If you have taken a CELTA course (or equivalent), then you have probably taught a range of pre-intermediate or intermediate learners. However, one thing that these courses fail to prepare trainee teachers is for the teaching of learners that are of a beginner level.

In this post, as well as the video that is available to watch below, I share ten tips for the teaching of beginner level students. Such tips will include what you can incorporate immediately in the classroom as well as techniques to consider may also aid in teaching low level learners.

Tip 1: Grade Your Language

When you start teaching low level or beginner learners English, they will obviously have a reduction of how much they are able to comprehend, especially when you give instructions or nominate learners to answer. Therefore, the first tip that I have for any English teacher is to grade your language.

I recall when I was completing the CELTA course and in my initial lessons, I approached some students who were completing a task that I had set up and I asked them, “How are you getting on?”. They naturally didn’t know what I meant so were puzzled, so I had to rephrase my question by saying “How is the task?”, and then they realised what I meant.

One of the difficulties that teachers may encounter when teaching beginner learners is using suitable language that they are able to understand what you say, so it is vital that you grade your language accordingly. Rather than using complex grammar or phrasing, use simple gestures combined with instructions. Perhaps consider using one word with some body language, such as when grouping students, you may say “Together, together, together” along with two hands brought together for each group.

Tip 2: Teach More Vocabulary, Less Grammar

The second tip that I recommend any teaching beginners is teach more vocabulary and less grammar. You may feel more inclined to teach the Present Simple or the Past Simple with beginner learners, and there is a time and place for this, but most of the time, low level students lack the vocabulary to communicate.

Students who have a broad range of vocabulary and a lower ability of grammatical awareness are able to communicate better than a student having a strong awareness of grammar and lower vocabulary. Essentially, regardless of grammar, students with more vocabulary will be able to make themselves understood and will make the more progress. Therefore, I always consider the teaching of vocabulary more beneficial than the teaching of grammar.

When I teach beginner students, I tend to focus on particular topics and then the grammar will arise from context. Students will tend to pick up when certain grammar is required to be used from context, yet the vocabulary from the topic will become more memorable.

Tip 3: Elicit Rather Than Tell

When teaching lower level learners, it is more important to elicit from your students rather than tell or teach to your them. You may initially encounter silence from your learners but giving them space to find their voice is crucial. Should you initially elicit from students and faced with non-commitment, you could be urged to fill the silence but I would recommend that you wait.

When teaching a group of fifteen to twenty students, it is likely that one of the students may know the answer that you have asked or knows a specific word. I have encountered students who are at first rather quiet but with development, they find their voice. It might be due to the culture. For example, in South Korea, it is common for students not to voice their opinion or idea and leave space for the teacher or professor to fill that silence. However, when it comes to language learning, it is important for students to share their ideas. Thus, elicit rather than tell.

Tip 4: Drill Chunks of Language

When you get a scene from a movie where people are learning a language, you perhaps envisage them in the classroom, repeating after the instructor or some audio that they are listening. It may appear to be rather old fashioned, but drilling language does have a place and I would recommend teachers that with beginner learners that you drill phrases and chunks of language.

When beginner students encounter the rather basic question, “How are you?”, they may read three individual words. Yet, when an English speaker utters this question, they are likely to blend all three words into one. So, it makes sense for English teachers to drill phrases and chunks of language that students can hear what is being said.

There are variations of drilling such as back chaining, starting at the beginning of the phrase to the end, as well as individual sounds. Experiment and see how your students respond. You may also want to start softly and rise in pitch or voice, getting your learners to emulate yourself. Try different things to see what engages your learners.

Tip 5: Use Realia, Pictures & Gestures

Half way through now. In the fifth recommendation, I recommend using realia, pictures, and gestures with beginner students. Realia is actually real objects or items in your classroom and I have used a variety such as kitchenware or other objects that I have brought to the classroom. If you are unable to source particular items to bring to class, then the replacement could be pictures.

When using pictures in the classroom, I prefer to print them out, laminate them, and I am then able to reuse them in future classes saving me more time in the future. One of my previous schools used to have an old cabinet filled with pictures and role cards laminated which could be used again and again, some of which were rather old and showed their age. However, it is always nice to have a bank of resources though.

When using real objects or pictures, you can then drill language and students. On top of this, you could use these with games and other engaging tasks and activities. You could stick the pictures up on the board and get learners to play various competitive games, such as choosing the correct picture or describing images.

Finally, with beginner learners, it makes sense to incorporate gestures in your teaching. As mentioned previously, combining gestures with instructions does help aid the learner understand what you are requesting. There are many gestures that you could incorporate in your teaching of low level learners, so consider this.

Tip 6: Increase Student Talking Time (STT)

One of the most important elements of teaching beginner learners is getting them to communicate or becoming more confident in speaking English. Thus, it is incredibly important for educators to increase student talking time, also named (STT). The best way to increase STT is by reducing teacher talking time (TTT), thereby offering more space for students to communicate.

Reflect on how you give instructions to your students as well as how often you find yourself filling in the silence in the classroom. The more chance you give your learners to speak, the more comfortable they may find being able to use English, not just with you but with each other.

When responding to student questions, you may want to throw it back out to the class before you decide to answer this. It further confirms to the students that you are there to guide them but they can also help each other, but also reduces you talking time as well.

Tip 7: Reward Risk-Taking

One challenge that I have encountered with low level learners, particularly here in South Korea, is that students are unwilling to take a risk. They don’t want to embarrass themselves or others due to loss of face, or they just don’t want to been seen as different. However, there is a difference between learning English and other subjects.

I tend to reward students who decide to take a risk with their English and contribute to the class when answering a question. You may wish to consider adding points with Class Dojo and offering some recognition towards students. Nonetheless, rewards students who are willing to take risks and praise them publicly. Other learners will start to realise that you will only offer some recognition when they actually make an effort in front of their peers.

Tip 8: Build Learner Confidence

This next tip seems obvious, particularly with the various points that I have mentioned previously, but it is to develop and build learner confidence. I would urge other educators, that are new to teaching beginner learners, is to focus on learner confidence. Spend time with students in the classroom as well as outside of the classroom. Work on developing learner confidence, so their aspiration and willingness grows.

Give praise regardless of how small students are developing or contributing to the classroom. Offer some insight and this goes a long way compared to offering nothing at all. Students will appreciate your kind words and will be much more forgiving when things are not going well in the classroom. Some of the most successful beginner learners have been those that have developed their confidence when speaking English.

Tip 9: Review Vocabulary Through Games

The ninth tip for teaching beginner learners is to review vocabulary through the use of games. It is so important for students to recall and remind themselves of what has been previously been taught in the classroom, and the most engaging activity for this is with vocabulary based games.

There are a variety of vocabulary based games that you may wish to include in your lessons, such as back to the board, twenty questions, or broken telephones (aka Chinese whispers). These games are engaging, entertaining, and require minimal preparation.

It is always good practice to incorporate vocabulary games at the beginning of a lesson, perhaps to review vocabulary that has been previously taught in the last lesson, or at the end of the lesson so to review vocabulary from that class.

Tip 10: Set a Classroom Routine

The final tip, and perhaps the most important, is setting a classroom routine for beginner or low level learners. It is nice for students to be welcomed into the classroom, complete predictable activities which are set up in the same way, and then finish with a game towards the end of the lesson. Once you finish, say goodbye by the door.

Low level learners will not be shocked by anything that is unexpected nor will they become resistant to completing tasks. The more expected things occur in the classroom, the more comfortable the classroom will be. After a while, you may wish to experiment with how things are delivered or the activities or games with your beginner students.

If you want to learn more about teaching beginner or other levels of students, then Teaching Learning written by Jim Scrivener is certainly a resource that I would recommend.