Practice #1 — 60 seconds

Think of how you learned to drive, cook, or play an instrument. Write 3 things your instructor did that were “technique” and 3 that were “practice.” Model answer: Driving — Technique: explaining clutch control, showing mirror positions, demonstrating signals. Practice: driving around the block, parallel parking, highway merging.

Practice #2 — Harder

You’re teaching B1 students “used to + infinitive.” Categorise: (a) Timeline diagram showing past habit vs now, (b) Students interview each other about childhood, (c) Teacher gives CCQs, (d) Students write 5 sentences about past habits, (e) Drilling pronunciation of “used to /juːstə/.” Which are technique? Which are practice?

Practice

Sort these lesson objectives: (a) Students practise reading for gist, (b) Students learn the passive voice form, (c) Students debate the pros/cons of AI, (d) Students notice how modal verbs soften requests, (e) Students write a formal email — Systems or Skills? Then: write one lesson objective for each category using the pattern: “By the end of the lesson, students will have practised…”

Practice #1 — Fix the plan

Here’s a bad lesson plan: “Aim: To teach present perfect. Procedure: Explain it, do exercises, students talk.” Rewrite it using the full template structure. Give it proper aims, at least 4 stages, and add micro-stages to Stage 2.

Practice #2 — Stage sequencing

Reorder these 8 stages for a listening lesson: A) Pre-teach 3 vocab items, B) Students discuss: “Do you prefer working from home?”, C) Students listen for specific info (6 questions), D) Teacher introduces topic with image, E) Students compare answers in pairs, F) Students listen once — answer: “Is the speaker for or against remote work?”, G) Teacher checks answers as a class, H) Students compare answers in pairs after gist. Correct order: D → A → F → B → C → E → G → H.

Practice — Fix broken aims

• ❌ “To teach past simple” → ✅ “To enable students to use the past simple in affirmative, negative, and question forms in the context of last weekend”
• ❌ “Students will do a listening” → ✅ “Students will have practised listening for specific information in the context of a radio interview about unusual hobbies”
• ❌ “To learn vocabulary about food” → ✅ “To introduce and practise lexical items: grate, simmer, dice, marinate, stir-fry, garnish“

Practice

You’re teaching “used to + infinitive” to B1 French speakers. Write ONE problem + ONE solution for each: Meaning, Form, Pronunciation, Appropriacy. Model: Meaning — Ss confuse “used to” (past habit) with “be used to” (accustomed) → Solution: two contexts + CCQs: “Do I do this now? No. Did I do this regularly in the past? Yes.”

Practice

Write 3 CCQs for each: (a) “I wish I hadn’t said that” (past regret), (b) “She’s been promoted” (passive voice, recent change), (c) “As soon as I get home, I’ll call you” (future time clause). Then write 2 BAD CCQs for each and explain why they fail.

Practice #1 — Board Work

You’re presenting “make up your mind” (phrasal verb). Design the complete board layout: context sentence → definition box → form notes (V + up + your mind, no passivisation) → phonology (/meɪk ʌp jə maɪnd/, stress on MIND) → two examples. Draw or describe exactly.

Practice #2 — Instructions + ICQs

Write clear instructions for: “Students work in pairs. Student A has a picture of a room. Student B has a different picture of the same room. They describe their pictures and find 6 differences without showing each other.” Max 4 sentences. Then write 3 ICQs.

Practice

Complete a full MFP analysis (meaning with 3 CCQs / form highlighting / pronunciation with transcription and drilling notes) for: (a) “It’s worth trying” (gerund after “worth”), (b) “I’d rather not say” (preference structure), (c) “environmentally friendly” (compound adjective).

Practice

You’re teaching “comparatives” to A2 students. Plan the first 3 stages of each framework. For TTT: design the diagnostic test. For Situational: write the context story (3–4 sentences). For Text-based: describe the text type and write the gist question. Which framework would you choose and why?

Practice

Select any 4 words from this list: thrive, daunting, leverage, sustainable, foster, scrutinise, plausible, resilient. For each: write (a) 1-sentence context that makes meaning clear, (b) 2 CCQs, (c) phonemic transcription + stress mark, (d) part of speech + form note, (e) 1 controlled practice sentence frame. Present as board work layout.

Practice

#1: Design a 5-minute pronunciation slot for the schwa /ə/. Choose 6 common words where students overpronounce (e.g., about, problem, family). Write the choral drill sequence with back-chaining instructions.
#2: Write a minimal pairs activity for /æ/ vs /ʌ/ (e.g., cat/cut, hat/hut, man/mun). Create a 10-item listening discrimination task.

Practice

Choose a function: Apologising / Making Suggestions / Expressing Disagreement / Giving Advice. Collect 6 exponents at different formality levels. Design a 3-stage role-play sequence that requires students to use all 6 naturally. Write the role-play cards for Student A and Student B.

Practice

Design 3 different controlled practice activities for “comparatives and superlatives” at A2. Include: (1) a gap-fill exercise with 8 items + answer key, (2) an error correction activity with 6 items, (3) a sentence transformation exercise. Each must be ready to hand to a student tomorrow.

Practice

Design a role play card pair for “Making arrangements to meet.” Student A: wants Friday evening, has a budget limit, prefers Italian food. Student B: Friday is impossible, suggests Saturday, prefers Japanese food. Write both cards exactly as students receive them. Include a “useful language” box for both.

Practice

Headline: “Schools Replace Textbooks with AI Tutors — Teachers Push Back.” Write: (a) 2 prediction questions, (b) 1 gist question, (c) 4 specific information questions at B1 level, (d) 5 words to pre-teach with method for each, (e) a post-reading speaking task that uses the topic authentically.

Practice

Design a complete listening lesson using a 3-minute podcast about “unusual jobs.” Write every stage with: timing, interaction pattern (T-Cl / S-S / S / Cl-T), and procedure. Identify 3 blocking vocabulary items and show how you’d pre-teach each. Anticipate 3 problems + solutions.

Practice

#1: Design Student A + B info-gap cards for “Daily Routines” at A2. Include a useful language box.
#2: Create role play cards for “Complaining at a Hotel” at B1 — situation + useful phrases for both roles.
#3: Write a B2 discussion task: topic + 4 discussion questions + language for agreeing/disagreeing/hedging.

Practice

Design a writing lesson for “opinion essay” at B2. Include: (1) model text analysis task (what makes a good opinion essay?), (2) paragraph structure template, (3) useful linkers bank (addition, contrast, result, example), (4) peer review checklist with 6 criteria, (5) a marking code you’d use for written correction.

Practice

#1: Classify each error — correct immediately or note for later? “I goed to cinema” (accuracy drill) / “The weather it is beautiful” (free discussion) / “I am agree with you” (debate) / “He make me feel happy” (role play) / “I have lived here since 3 years” (grammar exercise).
#2: Design a 5-minute delayed error correction slot. You noted 6 errors during monitoring. How do you put them on the board and elicit corrections? Write the procedure step by step.

Practice

You monitored a pair discussion on “the pros and cons of social media” and noted these: ✓ “It’s worth spending time on” / ✓ “It has a significant impact on” / ✗ “Social media make people more lonely” / ✗ “I have saw too many fake news.” Write your complete feedback slot: content feedback questions → board layout → how you’d elicit corrections for the two errors.

Practice

Write 3 different lead-ins for a lesson on “the gig economy” at B2 level. Use different types from the menu. For each: write the teacher’s exact words (max 3 sentences), the student task, the timing, and how it connects to the main lesson aim. Choose which you’d use and justify your choice.

Practice

Here’s a 5-minute teacher monologue explaining the present perfect. Rewrite it as a student-centred stage: the teacher says no more than 15 words per turn. Use CCQs, elicitation, and board work. Script the exact interaction including anticipated student responses.

Practice

Write a monitoring checklist for a 10-minute pair speaking activity on “future plans.” What do you do minute by minute? Include: where you stand, what you listen for, how you note errors, when you intervene (and when you don’t), how you time the activity, how you signal the end.

Practice

Take a 45-minute lesson you know well. Map it as a timing strip — draw each stage as a block proportional to its length. Now: are any stages too long? Is the pacing varied enough? Redesign with different timings. Then: write 3 transition phrases you’d say between each pair of stages.

Practice

Take the face-to-face speaking lesson from Day 17 and adapt it completely for an online platform. Change: instructions method, pair/group formation, monitoring approach, feedback mechanism. Write the adapted procedure with exact timings and interaction patterns for each stage.

Practice

Design a 20-minute A1 vocabulary lesson on “food and drink” for adult learners. Use no metalanguage. Instructions must be demonstrable. Include: 8 target words (with flashcard description), a TPR activity, a simple controlled practice task, a 2-minute personalised exchange. Write graded instructions for each stage (max 5 words each).

Practice

#1: Write a 10-question needs analysis for a new 1-to-1 student (professional, B2 level, wants to improve business communication).
#2: Design a 30-minute IELTS Speaking Part 2 prep lesson. Include: topic card, timing drill, model response analysis, and practice with timing feedback.

Practice

Choose 4 activities from the list. For each: write (a) level suitability, (b) language point or skill it practises, (c) exact setup instructions, (d) timing, (e) how to adapt for online. Download card: all 12 activities as a printable reference sheet.

Final Capstone Practice

Build your complete lesson plan. Choose: level + topic + language point or skill focus. Complete every section. Create at least ONE interactive material (a handout, an exercise set, or a set of role play cards). Record yourself teaching one stage (5 minutes). Post the plan and the clip. Welcome to the profession.

Practice

Choose any grammar point you teach regularly. Using the ETpedia Grammar pattern-first approach: (1) Write 8 example sentences that demonstrate the pattern (no rule statement), (2) Design a “noticing” activity where students identify the pattern themselves, (3) Create a meaning-focused task before any form-focused one. Compare with how you used to teach it.

Practice

Choose one of these target words for a B1 lesson: impact, pressure, challenge, deal. Build a complete word constellation (collocations, grammar patterns, register, synonyms). Then design a 15-minute vocabulary lesson that teaches the word in its constellation — not in isolation. Include controlled practice and a freer production task.

Practice

#1: Write a 5-minute pronunciation slot targeting sentence stress in questions. Design 8 practice sentences. Write the drill sequence (choral → individual → peer correction).
#2: Take this sentence: “I’ve been thinking about it.” Annotate it for: weak forms, linking, elision, and primary stress. Then write a back-chaining drill sequence from right to left.

Practice

Take any authentic text (news article, blog post, email) of around 200 words. (1) Highlight every multi-word unit. Count them. (2) Select 8 chunks to teach at B1 level. For each: write a CCQ that tests the chunk’s meaning in context. (3) Design a “chunk auction” activity using these 8 chunks + 4 invented wrong collocations. Students have £100 to bet on correct ones.

Practice

Take the passive voice (B1 level). Write a guided discovery handout: (1) 8 example sentences (4 active, 4 passive from authentic context), (2) 5 questions that guide students to notice: what is the subject? what happens to the verb? when is the agent missing and why? (3) A rule box for students to complete themselves. Model your handout on the CELTA Guided Discovery framework.

Practice

Design a “vocabulary notebook training” mini-lesson (15 minutes) for B1 students who write word-translation lists. What do you show them? What do you ask them to do differently? Create the model page you’d project on screen showing the ideal vocabulary record system. Then: write 3 review activities they can do at home using their notebooks.

Practice

Design a complete 45-minute situational presentation lesson for 5 lexical items on the theme of “wellbeing” (e.g., burnout, mindfulness, threshold, unwind, sustainable). Write: (1) the story/context that elicits all 5 items, (2) CCQs for each, (3) board layout with MFP, (4) controlled practice exercise (complete with answer key), (5) freer practice task with monitoring notes.

Practice

#1: Write a Business English needs analysis form (12 questions). It must identify: job role, specific tasks done in English, current weaknesses, target situation, schedule constraints.
#2: Design a 30-minute lesson on “handling difficult questions in presentations” for B2 professionals. Include: 6 useful language phrases + a role-play scenario where they must deflect, defer, or clarify a tricky question.

Practice

Design a complete 30-minute lesson for young learners (ages 8–10) on “animals and habitats” at A1 level. Use at least 4 different activity types from the ETpedia YL toolkit. Include: stage timings, interaction patterns, instructions (age-appropriate), and a classroom management note for each transition.

Practice

#1: Analyse this IELTS Writing Task 2 question: “Some people think governments should spend money on public transport rather than building new roads. To what extent do you agree or disagree?” Write a lesson that teaches the STRUCTURE of a balanced argument essay — not the topic content. 25 minutes, B2 level.
#2: Design a 10-minute exam strategy slot for IELTS Listening Section 3 (conversation with multiple speakers). What are the key strategies? How do you teach them?

Practice

Your new private student is a B1 marketing manager who needs to improve confidence in meetings and email writing. Design: (1) the 3-question “first lesson” diagnostic conversation you’d have, (2) a syllabus outline for 10 lessons, (3) a lesson plan for Lesson 1 (using materials from THEIR job context). No gap-fills from textbooks allowed.

Practice

Take any reading text of 200 words (you choose the topic). Design THREE task sets for the same text: (1) A2 support level — gapped comprehension, vocabulary matching, (2) B1 standard — open questions + opinion question, (3) B2 extension — critical analysis + “What does the writer assume?” + further question for research. All three should be completeable in the same class time (15 minutes).

Practice

#1: Design a 10-question exit ticket for a lesson on comparatives and superlatives at A2. Mix: gap-fill, error correction, picture description, sentence transformation.
#2: Design a 4-week progress test for a B1 group who have covered: present perfect, modal verbs, vocabulary on technology, and reading skills. 30 minutes total, include 4 skills.

Practice

Find or write a 150-word text that naturally contains at least 5 examples of reported speech. Using the CELTA text-based template exactly: (1) Write the gist task, (2) Design the “language focus” activity (students underline, categorise, or table the TL), (3) Write your board plan for the MFP presentation, (4) Create the controlled practice exercise with answer key. All stages timed.

Practice

#1: Audit your last lesson using Rogers’ three conditions. Give it a score (1–5) for each condition. What would you change?
#2: Design a “classroom charter” — a short set of agreements that students create together in Lesson 1. What principles from Rogers would it reflect? Write the 6 charter points in student-friendly language.
#3: How would you respond, humanistically, to a student who says “I’m stupid — I always make the same mistakes”? Write exactly what you would say and do.

Practice

Design a complete TBL lesson (45 min) for B2 adults. Task: “Your company needs to decide which of three cities to open a new office in — London, Berlin, or Singapore. In groups, analyse the options and make a recommendation with reasons.” Write: pre-task stage, task materials for each group, report stage procedure, language focus (what language did they need / what errors did they make?), and a language focus activity.

Practice

Apply the CLT audit to these 5 activities: (a) oral substitution drill, (b) discussion of a newspaper headline, (c) gap-fill on present perfect, (d) role play: booking a hotel room, (e) mingle: “find someone who has recently…”. Score each on the CLT checklist (1–5). Which pass? Which could be redesigned?

Practice

Design a complete blended lesson unit on “negotiating in English” for B2 professionals (3 sessions). For each session: (1) what they watch/read BEFORE, (2) what happens IN class (maximum 60 minutes), (3) what they practise or reflect on AFTER. Include the pre-class video brief (2 minutes — what does the video cover and what task do they do while watching?)

Practice

Take any lesson stage that is currently teacher-led in your teaching. Redesign it so students lead it. Write both versions: (1) the teacher-led version with full procedure, (2) the student-led version with full procedure. What changes? What stays the same? What are the risks — and how do you manage them?

Practice

Design a “learning autonomy starter pack” for new B1 students: (1) a 1-page goal-setting template they complete in Lesson 1, (2) a monthly self-assessment form (6 questions about their own progress), (3) a list of 10 recommended resources (apps, podcasts, YouTube channels — specific, not generic), (4) a “language learning challenge” they choose from a menu of 12 options for the month.

Practice

Design a guided discovery handout for EITHER: (a) relative clauses (defining vs non-defining) OR (b) the difference between “make” and “let” in causative structures. Include: 8 example sentences, 5 noticing questions, a rule-completion box, and 2 exception examples. The handout must lead students to the rule without ever stating it directly.

Practice

Take a handout you use (or find a textbook exercise you dislike). Apply the 14-criteria checklist. Score it. Redesign it: fix at least 6 problems. Then: create a NEW original handout for a language point you teach regularly. It must have: a context visual, a controlled practice exercise, and a freer production task. All on one A4 page.

Practice

Find an authentic text of any type (NOT from a textbook). Apply the 5-step workflow. Create a complete lesson plan (aim, staging, materials, timing). The text must not have been designed for language teaching. Extra challenge: find something hyper-local or culturally specific to your teaching context.

Practice

#1: Design a peer observation form for a colleague who wants feedback on their “freer practice stage management.” What do you observe and how do you record it non-judgmentally?
#2: Record yourself teaching for 5 minutes (any context). Watch it back using the ETpedia Teacher Training self-observation criteria. Write: 3 things you did well, 3 things you’d change, and 1 specific developmental goal for next month.

Practice

Write a post-lesson reflection for your last class (real or imagined). Use the Kolb framework: (1) Describe what happened in the lead-in stage (Concrete), (2) What did you notice about student engagement? (Reflective), (3) What does this suggest about how you set up lead-ins? (Conceptualisation), (4) What will you try differently in the next lesson? (Experimentation). Commit: keep a teaching journal for 30 days. Then revisit this episode.

Practice

#1: Write your teaching brand statement: “I help [audience] achieve [outcome] through [method].” Example: “I help working professionals in Brazil become confident English speakers through 25-minute daily micro-lessons focused on workplace communication.”
#2: Plan 5 LinkedIn posts about ELT. For each: hook headline + 1-sentence summary + visual idea + 3 hashtags. Use the episodic content series format from this masterclass as your model.
#3: Design your first product. What would you create? Title + 4 lessons + main activity per lesson.

Practice

Design your own 4-module mini-course on any ELT topic. Deliver: (1) Course title + tagline, (2) Target audience + level, (3) Module titles + what students can DO after each module, (4) Full lesson outline for Module 1 (4 lessons × aims + activity), (5) The first practice activity in full — complete, ready to use.

Practice — The 60-Minute AI Sprint

Using only AI tools (Claude, ChatGPT, or equivalent), create in 60 minutes: (1) A complete 45-minute B1 lesson plan, (2) All materials for that lesson (handouts, cards, slides), (3) An assessment task for the lesson, (4) A set of 5 anticipated problems + solutions. Then: audit everything. Find 5 things to change. Make the changes. Total time including the audit: should be under 90 minutes. Compare this to your normal lesson preparation time.

Practice — Your ELT Manifesto

Write a 200-word “teaching manifesto” — your personal philosophy of ELT in 2026. It must reference at least: one thing AI can do well, one thing only humans can do, one principle from methodology (any approach covered in this series), and one commitment to your own professional development. Post it to LinkedIn. Use it as your bio. Teach from it.

Grand Capstone Practice

Build your complete 10-week syllabus. Specify your real teaching context (or the one you aspire to). Complete every section: week-by-week plan, lesson type for each session (naming the CELTA framework), vocabulary theme, grammar point, skills focus, one key activity from ETpedia per week, and one assessment per unit. Then: design Lesson 1 in full — complete lesson plan with all stages, materials, and MFP analysis. Record the first 10 minutes. Post everything to LinkedIn with #ELTMasterclass60. You’re ready. Go teach.

Practice

Choose 5 activities from the 20. For each: (1) adapt it for YOUR specific level and context, (2) write the exact teacher instructions (max 3 sentences), (3) write 2 ICQs. Then: plan a “filler bank” — keep a running document of 30+ activities ready to deploy. You’ll never lose 5 minutes again.

Practice

Design a grammar game for conditionals at B2 that requires students to use all four conditional types naturally (not just practice one). Write: setup instructions, the game materials, timing, and how you debrief the language at the end. The game must be playable in under 15 minutes.

Practice

Write a 2-minute teacher story (for classroom delivery) that naturally introduces these 5 vocabulary items at B1: hesitate, reluctant, eventually, turn out, make up one’s mind. The story must be interesting — not a grammar-delivery vehicle. Then: write 3 CCQs per vocabulary item that arise naturally from the story context.

Practice

Design a complete song-based lesson (40 minutes) for B1 adults. Choose a song with: natural use of a grammar structure + interesting vocabulary + accessible theme. Write the lesson without reproducing the lyrics in full — use gap-fill targeting 6 key words, discussion questions about the theme, and a language focus on the grammar embedded in the song.

Practice

Design a 20-minute role play sequence for B2 professionals on “performance review conversations.” Include: the context setup, card for Manager (with specific feedback to deliver), card for Employee (with reactions and questions to raise), a useful language bank for both, and a post-role play language debrief focusing on 3 specific language items you expect to emerge.

Practice

Choose any YouTube clip under 3 minutes (authentic, not ELT-designed). Design a complete lesson around it using the 5-stage framework. Write: your prediction task, your gist question, 3 specific information questions, a language focus activity (choose 1 technique from the ETpedia list), and a 10-minute production task. All designed for B1 adults.

Practice

Audit your current teaching practice using the 7 trauma-aware principles. For each: does your classroom currently do this? If not, what ONE change would you make? Write an “action plan” with 3 specific changes for your next lesson. Share the 3 changes (not the audit) with a colleague.

Practice

Take ONE grammar point or vocabulary set that you “taught” last month. Design a 4-week recycling plan: Week 1 — how you introduced it, Week 2 — review activity (different skill), Week 3 — use it in production task, Week 4 — extended task that requires it naturally. What’s the difference between teaching and encountering language multiple times?

Practice

Choose 5 words you teach regularly. Look them up in COCA or BNC. For each: (1) What are the 3 most frequent collocations? (2) Does the textbook version match corpus reality? (3) What’s one grammar pattern that corpus shows is common but textbooks ignore? Redesign your vocabulary teaching for one of these words using only corpus-evidenced language.

Practice

Download the full prompt library (link in video description). Choose 3 prompts relevant to your context. Test each one. For each: (1) what did AI produce? (2) what did you change? (3) rate the prompt’s usefulness (1–5). Submit your ratings in the comments. The community will vote on the top 10 prompts — and the library will be updated.