For group 1, considering their level, culture and needs, I think these topics could be

included:
- Write about a special festivity in their country. First, the teacher elicits what are some
important holidays or festivals that take place in Saudi Arabia (example: Eid, Jeddah
Festival, Milad al-Nabi). The teacher asks the students to brainstorm ideas working in
pairs. Using those ideas, the students have to write 1 or 2 short paragraphs about the
chosen holiday. When students have finished, they hand in their assignment for
correction.

- Picture dictation. The teacher describes a visual scene, step by step, and repeats the
sentences 3 times. The story could be of two friends sightseeing on a trip to England.
Students have to draw on a paper what they have heard, and then check in pairs
what they’ve drawn, see if there are any similarities or differences. After this, students
write the story but change a part from it adding their own version. The story must be
short and simple.

- Strip stories. The teacher has to make copies of a short story and cut it in sentences
in order to hand them out to students all jumbled in an envelope. It could be a story
about footballer Lionel Messi, adapted to their level (using basic vocabulary, simple
present and simple past, for example). Students work in pairs and arrange the strips
of paper to form the story. After they have finished doing this, they have to add an
ending to the story, including 4 or 5 sentences.

Japanese students are quite formal in their educational approach, so the teacher should
adapt to this cultural fact. Also, they are highly cooperative so participation in class shouldn’t
pose a problem. As the students are accountants, the topics should revolve around
accounting/finances/trading topics, all related to business English.
I think of three different writing tasks that I would include for group 2:

- The teacher tells the students they will be working on an assignment about
international accounting. First, the teacher elicits what they think the article
they are going to read will be about. Students share their predictions. The
teacher hands in the article and pre-teaches vocabulary. Students listen to
and read the article at the same time. Then, the teacher writes down some
questions on the board and tells the students they will have to use those
questions as prompts in order to write about accounting practices. These
questions can be:
 How are accounting practices in your country different / similar to US GAAP?

Could practices be standardized across the world? What problems might

this cause?

Would you prefer to work in the USA or in England? Why?

Before writing, they have to brainstorm ideas, words on each question, since this will help
them to give structure to their piece of writing later on. The teacher monitors the activity and
helps students when needed. Students can make use of online dictionaries. When they have
finished, they hand in their writing assignment for correction. The assignment should contain
200-230 words.

- Students could also write an e-mail to an imagined person to ask for a suggestion on
a certain accounting procedure. Before doing this, it is advisable to gather different
types of procedures they are accustomed to perform in their field of expertise. They
must choose one of them and write an e-mail to a colleague describing the task they
have to carry out and asking for advice and/or suggestions. (Usage of would, could,
should, present perfect, past simple, business vocabulary, WH-word questions)

- Students could also fill an application form for their ideal job as a writing task. The
application form includes:

Personal details

Educational background

Job experience

Objectives

Expectations

Salary

As part of the application, they have to write a brief paragraph as to why their application
should be considered and attach it. Once they have finished the task, they should hand it in
to the teacher for correction.