Tutor Guide: Teaching Non-Native English Speakers

How to use the Fo√ne…tic √Ēng…lish tools to take ESL students from no English to fluent reading

Why teaching ESL students is different

A native English speaker who struggles to read has one core problem: they cannot reliably connect written letters to the sounds they already know. They can speak the language fluently. They know thousands of words. They just cannot decode the written form.

Fo√ne…tic √Ēng…lish solves the third problem for everyone. But for ESL students, the tutor must also address the first two. This is why the ESL teaching sequence starts differently — with sounds and pronunciation — before moving to the tools that native speakers use from the beginning.

The good news: ESL students who build a solid foundation in English sounds progress very quickly. Once a student can hear and produce English sounds accurately, everything else — syllables, vocabulary, reading — builds on that foundation and accelerates.

Know your student before you start

The single most important thing you can do before the first session is understand where your student is starting from. ESL students arrive with vastly different backgrounds, and the right starting point varies enormously.

Native language. This tells you immediately which English sounds will be easy, which will need practice, and which may be genuinely difficult to produce. The Fo√ne…tic √Ēng…lish tools have analysed a large number of languages and will reorganise the English Sounds tool based on the student's language. But knowing this in advance helps you plan the first session.

Literacy in the native language. Can the student read and write in their own language? This matters more than it might seem. A student who is literate in a phonetic language — such as Spanish, Italian, or Indonesian — already understands how to sound out written words letter by letter. They will grasp the concept of progressive sounding out immediately and will likely be reading English words within the first few sessions. A student who cannot read in their own language will need to be taught the concept of decoding from scratch.

Does the native language use the Roman alphabet? Students whose language uses Roman letters — French, Spanish, German, Vietnamese, Indonesian — face a specific challenge: they already associate sounds with those letters, but some of those associations are different in English. The letter 'j' in Spanish sounds nothing like 'j' in English. The letter 'e' in French is not the same as in English. These students need to actively unlearn some associations, which requires more deliberate practice than simply learning new ones.

Does the native language use a non-Roman script? Students whose language uses a different writing system entirely — Mandarin, Japanese, Arabic, Hindi, Korean — come without any preconceptions about what Roman letters sound like. This is actually an advantage: they have nothing to unlearn. However, some of these languages have Roman phonetic systems that students may know. Mandarin speakers may know Pinyin; Japanese speakers may know Romaji. Both use Roman letters but with different sound assignments to English, so the same issue of unlearning applies, though usually to a smaller set of sounds.

Prior English education and current level. Has the student studied English formally? For how long? Some students — particularly from Asian countries where English is taught extensively in schools — have a large passive vocabulary. They know what many words mean when they read them slowly, but cannot hear or speak English well because their schooling focused on grammar and translation rather than listening and speaking. These students need pronunciation work more than vocabulary work. Others are true beginners across the board.

Goals. Most adult ESL students have a specific goal. IELTS is the most common — a high IELTS score requires strong vocabulary across all CEFR levels from A0 to B2, and the ability to read extended texts with comprehension. Other students want English for work, travel, family, or study. Goals affect which vocabulary topics to prioritise and what kind of reading material to use in the eReader.

Student background	What this means for your starting point
Speaks a phonetic language (Spanish, Italian, Indonesian)	Concept of sounding out words is already understood. Focus on Fo√ne…tic √Ēng…lish characters and missing/difficult sounds. Progress will be fast.
Speaks a language with Roman alphabet but different sounds (French, German, Vietnamese)	Must unlearn some letter-sound associations. Allow extra time on those specific letters. Use the 'close sounds' and 'missing sounds' categories carefully.
Speaks a language with Pinyin or Romaji (Mandarin, Japanese)	Knows Roman letters with different sound values. Treat these like Roman alphabet speakers for those specific letters. Missing English sounds need full attention.
Speaks a non-Roman script language with no prior Roman exposure (Arabic, Korean, Hindi)	No preconceptions to unlearn. Learns Fo√ne…tic √Ēng…lish characters fresh. Missing sounds are the main challenge.
Literate in own language	Understands the concept of written language. Can transfer literacy skills once sounds are established.
Not literate in own language	Must learn the concept of decoding from scratch alongside the sounds themselves. More time needed in early stages.
Studied English at school, large passive vocabulary	Focus on pronunciation and listening. May be able to move quickly through vocabulary. Get them reading early.
Heritage speaker (grew up hearing English at home)	Good auditory discrimination, possibly good pronunciation, some vocabulary. May not be able to read. Will progress very quickly through all stages.
True beginner, no prior English	Start at A0. First session is entirely sounds. Expect a slower initial pace that accelerates quickly once sounds are established.

What the student sees in Fo√ne…tic √Ēng…lish text

Fo√ne…tic √Ēng…lish em√beds āll tңê in…for√mâ…ťiòn yoů nêed tȷ √qüick…lý, in√tů…it…ive…lý and √acc…ů…rate…lý sĳund ĳut √än…ý √Ēng…lish wòrd, which is tңè √rê…ál ob√jec…tive of √Рho…nics 1.0. With Fo√ne…tic √Ēng…lish, thẂre iş next tȷ √nò…thing tȷ learn! √Män…ý √pêo…ဇle can √fig…ure ĳut Fo√ne…tic √Ēng…lish just bΥ √sêe…ing text in Fo√ne…tic √Ēng…lish.

A student reading Fo√ne…tic √Ēng…lish text sees the word exactly as it appears in any English book or website. The spelling does not change. What Fo√ne…tic √Ēng…lish adds are visual cues layered on top of the existing letters:

Because the spelling does not change, a word the student learns to recognise in Fo√ne…tic √Ēng…lish text looks identical in any standard English book, website, or exam paper. There is nothing to unlearn when moving from Fo√ne…tic √Ēng…lish to standard English.

The Fo√ne…tic √Ēng…lish Font

The Fo√ne…tic √Ēng…lish cues are rendered by a custom font designed specifically for this purpose. The font has also been designed so that no two letters look alike in reflection or rotation. Characters that are commonly confused — like b, d, p and q — have been made visually distinct from each other.

The core principle: building automaticity

There is a deeper reason fluent reading matters so much. When a person reads, they are silently saying the words to themselves in their head and the brain understands those silent words using the same systems it uses for spoken language. The closer a student's reading speed gets to their speaking speed, the more easily they understand what they read. The brain is simply doing what it has been doing since the student first learned to listen. For ESL students, this means fluent decoding is the foundation everything else rests on: a student whose reading is slow and effortful has no spare capacity to follow meaning across a sentence, let alone across a paragraph.

What this means in practice

Praise effort and the willingness to correct, not right answers.

A wrong answer is valuable. It tells the student's brain exactly what needs to change. A student who gets something wrong and then corrects it is learning more effectively than a student who guesses right.

Do not make a big deal of errors. The system corrects them automatically. Keep the student in a relaxed, focused state where they can move quickly and try again without anxiety.

Speed is the signal you are watching. When response times drop, the student is building the neural pathways needed for fluent reading and listening.

The ESL teaching sequence

Stage	Focus	When
1	English sounds — all 42 phonemes, with emphasis on missing and difficult sounds for the student's language	First session and ongoing until solid
2	Pronunciation training — mouth movements, recording and self-correction, auditory discrimination	Runs alongside Stage 1 from the first session
3	Syllable sounds — progressive sounding out, syllable recognition, word recognition by sight	Begins once student has a working knowledge of Fo√ne…tic √Ēng…lish characters
4	Vocabulary and early reading — learning word meanings through simple sentences, building sightwords	Begins early, runs in parallel with Stage 3
5	Extended reading — eReader practice texts with comprehension questions	Typically from around Grade 3 equivalent reading level

The teaching tools in detail

For example, a French speaker sees the letter 'j' and instinctively produces the French sound for it — the 'zh' sound as in 'vision'. In English, 'j' makes a different sound entirely, as in 'jump'. The student must override an existing, automatic association and replace it with a new one. This takes deliberate repetition. Do not rush through these sounds. Spend extra time on any sound where the student's instinctive response is the wrong one.

For each missing sound, the tool provides a list of ten common English words that begin with that sound. This is useful because it gives the student immediate real-world context. However, some sounds — such as the 'u' in 'put' and the 'zh' sound in 'vision' — do not commonly appear at the start of English words. For these, the word list uses words where the sound appears within the word. Some students may already recognise some of these words from borrowed English words, brand names, or place names in their own language, which can help them anchor the new sound.

Students are shown how to make each English sound. There are images of the mouth from the front and in cross section. There are videos from the front and the side. With a compound sound like /w/ which is made up of the sound /oo/ closely followed by /u/, there is a video of an English speaker making the sound /oo/ then /u/ and combining them into /w/. Students can also record their own sound and compare it with the reference sound on the website.

The mouth movements for these sounds are relatively easy to make but the sound produced is soft, so a number of students don’t think they are making the sound correctly when they are. These sounds are almost never used by themselves in English: they are always followed by a vowel. Fo√ne…tic √Ēng…lish has taken the 5 soft sounds and recorded each of the soft sounds followed by a vowel. Regardless of their native language, students can practice their pronunciation by recording their sound and comparing it to the reference sound on the website.

Stage 1 — Instruction and first production

The tutor pages through the usual sounds of English in the English Sounds tool, asking the student to make each sound. This serves two purposes: it teaches the student how to use the tool, and it identifies which sounds the student cannot produce accurately.

For each problem sound, open the Pronunciation Instructions tool in a separate window alongside the English Sounds tool. The Pronunciation Instructions tool shows the student exactly how to make the sound — lips position, tongue position, airflow, and whether the sound is voiced or unvoiced.

Help the student get their camera working and open in a window next to the Pronunciation Instructions window. Being able to see their own mouth while watching the instruction makes a significant difference.

Ask the student to attempt the sound. Give feedback. Correct their mouth position if needed. Then ask them to try again. Even a brief period of focused practice on a single sound can produce noticeable improvement very quickly. A French speaker can learn to produce the unvoiced 'th' sound — a sound that does not exist in French — in a matter of minutes with the right instruction and a little practice.

Stage 2 — Listening discrimination

Once the student can produce the sound, they need to be able to hear it reliably in syllables and words. This is not the same skill as producing it. The Missing Sound Tool uses the Sounding out Syllables tool to teach missing sounds to students. The lessons are different for each language, as each language has different missing sounds. The lessons are indexed by missing sound, so a student wanting to learn a missing sound first selects their native language and then selects the Fo√ne…tic √Ēng…lish character that makes the missing sound from a drop down list of missing sounds.

Fo√ne…tic √Ēng…lish has analysed the sounds (phonemes) of many languages and has classified the sounds into exact and close matches and missing sounds. Fo√ne…tic √Ēng…lish has selected syllables which have a missing sound and common phonemes – sounds which are in both the foreign language and in English – so that the student will be able to partially discriminate the syllable sounds. The student listens to syllables containing the target sound and selects the correct box. At this stage they do not record their pronunciation. The goal is purely auditory discrimination — training the brain to distinguish this sound from others.

Lessons are organised by difficulty. Earlier lessons use syllables where the target sound is easy to discriminate. This usually means there are 2 or more common phonemes. Later lessons use syllables that are more challenging — for example, reducing the number of sounds that are shared between the two languages.

Stage 3 — Pronunciation practice with self-correction

Once the student can hear the sound reliably, they practise recording their own pronunciation and comparing it to the reference recording.

In the Syllable tool, a red microphone icon indicates that the student can record. The student records themselves producing the sound, then hears their recording and the reference recording played back continuously one after the other until the student presses the stop button. They can replay the sound comparison as many times as they want.

This is a powerful self-improvement loop. The student does not need the tutor present to do this — once you have shown them how to use it, they can practise independently. Teach the student how to use this feature in the first session and assign it as a key homework task.

The recording feature is available in many of the Fo√ne…tic √Ēng…lish tools, not just the Syllable tool. Look for the red microphone icon.

The Difficult Sound Tool uses the Sounding out Syllables tool to teach difficult sound pairs to students. The lessons are different for each language, as each language has different difficult sound pairs. The lessons are indexed by the two difficult sound pairs being taught, so a student wanting to learn a difficult sound first selects their native language and then selects the Fo√ne…tic √Ēng…lish characters that makes the difficult sound pairs from a drop down list of difficult sound pairs. Difficult sound lessons contain the missing sound pairs and real English words in Fo√ne…tic √Ēng…lish that differ only in the difficult sound — for example, 'thank' and 'tank', or 'thin' and 'tin'. The student hears a word and must select the correct box. Lessons are named using the two contrasting sounds, for example l–r.1, l–r.2, th–t.1, and so on.

Important rule for difficult sound lessons

Lessons should only contain words with one difficult sound pair at a time. Do not use a word that contains two difficult sounds simultaneously, as this makes it much more difficult for the student to isolate what they are practising.

For example, if both /a/ and /r/ are difficult for a student, do not use the word 'brat' which contains both. Use words that isolate a single contrast.

Once a student has a working knowledge of the Fo√ne…tic √Ēng…lish characters and can produce the main English sounds, this tool becomes the engine of decoding progress. It teaches students to recognise the sounds of syllables quickly and reliably. Once a student can recognize a number of syllables, the student can sound out words syllable by syllable to quickly learn to recognize words by sight – sightwords – you see a word, recognize its shape and instantly know its sound and meaning.

For students from phonetic language backgrounds: the concept of progressive sounding out will be immediately intuitive. These students already know how to decode written words by sounding them out, because they do it in their own language. Once they grasp the Fo√ne…tic √Ēng…lish characters, progress on syllables tends to be fast.

For students from non-phonetic or logographic language backgrounds: for example, speakers whose native writing system uses characters rather than letters — the concept of sounding out may need more time to establish. These students may initially try to memorise the whole word rather than decode it sound by sound. Demonstrate progressive sounding out clearly and practise it explicitly before moving into Practice Mode. [Note: both Mandarin and Japanese are logographic languages, but Pinyin for Mandarin and Romaji for Japanese are Roman alphabet representations used for typing in words on a QWERTY keyboard which are then translated into a logographic character.

Basic Vocabulary covers A0 and A1 — the simplest everyday English. Every word can be clicked to reveal its translation into the student's native language, the part of speech, and, where the word has multiple meanings, the precise meaning that applies in that sentence. Whole sentences can also be translated. Translation is essential at this level: ESL students cannot reliably infer meaning from English context alone when their stock of known English words is still very small.

Intermediate Vocabulary covers A2, B1 and B2. Translation stops here. The student is presented with two sentences each containing a blank, and chooses from a small set of options the one word that fits both sentences naturally. This forces the student to use exactly the inference skill they have been practising at A0 and A1, but now in English alone.

The Intermediate sentences are deliberately built almost entirely from A0 and A1 words the student already knows. So as the student learns each new A2, B1 or B2 word, the surrounding words are reinforcing earlier vocabulary at the same time. Forward progress and consolidation happen together.

The transition from Basic to Intermediate is a real shift in the student's experience and worth flagging in advance. Students who have come to rely on translation may push back when it disappears. Frame the change positively: by the time they reach A2, they have enough English to work out new meanings without falling back to their first language, and that ability is itself an important step toward fluency.

Teaching vocabulary through sentences also means that every vocabulary session is doing four things at once. The student is learning what words mean. They are learning to read decoding real sentences in Fo√ne…tic √Ēng…lish text, not isolated words. Because the sentences are written as natural conversational exchanges, the student is also learning how English speakers actually communicate: how questions are formed, how answers are phrased, how everyday interactions work. And because every sentence is grammatically correct, the student is absorbing correct English grammar through repeated exposure the same way native speakers acquire grammar naturally, without having to memorise rules. A student finishing a vocabulary session has not just learned words they have been reading, absorbing conversational English, and internalising correct grammar the entire time.

The most important habit to establish: infer before clicking

The single biggest factor in long-term retention is whether the student tries to work out a word's meaning before clicking to verify it. Even if they are wrong, the attempt to infer creates a memory trace that the verification then strengthens.

In the first few sessions, do not let the student click immediately. Ask: 'What do you think this word means? What clues do you have from the sentence?' Then let them click to check.

The dashboard will show whether students are pausing before clicking or clicking immediately. Check this at the start of every session in the early weeks.

When the student goes through the cycle above, they are doing eight useful things at the same time. It is worth understanding all of them, because if a student is not progressing, the cause is usually that one or more is being skipped:

A student who rushes through sentences without recording, clicks immediately without trying to infer, or skips the quizzes is losing several of these benefits at once. Use the dashboard to spot these patterns and intervene early.

Starting point	Recommended vocabulary level
True beginner, no prior English	A0 — 349 core survival words
Some basic English (greetings, numbers, colours)	A0–A1, skip known items quickly
Studied English at school, can read slowly	A1–A2 — assess first session
Conversational English, wants IELTS preparation	A2–B1 — assess and place precisely
Strong spoken English but weak reading/writing	Test at B1, may be able to start higher
Heritage speaker (English heard at home)	Assess carefully — may know B1+ vocabulary but lack reading skill

A0 vocabulary is taught through very simple survival sentences — short, practical exchanges covering introductions, basic needs, location, food, numbers, and everyday communication. These sentences use only A0 words and are designed to be immediately useful in real life. Because the sentences are readable in Fo√ne…tic √Ēng…lish from the start, A0 vocabulary work also introduces the student to reading in Fo√ne…tic √Ēng…lish right away.

The vocabulary tool includes courses teaching the meaning of common prefixes and suffixes. This is particularly valuable for ESL students because it allows them to infer the meaning of words they have never seen before. A student who knows the root word 'act' and knows that 're-' means again and '-ion' turns a verb into a noun can work out what 'reaction' means without being taught it directly. This reduces the total vocabulary learning load by approximately 30%.

In the first few sessions, your role is to teach the student how to use the vocabulary system correctly: infer before clicking, complete daily spaced reviews, take quizzes seriously. Once these habits are established — typically after the first three to four weeks — the student can work largely independently. Your role then shifts to accountability: checking the dashboard, identifying problems early, and keeping the student on track.

The eReader can also handle texts generated specifically for the student's interests or study subjects. A student studying history can read history content. A student preparing for a nursing qualification can read medical English. The system can generate materials written at the right level for any subject area, so the student builds English skills while learning content that matters to them. If a student is learning Indonesian history in Indonesian, Fo√ne…tic √Ēng…lish can write English reading practice materials that contain the core elements of the Indonesian history course, helping the student learn their course.

What to say to the student

"English spelling doesn't always match the way words sound. If you look at the word 'through', there is no way to know from the spelling alone how to say it. Fo√ne…tic √Ēng…lish fixes this — it adds information directly to the spelling that tells you exactly how every word sounds, without changing the spelling itself.

Before we can use that system, we need to make sure you can hear and produce all the sounds of English. Some of those sounds may be the same as in your language. Some will be similar. And some may be sounds you have never made before. That's what we're going to work on today.

When you get something wrong, that is useful. It tells us exactly what to practise. So don't worry about mistakes — they are part of the process."

Work through the same sounds first. Ask the student to click each box and produce the sound. These should be easy — but watch carefully, because some students produce a slightly different version of what they think is the same sound. Also show the student the Fo√ne…tic √Ēng…lish character that represents the sound. The student needs to learn that character because that character is the way we refer to the sound.

Why this matters

The recording and playback feature turns pronunciation practice into a self-improvement loop that does not require a tutor to be present. A student who can hear the difference between their pronunciation and the reference can correct themselves. This dramatically increases the amount of productive practice a student can do between sessions. Improved auditory discrimination often required the development of new neural pathways, and the only way to develop new neural pathways is practice. Improved auditory discrimination will also improve the student’s ability to self improve their pronunciation. A student can practice by themselves, which can assist students who do not like practicing in groups.

Assign specific sounds and syllables for recording practice as homework from the very first session.

Phase	Typical session balance
Sessions 1–3	70% sounds and pronunciation, 30% syllables and Fo√ne…tic √Ēng…lish characters
Sessions 4–6	40% sounds and pronunciation, 40% syllables, 20% vocabulary sentences
Sessions 7–12	20% sounds (targeted gaps only), 40% syllables and word recognition, 40% vocabulary
Sessions 13+	10% sounds (as needed), 30% vocabulary, 60% reading

Student can speak English but cannot read it
This is common among heritage speakers and people who learned English informally. These students often have good pronunciation and a reasonable vocabulary, but no connection between spoken words and their written form. They may find the Fo√ne…tic √Ēng…lish characters confusing at first because they have never needed to think about the sounds of individual letters.

Focus on: the Fo√ne…tic √Ēng…lish characters and what they represent. Use the English Sounds tool but move quickly — they can already produce the sounds. The challenge is linking sounds to characters, not producing the sounds themselves. Move to syllables and then reading as quickly as possible.

Student can read English slowly but cannot hear or speak it well
This is very common among students who studied English through grammar and translation, particularly in Asian school systems. These students may know a large number of written word meanings but have poor auditory discrimination and weak pronunciation. They may be surprised to discover how much of their vocabulary they cannot actually recognise when spoken aloud at natural speed.

Focus on: the full pronunciation training sequence. The missing and difficult sounds work is essential here. Get the student recording and comparing their pronunciation early. Some students who are sensitive to criticism may find practicing by themselves is a welcome relief. Reading can continue in parallel using texts they can read slowly, but the core work is pronunciation.

Student knows no English at all
The first session is entirely sounds. Begin with the same sounds for the student's language, move to close sounds, then begin the missing sounds. Assign pronunciation homework from the first session. Vocabulary sentences begin as soon as the student has a working knowledge of the Fo√ne…tic √Ēng…lish characters — this can start in the second or third session using A0 survival sentences.

Student has good English but specific pronunciation problems
For example, a student who is fluent and has a large vocabulary but cannot reliably produce the 'r' versus 'l' contrast, or the 'th' sounds. In this case, skip the early stages and go straight to the specific difficult sound training for those contrasts. Use the difficult sound lessons and alternate mouth movement exercises. This is the most efficient path for a student who is close to their goal but has specific gaps.

The guiding principle

The tools will tell you what a student knows and what they do not. Response times show where recognition is not yet automatic. Error patterns show where understanding has broken down. Dashboard data across sessions shows whether gaps are closing.

Use the data. Teach the gaps. Do not spend time on what the student already knows.

The tools log everything: which items were attempted, whether answers were correct, and how long each response took. For ESL students, the dashboard is especially important because there are more variables to track — sounds, syllables, vocabulary, and reading all running in parallel.

Be specific. For each homework item, say exactly what to do, which tool to use, and what target to aim for. Examples:

For ESL students, daily practice is especially important because sounds and vocabulary both require frequent repetition to become automatic. Encourage 15 to 20 minutes per day rather than one long session before each lesson. Short, frequent practice is far more effective than occasional long sessions for building the neural pathways that underlie fluency.

Situation	What to do	Tool to use
New student, first session	Talk first. Select native language. Work through same sounds, close sounds, missing sounds. Teach recording feature.	English Sounds → Pronunciation Instructions
Student cannot produce a missing sound	Open Pronunciation Instructions. Help student set up camera. Work on lip/tongue position. Practise until the sound is close.	Pronunciation Instructions
Student confuses two similar sounds	Use Difficult Sound lessons. Alternate mouth movement exercises. Use real word pairs that differ only in the problem sound.	Pronunciation Training — Difficult Sounds
Roman alphabet speaker with wrong letter-sound association	Extra repetition on that specific character. Do not rush. The old association is automatic and takes time to override.	English Sounds — Advanced Practice
Student from phonetic language background	Move quickly through sounds to syllables. Progressive sounding out will be intuitive. Focus on Fo√ne…tic √Ēng…lish characters.	Syllable Tool
Student knows words but cannot hear them spoken	Full pronunciation sequence. Recording and self-correction homework. Prioritise listening discrimination.	Pronunciation Instructions — Syllable Tool
Student bored with sounds, wants to start vocabulary	Start A0 vocabulary sentences alongside sounds. Keep sounds as homework.	Vocabulary → Sounds (homework)
Student stumbles on a word while reading	Fo√ne…tic √Ēng…lish cues first. Break into syllables. Use Pronounce Any Word if needed. Note sound for later practice.	Pronounce Any English Word
Student clicking vocabulary without inferring	Stop. Ask what they think the word means. Explain the 3x retention benefit. Check dashboard for pause indicators.	Vocabulary — Dashboard
Vocabulary reviews piling up	Make reviews mandatory. No new sentences until reviews are done. Explain why reviews prevent forgetting.	Vocabulary — Dashboard
Student has good English, specific pronunciation gap	Skip early stages. Go straight to the relevant Difficult Sound contrast lessons.	Pronunciation Training — Difficult Sounds
Student does not complete homework	Look at the dashboard together. Find out why. Adjust assignments if needed. Short daily sessions are better than one.	Dashboard
Student wants to know what a word means	Use vocabulary tool. Use sentence translation rather than word-by-word where possible.	Vocabulary / Fo√ne…tic √Ēng…lish Dictionary
IELTS preparation	Ensure A0 to B2 vocabulary coverage. Use reading texts matching IELTS topic areas.	Vocabulary → eReader

Tutor Guide: Teaching Non-Native English Speakers

Why teaching ESL students is different

Know your student before you start

What the student sees in Fo√ne…tic √Ēng…lish text

The core principle: building automaticity

The ESL teaching sequence

The teaching tools in detail

When the student goes through the cycle above, they are doing eight useful things at the same time. It is worth understanding all of them, because if a student is not progressing, the cause is usually that one or more is being skipped:

A student who rushes through sentences without recording, clicks immediately without trying to infer, or skips the quizzes is losing several of these benefits at once. Use the dashboard to spot these patterns and intervene early.

Fo√ne…tic √Ēng…lish is a new, scientific way to learn English, giving you better results in less time.

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