Key subject: PRIVATE TUTORING

Full name: KAMIL KANTARCIOGLU

Course date: 12 -18 May 2025

Table of Contents
I. KEY POINTS FOR PRIVATE TUTORING

1. Definition of tutoring
2. Definition of teaching
3. Techniques teaching private students
4. TESOL learning styles
5. Approaches and methods for the private student
6. Multiple intelligences
7. Lesson planning
8. Tutoring children
9. Tutoring teenagers
10. Tutoring adults
11. Teaching pronunciation skill
12. Teaching listening skill
13. Teaching speaking skill
14. Teaching reading skill
15. Teaching writing skill
16. Teaching grammar skill
17. Lesson planning for outcomes
18. Culture shock
19. Cross cultural communication
20. International gestures, slang, and idioms
21. Assessing and evaluating students
22. Understanding student goals

II. LESSON PLANS

III. RELEVANT ACTIVITIES

1. KEY POINTS FOR PRIVATE TUTORING

1. Definition of tutoring

Private tutoring is usually an educational activity whose purpose is to help students improve themselves.
Students and families often choose this for two reasons. The first is to review what they learned in school,
and the second is to prep for a test. Private lessons are usually one-on-one. In this way, teachers try to
adapt lessons in a way that the student is willing to learn. Private tutoring usually follows formal school
education. And as the lessons progress in school, the subjects continue in the same parallel proportion in
private lessons. In practice, this means that an English teacher will review the school lessons one-on-one
with the student, verify the student's understanding, and prepare new lesson plans based on the student's
mistakes. In this way, the aim is to contribute to the student's progress (Bray, 2011; Dang & Rogers,
2008).

Through tutoring, students gain an edge over other students who do not receive tutoring and improve the
quality of their education. We can infer that the competition in the field of education is quite fierce.
Wealthy families in particular place high importance on their children’s ability to speak English. Students
and their parents use private tutoring to improve their schoolwork, especially in language, mathematics,
and other subjects perceived as important. Moreover, because tutoring is tailored to the student's
individual learning pace, style, and needs, it helps to build students' self-confidence and maintain and
improve their academic achievement. Even shy and insecure students who are afraid to ask questions in
class can speak freely in tutoring and ask for support on topics they do not understand. This makes
learning more targeted and efficient for the student. On the other hand, one-to-one tutoring allows the
teacher to discover students' strengths and weaknesses so that the efficiency of teaching can be increased
more successfully (Bray, 2011; Dang & Rogers, 2008; Zhang & Bray, 2020).

To sum up, private tutoring refers to personalized one-to-one English language teaching aimed at helping
individual learners achieve their goals. Such lessons supplement formal teaching or objectives through
intensive practice, personalized or advanced support that is difficult to provide in large classroom
settings. Due to its personalized nature, private tutoring is regarded as a professional educational service.
Of course, research suggests that the role of well-trained English language tutors is not simply providing
additional support in education but also pedagogical as well. (Bray, 2011; Dawson, 2010).

References

Bray, M. (2011). The shadow education system: Private tutoring and its implications for planners (2nd
ed.). UNESCO International Institute for Educational Planning.

Dang, H. A., & Rogers, F. H. (2008). How to interpret the growing phenomenon of private tutoring: Human
capital deepening, inequality increasing, or waste of resources? World Bank Policy Research Working
Paper No. 4530. https://doi.org/10.1596/1813-9450-4530

Dawson, W. (2010). Private tutoring and mass schooling in East Asia: Reflections of inequality in Japan,
South Korea, and Cambodia. Asia Pacific Education Review, 11(1), 14–24.
https://doi.org/10.1007/s12564-009-9068-4

Zhang, W., & Bray, M. (2020). Shadow education in Chongqing, China: Scale, patterns, and implications for
policy makers. Springer. https://doi.org/10.1007/978-981-15-2897-4

2. Definition of teaching

Teaching is to facilitate learning through guidance and instruction. It can be inferred that the teacher is
not simply a lecturer or a transmitter of information, but also a role that directs and enables learning. In
other words, the teacher both transfers knowledge directly from the teacher to the student and helps
create conditions that will allow students to learn on their own. The teacher is not a one-sided
transmitter of knowledge, but a facilitator of learning who engages students in meaningful practice.
(Richards & Rodgers, 2014).
Teaching English means teaching language skills such as speaking, listening, reading, and writing. When
teachers teach in a classroom setting, they usually need to follow predetermined syllabus and specific
objectives. Private teaching, however, is a bit different. Although both teachers in a classroom and private
teachers aim to promote learning, their application differ. A teacher in a classroom must consider factors
such as classroom dynamics, syllabus standards, and time constraints, whereas a private tutor can solely
focus on the goals of the individual student. In practicality, this means that while a teacher in a classroom
can create a generalized lesson plan for 20 different students for one class, private tutor focuses his
lesson plans on student’s needs. (Dawson, 2010)

However, good teaching and good tutoring are quite similar in many ways when it comes to core skills
and competencies. In both cases, the teacher needs to have strong communication skills, English
proficiency, effective lesson planning abilities, and the ability to observe, assess and respond to student
understanding. Another key difference is — while a teacher in a classroom must divide his attention
among many students, private tutors can focus all their effort and energy to one student. (Bray, 2011)

In summary, teaching is helping others learn whether in classroom setting or individual. In both settings,
teachers must follow and apply professional knowledge and reflective practice and they should
constantly pursue professional development as well as improving the efficiency of their pedagogical
techniques. A knowledgeable teacher may find their prior teaching skills invaluable when they enter the
area of private teaching but they still need to adapt to the individualized context. For instance, without
the social dynamics, a one learner class may need more careful needs analysis and encouraging and
motivating manner to keep the learner motivated. (Hargreaves, 2000).

References

Bray, M. (2011). The shadow education system: Private tutoring and its implications for planners (2nd
ed.). UNESCO International Institute for Educational Planning.

Dawson, W. (2010). Private tutoring and mass schooling in East Asia: Reflections of inequality in South
Korea and Cambodia. Comparative Education Review, 54(4), 513–530. https://doi.org/10.1086/653835

Hargreaves, A. (2000). Four ages of professionalism and professional learning. Teachers and Teaching:
Theory and Practice, 6(2), 151–182. https://doi.org/10.1080/713698714

Richards, J. C., & Rodgers, T. S. (2014). Approaches and methods in language teaching (3rd ed.).
Cambridge University Press.

3. Techniques teaching private students

Private tutoring involves the use of various techniques. Some of the teaching techniques private tutors
employ in their one-on-one classes include to assessing their learners’ skills, learning their goals and
objectives, building close relationship with them, designing engaging lesson plans, using interactive
teaching methods, providing varied activities and materials, offering feedback and correction, managing
routines and time effectively. (Bray, 2011; Dawson, 2010)

At the beginning of a private tutoring, effective private tutors take time at the start to evaluate the
student’s current language level and to clarify the learner’s goals. By understanding the student’s goals,
strengths, and weaknesses, teacher can design the lesson plans to cater to those needs. Tutors are also
expected to regularly reassess learner’s progress and set new goals. Another crucial technique needed in
private teaching is building and maintaining strong relationships with the students and their parents.
Building strong rapport with the student is essential since teacher becomes the only source for feedback
and interaction for private classes. This means that tutor needs to work on their listening skills, find ways
for encouragement, and create a safe and fun atmosphere so the student feels motivated. One thing I
noticed during my teachings is that even talking about the student’s day can help them feel at ease. Tutor
should demonstrate mentorship skills such as showing empathy, maintaining a friendly, non-judgmental
tone and praising students’ efforts can strengthen the relationship and build confidence. (Bray, 2011).

Effective tutors also employ a variety of interactive teaching techniques to keep students engaged.
Instead of lecturing about grammar or any subtopic, they might choose to use guided discovery technique
which is like leaving breadcrumbs for students to pick up leading them to the target discovery. Tutors can
also pose open-ended questions to prompt the learner to think more and practice conversation. It’s
important for tutors to provide non-judgmental and safe space when students practice their conversation
skills. Since there are no other students present in the classroom, teachers need to reduce their TTT
(Teacher Talking Time) and allow SST (Student Speaking Time). Demonstrating genuine effort and
interest is crucial for students to share their answers so that classroom setting becomes an organic
learning space. (Harmer, 2015).

Something that is much harder to do in a large class is giving quick and personalized feedback. For
example, if a student says, “He go to school yesterday” the tutor can respond “Ah, so he went to school?”
and emphasize the correct form just like peer review. Research suggests that providing partial answers,
hints, and clues is more effective than giving the whole answer. It’s beneficial for students to arrive at the
correction by their own effort to maximize comprehension. On the other hand, it’s also possible that
students might feel overwhelmed since they are always at the center of the attention and cannot hide in
the back of the class. In this case, it is tutors’ responsibility to design lessons to include varied activities
and materials to sustain the learner’s interest. The tutor can easily choose materials or activities relevant
to the learner’s life and interests. (Scrivener, 2011).

Finally, an often-overlooked technique is to teach the learner strategies and methods for independent
learning. Especially when the tutor’s time with the student is limited, the tutor can guide the learner on
how to improve independently. The teacher can provide example sources of learning materials, assign
tailored homework, and demonstrate self-study techniques. These methods not only accelerate the
learning progress but also help the student improve autonomy and self-reliance. In summary, these
techniques for teaching private ESL students focus on personalization, interaction, and responsiveness.
By assessing needs first, building a caring relationship, engaging students actively, providing tailored
feedback, and regularly adapting the lesson, a tutor can achieve a highly effective learning experience that
is difficult to duplicate in a crowded classroom setting. (Harmer, 2007).

References

Bray, M. (2011). The shadow education system: Private tutoring and its implications for planners (2nd
ed.). UNESCO International Institute for Educational Planning.

Dawson, W. (2010). Private tutoring and mass schooling in East Asia: Reflections of inequality in Japan,
South Korea, and Cambodia. Asia Pacific Education Review, 11(1), 14–24.
https://doi.org/10.1007/s12564-009-9058-4

Harmer, J. (2007). The practice of English language teaching (4th ed.). Pearson Longman.

Harmer, J. (2015). Essential teacher knowledge: Core concepts in English language teaching. Pearson
Education.

Scrivener, J. (2011). Learning teaching: The essential guide to English language teaching (3rd ed.).
Macmillan Education.
 4. TESOL learning styles

In the field of TESOL, learning style means how students absorb, process and retain new language. For
every individual, there are cognitive, affective, and physiological traits that determine how learners
perceive and respond to the learning environment. Simply put, what learning style fits the student best.
Some students learn best by seeing information (visual learners), others by hearing (auditory learners),
others by doing (kinesthetic learners) and others by tactile (touch-oriented learners). Once the tutor
identifies the individual’s dominant learning style, they can help make learning process more efficient.
Research suggests that individuals often have a mix of learning styles. (Dunn & Dunn, 1993)

For instance, a visual learner learns best by seeing. They benefit from reading texts, seeing words written
down, or looking at pictures and infographics. An auditory learner learns best by hearing. They prefer
listening to songs, audio, or taking part in discussions. A kinesthetic learner needs physical activity. They
learn best by moving, doing role-plays, or using objects during learning. TESOL teachers often combine all
learning styles to create all-inclusive lesson planning. Research suggests that learning styles can be tied to
culture, and educational background. (Reid, 1987)

In language learning, learners are also categorized as those seeing the big picture or those focusing on
details. Some prefer learning through rules and structure (analytic learners), while others learn more
efficiently through natural communication (global learners). Some students enjoy group work, while
others do better learn alone. This is why understanding all learning styles and choosing the one that fits
the student best is not just useful but also crucial. Due to the nature of private tutoring, tutors work
closely with the students which is an advantage. Because tutors have greater chance of discovering what
works best for certain student. For instance, if a tutor draws something and observes good performance
from the student, that student might be a visual learner. So, tutor can use more visual tools like
flashcards, mind maps, charts, diagrams, videos. If a student talks a lot and learns by discussion, tutor
might design lesson plan to include more student explanations, discussions or voice recording. However,
even if students may have a clear preference, including all the learning styles in the class will help
students remember better. (Oxford, 2003)

However, It's important not to think of learning styles too rigidly. Learning styles may help teachers vary
their methods, but studies show that labeling a student as only one type (like “a visual learner”) can be
limiting. Research shows that matching teaching to a student’s preferred style doesn’t always improve
learning performance, since effective teaching already uses mixed methods. Tutors should stay flexible
and student focused. If a learner seems confused or bored, try presenting the material in a new way —
through a different activity or style. One of the benefits of one-on-one tutoring is the opportunity and
freedom to test and adjust. Changing the method regularly can boost motivation and learning. (Pashler et
al., 2008)

In summary, TESOL learning styles are the different ways students learn languages. Effective teaching
methods use a mix of techniques such as visual, auditory, and kinesthetic. This is especially important in
multicultural classroom settings, where learning preferences often reflect cultural backgrounds. Private
tutors can offer more interactive methods to expand students’ learning strategies. Understanding
learning styles helps tutors personalize lessons. (Reid, 1987)

References

Dunn, R., & Dunn, K. (1993). Teaching secondary students through their individual learning styles:
Practical approaches for grades 7–12. Allyn & Bacon.
Oxford, R. L. (2003). Language learning styles and strategies: An overview. Learning Styles &
Strategies/Oxford, GALA. Retrieved from http://web.ntpu.edu.tw/~language/workshop/read2.pdf

Pashler, H., McDaniel, M., Rohrer, D., & Bjork, R. (2008). Learning styles: Concepts and evidence.
Psychological Science in the Public Interest, 9(3), 105–119. https://doi.org/10.1111/j.1539-
6053.2009.01038.x

Reid, J. M. (1987). The learning style preferences of ESL students. TESOL Quarterly, 21(1), 87–111.
https://doi.org/10.2307/3586356

5. Approaches and methods for the private student

From Grammar-Translation method to communicative approach, many methods can be used in private
tutoring. It’s often beneficial to learn TESOL learning styles and apply it according to learner’s objectives,
goals, and needs. The most effective lesson often include an eclectic approach that mixes methods to
make learning more varied and engaging. (Richards & Rodgers, 2014).

By communicative approach, students learn English through real-life communication, not through
lecturing or memorizing grammar. In private tutoring, this means designing lessons to be interactive and
practical. Instead of only doing exercises, tutors can use role-plays, problem-solving tasks, or
conversations that are extracted from real-life situations. Communicative approach is very suitable with
private tutoring because the lesson is already a real conversation between the tutor and the student.
Tutors can use real-life resources like news articles, videos, or audio that match the student’s interests.
This helps keep the student interested, increases student speaking time, and improves fluency. (Richards
& Rodgers, 2014).

In private tutoring, Task-based teaching is also another useful method. To practice English in a natural
way with real-life situations, students complete real-life tasks such as planning a trip or solving a
problem. Since there are no other students present, teachers can join in the activity to do such tasks
alongside the student. After tasks are completed, teacher can correct errors and teach useful language
from the task. Teacher may utilize grammar-translation or audio-lingual approach when needed. The
main point is that private tutors should stay flexible, choosing methods and techniques to fit the student’s
learning style and goals. (Ellis, 2003).

Balancing fluency and accuracy is among the key responsibilities of a tutor. While traditional methods
focus more on accuracy, communicative methods focus on fluency. In private lessons, tutors can balance
these two by allowing time for free conversation and then reviewing common mistakes afterward.
Another helpful method is learner-centered teaching. Teachers can shape the lesson plans around the
student’s goals, learning style, pace, and interests. Some students might want practice English in daily life
contexts while others may prefer academic English. In one-on-one tutoring, the method can always be
flexible and personalized. (Harmer, 2015).

Research suggests that one-on-one tutoring can boost student performance dramatically. This means that
any teaching method, when applied individually becomes much more effective than the group or
classroom setting. For instance, when teacher uses a communicative task in private tutoring, it allows the
student to speak much more than in a group. A grammar explanation can be adjusted to match the
learner’s level individually. (Bloom, 1984).

Finally, tutors also pay close attention to the importance of adjusting teaching methods based on
student’s cultural background. In certain countries such as Vietnam, students may be used to teacher-
centered, and exam-focused learning. So, private tutor might need to explain grammar rules, translate
unfamiliar words, or do practice tests first. Afterwards, tutor can gradually introduce more interactive
activities, like speaking, practice or task-based learning. Some students may want to have accuracy first
before they move onto the fluency. In the end, the best approach in private tutoring is being flexible while
employing, strong teaching strategies. (Hofstede, 2001; McKay, 2002).

References

Bloom, B. S. (1984). The 2 sigma problem: The search for methods of group instruction as effective as
one-to-one tutoring. Educational Researcher, 13(6), 4–16.
https://doi.org/10.3102/0013189X013006004

Ellis, R. (2003). Task-based language learning and teaching. Oxford University Press.

Harmer, J. (2015). The practice of English language teaching (5th ed.). Pearson Education Limited.

Hofstede, G. (2001). Culture's consequences: Comparing values, behaviors, institutions, and organizations
across nations (2nd ed.). Sage Publications.

McKay, S. L. (2002). Teaching English as an international language: Rethinking goals and approaches.
Oxford University Press.

Richards, J. C., & Rodgers, T. S. (2014). Approaches and methods in language teaching (3rd ed.).
Cambridge University Press.

6. Multiple intelligences

Originally introduced by an American developmental psychologist and professor named Howard Gardner,
the theory of multiple intelligences suggests that intelligence is not just about IQ or academic skills but
includes many ways how people process information. This theory describes eight types of intelligence:
linguistic, logical-mathematical, visual-spatial, bodily-kinesthetic, musical, interpersonal, intrapersonal,
and naturalist. This theory suggests that everybody has a mix of these intelligences, but with different
strengths. (Gardner, 1983).

In this theory, there are eight intelligences defined by Gardner:

Linguistic intelligence – Good with words. These learners enjoy reading, writing, storytelling, and playing
word games. They learn languages easily and remember vocabulary well.

Logical-Mathematical intelligence – Good with numbers and logic. These learners like solving problems,
finding patterns, and understanding rules. They enjoy grammar and structured language activities.

Visual-Spatial intelligence – Good with pictures and space. These learners think in images and like using
charts, diagrams, maps, and flashcards. They remember things better when they see them.

Bodily-Kinesthetic intelligence – Good with movement and hands-on activities. These learners like using
their body to learn, such as through acting, role-play, drawing, or using real objects.

Musical intelligence – Good with sounds, rhythm, and music. These learners enjoy songs, chants, and
hearing the melody of language. They are good at pronunciation and listening tasks.

Interpersonal intelligence – Good with people. These learners enjoy talking, working with others, and
doing role-plays. They learn well through interaction and feedback.
Intrapersonal intelligence – Good at understanding themselves. These learners enjoy quiet time, thinking
deeply, setting goals, and working alone. They benefit from writing journals or doing self-study.

Naturalist intelligence – Good with nature and classifying things. These learners enjoy learning through
nature topics, real-world examples, and sorting or grouping activities like vocabulary categories.

This theory of intelligences helps tutors in a variety of ways, based on the student’s strengths. Including
songs and rhythm may prove beneficial for a student who loves music, while someone good at logic might
prefer grammar rules, or structured activities. Flashcards, charts, and diagrams may benefit a visual
learner, while hands-on tasks like moving objects, or role-plays may support a kinesthetic learner. When
tutors know which intelligences are stronger in each learner, lesson plans can be designed to be more
effective and enjoyable. (Gardner, 1983).

Multiple intelligences can come in handy in many practical ways. For instance, tutors can apply multiple
intelligences in various effective methods. To illustrate adjectives, an instructor might provide various
activities such as creating a drawing and explaining it (visual/kinesthetic), writing a paragraph
(linguistic), or organizing objects into groups (logical). In individual tutoring, there is the flexibility to
combine and modify these activities based on what is most effective. Although sometimes, only a limited
number of intelligences can be applied in each lesson, tutors have the ability to change activities between
lessons to maintain engagement. (Gardner, 1999).

Culture can also impact the strengths of intelligence. For example, students from Vietnam or Turkey
might be used to memorization and exam-centered approaches, so instructors may start with
recognizable strategies such as grammar explanations, and then gradually incorporate more engaging or
imaginative exercises. Multiple intelligences promote culturally relevant teaching. Students' cultural
background is valued and linked to their educational experience. A tutor could incorporate music for a
Vietnamese child who loves to sing or use logic puzzles with a student who likes math. (Gardner, 1999;
Gay, 2010).

To sum up, tutors should not only think in the way of traditional education but also rely on other types of
activities when preparing lessons. Using a multi-intelligences approach will help the teachers be more
creative in creating their lessons, and the lessons become learner centered. Through gradual
reinforcement of students’ weaker points and making the most of their strong areas, private tutoring
becomes a highly individual, and efficient tool. (Gardner, 1999).

References

Gardner, H. (1983). Frames of Mind: The Theory of Multiple Intelligences. Basic Books.

Gardner, H. (1999). Intelligence Reframed: Multiple Intelligences for the 21st Century. Basic Books.

Gay, G. (2010). Culturally Responsive Teaching: Theory, Research, and Practice (2nd ed.). Teachers
College Press.

7. Lesson planning

Private tutoring may be seen as less formal than classroom learning, but it is just as important to prepare
your lessons. A well-planned lesson plan gives direction and purpose to learning. Planning gives form and
content to the lesson and ensures that individual classes have personalized aims and make progress. For
an individual tutor, preparation in advance is to figure out what's to be taught and how to teach. While a
personal environment provides more flexibility, lack of preparation results in confusion, wasted time, and
learners' slower progress. Being well-prepared shows that you are dedicated, organized, and respectful of
the students’ time, and effort.. (Harmer, 2015).

An effective lesson plan for tutoring usually includes learning objectives, a list of activities, time
allocations for each activity, and any materials needed. Objectives state what the student should be able
to do by the end of the lesson, such as "describe an object using adjectives" or "use ten adjectives in
sentence." Activities should follow structures like Present-Practice-Produce (PPP). For a well-structured
example of a 1-hour lesson plan, tutors must begin the lesson with a 5-minute warm-up (casual talk to
review previous content, singing a song, or playing a kinesthetic activity), 10 minutes of Vocabulary or
Grammar presentation, 20 minutes of free practice (structured exercises or role-plays), 15 minutes of
production free communication or task completion, and 10 minutes of review (recap and assigning
homework). (Scrivener, 2011).

Tutors should also anticipate possible difficulties students might face and think of solutions. Having a
backup activity also helps if time allows or if the preplanned activity is not effective. For instance, if the
student struggles with pronunciation of plural objects, you might want to include listening activities.
Having needed materials such as worksheets, flashcards, or audio clips prepped, and ready helps teacher
avoid interruptions during the lesson. As well as the preplanned lesson plan, backup activities should also
cater to the student’s real life, experiences, and interests. Throughout the lesson, activities should be
adjusted based on the student’s energy and attention. The tutor can switch to a short game or more
interactive task if the student starts to get bored or tired. Tutors should always remember that lesson
plans are a guide not a fixed script. Parts of the lesson plan may be skipped or adjusted according to the
student’s interest and curiosity. (Harmer, 2015).

Two essential parts of an effective lesson planning are coherence and variety. A coherent lesson means
that the context follows the student’s objectives. If the student aims to learn vocabulary, then the plan
should include introducing the words, practicing with the flashcards, and then using them in real-life
conversations. It might be confusing for the student to perform unrelated tasks. Variety in a lesson plan is
equally important for keeping the lesson interesting for the learner. Students can stay focused and
engaged if the lesson plan rotates between skills, such as listening, speaking, reading and writing. Tutors
must always be prepared with extra tasks and backup activities if something finishes early or needs to be
replaced during the lesson. Having a variety of task types, such as games, discussions, quizzes, or role-
plays can aid the student maintain focus. (Harmer, 2015).

Having time allocations in your lesson plan can help you with time management, and reflection. Without
time estimates, a tutor might get easily distracted or spend too much time explaining things. A written
plan helps the tutor stay on track with the lesson plan objective. After the lesson, the teacher can find an
opportunity to compare the preplanned lesson plan with what happened during the actual lesson. This
insight can help improve future lesson planning. For example, if an activity took too long or confused the
student, the tutor can choose to prepare a simpler or shorter version for the next lesson. (Harmer, 2015)

In summary, both for group lessons and private lessons, planning is key to success. It brings structure,
helps measure progress and makes learning much more effective. Good planning should be regarded as a
professional habit that makes learning rewarding for both tutor and student. (Harmer, 2015)

References

Harmer, J. (2015). The Practice of English Language Teaching (5th ed.). Pearson Education.

Scrivener, J. (2011). Learning Teaching: The Essential Guide to English Language Teaching (3rd ed.).
Macmillan Education.
 8. Tutoring children

Songs, stories, games and fun activities are cornerstones for teaching English to children. The experience
of learning needs to be meaningful, fun and engaging in order for children to absorb English more easily.
For instance, a tutor can use flashcards and guessing games to help a child naturally understand phrases
like “this is a cat.” rather than teaching through long explanations. (Pinter, 2017).

Young children usually have a short attention span, so it’s crucial to keep the activities short, fun, and
engaging. Songs are generally ideal lesson starters, followed by drawing activities, games, or stories.
Keeping the activities varied can always draw the children’s focus and interest. For any activity, the most
effective recipe is to learn through movement and senses. Tutors can use realia, do role-plays, act out
verbs, play physical games, or use flashcards. Another method that works very well is TPR (total physical
response) where children respond to English with movements. (Cameron, 2001).

Although children learn quickly during the lessons, they might also forget easily. That is why repetition is
crucial in language acquisition for young children. Reviewing vocabulary or songs and repeating activities
can be beneficial for retention. Tutors observe that children actually enjoy familiar games and stories.
Familiar activities will minimize the affective filter and boost learning. Positive feedback is also key.
Tutors can use praise, stickers, and fun to keep children motivated. Corrective feedback should be done
gently and should not affect the flow of learning. (Cameron, 2001; Brewster, Ellis & Girard, 2002)

Children tend to have strong imagination skills and love using them. So, storytelling and pretend play are
very effective. Teacher can read books with character voices, act out parts of a story, or role-play
situations like shopping at the market or being inside a story. Using toys, realia, or any small figures in
these reading sessions helps bring the language to life. Teachers should be able to appeal to all the senses
— such as touch, smell, sight, hearing, and taste. This helps children remember new words and phrases
more vividly. For very young learners, lessons should focus more on speaking and listening, then reading
and writing. (Pinter, 2017).

To conclude, tutoring children means understanding their emotions and personalities. Every child is
different. Some may be reserved and need motivation, while others are full of energy and enjoy
excitement. A skilled tutor has to know how to observe and sense the rhythm of the class, when to change
the activity, give a short break, or play a fun game to keep the child engaged. Effective communication
with parents is also important for the overall academic success of the children. Explaining to parents how
games and songs support learning can be beneficial. Overall tutoring children should feel like play, with
learning happening through fun, moment, and care. (Pinter, 2017).

References

Brewster, J., Ellis, G., & Girard, D. (2002). The Primary English Teacher’s Guide (New ed.). Penguin English.

Cameron, L. (2001). Teaching Languages to Young Learners. Cambridge University Press.

Pinter, A. (2017). Teaching Young Language Learners (2nd ed.). Oxford University Press.

9. Tutoring teenagers

Tutoring teenagers in private ESL setting requires understanding both their academic needs and the
developmental stage. Some of the things that affect teenagers’ learning style and motivation are that they
are transitioning from childhood to adulthood. In countries like Vietnam and Turkey, most teens are
exposed to external pressures such as university entrance exams and school exams. That is why private
tutors usually work with teenagers on exam preparation. While preparing teenagers for their exams,
tutors should not only focus on exams — sometimes they need to balance studying with interactive tasks,
real life examples, or activities based on the teens’ interests. (music, sports, social media). (Harmer,
2007).

When tutoring teens, it is essential to build trust and rapport between teacher and student. Teens are
very sensitive to judgment and respond better to tutors who treat them with respect, and empathy.
Therefore, they can build more positive relationships. Tutors can become mentor-like figures by being
authentic, acknowledging teens’ life problems and offering understanding rather than criticism. Building
a positive rapport and avoiding judgment helps students feel safe and more willing to participate in class.
Giving teens choices in class activities can also encourage motivation and autonomy. (Nelsen, Lott, &
Glenn, 2013).

Teens are more able to understand abstract ideas and grammar than younger students, but they can still
be less motivated at times. Teachers can help teens stay engaged by explaining the purpose of lesson
tasks and how they will benefit them. Teachers can teach teens how to engage in independent learning
(for instance, using flashcards or creating a study plan) and can switch between serious and fun tasks to
maintain focus during class. Many teens lack confidence in speaking, so teachers should encourage
speaking in a safe, one-on-one environment. Starting with low-pressure tasks and gradually moving to
free speech is a good strategy. (Brown, 2007).

As a result, teachers who can adapt to both the academic and emotional needs of teens will be able to
provide effective tutoring. Moreover, teachers should use engaging tools such as music, technology or
creative writing to link English to real life whenever possible. Clear, positive and constructive feedback
increases students’ interest in the subject and encourages academic growth. When teenagers can notice
their progress and feel supported by their teachers, their motivation will increase, and English will
transform from a school subject into a valuable life skill. (Ur, 2012).

References

Brown, H. D. (2007). Principles of language learning and teaching (5th ed.). Pearson Longman.

Harmer, J. (2007). The practice of English language teaching (4th ed.). Pearson Education Limited.

Nelsen, J., Lott, L., & Glenn, S. (2013). Positive discipline for teenagers: Empowering your teen and
yourself through kind and firm parenting (3rd ed.). Harmony.

Ur, P. (2012). A course in English language teaching (2nd ed.). Cambridge University Press.

10. Tutoring adults

Teaching TESOL to adults (18+ age) is often very enjoyable and fulfilling experience. Because, adult
students, usually have clear goals for learning English and take their lessons quite seriously. Whether it’s
for business, immigration, education or personal development, they tend to be highly motivated. One of
the key roles of the teacher is to understand these goals early on and design lessons accordingly. For
example, an adult in Vietnam may be preparing for IELTS, while someone in Turkey may need to learn
Business English. Adults will appreciate the content of the lesson being aligned with their personal,
professional or academic goals. (Knowles, Holton, & Swanson, 2015)

It is true that adult learners are often strongly motivated, but they are often anxious about learning a
language. Compared to children or teenagers, many adult learners feel self-conscious when speaking or
are worried about making mistakes. Just as with teenage learners, tutoring with adults should be a safe,
pressure-free and fostering space. Adult learners have time constraints due to work and family life.
Therefore, teachers should set realistic goals for adult learners. They should offer flexible strategies for
home study using apps or podcasts. To build adult learners' confidence, it is important to use positive
feedback, sometimes celebrating small wins and sometimes having relaxed short conversations.
(Lightbown & Spada, 2013)

Adults are different from young students because they are more confident when compared. Many of them
request which topics they want to study, do not hesitate to ask questions, and may try to find additional
materials for themselves. Teachers can support this process by offering students choices, asking for their
opinions, showing respect for their views, and teaching them certain strategies. Adults have an advantage
over young people and children in terms of life and work experience. The content of lessons can be
personalized using information such as adults' fields of work and experiences. For example, a student
who is a banker may enjoy reading business articles. Lessons can be made more interesting and
meaningful by using this background information. (Knowles, Holton, & Swanson, 2015)

However, adult learners may sometimes have fossilized learning habits, which can make it difficult for
them to adapt to new learning strategies. These habits may not always be helpful for language acquisition.
Some adult learners may have expectations of old-fashioned grammar exercises or the translation of
everything from their native language into the target language. In these cases, teachers can help students
change these habits gradually. Adults typically ask for explanations for grammar or vocabulary rules.
Teachers should always be ready to provide clear answers. They should also balance theory with practice.
Lessons should be organized around clear objectives. They should be designed to ensure steady progress.
(Scrivener, 2011)

In summary, some adults study English to move abroad, others for work, and some just for personal
growth. Most already know what they need, so the tutor’s job is to figure that out and build lessons
around it. If a learner is shy or afraid of speaking, creating a relaxed atmosphere really helps. Since many
are busy, the lessons should be short and practical. A podcast or a grammar tip they can try during the
week is already useful. Tutors can also choose topics students care about such as their job, hobbies, or
everyday life. If someone is stuck on always translating, the tutor can help them slowly shift to better
habits. What really makes the difference is being flexible, kind, and making learning feel connected to real
life. (Harmer, 2015)

References

Harmer, J. (2015). The Practice of English Language Teaching (5th ed.). Pearson Education Limited.

Knowles, M. S., Holton, E. F., & Swanson, R. A. (2015). The Adult Learner: The definitive classic in adult
education and human resource development (8th ed.). Routledge.

Lightbown, P. M., & Spada, N. (2013). How Languages Are Learned (4th ed.). Oxford University Press.

Scrivener, J. (2011). Learning Teaching: The Essential Guide to English Language Teaching (3rd ed.).
Macmillan Education.

11. Teaching pronunciation skill

Clear communication relies heavily on proper pronunciation. When a student's pronunciation is quite
poor, listeners might struggle to understand them, leading to potential confusion with other words or
phrases. In traditional classrooms, there might not be enough time for personal pronunciation
corrections and practice. In private lessons, the tutor has the time and resources to concentrate
specifically on this ability. A one-on-one setting enables the tutor to pinpoint pronunciation problems
(such as specific vowels or consonants) and concentrate specifically on these. (Celce-Murcia, Brinton, &
Goodwin, 2010)
In private lessons, tutors have the opportunity to design pronunciation exercises according to the needs
of the student. Pronunciation exercises are generally based on listening and imitation. Teachers can
practice by incorporating phonemes in the lesson. Research shows that repeated practice of phonemes
significantly improves learners' pronunciation and intelligibility. Another technique is to practice
minimal pairs (words with a single sound difference, such as “ship” and “sheep”). Focusing on small
sound differences has been observed to help students be better understood by others. The teacher can
also incorporate sentence rhythm, word stress, and intonation into the lesson by having the student
practice with natural sentences. (Gilbert, 2008)

With one-on-one teaching, students get immediate help with their pronunciation. The teacher can politely
correct students' incorrect pronunciations and even show them the correct mouth position or tongue
placement for difficult sounds. For example, a student from Vietnam might have trouble with consonant
endings or plural words (tea and tea – s). A student from Turkey might have difficulty differentiating
certain English letters, such as v and w. Therefore, the tutor can give immediate and personal tips to solve
these problems. Practicing regularly helps students become more confident. Learning how to pronounce
words properly helps students speak more clearly and improves their ability to be understood by others.
(Celce-Murcia, Brinton, & Goodwin, 2010)

It is important to set realistic goals for pronunciation when tutoring students. The goal is to understand
what they are saying, not to completely remove their accent. A private tutor can explain this to the learner
to reduce their anxiety. They might say that having an accent is natural and that the goal is to
communicate well. By regularly practicing and checking progress, a tutor can help the learner see
improvement in their pronunciation. This one-on-one support makes pronunciation practice more
effective than in big classes, which helps students to feel more confident when speaking. (Gilakjani, 2016)

References

Celce-Murcia, M., Brinton, D. M., & Goodwin, J. M. (2010). Teaching pronunciation: A course book and
reference guide (2nd ed.). Cambridge University Press.

Gilbert, J. B. (2008). Teaching pronunciation: Using the prosody pyramid. Cambridge University Press.

Gilakjani, A. P. (2016). English pronunciation instruction: A literature review. International Journal of

Research in English Education, 1(1), 1–6.

12. Teaching listening skill

Listening is an important skill for learning languages. It helps you hear the language and learn how to
speak it. In private ESL/EFL tutoring, teaching listening means helping the student not just to hear
English, but to understand it. In the past, people did not pay much attention to listening. Researchers say
that in many classes, listening is the least important skill. They also say that activities often test listening
without teaching it. A private tutor can help change this by teaching listening strategies in each session.
(Field, 2008).

In one-on-one tutoring, the student has the tutor's full attention. This allows the tutor to choose audio
materials that are just right for the student's level and interests. For example, a tutor might use short
recordings such as news clips, podcasts, or talks between two people. Before listening, the tutor can
prepare the student by introducing key vocabulary and explaining the purpose of listening. This stage
helps you get ready by building background knowledge and focus. During listening, the tutor may pause
the audio to ask the student what they understood or guide them to listen for specific information. The
teacher can teach you strategies for listening. One way to do this is to listen for the main idea first (gist),
and then for the details. Another way is to use context clues to guess what something means. These
methods make listening an active skill that students can practice. (Field, 2008).

Additionally, private tutors are able to provide prompt feedback and direction. The tutor can repeat back
a listening exercise and identify the words or sounds the student struggled with if they missed anything.
Students eventually pick up the ability to identify various accents. Understanding what you're hearing is
crucial. According to language scientist Stephen Krashen, we pick up language by comprehending
messages that are a little bit more complex than what we can understand at the moment. The tutor
ensures that the listening material is appropriate in difficulty so that the student can grasp it with some
effort and keep getting better. (Krashen, 1985).

Another benefit of tutoring is that it can help students with specific listening challenges. For example, a
Turkish student might need to practice speaking quickly and using informal language in English. A
Vietnamese learner might have a hard time with contractions in songs or movies. The tutor can use
material that is important to the student's goals. For example, the tutor can use IELTS listening practice
for a student who wants to study abroad. The tutor emphasizes active listening skills, like predicting what
will be said, taking notes, and thinking about what you hear. By doing these specific activities, the learner
becomes a better listener. (Field, 2008).

To sum up, teaching listening in private tutoring includes both giving varied understandable audio input
and showing how to listen. The tutor's ongoing assistance can be helpful to the student. With regular
practice, students improve their understanding of spoken English in a range of scenarios, such as
educational lectures and casual conversations. This strong listening foundation helps children develop
language. They employ listening to improve their writing, speaking, and reading skills. (Nation & Newton,
2009).

References

Field, J. (2008). Listening in the language classroom. Cambridge University Press.

Krashen, S. D. (1985). The input hypothesis: Issues and implications. Longman.

Nation, I. S. P., & Newton, J. (2009). Teaching ESL/EFL listening and speaking. Routledge.

13. Teaching speaking skill

Speaking, which is how students use language in everyday situations, is quite visible skill. Speaking is
difficult for many students because they may lack confidence or are afraid of making a mistake. Students
typically feel more at ease practicing speaking in a private tutoring setting than in a large classroom.
Since there isn't many people to make them nervous, students tend to be more relaxed and talk more.
The learner's speaking time and fluency can be improved by the tutor by taking advantage of this comfort.
In reality, compared to a regular class, one-on-one tutoring provides the student with far more
opportunities for conversation, which is crucial for strengthening speaking skills. (Brown, 2007).

With a private tutor, you will improve your communication skills. That means learning to express
yourself and speak naturally. This is done through activities where students work together, like role-
plays, open-ended questions, and discussions on topics that interest them. The tutor helps the learner
make sentences and share ideas, instead of just repeating what they've learned. When a student makes a
mistake, the tutor can help them by fixing the mistake in a helpful way (for example, rewriting the
sentence correctly or explaining a necessary word) without making the student feel embarrassed. This
immediate feedback helps the learner see what they don't know. According to Swain's Output Hypothesis,
when people are learning a language, they notice what they cannot yet say. This helps them learn new
forms of the language. In other words, when students try to speak, they realize there are grammar or
vocabulary mistakes. The tutor can then teach them these things. (Swain, 1985).

Another important concept is scaffolding. As a more experienced speaker, the tutor helps the student
improve their speaking abilities. According to Vygotsky's theory of the Zone of Proximal Development, a
learner can achieve better results if they get outside help. In real life, this could imply that the instructor
models a discussion or offers helpful phrases first, and then progressively let the student to take control.
For instance, a tutor would first model a self-introduction monologue before asking the student to try it
out and offering encouragement when necessary. With the removal of the "scaffold" (support), the
learner gradually gains the ability to talk more on their own. (Vygotsky, 1978).

Speaking exercises can also be personalized by private tutors to fit the objectives and cultural background
of the student. The instructor can practice formal business communication and presentations if a student
needs to use English for business meetings. The instructor can mimic those speaking situations if a
student is getting ready for an oral English test or an interview for a study abroad program in the United
States. The tutor can modify the degree of difficulty and speech structure to meet the student's needs. If
the student will be living in a country that speaks English, they can introduce casual conversational
idioms or slang; if the objective is a test or presentation, they can concentrate on clear academic speaking.
(Goh & Burns, 2012).

Teaching speaking in a private tutoring setting involves providing a safe speaking space, personalized
practice, and professional feedback. Starting with easy speaking assignments and then increasing
difficulty, the tutor helps the student develop confidence. Regular guidance helps students become more
accurate and smooth. Along with learning how to form correct sentences, they also learn real
communication such as negotiating meaning, answering questions, and expressing their own ideas. This
customized approach promotes speaking development so that the student can get to the point where they
can comfortably and effectively carry on English conversations. (Thornbury, 2005).

References:

Brown, H. D. (2007). Principles of language learning and teaching (5th ed.). White Plains, NY: Pearson
Longman.

Goh, C. C. M., & Burns, A. (2012). Teaching speaking: A holistic approach. Cambridge: Cambridge
University Press.

Swain, M. (1985). Communicative competence: Some roles of comprehensible input and comprehensible
output in its development. In S. Gass & C. Madden (Eds.), Input in second language acquisition (pp. 235–
253). Rowley, MA: Newbury House.

Thornbury, S. (2005). How to teach speaking. Harlow, UK: Longman.

Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Cambridge,
MA: Harvard University Press.

14. Teaching reading skill

Reading is a must for language learners since it exposes them to new vocabulary, with appropriate
grammar in context, and cultural knowledge. Teaching reading in a private tutoring context allows ideal
customization. The tutor can select books depending on the goals of the student between academic
passages or short stories that suit their degree of knowledge and interests. This individualized approach
guarantees that the material is neither too easy nor too challenging and keeps learners involved. Stephen
Krashen's input hypothesis predicts that reading offers a logical foundation for language development.
Often referred to as i+1 level, reading materials mostly understandable with a few new words or
structures helps the student progressively absorb new language naturally. (Krashen, 1985).

Beyond teaching understanding of the words, a private tutor also teaches reading techniques. Useful skills
for effective reading are skimming (reading for the gist) and scanning (searching for specific
information), which the tutor can teach the student. A tutor might show how to find a specific date or
name in a text without reading every word or how to quickly go through a paragraph to identify the main
point. Before beginning a reading, the tutor may also help the student to develop their background
knowledge. If a book is about Australian animals, the tutor might start with koalas or kangaroos to engage
a Vietnamese student in known context. This encouragement helps the student to grasp the reading.
(Grabe & Stoller, 2011).

The tutor may pause reading practice to have the student explain what they just read or ask
comprehension questions. This ensures the student is actively reading the book rather than just repeating
words without understanding. The one-on-one method lets the student ask promptly about difficult
grammar or unfamiliar words. To help the learner understand, the tutor can show them how to extract
meaning from context or use written cues—such as headings or illustrations—from the book. The student
grows more independent over time, equipped with techniques to approach challenging books. (Grabe &
Stoller, 2011).

Studies strongly indicate the importance of reading in language acquisition. Vocabulary, spelling, and
overall speaking competency have been found to be significantly improved by reading for pleasure.
According to Krashen ( 2004), students who read for enjoyment keep developing in their second language
even without teachers or classes, so gaining their autonomy in learning. A tutor can help a student find
interesting English books or articles (for instance, a Vietnamese professional might read English articles
on subjects they enjoy or a Turkish student might enjoy English translations of popular books). These
readings can then be discussed in the tutoring sessions, so improving what has been learned and ensuring
the learner takes responsibility. (Krashen, 2004).

All things considered, a private tutor develops a student's reading ability by giving appropriate resources,
providing instruction in effective reading techniques, and progressively encouraging an interest of
English. The vocabulary and grammar in context of the student's developing reading comprehension also
improve. This supports writing (through being exposed to exemplary writing models) and even speaking
since students often pick up unfamiliar words or phrases from books. It also helps in reading
by themselves. Under the tutor's guidance, the student gains more confidence in managing written
English from textbooks and literature to websites and emails. (Grabe & Stoller, 2011).

References:

Grabe, W., & Stoller, F. L. (2011). Teaching and Researching Reading (2nd ed.). Routledge.

Krashen, S. D. (1985). The Input Hypothesis: Issues and Implications. Longman.

Krashen, S. D. (2004). The Power of Reading: Insights from the Research (2nd ed.). Heinemann.

15. Teaching writing skill

One of the most difficult skills ESL students must acquire is writing. Usually, it starts following the
development of reading, speaking, and listening skills. Learning a new language is difficult since it calls
for developing ideas, expressing those ideas in suitable words and sentences, and effectively organizing
them. A student first needs to think about an idea, then find the appropriate words, then write them using
correct spelling and grammar, and finally link sentences logically. For students, this complicated process
can be frightening. Therefore, many choose not to write or experience stress about it. In private tutoring,
however, the student can get methodical help that reduces the stress of writing. (Harmer, 2007)

Teaching writing as an ongoing task instead of a single event is a smart way to tutor. The student is
guided by the tutor throughout the stages of generating ideas, drafting, editing, and rewriting. For
instance, the tutor might first go over and explain ideas together (brainstorming) if a Vietnamese student
has to write an English short essay. The student then creates something. The tutor can then go over this
first draft and provide constructive feedback indicating both strong points and areas needing work.
Studies show that even a few teacher comments can greatly help students develop by promoting self-
revision. This means that comments given by a tutor, such as pointing out unclear sentences or suggesting
a better word, give the student an opportunity to improve their writing. In a private session, the tutor can
provide specific comments the student might not get in a big class. For example, the tutor might
concentrate on frequent problems including verb tenses or article usage specific to that student's work.
(Hyland, 2003)

The tutor additionally explains to the student the expectations of English writing, which might differ from
those of their native country. Many foreign students first believe that writing is simply an expression of
words on paper. Under some schools, students deliver one draft and turn it in as final. Then, the teacher
fixes it. Maybe they have never thought about changing a draft. Editing and rewriting are natural parts of
the Western educational writing process, a private tutor can explain. When asked to create a second draft,
for instance, a student from Turkey or Vietnam may be taken by surprise, but the tutor can show how
each edit improves accuracy and clarity. "In English writing, we often rewrite to make our ideas clearer,"
the tutor would say. Such behavior is expected for improving a draft, it doesn’t necessarily mean a failure.
These kinds of explanations help students adapt to various writing styles and comfort their frustration.
(Reid, 1993)

All of which is to say that writing is a difficult thing to learn, but private tutoring is a perfect place for
students to learn the skill slowly and to believe in their ability to do it. Aside from the directing role in the
writing activity, the tutor is essential in helping construct the student's perspective of what English
writing effectiveness means. Individualized attention lets the teacher pinpoint problem areas and offer
special, helpful direction. Feedback, scaffolding, and practice create space for students to see writing not
as a finished product but as a skill that develops with practice, through this gentle and flexible instruction.
As students gain experience drafting and revising, they experiment with playing with new structures and
expressing their ideas with greater clarity. It also makes the student become more confident as an English
writer, since it encourages independence and the ability to think critically, which helps the student
improve their cognitive abilities. (Hyland, 2003)

References

Harmer, J. (2007). The Practice of English Language Teaching (4th ed.). Pearson Longman.

Hyland, K. (2003). Second Language Writing. Cambridge University Press.

Reid, J. M. (1993). Teaching ESL Writing. Prentice Hall Regents.

16. Teaching grammar skill

Grammar is the skeleton and framework of a language, and so many learners (and especially adults)
really desire to learn this. In private ESL lessons, grammar instruction can be tailored to the student’s
learning preferences and goals. Though this does not serve some people's learning habits, as they would
rather have an explanation through explicit rules and examples regarding the way that it's done. Like, in
what situations do we use past tense, past conditional, etc. In fact, not all L2 grammar learners may be
able to express exactly what is and is not acceptable in an L2. Learners often tend to seek rules. In one
such study, two-thirds of the students stated a preference for non-explicit grammar teaching and one
third for an explicit one. This means that the learner feels more secure when he or she knows the rule
which is behind the language. This request can be met by a private tutor who explains easily and
illustrates with examples the challenging points in grammar. (Ellis, 2006).

We are all different when it comes to teaching grammar. A good tutor also acknowledges more modern
ideas as to how people learn languages. Stephen Krashen explains, for example, that learning grammar
rules mostly benefits the learner as a kind of "editor" for language the person already knows. He thinks
that people learn best by using the language meaningfully. What this signifies is that grammar practice is
useful, but that it isn’t enough to make someone fluent. In the private tutoring class, the teacher tries to
achieve a balance where students learn grammar based on real situations, rather than just doing
grammar drills. Rather than using grammar worksheets alone, the tutor employs reading, listening, and
speaking tasks to illustrate how grammar functions. For instance, when teaching the present perfect
tense, the teacher could ask the student to discuss life events using sentences like "I have been to Turkey"
or "She has finished her homework." Then the tutor explains the rule while they chat, and the student
sees how grammar works in actual conversations. (Krashen, 1982).

One major advantage of private tutoring is that the teacher can tailor his or her instruction to a student’s
grammar problems. The tutor can immediately pinpoint common errors. For instance, a Vietnamese
student may omit words like “the” and say, “I went to market” instead of “I went to the market.” For
example, if you were Turkish, you would have difficulty with word order when formulating questions.
Having special exercises done by the tutor assists in these problems. In private lessons, you can
immediately fix a mistake, so students are not repeating the wrong structures multiple times. Plus, the
tutor can adapt how they teach as they discover what works best. If a student does not understand the
rule after it has been explained directly, the tutor can use examples to facilitate the student’s discovery of
the rule for themselves. If the student likes it, the tutor can provide more examples and some small tests
to organize and make the learning process fun. (Ur, 1996).

It’s also useful to let students see that grammar can vary depending on whether we’re speaking, writing
or speaking formally or informally. A private tutor can instruct that some grammar rules are less strict in
everyday conversation. Take the question often given as an example: “Me and John went to the store.”
which is a wrong subject pronoun use. This is OK in informal English even though it is breaking a rule.
Knowing this helps students to use grammar in a natural way. Also, the tutor can contrast grammar with
the learner’s native dialect, which will help in teaching some difficult points. For example, in Turkish,
there is no separate “to be” in the present tense such as “am is are”. It is fused to the object. But in
English, we say, “I am a student.” Comparisons like these make grammar easier to understand. (Larsen-
Freeman, 2003).

In conclusion, the teaching of grammar in private lessons is most effective when adjusted to the needs
and learning style of the student. Many learners feel safer if they know why grammar works as it does.
Others learn more effectively through actual examples and discussion. A good tutor mixes these two
methods. They explain grammar clearly, provide relevant examples, and use speaking and reading pages
to demonstrate grammar in use. The private lessons have advantages because teachers are able to
concentrate on the mistakes made by a specific student and use that to tailor a lesson to help the student
improve. Grammar then may be less confusing if we also compare English with the learners’ first
language. Ultimately, private tutoring offers a safe and private environment for learners to develop and
apply their grammar skills to their everyday experiences using English. (Ur, 2012).

References

Ellis, R. (2006). Current issues in the teaching of grammar: An SLA perspective. TESOL Quarterly, 40(1),
83–107.
Krashen, S. D. (1982). Principles and practice in second language acquisition. Pergamon Press.

Larsen-Freeman, D. (2003). Teaching language: From grammar to grammaring. Heinle.

Ur, P. (1996). Grammar practice activities: A practical guide for teachers. Cambridge University Press.

Ur, P. (2012). A course in English language teaching. Cambridge University Press.

17. Lesson planning for outcomes

Even for one-on-one teaching, good teaching requires consideration and preparation. In tutoring,
planning for results begins with having a clear target. What will the student know and be able to do by the
end of the lesson? A focused lesson is a useful one. The process we talk about is backward design. This
involves the tutor deciding first what the student needs to learn and then selecting activities to achieve
that end. For example, rather than reading pages in a book, the tutor might organize a few tasks to
practice ordering food in English. (Wiggins & McTighe, 2005).

A specific learning objective is crucial. There’s something called the SMART method that many tutors use
to help them make better goals. SMART is an acronym for Specific, Measurable, Achievable, Relevant, and
Time-bound. So instead of “Improve listening” as a target, you would have a SMART goal like: “By the end
of this lesson, the student can get the main idea and two details from a five-minute reading article.” This
objective is transparent and simple to verify. It is specific because it addresses an article, and measurable,
because the tutor can pose questions to gauge comprehension. It’s also achievable (if the article is at the
appropriate level) and relevant (if the student needs to work on reading skills) and limited in time (it’s
just one lesson). So, while a private tutor would have no problem in setting these goals, as she or he
knows what the student requires. In countries like Vietnam or Turkey, in which they are training many
students for examinations, a clear goal helps concentrate lessons on the right things. (Doran, 1981; Mager,
1997).

Once the teacher has a clear target for the lesson, He or she plan the activities and materials that
correspond. For instance, if the aim is for the student to practice past tense when telling stories, tutor
could begin with a short reading or listening exercise about someone’s past experience. Then ask the
student to describe his/her own past in the past tense. Before that, tutor needs to introduce the
unfamiliar vocabulary that they’ll need and perhaps review past tense forms. Everything tutor does in the
lesson relates to the goal. It helps keep the lesson focused. It also prevents wasting time on what does not
help the student advance. (Wiggins & McTighe, 2005).

Flexibility is key to preparing lesson plans for private tutoring. Even if the tutor may have a strong sense
of the outcome of the class, He/she strives to be willing to revise the plan as necessary. Because teacher
deals only with one student at a time, so, he/she can very quickly rearrange if something is too hard or if
another interest has arisen that might also contribute in some way to the desired goal. So, let’s say for
example I am tutoring a Vietnamese doctor who is living in America, and we are trying to explain to him
how the operation is done in English, so he can also find a little bit of a problem with the technical terms,
of course. If he does, I spend additional time on those words while also trying to maintain an eye on the
broader purpose. Then I get to the end of the lesson, see how the student has performed, and make note
of any difficulties. I then deliberately focus on those troubles during our next lesson. This enables me to
organize for the next lesson and that way support the student’s progress. (Graves, 2000).

Finally, if you are planning with specific goals in mind, you will also be able to look back and track your
progress. Every small lesson goal contributes to larger goals such as passing a test or speaking in English
better. I explain to the student what we are doing so that she or he knows what the purpose of the lesson
is. This motivates them further as they see a purpose in everything they’re doing. We discuss after the
lesson how it went. I could say, for instance, “ You’re able to talk about past simple in our role-play. Great
job! ” or “ You can now use conditionals correctly. Well done.”. These are short praises that make the
student feel good and successful. (Brookhart, 2008).

In conclusion, as teachers, we need to make sure our lessons are goal-driven; doing so makes our teaching
better. It helps guide our tutoring sessions. I consider what I want the student to learn and then pick
activities that support this. I establish SMART goals to ensure my lessons are specific and helpful. I
obviously keep my plans flexible so that I can change them during class if I need to. This is the kind of
thing I can easily do in private tutoring, with just one student. At the end of the lesson, I assess how well
the student behaved and work out what to do next. Seeing their progress no doubt helps to keep students
motivated. It all comes down to thoughtful planning and having clear goals in order to achieve better
learning and better results. (Wiggins & McTighe, 2005).

References

Brookhart, S. M. (2008). How to give effective feedback to your students. ASCD.

Doran, G. T. (1981). There's a S.M.A.R.T. way to write management's goals and objectives. Management
Review, 70(11), 35–36.

Graves, K. (2000). Designing language courses: A guide for teachers. Heinle & Heinle.

Mager, R. F. (1997). Preparing instructional objectives: A critical tool in the development of effective
instruction (3rd ed.). Center for Effective Performance.

Wiggins, G., & McTighe, J. (2005). Understanding by design (Expanded 2nd ed.). ASCD.

18. Culture shock

Culture shock refers to the confusion most people feel when they move to another country with a very
different culture. Culture shock can go both ways in one-on-one English instruction. Add to this, for
instance, the customs, diet, or behavior of a Vietnamese student who comes to study in America, and it
may all seem so strange and so uncomfortable. Plus, tutors from Turkey going to Vietnam to teach might
struggle to adapt to life in Vietnam. This sense is critical to know. Because it can make teaching or
learning more difficult. If students are feeling lonely, sad, or confused due to culture shock, it may be
difficult for them to concentrate on lessons. Studies suggest this can damage their capacity to learn and
feel comfortable in their new location. (Ward, Bochner, & Furnham, 2001).

The term culture shock was introduced by Kalvero Oberg. He said, “because people have lost the regular
signals and means of talking with others to which they are used to.” He noted that there are four stages to
culture shock: 1. Honeymoon phase: In which people feel excited about the new place. 2.Frustration:
When cross-cultural differences begin to feel confusing or troublesome. - For instance, a student might
have difficulty understanding jokes or social behavior in the new country. 3.Adaptation: This is a time
when the individual gradually acclimatizes to the new culture. 4.Acceptance: When the individual begins
to feel comfortable and a part of the place. There might be signs of these shifts if I am teaching a recent
expat to a new country. - For instance, a tutor in Vietnam can be very happy at first, but after a few weeks
feels stressed due to the language or how companies work. (Oberg, 1960; Teacher Jack 2018).

In one-on-one classes, I imagine a tutor can do a lot to help a student deal with culture shock. One
approach is to function as a cultural guide. This way the tutor can clarify local customs, behavior, or
words that the student finds odd or confusing. So, for example, I’m tutoring a Vietnamese student in
America, and they often say “OK” when they are listening. I need to explain that in English, “OK” means
“agree or accept,” not “hear.” Understanding this kind of cultural difference promotes clarity. This sort of
support may help the student feel less anxious during the day-to-day practicing. Moreover, the tutor can
inform the student that it is okay to have a culture shock, and it certainly will not last forever. Hearing just
that their feelings are normal and will improve can really help the student feel better. (Brown, 2007).

On the one hand, culture shock is also critical to the teachers who experience it while working in a foreign
country. You should know about the local customs and perhaps even some of the language. Since I am
teaching English language in Vietnam, for instance, I was surprised at first by the great respect students
showed me in the countryside. They would talk very formally with a teacher at times. This is purely a
matter of habit. It shows how much they honor teachers. Knowing these things helps me as a teacher.
(Cortazzi & Jin, 1999).

In conclusion, culture shock is a significant component of learning in a new country. Private tuition can be
a powerful means of helping a student get through culture shock. A private tutor should be gentle and
sensitive. He can explain the new culture and, at the same time, provide a little emotional support for the
student. With proper approaches, culture shock will not keep the student from learning English. The
student learns slowly but surely growing into their new surroundings, and, at the same time, their English
improves. (Brown, 2007).

References

Brown, H. D. (2007). Principles of Language Learning and Teaching (5th ed.). Pearson Education.

Cortazzi, M., & Jin, L. (1999). Cultural mirrors: Materials and methods in the EFL classroom. In E. Hinkel
(Ed.), Culture in second language teaching and learning (pp. 196–219). Cambridge University Press.

Oberg, K. (1960). Culture shock: Adjustment to new cultural environments. Practical Anthropology, 7(4),
177–182.

Ward, C., Bochner, S., & Furnham, A. (2001). The psychology of culture shock (2nd ed.). Routledge.

19. Cross-cultural communication

Cross-cultural communication is the process by which people from different cultures communicate in
ways that make them understand each other. This also affects teaching. The tutor and student may be
from different cultures. For instance, an Australian tutor might be teaching a Vietnamese student. The
tutor may be helping a student prepare to speak English in another country. To communicate well across
cultures, we must realize that body language, manner, and speech style are not the same everywhere. If
we do not understand these differences, we can have problems. Something that feels friendly in one place
may seem rude elsewhere. (Samovar et al., 2017).

One major difference among cultures is how straightforward people are when they speak. Some cultures
talk plainly and straight out. This is called low-context. In low-context cultures, directness is the rule.
English-speaking countries such as Australia or the USA often are like this. Some other cultures are more
high-context. This means that people communicate meaning through body language, tone, and hints. As
tutors, we need to teach students to recognize these differences. For instance, a Vietnamese student might
need to know that saying no directly is typically OK in English. But in Vietnam, they tend to reject more
softly. If I am teaching a student from Turkey, I know that he or she may be hesitant to express an opinion
or to say no. That is typical of their culture, in which they highly esteem peace and respect. I can help
make them comfortable speaking more freely in English. (Hall, 1976).

In other cultures, there is a masterful distance between students and teachers. In Vietnam, for example,
students really respect teachers. They also might be too embarrassed to ask questions or admit they don’t
understand. In tutoring, that is a tricky issue. A Vietnamese student may keep silent about his or her
confusion for fear of being rude. And as a tutor, I do my best to observe this, and to help make my student
feel safe to ask questions or say when they don’t understand something. In countries such as Australia,
there's a more casual, egalitarian style in the way people communicate. Teachers are frequently
addressed by students by their first name and joked with. But for students from formal cultures, this can
be strange. If I teach someone from Turkey or Vietnam, I will begin the lesson more formally. Then I tell
them that it’s okay to be sociable in English class. I might go like, ‘You can call me Jack. That is okay. I also
like it when you talk about your ideas.’ This makes students become more open and learn the new
culture. (Hofstede, 2001).

During tutoring, we also discuss culture, and we practice activities like role-plays. I mean, I will ask my
students, for example, “How was your day?” or “What did you do today?” But a lot of my Vietnamese
students don’t know how to respond. I believe that part of the reason is because this type of question is
not common in their society. In a lot of Vietnamese families, parents usually don’t ask their kids about
their day after they come home from school. So, when in class I ask, they stop and do not know what to
answer. As an expat teacher in Vietnam, I see this a lot, which is why I embed these tiny social questions
in our practice. It’s very beneficial for students to learn not only the language but the way people talk in
English-speaking cultures. (Hall, 1976).

In summary, private English tutoring must teach about other cultures. The most crucial lesson to teach as
a private English tutor is the value of knowing a culture. It allows the student to use English better in real
life. As a tutor, I want the student to see those cultural rules that are not always visible. This can feel less
confusing and more inclusive for the student when speaking with those from other backgrounds. With
tutor and student being ready to learn about each other’s culture, the learning is more meaningful. With
this kind of knowledge, the student not only speaks good English, but is able to use it in a manner that is
culturally appropriate and is respectful to people from different cultures. (Byram, 1997).

References

Byram, M. (1997). Teaching and assessing intercultural communicative competence. Multilingual Matters.

Hall, E. T. (1976). Beyond culture. Anchor Books.

Hofstede, G. (2001). Culture's consequences: Comparing values, behaviors, institutions and organizations
across nations (2nd ed.). SAGE Publications.

Samovar, L. A., Porter, R. E., McDaniel, E. R., & Roy, C. S. (2017). Communication between cultures (9th
ed.). Cengage Learning.

20. International gestures, slang, and idioms

Language includes more than just textbook words and grammar. It also covers expressions, slangs, and
body language. Every culture has different parts, therefore occasionally students get confused. I find it
helpful to teach these ideas in my private lessons. It explains real English for students and enables them
to speak more naturally in daily life. (McCarthy & O’Dell, 2005).

Gestures are a kind of body language; they can mean many different things in different places. In my
tutoring lessons, I try to show students which gestures are okay. For example, in Vietnam, pointing to
someone with your finger is seen as rude. But in places like America or Turkey, pointing is often perfectly
normal and no problem at all. Another example is how people call somebody. In Vietnam, for example,
people sometimes make a loud sound or shout to get attention. This is normal in their culture. But in
countries like Turkey, US, UK, or Australia, they say "excuse me" instead. Little things like this help
students learn. It teaches them good manners in English-speaking countries, and this is especially good
for me as a tutor who may not be aware of how my students are thinking. (Pease & Pease, 2004).

Slang is an informal language style which can be used in everyday communication. Slang is used a lot by
native speakers and it's different in every country. Therefore, I try to teach some useful slang words in my
private teaching environment. For instance, in Australia, "mate" means friend. In the UK, "cheers" can
serve as a substitute for thank you. But importantly, in most places in America and Canada "cheers" is the
word used when proposing a toast. When learned properly, students can understand songs, movies, and
people's conversation. I also tell my students that its ok to use slang when chatting with friends, but not
good in formal situations like a job interview. (Eble, 1996).

Idioms are phrases with meanings that are not obvious from the individual words. For example, "hit the
hay" is a way to say go to bed. It doesn't mean actually hitting some dry grass, of course. And idioms are
extremely cultural. People who are not from that culture may find it difficult to understand what people
are talking about. In my private classes, I try to teach useful idioms one by one and explain them clearly.
When students try to translate idioms word for word, it can get mixed up. For example, a Vietnamese
student may hear "break a leg" in an English class. but it is far from something threatening, it merely
means good luck. A Turkish student might not know what 'raining cats and dogs' means. It means raining
heavily. Teaching idioms helps students to understand language better, and it makes them closer listeners
when listening. (Cooper, 1999).

The culture and origins behind gestures, slang, and idioms, also something we may discuss. I give the
example to students that many idioms come from history or old stories such as “barking up the wrong
tree,” which means to make a wrong guess or follow the wrong idea. It is actually originated from hunting.
Long story short, it’s the definition of a dog believing an animal is in a tree but the animal is not there. I
also ask students to give examples for similar sayings from their native language. This clarifies their
connection and learning process. I explain when you can use slang or idioms. Some of them are acceptable
with friends, but not suitable for formal situations. Finally, it is a great time to talk about such things
during private tutoring. It helps students distinguish between what is intended as a joke and what is
meant seriously. (Burke, 1998).

In short, teaching gestures, slang, idioms gives students the language tools they need to speak and
understand English in the real world better. They widen their perspective. Gestures, slangs and idioms
are parts we use a lot in our daily conversation. Understanding these things in language guides students
away from confusion. For instance, students will recognize that a thumbs-up means something positive,
or that “mate” in Australia means friend. Acquiring these pieces of the language is fun, and it
demonstrates how varied and cultural English is. As a tutor, I attempt to teach my students through these
unique parts of the language. In this way, they learn to speak naturally and friendly. (Crystal, 2003).

References

Burke, M. (1998). The Elements of English: An Introduction to the Principles of the Language. Longman.

Cooper, T. C. (1999). Processing of Idioms by L2 Learners of English. TESOL Quarterly, 33(2), 233–262.

Crystal, D. (2003). The Cambridge Encyclopedia of the English Language (2nd ed.). Cambridge University
Press.

Eble, C. (1996). Slang and Sociability: In-group Language Among College Students. University of North
Carolina Press.

McCarthy, M., & O’Dell, F. (2005). English Idioms in Use: Intermediate. Cambridge University Press.

Pease, A., & Pease, B. (2004). The Definitive Book of Body Language. Bantam.
 21. Assessing and evaluating students
Evaluating and grading students is one of the most effective aspects of tutoring. Since the teacher has only
one student, he/she can devote all his/her attention and effort to that student. Therefore, the assessment
of students is more detailed and more personalized than in a classroom setting. The teacher can recognize
his/her student's grammatical deficiencies, pronunciation problems, or any other language needs and add
them to the next SMART lesson planning objectives. A clear starting point helps the tutor to explain
realistic progress indicators to the student (and, if necessary, to the student's parents or employer) and
sets transparent expectations from the outset. In tutoring, feedback is given “on the fly” through gentle
rephrasing or quick mini-dialogues at the end of the lesson. The tutor can take notes on repeated
mistakes or on the student's strengths or weaknesses and micro-target them for the next lessons. (Ur,
1996; Ellis, 2006; Hattie & Timperley, 2007).

The tutor creates a performance task that aligns with the student's real-life objectives, as opposed to a
uniform test in a traditional classroom environment. This could take the form of an IELTS-style mock
interview, a recorded sales pitch, or an everyday conversation. If the tutor can keep an archive, he or she
can easily share the student's progress over time with the student and the student's family. The archive
will also help the tutor chart the future course. (Graves, 2000).

Since tutoring sessions are one-on-one in nature, the student can ask clarifying questions, agree on new
goals, and leave with a workable plan. Thus, systematic assessment (diagnostic, formative, and
summative) transforms tutoring into an evidence-based partnership that continuously adapts to the
student's development. (Brookhart, 2008).

References

Brookhart, S. M. (2008). How to give effective feedback to your students. ASCD.

Ellis, R. (2006). Current issues in the teaching of grammar: An SLA perspective. TESOL Quarterly, 40(1),
83–107.

Graves, K. (2000). Designing language courses: A guide for teachers. Heinle & Heinle.

Hattie, J., & Timperley, H. (2007). The power of feedback. Review of Educational Research, 77(1), 81–112.

Ur, P. (1996). A course in language teaching: Practice and theory. Cambridge University Press.

22. Understanding student goals

In private English lessons, understanding the student's goals is the first and most important step. Unlike
large classroom settings, private tutors have the chance and resources to tailor lessons specifically to a
student's needs. Some students may want to improve their conversational skills, while others may want
to take and succeed in an exam such as IELTS or TOEIC. There might also be students who need English
for work, travel, or to communicate with foreigner friends abroad. To support these different goals,
before starting any lesson, the teacher should have a meeting with the student and have a clear discussion
about what the student really wants to achieve and tailor the lessons accordingly. (Graves, 2000).

Clear goals will definitely help both the teacher and the student to stay focused and motivated. Students
are more likely to engage in lessons and practice outside of class when they know why they are learning.
At the same time, teachers can use these objectives to choose the right activities, vocabulary, and
grammar rules to teach. For example, a student learning business English may need email writing
exercises, while a young learner preparing for a speaking test may need games to improve his/her
fluency. Matching objectives with course content also helps set realistic expectations and track progress
over time. (Harmer, 2007; Lightbown & Spada, 2013).

Understanding goals also supports students' self-confidence and autonomy. When students see that
lessons are linked to their personal needs, they feel more in control of their learning. Teachers can check
in with students about their goals and any changes. For example, a student may start by focusing on
speaking first. But when he/she overcomes most of the challenges in this area, he/she may want to
develop writing skills. This constant checking makes teaching flexible and responsive to student progress,
which is one of the key strengths of one-to-one teaching. (Tomlinson, 2011).

Finally, teachers who understand students' goals can build stronger relationships with students. When
students feel heard and understood, they are more likely to actively participate and remain engaged. In
the TESOL context, especially in intercultural tutoring, showing that you care about the student's
individual journey builds confidence and motivation. Teacher becomes more of a friend. For all these
reasons, understanding students' goals is not only a useful starting point but an essential part of every
stage of tutoring. (Harmer, 2007).

References

Graves, K. (2000). Designing language courses: A guide for teachers. Heinle & Heinle.

Harmer, J. (2007). The practice of English language teaching (4th ed.). Pearson Longman.

Lightbown, P. M., & Spada, N. (2013). How languages are learned (4th ed.). Oxford University Press.

Tomlinson, C. A. (2011). How to differentiate instruction in mixed-ability classrooms (2nd ed.). ASCD.

II. LESSON PLANS

LESSON PLAN 1 (45 Minutes)

LESSON PLAN
Topic: “Eating Insects Instead of Animals”
Level: Intermediate
Length: 45 minutes
Age: 13-17 years old (2 students)
Language Skills: Speaking · Listening · Reading · Writing · Vocabulary
TESOL Methodology: Total Physical Response (TPR), Task-Based Learning (TBL), Communicative
Language Teaching (CLT), Audio-Visual, Multisensory Approach.

OBJECTIVES
By the end of the 45-minute lesson, learners will be able to
1.Summarise main environmental and health arguments for eating insects.
2.Answer detailed comprehension questions from the reading text accurately.
3.Use five target vocabulary items correctly in speech and writing.
4.Express personal opinions with brief justification in spoken and written language.

MATERIALS AND RESOURCES

- Course book Unit 2 (pp. 13-15)
- Speaker
- Sentence Strips
- Board, Markers.
Stage Activity Description Resource Timing

Warm-Up Agree to Students stand on a “Agree ↔ Disagree” None 0-5 min

Disagree continuum (TPR). Teacher reads quick
statements: “Eating insects is healthy”, “Bugs
are dirty”, etc. Learners step right/left. Two
volunteers justify a choice.

Pre-task Title & Picture In pairs, students examine p. 13 photo + title; Book (p. 13) 5 – 10 min
Predict list two insects people might eat and guess
the taste. Share with class; teacher boards key
words (protein, environment).

Teaching 1 Guided Play unit MP3 while students follow text (p. MP3 audio; 10 – 20
Listening & 14). Pause after each paragraph; ask gist Qs speaker; min
Gist Reading (“Why might we eat insects?”). Elicit answers. books p. 14

Task 1 Comprehensio
1. Learners stand in an open circle Book (p. 15) 20 – 28
2. Teacher points to the five questions on the
n Juggle. 1 soft min
board and confirms every student has
throwable ball
skimmed the passage and located the
answers.
3. Explain the two simple rules:
Ask & Pass: When you catch the ball,
answer the question you just heard, then
IMMEDIATELY ask a different question
(1-5) while tossing to another classmate.
Five-Second Limit: If anyone holds the ball
longer than ~5 seconds or repeats a question
already used, they step back for one round.
Teaching 2 Vocabulary Focus words: environment, greenhouse, Board 30 – 40 min
Clinic protein, government, healthy. Write each
word to the board, elicit meaning and
pronunciation; quick TPR mime (flex for
protein, globe hug for environment etc.).

Task 2 Vocabulary Two teams receive scrambled sentences from Sentence 30 – 40 min
Strip Race “Vocabulary Check” (p. 15). Race to write strips
them in the correct order to board and read Board
aloud. Class confirms definitions. Markers

Follow up Reflection Individually write: Paper 40 – 44 min

1) One new fact they learned, Pencils
2) one target word in a sentence.
Teacher reads for quick feedback.

Homework Insect-Food Find about an insect that people eat. None 44 – 45 min
Spotting What is it? Would you try it?
Why / why not?
Include two words learned today.

Back-up Bug Story Slap The teacher reads a brief, made up story that None 5–7
Activity repeats the five target words (environment, min
greenhouse, protein, government, healthy). In
pairs, students sit facing each other with one
hand stacked on the other’s. Whenever they
hear a target word, they slap their partner’s
top hand; the quickest slapper scores a point.
The game ends when the story finishes or time
is up.
LESSON PLAN 2 (60 Minutes)

LESSON PLAN
Topic: Present Perfect
Level: Intermediate
Length: 60 minutes
Age: Adult (18+)
Language Skills: Speaking · Listening · Reading · Writing · Grammar
TESOL Methodology: Task-Based Learning (TBL) · Communicative Language Teaching (CLT) · Audio-
Visual / Multisensory (light TPR for movement)

OBJECTIVES
1.Produce grammatically correct Present Perfect questions and sentences about life experiences.
2.Use already / just / yet accurately in affirmative and negative Present Perfect sentences.
3.Distinguish present perfect from past simple in context.
4.Write a short timeline paragraph using since / for + present perfect.

MATERIALS AND RESOURCES

- “Find Someone Who” bingo sheet, two picture-story sets (before/after scenes)
- A4 blank papers, markers, notebooks, pencils, Board
- Screen or Projector
Stage Activity Description Resource Timing

Warm-Up Questionnaire Teacher writes 6 quick prompts on board Board 0-5 min
(e.g., …travelled alone?). Learner answers Marker
“Yes, I have” / “No, I haven’t.”

Pre-task Participle In pairs, learner and teacher list as many Pencil 5 – 7 min
Race past-participles as possible in 90 seconds. Paper
Notebook

Teaching 1 Form Teacher draws a timeline graphic on the Board 7 – 15 min

board showing “life experience up to now.” Marker
Teacher models Q-A, drills stress (Have you
EVER visited Japan?).
Task 1 “Find Teacher prepares a special Bingo with phrases Bingo Sheets 15 – 25 min
Someone such as “has ridden horse.” Student plays it
Who” Bingo along with teacher.

Teaching 2 already / just Teacher writes three partially gapped Board 25 – 33 min
/ yet Mini- sentences on the board. Learner decides best Marker
Input adverb. Teacher elicits rules & positions,
contrasts with past simple.

Task 2 Picture Teacher gives before/after images (messy vs. Two picture 33 – 43 min
Story: tidy room, empty vs. full fridge). Learner sets
“What’s creates sentences with already / just / yet.
Changed?”

Teaching 3 Since / for Teacher draws personal timeline (e.g., I have Board 43 – 49 min
Timeline lived here since 2018 / for 6 years). Learner Marker
Demo identifies prepositions’ meaning.

Task 3 My Life-Line Learner and teacher draw their own timeline A4 paper 49 – 55 min
Writing of three important events and write 3-4 Pencil
present-perfect sentences using since / for.

Follow Up Quiz Teacher and Learner swap their timelines and Flashcards, 55 – 59 min
compare their answers. small stickers
Homework Mini Writing Write 100 words on three things you have Paper 59 – 60 min
achieved this year and how long you have
worked on them (use already / just / yet /
since / for).

Back-Up Chain Story Learner and teacher add a sentence using PP None 5 – 7 min
Activity (Present (I have just had my lunch…).
Perfect
Only!)

III. RELEVANT ACTIVITIES

1. My Uncle is from..
“My Uncle is from…” is a quick guessing game. Students ask “Does he like …?” questions to
discover a hidden rule about the uncle’s likes and dislikes. In one version she only likes
things with double letters (cheese, books), in another she only likes actions that start with a
vowel (eat, ask). Players keep questioning until they detect the pattern, then create their
own “uncle or aunt, dad, etc.” with a new rule for classmates to guess.

2. Frisbee
“Frisbee” is a creative brainstorm game. Student and teacher think of as many different
things you can use a frisbee for (e.g., “You can use a frisbee as a plate”). They list up to ten
ideas, translate any unknown words with picture or bilingual dictionaries, and then share
their best suggestions with the class. The activity practices can + verb for possibilities,
expands vocabulary, and encourages flexible thinking.

3. Discover the Question

The teacher writes a secret question on a slip of paper, and gives the student up to three
short answers from real life. After each answer, the student guesses the hidden question. If
necessary, the teacher can offer a small hint. When the student guesses correctly or after
three tries the paper is revealed, and the roles switch: the student writes a new secret
question for the teacher to figure out.

4. Two Truths and a Lie

Both teacher and student write three statements about themselves. Two true and one false.
They take turns reading their three sentences aloud. The listener gets up to 30 seconds to
ask follow-up questions, then names the suspected lie. After the guess, the speaker reveals
which statement was false and explains each fact.
5. Word Tennis
Pick a topic such as fruits. One player says a word like apple. The other must respond with a
different word in the same topic within three seconds such as banana while throwing a
bouncy ball to him/her. Keep taking turns. If someone repeats a word, goes off topic, or
hesitates, that person loses the point.