How to Plan an English Lesson When You and Your Students Share No Common Language
When you are teaching English without a shared language, plan what you can demonstrate rather than relying on verbal explanations. Objects, pictures, gestures, actions and simple board work can make meaning clear without translation.
Keep the amount of new language manageable, demonstrate activities before asking students to begin, and give learners repeated opportunities to hear and use the same vocabulary. Our teaching volunteer programmes place volunteers in classrooms and community settings where learners may have limited English, while this teaching volunteer review from Kerala provides a first-hand perspective.
A workable 45-minute structure
| Stage | Time | What you do |
|---|---|---|
| Warm up | 5 min | Recycle familiar language through pictures, gestures or a short activity |
| Present | 10 min | Introduce a small number of new words using objects, actions or drawings |
| Drill | 10 min | Practise pronunciation through whole-class and individual repetition |
| Practise | 15 min | Let pairs use the language in a demonstrated task |
| Check and close | 5 min | Review the target words and note what needs revisiting |
The timing is only a framework. Beginner groups may need longer for modelling and repetition, while more confident learners can move into pair work sooner.
Demonstrating instructions is especially useful where learners cannot yet understand sentences such as “work in pairs” or “take turns”. Perform the activity with one learner first and then ask the group to copy the pattern.
Techniques that reduce the need for translation
Total Physical Response, or TPR, is one useful technique. It was developed by psychologist James J. Asher, who worked at San Jose State College, and links language with physical actions. For example, learners hear an instruction such as “stand up” and respond by performing the action.
The British Council describes TPR as particularly useful with beginners and younger learners because meaning can be demonstrated physically rather than translated.
Other practical techniques include:
- use simple, natural language rather than speaking unnaturally slowly;
- use consistent gestures for recurring classroom instructions;
- introduce concrete vocabulary before abstract ideas;
- give learners time to process a question before rephrasing it;
- recycle vocabulary across several lessons rather than constantly introducing new material; and
- use the board to reinforce spoken language with a written form where appropriate.
The team make a similar point about adapting to local classrooms in volunteering in Kerala team talks.
Work with the local teacher or coordinator
Where a local teacher or project coordinator is available, involve them in planning. They can explain what learners already know, which topics are useful and whether particular examples or activities suit the local context.
This is particularly important in community-based adult classes, including programmes described in this women’s empowerment volunteer review.
Volunteer programmes in India include teaching projects in Kerala, while volunteering in Peru includes education and community placements in a Spanish-speaking environment. There is more background in why teach in India and further options through volunteer programmes for students.
Clear non-verbal communication can also be useful for students joining medical and nursing electives abroad or dental internships abroad, although clinical communication should always follow local supervision, consent and translation procedures.
Frequently asked questions
Do I need a TEFL qualification?
Not necessarily. Requirements vary between placements. A TEFL course can nevertheless help a first-time volunteer understand lesson planning, classroom management and language-teaching techniques.
How many new words should I teach per lesson?
There is no universal number. For a beginner class, a small group of carefully selected words is usually more manageable than a long vocabulary list. Adjust the amount according to age, ability and how well learners retain previous material.
What if nobody responds?
Return to a simpler model. Demonstrate the answer, use whole-class repetition and then invite individuals to respond once learners understand what is expected.
Can I use translation apps?
Yes, selectively. They can help clarify an essential word, but relying on them throughout a lesson can reduce opportunities for learners to infer meaning from context, pictures and actions.
How long should I volunteer for?
There is no single ideal duration. Longer placements can provide more continuity and give volunteers more time to understand the class, but programme lengths and local needs vary.
If teaching appeals to you, browse our volunteer abroad programmes and consider the learners and setting you would be most comfortable supporting. There is also a practical guide to choosing the right volunteer programme.