Teaching English For Adult

TESOL English for Adults
For:
“Teachers of English to Speakers of Other Languages”
(TESOL)
Australasian Training Academy Pty Ltd

60-Hour Specialization Certificate Course
Available Online or by Correspondence
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© 2006 Australasian Training Academy Pty Ltd Teaching Adults
TESOL English for Adults
A Certification Course for TESOL, TESL, and TEFL Teachers

Published, produced, and licensed by Australasian Training

Academy Pty Ltd 2006.
Course contents, course structure, manuals, handouts, brochures,

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and intellectual properties stated will be prosecuted to the fullest
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any of the materials associated to the Australasian Training
Academy program for which this manual is designed (including
the information package, brochures, handouts, certificates,
transcript, and logo) may be reproduced by any means,
mechanical or otherwise, in whole or in part, without expressed
written consent from:

Unit 2/31 Black Street
MILTON, BRISBANE QLD 4064
Phone: (07) 3369 5999
Fax: (07) 33695977
Email: office@ataonline.edu.au
www.ataonline.edu.au
1300 723 928
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This document is formatted for two-sided printing.
Occasional blank pages through the document in online
form correspond with the backs of removable pages in
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Table of Contents
ATA Course Requirements……………………………………………………………….8

ATA: Requirements for Completing Assignments……………………………………9
Submitting Finished Specialisation Assignments for Marking……………………10
Assignment Cover Page………………………………………………………………...11
Chapter 1: A General Overview of ESL/EFL ......................................................... 13
ATA: What is English for Specific Purposes? (ESP) .................................... 23
ATA: What is English for Academic Purposes? (EAP)............................... 24
Chapter 2: The Adult TESOL Classroom................................................................ 27
ATA TESOL Lesson Presentation.................................................................. 29
ATA: Practice & Production ....................................................................... 30
Booking into a hotel.................................................................................... 30
Visiting the dentist....................................................................................... 30
Ordering in a restaurant ............................................................................. 30
Complaining................................................................................................ 30
ATA Sample TESOL Adult Lesson Plan ....................................................... 32
ATA TESOL Activity....................................................................................... 34
ATA TESOL the Listening Skill in the Adult Classroom ............................... 35
ATA TESOL the Speaking Skill in the Adult Classroom .............................. 36
ATA TESOL the Writing Skill in the Adult Classroom .................................. 38
Chapter 3: Activities in TESOl Classroom............................................................. 40
Charades..................................................................................................... 42
Speaking and listening exercise.................................................................... 43
THE SENTENCE AUCTION (For All Levels) ................................................ 46
STOP (For All Levels) ................................................................................... 46
Writing a Topic Sentence .............................................................................. 92
Chapter 4 ............................................................................................................. 108
ATA TESOL Teaching Aids and Materials for the Adult Classroom ...... 111
Chief ESL Text Book .............................................................................................. 115
Bibliography ..................................................................................................................... 188
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ATA Course Requirements
Course Description: This informative Elective covers the limitless

options, teaching concepts and activities that can make
teaching Adults a learning process for the TESOL teacher and
students. Full of activities, resources and templates this Elective
comprehensively covers teaching of General English in the Adult
world.
Materials:
TESOL English for Adults Manual
Online or Correspondence:
 TESOL English for Adults is approximately 60 hours of
study, and assignments.
 The required assignments are listed in this section.
 This course is self-paced. You can work on it at your
own convenience however all assignments must be
completed before being submitted for marking.
Lets Begin:
 Carefully check instructions.
 Complete all assignments, lesson plans and activities.
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ATA: Requirements for Completing Assignments
 Complete all assignments
 Answer all assignment questions fully.
 Complete all activities and lesson plans accurately with

full detail using the Lesson plan template. You must list
all resources to be used in the lesson but need not
include the actual resources unless stated.
 Once you have completed all the required

assignments for your specialisation, please send them
as one file in plastic sheets by mail or email for marking.
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Submitting Finished Specialisation Assignments for
Marking
 Please complete all the assignments in your

specialisation before sending your work in for marking.
 You can either send in your completed specialisation
for marking by either Mail or Email.
 Once received assignments will be marked by
When sending in your work via E-mail:

 When e-mailing your completed specialization
assignments please send as one file using Microsoft
Word.
 Include a ASSIGNMENT COVER PAGE with the following
details
 Email your ‘WORD file’ to: marking@ataonline.edu.au
When sending in your work via Mail:

 Please type your assignments or neatly Print them.
 Include an ASSIGNMENT COVER PAGE with the
following details.
 Any assignments that are not legible will be returned for
resubmission.
 Address your envelope as follows:
“Teaching Elementary” Assignments
Australasian Training Academy
P O Box 1749
MILTON BRISBANE QLD 4064
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Assignment Cover Page
1. Name of the Specialisation eg: “Teaching Adults”
________________________________________________________________
2. Your name as it appears on your passport (First & Last Name)
________________________________________________________________
3. Your current mailing address, contact number and email

address
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
4. If you have completed your “TESOL Training” course

Date: _________________________
City: _________________________
Or ‘By Correspondence’ ___________________
5. I am taking this specialisation course as part of CERT IV or

DIPLOMA in TESOL.
YES or NO
6. IMPORTANT: Please specify how many specialisations you have

completed excluding this one.
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Chapter 1
A General Overview of ESL/EFL
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ATA: Why English is the Global Language
English is well on its way to becoming the dominant global language in the
fields of communication, science, medicine and business. According the
Wikipedia dictionary:
“English is a West Germanic language which is the dominant language in the

United Kingdom, the United States, many Commonwealth nations including
Australia, Canada, New Zealand and other former British colonies. It is also an
important or official language in many countries formerly under British or
American rule, such as India, Nigeria and the Philippines.
English is currently one of the most widely spoken and written languages
worldwide, with some 380 million native speakers. Only Chinese and Hindi
have more native speakers while Spanish is similar in number. English is also
the dominant member of the Germanic languages. It has lingua franca
status in many parts of the world, due to the military, economic, scientific,
political and cultural influence of the British Empire in the 18th, 19th and early
20th centuries and that of the United States from the early 20th century to the
present.
Through the global influence of native English speakers in cinema, music,

broadcasting, science, and the Internet in recent decades, English is now the
most widely learned second language in the world.
Because a working knowledge of English is required in many fields and

occupations, education ministries around the world mandate the teaching
of English to at least a basic level
English is the third or fourth most widely spoken as first language in the world
today, after Mandarin, Hindi, and probably Spanish (see the ranking). A total
of 600-700 million people use the various dialects of English regularly. About
377 million people use one of the versions of English as their mother tongue,
and an equal number of people use them as their second or foreign
language. English is used widely in either the public or private sphere in more
than 100 countries all over the world. In addition, the language has occupied
a primary place in international academic and business communities. The
current status of the English language at the start of the new millennium
compares with that of Latin in the past. English is also the most widely used
language for young backpackers who travel across continents, regardless of
whether it is their mother tongue or a secondary language.
English is the primary language in Anguilla, Antigua and Barbuda, Australia

(Australian English), the Bahamas, Barbados (Caribbean English), Bermuda,
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Belize, the British Indian Ocean Territory, the British Virgin Islands, Canada
(Canadian English), the Cayman Islands, Dominica, the Falkland Islands,
Gibraltar, Grenada, Guernsey, Guyana, Isle of Man, Jamaica (Jamaican
English), Jersey, Montserrat, New Zealand (New Zealand English), Ireland
(Hiberno-English), Pitcairn Islands, Saint Helena, Saint Lucia, Saint Kitts and
Nevis, Saint Vincent and the Grenadines, South Georgia and the South
Sandwich Islands, Trinidad and Tobago, the Turks and Caicos Islands, the
United Kingdom (various forms of British English), the U.S. Virgin Islands and the
United States (American English)
English is also an important minority language of South Africa (South African

English), and in several other former colonies and current dependent
territories of the United Kingdom and the United States, for example
Singapore and Mauritius.
In Asia, former British colonies like Singapore and Malaysia use English as their
official language, and is taught in all private and public schools as a
mandatory subject. There is a considerable amount of native English
speakers in urban areas in both countries. In Hong Kong, English is co-official
with Chinese, and is widely used in business activities. It is taught from infant
school and kindergarten, and is the medium of instruction for a few primary
schools, many secondary schools and all universities. Substantial numbers of
students acquire native-speaker level. It is so widely used that it is inadequate
to say that it is merely a second or foreign language, though there is still a
huge percentage of people in Hong Kong with poor or no command of
English at all.
The majority of English native speakers (67 to 70 per cent) live in the United
States (Crystal, 1997). Although the U.S. federal government has no official
languages, English has been given official status by 27 of the 50 state
governments, most of which have declared English their sole official
language. Hawaii, Louisiana, and New Mexico have also designated
Hawaiian, French, and Spanish, respectively, as official languages in
conjunction with English.
In many other countries, where English is not a major first language, it is an

official language; these countries include Cameroon, Fiji, the Federated
States of Micronesia, Ghana, Gambia, India, Kiribati, Lesotho, Liberia, Kenya,
Namibia, Nigeria, Malta, the Marshall Islands, Pakistan, Papua New Guinea,
the Philippines, Rwanda, the Solomon Islands, Samoa, Sierra Leone, Sri Lanka,
Swaziland, Tanzania, Zambia and Zimbabwe.
English is the most widely learned and used foreign language in the world,
and as such, some linguists believe that it is no longer the exclusive cultural
emblem of 'native English speakers', but rather a language that is absorbing
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aspects of cultures world-wide as it grows in use. Others believe that there
are limits to how far English can go in suiting everyone for communication
purposes. English is the language most often studied as a foreign language in
the European Union (by 89% of schoolchildren), followed by French (32%),
German (18%), and Spanish (8%).[1] It is also the most studied in China,
Japan, South Korea and Taiwan. English is also compulsory for most
secondary school students in China and Taiwan. See English as an additional
language.
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English as a global language
Because English is so widely spoken, it has been referred to as a "global
language". While English is not an official language in many countries, it is the
language most often taught as a second language around the world. It is
also, by international treaty, the official language for aircraft/airport
communication. Its widespread acceptance as a first or second language is
the main indication of its worldwide status.
There are numerous arguments for and against English as a global language.
On one hand, having a global language aids in communication and in
pooling information (for example, in the scientific community). On the other
hand, it leaves out those who, for one reason or another, are not fluent in the
global language. It can also marginalise populations whose first language is
not the global language, and lead to a cultural hegemony of the
populations speaking the global language as a first language. Most of these
arguments hold for any candidate for a global language, though the last
two counter-arguments do not hold for languages not belonging to any
ethnic group (like Esperanto).
A secondary concern with respect to the spread of global languages

(including major languages other than English such as Spanish, Chinese,
Arabic, etc) is the resulting disappearance of minority languages, often
along with the cultures and religions that are primarily transmitted in those
languages. English has been implicated in a number of historical and
ongoing so-called 'language deaths' and 'linguicides' around the world,
many of which have also led to the loss of cultural heritage. Language death
caused by English has been particularly pronounced in areas such as
Australia and North America where speakers of indigenous languages have
been displaced or absorbed by speakers of English in the process of
colonisation.”
http://en.wikipedia.org/wiki/English_language
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English is much more likely to be translated:
For straightforward economic reasons, only works that enjoy exceptionally
large sales have any notable prospect of translation. Heavy sales in the
original language represent an essential criterion of selection for translation,
though not the only one. As a result, translations will be concentrated in
original creations in the major languages. Since English is the predominant
language in the publishing industry, authors writing in English have a much
better chance of translation than those writing in other tongues.
English dominance of translations has increased:

The dominance of English in translations has actually gone up over the last
30 years, despite a general decline in the market share of English in the world
publishing market. When English represented about a quarter of the world
publishing market in the early 1960’s, the percentage of English in translations
was already 40%. With the general advance of literacy and standards of
living in the world, the share of English in world publishing fell to around 17% in
the late 1980’s. Yet the language's share in translations rose to surpass 50%
during this time.
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ATA TESOL Teaching and the Communicative Approach
As we discussed in the foundation course the Communicative Approach is a

very popular approach to the teaching of ESL to adults. It is not a highly
structured method of teaching. Rather a broad assembly of ideas from a
range of sources which have come to be accepted as 'good practice' by
many contemporary teachers.
Origins of the Communicative Approach

In the 1960's and 70's English language learning was widely extended across
the world. This resulted in the teaching of English to adults who previously
would not have studied a foreign language. This in turn created pressure for
a change in teaching methods and curriculi to suit the needs of non-
traditional groups of learners. English teachers recognized the inadequacy of
traditional grammar/translation methods and also of 'structural' methods with
emphasis on meaningless pattern drills and repetition.
New syllabuses took into account the needs of different pupils. Traditional
academic syllabuses had assumed learner's goal was in-depth mastery of
target language. But for the less academic pupil a more immediate 'pay-off'
was necessary, in terms of usefulness for practical purposes.
Communicative Method
Focuses on language as a medium of communication. Recognises that
all communication has a social purpose – that is the learner has
something to say or find out.
Communication embraces a whole spectrum of functions (e.g. seeking
information/ apologising/ expressing likes and dislikes, etc) and notions
(e.g. apologising for being late / asking where the nearest post office is).
Classroom activities maximise opportunities for learners to use target

language in a communicative way for meaningful activities. Emphasis on
meaning (messages they are creating or task they are completing) rather
than form (correctness of language and language structure) - as in first
language acquisition.
 Use of target language as normal medium for classroom management
and instruction - reflects naturalistic language acquisition.
 Communicative approach is much more pupil-orientated, because
dictated by pupils' needs and interests.
 Accent is on functional/ usable language. Learners should be able to
go to foreign country, prepared for reality they encounter there. Need
to be able to cope / survive in a variety of everyday situations.
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 Classroom should provide opportunities for rehearsal of real-life
situations and provide opportunity for real communication. Emphasis on
creative role-plays/ simulations/ surveys/ projects/ playlets - all produce
spontaneity and improvisation - not just repetition and drills.
 More emphasis on active modes of learning, including pairwork and
group-work - often not exploited enough by teachers fearful of noisy
class.
 Errors are a natural part of learning language. Learners trying their best
to use the language creatively and spontaneously are bound to make
errors. Constant correction is unnecessary and even counter-productive.
Correction should be discreet / noted by teacher - let them talk and
express themselves - form of language becomes secondary.
 Communicative approach is not just limited to oral skills. Reading and
writing skills need to be developed to promote pupils' confidence in all
four skill areas. By using elements encountered in variety of ways
(reading/ summarising/ translating/ discussion/ debates) - makes
language more fluid and pupils' manipulation of language more fluent.
 Grammar can still be taught, but less systematically, in traditional ways
alongside more innovative approaches. Recognised that
communication depends on grammar. Disregard of grammatical form
will virtually guarantee breakdown in communication.
 Language analysis and grammar explanation may help some learners,
but extensive experience of target language helps everyone. Pupils
need to hear plenty said about the topic in the foreign language at
regular and recurrent intervals, so they are exposed to the topic and
can assimilate it. (Not mere passive acquisition of certain lexical items).
 Communicative approach seeks to personalise and localise language
and adapt it to interests of pupils. Meaningful language is always more
easily retained by learners.
 Use of idiomatic/ everyday language (even slang words). This is kind of
language used in communication between people - not a 'medium'/
grammatical/ exam-orientated/ formal language!
 Makes use of topical items with which pupils are already familiar in their
own language - motivates pupils arouses their interest and leads to
more active participation.
 Avoid age-old texts - materials must relate to pupils' own lives / must be
fresh and real (texts developing language but not communicative
language!) Changing texts and materials regularly keeps teacher on
toes and pupils interested.
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 Language need not be laboriously monotonous and 'medium'
orientated. Can be structured but also spontaneous and incidental.
Language is never static. Life isn't like that - we are caught unawares,
unprepared, 'pounced upon!' Pupils need to practise improvising/ ad-
libbing/ talking off the cuff, in an unrehearsed but natural manner.
 Spontaneous and improvised practice helps to make minds more
flexible and inspire confidence in coping with unforeseen,
unanticipated situations. Need to 'go off at tangents' / use different
registers / develop alternative ways of saying things.
 Communicative approach seeks to use authentic resources. More
interesting and motivating. In English language classroom authentic
texts serve as partial substitute for community of native speaker.
Newspaper and magazine articles, poems, manuals, recipes,
telephone directories, videos, news bulletins, discussion programmes -
all can be exploited in variety of ways.
 Important not to be restricted to textbook, Never feel that the text-
book must be used from cover to cover. Only a tool / starting-point.
With a little inspiration and imagination, text-book can be manipulated
and rendered more communicative. Teacher must free himself from it,
rely more on his own command of language and his professional
expertise as to what linguistic items, idioms, phrases, words, need to be
drilled / exploited/ extended.
 Use of visual aids - OHP/ flashcards, etc - important to provoke
practical communicative language. (3 stages presentation /
assimilation/ reproducing language in creative and spontaneous way).
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Principles of the Communicative Approach to ESL
Principle Application
Authentic materials are used Teacher uses newspaper columns, job
advertisements, weather reports, menus,
catalogues…
One function can have many different Students can communicate for a specific
forms purpose in many ways
Students need to learn cohesion and Teacher uses activities such as scrambled
coherence sentences
Students should be given the opportunity to Games are useful as are activities where
express their opinions students must communicate and receive
feedback (did the listener/reader
understand?)
Errors are tolerated to a certain extent Other students and teacher ignore errors
Encourage cooperative relationships Teacher uses strip stories; students work
among students; opportunity to negotiate together to predict next picture
meaning
The social context of the communicative is Teacher uses role-plays
essential
Learning to use language forms Teacher reminds student of the role they are
appropriately is important playing or the particular situation they are in
and how that impacts on the
communication; teacher encourages
students to develop independent learning
skills
Teacher acts as advisor/facilitator Teacher moves from group to group, offering
advice and answering questions; teacher
collaborates with students to select goals,
content and processes
Speakers have choices in communication Students and teacher suggest alternative
of what to say and how to say it forms that could be used
Students should be given opportunities to For homework, students are asked to listen to
develop strategies for interpreting language a debate on the radio or watch one on
as it is actually used by native speakers television
TTT: Teacher talk time and STT: Student talk TTT should be kept to a minimum ideally 20%
time and STT should be kept to a maximum ideally
80% to encourage student usage of the
listening and speaking skills in
communication. This can be done by using
pair and group work.
Student levels: Beginner, upper beginner, Care should be taken to ensure that lessons
intermediate, upper intermediate and are level appropriate.
advanced
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ATA: What is English for Specific Purposes? (ESP)
“English for Specific Purposes” is the goal or reason a specific L2 student or

group of students’ are studying the English language. Goals can be as
individual as travel, friendship, immigration and business. It is very important
to establish early what specific goals your student have and develop your
lessons around those.
The best way to do this is to do a comprehensive learner needs assessment

through a series of activities such as biography exchanges, questionnaires
and interviews. Once information has been gathered then complete criteria
for your students needs must be written up, researched and lesson planned.
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ATA: What is English for Academic Purposes? (EAP)
EAP is the study of “English for Academic Purposes”. Students will already
have a specific academic goal for their English studies and you should make
it your business to know what their specific purpose is.
The most common reason to study EAP is to sit the TOEFL or IELTS examinations
in order to study or work overseas. Once you have established the academic
reason for your student’s English study you will be able tailor your lessons to
work towards that academic goal.
When teaching EAP particular attention is given to the reading skill, as this skill
is vital for understanding academic material. There are two phases; a pre-
reading phase to build background knowledge of the text and a
comprehension phase to check for complete or key understanding of the
material.
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ASSIGNMENT 1
Q.1 Why is English a ‘Global Language’?
Q.2 How has the ‘Communicative Approach’ made learning

English less artificial and more like the real world?
Q.3 List 5 ways to give successful classroom instruction.
Q.4 What is a good technique to decrease TTT and increase STT?
Q.5 What is the goal of English for Academic Purposes?
Q.6 What is important to understand when considering student

levels?
Q.7 What is important to understand about levels?
Q.8 What phase builds background knowledge in EAP lessons?
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Chapter 2
The Adult TESOL Classroom
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ATA TESOL Lesson Presentation
When presenting your lesson it is important to remember the four language

skills and the order of acquisition. The listening skill is the first skill to focus on;
followed by speaking, then reading; and writing. In everyday life language
acquisition usually follows this order. Additionally, you need to clearly
demonstrate to your students the way, in which, the new language, is used
by native English speakers.
An example of how this can be done is to show a video of the language

being used in context i.e. ordering in a restaurant. Then hand out dialogue
sheets and have students practice in pairs. It is important when teaching
adults to teach language in a context that they can use immediately in
everyday situations. Remember when demonstrating the new language to
use plenty of body language and to speak slowly and clearly.
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ATA: Practice & Production
When teaching grammar, as a TESOL teacher, you should focus on

incorporating meaningful practice into your lessons, so that the students can
reproduce conversations for specific situations (eg. booking into a hotel).
Students should be given opportunities to practice what they are learning in
‘real life’ situations such as dialogues, role-plays and questionnaires as much
as possible.
Booking into a hotel Visiting the dentist

Include dialogue [future tense] Include dialogue [present
tense]
Ordering in a restaurant Complaining
Include dialogue [present Include dialogue [past tense]

continuous tense]
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ATA TESOL Lesson Planning for the Adult Classroom
When planning your lessons for the adult classroom there are a few important
points to keep in mind:
 Use activities/tasks that bring the ‘real world’ into the classroom.
 Give plenty of opportunity for discussion.
 Give clear and complete criteria.
 Demonstrate all new concepts/tasks.
 Use props and visual aids.
 Adults are able to concentrate more than children and teenagers so
give them tasks they can get involved in.
 Do not switch activities as frequently as with children.
Lesson specific goals:
Lesson goals should be considered at the planning stage of the lesson before
activities are considered. The goals should reflect what the students needs
are and why they are studying the English language. Some examples of
specific goals may include; booking into a hotel, conducting a job interview
or ordering in a restaurant. Once you have decided the lesson goal then
research appropriate resources and activities.
Language skills:
It is also important to consider and develop lessons which utilise all four
language skills particularly the listening and speaking skills. Include plenty of
communicative tasks and follow-ups so that your students can practice each
language skill.
When writing your Lesson Plan:
 Follow the lesson plan template in the Foundation Manual.

 Incorporate ‘realia’ in your resources as much as possible.
 Have a maximum of 3 teaching/tasks for your lesson.
 Design plenty of pair and group work tasks.
 Use discussion in your tasks.
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ATA Sample TESOL Adult Lesson Plan
Theme: Planning a business trip overseas
Level/Age addressed: adult/intermediate
Length: 45 minutes
Specific Language Skills: listening, speaking and reading
Language Goals: Students to plan a business trip
Required Methodology: Eclectic approach, macrologue,
Specific Resources: video clip
Pre-task: Show 2 minute video clip of a man planning and leaving on a

business trip.
Teaching 1: Initiate a class discussion ‘who has gone on a business trip’

encourage all students to briefly tell about their experience, when, where,
why.
Task 1: Students discuss their past business trips.
Teaching 2: Briefly demonstrate a macrologue on a business or travel related

topic. Then initiate class macrologue on ‘Planning a business trip’
Task 2: Students participate in macrologue.
Teaching 3: Instruct students to prepare a specific business trip macrologue in

pairs.
Task 3: Students complete marcrologues in pairs
Follow-up: Each pair demonstrates their individual macrologue to class.
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Macrologue ‘Business Trip’
Documents to take
Items to pack Immunizations
Business Trip
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TESOL Resources for the Adult Classroom
ATA TESOL Activity
Have your students demonstrate these words in a game of charades where

they can use the speaking skill and drama in English.
1. dancing
2. rich
3. swimming
4. similar
5. getting married
6. cooking
7. sour
8. beside
9. hungry
10. stressed
11. booking something
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ATA TESOL the Listening Skill in the Adult Classroom
In an ESL classroom in order to hone your students listening ability necessary

to source a variety of materials that the students can listen to. Of course your
own voice is the most important resource you have at hand therefore be
sure to use clear enunciation and good voice stress. Speak reasonably slowly
and gauge your students’ ability to understand and respond.
When teaching the Listening skill keep these points in mind:
 Pre-teach new or difficult vocabulary.

 Always have a pre-task.
 Give students clear criteria as to what they are listening for.
 Prepare other activities to re-enforce the listening task.
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ATA TESOL the Speaking Skill in the Adult Classroom
Most students learn a language so that they can speak it. When teaching
English to adults you must find ways to incorporate the speaking skill in your
lessons. The speaking skill comes hand in hand with the listening skill. Be sure
to use pair and group work as much as possible and have students prepare
talks and questions which they can ask and answer in class. There are many
interesting ways/activities that utilize the speaking skill.
Some possibilities are:
 Interviews
 Student biography exchanges
 Debates
 Discussions
 Information gap activities
 Speeches
 Dialogues
 Role-plays
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ATA TESOL the Reading Skill in the Adult Classroom
The reading skill is primarily used for a support to the listening and speaking
skills in the adult TESOL classroom. Students use the reading skill; to enact role-
plays, dialogues and other useful, real-life based communicative tasks.
Generally most adult learners will be able to decode phonetically, and read
simple English. Use this ability to your advantage in the classroom when
teaching new vocabulary; be sure your students get to see the new words in
print soon after they hear them for the first time as this will help eliminate
fossilized errors. Incorporate varied reading materials but be sure they are all
relevant to your students’ goals for studying English.
Some types of reading materials for the adult class could include:
 Novels
 Advertisements
 Dictionaries
 Magazines
 The newspaper
 Booking forms
 Brochures
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ATA TESOL the Writing Skill in the Adult Classroom
The writing skill is usually only focused on by adult learners studying for
academic purposes. If this is the case with your students be sure to give very
specific writing goals and objectives in your lesson. Remember that reading
and writing go hand in hand, and are often best taught in tandem. As
students become proficient readers they also become better writers having
been exposed to formal written English.
When teaching the writing skill marking it is important to correct your students
work but in most cases you correct only one grammar point per lesson. You
should, also, prior to assigning written work give clear and precise criteria with
regard to your expectations.
When teaching English to adults the writing skill is usually not focused on, as in
general, the students’ goal is to speak English and most of your students will
already have studied the reading and writing skills for a number of years
during their formal schooling. Writing activities should therefore be used as
follow-ups, homework tasks or incorporated into communicative tasks.
Suggestions for activities incorporating the writing skill
 Filling out questionnaires

 Completing student biography exchanges
 Editing
 Filling in forms
 Writing dialogue
 Preparing speeches
38
39
Chapter 3
Activities for the TESOL Adult

Classroom
40
41
Charades
Purpose: To guess the movie, song or occupation.
Procedure: This game can be played in groups of three or four.
Have lists of each category and give one person from

each group the word or title they must demonstrate for
their team to guess.
What activities did you do on your holiday and where did you go?
Interview 5 other students and then report back to the class. Make sure the
questions and answers are all done in English. Your teacher will assist you in
writing the questions you need to ask to get this information, and will ask
some students to report back to the class at the end of your interviews.
Example
Name Family Hometown Where What
Lisa Mum, sister London Majorca, dancing,
1.
2.
3.
4.
5.
42
Speaking and listening exercise
Talk about what to do when you have a health problem. Students go into
pairs and ask each other as follows.
1. Doctor: What can I do for you today?
Patient: I have a terrible toothache.
Doctor: You should visit a dentist!
2. Doctor:
Patient:
Doctor:
3. Doctor:
Patient:
Doctor:
4. Doctor:
Patient:
Doctor:
43
Vocabulary brainstorm
With your teacher make a list of activities people do to

improve their health
With you teacher make a list of the different food that people eat for
breakfast, lunch, dinner and snacks.
Exercise – now talk about yourself like the example below
1. I walk to school every morning.
2.
3.
4.
5.
6.
7.
8.
44
Conversation Questions:
Dating and Relationships
What qualities are most important to Would you like to have a boyfriend or
you in a partner? For example, girlfriend who was a lot more attractive
intelligence, sense of humor, money. than you? What about a husband or
wife?
Would you move to a place far from

If you cheated on your partner, would your family and friends to be with the
you tell him or her? Why or why not? person you loved? Why or why not?
Is it common for couples to live together

before marriage in your
Describe a perfect romantic evening. country? Would you want to live with
someone before marriage? Why or why
not?
How old were you when you went on Would you continue to date someone
your first date? Who was it you really liked if your parents did not
with? Where did you go and what did like this person? Why or why not?
you do?
Do you know anyone who has had an

arranged marriage? Do you think
Would you ever consider using the
marriages based on love are more
personals to find a date? Why or why
successful than those that are
not?
arranged?
Have you or anyone you've known ever

(TO A GIRL) Would you ask a man
met someone over the Internet? Do
out? Why or why not?
you think that these types of
(TO A GUY) Would you like it if a woman
relationships can be successful? Why or
asked you out? Why or why not?
why not?
Do women usually work after getting More than half of American marriages
married in your country? Why or why end in divorce. What do you think are
not? some of the reasons for this?
45
THE SENTENCE AUCTION (For All Levels)
For this game you need to prepare a list of about twenty sentences. Make
roughly half the sentences grammatical, and the rest ungrammatical. Give
the students a few minutes to read and discuss which sentences are correct.
It is good to assign partners to discuss which sentences are grammatical.
They can then bid on the sentences that they think are good. You get to play
the auctioneer. Students love it if you play the role to the hilt, and do not
forget to slam the gavel! Sentences can be draw from student writings,
common errors, etc.... This game forces students to use dollar amounts, and
to focus on the fine points of grammar.
STOP (For All Levels)

This is a simple vocabulary game that can be played with two levels of
difficulty depending on the level of your students. In the easy version, draw
five columns on a chalk board. Assign each column a letter from the
alphabet and shout Go! The first student to fill in all the columns with a word
that begins with the letter of each column shouts, STOP! My high school
students like to accumulate extra exam points with this game. You can go
through the whole alphabet like this and also use common two letter word
beginnings like ex, sh, sp, ch, etc....
In the more difficult version, assign each of the five columns a general
catergory like food, clothing, emotions, office items, things in the house,
etc.... You then call out a letter from the alphabet. Students have to fill each
column with a vocabulary word that begins with the letter and pertains to
the category.
46
Synonym Antonym
Purpose: To develop vocabulary.
Procedure: Divide the class into two teams. Write on the board two
lists of words. Each team must come up with a synonym
and an antonym for each word. First team correctly
finished wins.
Guess the Idiom
Purpose: To help students understand idioms from a context.
Procedure: Provide an example for the students.
Students can either work in pairs or teams.
Have a list of idioms that you write onto the board

one at a time. The first pair or team to explain the
correct meaning gets a point. Team or pair with
the most points wins.
47
List of idioms
A Pants Down Merry

Absent Without Charley Horse Elvis has left the
Leave Chip on his Shoulder building
A Doubting Thomas Chow Down End of story
A House Divided Clear Blue Water Ethnic Cleansing
Against Itself Cannot Close but no Cigar Eureka
Stand Cold War Excuse my French
A Leopard Can't Cock and bull story
Change His Spots Copasetic
Crackerjack F
All Your Base Are Face the Music
Belong To Us Cut to the Chase
Cute as a Bug's Ear Feeding Frenzy
America Field Day
A Picture Paints a Cup Of Joe
Cyber Finger lickin' good
Thousand Words Flea Market
Apple of My Eye Flesh and Blood
D Flip The Bird
B Deadline Fly on the wall
Back Seat Driver Dead Ringer Foam at the Mouth
Back To Basics Devil's Advocate Fools Gold
Back To Square One Diamond in the French Kiss
Baker's Dozen Rough Full Monty
Bad Hair Day Dirt Poor Funny Farm
Ball and Chain Dog Days
Balls to the Wall Don't look a Gift
Horse in the Mouth G
Beeswax Get out of the wrong
Big Apple Don't try to teach
your Grandma to side of bed
Blackmail Gilding the Maria
Blind leading the suck eggs
Doozy Good Samaritan
blind Go out on a limb
Blue Moon Dope
Double Whammy Go The Extra Mile
Blue Sky Got my mojo working
Break A Leg Doughboy
Drag Race Graveyard Shift
Brass Monkey Green Room
Brownie Points Dropping like flies
Drink like a fish Gung Ho
Buckaroo
Bullpen Dry Run
H
E Hat Trick
C Handwriting on the
Catch-22 Eighty Six
Eat Drink and Be wall
Caught With Your
48
Have an axe to grind Know which way the
Heavy Metal wind blows O
Hell in a Handbasket Ku-Klux Klan OK
High Five Off The Cuff
High on the hog L Off the Record
Hit the Hay Like a chicken with its On the Fritz
Hold your horses head cut off On a wing and a
Honeymoon Level playing field prayer
Hocus Pocus Last but not least One for the road
Houston we have a Loose Cannon One over the eight
problem Lose your rag On the dole
Lollygag Over the Top
Lynch
I
I'll Have His Head On P
A Platter M P's and Q's
In Like Flynn Mad As A Hatter Paddle Your Own
In the bag Make no bones Canoe
In the buff about Pedal to the metal
In your face Mayday Peeping Tom
It came like a bolt Mayhem Pick up your ears
from the blue Mexican Wave Pie in the Sky
Ivy League Money is the Root of Pin Money
I Wash My Hands Of All Evil Pipe Down
It Muck and Brass Play by ear
Murphy's Law Posh
Mumbo Jumbo Pull the plug
J Mum's the word Pull the Wool Over His
Jaywalk My Brother's Keeper Eyes
Jinx Pull out all the stops
Joshing Me Push the Envelope
N
Nerd Put a sock in it
K Nest Egg Put on your thinking
Keep body and soul New kid on the block cap
Put your best foot
together New York Minute
Keep your chin up No Dice forward
Kilroy was here No Room to Swing a
Kick The Bucket Cat Q
Kitty-corner Nothing is certain but Quiz
Live By The Sword, death and taxes Quality Time
Die By The Sword Not Playing With a Queer Street
Knee jerk reaction Full Deck Queer the pitch
Knock on wood
Know the ropes
49
R T W
Rain Cats and Dogs Thats all Folks! Wag the Dog
Raincheck Third World Wearing the pants
Raise Cain Third times a charm Well Heeled
Redhanded Tie the knot Where there's muck
Red Herring To Everything There Is there's brass
Redneck A Season White Bread
Ring Fencing Tongue In Cheek Whole nine yards
Rise and Shine There's more than Windy City
Run out of steam one way to skin a cat Wild and Woolly
Rule of thumb The Truth Will Set You Wolf In Sheep's
Free Clothing
The Wave Word for Word
S Three strikes and you Word in your shell-like
Sabotage are out
Sacred Cow Til the cows come
Safe Sex home X
Saved by the bell Top Notch X marks the spot
Scapegoat Turn A Blind Eye
Shake a leg Twenty three skidoo
Shot in the dark Y
Sitting in a Catbird You are what you
Seat U eat
Skid Row Uncle Sam You Can't Take it
Skin of your teeth Under the Weather With You
Sleep Tight Up a blind alley Your name is mud
Sour Grapes Up the Apples and Yankee
Southpaw Pears
Spare The Rod, Spoil Z
the Child Zero Tolerance
Spitting Image V
Vampire Zigger Zigger
Straight From The
Horse's Mouth Van Gogh's ear for
Strike a deal music
Stumped
Son of a gun
50
Guess the object
Purpose: To describe an object
Procedure: Place an object in a bag and have one student feel the
object and describe it the class. The rest of the class calls
out what they think the item is.
Psychological Couch
Purpose: To practice vocabulary and check

comprehension.
Procedure: Prepare a list of the vocabulary and have one

student at a time come to the front of the class
and sit facing the class. When you say a word on
the list the student must call out words he/she
thinks means the same. If the student is correct
their team gets a point.
Divide the class into teams.
Set a time limit.
51
Write the name of….
1. ...a cola beverage?
2..a fruit-flavoured gelatin dessert?
3...an adhesive bandage for small cuts and scrapes?
4...a whirlpool bath?
5…A big metal outdoor container for dumping garbage?
6...an absorbent material used in a cat's toilet box?
7...disposable material for blowing your nose on?
8...music used in advertisements?
9...clear plastic tape to stick paper together with on a roll.
10..machine used to make a copy of paper materials?
52
Homophones
Homophones are words that sound the same but are spelt differently and
have different meanings. e.g. to, too and two.
Activity 1
Match the words below to the correct picture. Write the answers in your
exercise book. Write down which words are homophones of each other.
knight flower hair bare

hare bear night flour
Activity 2
Choose the correct homophone to complete this sentence.

(a) The boy put shampoo on his (hare/hair).
(b) Mum put some (flower/flour) in the cake mix.
(c) James didn't have a very good (nights/knights) sleep.
(d) A rabbit is a bit like a (hare/hair).
(e) Tony got chased by a large (bare/bear).
53
Activity 3
The words below have homophones. Write down what they are, e.g. sun /
son.
plane right see there which where
be for here knew no so
Activity 4
Choose the correct homophone to complete the sentences.

(a) Lucy couldn't wait to (meet/meat) her friend.
(b) Andrew (missed/mist) the bus.
(c) The mouse got his (tale/tail) caught.
(d) Glen has a long (wait/weight) for the bus.
(e) The cat hurt its (pour/poor/paw).
(f) The old man had no money, he was (pour/poor/paw).
(g) "Could you (pour/poor/paw) the orange juice, please?"
(h) Mark got a letter in the (mail/male).
Activity 5
Explain the differences between these words.
(a) or and oar (b) sail and sale (c) saw and sore
(d) maid and made (e) main and mane
Challenge
Try and find homophones for some of these words.
allowed ball base beach boy
check days die due faint
fur great in key lane
leek war waste might week
packed pale place rain read
profit seen road sight
54
Nationalities
Match the nationality:
1. Henry is from Paris he is?

a] German
b] Australian
c] French
2. Maria is from Rome, she is?

A] Greek
B] Japanese
C] Italian
3. Joshua is from Brisbane, he is?

A] Korean
B] Chinese
C] Australian
4. Kim Jong Hyun is from Seoul, he is?

A] Chinese
B] Korean
C] Greek
5. Katya is from Moscow, she is?

A] Canadian
B] Russian
C] German
55
Occupations what’s my job?
1. I work in an office. I type letters and answer the phone.

2. I go to court and defend people’s rights
3. I work in a hospital and take care of sick people.
4. I work in a school and help people learn.
5. You pay me when you buy something at the store.
6. I take care of sick animals
7. I put out fires.
8. I wear a uniform and a badge. I help keep your
neighborhood safe.
9. I help keep your teeth clean.
10.I deliver letters and packages to your home. Bottom of Form
56
Dialogues Greetings
Objectives: To be able to greet people, introduce yourself, introduce others,

ask for information, and give information.
Rueben: Hello, my name's Ruebeno.

Maria: (I'm) glad to meet you. My name's Maria. This is my neighbor,
Roshelle.
Rueben: (I'm) glad to meet you, Roshelle. Where are you from?
Roshelle: (I'm) from Mexico.
Practice 1
Hello, my name is __________. (I'm) glad to meet you.
happy
pleased
Practice 2
This is my neighbor, __________. (I'm) pleased to meet you.
classmate
friend
brother
sister
mother
father
Practice 3
His name is __________.
Her
Your
Practice 4
(I'm) from San Antonio. He's from Texas.
Los Angeles She's
Mexico You're
57
Practice 5
Where are you from?
is he
is she
am I
Practice 6: Dictation
A. Hello my __________ Rueben.
B. Glad to meet __________ . __________ name's Roshelle.
C. This is my __________ , Maria.
D. Pleased to __________ you, Maria. Where are you __________?
E. (I'm) from Thailand.
Practice 7: Role Play

A. __________ , this is __________ .
B. Glad to meet you. Where are you from?
A. (I'm) from __________ .
58
Dictation
Purpose:
A dictation exercise can have many purposes. It is an excellent listening
exercise and can by used to sharpen the skills of listening and
comprehending. It also helps to develop reading and writing skills by
exposing the student to the written form of the language as he listens to the
spoken form. Students begin to recognize sight words and to make
associations of sounds with letters.
Preparation:
Step 1: Get a copy of the dictation exercise for each student.
Have the students write directly in the blanks or if the materials are not
consumable, you can have the students number the blanks and write the
answer on a separate sheet.
Step 2: (Optional) Tape-record the dictation exercise at normal speed with a
brief pause after each sentence.
(The advantage of tape recording the exercise is that students will not ask to
slow it down or to repeat a word as readily.)
Step 3: (Optional) Make an overhead transparency of the dictation exercise
with the blanks filled in.
Teaching:
Step 1: Hand out the dictation sheet.
Tell the students that you are going to play (or read) a passage and that you
want them to listen, read along on their sheets, and write in the missing words.
Step 2: Play the tape or read the passage at normal speed with a pause
after each sentence allowing the students to write in the missing words.
Do not repeat the sentence.
Step 3: Present the overhead transparency or write the correct answers for
each blank on the chalkboard.
Let the students check their work.
59
Time and Sequencing
Objectives: To be able to ask for and tell time and events in sequence.
To be able to use common expressions associated with going out to eat.
Dialog:
A. What time is it?
B. It's 11:30. I'm getting hungry.
A. Me too. Let's go eat.
B. Do you know of a good place to eat?
A. Yes, the Hungry Jacks is just down the street.
B. Do they have Mexican food?
A. Yes, I think they do.
B. Let's go.
Practice 1: Vocabulary Expansion

It's 11:00 (eleven o'clock) It's 11:00 (eleven ten)
1:00 (one o'clock) 11:15 (eleven fifteen)
5:00 (five o'clock) 11:30 (eleven thirty)
Practice 2: Command-Response
Stand up.
Go to the chalkboard.
Take the clock in your hands.
Set the clock for __________.
Put the clock down.
Write the time on the chalkboard.
Tell the class what time it says.
Practice 3: Question-Answer
What time is it? It's __________.
Practice 4: Vocabulary Expansion

Let's go eat. I'm getting hungry
get a drink. thirsty.
to bed. sleepy.
play. bored.
sit down. tired.
60
Practice 5: Rejoinder
I'm getting hungry. Me too. Let's go eat.
sleepy. to bed.
bored. play basketball.
tired. sit down.
thirsty. get a drink.
Practice 6: Question-Response
T. Do you know of a good place to eat?
S. Yes, Hungry Jack's.
T. Do you know of a good place to buy clothes? (food?) (shoes?)
S. Yes, __________.
At McDonald's do they have Mexican food? S. No, they don't.
hamburgers? S. Yes, they do.
sea food?
Chinese food?
sandwiches?
milkshakes?
Practice 8: Dictation
A. What time is __________?
B. It __________. I'm __________ hungry.
A. Me __________. __________ go eat.
B. __________ you know __________ a good place to eat?
A. Yes, the Hungry Jacks __________ just down the street.
B. Do __________ have Mexican food?
A. Yes, I think they __________.
B. __________ go.
Practice 9: Role Play
What time is it?
It's __________. I'm getting __________.
Me too. Let's go __________.
61
Directions
Objectives: To be able to ask for and understand directions.

Dialog:
A. Is there a grocery store near here?
B. Yes, there's one over on State Street.
A. Where is State Street?
B. Go down this street for two more blocks. Turn right and go a block.
ABC Supermarket is on your left.
A. Thanks.
Practice 1: Command-Response
Stand up.
Turn right.
Turn left.
Go straight ahead.
Stop.
Turn right and go four steps.
Turn left and go two steps.
Sit down.
Practice 2: Vocabulary Development

Is there a grocery store near here?
school on State Street?
shoe store on King Street?
bakery
movie theater
bank

Yes. There is a hotel on State Street.
bakery on First Avenue.
cafe on Second street.
drug store on First Avenue.
62
Is there a bakery on First Avenue? Yes, there is.
hotel State Street? No, there isn't.
school King Street?
bank Second street?

Where is State Street?
J.C. Penny's?
Sears?
the post office?
the police station?
the railroad station?
Where is the post office? It is on State Street.
the police station? First Avenue.
the railroad station? Station Road.
the bus station? Fourth street.
Sears? HemmingwayStreet.
Practice 7: Following Directions

1. You are on HemmingwayStreet and Fith street. Go straight ahead on
HemmingwayStreet for three blocks, turn right and go one block. Turn
left and go one half a block. What is on your left?
2. You are at the railroad station. Go along Station Road to the first stop
light. Turn left and go three blocks. Turn right and go two blocks. What
is on your right?
3. You are at the Greyhound Bus Station Road on State Street. Go up

State Street to Center Street. Turn right and go two blocks. Turn left and
go four blocks. What is on your left?
4. You are at the stop light on Station Road and Fourth Avenue. Go down
Station road to Center Street. Turn right and go three blocks. Turn right
and go two blocks. What is on your right?
63
Practice 8: Giving Directions
1. I am on Station Road and Fith street. How can I get to the Post office?
2. I am on Fourth street and HemmingwayStreet. Is there a drugstore near

here?
3. I am at the Elementary School on HemmingwayStreet. How can I get

to the fire station?
4. I am at the stop light on Station Road and Fourth Avenue. Where is a

hotel from here?
64
Dear Abbey?
Objectives: To be able to listen to and comprehend colloquial English.

To be able to recognize the formal English equivalent of reduced colloquial
speech.
Newspaper Item:
Dear Abby,
My problem is (problem's) my brother, his wife and (wife'n) their three

children, ages six, five and (five'n) three. They live 1,000 (a thousand) miles
away, but they have (they've) announced they are going to (gonna) visit us
this summer. We do not want them to ('em to) come.
Their children are not disciplined. They do anything they want to (wanna) do.
They have no respect for authority or property. They run wild, climb onto
furniture with dirty shoes, get into everything, leave the table during mealtime
and (mealtime'n) chase each other all over the house.
We have two children (ages seven and ten) who are never a problem. We
have a nice home that we have worked hard to furnish nicely and I am
afraid these kids will (kids'll) do real damage.
I hate to be rude, but we do not want these people to come. What should
we do?
Activity 1: Discussion
Discuss alternatives and students recommendations before reading the
answer given. Discuss the answer if there is disagreement.
Activity 2: Discuss Abby's Response

Answer:
Why don't you meet them somewhere else? If that is not possible, you should
be totally open and honest with them. It might hurt family relations, but if their
children are wild and undisciplined, they would not be surprised that you do
not want them to come.
65
Activity 3: Comprehension Questions
Ask comprehension questions such as those below regarding the dictation
exercise.
1. How many children does the brother have?
2. When does the brother's family want to visit?
3. What are the brother's children like?
4. What do the children do during mealtime?
Activity 4: Cloze Procedure

First read the story. Have students answer questions. Then give students a
copy of the story with words missing. Read the story with reductions-students
fill in the complete words
Dear Abby,
My __________ my brother, his __________ their three children, ages six,
__________ three. They live __________ miles away, but they have __________
announced they are __________ visit us this summer. We do not want
__________ come.
__________ children are not disciplined. They do anything they __________ do.
They have no respect __________ or property. They run wild, climb __________
with dirty shoes, get __________ everything, leave the table during __________
chase each other __________ house.
We have two children (ages __________) who are never a problem. We
__________ nice home that we have worked __________ furnish nicely and I
am afraid these __________ do real damage.
I __________ be rude, but we do not want these people __________. What
should we do?
66
Sit or stand
Purpose: A fun way to develop and practice listening skills using the
question/answer form.
Procedure: This game can be played individually or in small groups.
The teacher prepares a list of true and false statements.

Each student or group must listen to the statement and
determine whether it is indeed true or false.
If the students think the statement is true, they sit on their

chair if they think it is false they remain standing.
The teacher then tells the students whether the statement

was correct. Those who got the answer right can remain
sitting and are free those who got it wrong must remain
standing until they get an answer correct.
67
Guessing Game
Purpose: To develop listening and deduction skills.
Procedure: Provide some example definitions and present them to the

class. After the students understand these definitions, have
them prepare some of their own examples and present
them to each other or to the group.
Examples:
1. It’s brown.
You can drink it.
You can put sugar in it.
It isn’t tea.
What is it?
2. It’s orange.
It’s long and thin.
Sometimes you cook it, sometimes you don’t.
What is it?
3. It’s white.
It’s sweet.
You can put it in coffee or tea.
You often put it in cakes.
What is it?
3. It’s white.
It’s not sweet.
You can put it on meat or vegetables.
You don’t put it in coffee.
What is it?
4. It’s white or brown.
You can make sandwiches with it.
You can put butter on it.
You can eat it alone.
What is it?
68
5. It can be red, green, or yellow.
It comes from a tree.
You can eat it anytime.
It makes good pies.
What is it?
6. It’s white.
You must cook it.
You can put butter on it.
You can eat it with meat or vegetables.
What is it?
7. It’s a building.
It’s for children.
Some adults go there too.
The children are studying.
The adults are teaching.
What is it?
8. It’s in a building.
There are lots of tables.
Some people are eating.
Some people are cooking.
Some people are bringing food to the tables.
What is it?
9. It’s not a building.
It has trees and sometimes flowers.
Children like to play there.
Dogs like to run there.
People like to sit there.
What is it?
10. It’s outside in the yard.
It’s small.
It has a door, but no windows.
Something lives in there.
What is it?
69
A to Z tongue twisters:
If I assist a sister-assistant, will the sister's sister-assistant assist me?
"What ails Alex?" asks Alice.
Alice asks for axes.
Once upon a barren moor

There dwelt a bear, also a boar,
The bear could not bear the boar,
The bear thought the boar was a bore.
At last the bear could bear no more
That boar that bored him on the moor.
And so one morn he bored the boar-
That boar will bore no more!
A big bug bit a bold bald bear and the bold bald bear bled blood badly.
Bad black bran bread.
Big ben blew big blue bubbles.
Betty Botter bought a bit of butter.

"But," said she, "this butter's bitter.
If I put it in my batter,
It will make my batter bitter.
But a bit of better butter-
That would make my batter better."
So Betty Botter bought a bit of better butter
(better than her bitter butter)
And she put it in her bitter batter
And made her bitter batter a bit better.
The fuzzy bee buzzed the buzzy busy beehive.
Blue bugs blood.
70
I bought a box of biscuits,
a box of mixed biscuits,
and a biscuit mixer.
Bill had a billboard.

Bill also had a board bill.
The board bill bored Bill,
So Bill sold his billboard
And paid his board bill.
Then the board bill
No longer bored Bill,
But though he had no board bill,
Neither did he have his billboard!
Catch a can canner canning a can as he does the cancan, amd you've
caught a can-canning can-canning can canner!
Clean clams crammed in clean cans.
How much can can a cannibal nibble, if a cannibal can nibble can?
Top chopstick shops stock top chopsticks.
Cuthbert's cufflinks.
A cupcake cook in a cupcake cook's cap cooks cupcakes.
Crisp crust crackles.
Chocolate chip cookies in a copper coffee cup.
Ape Cakes, Grape Cakes.
Cinnamon aluminum linoleum.
If you must cross a course cross cow across a crowded cow crossing,
cross the cross coarse cow across the crowded cow crossing carefully.
Cheap sheep soup.
A cup of proper coffee in a copper coffee cup.
71
D
When a doctor gets sick and another doctor doctors him,

does the doctor doing the doctoring have to doctor the doctor the way the
doctor being doctored wants to be doctored,
or does the doctor doing the doctoring of the doctor doctor the doctor as
he wants to do the doctoring?
A dozen dim ding-dongs.
How much dew would a dew drop drop, if a dew drop did drop dew?
Esau Wood would saw Wood. Oh, the wood

that Wood would saw! One day Esau Wood
saw a saw saw wood as no other wood-saw
Wood ever saw would saw wood. Of all the
wood-saws Wood ever saw saw wood, Wood
never saw a wood-saw that would saw like
the wood-saw Wood saw would. Now Esau
saws wood with that wood-saw he saw saw
wood.
Ere her ear hears her err, here ears err here.
I saw Esau kissing Kate.

Fact is, we all three saw.
I saw Esau, he saw me,
And she saw I saw Esau.
Freckle-faced Freddie fidgets.
The fickle finger of fate flips fat frogs flat.
Try fat flat flounders.
Fran feeds fish fresh fish food.
Few free fruit flies fly from flames.
I'm not a fig plucker nor a fig plucker's son,
72
but I'll pluck your fig's 'til the fig plucker comes.
False Frank fled Flo Friday.
Four free-flow pipes flow freely.
A fat-free fruit float.
A flea and a fly in a flue

Were imprisoned, so what could they do?
Said the flea "Let us fly!"
Said the fly "Let us flee!!"
So they flew through a flaw in the flue.
Fuzzy Wuzzy was a bear. Fuzzy Wuzzy had no hair.

Fuzzy Wuzzy wasn't fuzzy, was he?
One smart fellow, he felt smart.

Two smart fellows, they felt smart.
Three smart fellows, they felt smart.
Four smart fellows, they felt smart.
Five smart fellows, they felt smart.
Six smart fellows, they felt smart.
Seven smart fellows,they felt smart.
Eight smart fellows, they felt smart.
Nine smart fellows, they felt smart.
Ten smart fellows, they felt smart!
Greek grapes.
Gus goes by Blue Goose bus.
Cows graze in droves on grass that grows on grooves in groves.
Gale's great glass globe glows green.
Higgledy-Piggedly!
The hare's ear heard ere the hare heeded.
73
Hiccup teacup!
A haddock!
A haddock!
A black-spotted haddock!
A black spot
On the black back
Of a black-spotted haddock!
I see Isis's icy eyes.
Ike ships ice chips in ice chips ships.
Can you imagine an imaginary menagerie manager

managing an imaginary menagerie?
Jack the jailbird jacked a jeep.
Our Joe wants to know if your Joe will lend

our Joe you Joe's banjo. If your Joe won't
lend our Joe your Joe's banjo our Joe won't
lend your Joe our Joe's banjo when our Joe
has a banjo!
A gentle judge judges justly.
June sheep sleep soundly.
Judicial system.
Kinky kite kits.
A knapsack strap.
Keenly cleaning copper kettles.
Come kick six sticks quick.
74
Kiss her quick, kiss her quicker, kiss her quickest!
Lonely lowland llamas are ladylike.
Lisa laughed listlessly.
Larry sent the latter a letter later.
Literally literary.
Red leather! Yellow leather!
Lesser leather never weathered lesser wetter weather.
Yellow lorry, blue lorry.
If you stick a stock of liquor in your locker,

it is slick to put a lock upon your stock.
For some joker who is quicker will rob you of your liquor
if you fail to lock your liquor with a lock.
Miss Smith lisps as she talks and lists as she walks.
I miss my Swiss Miss.

My Swiss Miss misses me.
A missing mixture measure.
Much mashed mushrooms.
Moses supposes his toeses are roses.

But Moses supposes erroneously.
For Moses, he knowses his toeses aren't roses.
As Moses supposes his toeses to be.
Why may we melee, when we may waylay?
75
N
Nick knits Nixon's knickers.
Nine nimble noblemen nibbled nuts
A noisy noise annoys an oyster.
Norse myths.
Nine nice night nymphs.
Awful old Ollie oils oily autos.
"Under the mother otter," muttered the other otter.
The owner of the Inside Inn

Was outside his Instde Inn
With his inside outside his Inside Inn.
If Peter Piper picked a peck of pickled peppers, how many pickled peppers
did Peter Piper pick?
Peter poked a poker at the piper, so the piper poked pepper at Peter.
Peter Piper picked a pack of pickled pepper,

a pack of pickled pepper Peter Piper picked.
If Peter Piper picked a pack of pickled pepper,
where's the pack of pickled pepper Peter Piper picked?
Paul, please pause for proper applause.
A pack of pesky pixies.
Preshrunk shirts.
Peggy Bobcock's mummy.
A proper cup of coffee is a proper coffee cup.

A proper crop of poppies is a proper poppy-crop.
76
Is a pleasant peasant's pheasant present?
Pooped purple pelicans.
I'm the son of a pheasant plucker,

A pheasant plucker am I.
I'm only plucking pheasants
Till the pheasant plucker comes.
(in Filipino)
Pitongpu't pitong puting pating
(77 white sharks)
(in Chavacano, slang spanish)

Tiene un pono de papaya na punta del pantalan.
Na pono del papaya, tiene puerco priñada.
Ya mira el pulis, ya pita su pito, pit pit pit.
(There's a papaya tree at the end of the port.
Below the papaya tree, there's a pregnant pig.
The police saw her, he blew his whistle, pit
pit pit.)
The quack quit asking quick questions.
The queen coined quick clipped quips.
Quick kiss.
Quicker kiss.
Quickest kiss.
A lump of red lead,

A red lead lump.
Round and round the rugged rocks the ragged rascal ran.
Rex wrecks wet rocks.
Rubber baby-buggy bumpers.
Raise Ruth's red roof.
77
Roland road in a Rolls Royce.
Rush the washing, Russel!
Ruth's red roof.
Sherman shops at cheap chop suey shops.
Selfish sharks sell shut shellfish.
Seth's sharp spacesuit shrank.
Sexist sixties.
She sells Swiss sweets.
She sells sea shells by the seashore.
Sally sells sea shells by the seashore.
Six crisp snacks.
Stagecoach stops.
Strange strategic statistics.
No shipshape ships shop stocks shop-soiled shirts.
No shark shares swordfish steak.
Short folder.
Sister Susie sewing shirts for soldiers.
Six sick sheep.
Six shy shavers sheared six shy sheep.
The sixth sheik's sixth sheep's sick.
A woman to her son did utter,

"Go my son, and shut the shutter."
78
"The shutter's shut," the son did utter,
"I cannot shut it any shutter."
Spark plug car park.
Such a shapeless sash!
Sinful Caesar sipped his snifter,

seized his knees and sneezed.
I shot three shy thrushes.
There goes one tough top cop!
Do thick tinkers think?
Ten tame tadpoles tucked tightly together in a thin tall tin.
(in Peruvian)
De un plato de trigo, comieron tres tristes tigres trigo.
(From a plate of wheat, three sad tigers ate wheat.)
Theopholus Thistle, the successful thistle sifter,

successfully sifted some thistles.
Truly rural.
Three free throws.
Thelma sings the theme song.
Toy boat.
Tacky tractor trailer trucks.
Twice we tripped toys.
A tutor who tooted the flute

Tried to tutor two tooters to toot.
Said the two to the tutor,
"Is it harder to toot, or
to tutor two tooters to toot?"
79
Twelve standard stainless steel twin screw cruisers.
An undertaker undertook to under take an undertaking. The undertaking that

the
undertaker undertook was the hardest undertaking the undertaker ever
undertook to undertake.
Unique New York.
The U.S. twin-screw cruiser.
What veteran ventriloquist whistles.
Valuble valley villas.
Which rich wicked witch wished the wicked wish?
Which wristwatch is a Swiss wristwatch?
Which witch watched which watch?
Irish wrist-watch.
Real wristwatch straps.
If two witches were watching two watches,

which witch would watch which watch?
Wetter weather never weathered wetter weather better.
Wally Winkle wriggles his white, wrinkled wig.
How much wood would a woodchuck chuck,

if a woodchuck could chuck wood?
80
X
X-Mas wrecks perplex and vex.
X-ray checks clear chests.
Ex-disk jockey.
The ex-egg examiner.
Yanking yellow yo-yos.
Yellow leather, yellow feather, yellow lemon.
Local yokel jokes.
This is a zither.
Is this a zither?
Zizzi's zippy zipper zips.
Zithers slither slowly south.
81
Trivial Pursuit
Purpose: A fun way to get students to speak and answer questions.
Procedure: Divide the class into two teams.
Prepare some quiz questions for them to answer.
Have teams flip a coin to see who goes first.
Ask one team a question that they must answer if they get
it wrong they loose a point. First team to collect 20 points
wins.
Student Biography Exchange
Purpose: To have students find out more about each other.
Procedure: Prepare a biography exchange with questions of a biographical

nature for the whole class to interview each other. Share results.
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Scanning
Purpose: To work on scanning skills.
Procedure: Give students an article or story and have them scan for
specific information. Set time limit.
Skim
Purpose: To have students skim for the main idea in a story

or article.
Procedure: Give students a short article or story and give

them a time limit to skim for the main idea.
83
Reading Comprehension
Purpose: To have students read an article or story and answer specific

comprehension questions to test for complete understanding.
Procedure: Give students an article or story to read and a time limit to

complete reading in. students then answer detailed comprehension
questions.
The Classified Ads
Purpose: For students to develop scanning skills using real-life

materials.
Procedure: Have students scan the classified ads and answer the
questions as quickly as possible.
84
Reading Comprehension for Lower Intermediate Level Learners
and Classes - Applying for a Job
Read the following job advertisements:
1. Needed: Full time secretary

2. Are you looking for a part time job?
position available. Applicants should
We require 3 part time shop assistants
have at least 2 years experience
to work during the evening. No
and be able to type 60 words a
experience required, applicants should
minute. No computer skills required.
between 18 and 26. Call 366 - 76564 for
Apply in person at United Business
more information.
Ltd., 17 Browning Street
4. Teacher Needed: Tommy's
3. Computer trained secretaries: Do
Kindergarten needs 2 teacher/trainers
you have experience working with
to help with classes from 9 a.m. to 3
computers? Would you like a full
p.m. Applicants should have
time position working in an exciting
appropriate licenses. For more
new company? If your answer is yes,
information visit Tommy's Kindergarten
give us a call at 457-896754
in Leicester Square No. 56
6. University positions open: The
5. Part Time work available: We are
University of Cumberland is looking for 4
looking for retired adults who would
teaching assistants to help with
like to work part time at the
homework correction. Applicants
weekend. Responsibilities include
should have a degree in one of the
answering the telephone and giving
following: Political Science, Religion,
customer's information. For more
Economics or History. Please contact
information contact us by calling
the University of Cumberland for more
345-674132
information.
Comprehension Questions
Which position is best for these people? Choose ONLY ONE position for each
person.
A. Jane Madison. Jane recently retired and is looking for a part time
position. She would like to work with people and enjoys public relation
work.
The best job for Jane is?
B. Jack Anderson. Jack graduated from the University of Trent with a

degree in Economics two years ago. He would like an academic
position.
The best job for Jack is?
85
C. Margaret Lillian. Margaret is 21 years old and would like a part time
position to help her pay her university expenses. She can only work in
the evenings.
The best job for Margaret is?
D. Alice Fingelhamm. Alice was trained as a secretary and has six years of
experience. She is an excellent typist but does not know how to use a
computer. She is looking for a full time position.
The best job for Alice is?
E. Peter Florian. Peter went to business school and studied computer and
secretarial skills. He is looking for his first job and would like a full time
position.
The best job for Peter is?
F. Vincent san George. Vincent loves working with children and has an
education license from the city of Birmingham. He would like to work
with young children.
The best job for Vincent is?
86
Read the Label
Purpose: For students to develop reading comprehension while

reading food labels.
Procedure: Pre-teach new vocabulary. Have students read the food

label and answer the questions.
Nutritional Information per Serving:
Serving Size ............................6 oz

Servings per container .............2
Calories .....................................40
Carbohydrates ..............9 grams
Protein .............................. 1 gram
Fat ....................................0 grams
Percentage of Recommended Daily Allowance (RDA):
Protein ......................................2%
Niacin .......................................8%
Vitamin A ...............................25%
Calcium ...................................... *
Vitamin C...............................15%
Iron............................................6%
Thiamin..................................... 4%
Phosphorus .............................. 4%
Riboflavin................................. 2%
Magnesium ............................. 4%
*Contains less than 2% of the RDA of this nutrient.
Ingredients: tomatoes, salt, dehydrated onions,

dehydrated garlic and natural flavours.
87
Read the Label
Answer questions about the Food Label:
1. How many calories are there in one serving?
2. How many servings are there in this container?
3. What is the main ingredient of this product?
4. How many grams of protein are there in total?
5. What is RDA?
6. Does this product have more vitamin A or C?
7. How much fat is there in this product?
8. How much calcium is there in this product?
9. How many calories are there in the total product?
10. What do you think the product is?
88
Following Directions
Purpose: To practice skills for following general and specific

directions.
Procedure: Give students instruction leaflets on how to do or make

something and have then read the information carefully
and then answer specific questions.
89
Reading Test
Purpose: To show students the importance of reading ALL the

directions first, before answering the questions.
Procedure: Copy enough ‘tests’ for all the students in your class.
Tell them to read all the questions before beginning.
90
Reading Test
Read ALL the questions before starting.
1. Write your name here.
2. Write today’s date here.
3. Do you like to read?
4. Write down three things that you like to read.
5. Write down how many books you read in one year.
6. Write down what you read every day.
7. What is your favourite book?
8. Write your telephone number here.
9. When is your birthday?
10. Do not answer questions 2–10. Answer question 1 only.
91
Writing a Topic Sentence
Purpose: To have students identify what the paragraph is about by

writing a topic sentence.
Procedure: Students must decide what each of the following paragraphs

are about and write a topic sentence. After the students have
finished, take up the various answers and discuss the differences.
Writing a Topic Sentence
 It is always sunny and warm. The beaches are gorgeous with soft, white
sand and clear, blue water. There are many fine restaurants in the
Miami area, and most of the big hotels offer terrific entertainment
nightly.
 He has collected stamps and coins ever since he was a child. He is

very proud of his valuable collection. He also enjoys painting and
drawing. Recently he has become interested in gardening. Out of all
his hobbies, Paul’s favourite one is reading. He tries to read at least one
book every week.
 First of all, the plumbing doesn’t work properly and the landlord refuses
to fix it. I also have noisy neighbours who keep me up every night.
Furthermore, there are so many bugs in my apartment that I could start
an insect collection.
 Some people hijack planes for political reasons. Others do it for

financial reasons. Still, others hijack planes because they want to be
famous.
 To me, books are the most wonderful thing in the world. I can pick up a
book and be in another place or another time without leaving my
room. I could spend my whole life reading books.
 I can’t wait to come home from school to eat the delicious meals she
has prepared. She is always experimenting with different ingredients
and recipes. No one in the world can cook the way my mother does.
92
 First of all, work is very interesting. I learn new things every day, and I
get to travel a lot. Secondly, my boss is very nice. He is always willing to
help me when I have a problem. I have also made many new friends
at my job. And last, but not least, the salary is fantastic.
 My plane was six hours late. The hotel was horrible. On the third day my
wallet was stolen, so I lost all my credit cards. It rained every day I was
gone except for one day, and on that day I got terrible sunburn.
93
Editor
Purpose: To develop of students’ written correction skills.
Procedure: Have the students read a letter or article with specific

errors and then ask them to correct all the errors. Set a
time limit.
Using the Newspaper
Reading Exercises
1. Select one news article and read the lead paragraph. Write the who,
what, where, when, why and how.
2. Select a news photograph. Then, without reading the caption or

accompanying article, describe in as much detail as possible what is
happening in the photograph.
3. Go through the newspaper and list the names of all the states that are
mentioned. Variations on this activity could include: list all of the
countries, state capitals, cities in your state, heads of state, types of
transportation.
4. Read a paragraph in the newspaper and then list: three nouns, verbs,
adjectives, adverbs, pronouns, prepositions, and conjunctions.
5. Select an advertisement from the newspaper. How do specific words

or phrases influence the reader's thinking about the product? Use
these words or phrases to create an ad selling something you own.
6. Read an article or advertisement about a well-known product. Write a

letter to an alien in another galaxy, explaining the use of the product. If
you like, include illustrations in your letter.
7. Read an editorial. Divide a sheet of paper into two columns. Label one
column fact, the other opinion. List the statements in the editorial under
the appropriate column.
94
8. Select a person in the news or a comic strip character that interests
you. Read anything you can about that personality. After studying the
selected person for awhile, list all the character traits that describe your
selection. From the list write a character sketch of your personality.
9. Skim through the newspaper to find advertisements you especially like.

What do you like most about the ad: the words, illustration, or item
being advertised?
10.Choose four headlines in today's newspaper to rewrite using synonyms.

Are the new versions as effective as the originals?
11.A fact is something true and accurate which has real, demonstrative
existence. An opinion is a personal belief with or without positive
knowledge or proof. A fantasy is a product of the imagination with no
basis in fact or reality. Find which sections in the newspaper seem to
deal primarily with fact, with opinion, and with fantasy.
12.Create an ad to sell something that you really don't want or like, (an
old bicycle, a case of the flu, homework, etc.) Do not let your true
feelings show. Use one or two propaganda techniques and indicate in
the margins of the paper which ones you used.
95
Vocabulary of Newspaper Terms
 Advertisement - a message printed in the newspaper in space paid
for by the advertiser.
 Banner - a headline in large type running across the entire width of
the page.
 Box - a small article or headline enclosed by lines to give it visual
emphasis.
 Byline - the name of the writer of the article, usually appearing above
the news or feature story.
 Caption - title or explanatory note above a picture.
 Credit Line - acknowledging the source of a picture.
 Cutline - information below a picture which describes it.
 Dateline - line that tells where the story originated.
 Ears - space at the top of the front page on each side of the
newspaper's nameplate. Usually boxed in with weather news, index
to pages or an announcement of special features.
 Edition - in a single day, a newspaper may publish several editions,
each one going to a different part of its circulation area.
 Editorial - an article stating an opinion of a newspaper editorial board,
usually written in essay form.
 Editorial Cartoon - cartoon which expresses opinions; appears on the
editorial page.
 Feature - a story in which the interest lies in some factor other than
news value.
 Filler - copy with little news value; used to fill space.
 Flag - a stylized signature of a newspaper which appears at the top
of page one.
 Headline - display type placed over a story summarizing the story for
the reader.
 Index - table of contents of each paper, usually placed on page one.
 Issue - All the editions of a newspaper published for a single day.
 Journalism - process of collection, writing, editing, and publishing
news.
 Jump - the continuation of an article from one page to another.
 Kicker - a short, catchy word or phrase over a major headline.
 Lead - the first few sentences of opening paragraphs of a news story
containing the answers to who, what, where, when, why and how.
 Mass media - any of various methods of transmitting news to a large
number of people (e.g. radio, television, newspaper).
 Masthead - the matter printed in every issue of a newspaper stating
the title, ownership, management, rates, etc.
 Newsprint - a grade of paper made of wood pulp used for printing
newspapers.
96
 News Services - news gathering agencies such as Associated Press
(AP). They gather and distribute news to subscribing newspapers.
 Obit - an obituary; a story of a deceased person's life.
 Review - an account of an artistic event such as a play or concert
which offers a critical evaluation by the writer.
 Sidebar - a short story related to a major story and run nearby.
 Typo - short for typographical error.
97
Match ups
Match the newspaper headlines on the left to the newspaper section on the
right.
Dow breaks 10,000

SF club scene emerges from underground
Great rail journeys
Twins big rally halts Indians' streak
A mortgage that helps with those credit problems
Sun to introduce new network product
Networking as a job search tool
911 tapes offer vivid glimpse into shooting's first minutes
Evidence of new solar system found
Trial by fire for NATO rookies: Poles, Czechs, Hungarians having second
thoughts
98
My feelings
Purpose: To have students think about their feelings and describe

them in writing.
Procedure: Give students scenarios and tell them to write how they
would feel in that situation. Set a time limit.
99
Letter writing
Purpose: To practice letter writing for a specific situation.
Procedure: Give your students specific situations and tell them they
must write and respond accordingly. I.e. a letter of
complaint for bad service, a letter of reference.
100
Describing a Place
Purpose: To work on and test accurate writing skills.
Procedure: Have students choose one of the following places to write

about:
- Your favourite room in your home.
- Your favourite place to study.
- Your office or classroom.
Have them draw a diagram of the room. Make sure they

make a list of the details they will need in order to describe
the room, such as furniture, windows, etc.
Students should then write a paragraph describing the

room, in as much detail as possible. Have each student
proofread his or her paragraph. Make sure they check
that they have used the correct prepositions and that their
details are logically organized.
Have students rewrite the corrected paragraph and

transfer it onto another piece of paper.
Divide students into pairs and give them each a blank

piece of paper. Student A will read his or her paragraph to
Student B. Student B will draw the room that Student A is
describing. After they are finished, they switch.
When both students are finished, have them compare the

diagrams to their paragraphs. Ask them if there are many
differences between the drawing and the paragraph.
Could they think of any other possibilities to make the
paragraph clearer? Discuss.
Have students rewrite their paragraph with the changes

they have discussed with their partner.
101
Punctuation – Using Quotations
Purpose: To encourage students to see mistakes and correct them.
Procedure: Students must rewrite the following sentences using

quotation marks, capital letters, commas, periods, and
question marks, where necessary.
1. mr. Daniels said the office opens at 9:00
2. the saleswoman asked do you want to buy this
3. the teacher said study the first two chapters
4. dr looke said take these pills three times a day
5. the nurse asked do you feel better today
6. the foreign student asked where is the library
7. marie asked how did you enjoy the play
8. jan said i love to travel
9. sedwick said running is good for your health
102
Reporting a Personal Experience
Purpose: Students will practice their reporting skills while illustrating

their understanding of idioms. Reporting a personal
experience can be an effective way of supporting an
idea.
Procedure: Discuss these sayings with the class. Have the students
choose one of the sayings and write a paragraph about it.
Get them to use an experience from their own life to
prove or disprove the saying.
 Don’t count your chickens before they hatch.
 Money is the root of all evil.
 Two heads are better than one.
 Variety is the spice of life.
 Haste makes waste.
Opinionative writing
Purpose: To express an opinion in writing.
Procedure: Give students a situation or topic to write their personal

feelings about. Set a time limit.
103
Guided Writing
Purpose: To have students practice writing, using pictures as a

guide.
Procedure: Select an interesting picture or a cartoon. Make sure there

are no words on it.
Give a copy to each student or pair of students. Have

students brainstorm ideas and vocabulary words about
the picture.
Have them write a short story about the picture.
When they have finished writing the story, have the

students exchange their story with a partner and correct
the other student’s story.
Have the students rewrite the story with the corrections.
Note: Use humorous pictures.
104
Diary
Purpose: To encourage students to write about their lives.
Procedure: Give students diaries or have them purchase one.
Demonstrate on the board making diary entries for a few

days past. Outline for students how much they are
expected to write. Have students to write in their diary
every day, or a minimum of three times a week.
When you check diaries, DO NOT correct them. You can

simply write comments on what has been said.
105
Writing Dialogues
Purpose: To practice dialogue-writing skills.
Procedure: Divide the class into pairs.
Give students topics for dialogues they must write in pairs.

Demonstrate on the board then have students work on
their dialogue together.
When they have finished, have them present the dialogue

to the rest of the class.
Filling Out an Application
Purpose: To have students practice their writing skills using real-life

materials.
Procedure: Demonstrate completing an application form and then

have students fill out forms in pairs. I.e. boarding form, job
applications, booking forms.
106
ASSIGNMENT 2
Q.1 What is the purpose in the Presentation, Practice, Production

model?
Q.2 During the Presentation stage how should new language be

presented? And why?
Q.3 What are controlled activities?
Q.4 What is the teachers role in the Production stage?
Q.5 Developmentally, which language skill is first in language

acquisition?
Q.6 How do good writing skills develop?
Q.7 Why is the speaking skill difficult for second language

learners?
Q.8 Create an activity for any topic of choice for the ‘Speaking
skill’ for Upper Intermediate students. Include all resources.
Q.9 Create a Listening activity for the topic in Q.8, include all
resources.
Q.10 Create a 45 minute lesson plan for Adults using the activities
and resources from Q.8 and Q.9.
107
Chapter 4
Problem Solving in the TESOL

Adult Classroom
108
109
Assignments for the Adult class
Assignments for the Adult TESOL Classroom should follow a specific theme or
have a definite purpose. Adults like to participate in activities they can use
immediately in everyday life. Develop assignments for your students, in which
they can clearly identify the relevance of the set task to their lives:
 Shopping
 Ordering
 Comparing
 Communicating
 Researching
 Discussing
 Planning
 Detailing
 Categorizing
 Developing
 creating
110
ATA TESOL Teaching Aids and Materials for the Adult
Classroom
It is important to use as many teaching aids as possible in the ESL classroom

providing various mediums for all learning styles. Teaching aids could include:
 Whiteboard
 Realia
 Pictures
 OHP
 Flashcards
 Audio
 Video/DVD
 Music
 Computer
 Internet
111
To test your students as to which learning style they are:
Give them this short quiz
Auditory style Yes/no

I need to hear the teacher or myself
speak to understand and remember
I often need to talk through a
problem to solve it
I memorise best by repeating
information
I enjoy listening to a recording more
than reading a book
Visual style Yes/no
I need to see an illustration of what
I’m being taught
I like colourful bright pictures
I prefer picture books
I like daydreaming or a mental
picture of what I’m learning
I usually remember better when I can
see who is talking
Tactile kinesthetic Yes/no
I have difficulty sitting still for long
periods of time
I learn best by physical participation
I am regularly moving or doodling
I like action books or stories best
112
Problem solving in the TESOL Adult Classroom
Problems can occur in any classroom and it is best to deal with issues that
arise quickly. However, preventive is better than a cure, so here are some tips
to keep in mind when you are teaching adults:
 Consider the culture you are in, research a little about body language
and gestures for the country in which you will be teaching. i.e. in Brazil
the OK sign is considered rude.
 If a student does not understand what you are saying do not speak
louder in an attempt to better his/her understanding, this can be
perceived as patronizing.
 Be well prepared and check all resources immediately prior to your
lesson.
 If a student is late try not to overreact simply nod acknowledgement of
their arrival and tell them what page or sheet you are working on.
 If the lesson finishes early always have a game or fun activity up your
sleeve to play with the class.
 Use a warm-up to help relax all the student’s prior to beginning the
lesson
 If your students appear bored in the lesson perhaps it is too easy or too
difficult. Adapt the material or drop it altogether for a discussion
instead.
 If your lesson is too long drop an activity and use it the next lesson for
review or as a follow on lesson.
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ASSIGNMENT 3
Q.1 Should all mistakes be corrected in the TESOL classroom?
Q.2 Why should you do ‘ice-breaker’ activities especially on the

first day?
Q.3 List appropriate teaching aids and materials.
Q.4 List realia that could be used for teaching adults who would
like to travel.
Q.5 What should a teacher do in the case of late arriving

students?
Q.6 What should you do if you notice your students are bored?
Q.7 What can you do if your lesson finishes early?
Q.8 What can you do if your lesson is too long?
114
RESOURCE MATERIALS
Chief ESL Text Book

Book 1
LET’S TRAVEL
115
Chapter 1 On the Airplane
Chapter 2 Lunch on the Airplane
Chapter 3 Transit in Singapore
Chapter 4 Australian Immigration
Chapter 5 Going through Customs
Chapter 6 Taxi to the Hotel
Chapter 7 Hotel Check-in
Chapter 8 Ordering Room-service
Chapter 9 Making a Business Call (part one)
Chapter 10 Making a Business Call (part two)
Chapter 11 Introductions
Chapter 12 Ordering at a Restaurant (part one)
Chapter 13 Ordering at a Restaurant (part two)
Chapter 14 Sales Presentation
Chapter 15 Meeting an Old Friend
Chapter 16 Visiting a Homestay Family
Chapter 17 Gold Coast
Chapter 18 Deal or no Deal?
116
Chapter One
On the Airplane
Connie Chen and Jack Zhou are a young, married Chinese couple on their
way to Australia. They hope to have an enjoyable holiday in Australia but
they also want to close a business deal for Jack’s father. Connie went to
university in Australia and is looking forward to seeing her former homestay
family and Jack wants to meet an old friend from high school who is now
studying in Australia. Jack and Connie will also be meeting Brian Riley an
Australian businessman who recently visited Jack’s father in China. If Jack
can close the business deal with Brian it will bring success and prosperity to his
family. Jack and Connie are now on airplane to Australia.
117
Questions
1. Who are Connie and Jack?
2. Where are they going?
3. What do they plan to do in Australia?
4. Where did Connie go to university?
5. What does Connie want to do in Australia?
6. Who will Jack be meeting in Australia?
7. Who will Jack and Connie be meeting?
8. Has Brian Riley been to China?
9. What will happen to Jack’s family if he can close the deal with Brian Riley?
10. Where are Jack and Connie now?
118
Flight Attendant: May I get you something to drink?
Connie: What do you have available?
Flight Attendant: I have beer, wine and spirits or if you prefer non-alcoholic
drinks to alcoholic drinks I have orange juice, cola or
lemonade.
Connie: I’ll have orange juice thanks.
Flight Attendant: Excuse me sir, would you like a drink?
Jack: I would like to have a beer thanks.
Flight Attendant: Here you are.
Jack and Connie: Thank you.
119
Role playing – all dialogues in this book should be
practiced in this sequence.
1. First listen to your teacher read the dialogue.

2. Then repeat as a class (pay careful attention to the stress your teacher
places on some words and sounds).
3. Your teacher will then choose some students to listen and repeat.
4. Your teacher will ask you if there any words you don’t understand.
5. Then he or she will ask you to suggest new words to substitute in the
dialogue.
6. Then divide into pairs or groups and practice reading the dialogue to
each other.
7. Continue practicing until you are able to do the dialogue without looking
at your books. It is important to do the actions mentioned in the dialogue
as well as saying the words.
8. Your teacher will choose some students to perform in front of the class.
120
Conversation and grammar notes
Prefer – you can use prefer to say what you like more
Examples
I prefer A to B
I prefer tennis to football.
Which do you prefer milk or water?

I prefer milk to water because milk tastes better.
Exercises
Complete the following using the question and answer modeled below.
Which do you prefer black tea or green tea?

I prefer …… to …… because …….
Juice/Cola
Rice/Noodles
Spicy food/Sweet food
Beijing/Shanghai
Buses/Trains
Walking/Bicycles
Now make 3 of your own examples using the pattern above.
1.
2.
3.
121
Would like – is usually followed by to ……. (infinitive).
Example
I would like to ….
I would like to go to Shanghai.
Exercise
Finish these sentences using the example above, then make 3 examples of
your own.
1. (eat dinner) I would like to eat dinner.
2. (go to sleep)
3. (be a doctor)
4.
5.
6.
You – Remember that you can be used in both the singular and plural cases.
How are you? (Connie and Jack)

How are you? (Connie)
122
Activities
Getting to know you – interview 5 other students and then report back to the
class. Make sure the questions and answers are all done in English.
Example
Name Age Education Hometown Hobbies Travel

Connie 24 Business Degree Shanghai Shopping Beijing
Chen 28 IT Degree Beijing Piano Australia
1.
2.
3.
4.
5.
123
Reading exercise
Jack is reading an advertisement in the in-flight magazine for using mobile

phones around the world.
eSCAPE for clever travelers – big savings on using your

mobile phone overseas
When you use your mobile phone overseas the international charges are usually
very expensive and apply every time you use your phone to answer or receive a
call. eSCAPE saves you money with lower international rates and you can make
local calls at local rates. There is also no need to change your phone number
when you are overseas. The first 500 people who join eSCAPE this month will
receive $500 in free telephone calls. So don’t wait, call us now and see how
much money you save using eSCAPE for clever travelers.
1. What is the name of the company?
2. Can you save money using your mobile phone overseas using this
company?
3. Is it usually very expensive to use your mobile phone overseas?
4. Tell me about the eSCAPE international rates.
5. Tell me about the eSCAPE local rates.
6. Do you need to change your phone number when you are overseas?
7. What prize will the first 500 people receive who join eSCAPE this month?
8. Write your own advertisement for a mobile phone service you would like
to join.
124
Chapter Two
Lunch on the Airplane

Connie: I’m getting hungry, I wonder when they’ll begin serving
lunch.
Jack: I’m so hungry I could eat a horse!
Connie: Look, the flight attendants are wheeling the trolleys down
the aisle.
Jack: It smells good, doesn’t it?
Connie: You must be hungry! Usually airline food is not very good, I
always miss my mother’s cooking when I travel.
Flight Attendant: Excuse me, would you prefer to have the chicken or the
pork?
Jack: What are they served with:
Flight Attendant: The chicken is served with rice and the pork is served with
mashed potato.
Jack: I’ll have the chicken.
Connie: I’ll have the pork.
125
Now Role Play
I could eat a horse - This is an idiom as he couldn’t really eat a horse. This
idiom is used when someone is very hungry.
Make 3 sentences using this idiom.
Examples
After he climbed the mountain he could eat a horse.

The dog was so hungry it could eat a horse.
Exercises
1.
2.
3.
It smells good, doesn’t it? – This is a tag question. Tag questions are mini
questions that are sometimes put at the end of sentences. Usually we use a
negative question tag after a positive sentence.
Examples
It smells good (positive statement), doesn’t it? (negative statement)
That is a nice shirt (positive statement), isn’t it? (negative statement)
126
Exercise
Put question tags at the end of these sentences. Then make 3 sentences of
your own.
1. He is a good boy, isn’t he?
2. She’s a good girl, ?
3. The chicken looks delicious, ?
4. Jane likes John, ?
5. Peter won a prize, ?
6.
7.
8.
Must – In this sentence must is strongly stressed when speaking the sentence
to indicate an unusual situation
127
Activities
Connie’s mother is a very good cook. This recipe below is for her crab soup
which is Connie’s favorite meal. Whenever Connie eats this she feels like she
is at home.
Read the crab soup recipe below and then write in English a favorite recipe
of your own. If you don’t know how to cook interview somebody else and
find out how they make their favorite dish.
CRAB SOUP
Serves 4
Ready 10 mins preparation/10 mins cooking
1 cup vegetable oil

3 shallots, thinly cut lengthways
1 litre fish stock
1 teaspoon sugar
Salt and Pepper
1 cup crab meat
150 grams chopped spinach
1 tablespoon fish sauce
1. In a pan, heat the oil over a high heat and fry the shallot. Remove and
drain.
2. In a large pot, add the stock, sugar and salt and pepper.
3. Bring to the boil
4. Reduce the heat and add the crabmeat.
5. Simmer for two minutes.
6. Remove from the heat
7. stir through the spinach and fish sauce
8. Serve with rice.
Now write your own recipe in English
128
Chapter Three
Transit in Singapore
Connie: I am glad we’re stopping in Singapore for five hours. I’ve
heard that Changi Airport is the best in the world.
Jack: Yes, usually being in transit is boring but there is a lot to do
here.
Connie: What do you want to do first?
Jack: Let’s sit by the fish pond and decide.
Connie: Okay, but I already know what I want to do. I’m going to
head for a beauty salon and have a relaxing massage.
Jack: While you’re doing that I’ll check out the electronics shop
over there and have a work-out in the gym.
Connie: In that case do you think we should arrange a time and
place to meet?
Jack: Let’s say 5:30 near the fish pond.
Connie: Fine.
129
Now Role Play

Head for – an idiom meaning go to
Check out – an idiom meaning to look at
Work out – an idiom meaning to exercise
That case – an idiom meaning a particular situation
Exercises
Using idioms Write 3 sentences using each of the idioms above.
Examples are provided below.
1. Let’s head for the nearest coffee shop.
2.
3.
4.
1. Check out that cute boy!
2.
3.
4.
1. I worked out on the weekend.
2.
3.
4.
1. In that case I’ll stay home.
2.
3.
4.
130
Question and answer drill
Read the question and answer below then substitute different words.
Question
Do you think we should arrange for a time and place to meet?
Answer
Let’s say 5:30 by the fishpond.
11:30/shop
3 o’clock/library
midday/restaurant
Now make up 3 examples of your own.
1.
2.
3.
131
Activities
Jack has gone to the gym at Changi Airport and has started working out. This
is one of the exercises he did to start off his work-out. Read through it and try
to follow what he is doing.
Arm Stretch - this exercise is good for increasing energy as it expands your
lungs and improves your posture as well as being a good stretch for your
arms.
1. Stand straight and pull in your stomach

2. Bend your left arm behind your back
3. Then move it up until it’s between your shoulder blades
4. Reach your right arm over your shoulder
5. Try to get the fingers on your right hand to meet the fingers on your left
hand
6. Feel the stretch in your upper arms
7. Hold for 10 seconds
8. Repeat with left arm up
What are the benefits of this exercise?
As a writing exercise think of an exercise you can do and explain it in English.
132
Chapter Four
Australian Immigration
Jack: Excuse me, where is immigration?
Airport Official: It’s next to the main exit.
Jack: Thanks
Connie: Look at the long queues.
Jack: Let’s join that queue it’s moving more quickly
Connie: Wait a minute, that’s the queue for Australian passport

holders. We need to wait in the overseas visitors’ line.
Jack: We need our passports and completed disembarkation

cards to pass through customs.
Connie: Ours are ready.
Immigration Officer: Welcome to Australia. Are you traveling together?
133
Jack: Yes.
Immigration Officer: Can I have both your passports and your

disembarkation cards?
Jack: Here they are.
Immigration Officer: How long do you intend to stay in Australia?
Jack: Two weeks.
Immigration Officer: What is the purpose of your visit?
Jack: Tourism, although I will also attend a business meeting.
Immigration Officer: Please make your way to customs.
Now Role Play
Wait a minute – An idiom meaning wait a short time.
Disembarkation Cards – A card passengers need to complete before they

can pass through Australian Immigration. It will ask you to complete
information including the details found on your passport and airline ticket.
Excuse me, where is Immigration? – Asking where something is located.
It’s next to the main gate. – Answering and telling where something is located.
134
Examples
The main words we use to explain location are next to, across from, between,
around the corner from
Where is the house? Where is the shop?
The house is next to the park. The shop is across from the
bank.
Where is the department store? Where is noodle shop?
The department store is between The coffee shop is around

the corner
the park and the bank. from KFC.
Exercises
Make questions and answers for the following examples, then make 4
questions and answers of your own.
1. bank/next to/cake shop Excuse me, where is the bank? It’s next to the
cake shop
2. supermarket/between/hospital/pharmacy
3. hairdressers/around the corner from/coffee shop
4. immigration/across from/city hall
5.
6.
7.
8.
135
With a partner explain the location of your home, the school and other
places around your neighborhood.
1.
2.
3.
136
Activity
When Connie studied in Australia she wanted to work as a waitress to earn

some money. She wasn’t sure if she could legally work, read her student visa
conditions below and then answer the questions.
Student visa conditions – work rights

Students and their dependents applying for student visas for the first time are
not automatically granted permission to work in Australia.
They can only apply for permission to work after they arrive in Australia and
the student has begun his or her course of study.
Students granted a student visa with work rights are limited to 20 hours work
per week while their course is in session; they may work full-time during formal
holiday periods.
Student visa holders found to be working in excess of their limited work rights
are subject to mandatory visa cancellation.
Department of Immigration and Multicultural and Indigenous Affairs
1. Was Connie automatically allowed to work in Australia with a student

visa?
2. When can students apply for permission to work in Australia?
3. How many hours a week are students allowed to work in Australia during
formal study time?
4. How many hours a week are students allowed to work in Australia during
formal holiday periods?
5. What happens if a student is discovered working more than 20 hours a
week during formal study time?
6. Where did Connie get this information from.
It is usual for students in English speaking countries to have a part time job
when they are studying. The most common jobs are working in restaurants
and shops. If you studied overseas what kind of job would you try to find?
Discuss in a group.
137
Chapter Five
Going through Customs

Customs Officer: Do you have anything to declare?
Jack: We have two bottles of Chinese wine, a carton of
cigarettes and some perfume.
Customs Officer: That’s fine. Do you have any foodstuffs?
Connie: We have some Chinese tea and some snacks.
Customs Officer: Could you open your suitcase so I can inspect your
snacks?
Connie: Sure.
Customs Officer: You can bring the rice snacks into Australia but you
can not bring the beef jerky.
Connie: Why can’t I bring the beef jerky into Australia?
Customs Officer: Australia has very strict quarantine regulations in
order to protect our plants and animals from
diseases. If you bring meat products into Australia it
could damage our meat industry. The penalties for
breaking this regulation are very severe and even
include jail.
138
Now role play
Declare – to announce officially

Quarantine – to isolate something or somebody
Can/can not (can’t) – I can swim but I can’t fly
I can/can’t dance
He swim
She drive
It fly
We jump
You cook Chinese food
They run fast
Examples
Can he run fast? Yes, he can/No he can’t.

Can you use a computer? Yes I can/No I can’t.
Can I bring beef jerky into Australia? Yes you can/No you can’t.
Exercises
Look at the example sentences then make questions and answers from the
words supplied.
Can you run fast? Yes, I can.
Can he drive a truck? No, he can’t.
1. (baseball)
2. (she/tennis)
3. (it/fly)
4. (they/university)
5. (Connie/karaoke)
6. (cook)
7. (travel/moon)
8. (smile)
139
Now ask people in the class.
Can you - speak French

run fast
swim
drive a car
cook well
play soccer
read English
play piano
Think about what you can do and what you can’t do. Once you have you
have 5 items in each category discuss your answers in English with other
students.
Can Can’t
1.
2.
3.
4.
5.
Activity
Read about some of Australia’s rare animals that need protection from the
rest of the world.
140
Pale Kangaroo Mouse
I’m called a kangaroo mouse because my tail looks like a kangaroo’s tail,
not because I am good at jumping! I prefer to move on all four legs rather
than just two. The shape of my tail helps me to store fat that I can use for
energy in the future. When I have to jump my tail helps me keep my balance.
Questions
1. Why am I called a kangaroo mouse?
2. Am I good at jumping?
3. How do I prefer to move about?
4. What does the shape of my tail help me to do?
5. When I jump what does my tail help me do?
Platypus
I have a short, fat tail, webbed feet like a duck and a poison spur on my feet.
My nose is very sensitive because covered with soft skin. When I’m born I
hatch out of an egg like a bird, but I am not a bird. I also drink my mother’s
milk when I am a baby. I am one of the most unique animals in the world.
Questions
1. What is my tail like?
2. Tell me about my feet.
3. Why is my nose so sensitive?
4. Am I a bird?
5. What do I drink when I am a baby?
Quokka
Hello I’m a quokka, my unusual name comes from the Aboriginal people of
Australia. I can only be found on two small islands in Australia. Some people
say I look like a giant rat but I think I look like a kangaroo! I jump some of the
time but usually I prefer to run and hide in long grass.
Questions
1. Where does my name come from?
2. Where can I be found?
3. What do I think I look like?
4. Do I prefer to jump or run?
5. Where do I hide?
141
Pretty faced wallaby
Wallabies are the smaller relatives of the kangaroo family. We normally have
feet that are less than 23cm long. That’s one of the easiest ways to tell the
difference between us and kangaroos. Wallabies are very friendly and live in
groups of about 50. I am called pretty faced because my face has lovely
marking on it.
Questions
1. Are we bigger or smaller than kangaroos?
2. How long are our feet normally?
3. What is one of the easiest ways to tell the difference between us and
kangaroos?
4. What size groups do we live in?
5. Why am I called pretty faced?
Tasmanian Devil
Because of my name everybody thinks I am very dangerous but I think I am
not so dangerous! I don’t growl, run or jump very often so I am much quieter
than people think. I do have very sharp teeth and strong jaws for eating the
small animals that I like to eat. A strange feature of me is that I have a pouch
for carrying my babies on my back.
Questions
1. Am I very dangerous?
2. Am I very loud?
3. What do I like to eat?
4. How do I eat small animals?
5. Why do I have a pouch on my back?
Bilby
I am a type of bandicoot that likes to live under the ground and I often live in
deserts. I live alone and like to make a very long tunnel under the ground so it
takes a long time to find my house. I drink very little water and I sometimes
eat plants. My favorite foods are insects and small animal. I have smooth and
silky hair.
Make 5 questions about the bilby. Once you have made 5 questions get
another student to answer your questions.
142
Chapter Six
Taxi to the Hotel

Connie: Excuse me, where is the taxi rank?
Airport Officer: Walk through the main exit and turn right.
Connie: Thank you
Jack: Look, that’s where we have to stand in line.
Taxi Driver: Where to?
Jack: The Sheraton Hotel.
Taxi Driver: Is that the City Sheraton or the Southbank Sheraton?
Jack: City, please.
Connie: How long do you expect it to take?
Taxi Driver: At this time of day, probably about 45 minutes. Traveling to the
City Sheraton takes longer than the Southbank Sheraton. How
long are you in Australia for?
Jack: We’re here for about two weeks.
Taxi Driver: Is it your first visit to Australia?
Connie: No, I went to university in Australia but it is my husband’s first trip
here.
Taxi Driver: We’ve arrived at the Sheraton. That will be $48.
Connie: Do you accept credit cards?
Taxi Driver: Yes.
Jack: Taxis are more expensive in Australia than China, I think I will rent
a car for the rest of our stay in Australia.
143
Now Role Play
Do you accept credit cards? – It is very common in Australia to use credit

cards rather than cash for paying for items or services.
Longer/More expensive – Longer and more expensive are

comparatives.
Example
We use –er for short words
Long – longer
Short – Shorter
Big –
Fast –
Early –
Exercises
Look at the 2 example sentences and then make 3 sentences using the
comparative forms of big, fast and early.
1. Peter is a faster runner than John because his legs are longer.
2. Jane is shorter than Alice.
3.
4.
5.
We use more for longer words
Expensive – more expensive

Modern – more modern
Careless –
Careful –
Tired –
144
Look at the 2 example sentences and then make 3 sentences using the
comparative forms of careless, careful and tired.
1. That chair is more expensive than the other chair.

2. His ideas are more modern than mine.
3.
4.
5.
145
Activity
Jack’s Road Test
Jack is very interested in cars and always prefers to drive himself instead of
catching taxis. Look at how he compared these cars and answer the
questions below.
CAR Toyota Prius VW Polo BMW 325ti Compact

Price $36,990 $25,490 $63,500
Parkin easy difficult very easy

g
stylish not very good looking very stylish
Style
Navigation system – Good quality CD player Leather seats,
Best enter an address and and very comfortable automatic
Featur it tells you the best seats headlights, television
es way to go there and sunroof
XXXX XXX XXXXX

Stars
1. Which car is the most expensive?
2. Which care is the least expensive?
3. Which car is the easiest to park?
4. Which car is the most difficult to park?
5. Which car is less stylish than the Toyota?
6. Which car is more stylish than the Toyota?
7. In your opinion which car has the best features?
8. Which car do you think is Jack’s favorite car?
146
Chapter Seven
Hotel Check-in
Receptionist: Hello, how may I help you?
Connie: Reservations for Connie Chen and Jack Zhou.
Receptionist: Checking in on March 3rd and checking out on
March 15th?
Connie Yes, that’s right.
Receptionist: First of all you have to complete this registration card
and then you have to give me your credit card to
make an imprint.
Connie Here you are.
Receptionist Thank you, your room number is 2108 and here are
your breakfast vouchers. I’ll get a bellboy to show
you to your room and assist with your lugagge.
Connie: Thank you.
Bellboy: Here is your room, it’s opened with this card key.
When you’re in your room you should insert the card
in this slot.
Jack: Thank you.
Bellboy: Before I leave is there anything I can get you?
Jack: No, thanks.
147
Now role play

Have to – Have to is used when we must do something.
Had to – Had to is used when we talk about something that happened in the
past.
Example
I have to go to the dentist.
I had to go to the dentist.
I have to go to school.
I had to go to school.
Exercises
Complete sentences below using have to or had to. Then make your own
examples.
1.Our car was broken so we had to take it to a mechanic.
2.Jack to go on a business trip last month.
3.I can’t come with you tonight, I take care of my sick mother.
4. They can’t come to the banquet tomorrow to study.
5. I was so sick on the weekend go to the hospital.
6.The next time you visit Australia, to visit us said Mrs
Brown.
7.The boy failed his exam so study over the summer.
8.
9.
10.
Now make questions using have to.
1. She had to go to school early last week. Why did she have to go to school
early?
3. We have to leave early today.
4. Connie has to go to university today.
5. I had to leave the movie early.
6. Jim had to buy some flowers for his mother.
7. I have to be careful what I say to her.
8. The chef has to be careful storing fish.
8.
9.
10
148
Write a list of 5 things you have to do and 5 things you don’t have to do
following the example below.
I am a student so I have to study hard but I don’t have to earn money.
1.
2.
3.
4.
5.
Now interview 5 students in your class and find out what they have to do and
what they don’t have to do.
Meilin has to help her mother but she doesn’t have to help her father.
1.
2.
3.
4.
5.
Activity
Connie and Jack chose to stay at the City Sheraton after reading this
brochure.
City Sheraton
For people who expect luxury, security and privacy In cities the number of
hotels which are more than just hotels is growing. They are unique hotels.
Unique because of their modern style, quiet luxury and perfect service. Today
there are many people from all around the world who want more than just a
room. They want a special place for business and holidays – this is the City
Sheraton.
The City Sheraton facilities include

 24hr room service
 IDD telephone
 Satellite TV
 Video rental
 Laundry
 5 Restaurants
 3 Swimming pools
 Sauna
 Massage
 Gym
149
 Car parking
 Post office
 Personal safe
 Tour bookings
 24hr security
 6 hectares of tropical gardens
Questions
1. What can people expect at the City Sheraton?
2. What is unique about the City Sheraton?
3. Is the City Sheraton a business hotel?
4. Can I order room service at 1am?
5. What does IDD mean?
6. Can I rent videos?
7. Is there a Chinese Restaurant?
8. How many swimming pools are there?
9. Can I book a tour at the hotel?
10. Tell me about the hotel gardens?
Writing exercise Find a hotel in your city and write about it in English, or
imagine a hotel you would like to stay in and write about it.
150
Chapter Eight
Ordering Room Service

Jack: I’m hungry, let’s go out and get something to eat.
Connie: I’m so worn-out I don’t feel like going anywhere.
Jack: What about ordering room service and watching
TV?
Connie: Good idea, where’s the room service menu?
Jack: Next to the TV.
Connie: The menu is quite large but the prices are so
expensive.
Jack: That’s typical of room service but there are usually
some reasonably priced items on the menu.
Connie: The noodle dishes are cheap, spicy noodle sets are
only $12 but meat dishes are expensive, they start at
$28!
Jack: Sounds good, do you want me to order it for you?
Connie: Yes please.
Room Service Good morning room service, how may I help you?
Jack: Two spicy noodle sets to room 2108 please.
Room Service: Would you like anything else?
Jack: No thanks.
Ordering Room Service Your spicy noodles will be ready in 15 minutes.
151
Now role play
Conversation and grammar note
Worn-out – an idiom meaning very tired
Example
Connie danced all night and by morning she was worn-out.
Exercises
Now make 3 sentences of your own using worn-out.
1.
2.
3.
Cheap/expensive - are opposites
Example
Noodles are cheap but meat is expensive.

Basketball players are tall but gymnasts are short.
Is Shanghai a big or small city?Shanghai is a big city.
Exercises
1. tall/short Jack is tall but Connie is short.
2.beautiful/ugly
3. married/single
4. nice/obnoxious
5. strong/week
6. fast/slow
7. clean/dirty
9.
10.
152
Make questions and answers using the words provided.
1. Beijing/old/new Is Beijing an old or a new city? It is an old city.
2. rice/cheap/expensive
3. juice/healthy/unhealthy
4. beer/healthy/unhealthy
5. Hangzhou/beautiful/ugly
6. Chinese/easy/difficult
7. Sichuan food/spicy/bland
8.
9.
10.
153
Activity
TV guide
ABC
6am
Animal fun
Children have real life adventures with their pets
6:30
Early morning news
All the latest news and weather
6:35
Don’t eat the neighbors
In this cartoon a family of wolves next door to a family of rabbits
7:00
Thomas the tank engine
Thomas meets a ghost when he arrives at Sodor Railway Station
7:30
Big, blue house
A program about a big, brown bear living in a big, blue house
8:00
Wiggles
This Australian singing group visits the Australia Zoo and meets a kangaroo
8:30
Miffy
Miffy the rabbit eats too many carrots and has to go to the doctor
9:00
Sesame Street
Learn your ABCs with the gang at Sesame Street
10:00
National News
All the latest news and weather
Questions
1. Is the program at 6am a cartoon?
2. Why is the program at 6:35 called don’t eat the neighbours?
3. Do you think Thomas the tank engine is a bus or a train?
4. Do you think the ABC early morning programs are for children or adults?
5. What time is the news first on?
Write a paragraph about your favorite TV show and why it is your favorite TV
show.
154
Chapter Nine
Making a Business Call (part one)

Last month Brian Riley of Brian’s Bargains (a chain of Australian discount
shops) went to China to meet Jack’s father to discuss establishing a business
relationship with him. Jack’s father owns a small plastics factory and if Brian
Riley becomes a customer it would mean Jack’s fathers company can
expand and expansion would mean great financial benefits for his entire
family.
Connie: Do you think you should call Brian Riley now?

Jack: Yes, it’s almost 5pm and a lot of Australian offices
close at 5 o’clock. Actually, I’m feeling nervous
about calling him. Our entire family will benefit if his
company becomes our customer.
Connie: Don’t worry too much, just go ahead and call him.
Jack: Hello, may I speak to Brian Riley?
Receptionist: May I ask who is calling?
Jack Zhou: Jack Zhou
Receptionist: Please hold the line.
Brian Riley: Brian Riley speaking.
Jack Zhou: Hello, it’s Jack Zhou calling.
155
Now role play
Feeling nervous – when we talk about emotions we usually use the word
feeling (something)
Example
I am feeling happy.
Connie is feeling tired after the long airplane trip to Australia.
They were feeling hot because they had just walked a long way
Exercise
Julie/happy/birthday Julie is feeling happy because it is her birthday
today.
Runner/thirsty/race The runner is feeling tired because he just ran

a long race.
Meg/hot/summer
Tony/hot/sick
Karen/angry/boyfriend
Children/scared/ghost
Doctor/worried/sick
Actor/nervous/movie
Talk about what you do when you are feeling different emotions. Students go
into pairs and ask each other as follows.
What do you do when you are hungry?

When I’m hungry I eat some noodles.
What do you do when you are hot?

When I’m hot I sit near the fan.
156
Now ask each other about the following feelings and emotions.
Scared
Tired
Hungry
Embarrassed
Thirsty
Hot
Cold
Sad
Happy
Nervous
Activities
While Jack is speaking to Brian, Connie is reading their horoscopes in the
daily newspaper hoping to read some good luck!
157
Your Stars
Leo
July 24 – August 23
For the next few days you will worry about your work life. Try to stop worrying and
remember your past success. Good luck in your personal life!
Virgo
August 24 – September 23
You will meet some negative people in your work life, but don’t listen to them. Your
lucky days are the 23 rd and 26 th.
Libra
September 24 – October 23
Be nicer to people and your luck will change! You will make a lot of money this month.
Scorpio
October 24 – November 22
You are the luckiest people of all the start signs this month. Good luck for business and
romance. Every day is a lucky day!
Sagittarius
November 23 – December 21
Follow your dreams and you will build a good life. Work hard and you will have great
success in life.
Capricorn
December 22 – January 20
This is a good time for changing jobs, if you change your job now you will find greater
prosperity. Your lucky number is 7.
Aquarius
January 21 – February 19
Money and success will come to you and you will share your good luck with your family
and friends. This will bring you more good luck.
Pisces
February 20 – March 20
Keep trying and success in your studies will happen. You will help a friend who needs
your help. Your lucky number is 11.
Aries
March 21 – April 20
Your kindness helps many people, someone will remember you and give you a wonderful
surprise. You should try to wear blue everyday.
Taurus
April 21 – May 21
This is a difficult time for you but after the difficult time good luck will arrive. Stop
worrying! Lucky color is red.
Gemini
May 22 – June 21
To get what you want you must find out what you want. Do you know what you want in
life? Lucky color is green and number is 7.
Cancer
June 22 – July 23
You need to learn from people around you. Listen to your teachers and take care of your
family and your luck will improve.
158
Chapter Ten
Making a Business Call (part two)

Brian Riley: It’s good to speak to you again Jack. When did you arrive in
Australia?
Jack Zhou: Just this morning, but since my father has been discussing
important business with you I thought I should call immediately.
Brian Riley: How is your father?
Jack Zhou: Very well. He is looking to finalizing the business you discussed with
him on your trip to China last month.
Brian Riley: I’m hopeful that we can come to a mutually beneficial
arrangement as well. Although it may not be as easy as we first
thought.
Jack Zhou: Why is that?
Brian Riley: A large retailer has bought 51% of my business and as a minor
shareholder I can no longer make major business decisions
without their support. Can I meet you for dinner so I can discuss
the current situation with you further?
Jack Zhou: Yes, of course.
Brian Riley: I often go to the Grillers Steak House in the City, would you like to
meet me there at 7pm tonight.
Jack Zhou: I’ll be there with my wife.
159
Now role play

Mutually beneficial arrangement – an arrangement when both partners
benefit
Often – refers to how many times an action occurs (it is an adverb of

frequency)
Example
Other common adverbs of frequency are: always, usually, sometimes, rarely
and never.
I always eat breakfast. (100% of the time)
I usually sleep late. (about 90% of the time)
I sometimes have juice with lunch. (about 50% of the time)
He rarely eats candy. (about 10% of the time)
They never study. (0% of the time)
Exercises
How often do you do your homework? I always do my homework.
chocolates/rarely How often do you eat chocolates? I rarely eat

chocolates
computer/usually
mother/sometimes
walk/never
sleep/always
newspaper/sometimes
telephone/rarely
160
Now record 3 activities that you do in each of the categories, after you have
done this talk to other people in your class about the activities you have
recorded.
I always
I usually
I sometimes
I rarely
I never
Activities
If Jack can successfully get Brian to sign a contract with his father’s company
Jack will
consider it the greatest achievement of his life. Read what these 3 people
consider the
greatest achievement of their lives.
My Greatest Achievement
Read the paragraphs below and decide which one you consider to be the
greatest achievement.
Write an explanation saying why you think it is the greatest achievement.
Matthew Webber, 43, Real Estate Business Owner

My greatest achievement is owning and developing my business. My wife
and I began our business 12 years ago and lost money for the first 4 years. We
owed the bank and our parents so much money, we thought we would
have to close the business. However we just kept working hard and spending
very little money and slowly the business improved. I have now repaid all my
debts and have some money in the bank, I believe that is my greatest
achievement.
161
Renee Hunt, 28, Salesperson
My greatest achievement was moving to Sydney by myself 6 years ago and
finding a good job. I had finished studying in the country but I wasn’t able to
find a job in the country. I didn’t know anybody in Sydney and I missed my
family a lot. It took a long time to find a job in Sydney and I often felt lonely
but when I found a job I felt it was my greatest achievement.
Holly Baker, 11, Student

My greatest achievement was winning a race at school last year. In the past
I was often sick and not very strong, all the other students in my class were
faster than me. My parents were worried aboutmy health so they always
made healthy food for me and encouraged me to exercise. I never thought
I couldwin a race, but after trying hard I did so I think that is my greatest
achievement.
Question Write a paragraph about what you consider to be your greatest

achievement. Later you may be asked to present it in class.
162
Chapter Eleven
Introductions
Brian, Jack and Connie are now inside the restaurant. Brian and Connie have
not previously met so Jack is introducing them to one another.
Jack Zhou: Hello Brian, it’s good to see you again. How have you been?
Brian Riley: I’ve been well thank you, but very busy due to my business
restructure.
Jack Zhou: I’d like to introduce my wife to you. Brian, this is Connie Chen.
Connie this is Brian Riley.
Brian Riley: It’s nice to meet you.
Connie Chen: It’s nice to meet you too. Jack and his father have talked to me
at length about the business relationship they hope to develop
with your company.
Brian Riley: Yes, I’d hoped that we would be able to sign off on a major
deal with your father-in-law’s company this week but I’m not
sure it will happen now, which is unfortunate as I want to work
with you and your father.
Jack Zhou: We want to work with you to, is there anything that can be
done to sew up the deal?
Brian Riley: I will arrange for you to do a sales presentation for the new
company president and if it goes successfully we may be able
to seal the deal.
163
Now role play
Conversation notes
At length – for a long time, in detail
Father-in-law – father of your husband or wife
Sew up the deal/Seal the deal – finalize the deal
Want to – is used when you want to talk about future plans and intentions
Examples
We talked at length about the exam.
Exercise
Now make 3 sentences using at length.
Example
I want to study tonight

My friends want to visit Hangzhou in the July holiday.
That company wants to be more successful in America.
164
Exercise
They/tomorrow They want to go to the new restaurant tomorrow.
I/5pm
They/New Year
She/Christmas
Principal/next week
Parents/library
Flowers/today
Now talk about 3 things you want to do tomorrow, next month, and next year
and after discuss them with other students.
Tomorrow, I want to , and .
Next month, I want to , and .
Next year, I want to , and .
165
Activities
Miranda Redgrave is Connie’s favorite actress, read the introductory article
and movie review Connie wrote about Miranda while she was a reporter on
her university newspaper.
A Short Biography of Miranda Redgrave by Connie Chen
This Canadian actor is almost unknown in Australia and I would like to

introduce her Australian audiences because she is such a great actress.
Miranda’s first key role came in a Toronto Theatre Company play when she
was still at school. Then, at 16, she worked in her first television project, the
CBC miniseries Frost on the Window. After briefly working as a lifestyle reporter
for the CBC network, Miranda won roles in some of the most successful
Canadian movies of the nineties. These include A Cold Heart, Scarborough
Fair and Bears in the Forest as well as the very popular TV series Snap! The
past four years have seen her perform Shakespeare with some of the
greatest actors in British theatre. Her new movie is her first movie for 5 years.
A Review of featuring Miranda Redgrave by Connie Chen.
166
Chapter Twelve
Ordering at a restaurant (part one)

Brian has chosen to meet Jack and Connie at a well-known steakhouse in
the City. It is very common for business lunches and dinners to be held at
steak restaurants. This restaurant is very well-regarded and after the
conversation you will read a review of the restaurant.
Waiter: Good evening, do you have a reservation?

Brian Riley: Yes, we have a reservation under the name Riley for 3 people
at 7pm.
Waiter: Yes sir, please come this way.
Brian Riley: Would it be possible to sit by the window?
Waiter: Of course sir, would this table be suitable?
Brian Riley: Yes.
Waiter: While you are looking at the menus may I get you a drink?
Brian Riley: I’m going to have a beer right now, what about you Jack?
Jack Zhou: I’m going to have a Heineken, are you going to have a drink
Connie?
Connie Chen: I’m going to have an orange juice later on with my meal.
167
Now role play
Going to – going to is used when using time expressions that will happen in
the future.
Time expressions – examples of time expressions are right now/ immediately/

tomorrow
Week /month /January /February /spring.
Examples
They are going to clean the classroom next week.
In January it is going to snow.
Next spring I hope to visit Beijing.
When are you going to buy a new bicycle?
Exercises
When are you going to finish school today?I am going to finish school at 5
o’clock.
When are you going to have dinner tonight?
When are you going to do your homework?
When are you going to have your hair cut?
Where are you going to tomorrow?
What time are you going to go home?
What
When
Why
168
Activities
GRILLERS STEAKHOUSE – a restaurant review
8 Fortesque St
T 53237 1118
 11am-10:30pm, Mon-Fri
 6pm-10:30pm, Sat-Sun
 Bookings recommended
 Licensed
 Average main course price $30
 Cards accepted: Mastercharge, Visa, Amex
 Wheelchair access and facilities
 Chef & owner: Kelly Lacey
Grillers is a very popular dining option for City workers and tourists from
overseas wishing to try one of Australia’s famous steaks. The chef and owner
of Grillers Kelly Lacey is an expert on beef after growing up on a cattle station
in west Queensland. The steaks taste great whether they are rare or well-
done and the vegetables are always fresh organically grown produce from
local farms. All steaks are cooked on specially designed grills that assist in
sealing in the flavour of the thick and juicy steaks. If you walk past this
restaurant during the busy lunch or dinner times an aroma of mouth-watering
cooking will follow you. The time to dine at this restaurant is at sunset when
you can relax by the window and enjoy great food and one of the best
views in Brisbane.
Questions
1. What is the address of Grillers?
2. What are the opening hours on Wednesdays?
3. Will I be able to have lunch at Grillers on Sunday?
4. Should I make a dinner reservation?
5. Am I able to drink alcohol at this restaurant?
6. Can I pay using my Diners Club credit card?
7. Are there toilet facilities for the disabled?
8. Who dines at Grillers?
9. What is the name of the chef?
10. What can you say about the vegetables at Grillers?
11. What can you say about the steaks at Grillers?
12. When is the best time to dine at Grillers?
169
Secret Garden Cantonese Restaurant – a restaurant review
12 Brick Lane, Brisbane

T 63237 5384
 Lunch 12-2:30pm, Mon-Sat

 Dinner 6-10:30pm, seven days
 Bookings required
 Licensed
 Average main course price $40
 Cards accepted: Visa, Amex
 Private room
 Wheelchair access & facilities
 Chef & owner Guy Wang
Secret Garden is one of Australia’s finest restaurants and the best Chinese
restaurant in Australia. It is in Chinatown and has a large, elegant dining
room. The staff are friendly and are always helpful. The menu features the
best in local produce, with delicious fresh flavours and beautiful presentation.
The menu has many traditional Chinese dishes such as Peking duck, Sichuan
beef and steamed dumplings. There are also modern Australian-style
Chinese dishes such as prawns with orange sauce and lobster with butter
sauce.
Questions
This exercise may be done verbally or in written form.
1. Please write 12 questions about the Secret Garden restaurant.
2. When you have finished swap the questions with another student and
they can answer your questions while you answer their questions.
170
Chapter Thirteen
Ordering at a Restaurant (part two)

Waiter: Are you ready to order now?
Connie Chen: Yes, I’ll have a salmon entrée, followed by a well-
done T-bone steak and some salsa for main course.
Jack Zhou: I’ll have some garlic soup and a medium T-bone
steak for a main course with some hot pepper
sauce.
Brian Riley: I’ll start with some French onion soup, followed by a
rare sirloin steak served with some garlic sauce .
Waiter: Would you like some bread served with your meals?
Brian Riley: Yes, a basket of herb bread.
Jack Zhou: That was an excellent meal.
Brian Riley: I’m glad you liked it, this is one of my favorite places
to dine. Would you like some dessert?
Jack Zhou: Just some coffee for me thanks.
Connie Chen: I’ll have a Chocolate Death dessert and some
coffee. It’s difficult to find this kind of dessert in
China!
Brian Riley: Waiter, can you take our dessert order and bring me
the bill.
171
Now role play

A salmon entrée/a well done steak/a medium T-bone steak/a rare sirloin
steak/ a basket of herb bread/a chocolate death dessert – are examples of
countable nouns. Countable nouns are things we can count, for example a
well done steak, two well done steaks/ a basket of herb bread, two baskets
of herb bread. Usually but not always countable nouns have an s at the end
of the word when it is in the plural form. A countable noun can be singular
(apple) or plural (apples).
Some salsa/some garlic soup/some hot pepper sauce/some French onion

soup/some garlic sauce/some bread/some coffee
172
Activities
When Connie studied in Australia she worked at a Spanish restaurant as a
waitress, she liked working there because the food was excellent. Read the
menu and answer questions about it.
El Toro Spanish Restaurant
Entrees
Spanish potato omelette
A two egg omelette served with baby potatoes, our most popular entrée.
Wild mushroom omelette
A two egg omelette served with small wild mushrooms
Seafood Salad
A tuna and prawn mix served with lettuce
Gazpacho Salad
An onion and tomato salad.
Main courses
Chicken in Almond Sauce
Chicken pieces served with crushed almonds and sliced onion, our most
popular dish
Bull fighters Stew
Oxtail stew cooked in red wine and vegetables, for hungry people!
Fish stew
Fish stew cooked in white wine and vegetables
Castillo de Monda
Vegetable stew
Desserts
Crema Catalana
Creamy custard
Pastel de chocolate
Chocolate pudding
Pastelitos do coco
Coconut cookies
173
What is the name of the restaurant?
What does entrée mean?
What does main course mean?
What does dessert mean?
Jack likes seafood so which entrée would he order?
Connie prefers vegetables so which entrée would she order?
Which entrée is the most popular?
Jack can’t eat onions, so which main course should he avoid?
If you are hungry which is the best main course to order?
If you don’t like meat or seafood which main course should you order?
Connies likes chocolate, so which dessert should she order?
Jack likes to have cookies with his coffee, so which dessert should he order?
Now practise role playing with other students using the El Toro menu.
174
Chapter Fourteen
Doing a Sales Presentation

Brian has organized a sales meeting with Amanda Johnson CEO of the large
retailer that has taken over Brian’s company. Jack is now doing a sales
presentation for Amanda, he hopes she will agree to do business with his
father’s company.
Brian Riley: I’d like to welcome everybody to the sales presentation.

Amanda, I hope you enjoy listening to Jack’s sales
presentation.
Amanda Johnson:Thanks Brian, I am looking forward to hearing from Jack.
Brian Riley: Jack, do you need the electronic whiteboard?
Jack Zhou: Yes please, I’ll use it to show sales projections and profit
margins. We are hoping that once you see the quality of
our products and their reasonable prices you will want to
order from our company.
Amanda Johnson:What have you got to show me?
175
Jack Zhou: Our catalogue has all our products, but because I know
you are busy I will show you only our best-selling items. This
is the Binky and Billy toy range, two lifelike dolls that
children love to play with.
Amanda Johnson:What makes these different from all the other dolls in the
shops?
Jack Zhou: Our market research shows that children really enjoy
playing with Binky and Billy because they are twin brother
and sister dolls.
Amanda Johnson:Are there any accessories available for the dolls?
Jack Zhou: Yes, that is what makes Binky and Billy profitable. The dolls
have many clothes customers can buy, as well as houses,
cars and pets.
Amanda: This sounds interesting, please give me some time to read
your catalogue and then we can begin sales negotiations.
Now role play
Activities
Making the most of meetings
Jack is very impressed with the electronic whiteboard in Amanda’s office.
Read about the features that impressed him.
Whiteboards are an effective communication tool for meetings as hand

written notes can take a long time. New electronic whiteboards use
electronic imaging technology to record information written on the
whiteboard and then the information can be sent to computers . Information
can then be printed off very easily or emailed around the world in real time.
Meetings become more productive and time is better used. Travel costs are
reduced too because you can brainstorm with your colleagues around the
world or share information in a Web meeting.
176
Chapter Fifteen
Meeting an Old School Friend

Tim Zhang, one of Jack’s school friends is now living in Australia. He is studying
International Business at Burke University.
Tim Zhang: It is good to see you again after such a long time.
Jack Zhou: The last time we met was at high school and you were
hoping to get your visa to
study in Australia.
Tim Zhang: Yes, I was so pleased when my visa was granted. Since
then I have been studying very hard.
Jack Zhou: When you lived in China you never studied hard.
Tim Zhang: That’s right, but because all of my studies are now in
English I have to work very hard. But I am pleased with my
university results and so are my parents.
Jack Zhou: I’m glad to hear that. What do you miss about China?
Tim Zhang: Of course I miss Chinese food, sometimes I cook dinner
with my friends but the food isn’t very delicious! The good
thing about living in Australia is the clean, beautiful
environment and the chance to learn English. So I like
living here.
177
Now role play
Activities
What I learnt from my school years.
Alison Garden, 40 Lawyer

The best thing I learnt from school was English language. I studied several
subjects but English was the only subject I did very well in. I think have a good
understanding of how to use English is a great thing to have in life. I learnt
spelling, grammar and punctuation and how to present my opinions in a
logical understandable way, this has helped me so much in my business and
personal life.
Question – How important do you think it is to be able to use written and

spoken language well?
Andy Munroe, 28 Real Estate Agent

I went to a boarding school at a very early age and it taught me to be
independent and to share. I am an only child and I probably wouldn’t have
learnt to share very well at home or to be independent. Boarding school
gave me a great chance to learn how to be a strong, independent person
who is able to share with other people.
Question – Is it difficult for an only child to become a strong, independent

person who is able to share with other people?
Jordan Wang, 22 University Student

School taught me that you actually do get out of it what you put in. At first I
didn’t study hard or train for sports but just fooled around with my friends. I
found that when I didn’t try hard not only were my school and sports results
poor but I was often bored and unhappy. One of my teachers told me I
would regret being so lazy when I left school with very bad results so I
decided to put some effort into my studies and sports. Later I became a very
good student and captain of my school soccer team, since then I have also
found that I enjoy life more than before.
Question – Do you think if you try harder at school and sports you enjoy life
more?
Question – What have you learnt from your school years?
178
Chapter Sixteen
Visiting a Homestay Family

Connie and Jack visiting her homestay parents and sister
When Connie went to high school and university she studied in Australia and
lived with the Brown Family as a homestay student. She has remained friendly
with them and they have invited her and Jack to their daughter’s wedding.
Kim Brown (Mother):Connie and Jack, it is lovely to see you again.

Joe Brown (Father):We’re pleased you could visit as we know you are very
busy on this trip.
Connie Chen: It’s our pleasure. When you emailed to say Milly was
getting married, I felt very excited.
Milly Brown: I am hoping you and Jack will be able to come to my
wedding.(Daughter)
Connie: I hope we can, if Jack can sign a new business deal I think
we will have many chances to come to Australia.
Kim Brown: We wish you good luck!
Connie: Jack can stay with Dad while we look at my wedding
preparations.
179
Now role play
Activities
Milly Brown will be getting married at a wedding function centre. She is
showing the brochure to Connie.
Bellissima
A beautiful and exclusive wedding venue on the shores of Spring Lake
Our Wedding Package
 Five hour wedding reception

 A 3 course meal followed by coffee and chocolates
 Pre-wedding cocktails and hors d’oeuvres
 Champagne, wine and beer
 Soft drinks and fruit juice
 Room hire
 Disc jockey
 Dance floor
 Wedding cake
 Flowers
 Stretch limousine
All of the above will be included at $250 per person with a

minimum of 50 guests.
This is the wedding invitation Milly will be posting to her family and friends.
180
Chapter Seventeen
Gold Coast
Connie and Jack have decided to have a relaxing day at the Gold Coast
while they wait for Amanda to make a decision
Jack Zhou Doesn’t the beach look beautiful?

Connie Chen Yes, the water is so blue today and the sand is so golden.
Jack Zhou Do you want to go for a swim?
Connie Chen Yes, but we better swim between the flags.
Jack Zhou What flags?
Connie Chen If you look over their you can see some red and yellow
flags. My homestay family told me that in Australia you
should always swim between the flags because lifesavers
have checked the beach and found the safest place to
swim.
Jack Zhou What happens if you swim outside the flagged area?
Connie Chen Then a rip might pull you out to sea and because there
usually aren’t any lifesavers out of the flagged area you
might be dragged out to sea and drown!
Jack Zhou I think we better swim between the flags!
181
Now role play
Activities
The last time Connie and Jack had a holiday together they went to New York
for their Honeymoon. Read Connie’s diary about her week in New York.
Connie’s Diary - A week in New York
Day 1
On the first day we had a delicious breakfast at a retro style diner called the Empire
Diner on 10th Ave. We spent the day walking around the area and saw the famous
Chelsea Hotel where many pop stars stay when they are in New York. My favorite
movie is Sleepless in Seattle so we walked down 5 th Ave to see the Empire State
Building.
Day 2
Today was our big shopping day. We went to Macy’s Department store on 34th St,
it’s the biggest department store in the world but I didn’t buy much because many
of the goods are made in China. In the afternoon we went to Union Square to hunt
for discount make-up and after we went to Soho to look at the famous designers
shops..
Day 3
We were very tired after shopping yesterday so we slept late and had a special
New York lunch – a hero and a cowboy cookie (in regular English that means a
sandwich and a chocolate chip cookie). In the afternoon we saw the new Ben
Affleck movie Jersey Girl.
Day 4
Today we wanted to explore Central Park, we enjoyed seeing people biking, rowing
and jogging around the park. I n such a big city as New York Central Park is a very
pleasant green escape from all the high buildings.
Day 5
We decided that we should see the Manhattan skyline before our honeymoon
finished so we caught the Staten Island Ferry and as we left Manhattan we could
see wonderful views of the famous Manhattan skyline and also the Statue of Liberty.
Day 6
Today was our culture day. We went to the famous Guggenheim Museum and the
Metropolitan Museum of Art. We also went to Grand Central Station to look at the
architecture. Since it was our last night in New York we went had a special seafood
dinner at the Grand Central Station Restaurant.
Day 7
We flew back to China
182
Questions
1. Where did Connie and Jack have breakfast on the first day in New York?
2. Why is the Chelsea Hotel famous?
3. What is Connie’s favorite movie?
4. What street is the biggest department store in the world on?
5. Where are most of the goods made?
6. What did Connie and Jack do in Soho?
7. Did they wake up early on day 3?
8. What is a hero and cowboy cookie in standard English?
9. What is the title of Ben Affleck’s new movie?
10. Name 3 activities people do in Central Park?
11. What boat can you catch to see the Manhattan skyline?
12. Can you see the Statue of Liberty from the Staten Island Ferry?
Now write 3 questions and answer them based on Connie’s New York diary.
1.
2.
3.
183
Chapter Eighteen
Deal or no Deal?
It is Jacks and Connies last day in Australia and they are waiting to hear from
Amanda Johnson about her decision to do business with Jack’s company.
Jack and Connie feel nervous waiting for Amanda’s decision. They are
waiting for a call from Brian Riley to tell them her decision.
Brian Riley Hi Jack.

Jack Zhou: Hello Brian, I’ve been waiting for your call.
Brian Riley: I can understand that you and Connie must be feeling
anxious waiting for Amanda’s decision.
Jack Zhou: What has she decided?
Brian Riley: I am sorry to tell you but she has not yet made a decision.
Jack Zhou: She should have made a decision by now. This is our last
day in Australia and I was hoping to bring good news
home to my father. Do you know why she hasn’t made a
decision yet?
Brian Riley: Yes, another Chinese company has approached her with
a similar concept to Binky and Billy at a much cheaper
price than your company. All the other toys in their
catalogue are also cheaper than yours.
184
Jack Zhou: Do you know the name of the other company?
Brian Riley: Yes, it’s Cara Mia toys.
Jack Zhou: You should know their quality is much poorer than ours.
Brian Riley: You will have to prove that to Amanda or the deal is off.
Now role play

Should – is used when something is the right thing to do, it is also used to give
advice.
Should not – (shouldn’t) is the negative form.
Example
Our teacher said young people should respect older people.
I should study hard at school.
Exercise
Look at the first example then write sentences of advice using
should/shouldn’t.
1. John does badly at school. He should study harder. He shouldn’t be lazy.

2. Sue is always sleepy. She should go to bed earlier.
3. I caught a cold.
4. Today is very hot.
5. I don’t have much money.
6. The room is dirty.
7. This shop is very expensive
8. I can’t play tennis.
185
Activities
Working towards better communication – The last time Jack was in Australia
he did a personal development course called Working towards better
Communication designed to assist business people to become more
effective communicators and better sales people. Read the notes Jack
wrote while he was taking the course.
Jack’s Notes
Communication is a two-way street where the listener is just as important a
participant as the speaker. We often forget this, and believe that as long as
we’re talking, we’re making our point and the listener understands. This is not
true, poor communication skills are one of the main reasons why sales people
fail to sell their products successfully despite having good products and
reasonable prices. Learning to communicate well (not just talking) is very
important if sales people are to develop a good relationship with their
customers.
The top 8 ways to improve your communication skills are:
1. Be a good listener and always speak clearly.
2. Make sure you have your customer’s attention at the beginning of your
sales presentation.
3. Look at your customer’s eyes.
4. Check that your customer understands what you are saying.
5. Listen carefully to what your customer is saying even if you disagree.
6. Don’t spend too much time making small talk.
7. Speak directly to your customer.
8. Control your emotions even if the business environment is stressful.
186
Exercise
1. What do you think the idiom two way street means?

2. When communicating who is more important, the listener or the speaker?
3. What is one of the main reasons sales people fail to sell their products?
4. How can salespeople develop better relationships with their customers?
5. Is it important to speak clearly?
6. What do you think the idiom small talk means?
Now write and answer 3 questions of your own based on Jack’s notes.
1.
2.
3.
Write a dialogue based on what Jack learnt at the Working towards better
communication seminar. In the dialogue Jack is meeting Amanda in her
office after hearing that she has not made a decision yet. How can Jack
encourage Amanda to agree to order from his company?
187
Bibliography
Adapted from Techniques and Principles in Language Teaching, 2nd ed.,

Diane Larsen-Freeman, Oxford University Press, 2000; and Partnership in
Learning: Teaching ESL to Adults, Julia Robinson and Mary Selman, Oxford
University Press, 1986.
http://members.aol.com/SdShowBob7/twisters.html
The communicative approach

http://www.aber.ac.uk/~mflwww/seclangacq/langteach9.html
188

Teaching English For Adult

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TESOL English for Adults

Australasian Training Academy Pty Ltd

A Certification Course for TESOL, TESL, and TEFL Teachers

Published, produced, and licensed by Australasian Training

Course contents, course structure, manuals, handouts, brochures,

Australasian Training Academy Pty Ltd

ATA Course Requirements……………………………………………………………….8

Course Description: This informative Elective covers the limitless

 Complete all assignments

 Answer all assignment questions fully.

 Complete all activities and lesson plans accurately with

 Once you have completed all the required

 Please complete all the assignments in your

When sending in your work via E-mail:

When sending in your work via Mail:

1. Name of the Specialisation eg: “Teaching Adults”

2. Your name as it appears on your passport (First & Last Name)

3. Your current mailing address, contact number and email

4. If you have completed your “TESOL Training” course

5. I am taking this specialisation course as part of CERT IV or

6. IMPORTANT: Please specify how many specialisations you have

A General Overview of ESL/EFL

“English is a West Germanic language which is the dominant language in the

Through the global influence of native English speakers in cinema, music,

Because a working knowledge of English is required in many fields and

English is the primary language in Anguilla, Antigua and Barbuda, Australia

English is also an important minority language of South Africa (South African

In many other countries, where English is not a major first language, it is an

A secondary concern with respect to the spread of global languages

English dominance of translations has increased:

As we discussed in the foundation course the Communicative Approach is a

Origins of the Communicative Approach

Classroom activities maximise opportunities for learners to use target

“English for Specific Purposes” is the goal or reason a specific L2 student or

The best way to do this is to do a comprehensive learner needs assessment

Q.1 Why is English a ‘Global Language’?

Q.2 How has the ‘Communicative Approach’ made learning

Q.3 List 5 ways to give successful classroom instruction.

Q.4 What is a good technique to decrease TTT and increase STT?

Q.5 What is the goal of English for Academic Purposes?

Q.6 What is important to understand when considering student

Q.7 What is important to understand about levels?

Q.8 What phase builds background knowledge in EAP lessons?

The Adult TESOL Classroom

When presenting your lesson it is important to remember the four language

An example of how this can be done is to show a video of the language

When teaching grammar, as a TESOL teacher, you should focus on

Booking into a hotel Visiting the dentist

Ordering in a restaurant Complaining

Include dialogue [present Include dialogue [past tense]

Lesson specific goals:

When writing your Lesson Plan:

 Follow the lesson plan template in the Foundation Manual.

Theme: Planning a business trip overseas

Level/Age addressed: adult/intermediate

Specific Language Skills: listening, speaking and reading

Language Goals: Students to plan a business trip

Required Methodology: Eclectic approach, macrologue,

Specific Resources: video clip

Pre-task: Show 2 minute video clip of a man planning and leaving on a

Teaching 1: Initiate a class discussion ‘who has gone on a business trip’

Task 1: Students discuss their past business trips.

Teaching 2: Briefly demonstrate a macrologue on a business or travel related