Professional Documents
Culture Documents
Grammar Chants
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: 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?
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.
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
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
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
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.
Handsome
Comely
Plain
Overrated
Impeccable
Boring
Extrovert
Sophisticated
Agile
Sinister
Multi-talented
Beautiful
Absurd
Versatile
Ironic
Glamorous
Idiotic
Woody Allen
Marilyn Monroe
Roberto Benigni
Anthony Hopkins
Judy Foster
Dustin Hoffman
Jim Carey
Demi Moore
Arnold
Schwarzeneger
Sophia Loren
Bruce Willis
Will Smith
Meg Ryan
Tom Hanks
You choose!
You choose!
You choose
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?
What is your favorite Italian, German, French, etc. (you name the nationality) fil
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 t
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
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 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
Relate story about
Cavalleria Rusticana which
Warm-up 5
minutes
Purpose
To call to mind and refresh student
awareness of the passive voice in a
relaxed introductory segment. By taking
about Leghorn, students are prepared for
the following activities concerning
Seattle.
Quick review of language used to
A. As a class, illicit
language used to express
Guess
Work 10
minutes
opinions.
B. Look at Seattle fact
sheet
C. In pairs, quickly discuss
which facts they think are
true or false.
Reading 15
true or false.
To inductively improve the recognition
minutes
voice.
structure.
A. As a class, discuss
which passive utterances
could be used to describe a
produced in Chianti)
Oral
Production
to describe Tuscany to
his/her partners.
common mistakes.
D. Class correction of
common errors.
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 worldfamous 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.
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).
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!
School Choices
British Best
London, England
4 Outings included: Tate Gallery, Concert in Royal Albert Hall, The Countryside
around London, Cats (Musical)
Housing in a bungalow 5 minute walk from the beach - breakfast, and dinner
included
School located in the small town of Paluka in Wyoming, USA, population 40,000
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.
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 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.
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:
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 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
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.
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.
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.
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
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
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 correct the short biography based on the correction marks.
Correcting Mistakes
Correction Key
T = tense
P = punctuation
WO = word order
Prep = preposition
WW = wrong word
GR = grammar
SP = spelling
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.
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.
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
Time Expression
John will have completed
...at the moment.
the fourth grade...
We are studying Roman
history...
They haven't finished their
homework...
Jack gets up early...
...I will give you a ring.
I began skiing...
...she was reading a book.
He had been waiting...
I used to play tennis every
day...
Maria has been living in
Tense Used
future intention
As soon as I arrive,...
present simple
Pisa...
...five years ago.
I will be sleeping...
...in April.
past simple
future perfect
future time clause
present perfect
present continuous
past perfect
future continuous
past continuous
present perfect continuous
past perfect continuous
past simple
...at(on) weekends.
...this week.
...since 1996.
...next year.
...yet.
...yet?
Usually,...
...in June.
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.
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.)
Write a paragraph about Elvis Presley using the idea groups to create concise
sentences.
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.
2. I'm hungry.
4. We needed a vacation.
How does the story end? Do they get married, do they separate?
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.
2. I'm hungry.
4. We needed a vacation.
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!
How does the story end? Do they get married, do they separate?
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.
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.
Spending
Money
to spend money.
lay out
especially a large
amount
to spend a lot of money
splash out
pay for.
inf. to pay for something,
shell out
cough up
something you do no
want to
Having Just
Enough
Money
get by
scrape by
Helping
Someone
with Money
to help a person or
bail out
organization out of a
difficult situation
to help someone with
tide over
Paying Debts
pay back
pay off
Saving
Money
to keep money for a
save up
put aside
Using Saved
Money
dip into
break into
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.
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 .
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,
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
maintained
escalated
changed
classified
collaborated
compared
completed
computed
conceived
conducted
constructed
consulted
contracted
controlled
cooperated
coordinated
corrected
counseled
created
established
estimated
evaluated
examined
expanded
experienced
explored
facilitated
finalized
formulated
founded
functioned
governed
grouped
guided
handled
harmonized
harnessed
headed
mechanized
merged
moderated
motivated
negotiated
opened
operated
organized
originated
overcame
perceived
performed
pioneered
planned
prepared
presented
presided
processed
programmed
promoted
provided
purchased
sparked
specified
started
stimulated
strengthened
summarized
supervised
supported
systematized
tested
trained
transacted
transcribed
transformed
tripled
upgraded
validated
varied
verified
vitalized
won
wrote
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.
Usage
at 8 o'clock.
When will the train
leave?
Will + Verb (base
form)
Will you marry me?
want.
Will + Verb (base
Used in combination with time
form)
after)
soon as he arrives.
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?
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.
University examinations
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.
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!
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!
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
tomorrow.
She won't win the
election.
Will + Verb (base
form)
The concert will
begin at 8 o'clock.
When will the train
leave?
Will + Verb (base
form)
Will you marry me?
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.
(base form)
evidence.
Structure
Future with Will
S + will + verb (base form) positve
going to drop those
dishes!
S + will not (won't) + verb (base form) negative
Present Continuous Used for planned or personally scheduled events. Usually used
will
S + verb (base form)
question verbs such as: come, go, begin, start, finish, have,
(be ++ '-ing')
with principle
He's coming
I
etc.
tomorrow
You afternoon. NOTE
What are
Hewe having
to' or
'-ing'
are often both correct for planed events. 'Going
will'Going
('ll) help
you
immediately.
for dinner?
She
to' should be used for distant future intentions (example: He's
I'm not It
seeing the
won't
leave
soon.Law)
going
to study
doctor We
until Friday.
SimpleYou
Present
Used for scheduled public events such as train and plane
They
The class begins at
Will
11.30.
time expressions
i.e. two week's time), in + year, time clauses (when, as soon as,
include:
am I
are you
is he
What
is she
is it are we
are you
are they
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
They
He
She
don't leave
at noon.
doesn't leave
at noon.
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?
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 at
on the weekend
the weekend
American English British English in
on a team
a team
American English British English
please write me
please write to me
soon
soon
Burnt OR burned
dreamt OR dreamed
leant OR leaned
learnt OR learned
smelt OR smelled
spelt OR spelled
spilt OR spilled
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.