Goodbye," and "Hi."

Respond to simple questions with gestures or single words.

Understand very slow and clear speech when talking about familiar topics.

Speaking Skills

Use basic words and phrases to introduce themselves, such as "My name is..." or "I am ... years old."

Respond with single words or short phrases to simple questions like "How are you?" ("Good," "Fine," or "Okay").

Repeat simple words and phrases after teachers or speakers.

Use basic pronunciation, though it may be unclear or limited.

Reading Skills

Recognize familiar words, especially personal names, common objects, numbers, and simple signs.

Understand very simple instructions or labels, such as "Sit," "Stand," or "Stop."

Read basic sight words or symbols with visual cues.

Writing Skills

Copy or write simple words and numbers.

Fill in basic personal information on forms or worksheets (e.g., name, age).

Draw or make simple marks to represent words or ideas, but may not produce full sentences.

Vocabulary

Limited to around 10-50 words, mainly related to everyday objects, family members, colors, and basic actions.

Recognize and use common greetings and expressions.

Grammar

Use simple sentence structures, often single words or two-word phrases.

Limited understanding of basic grammatical concepts like the verb "to be" (am, is, are) in simple contexts.

No understanding of tense, plurals, or complex sentence forms.

Interaction

Respond to simple questions and commands in familiar contexts.

Require repetition and support from teachers or caregivers.

Use gestures and facial expressions to aid communication.

Overall Capabilities

Communicate in a very basic way to meet immediate needs.

Understand very basic spoken and written language related to personal and immediate environment.

Require constant support, visual aids, and repetition to learn effectively.

In summary:

A Pre-A1 learner can recognize and use a small number of familiar words and phrases, respond minimally to simple questions, and understand basic instructions.

Their communication is primarily non-verbal or consists of single words and short phrases, and they rely heavily on context, gestures, and visuals.

GENERAL ENGLISH COURSES | AMIDEAST EGYPT

What can a A1-level learner

of English do?

An A1-level learner of English, also known as a Beginner or Breakthrough level, can perform basic tasks and participate in simple conversations. Here are some of the specific things an A1 learner can do in detail:

Greetings and Introductions

Say hello, goodbye, and basic greetings like "Good morning" or "How are you?"

Introduce themselves with simple phrases: "My name is..." and ask others’ names: "What is your name?"

Personal Information

Talk about personal details such as age ("I am 20 years old"), nationality ("I am from Spain"), and occupation ("I am a student").

Describe their family: "I have a brother and a sister."

Numbers and Dates

Count from 1 to 100.

Say the date and day of the week:

"Today is Monday," "It is the 5th of April."

Basic Vocabulary and Phrases

Use common words for everyday objects and places: "book," "pen," "school," "market."

Understand and use simple phrases like "I like," "I want," "I need," "Can I...?"

Simple Communication in Daily Life

Ask and answer questions about basic needs: "Where is the bathroom?" "How much is this?"

Order food and drinks in a café: "I would like a coffee, please."

Make simple requests: "Please," "Thank you," "Sorry."

Describing People and Places

Describe people using basic adjectives: "He is tall," "She is happy."

Describe places briefly: "The school is big," "The park is nice."

Basic Reading and Writing

Read and understand short, simple texts like signs, menus, and postcards.

Write very simple sentences or fill in basic forms, like filling in personal details.

Understanding Spoken English

Comprehend slow, clear spoken language about familiar topics.

Respond with simple answers or gestures.

Basic Grammar

Use simple verb forms in the present tense: "I work," "She likes."

Use basic pronouns: "I," "you," "he," "she," "it," "we," "they."

Form very simple questions and negatives: "Do you like it?" "I do not understand."

In summary, an A1 learner can handle very basic communication in familiar situations, give simple personal information, understand and use everyday expressions, and participate in straightforward interactions.

English Language Courses | English Language Courses

What can a A2-level learner

of English do?

An A2-level learner of English, also known as an Elementary user, can perform a variety of basic language tasks with some confidence.

Here are the key abilities they typically have, detailed by language skills:

Listening:

Understand familiar words and simple phrases related to personal information, shopping, directions, and daily routines.

Comprehend short, clear messages and notices, such as simple announcements or instructions.

Follow simple spoken conversations if the topic is familiar and speech is slow and clear.

Reading:

Read very short, simple texts, such as signs, notices, menus, and basic personal letters.

Understand common expressions and everyday vocabulary in context.

Find specific information in simple texts, like a timetable or a fare chart.

Speaking:

Use basic phrases and sentences to describe themselves, their family, and their surroundings.

Ask and answer simple questions about personal details, such as where they live, what they do, and their hobbies.

Participate in basic conversations on familiar topics, provided the other person speaks slowly and clearly.

Use common expressions for shopping, ordering food, or making simple arrangements.

Writing:

Write short, simple notes and messages, such as postcards or reminders.

Fill in forms with personal details, like name, address, and nationality.

Write a few sentences about familiar topics, such as hobbies or daily routines, with basic vocabulary and simple sentence structures.

Vocabulary:

Use approximately 1000-1500 basic words and phrases related to everyday life.

Understand and use common vocabulary for shopping, family, work, and leisure.

Grammar:

Use basic present tense forms (e.g., “I go,” “she studies”) and simple past tense.

Form simple sentences with subject-verb-object structure.

Use basic question forms and negatives.

Understand and use some common prepositions (e.g., in, on, at) and articles (a, an, the).

Overall, an A2 learner can handle simple communication in familiar situations, understand straightforward spoken and written language, and produce basic sentences to express their immediate needs and personal information.

Advanced English Language > Training Course for Teachers

What can a B1-level learner

of English do?

A B1-level learner of English, often referred to as an intermediate user, can perform a variety of communicative tasks with a reasonable degree of confidence and independence. Here are the key abilities in detail:

1. Reading Skills:

Understand the main points of clear standard texts on familiar topics such as work, school, leisure, and travel.

Read and comprehend simple articles, reports, and instructions.

Identify specific information in texts like advertisements, menus, schedules, and notices.

Get the gist of longer texts or stories, even if some details are unclear.

2. Listening Skills:

Understand the main ideas of clear speech on familiar subjects delivered in standard language, such as conversations, radio broadcasts, or announcements.

Follow the main points in narrated stories or descriptions, particularly when the topic is familiar.

Recognize the speaker’s attitude or feelings in spoken language when expressed clearly.

3. Speaking Skills:

Handle most situations that might arise while traveling in areas where English is spoken.

Describe experiences, events, dreams, and ambitions, and briefly give reasons for opinions.

Participate in conversations on familiar topics by asking and answering questions and expressing opinions.

Use simple language to explain the meaning of words or phrases when communicating with others.

4. Writing Skills:

Write simple connected texts on familiar topics, such as personal letters, postcards, or emails.

Describe experiences, people, places, and plans in a straightforward manner.

Write summaries of texts or stories, including main points and some details.

Fill in forms with personal details (name, address, etc.).

5. Grammar and Vocabulary:

Use basic grammatical structures correctly, including simple tenses (present, past, future), comparatives, superlatives, and some modals.

Show some control of common phrases and expressions used in everyday communication.

Use a vocabulary range sufficient for everyday topics, including common verbs, nouns, adjectives, and adverbs.

6. Socio-linguistic Competence:

Understand and use polite forms and common social expressions.

Recognize cultural norms in basic social interactions like greetings and farewells.

Express needs, preferences, and opinions appropriately in familiar contexts.

In summary:

A B1 learner can communicate effectively in routine situations, understand the main points of spoken and written texts on familiar topics, and express themselves in a simple way about familiar subjects.

They are developing independence but may still encounter difficulties with complex language structures or unfamiliar topics.

English Language Schools, High School and Summer Program

What can a B2-level learner of English

do?

A B2-level learner of English, according to the Common European Framework of Reference for Languages (CEFR), is considered an upper-intermediate user.

At this stage, they can perform a wide range of complex language tasks with a good degree of fluency and accuracy. Here is a detailed overview of what a B2 learner can do:

1. Listening Skills:

Understand the main ideas of complex spoken texts on both concrete and abstract topics, including technical discussions in their field of specialization.

Follow extended speech and lectures and identify the speaker's attitude or mood.

Comprehend most TV news, current affairs programs, and films with familiar content.

2. Reading Skills:

Read articles and reports concerned with contemporary problems in which the writers adopt particular attitudes or viewpoints.

Understand the main ideas of complex texts on both familiar and unfamiliar topics, including technical language related to their interests or profession.

Identify relevant details, opinions, and arguments within texts.

3. Speaking Skills:

Interact with a degree of fluency and spontaneity that makes regular interaction with native speakers quite possible without strain for either party.

Actively participate in discussions on familiar topics, expressing and justifying opinions.

Present clear, detailed descriptions on a wide range of subjects related to their interests.

Explain a viewpoint on a current issue giving the advantages and disadvantages of various options.

4. Writing Skills:

Write clear, detailed texts on a wide range of subjects related to their interests.

Write essays or reports, passing on information or giving reasons in support of or against a particular point of view.

Summarize the content of articles or reports, highlighting the main points.

Write letters or emails that raise issues or describe experiences.

5. Grammar and Vocabulary:

Use a broad lexical repertoire to discuss familiar and unfamiliar topics.

Handle complex grammatical structures accurately, including different tenses, conditionals, modal verbs, passive voice, and reported speech.

Use linking devices effectively to connect ideas logically.

6. Pragmatic and Socio-linguistic Skills:

Use appropriate language functions for different social contexts, such as giving opinions, agreeing/disagreeing, hypothesizing, and making suggestions.

Adjust language according to the formality of the situation.

In summary:

A B2 learner can understand the main ideas of complex texts, communicate fluently and spontaneously, produce clear and detailed texts, and handle most situations likely to arise while traveling or working in an environment where English is used.

They are approaching advanced proficiency but may still make mistakes with very subtle language nuances or in highly specialized contexts.

What can a C1-level learner of

English do?

A C1-level learner of English, according to the Common European Framework of Reference for Languages (CEFR), is considered an advanced user. They can understand a wide range of demanding, longer texts, and recognize implicit meaning.

They can express themselves fluently and spontaneously without much obvious searching for expressions. Here is a detailed overview of what a C1 learner can do in various language skills:

Listening Skills:

Understand extended speech even when it is not clearly structured.

Comprehend television programs, films, and radio broadcasts with idiomatic expressions and colloquialisms.

Follow complex arguments and detailed explanations in lectures or discussions.

Recognize subtle differences in tone, irony, and attitudes.

Reading Skills:

Read a wide variety of demanding, longer texts such as academic articles, literary works, and detailed reports.

Understand implicit and explicit meanings, nuances, and stylistic features.

Identify the writer’s attitude, tone, and purpose.

Summarize information from different sources coherently.

Speaking Skills:

Express ideas fluently and spontaneously without much obvious searching for expressions.

Use language flexibly and effectively for social, academic, and professional purposes.

Present clear, detailed descriptions and arguments.

Engage in complex conversations, debates, or negotiations, demonstrating control over discourse markers and cohesive devices.

Use idiomatic expressions and colloquialisms appropriately.

Writing Skills:

Produce well-structured, detailed texts on complex subjects, showing controlled use of organizational patterns.

Write essays, reports, proposals, and reviews with a clear argument, appropriate style, and a variety of sentence structures.

Demonstrate accuracy in grammar, vocabulary, and punctuation.

Adapt language style to different contexts and audiences.

Grammar and Vocabulary:

Use a wide range of grammatical structures accurately, including complex sentences, passive voice, and conditionals.

Employ a rich and precise vocabulary, including idiomatic expressions, phrasal verbs, and specialized terminology.

Show awareness of nuance and register, adjusting language accordingly.

Overall Communication:

Demonstrate independence in language use, with minimal reliance on dictionaries or translation.

Handle unpredictable language situations with confidence.

Understand cultural references and idiomatic expressions typical of native speakers.

In summary:

A C1 learner can communicate effectively and flexibly in most contexts, produce clear, well-structured, detailed texts, and understand a wide array of complex spoken and written language.

They are approaching near-native proficiency, capable of engaging confidently in academic, professional, and social settings.

English Course in Brighton over 30 - Full-immersion

What can a C2-level learner of

English do?

A C2-level learner of English, also known as a proficient or mastery-level user according to the Common European Framework of Reference for Languages (CEFR), possesses advanced language skills that enable them to operate with near-native fluency and comprehension.

Here is a detailed overview of what a C2 learner can do across various language competencies:

Listening Skills

Understand virtually all types of spoken language, including abstract, complex, and idiomatic expressions.

Follow extended speech even when it is not clearly structured or when speakers use colloquialisms, regionalisms, or fast-paced speech.

Grasp subtle nuances, humor, irony, and implied meanings in conversations, lectures, debates, and media broadcasts.

Reading Skill

Read and comprehend a wide range of demanding texts, including literary works, academic articles, technical manuals, and newspapers.

Recognize implicit meanings, tone, and stylistic features.

Analyze complex arguments, identify assumptions, and evaluate the author's intent and perspective.

Summarize, paraphrase, and critique texts effectively.

Speaking Skills

Express ideas fluently and spontaneously without much obvious searching for words or expressions.

Use language flexibly and effectively for social, academic, and professional purposes.

Present clear, well-structured, detailed descriptions, arguments, and narratives.

Engage in discussions, negotiations, and debates with ease, demonstrating awareness of subtlety and nuance.

Use idiomatic expressions, colloquialisms, and a wide range of vocabulary appropriately.

Writing Skills

Write clear, well-structured, and detailed texts on complex subjects, demonstrating control over style, tone, and register.

Produce essays, reports, proposals, and creative texts with coherence and cohesion.

Use a wide range of vocabulary and grammatical structures accurately and appropriately.

Edit and revise texts to improve clarity, tone, and effectiveness.

Grammar and Vocabulary

Master a broad and precise vocabulary, including idiomatic expressions, phrasal verbs, and technical terminology.

Use complex grammatical structures accurately, such as advanced clause structures, conditionals, passive voice, and subjunctive mood.

Demonstrate control over stylistic nuances, register, and formal/informal language variations.

Pragmatic and Cultural Competence

Understand and appropriately respond to cultural references, humor, and social norms.

Recognize and interpret cultural nuances and implied meanings in various contexts.

Adapt language use to different situations, audiences, and purposes.

Critical Thinking and Analytical Skills

Critically evaluate information, arguments, and viewpoints.

Synthesize ideas from multiple sources.

Engage in abstract reasoning and hypothetical scenarios.

In summary:

a C2-level learner can function almost as a native speaker in most contexts, demonstrating mastery over language skills that allow for effective communication in academic, professional, and social settings with precision, nuance, and cultural awareness.

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What can a Professional level learner of

English do?

A professional-level learner of English demonstrates advanced proficiency across all language skills—listening, speaking, reading, writing, and communication—enabling effective and nuanced use of the language in diverse contexts.

Here's a detailed overview of what such a learner can do in each area:

Listening:

Understand a wide range of spoken English, including complex and abstract topics such as academic lectures, professional discussions, negotiations, and media broadcasts.

Comprehend various accents, dialects, and speech rates, even in fast-paced or informal conversations.

Discern subtle nuances, implied meanings, humor, and emotional undertones.

Follow extended arguments or narratives and identify key points, supporting details, and underlying themes.

Take effective notes during lectures or meetings, capturing essential information accurately.

Speaking:

Communicate fluently and spontaneously with a high degree of accuracy.

Use a broad vocabulary and idiomatic expressions appropriately in both formal and informal contexts.

Present ideas, opinions, and arguments clearly and convincingly, employing appropriate tone, register, and body language.

Engage in negotiations, debates, and professional discussions with confidence.

Adapt speech style to suit different audiences and purposes, including delivering presentations or leading meetings.

Handle unexpected questions or topics with agility and poise.

Reading:

Read and comprehend complex texts such as academic papers, technical reports, business documents, and literature.

Analyze and interpret information, identifying main ideas, arguments, and supporting evidence.
Recognize rhetorical devices, tone, and purpose in various texts.

Summarize, critique, and synthesize information from multiple sources.

Read rapidly and efficiently, adjusting reading strategies according to purpose (skimming, scanning, detailed reading).

Writing:

Produce clear, well-structured, and cohesive texts suited to professional purposes, including reports, proposals, emails, and articles.

Use advanced grammatical structures accurately and appropriately.

Demonstrate a rich vocabulary with precise word choice.

Adapt writing style and tone according to audience, purpose, and context.

Edit and revise texts effectively to improve clarity, coherence, and correctness.

Incorporate citations and references properly in academic or professional writing.

Communication

(Interpersonal and Presentation Skills):

Engage in effective interpersonal communication, demonstrating active listening, empathy, and responsiveness.

Convey complex ideas clearly and persuasively in both spoken and written forms.

Use appropriate non-verbal cues, gestures, and intonation to enhance understanding.

Lead discussions, facilitate meetings, and deliver compelling presentations.

Negotiate, persuade, and resolve conflicts diplomatically.

Adapt communication strategies to multicultural and multilingual environments.

Vocabulary Proficiency:

Extensive Range:

Possesses a vast and nuanced vocabulary, including both common and specialized terminology across various fields such as business, science, arts, and technology.

Idiomatic Expressions:

Uses and understands idioms, phrasal verbs, and collocations naturally, making speech and writing more fluent and native-like.

Synonyms and Nuance:

Differentiates subtle meanings between synonyms and chooses words precisely to match context and tone.
Register and Style: Adapts vocabulary to suit different registers—formal, informal, technical, literary, etc.—appropriately.

Collocations and Phrasal Verbs:

Uses common and advanced collocations and phrasal verbs correctly, enhancing naturalness.
Word Formation: Demonstrates understanding of prefixes, suffixes, and roots to expand vocabulary and understand unfamiliar words.

Grammar Proficiency:

Complex Sentence Structures:

Constructs and comprehends complex and compound sentences, including subordinate clauses, relative clauses, and conditional sentences.

Tense and Aspect:

Uses all tenses accurately and appropriately, including perfect, continuous, and perfect continuous aspects, in both written and spoken language.

Modal Verbs:

Applies modal verbs correctly to express ability, permission, obligation, probability, and deduction.
Passive and Active Voice: Uses passive and active constructions with ease, understanding their nuances and appropriate contexts.

Reported Speech:

Masters direct and indirect speech, including complex reporting structures.

Advanced Grammar Points:

Uses advanced grammatical structures such as inversions, subjunctive mood, and ellipsis correctly.

Agreement and Consistency:

Maintains subject-verb agreement and tense consistency across sentences and paragraphs.

Punctuation and Syntax:

Applies punctuation rules accurately to clarify meaning and structure sentences effectively.

A professional-level learner of English, especially in the context of interaction, critical thinking, and analytical skills, can perform a wide range of advanced language tasks and engage effectively in complex communicative and intellectual activities. Here is a detailed overview:

Interaction Skills

Fluent Communication: Engage in conversations with native or proficient speakers smoothly and confidently, expressing ideas clearly and appropriately for various contexts.

Discourse Management: Initiate, maintain, and conclude discussions effectively, using appropriate turn-taking, politeness strategies, and conversational cues.

Negotiation and Persuasion: Convincingly argue points of view, negotiate terms, and influence others using nuanced language.

Cultural Awareness: Understand and adapt to different social norms, idiomatic expressions, and cultural references, facilitating meaningful intercultural interactions.

Professional Communication: Use formal and informal registers appropriately in diverse settings such as meetings, presentations, and networking events.

Critical Thinking Skills

Analyzing Arguments: Assess the validity, coherence, and strength of arguments presented in spoken or written form.

Evaluating Information: Critically examine sources of information, identify biases, and discern facts from opinions.

Problem-Solving: Use logical reasoning to approach complex problems, generate solutions, and articulate reasoning processes clearly.

Questioning Assumptions: Challenge underlying assumptions in arguments or discussions, fostering deeper understanding and insight.

Synthesizing Ideas: Combine information from multiple sources to form well-rounded judgments or new perspectives.

Analytical Skills

Textual Analysis: Interpret and analyze various types of texts (articles, reports, literature) for themes, tone, rhetorical devices, and implications.

Data Interpretation: Understand and discuss data presented in charts, graphs, or reports, extracting meaningful conclusions.

Research Skills: Conduct research using English-language sources, evaluate their credibility, and synthesize findings coherently.

Argument Construction: Develop logical, evidence-based arguments in spoken or written form, tailored to specific audiences and purposes.

Critical Reflection: Reflect on personal learning, biases, and perspectives, enhancing self-awareness and intellectual growth.

Practical Applications

Participating in academic discussions, debates, and seminars.

Producing high-quality reports, essays, and presentations.

Engaging in professional negotiations, interviews, and consultations.

Analyzing media content, literature, or research for academic or professional purposes.

Contributing to policy discussions, strategic planning, and collaborative projects.

Overall Attributes:

Demonstrate cultural awareness and sensitivity in communication.

Exhibit confidence and professionalism in all language use.

Continuously refine language skills through self-assessment and ongoing learning.

Summary

In summary, a professional-level learner of English equipped with advanced interaction, critical thinking, and analytical skills can communicate effectively, evaluate complex information critically, and produce sophisticated written and spoken content suitable for academic, professional, and intercultural contexts.

This level of proficiency allows a learner not only to participate effectively in professional environments but also to contribute to discussions, lead projects, and engage with complex texts and ideas confidently and competently.

A Lesson Plan to Practice Speaking With ESL Adults | ITTT | TEFL Blog - YouTube

2-Teaching English

for adults:

(Lessons Plans)

General English courses - The Marlow Language Centre

Click the link below to get a model lesson plan:

Teaching English for adults

- ------------------------------------------------------------------------------------

A Lesson plan

Shopping

Topic:

Different shops

Aims:

• To understand words for different shops

• To ask for items sold in different shops

• To make sentences about different shops

Age group

Adults.

Level:

Time:

60 + minutes

Materials:

• Shopping Student worksheet 1 – Different shops

• Shopping Student worksheet 2 – Shopping lists

• Shopping Student worksheet 3

Introduction:

This lesson reviews vocabulary relating to everyday

shopping and introduces different shop names. Students

practice speaking and listening using these items in a

meaningful context. They then write short sentences

about different shops.

Procedure:

1. Lead- in:

Different shops:

• I elicit names of shops and buildings that students already

know and make a list on the board.

• I give clues until students have suggested shops to be

focused on in this lesson (Explain that chemist and

pharmacy are both acceptable).

• I give out Shopping – Different shops vocabulary sheet

and ask students to label the pictures.

For stronger students, I can give them the pictures

without the words.

Task 1:

Speaking practice:

• I review how to ask for things in shops.

I ask for suggestions but focus on:

'Can I have ...... please?

Excuse me, have you got any .........?'

I drill the questions if necessary.

• I nominate one student to run the bakery, one to run the

café, one to run the newsagent and one to run the chemist.

• I seat each one at a separate table, with the café at the

biggest table, and ask them to make a sign for their shop.

• I give them the pictures of items for their shop (from

student worksheet 2 –shopping lists), cut into individual

cards.

• I give all other students one of the 6 shopping lists on

(also from student worksheet 2).

• I demonstrate that each student should visit the different

shops and ask for the items on their list. The shopkeeper

should give them a picture of the item they ask for.

• All students should finish at the café and can check each

others’ lists and items.

• It may take more than one attempt to get this activity

running smoothly, and repeating the activity with a

changeover of roles and shopping lists would be beneficial.

Rationale:

This activity practices the spoken forms of the target

language, providing lots of opportunity for repetition and is

good for kin-aesthetic learners.

Task 2:

Spelling focus:

• I choose one of today’s vocabulary items.

• I take the first turn myself. I put dashes for the letters, elicit

suggestions for letters, write the unwanted letters at the

bottom of the board and the correct letters over the dashes

until the word is complete.

• I make sure each student sitting down has an opportunity

to suggest letters; go round the room or name students,

otherwise one or two students tend to dominate.

• I allow students to have a turn at the board.

At this level most students need a lot of support at the board.

For example:

I write the word clearly for them on a Lesson plan piece of

paper for them to refer to, check they are filling in the guessed

letters correctly etc.

Rationale:

Although it is important to recognize letter ‘sounds’ when

learning to read, this is an excellent way to practice letter

‘names’ as well as focusing on spelling.

Task 3:

Reading:

• I give out student worksheet 3, and ask students to sort

shopping into the right columns.

• I check using a giant version on a Smart board if possible,

otherwise check orally

Task 4:

Writing:

• I put a giant version of Task 4 on the Smart-board if

possible, or I write up the first sentence.

• I ask one student to read the sentence and ask for

suggestions to complete it.

• I repeat with sentence 2, to ensure students understand

what is required.

• I ask students to look at Task 4 ( worksheet 3) and

I ask students to complete the sentences.

• Students can write original sentences when they have filled

the gaps in 1 and 2.

Task 5:

Crossword Homework:

• Students can complete the crossword for homework to

reinforce what they have learnt in the class.

Learn Business English Language Course | English Path

Five Assumptions About Adult Learners

1-Self-Concept:

Adults thrive in independent learning and training

scenarios.

2-Experience:

Adults learn experientially, meaning they learn from first-

hand observations and interactions.

3-Readiness to learn:

Adults are attracted to learning most when they know

clear objectives.

4-Orientation to Learning:

Adults learn best when the topic is of immediate value.

5-Motivation to learn:

Adults are motivated by internal factors rather than

external pressures.

Take your English language teaching career to the next level

The desired outcomes for adult learning:

Self-knowledge.

Knowing their “needs, motivations, interests, capacities,

and goals” allows adults to better understand themselves,

which leads to personal growth and self-knowledge.

Global citizenship.

Ideally, adults should learn to differentiate between

people and ideas and learn to respect others while

allowing for mutual disagreement. Ultimately, the goal is

to promote acceptance, show empathy and help others in need.

Positive attitude.

Being open and accepting changes develops resilience

in adults, which allows them to see each moment as

a learning opportunity.

Seeking truth.

Often people react to the outcome, or symptom, of a situation.

Mature adults seek to understand the root of the [situation] and,

therefore, find a solution that addresses the cause of the

[situation].

Personality.

Everyone has strengths and weaknesses, and adults

should capitalize on their strengths by learning skills that

support their [goals]. Education can offer many avenues

that support each individual to their fullest potential.

Essential values.

Adults should not only respect the common values of

the society in which they live but understand that they

are binding. Shared ideas and traditions are a key

component of “the heritage of knowledge” and are

collectively valued by each community.

Social order.

Not only is it important to understand the rules and

values of the society in which we live, but adults must

also contribute as productive citizens. Demonstrating

intelligence and being able to mobilize social change

show that you are an effective contributor to society.

Teaching English for adults

4-B1 listening

5-B2 Level Upper intermediate

5-How to get your English to B1 level

Listening Skills

Speaking Skills

Reading Skills

Writing Skills

Vocabulary

Grammar

Interaction

Overall Capabilities

What can a A1-level learner

of English do?

What can a A2-level learner

of English do?

What can a B1-level learner

of English do?

What can a B2-level learner of English

do?

What can a C1-level learner of

English do?

What can a C2-level learner of

English do?

What can a Professional level learner of

English do?

Interaction Skills

Critical Thinking Skills

Analytical Skills

Practical Applications

Beginner A1, ESOL Entry 1.