Grammar Chants
Question Words
Question Words Chant
Teacher/Leader: Go!
Class/Group: Go!
Teacher/Leader: Who goes?
Class/Group: Who goes?
Teacher/Leader: He goes.
Class/Group: He goes.
Teacher/Leader: Where does he go?
Class/Group: Where does he go?
Teacher/Leader: He goes to school.
Class/Group: He goes to school.
Teacher/Leader: When does he go to school?
Class/Group: When does he go to school?
Teacher/Leader: He goes to school in the morning.
Class/Group: He goes to school at in the morning.
Teacher/Leader: How does he go to school?
Class/Group: How does he go to school?
Teacher/Leader: He goes to school by bus.
Class/Group: He goes to school by bus.
Teacher/Leader: What does he do at school?
Class/Group: What does he do at school?
Teacher/Leader: He learns lots of things.
Class/Group: He learns lots of things.
Teacher/Leader: Why does he go to school?
Class/Group: Why does he go to school?
Teacher/Leader: Because he wants to learn.
Class/Group: Because he wants to learn.
Questions with 'How'
Teacher/Leader: How!
Class/Group: How!
Teacher/Leader: How much?
Class/Group: How much?
Teacher/Leader: A lot!
Class/Group: A lot!
Teacher/Leader: How many?
Class/Group: How many?
Teacher/Leader: A few.
Class/Group: A few.
Teacher/Leader: How often?
Class/Group: How often?
Teacher/Leader: Sometimes.
Class/Group: Sometimes.
Teacher/Leader: How long?
Class/Group: How long?
Teacher/Leader: Two hours.
Class/Group: Two hours.
Teacher/Leader: How far?
Class/Group: How far?
Teacher/Leader: Twenty miles.
Class/Group: Twenty miles.
Teacher/Leader: How are you?
Class/Group: How are you?
Teacher/Leader: Fine!
Class/Group: Fine!
Teacher/Leader: How do you do?
Class/Group: How do you do?
Teacher/Leader: It's a pleasure.
Class/Group: It's a pleasure.
Teacher/Leader: How much is it?
Class/Group: How much is it?
Teacher/Leader: $20.
Class/Group: $20.
Teacher/Leader: How many are there?
Class/Group: How many are there?
Teacher/Leader: Ten!
Class/Group: Ten!
Teacher/Leader: How!
Class/Group: How!
Introductions
Teacher/Leader: Hi!
Class/Group: Hi!
Teacher/Leader: How do you do?
Class/Group: How do you do?
Teacher/Leader: How are you?
Class/Group: How are you?
Teacher/Leader: How do you do?
Class/Group: How do you do?
Teacher/Leader: How do you do.
Class/Group: How do you do.
Teacher/Leader: How are you?
Class/Group: How are you?
Teacher/Leader: I'm fine, and you?
Class/Group: I'm fine, and you?
Teacher/Leader: I'm fine thanks.
Class/Group: I'm fine, thanks.
Teacher/Leader: How do you do?
Class/Group: How do you do?
Teacher/Leader: How do you do.
Class/Group: How do you do.
Teacher/Leader: How are you?
Class/Group: How are you?
Teacher/Leader: I'm fine, and you?
Class/Group: I'm fine, and you?
Teacher/Leader: I'm great, thanks.
Class/Group: I'm great, thanks.
Introductions 2
Teacher/Leader: Hi!
Class/Group: Hi!
Teacher/Leader: How do you do?
Class/Group: How do you do?
Teacher/Leader: Nice to meet you.
Class/Group: Nice to meet you.
Teacher/Leader: How are you?
Class/Group: How are you?
Teacher/Leader: I'm fine and you?
Class/Group: I'm fine and you?
Teacher/Leader: What's your name?
Class/Group: What's your name?
Teacher/Leader: My name is Fred.
Class/Group: My name is Fred.
Teacher/Leader: Where are you from?
Class/Group: Where are you from?
Teacher/Leader: I'm from Seattle.
Class/Group: I'm from Seattle.
Teacher/Leader: Are you American?
Class/Group: Are you American?
Teacher/Leader: Yes, I am.
Class/Group: Yes, I am.
Teacher/Leader: Where are YOU from?
Class/Group: Where are YOU from?
Teacher/Leader: I'm from India.
Class/Group: I'm from India
Questions with 'Like'
Teacher/Leader: LIKE!
Class/Group: LIKE!
Teacher/Leader: What is he like?
Class/Group: What is he like?
Teacher/Leader: Nice and friendly!
Class/Group: Nice and friendly!
Teacher/Leader: What does she like?
Class/Group: What does she like?
Teacher/Leader: She likes sports.
Class/Group: She likes sports.
Teacher/Leader: What would you like?
Class/Group: What would you like?
Teacher/Leader: Food!
Class/Group: Food! Teacher/Leader: What does she look like?
Class/Group: What does she look like?
Teacher/Leader: Tall and pretty.
Class/Group: Tall and pretty.
Teacher/Leader: LIKE!
Class/Group: LIKE!
Teacher/Leader: What would you like?
Class/Group: What would you like?
Teacher/Leader: Something to drink.
Class/Group: Something to drink.
Teacher/Leader: What do you like?
Class/Group: What do you like?
Teacher/Leader: Watching TV and reading.
Class/Group: Watching TV and reading.
Teacher/Leader: What is she like?
Class/Group: What is she like?
Teacher/Leader: Nice and friendly.
Class/Group: Nice and friendly.
Teacher/Leader: How is he?
Class/Group: How is he?
Teacher/Leader: Fine
Class/Group: Fine
Verb + Gerund
Teacher/Leader: ING
Class/Group: ING
Teacher/Leader: like doing
Class/Group: like doing
Teacher/Leader: I like reading.
Class/Group: I like reading.
Teacher/Leader: love doing
Class/Group: love doing
Teacher/Leader: I love dancing!
Class/Group: I love dancing!
Teacher/Leader: HATE doing
Class/Group: HATE doing
Teacher/Leader: I hate working!
Class/Group: I hate working!
Teacher/Leader: avoid doing
Class/Group: avoid doing
Teacher/Leader: He avoided answering.
Class/Group: He avoided answering.
Teacher/Leader: finish doing
Class/Group: finish doing
Teacher/Leader: He finished playing tennis.
Class/Group: He finished playing tennis.
Teacher/Leader: practice doing
Class/Group: practice doing
Teacher/Leader: He practiced playing the piano.
Class/Group: He practiced playing the piano.
Teacher/Leader: try doing
Class/Group: try doing
Teacher/Leader: We tried chanting!
Class/Group: We tried chanting!
Teacher/Leader: ING!
Class/Group: ING!
Verb + Infinitive
Teacher/Leader: INFINITIVE!
Class/Group: INFINITIVE!
Teacher/Leader: would like to do
Class/Group: would like to do
Teacher/Leader: I'd like to come.
Class/Group: I'd like to come.
Teacher/Leader: appear to do
Class/Group: appear to do
Teacher/Leader: He appears to like the show.
Class/Group: He appears to like the show.
Teacher/Leader: claim to do
Class/Group: claim to do
Teacher/Leader: They claim to work hard.
Class/Group: They claim to work hard.
Teacher/Leader: hope to do
Class/Group: hope to do
Teacher/Leader: Hope to see you soon!
Class/Group: Hope to see you soon!
Teacher/Leader: learn to do
Class/Group: learn to do
Teacher/Leader: He learned to play golf.
Class/Group: He learned to play golf.
Teacher/Leader: need to do
Class/Group: need to do
Teacher/Leader: I need to do some work.
Class/Group: I need to do some work.
Teacher/Leader: want to do
Class/Group: want to do
Teacher/Leader: He wants to come.
Class/Group: He wants to come.
Teacher/Leader: INFINITIVE!
Class/Group: INFINITIVE!
Pronouns
Teacher/Leader: I
Class/Group: I
Teacher/Leader: I, me
Class/Group: I, me
Teacher/Leader: My book.
Class/Group: My book.
Teacher/Leader: That's mine.
Class/Group: That's mine.
Teacher/Leader: You
Class/Group: You
Teacher/Leader: You, you
Class/Group: You, you
Teacher/Leader: Your book
Class/Group: Your book
Teacher/Leader: That's yours.
Class/Group: That's yours.
Teacher/Leader: He
Class/Group: He
Teacher/Leader: He, him
Class/Group: He, him
Teacher/Leader: His book
Class/Group: His book
Teacher/Leader: That's his.
Class/Group: That's his.
Teacher/Leader: She
Class/Group: She
Teacher/Leader: She, her
Class/Group: She, her
Teacher/Leader: Her book
Class/Group: Her book
Teacher/Leader: That's hers.
Class/Group: That's hers.
Teacher/Leader: We
Class/Group: We
Teacher/Leader: We, us
Class/Group: We, us
Teacher/Leader: Our book
Class/Group: Our book
Teacher/Leader: That's ours
Class/Group: That's ours
Teacher/Leader: They
Class/Group: They
Teacher/Leader: They, them
Class/Group: They, them
Teacher/Leader: Their book
Class/Group: Their book
Teacher/Leader: That's theirs.
Class/Group: That's theirs.
Simple Present
Teacher/Leader: I
Class/Group: I
Teacher/Leader: I know you.
Class/Group: I know you.
Teacher/Leader: He
Class/Group: He
Teacher/Leader: He knows you.
Class/Group: He knows you.
Teacher/Leader: I
Class/Group: I
Teacher/Leader: I don't know.
Class/Group: I don't know.
Teacher/Leader: He
Class/Group: He
Teacher/Leader: He doesn't know.
Class/Group: He doesn't know.
Teacher/Leader: We
Class/Group: We
Teacher/Leader: We enjoy this class.
Class/Group: We enjoy this class.
Teacher/Leader: She
Class/Group: She
Teacher/Leader: She enjoys this class.
Class/Group: She enjoys this class.
Teacher/Leader: You
Class/Group: You
Teacher/Leader: You don't complain.
Class/Group: You don't complain.
Teacher/Leader: She
Class/Group: She
Teacher/Leader: She doesn't complain.
Class/Group: She doesn't complain.
Teacher/Leader: They
Class/Group: They
Teacher/Leader: Do they like it?
Class/Group: Do they like it?
Teacher/Leader: He
Class/Group: He
Teacher/Leader: Does he like it?
Class/Group: Does he like it?
Teacher/Leader: I, you, we, they
Class/Group: I, you, we, they
Teacher/Leader: no S, no S, no s
Class/Group: no S, no S, no S
Teacher/Leader: He, She, It
Class/Group: He, She, It
Teacher/Leader: yes s, yes s, yes s
Class/Group: yes s, yes s, yes s
Describing Vocabulary for Cinema, Movies, and Stars
Speaking about various actor and actress and the films they have appeared in provides
an ideal opportunity for students to use "bigger than life" descriptive adjectives - thus
widening their the descriptive vocabulary skills.
Aim: Improve vocabulary skills used when speaking about the cinema, films and
movies
Activity: Matching exercise combining descriptive adjectives and famous actors and
actresses
Level: Intermediate
Outline:

Ask students to name some of their favorite actors and actresses. Encourage them
to use descriptive adjectives to describe them.

Have students pair up and use the activity. Ask them to choose one or two
descriptive adjectives that they feel describes the actor or actress best. Students
should feel free to discuss their opinions.

As a class, go through the list of actors and actresses and discuss which
adjectives they have chosen to describe the various actors and actresses.

As a follow up activity, ask students to choose an actor or actress that they are
very familiar with and write a description of the various films that he/she has
done using the various descriptive adjectives from the list, as well as others that
they know or look up in a dictionary.
How would you describe your favorite actor or actress?

Woody Allen

Handsome

Marilyn Monroe

Comely

Roberto Benigni

Plain

Anthony

Overrated

Impeccable

Judy Foster

Boring

Dustin Hoffman

Extrovert

Jim Carey

Sophisticated

Demi Moore

Agile

Arnold

Sinister

Multi-talented

Sophia Loren

Beautiful

Bruce Willis

Absurd

Will Smith

Versatile

Meg Ryan

Ironic

Tom Hanks

Glamorous

You choose!

Idiotic

You choose!

You choose
Hopkins
Schwarzeneger
Movies, Films, Actors and Accesses
Almost anywhere you go these days people love to talk about what they have seen in
the cinema. Any class, will usually be well versed in both their own native country's
films and the latest and greatest from Hollywood and elsewhere. This subject is
especially useful with younger students who might be hesitant to speak about their own
lives. Speaking about films provides an almost endless font of possibilities for
conversation. Here are a few ideas:
Aim: Promoting conversation - especially with younger students who might be hesitant
to speak about their own lives.
Activity: General introduction to films, dictation and short listening exercise, followed
by students' discussing their answers to dictated questions.
Level: Intermediate to advanced
Outline:

Introduce the topic by asking students to name different types of film and a film they kn
of that represents that genre. Example: Comedy - Manhattan by Woody Alan

Dictate the following questions to the students - they need only write down their respon
o
What is your favorite non - Italian, German, French, etc. (you name the nationali
film?

o
What is your favorite Italian, German, French, etc. (you name the nationality) fil
o
Who is your favorite actor or actress?
o
What is the worst film you have ever seen?
o
In your opinion, who is the worst actor or actress in film today?
Have students put aside their answers to the above questions.

Read the short description of the film provided with this lesson (or invent a short descri
of a film you know that most students have seen). Ask the students to name the film.

Have students divide up into small groups and discuss a film they have all seen. After t
discussed the film, ask them to write a short description of the film like the one you hav
read to the class.

Groups read their summaries aloud to the other groups which need to name the films
described. You can easily turn this into a little competitive game setting the number of
the descriptions can be read aloud.

Returning to the questions at the beginning of class, ask each student to choose one of t
questions and answer that question explaining to the other students their reasons for
choosing that film or actor/actress as the best/worst. During this part of the lesson stude
should be encouraged to agree or disagree and add their own comments to the discussio
hand.

As a follow-up homework task, students can write a short review of a film they have se
be discussed during the next session.
Which Film?
This film takes place on an Italian island. An exiled, communist poet comes to the island and
slowly becomes friends with a simple, local man. The film seems to be about learning which
take place between friends. During the film, the poet helps his friend persuade a beautiful you
woman to become his wife by helping the man write love letters. The film follows the maturin
a young, simple man through his contact with a famous man who he admires greatly.
Answer: "The Postman" by Massimo Troisi - Italy, 1995

Lesson Plan: Integrating Target Structures

This week's feature focuses on an integrating a lesson plan to focus on one
targeted area in using different language skills. The example lesson plan
focuses on the use of recycling language, namely the passive voice, to help
students learn inductively while at the same time improve their oral production
skills. By often repeating the passive voice in various guises the students
become comfortable with the use of the passive and can then go on to actually
employ the passive voice in speaking. It is important to remember that the
subject area that the should speak about needs to be limited as to not male the
task too difficult by giving students too much choice. In the past, I have often
allowed students to choose their subject, however I have noticed that when the
oral production task is clearly defined, students are more able to produce the
targeted structure because they are not worried about inventing some subject or
saying something clever.
Please feel free to copy this lesson plan or use the materials in one of your own
classes.
LESSON AIMS

Students will improve recognition of the differences between the passive voice and
active voice with particular attention paid to the present simple, past simple, and
present perfect passive forms.

Students will inductively review passive form structures.

Students will quickly review language used to express opinions.

Students will contextualise the use of the passive by first making guesses about
Seattle, and then finding out about certain facts about that city

Students will focus on passive oral production skills in the context of speaking
about Tuscany.

POSSIBLE PROBLEMS

Students will almost certainly have problems with using the passive form in
production activities. As the class is an intermediate level, students have
principally concentrated on acquiring oral skills using the active voice. For this
reason, I have chosen the narrow focus area of speaking about Tuscany so that
students can focus on a specific subject in the context of speaking about their part
of the world.

Students might tend to place the subject of the passive sentence after the participle
as they are used to an object being the object of a verb and not the subject of the
sentence.

Students might have difficulties in recognising the difference between the passive
voice and the present perfect active.

Students might substitute /d/ for /t/ in certain participle endings with verbs such as
'send'.
SKILLS
1. Reading Short prepared text with passive and active in the present simple, past
simple, and present perfect forms.
2. Speaking. Develop skimming skills by scanning text to locate facts about Seattle.
Speaking Making guesses and expressing opinions about Seattle.
Speaking about Tuscany using the passive voice.
3. GRAMMAR
Inductive grammar review of the differences between the passive and active
focusing mainly on the present simple, past simple and present perfect passives.
MATERIALS
Teacher produced
Lesson Plan
Lesson
Phase
Exercises
Purpose
Relate story about
Cavalleria Rusticana
To call to mind and refresh student
which was written by
awareness of the passive voice in a
Warm-up 5
Mascagni in Leghorn, ask
relaxed introductory segment. By
minutes
students if there are any
taking about Leghorn, students are
other famous things that
prepared for the following activities
are produced etc. in
concerning Seattle.
Leghorn.
A. As a class, illicit
language used to express
opinions.
Guess Work
B. Look at Seattle fact
10 minutes
sheet
C. In pairs, quickly
discuss which facts they
think are true or false.
Quick review of language used to
expresses opinions and make guesses.
By working through the fact sheet
students will hopefully begin to
intuitively use the passive voice while
contextualising the use of the passive
when used to describe a native city or
region. This section also creates student
interest in the following reading
selection by asking them to guess if the
facts are true or false.
To inductively improve the
recognition of the differences between
the active and passive voice. In section
Reading 15
minutes
A. Have students read
A students become aware of the
short text about Seattle
differences by seeing repeated use of
B. Have students
both the active and passive voice. In
underline passive voice
section B students inductively increase
structures.
their recognition skills by underlining
C. Students discuss what
the passive form. At the same time,
the differences are
students improve their skimming skills
between the active and
by checking if their previous guesses
passive voice.
about Seattle were correct. Section C
D. Class review of
allows students to learn from each other
passive structure.
in a relaxed manner. Finally, section D
helps students review the passive voice
as a class with confirmation by the
teacher.
A. As a class, discuss
Use of passive voice to describe
which passive utterances
favourite subjects. By having students
could be used to describe
speak about Tuscany, students con focus
Oral
a region. (i.e. Wine is
on correct passive voice production in
Production
produced in Chianti)
the contextualised situation of speaking
15 minutes
B. Have students divide
about your native region or city. After
into groups of three.
having listened to group work around the
C. Each group should
class, the teacher can then help students
focus on using the passive
with common mistakes.
voice to describe Tuscany
to his/her partners.
D. Class correction of
common errors.
Here are the Materials used for the lesson:
Seattle Fact Sheet

The basketball team "The Lakers" are from Seattle

It often rains in Seattle

Silicon valley is near Seattle

Bill Gates and Microsoft are located in Seattle

Chrysler cars are manufactured in Seattle

Bruce Springsteen was born in Seattle

"Grunge" music comes from Seattle

Seattle is in the Southwest of the United States
My Hometown
Many years ago, I was born in Seattle, Washington USA. Seattle is located in the
Northwest corner of the USA. Recently, Seattle has become the focus of much
international attention. Many films have been made there, probably the most
famous of which is "Sleepless in Seattle" starring Meg Ryan and Tom Hanks.
Seattle is also known as the birthplace of Grunge music, both Pearl Jam and
Nirvana are from Seattle. For older people like myself, it should be noted that
Jimmi Hendrix was born in Seattle! NBA fans know Seattle for the "Seattle
Supersonics" which has played basketball in Seattle for more than 30 years.
Unfortunately, Seattle is also famous for its bad weather. I can remember weeks
and weeks of grey, wet weather when I was growing up.
Seattle has also become one of the fastest growing business areas in the United
States. Two of the most important names in the booming business scene in
Seattle are Microsoft and Boeing. Microsoft was founded and is owned by the
world-famous Bill Gates (how much of his software is on your computer?).
Boeing has always been essential to the economic situation in Seattle. It is
located to the north of Seattle and famous jets such as the "Jumbo" have been
manufactured there for more than 50 years!
Seattle is positioned between the Puget Sound and the Cascade Mountains. The
combination of its scenic location, thriving business conditions and exciting
cultural scene makes Seattle one of America's most interesting cities.
Discuss your ideas for effective teaching on the bulletin board.
Conversation - Which school do we choose?
The following conversation lesson provides a fun proposition: If you could choose one
of the following language programs in countries where English is spoken as a native
language, which would you choose? Discussion of this question among small groups
can lead to some very interesting insights about why students have chosen to study
English - for the students, as well as the teacher. The functional focus is on expressing
opinions and preferences, disagreeing and negotiation skills.
Aim: Conversational skills in expressing opinions, preferences, disagreeing and
negotiation
Activity: Which school would you choose and why - discuss with partners and choose
one school
Level: Intermediate
Outline:

Have a short class discussion about the different reasons they have for learning
English.

Quickly review vocabulary used for expressing opinions, disagreeing etc. (look at
worksheet).

Ask students to divide up into small groups of 3 to 5.

Give students worksheets and ask them to choose one of the programs while
evaluating the pros and cons of the various school options according to their
preferences.

Hold short feedback session asking students which school they have chosen and
why.

If suitable, ask students how their choices reflect their English learning goals as a
way of awareness raising about their own English learning objectives. This can
be a rather surprising exercise, as well as insightful and useful for future lesson
planning!
Which School Should We Choose?
Imagine that your group would like to study at an intensive English program in a
country where English is the primary language. You have the following three schools
from which to choose. Decide which school you would like to attend basing your
decisions on whatever reasons you feel are valid (i.e. free time, English learning goals,
cost, duration, curiosity about the country and its culture, etc.). Below you will find
phrases and language helpful in expressing opinions, preferences and disagreeing.
Suggestions:
Where shall we...., Let's ..., Why don't we...., What about...., How about....
Opinions, Preferences:
I think..., In my opinion..., I'd like to..., I'd rather..., I'd prefer..., The way I see it..., As
far as I'm concerned..., If it were up to me...
Disagreeing:
I don't think that..., Don't you think it would be better..., I don't agree, I'd prefer...,
Shouldn't we consider..., But what about..., I'm afraid I don't agree...
School Choices
British Best

London, England

Language instruction 6 hours a day, Monday through Saturday

Housing with a British family - breakfast included

14 days - 12 days of instruction

Teachers qualified with TEFL Certificate

4 Outings included: Tate Gallery, Concert in Royal Albert Hall, The Countryside
around London, Cats (Musical)

Price: $1,500 round-trip airfare included
Hawaiian Paradise Learning

School located in a park on Oahu Island 60 miles from Honolulu

Language instruction 4 hours a day, Monday through Friday

Housing in a bungalow 5 minute walk from the beach - breakfast, and dinner
included

14 days - 10 days of instruction

English native speaking teachers

Beach Party, Scuba-Snorkel Safari, Wind-Surfing included

Price: $1,700 round-trip airfare included
English Program at University of Whatchamacallit

School located in the small town of Paluka in Wyoming, USA, population 40,000

University staff - all teachers with Masters Degree

Language instruction 5 hours a day, Monday through Saturday

Dormitory style housing, breakfast, lunch and dinner included

14 days - 12 days of instruction

Nature walks, meet American students party (party to make introductions
between US students and international students), skiing at weekends included

Price: $1,400 round-trip airfare included .
Let's Do Tourism - Discussion and Debate Lesson for Advanced Level Classes
Many thanks to Kevin Roche, a colleague of mine, who has kindly allowed me to
include his conversation lesson on the site.
Tourism is becoming more and more important - especially for those learning English.
Here is a two part lesson which focuses on the question of developing tourism as an
industry in your local town. Students need to develop concepts, discuss local economic
problems and solutions to those problems, think about possible negative impacts and
finally make a presentation. These two lessons provide a great long term project for
upper level students, while offering an opportunity to use English in a number of
"authentic" settings.
Let's Do Tourism - Part 1
Aim: Discussion, explaining, reasoning, agreeing and disagreeing
Activity: Tourism - Do we need it? Discussion of pros and cons of developing local
tourism
Level: Upper intermediate to advanced
Outline:

Split students into two groups - one group representatives of 'Let's Do Tourism', a
tourism development company. The other group representatives of the residents
of your city and are in opposition to the plans of 'Let's Do tourism'.

Give each student a copy of one of the discussion notes.

Ask students if they have any questions on the explanatory notes.

Give students fifteen minutes to prepare for the discussion in their groups.
Students should discuss the points mentioned and any other points they may
come up with in their groups.

Circulate around the classroom helping students and taking notes on common
language problems.

Have students get back together and try to convince you (or another chosen group
of students) of their reasoning.

Begin the activity follow-up by going over some of the more common mistakes
made by students.

Finish the activity as a class by asking each student to choose one reason either
for or against the project. Each student should then disucuss one of the points in
front of the rest of the class. Ask other students to comment on the arguments
presented.
Your Town, The Next Tourist Paradise?
A company called 'let's Do Tourism' is panning to invest a large amount of money to
turn your town into a major center for tourists. They have made plans to manufacture a
number of hotels and other tourist infrastructure in your town. As well as the hotels,
they have also made plans to radically improve the night life in your town by opening a
string of clubs and bars. They hope that by the year 2004 your town will be a major
competitor within the tourist industry in your country.
Group 1
You are representatives of 'Let's Do Tourism' your aim is to promote the plans of your
company and to convince me that tourism is the best solutions for your city. points to
concentrate on:

The increase in jobs that will come with the increase in investment.

They money that the tourists will bring into the local economy

The progress and development of your city which will result in it becoming more
important with not only your region, but also your country as well.

Better for the young people of your city as there will be much more investment in
leisure industries.
Group 2
You are the representatives of the residents of your city and are in opposition to the
plans of 'Let's Do tourism'. Your aim is to convince me that this is a bad idea for your
town. Points to consider:

Environmental issues - tourists = pollution

Troublemakers - many tourists have no respect for the places they visit and are
only interested in getting drunk and causing trouble.

The rise in tourism will bring about radical changes and will result in the
traditional way of life in your town being lost. Perhaps forever.

Rather than promoting the position of your city in your country, this move will
make your city the laughing stock of your country.
Let's Do Tourism - Discussion and Debate Lesson for Advanced Level Classes
Tourism is becoming more and more important - especially for those learning English.
Here is a two part lesson which focuses on the question of developing tourism as an
industry in your local town. Students need to develop concepts, discuss local economic
problems and solutions to those problems, think about possible negative impacts and
finally make a presentation. These two lessons provide a great long term project for
upper level students, while offering an opportunity to use English in a number of
"authentic" settings.
Let's Do Tourism - Part 2
Aim: Discussion, use of present perfect, present perfect continuous, second conditional,
presentation skills
Activity: Tourism - Let's Do Tourism - presentation of tourism scheme developed by
student groups
Level: Upper intermediate to advanced
Outline:

Split students into two or more groups - each group is going to compete for a
contract to develop a new tourism center in your town.

Give each student a copy of one of the discussion notes.

Ask students if they have any questions on the explanatory notes.

Give students fifteen minutes to prepare for the discussion in their groups.
Students should discuss the points mentioned and any other points they may
come up with in their groups.

Circulate around the classroom helping students and taking notes on common
language problems as they work through the project.

Once each group has completed their presentation, have each group deliver its
presentation doing its best to convince you of their strategy.

Take notes and try to ask as many probing questions as possible forcing students
to think on their feet in English.

Once students have made their presentations make a decision. I would highly
recommend you make your decision based on the English in the presentations.
This will enable you to make excuses when students disagree with your decision!
Your Town, The Next Tourist Paradise?
Tourism Hits Your Town
The town council has decided that the city is in desperate need of an economic boost.
They believe that by making the city more attractive to tourists they will be able to
achieve their aims.
You are representatives of rival companies who are looking to gain the contract for this
re-development from the council. I want you to give a detailed presentation explaining
why your company is the best one for the job. Your aim is to convince the
representative of the council that your company offers the best solution.
Points to consider

Think of a name for your company.

Preparation, what has your company done so far i.e. raised money, support
(present perfect)

Plans that are in progress. Who you have been talking to, what you have been
trying to do, what you have been building, etc. (present perfect continuous)

Explain the problems that have existed within your town up to this point in time.
i.e. life in your town has been boring for too may years and needs a change, or
that too many people are unemployed and need to find work. (second
conditional)

Finally, conclude your presentation with a short account that sells your company
to the council.
How To Write Resume in English
Writing a resume in English can be very different than in your native tongue. The
following how to outlines a standard resume format.
Difficulty Level: Hard
Time Required: 2 hours
Here's How:
1. First, take notes on your work experience - both paid and unpaid, full time and
part time. Write down your responsibilities, job title and company information.
Include everything!
2. Take notes on your education. Include degree or certificates, major or course
emphasis, school names and courses relevant to career objectives.
3. Take notes on other accomplishments. Include membership in organizations,
military service and any other special accomplishments.
4. From the notes, choose which skills are transferable (skills that are similar) to
the job you are applying for - these are the most important points for your
resume.
5. Begin resume by writing your full name, address, telephone number, fax and
email at the top of the resume.
6. Write an objective. The objective is a short sentence describing what type of
work you hope to obtain.
7. Begin work experience with your most recent job. Include the company specifics
and your responsibilities - focus on the skills you have identified as
transferable.
8. Continue to list all of your work experience job by job progressing backwards in
time. Remember to focus on skills that are transferable.
9. Summarize your education, including important facts (degree type, specific
courses studied) that are applicable to the job you are applying for.
10.Include other relevant information such as languages spoken, computer
programming knowledge etc. under the heading: Additional Skills
11.Finish with the phrase: REFERENCES Available upon request
12.Your entire resume should ideally not be any longer than one page. If you have
had a number of years of experience specific to the job you are applying for, two
pages are also acceptable.
13.Spacing: ADDRESS (center of page in bold) OBJECTIVE double space
EXPERIENCE double space EDUCATION double space ADDITIONAL
SKILLS double space REFERENCES. Left align everything except
name/address.
Tips:
1. Use dynamic action verbs such as: accomplished, collaborated, encouraged,
established, facilitated, founded, managed, etc.
2. Do NOT use the subject "I", use tenses in the past. Except for your present job.
Example: Conducted routine inspections of on site equipment.
Business Letter Writing: Sales Letters
The following letters introduce products for sales.
Useful Key Phrases

Are you having trouble ...

This is why it is important to have ...

At X, we have the skills and experience to ...

May we stop by and offer you a FREE estimate of how much it would cost to ...

If so, give us a call at X and set up and appointment with one of your friendly
operators.
Example Letter
Document Makers
2398 Red Street
Salem, MA 34588
March 10, 2001
Thomas R. Smith
Drivers Co.
3489 Greene Ave.
Olympia, WA 98502
Dear Mr. Smith:
Are you having trouble getting your important documents formatted correctly? If you
are like most business owners, you have trouble finding the time to economically
produce good-looking documents. This is why it is important to have a specialist take
care of your most important documents.
At Documents Makers, we have the skills and experience to come in and help you make
the best possible impression. May we stop by and offer you a FREE estimate of how
much it would cost to get your documents looking great? If so, give us a call at 7898989 and set up and appointment with one of your friendly operators.
Sincerely,
(signature here)
Richard Brown
President
RB/sp
Expanding Descriptive Verb Use
One of the most important steps in improving writing skills is expanding the use of
more descriptive language when describing actions. Students tend to repeat verb usage:
"He said..., She told him..., She asked..., He ran quickly..., He walked across the
room...". The target of this lesson plan is to get students more aware of the subtle
variations that they can employ by using more descriptive verbs such as: "He insisted
on..., She giggled..., They nibbled on..., etc.".
Aim: Improve descriptive verb usage in writing
Activity: Vocabulary expansion activity followed by writing activity focusing on
expanding on a bare-bones extract
Level: Upper intermediate to advanced
Outline:

Write the verbs 'say, laugh, walk, eat, think, drink' on the board and ask students
to divide into small groups to think up as many synonyms for these verbs as they
can.

Once students have finished this exercise, pool the results together as a class.
You may want to have a student take notes and photocopy the class results.

Have students return to their groups to do the exercise below matching general
meaning verbs to more specific verbs.

Once students have finished, compare answers as a class. Your acting abilities
might be called for to explain the subtle differences between a number of the
verbs.

Next, ask students to write a simple story about something that has recently
happened to them. Instruct them to use simple verbs such as 'say, do, make, tell,
walk, etc.'

Have students pair up and exchange their stories. Each student should then
elaborate the texts of the other student by using as many verbs previously studied
as they can.

Once students have finished and compared their stories, the class can have some
fun reading the stories aloud.
Interesting Writing
Match the more specific verbs to the general meaning verbs in column one
tell
move
say
laugh
eat
drink
throw
run
move
hold
walk
exclaim toss stagger munch slurp twist
writhe hurl sip order swallow insist
giggle clutch fidget chuckle sprint mutter
wander instruct nibble gulp snigger lob
hug trudge munch jog mention wriggle
bend grasp stagger whisper pass swallow
Error Correction
Error correction is often done by the teacher providing corrections for mistakes made by
students. However, it is probably more effective for students to correct their own
mistakes. In order to do this, students and the teacher should have a common shorthand
for correcting mistakes.
Aim: Teaching students to correct their own mistakes
Activity: Mistake identification and correction
Level: Intermediate
Outline:

Discuss the importance of correcting your own mistakes with students. Point out
that information arrived out inductively (by their own reasoning) is more likely to
be retained over the long term.

Go through the shorthand used in the following exercise for various types of
mistakes.

Ask students to first find mistakes in the short biography.

Give students the correction marks copy of the short biography

Ask students to correct the short biography based on the correction marks.

Give students corrected version of short biography.
Correcting Mistakes
Correction Key

T = tense

P = punctuation

WO = word order

Prep = preposition

WW = wrong word

GR = grammar

Y upside down = word missing

SP = spelling
Find and mark the mistakes in the following short biography.
Jack Friedhamm was born to New York in October 25, 1965. He began school at the
age of six and continued until he was 18 years. He then went to New York University to
learn Medicine. He decided on Medicine because he liked biology when he was at
school. While he was to University he met his wife Cindy. Cindy was a beautiful
woman with hair long black. They went along for yeers before they decided getting
married. Jack began to work like a doctor as soon as he graduated to Medical School.
They had two children named Jackie and Peter, and have lived in Queens since the past
two years. Jack is very interested painting and likes to paint portraits of his sun Peter.
Compare your corrections with the following and then correct the mistakes.
Compare your corrected version with the following:
Jack Friedhamm was born in New York on October 25, 1965. He began school at the
age of six and continued until he was 18 years old. He then went to New York
University to learn Medicine. He decided on Medicine because he liked biology when
he was at school. While he was at University, he met his wife Cindy. Cindy was a
beautiful woman with long black hair. They went out for years before they decided to
get married. Jack began to work as a doctor as soon as he had graduated from Medical
School. They have had two children named Jackie and Peter, and have lived in Queens
for the past two years. Jack is very interested in painting and likes to paint portraits of
his son Peter.
Use of Time Expressions
Time expressions are often the key to understanding and planning written work.
Students can improve their written and spoken accuracy by having a good grasp of the
relationship between time expressions and tenses. This lesson includes an identification
and matching exercise and is followed by a longer sentence construction exercise to
give students practice in correct sentence structure.
Aim: Increased awareness and/or review of relationship between time expressions and
tenses
Activity: Identification and matching exercise, followed by sentence completion
Level: Intermediate to Upper Intermediate
Outline:

Write a number of time expressions on the board and ask students to identify
which tenses can be used with the various time expressions.

Shortly review the more difficult time expressions with the class.

Distribute worksheet.

Have students work together in small groups to complete the first exercise.

Correct the exercise in class, making sure to review problem areas.

Have students complete the written work by themselves.

Ask students to exchange the exercise and check each other's work - this helps
students further inductively improve their skills by seeing how other students
have used the time expressions.

Finish with a follow up discussion of any problematic areas.

Have students write an autobiography or biography of a famous person
employing the time expressions employed in the lesson.
Time Expressions
Matching and Identifying Time Expressions
Draw a line to the time expression with the sentence fragment. Complete by drawing a
line to the correct tense identification.
Sentence Fragment
John will have completed
Time Expression
...at the moment.
Tense Used
future intention
the fourth grade...
As soon as I arrive,...
present perfect continuous
We are studying Roman
...when I was a child.
present simple
history...
...for two hours when you
They haven't finished their
past simple
arrived.
future perfect
homework...
When I arrived,...
future time clause
Jack gets up early...
...three times this year.
present perfect
...I will give you a ring.
...by next June.
present continuous
I began skiing...
at this time tomorrow.
past perfect
...she was reading a book.
...since 1997.
future continuous
He had been waiting...
When we arrived,...
past continuous
I used to play tennis every
day...
...on Saturdays.
Maria has been living in
...yet.
Pisa...
present perfect continuous
past perfect continuous
...five years ago.
past simple
I will be sleeping...
...in April.
We've been to Paris ...
I'm going to visit
Germany...
....she had already eaten
dinner.
Complete the Sentences

...when I was younger.

...for many years.

...this time next week.

...at(on) weekends.

After he finishes his homework,...

By the time you receive this letter,...

...three years ago.

...this week.

...since 1996.

...while I was watching TV.

...next year.

...yet.

...yet?

Usually,...

...in June.
Writing - Combining Ideas to Write Descriptive Paragraphs
Writing well constructed paragraphs is the corner-stone of good English written style.
Paragraphs should contain sentences that convey ideas concisely and directly. This
lesson focuses on helping students develop a strategy for combining various ideas into
well formed sentences which then combine to produce effective descriptive paragraphs.
Aim: Developing descriptive paragraph writing skills
Activity: Idea grouping and consolidation at the sentence level leading to descriptive
paragraphs
Level: Intermediate to upper-intermediate
Outline:

Introduce the topic of writing paragraphs by asking students what they consider a
well formed paragraph. Introduce the idea of concise sentences as being integral
to good English written style.

Have students take a look at the example sentences and paragraph.

Ask students to group the sentences in the example based on the ideas that go
together as shown in the following paragraph (i.e., person and describing
adjectives, etc.)

Individually or in pairs, ask students to group sentences in the first exercise.

Based on this grouping, ask students to write descriptive paragraph.

Ask students to complete creative writing exercise by following similar steps.
(i.e., choose subject, create idea sentences, group sentences, write paragraph)

Choose some of the compositions to be read aloud in class. Ask students to
comment on the examples.
Descriptive Paragraphs
Example: New York City
New York City is in the United States.
New York City is located in New York State.
It borders on the Atlantic Ocean.
It was founded in 1625 as "New Amsterdam".
It was first settled by the Dutch.
It is important for commerce.
Wall Street is located in New York City.
It has many national and international banks.
It has many important skyscrapers.
The World Trade Center is located in New York City.
The Empire State Building is in New York City.
New York City is an important city for immigration.
Ellis Island used to be the entry point for many immigrants at the turn of the century.
There is an interesting immigration museum on Ellis Island.
New York, New York is located on the Atlantic Coast of the United States of America. It
was first settled as "New Amsterdam" in 1625 by the Dutch. Today, New York City is an
important commercial and banking center which includes Wall Street. Among its many
important skyscrapers are the World Trade Center and The Empire State Building. One
of the most interesting museums is on Ellis Island which served as the entry point for
many immigrants who passed through New York City at the turn of the century.
Exercise 1: Elvis Presley

Arrange the sentences about Elvis Presley into idea groups.

Write a paragraph about Elvis Presley using the idea groups to create concise
sentences.
Elvis Presley was an American.
He was a singer and actor
He was famous for rock-and-roll.
He was born in Tupelo, Mississippi.
He was born on January 8, 1935
He started singing in church.
He taught himself to play the guitar.
He first became popular on the local touring circuit for country-and-western music.
He sang romantic songs.
He danced erotically.
Teens loved him for his new style.
He had many hits.
He sang "Love Me Tender", "All Shook Up", and "Don't Be Cruel".
He died on August 16, 1977.
He died in Memphis, Tennessee.
He might have died of drug and alcohol abuse.
Exercise 2: Creative Writing

Choose a famous place or person.

Write down a number of important facts about that place or person.

Arrange the sentences into idea groups.

Write a paragraph using the idea groups to create concise sentences.
Guided Writing Exercise Students - Helping Students Write a Creative Story
Once students have become familiar with the basics of English and have begun
communicating, writing can help open up new avenues of expression. These first steps
are often difficult as students struggle to combine simple sentences into more complex
structures. This guided writing lesson is intended to help bridge the gap from simply
writing sentences to developing a larger structure. During the course of the lesson
students become familiar with the sentence connectors 'so' and 'because'.
Aim: Guided Writing - learning to use the sentence connectors 'so' and 'because'
Activity: Sentence combination exercise followed by guided writing exercise
Level: lower intermediate
Outline:

Write a sentence with 'so' and a sentence with 'because' on the board: Example:
We needed some food so I went to the supermarket. | He studied all night because
he had a difficult test the next day.

Ask students which sentence expresses a reason (because) and which sentence
expresses a consequence (so).

Now, write these variations of the sentences on the board: Example: I went to the
supermarket because we needed some food. | He had a difficult test so he studied
all night.

Ask students to explain what has changed in the sentences. Check the students
understanding of the differences between 'so' and 'because'.

Give the students the sentence matching exercise. Students should match the two
sentences that logically go together.

Once students have completed this exercise, ask them to combine the two
sentences in each pair using 'so' or 'because'. Check their answers as a class.

Read the example story to the class as a listening exercise which also sets the
tone for the follow-up exercise. Ask students some comprehension questions
based on the story.
Example Story:
A young Swedish man named Lars met a beautiful young French woman
named Lise. They met in a cafe in Amsterdam during the afternoon. As soon as
Lars saw Lise, he fell hopelessly in love because she was so beautiful and
sophisticated. He wanted to meet her, so he introduced himself and asked her if
he could speak to her. Soon, they were talking about their two countries and
having a wonderful time. They decided to continue their discussion that
evening so they made a date to have dinner in a wonderful restaurant. They
continued to see each other every day because they had such a wonderful time
together. Five months later, Lars moved to France and they married and lived
happily ever after.

Have students write a similar story using the guided writing prompts provided on
their worksheet. Tell them they should be a creative as possible as that will make
their story all the more enjoyable.

Circulate around the room helping students with their short compositions.

As a follow-up listening exercise which can be a lot of fun, have students read
their stories aloud to the class.
Results and Reasons
1. I had to get up early.
A. I needed some fresh air.
2. I'm hungry.
B. She takes evening courses.
3. She wants to speak Spanish.
C. Their friend had a birthday.
4. We needed a vacation.
D. We went to the seaside.
5. They're going to visit us soon.
E. I had an early meeting at work.
6. I went for a walk.
F. He bought a new house.
7. Jack won the lottery.
G. We haven't seen them in a long time.
8. They bought a CD.
H. I'm cooking dinner.
Writing A Short Story
Quickly answer the questions below and then use the information to write your
short story. Use your imagination to make the story as enjoyable as possible!

Which man? (nationality, age)

Loved who? (nationality, age)

Where did they meet? (place, when, situation)

Why did the man fall in love?

What did he do next?

What did the two do together that day?

What did they do after that day?

Why did they continue to see each other?

How does the story end? Do they get married, do they separate?

Is your story a sad or happy story?
Guided Writing Exercise Students - Helping Students Write a Creative Story
Once students have become familiar with the basics of English and have begun
communicating, writing can help open up new avenues of expression. These first steps
are often difficult as students struggle to combine simple sentences into more complex
structures. This guided writing lesson is intended to help bridge the gap from simply
writing sentences to developing a larger structure. During the course of the lesson
students become familiar with the sentence connectors 'so' and 'because'.
Aim: Guided Writing - learning to use the sentence connectors 'so' and 'because'
Activity: Sentence combination exercise followed by guided writing exercise
Level: lower intermediate
Outline:

Write a sentence with 'so' and a sentence with 'because' on the board: Example:
We needed some food so I went to the supermarket. | He studied all night because
he had a difficult test the next day.

Ask students which sentence expresses a reason (because) and which sentence
expresses a consequence (so).

Now, write these variations of the sentences on the board: Example: I went to the
supermarket because we needed some food. | He had a difficult test so he studied
all night.

Ask students to explain what has changed in the sentences. Check the students
understanding of the differences between 'so' and 'because'.

Give the students the sentence matching exercise. Students should match the two
sentences that logically go together.

Once students have completed this exercise, ask them to combine the two
sentences in each pair using 'so' or 'because'. Check their answers as a class.

Read the example story to the class as a listening exercise which also sets the
tone for the follow-up exercise. Ask students some comprehension questions
based on the story.
Example Story:
A young Swedish man named Lars met a beautiful young French woman
named Lise. They met in a cafe in Amsterdam during the afternoon. As soon as
Lars saw Lise, he fell hopelessly in love because she was so beautiful and
sophisticated. He wanted to meet her, so he introduced himself and asked her if
he could speak to her. Soon, they were talking about their two countries and
having a wonderful time. They decided to continue their discussion that
evening so they made a date to have dinner in a wonderful restaurant. They
continued to see each other every day because they had such a wonderful time
together. Five months later, Lars moved to France and they married and lived
happily ever after.

Have students write a similar story using the guided writing prompts provided on
their worksheet. Tell them they should be a creative as possible as that will make
their story all the more enjoyable.

Circulate around the room helping students with their short compositions.

As a follow-up listening exercise which can be a lot of fun, have students read
their stories aloud to the class.
Results and Reasons
1. I had to get up early.
A. I needed some fresh air.
2. I'm hungry.
B. She takes evening courses.
3. She wants to speak Spanish.
C. Their friend had a birthday.
4. We needed a vacation.
D. We went to the seaside.
5. They're going to visit us soon.
E. I had an early meeting at work.
6. I went for a walk.
F. He bought a new house.
7. Jack won the lottery.
G. We haven't seen them in a long time.
8. They bought a CD.
H. I'm cooking dinner.
Writing A Short Story
Quickly answer the questions below and then use the information to write your
short story. Use your imagination to make the story as enjoyable as possible!

Which man? (nationality, age)

Loved who? (nationality, age)

Where did they meet? (place, when, situation)

Why did the man fall in love?

What did he do next?

What did the two do together that day?

What did they do after that day?

Why did they continue to see each other?

How does the story end? Do they get married, do they separate?

Is your story a sad or happy story?
Setting ESL Objectives
People learn English for many and extremely varied reasons. Taking these reasons, as
well as language acquisition needs, into consideration when planning a class or
individual instruction is crucial for a successful learning experience. This is probably as
important for the student as for the teacher. When a student understands his/her reasons
for learning English well, he can then better plan his learning strategy. In the classroom,
he/she can help the teacher identify needs and desires. If the student is learning alone,
he/she can find learning materials based on a better knowledge of what his/her
objectives are.
Let's take a look at two of the more common reasons for learning English and what
might work well for achieving learning goals.
I'd like to improve my English in order to find a better job.
In this case, it is important to ask yourself the questions:
1. Will a certificate help the chances of getting a job?
2. Is job specific English required?
3. Who will I (the students) be speaking English with, native speakers or other
English as a foreign language speakers?
Point 1: This is very important as the need for a certificate will dictate what is required
learning: Grammar, Functional English, Writing Listening, etc. If a certificate is
required the student should focus on improving specifics points required by the
examination. For example, Cambridge's First Certificate exam will require the skill of
sentence transformation, the TOEFL requires the skill of understanding US test taking
skills (I'm not joking!).
Point 2: If job specific English is required, tasks should be more real-world orientated.
If possible, tasks should also be based on the exact type of English required in the
specific profession. For example: computer terminology for programming, presentation
skills for management, etc.
Point 3: This is extremely important, as students who will be expected to speak English
only with other non-native speakers should not have to worry as much about listening
skills as those who will be expected to communicate principally with native speakers.
An understanding of the culture (British, American, etc) might be important if the
learner will be traveling and communicating in these countries.
I'd like to improve my English as a hobby.
In this case, it is important to ask yourself the questions:
1. How will you (the students) be using the English? Communication, Reading,
Using the Internet, etc.?
2. Do you (the students) enjoy typical task type activities? Or do you (they) prefer
real-world activities?
3. How much do I (the students) want to improve my English? Do I (the students)
want to just be able to travel and be understood? Do I (the students) want to be
able to read James Joyce?
Point 1: This is of the utmost importance when deciding what type of activities should
be pursued. If communication is most important, functional English will be preferable
to grammar exercises. If reading Rolling Stone magazine is important, idiomatic
language study will be required.
Point 2: This is basically a question of learning style and is very important. Involved
students will always learn more in the long run than those who are bored. Is also
important to remember that, if you are the teacher, imposing your learning preference
on the class can, at times, deter effective learning.
Point 3: Understanding the desired language proficiency goal is probably one of the
most important aspects of learning well. If the student desires to communicate basic
needs while traveling, focusing on the correct use of the third conditional is beside the
point. On the other hand, if students strive to higher levels of grammatical
understanding, teachers need to accept that role-play games might not always be the
best activity.
These are just a few of the most important questions that need to be asked when
planning a learning strategy. This pragmatic approach to English learning is probably
most effective when teaching adult learners, as there are generally no state imposed
goals. Of course, when curriculum requirements are imposed by an outside source, it is
important to construct a syllabus with an eye towards such requirements.
Phrasal Verb Focus: Money
As you know, native speakers of English tend to use a lot of phrasal verbs (sometimes
called prepositional, multi-word verb, verbs) in everyday spoken English. In fact, this is
quite frustrating for students who often have learned one-word verbs during their
English studies and then are confronted with an English speaking world where people
usually favor phrasal verbs in daily discourse. I'd like to focus on a few specific areas in
which these phrasal verbs are commonly used. I'm a great believer in learning
vocabulary by groups and so this week I'd like to focus on an area of great interest to all
of us: MONEY. In future features I will focus on other specific areas so that you can
build your vocabulary of phrasal verbs by focusing on certain situations. For a reference
list of phrasal verbs please refer to my phrasal verb reference chart.
Money
Spending
Money
to spend money.
lay out
especially a large
amount
to spend a lot of money
splash out
on something you don't
need, but is very
pleasant
run up
to create a large debt
inf. to pay for
fork out, fork
over
something, usually
something you would
rather not have to pay
for.
inf. to pay for
something, usually
shell out
something you would
rather not have to pay
for.
inf. to provide money
cough up
for something you do
no want to
Having Just
Enough
Money
get by
scrape by
to have just enough
money for your needs
to manage to live on
very little money
Helping
Someone
with Money
to help a person or
bail out
organization out of a
difficult situation
tide over
to help someone with
money for a period of
time until they have
enough
Paying
Debts
pay back
pay off
to return money owed
to someone
to finish paying all
money that is owed
Saving
Money
to keep money for a
save up
large expense in the
future
put aside
to save money for a
specific purpose
Using Saved
Money
dip into
break into
to spend part of your
saved money
to start to use money
that you have saved
Here is a practice dialogue using some of the above vocabulary.
Well, last week I finally dipped into that money that I had been putting aside for the
past year and a half. I decided that I should really enjoy myself so I splashed out and
had a great meal at Andy's. Next, I went to Macys on Saturday and laid out $400 for
that suit I'd told you about. Of course, I used a great deal of what I had saved up to pay
back that bill I had run up on my Visa card. It feels great to finally have some money
after all those years of scraping by. Thanks again for tiding me over during that long
winter of '95. I don't think I would have got by without your bailing me out…
Unfortunately, I also had to cough up about $250 in insurance costs. Oh well, I guess
shelling out the cash for those things is just as necessary as anything else. …..
One last tip, make sure that when you are studying new verbs in the dictionary to read
the entire entry. Don't just learn the main verb; take time to look at the phrasal verbs
that are constructed using the verb. This will save you a lot of time in the long run.
Believe me, if you haven't been to an English speaking country, chances are that one of
the biggest difficulties for you will be understanding phrasal verb usage. If you already
live in a country where English is the primary language you certainly have already
experienced this….
All the best learning this new vocabulary. Over the next few months I will focus on
other areas of every day phrasal verb usage. If you have any suggestions for topic areas
drop me a line.
Guide to Basic Business Letters
The Basics
The basics of good business letter writing are easy to learn. The following guide
provides the phrases that are usually found in any standard business letter. For more
detailed help with standard business writing skills, I highly recommend these business
English books. By using these standard phrases, you can give a professional tone to
your English business letters. These phrases are used as a kind of frame and
introduction to the content of business letters. At the end of this guide, you will find
links to sites that give tips on the difficult part of writing successful business letters –
arguing your business objective.
The Start
Dear Personnel Director,
Dear Sir or Madam (use if you don't know who you are writing to)
Dear Mr, Mrs, Miss or Ms (use if you know who you are writing to, and have a formal
relationship with - VERY IMPORTANT use Ms for women unless asked to use Mrs
or Miss)
Dear Frank (use if the person is a close business contact or friend)
The Reference
With reference to your advertisement in the Times, your letter of 23 rd March,
your phone call today,
Thank you for your letter of March 5 th .
The Reason for Writing
I am writing to enquire about
apologize for
confirm
Requesting
Could you possibly?
I would be grateful if you could
Agreeing to Requests
I would be delighted to
Giving Bad News
Unfortunately
I am afraid that
Enclosing Documents
I am enclosing
Please find enclosed
Enclosed you will find
Closing Remarks
Thank you for your help Please contact us again if we can help in any way.
there are any problems.
you have any questions.
Reference to Future Contact
I look forward to ...
hearing from you soon.
meeting you next Tuesday.
seeing you next Thursday.
The Finish
Yours faithfully, (If you don't know the name of the person you're writing to) Yours
sincerely, (If you know the name of the person you're writing to) Best wishes,
Best regards, (If the person is a close business contact or friend)
Here is a sample letter using some of these forms:
Ken's Cheese House
34 Chatley Avenue
Seattle, WA 98765
Tel: (206) 456 8967
Fax: (206) 456 6745
Email: kenny@cheese.com
Fred Flintstone
Sales Manager
Cheese Specialists Inc.
456 Rubble Road
Rockville, IL 896756
Dear Mr Flintstone:
With reference to our telephone conversation today, I am writing to confirm your order
for: 120 x Cheddar Deluxe Ref. No. 856
The order will be shipped within three days via UPS and should arrive at your store in
about 10 days.
Please contact us again if we can help in any way.
Yours sincerely,
Finding a Job for ESL Learners - Part 5: Useful Vocabulary
Useful Vocabulary for the Resume and Interview
Below is a list of great verbs to help you express just exactly what you did with
impressive vocabulary. These verbs are used to express responsibilities and tasks
performed:
acted
edited
identified
raised
accomplished
dealt
implemented
recommended
adapted
decided
improved
recorded
administered
decreased
increased
recruited
advanced
defined
indexed
rectified
advised
delegated
initiated
redesigned
allocated
derived
inspected
repaired
analyzed
designated
installed
replaced
applied
detected
instituted
restored
approved
developed
interpreted
reversed
arbitrated
devised
introduced
reviewed
arranged
directed
invented
revised
assisted
discovered
investigated
saved
attained
distributed
justified
screened
blended
documented
led
selected
brought
doubled
localized
serviced
built
encouraged
located
set up
carried out
engineered
made
solved
catalogued
enlarged
managed
sorted
changed
escalated
maintained
sparked
classified
established
mechanized
specified
collaborated
estimated
merged
started
compared
evaluated
moderated
stimulated
completed
examined
motivated
strengthened
computed
expanded
negotiated
summarized
conceived
experienced
opened
supervised
conducted
explored
operated
supported
constructed
facilitated
organized
systematized
consulted
finalized
originated
tested
contracted
formulated
overcame
trained
controlled
founded
perceived
transacted
cooperated
functioned
performed
transcribed
coordinated
governed
pioneered
transformed
corrected
grouped
planned
tripled
counseled
guided
prepared
upgraded
created
handled
presented
validated
harmonized
presided
varied
harnessed
processed
verified
headed
programmed
vitalized
promoted
won
provided
wrote
purchased
To describe your skills the following adjectives are useful
honest
accurate
active
adaptable
adept
broad-minded
competent
conscientious
creative
dependable
determined
diplomatic
discreet
efficient
energetic
enterprising
enthusiastic
experienced
fair
firm
genuine
innovative
logical
loyal
mature
methodical
motivated
objective
outgoing
personable
pleasant
positive
practical
productive
reliable
resourceful
self disciplined
sense of humor
sensitive
sincere
successful
tactful
trustworthy
Use these verbs and adjectives and really sell yourself. You only have a few minutes to
show how good you really are. By using this precise vocabulary and being confident
can help you make the best impression possible.
The Future with Will
Study the following chart to learn the use of the future with 'will'
Examples
Usage
Will + Verb (base
form)
It will snow
Used for predictions
tomorrow.
She won't win the
election.
Will + Verb (base
form)
The concert will begin
Used for scheduled events
at 8 o'clock.
When will the train
leave?
Will + Verb (base
form)
Will you marry me?
Used for promises
I'll help you with your
homework after class
Will + Verb (base
form)
Used for offers
I'll make you a
sandwich.
They'll help you if you
want.
Will + Verb (base
form)
Used in combination with time
He will telephone as
clauses (as soon as, when,
soon as he arrives.
before, after)
Will you visit me
when you come next
week?
Structure for ALL Subjects
Future with Will
S + will + verb (base form) positve
I'll ('ll is the short form for 'will') see you tomorrow.
S + will not (won't) + verb (base form) negative
I won't be here tomorrow.
will + S + verb (base form) question
Will she be here tomorrow?
Beginner English - The Weather
Read this weather forecast for tomorrow:
In Seattle, it will be rainy and windy tomorrow morning with rain falling until late in
the afternoon. On the east side of the mountains in Spokane, the sun will shine and
temperatures will reach 30 degrees Celsius. In the evening, the weather will become
windy and cloudy. In the mountains, you can expect snow above 2,000 meters.
Answer these questions:

What will the weather be like in Seattle?
It w ill be rainy and w indy in the morning.

What will the weather be like in Spokane?
The sun w ill shine and temperatures w ill reach 30 degrees Celsius.

What will the weather be like in the mountains?
It w ill snow above 2,000 meters.
RULES

As you can see, we use the future with will to predict the weather in the future

The question What ... like? us used to ask about the weather.
Write the forecast for your city or country based on the above examples.
Continue learning about the weather.
Effective Test Taking Strategies
Sooner or later, most students are confronted with the necessity of taking some form of
English examination. These tests include:

TOEFL (Test of English as a Foreign Language)

Cambridge Examinations (First Certificate, CAE, Proficiency)

University examinations

On the Job examinations

Examinations given by your teacher
As you have probably noticed, some students are more successful than others when
taking such an examination. Often the more successful students are better prepared.
However, sometimes students who do well have better test taking skills. These abilities
really have nothing to do with understanding English better. They are strategic skills
that make taking the test easier, and therefore provide better results.
Some General Guidelines
Here are some very important - and often ignored - guidelines to taking a test
successfully.

Do not insist on completing each question before going to the next.
This is extremely important. If you spend a lot of time on one question that you
don't understand there can be two negative outcomes:
o
Losing time
Remember one question may only be worth one point, if you are not able
to answer questions later because you have lost time you could lose more
points!
o
Becoming nervous
Becoming nervous can make you lose your concentration and that leads to
worse results.

If possible, go through the entire test answering the questions you are sure
you know.
This results in your being more relaxed and feeling more confident.

Go through the test a second time working out the answers to more difficult
questions.
Now you will feel more confident and this will improve your test taking.
However, remember to not waste too much time on any one question.

Once you have gone through the test twice, see if any of the questions asked
can help you answer those really difficult questions.
This is a little used trick. Sometimes questions asked are answered in later
questions asking for different things. This should not be tried until you have
finished the test and have some time remaining to try the questions you have had
problems with again.

If you have a strong feeling about a question when you first answer it, don't
go back and change it later.
Usually (but not always) a strong first impulse means we know the answer and
we don't really have to think about it too much. Going back to think about it
usually makes you unsure and often causes an error. This is very common so be
very careful!

Play the odds
If you don't know the answer, write something. If you are answering a 4
possibility multiple choice question you will still have a 25% chance of being
correct!

Do not cheat!!!
Taking a test is as much for you as it is for your teacher. If you cheat, you don't
help yourself in the long run.
Future Forms
Listed below are examples, uses and formation of Future Forms followed by a quiz.
Examples
Usage
Will + Verb (base
form)
It will snow
Used for predictions
tomorrow.
She won't win the
election.
Will + Verb (base
form)
The concert will
Used for scheduled events
begin at 8 o'clock.
When will the train
leave?
Will + Verb (base
form)
Will you marry me?
Used for promises
I'll help you with
your homework after
class
Will + Verb (base
Used for offers
form)
I'll make you a
sandwich.
They'll help you if
you want.
Will + Verb (base
form)
He will telephone as Used in combination with time clauses (as soon as, when, before,
soon as he arrives.
after)
Will you visit me
when you come next
week?
Be going to + Verb
(base form)
Frank is going to
study Medicine.
Where are they
The future with 'going to' is used to express planned events or
intentions. These events or intentions are decided on
before the moment of speaking.
NOTE
going to stay when
they come?
'Going to' or '-ing' are often both correct for planed events. 'Going
She isn't going to
to' should be used for distant future intentions (example: He's
buy the new house
going to study Law)
afterall.
Be going to + Verb
(base form)
Used for future predictions based on physical (usually visual)
evidence.
Oh no! Look at those
Structure
Future with Will
clouds. It's going to
rain.
Be careful! You're
going to drop those
dishes!
Present Continuous Used for planned or personally scheduled events. Usually used
(be + '-ing')
with principle verbs such as: come, go, begin, start, finish, have,
He's coming
etc.
tomorrow afternoon. NOTE
What are we having
'Going to' or '-ing' are often both correct for planed events. 'Going
for dinner?
I'm not seeing the
to' should be used for distant future intentions (example: He's
doctor until Friday.
going to study Law)
Simple Present
The class begins at
Used for scheduled public events such as train and plane
11.30.
schedules, course schedules, etc.
The plane leaves at 6
o'clock.
Common future
time expressions
include:
next (week, month, year), tomorrow, in X's time (amount of time,
i.e. two week's time), in + year, time clauses (when, as soon as,
before, after) + simple present (example: I will telephone as soon
as I arrive.) soon, later
S + will + verb (base form) positve
S + will not (won't) + verb (base form) negative
will + S + verb (base form) question
I
You
He
She
It
will ('ll) help you immediately.
won't leave soon.
We
You
They
Will
it rain tomorrow?
Future with 'going to'
Conjugate the helping verb "be" + 'going to' + verb (base form).
I'm going to (I am)
You're going to (You are)
He's going to (He is)
She's going to (She is)
It's going to (It is)
We're going to (We are)
You're going to (You are)
They're going to (They are)
work this evening.
Conjugate the helping verb "be" + not + going to verb (base form)
I'm not going to (I am not)
You aren't going to (You are not)
He isn't going to (He is not)
She isn't going to (She is not)
It isn't going to (It is not)
We aren't going to (We are not)
You aren't going to (You are not)
They aren't going to (They are not)
come this evening.
Question word + conjugate the helping verb 'be' + subject going to +
verb (base form)
am I going to
are you going to
is he going to
What
is she going to
is it going to are we going to
are you going to
are they going to
do tomorrow?
Future with '-ing' (present continuous)
Conjugate the helping verb "be" and verb + -ing.
I'm (I am)
You're (You are)
He's (He is)
She's (She is)
It's (It is)
working next week.
We're (We are)
You're (You are)
They're (They are)
Conjugate the helping verb "be" + not + verb + -ing.
I'm not (I am not)
You aren't (You are not)
He isn't (He is not)
She isn't (She is not)
It isn't (It is not)
coming this evening.
We aren't (We are not)
You aren't (You are not)
They aren't (They are not)
Question word + conjugate the helping verb 'be' + subject + verb + -ing
What
am I
doing this afternoon?
are you
is he
is she
is it are we
are you
are they
Future with Simple Present
In the positive form add an 's' to the base form of the 3rd person singular. If the
verb ends in -y preceded by a consonant, change the -y to -ies.
I
You
We
arrive
at noon.
arrives
at noon.
They
He
She
It
Conjugate the helping verb 'do' + not (don't and doesn't) + the base form of the
verb to make negatives.
I
You
We
don't leave
at noon.
doesn't leave
at noon.
They
He
She
It
Conjugate the helping verb 'do' (do or does) + the base form of the verb in
question forms.
I
Do
You
We
leave at noon?
They
He
Does
She
It
leave at noon?
Differences Between American and British English
While there are certainly many more varieties of English, American and British English
are the two varieties that are taught in most ESL/EFL programs. Generally, it is agreed
that no one version is "correct" however, there are certainly preferences in use. The
most important rule of thumb is to try to be consistent in your usage. If you decide that
you want to use American English spellings then be consistent in your spelling (i.e. The
color of the orange is also its flavour – color is American spelling and flavour is
British), this is of course not always easy – or possible. The following guide is meant to
point out the principal differences between these two varieties of English.
Use of the Present Perfect
In British English the present perfect is used to express an action that has occurred in
the recent past that has an effect on the present moment. For example:
I've lost my key. Can you help me look for it?
In American English the following is also possible:
I lost my key. Can you help me look for it?
In British English the above would be considered incorrect. However, both forms are
generally accepted in standard American English. Other differences involving the use of
the present perfect in British English and simple past in American English include
already, just and yet.
British English:
I've just had lunch
I've already seen that film
Have you finished your homework yet?
American English:
I just had lunch OR I've just had lunch
I've already seen that film OR I already saw that film.
Have your finished your homework yet? OR Did you finish your homework yet?
Possession
There are two forms to express possession in English. Have or Have got
Do you have a car?
Have you got a car?
He hasn't got any friends.
He doesn't have any friends.
She has a beautiful new home.
She's got a beautiful new home.
While both forms are correct (and accepted in both British and American English), have
got (have you got, he hasn't got, etc.) is generally the preferred form in British English
while most speakers of American English employ the have (do you have, he doesn't
have etc.)
The Verb Get
The past participle of the verb get is gotten in American English. Example He's gotten
much better at playing tennis. British English – He's got much better at playing tennis.
Vocabulary
Probably the major differences between British and American English lies in the choice
of vocabulary. Some words mean different things in the two varieties for example:
Mean: (American English – angry, bad humored, British English – not generous, tight
fisted)
Rubber: (American English – condom, British English – tool used to erase pencil
markings)
There are many more examples (too many for me to list here). If there is a difference in
usage, your dictionary will note the different meanings in its definition of the term.
Many vocabulary items are also used in one form and not in the other. One of the best
examples of this is the terminology used for automobiles.
American English – British English –
hood
bonnet
American English – British English –
trunk
boot
American English – British English –
truck
lorry
Once again, your dictionary should list whether the term is used in British English or
American English.
For a more complete list of the vocabulary differences between British and American
English use this British vs. American English vocabulary tool.
Prepositions
There are also a few differences in preposition use including the following:
American English British English –
– on the weekend
at the weekend
American English British English –
– on a team
in a team
American English British English –
– please write me
please write to me
soon
soon
Past Simple/Past Participles
The following verbs have two acceptable forms of the past simple/past participle in both
American and British English, however, the irregular form is generally more common
in British English (the first form of the two) and the regular form is more common to
American English.
Burn
Burnt OR burned
Dream
dreamt OR dreamed
Lean
leant OR leaned
Learn
learnt OR learned
Smell
smelt OR smelled
Spell
spelt OR spelled
Spill
spilt OR spilled
Spoil
spoilt OR spoiled
Spelling
Here are some general differences between British and American spellings:
Words ending in –or (American) –our (British) color, colour, humor, humour, flavor,
flavour etc.
Words ending in –ize (American) –ise (British) recognize, recognise, patronize,
patronise etc.
The best way to make sure that you are being consistent in your spelling is to use the
spell check on your word processor (if you are using the computer of course) and
choose which variety of English you would like. As you can see, there are really very
few differences between standard British English and standard American English.
However, the largest difference is probably that of the choice of vocabulary and
pronunciation. For further information concerning these areas please refer to the
following links below.
British vs. American English vocabulary tool
Check British to American English or American to British English with this interactive
tool.
American-British/British-American Dictionary
An impressive resource for reference information concerning the differences in
vocabulary use between American and British English.
American Vs. British English
An exhaustive study by the University of Tampere on the differences between
American and British English and the geo-political reasons behind these differences.
English Around The World
An excllent link page to information, recordings, and vocabulary examples of English
as it is used in many different countries around the world.
United Kingdom English for the American Novice
An amusing (some might find patronizing) instructive site dedicated to helping
Americans understand United Kingdom English.