Start with the learner’s goal
Online lessons work best when they are built around who is learning and why. Before planning activities, find out:
- Why the student is learning English (school, work, travel, an exam).
- What they are interested in, such as sport, music, games or cooking.
- What they find hard, and what they already do well.
- What a realistic goal for each lesson is.
A goal can be small and measurable, for example “talk about my family in the present tense” or “learn eight words for ordering food”. Teaching resources from Cambridge English and from teaching companies often make the same point: knowing the learner lets you choose topics that hold their attention. Young learners or children may not have a clear goal of their own, and that is fine. A parent’s goals or the school curriculum can guide you.
A simple structure for an online lesson
This is an example for a 45-minute lesson. Adjust it for the age, level and length of your lessons.
| Time | Stage | Example |
|---|---|---|
| 5 minutes | Warm-up | A quick question, a photo prompt or a short review game |
| 10 minutes | Presentation | Introduce the new language with images or a short text on a shared screen |
| 15 minutes | Practice | Controlled exercises, then a game or role-play |
| 10 minutes | Speaking or production | The student uses the new language freely, for example in a conversation or a short talk |
| 5 minutes | Feedback and wrap-up | Correct two or three key errors and set a small task |
Lesson ideas
Warm-ups
- Photo prompt. Show one picture and ask “What can you see? What do you think happened?”
- Two truths and a lie. The student writes three sentences about themselves. You guess which one is false, then swap roles.
- Word of the day. Begin each lesson by reviewing one word from last time, which puts the importance of review in learning into practice.
Vocabulary
- Short exercises on a shared screen. Matching, gap-fill or multiple-choice tasks work well in a call. You could use our idiomatic expressions exercises for advanced learners, or the phrasal verbs with get exercises for intermediate ones.
- Word-building. Show a base word and ask for related forms, using ideas from our suffixes exercises.
- Plural practice. For learners who mix up forms like “mouses” and “mice”, try short tasks from our irregular nouns with example sentences.
Speaking
- Describe and draw. The student describes a picture while you draw it on the whiteboard, or the other way around.
- Role-play. Practise real situations, such as ordering in a restaurant, a job interview or a phone call.
- Opinion questions. “Would you rather…” questions encourage longer answers.
Listening
- Play a short clip or read a short text aloud, then ask two or three questions.
- Pause a video and ask “What will happen next?”
Writing
- Ask the student to type a few sentences in the chat as you speak.
- Use a shared document so that you can correct together in real time.
Fun games for ESL students
- Hangman or word-guessing games. Easy to play in a chat or on a whiteboard.
- 20 Questions. One person thinks of an object. The other asks yes/no questions.
- Pictionary. Draw on a shared whiteboard while the student guesses the word.
- What’s missing? Show several pictures, hide one, and ask which is gone.
- Story building. Each person adds one sentence to a story.
- Simon says. Suitable for young children, for practising body-part words and instructions.
- Rewards. Points, stickers or a small progress chart can motivate younger learners.
What does ESL stand for?
ESL stands for English as a Second Language. You may also see EFL (English as a Foreign Language), ESOL (English for Speakers of Other Languages) and ELL (English Language Learner). Their usage varies by country and context.
What is the 70/30 rule in teaching?
There is no single official 70/30 rule. In language teaching the phrase is often used to describe a balance in which the learners do most of the talking and the teacher speaks less. Different teachers and training programmes use it in slightly different ways, so treat it as a rough guide, not a requirement. In an online lesson, it is a reminder to ask open questions and then wait for the student to answer.
Which platform can I use to teach English online?
Many teachers use a general video-call tool such as Zoom, Google Meet or Microsoft Teams, together with a way to share a screen and a whiteboard. Some teachers work through a school or an online tutoring company, which may require its own platform. Check what your employer provides, and test screen sharing and audio before the first lesson. Free features and limits change over time, so check each tool’s current terms. For a wider look at what technology can add to lessons, see technology in language learning.
Making lessons engaging
- Use props and stories. A puppet, a toy or a few objects can make a lesson feel less like a screen.
- Use your voice and body language. Clear gestures, a slightly slower pace and expressive tone help on video.
- Keep it interactive. Change activity every few minutes.
- Give clear instructions. Show an example before starting an exercise.
- Keep it light. Mistakes are part of learning. A relaxed tone usually helps students feel safe to speak.
Common problems and quick fixes
- A quiet student. Start with easy questions about their interests and give them time to answer.
- Technical problems. Have a backup plan, such as a phone number or a second platform.
- Distractions. Keep tasks short and change them often, especially with children.
- Too much teacher talk. Plan questions in advance and aim for the student to speak for much of the lesson.