The   Covid-19 Pandemic has  quite unexpectedly altered  the  mode of instruction for English as a Foreign Language (EFL) in many countries. While teachers of English  are  struggling to cope with the situation,  a noticeable  trend  in many instances  is the attempt to  grab the  readily available digital  tool to deliver instruction. There  is also a significant rise in the facilitation of online teaching and learning  materials. But unfortunately most of them, particularly videos are found to be ones in which scholar/ teachers   regurgitate  their knowledge of the English language in a lecture mode in which they talk and talk before the camera with the assumption that their  unrelenting  endeavour is   aiding  learners  and transforming  the pedagogic scenario. Future Learn reported 13000 educators from around the world registered for their free Online course ‘How to teach online’. Cambridge University Press and  National Geographic Learning like many other leading publishers too have been offering webinars  and  making available  tips and strategies  for smooth transition to online learning. These however do  employ a  fully research based method or  principle  of  teaching  English. It is in this context,  that the investigator, a practicing teacher educator,  drawing on his two decade long experience of teaching using ICT attempted to evolve  an integrated  model by  fusing the  techno-pedagogic model, namely RASE developed by the  University of New South Wales  and  the  popular  ‘Six Principles of Exemplary Teaching’  currently being  promoted by Teaching English to Speakers of Other Languages (TESOL). The paper shares  the  rationale for  integrating the two models, the process involved and its benefits identified  through observation and feedback.  It is hoped that the proposed model  would provide guidelines for EFL  teachers struggling to cope with the new modalities of online instruction.

Keywords: EFL, ICT, Principles, RASE, Teachers.