Tag Archives: learning

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!

Word of the Day - Startled

Word of the Day – Startled

From Next Step English on Twitter:

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!
FREE Video Class! Why Learn English with Music?

FREE Video Class! Why Learn English with Music?

Wondering how and why we should learn English with music? Watch this great video from Next Step English to get some invaluable tips!

You can view all of their videos here.

Further study:

What do you do when students NOOOOOOOOO! your lesson intro?

What do you do when students NOOOOOOOOO! your lesson intro?

So this happened to me on Monday. It was the last lesson of the day and I’d already enjoyed success with my ‘wonderful and imaginative’ lesson plan (my review) five times – including with a couple of difficult groups – and I was looking forward to winding down with the same lesson plan with a high-level group who are usually personable and intelligent people.

I took the register – about eight students were in attendance. It was too hot in the room; the blinds were down and the windows open to allow a meagre wisp of cool air to enter when it chose. I stood in front of the class and introduced the topic: ‘We’re going to discuss social networks!’

I was astonished to hear a chorus of ‘NOOOOOOOOO!’s from the students. Again, I repeat, my lesson plan involved starting with discussion in pairs about social networks. Not a grammar exercise. Not a review of present perfect, or – heaven forbid – future perfect. Not a spelling test, or a written composition ‘na ocena’ – ‘for a mark’. No, discuss social networks in pairs. I had chosen a topic that I knew my students (aged 14-15) were not only interested in, but absolute experts in. They didn’t know but my secret weapon for the second half of the 45-minute lesson was a Kahoot quiz where they were to answer true/false questions about social networks on their (normally forbidden) mobile phones.

‘NOOOOOOOOO!’

So what do you do when the students reject your (fun) lesson plan out of hand at the beginning of the lesson? ‘We want to go home!’

‘OK, but you can’t go home.’

‘We’re tired!’

‘We have to do the lesson.’

‘BRAAAGGHHH!’

‘OK, but this will be fun. Let’s try it.’

I persuaded them to discuss the simplified version of this set of questions, that I had written on the board. Then I led group feedback. IMHO it was interesting and they were more engaged and made some intelligent comment about social networks. (Although they refused to believe that they are, in fact, only ‘free’ with air quotes, as opposed to free without air quotes.)

Then they dropped the bombshell. I announced: ‘Now we’re going to do a quiz about social networks.’

‘NOOOOOOOOO!’

Again – a chorus of NOOOOOOOOOs. What part of my sentence provoked this reaction from the heart – from the belly – ‘NOOOOOOOOO!’ Was it the word ‘quiz’? Did they associate it with ‘test’ and ‘exam’? Did they still not believe, after months of evidence working together, that I only wanted to engage them with interesting and relevant content? I hurriedly put the quiz up on the whiteboard via the projector and asked them to get their phones out and log in with the Kahoot PIN. This kind of quiz is really fun because it’s interactive – you watch the quiz unfold on the big screen and participate by pressing the answer on your phone. I think it’s cool. My other groups had enjoyed it…

The real knockout blow for me came when the students were entering their screen name or nickname for the quiz. This appears on the big screen and everyone can see it, so there is plenty of potential for writing ‘naughty’ nicknames and getting a bit group laugh. In this case they didn’t use swear words (as other groups had done previously) but one student chose the nickname ‘chcę do domu’ – which means ‘I want to go home.’ Like a child in a pre-school or first class of primary school: ‘I want to go home.’

We did the quiz – all twenty questions – but the wind had been knocked out of my sails and I left the school after the lesson feeling a little sad.

How do you engage students who have rejected your lesson plan out of hand before they know what it is, because they want a ‘fun’ lesson – when actually your lesson plan IS the ‘fun’ lesson? (This is the key question for me, but it was too long to be the title of this post!)

How do you engage students who want to go home? ‘Wolny lekcja!’ – ‘free lesson!’ they chorused. They wanted to be allowed to sit and do nothing but chat in Polish for the last lesson of the day. I couldn’t allow that, but then I realised that maybe other teachers do. Can it be true? Perhaps they baulked at having to use thinking and speaking skills when they would have found it easier to answer a reading comprehension in the course book – which I’m briefed not to use in lessons. Did they think I would be a soft touch because my lessons ARE usually more fun and communicative – or because I’m a naïve foreigner? – so they thought they’d try their luck with getting a ‘free’ lesson?

In this blog post I don’t have the answers, just questions, so if you have any tips for how to deal with or avoid the NOOOOOOOOO!s I would be more than grateful!

Image: https://pixabay.com

Teaching Blog: Cartoon Stories - Pair Presentations

Teaching Blog: Cartoon Stories – Pair Presentations

Since last Thursday I’ve been teaching cartoon story lessons with my groups. You may want to try this lesson with your classes, so here’s what we did. If you do try it, please do let me know how it goes down!

Procedure:

I asked the SS (students) to work in pairs and take out their notebooks and pens. I drew a three-panel cartoon strip on the whiteboard (as in the image above). I deliberately chose something simple, with some drama (the “shocked” character in the middle) and some action (the character leaving). The SS were intrigued – to varying degrees! I drew the speech bubbles and asked the SS to think of the story and write the dialogue for the four speech bubbles. I encouraged them to consider:

  • the characters
  • their relationship
  • the situation
  • the expressions of the characters and what emotions they signified

After a few lessons I banned the students from using the topic of romance/love/relationships for their dialogues. Some SS asked “Why?” and I said, “Because it’s too easy.” The comic strip is rather leading in that direction. Many SS from the first groups used relationship tropes – as in “I’m leaving you…!” or “I’m pregnant! And it’s yours…!” – so when the SS had to think of something else they had to work harder, e.g. making the relationship between the characters daughter/father, brother/sister, student/teacher, customer/shop assistant, and so on, rather than romantic partners. This worked much better.

SS worked in pairs or, exceptionally, threes. After about ten minutes each pair came to the front to read out – or act out – their dialogues. (This was the presentation part.) Then I introduced the second exercise of the 45-minute lesson: I drew a series of three blank panels on the board and asked the SS to draw their own comic strip, with dialogue, and with a given topic – in the example above, Crime.

The SS had until the end of the lesson to complete this work. I monitored and checked the pairs (and threes) and collected in the work to mark it. The picture below, by Ola and Ania and reproduced here with their kind permission, was one of the best examples of SS’s work, from a class of 15 year-olds. In this case I had given the SS keywords to include in their comic, rather than a topic.

Extension ideas:

  1. Continue the story with further panels…
  2. Write the next part of the story…
  3. Use the same comic strip, but change the dialogue.
  4. Use the same dialogue, but change the pictures.

Observations

What worked?

  • I used this lesson with almost all of my eighteen groups this week, and it evolved over the course of the week. I had started off using an A4 handout with a much longer comic strip, which the SS had to complete and then present to the class. The strip in my picture above was, to begin with, just the warmer. Over time, I realised that 45 minutes wasn’t enough time to do everything and we were getting bogged down in spelling and grammar with the longer comic strip. My job is to get them talking, after all, not writing in class.
  • The concept of the lesson – writing and drawing comic strips – was engaging for most of the SS, even some of those who had been harder to engage in previous lessons, which was a nice surprise. It was a fun lesson with each group.
  • Neither you the teacher nor the SS need to be able to draw well to pull off this lesson. The goal is to get the SS speaking and doing the presentations. The artwork does not have to be pro standard! (See my example with stick people, above.)
  • It was great to do a lesson without any photocopying – once I’d ditched the original idea for the lesson. The lesson was easy to deliver, with no preparation and minimal resources: just a board and pens or chalk. The resulting work was easy to mark and give feedback on.
  • We were also able to explore topics like using humour in the cartoons and using our imaginations.

Challenges:

  • Some of the pairs tried to pass off very short dialogues, along the lines of “Hi!” “What?” “Don’t leave!” “Bye!” I didn’t accept these and asked them to redo it. A few of the pairs didn’t feel like producing anything.
  • Some students complained about their lack of creativity. One very bright fourteen year-old guy, with a good level of English, said: “But I’m not creative! What would you do?” I replied: “I would try my best.” The problem was that he was not prepared to try. In the end, he refused to do the activity, so he ended up with some extra written homework.
  • There’s a danger that this lesson becomes about writing skills and grammar/vocabulary, with dictionaries out in full force, when what I wanted most of all was to hear the SS speak.
  • There are still significant (I think) issues with the SS using L1 during the preparations stages and not listening to each other’s presentations. I got fed up with saying “OK! Listen, please!” before each presentation.
  • Some of the SS’s work was a bit, well, boring. Their story might be: “Let’s go to the shop.” “OK. I need to buy some bread.” At the shop: they buy the bread. Result: “Let’s have a sandwich!” “OK!” I encouraged them to include drama or humour in their stories by inserting a problem into the situation: “Let’s go to the shop.” “OK. I need to buy some bread.” At the shop: “Hey! The shopkeeper has overcharged us!” Or, at the shop: “Oh no! The shopkeeper is a dolphin!” … and so on.

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.
Teaching Blog: Meet the Conditional Family

Teaching Blog: Meet the Conditional Family

I invented the idea of imagining the four English conditionals as a family while working at a language school in Poland. I hit upon the idea of making each conditional one member of the family. The aim was to make learning the conditionals less abstract – and easier to understand – by showing the nature of each one, and so suggesting the kind of situations that students could use them in.

First conditional is the mum – practical and conscientious, busily focused on the short-term future of her family; second conditional is the teenage daughter – dreaming about the future and considering the best options in terms of studying, finding a boyfriend, getting a job, moving out of her parents’ home, and so on; third conditional is the middle-aged dad – dour and with his head in the past, thinking about what could have been if… if he’d made better decisions somewhere down the line, like if he had married Doreen – his first crush; finally, zero conditional is their young son, who is obsessed with learning new facts and with his reality in the here and now: ‘If I fall off my bike it really hurts!’

The five worksheets that resulted from these lessons with the Conditional Family represent a set of materials that I’m really pleased with. It was one of those cases when the end product was just how I had imagined it at the beginning of the project. You can download the worksheets below – they come complete with answer pages. There is also a podcast from around the same period (below), which may give some useful tips on teaching conditionals.

I guess I modelled the Conditional Family on the standard nuclear family: mum, dad, teenage daughter, boy. I gave them names for the worksheets. I took inspiration from my wife for Ferne Conditional (1st). She is certainly somebody who is very much focused on the here and now and the immediate future. She tries to organise everybody and she knows what is going on and when it should start and how long – exactly – it should last; on the other hand, it is impossible trying to talk to her about booking a holiday for six months’ time! I’m more like Herb Conditional (3rd) – thinking about the past and wondering what if… what if I had got that French A’Level? What if the teachers hadn’t kept going on strike at such a critical moment in my education? Becca (2nd) and Nero (zero) are a bit more stereotypical. You might find the whole family stereotypical – in which case you are welcome to create your own characters based on the conditionals. I suppose that from The Simpsons to Family Guy, via Modern Family and (in the UK) My Family we are used to the family stereotypes, and hopefully they help to make the point about each conditional in a way that a boring grammar lesson wouldn’t.

If you are really cool you could introduce Ferne’s older brother – uncle to the kids  – who is called Mick, and talk about the often baffling to students topic of Mick’s Conditionals – or, I should say, mixed conditionals. You know, the one where the first clause is past (e.g. past perfect from 3rd) and the second is would + infinitive (from 2nd). Something in the past affects the present or future. For example:

If I had remembered to bring the tickets we would be watching the play by now.

Why not get your students to design and draw a comic strip or create a role play / film using the conditional characters and their various situations? You could give a prize for the best one!

Here is the free stuff – hope you enjoy it! If you do, why not make my day by leaving me a message on Facebook and liking my page – and please don’t forget to tell your friends about PurlandTraining.com. Thanks. 🙂

Free podcast (MP3, 30 MB) – Get to Know… the Conditional Family:

Free worksheets (PDF):

Note: to download a PDF file, click the downward arrow at the bottom of each file

Get to Know… the Conditional Family 1

Get to Know... the Conditional Family 1

Get to Know… the Conditional Family 2

Get to Know... the Conditional Family 2

Get to Know… the Conditional Family 3

Get to Know... the Conditional Family 3

Get to Know… the Conditional Family 4

Get to Know... the Conditional Family 4

Get to Know… the Conditional Family – Your Ideas

Get to Know... the Conditional Family - Your Ideas