ESL level E2: English as a second language

In this unit, 'Daily routines', you learn to talk about my day using the present simple. Lessons are short and spoken, with pictures and real objects. You see it, say it, then do it alone.

• Listen first: your teacher or a recording says the new words or sentences from 'Daily routines' twice. You repeat them aloud.
• Notice the pattern: find where the new sound, word form or sentence rule appears in a short text and mark it.
• Use it: talk about my day using the present simple, first with help, then alone.
• Check and fix: read your work aloud once more; fix one thing you hear is wrong.

Step by step.

1. Step 1, Write the day in time order using the present simple. Model: "I get up at six. I have breakfast at seven. I go to school at eight." Reason: the present simple describes habits, and each sentence names one action and one time.
2. Step 2, Add "s" for he, she and it. Model: "My brother gets up at seven. He brushes his teeth. She goes to school by bus." Reason: the third-person singular takes "-s", and "go" becomes "goes", "watch" becomes "watches".
3. Step 3, Use frequency words before the main verb. Model: "I usually walk to school. I never eat lunch at home." Reason: usually, often, sometimes and never sit before the verb but after "be": "I am always late."
4. Step 4, Make negatives and questions with do and does. Model: "I don't play games on Monday." "She doesn't eat meat." Question: "What time do you get up?" "Does he walk to school?" After does, the verb stays plain.
5. Step 5, Fix an error. Wrong: "She don't goes to school on Sunday." Right: "She doesn't go to school on Sunday." The helper does carries the "s", so the main verb returns to its base form.
6. Step 6, Write a short paragraph. "On school days I get up at six. I wash and have breakfast. Then I go to school by bus. After school I do my homework. I go to bed at nine." Reason: time words like then and after link events.
7. Step 7, Your turn. Write four sentences about a friend's day using he or she and one frequency word. Model answer: "My friend gets up at six. She usually walks to school. She doesn't watch TV on weekdays. She goes to bed at ten."

Activity. About 15 to 25 minutes of class work, then one short practice task for home. Keep evidence: a voice note or one page of work.

Standard to meet. Talk about my day using the present simple: at least 4 of 5 attempts understood by a listener who does not know you.

In this unit, 'Places in town', you learn to ask for and give simple directions. Lessons are short and spoken, with pictures and real objects. You see it, say it, then do it alone.

• Listen first: your teacher or a recording says the new words or sentences from 'Places in town' twice. You repeat them aloud.
• Notice the pattern: find where the new sound, word form or sentence rule appears in a short text and mark it.
• Use it: ask for and give simple directions, first with help, then alone.
• Check and fix: read your work aloud once more; fix one thing you hear is wrong.

Step by step.

1. Step 1, Learn place words: bank, post office, library, market, hospital, park, bus station. Model: "The library is next to the park." Reason: "next to", "opposite", "between" and "behind" place one building by another.
2. Step 2, Ask for directions politely. Model: "Excuse me, where is the post office?" or "How do I get to the bank?" Reason: "Excuse me" gets attention, and the question is clear and short.
3. Step 3, Give directions with imperatives. Model: "Go straight on. Turn left at the traffic lights. Then turn right. The bank is on your left." Reason: verbs at the start of a sentence give direct, clear instructions.
4. Step 4, Use distance and landmark words. Model: "Walk for two minutes. It's opposite the market." Reason: a landmark, such as the market, helps the listener check they are going the right way.
5. Step 5, Fix an error. Wrong: "Turn to left and go straight." Right: "Turn left and go straight." We say "turn left" without "to". Another error: "It is in front the bank." Right: "It is in front of the bank."
6. Step 6, Practise a full dialogue. A: "Excuse me, where is the library?" B: "Go straight on. Turn right at the park. It's next to the school." A: "Thank you very much." B: "You're welcome."
7. Step 7, Your turn. You are at the bus station. Give directions to the hospital: straight, then left at the bank, opposite the park. Model answer: "Go straight on. Turn left at the bank. The hospital is opposite the park."

Activity. About 15 to 25 minutes of class work, then one short practice task for home. Keep evidence: a voice note or one page of work.

Standard to meet. Ask for and give simple directions: at least 4 of 5 attempts understood by a listener who does not know you.

In this unit, 'Hobbies and sports', you learn to say what I like and can do. Lessons are short and spoken, with pictures and real objects. You see it, say it, then do it alone.

• Listen first: your teacher or a recording says the new words or sentences from 'Hobbies and sports' twice. You repeat them aloud.
• Notice the pattern: find where the new sound, word form or sentence rule appears in a short text and mark it.
• Use it: say what I like and can do, first with help, then alone.
• Check and fix: read your work aloud once more; fix one thing you hear is wrong.

Step by step.

1. Step 1, Say what you like with verb plus -ing or a noun. Model: "I like swimming." "I love football." "I don't like running." Reason: after like, love and hate we often use the -ing form for activities.
2. Step 2, Say what you can do with can plus the base verb. Model: "I can play chess." "She can swim very well." Reason: "can" never changes and the next verb has no "s" or "-ing".
3. Step 3, Ask and answer about hobbies. A: "What do you do in your free time?" B: "I play cricket and I read stories." A: "Can you play the guitar?" B: "No, I can't, but I can sing."
4. Step 4, Link with and, but and because. Model: "I like tennis, but I can't play it well." "I like painting because it's relaxing." Reason: "but" shows contrast and "because" gives the reason.
5. Step 5, Fix an error. Wrong: "She can swims fast." Right: "She can swim fast." Another wrong: "I like play football." Right: "I like playing football" or "I like to play football."
6. Step 6, Write a short paragraph. "My name is [your name]. I like cycling and swimming. I play cricket on Saturday. I can't play tennis, but I can play table tennis. I like sport because it's fun."
7. Step 7, Your turn. Write four sentences about your own hobbies including one can and one but. Model answer: "I like drawing. I play football on Friday. I can swim, but I can't dive. I like music because it is relaxing."

Activity. About 15 to 25 minutes of class work, then one short practice task for home. Keep evidence: a voice note or one page of work.

Standard to meet. Say what I like and can do: at least 4 of 5 attempts understood by a listener who does not know you.

In this unit, 'Shopping and money', you learn to ask the price and buy something. Lessons are short and spoken, with pictures and real objects. You see it, say it, then do it alone.

• Listen first: your teacher or a recording says the new words or sentences from 'Shopping and money' twice. You repeat them aloud.
• Notice the pattern: find where the new sound, word form or sentence rule appears in a short text and mark it.
• Use it: ask the price and buy something, first with help, then alone.
• Check and fix: read your work aloud once more; fix one thing you hear is wrong.

Step by step.

1. Step 1, Ask the price with "How much". Model: "How much is this shirt?" for one item and "How much are these shoes?" for plural items. Reason: use is for singular and are for plural.
2. Step 2, Say the answer with the price. Model: "It's twelve dollars." "They are twenty-five dollars." Read prices as words: 4.50 is "four dollars fifty". Reason: say the big unit, then the small one.
3. Step 3, Ask for what you want politely. Model: "I'd like a notebook, please." "Can I have two pens?" Reason: "I'd like" is the polite short form of "I would like".
4. Step 4, Pay and check change. Customer: "Here is ten dollars." Seller: "Thank you. Here's your change, three dollars." Customer: "Thank you." Reason: "change" is the money returned, and it is never plural.
5. Step 5, Fix an error. Wrong: "How much cost this bag?" Right: "How much is this bag?" or "How much does this bag cost?" Another error: "I want a bread." Right: "I'd like some bread."
6. Step 6, Practise the full shopping dialogue. A: "Hello, I'd like an orange juice." B: "That's two dollars." A: "How much are those apples?" B: "They're three dollars a kilo." A: "I'll take one kilo."
7. Step 7, Your turn. Write a four-line dialogue buying a pen that costs one dollar fifty with a five-dollar note. Model answer: "How much is this pen?" "It's one dollar fifty." "Here is five dollars." "Thank you. Here's your change, three dollars fifty."

Activity. About 15 to 25 minutes of class work, then one short practice task for home. Keep evidence: a voice note or one page of work.

Standard to meet. Ask the price and buy something: at least 4 of 5 attempts understood by a listener who does not know you.

In this unit, 'Past events', you learn to tell a simple story about yesterday using the past simple. Lessons are short and spoken, with pictures and real objects. You see it, say it, then do it alone.

• Listen first: your teacher or a recording says the new words or sentences from 'Past events' twice. You repeat them aloud.
• Notice the pattern: find where the new sound, word form or sentence rule appears in a short text and mark it.
• Use it: tell a simple story about yesterday using the past simple, first with help, then alone.
• Check and fix: read your work aloud once more; fix one thing you hear is wrong.

Step by step.

1. Step 1, Use the past simple for finished actions with a time word like yesterday. Model: "Yesterday I played football." Regular verbs add "-ed": play, played; walk, walked; clean, cleaned.
2. Step 2, Learn irregular verbs. Go becomes went, eat becomes ate, see becomes saw, have becomes had. Model: "We went to the market and saw a monkey." Reason: these common verbs change form and must be remembered.
3. Step 3, Make negatives and questions with did. Model: "I didn't watch TV." "Did you finish your homework?" Answer: "Yes, I did." Reason: after did and didn't the verb returns to the base form.
4. Step 4, Order a story with sequence words. "First I got up late. Then I ate breakfast. After that I went to school. Finally I came home." Reason: first, then, after that and finally show the order of events.
5. Step 5, Fix an error. Wrong: "Yesterday I go to the park." Right: "Yesterday I went to the park." Another error: "She didn't went." Right: "She didn't go." The past mark is on did only.
6. Step 6, Write a short story. "Yesterday was Sunday. I got up at eight and ate rice. Then I visited my grandmother. We cooked dinner together. I went to bed early because I was tired."
7. Step 7, Your turn. Write four sentences about what you did yesterday using two irregular verbs. Model answer: "Yesterday I went to school. I saw my friend. After lunch I played cricket. In the evening I did my homework."

Activity. About 15 to 25 minutes of class work, then one short practice task for home. Keep evidence: a voice note or one page of work.

Standard to meet. Tell a simple story about yesterday using the past simple: at least 4 of 5 attempts understood by a listener who does not know you.

In this unit, 'Describing people and things', you learn to use adjectives and comparatives. Lessons are short and spoken, with pictures and real objects. You see it, say it, then do it alone.

• Listen first: your teacher or a recording says the new words or sentences from 'Describing people and things' twice. You repeat them aloud.
• Notice the pattern: find where the new sound, word form or sentence rule appears in a short text and mark it.
• Use it: use adjectives and comparatives, first with help, then alone.
• Check and fix: read your work aloud once more; fix one thing you hear is wrong.

Step by step.

1. Step 1, Describe people with adjectives after "be": tall, short, kind, funny, quiet. Model: "My uncle is tall and funny." Put the adjective before a noun too: "He is a kind man."
2. Step 2, Describe things with size, then shape, then colour. Model: "I have a small round red ball." Reason: size comes before shape, and shape before colour. An opinion word comes first of all: "a nice small ball."
3. Step 3, Make short comparatives with "-er than". Model: "The first boy is taller than the second boy." "This bag is lighter than that bag." Reason: for one-syllable adjectives add "-er" and use "than" before the second thing.
4. Step 4, Make longer comparatives with "more". Model: "The film is more interesting than the book." "A car is more expensive than a bicycle." Reason: adjectives of two or more syllables use "more" instead of "-er".
5. Step 5, Fix an error. Wrong: "She is more tall than me." Right: "She is taller than me." Another: "This is more good." Right: "This is better." Irregular: good, better; bad, worse. For "big", double the g: bigger.
6. Step 6, Compare two things in a paragraph. "My dog is bigger than my cat. The cat is quieter than the dog. The dog is friendlier, but the cat is cleaner."
7. Step 7, Your turn. Compare two animals using three sentences with one -er and one more. Model answer: "A horse is faster than a cow. A cow is heavier than a goat. A horse is more beautiful than a cow, in my opinion."

Activity. About 15 to 25 minutes of class work, then one short practice task for home. Keep evidence: a voice note or one page of work.

Standard to meet. Use adjectives and comparatives: at least 4 of 5 attempts understood by a listener who does not know you.

In this unit, 'Health and feelings', you learn to say how I feel and what is wrong. Lessons are short and spoken, with pictures and real objects. You see it, say it, then do it alone.

• Listen first: your teacher or a recording says the new words or sentences from 'Health and feelings' twice. You repeat them aloud.
• Notice the pattern: find where the new sound, word form or sentence rule appears in a short text and mark it.
• Use it: say how I feel and what is wrong, first with help, then alone.
• Check and fix: read your work aloud once more; fix one thing you hear is wrong.

Step by step.

1. Step 1, Say how you feel using "I feel" or "I am" plus an adjective: happy, sad, tired, angry, nervous. Model: "I feel tired today." "I am happy because my friend is here."
2. Step 2, Say what is wrong with "have a" or "my ... hurts". Model: "I have a headache." "I have a sore throat." "My stomach hurts." Reason: English uses "have a" for common ailments.
3. Step 3, Talk to a doctor. Doctor: "What's the matter?" Patient: "I have a fever and a cough." Doctor: "How long have you felt like this?" Patient: "Since yesterday." Reason: "since" names the start time.
4. Step 4, Give advice with should. Model: "You should rest." "You should drink water." "You shouldn't go to school today." Reason: "should" is followed by the base verb and is used for advice.
5. Step 5, Fix an error. Wrong: "I am headache." Right: "I have a headache." Another wrong: "You should to rest." Right: "You should rest." There is no "to" after should.
6. Step 6, Practise a full dialogue. A: "You look sick. What's the matter?" B: "I have a bad cold." A: "You should go home and rest." B: "Yes, I think so. Thank you."
7. Step 7, Your turn. Write three lines saying how you feel, what is wrong, and one piece of advice. Model answer: "I feel terrible. I have a sore throat. I should drink warm water and rest."

Activity. About 15 to 25 minutes of class work, then one short practice task for home. Keep evidence: a voice note or one page of work.

Standard to meet. Say how I feel and what is wrong: at least 4 of 5 attempts understood by a listener who does not know you.

In this unit, 'Reading short texts', you learn to find main ideas and details in a short text. Lessons are short and spoken, with pictures and real objects. You see it, say it, then do it alone.

• Listen first: your teacher or a recording says the new words or sentences from 'Reading short texts' twice. You repeat them aloud.
• Notice the pattern: find where the new sound, word form or sentence rule appears in a short text and mark it.
• Use it: find main ideas and details in a short text, first with help, then alone.
• Check and fix: read your work aloud once more; fix one thing you hear is wrong.

Step by step.

1. Step 1, Read the whole text once for the general idea. Text: 'Mia has a small garden. She grows tomatoes and beans. Every morning she gives them water. In summer the garden is full of red tomatoes. Mia shares them with her neighbours.' Do not stop at hard words. Ask: who is this about, and what is happening?
2. Step 2, Find the main idea. The main idea is what the whole text is about. Here the text is about Mia and her garden. Main idea: Mia grows vegetables in her garden and shares them. Check: does every sentence fit this idea? Yes, so it is a good main idea.
3. Step 3, Find the details. Details give small facts. Who? Mia. What does she grow? Tomatoes and beans. When does she water the plants? Every morning. Underline each answer in the text with a pencil, then write the answer in a short note in your book.
4. Step 4, Use question words to check. Who? What? When? Where? Why? Question: What does Mia do with the tomatoes? Look back and find the sentence: 'Mia shares them with her neighbours.' Answer: She shares them with her neighbours. Always look back at the text for the answer.
5. Step 5, Decide true or false. Sentence: 'Mia grows carrots.' The text says tomatoes and beans, so the sentence is false. Sentence: 'Mia waters her plants every morning.' This is true. Write T or F, and write the line from the text that proves it.
6. Step 6, Your turn: write the main idea and one detail. Answer: Main idea: Mia has a garden and grows vegetables. Detail: She waters the plants every morning. (Another good detail: she shares tomatoes with her neighbours.)

Activity. About 15 to 25 minutes of class work, then one short practice task for home. Keep evidence: a voice note or one page of work.

Standard to meet. Find main ideas and details in a short text: at least 4 of 5 attempts understood by a listener who does not know you.

In this unit, 'Writing paragraphs', you learn to write five connected sentences on a topic. Lessons are short and spoken, with pictures and real objects. You see it, say it, then do it alone.

• Listen first: your teacher or a recording says the new words or sentences from 'Writing paragraphs' twice. You repeat them aloud.
• Notice the pattern: find where the new sound, word form or sentence rule appears in a short text and mark it.
• Use it: write five connected sentences on a topic, first with help, then alone.
• Check and fix: read your work aloud once more; fix one thing you hear is wrong.

Step by step.

1. Step 1, Choose a topic and think of ideas. Topic: My Saturday. Write a quick list: help at home, wash dishes, play football, read a book, go to bed. Choose four ideas for your paragraph. A paragraph is a group of sentences about one topic, and you need five connected sentences.
2. Step 2, Write sentence 1, the topic sentence. It says what the paragraph is about. 'On Saturday I help at home and I have fun.' Begin with a capital letter, and end with a full stop. Keep it short, and make sure it matches your list of ideas.
3. Step 3, Write sentences 2 to 4 with linking words. 'First, I wash the dishes. Next, I play football with my friend. Then I read a book.' The words first, next and then show the order of events. After the linking word at the start, put a comma, except after 'then'.
4. Step 4, Write sentence 5, the ending. 'Finally, I go to bed at nine.' Together: 1 topic sentence, 2 first, 3 next, 4 then, 5 finally. Count the sentences: five. Read all five aloud. Do they follow one after another and make sense?
5. Step 5, Check your work. Does each sentence start with a capital letter and end with a full stop? Are the verbs all present simple (help, wash, play)? Is the spelling right? Are there five sentences? Fix one mistake and rewrite neatly.
6. Step 6, Your turn: write five connected sentences about My School Day. Model answer: I like my school day. First, I read in class. Next, I play with my friends. Then I do maths. Finally, I walk home.

Activity. About 15 to 25 minutes of class work, then one short practice task for home. Keep evidence: a voice note or one page of work.

Standard to meet. Write five connected sentences on a topic: at least 4 of 5 attempts understood by a listener who does not know you.

In this unit, 'Listening for information', you learn to take notes from a short audio. Lessons are short and spoken, with pictures and real objects. You see it, say it, then do it alone.

• Listen first: your teacher or a recording says the new words or sentences from 'Listening for information' twice. You repeat them aloud.
• Notice the pattern: find where the new sound, word form or sentence rule appears in a short text and mark it.
• Use it: take notes from a short audio, first with help, then alone.
• Check and fix: read your work aloud once more; fix one thing you hear is wrong.

Step by step.

1. Step 1, Preview the topic before the audio. If the audio is about a bus timetable, expect times, places and numbers. Reason: knowing what to expect helps you notice the key details instead of every word.
2. Step 2, Take notes with short words and symbols. Hear: "The bus to the lake leaves at half past eight from stop five." Note: "bus - lake - 8.30 - stop 5." Reason: notes keep only the facts and drop the extra words.
3. Step 3, Listen for numbers carefully. Fifteen and fifty sound alike: fif-TEEN has the stress at the end, and FIF-ty at the start. Model note: "15 min" or "50 min". Replay the line to check.
4. Step 4, Write answers from notes in full sentences. Notes: "bus - lake - 8.30 - stop 5." Answer: "The bus to the lake leaves at eight thirty from stop five." Reason: a sentence made from notes sounds complete and accurate.
5. Step 5, Fix an error. Wrong note: "bus 8.13" when the speaker said "eight-thirty". Hint: "-teen" sounds end strongly, but "thirty" starts strongly. Check with another detail, such as "half past".
6. Step 6, Practise with a short script. Audio: "The market opens at nine on Tuesday and Friday. Entry is free. It's near the old bridge." Notes: "market - 9 - Tue, Fri - free - old bridge."
7. Step 7, Your turn. Audio: "The swimming class is on Wednesday at four. Bring a towel. The class is in the school pool." Take notes and write two answers. Model answer: notes "swim - Wed - 4 - towel - pool"; "The class is on Wednesday at four." "The class is in the school pool."

Activity. About 15 to 25 minutes of class work, then one short practice task for home. Keep evidence: a voice note or one page of work.

Standard to meet. Take notes from a short audio: at least 4 of 5 attempts understood by a listener who does not know you.

In this unit, 'Review and showcase', you learn to present a short project. Lessons are short and spoken, with pictures and real objects. You see it, say it, then do it alone.

• Listen first: your teacher or a recording says the new words or sentences from 'Review and showcase' twice. You repeat them aloud.
• Notice the pattern: find where the new sound, word form or sentence rule appears in a short text and mark it.
• Use it: present a short project, first with help, then alone.
• Check and fix: read your work aloud once more; fix one thing you hear is wrong.

Step by step.

1. Step 1, Pick a project topic you can describe: "My favourite place". Plan three parts: introduction, three details, ending. Reason: a clear plan keeps your talk short and easy to follow.
2. Step 2, Write the introduction. "Hello, everyone. My project is about my favourite place, the lake near my village. I'm going to tell you where it is, what I do there, and why I like it."
3. Step 3, Write the details with present simple and past simple. "It is five minutes from my house. On Sundays I swim and fish. Last summer I saw a white bird there." Reason: present simple gives habits and past simple gives a memory.
4. Step 4, Add reasons with because and a comparison. "I like it because it is quiet. It is cleaner than the river." Reason: reasons and comparisons make the talk more interesting than simple facts.
5. Step 5, Fix an error. Wrong: "I am going to tell you about my place is nice." Right: "I'm going to tell you about my place. It is nice." Keep each sentence to one main verb.
6. Step 6, Finish and invite questions. "Thank you for listening. Does anyone have a question?" Audience: "How do you get there?" Answer: "I go on foot. It takes about five minutes." Reason: a closing line signals the end and invites response.
7. Step 7, Your turn. Write a five-sentence introduction and ending for a project on your favourite food. Model answer: "Hello, everyone. My project is about rice. I eat it every day because it is cheap and tasty. Thank you. Any questions?"

Activity. About 15 to 25 minutes of class work, then one short practice task for home. Keep evidence: a voice note or one page of work.

Standard to meet. Present a short project: at least 4 of 5 attempts understood by a listener who does not know you.

On the slide: L1 Basic · First words and survival phrases

Notes: Say hello, give your name and ask for help in simple English. Notes: teach Hello, My name is... and Can you help me? with gestures and pictures; learners practise each phrase with three partners and point to objects as they name them.

This course: ESL level E2 English as a second language is at this level. Its units include Daily routines; Places in town; Hobbies and sports; Shopping and money and more.

On the slide: L2 Awareness · Everyday words and short sentences

Notes: Understand and write short sentences about family, food and daily routine, using present simple. Notes: show I eat rice, she eats bread; learners write five true sentences about their day, read them to a partner, and fix the verb ending together.

On the slide: L3 Foundation · Questions, past tense and short texts

Notes: Ask and answer questions and write a short paragraph about last weekend using past simple. Notes: contrast I go and I went; learners interview a partner using What did you do?, then write six sentences from the answers and underline each past verb.

On the slide: L4 Practitioner · Real-life communication and listening

Notes: Follow a two-minute conversation and take part in a phone call, a shop visit or a clinic visit. Notes: play a short recording with a booking at a clinic; learners note three key facts, then role-play the same call with their own details and ask for repetition politely.

On the slide: L5 Specialist · Academic and workplace English

Notes: Write a 250-word report or email and give a short talk with clear structure, linking words and few errors. Notes: teach First, However, As a result; learners rewrite a plain paragraph with three linkers, then present it in two minutes with a peer giving feedback.

On the slide: L6 Advanced · Language analysis and teaching methods

Notes: Explain why learners make common errors and design a lesson that targets them using evidence from learner writing. Notes: collect ten samples; learners classify errors such as article, tense or word order, rank them by frequency, and plan a thirty-minute fix for the top two.

On the slide: L7 Super expert · Research and curriculum design

Notes: Design a classroom-based study or a full course plan for adult learners, with measures and ethics set out. Notes: choose a question such as whether peer feedback improves writing; define the sample, the pre-test and post-test, and one risk, then present the plan for critique.