In this module
Cambridge Veritas · Original TESOL self-study resources
Module overview
Teaching choices begin with the relationship between the learner and the setting. A class preparing for everyday community interactions needs different practice opportunities from a group using English mainly for an examination or a specialist workplace task. Look beyond a broad course label: identify the events learners face, the language they already manage and the constraints on practice. A needs-led plan can then connect classroom activities with a purpose learners recognise.
Use the guides below to connect the core ideas with practical teaching decisions. Each guide contains a classroom example, an application task and a sample response. Work through the whole module, or choose a topic for a lesson you are preparing.
Explore the topics
EFL, ESL and international English
The setting affects what learners can practise beyond class. EFL often involves limited everyday exposure; ESL commonly involves using English in the surrounding community. International communication may involve many English varieties. These labels describe contexts, not learner ability.
Read the guide & try the taskESP and English for academic purposes
ESP starts with communication in a particular domain. EAP focuses on academic tasks such as reading arguments, taking lecture notes and presenting evidence. A needs-led course selects language from the tasks learners actually face.
Read the guide & try the taskCLIL: content and language together
CLIL develops subject understanding through an additional language. Plan a content objective and a language objective separately, then connect them in the task. Visuals and sentence frames can support language without removing the subject challenge.
Read the guide & try the taskDesigning a needs analysis
Ask about target situations, current difficulties, previous learning and practical constraints. Combine what learners say with a short sample task. Perceived confidence and demonstrated performance can differ, so neither a questionnaire nor a placement score tells the whole story.
Read the guide & try the taskClass size, shared languages and interaction
Group size and language backgrounds change the organisation of practice. Large classes need visible instructions, predictable grouping and selective monitoring. A shared first language can support a brief clarification, but tasks still need opportunities to use the target language.
Read the guide & try the taskOne-to-one and online teaching contexts
One-to-one teaching allows targeted feedback but can make the learner dependent on the teacher. Online lessons add access, audio and navigation constraints. Design independent thinking time and an alternative way to complete the task if technology fails.
Read the guide & try the taskPutting the module into practice
- 01
Gather a short description of the target situation and a small performance sample. Compare reported needs with what the learner actually does.
- 02
Select a realistic communication outcome and identify the language, background knowledge and interaction it requires.
- 03
Choose materials and grouping that work within the available time, class size and access conditions.
- 04
Observe the target performance, discuss the result with learners and adjust the next lesson priority.
Support and extension
Make the setting concrete with a sample message, visual or role card. Explain unfamiliar task conventions separately from the language being practised.
Change the audience or constraint and ask learners to adapt their message. Have them explain which language choice changes and why.
Check your understanding
Plan a teaching task
Choose one guide from this module. Use its classroom scenario or adapt the task for a group you know.
- Learners and purpose: Describe the context and what learners need to do.
- Success criterion: State one observable outcome.
- Procedure: Plan the setup, model, learner task and feedback.
- Support and extension: Include a way into the task and an extra challenge.
- Evidence and reflection: Decide what to observe and what would make you change the plan.
Module questions
Where should I begin with this module?
Gather a short description of the target situation and a small performance sample. Compare reported needs with what the learner actually does.
How can I make the work accessible?
Make the setting concrete with a sample message, visual or role card. Explain unfamiliar task conventions separately from the language being practised.
How can I go beyond the first attempt?
Change the audience or constraint and ask learners to adapt their message. Have them explain which language choice changes and why.
Sources and authorship
This module maps to the supplied syllabus PDF, Learning and teaching contexts (3 pages). The study notes, examples, application tasks and self-checks on these pages are original Cambridge Veritas resources.
View the supplied PDF ↗ · Publication reference: source chapter
Written by Cambridge Veritas. Updated .
Use these resources for preparation and reflection. Browser self-check results are for personal study and do not award a qualification or replace observed teaching practice.