Why I Created Super English ESL

Super English ESL grew out of a problem I ran into as a teacher: I wanted lessons that were easy to use and helped students communicate, but finding the right materials took a lot of time.

I’ve spent years teaching ESL abroad in English centers and online, working with students at all levels. That includes classrooms in Vietnam and the very different experience of teaching through a screen. The setting changed, but one question stayed with me: could my students use what we had just practiced when I changed the question or gave them a new situation?

Teaching helped me see what was missing

Students could repeat a sentence or complete an exercise and still need a lot of help answering a question. I wanted the lesson materials to give them more opportunities to respond, ask questions, and make choices.

That meant thinking beyond individual worksheets. The vocabulary, sentence patterns, reading, and review needed to work together.

Going independent meant building a plan

When I began teaching independently, I needed materials I could keep using as my students progressed. Finding one activity for tomorrow was only part of the job. I also needed to know what would come next.

I started creating my own lessons and refining them through teaching. The aim was practical: make the lessons clear enough to teach comfortably, while giving students enough support to participate.

What I wanted the curriculum to do

I wanted teachers to have a starting point they could trust and adapt. A clear sequence helps with that. So do familiar activity formats, useful examples, and regular opportunities to revisit earlier language.

I also wanted speaking to be part of the lesson from the beginning. For a beginner, that might mean answering a simple question with support. Over time, the goal is to need less of that support and use the language more independently.

Sharing the materials with other teachers

The materials eventually became Super English ESL. The site now includes curriculum for children and adults, along with speaking and phonics resources.

I know teachers work in very different situations. A one-to-one online lesson doesn’t run like a busy classroom, and two students at the same level may need different amounts of practice. The materials give you a base; your decisions shape the lesson.

Take a look at a real lesson

If you’re considering the curriculum, I’d start by opening a free lesson. Look at the instructions, the language students practice, and the way the activities connect.

Then think about one student or class you teach. Would this help you prepare? Could you adapt it to their needs? That’s a more useful test than any description I could write here.

— Shane