Tag Archives: ESOL

Download this FREE eBook Today: Travel English for Busy Travelers

Download this FREE eBook Today: Travel English for Busy Travelers

Travel English for Busy Travelers – Front Cover

David Ellis is an English teacher based in Japan who has been teaching English in the United States and Japan for over 20 years. He has written and published a wonderful eBook for teaching and learning English called Travel English for Busy Travelers.

Best of all – it’s absolutely free! Now, it isn’t everyday that such an interesting and useful teaching resource appears on our desk, so make sure you download your copy today!


Free download (epub, mobi/Kindle, pdf , etc.) of Travel English for Busy Travelers eBook on Smashwords:

https://www.smashwords.com/books/view/574638

Published: Sep. 03, 2015 / Words: 27,850 /Language: English / ISBN: 9781310624575


By the way, if you have any questions, you can contact David on Twitter: @DavidLS1

David Ellis, author or Travel English for Busy Travelers

David Ellis, author of Travel English for Busy Travelers

I caught up with David recently and asked him about the book:

What is the background to the book?

“As an English language teacher, I often ask myself how I can help my students become self-sufficient learners.  Many of my students in Japan are overly dependent on their teachers and feel they don’t know how to study independently.  I decided to write an eBook that my students and other students around the world could easily use for self-study.  Travel English for Busy Travelers is a beginner’s level eBook focusing on conversation practice, vocabulary development, and reading comprehension that’s full of self-study exercises with answer keys.

Why did you write your eBook?

“I have co-written several reading textbooks that have been used in Japanese universities. Recently, I have been teaching more and more English conversation classes, so I wanted to write a conversation textbook. However, I didn’t want to write a general conversation textbook. Out of all the classes I teach, I enjoy teaching travel English the most, so I decided to write an eBook that I could use in my travel English classes.

Free eBook - Travel English for Busy Travelers by David Ellis

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Why did you make the eBook free?

“First of all, I wanted the book to be free to download for my students to help them become more independent learners. Second, I hope to attract a larger readership.  I hope that more people will download a free eBook. I’ve done some writing for free magazines and university newspapers. I have enjoyed sharing my writing and curriculum with my students and friends this way. It’s interesting to get e-mail about the eBook from foreign countries. Usually, the sender of the e-mail is asking when the second level eBook will be released.

What are your publishing plans for the future?

“My teaching workload is getting busier, so it’s difficult to find time to finish the second book this year. I almost have the first half of the second book finished, so I will try to release a level 2A eBook by the end of this year. I hope to finish the second half of the next book sometime next year. I would also like to rerelease some chapters from my older reading textbooks that are going out of print. In Japan, most English textbooks have a rather short shelf life.

What are the most popular parts of the book?

“My favourite parts of the eBook are the reading passages on important topics for international travelers. Readers find the dialogues, the Appendix section on “Textese” (texting language), and YouTube videos to be especially helpful. Audio for the eBook is available on my YouTube channel: Travel English for Busy Travelers eBook – on YouTube

What other type of work do you do?

“I have proofread over ten books for vintage fashion writer and photographer Rin Tanaka. Rin has written some very successful vintage fashion books such as Harley Davidson: Book of Fashions, Schott: 100 Years of an American Original, XLarge: True OG Streetwear, and Wesco: Boots that Stand the Gaff.”

Free eBook - Travel English for Busy Travelers by David Ellis

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Thanks David! We really appreciate you sharing your eBook for free!

Summer Vocabulary Practice for ESOL Classes!

Summer Vocabulary Practice for ESOL Classes!

Here are 40 summer vocabulary words and phrases for ESOL and English classes. You can use them to create interesting vocabulary lessons with your English language students.

Check out some of the lesson plans that you can use with these cards here.

Direct download link:

https://purlandtraining.com/wp-content/uploads/2018/06/discussion-words-summer-pt.pdf

Summer Vocabulary Practice for ESOL Classes!
Summer Discussion Questions for ESOL Classes!

Summer Discussion Questions for ESOL Classes!

Ask and answer the discussion questions about summer with a partner or small group:

  1. How many seasons are there in your country? What is your favourite / least favourite? Why? Do you like summer? Why? / Why not?
  2. How is summer different from other seasons in your country? Compare them. What do you do in summer that you don’t do the rest of the year? Do you change your habits?
  3. How many days of holiday do you normally have in summer? Is it enough? Are you able to switch off and relax on holiday, or do you take your work with you, e.g. emailing?
  4. Do you prefer to have a long summer holiday, or several shorter breaks during the year? Do you think school holidays are too long in your country? How long are they?
  5. What kind of summer holiday do you prefer: seaside, lake, mountain, cruise, camping, fishing, city break, cultural break, adventure, desert, jungle, safari, etc.? Have you ever been on this kind of holiday? What did you think of it? Are there any that you wouldn’t like to try? Why not?
  6. Do you prefer to stay in your own country or go abroad? Why? Are you an “outdoorsy” person? Do you like to camp? Could you survive “in the wild” for two weeks without access to a cashpoint, shops, and restaurants? How would you cope if you got lost without a mobile phone?
  7. What is the best summer holiday you have ever had? What has been the most memorable place you have ever visited? Why was it? Have you ever spent the night in a tent, yurt, cruise ship, ferry, train, B & B, motel, or five-star hotel? Tell me a story about each place.
  8. Which hotel or resort would you recommend? Have you ever made friends with people on holiday, but not kept in touch? Tell me about them. Have you ever had any disasters on holiday? What went wrong?
  9. What special events happen in your town / country in summer (e.g. cultural or sporting)? Do you usually attend / take part? If yes, describe each event. If not, why not?
  10. What effect does summer have on your… a) mood, b) attitude, c) health, d) motivation, e) weight, f) relationships with those around you?
  11. What do you like to wear in summer? How does it make you feel? What kind of food and drink do you enjoy in summer? Is there anything you don’t eat or drink in summer? Why not?
  12. Are you a good cook? Do you like to ‘cook up a storm’ on the barbecue with friends, or avoid the hot weather altogether by staying indoors?
  13. What was summer like when you were a child? What can you remember? How was summer different to now? How did you fill the long summer holidays?
  14. How hot is too hot for you? When was the hottest / coldest summer you can remember? Is summer weather changing for better or worse? Is climate change having an effect?
  15. What is the best kind of summer music? Why do you like it? Have you ever been to a festival in summer? Have you ever been on a summer camp or a school exchange?
  16. Have you ever been travelling, hitchhiking, or worked your way around the world during summer? Why? / Why not? What is your dream trip? What are you planning for next summer?

Image: https://pixabay.com/

Teaching Blog: 3018 - Holiday on another Planet

Teaching Blog: 3018 – Holiday on another Planet

Teaching Blog - Holiday on another PlanetThis week most of my groups have worked with the topic of planning a holiday on another planet.

Procedure:

I projected the instructions above on the board (or wrote it on the whiteboard, depending on the classroom I was in) and informed students to take out their notebooks and pens and work in groups of three. I informed them that they would have to do a spoken presentation, with all students speaking, which would be assessed.

I told them: “The year is 3018!” I made a kind of swishing noise and waved my arms for a while. “You’re in the future!” I clarified. Generally the students laughed. They settled into their task.

Each 45 minute lesson split roughly into thirds, with 15 mins to do the register and set up the activity, 15 mins for SS (students) to prepare their presentations, then 15 minutes for the presentations. As they prepared I operated some sound effects on an app called myNoise (iOS / Google Play), which I played on my phone through a (hidden) Bluetooth mini speaker. The ‘Warp Speed’ sound effects were great – bleeps and whooshes and pulses that you might hear in a spaceship (or on another planet) – as far as I know, anyway!

I had fun by starting the sounds off low and then increasing the volume, to see how many SS – and who – would notice. When they looked up, I reduced the volume again or denied that there was any noise. Some SS were more aware than others. I feel it helped to set the ambience of a future-themed lesson about space travel.

About 15 minutes before the end of each lesson, the SS gave their presentations in groups and we clapped each group. I was pleased by how much imagination was shown and how much they had been able to achieve in just around 15 minutes prep time.

Extension ideas:

I did this lesson with ten of my groups and sometimes, due to the lower number of SS in a group, we had time for extension activities:

  • After a presentation: I asked the group some additional questions about what they had just said, e.g. ‘What colour was the alien? Describe him. Was it a him? How could you tell?!’ etc.
  • After we had heard all the presentations: if there was time, I switched on the sound effect of the spaceship/space noises again and asked the SS to close their eyes. I asked the group questions, e.g. what can you see? Where are you? What is happening? and so on. A little bit of a drama game.

What worked?

  • The sound effects app was quite amusing for me. I’m not sure all the SS appreciated it – or how many of them even noticed it above their (work-related) noise! When SS did notice the weird noises or ask about it, I pretended not to have heard it.
  • I’m not sure why, but lower-level groups seemed to respond better to this activity – with greater enthusiasm and more imagination. Maybe they didn’t overthink it, unlike some of the higher-level groups.
  • I asked them to work in groups of 3, in order to break up some established pairs and force them to work with different people. Some SS begged me to work in groups of 4, so I asked them why I didn’t allow it: ‘Because students will talk in pairs,’ said one person. Exactly, and if they work in groups of 4 there will be sure to be at least one, and probably two, students doing nothing, while the other two work.
  • SS learned new vocabulary, including ‘adventure’, ‘aliens’, and ‘dangerous’.
  • I noticed that some groups of 3 achieved more than others in the meagre 15 minutes that I allotted. Some presentations were fabulous, with really detailed scenarios, while others were more perfunctory, e.g. ‘On the way home there was a battle. The end.’ I guess this is to be expected in terms of differentiation, although some SS worked harder than others, in my opinion.
  • It was great, as always, to watch the SS working contentedly on the task – the ‘happy hum’.
  • This lesson structure is still working well: setup > preparation > presentation (see previous Teaching Blog posts). What is the lesson plan (above) in a nutshell?
  1. Give SS a clearly defined task with several objectives to fulfil, on a topic that is of interest to them.
  2. Give them a fair amount of time to work together in pairs or groups to prepare their response. Offer help and assistance as required, but let them get on with it. In English, as far as possible!
  3. SS show what they have done to T and the rest of the class.
  4. HW optional.
  • The content has to be interesting to them. When I planned this week’s topic last weekend I was originally going to ask them to talk about a normal holiday. Then I was playing with the new app and I noticed the space sounds and realised that a holiday in space would be so much more fun – and good for the imagination! Serendipity at work.
  • I enjoyed imagining the future along with the SS. They conjured up a time when intergalactic space flight is not only possible, but absolutely commonplace; when aliens and humans co-exist and intermarry on earth and on other planets, like Mars, Mercury, and their own made-up planets (e.g. ‘Unique Planet’ and ‘Princess Planet’, where some SS went to find out about the beauty effect of magic coconuts); when space travel can involve a ‘space tram’, ‘magic carpet’, ‘flying car’, or ‘a bike in the sky on the Milky Way’; when spaceships can break down, but be fixed; when humans can go on a rescue mission to the sun – which is being robbed of its heat by a dastardly heat-absorbing alien race… It takes just 15 minutes to get all these scenarios – and more – out of SS who are by no means at a high level in English. Bravo! I salute them. I smiled, I laughed, and I played weird sound effects.
  • I think that having the instructions on the board for SS to refer to at any time while preparing was a big help. It meant I didn’t have to keep reminding them of what to do. It was clear, once we had gone through it at the beginning. This time I included an image to help to stimulate the imagination.
  • Other positives: group work; variety of focus; not teacher-led lesson, but teacher-controlled; low teacher talking time; after doing this kind of lesson a few times the SS know more what is expected of them; SS take responsibility for their work and their marks; at the end of one of the lessons one student seemed genuinely surprised that it had gone so quickly (a great sign of engagement!): ‘Juz koniec?!’ (in Polish) = ‘It’s finished?!’

Challenges:

Challenges that are familiar from previous weeks with this lesson outline:

  • Getting SS to do the preparation stage in English is difficult – even with the highest level groups.
  • SS listening to each other during the presentations – this is getting a bit better.
  • Limitations of time – 45 mins to start, work on, and complete the activity, with no rollover to next lesson. I have to be very strict on the clock.
  • I’m concerned – as a teacher – that there is still little or no time for grammar correction, e.g. one group wrote: ‘My friend meet a very preaty girl, and now they have one kid.’ and ‘Adventures – Swimming with Delphin.’ (In Polish ‘dolphin’ is ‘delfin’.) Should I take in the work and mark it at home, then return it with written feedback? How helpful would that be? In the next lesson we don’t have time to return to the previous week’s lesson, because there is a new epic to be created. Focus on speaking becomes focus on writing and grammar? My job is to get them talking, but what about accuracy? Is this a speaking activity or a writing/grammar one? Can we have speaking and presentations without writing and grammar? Without writing, yes, but without grammar, no!

Image: https://pixabay.com/

BRAND NEW Infographic! How to Look and Sound More Confident

How to Look and Sound More Confident (FREE Infographic)

If you have a spoken presentation or exam coming up, you may want to read our latest infographic, which gives some great tips for improving your confidence and feeling great while speaking in public!

Click here to find out more!

 

Question Forms – Past Perfect

KIMDAEJEUNG / Pixabay

Rearrange the words in each sentence to make a question in past perfect tense.

Don’t forget to put a capital letter at the start of each sentence and a question mark at the end:

1. before had the going lights off you to all switched bed

2. since Road lived Jeremy in had 1989 Cromer

3. the out play their going pupils to completed had work before

4. John you left the got already had time home by

5. drunk half your somebody you from drink returned the when bathroom had

6. the made by call time his boss had appeared Liam phone a

7. school while a a ever still you had career at chef considered as

8. to gone phoned last bed had your them parents you just night when

9. had that seen already you movie

10. already meat out you the the been you cancelled bought before had
party found that had

Answers (no peeking!):

Question Forms – Past Perfect - Answers

Teaching Blog: Choosing Presents – Pair Presentations

Teaching Blog: Choosing Presents - Pair Presentations

Procedure:

  • Warmers – 10 mins (optional)
  • Preparing presentations – 15 mins
  • Giving presentations – 15 mins

Warmer 1: Follow the Clap.

After taking the register T randomly starts clapping slowly, then encourages SS to join in: ‘Clap with me!’ Then varies the speed – slower or faster. When everybody is clapping in time, T varies the timing and SS have to try to follow the clap. Then clap in time, then vary the timing and/or speed, etc. T asks: ‘What’s the point of doing this?’ SS: ‘To get us to focus’, ‘To get us to listen/watch’, ‘To get us to follow’. Let different SS lead the clap.

Warmer 2: Line Up.

SS make a long line against the wall. T asks them to line up in order of:

  • first name (A-Z)
  • height (shortest to tallest)
  • what time you went to bed last night (earliest to latest)
  • birthday (January to December)

SS give their answers in order. T can have short conversations.

Activity:

SS work in pairs. Tell them you are going to give each pair $1,200 (or in local currency). Put the instructions on the board (see image above). Run through the instructions; ensure everybody understands what they have to do; stress the aim is to hear a spoken presentation from each pair by the end of the lesson.

What worked:

  • It was a good opening gambit. SS were immediately interested when I said I was going to give each pair 4000 zl (Zloty) in cash! However, only one pair bought me a present! (A trip to Sydney, Australia.) I chose 4000 zl because it’s a good amount of money, but not a ridiculous amount – like five million pounds. You could give a different amount. Stress that SS have to spend all of the money (to the last penny) and that they can’t invest it. One pair wanted to invest all of their money in Bitcoin.
  • It was a nice challenge for SS to work in pairs and get the presentation ready in around 15 minutes, then present it. I repeated this lesson several times during the week with different groups and towards the end of the week I cut one then both of the warmers to allow more time for preparation and presentations.
  • It was a good ‘clockwork toy’ activity – set it up and watch them go! There was a good positive hum of activity from SS during the preparation stage. I allowed them to research prices online – on laptops and mobile phones. All SS were engaged. It was a relevant and motivating task. There was a nice element of wish-fulfilment for the SS – choosing presents with somebody else’s money.
  • Following on from last week’s lesson about the weather, I aimed to get them to use more English in the classroom, rather than L1 (Polish). I asked two of the higher-level groups to try to speak only in English during the prep stage as well as during the presentations. I monitored this and when I heard them doing it, it really felt like I was doing my job properly for the first time – getting them talking in English during the lesson. My challenge is to roll this out to all other groups, as far as possible, over the next few days and weeks.
  • After last week I aimed to use the same model, and it worked again: warmer -> pair research on PCs or mobile -> presentations.

Challenges:

  • When SS did their presentations, they would often present the information by rote, like this: ‘Person: my mum. Present: a scarf. Price: one hundred Zloty…’ and so on. They didn’t present the information in sentences, so it was not very interesting to listen to. As lessons went on I realised this and asked them to try to connect the data in sentence forms. Some of them did. I started promising to give them a better mark for their presentations if they used sentence forms. The model could be: ‘I would buy  [present]  for  [person]  at  [shop]  because  [reason], and I think their reaction would be…’
  • SS not listening to each other during the presentations. This is more of a behaviour issue. I’m thinking about how to improve this.
  • I hadn’t anticipated this problem, but many SS had trouble – while presenting – with saying longer numbers, for example, saying 1350 in words – ‘one thousand, three hundred and…’
  • SS giggling when presenting their work. For some it meant a lower mark. I hope the novelty of having to give presentations will wear off, and this be much less of a problem.
  • The biggest issue is that time is always against us. The lesson has to be delivered and done in about forty minutes. All feedback has to be given in those forty minutes too. Timing is so important. Next week there will be a new lesson to deal with. The bell rings and the SS rush off to think about another subject with another teacher. If we had an hour or ninety minutes we could have more time for preparation and time to address issues of sentence forms, numbers, and listening to one another… I wondered whether I should devote two weeks to one topic, but by next week the SS will have probably forgotten what we did. It’s the transferable skills that we can work on week-in, week-out – via different topics: working together, researching and preparing information, speaking in public, and listening to other people.

Worksheet-free Vocab Revision Activities

Worksheet-free Vocab Revision Activities

Worksheet-free Vocab Revision Activities
— Read on clareseltcompendium.wordpress.com/2018/03/07/worksheet-free-vocab-revision-activities/