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Every student learns differently. Some learners enjoy speaking in front of the class while others prefer to write their answers first. Some understand new English words quickly while others need more time, pictures or examples.

As a language teacher, you cannot create a separate lesson for every student. However, you can use inclusive teaching strategies to make lessons more accessible. This helps all students take part, understand new ideas and build confidence.

Here are a few simple ways to design accessible language lessons for all learners.

1. Give clear instructions in different ways

Clear instructions help students understand what they need to do. However, listening to instructions once may not be enough for everyone.

Try explaining a task aloud, writing the steps on the board and showing an example. Use short sentences and break longer activities into smaller steps. For example, before a writing activity, show students a short example paragraph. Then give them a simple list of steps to follow.

These inclusive classroom strategies can help learners understand tasks more easily and work with greater independence.

2. Use different types of learning materials

Pictures, audio recordings and written text can help language learners understand and remember new information.

For example, when teaching vocabulary about food, show pictures, say each word aloud and write it on the board. Students could then listen to a short conversation about ordering food in a restaurant. Using different types of materials gives students more ways to understand the same information.

Make sure your resources are accessible too. Use readable fonts, clear text and good color contrast. Add captions to videos and provide written versions of important audio content when possible.

3. Offer different ways to participate

Not every student feels comfortable speaking in front of the whole class. Some need more thinking time while others may find writing easier than speaking.

Give students different ways to share their ideas. They could write an answer, discuss it with a partner, complete a digital activity or speak to a small group before sharing with the class. For example, before asking students to discuss a question in English, give them a minute to write down their ideas.

This approach helps learners prepare for speaking activities and build confidence without removing opportunities to practise spoken English.

Learning is a lifelong activity regardless of age, position or ambition. Many teachers embody this philosophy themselves, and would like nothing more than for their teenage students to develop strategies to become independent learners. But teachers often feel frustrated when their students rely on them too much or show a lack of motivation and focus in the classroom.

Let’s look at how to start a project that holds your students’ attention. We’ll also go into how you can help your students practise and develop a range of English language skills at the same time.

The benefits of starting a project that interests your students

Group projects are motivating because they give students a common objective to work towards. The need to work as part of a team teaches teens collaboration skills such as accountability. When learners decide on roles within their groups it soon becomes apparent just how important it is for them to be responsible and do their part.

Project work also often encourages students to push themselves beyond their comfort zones as they try and test new skills. This is often true when learners are required to present on a topic or learn how to do something practical (like using PowerPoint or Google Slides for presentation design).

In addition, projects can test a variety of English language and 21st-century skills such as:

• Critical thinking skills (for planning and development of ideas)
• Topic/subject-specific vocabulary
• Reading and listening comprehension (for researching)
• Speaking skills (for group work)
• Creative skills (for project development and production)
• Presenting skills (for the final delivery of the project)

Furthermore, when projects take place over several classes, students often eventually get into a routine and seek less direction from the teacher. They know what needs to be done and get on with it in their groups. Of course, you will still need to monitor and offer guidance throughout the project.

The key elements of an independent learning project

Find a meaningful subject matter

First, you’ll need to start with a topic that engages your students. To discover this, put students in groups (online in breakout rooms or in the classroom) and have them work together and mind map some local, national or global problems they would like to solve.

For example:

• The local theater has closed down and they want to set up a new drama club.
• There is a lot of pollution in the capital city and they want to help reduce it.
• The rainforest is being deforested and they want to create awareness.

After they have a good-sized list, instruct each group to pick something they would like to learn more about. Alternatively, if your students are unlikely to find interesting problems to solve themselves, provide them with several short, level-appropriate reading materials about topics you think will catch their attention. That way they can learn about local or international issues and choose a project focus.

Balancing guidance and instruction

A vital goal of this project-based approach is to encourage students to be independent. That does not mean they should have no boundaries or objectives, however.

You’ll need to set deadlines, tell them what you expect of them and explain how they should present their projects at the end. And depending on their levels, your students will also need a certain amount of scaffolding. You can do this using a set of questions. For example:

1. What is the main problem you want to solve?
2. Who does it affect?
3. Why is it important to change?
4. What steps could you take to solve the issue?
5. Who could help you do this?
6. How could we do this as a group?
7. How can we present the issue to make people care about it?

These questions can form the basis of the project, which can last from one to several weeks, depending on their age, level and time constraints. Adapt the questions to suit your students and the specific needs of their projects.

Facilitating teamwork

Encourage students to work together to plan, research and present their ideas. Set days or classes by which certain project elements must be completed. This helps ensure that the students make progress and encourages them to ask you questions if they are stuck.

Decide whether you want to give set times during your classes to work on the project, or whether you want to dedicate entire classes to their work. Also, think about how much work should be completed in your student's own time. Their workload, level of English and access to technology will all impact your decision.

For example:

• Class one: Define the problem you want to solve. Consider what you need to find out, decide on individual roles and develop an action plan. Show the teacher your progress.
• Class two: Research your project questions and share what you find with the group. Is there anything else you need to know? Show the teacher your progress.
• Class three: Come up with a presentation outline and begin to work on it.
• Homework: Each work on your individual presentation section.
• Class four: Show the teacher your progress. Practise your presentations.
• Class five: Practise and then deliver your presentations.

You may wish to allow students the freedom to choose how they would like to present it. Give instructions on how long you expect the presentation to be. If working remotely, collaboration tools such as Google Docs, Padlet and Trello are excellent for facilitating teamwork.

Here are some ways you might ask them to present:

• A poster and presentation
• An online presentation (e.g. using PowerPoint)
• A website (on paper or online)
• A video presentation
• A theatrical production
• A podcast episode

Keep in mind that the objective is to help them research, present and deliver a project in English. Check in regularly on progress and provide feedback and help whenever needed.

While it’s important to monitor and guide them in English as they work, it’s also crucial to let students make their own decisions.

For admissions teams, English test results are more than just a number. They are a key indicator of whether a student is ready to succeed in an academic environment. But a common concern remains: can a test truly reflect a candidate's full language ability?

The answer lies in how the assessment is designed.  

PTE Express moves beyond traditional testing approaches by focusing on integrated, real-world language skills. Instead of evaluating skills in isolation, it measures how candidates use multiple skills together, reflecting the way English is applied in university settings.

For example, test candidates may be required to listen to information and respond in writing, or read content and communicate their understanding verbally. These tasks reflect real academic activities, such as attending lectures, participating in discussions and completing written assignments.