In this module
Cambridge Veritas · Original TESOL self-study resources
Module overview
Proficiency labels are useful starting points but do not describe every demand a learner can handle. Topic knowledge, task familiarity and available support also matter. Define what success would look like for this group and select a manageable language scope. Differentiation can then vary prompts, time or response complexity while retaining a common purpose. Describe observed performance precisely rather than infer a complete level from one activity.
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
CEFR and practical can-do objectives
Proficiency descriptions focus on what learners can understand and do. A level label is a broad guide, not a complete learner profile. Convert a general description into a modest observable task and check actual performance.
Read the guide & try the taskSupporting beginners and elementary learners
Lower-level learners may need short instructions, a visible model and limited choices before a task. Support the language demand without reducing the adult learner’s dignity or the relevance of the topic. Check comprehension through an action or decision.
Read the guide & try the taskExtending intermediate and advanced learners
Higher-level work can require nuance, justification, interaction management and greater independence. More difficult vocabulary is not the only way to increase challenge. Ask learners to adapt their message to a demanding purpose or audience.
Read the guide & try the taskAdapting receptive tasks at different levels
The same text can support different tasks, but some texts remain inaccessible without substantial support. Vary the detail required, preparation, number of listens and response format. Judge whether learners can genuinely achieve the intended comprehension goal.
Read the guide & try the taskTeaching grammar at different levels
The same broad grammar area may be revisited with different meanings, contrasts and degrees of precision. Choose a limited useful focus. Higher level does not mean explaining every exception in one lesson; beginners also need meaningful context.
Read the guide & try the taskMixed-level differentiation and teacher handover
Differentiate support and extension while keeping a shared purpose where possible. Record what helps the group and what remains difficult for the next teacher. Useful handover notes describe evidence, not fixed judgements about ability.
Read the guide & try the taskPutting the module into practice
- 01
Define a practical can-do outcome and identify the support that will be available.
- 02
Check a short performance sample and distinguish language difficulty from unfamiliar content or procedure.
- 03
Vary prompts or challenge while keeping the intended communicative purpose visible.
- 04
Record what learners achieve and what further support or extension the next task should provide.
Support and extension
Offer a clear model, planning time and a simple record that reduces unnecessary processing demands.
Require precision, justification, adaptation to audience or a response to a counterargument rather than only rarer vocabulary.
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?
Define a practical can-do outcome and identify the support that will be available.
How can I make the work accessible?
Offer a clear model, planning time and a simple record that reduces unnecessary processing demands.
How can I go beyond the first attempt?
Require precision, justification, adaptation to audience or a response to a counterargument rather than only rarer vocabulary.
Sources and authorship
This module maps to the supplied syllabus PDF, Teaching at different levels (7 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.