Teaching and Learning

(Curriculum & Methodology)

At London House we aim to keep up to date with current ELT theory and use new teaching and learning methodology in our teaching. We take a flexible learner-centred approach to lessons.

Most students study at London House on short stay courses, with the main aim of improving their English communication skills.

The Communicative Approach often forms the basis of our teaching and learning. We focus on contextualised language use and tailor lesson content to meet the interests and language requirements of our students.

Lesson elements often include:

• Warmers or revision

• Activation of schemata (topic and related words and vocabulary)

• Guided discovery and noticing activities. 

• Open-class feedback

• Error-correction active (role play, tasks and projects)

• Revision and practice

The majority of students who study at London House are young learners and teenagers. We know teenagers can become ‘bored by activities that last too long, or by slow paced lessons’ so teachers are encouraged to structure lessons to include variety when planning.

Curriculum design

Our teachers plan lessons based on their students’ ability and needs.

• Placement test: All students’ take an online placement test before arrival and are placed with other students of a similar level.
  

• Multinational groups: We always aim to have different nationalities in our classes
  

• Age groups: Students are placed with students of a similar age no more than 2 years apart. Minimum age 12 years old. Maximum age 18 years old* (unless part of a school group)
  

• We listen to our students: During the first lesson all teachers complete a weekly aims document, and this form is used as a basis for their planning. Teachers refer to London House sets of level specific guidelines, based on the Common European Framework, to ensure they are covering level appropriate content; these documents are included in the teacher induction pack and available in the staffroom. *Please see levels for more information below
  

• Lessons focus on: developing speaking and listening proficiency, including pronunciation. We promote confidence and fluency by allowing students to participate in enjoyable, practical and challenging activities in a secure and welcoming environment. In addition, we aim to help students develop their reading and writing skills.
  

• Lessons are also linked to activities in the social programme as much as possible and a bank of resources is available in the staffroom for ideas on how to link lessons with activities
  

Level Chart

London House	Levels	Council of Europe	Cambridge ESOL
Level 0	Complete Beginner	A0
Level 1	Beginner	A1
Level 2	Elementary	A2	KET
Level 3	Pre Intermediate	B1	PET
Level 4	Intermediate	B1	PET
Level 5	Upper Intermediate	B2	FCE
Level 6	Advanced	C1	CAE

A0 Complete Beginner

I do not speak any English.

This course is designed for students with no English skills who are complete beginners. At this stage we recommend a short period of one to one classes or small groups of no more than five students depending on student numbers at this Level of English. The aim of this course is to get students to A1 Level as quickly as possible.

The following course description outlines key elements that are covered within this course

English Grammar: Adjectives: common and demonstrative, Adverbs of frequency, Comparatives and superlatives, Going to, How much/how many and very, Common nouns uncountable nouns, I’d like, Imperatives (+/-) Intensifiers - very basic, Modals: can/can’t/could/couldn’t, Past simple of “to be”, Past Simple, Possessive adjectives, Possessive ,s, Prepositions (common), Prepositions of place, Prepositions of time, including in/on/at, Present continuous, Present simple, Pronouns: simple (personal), Questions, There is/are, To be, including question + negatives, Verb + ing: like/hate/love

English Vocabulary: Food and drink, Nationalities and countries, Personal information, Things in the town, shops and shopping Verbs – basic

English Topics: Family life, Hobbies and pastimes, Holidays, Leisure activities, Shopping, Work and jobs

English Pronunciation: An introduction to the phonemic script, Phonemes, Voiced and unvoiced consonant, Long and short Vowels, Words and syllables

Functional Language: Directions, Describing habits and routines, Giving personal information, Greetings, Telling the time Understanding and using numbers, Understanding and using prices

English Skills: Speaking in English, Listening to spoken English, Reading in English, Writing in English

The information is both a guide to students and teachers as to what should be covered at this level. However this is a guide only and teachers are encouraged to design lessons based on the needs of the class and of the individual students.

Reference: British Council EQUALS Core Inventory 2010

A1 Beginner Breakthrough

I can speak only a few words of English.

This course is designed for students who can understand and use familiar everyday expressions and very basic phrases aimed at the satisfaction of basic needs e.g. asking the way or ordering food. Students should be able to introduce him or herself and others. Students on this course should also be able to ask and answer questions about personal details such as where he/she lives, people he/she knows and things he/she has. Students on this course should be able to interact in a simple way providing the other person talks slowly and clearly and is prepared to help them.

The following course description outlines key elements that are covered within this course

English Grammar: Adjectives: common and demonstrative, Adverbs of frequency, Comparatives and superlatives, Going to, How much/how many and very, Common nouns uncountable nouns, I’d like, Imperatives (+/-) Intensifiers - very basic, Modals: can/can’t/could/couldn’t, Past simple of “to be”, Past Simple, Possessive adjectives, Possessive ,s, Prepositions (common), Prepositions of place, Prepositions of time, including in/on/at, Present continuous, Present simple, Pronouns: simple (personal), Questions, There is/are, To be, including question + negatives, Verb + ing: like/hate/love

English Vocabulary: Food and drink, Nationalities and countries, Personal information, Things in the town, shops and shopping Verbs – basic

English Topics: Family life, Hobbies and pastimes, Holidays, Leisure activities, Shopping, Work and jobs

English Pronunciation: An introduction to the phonemic script, Phonemes, Voiced and unvoiced consonant, Long and short Vowels, Words and syllables

Functional Language: Directions, Describing habits and routines, Giving personal information, Greetings, Telling the time Understanding and using numbers, Understanding and using prices

English Skills: Speaking in English, Listening to spoken English, Reading in English, Writing in English

The information is both a guide to students and teachers as to what should be covered at this level. However this is a guide only and teachers are encouraged to design lessons based on the needs of the class and of the individual students.

Reference: British Council EQUALS Core Inventory 2010

A2 Elementary Waystage

I can say and understand a few things in English.

This course is designed for students who can understand sentences and frequently used expressions related to areas of most immediate relevance (e.g. very basic personal and family information, shopping, local geography, employment). Students on this course should be able to communicate in simple and routine tasks requiring a simple and direct exchange of information on familiar and routine matters. Students should be able to describe in simple terms aspects of his/her background, immediate environment and matters in areas of immediate need.

The following course description outlines key elements that are covered within this course

English Grammar: Adjectives, comparative, use of, than / definite article, Adjectives, superlatives, definite article, Adverbial phrases of time, place, frequency and word order, Adverbs of frequency, Articles Countables / Uncountables nouns: much/many, Future Time (will / going to) Gerunds, Going to, Imperatives, Modals can/could, have to, should, Past continuous and simple, Phrasal verbs common, Possessives use of ‘s, s’ Prepositional phrases (place, time, movement) Prepositions of time: on/in/at Present continuous / for future, Present perfect, Questions, Verb + ing/infinitive: like/ want-would like, Wh-questions in past, Zero / 1st conditional.

English Vocabulary: Adjectives: personality, description, feelings, Food and drink, Things in the town, shops and shopping, Travel and services,

English Topics: Education Hobbies and pastimes, Holidays, Leisure activities, Shopping, Work and jobs,

English Pronunciation: An introduction to the phonemic script, Phonemes, Voiced and unvoiced consonant, Long and short Vowels, Diphthongs, Words and syllables, Word Stress, Sentence Stress,

Functional Language: Describing habits and routines, Describing past experiences, Describing people, Describing places, Describing things, Obligation and necessity, Requests, Suggestions.

English Skills: Speaking in English, Listening to spoken English, Reading in English, Writing in English

The information is both a guide to students and teachers as to what should be covered at this level. However this is a guide only and teachers are encouraged to design lessons based on the needs of the class and of the individual students.

Reference: British Council EQUALS Core Inventory 2010

B1 Pre-intermediate Threshold Entry

I can communicate simply and understand in familiar situations but only with some difficulty.

This course is designed for students who are beginning understand the main points of clear standard input on familiar matters regularly encountered in work, school, leisure, etc. Students should be begging to deal with most situations likely to arise whilst travelling in an area where the language is spoken. They will also have started to produce some simple connected text on topics which are familiar or of personal interest. Students should also be able to describe some experiences and events, dreams, hopes & ambitions and briefly give reasons and explanations for opinions and plans.

The following course description outlines key elements that are covered within this course

English Grammar: Adverbs, Broader range of intensifiers such, as too, enough, Comparatives and superlatives, Complex question tags, Conditionals, 2nd and 3rd, Connecting words expressing cause and effect, contrast etc. Future continuous, Modals - must/can’t deduction, might, may, will, probably, should have/might have/ must/have to, Past continuous, Past perfect, Past simple, Past tense responses, Phrasal verbs, extended, Present perfect continuous, Present perfect/past simple, Reported speech (range of tenses) Simple passive, Wh- questions in the past, Will and going to, for prediction.

English Vocabulary: Collocation, Colloquial language, Things in the town, shops and shopping, Travel and services,

English Topics: Books and literature, Education, Film, Leisure activities, Media, News, lifestyles and current affairs.

English Pronunciation: The phonemic script, Phonemes, Voiced and unvoiced consonant, Long and short Vowels, Diphthongs, Words and syllables, Word Stress, Sentence Stress, Intonation.

Functional Language: Checking understanding, Describing experiences and events, Describing feelings and emotion, Describing places, Expressing opinions; language of agreeing and disagreeing, Initiating and closing conversation, Managing interaction (interrupting, changing topic, resuming or continuing).

English Skills: Speaking in English, Listening to spoken English, Reading in English, Writing in English

The information is both a guide to students and teachers as to what should be covered at this level. However this is a guide only and teachers are encouraged to design lessons based on the needs of the class and of the individual students.

Reference: British Council EQUALS Core Inventory 2010

B1 Intermediate Threshold

I can speak and understand reasonably well and can use basic tenses but have problems with complex grammar and vocabulary.

This course is designed for students who can understand the main points of clear standard input on familiar matters regularly encountered in work, school, leisure and other similar topics. Can deal with most situations likely to arise whilst travelling in an area where the language is spoken. Can produce simple connected text on topics which are familiar or of personal interest. Can describe experiences and events, dreams, hopes & ambitions and briefly give reasons and explanations for opinions and plans.

The following course description outlines key elements that are covered within this course

English Grammar: Adverbs, Broader range of intensifiers such, as too, enough, Comparatives and superlatives, Complex question tags, Conditionals, 2nd and 3rd, Connecting words expressing cause and effect, contrast etc. Future continuous, Modals - must/can’t deduction, might, may, will, probably, should have/might have/ must/have to, Past continuous, Past perfect, Past simple, Past tense responses, Phrasal verbs, extended, Present perfect continuous, Present perfect/past simple, Reported speech (range of tenses) Simple passive, Wh- questions in the past, Will and going to, for prediction.

English Vocabulary: Collocation, Colloquial language, Things in the town, shops and shopping, Travel and services,

English Topics: Books and literature, Education, Film, Leisure activities, Media, News, lifestyles and current affairs.

English Pronunciation: The phonemic script, Phonemes, Voiced and unvoiced consonant, Long and short Vowels, Diphthongs, Words and syllables, Word Stress, Sentence Stress, Intonation.

Functional Language: Checking understanding, Describing experiences and events, Describing feelings and emotion, Describing places, Expressing opinions; language of agreeing and disagreeing, Initiating and closing conversation, Managing interaction (interrupting, changing topic, resuming or continuing).

English Skills: Speaking in English, Listening to spoken English, Reading in English, Writing in English

The information is both a guide to students and teachers as to what should be covered at this level. However this is a guide only and teachers are encouraged to design lessons based on the needs of the class and of the individual students.

Reference: British Council EQUALS Core Inventory 2010

B2 Upper Intermediate Vantage

I speak and understand well but still make mistakes and fail to make myself understood occasionally.

This course is designed for students who can understand the main points of clear standard input on familiar matters regularly encountered in work, school, leisure and other similar topics. Can deal with most situations likely to arise whilst travelling in an area where the language is spoken. Can produce simple connected text on topics which are familiar or of personal interest. Can describe experiences and events, dreams, hopes & ambitions and briefly give reasons and explanations for opinions and plans.

The following course description outlines key elements that are covered within this course

English Grammar: Adjectives and adverbs, Future continuous, Future perfect, Future perfect continuous, Mixed conditionals, Modals – can’t have, needn’t have, Modals of deduction and speculation, Narrative tenses, Passives, Past perfect, Past perfect continuous, Phrasal verbs, extended, Relative clauses, Reported speech, Will and going to, for prediction, Wish, Would expressing habits, in the past.

English Vocabulary: Contrasting opinions (on the one hand . . .) Summarising exponents (briefly, all in all . . .) Collocation, Colloquial language.

English Topics: Education, Film, Books and literature, News, lifestyles and current affairs, Media, Arts.

English Pronunciation: The phonemic script, Phonemes, Voiced and unvoiced consonant, Long and short Vowels, Diphthongs, Words and syllables, Word Stress, Sentence Stress, Intonation.

Functional Language: Describing experiences, Describing feelings and emotions, Describing hopes and plans, Giving precise information, Expressing abstract ideas, Expressing certainty, probability, doubt, Generalising and qualifying Synthesizing, evaluating, glossing information, Speculating, Expressing opinions, Expressing agreement/ disagreement, Expressing reaction, e.g. indifference, Critiquing and reviewing, Developing an argument in academic discourse style.

English Skills: Speaking in English, Listening to spoken English, Reading in English, Writing in English

The information is both a guide to students and teachers as to what should be covered at this level. However this is a guide only and teachers are encouraged to design lessons based on the needs of the class and of the individual students.  

Reference: British Council EQUALS Core Inventory 2010

C1 Advanced Effective Operational Proficiency

I speak and understand very well but sometimes have problems with unfamiliar situations and vocabulary.

This course is designed for students who can understand the main points of clear standard input on familiar matters regularly encountered in work, school, leisure and other similar topics. Can deal with most situations likely to arise whilst travelling in an area where the language is spoken. Can produce simple connected text on topics which are familiar or of personal interest. Can describe experiences and events, dreams, hopes & ambitions and briefly give reasons and explanations for opinions and plans.

The following course description outlines key elements that are covered within this course

English Grammar: Narrative tenses for experiences, including passive, Simple past (narrative) Past continuous (narrative) Used to (narrative) Would expressing habit in the past (narrative) Past perfect (narrative) Futures (revision) Mixed conditionals in the past, present and future, Wish/if only & regrets, Phrasal Verbs, Extended phrasal verbs (splitting) Passive forms, all, Modals in the past, Adverbs, Inversion (negative adverbials).

English Vocabulary: Collocations, Colloquial language Approximating (vague language) Differentiated use of vocabulary, Eliminating false friends, Formal and informal registers, Idiomatic expressions.

English Topics: Books and literature / Media / Arts, News, lifestyles and current affairs / Scientific development / Technical and legal, language.

English Pronunciation: The phonemic script, Phonemes, Voiced and unvoiced consonant, Long and short Vowels, Diphthongs, Words and syllables, Word Stress, Sentence Stress, Intonation.

Functional Language: Expressing attitudes and feelings precisely; certainty, probability and doubt. Synthesizing and evaluating information. Speculating and hypothesising about causes or consequences. Expressing opinions tentatively, hedging, shades of opinion and certainty. Expressing reaction, e.g. indifference, Critiquing and reviewing, developing an argument systematically, Conceding or emphasizing a point, feeling, issue, Defending and responding to counterarguments.

English Skills: Speaking in English, Listening to spoken English, Reading in English, Writing in English

The information is both a guide to students and teachers as to what should be covered at this level. However this is a guide only and teachers are encouraged to design lessons based on the needs of the class and of the individual students.

Reference: British Council EQUALS Core Inventory 2010