Each day begins with a 70-minute lesson centred around an engaging topic. The lesson kicks off with a lively warmer activity to spark students’ interest and set the stage for the day’s theme. While the lesson includes a light focus on grammar and vocabulary relevant to the topic, the emphasis is on making learning enjoyable and immersive and using language. We know our students have been studying English formally in their own countries all year!

The first part of the lesson features activities that build up to a creative and communicative task in the second half. These tasks are rooted in the communicative approach to language teaching, enabling students to actively use the language they’ve learned in meaningful and practical ways. To ensure a complete learning cycle, every lesson begins with an overview of the lesson objectives and ends with the opportunity to recap the lesson's outcomes and summarise new knowledge and accomplishments. Allocating specific time at the beginning and end of the lesson brings the learning full circle.

The second lesson is divided into two segments:

Pre-Excursion Learning (50-55 minutes)

This skills-based lesson introduces students to interesting facts and stories about the places they will visit. It’s designed to ignite curiosity and imagination, finishing with an excursion challenge that bridges classroom learning with real-world experiences. At the beginning of each excursion lesson, find out the results of the previous mission and award prizes where necessary. 

⚠️ It is essential that you liaise with the Teaching Manager, who will tell you which Excursion Lesson to teach in the morning and the afternoon sessions each day. This may vary per turn and between group A and B, so consult the programme for the most up to date and accurate information. 

Skills Sessions (15-20 minutes)

These mini-sessions are to be delivered in the second part of Lesson 2. They have been carefully designed to equip students with necessary functional language to boost their communication skills in English, and practise pronunciation of common consonant and vowel sounds. 

Pronunciation: The four pronunciation sessions are divided into consonant sounds 1 & 2 and vowel sounds 1 & 2.  

• Vowel sounds 1 - /ɪ/ sound as in ‘sit’, /e/ sound ‘as in bed’, /i:/ sound as in ‘seat’ and /æ/ sound as in ‘cat’

• Vowel sounds 2 - /æ/ as in ‘hat’, /əʊ/ as in ‘show’, /ɔː/ as in ‘door’ and /ʌ/ as in ‘luck’

• Consonant sounds 1 - /θ/ sound as in ‘think’ and /ð/ sound as in ‘this’

• Consonant sounds 2 - /z/ sound as in ‘zoo’, /h/ sound as in ‘house’ and /s/ sound as in ‘small’

Functional Language: The four functional language sessions are designed to equip students with essential language structures to communicate effectively in English. 

• A1-B1 - Asking for directions, buying something in a shop, ordering food in a restaurant, & talking on the phone

• B2 - Giving advice, language for negotiation, agreeing and disagreeing politely, and ordering food in a restaurant

• C1 - Giving opinions, giving advice, language for negotiation, and making comparisons

The third lesson gives students control over their own learning through collaborative, project-based activities. Over the course of the programme, students complete two major projects:

Project 1 (days 1, 2 & 3)

You can choose between designing a festival or designing a restaurant (or get students to vote for their preference as a class). Students create tangible outputs such as posters or flyers, which are displayed for the group.

Project 2 (days 4, 5 & 6 + days 7 & 8 for final presentation)

You can choose between designing a trip around the UK, or a product pitch. Students work together to investigate a topic and deliver a presentation to their peers.

These projects promote autonomy, teamwork, project management, and independent research skills, all while encouraging students to practice English in a meaningful and applied context. Each project is spread across three, seventy-minute learning sessions.

To track students’ progress in the Language lessons, two mini-tests are conducted during the course: on Day 4 and Day 7. These assessments provide insight into student development and help inform future learning goals.

⚠️ It is your responsibility, as the teacher, to design and implement these mini-tests at the beginning of Day 4 and the beginning of Day 7. 

📝 The test should contain a maximum of 10 questions on topics that have been taught during the course. 

⌛ The tests should take no longer than 15 minutes.

🖥️ You can present the 10 questions in a slideshow (see an example ➡️ here ⬅️) or hand-write them on the board. 

✅ Students' scores should be recorded in the attendance document.

Day 4 Test: Should contain questions on the topics covered on days 1, 2, and 3. 

Day 7 Test: Should contain questions on the topics covered on days 4, 5, and 6, and may contain questions on the topics covered on days 1, 2, and 3 if you so choose. 

All teaching materials are pre-prepared and available on the ANGLO Teaching Hub. For each lesson, you will be supplied with two documents:

1. Teaching Notes for you, the teacher, to follow 

2. Lesson slides to be displayed to students via projector

Lessons are designed with vibrant visuals and engaging content to captivate students and enhance their learning experience. As experienced educators, we understand the need for flexibility, so you may personalise and adapt lessons to suit your teaching style.