ESL level E4: English as a second language

In this unit, 'Academic reading', you learn to read subject texts and find main ideas and evidence. 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 'Academic reading' 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 subject texts and find main ideas and evidence, 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 text. Text: 'Bees are important for food. Many crops, such as apples and almonds, need pollinators to make fruit and seeds. Scientists estimate that about one third of the food people eat depends on animal pollination. However, bee numbers have fallen in some regions because of habitat loss and pesticides. Planting flowers can help.' Read the title and first sentence first.
2. Step 2, Find the main idea. The first sentence often gives it: 'Bees are important for food.' Check the other sentences. They explain why (crops need pollinators), a problem (fewer bees) and a solution (plant flowers). So the main idea is that bees matter for our food, and they need protection.
3. Step 3, Find the evidence. Evidence supports the main idea with facts. Evidence 1: apples and almonds need pollinators. Evidence 2: about one third of our food depends on animal pollination. Underline both in two colours: one for examples, one for numbers or estimates.
4. Step 4, Notice signal words. 'However' marks a contrast: after good news about bees, the text gives a problem. 'Because of' introduces causes: habitat loss and pesticides. 'Can help' introduces a solution. Signal words show how ideas connect, so circle each one.
5. Step 5, Take notes in your own words. Main idea: bees help produce food. Evidence: apples, almonds, one third of food. Problem: fewer bees, because of lost habitat and pesticides. Solution: plant flowers. Use short phrases, not full sentences, and do not copy long parts of the text.
6. Step 6, Your turn: give the main idea and one piece of evidence from the text. Answer: Main idea: bees are important for our food. Evidence: about one third of the food people eat depends on animal pollination (or apples and almonds need pollinators).

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 subject texts and find main ideas and evidence: at least 4 of 5 attempts understood by a listener who does not know you.

In this unit, 'Academic writing', you learn to write a structured paragraph and short essay. 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 'Academic writing' 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 structured paragraph and short essay, 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 claim for one paragraph. Topic: Students should read for 20 minutes every day. Use the TEEL structure: Topic sentence, Explanation, Evidence, Link. Write each letter in the margin to plan the paragraph before you write any full sentences.
2. Step 2, Write the topic sentence and explanation. 'Students should read for twenty minutes every day. Regular reading builds vocabulary and improves concentration, which helps students in every subject.' The topic sentence states the claim. The explanation gives the reason.
3. Step 3, Add evidence. 'Twenty minutes a day is 7,300 minutes in a year (20 x 365), which is more than 120 hours of reading.' Then link: 'Therefore, a short daily habit gives students a large amount of practice.' Use numbers carefully, and check the arithmetic.
4. Step 4, Plan a short essay of five paragraphs. Introduction with a thesis, two body paragraphs (TEEL each), a counter-argument paragraph, and a conclusion. Thesis: 'Daily reading helps students learn, so schools should protect time for it.' Use linking words such as firstly, in addition and therefore.
5. Step 5, Write the conclusion and check. 'In conclusion, daily reading improves vocabulary and builds a habit that lasts. Schools should therefore give time for it.' Do not add new evidence. Check: topic sentences, capital letters, full stops, linking words and one idea per paragraph.
6. Step 6, Your turn: write a TEEL paragraph about 'Students should drink water at school.' Model answer: Students should drink water at school. Water helps the body and brain work well. For example, one bottle of 500 mL is easy to carry. Therefore, water keeps students ready to learn.

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 structured paragraph and short essay: at least 4 of 5 attempts understood by a listener who does not know you.

In this unit, 'Note-taking and summarising', you learn to take notes and write a short summary. 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 'Note-taking and summarising' 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 and write a short summary, 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 once for the main idea, then mark key words. Text: "Urban gardens grow food in small city spaces. They reduce transport costs and give neighbours a shared project." Main idea: city gardens benefit food supply and community.
2. Step 2, Take notes with a heading and abbreviations. Model: "Urban gardens: = food in small city spaces; benefits: 1. cheaper transport, 2. community project." Reason: arrows, numbers and keywords replace full sentences and save time.
3. Step 3, Separate main points from examples. Main point: gardens reduce costs. Example: "tomatoes grown on a roof need no lorry." Reason: a summary keeps the main points and usually drops the examples.
4. Step 4, Paraphrase instead of copying. Original: "give neighbours a shared project." Paraphrase: "bring local people together." Reason: new wording shows understanding and avoids copying the source.
5. Step 5, Write the summary in about thirty words. "Urban gardens produce food in small city areas. They lower transport costs and encourage neighbours to work together. As a result, they improve both local food supply and community life."
6. Step 6, Fix an error. Weak: "I think urban gardens are great and my uncle has one." Better: remove personal opinion and detail. A summary is neutral, shorter than the original, and in your own words.
7. Step 7, Your turn. Text: "Libraries now offer digital books, which readers borrow online. This saves travel time and lets people read without paying." Write notes and a one-sentence summary. Model answer: "Libraries lend digital books online, saving readers time and money."

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

In this unit, 'Subject vocabulary: maths and science', you learn to use key terms in class tasks. 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 'Subject vocabulary: maths and science' 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 key terms in class tasks, 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 maths words with an example. For 12 and 4: sum = 12 + 4 = 16; difference = 12 - 4 = 8; product = 12 x 4 = 48; quotient = 12 / 4 = 3. Say a full sentence: 'The product of 12 and 4 is 48.' Write each term with its operation in a table.
2. Step 2, Use shape words in a task. A rectangle is 6 cm long and 4 cm wide. Area = length x width = 6 x 4 = 24 cm squared. Perimeter = 2 x (6 + 4) = 20 cm. Perimeter is the distance around the shape; area is the space inside.
3. Step 3, Learn science measuring words. Mass is how much matter an object has (grams). Volume is the space it takes (millilitres). To measure 50 mL of water, put a measuring cylinder on a flat table and read the scale at eye level, at the bottom of the curved surface.
4. Step 4, Learn action words for experiments. Dissolve: sugar dissolves in water. Evaporate: water evaporates when heated. Observe, record, compare. Safety: wear goggles when heating, wipe spills at once so nobody slips, and ask a teacher before using hot water.
5. Step 5, Follow an instruction and report it. 'Measure 50 mL of water, add one spoon of salt, stir, and record what you observe.' Report: 'The salt dissolved in the water. I observed that the water stayed clear.' Use past tense for what you did and observed.
6. Step 6, Your turn: a rectangle is 5 cm by 3 cm. Give the area and perimeter in a sentence. Answer: The area is 15 cm squared (5 x 3) and the perimeter is 16 cm (2 x (5 + 3)).

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 key terms in class tasks: at least 4 of 5 attempts understood by a listener who does not know you.

In this unit, 'Subject vocabulary: social studies and computing', you learn to use key terms in class tasks. 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 'Subject vocabulary: social studies and computing' 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 key terms in class tasks, 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 social studies words. Population: the number of people living in a place. Government: the group that makes decisions for a country. Economy: how money, work and goods are made and shared. Climate: usual weather over many years. Write each word with a short example sentence about your own region.
2. Step 2, Use a number task. Population density is population divided by area. A town has 6,000 people and an area of 3 square kilometres. 6,000 / 3 = 2,000 people per square kilometre. Say: 'The population density is 2,000 people per square kilometre.' Use 'per' for rates.
3. Step 3, Use map words. A map key explains symbols, and a scale shows real distance. If 1 cm on the map is 5 km, then 4 cm is 4 x 5 = 20 km. Say: 'The distance between the two towns is 20 kilometres.' Use compass directions: north, south, east, west.
4. Step 4, Learn computing words. A file is one saved document. A folder holds files. A password protects an account, and you should never share it. An algorithm is a list of steps to solve a problem. Input is the data you give; output is the result you get.
5. Step 5, Read a tiny program. age = 12 / if age >= 10: / print('junior'). The program stores 12 in age, tests if age is at least 10, and prints junior, so the output is: junior. Explain: 'If the condition is true, the computer runs the next line.'
6. Step 6, Your turn: a village has 900 people and covers 2 square kilometres. Say the density. Answer: 900 / 2 = 450, so the population density is 450 people per square kilometre.

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 key terms in class tasks: at least 4 of 5 attempts understood by a listener who does not know you.

In this unit, 'Presentations and discussion', you learn to present and respond to 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 'Presentations and discussion' 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 respond to 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 the structure. A short talk has three parts: introduction, main points, conclusion. Topic: Why I recycle. Plan two main points: it saves materials and it reduces waste. A three-minute talk at about 120 words a minute is around 360 words, so choose only two or three ideas.
2. Step 2, Open clearly. 'Good morning, everyone. My name is Sara, and today I will talk about recycling. I will give two reasons: it saves materials and it reduces waste.' Greet, introduce yourself, say the topic and tell the audience what is coming.
3. Step 3, Signpost the main points. 'My first point is that recycling saves materials.' 'Now I will move to my second point.' 'In conclusion, recycling is easy and useful.' Signpost phrases help the audience follow you. Look at the audience, speak slowly and pause after each point.
4. Step 4, Use a visual simply. Put one picture or three key words on each slide, not a whole paragraph. Point to the slide: 'As you can see here, a bottle can be reused.' Do not read from the slide. Practise your talk aloud twice, and time it.
5. Step 5, Respond to questions. 'Thank you for your question.' 'Good question. I think...' If you do not understand: 'Could you repeat that, please?' If you do not know: 'I am not sure, but I can find out.' Keep answers short, polite and honest.
6. Step 6, Your turn: write an opening and a closing for a talk about school sport. Model answer: Good morning, everyone. Today I will talk about school sport. In conclusion, sport keeps us healthy and teaches teamwork. Thank you. Are there 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 respond to questions: at least 4 of 5 attempts understood by a listener who does not know you.

In this unit, 'Grammar for accuracy', you learn to control tenses, articles and prepositions. 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 for accuracy' 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: control tenses, articles and prepositions, 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, Control the tense by matching it to the time clue. Finished time uses the past simple: I lived in Cairo in 2015. Time that continues to now uses the present perfect: I have lived here since 2019. Ask first: does the time word say 'finished' (yesterday, in 2015) or 'up to now' (since, for)?
2. Step 2, Add the past perfect for the earlier of two past events. When I arrived, the train had left. The leaving happened first, so it takes had plus the past participle. Compare: When I arrived, the train left (it left after I came). Write two pairs of sentences and say which event came first.
3. Step 3, Control articles. Use a or an for one of many: She is a doctor. Use the for something known or unique: The doctor I met was kind. Use no article for general plural or abstract ideas: Doctors work hard. Life is short. Also say She plays the piano and I go to school by bus.
4. Step 4, Control prepositions with fixed patterns. Time: at six o'clock, on Monday, in July. Adjective plus preposition: good at maths, interested in music, afraid of dogs. Verb plus preposition: depend on, wait for, listen to. Learn them as whole chunks and test yourself by covering the preposition.
5. Step 5, Edit a paragraph with three types of error. Wrong: Yesterday I have gone to market. I am interested on fruit. Right: Yesterday I went to the market. I am interested in fruit. The errors were a tense (yesterday needs the past simple), an article (the market) and a preposition (interested in). Check each type separately.
6. Step 6, Your turn: correct this sentence. I am living here since three years and my sister is good in maths and plays piano. Answer: I have lived here for three years and my sister is good at maths and plays the piano.

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. Control tenses, articles and prepositions: at least 4 of 5 attempts understood by a listener who does not know you.

In this unit, 'Exam skills', you learn to manage time and read questions carefully. 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 'Exam 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: manage time and read questions carefully, 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, Divide the time before you start. For a 60-minute paper with three sections, give reading 20 minutes, writing 30 minutes, checking 10 minutes. Reason: a fixed plan stops you from spending too long on one task.
2. Step 2, Read the instruction line carefully. Question: "Write 100-120 words about a day you remember." Underline: "100-120 words", "a day you remember". Reason: word limits and topic words are easily missed.
3. Step 3, Notice command words. "Describe" means give details, "explain" means give reasons, "compare" means show similarity and difference. Model: for "Explain why", start "This happened because..." Reason: the command word decides the answer type.
4. Step 4, Answer a multiple-choice item by checking each option. Question: "The writer feels worried." Options: A "calm", B "nervous", C "proud". Text says "her hands shook". Answer: B. Reason: pick the option that matches evidence in the text.
5. Step 5, Fix an error. Wrong: writing 200 words when asked for 100-120 and having no time to check. Right: write a short plan of three bullets, then write about 110 words and keep two minutes for checking.
6. Step 6, Use a checking list at the end. "Did I answer every part? Are my verbs in the right tense? Capital letters and full stops? Spelling of difficult words?" Reason: a routine catches small errors fast.
7. Step 7, Your turn. A 40-minute reading test has 4 passages. Plan your time. Model answer: about 8 minutes reading and answering each passage, which leaves 8 minutes to check, so skip a hard question and return to it later.

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. Manage time and read questions carefully: at least 4 of 5 attempts understood by a listener who does not know you.

In this unit, 'Review and exit check', you learn to show readiness to join the main class. 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 exit check' 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: show readiness to join the main class, 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, Check your sentence control with a short paragraph. Model: "Although I was nervous, I spoke clearly. My teacher said my presentation was well organised." Reason: a joined sentence with although shows you can combine ideas accurately.
2. Step 2, Review verb tenses in one passage. "Yesterday I went to the library. I am going to borrow two books. I have read one already." Reason: past simple, going to and present perfect show three time frames used correctly.
3. Step 3, Check word choice and connectors. Weak: "It was good. And then it was good again." Better: "The first lesson was useful; moreover, the second was interesting." Connectors: however, therefore, in addition.
4. Step 4, Write a short opinion paragraph. "I believe students should learn to cook because it builds independence. Furthermore, it encourages healthy eating. Therefore, schools should include cooking classes." Reason: claim, reason, extension and conclusion.
5. Step 5, Fix typical errors. Wrong: "Each of the students have a book." Right: "Each of the students has a book." Wrong: "I am agree." Right: "I agree." Check subject-verb agreement and do not use be before agree.
6. Step 6, Speak your readiness aloud. Prompt: "What did you enjoy about your course?" Answer: "I enjoyed the group projects because they helped me practise speaking, and I became more confident." Reason: give an answer plus a reason.
7. Step 7, Your turn. Write three sentences about your progress using one connector and two tenses. Model answer: "I have improved my speaking. Last term I was shy; however, now I join discussions. Next year I am going to write longer essays."

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. Show readiness to join the main class: 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 E4 English as a second language is at this level. Its units include Academic reading; Academic writing; Note-taking and summarising; Subject vocabulary: maths and science 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.