Have your students learn the alphabet to a certain point. You can start at “a” and go to “m,” if you want. Have your students finish the alphabet at a pace you are both comfortable with. The point is to push your students but to not push them too hard. Ask your students to work on numbers. As with letters, start them and stop them depending on their capabilities. Consider creating a worksheet on which students can practice writing letters and/or numbers. Use flashcards with a word that begins with each letter of the alphabet to reinforce your lesson. Learning the alphabet might be easier to speakers whose native language uses the Latin or English alphabet.
The “TH. " The “TH” (like in “theater” or “thing”) does not exist in a number of languages. As a result, it’s relatively hard for some ESL students (such as those from Romance or Slavic language backgrounds) to pronounce. The “R. " The “R” sound is also difficult for many ESL learners for a variety of reason including the fact that it is pronounced differently depending on regional dialects. The “L. " The “L” sound is another difficult one for ESL learners, especially those from east Asia. Spend extra time on the “L. “[1] X Research source The “H. " The “H” sound is difficult for many ESL learners, especially Spanish speakers who are used to the letter being silent. In English, it’s usually pronounced, but it may confuse students when it appears in “gh,” as in “laugh,” or “sh,” as in “fish. “[2] X Research source
Start with common objects in your classroom. Talk about English pronouns as well, such as: I, you, he, she, we, they, and them. Move on to common objects in your city or town. Good examples are: car, house, tree, road, and more. Continue on to objects your students will encounter in their daily lives, such as food, electronics, and more. [3] X Research source
Adjectives change or describe other words. Examples of adjectives you can teach are: wild, silly, troubled, and agreeable.
Verbs describe an action. Examples of verbs you can teach are: to speak, to talk, and to pronounce. Spend extra time on irregular verbs. The word “go” is a great example of a difficult English irregular verb. The past tense of “go” is “went. " The past participle of “go” becomes “gone. “[4] X Research source
Adverbs describe or change the meaning of verbs, adjectives, and other adverbs, adding to their meaning. Examples of adverbs include very, wearily, happily, and easily. If a word ends in -ly, it’s likely an adverb.
Tenses explain when something has happened or occurred. Make sure to explain past tense, current tense, and future tense. Articles are adjectives that provide extra information about a noun. Articles include: “a,” “an,” and “the. " Make sure your students master tenses and articles, as they are paramount in their ability to construct sentences and to speak properly. [5] X Research source
You should tell your students to repeat those phrases (and use them) until they feel comfortable using them in conversation. Begin with a few common phrases like “never mind,” “no doubt,” or “make believe. ” Provide your students with a list of common phrases to work with and think about. [6] X Research source
Subject-Verb sentences. These sentences have the subject followed by a verb. For instance, “The Dog runs. " Subject-Verb-Object. These sentences have the subject first, followed by a verb, which is then followed by an object. For instance, “John eats pizza. " Subject-Verb-Adjective sentences. These sentences have the subject first, a verb, and then an adjective. For instance, “The puppy is cute. " Subject-Verb-Adverb sentences. These sentences have the subject, a verb, and then an adverb. For instance, “The lion is there. " Subject-Verb-Noun sentences. These sentences have a subject, a verb, and end with a noun. For instance, “Emmanuel is a philosopher. “[7] X Research source
This tactic is best used when students have already learned the basics (basic questions, greetings, the alphabet, and numbers). When a student uses English incorrectly, correct them in the proper way. Always be encouraging. This tactic works well with the “repeat after me” and/or “answer me” approach. For instance, you can make a statement or ask a student a question. It will give them the opportunity to answer in English. Avoid becoming a “language police. ” If a student has difficulty and has to talk in his or her native language, don’t shame them. Hear their concern. [8] X Research source
Print off directions to an activity and distribute them to students before you explain an activity. If you are teaching online, email directions to your students before you explain it to them via video. [9] X Trustworthy Source Edutopia Educational nonprofit organization focused on encouraging and celebrating classroom innovation Go to source
If you’re teaching in a classroom environment, walk around and talk to students to see if they are having trouble. If you’re teaching online, send messages or emails to students and ask them if they need help. Make yourself available as much as you can when students are doing in-class activities or other activities. [10] X Trustworthy Source Edutopia Educational nonprofit organization focused on encouraging and celebrating classroom innovation Go to source
Use speaking. Employ writing. Encourage reading. Suggest listening. Try to promote all of the modes of learning equally. [11] X Trustworthy Source Edutopia Educational nonprofit organization focused on encouraging and celebrating classroom innovation Go to source
You don’t need to stay at exactly 10 minutes. Feel free to go a few minutes over if it will aid your lesson. After each mini-lesson, switch to a totally different sort of lesson. This will help refresh students and keep their attention. Change your mini lessons daily. Try to incorporate as many different lessons as possible to keep your students’ attention and to challenge them. However, don’t add too much new information at once, as your students may get overwhelmed. Instead, change your strategy often but stick to the same material until your students understand it.
Try a Jeopardy-type game that uses a point system to get your students to compete against each other. Consider a Family Feud-style game if you want your students to work together in teams. Try memorizing or guessing games that rely on flash cards. For instance, display a flash card with a hint and see if your students can guess the correct answer. [12] X Research source
Pictures and photographs. Post-cards. Video. Maps. Comic books. Comic books are especially good because visuals and text are paired together. [13] X Trustworthy Source Edutopia Educational nonprofit organization focused on encouraging and celebrating classroom innovation Go to source
Targeted language apps are available on a number of smart phone operating systems. There are a wide variety of free targeted language apps, like Duolingo. Some apps provide the opportunity for multiple students to work together to learn.
Try an “idiom of the day” lesson. In this, you can pick common idioms or colloquial phrases, and explain them to your class. Have your students follow popular figures on Twitter and translate their tweets. Start a social media group and have students share news pieces and explain or translate them in English.
