This document outlines teaching strategies for English language learners at different proficiency levels, including beginners, intermediate, and advanced. For beginners, instruction should be simple, repetition is important, and speaking should be slower. Rapport building, use of the first language, and response practice are emphasized. At intermediate levels, parts of speech and sentence patterns are introduced gradually. Comprehension questions and improvised speaking are encouraged. For advanced levels, fluency is prioritized over error correction, and higher-order thinking skills are promoted through discussion questions. Across levels, vocabulary instruction incorporates examples, synonyms/antonyms, and illustration.

1. TEACHING
STRATEGIES FOR
ALL LEVELS

2. Beginners

3. GRAMMAR
 Instructions should be very
simple for this level.
Rote method is necessary.
Speech pace should be slower
than the normal pace.

4. GRAMMAR
Establishing rapport is very essential
at this level.
For both Lower and Upper Beginner,
expressions in L1 (first language) are
necessary for their better
understanding of the lessons and
instructions.

5. GRAMMAR
For juniors and adults, they are
taught of very simple expressions and
words. The eight parts of speech are
gradually introduced. The teacher
should teach them of the form or
sentence patterns. Rules along with
their explanations are not necessary at
this stage.

6. GRAMMAR
 Do not ask juniors and adults to
make their own sentences at this stage.
Instead, teach them how to respond to
questions properly.

7. GRAMMAR
For children at Lower Beginner level,
structures are not yet introduced. They
learn through rote method and recognize
words accompanied by pictures. They
start with the Alphabet, shapes, colors,
and simple expressions.
For children at Upper Beginner level,
more basic words and expressions are
introduced.

8. DIALOGUES (Situational
English)
For children at this level, proper
enunciation of words & intonation
should be taught.
For Juniors and Adults,
pronunciation, intonation, and stress
should be properly executed.
Q & As are not necessary.

9. VOCABULARY
The teacher should teach students the proper
enunciation of new words and expressions.
For children, they learn words and expressions
through pictures. Very simple extension questions
(usually close-ended questions) can be used by
associating them with what they like.
Example:
Lesson: Colors
**Extension question: “Do you like red/blue? “

10. VOCABULARY
Expressions and instructions in L1 can be
used for children at this level.
For Juniors and Adults, they also
recognize and remember words and
expressions through pictures at times. The
rote method (repetition and memorization)
is also effective for this level. The teacher
can introduce other simple expressions or
words besides those given in the book (for
Upper Beginner).

11. READING
For YBM, children who study Story
Land Book Series are allowed to
read for pronunciation purposes;
however, if they are short of
comprehension, the teacher asks
questions about the picture.

12. READING
For Callstudy, children start with
reading the Alphabet, numbers,
and phonics.
Rote method is used in this skill,
especially in making sentences.

13. • Topical English and Picture
Description are not taught at
this level since they require
knowledge of vocabulary,
grammar, and cohesion.

14. Intermediate

15. GRAMMAR
In most children’s books, verbs, nouns,
modifiers, and commonly-used prepositions are
gradually introduced. The teacher should ask
the student to focus on the forms and structures
of these parts of speech before doing the pattern
drills. Then, the teacher can ask the student to
improvise his own sentence using the same
patterns.

16. GRAMMAR
In most books (for Juniors and Adults),
tenses, nouns, pronouns, modifiers, and
prepositions are introduced. In teaching these
parts of speech, the teacher should focus more
on the structures (form) and uses rather than
their meanings. Rules along with their
explanations are not necessary. Sentence
improvisation based on the lessons should be
encouraged.

17. GRAMMAR
At the end of the class,
teachers should not fail to ask
the students whether they
have questions about the
lesson.

18. DIALOGUES (Situational
English)
For children at this level, proper
enunciation of words & intonation
should be taught.
For Juniors and Adults,
pronunciation, intonation, and stress
should be properly executed.

19. DIALOGUES (Situational
English)
Comprehension Questions about the
dialogues can be asked; however, avoid
undue length
The teacher can also ask the student
about the words or expressions he is
confused with.
(THIS IS APPLICABLE TO ALL
ACCOUNTS)

20. VOCABULARY
More often than not, children &
juniors study new words and
expressions beforehand. Teacher
can ask about the use (function) of
the words and expressions in
sentences and let the student use
them in their improvised
sentences.

21. VOCABULARY
In teaching this skill, the teacher
can use the following methods:
Giving examples (hyponyms)
Giving the synonyms or antonyms
of the given words
Illustrating or demonstrating
(possible for video classes)

22. READING
For Callstudy account, teachers
ask their students to read the
passages beforehand and
summarize them the following
meeting.
The teacher should ask the
student about words or expressions
he cannot figure out (for
clarification).

23. READING
If comprehension questions are
given, the teacher should be
prepared with good follow-up
questions.
For YBM account, teachers ask
comprehension questions for Story
Land books. They and the students
also discuss words and expressions
included in the assigned parts on a
particular day/s.

24. Reading
For Daekyo account, passages are
usually short and followed by
words, expressions, and
comprehension questions.

25. Free Conversation/Free Talking
(Topical English)
In conducting free talking (free
conversation) classes, instructors
should:
1.Use Socratic method in asking
questions (HOTS)
2.Promote critical thinking skills
3.Know the kinds of
questions/Proper Way of Asking
Questions

26. Picture Description
Most books for Callstudy account
have picture description activities.
In performing this particular task, the
teacher should teach the following:
 What picture description is all about
 Steps in describing pictures
 Tenses use in describing pictures
 Helpful words and expressions in
describing pictures

27. Advanced

28. Grammar
For all categories at this level, teachers
should focus more on fluency rather
than error correction in grammar. This
means teachers should pay more
attention to the content of their
communication rather than the
grammatical form. Instead, use error
correction to guide them.

29. GRAMMAR
When students are engaged in
communicative activities, correct
errors only if they interfere with
comprehensibility. Respond using
correct forms but without
stressing them.

30. GRAMMAR
**Example:
S: (greeting teacher). I buy a
new car yesterday.
T: You bought a new car? That’s
exciting! What kind?
Most students at this level settle for
free conversation (free talking).

31. Dialogues (Situational English)
Sample Dialogues should be used to
polish the students’ accent
Teachers can also use the sample
dialogues for vocabulary enrichment
Limit Q & A

32. VOCABULARY
Teachers can test the students’
knowledge of this skill by asking
them the form, meaning, and use of
words and expressions in sentences
and passages. Then they ask the
students to improvise sentences.

33. READING
Teachers can ask the students to
summarize passages or if the latter have
not been able to go over the said
passages, teachers should summarize
the passages themselves.
Avoid reading during phone sessions
since it will be a waste of time unless
students request for it. This will also
depend on the length of the passage.

34. READING
Teachers should not only rely on the
given comprehension questions in books,
but they can also ask good follow-up
questions that will encourage or promote
critical thinking or HIGHER ORDER
THINKING SKILLS.
At the end of the discussion, teachers
should not fail to ask students about
words or expressions they find hard to
understand.

35. FREE CONVERSATION/FREE
TALKING (Topical English)
In conducting free talking (free
conversation) classes, instructors should:
1.Use Socratic method in asking
questions (HOTS)
2.Promote critical thinking skills
3.Know the kinds of questions/Proper
Way of Asking Questions

36. PICTURE DESCRIPTION
In performing this particular task, the
teacher should teach the following:
1.What picture description is all about
2.Steps in describing pictures
3.Tenses use in describing pictures
4.Helpful words and expressions in
describing pictures