Weekly lessons: Assign your students one lesson, or a series of lessons, each week covering one skill or a combination of skills. Learn how to assign a Task.

Mixed abilities: While you work with one group, assign the others independent EAL skills work suited to their level. Learn how to assign Tasks to specific students.

Similar levels: If you have a group of students at a similar level, complete the EP lessons together as a class on the projector, then have students follow up on their individual devices. Some quiz questions in lessons can be completed as class games!

A skill a day: Structure class time so each day of the week focuses on a different skill. Use the EAL lessons as the focus or as supporting activities.

Learning stations: Use an EP EAL lesson as a learning station in a station rotation, or as an activity on a choice board. Learn how to get a link to add to an LMS or choice board.

Starting levels: Assign a Quiz or Diagnostic Test to find the most appropriate starting level for each student, then assign recommended Tasks based on their results.

Progress checks: Once students have mastered a series of lessons, assign a Quiz based on those lessons to assess their progress.

Individual work: Assign EP EAL Tasks for students to work on individually at their own pace.

Group work: Students can work in pairs or groups on EP EAL Tasks.

Flipped learning: If you use a flipped learning model, assign level-appropriate reading Tasks for students to complete outside class time. For instance, have students complete an EP lesson before or after a session as a pre- or post-Task.

Pre-reading activities: Complete some of the pre-reading activities in the lessons together as a class before students complete them independently.

Work together as a class: Work through the texts as a class with the text on a projector. You can read the text aloud, or students can take turns reading it out loud. Then work through the questions together.

Extension activities: For higher-level students, ask them to write their own version of the text, changing some of the details. They could also rewrite the text in their own words, or present a summary in the target language of what the passage was about, perhaps adding their own experiences or opinions on the points raised.

Conversation based on the text: Ask students to have a conversation based on the reading text. To prepare them, brainstorm some questions together as a class.

Write new questions: Ask students to write their own questions based on the text for other students to complete, or to write their own new texts.

Reading log: Ask students to keep a log of the Word surge stories they’ve read, with notes on what they thought of each one.

Complete at their own pace: You can assign all of our speaking activities for students to complete at their own pace, in class or at home. The activities work best with headphones that have a microphone, but this isn’t essential. This gives students a safe but meaningful way to practise spoken language without having to produce it in front of the class.

Play back: After students answer a speaking question, they can play back their recording and listen to it. They can re-record until they’re happy with their response. You can also listen to student recordings and give feedback.

Combine with other activities: You can use the First questions lessons alongside other speaking activities in your class, such as speed dating and role plays. Use the speaking Tasks as scaffolding before other “live” speaking tasks, with students self-assessing first, or the other way around.

Speaking assessments: You can use the platform for speaking assessments, either by assigning our speaking Tasks as an assessment or by creating your own speaking assessments. It’s easy to set up and an effective way to keep a record of students’ speaking progress. Complimentary training is available to help you set up these assessment Tasks.

Create your own speaking activities: You can also develop your own focused activities where students produce or recite language samples, so you can personalise your programme. Complimentary training is available to help you build these skills.

Manage noise: If it’s too noisy for everyone to record their speaking practice at once, include the speaking activities as one station in a learning stations rotation. Alternatively, students can work outside the classroom, such as in the corridor, in spare rooms, outdoors, or in any other suitable space in your school.

Vocabulary and spelling

Language conventions

Language features

Reading strategies

Reading text libraries

Writing