Official Free Online ESL Teaching Guide

How to Teach
English Online
A GUIDE FOR SUCCESSFUL
ONLINE ESL TEACHING
W W W . T E F L H O R I Z O N S . C O M
00 Welcome, online teacher!
I'm happy you're here! One of my favorite teaching quotes (by Penny Ur) is this:
"Teachers who have been teaching for twenty years may be divided into two categories: those
with twenty years' experience and those with one year's experience repeated twenty times."
What this means to me is that all the experience in the world doesn't mean much if you aren't
dedicated to developing as a teacher and actively seeking ways to improve your skills. The fact
that you wanted this guide tells me that, like me, you love what you do and it's important to
you that your students have the transformative learning experience they deserve.
Whether you're totally new to English language teaching, have physical classroom experience
but are just starting out online, or are a seasoned teacher looking for some fresh ideas, you've
come to the right place. I hope you get as much out of this guide as I put into making it. And
feel free to come say hi and let me know what you think via email: info@teflhorizons.com,
Facebook: facebook.com/TEFLhorizons, or Instagram: @tefl_horizons.
TEFLHORIZONS.COM | PAGE 02
How to Teach English Online: Contents
Section 1: setup & getting started

In this section, you'll learn...
-the basic equipment you need to get started

-an overview of different platforms for teaching
-strategies for presenting visuals & materials
Section 2: teaching online lessons

-an overview of online lesson types

-the structure of different online lessons
-advice for teaching each type of lesson online
Section 3: strategies & next steps

-tips for finding online teaching work

-how to be competitive in the online ELT market
-where to go from here / what to do next
01 Section 1:
setup & getting started
Before you can begin teaching, you'll need to set up the technology behind your online
classroom. Obviously, you will need access to a reliable internet connection and a device
from which to connect. I recommend using a computer or laptop to teach as opposed to a
tablet or a phone. It can be difficult to navigate between different windows and materials
if you're just trying to teach on your phone, and you won't fully be able to take advantage
of programs like PowerPoint to present materials to your students.
Make sure the device you're using has video and audio capability. You don't need to buy a
fancy webcam or microphone unless you want to, but you will want to check that the video
and sound quality is clear.
Next, choose which platform you want to use. Popular options are Zoom, Skype, and
Google Meet.
Finally, consider asking a friend or family member to sign on and help you test your
platform and tech tools before you start teaching students.
Tech Tools
An overview of what you'll need to teach English online
This is what you'll use as your

online "whiteboard" and screen
share for your students. You can Teaching online using only a
use the built-in whiteboard on a strong phone or tablet can create tech
Zoom or even just a word doc, but internet issues and limit the types of
using PPT or Google Slides will tools/ activities you can use.
connection
look better and give you more You'll want a laptop or desktop
versatility. computer.
PowerPoint
a computer
or Google
or laptop
Slides
a webcam a microphone The built-in

mic on your
The built-in computer is
a platform for
camera on one option.
hosting lessons
your computer should be fine. If It's a good idea to use headphones
you're interested in a more (Zoom, Skype, or earbuds as well to minimize
professional-looking video, I can Google Meet, etc.) background noise and feedback.
recommend the C920 HD Pro- it's If you're looking for an upgrade,
very easy to use and offers great the ATR2100 mic is a good option
video quality. for balance of quality and
affordability.
Online Teaching Platforms: compared
ZOOM SKYPE
*This is the platform I recommend.

good audio & video quality for smaller
good audio & video quality groups
many features (screen sharing, features like screen sharing and
messaging, etc.) background blur
students do not need a Zoom account students do not need a Skype account
to join a lesson to join a lesson
record lessons on Zoom or stream live up to 50 students in one meeting
to Youtube 40-min time limit on the free account
up to 100 students in one meeting for more than one student (upgrade to
40-min time limit for group lessons on a paid plan for longer classes)
the free account (upgrade to a paid 4-hour limit on the free account for a
plan for longer group classes) meeting with only one student
GOOGLE MEET OTHER:
WHATSAPP, FACEBOOK, ETC

good audio & video quality
many features (screen sharing,
messaging, etc.) Video calls on other apps like
host can record meetings Facebook or WhatsApp are a
students will need to create a free possibility as well, but these will work
Google account to join the lesson best for one-on-one lessons as
up to 100 students in one meeting opposed to teaching a group.
60-min time limit for group lessons on
the free account (upgrade to a paid
plan for longer group classes)
Sharing Materials with Students
How will you distribute materials for each lesson?
email the students the materials
send the materials in the chat box on the

online platform
put the materials into a Google doc and

share the link
ask students to take a picture/ screen shot

of the material you're screen sharing
have the students purchase/ download a

pdf, ebook, or other course material at the
beginning of the course
Plan in advance how students will

access materials, and make sure to
have a backup plan in mind (i.e. a
different option from the list) just
in case
Sharing Visuals with Students
What will you use as your "white board" in your online lesson?
I recommend using PowerPoint

or Google Slides as your main
presentation tool.
You can also just

screen a share a
take screen shots of material in your pdf
word or Google
course book or ebook and add it to your
doc, or use the
slides
built-in white
board feature on
use stock photos for additional visuals
Zoom.
(pexels.com, unsplash.com)
keep your slides in edit mode so you can

type and draw on them just as you'd write
information on an actual white board
you can send a copy of the slides to your

students after the lesson so they can
review
02 Section 2:
teaching online lessons
Now let's get into the methodology of teaching English online. There are a few important
things to note:
English lessons (whether in person or online) should be communicative. The students

should have plenty of opportunity to engage with the material and really practice the
language. Think of your lesson as a workshop, not a lecture. Allow the students to
participate throughout the lesson by asking them plenty of questions, and provide time for
students to work together in breakout rooms in pairs and small groups.
An effective lesson generally has one main aim or objective. Despite what you might first
think, it is not necessary (or advised!) to focus on lots of different aspects of English in a
single lesson. It's better to teach a lot about a little rather than a little about a lot! Choose
one focus - reading, writing, speaking, listening, grammar, vocabulary, or functional
language - and make that the main aim of your lesson. If your lesson is longer than 60 or
90 mins, you may then decide to choose a different main focus for each 60 or 90-min
period.
Different Lesson Types:
an Overview
Receptive Skills
Reading Listening
main aim: to develop students' reading main aim: to develop students'
comprehension skills listening comprehension skills
(i.e. skimming for gist, scanning for (i.e. listening for gist, specific
specific information, or reading for information, or detail)
detail)
Productive Skills
Speaking Writing
main aim: to develop students'
main aim: to develop students'
speaking fluency and verbal
writing fluency and written
communication skills
communication skills
Systems
Vocabulary Grammar Functional Language

main aim: to develop students' use main aim: to develop students' use main aim: to develop students' use
of a specific set of vocabulary of a specific grammatical structure of specific expressions used to
words (meaning, form, and (meaning, form, and achieve a communicative purpose
pronunciation) pronunciation) (meaning, form, and pronunciation)
reading lesson
stages
to set context and engage students in the topic of the text

Lead-in No need to introduce the text or do any reading yet! Consider the topic of the text (that
students will read in the next stage). Pose a discussion question or use another
technique to get them interested and warmed up.
to give students practice skimming for the main idea of

Gist the text
Task This should be a general comprehension question or easy task that prompts students to
skim the text just to get an initial, overall understanding of it.
Vocab to clarify the meaning, form, and pronunciation of

"blocking" words in the text
Pre- (Optional!) If you think there are words that will hinder students from doing the next
Teach (detailed) reading comprehension task, then do a quick teach of these (7-8 words max!)
to give students practice reading the text for detail

Detail (intensive reading)
Task The main event in a reading lesson! Provide a comprehension task (T/F statements, a set of
questions, etc.) for students to answer as they read back through the text for more detail.
to give students practice speaking or writing for fluency

Productive and personalize the lesson
Task This is a fun way to finish your lesson and provide fluency practice. Give students
discussion questions or let them share their opinion about or respond to what they read.
reading lesson
advice
The gist and detail task are done with the same text. Reading the
same text multiple times with different tasks helps develop
students' comprehension.
Always set the reading tasks/ give students the questions or

activity before asking them to read. Students should know what
they're looking for as they're reading. This will help them focus
their attention and use key words from the questions to find the
answers.
Allow students to check their answers to the reading tasks in pairs

(in breakout rooms) before going over the answers as a class.
When you go over answers to the reading exercises, consider

sharing the text on your screen so you can underline or somehow
visually indicate parts of the text where the answers were found.
Don't ask students to read the text aloud together in class. This is
an inauthentic way to practice reading and wastes a lot of time.
Students should get to read the text silently at their own pace.
listening lesson
stages
to set context and engage students in the topic of the text

Lead-in No listening required yet! Pose a discussion question or use another technique to get
students interested in the topic of the audio text and to let them warm up. This
activates students' knowledge about the topic and prepares them to listen.
to give students practice listening for the main idea of

Gist the audio text
Task A general comprehension/ easy task that helps students listen just to get an initial, overall
understanding of the audio. No need to understand everything the first time around!
Vocab to clarify the meaning, form, and pronunciation of

"blocking" words in the audio text
Pre- (Optional!) If you think there are words that will hinder students from doing the next
Teach (detailed) listening comprehension task, then do a quick teach of these (7-8 words max!)
to give students practice listening to the audio text for

Detail detail (intensive listening)
Task The main event in a listening lesson! Provide a comprehension task (T/F statements, a set
of questions, etc.) for students to answer as they listen again (same audio!) for more detail.
to give students practice speaking or writing for fluency

Productive and personalize the lesson
Task This is a fun way to finish your lesson and provide fluency practice. Give students
discussion questions or let them share their opinion about or respond to what they heard.
listening lesson
advice
The gist and detail task are done with the same audio text.
Listening to the same text multiple times with different tasks helps
develop students' comprehension.
Always set the listening tasks/ give students the questions or

activity before asking them to listen. Students should know what
they're listening for as the audio plays. This will help them focus
their attention and use key words from the questions to find the
answers as they listen.
Allow students to check their answers to the listening tasks in pairs

(in breakout rooms) before going over the answers as a class.
When you go over answers to the listening exercises, don't panic if

students have missed some of the answers. Before telling students
what the answer is, go back and play just that part of the audio
again to give students another opportunity to hear it.
Don't let students follow along with the transcript as they listen.
This means they're just reading and not actually developing their
listening comprehension.
speaking lesson
stages
to set context and engage students in the topic of the lesson
Lead-in Pose a discussion question or use another technique to get students interested in the topic of
the lesson and to let them warm up. This activates students' knowledge and prepares them
for the main speaking task later in the lesson.
to introduce the speaking task and provide a model

Demo of
Let students watch or listen to a demonstration of the speaking task done by (a) proficient
Speaking speaker(s). This provides an example of the speaking they'll do later in the lesson, and also
Task introduces helpful phrases they can use when they do the speaking themselves.
to provide useful language for the speaking task

Useful Briefly clarify the meaning, form, and pronunciation of the useful language presented in
Language the demo of the speaking task. Remember that students don't have to use this language
(the aim is still just fluency!) but they can use these expressions if they find them helpful.
Input
to give students preparation time before speaking
Prep Give students some time to brainstorm and think about what they're going to say. It's
important they don't write out full sentences or paragraphs here (it's not a writing
Time lesson!) but can take brief notes.
to give students practice speaking fluently

Speaking Allow plenty of time for talking in pairs/ groups. This should be spontaneous (fluent)
speaking, not reading out sentences from the previous stage. Avoid correction as it interrupts
Task fluency. The speaking task should have a communicative goal for students to achieve.
to provide feedback on content and error correction

Feedback Content feedback: ask students about the results of their discussion (consider the
communicative goal). Feedback on language: note errors you heard in the speaking task and
elicit corrections from students. Praise high level language you heard, too!
speaking lesson
advice
Provide or design a speaking task with a communicative goal:

something students have to achieve by using language (i.e. agree
on something, plan something together, find something in
common, etc.)
The demo of the speaking task should be a model of what students

will do in their speaking task later in the lesson. You may need to
make a recording of this with another speaker if there isn't a
model provided in your course book or material.
Remember that the useful language you provide is optional, not

required. The focus of this lesson is on speaking fluency, not using
exact grammar, vocabulary, or functional language.
The speaking task should be done in pairs or small groups in

breakout rooms, assuming your class is larger than 3 students.
Avoid interrupting or correcting students while they're doing the

speaking task. The focus at this stage is on fluency, not accuracy.
writing lesson
stages
to set context and engage students in the topic of the lesson
Lead-in Pose a discussion question or use another technique to get students interested in the topic of
the lesson and to let them warm up. No need to do any writing yet! This stage just prepares
students for the topic/ type of writing they'll do as the main writing task later.
Focus on to provide an example of the writing students will produce

Provide an example text similar to what you want students to produce in their writing stage
Model later on. Give students a gist task first for general comprehension, then do a brief focus on
Text the structure of the text (highlight typical features of the genre/ text type).
to provide useful language for the writing task

Focus on
Briefly clarify the meaning and form of the useful language presented in the model text.
Useful Remember that students don't have to use this language (the aim is still writing fluency!)
Language but they can use this language in their writing if helpful.
to give students brainstorming time before writing

Prep Give students some time to brainstorm and think about what they're going to write. It's
important they don't write out full sentences or paragraphs here, but just take notes/
Time make an outline to help them in their writing task next.
to give students practice writing fluently

Writing Allow plenty of time for writing without rushing students. Students can use their notes to
help them. Avoid correction here as it interrupts fluency. The writing task should be
Task authentic in that students have an "audience" in mind and a reason for writing.
to upgrade students' writing through peer correction

Peer Let students exchange papers with a partner and correct each other's work. Giving some
guidance on what to look for (grammar? spelling? punctuation?) will help them. If there's
Correction time, you can have students write a final draft to incorporate the corrections.
to provide feedback on content and error correction

Publishing Allow students to "publish" their writing by sharing it with each other. Avoid asking students
& Feedback to read their writing out loud; let them read each other's writing instead. You can then offer
language feedback by eliciting corrections to some of the errors you found in their writing.
writing lesson
advice
The focus of a writing lesson is developing students' writing skills

and processes. Just because students are physically writing doesn't
mean they're doing an actual writing task. A fill-in-the-blank
exercise doesn't count. The writing task should be a longer,
cohesive piece of writing.
Make the writing task authentic by ensuring students know whom

they're writing to and why they're writing. "Write a paragraph" is a
boring and inauthentic writing exercise - it's not a real-life task.
For the writing stage, you can create a shared Google doc for
students to type into or let them type into a word doc and then
send it to you. Students can also hand write and send you a photo
of their finished task.
Remember that the useful language you provide is optional, not

required. The focus of this lesson is on writing fluency, not using
exact grammar, vocabulary, or functional language.
Let students read each other's writing after they've finished as

opposed to asking them to read their writing out loud.
systems lesson
stages:
test-teach-test
to set context and engage students in the lesson
Lead-in No need to bring up the TL yet! Pose a discussion question or use another technique to
get students interested in the topic of the lesson and to let them warm up. This provides
a real-world context for the target language students are going to learn.
to check students' current knowledge of the TL

Diagnostic Give students a controlled activity that requires them to use the target language (before
Test you teach it!) to see what they already know and what you need to teach in the next
stage. This should be an easier/ less involved exercise than the controlled practice.
to clarify the meaning, form, and pronunciation of the TL

Clarification Teach the target language by highlighting the aspects of meaning, form, and
("teach") pronunciation students need to know to use it. Keep this as student-centered as possible
with a guided discovery exercise or plenty of eliciting.
to give students practice using the TL accurately

Controlled Provide a controlled (accuracy-focused) exercise to check whether the students can use
Practice the TL correctly. Provide additional clarification during feedback as needed.
to give students practice using the TL fluently

Freer Allow students to practice the TL in a more fun, personalized way by giving students a
Practice communicative speaking or writing exercise in pairs/ groups that lets them use the TL more
freely. Avoid interrupting the activity; provide error correction as needed afterwards.
systems lesson
stages: text-based
to set context and engage students in the lesson

Lead-in No need to bring up the TL yet! Pose a discussion question or use another technique to
get students interested in the topic of the lesson and to let them warm up. This provides
a real-world context for the target language students are going to learn.
to introduce the TL in context and provide a gist task

Exposure Present the text (written or audio) containing examples of the TL and give the students a
gist task for reading/ listening to this in order to get an overall understanding of the
to TL content of the text. This provides further context for the TL.
to direct students' attention to the TL and promote noticing

Analysis of This is when you first draw students' attention to the TL. Give students a short, simple
Examples task that prompts them to notice the language you want to focus on in the lesson
from the Text (underlining/ comparing/ asking a few simple questions about the examples, etc.)
to clarify the meaning, form, and pronunciation of the TL

Clarification Teach the target language by highlighting the aspects of meaning, form, and
("teach") pronunciation students need to know to use it. Keep this as student-centered as possible
with a guided discovery exercise or plenty of eliciting.
to give students practice using the TL accurately

Controlled Provide a controlled (accuracy-focused) exercise to check whether the students can use
Practice the TL correctly. Provide additional clarification during feedback as needed.
to give students practice using the TL fluently

Freer Allow students to practice the TL in a more fun, personalized way by giving students a
communicative speaking or writing exercise in pairs/ groups that lets them use the TL more
Practice freely. Avoid interrupting the activity; provide error correction as needed afterwards.
systems lessons
advice
You can use either the test-teach-test or the text-based framework

when teaching grammar, vocabulary, or functional language.
Text-based tends to work better for grammar and functional

language lessons as it incorporates more context. Test-teach-test is
a good option for vocabulary, particularly when you suspect the
students may already know a few of the words.
Make the clarification stage visual and student-centered by putting

example sentences (from the text or diagnostic test) on a slide and
asking concept checking questions about meaning, eliciting the
form, and modeling and drilling pronunciation.
The controlled and freer practice activities need to practice the

same language that was introduced in the text or diagnostic test
and clarified - not new language.
Make sure to analyze the target language (the grammar, vocab, or

functional language you're teaching) before the lesson so you're
prepared to teach it clearly and answer students' questions.
Online Teaching Fundamentals
PLANNING & STRUCTURE

An effective online lesson needs structure
and organization. It shouldn't just be a
social meeting in which everyone is TIME MANAGEMENT
chatting in the meeting room. Use the
When it comes to timing, it's common for
frameworks presented throughout this
everything to take a little bit longer online.
section to ensure each of your lessons has a
Build in time flexibility by creating two
clear aim and a structure that allows you
different versions of the same task so you can
to achieve it.
use the one you have time for during the
lesson. Plan in advance what exactly you'll
shorten or what you'll add in case you end up
STUDENT-CENTERED with more or less time than you expected.
LEARNING
Your lessons should feel like
workshops rather than lectures. THE TASK CYCLE
Incorporate plenty of student- Increase student involvement by including
student interaction, including the following steps in each stage / for each
activities in which the students activity in your lesson:
work together in pairs or small
groups in breakout rooms. -Give instructions
-Let students work alone
-Let students check answers in pairs
VISUALS & MATERIALS -Go over the answers together as a class
Especially without a shared physical classroom,
students benefit from visual stimuli
throughout the lesson. Consider how you'll RAPPORT
present and share colorful visuals and Have your camera on during the lesson and
materials that the students can use during the encourage students to do the same to create a
lesson and review later. Share your screen better sense of connection. Use students'
frequently to show as much as possible rather names, calling on them individually at various
than simply explain. points in the class. Smile and maintain a
friendly and relaxed (though professional)
demeanor. Take a moment to greet each
student as they enter the class.
03 Section 3:
strategies & next steps
Now that you know more about the fundamentals of online teaching and how to structure
different lessons, where do you go from here? How do you find students? With so many people
interested in online teaching now, how do you stand out in the market? This section explores
your next steps.
First, and most importantly, consider getting an online teaching certification. A quality online
certification will do several things: it will give you in-depth, practical instruction on exactly
how to teach English online, and it will also set you apart from others in the market. If you
don't really know what you're doing, it becomes obvious to the students very quickly! And now
that everything is virtual, it's easy for them to find a more qualified teacher anywhere in the
world. If you want to teach online, your certification should be specifically geared towards
teaching online. The best certification programs, such as the Online English Teacher
certification course offered by TEFL Horizons, also include a live online teaching practicum,
meaning that you teach online lessons to real English learners while your trainer observes you,
and then you get feedback and personalized advice on your teaching. This will give you
valuable experience and allow you to connect with other professionals in your industry - very
helpful when it comes time to apply for jobs and you need a good reference!
Where to go from here
NEXT STEPS
Enroll in the Online English Teacher training course

to get certified & qualified to teach online
(teflhorizons.com/onlineenglishteacher)
Check out/ apply to companies hiring online English

teachers (list of suggestions on following page)
Consider creating a website or advertising to

potential students on social media
Post short video lessons online to attract potential

students by showing off your teaching skills (if
you have a good certification, you'll know exactly
how to prove your legitimacy to prospective
students!)
Join Facebook groups or other

online English teacher communities
to network and watch for
opportunities in the industry
Continue to develop your skills

and get free resources at
teflhorizons.com
Online ESL Companies
Here's a short list of companies to check

out if you're looking to teach English
online with an established organization.
Note that I have not personally worked
for or vetted these companies so you'll
want to do your own research before
accepting a position or signing a
contract.
VIPKid Education First (EF)
QKids Cambly
SayABC iTalki
DaDa PalFish
GoGo Kid eSchool
Hey, I'm Shannon -
nice to meet you!
I've been an English language teacher and teacher trainer for over ten years. Like many of us in the ELT
industry, I was first drawn to the idea of teaching English as a means to travel, explore, and connect with
others, but then I quickly fell in love with the art of teaching itself. I realized that this wasn't just a step on
the way to my "real" career; it was my career. From there, I went on to complete my CELTA and DELTA
certifications before becoming a certified CELTA trainer.
Nowadays, I work online to train teachers all over the world. Through live training sessions, online courses,
and resources that I provide through teflhorizons.com and the Expand Your Horizons podcast, I love
inspiring teachers with new ideas, sharing insight on methodology, and making sure that both new and
experienced English teachers have access to quality training and advice. In short, my mission is to help you
be the very best teacher you can be.
So don't be a stranger! I'd love to connect with you over at teflhorizons.com or work with you on an
upcoming session of Online English Teacher. See you around!
info@teflhorizons.com
Thanks for being here!
teflhorizons.com/onlineenglishteacher
facebook.com/TEFLhorizons
instagram.com/tefl_horizons
info@teflhorizons.com
Hope to see you at an

upcoming free webinar
workshop. Or come say hi
online!
LET'S KEEP IN TOUCH


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How to Teach

Section 1: setup & getting started

-the basic equipment you need to get started

Section 2: teaching online lessons

-an overview of online lesson types

Section 3: strategies & next steps

-tips for finding online teaching work

This is what you'll use as your

a webcam a microphone The built-in

*This is the platform I recommend.

GOOGLE MEET OTHER:

WHATSAPP, FACEBOOK, ETC

email the students the materials

send the materials in the chat box on the

put the materials into a Google doc and

ask students to take a picture/ screen shot

have the students purchase/ download a

Plan in advance how students will

I recommend using PowerPoint

You can also just

keep your slides in edit mode so you can

you can send a copy of the slides to your

English lessons (whether in person or online) should be communicative. The students

Vocabulary Grammar Functional Language

to set context and engage students in the topic of the text

to give students practice skimming for the main idea of

Vocab to clarify the meaning, form, and pronunciation of

to give students practice reading the text for detail

to give students practice speaking or writing for fluency

Always set the reading tasks/ give students the questions or

Allow students to check their answers to the reading tasks in pairs

When you go over answers to the reading exercises, consider

to set context and engage students in the topic of the text

to give students practice listening for the main idea of

Vocab to clarify the meaning, form, and pronunciation of

to give students practice listening to the audio text for

to give students practice speaking or writing for fluency

Always set the listening tasks/ give students the questions or

Allow students to check their answers to the listening tasks in pairs

When you go over answers to the listening exercises, don't panic if

to introduce the speaking task and provide a model

to provide useful language for the speaking task

to give students practice speaking fluently

to provide feedback on content and error correction

Provide or design a speaking task with a communicative goal:

The demo of the speaking task should be a model of what students

Remember that the useful language you provide is optional, not

The speaking task should be done in pairs or small groups in

Avoid interrupting or correcting students while they're doing the

Focus on to provide an example of the writing students will produce

to provide useful language for the writing task

to give students brainstorming time before writing

to give students practice writing fluently

to upgrade students' writing through peer correction

to provide feedback on content and error correction

The focus of a writing lesson is developing students' writing skills

Make the writing task authentic by ensuring students know whom

Remember that the useful language you provide is optional, not