English Courses

English is probably the most important language today. This universal tool is our gateway to the world. Doorstep offers specialized training in the English language specially the English that is used for business and professional communication.

We have on board a number of skilled and experienced native English language instructors who provide quality one-on-one lessons online.


Speak English

We believe the only way to pick up a language is to converse with native English teachers. This is why we continue to engage native professionals to provide you the spoken English practice you need to improve your English speaking skills.

Our Teachers

All our teachers are selected by us to ensure you have a great learning experience.

Bring a Topic

The more common the interests, the more exciting the discussion and the better your English practice. Before beginning each session, bring a topic to discuss or let your teacher provide you one. Share favorite pastimes and hobbies. Learn about the government system, education or jobs market in each others’ country. Find out about popular tourist spots or what people do on holidays.

Make New Friends

All our teachers are your friends. In addition to helping you improve your English, you get a chance to make new friends from around the world and exchange cultural experiences with them.



Tips to attain good scores in TOEFL

If you are one of those international students who are seeking to pursue their career in any of the U.S based universities, you will need to take a special test called TOEFL. What is TOEFL? To summarize, TOEFL stands for Test of English as Foreign Language. Many students apply for TOEFL but very few of them are able to get through the exam with the adequate score that is needed to be able to qualify for an international university. However, passing TOEFL is not much of a deal if you are able to focus on the following points. The benefit of this will be that you will not get astray and you can expect to remain centered on the techniques that bear practical importance on a student’s ability to pass TOEFL.

Clarity of mind. The first and foremost. Before getting yourself enrolled for a TOEFL exam, it is always best to take out some time and reflect on questions like ‘Why do I want to take this exam?’ and ‘How to gain the wished target?’ Clarity of mind also incorporates an appropriate appreciation of the precise nature of TOEFL examination and the varied range of topics that you can expect to be tested in the TOEFL examination. It is highly recommended that you do NOT go for the exam unless you have given a meticulous thought to it.

Try to learn things more practically. When you are to appear in an exam as practical as TOEFL, first thing you might want to avoid is cramming. It is highly advised that you do NOT cram if you are serious about passing TOEFL with a good score. TOEFL expects candidates to possess certain personal characteristics and one of these traits is the candidate’s ability to deal with the situation on their own skills. Cramming is very likely to end up in failure. The kinds of questions that are asked in TOEFL examination vary to a great degree. No two questions ever match and each of those questions requires the candidate to answer them applying their own rational thinking skills.

Continuous practice. One of the most important keys to pass TOEFL is to have a good command over the English language and skills. Try practicing English by watching movies, listening to everyday news, reading newspapers and communicating in English with your family, friends or even pets. All that matters is that you practice and practice hard. The more you practice, the more your chances of passing the exam securing desirable marks.

Prepare mentally for TOEFL. One of the most important techniques to remember is not to lose your calm in the exam. Take some time out of the hectic preparations and give your mind some rest that it deserves for working so hard. This will help you stay in position during the examination and will also allow you a comfortable thinking skill while dealing with the diversified exam situations. A free and cook state of mind is considered a must for anyone appearing in TOEFL. It is important that you do not get your mind over burdened with the exam. The trick is staying cool and avoid taking too much pressure.

Get to know TOEFL. The reason why many people fail to attain the score that they desire in TOEFL is due to the fact that they fail to acquiesce themselves with TOEFL exam format. You are expected to bear in mind that TOEFL is an internet-based test (iBT) and is prepared by internationally popular academics body. You need to bear all these factors in mind while going for the exam and make suitable efforts to familiarize yourself with the exam format. Internet can be of enormous help in this regard. Use all the means you can to get to know the TOEFL more and more. As your knowledge about the format of the test increases, you will feel more confident and encouraged to perform better in the exam. Here are four parts of the TOEFL that you are going to be examined in

  • Reading. This will be a test of your reading skills. It comprises of different reports, paragraphs and you are required to answer numerous questions pertaining with them and make sense out of it. The study of newspapers on a regular basis can give you a really good practice in reading format.
  • Listening. If you want to improve your English listening skills, the best thing to do is to watch English movies and news.
  • Speaking. This is the part where most of the candidates get stuck. The reason being the fact that speaking good English is the most practical thing to do than reading, writing or listening. To enhance your speaking skills, you need to try practice speaking in English. You may practice English speaking with different people around you. You may talk to your friends, family and colleagues. Your cat can also be a good supporting friend to talk English to.
  • Writing. To improve your writing skills, you will need to think about your favorite topics and try writing short essays on them. This will give you really helpful practice in advancing your writing and analytical skills.

Keep a target score to achieve. Efforts made without an appropriate target set in mind are usually not as beneficial as the ones which are made with a clear focus in view. It is highly recommended that you set a minimum target score in mind and put in best of your efforts to achieve that. This will solve your many troubles and will save a lot of your time and energy. You will be able to work according to the target that you desire to attain and all your energies will be focused towards this end.

Despite all your tutor’s efforts and struggles to help you achieve the wishes for success in TOEFL, remember that it is eventually you who has to stand and face the exam. Therefore, keep confidence and do not panic under any situation. The answer is right there and you can do this.



Fundamentals for IELTS Preparation

The International English Language Testing System (IELTS), is an English language proficiency test. Established in 1989, IELTS assess the candidates’ aptitude in English language, who wish to either work or study in an English-speaking environment. It is jointly governed by the British Council, IDP private Ltd and University of Cambridge ESOL examinations.

Importance of the IELTS Test
Why should one prepare for IELTS? IELTS is the world’s proven and the most preferred form of language skills assessment. IELTS is recognized and approved by over 9000 organizations across the globe, including educational institutions/universities, immigration authorities, employers and government agencies.

IELTS is convenient in terms of its accessibility, the test is conducted four times a month in 140 countries. The content of IELTS test is garnered from the publications across the world. There are more than 400 locations worldwide where the tests are taken. It is designed and developed by the world’s foremost professionals in language assessment.

The IELTS test is designed in such a way that you do not pass or fail test. The test is scored on a nine-band scale. Bands scores on a scale from 1 to 9, 1 being the lowest and 9 being the highest. By good IELTS preparation, it is possible to score 9 bands!


  • Listening
  • Reading
  • Writing
  • Speaking

The Two Versions

  • IELTS Academic
  • IELTS General Training

Understanding the test format
In order to carry out fruitful IELTS preparation, it is important to understand the format. The IELTS Academic is officially recognized for immigration purposes. This test aims to measure the everyday English Skills, whereas the IELTS General Training test is for those, planning to study in higher education and for professional registration purposes. Both the test aims to assess the ability of the candidates’ listening, reading, writing and speaking skills in English.

The Difference Between the Two Tests
The reading and writing module is similar in both Academic and General Training versions of the tests, but the speaking and listening modules differ.

Which test module to choose?
Choosing the test module depends on the requirements of the organizations. Each organization has its own so check with them before starting your IELTS prepration. In some cases, both academic and general training may be accepted.

Test Format Details


  • Time allowed: 30 minutes + 10 minutes of transfer time
  • Task types: There are various tasks that need to be completed by test takers i.e. Multiple choice questions, Matching, map, diagram and labeling, forms completion, note completion, flowchart completion, summary completion, sentence completion and short Answer-Questions.
  • Sections: The test consists of four sections.
    • Section 1 is linked to the social context. There is a conversation between two people, focused on common situations (i.e. A conversation between a doctor and a patient, etc.)
    • Section 2 is a monologue, linked to the social context (e.g. Discussion in the arranging a meeting, etc.)
    • Section 3 is linked to the educational and training context. There is a conversation between three or more people. (E.g. A group of students discussing their class projects, etc.)
    • Section 4 is a monologue relating to the academic subject. (E.g. lecture on a certain subject, etc.)
  • There are a total of 40 questions. Each Section carries 10 questions. Native-speaker accent is used and the recording is played only once.
  • In this test, the candidates’ understanding of accurate information and acknowledgment of point of view and the proposition of the speaker is assessed.


  • Time allowed: 60 minutes (no extra transfer time)
  • Task types: There are various tasks that need to be completed by test takers, including Multiple choice questions, identifying information, identifying writer’s views/claims, matching information, matching features, matching sentence ending, sentence completion, diagram/labeling completion and short Answers-Questions.
  • Academic Reading: It has 3 sections with each section comprising of a long text. Texts are sourced from the magazines, books and newspapers, which are written for academic purposes.
  • General Training (reading). It consists of three sections.
    • Section 1 is comprised of a couple of short, accurate texts, relating to common situations.
    • Section 2 is comprised of two informative texts, focusing on work related issues.
    • Section 3 is comprised of one long, intricate text, relating to the topic of general interest.
  • There are total of 40 questions. Each section carries 10 questions. In this test, candidates’ reading for detail and gist, understanding of signifying meaning and writer’s views is assessed.


  • Time allowed: 60 minutes
  • Academic Writing: Task Types. The test consists of two tasks.
    • Task 1 is to summarize the charts, graphs and diagram presented to the candidate. The candidates will be asked to describe and object or an event or how something is done.
    • Task 2 is to evaluate the candidates’ ability to present a solution to a problem. Candidates are presented with different situations, point of view or a problem.
  • General Training Writing. The test consists of two tasks.
    • In task 1, the candidate is asked to write a letter, responding to a given situation or problem.
    • In task 2, the candidate has to write an essay of at least 250 words, on a given scenario or an argument, presenting justification to a point of view and compare evidence and opinion.
  • Both tasks assess the candidate’s precision and aptitude of grammar and vocabulary.


  • Time allowed: 11-14 minutes
  • Task types. It consists of three tasks. Introduction and interview, individual long turn and two way discussion.
    • In task 1, the candidate and examiner introduce themselves, furthermore, the candidate answers general questions asked by the examiner such as hobbies, family, reason to take the IELTS exam etc.
    • In task 2, a task card is given to a candidate which has particular topics written in it. The candidate has to prepare a talk and speak about the topic for one or two minutes.
    • In task 3, the examiner asks a few questions to the candidate, which are relevant to the topics of task 2.
  • In this test, the candidate’s ability to communicate, express ideas and opinions and speaking at length using the appropriate language are assessed.


With English being the official language of air travel, it’s important that all airline personnel can speak and understand English. Our primary focus with these lessons is speaking and listening.

Since pilots and air traffic controllers are expected to communicate in English over the radio, it’s crucial for them to understand one another. In the real world, our students are expected to listen to English over a possibly distorted radio, so listening is an important part of the course.

We test our students comprehension using resources that demonstrate a range of native and non-native English accents. We also conduct a lot of recorded speaking activities so our students can hear their own speech and make quick corrections based on our teachers’ guidance.

Our teachers use many resources from International Civil Aviation Organization and useful pronunciation tools designed specifically for aviation English students. These guidelines provide essential context on approaches in this field with specific activities we incorporate into our classes.


As the business world continues to become a close-knit global community, men and women from around the world are learning English in a professional capacity.

Our Business English teachers have competency in business and finance and use a wide variety of business vocabulary and themes from sources such as the Wall Street Journal and Harvard Business Review to include in the courses.

We understand that our Business English students are learning English for professional purposes. This is why our teachers prepare in advance and are able to properly answer your questions on topics such as meeting management, negotiations in English and more.

We know that students who need basic business English for the office setting will need a good vocabulary and basic conversational skills, while managers who’re expected to give presentations will need to work much more heavily on pronunciation and speaking skills.

Before starting any Business English class, our teachers conduct a survey to find out what experience (and strengths/weaknesses, if applicable) their students already have in English and how they expect learning English will better their careers.


Medical English continues to be a growing field as more pharmacists, doctors and nurses leave their home countries and work in English-speaking countries or countries with large international communities such as the UAE.

Our Medical English teachers have a background in one or more life sciences disciplines such as biology, anatomy and physiology.

Our Medical English lessons involve vocabulary-building exercises to help students remember difficult medical terms. They also focus on building speaking and listening skills, as well as improving reading skills so that students can understand those challenging medical journals.

Because most medical English students are already studying at the advanced level, we rely heavily on authentic English content like medical videos, talks and publications to create meaningful and challenging lessons.


As with aviation English, students learning English for tourism purposes don’t need to spend a lot of time improving their writing proficiency levels.

After completing this course, our students know how to do the following:

  • Use a wide range of basic vocabulary words related to health, medicine, travel, money, food and time.
  • Be able to express themselves in basic sentences.
  • Understand simple spoken sentences.
  • Know how to communicate in most situations they’ll encounter while traveling.

The goal of Tourism English is to give our students a basic working knowledge of the language so they can read directions and maps, understand basic words and phrases and speak intelligible sentences.


This course will help students develop basic language skills in listening, speaking, reading and writing English. Students will learn the basic skills they will need to communicate basic needs in English.


  • Ask and respond to simple, routine and predictable questions about personal information.
  • Communicate some basic needs in informal conversations.
  • Understand key words, some phrases, simple commands or directions and short sentences in simple conversations on personal topics.
  • Read a simple text that is related to daily life and experience: routine events, descriptions of people, places and things and simple instructions, etc.
  • Write a few sentences and phrases about topics that are familiar to the student: family, travel, food, health, etc.
  • Show some control over basic grammatical structures to communicate basic needs.


This course will help students improve their basic language skills in listening, speaking, reading and writing English. The course will help beginning level students become more confident so they can use what they learn to communicate familiar and basic needs in English with speakers.


  • Communicate in short routine conversations about needs and familiar day-to-day topics.
  • Ask and respond to simple and familiar questions.
  • Describe a situation, tell a simple story, and describe the process of obtaining basic goods and/or services using a variety of short sentences.
  • Read a simple two- to three- paragraph passage about daily life and experience.
  • Write simple descriptions of events, stories, future plans, or other familiar topics.
  • Effectively communicate in writing ideas and information about personal experience and everyday needs.


This course will help students develop beginning Intermediate language skills in listening, speaking, reading and writing English. Students will be able to use the basic language skills they learned at the beginner’s level courses and expand that knowledge and usage to more complicated settings. They will develop skills to effectively use language in increasingly more complicated and unfamiliar situations.


  • Participate in most routine social conversations and talk about needs and familiar topics of personal relevance.
  • Understand simple exchanges, short sets of common daily instructions and directions, direct questions about personal experience and familiar topics, routine media announcements, etc.
  • Understand the purpose, main ideas and some detail in some authentic two- to three- paragraph texts.
  • Effectively convey an idea, opinion, feeling or experience in a simple paragraph.
  • Write short letters and notes on a familiar topic.
  • Use and understand a range of common everyday vocabulary.
  • Use a variety of simple structures and some complex ones when speaking.
  • Effectively communicate basic needs in a culturally appropriate manner.


This course is designed to help students solidify their Intermediate language skills in listening, speaking, reading and writing English. The course will help students expand and extend their knowledge of English to more complex and unfamiliar situations. They will be developing skills to use more complex English constructions. Instructors will direct students to rely less on body language and to incorporate all the knowledge they have learned in previous courses when speaking, listening, reading and writing in English and/or with English speakers.


  • Communicate with some confidence in casual social conversations and in some less routine situations on familiar topics of personal relevance.
  • Communicate facts and ideas in some detail.
  • Follow the main ideas and identify key words and important details in verbal communication, and in moderately demanding contexts of language use (face to face formal and informal conversations, audio tapes and radio broadcasts) on relevant topics.
  • Follow main ideas, key words and important details in a one page (three to five paragraphs) plain language authentic prose and non-prose text in moderately demanding contexts of language use.
  • Get new information about familiar topics from reading mostly factual texts with clear organization, and within familiar background knowledge and experience.
  • Write one- to two- paragraph letters and compositions.
  • Use and understand a range of common everyday vocabulary, some common phrases and idioms.


This course is designed to help students improve their English language skills in listening, speaking, reading and writing beyond the basic level. Students will be able to use language in increasingly more complex and complicated environments.


  • Communicate effectively in most daily practical and social situations, and in familiar routine work situations, at both concrete and abstract levels.
  • Participate in formal and informal conversations, involving problem solving and decision making.
  • Speak on familiar concrete topics at a descriptive level and present a detailed analysis or comparison.
  • Participate in conversations with confidence.
  • Demonstrate an increased ability to respond appropriately to the formality level of a social interaction.
  • Understand more complex indirect questions about personal experience, familiar topics and general knowledge.
  • Follow main ideas, key words and important details in an authentic two- or three- page text on a familiar but partially predictable topic.
  • Read in English for information, to learn the language and to develop reading skills, but also begins to read very simple adult fiction for pleasure.
  • Write coherent paragraphs on familiar concrete topics with clear main ideas and some supporting details, and with a developing sense of audience.
  • Demonstrate mostly satisfactory control over complex structures, spelling and mechanics.
  • Use and understand an expanded inventory of concrete and common idiomatic language.


This course is designed to help students fine-tune their advanced English language skills in listening, speaking, reading and writing English. The course will extend students’ communicative competence to an advanced level of proficiency, refining the use and understanding of the intricacies of English. They will have many opportunities to carry out communicative tasks that require an exchange of information and negotiation of meaning, will extend their oral and grammatical skills, and will have a lot of opportunities to practice them in authentic communicative contexts.


  • Independently obtain, provide and exchange key information for important personal tasks, in complex routine and a few non-routine situations.
  • Actively and effectively participate in 30-minute formal exchanges about complex, abstract, conceptual and detailed information and ideas to analyze, problem-solve and make decisions.
  • Comprehend main points, details, speaker’s purpose, attitudes, levels of formality and styles when communicating in moderately demanding contexts of language use.
  • Comprehend an expanded range of concrete, abstract and conceptual language.
  • Can determine mood, attitudes and feelings.
  • Read authentic multipurpose texts: newspaper items, short stories and popular novels, sections of textbooks, simple routine business letters and documents.
  • Read in English for ideas and opinions, to find general information and specific details, to learn content areas, to learn the language, to develop reading skills and for pleasure.
  • Sufficiently grasp the meaning of text to paraphrase or summarize key points.
  • Write to offer and request information, clarification, confirmation, agreement/commitment, and to express feelings, opinions and ideas to mostly familiar and sometimes unfamiliar readers.
  • Demonstrate good control over common sentence patterns, coordination and subordination, and spelling and mechanics.
  • Interact and communicate with other English speakers in a culturally appropriate manner.



  • Identify individual letters
  • Use cardinal and ordinal numbers (e.g., begin to distinguish difference)
  • Greet others
  • Use basic vocabulary for social interaction
  • Ask simple questions in short phrases
  • Produce simple statements
  • Express lack of understanding
  • Respond to simple questions in a familiar situation
  • Ask for repetition (e.g., “What?” or “Today?”)


  • Spell some familiar words
  • Use numbers appropriately to provide personal information
  • Produce and respond to common greetings, introductions, and polite expressions
  • Produce simple statements in routine and familiar situations
  • Use the telephone to make an emergency call
  • Respond to simple questions in familiar situations demonstrating some control of grammar


  • Ask simple questions to satisfy survival needs
  • Spell some sight words
  • Answers simple questions on everyday activities with some detail
  • Participates in short conversations on everyday activities using appropriate conversation skills and monitoring for listener comprehension
  • Give simple one-step instructions and directions
  • Expresses likes and dislikes
  • Express lack of understanding (e.g. speak slower, please rephrase, I don’t understand)
  • Use the telephone to make an appointment


  • Produce simple statements, questions, and commands using familiar vocabulary
  • Participate in routine social conversations in familiar contexts (e.g., shopping, employment, school)
  • Give simple two-step directions
  • Retell a simple story
  • Use simple expressions of satisfaction/dissatisfaction and agreement/disagreement
  • Use simple expressions to express opinion
  • Express lack of understanding and ask for repetition or clarification
  • Use appropriate language in both informal and simple formal situations


  • Produce statements, questions, and commands (i.e., interact) in less familiar contexts with some detail
  • Ask and answer questions – using complete sentences when appropriate
  • Give directions to a specific location
  • Provide two and three step instructions with detail on how to do something
  • Request information and express needs (e.g., in person or by phone)
  • Express satisfaction/dissatisfaction and agreement/disagreement
  • Provide simple descriptions (e.g., describe a person, place or event)
  • Express opinions and provide factual information


  • Participate in discussions on topics beyond immediate survival needs (e.g., local news)
  • Explain concepts/ideas in organized manner using examples or details
  • Tell anecdotal stories as a part of conversation
  • Give detailed, multi-step directions and instructions in familiar settings
  • Clarify utterances by rewording or repeating in order to be understood by the general public
  • Select and report pertinent information (e.g., regarding an accident, change in procedure, etc.)
  • Request specific information in person or by phone
  • Use a variety of sentence patterns, new vocabulary, and high-frequency idioms in spontaneous conversation
  • Participate in social interactions using the appropriate degree of formality
  • Negotiate a solution/compromise
  • Use persuasion in conversation



  • Recognize letters of the alphabet
  • Recognize cardinal and ordinal numbers
  • Recognize/respond to basic survival vocabulary, greetings, and polite expressions (e.g. thank you,
    please, you’re welcome)
  • Respond to very simple questions in familiar contexts (e.g., personal information)
  • Follow simple one-step directions
  • Respond to simple requests for repetition (e.g. nod head, use body language, use the phrase I don’t understand)


  • Recognize letters of words when spelled or dictated
  • Recognize/respond to greetings and polite expressions in routine and familiar settings
  • Recognize/respond to simple questions/statements in familiar contexts (e.g., weather, family, employment)
  • Follow one-step directions in a familiar context to complete a simple task
  • Identify simple expressions indicating lack of understanding
  • Recognize/respond to requests for repetition
  • Recognize/respond to personal information questions


  • Listen for key vocabulary words in contextualized conversations
  • Recognize common words when spelled or dictated
  • Recognize/respond to alternative forms of basic questions in familiar contexts
  • Follow simple multi-step directions and instructions
  • Identify simple expressions indicating lack of understanding


  • Respond to statements, questions and commands using some expanded vocabulary
  • Respond to simple social conversation in familiar contexts (e.g., shopping, employment, school)
  • Follow simple two-step directions and instructions with some detail
  • Identify simple information from a conversation or in familiar contexts (i.e., listen with a purpose)
  • Use context clues to get main ideas and to identify details
  • Respond to simple requests for clarification
  • Distinguish language use in informal versus simple formal situations (i.e., pay attention to register)


  • Interpret statements, questions and commands in a variety of familiar situations
  • Follow multi-step directions to a specific location
  • Follow multi-step instructions on how to do something
  • Interpret information from a conversation and in a variety of contexts (e.g., in person, on telephone,
    over announcement)
  • Identify key information/details in a description
  • Respond to requests for clarification and elaboration
  • Understand more complex structures
  • Distinguish between facts and opinions in conversation
  • Recognize/respond to some common idioms


  • Respond to topics beyond immediate survival needs (e.g., news and events in the workplace or
  • Follow detailed multi-step directions and instructions in familiar situations
  • Respond to requests for clarification, elaboration, opinion, etc.
  • Identify details in a description (e.g., of a person, place or an event)
  • Obtain detailed information in a variety of contexts (e.g., from conversation or broadcast)
  • Recognize/respond appropriately to social cues in conversation in familiar contexts
  • Recognize/respond to conversational openers/closures and polite expressions as used by native speakers (e.g., “I have to get going….”, “I’d rather not…”, “How about going to…”)
  • Recognize/respond to idiomatic expressions in familiar situations



  • Identify upper and lower case letters of the English alphabet and numbers 0-100
  • Apply sound/symbol relationships to decode letters of the alphabet, consonant blends, and familiar short words
  • Recognize personal information words in print (e.g., first/last name, address, telephone number, SSN, date of birth, sex, marital status)
  • Recognize simple words and phrases related to immediate needs
  • Read learned sentences
  • Interpret simple signs and symbols in environment
  • Read dates and analog/digital clock times
  • Identify U.S. coins and currency and values
  • Read prices
  • Follow simple one-step directions and instructions that include pictures or modeling.


  • Apply sound/symbol relationships to decode familiar words (e.g., high frequency words for life skills)
  • Read cursive and printed materials
  • Interpret words and symbols on everyday signs
  • Scan for specific information on familiar documents (e.g., utility bill, pay stub).
  • Follow some simple written instructions that include pictures or diagrams (e.g., food preparation, simplified prescriptions, care labels)
  • Follow simple geographical directions on a simple map
  • Read some common sight words
  • Read simple sentences on a familiar topic.


  • Recognize alternate forms of basic information words on a personal information form (e.g., today’s date/current date, birth date/date of birth, sex/gender).
  • Read schedules and simple charts
  • Follow simple written multi-step instructions (e.g., food preparation, simplified prescriptions, care labels)
  • Read compound and complex sentences following punctuation cues
  • Read short simplified paragraphs on a single topic with familiar vocabulary (e.g., a description of a person, place, or activity)
  • Recognize base words, synonyms and antonyms
  • Identify patterns and categorize words
  • Read compound words and identify base word
  • Use prediction as a reading strategy


  • Apply sound/symbol relationships to decode new words in context
  • Apply simple context clues to determine the meaning of new words
  • Recognize standard words on a personal information form
  • Locate a word, number or item in alphabetical or numerical order (e.g., phone book, dictionary)
  • Comprehend simple and compound sentences in authentic materials
  • Identify main idea, chronological order, and simple transitions in texts on familiar subjects
  • Recognize prefixes, suffixes, homonyms, transition words, words with multiple meanings and some idioms
  • Read and understand multi- paragraph selections from a variety of genres
  • Read to compare and contrast information


  • Determine meaning of new vocabulary using context clues and decoding skills
  • Read simple descriptions and narratives on authentic topics
  • Follow specific written directions/instructions to perform an activity
  • Skim for main idea and scan for detail in prose text and on documents
  • Interpret information in an authentic paragraph or text to answer a question
  • Identify main idea, supporting details and transitions in a paragraph or text
  • Identify fact and opinion in a text
  • Compare information presented in two or three different sources
  • Make inferences from familiar texts
  • Recognize common idioms
  • Identify a writer’s purpose


  • Determine the meaning of unfamiliar words in text
  • Interpret factual materials (e.g., prose text, charts/graphs, and other visual presentations)
  • Read authentic materials on everyday subjects
  • Interpret and summarize descriptions and narratives on familiar topics
  • Take notes from texts/documents on unfamiliar topics
  • Vary reading strategies for understanding content on unfamiliar topics or technical information
  • Distinguish between literal and figurative language
  • Take notes while reading



  • If needed, develop fine motor skills to write legibly
  • Write upper and lower case letters and numbers 0-100
  • Write basic personal information words (e.g., name, address, telephone number,
  • Spell simple words
  • Copy simple words/phrases related to everyday life
  • Write dates and digital clock times.
  • Write money amounts
  • Write very simple learned sentences
  • Use simple punctuation (e.g., period, comma, question mark)


  • Write basic personal information (name, address, telephone number, employer,
    birth date, ID number etc.)
  • Write familiar simple words and short phrases from dictation
  • Complete short, simplified forms (e.g., check, job application, registration form)
  • Address an envelope
  • Write lists (e.g., shopping) and personal schedules
  • Write some simple phrases and simple sentences related to familiar situations
  • Use some simple basic punctuation (e.g., capitalization, periods, commas,
    question marks)


  • Write familiar simple sentences from dictation
  • Complete basic forms to satisfy survival needs (e.g., job application, school
    registration form, basic medical form, library card etc.)
  • Write simple sentences related to familiar situations
  • Prepare a map or very simple directions to home/apartment
  • Following a model, write a simple paragraph on a single topic
  • Use simple basic punctuation (e.g., capitalization, periods, commas, question
  • Write simple notes and messages (e.g., note to a teacher about a sick child, thankyou for a gift, etc.)
  • Spell words phonetically
  • Use simple graphic organizers


  • Write simple sentences from dictation
  • Write some compound and complex sentences
  • Complete more complex forms
  • Write out simple instructions with some detail
  • Write simple directions with some detail to a familiar location
  • Write short notes (e.g., to school, neighbor, coworker)
  • Compose simple letters (e.g., requests and offers).
  • Write a descriptive paragraph with some detail on a familiar topic that includes a
    beginning, middle and end (e.g., special place, tradition, event, etc.)
  • Apply basic capitalization, spelling and punctuation rules when writing
  • Take notes on familiar material transmitted orally
  • Use pre writing and editing strategies
  • Demonstrate some control of spelling
  • Use some idioms


  • Take detailed messages (e.g., phone message)
  • Take simple notes from authentic discourse
  • Complete authentic forms (e.g., job applications, insurance documents, medical
    history forms, etc.)
  • Draft, organize, write and edit a short paragraph using a topic sentence, supporting details and transitions
  • Write short letters of request /complaint


  • Write complex sentences in paragraphs
  • Demonstrate the correct use of capitalization, punctuation and spelling (e.g., using reference materials to edit and revise)
  • Use pre-writing skills to organize and develop a paragraph
  • Write a detailed paragraph with topic sentence, supporting details, and conclusion
  • Describe a detailed procedure in writing
  • Summarize articles on familiar topics
  • Identify parts of a composition — outlining content/sequence of paragraphs
  • Following a model, prepare a simple resume
  • Edit and revise drafts



  • Subject pronouns
  • Simple Wh- questions (e.g., Who, What, When, Where, Why, How) in present
  • Simple Yes/No questions (e.g., Is/Are…..? or Do/Does……?) in present tense
  • Affirmative and negative statements with the verbs “be” and “do”
  • Singular/plural (e.g., nouns, this/these)
  • Articles – “the, a/an”.
  • Simple structures — “It’s + day. // It’s + time. // It’s $5.00.”


  • Simple WH questions and responses (affirm./neg.)
  • Simple Yes/No questions and responses
  • Affirmative and negative statements with “be, do, have” and other high frequency verbs
  • Simple present continuous tense
  • Simple past with high frequency verbs such as “be, do, have”
  • Modal auxiliary verbs (e.g., can / have to + verb)
  • Singular/plural (e.g., count/non-count)
  • Simple Conjunctions (and, or, but)
  • Simple prepositions of time and place (e.g., in, on, at, next to, on the right)
  • Simple frequency adverbs (e.g., always, sometimes, never)
  • Possessive Adjectives (e.g., my, your, her, our)
  • Subject Pronouns


  • Present continuous tense
  • Modal auxiliary verbs (e.g., can / have to + verb)
  • Common irregular verbs
  • Subject-Verb agreement
  • Adjective + Noun
  • There is/There are
  • Contractions (e.g., I’m, she’s, isn’t, don’t)
  • Demonstrative adjectives (this/that, these/those)
  • Singular/plural (e.g., count/non-count)
  • Indefinite articles (some/any, much/many)
  • Possessive adjectives (e.g., my, your, her, our)
  • Conjunctions
  • Simple frequency adverbs (e.g., always, sometimes, never)


  • Simple past tense
  • Future tense (“will” + verb and “be going to + verb”)
  • Present perfect tense in high frequency situations
  • Simple modals (e.g., can/could, may/might, shall/should, will/would, must) in
  • Simple expressions for giving advice, inviting, and expressing regret
  • Comparative and superlative adjectives
  • Adverbs (too, very, enough)
  • Verb + Infinitive (e.g., want to __, need to __)
  • Possessives (e.g., girl’s , Tom’s )
  • Object pronouns (e.g., mine, his, hers, theirs, ours)
  • Conjunctions (and/or, but, either/neither)
  • Polite expressions (e.g., would rather, would you mind)


  • Past habitual with “used + infinitive”
  • Present perfect (contrast to other tenses and using “for, since, already, yet”)
  • Past continuous (in contrast to simple past)
  • Modals (e.g., ought to, had better, would rather)
  • Tag questions
  • Conditionals (e.g., present real, present unreal and past unreal)
  • Simple adverbial clauses (e.g., before/after, if/then, because/since)
  • Passive voice
  • Reflexive pronouns (e.g., myself, yourself, herself)
  • Common phrasal verbs and idioms (e.g., get ___, put ___, take ___ etc.)
  • Commonly confused verbs (e.g., do/make, say/tell, bring/ take, learn/teach,
    go/come, etc.)


  • Present Perfect continuous
  • Perfect Modals (e.g. should have, would have)
  • Embedded statements and questions
  • Compound and complex sentences
  • Modals and expressions indicating wishes doubt, regret, obligation (pay attention to register)
  • Gerunds and infinitives
  • Connectives (e.g., because, even, though, etc.)
  • Transitional adverbs (therefore, however)
  • Adverbial clauses
  • Phrasal verbs (separable and inseparable)
  • Idiomatic expressions



  • Chunks (words that often go together) and linking the words together [It’s a ___ .//itza ___//]
  • Letter-sound associations (phonemes)
  • One- and two-syllable word patterns
  • Syllable stress in numbers, days, months, etc. [THIRty verus thirTEEN]


  • Chunks (words that often go together) and linking the words together [It’s a ___. = Itza___.]
  • Letter-sound associations (phonemes)
  • Recognize/produce intonation for yes/no questions
  • Recognize/produce intonation for Wh-questions


  • Syllable stress of new vocabulary
  • S-ending sounds: /s/, /z/ and /Iz/
  • Intonation for yes/no questions
  • Recognize/reproduce pronunciation of chunks (words that go together) and linking the words together


  • Phonemes needed to enhance comprehensibility (e.g., based on learners’ needs — /l/ vs /r/ or /th/ vs /t/)
  • Stress of multi-syllabic words
  • Short and long vowel sounds (based on learners’ needs)
  • Schwa sound used in unstressed syllables
  • S-ending sounds: /s/, /z/ and /Iz/
  • Past “-ed” ending sounds: /t/, /d/ and /Id/
  • Shift in meaning when using different emphases in sentence stress
  • Intonation difference for questions and sentences


  • Phonemes needed to enhance comprehensibility (e.g., based on learners’ needs — /l/ vs. /r/ or /th/ vs. /t/)
  • Stress of multi-syllabic words
  • Short and long vowel sounds (based on learners’ needs)
  • Schwa sound used in unstressed syllables
  • Shift in meanings when using different emphases in sentence stress
  • Articulating word endings
  • Intonation differences for questions and sentences
  • Phrasing words into “thought groups or chunks” and pausing between the phrases


  • Stress of multi-syllabic words using learned rules to guess stress of new words
  • Phrasing words into thought groups and pausing between the phrases
  • Conversation management techniques, such as interrupting and “turn-taking”



What You Need

  • You will need a Skype account, with the most up to date version. If you don’t have a Skype account you’ll need to download the software and follow the instructions online. It’s free.
  • You must have access to a computer, Internet connection and a good quality sound card.
  • To hear any conversations you will need a good pair of headphones or computer speakers.
  • To speak you will need a good quality microphone with a reasonable sound card.
  • Alternately, you can also use your mobile or tablet.

Three Easy Steps

Complete Registration and Assessmentt Select Days and Timings Start Learning English


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Online English Speaking Course in Pakistan How to Learn, Fluently Speak and Improve Spoken Language Skills by Conversation Practice with Fluent Native Speakers in USA, UK, Canada and Australia

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