Teaching Large Classes

What is English?
History of the English Language
A short history of the origins and development of English
The history of the English language really started with the arrival of three Germanic
tribes who invaded Britain during the 5th century AD. These tribes, the Angles, the
Saxons and the Jutes, crossed the North Sea from what today is Denmark and
northern Germany. At that time the inhabitants of Britain spoke a Celtic language.
But most of the Celtic speakers were pushed west and north by the invaders -
mainly into what is now Wales, Scotland and Ireland. The Angles came from
Englaland and their language was called Englisc - from which the words England
and English are derived.
Germanic invaders entered Britain on the east
and south coasts in the 5th century.
Old English (450-1100 AD)
The invading Germanic tribes spoke similar
languages, which in Britain developed into
what we now call Old English. Old English did
not sound or look like English today. Native
English
speakers
now would
have great difficulty understanding Old
English. Nevertheless, about half of the
most commonly used words in Modern
English have Old English roots. The
words be,st rong and water, for example,
derive from Old English. Old English was
spoken until around 1100.
Middle English (1100-1500)
In 1066 William the Conqueror, the Duke
of Normandy (part of modern France),

Part of Beowulf, a poem written in
Old English.
An example of Middle English by
Chaucer.
invaded and conquered England. The new conquerors (called the Normans) brought
with them a kind of French, which became the language of the Royal Court, and the
ruling and business classes. For a period there was a kind of linguistic class
division, where the lower classes spoke English and the upper classes spoke
French. In the 14th century English became dominant in Britain again, but with
many French words added. This language is called Middle English. It was the
language of the great poet Chaucer (c1340-1400), but it would still be difficult for
native English speakers to understand today.
Modern English
Early Modern English (1500-1800)
Towards the end of Middle English, a sudden
and distinct change in pronunciation (the Great
Vowel Shift) started, with vowels being
pronounced shorter and shorter. From the 16th
century the British had contact with many
peoples from around the world. This, and the
Renaissance of Classical learning, meant that
many new words and phrases entered the
language. The invention of printing also meant
that there was now a common language in
print. Books became cheaper and more people
learned to read. Printing also brought
standardization to English. Spelling and grammar became fixed, and the dialect of
London, where most publishing houses were, became the standard. In 1604 the first
English dictionary was published.
Late Modern English (1800-Present)

The main difference between Early Modern English and Late Modern English is
vocabulary. Late Modern English has many more words, arising from two principal
factors: firstly, the Industrial Revolution and technology created a need for new
words; secondly, the British Empire at its height covered one quarter of the earth's
surface, and the English language adopted foreign words from many countries.
Varieties of English
From around 1600, the English colonization of North America resulted in the
creation of a distinct American variety of English. Some English pronunciations
and words "froze" when they reached America. In some ways, American English is
more like the English of Shakespeare than modern British English is. Some
expressions that the British call "Americanisms" are in fact original British
expressions that were preserved in the colonies while lost for a time in Britain (for
example trash for rubbish, loan as a verb instead of lend, and fall for autumn;
another example, frame-up, was re-imported into Britain through Hollywood
gangster movies). Spanish also had an influence on American English (and
subsequently British English), with words
like canyon, ranch, stampede and vigilante being examples of Spanish words that
entered English through the settlement of the American West. French words
Hamlet's famous "To be, or not to
be" lines, written in Early Modern
English by Shakespeare.
(through Louisiana) and West African words (through the slave trade) also
influenced American English (and so, to an extent, British English).
Today, American English is particularly influential, due to the USA's dominance of
cinema, television, popular music, trade and technology (including the Internet).
But there are many other varieties of English around the world, including for
example Australian English, New Zealand English, Canadian English, South
African English, Indian English and Caribbean English.
The Germanic Family of Languages
English is a member of the Germanic family of languages.

Germanic is a branch of the Indo-European language family.
A brief chronology of English
BC 55Roman invasion of Britain by Julius Caesar. Local inhabitants
speak Celtish
BC 43Roman invasion and occupation. Beginning of Roman
rule of Britain.
436Roman withdrawal from Britain complete.
449Settlement of Britain by Germanic invaders begins
450-480Earliest known Old English inscriptions. Old English
1066William the Conqueror, Duke of Normandy, invades
and conquers England.
c1150Earliest surviving manuscripts in Middle English. Middle English
1348English replaces Latin as the language of instruction
in most schools.
1362English replaces French as the language of law.
English is used in Parliament for the first time.
c1388Chaucer starts writing The Canterbury Tales.
c1400The Great Vowel Shift begins.
1476William Caxton establishes the first English printing
press.
Early Modern
English
1564Shakespeare is born.
1604Table Alphabeticall, the first English dictionary, is
published.
1607The first permanent English settlement in the New
World (Jamestown) is established.
1616Shakespeare dies.
1623Shakespeare's First Folio is published
1702The first daily English-language newspaper, The

Daily Courant, is published in London.
1755Samuel Johnson publishes his English dictionary.
1776Thomas Jefferson writes the American Declaration of
Independence.
1782Britain abandons its American colonies.
1828Webster publishes his American English dictionary. Late Modern
English
1922The British Broadcasting Corporation is founded.
1928The Oxford English Dictionary is published.
Teaching Large Classes
Most teachers agree that teaching a small group of students is easier, more
enjoyable, and less time consuming than teaching a large group. Unfortunately, due
to budgets, space, or lack of teachers, many ESL schools only offer large classes. In
some schools, large classes may consist of up to 50 or more students. While your
class may look more like a University lecture hall, your job is not to lecture. Just
like teaching a small class, you must come up with engaging activities that keep all
of your students interested and participating with the goal of improving their
communication skills. While there are numerous challenges when it comes to
teaching large classes, there are many coping skills and activities that you can use
to make your job easier.
Advantages of Teaching Large Classes
• High Energy: Classes with many students may be noisy, but they are also fun
and exciting.
• Timing: Classes go by quickly in a large class, and you will rarely catch
yourself looking at the clock. You will regularly find yourself with extra
activities that you did not complete that you can save and use in your next
class.
• Participation: There is always someone who is willing to answer questions
even if they are just guessing. Make sure to take answers from a variety of
students.

• Fillers: Teachers have less need for fillers since core activities and lessons
take longer to complete.
Challenges of Teaching Large Classes
• Intimacy: Remembering student's names can take a while. Teachers may feel
that they do not get to know their students as well as they would like to.
• Anxiety: Some teachers feel anxious being so outnumbered by the students.
In addition, some students are afraid to ask questions or participate in a large
class.
• Student needs: Meeting individual needs can be difficult or impossible when
class size is very large.
• Marking: Grading assignments and tests can be very time consuming, and
your pay will generally be the same for a smaller class.
• Distractions: There are more distractions for teachers in large classes, such as
latecomers and people chatting while you are teaching.
• Preparation: Making photocopies for a large class can be very time
consuming. Other teachers may be bothered by how much time you spend
using the photocopier.
• Noise level: Large classes can become out of hand when students are working
in pairs or groups. At times you may feel more like a disciplinarian than a
teacher.
• Monitoring students: Teachers may find it difficult to keep students on task
as they monitor pair and group work.
• Space: There is limited space in a classroom for energetic activities such as
role-playing.
• Textbooks and resources: There may not be enough textbooks or computers
available for all students.
Strategies for Coping with Large Classes
• Use a teacher's notebook: Attach a small notebook and pen to your belt
loop. Take notes while you are monitoring pair or group learning. Review
common errors as a whole group after an activity is complete.

• Spread out: Find another space that your class can use for energetic whole
group activities. Find a lobby or spare classroom in the building that your
students can spread out into when they are preparing a project or performance.
Take students outside if there is no indoor space available.
• Create a participation grade: Make homework and attendance count by
doing regular checks and making it part of their final grade. Giving a daily
exam tip also encourages attendance.
• Encourage competition: Establish a fun and competitive atmosphere within
the class, by dividing the class into teams. You may change the teams once in
a while or leave them the same throughout a semester. Teams can win points
for certain accomplishments (If noise and behaviour is a problem, students
can lose points too.).
• Relax: Find ways to relax before class so that you don't feel anxious. Never
attempt to prepare a lesson in the morning, right before class. Always have a
water bottle handy. Always have an extra activity on hand in case something
doesn't go as you expect it to.
• Establish trust: Learn unique ways to remember names and do your best to
get to know something about each of your students. Create a seating chart on
the first day and ask students to stick with it for a while. Tell your students at
least one or two things about yourself beyond your role of teaching.
• Manage the noise: Establish a signal that you want your class to stop what
they are doing and listen. This should be done from the first day, so that
students become accustomed to it right away. Be careful not to use gestures or
sounds that would offend anyone.
• Reduce marking and preparation time: Design quizzes and tests in a way
so that you can reduce the amount of marking. Use peer evaluations when
possible. If students submit journals, just read them and leave a short
comment and/or suggestion, rather than fixing every grammar mistake.
Designate a specific time when the teacher's room is slow to do most of your
photocopying for the week. This will save you from feeling guilty for taking

up the photocopier for a long time when another teacher only has a few copies
to make.
• Enforce a late policy: Notify students of your late policy on the first day and
stick to it. For example, don't let students enter your classroom after a warm-
up has ended. If students miss class, make it their responsibility to catch up,
not yours.
• Share your e-mail address: In a large class, you will find yourself feeling
drained before and after class if you let students come early or stay late to ask
questions every day. This alone can make you hate your job, especially if you
are not paid for hours when you are not teaching. Encourage students to e-
mail you with questions, and answer them on your own time. If you don't like
the e-mail suggestion, try finishing your class ten minutes early once in a
while and allow your students free conversation time. Take questions on a
first come basis during this time.
Activities to use in Large Classes
• Small group discussions: Use topics related to a theme, or ask students to
submit topic suggestions.
• Who Am I?: Tape the name of a famous person to the back of each student.
Students go around the room asking questions and trying to identify
themselves. Once they guess who they are they can place their nametag on the
front and continue helping other students identify themselves.
• Team spelling contests: Each student who gets the spelling correct gets a
point for their team.
• Balderdash: Large class can be split into teams. Teacher calls out a word and
students have to write down the part of speech and definition. Each student to
get both correct gets a point for her team.
• Write the question: Large class can be split into teams. The teacher calls out
an answer and the students have to write the question. (ex. "Lynn") Each
student to write the correct question gets a point. (ex. answer: What's your
middle name?")

• Questionnaires: Students circulate around the room asking each other
questions. Students can create their own questions on a given topic or theme,
or you can provide the questionnaire handout. Follow up by asking each
student to report the most interesting answer they received.
• Categories: The teacher calls out a category, such as fruit, and each student
has to name a fruit when it is his turn. If a student hesitates for more than five
seconds, he or she has to choose a new category and sit out the rest of the
game. The last person to get out wins.
Teaching Small Classes
Most teachers would agree that teaching a small class comes with many benefits.
Teachers can offer one-on-one assistance at times and are more likely to meet the
individual needs of their students. Some teachers, however, find it quite challenging
to keep their students interested and excited about learning in a small class.
Depending on the location you are teaching in, small classes range from about three
to seven students. In countries where large classes are the norm, classes of twenty
may still be considered small. There are numerous coping strategies and activities
that teachers can use to deal with the challenges of timing and student engagement.
Advantages of Teaching Small Classes
• Comfort: Teachers and students often feel more comfortable when the class
size is smaller. Students generally feel more comfortable voicing their
questions and opinions.
• Students' needs met: Teachers can design customized lessons to meet the
needs and interests of all of the class members.
• Student centred: Teaching is student centred and often more communicative
than is possible in large classes. Students also have more opportunity to
speak.
• Space: Students have plenty of space to move around in the classroom.
Teachers can also arrange excursions (or suggest spontaneous ones) outside of
the classroom where students can be exposed to real world English.
• Attendance: Class attendance is usually high because students know they

will be missed if they are absent. They also feel like they belong to the group.
• Tasks Completed: Assignments and homework are more likely to be
completed because the teacher is more likely to check.
• Preparation time: Less preparation time is required for photocopying. There
are generally enough textbooks to go around so photocopying is limited to
extra activities.
• Detailed Feedback: Teachers have time to provide detailed feedback when
marking assignments and tests, so students get a better sense of how they are
improving and where they need to work harder. Teachers also have more time
to answer questions before, during, and after class
Challenges of Teaching Small Classes
• Timing: Activities finish quickly, so teachers may need to prepare more
lessons and games.
• Distractions: Pairs can get distracted easily since they can hear what each
other are saying.
• Attendance: If a few students do miss a class, planned lessons can
occasionally flop. For example, you may plan a lesson that requires pair work,
and then find that only three of your six students come to class.
• Fillers: Teachers must always have plenty of fillers on hand for times when
lessons or activities get completed quickly.
• Boredom: Students may become bored working with the same pairs or
groupings all of the time. There may also be less energy in the room in a small
class.
• Anxiety: While you will likely feel more comfortable teaching in a small
class, shy students who are used to blending into a large class may be
uncomfortable participating. You will have to take special measures to help
them gain confidence.
• Activities not always suitable: Some activities in textbooks, such as debates
or role-playing, may not be possible if a class is very small. You will have to
spend some preparation time adapting textbook activities.

Strategies for Coping with Small Classes
• Fillers: Always have plenty of fillers (such as puzzles and games) ready in
case activities finish quickly. Keep a list of games or warm ups on hand to use
when energy gets low. Some may need to be adapted slightly if the class is
very small.
• Review often: Take the time to make sure that your students understand the
lessons and material.
• Encourage confidence: Help shy students to feel more comfortable by trying
not to put them on the spot. Let them get comfortable with you and their
classmates before you start calling on them to speak up more. Remember to
praise them often and save criticism for private interviews.
• Change the dynamics: Invite students from other classes in once in a while.
Prearrange pair group and getting to know you activities with other teachers
who have small classes. If you have high level students pair them with lower
level students and give them the opportunity to teach.
• Ask for feedback: Take time to find out whether or not students are happy
with the class. Ask for suggestions regarding activities they want to do or
skills they would like to improve. Put a question box or envelope out so that
students can remain anonymous if they want to.
Activities to use in Small Classes
• Use English newspapers: Ask students to bring in a daily paper. Assign one
story to each student to read and present. See the Guide for Teachers on how
to use English Club's Monthly News Digest in the classroom.
• Use music in the classroom: Have students listen to English songs. Use
cloze exercises and teach vocabulary and idioms.
• Storytelling: Have students tell stories from their own cultures or childhoods.
It is fun to take students to a new location to do this, such as a park or a coffee
shop.
• Chain writing: Each student writes one sentence on a piece of paper and then
passes it on until each story is complete.

• Role-playing: Give students lots of opportunity to use the language they are
learning in mock-style everyday settings.
• Board games: Small groups are great for playing board games such as Word
Up. Card games are a great way for students to practice asking questions.
Make sure that they speak in English rather than speaking with gestures or in
their own native language.
• Online lessons: Besides our own Learning Center, English Club offers many
links to other online sites. Small classes can make use of computer labs easily.
If your class does not have a computer lab, take students to the local library
regularly to introduce them to the online learning sites.
• Films: There are numerous lessons online for incorporating film into your
class lessons. This can be done at all levels with great success, especially in a
small class. Stop the film often in order to check comprehension and keep
students focused.
• Class Excursions: Take advantage of the class size, by getting out of the
school as often as possible. Exposing your students to real English outside of
the classroom is one of the most important things you can do if they are
visiting from foreign countries.
• Guest speakers: Invite people into your classroom to speak or participate in a
lesson. This can be other students who have a special interest or
understanding about a topic you are working with, or other people from the
community who would be willing to come into your class. Your students will
appreciate a new face from time to time in a class that has limited numbers.
Using Music in the ESL Classroom
Music is the universal language of mankind.
Henry Wadsworth Longfellow
When students make a major breakthrough in learning, it is music to a teacher's
ears. There is nothing more rewarding for a teacher, than seeing their students smile
and laugh while they learn. The same can be said for students. Students who are
taught in a fun and creative way, love coming to class. Using music in the

classroom is a great way for teachers to achieve success with L2 learners. Oliver
Wendall Holmes suggests taking a musical bath once a week, saying that music is
"to the soul what water is to the body."
Benefits of using Music
Have you ever heard of anyone who doesn't like music? Some people may not like
art, dancing, reading, or movies, but almost everyone likes one kind of music or
another. Most people like many different kinds of music. Studies have shown that
music
• improves concentration
• improves memory
• brings a sense of community to a group
• motivates learning
• relaxes people who are overwhelmed or stressed
• makes learning fun
• helps people absorb material
"Music stabilizes mental, physical and emotional rhythms to attain a state of deep
concentration and focus in which large amounts of content information can be
processed and learned." Chris Brewer, Music and Learning
Techniques for Using Music with L2 Learners
There are a variety of different ways to use music in the classroom. Some teachers
prefer to use background music and others use music lyrics as the basis of a lesson.
Music can be used to:
• introduce a new theme or topic (Christmas/colours/feelings)
• break the ice in a class where students don't know each other or are having
difficulty communicating
• change the mood (liven things up or calm things down)
• teach and build vocabulary and idioms
• review material (background music improves memory)
• teach pronunciation and intonation
• teach songs and rhymes about difficult grammar and spelling rules that need

to be memorized ("i before e", irregular verbs, phrasal verbs)
• teach reading comprehension
• inspire a class discussion
• teach listening for details and gist
"Music is the universal language of mankind." Henry Wadsworth Longfellow
Suggested Activities
Many teachers try using music once in the class, but forget to do it again. It might
take a few times before you and your class get used to hearing music while
learning. If you can commit to using music once a week, you may soon see the
benefits, and realize that you want to do it more often and in a variety of ways.
Here are 10 activities for you to try:
1. Use background music such as classical, Celtic music or natural sounds to
inspire creativity
2. Teach your national anthem
3. Teach a song that uses slang expressions ("I heard it through the Grape Vine")
4. Teach a song that uses a new tense you have introduced
5. Add variety to your reading comprehension lesson. Students can read lyrics
and search for main idea, theme, details.
6. Teach Christmas vocabulary through traditional carols
7. Write or choose a classroom theme song
8. Create (or use already prepared lessons) cloze exercises using popular song
lyrics
9. Create variations to familiar songs by making them personal for your class
members or your lesson
10. Have "lyp sync" contests. Allow students to choose their own songs. A
little competition goes a long way in the classroom. Have groups explain the
lyrics of their song before or after they perform.
"When the music changes so, so does the dance." African proverb.
Teaching Kids with Music
Using music with ESL kids has all of the same benefits mentioned above and more.

Children are natural music lovers. You don't have to convince them that it will help
them learn. If you feel uncomfortable singing in front of the class to teach a song,
use a tape or CD player. (Don't expect your students to sing if you don't.
Remember, that they don't care about the quality of your singing voice, just like
you don't care about theirs.) Here are some suggested activities to use with kids (If
you are not familiar with any of the songs mentioned, simply put the titles into an
online search):
• Transition songs: Teach simple songs that indicate transitions from one
activity to another, such as "clean up" songs and "hello/goodbye" songs.
• Energy boosters: Teach simple action songs that require kids to stand up and
move around. Think of traditional birthday games that use songs, such as pass
the parcel (use a classroom mascot or other favourite item instead of a gift) or
musical chairs.
• Animal songs: Children love learning about animals! Teach animals and
animal sounds using repetitive songs like "Old McDonald had a Farm" and
"There was an Old Lady who swallowed a fly."
• Multi-culturalism: Teach about multi-cultural instruments and learn how
to create them in class.
• Remembering Names: Help students remember names of their classmates
(this helps teachers too) with songs like "Willoughby Wallaby Woo."
• Alphabet songs: Use lots of different alphabet songs (not just the traditional
ABC) to help kids remember them in English. Chicka Chicka Boom Boom by
Bill Martin Jr and John Archambault is a catchy children's book and song.
• Colours: Teach the colours with various colour songs and rhythms, such as
Louis Armstrong's "What a Wonderful World" or Kermit the Frog's "It aint
easy being green."
• Rewards: Reward hard working kids with "Music Time". Let them make
requests for background music that they can listen to while they work on their
written exercises.
• Student teachers: Encourage the kids to teach each other songs from their

own language. Turn this into an English lesson by having students translate
the meaning.
"Musical nourishment which is rich in vitamins is essential for children." Zolton
Kodaly
Tips for Using Music Effectively
• When teaching students a song, it is a good idea to introduce an instrumental
version first (If an instrumental version is not available, play the song softly in
the background while they are working on something or hum the melody
before introducing the lyrics). If students become familiar with the sound of
the music first, they will be more likely to understand the words.
• Make a vocabulary list ahead of time. Go over the words once before you
introduce the song.
• Expose students to a certain song many days in a row. Within a few days,
students will not be able to get the song out of their head!
• Choose interactive songs whenever possible. Adding actions enhances
language acquisition and memory.
• Have soft or upbeat music playing before class to encourage a positive
atmosphere. Turning the music off is a great way to signal to a large class that
it is time to begin.
Online Materials and Resources
These online music resources offer numerous ideas and tips for using music in the
classroom.
Teacher Taboos
As a teacher of ESL there is a fine balance between being yourself and showing
respect. If your students are learning English in your country, you want to share as
much as you can about your own customs and lifestyle, while giving each of your
students the opportunity and freedom to share theirs. If you are teaching English in
a foreign country, you should take active steps to learn as much about the culture
and customs of its people. This includes finding out about the taboo topics and
actions that could embarrass, confuse or upset a student.

Remember, that what is considered appropriate conduct or conversational material
in your country may be considered rude, insulting or even bad luck in another. You
may also find that younger generations are more accepting of and accustomed to
American or European topics and gestures, while older students still consider some
things taboo.
Talking about taboos in general can also be tricky! We want to make sure not to
promote generalizations or stereotypes that could upset or insult anyone. Before
you travel to a foreign country, take the time to do some research, by talking to
other English teachers who are working there. The EnglishClub.com Teacher
Forums are a great place to start.
Here are some general topics to avoid as an ESL teacher in a multicultural class:
• Religious beliefs
• Political beliefs
• Sexuality
• Poverty
• Historical Conflict
Here are some general actions and gestures to avoid as an ESL teacher in a
multicultural class:
• Swearing
• Touching students
• Eating or chewing gum in class
• Embarrassing students
• Pointing
• Holding eye contact for a long period of time
• Standing very close to a student
Country Topics and behaviour to avoid Helpful notes for travelling
teachers
China • Students may not maintain
steady eye contact with you
when you are talking to

them. Try to be respectful
of the culture by not
holding eye contact with a
single student for too long.
• Punctuality is important in
China. Make sure to begin
and end your classes on
time, even if there are
students looking for help
with homework.
• Try to avoid putting your
hand near your mouth or
biting your fingernails. This
is considered rude.
• Never wave someone over
with your finger. Wave
them over with a hand and
fingers pointed down. This
is also the way to hail a
taxi.
• If your students give you
gifts, know that it is
customary not to open it in
front of them.
• The student/teacher
relationship is generally
formal in nature.
• You may think that your
Chinese students are unhappy
or disliking your class because

they don't smile as much as
other students. However,
Chinese students often repress
their emotions because this is
part of their culture.
• Be careful not to mix up the
history or culture of Asian
countries or assume that things
are the same in all of them.
France • Avoid discussions of jobs,
and financial success or
wealth. This is often
considered the greatest
taboo in France.
• Avoid talking about
• Maintaining eye contact is not
customary between strangers.
If you hold eye contact with
someone on the street or in a
store you are suggesting you
want a relationship with them.
immigration.
• In France it is considered
taboo for foreigners to
introduce the topic of the
European Union as a
political and/or economic
power.
• The American sign for OK
(making a circle with finger

and thumb), which teachers
often use to show that a
student has done something
correctly or perfectly means
"nothing" in France.
Refusing eye contact,
however, suggests that you
think you are of a higher status
than the other person.
• Students will cover their
mouth with their hands to
gesture that they have made a
mistake.
Germany • It is considered very rude to
be even a few minutes late.
• Never chew gum in public
or in class.
• The American sign for OK
(making a circle with finger
and thumb), which teachers
often use to show that a
student has done something
correctly or perfectly refers
to female private body parts
in Germany.
• Avoid discussing how
much money people earn.
• If you are dining out with
others, it is considered rude to
start your meal before

everyone has received theirs.
• It is considered bad luck to
wish a German person a
Happy Birthday before the
actual date.
India • Avoid discussing the
relationship of India with
Pakistan.
• Avoid discussing religious
beliefs.
• Avoid discussing poverty.
• It is rude to point directly at
someone.
• Standing with your hands
on your hips is seen as a
sign of aggression.
• Never touch people with
your shoes or feet, and
• For any teachers who may be
travelling or teaching with
their romantic partners, be
aware that showing affection
in public is considered taboo in
India.
apologize immediately if it
happens accidentally.
• Avoid discussing the
marriage tradition of
dowries.
Italy • It is considered rude to

chew gum in public and to
eat as you walk.
• In Italy, placing your hand
on your stomach (which is a
sign of hunger in many
countries) means that you
dislike someone.
• When first being introduced to
a group of people you should
take the time to shake
everyone's hand rather than
just offering a communal
wave.
• It is quite normal for Italians to
stand close to one another.
You may also get bumped or
pushed in line-ups or public
places.
Japan • Teachers should not touch
their students (e.g. hand on
shoulder, high five).
• Take steps not to say or do
something that would cause
a single student to feel
embarrassed. Japanese
people are more likely to
feel ashamed and insulted
rather than innocently
embarrassed.
• The American sign for OK,

which teachers often use to
show that a student has
done something correctly or
perfectly means "money" in
Japan.
• Be discrete about blowing
your nose in the classroom.
• Avoid discussing World
War II.
• Be careful not to mix up the
history or culture of Asian
countries or assume that things
are the same in all of them.
Korea • Avoid discussing politics.
• Avoid discussing personal
family matters.
• Avoid discussing the
• If you are very animated when
you talk, you may want to try
to tone your hand movements
down.
relationship between North
and South Korea.
• Provide criticism in private.
• Avoid pointing or
beckoning someone with
your finger
• Be discrete about blowing
your nose.
• Many people wear surgical

masks in public if they have a
cold to avoid spreading germs.
• Be careful not to mix up the
history or culture of Asian
countries or assume that things
are the same in all of them.
Mexico • Avoid discussing pollution.
• Avoid discussing illegal
immigration.
• Avoid discussing religion.
• Don't make comparisons
between Mexico and the
U.S.
• Avoid discussing sexuality.
• It is considered very rude to
take the Lord's name in
vain in Mexico. If you are
the type of person to use a
form of the phrase, "Oh my
God," in your everyday
conversation, you may want
to practise eliminating it
from your vocabulary.
• It is considered rude for
men to keep their hands in
their pocket.
• It is helpful to be aware of the
taboo in Mexico for young
people to live alone or with a
girlfriend/boyfriend before

getting married.
• Mexican people tend to stand
very close to one another when
engaged in a conversation. It is
considered rude to move
further away.
• Mexican people often make
the sound "pst pst" to get
someone's attention. This is
not considered rude behaviour.
• Place the money for payment
directly into a person's hand
rather than on the counter.
Taiwan • Avoid talking about politics
and the relationship
between Taiwan and
Mainland China.
• Western men should not
extend their hands to
Taiwanese women in a
greeting. A nod of the head
is appropriate.
• Taiwanese people
appreciate plenty of
personal space.
• Save criticism for private
• It is common for Taiwanese
people to expect each other to
read between the lines. You
will rarely hear an actual "no"

for an answer.
• Be careful not to mix up the
history or culture of Asian
countries or assume that things
are the same in all of them.
occasions before or after
class.
• Never purposely embarrass
your students.
Thailand • It is considered rude to look
directly at someone for
more than a few seconds.
• Don't point your foot at
someone (especially their
head!).
• Don't pat students on the
head (in Thai culture this is
where the spirits live).
• If teaching children, don't
crouch down beside them
with your head lower than
theirs.
• Don't discuss or criticize
the monarchy.
• Avoid talking about
national security.
• Be careful not to mix up the
history or culture of Asian
countries or assume that things
are the same in all of them.

• Teachers are expected to dress
conservatively. This usually
involves wearing a necktie.
Monthly News Digest | This Week in History
Using English Club for Teaching in the ESL Classroom
A handy guide for the hard-pressed teacher
One of the most challenging parts of teaching English as a Second Language is
lesson planning. While some schools have a set curriculum for teachers to follow,
most require teachers to bring in extra work for students. Some teachers have
textbooks to use for their core courses, but still need to come up with ideas for
warm ups, quizzes, and time fillers. The majority of ESL teachers have very few
resources and are constantly having to reinvent their material to keep students
interested.
Whether you are a private tutor who teaches English in your home, or a college
professor who teaches English in a large classroom, English Club can save you
time. There is so much to see and do on this website that you may miss some
resources that fit in wonderfully with your own curriculum. The following pages
are filled with ideas and links to help save you time while planning interesting, fun,
and worthwhile activities and lessons for your students. Depending on what your
classroom resources are you may have to adapt some ideas and activities. You can
print out pages that you need, have students do part of their assignments on a home
or library computer, or set your entire class up in a computer lab.
At English Club, we recognize that there are many different approaches to teaching
English. Some teachers prefer the whole-language approach, while others prefer to
separate skills based on listening, speaking, reading and writing. Read through our
ideas and use the ones that are most appropriate for your style of teaching and your
students.
• Warm Ups and Time Fillers
• Theme-based Lessons
• Skill-based Lessons

• Using the Monthly News Digest
• Using This Week in History
Other teaching resources:
Here are some great teaching Tips and Suggestions.
Here is a quick and easy way to create Worksheets for your class.
ATC Language & Travel offers a comprehensive range of English Language
courses including General English, Business English and Examination courses -
Cambridge, IELTS, TOEIC and Teacher Training. Our General and Intensive
English classes are available year round with courses commencing each Monday.

Teaching Staff
ATC has a team of highly experienced, well trained and expertly qualified teachers,
all dedicated professionals in their field. ATC also caters for students with specific
requirements, including English for Advertising and Marketing, Business,
Engineering, Insurance, Law, Military, Medicine and Teaching that can all be
arranged on request.

Course Curriculum
Our curriculum for both General and Intensive Courses is based on the Common
European Framework of Reference for Languages, and focuses very much on
student-centred learning. Our teachers use methodologies such as CLT
(Communicative Language Teaching), TBL (Task-Based Learning), and CLL
(Cooperative Language Learning) which aim to develop our students'
communicative skills and deepen their understanding of the English language. The
Common European Framework of Reference for Languages describes six levels of
language ability, from A1 up to C2. Students are accepted to ATC at all levels,
from Beginner (level A0) and Elementary (level A1) up to Advanced (level C1) and
Proficiency (level C2).

Testing

On arrival students are given a placement test which includes a written and oral
needs analysis. They are then placed in a class appropriate to their ability and
needs.

Class Placement
Each lesson is one full hour (60 minutes). Classes are available at all levels year
round. ATC classes hold a maximum of 14 students, but you can expect an average
of 8 to 12 students in class at most times of the year. There are usually between 12
and 16 nationalities in the school at any one time, so you can expect a truly
international mix. Class times are divided so that students receive lessons from
more than one teacher, two per morning allowing them the benefit of more than one
voice and teaching style and having a team of teachers liaise on their learning paths.
A variety of classroom layouts suits different learning styles.

Progress
Progress tests are done in class on a regular basis and in negotiation with teachers
and the Director of Studies. ATC aims to see students improving at a rate of one
level per 80-120 hours, although learners may differ in this; it may take one student
4 weeks, another 8 weeks to improve. We use the CEF to help teachers and students
to navigate their progress, and we can recommend extra work to be done in the self-
access study centre to promote it.
Certification
All students receive a certificate of attendance on completion of the course, which
includes a short didactic report signed by two teachers. All ATC reports include the
number of hours studied, which may be used for educational credits on return to
education establishments at home.
General English (20 hours per week, 60 minutes per lesson)
Monday to Friday (09:00-13:30 including a break 11:00-11:30)
The General English course syllabus is based on a 12 week cycle, during which
time student’s progress through a set course book at the relevant level with the

guidance of a highly qualified teacher.
For more information
Intensive English (26 hours per week, 60 minutes per lesson)
Tuesday and Thursday (14:15-17:15)
The Intensive English syllabus course syllabus is based on the need for practice in
fluency and accuracy in spoken English.
Includes the General English programme with an additional 6 hours a week taken
over two afternoons with a focus on discourse structures on conversation.
English Club Warm-up Games and Activities
20 Questions
One person thinks of an object (person, place, or thing). Everyone takes turns
asking yes/no questions until someone can guess correctly (or until 20 questions are
asked). The difficult part is that you cannot ask "wh" questions!
Example: PINEAPPLE. Does it talk? No. Does it make life easier? No. Do you eat
it? Yes. Is it something you would eat for dinner? No. Etc
If someone makes a mistake in forming the question, other club members can help
turn it into a proper question.
Can't Say Yes or No
In this game everyone is given a certain number of coins or squares of paper (about
10). Everyone moves around the room starting conversations and asking each other
questions. The only rule is that you cannot say the words YES or NO. If you
accidentally say one of these words, you have to give a coin or square to the person
who you said it to. Try to trick each other by asking questions that you would
almost always answer with a yes or no. Think of other ways to trick your friends.
Sometimes asking two quick questions in a row works well. (Especially tag
questions: Are you new here? This is your first time in America, isn't it?). This
game is a great way to practise using small talk and to add variety to your
vocabulary. It also makes everyone laugh.
Fact or Fiction
In this game, one person tells a short story about themselves or someone they know

or heard about. Usually it is something funny or crazy. It can be a true story, or
something made up.
Example: Josh tells a story about his Uncle Leo who sleeps in the nude. One day
Uncle Leo was sleepwalking and he went outside and took his dog for a walk. The
next door neighbour was coming home late from work and saw him! She called the
police and he got arrested for being naked in public.
Everyone around the room has to say whether they think Josh's story is fact (true)
or fiction (made up). Josh reveals the truth when everyone has guessed. Members
can take turns telling a story.
Chain Fairytale
This is a fun writing warm-up. Everyone has a piece of paper and writes the first
sentence or two to start a fairytale (not one that already exists).
Example: Once upon a time there was a frog that had no legs. He wanted to get
married, but there were no female legless frogs in the land.
After one minute the leader will say "SWITCH". At this time the writers have to
put down their pens and pass the papers. They cannot finish their sentences. Then,
the next writers will continue the story. After about ten minutes you will have as
many silly stories to read as you have club members. The leader should warn the
writers that they will soon have to wrap-up the story during the last two minutes so
that each story has a conclusion. Read all of the stories out loud for a good laugh.
You can extend this activity by trying to edit each other's writing and spelling
errors.
Draw the Picture
In this activity members split up into pairs or small groups. One person looks at a
scene from a magazine or book (the leader should cut out enough pictures, or bring
in enough magazines for the club). The other person has a pencil and a blank piece
of paper. The person with the picture will try to describe everything he sees to the
drawer. This is good practice for using prepositions of place. When the describer is
finished, compare the drawings to the real thing! Whose is the closest to the
original?

Categories
For this game, one person thinks of a category, such as MOVIES. In a circle,
everyone must take a turn thinking of a Movie title (in English of course). If
someone takes too long to give an answer (the leader should count to five) then that
person is out and a new category begins. If someone gives an answer that doesn't
make sense or is incorrect, he is also out of the game. For example, if the category
is VEGETABLES and someone says "banana" that person is out. The game
continues until only one person is left!
Who am I?
In this game, the leader prepares cards with famous people's names on them. The
leader tapes one card on the back of each member. Then everyone pretends they are
at a party and asks each other questions to find out their own identities. When
someone guesses their own name correctly, the name-tag gets taped to their front
and they continue to chat with the party guests until everyone is wearing the
nametag on the front.
Jeopardy
In this game, which is based on the famous gameshow Jeopardy, everyone writes
down ten answers to questions about themselves. After writing down the answers,
people have to form pairs or small groups and try to find out what the questions are.
Example: (answer = purple) "What is your favorite colour?" "Blue." "What colour
do you hate?" "Green." "What colour is your underwear?" "Purple!" You can stop
at three guesses if you want, or keep going until someone in the club can guess the
question.
Hot Seat
In this game, the club is split up into two teams. One member from each team sits
facing the group. The leader holds up a word (or writes it on the board if you are in
a classroom) for all of the team members to see except for the two players in the hot
seats. The teams must try to get the person in the hot seat to guess the word or
phrase. The first person to guess correctly gets to stand up and a new member from
their team takes the hot seat. The person on the other team has to remain in the hot

seat until she gets an answer first. You can keep score or just play for fun. This
game can also be played in pairs. One pair member closes their eyes while the
leader shows the word to the other pair members. The first pair to get the word right
gets a point. Warning! This is a loud game because people tend to get excited and
yell!
Broken Telephone
This is a listening and pronunciation activity that always gets people laughing. The
leader first must think of a sentence or phrase and whisper it to the person beside
her. That person will then whisper what she heard to the next person. Each person
can only say, "Can you please repeat that?" one time. When the message reaches
the end of the chain that person must speak out loud. Oftentimes the message will
be completely different when it reaches the end. Try to find out where the chain
broke! In a big group you can send the message two ways and find out which team
comes closest to the real message. (A famous example is the army message that
started as "Send reinforcements, we're going to advance" and ended as "Send three
and fourpence, we're going to a dance.")
Here are some more useful ESL games and activities.