HOW TO IMPROVE YOUR ENGLISH

Here are
some how to methods that can improve your English in four
skills, reading, writing, listening, and writing.

These are also

useful for instructors to stimulate learners to be interested in

English.
I . H o w To I m p r o v e You r E n g l i s h
Learning English (or any language for that matter) is a
p r o c e s s . You a r e c o n t i n u a l l y i m p r o v i n g y o u r E n g l i s h a n d t h e
following How to describes a strategy to make sure that you
c o n t i n u e t o i m p r o v e e f f e c t i v e l y.
D i f f i c u l t y L e v e l : Ave r a g e

Time Required: varies

H e r e s H o w :
1. Remember that learning a language is a gradual process-it
does not happen overnight.
2. Define your learning objectives early: what do you want to
learn and why?
3 . M a k e l e a r n i n g a h a b i t . Try t o l e a r n s o m e t h i n g e v e r y d a y. I t
is much better to study (or read, or listen to English news,
etc.) for 10 minutes each day than to study for 2 hours once
a week.
4. Rem em ber to make learning a habit! If you study each day
for 10 minutes, English will be constantly in your head. If
you study once a week, English will not be as present in
your mind.
5.

Choose

your

materials

well.

You

will

need

reading,

g r a m m a r, w r i t i n g , s p e a k i n g a n d l i s t e n i n g m a t e r i a l s .
6 . Var y y o u r l e a r n i n g r o u t i n e . I t i s b e s t t o d o d i f f e r e n t t h i n g s
each day to help keep the various relationships between
e a c h a r e a a c t i v e . I n o t h e r w o r d s , d o n t j u s t s t u d y g r a m m a r.
7. Find friends to study and speak with. Learning English
together can be very encouraging.

8. Choose listening and reading materials that relate to what

you are interested in. Being interested in the subject will
make learning more enjoyable-thus more effective.
9. Relate grammar to practical usage. Grammar by itself does
n o t h e l p y o u U S E t h e l a n g u a g e . You s h o u l d p r a c t i c e w h a t
y o u a r e l e a r n i n g b y e m p l o y i n g i t a c t i v e l y.
10. Move your mouth! Understanding something doesnt mean
the muscles of your mouth can produce the sounds. Practice
speaking what you are learning aloud. It may seem strange,
but it is very effective.
11.

Be

patient

with

yourself.

Remember

learning

is

process-speaking a language well takes time. It is not a

computer that is either on or off!
12.

Communicate! There is nothing like communicating in

English and being successful. Grammar exercises are goodhaving

your

friend

on

the

other

side

of

the

world

understand your email is fantastic!

13.

Use

the

Internet.

The

Internet

is

the

most

exciting,

unlimited English resource that anyone could imagine and it

is right at your finger tips.
Tips:
1. Rem em ber that English learning is a Process
2. Be patient with yourself.
3. Practice, practice, practice.
II. How to Develop a Class Curriculum
Planning the curriculum of a new ESL/EFL class can be a
challenge. This task can be simplified by following these basic
principles.
Difficulty Leve1: Hard

Time Required: A few days

H e r e s H o w :
1.

Evaluate

students learning

levels-are

they

similar

or

mixed?
2. Evaluate nationality makeup of class-are they all from the
same country or a multi-national group?
3. Establish primary goals.

4. Investigate the various student learning styles-what type of

learning do they feel comfortable with?
5. Find out how important is a specific type of English (i.e.
B r i t i s h o r Am e r i c a n e t c . ) t o t h e c l a s s .
6. Ask students what they perceive as being most important
about this learning experience.
7. Establish extra-curricular goals of the class (i.e. do they
want English for travel?).
8.

Tak e

time

to

investigate

what

teaching

materials

are

a v a i l a b l e t o m e e t t h e s e g o a l s . D o t h e y m e e t y o u r n e e d s ? Ar e
you lim ited in your choice? What kind of access do you have
to authentic materials?
9. Be realistic and then cut your goals back by about 30%-you
can always expand as the class continues.
10. Establish a number of intermediate goals.
11. L e t s t u d e n t s k n o w h o w t h e y a r e p r o g r e s s i n g s o t h e r e a r e
no surprises!
Tips:
1. Having a map of where you want to go can really help with
a number of issues such as motivation, lesson planning and
overall class satisfaction.
2.

Tim e spent thinking about these issues is an excellent

investment that will pay itself back many times over not
only in terms of satisfaction, but also in terms of saving
time.

3. Remember that each class is different-even if they do seem

alike.

I I I . H ow To I mp rov e You r P ron u n c i a t i o n

Pronouncing

every

word

correctly

leads

to

poor

pronunciation!

Good p ron un c iation com es f rom s tres s in g th e righ t w ords -th is is

b ecau s e E n g l i s h i s a t i m e - s t r e s s e d l a n g u a g e .
Difficulty Level: Hard

T i m e R e q u i r e d : Var i e s

H e r e s H o w :
1. Learn the following rules concerning pronunciation.

2. English is considered a stressed language while many other

languages are considered syllabic.
3. In other languages, such as French or Italian, each syllable
receives equal importance (there is stress but each syllable
has its ow n length).
4. English pronunciation focuses on specific stressed words
w h i l e q u i c k l y g l i d i n g o v e r t h e o t h e r, n o n - s t r e s s e d , w o r d s .
5. Stressed words are considered content words: Nouns e.g.
kitchen, Peter-(most)principle verbs e.g. visit, constructAdjectives

e.g.

beautiful,

interesting-Adverbs

e.g.

often,

c a r e f u l l y.
6. Non-stressed words are considered function words: Determiners e.g. the, aAuxiliary verbs e.g. am, were-Prepositions e.g. before, of-Conjunctions e.g.
but, and-Pronouns e.g. they, she.
7. Read the following sentence aloud: The beautiful Mountain
appeared transfixed in the distance.
8. Read the follow ing sentence aloud: He can com e on Sundays
a s l o n g a s h e d o e s n t h a v e t o d o a n y h om ew o rk i n t h e e v e n i n g .

Notice that the first sentence actually takes about the sam e
time to speak well! Even though the second sentence is
approximately 30% longer than the first, the sentences take
the same time to speak. This is because there are 5 stressed
words in each sentence. Write down a few sentences, or take
a f e w e x a m p l e s e n t e n c e s f r om a b o o k o r e x e r c i s e . F i r s t
underline the stressed words then read aloud focusing on
stressing the underlined words and gliding over the nonstressed

words.

Be

surprised

at

how

quickly

your

pronunciation improves! By focusing on stressed words,

non-stressed words and syllables take on their more muted
nature. When listening to native speakers, focus on how
those speakers stress certain words certain words and begin
to copy this.
Tips:
1. Remember that non-stressed words and syllables are of the
swallowed in English.

2.

Always focus on pronouncing stressed words well, nons t r e s s e d w o r d s c a n b e g l i d e d o v e r.

3.

Dont focus

on pronouncing each

word. Focus

on

the

stressed words in each sentence.

4.

Intonation and Stress: Key to Understanding and Being

Understood.

5 . Try t h i s s h o r t e x e r c i s e . S a y t h i s s e n t e n c e a l o u d a n d c o u n t
how many seconds it takes.
The beautiful Mountain appeared transfixed in the distance.
He can come on Sundays as long as he doesnt have to do any
homework in the evening.
Tim e required? Probably about 5 seconds.
Wai t a m i n u t e t h e f i r s t s e n t e n c e i s m u c h s h o r t e r t h a n t h e
second sentence!
Th e beau tifu l M ou n tain appear ed tr an s fixed in th e dis tan ce
He can come on Sunday as long as he doesnt have to do any
homework in the evening
You a r e o n l y p a r t i a l l y r i g h t !
This simple exercise makes a very important point about
h o w w e s p e a k a n d u s e E n g l i s h . N a m e l y, E n g l i s h i s c o n s i d e r e d a
stressed language while many other languages are considered
syllabic. What does that mean? It means that, in English, we
give stress to certain words while other words are quickly
spoken (some student say eaten!). In other languages, such as
French or Italian, each syllable receives equal importance
(there is stress, but each syllable has its own length).
M a n y s p e a k e r s o f s y l l a b i c l a n g u a g e s d on t u n d e r s t a n d w h y
E n g l i s h s p e a k e r s q u i c k ly s p e a k , o r sw al l o w, a n u m b e r o f w o rd s
in a sentence. In syllabic languages each syllable has equal
im p o r t a n c e ,

and

t h e ref o re

equal

t im e

is

needed.

English,

h ow e v e r, s p e n d s m o re t im e o n s p e c if i c s t res s e d w or d s w h i l e
q u i c k l y g l i d i n g o v e r t h e o t h e r, l e s s im p o r t a n t w o r d s .
L e t s l o o k a t a s i m p l e e x a m p l e : t h e m o d a l v e r b c a n .
When we use the positive form of can, we quickly glide over
the can and it is hardly pronounced.
They can come on Friday . (Stressed words underlined)

On the other hand, when we use the negative form cant we

tend to stress the fact that it is the negative form by also
stressing cant.
They cant com e on Friday.
As you can see from the above exam ple the sentence, They
cant come on Friday is longer than They can come on
Friday because both the modal cant and the verb come
are stressed.
So, what does this mean for my speaking skills?
Wel l , f i r s t o f a l l , y o u n e e d t o u n d e r s t a n d w h i c h w o r d s w e
generally stressed and which we do not stress. Basically,
stressed words are considered CONTENT WORDS such as.
Nouns e.g. kitchen, Peter
(most)principle verbs e.g. visit, construct
Adjectives e.g. beautiful, interesting
Adverbs e.g. often, carefully
Non-stressed words are considered FUNCTION WORDS such as
Determiners e.g. the, a, some, a few
Auxiliary verbs e.g. dont, am, can, were
Prepositions e.g. before, next to, opposite
Conjunctions e.g. but, while, as
P r o n o u n s e . g . t h e y, s h e , u s
L e t s r e t u r n t h e b e g i n n i n g e x a m p l e t o d e m o n s t r a t e h o w t h i s
affects speech.
The

beautiful

Mountain

appeared

transfixed

in

the

distance. (14 syllables)

He can come on Sundays as long as he doesnt have to do
any homework in the evening. (22 syllables)
Even though the second sentence is approximately 30% longer
than the first, the sentences take the same time to speak. This
is because there are 5 stressed words in each sentence. From
this

example, you

can see that you neednt worry about

pronouncing every word clearly to be understood (we native

s p e a k e r s c e r t a i n l y d o n t ) . You s h o u l d h o w e v e r, c o n c e n t r a t e o n
pronouncing the stressed words clearly.
Now, do some listening comprehension or go speak to your
native

English

speaking

friends

and

listen

to

how

we

concentrate

on

the

stressed

words

rather

that

giving

i m p o r t a n c e t o e a c h s y l l a b l e . You w i l l s o o n f i n d t h a t y o u c a n
understand and communicate more because you begin to listen
t o ( a n d u s e i n s p e a k i n g ) s t r e s s e d w o r d s , Al l t h o s e w o r d s t h a t
you thought you didnt understand are really not crucial for
understanding

the

sense

Stressed

the

key

are

or
to

making

yourself

excellent

understood.

pronunciation

and

understanding of English.

I V. Th e P rob l e m w i t h L i s t e n i n g i s
D o e s t h i s s i t u a t i o n s e e m f a m i l i a r t o y o u ? You r E n g l i s h i s
p r o g r e s s i n g w e l l , t h e g r a m m a r i s n o w f a m i l i a r, t h e r e a d i n g
com prehension is no problem , you are communicating quite
fluently, but: Listening is STILL a problem !
First of all, rem em ber that you are not alone. Listening
comprehension

is

probably

the

most

difficult

task

(noun=exercise, job) for almost all leamers of English as a

foreign language. So, now you know you are not alone! OK.
The most important thing it to listen, and that means as often
as possible. The next step is to find listening resources. This is
where the Internet really comes in handy (idiom=to be useful)
as a tool for English students. First you need to:
Download The RealPlayer from RealMedia.com The RealPlayer
allows you to listen to RealAudio and use the Internet like a
radio station. Once you have the RealPlayer you can begin to
listen to English as it is used in everyday life. The possibilities
a r e a l m o s t u n l i m i t e d . You c a n :
1 . L i s t e n t o Al l T h i n g s C o n s i d e r e d n e w s s t o r i e s o n N P R
2. Listen to interviews in English with your favorite stars,
business executives, computer specialists etc.
3. Listen to books and short stories read aloud Choose from
the classics, popular fiction, science fiction, philosophy and
many other categories.
Once you have begun to listen on a regular basis, you might
s t i l l b e f r u s t r a t e d ( a d j e c t i v e = u p s e t ) b y l im i t e d u n d e r s t a n d i n g .
What should you do?
Here is some of the advice I give my students:

1.

Accept the fact that you are not going to understand

everything.

2.

Keep cool (idiom=stay relaxed) when you do not understand

-even if you continue not to understand for a long time.

3. Do not translate into your native language (synonym=mother tongue)

4.

Listen for the gist (noun=general idea) of the conversation.

Dont concentrate on detail until you have understood the
main ideas.

I remember the problems I had in understanding spoken German.

In the beginning, when I didnt understand a word, I insisted on
translating it in my mind. This approach (synonym=method) usually
resulted in confusion. Then, after the first six months, I discovered
tw o extremely important fact; Firstly, translating creates a barrier
(noun=wall, separation) betw een the listener and the speaker
Secondly, most people repeat themselves constantly. By remaining
calm (adjective=relaxed), I noticed that-even if I spaced out
(idiom=not to pay attention) I could usually understand what the
speaker had said I had discovered some of the most important things
about listening comprehension:
Tra n s l a t i n g c r e a t e s a b a r r i e r b e t w e e n y o u r s e l f a n d t h e p e r s o n
who is speaking.
While you are listening to another person speaking a foreign
language

(English

immediately

in

this

case),

the

temptation

translate

into

your

native

is

language.

to
This

temptation becomes much stronger when you hear a word you

dont

understand.

understand

This

everything

is

only

that

is

natural
said.

as

we

H o w e v e r,

want
when

to
you

translate into your native language, you are taking the focus of
y o u r a t t e n t i o n a w a y f r om t h e s p e a k e r a n d c o n c e n t r a t i n g o n t h e
translation process taking place in your brain. This would be
fine if you could put the speaker on hold (phrasal verb=to
make

person

wait).

In

real

life,

h o w e v e r,

the

person

c o n t i n u e s t a l k i n g w h i l e y o u t r a n s l a t e . T h i s s i tu a t i o n o b v i o u s l y
l e a d s t o l e s s - n o t m ore- u n d e r s t a n d i n g . I h a v e d i s c o v e r e d t h a t
t r a n s l a t i o n l e a d s t o a k i n d o f b l o c k ( n ou n = n o m o vem en t o r
a c t i v i ty ) i n m y b r a i n w h i c h s om et im e s d o e s n t a l l o w m e t o
understand anything at all!

Most people repeat themselves. Think for moment about your

friends, fam ily and colleagues. When they speak in your native
tongue, do they repeat themselves? I dont mean literally
(adverb=word for word), I mean the general idea. If they are
like most people I have met, they probably do. That means that
whenever

you

listen

to

someone

speaking,

it

is

likely

(adjective=probable) that he/she will repeat the information,

giving you a second, third or even fourth chance to understand
what has been said. By rem aining calm , allowing yourself not
to understand, and not translating while listening, your brain
is

free

to

concentrate

on

the

most

important

thing.

Understanding English in English.

Tips
1. Listen to something you enjoy
Probably the greatest advantage about using the Internet to
improve your listening skills is that you can choose what
you would like to listen to and how many and times you
would like to listen to it. By listening to something you
e n j o y, y o u a r e a l s o l i k e l y t o k n o w

a lot more of the

vocabulary required!
2. Listen for Keywords
Use keywords (noun=principal words) or keyphrases to help
you understand the general ideas. If you understand New
Yor k , b u s i n e s s t r i p , l a s t y e a r y o u c a n a s s u m e ( v e r b = t o
take for granted, suppose) that the person is speaking about
a b u s i n e s s t r i p t o N e w Yor k l a s t y e a r. T h i s may seem obvious
to you, but rem em ber that understanding t h e m a i n i d e a w i l l
help you to understand the detail as the person continues to
speak.
3. Listen for Context
Lets imagine that your English speaking friend saysI
b o u g h t t h i s g r e a t t u n e r a t J R s I t w a s r e a l l y c h e a p a n d n o w
I can finally listen to National Public Radio broadcasts.
You d o n t u n d e r s t a n d w h a t a t u n e r i s . I f y o u f o c u s o n t h e
word tuner you might become frustrated. However if you
think in context (noun=the situation explained during the
conversation) you probably will understand. For example;

b o u g h t i s t h e p a s t o f b u y, l i s t e n i s n o p r o b l e m a n d r a d i o i s
obvious. Now you understand: He bought something-the
tuner-to listen to the radio. A tuner must be a kind of radio!
This is a sim ple example but it demonstrates what you need
to focus on: Not the word that you dont understand, but
the words you do understand.
Summary
It might seem to you that my ideas on how to listen
en cou rage y ou not to u n d ers tan d every th in g. Th is is ab s olu tely
correct. One hundred percent understanding is something to
work tow ards (phrasal verb=to have as a goal, a plan for the
future) and not to expect of yourself now. Listening needs a
g r e a t a m o u n t o f p r a c t i c e a n d p a t i e n c e . Al l o w y o u r s e l f t h e
luxury of not becoming nervous when you do not understand,
and you will be surprised by how quickly you do begin to
understand.
Listening often is most important way to improve your
listening skills. Enjoy the listening possibilities offered by
the Internet and remember relax
Come back next week for a reading comprehension quiz
b a s e d o n J o h n F. K e n n e d y s 1 0 9 6 1 i n a u g u r a l s p e e c h . D r o p
him a line (verb=to write to ) at esl.guide@about.com with
your ideas for further features and any questions you may
have.
Tea c h i n g C o n v e r s a t i o n a l S k i l l s - T i p s a n d S t r a t e g i e s
When employing role-plays, debates, topic discussions,
etc., I have noticed that some students are often timid in
expressing their viewpoints. This seems due to a number of
reasons:
1. Students dont have an opinion on the subject.
2. Students have an opinion, but are worried about what
the other students might say or think.
3. Students have an opinion, but dont feel they can say
exactly what they mean.

4. Students begin giving their opinion, but want to state it

in the same eloquent manner that they are capable of in
their native language.
O t h e r, m o r e a c t i v e l y p a r t i c i p a t i n g s t u d e n t s , f e e l c o n f i d e n t i n
their opinions and express them eloquently making the less
confident students more tim id.
P r a g m a t i c a l l y, c o n v e r s a t i o n l e s s o n s a n d e x e r c i s e s a r e i n t e n d e d
to improve conversational skills. For this reason, I find it
helpful to first focus on building skills by eliminating some of
the barriers that might be in the way of production. Having
been assigned roles, opinions and points of view that they do
not

necessarily

express

share,

their own

students

are

freed

opinions. Therefore,

from

this

can

having

to

focus

on

e x p r e s s i n g t h e m s e l v e s w e l l i n E n g l i s h . I n t h i s w a y, s t u d e n t s
tend to concentrate more on production skills, and less on
factual content. They also are less likely to insist on literal
translations from their mother tongue.
Implementing this approach can begin slow ly by providing
students with short role plays using cue cards. Once students
become comfortable with target structures and representing
differing points of view, classes can move onto more elaborated
exercises such as debates and group decision making activities.
This approach bears fruit especially when debating opposing
points

of

view. By

representing

opposing

points

of

view,

students imagination are activated by trying go focus on all

the various points that an opposing stand on any given issue
m a y t a k e . As s t u d e n t s i n h e r e n t l y d o n o t a g r e e w i t h t h e v i e w
they

represent,

they

are

freed

from

having

to

invest

e m o t i o n a l l y i n t h e s t a t e m e n t s t h e y m a k e . M o r e i m p o r t a n t l y,
from a pragm atic point of view, students tend to focus more on
correct function and structure when they do not become too
emotionally involved in what they are saying.
Of course, this is not to say that students should not express
t h e i r o w n o p i n i o n s . Af t e r a l l , w h e n s t u d e n t s g o o u t i n t o t h e
r e a l w o r l d t h e y w i l l w a n t t o s a y w h a t t h e y m e a n . H o w e v e r,
taking out the personal investment factor can help students
first

become

more

confident

in

using

English.

Once

this

confidence is gained, students-especially timid students-will be

more self-assured when expressing their own points of view.

V. H o w To I n c rea s e S p e c i f i c Voc a bu l a r y
Improving vocabulary skills requires constant attention. This
how to focuses on a basic strategy for increasing vocabulary
in specific subject areas through the use of a vocabulary tree.
D i f f i c u l t y L e v e l : Ave r a g e

T i m e R e q u i r e d : Var i e s

H e r e s H o w :
1. Choose a subject area that interests you very much.
2. W r i t e a s h o r t i n t r o d u c t i o n t o t h e s u b j e c t t r y i n g t o u s e a s
m any vocab u lary w ord s con cern in g th e s ub ject as pos s ib le.
3.

Using

your

introduction,

arrange

the

principle

ideas

concerning at the subject into a vocabulary tree.

4 . To c r e a t e a v o c a b u l a r y t r e e , p u t t h e s u b j e c t a t t h e c e n t e r o f
a p i e c e o f p a p e r.
5. Around the central subject, put the principle areas relating
to

the

subject.

Example-verbs,

descriptive

adjectives,

where, etc.
6. In each of th es e catego ries , w rite th e ap p rop riate vocab u lary.
If you n eed to, w rite s ub -catego ries .
7. Create the same vocabulary tree in your native language.
8 . You r n a t i v e l a n g u a g e t r e e w i l l b e m u c h m o r e d e t a i l e d . U s e
this native language tree as a reference point to look up new
words and fill in your English tree.
9.

Rewrite your introductory essay concerning the subject

taking advantage of the new vocabulary learned.

10.

To m a k e t h i s v o c a b u l a r y a c t i v e , p r a c t i c e r e a d i n g y o u r
essay aloud until you can present it by memory.

11.

Ask

friend

or

fellow

classmate

to

listen

to

your

presentation and ask you questions about the subject.

Tips:
1. Rem em ber that vocabulary goes from passive know ledge to
active know ledge-this means that you need to repeat a word
o f t e n b e f o r e i t b e c o m e s a c t i v e v o c a b u l a r y.

2. Be patient with yourself, it takes time for this for this

process to work.
3 . Try t o a l w a y s l e a r n v o c a b u l a r y i n g r o u p s o f w o r d s i n s t e a d
o f r a n d o m l i s t s . I n t h i s m a n n e r, w o r d s a r e r e l a t e d t o e a c h
other and are more likely to be rem em bered over the longterm.
L e s s o n : Voc a b u l a r y C h a r t s
Voc a b u l a r y c h a r t s c a n b e v e r y u s e f u l h e l p i n g s t u d e n t s w i d e n
their passive and active vocabulary based on related word
group

areas:

Typ i c a l l y ,

students

will

often

learn

new

vocabulary by simply writing lists of new vocabulary words

a n d t h e n m e m o r i z e t h e s e w o r d s b y r o t e . U n f o r t u n a t e l y, t h i s
technique often provides few contextual clues. Rote learning
h e l p s s h o r t t e r m l e a r n i n g f o r e x a m s e t c . U n f o r t u n a t e l y, i t
doesnt really provide a hook with which to rem ember new
v o c a b u l a r y. Voc a b u l a r y c h a r t s , o n t h e o t h e r h a n d , p r o v i d e t h i s
hook by placing vocabulary in connected categories thus
helping long term memorization. In this lesson, you will find
a printable vocabulary chart and a lesson outline focusing on
creating in-class vocabulary charts.
Aim: Creation of vocabulary charts to be shared around the class
Voc a b u l a r y c h a r t s c a n b e v e r y u s e f u l i n h e l p i n g s t u d e n t s
widen their passive and active vocabulary based on related
w o r d g r o u p a r e a s . Typ i c a l l y , s t u d e n t s w i l l o f t e n l e a r n l e a m
new vocabulary by simply writing lists of new vocabulary
w o r d s a n d t h e n m e m o r i z e t h e s e w o r d s b y r o t e . U n f o r t u n a t e l y,
this

technique

learning

helps

often

provides

short

term

few

contextual

learning

for

clues.

Rote

exams

etc.

U n f o r t u n a t e l y, i t d o e s n t r e a l l y p r o v i d e a h o o k w i t h w h i c h t o
r e m e m b e r n e w v o c a b u l a r y . Voc a b u l a r y c h a r t s , o n t h e o t h e r
hand, provide this hook by placing vocabulary in connected
categories thus helping long term memorization. In this
lesson, you will find a printable vocabulary chart and a lesson
outline focusing on creating in-class vocabulary charts.
Aim:

Awa r e n e s s

raising

of

effective

vocabulary

learning

techniques followed by vocabulary tree creation in groups.

L e v e l : An y l e v e l

Outline:
1. Begin lesson by asking students to explain how they go
a b o u t l e a r n i n g n e w v o c a b u l a r y.
2.

Explain the concept of short term and long term

learning and the importance of contextual clues for effective
long term memorization.

3.

Present the idea of creating vocabulary charts to help

s t u d e n t s l e a r n s p e c i f i c c o n t e n t r e l a t e d v o c a b u l a r y.

4. Distribute a copy of the example vocabulary chart.

5. Divide students into small groups asking them to create
vocabulary

charts

based

on

particular

subject

area.

Example: house, sports, the office, etc.

6. Students create vocabulary charts in small groups.
7. C o p y s t u d e n t c r e a t e d v o c a b u l a r y c h a r t s a n d d i s t r i b u t e t h e
c o p i e s t o t h e o t h e r g r o u p s . I n t h i s w a y, t h e c l a s s gen erates a
large am oun t of n ew vocab u lary in a relat ively sh ort am ou n t of
tim e.
E x a m p l e Voc a b u l a r y C h a r t .

E x a mp l e Voc a b u l a r y C h a r t

L e s s o n : Voc a b u l a r y Tab l e s
Voc a b u l a r y t a b l e s c a n b e v e r y u s e f u l i n h e l p i n g i n t e r m e d i a t e
to

advanced

students

increase

their

vocabulary

based

on

different forms of a particular word that is known to them.

This activity can be strengthened by having students base their
vocabulary tables on specific topics. By basing tables on
specific

topics,

students

also

improve

their

long

term

memory of related words. In this lesson, you will find an

example vocabulary table based on words related to making
music, specifically classical music, as well as a lesson outline.
Aim: Expanding vocabulary in specific contexts
Activity: Table creation providing verb, noun, adjective and adverb
forms of words.
Level: Best with advanced levels
Outline:
1. Begin lesson by asking students to explain how they go
a b o u t l e a r n i n g n e w v o c a b u l a r y.
2.

Explain the concept of short term and long term

learning and the importance of contextual clues for effective
long term memorization.

3.

Present the idea of creating vocabulary tables to help

students build on pre-existing vocabulary knowledge.

4. Distribute a copy of the example vocabulary table based on

classical music terms.
5. Divide students into small groups asking them to create
vocabulary

tables

based

on

particular subject

areas.

E x a m p l e : w o r k a c t i o n s , c h a r a c t e r, s p o r t i n g a c t i o n s , e t c .
6. Students create vocabulary tables in small groups.
7. Copy student created vocabulary tables and distribute the
c o p i e s t o t h e o t h e r g r o u p s . I n t h i s w a y, t h e c l a s s g e n e r a t e s a
large

amount

of

expanded

vocabulary

aw areness

in

relatively short am ount of time.

E x a m p l e Voc a b u l a r y Tab l e - C l a s s i c a l M u s i c
L e s s o n : Voc a b u l a r y Tab l e s

E x a mp l e Voc a b u l a ry Tab l e - C l a s s i c a l M u s i c
Ver b
melodize

Noun

Adjective

melody
melodious
melodeon
melodic
melodiousness
melodizer

Adverb
melodiously
melodically

harmonize harmony
harmonist
harmonization
harmonizer

harmonic
Harmonically
harmonious
harmoniously
harmonizable harmonistically
harmonistic

tune

tune
tunelessness
tunefulness

tuneful
tuneless

tunefully
tunelessly

sing

song, singer

singable

singingly

compose

composer
composition

compositional

perform

performance
performer

performable
performing

orchestrate orchestra
orchestral
orchestration
orchestrator

V I. Di ff e ren ces Betw een Ame ri can and Bri t i sh Engl i sh

While there are certainly many more varieties of English,
American and British English are the tw o varieties that are
t a u g h t i n m o s t E S L / E F L p r o g r a m s . G e n e r a l l y, i t i s a g r e e d t h a t
n o o n e v e r s i o n i s c o r r e c t , h o w e v e r, t h e r e a r e c e r t a i n l y
preferences in use. The most im portant rule of thumb is to try
to be consistent in your usage. If you decide that you want to
u s e Am e r i c a n E n g l i s h s p e l l i n g s t h e n b e c o n s i s t e n t i n y o u r
spelling (i.e. The color of the orange is also its flavour-color is
American spelling and flavour is British), this is of course not
always easy-or possible. The following guide is meant to point
out the principal differences between these two varieties of
English.
Use of the Present Perfect
In British English the present perfect is used to express an
action that occurred in the recent past that has an effect on
the present mom ent. For example:
Ive lost my key. Can you help m e look for it?
I n Am e r i c a n E n g l i s h , t h e f o l l o w i n g i s a l s o p o s s i b l e :
I lost my key. Can you help me look for it?
In British English, the above would be considered incorrect.
H o w e v e r,

both

forms

are

generally

excepted

in

standard

American English. Other difference involving the use of the

p r e s e n t p e r f e c t i n B r i t i s h E n g l i s h a n d s i m p l e p a s t i n Am e r i c a n
E n g l i s h i n c l u d e a l r e a d y, j u s t a n d y e t .

British English:
Ive just had lunch.
Ive already seen that film.
Have you finished your homework yet?
American English:
I just had lunch OR Ive just had lunch.

Ive already seen that film OR I already saw that film.

Have your finished your homework yet? OR Did you finish you
homework yet?
Possession
There are two forms too express possession in English. Have got
Do you have a car?
Have you got a car?
He hasnt got any friends.
He doesnt have any friends.
She has a beautiful new hom e.
S h e s g o t a b e a u t i f u l n e w h o m e .
While both forms are correct (and accepted in both British
a n d Am e r i c a n E n g l i s h ) , h a v e g o t ( h a v e y o u g o t , h e h a s n t g o t ,
etc.) is generally the preferred form in British English while
m o s t s p e a k e r s o f Am e r i c a n E n g l i s h e m p l o y t h e h a v e ( d o y o u
have, he doesnt, he doesnt have etc.)
T h e Ver b G e t
T h e p a s t p a r t i c i p l e o f t h e v e r b g e t i s g o t t e n i n Am e r i c a n
English-Hes gotten much better at playing tennis. British
English-Hes got much better at playing tennis.
Voc a b u l a r y
P r o b a b l y t h e m a j o r d i f f e r e n c e s b e t w e e n B r i t i s h a n d Am e r i c a n
English lies in the choice of vocabulary. Som e words mean
different things in the two varieties for example:
Mean:

(American

English-angry,

bad

humored,

British

English-not generous, tight fisted)

Rubber: (American English-condom, British, English-tool used
to erase pencil markings)
There are many more examples (too many for me to list here).
If there is a difference in usage, your dictionary will note the
different meanings in its definition of term. Many vocabulary
i t e m s a r e a l s o u s e d i n o n e f o r m a n d n o t i n t h e o t h e r. O n e o f
the

best

examples

of

this

is

the

terminology

automobiles.
American English-hood, British English-bonnet

used

for

American English-trunk, British English-trunk

American English-trunk, British English-lorry
Once again, your dictionary should list whether the term is
u s e d i n B r i t i s h E n g l i s h o r Am e r i c a n E n g l i s h .
Prepositions
T h ere are als o a few d if feren ces in p rep os ition us e in clu d in g t h e
following:
American English-on the weekend, British English-at the weekend.
American English-on a team, British English-in a team.
Am erican En gl is h -p leas e w rite m e soon , Britis h En glis h -p leas e
w rite to m e s oon .
Past simple/Past Participles
The following verbs have tw o acceptable form s of the past
s i m p l e / p a s t p a r t i c i p l e i n b o t h Am e r i c a n a n d B r i t i s h E n g l i s h ,
h o w e v e r, t h e i r r e g u l a r f o r m i s g e n e r a l l y m o r e c o m m o n i n
British English (the first form of the two) and the regular form
i s m o r e c o m m o n t o Am e r i c a n E n g l i s h .
burn burnt OR burned
dream dreamt OR dreamed
lean leant OR leaned
learn learnt OR learned
smell smelt OR smelled
spell spelt OR spelled
spill spilt OR spilled
spoil spoilt OR spoiled
Spelling
Here

are

some

general

differences

between

British

and

American spellings:
Wor d s e n d i n g i n - o r ( A m e r i c a n ) - o u r ( B r i t i s h ) c o l o r, c o l o u r,
h u m o u r, f l a v o r, f l a v o u r, e t c .
Wor d s

ending

in-ize

(American)-ise

(British)

recognize,

recognize, patronize, patronize etc.

The best way to make sure that you are being consistent in
your spelling is to use the spell check on your word processor
(if you are using the computer of course) and choose which

v a r i e t y o f E n g l i s h y o u w o u l d l i k e . As y o u c a n s e e t h e r e a r e
really very few differences between standard English and
s t a n d a r d Am e r i c a n E n g l i s h . H o w e v e r, t h e l a r g e s t d i f f e r e n c e i s
probably that of the choice of vocabulary and pronunciation.

V I I . H o w To Take Tes t s
Doing well on English examinations-or any examination for
that matter-depends not only on your knowledge, but also on
h a v i n g a g o o d s t r a t e g y.
Difficulty Level: all levels

Tim e Required: 20 minutes

H e r e s H o w :
1. Do not insist on completing each question before going to
the next. By insisting on completing each question you can
loose time and become nervous.
2.

If

possible,

go

through

the

entire

test

answering

the

questions you are sure you know.

3. Go through the test a second time working out the answers
to more difficult questions.
4. Once you have gone through the test twice, see if any of the
questions asked can help you answ er those really difficult
questions.
5. If you have a strong feeling about a question when you first
a n s w e r i t , d o n t g o b a c k a n d c h a n g e i t l a t e r.
6.

Play

the

odds:

If

you

dont

know

the

a n s w e r, w r i t e

something. In a 4 choice multiple choice question you have a

25% chance of being right.
7 . D o n o t c h e a t ! As k i n g a t e s t i s a s m u c h f o r y o u a s i t i s f o r
y o u r t e a c h e r. I f y o u c h e a t , y o u d o n t h e l p y o u r s e l f i n t h e
long run.
8. Do not translate from your mother tongue!
9. Dont block when listening
10. Limit yourself to what you know.
11. L o o k f o r t i m e s i g n i f i e r s w h e n h a v i n g t o c o n j u g a t e .
12.

Throw out the ridiculous answ ers in a multiple choice

question.

1 3 . D o n t t r y t o b e t o o f u n n y o r c l e v e r.

Tips:
1.

If

you

dont

know

an

a n s w e r, d o n t

worry

about

it.

Wor r y i n g a b o u t w h a t y o u d o n t k n o w c a n k e e p y o u f r o m
show ing what you do know.
2 . R e m e m b e r t h a t t e s t s n o t o n l y t o t e s t y o u r a b i l i t y, b u t a l s o
help you learn what you need to focus on to im prove your
English.
3. If you dont understand why you have made a mistake, make
sure to have the courage go ask the teacher why in a latter
session. Being embarrassed about mistakes will never help
you improve, so ask!
E f f e c t i v e Tes t : Tak i n g S t r a t e g i e s
S o o n e r o r l a t e r, m o s t s t u d e n t s a r e c o n f r o n t e d w i t h t h e
necessity of taking some form of English examination. These
tests include:
T O E F L ( Tes t o f E n g l i s h a s a F o r e i g n L a n g u a g e )
Cambridge Examinations (First Certificate, CAE, Proficiency)
University examinations
On the Job examinations
Examinations given by your teacher
As you have probably noticed, some students are more
successful than others when taking such an examination. Often
t h e m o r e s u c c e s s f u l s t u d e n t s a r e b e t t e r p r e p a r e d . H o w e v e r,
sometimes students who do well have better test taking skills.
These abilities really have nothing to do with understanding
E n g l i s h b e t t e r. T h e y a r e s t r a t e g i c s k i l l t h a t m a k e t a k i n g t h e
t e s t e a s i e r, a n d t h e r e f o r e p r o v i d e b e t t e r r e s u l t s .
Some General Guidelines
Here are some very important-and often ignored-guidelines to
t a k i n g a t e s t s u c c e s s f u l l y.
1. Do not insist on completing each question before going to
the next.
This is extrem ely im portant. If you spend a lot of time on
one question that you dont understand there can be tw o
negative outcomes:
2. Loosing time

Rem em ber one question may only be worth one point, if you
are not able to answer questions later because you have lost
time you could lose more points!
3. Becoming nervous
Becoming nervous can make you lose your concentration and
that leads to worse results.
4.

If

possible,

go

through

the

entire

test

answering

the

questions you are sure you know.

This results in your being more relaxed and feeling more
confident.
5. Go through the test a second time working out the answers
to more difficult questions.
Now you will feel more confident and this will im prove your
t e s t t a k i n g . H o w e v e r, r e m e m b e r n o t t o w a s t e t o o m u c h t i m e
on any one question.
6. Once you have gone through the test twice, see if any of the
questions asked can help you answ er those really difficult
questions.
This is a little used trick. Sometimes questions asked are
answ ered in later questions asking for different things. This
should not be tried until you have finished the test and have
some

time

remaining

to

try

the

questions

you

have

had

problems with again.

If you have a strong feeling about a question when you first
a n s w e r i t , d o n t g o b a c k a n d c h a n g e i t l a t e r.
Usually (but not always) a strong first impulse means we
know the answer and we dont really have to think about it too
much. Going back to think about it usually makes you unsure
a n d o f t e n c a u s e s a n e r r o r. T h i s i s v e r y c o m m o n s o b e v e r y
careful!
7. Play the odds
I f y o u d o n t k n o w t h e a n s w e r, w r i t e s o m e t h i n g . I f y o u a r e
answ ering 4 possibility multiple choice question you will
still have a 25% chance of being correct!
8. Do not cheat!!!
Tak i n g a t e s t i s a s m u c h f o r y o u a s i t i s f o r y o u r t e a c h e r. I f
you cheat, you dont help yourself in the long run.

V I I . H o w t o Wri t e a B u s i n e s s L e t t e r
T h e r e a r e m a n y d i f f e r e n t r e a s o n s f o r w r i t i n g a b u s i n e s s l e t t e r.
H o w e v e r, m o s t b u s i n e s s l e t t e r s f o l l o w s o m e g e n e r a l g u i d e l i n e s
as described below.
D i f f i c u l t y L e v e l : Ave r a g e

Time Required: 40 minutes

H e r e s H o w :
1. Use block style-do not indent paragraphs.
2. Include address of the person you are written to at the top
o f t h e l e t t e r, b e l o w y o u r c o m p a n y a d d r e s s .
3. After the address, double space and include date.
4. Double space (or as much as you need to put the body of the
l e t t e r i n t h e c e n t e r ) a n d i n c l u d e t h e s a l u t a t i o n . I n c l u d e M r.
For men or Ms for women, unless the recipient has a title
s u c h a s D r.
5. State a reference reason for your letter (i.e. With reference
to our telephone conversation)
6. Give the reason for writing (i.e. I am writing to you to
confirm our order)
7. Make any request you may have (i.e. I would be grateful if
you could include a brochure)
8. Close the letter with a thank you (i.e. Thank you for your
prompt help)
9 . F i n i s h t h e l e t t e r w i t h a s a l u t a t i o n ( i . e . You r s s i n c e r e l y. )
Include 4 spaces and type your full name and title
sing the letter between the salutation and the typed name
and title.
Tips:
1. Keep the letter brief and do the point
2.

Do not use shortened verb form s-write out (i.e. dont

instead of do not)

3. Alw ays keep a copy of correspondence for future reference

B u s i n e s s L e t t e r : Wri t i n g B a s i c s
The basics of good business letter writing are easy to learn.
The following guide provides the phrases that are usually
f o u n d i n a n y s t a n d a r d b u s i n e s s l e t t e r. B y u s i n g t h e s e s t a n d a r d

phrases, you can give a professional tone to your business

letter in English. These phrase are used as a kind of fram e and
i n t r o d u c t i o n t o t h e c o n t e n t o f b u s i n e s s l e t t e r s . At t h e e n d o f
this guide, you will find links to sites that give tips on the
difficult part of writing successful business letters-arguing
your business objective.
Business Letter Writing Basics
The Start
Dear Personnel
(use if you dont know who you are writing
D i r e c t o r,
to)
Dear Sir or Madam
Dear
M r.,
Miss or Ms

M r s , ( use if you know who you are writing to, and

have
a
formal
relationship
withVERYIMPORTANT use Ms for women unless
asked to use Mrs or Miss

Dear Frank

(use if the person

contact or friend)

is

close

business

The Reference
With reference to

y o u r a d v e r t i s e m e n t i n t h e T im e s ,
your letter of 23rd March,
y o u r p h o n e c a l l t o d a y ,

T h an k you for y ou r
letter of March 5 t h
The Reason
Writing

for

I am writing to
Requesting
Could you possibly?
I would be grateful if
you could
Agreeing to
Requests
I would be delighted to
Giving Bad News
Unfortunately
I am afraid that
Enclosing

enquire aboutapologize forconfirm

Documents
I am enclosing
Please find enclosed
Enclosed
find

you

will

Closing
Remarks
Thank you for help
Please contact us again if w e c a n h e l p i n a n y w a y.
There are any problems.
You h a v e a n y q u e s t i o n s .
Reference
Future.
Contact

to

I look forward to

hearing from you soon.

M e e t i n g y o u n e x t Tue s d a y.
Seeing you next Thursday.

The Finish

(If you dont know the name of the person

youre writing to)

You r f a i t h f u l l y

(If you know the name of the person youre

writing to)

You r s s i n c e r e l y ,

(If you know the name of the person youre

writing to)

Best wishes,
Best regards,

(If the person is a close business contact or

friend)

Here is a sample letter using some of the forms:

Kens Cheese House
3 4 C h a t l e y Ave n u e
S e a t l e , WA 9 8 7 6 5
Tel : ( 2 0 6 ) 4 5 6 8 9 6 7
Email: Kenny@cheese.com
Fred Flintstone
Sales Manager
Cheese Specialists Inc.
456 Rubble Road
Rockville, IL 8967756

D e a r M r. F l i n t s t o n e ,
W i t h r e f e r e n c e t o o u r t e l e p h o n e c o n v e r s a t i o n t o d a y, I a m
writing to confirm your order for: 120x
Cheddar Deluxe Ref. No. 856
P l e a s e c o n t a c t u s a g a i n i f w e c a n h e l p i n a n y w a y.
You r s s i n c e r e l y ,
Kenneth Beare
D i r e c t o r o f K e n s C h e e s e
House

IX . H ow To Wri t e R e s u me i n E n g l i s h
Writing a resume in English can be very different than in your
native tongue. The following how to outlines a standard resume
form at.
Difficulty Level: Hard
Tim e Required: 2 hours
H e r e s H o w :
1. First, take notes on your work experience-both paid and
unpaid, full tim e and part tim e. Write dow n your
responsibilities, job title and company information. Include
everything!
2.
Tak e n o t e s o n y o u r e d u c a t i o n . I n c l u d e d e g r e e o r
certificates, major or course emphasis, school names and
courses relevant to career objectives.
3 . Tak e n o t e s o n o t h e r a c c o m p l i s h m e n t s . I n c l u d e m e m b e r s h i p
in organizations, military service and any other special
accomplishments.
4. From the notes, choose which skills are transferable (skills
that are sim ilar) to the job you are applying for-these are
the most important points for your resume.
5. Begin resume by writing your full name, address, telephone
n u m b e r, f a x a n d e m a i l a t t h e t o p o f t h e r e s u m e .
6. Write an objective. The objective is a short sentence
describing what type of work you hope to obtain.
7. Begin work experience with your most recent job. Include
the company specifics and your responsibilities-focus on the
skills you have identified as transferable.

8. Continue to list all of your work experience job by job

progressing backw ards in time. Remember to focus on skills
that are transferable.
9. Summarize your education, including important facts
(degree type specific courses studied) that are applicable to
t h e j o b y o u a r e a p p l y i n g f o r.
10. Include other relevant information such as languages
spoken, computer programming know ledge etc. Under the
h e a d i n g : Ad d i t i o n a l S k i l l s
11. F i n i s h w i t h t h e p h r a s e : R E F E R E N C E S Ava i l a b l e u p o n
request
You r e n t i r e r e s u m e s h o u l d i d e a l l y n o t b e a n y l o n g e r t h a n
one page. If you have had a number of years of experience
specific to the job you are applying for two pages are also
acceptable.
1 2 . S p a c i n g : AD D R E S S ( c e n t e r o f p a g e i n b o l d ) O B J E C T I V E
d o u b l e s p a c e E X P E R I E N C E d o u b l e s p a c e E D U C ATI O N double
space ADDITIONAL SKILLS double space REFERNCES. Left a l i g n
everything except name/address.
Tips:
1. Use dynamic action verbs such as: accomplished, collaborated,
encouraged, established, facilitated, founded, managed, etc.
2. Do NOT use the subject I, use tenses in the past. Except for
your present job. Example:
Conducted routine inspections of on site equripment.

X. How To Use a Computer in Class

The principle idea is that the computer is treated as just anotherlearning tool. As such, the computer is not the focus of the lessoneffective English learning is.
Difficulty Level: Average Time Required: 45 minute
Heres How:
1. Select target structure or function by deciding what
students need to focus on considering past lessons and
future goals.
2 . S e l e c t c o m p u t e r m a t e r i a l s t o b e u s e d : Ar e y o u g o i n g t o u s e a
program, the Internet or maybe word processing? Choose
just one.

3.

Plan the lesson in the typical four areas: warm-up,

i n t r o d u c t i o n o f m a t e r i a l s , c l a s s w o r k , s u m m a r y.
4. Divide the computer section of the lesson into at lest two
sections.
5. Make sure that you prepare the computer before you enter
the classroom. This means loading the computer with the
chosen material ahead of time.
6. When you begin to use the computer in class, rem ind
students that more experienced computer users should be
patient and help less experienced uses.
7. Students who are not comfortable using computers should
be placed with students who are.
8. Have students work on the first task. Communication should
be encouraged, as working with a computer is a great task
for conversation.
9. After task is finished, discuss specific language skills
and/or objectives with students.
10. Have students work on second task and repeat the above.
11. U s e t h e c o m p u t e r a s a s p r i n g b o a r d f o r d i s c u s s i o n . F o r
example, ask students to explain to other students what they
have just read in reading comprehension.
Tips:
1. Keep focused objectives in mind. It is extrem ely easy for
students to begin exploring the infinite world at their finger
tips and that can be counterproductive.
2. Dont insist that students who are not comfortable with
c o m p u t e r s u s e t h e m . L e t o t h e r, m o r e c o m p u t e r s a v v y,
s t u d e n t s d o m i n a t e i f n e c e s s a r y.
3. Students more comfortable with the computer should be
strongly discouraged from using other resources available in
the program itself, or in other program s.