The course program brings structure to the course. So yes, it’s important to follow one.

There are two types of plans:

✔️Go to Courses and follow the steps 1, 2 and 3 as per the screenshot below.

Select the course you want to have a look at.

✔️On the course profile click what’s in the section Teaching resources.

💡Do you remember? There are two types, and they look a little different.

When you are in the Course view, you can find it under the Teaching resources here:

When you are in the Lesson view, you can find it on the left:

When you click the link to the program, you will see the lesson topics:

For more details about the program, or to check other programs, you can always go to the Fluentbe Presentations tab. For more info, click here.

To check the course program, click the blue link under Teaching Resources.

Above is an example of an ebook used with a young adult. It consists of different sections such as:

👉Your lesson objectives - shows what goals your students should meet at the end of each lesson.

👉Pages - shows you which page number to use during your lesson.

👉Extra ideas - provide you with links to activities and exercises that are related to the lesson topic.

👉You will also have a link to a Teacher book there.

In most cases, you need to follow the course plan. If you are not sure or have any doubts or questions, please contact our mentors' and teacher trainers' team.

👉Group Course

Following the course plan is important, especially when working with groups. Students expect a structured and well-organised course so they can achieve their language goals, know their language level and assess their progress.

👉Individual Course

When you teach an individual course, you can choose what's best for your student and work with it in a creative way. It should support you but not limit you. However, we recommend following our programs and tweaking them a bit to meet individual needs, rather than creating a whole new curriculum. Fluentbe Presentations are structured in a cohesive and clear way, following the CEFR framework.

👉 Company Courses

Fluentbe has a contract with the company that’s paying for the course. Students might undergo an assessment in the future based on the course programme. Some courses, however, allow more room for creativity than others. Check our article about Teaching Company Courses.

At Fluentbe we provide you with course resources of 3 different types:

✅Fluentbe Presentations for most students

✅eBooks for young adults, teens, and kids

✅other resources for exam preparation

For all adult courses where Fluentbe presentations are assigned, we highly recommend sticking to the course program.

🧨This is especially important for our company students who may be requested to take a progress test based on them later on.

With other materials, we also recommend sticking to the program. It will make planning your lessons much easier. In some cases, where the book is assigned, we don't have a separate program listed, and you follow the activities from the book.

When we plan a lesson, we always think of the following.

👉 lesson goals

👉 activities

👉 clear instructions

👉 types of interaction

👉 types of feedback

👉 resources

Think first about the outcome and what new skills your students will have learnt by the end of the lesson.

Your lesson goals should be:

✅specific and related to a real-life situation

✅communicated at the beginning of the lesson

✅checked at the end of the lesson

Consider completing the statements such as…

I can...

I have learnt...

Now I know how to…

They refer to the success criteria - when met, you and your students finish the lesson feeling accomplished.

The lesson goal is different from the topic of the course. You need to plan it in the context of your course and your student's needs.

They should be based on the goals, and be..

✅suitable for an online classroom

✅coherent - the second task results from the first one, etc.

✅gradual in difficulty - each task prepares students for the next one which leads students towards independent use of the targeted language

✅motivating and encouraging students to use the language in a creative way

✅focused on promoting students’ talking time (and reduce the teacher's talking time)

They should be..

✅short and clear - if it's long, it means that the activity isn't well-planned

✅specific - always check if your students know what to do before they start an activity

🥇Student - Student: students interact both with you and each other. When you step back, there is more space for your students to speak and you can better monitor how they perform.

🥈Student - Teacher / Teacher - Student: the most common type of interaction. Sometimes, especially in a group lesson, some students may have to wait long for their turn and find it difficult to participate overall.

Students always want to know how they perform. Giving feedback is similar to giving instructions. Make sure your feedback is always:

✅specific - refer to a particular behavior whenever you want to praise or ask for improvement

✅clear - make sure to use clear language that is easy to understand

👉Corrections

When you correct your students, use different corrections depending on the goal or activity.

✅immediate correction

✅delayed correction

Read an article about corrections here: