english for adults
DESCRIPTION
school workTRANSCRIPT
English for Adults
For:
“Teachers of English to Speakers of Other Languages”
(TESOL)
ATA TESOL College
60-Hour Elective Certificate Course
Available Online or by Correspondence
2 2006 Australasian Training Academy Pty Ltd. English for Adults V03/0112/MA
3 2006 Australasian Training Academy Pty Ltd. English for Adults V03/0112/MA
TESOL English for Adults
A Certification Course for TESOL, TESL, and TEFL Teachers
ATA TESOL College
Published, produced, and licensed by ATA TESOL College 2006.
Course contents, course structure, manuals, handouts,
brochures, certificates, transcripts, institute logo, website, and
all intellectual property associated to all courses and products
offered by and ATA TESOL College are strictly protected under
international copyright laws. Any party, corporate or private,
infringing on the copyright law pertaining to the materials and
intellectual properties stated will be prosecuted to the fullest
extent of the law. All rights reserved. No part of this publication,
or any of the materials associated to the ATA TESOL College
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:
Postal address:
ATA TESOL College P O Box 2149
TOOWONG QLD 4066
Office address:
406 Milton Road
AUCHENFLOWER QLD 4066
Phone: 1300 723 928 Phone: 07 3371 2888 (Head Office)
Fax: 07 3371 2922
Website: www.ataonline.edu.au
General Office Email: [email protected]
Management: [email protected]
4 2006 Australasian Training Academy Pty Ltd. English for Adults V03/0112/MA
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
printed form.
5 2006 Australasian Training Academy Pty Ltd. English for Adults V03/0112/MA
Table of Contents
ATA: Requirements for Completing Assignments ................................................... 7
Essential Information for Completing this Course ................................................... 8
Chapter 1 .................................................................................................................. 9
ATA: Why English is the Global Language ............................................................. 11
English as a global language .................................................................................. 13
ATA TESOL Teaching and the Communicative Approach ................................. 15
Principles of the Communicative Approach to ESL ............................................. 18
ATA: What is English for Specific Purposes? (ESP) ................................................. 18
ATA: What is English for Academic Purposes? (EAP) ........................................... 20
Chapter 2 ................................................................................................................ 21
ATA TESOL Lesson Presentation ............................................................................... 23
ATA: Practice & Production ..................................................................................... 23
ATA TESOL Lesson Planning for the Adult Classroom ........................................... 24
ATA Sample TESOL Adult Lesson Plan ..................................................................... 25
TESOL Resources for the Adult Classroom ............................................................ 26
TESOL Resources for the Adult Classroom ............................................................. 27
ATA TESOL the Listening Skill in the Adult Classroom ............................................ 28
ATA TESOL the Speaking Skill in the Adult Classroom ........................................... 29
ATA TESOL the Reading Skill in the Adult Classroom ............................................ 30
ATA TESOL the Writing Skill in the Adult Classroom ............................................... 31
Chapter 3 ................................................................................................................ 33
Charades .................................................................................................................... 35
Vocabulary brainstorm ............................................................................................. 37
Exercise – now talk about yourself like the example below ............................... 37
Conversation Questions: .......................................................................................... 38
Writing a Topic Sentence ......................................................................................... 87
Chapter 4 .............................................................................................................. 102
Assignments for the Adult class ............................................................................. 104
ATA TESOL Teaching Aids and Materials for the Adult Classroom .................. 105
Problem solving in the TESOL Adult Classroom ................................................... 107
RESOURCE MATERIALS .......................................................................................... 108
Chapter One ............................................................................................................ 110
Chapter Two ............................................................................................................. 118
Chapter Three .......................................................................................................... 122
Chapter Four ............................................................................................................ 126
Chapter Five ............................................................................................................. 131
Chapter Six ............................................................................................................... 136
Chapter Seven ......................................................................................................... 141
Chapter Eight ........................................................................................................... 146
Chapter Nine ........................................................................................................... 151
Chapter Ten ............................................................................................................. 156
Chapter Eleven ........................................................................................................ 161
Chapter Twelve ....................................................................................................... 167
Chapter Thirteen ...................................................................................................... 172
Chapter Fourteen .................................................................................................... 178
6 2006 Australasian Training Academy Pty Ltd. English for Adults V03/0112/MA
Chapter Fifteen ........................................................................................................ 183
Chapter Sixteen ....................................................................................................... 188
Chapter Seventeen ................................................................................................ 191
Chapter Eighteen .................................................................................................... 196
Bibliography ......................................................................................................... 201
7 2006 Australasian Training Academy Pty Ltd. English for Adults V03/0112/MA
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:
English for Adults Manual
Online or Correspondence:
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
Let‟s Begin:
Carefully check instructions
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
Contact Information
It is important for your questions and enquiries to be directed to the right
person. Please use the following contact points:
Website: www.ataonline.edu.au
General Office Email/ Job Support: [email protected]
Marking/ Online Support: [email protected]
Accounts: [email protected]
Marketing and Sales: [email protected]
Web site log-in problems: [email protected]
Management and complaints: [email protected]
8 2006 Australasian Training Academy Pty Ltd. English for Adults V03/0112/MA
Essential Information for Completing this Course
1. This course is „available online‟ for downloading
purposes only.
2. This course is a „PDF‟ file [Read only] answers cannot be
submitted/typed into the file.
3. All answers must be typed using a „WORD‟ document.
4. Some assignment questions require personal research,
this can be done using the Internet or related books
[from library]
5. Complete all questions/tasks for each assignment.
6. Once all assignments/tasks have been completed,
send together with your „Cover page‟. And email to
7. If you require assistance with any assignment
questions/tasks please email the Elective name,
assignment number and question/task number with
your query to [email protected]
8. Enjoy the course and above all have fun!!!
9 2006 Australasian Training Academy Pty Ltd. English for Adults V03/0112/MA
Chapter 1
A General Overview of ESL/EFL
10 2006 Australasian Training Academy Pty Ltd. English for Adults V03/0112/MA
Chapter one A general overview of ESL/EFL
Learning objectives for this chapter:
Overview ESL/EFL:
Why is English the „Global Language‟?
The Communicative Approach:
Why use the Communicative Approach?
English Acronyms:
What is ESP?
What is EAP?
How do I teach both?
11 2006 Australasian Training Academy Pty Ltd. English for Adults V03/0112/MA
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. n
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, Belize, the British Indian Ocean Territory, the British Virgin Islands,
Canada (Canadian English), the Cayman Islands, Dominica, the Falkland
Islands,
12 2006 Australasian Training Academy Pty Ltd. English for Adults V03/0112/MA
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 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.
13 2006 Australasian Training Academy Pty Ltd. English for Adults V03/0112/MA
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.
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
14 2006 Australasian Training Academy Pty Ltd. English for Adults V03/0112/MA
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.
15 2006 Australasian Training Academy Pty Ltd. English for Adults V03/0112/MA
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 curriculum 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 for the location of the nearest
post office)
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
16 2006 Australasian Training Academy Pty Ltd. English for Adults V03/0112/MA
Communicative approach is much more pupil-orientated because it is
dictated by the pupil‟s needs and interests
Accent is on functional and/or usable language. Learners should be
able to go to foreign country prepared for any reality they encounter
there. Need to be able to cope and survive in a variety of everyday
situations
Classroom should provide opportunities for rehearsal of real-life
situations and provide opportunity for real communication. Emphasis
should be placed on creative role-plays, simulations, surveys, projects
and playlets - all produce spontaneity and improvisation - not just
repetition and drills
More emphasis should be placed 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 or 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, summarizing, translating, discussion, debates) - makes
language more fluid and pupil‟s 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 and everyday language (even slang words). This is
kind of language used in communication between people - not a
'medium', grammatical, exam-orientated, formal language!
17 2006 Australasian Training Academy Pty Ltd. English for Adults V03/0112/MA
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
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 and 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 and 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. It is only a tool, a starting-
point. With a little inspiration and imagination the text-book can be
manipulated and rendered more communicative. A 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 and
words need to be drilled, exploited and extended
Use of visual aids – OHP, flashcards, etc – is important to provoke
practical communicative language. (3 stages: presentation;
assimilation; and, reproducing language in creative and spontaneous
way)
18 2006 Australasian Training Academy Pty Ltd. English for Adults V03/0112/MA
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 forms Students can communicate for a specific
purpose in many ways
Students need to learn cohesion and
coherence
Teacher uses activities such as scrambled
sentences
Students should be given the opportunity to
express their opinions
Games are useful as are activities where
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 among
students; opportunity to negotiate meaning
Teacher uses strip stories; students work
together to predict next picture
The social context of the communicative is
essential
Teacher uses role-plays
Learning to use language forms
appropriately is important
Teacher reminds student of the role they are
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 of
what to say and how to say it
Students and teacher suggest alternative
forms that could be used
Students should be given opportunities to
develop strategies for interpreting language
as it is actually used by native speakers
For homework, students are asked to listen to
a debate on the radio or watch one on
television
TTT: Teacher talk time and STT: Student talk
time
TTT should be kept to a minimum ideally 20%
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,
intermediate, upper intermediate and
advanced
Care should be taken to ensure that lessons
are level appropriate.
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
19 2006 Australasian Training Academy Pty Ltd. English for Adults V03/0112/MA
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.
20 2006 Australasian Training Academy Pty Ltd. English for Adults V03/0112/MA
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.
21 2006 Australasian Training Academy Pty Ltd. English for Adults V03/0112/MA
Chapter 2
The Adult TESOL Classroom
22 2006 Australasian Training Academy Pty Ltd. English for Adults V03/0112/MA
Chapter two The Adult TESOL Classroom
Learning objectives for this chapter:
TESOL lesson presentation in the Adult classroom:
What should I remember when teaching adults?
What is Practice and Production?
Lesson Planning:
How should I prepare an Adult lesson plan?
What resources should I use?
Examples of resources
Four language skills:
How do I teach listening, speaking, reading and writing in the
adult TESOL classroom?
23 2006 Australasian Training Academy Pty Ltd. English for Adults V03/0112/MA
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.
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
Include dialogue [future tense]
Visiting the dentist
Include dialogue [present
tense]
Ordering in a restaurant
Include dialogue [present
continuous tense]
Complaining
Include dialogue [past tense]
24 2006 Australasian Training Academy Pty Ltd. English for Adults V03/0112/MA
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 in which they can get involved
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
25 2006 Australasian Training Academy Pty Ltd. English for Adults V03/0112/MA
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
26 2006 Australasian Training Academy Pty Ltd. English for Adults V03/0112/MA
Macrologue „Business Trip‟
Documents to take
Items to pack
Immunizations
Business Trip
27 2006 Australasian Training Academy Pty Ltd. English for Adults V03/0112/MA
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
28 2006 Australasian Training Academy Pty Ltd. English for Adults V03/0112/MA
ATA TESOL the Listening Skill in the Adult Classroom
In order to hone your student‟s listening ability in an ESL classroom it is
necessary to source a variety of materials to which the students can listen.
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 the following 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
29 2006 Australasian Training Academy Pty Ltd. English for Adults V03/0112/MA
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 activities that utilize the speaking skill and many
stimulating ways it can be incorporated into lessons.
Some possibilities are:
Interviews
Student biography exchanges
Debates
Discussions
Information gap activities
Speeches
Dialogues
Role-plays
30 2006 Australasian Training Academy Pty Ltd. English for Adults V03/0112/MA
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 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
31 2006 Australasian Training Academy Pty Ltd. English for Adults V03/0112/MA
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 is very important. It is used to
correct your student‟s 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 student‟s 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
32 2006 Australasian Training Academy Pty Ltd. English for Adults V03/0112/MA
33 2006 Australasian Training Academy Pty Ltd. English for Adults V03/0112/MA
Chapter 3
Activities for the TESOL Adult
Classroom
34 2006 Australasian Training Academy Pty Ltd. English for Adults V03/0112/MA
Chapter three Activities for the Adult TESOL Classroom
Learning objectives for this chapter:
Activities:
What kinds of activities are appropriate?
Samples of activities for the Adult classroom
Reading comprehension:
How do I use reading the newspaper in my lessons?
Writing skill:
What kinds of activities can I use to teach the writing skill?
35 2006 Australasian Training Academy Pty Ltd. English for Adults V03/0112/MA
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.
36 2006 Australasian Training Academy Pty Ltd. English for Adults V03/0112/MA
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:
37 2006 Australasian Training Academy Pty Ltd. English for Adults V03/0112/MA
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.
38 2006 Australasian Training Academy Pty Ltd. English for Adults V03/0112/MA
Conversation Questions
Dating and Relationships
What qualities are most important to
you in a partner? For example,
intelligence, sense of humor, money.
Would you like to have a boyfriend or
girlfriend who was a lot more
attractive than you? What about a
husband or wife?
If you cheated on your partner, would
you tell him or her? Why or why not?
Would you move to a place far from
your family and friends to be with the
person you loved? Why or why not?
Describe a perfect romantic evening.
Is it common for couples to live
together before marriage in your
country? Would you want to live with
someone before marriage? Why or
why not?
How old were you when you went on
your first date? Who was it
with? Where did you go and what
did you do?
Would you continue to date someone
you really liked if your parents did not
like this person? Why or why not?
Would you ever consider using the
personals to find a date? Why or why
not?
Do you know anyone who has had an
arranged marriage? Do you think
marriages based on love are more
successful than those that are
arranged?
Have you or anyone you've known
ever met someone over the
Internet? Do you think that these
types of relationships can be
successful? Why or why not?
(TO A GIRL) Would you ask a man
out? Why or why not?
(TO A GUY) Would you like it if a
woman asked you out? Why or why
not?
Do women usually work after getting
married in your country? Why or why
not?
More than half of American marriages
end in divorce. What do you think are
some of the reasons for this?
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
39 2006 Australasian Training Academy Pty Ltd. English for Adults V03/0112/MA
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
category 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.
40 2006 Australasian Training Academy Pty Ltd. English for Adults V03/0112/MA
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.
41 2006 Australasian Training Academy Pty Ltd. English for Adults V03/0112/MA
List of idioms
A
Absent Without
Leave
A Doubting Thomas
A House Divided
Against Itself Cannot
Stand
A Leopard Can't
Change His Spots
All Your Base Are
Belong To Us
America
A Picture Paints a
Thousand Words
Apple of My Eye
B
Back Seat Driver
Back To Basics
Back To Square One
Baker's Dozen
Bad Hair Day
Ball and Chain
Balls to the Wall
Beeswax
Big Apple
Blackmail
Blind leading the
blind
Blue Moon
Blue Sky
Break A Leg
Brass Monkey
Brownie Points
Buckaroo
Bullpen
C
Catch-22
Caught With Your
Pants Down
Charley Horse
Chip on his Shoulder
Chow Down
Clear Blue Water
Close but no Cigar
Cold War
Cock and bull story
Copasetic
Crackerjack
Cut to the Chase
Cute as a Bug's Ear
Cup Of Joe
Cyber
D
Deadline
Dead Ringer
Devil's Advocate
Diamond in the
Rough
Dirt Poor
Dog Days
Don't look a Gift
Horse in the Mouth
Don't try to teach
your Grandma to
suck eggs
Doozy
Dope
Double Whammy
Doughboy
Drag Race
Dropping like flies
Drink like a fish
Dry Run
E
Eighty Six
Eat Drink and Be
Merry
Elvis has left the
building
End of story
Ethnic Cleansing
Eureka
Excuse my French
F
Face the Music
Feeding Frenzy
Field Day
Finger lickin' good
Flea Market
Flesh and Blood
Flip The Bird
Fly on the wall
Foam at the Mouth
Fools Gold
French Kiss
Full Monty
Funny Farm
G
Get out of the wrong
side of bed
Gilding the Maria
Good Samaritan
Go out on a limb
Go The Extra Mile
Got my mojo working
Graveyard Shift
Green Room
Gung Ho
H
Hat Trick
Handwriting on the
wall
Have an axe to grind
Heavy Metal
Hell in a Handbasket
High Five
High on the hog
Hit the Hay
Hold your horses
43 2006 Australasian Training Academy Pty Ltd. English for Adults V03/0112/MA
Honeymoon
Hocus Pocus
Houston we have a
problem
I
I'll Have His Head On
A Platter
In Like Flynn
In the bag
In the buff
In your face
It came like a bolt
from the blue
Ivy League
I Wash My Hands Of
It
J
Jaywalk
Jinx
Joshing Me
K
Keep body and soul
together
Keep your chin up
Kilroy was here
Kick The Bucket
Kitty-corner
Live By The Sword,
Die By The Sword
Knee jerk reaction
Knock on wood
Know the ropes
Know which way the
wind blows
Ku-Klux Klan
L
Like a chicken with its
head cut off
Level playing field
Last but not least
Loose Cannon
Lose your rag
Lollygag
Lynch
M
Mad As A Hatter
Make no bones
about
Mayday
Mayhem
Mexican Wave
Money is the Root of
All Evil
Muck and Brass
Murphy's Law
Mumbo Jumbo
Mum's the word
My Brother's Keeper
N
Nerd
Nest Egg
New kid on the block
New York Minute
No Dice
No Room to Swing a
Cat
Nothing is certain but
death and taxes
Not Playing With a
Full Deck
O
OK
Off The Cuff
Off the Record
On the Fritz
On a wing and a
prayer
One for the road
One over the eight
On the dole
Over the Top
P
P's and Q's
Paddle Your Own
Canoe
Pedal to the metal
Peeping Tom
Pick up your ears
Pie in the Sky
Pin Money
Pipe Down
Play by ear
Posh
Pull the plug
Pull the Wool Over His
Eyes
Pull out all the stops
Push the Envelope
Put a sock in it
Put on your thinking
cap
Put your best foot
forward
Q
Quiz
Quality Time
Queer Street
Queer the pitch
R
Rain Cats and Dogs
Raincheck
Raise Cain
Redhanded
Red Herring
Redneck
Ring Fencing
44 2006 Australasian Training Academy Pty Ltd. English for Adults V03/0112/MA
Rise and Shine
Run out of steam
Rule of thumb
S
Sabotage
Sacred Cow
Safe Sex
Saved by the bell
Scapegoat
Shake a leg
Shot in the dark
Sitting in a Catbird
Seat
Skid Row
Skin of your teeth
Sleep Tight
Sour Grapes
Southpaw
Spare The Rod, Spoil
the Child
Spitting Image
Straight From The
Horse's Mouth
Strike a deal
Stumped
Son of a gun
T
Thats all Folks!
Third World
Third times a charm
Tie the knot
To Everything There Is
A Season
Tongue In Cheek
There's more than
one way to skin a cat
The Truth Will Set You
Free
The Wave
Three strikes and you
are out
Til the cows come
home
Top Notch
Turn A Blind Eye
Twenty three skidoo
U
Uncle Sam
Under the Weather
Up a blind alley
Up the Apples and
Pears
V
Vampire
Van Gogh's ear for
music
W
Wag the Dog
Wearing the pants
Well Heeled
Where there's muck
there's brass
White Bread
Whole nine yards
Windy City
Wild and Woolly
Wolf In Sheep's
Clothing
Word for Word
Word in your shell-like
X
X marks the spot
Y
You are what you
eat
You Can't Take it
With You
Your name is mud
Yankee
Z
Zero Tolerance
Zigger Zigger
45 2006 Australasian Training Academy Pty Ltd. English for Adults V03/0112/MA
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
46 2006 Australasian Training Academy Pty Ltd. English for Adults V03/0112/MA
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 . . . 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?
47 2006 Australasian Training Academy Pty Ltd. English for Adults V03/0112/MA
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).
48 2006 Australasian Training Academy Pty Ltd. English for Adults V03/0112/MA
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).
49 2006 Australasian Training Academy Pty Ltd. English for Adults V03/0112/MA
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
50 2006 Australasian Training Academy Pty Ltd. English for Adults V03/0112/MA
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
51 2006 Australasian Training Academy Pty Ltd. English for Adults V03/0112/MA
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
52 2006 Australasian Training Academy Pty Ltd. English for Adults V03/0112/MA
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
53 2006 Australasian Training Academy Pty Ltd. English for Adults V03/0112/MA
Practice 4
(I'm)
from
San
Antonio. He's from Texas.
Los Angeles She's
Mexico You're
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 __________ .
54 2006 Australasian Training Academy Pty Ltd. English for Adults V03/0112/MA
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.
55 2006 Australasian Training Academy Pty Ltd. English for Adults V03/0112/MA
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)
56 2006 Australasian Training Academy Pty Ltd. English for Adults V03/0112/MA
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.
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.
57 2006 Australasian Training Academy Pty Ltd. English for Adults V03/0112/MA
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, __________.
Practice 7: Question-Response
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.
58 2006 Australasian Training Academy Pty Ltd. English for Adults V03/0112/MA
Practice 9: Role Play
What time is it?
It's __________. I'm getting __________.
Me too. Let's go __________.
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.
59 2006 Australasian Training Academy Pty Ltd. English for Adults V03/0112/MA
Practice 2: Vocabulary Development
Is there a grocery store near here?
school on State Street?
shoe store on King Street?
bakery
movie theater
bank
Practice 3: Vocabulary Development
Yes. There is a hotel on State Street.
bakery on First Avenue.
cafe on Second street.
drug store on First Avenue.
Practice 4: Question-Response
Is there a bakery on First Avenue? Yes, there is.
hotel State Street? No, there isn't.
school King Street?
bank Second street?
60 2006 Australasian Training Academy Pty Ltd. English for Adults V03/0112/MA
Practice 5: Vocabulary Development
Where is State Street?
J.C. Penny's?
Sears?
the post office?
the police station?
the railroad station?
Practice 6: Question-Response
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? Hemmingway Street.
Practice 7: Following Directions
1. You are on Hemmingway Street and Fifth street. Go straight ahead on
Hemmingway Street 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?
61 2006 Australasian Training Academy Pty Ltd. English for Adults V03/0112/MA
Practice 8: Giving Directions
1. I am on Station Road and Fifth street. How can I get to the Post office?
2. I am on Fourth Street and Hemmingway Street. Is there a drugstore
near here?
3. I am at the Elementary School on Hemmingway Street. 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?
62 2006 Australasian Training Academy Pty Ltd. English for Adults V03/0112/MA
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.
63 2006 Australasian Training Academy Pty Ltd. English for Adults V03/0112/MA
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. The
students fill in the complete missing 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?
64 2006 Australasian Training Academy Pty Ltd. English for Adults V03/0112/MA
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
true or false. 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.
65 2006 Australasian Training Academy Pty Ltd. English for Adults V03/0112/MA
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?
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?
66 2006 Australasian Training Academy Pty Ltd. English for Adults V03/0112/MA
A to Z tongue twisters:
A
If I assist a sister-assistant, will the sister's sister-assistant assist me?
"What ails Alex?" asks Alice.
Alice asks for axes.
B
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.
I bought a box of biscuits,
67 2006 Australasian Training Academy Pty Ltd. English for Adults V03/0112/MA
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!
C
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 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.
68 2006 Australasian Training Academy Pty Ltd. English for Adults V03/0112/MA
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?
E
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.
F
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,
69 2006 Australasian Training Academy Pty Ltd. English for Adults V03/0112/MA
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!
G
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.
H
Higgledy-Piggedly!
The hare's ear heard ere the hare heeded.
70 2006 Australasian Training Academy Pty Ltd. English for Adults V03/0112/MA
Hiccup teacup!
A haddock!
A haddock!
A black-spotted haddock!
A black spot
On the black back
Of a black-spotted haddock!
I
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?
J
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.
K
Kinky kite kits.
A knapsack strap.
Keenly cleaning copper kettles.
Come kick six sticks quick.
71 2006 Australasian Training Academy Pty Ltd. English for Adults V03/0112/MA
Kiss her quick, kiss her quicker, kiss her quickest!
L
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.
M
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?
72 2006 Australasian Training Academy Pty Ltd. English for Adults V03/0112/MA
N
Nick knits Nixon's knickers.
Nine nimble noblemen nibbled nuts
A noisy noise annoys an oyster.
Norse myths.
Nine nice night nymphs.
O
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.
P
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.
73 2006 Australasian Training Academy Pty Ltd. English for Adults V03/0112/MA
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.)
Q
The quack quit asking quick questions.
The queen coined quick clipped quips.
Quick kiss.
Quicker kiss.
Quickest kiss.
R
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.
74 2006 Australasian Training Academy Pty Ltd. English for Adults V03/0112/MA
Roland road in a Rolls Royce.
Rush the washing, Russel!
Ruth's red roof.
S
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."
75 2006 Australasian Training Academy Pty Ltd. English for Adults V03/0112/MA
"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.
T
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?"
76 2006 Australasian Training Academy Pty Ltd. English for Adults V03/0112/MA
Twelve standard stainless steel twin screw cruisers.
U
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.
V
What veteran ventriloquist whistles.
Valuble valley villas.
W
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?
77 2006 Australasian Training Academy Pty Ltd. English for Adults V03/0112/MA
X
X-Mas wrecks perplex and vex.
X-ray checks clear chests.
Ex-disk jockey.
The ex-egg examiner.
Y
Yanking yellow yo-yos.
Yellow leather, yellow feather, yellow lemon.
Local yokel jokes.
Z
This is a zither.
Is this a zither?
Zizzi's zippy zipper zips.
Zithers slither slowly south.
78 2006 Australasian Training Academy Pty Ltd. English for Adults V03/0112/MA
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.
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.
79 2006 Australasian Training Academy Pty Ltd. English for Adults V03/0112/MA
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 in
which to complete reading. 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.
80 2006 Australasian Training Academy Pty Ltd. English for Adults V03/0112/MA
Reading Comprehension for Lower Intermediate Level Learners
and Classes - Applying for a Job
Read the following job advertisements:
1. Needed: Full time secretary
position available. Applicants
should have at least 2 years
experience and be able to type 60
words a minute. No computer skills
required. Apply in person at United
Business Ltd., 17 Browning Street
2. Are you looking for a part time job?
We require 3 part time shop assistants
to work during the evening. No
experience required, applicants
should between 18 and 26. Call 366 -
76564 for more information.
3. Computer trained secretaries:
Do you have experience working
with computers? Would you like a
full time position working in an
exciting new company? If your
answer is yes, give us a call at 457-
896754
4. Teacher Needed: Tommy's
Kindergarten needs 2 teacher/trainers
to help with classes from 9 a.m. to 3
p.m. Applicants should have
appropriate licenses. For more
information visit Tommy's Kindergarten
in Leicester Square No. 56
5. Part Time work available: We are
looking for retired adults who
would like to work part time at the
weekend. Responsibilities include
answering the telephone and
giving customer's information. For
more information contact us by
calling 345-674132
6. University positions open: The
University of Cumberland is looking for
4 teaching assistants to help with
homework correction. Applicants
should have a degree in one of the
following: Political Science, Religion,
Economics or History. Please contact
the University of Cumberland for more
information.
81 2006 Australasian Training Academy Pty Ltd. English for Adults V03/0112/MA
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?
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?
82 2006 Australasian Training Academy Pty Ltd. English for Adults V03/0112/MA
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.
83 2006 Australasian Training Academy Pty Ltd. English for Adults V03/0112/MA
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?
84 2006 Australasian Training Academy Pty Ltd. English for Adults V03/0112/MA
Following Directions
Purpose: To practice skills for following general and specific directions
Procedure: Give students instruction leaflets on how to do or make
something. Have them read the information carefully before
answering specific questions.
85 2006 Australasian Training Academy Pty Ltd. English for Adults V03/0112/MA
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
86 2006 Australasian Training Academy Pty Ltd. English for Adults V03/0112/MA
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.
87 2006 Australasian Training Academy Pty Ltd. English for Adults V03/0112/MA
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.
88 2006 Australasian Training Academy Pty Ltd. English for Adults V03/0112/MA
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.
89 2006 Australasian Training Academy Pty Ltd. English for Adults V03/0112/MA
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 the state, heads of state, types of
transportation.
4. Read a paragraph in the newspaper and then list three of each of
the following: 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” and the other “Opinion”. List the statements in
the editorial under the appropriate column.
90 2006 Australasian Training Academy Pty Ltd. English for Adults V03/0112/MA
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 a while 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.
91 2006 Australasian Training Academy Pty Ltd. English for Adults V03/0112/MA
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.
92 2006 Australasian Training Academy Pty Ltd. English for Adults V03/0112/MA
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.
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.
93 2006 Australasian Training Academy Pty Ltd. English for Adults V03/0112/MA
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
94 2006 Australasian Training Academy Pty Ltd. English for Adults V03/0112/MA
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.
95 2006 Australasian Training Academy Pty Ltd. English for Adults V03/0112/MA
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.
96 2006 Australasian Training Academy Pty Ltd. English for Adults V03/0112/MA
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.
97 2006 Australasian Training Academy Pty Ltd. English for Adults V03/0112/MA
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
98 2006 Australasian Training Academy Pty Ltd. English for Adults V03/0112/MA
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.
99 2006 Australasian Training Academy Pty Ltd. English for Adults V03/0112/MA
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.
100 2006 Australasian Training Academy Pty Ltd. English for Adults V03/0112/MA
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.
101 2006 Australasian Training Academy Pty Ltd. English for Adults V03/0112/MA
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 realia (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
102 2006 Australasian Training Academy Pty Ltd. English for Adults V03/0112/MA
Chapter 4
Problem Solving in the TESOL
Adult Classroom
103 2006 Australasian Training Academy Pty Ltd. English for Adults V03/0112/MA
Chapter four Problem solving in the Adult TESOL Classroom
Learning objectives for this chapter:
Assignments for the adult class:
What kinds of assignments can I use?
Teaching aids for the adult class
Problem solving:
How can I solve problems in the adult class?
104 2006 Australasian Training Academy Pty Ltd. English for Adults V03/0112/MA
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
105 2006 Australasian Training Academy Pty Ltd. English for Adults V03/0112/MA
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
106 2006 Australasian Training Academy Pty Ltd. English for Adults V03/0112/MA
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
107 2006 Australasian Training Academy Pty Ltd. English for Adults V03/0112/MA
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
108 2006 Australasian Training Academy Pty Ltd. English for Adults V03/0112/MA
RESOURCE MATERIALS
Chief ESL Text Book
Book 1
LET‟S TRAVEL
109 2006 Australasian Training Academy Pty Ltd. English for Adults V03/0112/MA
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?
110 2006 Australasian Training Academy Pty Ltd. English for Adults V03/0112/MA
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.
111 2006 Australasian Training Academy Pty Ltd. English for Adults V03/0112/MA
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?
112 2006 Australasian Training Academy Pty Ltd. English for Adults V03/0112/MA
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.
113 2006 Australasian Training Academy Pty Ltd. English for Adults V03/0112/MA
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
114 2006 Australasian Training Academy Pty Ltd. English for Adults V03/0112/MA
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.
115 2006 Australasian Training Academy Pty Ltd. English for Adults V03/0112/MA
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)
116 2006 Australasian Training Academy Pty Ltd. English for Adults V03/0112/MA
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
Jack 28 IT Degree Beijing Piano Australia
Zhou
1.
2.
3.
4.
5.
117 2006 Australasian Training Academy Pty Ltd. English for Adults V03/0112/MA
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.
Questions
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.
118 2006 Australasian Training Academy Pty Ltd. English for Adults V03/0112/MA
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.
119 2006 Australasian Training Academy Pty Ltd. English for Adults V03/0112/MA
Now Role Play
Conversation and Grammar Notes
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)
120 2006 Australasian Training Academy Pty Ltd. English for Adults V03/0112/MA
Exercises
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
121 2006 Australasian Training Academy Pty Ltd. English for Adults V03/0112/MA
Activities
Reading Exercise
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
10 minutes preparation/10 minutes 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 shallots.
2. Remove and drain.
3. In a large pot, add the stock, sugar and salt and pepper.
4. Bring to the boil.
5. Reduce the heat and add the crab meat.
6. Simmer for two minutes.
7. Remove from the heat.
8. Stir through the spinach and the fish sauce.
9. Serve with rice and pickles.
10.
Now write your own recipe in English
122 2006 Australasian Training Academy Pty Ltd. English for Adults V03/0112/MA
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.
123 2006 Australasian Training Academy Pty Ltd. English for Adults V03/0112/MA
Now Role Play
Conversation and Grammar Notes
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.
124 2006 Australasian Training Academy Pty Ltd. English for Adults V03/0112/MA
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.
125 2006 Australasian Training Academy Pty Ltd. English for Adults V03/0112/MA
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.
126 2006 Australasian Training Academy Pty Ltd. English for Adults V03/0112/MA
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?
Jack: Yes.
127 2006 Australasian Training Academy Pty Ltd. English for Adults V03/0112/MA
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.
128 2006 Australasian Training Academy Pty Ltd. English for Adults V03/0112/MA
Now Role Play
Conversation and Grammar Notes
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.
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
129 2006 Australasian Training Academy Pty Ltd. English for Adults V03/0112/MA
2. supermarket/between/hospital/pharmacy
3. hairdressers/around the corner from/coffee shop
4. immigration/across from/city hall
5.
6.
7.
8.
With a partner explain the location of your home, the school and other
places around your neighborhood.
1.
2.
3.
130 2006 Australasian Training Academy Pty Ltd. English for Adults V03/0112/MA
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 per week are students allowed to work in Australia during
formal study time?
4. How many hours each 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 per
week during formal study time?
6. From where did Connie get this information.
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.
131 2006 Australasian Training Academy Pty Ltd. English for Adults V03/0112/MA
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.
132 2006 Australasian Training Academy Pty Ltd. English for Adults V03/0112/MA
Now role play
Conversation and Grammar Notes
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)
133 2006 Australasian Training Academy Pty Ltd. English for Adults V03/0112/MA
3. (it/fly)
4. (they/university)
5. (Connie/karaoke)
6. (cook)
7. (travel/moon)
8. (smile)
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.
134 2006 Australasian Training Academy Pty Ltd. English for Adults V03/0112/MA
Activity
Read about some of Australia‟s rare animals that need protection from the
rest of the world.
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?
135 2006 Australasian Training Academy Pty Ltd. English for Adults V03/0112/MA
3. What do I think I look like?
4. Do I prefer to jump or run?
5. Where do I hide?
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 animals. 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.
136 2006 Australasian Training Academy Pty Ltd. English for Adults V03/0112/MA
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.
137 2006 Australasian Training Academy Pty Ltd. English for Adults V03/0112/MA
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.
138 2006 Australasian Training Academy Pty Ltd. English for Adults V03/0112/MA
Now Role Play
Conversation and Grammar Notes
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.
139 2006 Australasian Training Academy Pty Ltd. English for Adults V03/0112/MA
We use more for longer words
Expensive – more expensive
Modern – more modern
Careless –
Careful –
Tired –
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.
140 2006 Australasian Training Academy Pty Ltd. English for Adults V03/0112/MA
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. 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
Parking easy difficult very easy
Style stylish not very good looking very stylish
Best
Features
Navigation system –
enter an address and
it tells you the best
way to go there
Good quality CD
player and very
comfortable seats
Leather seats,
automatic
headlights, television
and sunroof
Stars XXXX XXX XXXXX
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?
141 2006 Australasian Training Academy Pty Ltd. English for Adults V03/0112/MA
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 luggage.
Connie: Thank you.
142 2006 Australasian Training Academy Pty Ltd. English for Adults V03/0112/MA
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.
143 2006 Australasian Training Academy Pty Ltd. English for Adults V03/0112/MA
Now role play
Conversation and Grammar Notes
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.
144 2006 Australasian Training Academy Pty Ltd. English for Adults V03/0112/MA
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?
2. We have to leave early today.
3. Connie has to go to university today.
4. I had to leave the movie early.
5. Jim had to buy some flowers for his mother.
6. I have to be careful what I say to her.
7. The chef has to be careful storing fish.
8.
9.
10.
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.
145 2006 Australasian Training Academy Pty Ltd. English for Adults V03/0112/MA
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
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.
146 2006 Australasian Training Academy Pty Ltd. English for Adults V03/0112/MA
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: A spicy noodle set sounds good, do you want me to order it
for you?
Connie: Yes please.
147 2006 Australasian Training Academy Pty Ltd. English for Adults V03/0112/MA
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.
Room Service: Your spicy noodles will be ready in 15 minutes.
148 2006 Australasian Training Academy Pty Ltd. English for Adults V03/0112/MA
Now role play
Conversation and Grammar Notes
Using idioms – examples and exercises
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.
Using opposites
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
149 2006 Australasian Training Academy Pty Ltd. English for Adults V03/0112/MA
4. nice/obnoxious
5. strong/
6. weekfast/slow
7. clean/dirty
8.
9.
10.
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.
150 2006 Australasian Training Academy Pty Ltd. English for Adults V03/0112/MA
Activity
Reading a TV guide exercise
TV guide
Channel - 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 live 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 neighbors?
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?
6. Write a paragraph about your favorite TV show and why it is your favorite TV
show
151 2006 Australasian Training Academy Pty Ltd. English for Adults V03/0112/MA
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.
152 2006 Australasian Training Academy Pty Ltd. English for Adults V03/0112/MA
Now role play
Conversation and Grammar Notes
Expressing emotions – examples and exercises
Feeling nervous – when we talk about emotions we usually use the word
feeling
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
1. Julie/happy/birthday
Julie is feeling happy because it is her birthday today.
2. Runner/thirsty/race
The runner is feeling thirsty because he just ran a long race.
3. Meg/hot/summer
4. Tony/hot/sick
5. Karen/angry/boyfriend
6. Children/scared/ghost
7. Doctor/worried/sick
8. Actor/nervous/movie
153 2006 Australasian Training Academy Pty Ltd. English for Adults V03/0112/MA
Speaking and listening exercise
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.
Now ask each other about the following feelings and emotions.
Scared
Tired
Hungry
Embarrassed
Thirsty
Hot
Cold
Sad
Happy
Nervous
154 2006 Australasian Training Academy Pty Ltd. English for Adults V03/0112/MA
Activities
Reading and writing exercise
While Jack is speaking to Brian, Connie is reading their horoscopes in the
daily newspaper hoping to read some good luck!
Your stars – horoscopes for the coming month
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 23rd and 26th.
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.
155 2006 Australasian Training Academy Pty Ltd. English for Adults V03/0112/MA
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.
Questions
1. Jack is an Aquarius. What does his horoscope say?
2. What does Jack have to do to bring more good luck to himself?
3. Which sign is the luckiest this month?
4. Which sign has to be careful of negative people?
5. Connie is a Leo. Will she have a good month?
6. What color should people born on March 23 wear?
7. What star sign are you? What does your horoscope say?
8. Do you believe in horoscopes? Why/ why not?
156 2006 Australasian Training Academy Pty Ltd. English for Adults V03/0112/MA
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
157 2006 Australasian Training Academy Pty Ltd. English for Adults V03/0112/MA
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.
158 2006 Australasian Training Academy Pty Ltd. English for Adults V03/0112/MA
Now Role Play
Conversation and Grammar Notes
Mutually beneficial arrangement – an arrangement when both partners
benefit
Adverbs of frequency – examples and exercises
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
Make questions and answers following the examples.
1. How often do you do your homework? I always do my homework.
2. chocolates/rarely How often do you eat chocolates? I rarely eat
chocolates
3. computer/usually
4. mother/sometimes
5. walk/never
6. sleep/always
159 2006 Australasian Training Academy Pty Ltd. English for Adults V03/0112/MA
7. newspaper/sometimes
8. telephone/rarely
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.
1. I always
2.
3.
1. I usually
2.
3.
1. I sometimes
2.
3.
1. I rarely
2.
3.
I never
2.
3.
160 2006 Australasian Training Academy Pty Ltd. English for Adults V03/0112/MA
Activities
Reading and writing activity
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 we 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.
Renee Hunt, 28, Salesperson
My greatest achievement was moving to Sydney by myself 6 years ago and
finding a good job. I had studied 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 about my health so they
always cooked healthy food for me and encouraged me to exercise. I never
thought I could win 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.
161 2006 Australasian Training Academy Pty Ltd. English for Adults V03/0112/MA
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
162 2006 Australasian Training Academy Pty Ltd. English for Adults V03/0112/MA
happen now which is unfortunate as I want to work with you and
your father.
Jack Zhou: We want to work with you too. 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 2006 Australasian Training Academy Pty Ltd. English for Adults V03/0112/MA
Now role play
Conversation and Grammar 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
Example
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.
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
164 2006 Australasian Training Academy Pty Ltd. English for Adults V03/0112/MA
Writing and speaking exercise
Now talk about 3 things you want to do tomorrow/next month and next year.
Then discuss what you want to do with other students.
Tomorrow, I want to
1.
2.
3.
Next month, I want to
1.
2.
3.
Next year, I want to
1.
2.
3.
165 2006 Australasian Training Academy Pty Ltd. English for Adults V03/0112/MA
Activities
Reading, writing and speaking activity
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. I would like to introduce
her to 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.
Questions
1. What was Miranda‟s first key role?
2. What was her first television project?
3. Has Miranda ever worked as a reporter?
4. What were some of the most successful Canadian films of the nineties?
5. What has Miranda been doing over the past 4 years?
6. Chose your favorite actor and write a brief biography of their career.
After your teacher may chose you to speak in front of the class about your
choice of actor.
166 2006 Australasian Training Academy Pty Ltd. English for Adults V03/0112/MA
Now read a review of Miranda‟s latest movie, Snowflakes.
Miranda stars with rumored love interest Ben Affleck in a romantic comedy
that all the family will enjoy. Both Miranda and Ben are working in a Toronto
subway station and are in love with each other. However both of them are
to shy to tell each other about their feelings. Luckily one day a snowstorm
closes the subway station for 24 hours, preventing anybody from leaving and
amidst the snowflakes they declare their love for one another.
Questions
1. Who is Miranda rumored to be romantically interested in?
2. Can you bring children to this movie?
3. Where are Miranda and Ben working?
4. How long was the subway station closed for?
5. What do Miranda and Ben do amidst the snowflakes?
6. Write a review of a movie you have seen and enjoyed.
167 2006 Australasian Training Academy Pty Ltd. English for Adults V03/0112/MA
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.
168 2006 Australasian Training Academy Pty Ltd. English for Adults V03/0112/MA
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.
169 2006 Australasian Training Academy Pty Ltd. English for Adults V03/0112/MA
Now role play
Conversation and Grammar Notes
Using going to and time expressions – examples and exercises
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
next week /month /January /February /spring.
Examples
They are going to clean the classroom next week.
In January it is going to snow heavily, according to the weather forecast.
Next spring I am going to visit Beijing.
Are you going to buy a new bicycle next year?
Exercises
Write questions and answers following the same pattern used in the example.
1. When are you going to finish school today? I am going to finish school
at 5 o‟clock.
2. When are you going to have dinner tonight?
3. When are you going to do your homework?
4. When are you going to have your hair cut?
5. Where are you going to tomorrow?
6. What time are you going to go home?
7. What
8. When
9. Why
170 2006 Australasian Training Academy Pty Ltd. English for Adults V03/0112/MA
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 western
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 meat. If you walk past this restaurant during the busy lunch or dinner times
an aroma of mouth-watering cooking will follow you. The best 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 the City.
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?
171 2006 Australasian Training Academy Pty Ltd. English for Adults V03/0112/MA
Secret Garden Cantonese Restaurant – a restaurant review
12 Brick Lane
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 is friendly and is 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. 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.
172 2006 Australasian Training Academy Pty Ltd. English for Adults V03/0112/MA
Chapter Thirteen
Ordering at a Restaurant (part two)
Waiter: Are you ready to order now?
Connie: Yes, I‟ll have a salmon entrée, followed by a well-done T- bone
steak and rice for main course.
Jack: I‟ll have a salmon entrée as well and a medium T-bone steak for
a main course with pasta.
Brian Riley: I‟ll start with French onion soup, followed by a rare sirloin steak
served with cauliflower cheese.
Waiter: Would you like bread served with your meals?
Brian Riley: Yes, a basket of herb bread.
Jack : 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 dessert?
173 2006 Australasian Training Academy Pty Ltd. English for Adults V03/0112/MA
Jack: Just tea for me thanks.
Connie: I‟ll have a Chocolate Death dessert and tea. 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.
174 2006 Australasian Training Academy Pty Ltd. English for Adults V03/0112/MA
Now role play
Conversation and Grammar Notes
An introduction to countable and non-countable nouns
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).
Rice/ pasta/ cauliflower cheese/ bread/ French onion soup/ tea – are
examples of non-countable nouns. Non-countable nouns are things we
usually can‟t count, for example - rice and soup, we can‟t say some rices,
some soups. If we want to count rice we have to say one grain of rice, two
grains of rice; if we want to count soup we should say one bowl of soup, two
bowls of soup.
Examples
Countable nouns
We use a/an with single countable nouns – a salmon entrée/a steak
I‟ll have a salmon entrée/I‟ll have a steak.
We don‟t have to use a/an when we talk about plural countable nouns – two
Salmon entrees/two steaks
I‟ll have two salmon entrees/I‟ll have two steaks.
Non-countable nouns
We don‟t usually use a/an with non-countable nouns – a rice/a pasta are
never used. If we want to ask for rice or pasta we have to say a bowl of
rice/a bowl of pasta.
I‟ll have a bowl of rice/I‟ll have a bowl of pasta
175 2006 Australasian Training Academy Pty Ltd. English for Adults V03/0112/MA
Exercises
If you consider it necessary put a/an into the sentences where you see a
question mark. If you don‟t think the sentence needs a/an leave the
brackets empty. Then make your own
Examples.
1. I like to eat ? apple everyday. (an)
2. I‟ll have ? soup please. ( )
3. Have you got ? appointment tomorrow? ( )
4. The car needs ? gas quickly. ( )
5. Is there ? bank near here? ( )
6. Would you like ? banana? ( )
7. The birthday party was held at ? very nice restaurant. ( )
8. There is ? water over there. ( )
Now make your own sentences using 5 countable nouns and then 5 non-
countable nouns.
Countable noun sentences
1.
2.
3.
4.
5.
Non-countable noun sentences
1.
2.
3.
4.
5.
176 2006 Australasian Training Academy Pty Ltd. English for Adults V03/0112/MA
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
177 2006 Australasian Training Academy Pty Ltd. English for Adults V03/0112/MA
Questions
1. What is the name of the restaurant?
2. What does entrée mean?
3. What does main course mean?
4. What does dessert mean?
5. Jack likes seafood so which entrée would he order?
6. Connie prefers vegetables so which entrée would she order?
7. Which entrée is the most popular?
8. Jack can‟t eat onions, so which main course should he avoid?
9. If you are hungry which is the best main course to order?
10. If you don‟t like meat or seafood which main course should you
order?
11. Connie likes chocolate, so which dessert should she order?
12. Jack likes to have cookies with his coffee, so which dessert should he
order?
Now practice role playing with other students using the El Toro menu.
178 2006 Australasian Training Academy Pty Ltd. English for Adults V03/0112/MA
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.
179 2006 Australasian Training Academy Pty Ltd. English for Adults V03/0112/MA
Amanda Johnson: What have you got to show me?
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 highly 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 may begin sales
negotiations.
180 2006 Australasian Training Academy Pty Ltd. English for Adults V03/0112/MA
Now role play
Conversation and Grammar Notes
Countable and non-countable nouns – examples and exercises (continued)
Countable nouns
Some and any can be used with plural countable nouns -
We ate some apples at the park.
Did the shop at the market have any bananas?
Many and few can also be used with plural countable nouns –
We didn‟t eat many chips at the movies.
I have a few apples in my bag.
Exercise
Make 5 sentences using some with plural countable nouns –
Example – The children ate some oranges at lunch.
1.
2.
3.
4.
5.
Make 5 sentences using any with plural countable nouns.
Example – Do they have any musical instruments?
1.
2.
3.
4.
5.
181 2006 Australasian Training Academy Pty Ltd. English for Adults V03/0112/MA
Make 5 sentences using many with plural countable nouns.
Example – She has many good ideas.
1.
2.
3.
4.
5.
Make 5 sentences using few with plural countable nouns.
Example – There are only a few birds in the park today.
1.
2.
3.
4.
5.
182 2006 Australasian Training Academy Pty Ltd. English for Adults V03/0112/MA
Activities
Reading, writing and speaking activity
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.
Questions
1. Why are electronic whiteboards more effective in meetings than
handwritten notes?
2. How do the new electronic whiteboards record information?
3. What has to happen before you can email information around the world?
4. How can travel costs be reduced by using electronic whiteboards?
5. Write a description of an item of modern technology that has assisted you
in your everyday life. Groups or individual may then be asked to present
their descriptions in class.
183 2006 Australasian Training Academy Pty Ltd. English for Adults V03/0112/MA
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 very 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?
184 2006 Australasian Training Academy Pty Ltd. English for Adults V03/0112/MA
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.
185 2006 Australasian Training Academy Pty Ltd. English for Adults V03/0112/MA
Now role play
Conversation and Grammar Notes
Non-countable nouns (continued)
Some and any can also be used with non-countable nouns -
We ate some rice.
Did you buy any pasta?
Much and little are used with non-countable nouns -
There wasn‟t much food.
I could only find a little water.
Exercise
Write 5 sentences using some with non-countable nouns.
Example – It is good to have some sleep before a long journey.
1.
2.
3.
4.
5.
Write 5 sentences using any with non-countable nouns.
Example – Do you need any help?
1.
2.
3.
4.
5.
186 2006 Australasian Training Academy Pty Ltd. English for Adults V03/0112/MA
Write 5 sentences using much with uncountable nouns.
Example – There isn‟t much juice left.
1.
2.
3.
4.
5.
Write 5 sentences using little with uncountable nouns.
Example – There is only a little hot water left.
1.
2.
3.
4.
5.
187 2006 Australasian Training Academy Pty Ltd. English for Adults V03/0112/MA
Activities What I learnt from my school years . . .
Alison Garden, 40 Lawyer
The best thing I learnt from school was the English language and how to use it. I
studied several subjects but English was the only subject in which I did very well. I
think to 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?
Answer -
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?
Answer -
Jordan Wang, 22 University Student
School taught me that you actually do get out of life what you put in. At first I didn‟t
study hard but just fooled around with my friends. I found that when I didn‟t try hard
not only were my school 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 as well. 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 hard at school and sports you enjoy life more?
Answer
Question – What have you learnt from your school years?
Answer -
188 2006 Australasian Training Academy Pty Ltd. English for Adults V03/0112/MA
Chapter Sixteen
Visiting a Homestay Family
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.
189 2006 Australasian Training Academy Pty Ltd. English for Adults V03/0112/MA
Now role play
Conversation and Grammar Notes
Countable and non-countable nouns (continued)
Examples
It is important to remember that some nouns can be both countable and
non-countable depending on the sentence in which they are used.
Common nouns that can be both countable and non-countable include
paper and coffee.
A paper (countable)/ paper (non-countable)
There is a paper on the notice board with the exam timetable. (countable –
meaning a single piece of paper)
Here is some paper for doing your homework. (non-countable – meaning an
undisclosed number of sheets of paper to write on)
A coffee (countable)/ coffee (non-countable)
I would like a coffee please. (countable – meaning a single cup of coffee)
Is there some coffee left? (non-countable meaning some undetermined
volume of coffee to drink)
Exercises
Below are nouns that can be both countable and non-countable. Make 2
sentences for each noun showing which sentence has the countable noun
and which sentence the non-countable noun.
1. Juice
2. Hair
3. Fruit
4. Room
5. Space
6. Chocolate
7. Fish
8. Gas
190 2006 Australasian Training Academy Pty Ltd. English for Adults V03/0112/MA
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. 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.
Questions
1. What is the name of place Milly is getting married at?
2. Where is it located?
3. How long will the reception be?
4. What will be served with champagne? What are they?
5. Do you think there will be dancing at the wedding? Why do you say that?
6. Write a description of a typical Chinese wedding and discuss it with your
classmates. Your teacher will tell you about a typical Australian wedding.
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
191 2006 Australasian Training Academy Pty Ltd. English for Adults V03/0112/MA
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 there 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!
192 2006 Australasian Training Academy Pty Ltd. English for Adults V03/0112/MA
Now role play
Conversation and Grammar Notes
Using the when talking about places – examples and exercises
The Gold Coast/ Australia – the is not usually used when talking about places
but there are some exceptions.
Examples
The Gold Coast – We had a holiday at the Gold Coast.
Australia – Tim studies in Australia.
The following places do not have the before them:
Continents – Australia, Africa, Asia
Countries – China, Japan, Australia
States/Provinces – Zhejiang, New South Wales, California
Islands – Hong Kong, Sicily, Singapore
Cities – Shanghai, Sydney, London
Mountains (individual) – Mt Everest, Mt Fuji, Mt Etna
Lakes – West Lake, Lake Garda, Lake Eyre
The following places do have the before them:
Oceans – the Atlantic Ocean, the Pacific Ocean, the Indian Ocean
Seas – the Mediteranean, the South China Sea
Territories – the Northern Territory, the Australian Capital Territory
Mountain Ranges – The Great Dividing Range, the Alps, The Himalayas
Deserts – the Sahara Desert, the Gobi, the Tanami
Rivers – the Yangtse, the Nile River
Canals – the Grand Canal, the Panama Canal
Republics – the Republic of Ireland
Kingdoms – the Kingdom of Nepal
Countries ending in S – the United States, the Netherlands
193 2006 Australasian Training Academy Pty Ltd. English for Adults V03/0112/MA
Exercises
Answer these questions using the if necessary –
1. What is the longest river in China? The Yangtse
2. What is the largest ocean?
3. Where is Sydney?
4. Which river flows through Egypt?
5. Where is Paris?
6. What country is Manila the capital of?
7. What is the biggest desert in China?
8. What is the highest mountain in the world.
9. What is the full English name of China?
10. What is Thailand‟s capital?
194 2006 Australasian Training Academy Pty Ltd. English for Adults V03/0112/MA
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 5th
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 designer‟s 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. In 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
195 2006 Australasian Training Academy Pty Ltd. English for Adults V03/0112/MA
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.
196 2006 Australasian Training Academy Pty Ltd. English for Adults V03/0112/MA
Chapter Eighteen
Deal or no Deal?
It is Jack and Connie‟s 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
197 2006 Australasian Training Academy Pty Ltd. English for Adults V03/0112/MA
company. All the other toys in their catalogue are also cheaper
than yours.
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.
198 2006 Australasian Training Academy Pty Ltd. English for Adults V03/0112/MA
Now role play
Conversation and Grammar Notes
Using should and should not (shouldn‟t) – examples and exercises
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. She 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.
199 2006 Australasian Training Academy Pty Ltd. English for Adults V03/0112/MA
Activities
Reading and writing activity
Working towards better communication – The last time Jack was in Australia
he did a personal development course called Working towards better
Communication. It was a course 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
200 2006 Australasian Training Academy Pty Ltd. English for Adults V03/0112/MA
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? Why?
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?
201 2006 Australasian Training Academy Pty Ltd. English for Adults V03/0112/MA
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