HOW TO IMPROVE YOUR ENGLISH

Here are s o me ho w t o met ho ds t hat can i mpro ve yo ur

Engl i s h i n f o ur s ki l l s , re adi ng, wr i t i ng, l i s t e ni ng, and
wr i t i ng. Thes e are al s o us e f ul f or i ns t r uct ors t o s t i mul at e
l ear ners t o be i nt eres t e d i n Engl i s h.
I . Ho w To I mprove Your Engl i s h
Lear ni ng Engl i s h ( or any l anguage f or t hat mat t er ) i s a proces s .
You are cont i nual l y i mprovi ng yo ur Engl i s h and t he f o l l o wi ng
Ho w t o de s cri bes a s t r at eg y t o make s ure t hat yo u cont i nue t o
i mprove ef f ect i vel y.
Di f f i cul t y Level : Average Ti me Requi re d: v ari es
Her e s How:
1. Re member t hat l ear ni ng a l anguage i s a gr adual pr oces s - i t
does not happe n overni g ht .
2. Def i ne yo ur l e arni ng o bj ect i ves e arl y: what do you want t o
l ear n and why?
3. Make l ear ni ng a habi t . Tr y t o l e arn s o met hi ng ever y day. I t
i s much be t t er t o s t udy ( or re ad, or l i s t e n t o Engl i s h ne ws ,
et c. ) f or 10 mi nut es e ac h day t han t o s t udy f or 2 hours o nce a
wee k.
4. Re member t o make l e ar ni ng a habi t ! I f yo u s t udy e ach day
f or 10 mi nut es , Engl i s h wi l l be cons t ant l y i n yo ur he ad. I f
you s t udy o nce a wee k, Engl i s h wi l l not be as pres e nt i n your
mi nd.
5. Choos e your mat eri al s we l l . Yo u wi l l nee d readi ng , g rammar ,
wr i t i ng, s peaki ng and l i s t eni ng mat eri al s .
6. Var y yo ur l ear ni ng ro ut i ne . I t i s bes t t o do di f f ere nt t hi ngs
each day t o he l p keep t he v ari o us rel at i o ns hi ps be t ween each
are a act i ve. I n ot her wor ds , do n t j us t s t udy gr ammar .
7. Fi nd f ri e nds t o s t udy and s pe ak wi t h. Lear ni ng Engl i s h
t oget her c an be ver y e nco urag i ng .
8. Choos e l i s t e ni ng and re adi ng mat er i al s t hat rel at e t o what
you are i nt eres t e d i n. Bei ng i nt eres t ed i n t he s ubj ect wi l l
make l e ar ni ng more e nj o yabl e- t hus more ef f ect i ve.

9. Rel at e gr ammar t o prac t i c al us age. Gr ammar by i t s el f does
not he l p you USE t he l anguage. Yo u s ho ul d pr act i ce what
you are l ear ni ng by e mpl o yi ng i t act i vel y.
10. Move your mo ut h! Unders t andi ng s o met hi ng does n t me an
t he mus c l es o f your mo ut h c an produce t he s o unds . Pr act i ce
s pe aki ng what you are l e ar ni ng al o ud. I t may s ee m s t r ange,
but i t i s ver y e f f ect i ve.
11. Be pat i e nt wi t h yours e l f . Re me mber l e arni ng i s
a proces s - s pe aki ng a l anguage wel l t ake s t i me . I t i s not
a co mput er t hat i s e i t her o n or of f !
12. Communi cat e! There i s not hi ng l i ke co mmuni c at i ng i n
Engl i s h and bei ng s ucces s f ul . Gr ammar e xerci s es ar e
good- havi ng yo ur f r i end o n t he ot her s i de o f t he worl d
unders t and yo ur e mai l i s f ant as t i c!
13. Us e t he I nt er net . The I nt erne t i s t he mos t exci t i ng ,
unl i mi t e d Engl i s h res o urce t hat anyo ne co ul d i magi ne and i t
i s ri g ht at yo ur f i nger t i ps .
Ti ps :
1. Re member t hat Engl i s h l ear ni ng i s a Proces s
2. Be pat i e nt wi t h yours e l f .
3. Pr act i ce , pr act i ce , pr act i ce .

I I . Ho w t o Devel op a Cl as s Curr i cul um
Pl anni ng t he c urri c ul um of a ne w ESL/ EFL cl as s c an be a
chal l e nge. Thi s t as k c an be s i mpl i f i ed by f ol l o wi ng t he s e bas i c
pri nci pl es .
Di f f i cul t y Leve1: Har d Ti me Re qui red: A f e w days
Her e s How:
1. Eval uat e s t ude nt s l e ar ni ng l eve l s - are t he y s i mi l ar or
mi xe d?
2. Eval uat e nat i onal i t y make up of cl as s - are t he y al l f rom t he
s ame co unt r y or a mul t i - nat i onal gro up?
3. Es t abl i s h pri mar y go al s .
4. I nves t i g at e t he var i ous s t udent l ear ni ng s t yl es - what t ype of
l ear ni ng do t he y f eel comf ort abl e wi t h?
5. Fi nd o ut ho w i mport ant i s a s peci f i c t ype of Engl i s h ( i . e .
Bri t i s h or Amer i can et c. ) t o t he cl as s .
6. As k s t ude nt s what t hey perce i ve as be i ng mos t i mport ant
about t hi s l e ar ni ng e xperi e nce.
7. Es t abl i s h e xt r a- c urri c ul ar go al s of t he cl as s ( i . e . do t he y
want Engl i s h f or t r avel ? ) .
8. Take t i me t o i nves t i gat e what t e ac hi ng mat eri al s are
avai l abl e t o mee t t hes e goal s . Do t he y meet yo ur nee ds ? Are
you l i mi t e d i n yo ur c hoi ce? What ki nd of acces s do yo u have
t o aut he nt i c mat eri al s ?
9. Be real i s t i c and t hen c ut your go al s bac k by abo ut 30%- yo u
can al ways e xpand as t he cl as s cont i nue s .
10. Es t abl i s h a number of i nt erme di at e goal s .
11. Let s t ude nt s kno w ho w t he y are progres s i ng s o t here are
no s ur pri s es !
Ti ps :
1. Hav i ng a map of where yo u want t o go c an real l y he l p wi t h a
number of i s s ue s s uc h as mot i v at i on, l es s o n pl anni ng and
overal l cl as s s at i s f act i o n.
2. Ti me s pe nt t hi nki ng about t hes e i s s ues i s an e xcel l ent
i nves t me nt t hat wi l l pay i t s el f bac k many t i mes over no t onl y
i n t er ms of s at i s f act i o n, but al s o i n t er ms of s avi ng t i me.
3. Re member t hat e ach cl as s i s di f f erent - even i f t he y do s eem
al i ke .


III. How To I mprove Your Pronunci at i on
Pronounci ng every word correct l y l eads to poor pronunci ati on!
Good pronunci at i on comes from st ress i ng t he ri ght words-t hi s i s
because Engl i s h i s a t i me- s t res s e d l anguage .
Di f f i cul t y Level : Hard Ti me Requi re d: Vari es
Her e s How:
1. Le arn t he f o l l o wi ng rul es co ncerni ng pronunc i at i o n.
2. Engl i s h i s cons i dere d a s t res s ed l ang uage whi l e many ot her
l anguages are cons i dered s yl l abi c.
3. I n ot her l anguages , s uc h as Fre nch or I t al i an, e ach s yl l abl e
recei ves e qual i mport ance ( t here i s s t res s but eac h s yl l abl e
has i t s o wn l e ngt h) .
4. Engl i s h pronunci at i on f oc us es o n s pec i f i c s t res s e d words
whi l e qui c kl y g l i di ng over t he ot her, no n- s t res s ed, wor ds .
5. St res s ed wor ds are co ns i dered co nt ent words : Nouns e . g.
ki t c he n, Pet er - ( mos t ) pri nci pl e ver bs e . g. v i s i t , cons t r uc t -
Adj ect i ves e . g. beaut i f ul , i nt eres t i ng- Adver bs e . g. of t e n,
caref ul l y.
6. Non-stressed words are considered function words: Determiners e.g. the,
a-Auxiliary verbs e.g. am, were-Prepositions e.g. before, of-Conjunctions e.g.
but, and-Pronouns e.g. they, she.
7. Read t he f ol l o wi ng s e nt ence al oud: The beaut i f ul Mount ai n
appe are d t r ans f i xed i n t he di s t ance.
8. Read t he f ol l o wi ng s ent e nce al o ud: He c an co me on Sundays
as l ong as he does n t have t o do any homework i n t he eveni ng.
Not i ce t hat t he f i rs t s e nt e nce act ual l y t akes abo ut t he s ame
t i me t o s pe ak we l l ! Even t houg h t he s eco nd s e nt e nce i s
appro xi mat e l y 30% l onger t han t he f i rs t , t he s ent ences t ake
t he s ame t i me t o s pe ak. Thi s i s bec aus e t here are 5 s t r es s e d
wor ds i n e ac h s e nt e nce. Wri t e do wn a f e w s e nt e nces , or t ake
a f e w exampl e s e nt e nces f rom a boo k or exerc i s e. Fi rs t
underl i ne t he s t res s e d wor ds t he n read al oud f ocus i ng o n
s t res s i ng t he underl i ne d wor ds and gl i di ng over t he
non- s t res s e d wor ds . Be s ur pri s e d at ho w qui c kl y your
pronunci at i o n i mproves ! By f oc us i ng o n s t res s e d words ,
non- s t res s e d words and s yl l abl es t ake o n t he i r more mut e d
nat ure . Whe n l i s t eni ng t o nat i ve s pe akers , f ocus on ho w
t hos e s peakers s t res s cert ai n wor ds cert ai n wor ds and begi n
t o copy t hi s .
Ti ps :
1. Re member t hat no n- s t res s e d words and s yl l abl es ar e of t he
s wal l o we d i n Engl i s h.
2. Al ways f oc us on prono unc i ng s t res s ed wor ds we l l ,
non- s t res s e d wor ds can be gl i de d over.
3. Don t f oc us o n prono unci ng e ac h wor d. Foc us on t he
s t res s ed words i n e ach s ent ence .
4. I nt o nat i o n and St res s : Ke y t o Unders t andi ng and Bei ng
Unders t ood.
5. Tr y t hi s s hort e xerci s e. Say t hi s s e nt e nce al oud and co unt
ho w many s eco nds i t t akes .
The beaut i f ul Mount ai n appear ed t r ans f i xed i n t he di s t a nce.
He can come o n Sundays as l o ng as he does n t have t o do a ny
homewor k i n t he eve ni ng .
Ti me re qui re d? Pro babl y about 5 s eco nds .
Wai t a mi nut e t he f i rs t s e nt ence i s muc h s hort er t han t he
s econd s e nt e nce!
The beaut i f ul Mount ai n appeared t ransf i xed i n t he di st ance
He can come on Sunday as l ong as he doesnt have to do any
homework i n t he eveni ng
You are onl y par t i al l y ri g ht !
Thi s s i mpl e e xerc i s e makes a ver y i mport ant poi nt about
ho w we s pe ak and us e Eng l i s h. Name l y, Engl i s h i s co ns i dered a
s t res s ed l anguage whi l e many ot her l anguages are co ns i dere d
s yl l abi c. What does t hat me an? I t me ans t hat , i n Engl i s h, we
gi ve s t res s t o cert ai n wor ds whi l e ot her wor ds are qui c kl y
s po ke n ( s o me s t ude nt s ay e at e n! ) . I n o t her l ang uages , s uch as
Frenc h or I t al i an, e ac h s yl l abl e recei ves equal i mport ance
( t here i s s t res s , but e ac h s yl l abl e has i t s o wn l eng t h) .
Many s peakers of s yl l abi c l anguages dont underst and why
Engl i s h s peakers qui ckl y s peak, or s wal l ow, a number of words i n
a s entence. I n s yl l abi c l anguages each s yl l abl e has equal
i mport ance, and t herefore equal t i me i s needed. Engl i s h, however,
s pends more t i me on s peci f i c s t ress ed words whi l e qui ckl y gl i di ng
over t he ot her, l es s i mport ant words .
Let s l oo k at a s i mpl e exampl e: t he mo dal ver b can.
Whe n we us e t he pos i t i ve f or m of c an, we qui c kl y g l i de over
t he c an and i t i s har dl y pro nounced.
They can come on Fr i day. ( St res s e d wor ds underl i ne d)
On t he ot her hand, whe n we us e t he neg at i ve f or m c an t we
t end t o s t res s t he f ac t t hat i t i s t he neg at i ve f or m by al s o
s t res s i ng c an t .
They ca n t come on Fr i day.
As you c an s ee f ro m t he above e xampl e t he s e nt e nce, The y
can t co me on Fri day i s l o nger t han The y c an c ome on
Fri day becaus e bot h t he modal can t and t he verb come
are s t res s ed.
So, what does t hi s me an f or my s pe aki ng s ki l l s ?
We l l , f i rs t of al l , yo u need t o under s t and whi c h wor ds we
general l y s t res s e d and whi c h we do not s t res s . Bas i cal l y,
s t res s ed words are co ns i dere d CONTENT WORDS s uch as .
Nouns e . g. ki t che n, Pet er
( mos t ) pr i nc i pl e ver bs e. g. vi s i t , cons t ruc t
Adj ect i ves e . g. be aut i f ul , i nt eres t i ng
Adverbs e. g . of t en, c aref ul l y
Non-stressed words are consi dered FUNCTION WORDS such as
Det ermi ners e. g . t he , a, s o me, a f e w
Auxi l i ar y ver bs e . g. do n t , am, c an, were
Prepos i t i o ns e . g. be f ore, ne xt t o, oppos i t e
Conj unc t i o ns e . g. but , whi l e, as
Prono uns e. g . t he y, s he, us
Let s ret urn t he begi nni ng exampl e t o de mons t r at e ho w t hi s
af f ec t s s peec h.
The beaut i f ul Mo unt ai n appear ed t r ans f i xed i n t he d i s t a nce.
( 14 s yl l abl e s )
He can come on Sundays as l ong as he does n t have t o do any
homewor k i n t he eve ni ng . ( 22 s yl l abl e s )
Even t ho ug h t he s econd s e nt e nce i s approxi mat e l y 30%
l onger t han t he f i rs t , t he s ent e nces t ake t he s ame t i me t o s pe ak.
Thi s i s bec aus e t here are 5 s t res s e d words i n e ach s e nt e nce.
From t hi s e xampl e, yo u c an s ee t hat you nee dn t worr y about
prono unc i ng every wor d c l ear l y t o be unders t oo d ( we nat i ve
s pe akers cert ai nl y don t ) . You s ho ul d ho wever, co ncent rat e o n
prono unc i ng t he s t res s e d wor ds c l e arl y.
No w, do s o me l i s t e ni ng compre hens i on or go s peak t o your
nat i ve Engl i s h s pe aki ng f r i e nds and l i s t e n t o ho w we
concent r at e o n t he s t res s e d wor ds r at her t hat gi vi ng
i mport ance t o e ach s yl l abl e . Yo u wi l l s oon f i nd t hat you c a n
unders t and and communi c at e more bec aus e yo u begi n t o l i s t e n
t o ( and us e i n s pe aki ng) s t res s ed wor ds , Al l t hos e wor ds t hat
you t ho ught yo u di dn t unders t and are re al l y not cr uci al f or
unders t andi ng t he s ens e or maki ng yours e l f unders t ood.
St res s e d are t he ke y t o e xcel l e nt pro nunc i at i o n and
unders t andi ng of Engl i s h.
IV. The Probl em wi t h Li s t eni ng i s
Does t hi s s i t uat i o n s ee m f ami l i ar t o you? Yo ur Engl i s h i s
progres s i ng wel l , t he grammar i s no w f ami l i ar, t he readi ng
compre he ns i o n i s no pro bl e m, you are communi c at i ng qui t e
f l ue nt l y, but : Li s t e ni ng i s STI LL a probl e m!
Fi rs t of al l , re me mber t hat you are not al one . Li s t eni ng
compre he ns i o n i s probabl y t he mos t di f f i cul t t as k
( noun=e xerci s e, j o b) f or al mos t al l l e amers o f Engl i s h as a
f orei gn l anguage. So, no w yo u kno w you are not al one ! OK.
The mos t i mport ant t hi ng i t t o l i s t en, and t hat me ans as of t e n
as pos s i bl e . The ne xt s t e p i s t o f i nd l i s t eni ng res o urces . Thi s i s
where t he I nt erne t real l y co mes i n handy ( i di o m=t o be us ef ul )
as a t ool f or Eng l i s h s t ude nt s . Fi rs t you need t o:
Do wnl o ad The Re al Pl ayer f rom Real Medi a. co m The Real Pl aye r
al l o ws yo u t o l i s t en t o Real Audi o and us e t he I nt er ne t l i ke a
radi o s t at i on. Once yo u have t he Re al Pl ayer you can begi n t o
l i s t e n t o Engl i s h as i t i s us ed i n ever yday l i f e . The pos s i bi l i t i es
are al mos t unl i mi t e d. You c an:
1. Li s t en t o Al l Thi ngs Cons i dered ne ws s t ori es on NPR
2. Li s t e n t o i nt ervi e ws i n Engl i s h wi t h your f avori t e s t ars ,
bus i nes s e xec ut i ves , co mput er s peci al i s t s et c .
3. Li s t en t o boo ks and s hort s t ori es re ad al o ud Choo s e f ro m
t he cl as s i cs , po pul ar f i ct i on, s ci e nce f i c t i o n, phi l os o phy and
many ot her c at egori es .
Once yo u have beg un t o l i s t e n on a regul ar bas i s , yo u mi ght s t i l l
be f rus trat ed ( adject i ve=ups et ) by l i mi t ed unders t andi ng.
What s houl d you do?
Here i s s ome of t he adv i ce I gi ve my s t ude nt s :
1. Accept t he f act t hat you are not go i ng t o unders t and
everyt hi ng.
2. Keep cool (i diom=stay rel axed) when you do not understand -even
i f you conti nue not to understand for a long ti me.
3. Do not translate into your native language (synonym=mother tongue)
4. Li sten for the gi st (noun=general i dea) of the conversati on.
Don t conce nt r at e o n det ai l unt i l yo u have unders t oo d t he
mai n i deas .
I remember the probl ems I had i n understandi ng spoken German. In
the begi nni ng, when I di dnt understand a word, I i nsi sted on
transl ati ng i t i n my mi nd. Thi s approach (synonym=method) usual l y
resul ted i n confusi on. Then, after the first si x months, I di scovered
t wo extremel y i mportant f act; Fi rstl y, transl ati ng creates a barri er
(noun=wal l , separati on) bet ween the l i stener and the speaker
Secondl y, most peopl e repeat themselves constantl y. By remai ni ng
cal m (adjecti ve=rel axed), I noti ced that-even i f I spaced out
(i di om=not to pay attenti on) I coul d usual l y understand what the
speaker had s ai d I had di scovered some of the most important things
about listening comprehensi on:
Trans l at i ng cre at e s a barri er bet wee n yours e l f and t he pers on
who i s s pe aki ng.
Whi l e yo u are l i s t e ni ng t o anot her pers o n s pe aki ng a f orei g n
l anguage ( Eng l i s h i n t hi s c as e) , t he t e mpt at i o n i s t o
i mme di at e l y t r ans l at e i nt o your nat i ve l anguage . Thi s
t empt at i on becomes muc h s t ronger whe n yo u he ar a word yo u
don t unders t and. Thi s i s o nl y nat ur al as we want t o
unders t and everyt hi ng t hat i s s ai d. Ho wever , when yo u
t rans l at e i nt o your nat i ve l anguage, yo u are t aki ng t he f ocus of
your at t e nt i on a way f ro m t he s pe aker and co nce nt r at i ng on t he
t rans l at i on proces s t aki ng pl ace i n yo ur br ai n. Thi s woul d be
f i ne i f yo u co ul d put t he s pe aker o n hol d ( phras al ver b=t o make
a pers on wai t ) . I n real l i f e, ho wever, t he pers o n co nt i nues
t al ki ng whi l e yo u t r ans l at e. Thi s s i t uat i on obvi ousl y l eads to
l ess - not more- unders t andi ng. I have di s covere d t hat t r ans l at i on
l eads t o a ki nd of bl oc k ( noun=no movement or act i vi t y) i n my
brai n whi ch s omet i mes does n t al l o w me t o unders t and anyt hi ng
at al l !
Mos t peo pl e repe at t he ms el ves . Thi nk f or mo ment about yo ur
f ri ends , f ami l y and col l eag ues . When t he y s pe ak i n your nat i ve
t ongue , do t hey repe at t hems el ves ? I do n t me an l i t eral l y
( adverb= wor d f or wor d) , I me an t he ge ner al i dea. I f t hey are
l i ke mos t peopl e I have met , t he y pro babl y do . That me ans t hat
whe never yo u l i s t e n t o s o meone s pe aki ng, i t i s l i kel y
( adj ect i ve=pro babl e) t hat he / s he wi l l repe at t he i nf or mat i o n,
gi vi ng you a s econd, t hi rd or even f ourt h c hance t o unders t and
what has bee n s ai d. By re mai ni ng c al m, al l o wi ng yo urs el f not t o
unders t and, and not t r ans l at i ng whi l e l i s t e ni ng, yo ur brai n i s
f ree t o conce nt r at e on t he mos t i mport ant t hi ng. Unders t andi ng
Engl i s h i n Engl i s h.
Ti ps
1. Li s t en t o s ome t hi ng yo u enj o y
Probabl y t he gre at es t advant age abo ut us i ng t he I nt ernet t o
i mprove yo ur l i s t e ni ng s ki l l s i s t hat you can choos e what you
wo ul d l i ke t o l i s t e n t o and ho w many and t i mes yo u wo ul d
l i ke t o l i s t e n t o i t . By l i s t e ni ng t o s o met hi ng yo u enj oy, yo u
are al s o l i ke l y t o kno w a l ot more of t he vocabul ar y
requi red!
2. Li s t en f or Ke ywor ds
Us e ke ywords ( no un=pr i nc i pal words ) or ke yphr as es t o he l p
you unders t and t he ge ner al i deas . I f yo u unders t and Ne w
Yor k, bus i ne s s t ri p, l as t year you c an as s ume ( verb=t o
t ake f or grant e d, s uppos e ) t hat t he pers o n i s s pe aki ng about
a bus i nes s t r i p t o Ne w Yor k l as t ye ar. Thi s may seem obvi ous
to you, but remember that underst andi ng t he mai n i dea wi l l
hel p yo u t o unders t and t he det ai l as t he pers o n co nt i nues t o
s pe ak.
3. Li s t en f or Cont e xt
Let s i magi ne t hat yo ur Eng l i s h s pe aki ng f ri e nd s ays I
boug ht t hi s gre at t uner at JR s I t was re al l y che ap and no w I
can f i nal l y l i s t e n t o Nat i o nal Publ i c Radi o bro adc as t s . You
don t unders t and what a t uner i s . I f yo u f oc us o n t he wor d
t uner yo u mi ght become f r us t r at e d. Ho wever i f you t hi nk i n
cont e xt ( no un=t he s i t uat i on e xpl ai ned dur i ng t he
convers at i on) you probabl y wi l l unders t and. For exampl e;
boug ht i s t he pas t of buy, l i s t en i s no probl e m and r adi o i s
obvi ous . No w you unders t and: He bo ught s ome t hi ng- t he
t uner- t o l i s t e n t o t he r adi o. A t uner mus t be a ki nd of r adi o!
Thi s i s a s i mpl e exampl e but i t de mons t r at es what yo u need
t o f oc us on: Not t he wor d t hat yo u don t unders t and, but t he
wor ds yo u do unders t and.
Summar y
I t mi ght s ee m t o yo u t hat my i deas on ho w t o l i s t en
encourage you not to unders t and everyt hi ng. Thi s i s absol utel y
correct . One hundre d percent unders t andi ng i s s o met hi ng t o
wor k t o war ds ( phras al ver b=t o have as a goal , a pl an f or t he
f ut ure) and no t t o e xpec t of yo urs el f no w. Li s t e ni ng needs a
great amount of pr act i ce and pat i e nce. Al l o w yo ur s el f t he
l uxury of not beco mi ng nervous whe n yo u do no t unde rs t and,
and you wi l l be s urpr i s ed by ho w qui c kl y yo u do begi n t o
unders t and.
Li s t e ni ng o f t en i s mos t i mport ant way t o i mprove your
l i s t e ni ng s ki l l s . Enj oy t he l i s t e ni ng pos s i bi l i t i es of f ere d by
t he I nt ernet and reme mber re l ax
Co me bac k ne xt wee k f or a readi ng co mpre he ns i o n qui z
bas ed on John F. Kenne dy s 10961 i naugur al s peec h. Drop
hi m a l i ne ( ver b=t o wr i t e t o ) at es l . g ui de@about . co m wi t h
your i de as f or f urt her f e at ures and any ques t i o ns yo u may
have.

Teachi ng Conver s at i o nal Ski l l s - Ti ps a nd St r a t egi es
When e mpl o yi ng rol e- pl ays , de bat es , t opi c
di s c us s i ons , et c. , I have not i ce d t hat s ome s t ude nt s ar e
of t en t i mi d i n e xpres s i ng t hei r v i e wpo i nt s . Thi s s ee ms due
t o a number of re as ons :
1. St udent s do n t have an o pi ni on on t he s ubj ect .
2. St udent s have an o pi ni o n, but are worri e d abo ut what
t he o t her s t ude nt s mi g ht s ay or t hi nk.
3. St udent s have an o pi ni o n, but don t f eel t he y can s ay
exact l y what t he y me an.
4. St udent s begi n gi v i ng t he i r o pi ni o n, but want t o s t at e i t
i n t he s ame el oque nt manner t hat t he y are c apabl e of i n
t hei r nat i ve l ang uage.
Ot her, more act i vel y part i c i pat i ng s t ude nt s , f eel conf i dent i n
t hei r o pi ni o ns and e xpres s t he m el o quent l y maki ng t he l es s
conf i de nt s t ude nt s more t i mi d.
Prag mat i cal l y, co nvers at i o n l es s o ns and e xerc i s es are i nt e nde d
t o i mprove co nvers at i o nal s ki l l s . For t hi s reas on, I f i nd i t
hel pf ul t o f i rs t f oc us o n bui l di ng s ki l l s by el i mi nat i ng s ome of
t he barr i ers t hat mi g ht be i n t he way o f pro duc t i on. Havi ng
been as s i gne d rol es , opi ni ons and po i nt s of vi e w t hat t he y do
not neces s ar i l y s hare , s t udent s are f ree d f ro m havi ng t o expre s s
t hei r o wn o pi ni o ns . Theref ore , t hi s c an f ocus on e xpres s i ng
t he ms el ves we l l i n Engl i s h. I n t hi s way, s t ude nt s t end t o
concent r at e more on pro duc t i o n s ki l l s , and l es s o n f ac t ual
cont ent . The y al s o are l es s l i kel y t o i ns i s t o n l i t er al t r ans l at i o ns
f rom t he i r mot her t ong ue.
I mpl e me nt i ng t hi s approac h can begi n s l o wl y by pr ovi di ng
s t udent s wi t h s hort rol e pl ays us i ng cue car ds . Once s t udent s
become co mf ort abl e wi t h t arget s t r uct ures and repre s ent i ng
di f f eri ng poi nt s o f v i e w, c l as s es c an move ont o more el aborat ed
exerci s es s uch as de bat es and group dec i s i o n maki ng ac t i vi t i es .
Thi s approac h be ars f r ui t es pec i al l y when debat i ng o ppos i ng
poi nt s of vi e w. By re pres ent i ng o ppos i ng poi nt s o f vi e w,
s t udent s i magi nat i o n are ac t i v at e d by t r yi ng go f ocus o n al l t he
vari o us poi nt s t hat an o ppos i ng s t and o n any g i ven i s s ue may
t ake. As s t udent s i nherent l y do not agree wi t h t he vi e w t he y
repres ent , t he y are f ree d f ro m hav i ng t o i nves t e mot i o nal l y i n
t he s t at e me nt s t he y make . More i mport ant l y, f ro m a pr ag mat i c
poi nt of vi e w, s t ude nt s t end t o f oc us more o n correct f unc t i o n
and s t r uct ure whe n t he y do not beco me t oo e mo t i onal l y
i nvol ve d i n what t he y are s ayi ng.
Of co urs e, t hi s i s not t o s ay t hat s t udent s s ho ul d not expre s s
t hei r o wn o pi ni o ns . Af t er al l , when s t udent s go o ut i nt o t he
real worl d t he y wi l l want t o s ay what t he y me an. Ho wever,
t aki ng out t he pers onal i nves t ment f act or can hel p s t udent s
f i rs t become more co nf i de nt i n us i ng Engl i s h. Once t hi s
conf i de nce i s g ai ned, s t udent s - es peci al l y t i mi d s t ude nt s - wi l l be
more s e l f - as s ure d whe n e xpres s i ng t he i r o wn poi nt s of vi e w.

V. How To I ncrease Speci f i c Vocabul ary
I mprovi ng vocabul ary s ki l l s re qui res cons t ant at t e nt i on. Thi s
ho w t o f oc us es on a bas i c s t rat egy f or i ncre as i ng vocabul ar y
i n s pec i f i c s ubj ect are as t hroug h t he us e of a vocabul ar y t ree.
Di f f i cul t y Level : Average Ti me Requi re d: Vari es
Her e s How:
1. Choos e a s ubj ect are a t hat i nt eres t s yo u ver y muc h.
2. Wri t e a s hort i nt roduct i on t o t he s ubj ect t ryi ng t o us e as
many vocabul ary words concerni ng t he s ubject as possi bl e.
3. Us i ng your i nt ro duct i o n, arr ange t he pri nci pl e i de as
concerni ng at t he s ubj ec t i nt o a voc abul ar y t ree.
4. To cre at e a voc abul ary t ree, put t he s ubj ect at t he c ent er of
a pi ece of paper.
5. Around t he ce nt r al s ubj ect , put t he pri nci pl e are as rel at i ng
t o t he s ubj ect . Exampl e- ver bs , des cri pt i ve adj ect i ves , where,
et c.
6. In each of t hese categori es, wri te t he appropri ate vocabul ary.
If you need to, wri te s ub-categori es .
7. Creat e t he s ame vocabul ar y t ree i n yo ur nat i ve l ang uage.
8. Your nat i ve l anguage t ree wi l l be muc h more det ai l ed. Us e
t hi s nat i ve l ang uage t ree as a ref ere nce poi nt t o l oo k up ne w
wor ds and f i l l i n your Engl i s h t ree.
9. Re wri t e your i nt ro duct ory e s s ay co ncerni ng t he s ubj ec t
t aki ng advant age of t he ne w vocabul ar y l e arne d.
10. To make t hi s voc abul ar y act i ve, pr ac t i ce re adi ng yo ur
es s ay al oud unt i l yo u c an pres e nt i t by memor y.
11. As k a f ri e nd or f el l o w cl as s mat e t o l i s t e n t o your
pres ent at i o n and as k you ques t i o ns about t he s ubj ec t .
Ti ps :
1. Re member t hat voc abul ary goes f rom pas s i ve kno wl edge t o
act i ve kno wl e dge- t hi s me ans t hat you need t o re pe at a wor d
of t en bef ore i t becomes act i ve vocabul ar y.
2. Be pat i e nt wi t h yo urs el f , i t t ake s t i me f or t hi s f or t hi s
proces s t o wor k.
3. Tr y t o al ways l e arn vocabul ar y i n groups o f wor ds i ns t ead
of rando m l i s t s . I n t hi s manner, wor ds are rel at e d t o each
ot her and are more l i ke l y t o be re me mbered over t he
l ong- t er m.
Les s on: Vocab ul ar y Char t s
Vocabul ar y c hart s c an be ver y us ef ul hel pi ng s t ude nt s wi de n
t hei r pas s i ve and ac t i ve vocabul ar y bas e d o n rel at e d word
group are as : Typi cal l y, s t udent s wi l l of t en l e ar n ne w
vocabul ar y by s i mpl y wr i t i ng l i s t s of ne w voc abul ar y wo rds and
t he n me mori ze t hes e wor ds by rot e. Unf ort unat el y, t hi s
t echni que of t e n provi des f e w cont ext ual c l ue s . Rot e l earni ng
hel ps s hort t er m l e arni ng f or e xams et c . Unf ort unat el y, i t
does n t re al l y provi de a hoo k wi t h whi c h t o re me mber ne w
vocabul ar y. Voc abul ar y chart s , o n t he ot her hand, provi de t hi s
hoo k by pl aci ng vocabul ar y i n co nnect e d c at egori es t hus
hel pi ng l ong t er m me mori zat i o n. I n t hi s l es s on, you wi l l f i nd
a pri nt abl e voc abul ar y c hart and a l es s on o ut l i ne f oc us i ng o n
creat i ng i n- cl as s vocabul ar y c hart s .
Ai m: Creat i on of vocabul ary charts t o be shared around t he class
Voc abul ar y c har t s c an be ver y us e f ul i n hel pi ng s t udent s
wi de n t hei r pas s i ve and act i ve voc abul ar y bas e d on rel at ed
wor d group are as . Typi c al l y, s t ude nt s wi l l of t e n l ear n l e am ne w
vocabul ar y by s i mpl y wr i t i ng l i s t s of ne w voc abul ar y wo rds and
t he n me mori ze t hes e wor ds by rot e. Unf ort unat el y, t hi s
t echni que of t e n provi des f e w cont ext ual c l ue s . Rot e l earni ng
hel ps s hort t er m l e arni ng f or e xams et c . Unf ort unat el y, i t
does n t re al l y provi de a hoo k wi t h whi c h t o re me mber ne w
vocabul ar y. Voc abul ar y chart s , o n t he ot her hand, provi de t hi s
hoo k by pl aci ng vocabul ar y i n co nnect e d c at egori es t hus
hel pi ng l ong t er m me mori zat i o n. I n t hi s l es s on, you wi l l f i nd
a pri nt abl e voc abul ar y c hart and a l es s on o ut l i ne f oc us i ng o n
creat i ng i n- cl as s vocabul ar y c hart s .
Ai m: Awarenes s rai s i ng of e f f ect i ve vocabul ary l earni ng
t echni que s f o l l o we d by voc abul ar y t ree cre at i on i n gro ups .
Level : Any l evel
Out l i ne:
1. Begi n l es s on by as ki ng s t ude nt s t o e xpl ai n ho w t hey g o about
l ear ni ng ne w vocabul ar y.
2. Expl ai n t he co ncept of s hort t er m and l o ng t er m
l ear ni ng and t he i mport ance of cont ext ual cl ues f or ef f e ct i ve
l ong t er m me mori zat i o n.
3. Pres ent t he i de a of creat i ng voc abul ar y chart s t o he l p
s t udent s l e arn s peci f i c co nt ent re l at ed vocabul ar y.
4. Di s t r i but e a co py of t he e xampl e voc abul ar y chart .
5. Di vi de s t ude nt s i nt o s mal l groups as ki ng t hem t o cre at e
vocabul ar y c hart s bas e d o n a par t i c ul ar s ubj ect are a.
Exampl e: hous e , s port s , t he of f i ce , e t c.
6. St udent s cre at e vocabul ar y c hart s i n s mal l gro ups .
7. Co py s t ude nt cre at e d voc abul ar y char t s and di s t ri but e t he
copi es t o t he ot her gro ups . I n t hi s way, t he c l as s generates a
l arge amount of ne w vocabul ary i n a rel at i vel y short amount of
ti me.
Exampl e Vocabul ar y Chart .
Exampl e Vocabul ary Chart












Les s on: Vocab ul ar y Tabl es
Vocabul ar y t abl es c an be very us ef ul i n he l pi ng i nt er me di at e
t o advance d s t udent s i ncre as e t hei r voc abul ary bas ed on


di f f erent f or ms of a part i cul ar wor d t hat i s kno wn t o t he m. Thi s
act i v i t y can be s t rengt he ned by havi ng s t ude nt s bas e t hei r
vocabul ar y t abl es o n s peci f i c t o pi cs . By bas i ng t abl es o n
s peci f i c t opi cs , s t udent s al s o i mprove t he i r l ong t er m me mory
of rel at e d wor ds . I n t hi s l es s on, you wi l l f i nd an exampl e
vocabul ar y t abl e bas e d on words rel at e d t o maki ng mus i c ,
s peci f i c al l y cl as s i c al mus i c, as we l l as a l es s o n o ut l i ne .
Ai m: Expandi ng vocabul ar y i n s peci f i c co nt e xt s
Acti vi ty: Tabl e creati on provi di ng verb, noun, adjecti ve and adverb
forms of words.
Level : Bes t wi t h adv anced l evel s
Out l i ne:
1. Begi n l es s on by as ki ng s t ude nt s t o e xpl ai n ho w t hey g o about
l ear ni ng ne w vocabul ar y.
2. Expl ai n t he co ncept of s hort t er m and l o ng t er m
l ear ni ng and t he i mport ance of cont e xt ual c l ue s f or ef f e ct i ve
l ong t er m me mor i zat i o n.
3. Pres e nt t he i dea of creat i ng vocabul ar y t abl es t o hel p
s t udent s bui l d on pre- e xi s t i ng vocabul ar y kno wl e dge.
4. Di s t r i but e a copy of t he exampl e voc abul ar y t abl e bas e d o n
cl as s i c al mus i c t erms .
5. Di vi de s t ude nt s i nt o s mal l groups as ki ng t hem t o cre at e
vocabul ar y t abl es bas e d on a part i c ul ar s ubj ect areas .
Exampl e: wor k act i ons , c harac t er, s por t i ng act i o ns , et c .
6. St udent s cre at e vocabul ar y t abl es i n s mal l groups .
7. Copy s t udent cre at e d vocabul ar y t abl es and di s t ri but e t he
copi es t o t he ot her groups . I n t hi s way, t he cl as s gener at es a
l arge amo unt o f e xpanded voc abul ar y a ware nes s i n a
rel at i vel y s hort amount of t i me.
Exampl e Vocabul ar y Tabl e- Cl as s i c al Mus i c
Les s on: Voc abul ar y Tabl es

Exampl e Vocabul ary Tabl e- Cl assi cal Musi c
Ver b Noun Adj ect i ve Adverb
mel o di ze mel o dy mel o di o us mel o di o us l y
mel o deon
mel o di o us nes s
mel o di zer
mel o di c mel o di c al l y
harmo ni ze
harmo ny
harmo ni s t
harmo ni zat i on
harmo ni zer
harmo ni c
harmo ni o us
harmo ni zabl e
harmo ni s t i c
Har moni c al l y
harmo ni o us l y
harmo ni s t i c al l y
t une
t une
t unel es s nes s
t unef ul nes s
t unef ul
t unel es s
t unef ul l y
t unel es s l y
s i ng s ong, s i nger s i ng abl e s i ng i ngl y
compos e
compos er
compos i t i on
compos i t i onal

perf or m
perf or mance
perf or mer
perf or mabl e
perf or mi ng

orches t r at e
orches t r a
orches t r at i o n
orches t r at or
orches t r al


VI. Di f f erences Bet ween Ameri can and Bri t i sh Engl i sh
Whi l e t here are cert ai nl y many more v ari e t i es of Engl i s h,
Amer i can and Br i t i s h Engl i s h are t he t wo v ari et i es t hat are
t aught i n mos t ESL/ EFL progr ams . Gener al l y, i t i s agr eed t hat
no o ne vers i o n i s correct , ho wever, t here are c ert ai nl y
pref erence s i n us e . The mos t i mport ant rul e of t humb i s t o t r y
t o be cons i s t e nt i n yo ur us age. I f you deci de t hat you want t o
us e Ameri c an Engl i s h s pel l i ngs t hen be co ns i s t ent i n your
s pel l i ng ( i . e. The col or o f t he or ange i s al s o i t s f l avo ur- col or i s
Amer i can s pel l i ng and f l avour i s Bri t i s h) , t hi s i s of co urs e not
al ways e as y- or pos s i bl e . The f ol l o wi ng g ui de i s me ant t o po i nt
out t he pr i nci pal di f f ere nces bet wee n t hes e t wo v ari et i es of
Engl i s h.

Us e of t he Pres e nt Per f ect
I n Br i t i s h Engl i s h t he pres e nt perf ec t i s us e d t o expres s an
act i o n t hat occurre d i n t he rece nt pas t t hat has an ef f ec t o n t he
pres ent mo me nt . For exampl e:
I ve l os t my key. Ca n yo u hel p me l ook f or i t ?
I n Ameri c an Eng l i s h, t he f ol l o wi ng i s al s o pos s i bl e:
I l os t my key. Ca n yo u hel p me l ook f or i t ?
I n Bri t i s h Eng l i s h, t he above wo ul d be co ns i dere d i ncorrect .
Ho wever, bot h f or ms are ge ner al l y e xcept ed i n s t andar d
Amer i can Eng l i s h. Ot her di f f erence i nvol vi ng t he us e of t he
pres ent perf ect i n Br i t i s h Engl i s h and s i mpl e pas t i n Ameri c an
Engl i s h i nc l ude al ready, j us t and ye t .



British English:
I ve j us t had l unch.
I ve al r eady s ee n t hat f i l m.
Have you f i ni s hed yo ur homewor k yet ?

American English:
I j us t had l unch OR I ve j us t had l unc h.
I ve al r eady s ee n t hat f i l m OR I al r eady s a w t ha t f i l m.
Have your f i ni s hed yo ur homewor k yet ? OR Di d you f i ni s h you
homewor k yet ?

Pos s es s i o n
There are two forms too express possession i n Engl ish. Have got
Do you have a c ar?
Have you got a c ar?
He has n t got any f ri e nds .
He does n t have any f r i ends .
She has a beaut i f ul ne w home .
She s got a be aut i f ul ne w ho me .
Whi l e bot h f or ms are correct ( and accept ed i n bot h Br i t i s h
and Amer i c an Engl i s h) , have got ( have yo u got , he has n t got ,
et c. ) i s gener al l y t he pref erre d f orm i n Bri t i s h Engl i s h whi l e
mos t s pe akers of Amer i can Engl i s h e mpl o y t he have ( do you
have, he does n t , he does n t have et c. )
The Ver b Get
The pas t part i ci pl e of t he verb get i s got t en i n Ameri c an
Engl i s h- He s got t e n muc h bet t er at pl ayi ng t e nni s . Bri t i s h
Engl i s h- He s got muc h bet t er at pl ayi ng t enni s .
Vocab ul ar y
Pro babl y t he maj or di f f ere nces bet wee n Br i t i s h and
Amer i can Engl i s h l i es i n t he c hoi ce of vocabul ar y. So me wor ds
me an di f f erent t hi ngs i n t he t wo v ari e t i es f or e xampl e:
Mean: ( Amer i can Engl i s h- angr y, bad humored, Bri t i s h
Engl i s h- not ge nerous , t i ght f i s t e d)
Rubber : ( Ameri c an Eng l i s h- co ndo m, Bri t i s h, Engl i s h- t ool us ed
t o eras e penc i l mar ki ngs )

There are many more exampl es ( t oo many f or me t o l i s t here) .
I f t here i s a di f f ere nce i n us age, yo ur di ct i onar y wi l l not e t he
di f f erent me ani ngs i n i t s def i ni t i o n of t er m. Many vocabul ar y
i t e ms are al s o us e d i n one f or m and not i n t he ot her. One of t he
bes t exampl es of t hi s i s t he t er mi nol og y us e d f or aut o mobi l es .
Amer i can Engl i s h- hood, Bri t i s h Eng l i s h- bonnet
Amer i can Engl i s h- t runk, Bri t i s h Engl i s h- t runk
Amer i can Engl i s h- t runk, Bri t i s h Engl i s h- l orry
Once ag ai n, yo ur di c t i o nar y s ho ul d l i s t whet her t he t erm i s
us ed i n Bri t i s h Engl i s h or Ameri c an Eng l i s h.
Pr epos i t i ons
There are al so a few di f ferences i n preposi ti on use i ncl udi ng t he
f ol l o wi ng:
American English-on the weekend, British English-at the weekend.
Amer i can Engl i s h- o n a t e am, Bri t i s h Engl i s h- i n a t eam.
Ameri can Engl i s h- pl ease wri te me soon, Bri ti sh Engl i s h- pl ease
wri te to me soon.

Pas t s i mpl e/ Pas t Par t i c i pl es
The f o l l o wi ng verbs have t wo acce pt abl e f orms of t he pas t
s i mpl e/ pas t part i c i pl e i n bot h Ameri c an and Br i t i s h Engl i s h,
ho wever, t he i rregul ar f or m i s gener al l y more co mmon i n
Bri t i s h Eng l i s h ( t he f i rs t f orm of t he t wo) and t he regul ar f or m
i s more co mmon t o Ameri c an Engl i s h.

bur n bur nt OR burne d
dream dreamt OR dreame d
l ean l e ant OR l e aned
l ear n l e arnt OR l e ar ned
s mel l s me l t OR s me l l e d
s pel l s pel t OR s pel l ed
s pi l l s pi l t OR s pi l l e d
s poi l s poi l t OR s poi l ed
Spel l i ng
Here are s ome gener al di f f ere nces bet wee n Bri t i s h and
Amer i can s pe l l i ngs :
Wor ds e ndi ng i n- or ( Ameri c an) - o ur ( Bri t i s h) col or, col our,
humo ur, f l avor, f l avo ur, et c.
Wor ds e ndi ng i n- i ze ( Ameri c an) - i s e ( Br i t i s h) re cogni ze,
recogni ze, pat ro ni ze , pat roni ze e t c.
The bes t way t o make s ure t hat yo u are bei ng co ns i s t ent i n
your s pe l l i ng i s t o us e t he s pe l l c hec k o n your wor d pr oces s or
( i f you are us i ng t he comput er of co urs e) and choos e whi c h
vari et y of Engl i s h you wo ul d l i ke . As you c an s ee t here are
real l y ver y f e w di f f ere nces bet ween s t andard Engl i s h and
s t andar d Ameri c an Engl i s h. Ho wever , t he l arges t di f f e rence i s
probabl y t hat of t he c hoi ce of vocabul ar y and pronunci at i on.

VII. How To Take Test s
Doi ng wel l o n Engl i s h e xami nat i o ns - or any exami nat i on f or t hat
mat t er- de pends not o nl y on yo ur kno wl edge , but al s o on havi ng
a goo d s t r at eg y.
Di f f i cul t y Level : al l l evel s Ti me Re qui re d: 20 mi nut e s
Her e s How:
1. Do not i ns i s t o n co mpl et i ng eac h ques t i on bef ore g oi ng t o
t he ne xt . By i ns i s t i ng o n co mpl et i ng e ach ques t i o n yo u c an
l oos e t i me and beco me nervous .
2. I f pos s i bl e , go t hroug h t he ent i re t es t ans wer i ng t he
ques t i o ns yo u are s ure you kno w.
3. Go t hroug h t he t es t a s econd t i me wor ki ng out t he ans wer s
t o more di f f i c ul t ques t i ons .
4. Once you have gone t hroug h t he t es t t wi ce , s ee i f any of t he
ques t i o ns as ke d c an hel p you ans wer t hos e re al l y di f f i cul t
ques t i o ns .
5. I f yo u have a s t ro ng f ee l i ng about a ques t i o n whe n you f i rs t
ans wer i t , don t go bac k and c hange i t l at er.
6. Pl ay t he o dds : I f you do n t kno w t he ans wer , wri t e
s omet hi ng. I n a 4 c hoi ce mul t i pl e cho i ce que s t i o n yo u have a
25% chance of bei ng ri g ht .
7. Do not c he at ! As ki ng a t e s t i s as muc h f or you as i t i s f or
your t e ac her. I f you c heat , you don t hel p yours e l f i n t he
l ong r un.
8. Do not t rans l at e f ro m yo ur mot her t ong ue!
9. Don t bl oc k whe n l i s t eni ng
10. Li mi t yo urs el f t o what you kno w.
11. Loo k f or t i me s i gni f i ers when havi ng t o co nj ug at e.
12. Thro w o ut t he r i di cul ous ans wers i n a mul t i pl e choi ce
ques t i o n.
13. Don t t r y t o be t oo f unny or cl ever.
Ti ps :
1. I f you don t kno w an ans wer, don t worr y about i t .
Worr yi ng abo ut what you don t kno w c an keep yo u f ro m
s ho wi ng what you do kno w.
2. Re member t hat t es t s not o nl y t o t es t your abi l i t y, but al s o
hel p you l e ar n what yo u need t o f oc us o n t o i mprove your
Engl i s h.
3. I f you do n t unders t and why you have made a mi s t ake, make
s ure t o have t he cour age go as k t he t e acher why i n a l at t er
s es s i on. Be i ng e mbarr as s ed about mi s t akes wi l l never hel p
you i mprove, s o as k!
Ef f ect i ve Tes t : Tak i ng St r at egi es
Soo ner or l at er, mos t s t ude nt s are conf ront e d wi t h t he
neces s i t y of t aki ng s o me f or m of Engl i s h e xami nat i o n. Thes e
t es t s i nc l ude:
TOEFL ( Tes t of Engl i s h as a Forei g n Lang uage)
Cambri dge Exami nati ons (Fi rst Certi fi cate, CAE, Profici ency)
Uni vers i t y e xami nat i o ns
On t he Job exami nat i ons
Exami nat i ons gi ve n by your t e ac her
As yo u have pro babl y not i ce d, s ome s t ude nt s ar e more
s ucces s f ul t han ot hers whe n t aki ng s uc h an exami nat i o n. Of t e n
t he more s ucces s f ul s t udent s are bet t er pre pared. Ho wever,
s omet i me s s t ude nt s who do wel l have bet t er t es t t aki ng s ki l l s .
Thes e abi l i t i es real l y have not hi ng t o do wi t h unders t andi ng
Engl i s h bet t er . The y are s t r at egi c s ki l l t hat make t aki ng t he
t es t e as i er , and t heref ore provi de bet t er res ul t s .
Some Gener al Gui del i nes
Here are s o me ver y i mport ant - and of t en i g nored- gui de l i nes t o
t aki ng a t es t s ucces s f ul l y.
1. Do not i ns i s t o n co mpl et i ng eac h ques t i on bef ore g oi ng t o
t he ne xt .
Thi s i s ext reme l y i mport ant . I f yo u s pe nd a l ot of t i me o n o ne
ques t i o n t hat you do n t unders t and t here can be t wo neg at i ve
out co mes :
2. Loos i ng t i me
Reme mber o ne ques t i o n may o nl y be wort h one poi nt , i f you are
not abl e t o ans wer ques t i o ns l at er becaus e yo u have l os t t i me
you coul d l os e more poi nt s !
3. Becomi ng nervous
Becomi ng nervous c an make you l os e yo ur conce nt r at i o n and
t hat l e ads t o wors e res ul t s .
4. I f pos s i bl e , go t hroug h t he ent i re t es t ans wer i ng t he
ques t i o ns yo u are s ure you kno w.
Thi s res ul t s i n yo ur bei ng more rel axed and f eel i ng more
conf i de nt .
5. Go t hroug h t he t es t a s econd t i me wor ki ng out t he ans wer s
t o more di f f i c ul t ques t i ons .
No w yo u wi l l f eel more conf i dent and t hi s wi l l i mprove your
t es t t aki ng. Ho wever, re me mber not t o was t e t oo much t i me
on any one ques t i o n.
6. Once you have gone t hroug h t he t es t t wi ce , s ee i f any of t he
ques t i o ns as ke d c an hel p you ans wer t hos e re al l y di f f i cul t
ques t i o ns .
Thi s i s a l i t t l e us ed t ri c k. So met i mes ques t i ons as ked ar e
ans wered i n l at er que s t i o ns as ki ng f or di f f ere nt t hi ngs . Thi s
s houl d no t be t ri e d unt i l you have f i ni s hed t he t es t and hav e
s ome t i me re mai ni ng t o t r y t he ques t i o ns you have had
probl e ms wi t h ag ai n.
I f yo u have a s t rong f eel i ng about a ques t i on whe n you f i rs t
ans wer i t , don t go bac k and c hange i t l at er.
Us ual l y ( but not al ways ) a s t rong f i rs t i mpul s e means we
kno w t he ans wer and we don t real l y have t o t hi nk abo ut i t t oo
much. Goi ng bac k t o t hi nk abo ut i t us ual l y makes yo u uns ure
and of t e n c aus es an error. Thi s i s ver y co mmo n s o be very
caref ul !
7. Pl ay t he odds
I f yo u do n t kno w t he ans wer , wri t e s o met hi ng. I f yo u are
ans weri ng 4 pos s i bi l i t y mul t i pl e choi ce ques t i o n you wi l l s t i l l
have a 25% chance o f bei ng correct !
8. Do not c he at ! ! !
Taki ng a t es t i s as muc h f or you as i t i s f or yo ur t eac her. I f
you c heat , yo u do n t he l p yours e l f i n t he l o ng r un.

VII. How t o Wri t e a Busi ness Let t er
There are many di f f erent re as ons f or wri t i ng a bus i ne s s l et t er .
Ho wever, mos t bus i nes s l et t ers f ol l o w s ome gener al g ui de l i nes
as des cr i be d be l o w.
Di f f i cul t y Level : Average Ti me Requi re d: 40 mi nut es
Her e s How:
1. Us e bl oc k s t yl e- do not i nde nt par agr aphs .
2. I nc l ude addres s o f t he pers o n yo u are wri t t en t o at t he t op
of t he l e t t er, bel o w yo ur co mpany addres s .
3. Af t er t he addres s , do ubl e s pace and i nc l ude dat e .
4. Doubl e s pace ( or as muc h as yo u need t o put t he body of t he
l et t er i n t he cent er) and i nc l ude t he s al ut at i on. I ncl ude Mr.
For men or Ms f or wo me n, unl es s t he reci pi e nt has a t i t l e
s uch as Dr.
5. St at e a ref ere nce re as o n f or yo ur l et t er ( i . e . Wi t h re f erence
t o our t el e phone convers at i o n )
6. Gi ve t he re as o n f or wri t i ng ( i . e. I am wr i t i ng t o yo u t o
conf i r m our order )
7. Make any re ques t yo u may have ( i . e . I wo ul d be gr at ef ul i f
you coul d i ncl ude a broc hure)
8. Cl os e t he l et t er wi t h a t hank yo u ( i . e . Thank yo u f or your
prompt hel p)
9. Fi ni s h t he l et t er wi t h a s al ut at i on ( i . e . Yo urs s i ncerel y. )
I ncl ude 4 s paces and t ype yo ur f ul l name and t i t l e
s i ng t he l et t er bet wee n t he s al ut at i o n and t he t yped name
and t i t l e .
Ti ps :
1. Keep t he l e t t er bri e f and do t he poi nt
2. Do not us e s hort ene d verb f orms - wri t e out ( i . e . do n t
i ns t ead of do not )
3. Al ways kee p a copy of corres ponde nce f or f ut ure ref erence
Bus i nes s Let t e r : Wr i t i ng Bas i cs
The bas i cs of good bus i nes s l et t er wr i t i ng are e as y t o l ear n.
The f o l l o wi ng g ui de provi des t he phr as es t hat are us ual l y f o und
i n any s t andar d bus i nes s l et t er. By us i ng t hes e s t andar d
phr as es , you c an g i ve a prof es s i o nal t o ne t o yo ur bus i nes s l et t e r
i n Eng l i s h. Thes e phr as e are us ed as a ki nd of f r ame and
i nt ro duct i o n t o t he co nt e nt of bus i nes s l et t ers . At t he e nd of
t hi s gui de , you wi l l f i nd l i nks t o s i t es t hat gi ve t i ps on t he
di f f i c ul t part of wri t i ng s ucces s f ul bus i nes s l e t t ers - argui ng
your bus i ne s s o bj ect i ve.
Bus i nes s Le t t er Wri t i ng Bas i cs
The St ar t

Dear Pers o nne l
Di rect or,
( us e i f you do n t kno w who you are wr i t i ng
t o)
Dear Si r or Madam
Dear Mr . , Mrs ,
Mi s s or Ms
( use i f you know who you are wri ti ng to, and
have a formal rel ati onshi p
wi th- VERYIMPORTANT use Ms for women
unl ess asked to use Mrs or Miss
Dear Fr ank
( us e i f t he pers o n i s a c l os e bus i nes s
cont act or f ri e nd)
The Reference

With reference to
your advert i s e ment i n t he Ti mes ,
your l et t er of 23
r d
Marc h,
your pho ne c al l t oday,
Thank you for your
l et ter of March 5
t h


The Reason for Writing

I am wr i t i ng t o enqui re aboutapol ogi ze forconfirm
Request i ng

Could you possibly?
I would be grateful if
you could

Agr eei ng t o
Request s

I would be delighted to
Giving Bad News

Unf ort unat el y
I am af r ai d t hat
Encl os i ng
Document s

I am e ncl os i ng
Please find enclosed
Encl os e d you wi l l
f i nd

Cl osi ng Remar ks

Thank you f or hel p
Please contact us again if
we can he l p i n any way.
There are any pro bl e ms .
You have any ques t i o ns .
Reference to Future.
Contact

I l oo k f or war d t o
hear i ng f ro m yo u s oo n.
Meet i ng yo u ne xt Tue s day.
Seei ng you next Thurs day.
The Fi ni sh
( I f yo u do n t kno w t he name o f t he pers o n
you re wr i t i ng t o)
Your f ai t hf ul l y
( I f you kno w t he name of t he pers on yo u re
wr i t i ng t o)
Yours s i ncerel y,
( I f you kno w t he name of t he pers on yo u re
wr i t i ng t o)
Bes t wi s hes ,
Bes t reg ards ,
( I f t he pers o n i s a cl os e bus i ne s s cont act or
f ri end)

Here i s a s ampl e l et t er us i ng s o me of t he f orms :
Ken s Chees e Ho us e
34 Chat l ey Ave nue
Seat l e , WA 98765
Tel : ( 206) 4568967
Emai l : Ke nny@c hees e. co m

Fred Fl i nt s t o ne
Sal es Manager
Chees e Speci al i s t s I nc.
456 Rubbl e Ro ad
Roc kvi l l e, I L 8967756

Dear Mr . Fl i nt s t one ,
Wi t h ref erence t o our t el e pho ne convers at i on t oday, I am
wr i t i ng t o conf i r m yo ur or der f or : 120x
Che ddar Del uxe Re f . No. 856
Pl e as e cont ac t us ag ai n i f we c an he l p i n any way.
Yours s i ncerel y,
Kenne t h Be are
Di rect or of Ken s Chees e
Hous e

IX. How To Wri t e Res ume i n Engl i s h
Wr i t i ng a res ume i n Engl i s h c an be ver y di f f erent t han i n your
nat i ve t o ngue . The f ol l o wi ng ho w t o o ut l i nes a s t andar d res ume
f ormat .
Di f f i cul t y Level : Hard Ti me Re qui re d: 2 ho urs
Her e s How:
1. Fi rs t , t ake not es on your wor k e xperi e nce- bot h pai d and
unpai d, f ul l t i me and par t t i me . Wr i t e do wn your
res pons i bi l i t i es , j ob t i t l e and company i nf or mat i on. I ncl ude
everyt hi ng!
2. Take not es o n yo ur e ducat i o n. I nc l ude degree or cert i f i c at es ,
maj or or cours e e mphas i s , s c hool names and co urs es rel evant
t o career obj ect i ves .
3. Take not es o n ot her accompl i s hment s . I ncl ude me mbers hi p
i n organi zat i ons , mi l i t ar y s ervi ce and any ot her s peci al
acco mpl i s hment s .
4. Fro m t he not es , c hoos e whi c h s ki l l s are t r ans f er abl e ( s ki l l s
t hat are s i mi l ar) t o t he j ob yo u are appl yi ng f or- t hes e ar e t he
mos t i mport ant poi nt s f or yo ur res ume.
5. Begi n res ume by wri t i ng yo ur f ul l name , addres s , t e l ephone
number, f ax and e mai l at t he t o p o f t he re s ume .
6. Wr i t e an o bj ect i ve. The obj ect i ve i s a s hort s ent e nce
des cri bi ng what t ype of wor k you ho pe t o o bt ai n.
7. Begi n wor k experi e nce wi t h your mos t recent j ob. I ncl ude
t he co mpany s peci f i cs and yo ur res pons i bi l i t i e s - f oc us o n t he
s ki l l s you have i dent i f i ed as t r ans f er abl e .
8. Cont i nue t o l i s t al l of yo ur wor k e xperi e nce j ob by j ob
progres s i ng bac kwar ds i n t i me. Re member t o f oc us o n s ki l l s
t hat are t r ans f er abl e.
9. Summar i ze your educ at i on, i nc l udi ng i mport ant f act s
( degree t ype s pec i f i c co urs es s t udi e d) t hat are appl i c abl e t o
t he j ob you are appl yi ng f or.
10. I nc l ude ot her rel ev ant i nf or mat i o n s uch as l anguage s
s po ke n, co mput er progr ammi ng kno wl edge et c. Unde r t he
headi ng: Addi t i onal Ski l l s
11. Fi ni s h wi t h t he phr as e : REFERENCES Av ai l abl e upon
reques t
Your e nt i re res ume s houl d i de al l y not be any l onger t han
one page. I f you have had a number of year s of e xperi ence
s peci f i c t o t he j o b you are appl yi ng f or t wo pages are al s o
accept abl e.
12. Spac i ng : ADDRESS ( cent er of page i n bol d) OBJ ECTI VE
doubl e s pace EXPERI ENCE do ubl e s pace EDUCATI ON double
space ADDITIONAL SKILLS double space REFERNCES. Left al i gn
everyt hi ng e xcept name/ addres s .
Ti ps:
1. Use dynami c acti on verbs such as: accompl i shed, col l aborated,
encouraged, establ i shed, faci l i tated, founded, managed, etc.
2. Do NOT use the subject I, use tenses i n the past. Except for
your present job. Exampl e:
Conducted routi ne i nspecti ons of on si te equri pment.

X. How To Use a Computer in Class
The pri nci pl e i dea i s that the computer is treated as just
another-l earni ng tool . As such, the computer i s not the focus of the
l esson- effecti ve Engl i sh l earni ng i s.
Di ffi cul ty Level : Average Ti me Requi red: 45 mi nute
Heres How:
1. Sel ect t arget s t r uct ure or f unct i on by deci di ng what
s t udent s need t o f ocus on co ns i deri ng pas t l es s ons and f ut ure
goal s .
2. Se l ect co mput er mat eri al s t o be us e d: Are yo u goi ng t o us e a
program, t he I nt er net or maybe wor d proces s i ng? Choos e
j us t one .
3. Pl an t he l es s o n i n t he t ypi c al f our areas : war m- up,
i nt ro duct i o n of mat eri al s , cl as s wor k, s ummar y.
4. Di vi de t he co mput er s ec t i o n of t he l es s o n i nt o at l es t t wo
s ect i ons .
5. Make s ure t hat yo u pre pare t he co mput er be f ore yo u ent er
t he c l as s room. Thi s means l o adi ng t he comput er wi t h t he
chos en mat eri al ahe ad o f t i me.
6. Whe n you begi n t o us e t he comput er i n cl as s , remi nd
s t udent s t hat more e xperi e nce d co mput er us ers s ho ul d be
pat i e nt and hel p l es s e xper i ence d us es .
7. St udent s who are no t co mf ort abl e us i ng comput ers s houl d
be pl ace d wi t h s t ude nt s who are.
8. Have s t ude nt s wor k o n t he f i rs t t as k. Co mmuni c at i o n s houl d
be e ncour age d, as wor ki ng wi t h a co mput er i s a gre at t as k
f or convers at i o n.
9. Af t er t as k i s f i ni s he d, di s c us s s peci f i c l ang uage s ki l l s and/ or
obj ect i ves wi t h s t udent s .
10. Have s t ude nt s wor k o n s eco nd t as k and re peat t he above.
11. Us e t he co mput er as a s pri ngbo ar d f or di s c us s i on. For
exampl e, as k s t udent s t o expl ai n t o ot her s t udent s what t he y
have j us t read i n re adi ng co mprehe ns i o n.
Ti ps :
1. Keep f oc us e d o bj ect i ves i n mi nd. I t i s ext re mel y e as y f or
s t udent s t o begi n e xpl ori ng t he i nf i ni t e wor l d at t he i r f i nger
t i ps and t hat c an be co unt er product i ve .
2. Do n t i ns i s t t hat s t udent s who are not comf ort abl e wi t h
comput ers us e t he m. Let ot her , more co mput er s avvy,
s t udent s do mi nat e i f neces s ar y.
3. St ude nt s more co mf ort abl e wi t h t he co mput er s houl d be
s t rongl y di s cour age d f rom us i ng ot her res ources avai l abl e i n
t he progr am i t s el f , or i n ot her progr ams .