ESL level E3: English as a second language

In this unit, 'Plans and future', you learn to use going to and will to talk about plans. 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 'Plans and future' 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 going to and will to talk about plans, 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 going to for plans already decided. Model: "I'm going to visit my cousin next week." Form: be plus going to plus the base verb. Reason: the plan was made before the moment of speaking.
2. Step 2, Choose will for sudden decisions and predictions. Model: "It's cold. I'll close the window." "I think it will rain tomorrow." Reason: the decision happens now, and a prediction is an opinion about the future.
3. Step 3, Make negatives and questions. Model: "I'm not going to work this weekend." "Are you going to study tonight?" "She won't come." Reason: won't is will not, and the main verb stays plain.
4. Step 4, Compare in one sentence. "I'm going to study medicine; I think I'll enjoy it." Reason: the plan uses going to, the guess about enjoying uses will. Time words: tomorrow, next year, in two weeks, soon.
5. Step 5, Fix an error. Wrong: "Tomorrow I will to go to the market." Right: "Tomorrow I will go to the market." Another wrong: "I going to eat." Right: "I'm going to eat." Never omit the form of be.
6. Step 6, Ask about plans. A: "What are you going to do this summer?" B: "I'm going to visit my grandparents, and I'll help on the farm." A: "That sounds great. I think you'll enjoy it."
7. Step 7, Your turn. Write three sentences: a plan, a prediction and a sudden decision. Model answer: "I'm going to start a sports club. I think it will be popular. Oh, the phone is ringing; I'll answer it."

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 going to and will to talk about plans: at least 4 of 5 attempts understood by a listener who does not know you.

In this unit, 'Travel and holidays', you learn to describe a trip and book tickets. 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 'Travel and holidays' 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: describe a trip and book tickets, 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 a trip in the past simple with details. Model: "Last July we travelled to the coast by train. The journey took four hours. We stayed in a small hotel near the beach." Reason: the past simple tells the story.
2. Step 2, Add feeling and description. "The sea was clear and warm. The food was delicious, but the town was crowded." Reason: adjectives make a trip description specific, and "but" shows contrast.
3. Step 3, Book a ticket politely. Customer: "I'd like two return tickets to Kandy, please." Clerk: "When are you travelling?" Customer: "Next Saturday, in the morning." Reason: "return" means there and back; "single" means one way.
4. Step 4, Ask about times and prices. "What time does the train leave?" "How long does the journey take?" "Is there a seat by the window?" Reason: present simple questions are used for timetables.
5. Step 5, Fix an error. Wrong: "I want two ticket to Kandy." Right: "I'd like two tickets to Kandy." Another error: "We have gone to the coast last July." Right: "We went to the coast last July."
6. Step 6, Write a short postcard. "Dear friend, We are having a great time at the coast. The weather is sunny, and we swim every day. Tomorrow we are going to visit a fort. See you soon, [your name]."
7. Step 7, Your turn. Write a three-line dialogue booking one single bus ticket to the capital for tomorrow. Model answer: "I'd like a single ticket to the capital, please." "For which day?" "Tomorrow morning, please."

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. Describe a trip and book tickets: at least 4 of 5 attempts understood by a listener who does not know you.

In this unit, 'School subjects and study skills', you learn to ask for help and follow subject instructions. 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 'School subjects and study skills' 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 help and follow subject instructions, 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 for help politely. 'Excuse me, can you help me, please?' Use 'Excuse me' to get attention, and 'please' to be polite. Add the problem: 'I do not understand question three.' Speak clearly, look at the teacher, and wait for the answer before you write.
2. Step 2, Ask about words. 'What does "measure" mean?' 'How do you spell "triangle"?' 'Can you give me an example, please?' These three questions help you learn new subject words. Write the answer in your notebook with the word, meaning and a short example sentence.
3. Step 3, Ask someone to repeat. 'Could you say that again, please?' 'Could you speak more slowly?' Say these when the teacher speaks too fast. It is not rude to ask. Then listen to the answer and repeat the key words: 'Page twelve. Question three.'
4. Step 4, Follow subject instructions in order. 'Open your book to page 12. Read the first paragraph. Underline the verbs. Then write two sentences.' Number the actions 1, 2, 3, 4 in your notebook. Instruction words are verbs at the start: open, read, underline, write.
5. Step 5, Check you understand. Say: 'So I read first, then underline the verbs, and then write two sentences. Is that correct?' The teacher says yes or corrects you. This checking sentence saves time and stops mistakes before you start the task.
6. Step 6, Your turn: you do not understand 'Circle the nouns.' What do you say? Model answer: 'Excuse me, what does "noun" mean? Could you give me an example, please?'

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 help and follow subject instructions: at least 4 of 5 attempts understood by a listener who does not know you.

In this unit, 'Science and nature words', you learn to read simple science texts and learn key words. 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 'Science and nature words' 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: read simple science texts and learn key words, 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 text for the general idea. 'Water changes form. When the sun heats a lake, some water evaporates: it becomes a gas called water vapour. High in the sky the vapour cools and condenses into tiny drops. The drops make clouds. When the drops are heavy, they fall as rain.' Main idea: how water moves from the lake to the sky and back.
2. Step 2, List the key words. Evaporate: change from liquid to gas. Water vapour: water as a gas. Condense: change from gas to liquid. Cloud: many tiny water drops in the sky. Write each word, its meaning and one picture or example in your word book.
3. Step 3, Put the process in order with arrows. Sun heats the lake, then water evaporates, then vapour rises, then it cools and condenses, then clouds form, then rain falls. Number the steps 1 to 6. Use time words: first, then, next, finally.
4. Step 4, See condensation safely. A cold glass of water on a warm day gets drops on the outside. Water vapour from the air touches the cold glass and condenses. This is safe, with no heat. Never touch steam from a kettle: steam burns, so only an adult should boil water.
5. Step 5, Answer questions with the text. What makes water evaporate? The heat of the sun. What is water vapour? Water as a gas. What happens when drops become heavy? They fall as rain. Look back at the text and answer in a full sentence.
6. Step 6, Your turn: complete: 'Vapour ___ and becomes tiny drops.' Answer: condenses (or cools and condenses). It is the opposite of 'evaporates', so it changes from a gas to a liquid.

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. Read simple science texts and learn key words: at least 4 of 5 attempts understood by a listener who does not know you.

In this unit, 'Stories and characters', you learn to read a short story and retell it. 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 'Stories and characters' 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: read a short story and retell it, 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 for characters and setting. Story: 'Lena found a small kite in a tree. It was torn. She took it home and fixed it with tape. The next day she flew it in the park. A boy, Omar, laughed and said, "That is my kite!" Lena gave it back, and Omar taught her to fly it.' Characters: Lena and Omar. Setting: a tree, Lena's home, the park.
2. Step 2, Find the beginning, middle and end. Beginning: Lena finds a torn kite. Middle: she fixes it and flies it in the park, and Omar says it is his. End: Lena gives the kite back and Omar teaches her to fly it. Write one short line for each part.
3. Step 3, Notice the past tense verbs. found, was, took, fixed, flew, said, gave, taught. Some verbs are regular and end in -ed (fixed, laughed). Others are irregular (find to found, take to took, fly to flew, give to gave, teach to taught). Learn the irregular ones as a list.
4. Step 4, Choose time words for your retelling. First, then, the next day, after that, finally. Example: 'First, Lena found a torn kite. Then she fixed it with tape.' Time words show the order. Say each sentence aloud before you write it.
5. Step 5, Retell in your own words. 'Lena found a torn kite in a tree and fixed it. The next day she flew it in the park. Omar said it was his kite, so Lena gave it back. Finally, Omar taught her to fly it.' That is four sentences with no extra detail.
6. Step 6, Your turn: answer, 'Why did Lena give the kite back?' Model answer: Lena gave the kite back because it was Omar's kite. (She was kind, so Omar taught her to fly it.)

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. Read a short story and retell it: at least 4 of 5 attempts understood by a listener who does not know you.

In this unit, 'Opinions and reasons', you learn to give opinions with because and so. 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 'Opinions and reasons' 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: give opinions with because and so, 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, State your opinion with a fixed phrase. Model: "In my opinion, students should wear uniform." Alternatives: "I think that", "I believe that", "As far as I'm concerned". Reason: a phrase shows that you are giving a view, not a fact.
2. Step 2, Give a reason with because. "I think students should wear uniform because it makes everyone equal." Reason: because answers the question why, and the reason follows it directly.
3. Step 3, Give a result with so. "Uniforms are cheap, so families save money." Reason: "so" shows the result, while "because" shows the cause. Compare: "Families save money because uniforms are cheap."
4. Step 4, Agree and disagree politely. "I agree with you." "I see your point, but I think it is too strict." Reason: starting with "I see your point" keeps the tone respectful.
5. Step 5, Fix an error. Wrong: "Because it is cheap, so I like it." Right: "I like it because it is cheap" or "It is cheap, so I like it." Never use both because and so in one clause.
6. Step 6, Build a mini-paragraph. "I think homework is useful because it helps us remember. It also builds a habit, so we study better. However, too much homework is tiring."
7. Step 7, Your turn. Give your opinion on school lunch with one because and one so. Model answer: "I think school should serve hot lunch because students learn better when they are not hungry. It is healthy, so parents are happy too."

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. Give opinions with because and so: at least 4 of 5 attempts understood by a listener who does not know you.

In this unit, 'Emails and notes', you learn to write a short email and note. 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 'Emails and notes' 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 a short email and note, 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, Plan an email with four parts: greeting, reason for writing, details, closing. Reason: a plan lets the reader find the key information quickly.
2. Step 2, Write a friendly email. "Hi [friend's name], Thanks for your message. I'm writing to ask about Saturday. Are you free at three? Let me know. Best wishes, [your name]." Use contractions for friends, and "Dear" for a teacher.
3. Step 3, Write a formal email with polite phrases. "Dear [title and surname], I am writing to ask whether I can borrow a book from the library. I would be grateful for your reply. Yours sincerely, [your name]." Reason: formal emails avoid contractions.
4. Step 4, Write a short note. "Mum, I've gone to a friend's house to study. I'll be back at six. Don't wait for dinner. Love, [your name]." Reason: a note is short, gives the key facts, and uses no long greeting.
5. Step 5, Fix an error. Wrong: "Dear Sir, i want the book now." Right: "Dear Sir, I would like to borrow the book, please." Capital I, polite request, and a complete sentence make the email correct.
6. Step 6, Match the closing to the greeting. "Dear [title and surname]" ends with "Yours sincerely". "Dear Sir or Madam" ends with "Yours faithfully". For a friend, use "Best wishes" or "Love". Reason: closings show how formal the email is.
7. Step 7, Your turn. Write a three-sentence email to a friend inviting him to your birthday on Sunday at five. Model answer: "Hi [friend's name], I'm having a birthday party on Sunday at five. Can you come? Please tell me by Friday. Best wishes, [your name]."

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 a short email and note: at least 4 of 5 attempts understood by a listener who does not know you.

In this unit, 'Grammar in use', you learn to use present perfect and conditionals in simple ways. 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 'Grammar in use' 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 present perfect and conditionals in simple ways, 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, Make the present perfect. Form: have or has + past participle. 'I have finished my homework.' 'She has eaten lunch.' Use it for something that happened at an unfinished time or whose result matters now. Irregular participles: be, been; see, seen; do, done; eat, eaten.
2. Step 2, Use for and since. 'For' + a length of time; 'since' + a starting point. 'I have lived here for three years.' 'I have lived here since 2023.' Today is in 2026, so 2026 - 2023 = 3. Both sentences are true together. Choose for or since correctly in each sentence.
3. Step 3, Add ever, never, already and yet. 'Have you ever visited a museum?' 'I have never seen snow.' 'He has already finished.' 'She has not finished yet.' Ever and never go between have and the participle; yet goes at the end of a negative or question sentence.
4. Step 4, Use the first conditional for real future possibilities. Form: If + present simple, will + base verb. 'If it rains, we will stay inside.' 'If you study, you will pass.' Do not use 'will' after if. Wrong: If it will rain. Right: If it rains.
5. Step 5, Use the zero conditional for facts. Form: If + present simple, present simple. 'If you heat ice, it melts.' 'If you mix red and yellow, you get orange.' Compare: 'If you heat the ice' (a general fact) and 'If it rains tomorrow, we will stay in' (one future event).
6. Step 6, Your turn: complete: 'I ___ (live) here since 2021' and 'If it ___ (be) hot tomorrow, we ___ (go) swimming.' Answer: I have lived here since 2021. If it is hot tomorrow, we will go swimming.

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 present perfect and conditionals in simple ways: at least 4 of 5 attempts understood by a listener who does not know you.

In this unit, 'Listening to lessons', you learn to follow a short classroom explanation. 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 to lessons' 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: follow a short classroom explanation, 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, Listen for the main idea first. Teacher: "Today we'll learn how plants make food. Leaves use sunlight, water and air." Main idea: how plants make food. Reason: you find the topic before the details.
2. Step 2, Spot signpost words. "First", "next", "so", "for example" and "in conclusion" tell you how ideas link. Model note: "First: roots take in water." Reason: signposts help you order the notes.
3. Step 3, Take brief notes. Teacher: "Leaves take in carbon dioxide from the air and sunlight gives them energy." Note: "leaves - CO2 + light = energy." Reason: notes need keywords only.
4. Step 4, Ask a clarifying question politely. "Sorry, could you explain what photosynthesis means?" or "Could you repeat the second point, please?" Reason: you ask about words you missed, not the whole lesson.
5. Step 5, Fix an error. A student writes: "Plants make light." The teacher said: "Plants use light to make food." Check the verb. Corrected note: "plants use light to make food."
6. Step 6, Summarise in two sentences. "The teacher explained how plants make food. They use sunlight, water and carbon dioxide, and they produce sugar and oxygen." Reason: a summary has the main idea plus the key detail.
7. Step 7, Your turn. Teacher says: "The water cycle has three steps. Water evaporates, it condenses into clouds, and it falls as rain." Write notes and one summary sentence. Model answer: "water cycle: evaporate - condense - rain." "Water rises, makes clouds, and falls as rain."

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. Follow a short classroom explanation: at least 4 of 5 attempts understood by a listener who does not know you.

In this unit, 'Speaking with confidence', you learn to take part in a pair or group discussion. 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 'Speaking with confidence' 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 part in a pair or group discussion, 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, Prepare your opinion. Topic: Should our class have a school garden? Write one opinion and one reason. 'I think we should have a garden because we can grow vegetables.' Write it in note form and practise it aloud twice. A reason makes your opinion strong.
2. Step 2, Start and invite your partner. 'I think we should have a garden because it is good for the environment. What do you think?' Say your opinion in one or two sentences, then ask a question. This gives your partner a turn and keeps the discussion fair.
3. Step 3, Agree and disagree politely. 'I agree with you, because plants need care and we can share the work.' 'I see your point, but we do not have much space.' Use 'I agree', 'I see your point, but', or 'I am not sure, because'. Never say 'You are wrong'.
4. Step 4, Repair when you do not understand. 'Sorry, could you say that again?' 'What do you mean by "space"?' 'Do you mean the school yard?' These questions are part of good speaking. Listen to the answer and use one of the partner's words in your reply.
5. Step 5, Finish the discussion. 'So we both think a garden is a good idea, but we need a plan for space and water.' A closing sentence summarises the shared view and one problem. Say 'Thank you for your ideas' and smile.
6. Step 6, Your turn: respond to 'I think we should have homework on Fridays.' Model answer: I see your point, but I think we need Fridays to rest, because we work hard all week. What do you think?

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 part in a pair or group discussion: 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 and answer questions. 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 and answer questions, 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, Plan a talk with a hook, three points and a close. Topic: "A day without phones". Hook: "Imagine one whole day without your phone." Reason: a hook gains attention.
2. Step 2, Write each point with a reason. "First, we would talk more with our family. Second, we would sleep better, because there's no screen at night. Finally, we would read more." Reason: first, second and finally make the structure obvious.
3. Step 3, Add a counter-view. "Some people say they need phones for safety. That's true, but we can use them only for calls." Reason: showing you know another view makes your opinion stronger.
4. Step 4, Practise answering questions. Q: "Would you really do it?" A: "Yes, I think I would, but only for one day." Q: "Why?" A: "Because I want to see if I can." Reason: answers start with a direct response, then a reason.
5. Step 5, Fix an error. Wrong: "If I will have no phone, I sleep more." Right: "If I had no phone, I would sleep more." Or simple: "If I have no phone, I'll sleep more." Match the tenses in both clauses.
6. Step 6, Close the talk clearly. "To sum up, a day without phones would improve my family time, my sleep and my reading. Thank you. I'm happy to answer questions." Reason: "to sum up" signals the ending.
7. Step 7, Your turn. Write the hook and the close for a talk on "Why I like my town". Model answer: "Hook: What makes a town feel like home?" "Close: To sum up, my town is friendly, safe and green. 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 and answer questions: 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 E3 English as a second language is at this level. Its units include Plans and future; Travel and holidays; School subjects and study skills; Science and nature words 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.