improve Your English Speaking and English Pronunciation Skills

My first piece of advice is not to get too hung up on trying to sound like a native speaker. Would you start learning the piano in an attempt to sound like Mozart? The first rule of speaking English is to learn to speak clearly and concisely and remember you won't just be speaking to native speakers: There are roughly 380 million native speakers out there, but as many as a billion people speak English as a second language, you do the math. Try to avoid using idioms and slang (I always say learn it, but don't use it). It might sound clever to say "You're barking up the wrong tree," but if you use it in the wrong situation, or if the other person simply doesn't understand you, you'll only look silly when you try to explain what you meant to say, or what it actually means. There's also a saying in English "Have you swallowed a dictionary?" It is applicable to anyone who uses long, complicated words when a shorter word will do. Short sentences are just as good (if not better) than long rambling explanations. The value in what you have to say is what you say, not how clever you look or sound when you say it. So it's a good idea to try to use simple, clear vocabulary, KISS - keep it short and simple, Here's a fun video that illustrates what I mean.

English speaking tips

Get over any fear you might have of making mistakes. You will make mistakes. Be patient with yourself. Learning any language can be frustrating, but frustration won't help you, so let it go. Grasp every opportunity you have to speak with people in English. Talk to friends who are also learning English. Go out together for coffee and only speak English to each other!

Read short stories out loud and try to see, say and hear the words to reinforce your memory. Record yourself and play it back later, how does it sound?

Find English speaking friends:

You might not be able to find any friendly native speakers where you live, but you can find English speaking people on the Internet! If you can't find anyone who'll actually help you, don't worry, you'll still be able to figure out if they can understand you.

Get onto Second Life. It's the one place I've found where you're guaranteed a conversation - it's an adult environment, and you won't always want to talk to the people you meet, but for every blood sucking vampire who asks if they can bite you, there are at least ten, nice people who just want to socialise. If you want a list of nice places to go, just contact me on the forum.

There are several internet based voice chat programmes out there: iVisit | Pal Talk | MSN Web Messenger |Yahoo! Messenger | Google Talk | Skype and I'm sure there are lots more.

Look for people with the same interests as you. It's no good asking everyone you meet to help you with your English, rather develop natural friendships based on your hobbies etc. Eventually you will make friends and they will be much more likely to give you correction / guidance.

Join an English club or conversation group. Around the world there are many English speaking clubs, these clubs aren't just for expats but for people interested in the English way of life. They can be friendly and fun. For a list of English clubs click here. Check magazines as well as your phone book, your local newspaper and your local university. Or if there isn't one in your area - start one! Place an advertisement in your newspaper for people interested in starting a group or go to Meetup.

Visit an Irish/English/Australian theme pub or British food shop, you can usually find one in the larger cities. Often, the waiters and waitresses come from Englishspeaking countries, the menu is often in English too!

Once your English is good enough, go shopping in some tourist areas. You'll find lots of shop assistants speak very good English.

If you can travel to an English speaking country, do it.

Singing
Try singing along to English songs. With friends or in the privacy of your own bathroom. Lots of the major games consoles have karaoke games nowadays, like Sing Star on the Playstation.

!On the internet :- You can speak to me on Skype or in Second Life (see the forum
calendar for times and dates) - you can also listen to or chat with other learners and native speakers there, or join one of the many social networking sites. They are all free, so there are no more excuses.

!On the network:- Use the pronunciation pages to improve your understanding. Use
my Voice Thread to practise tongue twisters, introductions etc.

!On this site:- You can find some karaoke resources and ideas on the learn English
through songs page.

!On the Network: You can find the words to some popular songs on the English
magazine.

Pronunciation skills
Accents really don't matter any more. You can spend a fortune and waste a lot of time trying to "get rid of" your accent, time and money that you could spend learning more English. So, unless you are up for a role in a film, don't worry about your accent too much. That said, people need to be able to understand you, so pronunciation and enunciation are important. Be playful. Mimic famous people, play with the different accents in films etc. I do a mean John Wayne.

Learn the phonetic alphabet.

List words that have the same sound add to the lists as you learn more words. For example words that rhyme with me:-

Work on one problem sound at a time. Read slowly concentrating on the pronunciation of particular words. Record yourself, keep the tape and record yourself later, have you improved? Don't be shy - ask a friend to listen to the tape too. Don't worry about sounding like a native, it is more important to speak clearly and pleasantly than it is to sound like the Queen of England - Even the Queen of England doesn't sound like she used to. The most important thing to think about is can people understand you? If you have a problem being understood then find someone who speaks English clearly and try to copy the way they speak. Pay particular attention to speed and enunciation. More English Learning Tips

New class of learners who have not met before Introductions:______Ask somebody you do not know about ... FREE TIME, TRAVEL & FUTURE PLANS

1. Hobbies and pastimes o with other people? o alone?

2. Friends and family o marital status o boyfriends / girlfriends?

3. Travel
o o

visits to countries and other UK towns? why this language centre?

4. Future plans - for example: o work or study o travel or romance?

OCCUPATION & EDUCATION

1. <ul 2. job responsibilities?</ul 3. 4. feelings about job?

5. Study
o o

recent studies? feelings about these?

IMPRESSIONS OF ENGLAND

1. Their arrival: feelings about England and English people? 2. Host family o the rooms they live in? o how they eat & live?

3. Differences between the town they are in now and their home town? _for 'old students' to find out about 'new students' Introductions:______"Could you tell me..."

Ask a new student to tell you

1. his / her first name and surname - its origin and meaning if any. 2. his / her marital status. 3. where he / she was born and where he / she lives now.

4. what kind of home he / she lives in and who he / she lives with.

5. how long he / she has been learning English. 6. why he / she decided to learn English at this school. 7. which other subjects he / she has studied recently if any.

8. what jobs he / she has done or he / she is planning to do.

9. what interests he / she has - hobbies, entertainment and sport. 10. which types of people he / she most likes to have as friends.

11. which countries and towns he / she has visited. 12. which places he / she is planning to visit in Britain.

13. if his / her life-style is typical of his / her country.

14. his / her first impressions of the English town and English people. 15. his / her first impressions of the language centre, its students and teachers. _for 'new students' to learn from 'old students' Introductions:______"Please tell me..."

Ask an old student to tell you ....

1. how long they have been at the language school.

2. who they talk to at coffee break and in what language.

3. how many students they speak to from countries other than their own.

4. where they eat at lunch break and who they go with.

5. what they like doing after school

6. what they do in the evenings o where they go o who they go with.

7. the places they have visited at weekends.

8. where to find a post office and the cost of a letter to their country.

9. the best place to change money or use a cash machine.

10. where to go to have a haircut.

11. where to catch buses to the town centre and trains to London and the fares.

12. which travel cards & tickets to buy for cheap bus and train travel.

13. where to find o a good travel agency for cheap flights o where to find a chemist's.

14. the best shops to go to for good quality clothes at reasonable prices.

15. the shops where they can buy books and cassettes for learning English.

16. the places to go for swimming, bowling, squash, badminton and tennis.

for students to learn information about their teacher Introductions:______"I'd like to know..."

Ask your teacher to tell you ....

1. his / her first name and surname - its origin and meaning if any.

2. where he / she was born, where he/she went to school and university.

3. how long he / she has been a teacher.

4. which age groups he / she has taught.

5. in what types of institution he / she has taught.

6. in which countries and towns he / she has taught.

7. which other subjects he / she has taught if any.

8. what non-teaching jobs he / she has done if any.

9. what other jobs he / she is qualified to do.

10. what interests he / she has outside teaching.

11. which types of student he / she most likes.

12. if his / her life-style is typically English. (Watch out for Scots!)

13. what kind of home he / she lives in and who he / she lives with.

14. where he / she usually shops and what he / she usually buys.

15. where he / she goes for recreation and entertainment.

_for students to complete in writing during the second week of a course Written introductions:______information about yourself

A Profile of:_____________________from:___________
Introduce yourself

1. 2. 3. 4. 5.

Age National background Town / City Occupation Interests

Reasons for coming to this town & this school:

Impressions of the town and the school: 1. What the UK, the town and the school offer 2. British people 3. Other students

The kinds of things you do at school: 1. The course & the teachers 2. Your progress 3. Social relationships

Life in your English family: 1. 2. 3. 4. The people Their home Their food Their standard/way of living

Out of school activities in & around town 1. What you do during weekdays 2. Weekends in town

Trips and excursions in the UK: 1. Places visited 2. Your activities 3. Your impressions

Index | Home Page | Back | Next ______Examples (1) Written introductions:______by ESL students after their third week in Brighton

A Profile of Eva from Spain

My name is Eva. I come from Seville in Spain. I am 22 years old. I am now a student. I finished my studies as a secretary before coming here and when I leave I hope to find work. My current interest is in studying English. I need to learn everything about the language since it is very important for my future, especially as I hope to get a good job.

Living in an English family is the best way to get a lot of speaking practice and to have your mistakes corrected. I came to Brighton because a friend of mine recommended it to me. She came here last year, had a very nice time and learnt a lot at the school. At the moment, I have a good impression of both the town and the school.

I like the system of learning and the classes are varied. I think that the school has a lot to offer, for example there are different excursions, for each day of the week. The social programme is important because one of the best ways to learn English is to talk to students from different countries, to listen to their ideas, to tell them what you think and to compare your thoughts and feelings. In this way, it is possible to improve your vocabulary.

I am happy in the school, because the students are pleasant and everyone gets on well together. For example, on Friday, we usually go to the cinema and on Saturday we either go to London, stay in Brighton or go on some other excursion together. On weekdays, we do a variety of things in our classes. We learn grammar, vocabulary and we try to improve our comprehension by listening to cassettes. I like the teachers because they are methodical and I feel that each day I am making progress. Of course, I always study and do my homework!

I am very happy in my host family because they are pleasant with me. Their house is comfortable and I feel at home there. I enjoy the food - the only problem is the different meal-times, though I expect I'll get used to them. They share part of their time with me and we talk about my day at the school and the things I do after school.

A Profile of Loli from Mexico

I am nineteen years old and come from Mexico City. I am still at Secondary School. When I return to Mexico, I am planning to study International Relations because I'd like to work in a Travel Agency or something like that.

I came to Brighton because I'd rather study British English than American English. In Mexico, I was able to select between Cambridge and Brighton. I preferred Brighton to Cambridge because it is by the sea and nearer to London. At first, I was studying in another school but I wasn't making much progress. I then spoke to my landlady and she recommended the English Language Centre.

I'm so happy in the UK. I love the buildings, the streets, parks and the city of London. I think everything here is beautiful. The people aren't bad, like the food! I've met some

very kind people at the ELC.

In my opinion, the courses are very good and the teachers also have a lot of experience. I think that my English has got better since I've been here. I've got to know people from different countries and I like being with them. Sometimes we go out altogether, but sometimes people just stay with people from their own country.

On weekdays, I go to aerobics and study for about one hour after school. I also go to have a cup of coffee with some friends and we play pool. In the evenings, I go to the disco three of four times a week. I like walking around Brighton because I like looking at the shops and I think there are a lot of strange people.

I've been to London, Cambridge, Oxford and Canterbury. In London, I've visited a lot of museums, the Houses of Parliament etc. I love London. In my opinion, it's the most exciting place to visit, though the other places are also beautiful.

Index | Home Page | Back | Next ______The Present Simple - every day habits and routines
a. Where _ _ _ _ _ live? Roland lives in Fagersta in Central Sweden. He works for Avesta Sandvik Tube Ltd.

b. When _ _ _ _ _ _ _ _?

He usually gets up at six o'clock. He often goes jogging and sometimes goes for a swim

c. What _ _ before work?

before work.

d. When _ _ usually _ _ ?

He usually starts work at eight o'clock, but on Tuesdays he starts at seven and finishes at

e. What _ _ _ _ Tuesday?

four. He has an English lesson every Tuesday at a quarter past four.

f. What _ _ _ _ _ _ job?

Roland is a computer programmer. He works for forty hours a week in the company's

g. How long _ _ _ _ week?

computer department.

h. Why _ _ _ _ _ _ job?

He likes his job because he feels free. In his company, there is a system of

i. What _ _ _ _ _ _ mean?

flexi-time. This means that he can choose when he wants to start and finish work.

j. What _ _ _ interests?

Roland also has many interests. In the

spring, he goes cycling every Sunday. In the summer, he goes canooing on a lake just k. What _ _ _ the autumn? outside Fagersta. He doesn't like the autumn weather. In the autumn, he stays at home and l. Which _ _ _ _ season? reads and watches television. Winter is his favourite season. In the winter, he puts on m. How far _ _ _ in the winter? his skis and travels for many Swedish miles along the tracks in the forests near his home.

n. What sort _ _ _ _ _ _?

Roland is a very active person. He works quite hard and spends a large part of his free

o. How hard _ _ _ _ _ _ ?

time with his wife and their two children who enjoy many of the same interests.

p. How _ _ _ free time?

How about you?

a. Where do you live? b. When do you usually get up? c. What do you usually do before work? d. When do you usually start work? e. What do you usually do after work? f. What is your job or occupation?

j. What are your interests? k. What do you do in the autumn? l. What is your favourite season? m. Do you like the winter? ....What do you do then? n. What sort of person are you?

g. How long do you work each week? h. Do you like your job? i. Why do you like it? or Why don't you like it?

o. How hard do you work? p. How do you spend most of your free time? ...Who with?

Index | Home Page | Back | Next ______The Present Simple - daily routines and likes & dislikes Present Simple: every day

Hazuki is a waitress from Nagoya in Japan. She serves food and drink in a motorway restaurant just outside the city. She has a tiring job. She stands and walks. Hazuki gets up between ten and eleven o'clock every morning and starts work at four o' clock in the afternoon. The restaurant is very busy in the evenings. Men and women from important Japanese companies (Nissan, Toyota, Sony, Hitachi) have dinner with their customers and friends. Hazuki works very quickly, but she is always very polite. She is never rude to her customers.

She finishes work at ten o'clock and arrives home at eleven o'clock at night. Then she phones her friends in different Japanese cities. She doesn't go to bed at eleven o'clock. She sometimes goes to a disco - about once a week, but she usually watches television. She often goes to bed between two and three o'clock in the morning.

Present Simple: likes & dislikes

Juan Carlos is a friendly Spanish gentleman. He works as a State Administrator in Valencia. He has a very responsible job. He needs good information to do his job well. Juan Carlos also likes to have good information when he is buying food. He likes cooking, but he also wants to know where the food comes from and what is in it. He doesn't like food grown with a lot of chemicals and pesticides. He hates meat factories and highly processed food. Many people eat the American diet of hamburgers, a lot of sugar and salt, animal fat and white bread. Juan Carlos prefers organic fruit and vegetables and whole food cereals. <br< p="">
HAZUKI JUAN CARLOS

1. Where ...... from? 2. What .........do? 3. Has ..... easy job? 4. Does .... sit in an office? 5. When ............ up? 6. When ........... work? 7. Is .. empty in the evenings?

16. What ......... nationality? 17. What .......... job? 18. Has ... a good job? 19. Does ....... information? 20. What ........ like doing? 21. What ........ want to know? 22. Does ......... pesticides?

8. Who ........... serve? 9. Does ........... slowly? 10. Is ......... sometimes rude? 11. When ........ arrive home? 12. Who ........... phone? 13. Does ........ to bed early? 14. What ........ usually do? 15. Why ............... between two and three o'clock in the morning?

23. What .... many people eat? 24. What ........... prefer?

</br<> Index | Home Page | Back | Next ______Talking about future plans
Question Forms Future times

1. What are you doing ...

during the coffee break? after school today?

2. What are you going to do ...

at lunch-time? this evening? tonight? tomorrow morning? tomorrow afternoon after school? tomorrow evening?

on Friday evening? this weekend? this Saturday? next Saturday afternoon? after this course? next month?

Answers:
I'm + CONTINUOUS FORM I'm + going to + BASE FORM

Seeing watching Washing Meeting Phoning Visiting Playing Painting Driving Cleaning Tidying

going to see going to watch going to wash going to meet going to phone going to visit going to play going to paint going to drive going to clean going to tidy

studying Kissing writing (to) listening (to) entertaining talking (to) having a meal (with) having a dinner (with Inviting Cooking changing
What are you doing on Wednesday evening?

going to study going to kiss going to write (to) going to listen (to) going to entertain going to talk (to) going to have a meal (with) going to have a dinner (with) going to invite going to cook going to change

Now make plans for all the evenings next week from Sunday to Saturday, but leave two free evenings when other people can make plans for you! Also make plans involving two other students in the class. Ask the other students what they are doing on the days when you have made plans for them. They may tell you that they are doing something else. If you are lucky, they may be free and you will have a date.

Index | Home Page | Back | Next ______Talking about the past (Part 2) - looking back at events and happenings

What was your favourite decade?

Student A:______ What was your favourite decade?

Student B:______ My favourite decade was the 60s. Student A:______ What would you like to talk about 1. 2. 3. 4. 5. 6. 7. 8. yourself, your family, your school / college / job, travel or holidays, sport, music, fashion or politics? [ Choose THREE topics ] Student B:______ Myself, music and politics. Student A:______ O.K. What happened to you in the 60s? Student B:______ I fell in love for the first time in my life? Student A:______ Did you stay together? Student B:______ No, we didn't. She left me. Student A:______ That's a pity! What happened in music in the 60s? Student B:______ Many pop groups from Liverpool became very famous. The Beatles had many hit records: She Loves Me, Yesterday etc. Student A: ______They were great hits! What happened in politics in the 60s? Student B: ______At the beginning of the 60s, John F. Kennedy became President of the United States, but he died ______________ in 1963. Lee Harvey Oswald shot him. Someone also shot his brother, Robert Kennedy, in 1968 ______________ and someone also shot Martin Luther King, the black civil rights leader. At the end of the 60s, the war ______________ in Vietnam became very bad. Many people died. Nixon became President and Neill Armstrong landed on the moon.

Use the same dialogue to talk about your favourite decade, but change the information!

Mixed verb tenses: role play - imagining you are a different person in a different place You are a different person. You have a different country, a new nationality and a new name. Imagine you are in a different place and that you have a different occupation. You are not in the classroom. You are not a student of English. Now, ask and answer these questions: 1. Where are you? [For example: in a cinema, on a mountain, at home] 2. Where have you just come from? [For example: from home, from work, from the shops] 3. What were you doing there? [For example: I was washing, I was typing] 4. How are you feeling? [If "happy" or "sad", ask: "Why?"] 5. Where are you going to next? 6. What are you going to do? 7. What's your nationality? [Give your new nationality] 8. What's your name? [Give your new name] 9. What's your marital status? [single, married, separated, divorced, widowed] 10. Have you any children? [If so, what are their names and ages?] 11. Who do you live with, if anybody? 12. What's your job? 13. What are your plans for the future? 14. What are the biggest problems in your life?

15. What do you do in your free time? 16. Are you

an optimist or a pessimist? religious or agnostic? conservative or socialist? hard-working or lazy? extrovert or introvert? healthy or unhealthy?

Follow-up activity
The teacher plans an informal party and puts some soft music on. The students circulate freely introducing themselves to the other guests, but still taking the role of another person. After ten minutes, the party comes to an end. The students report back on three people they have met, using their false or different identities.

Index | Home Page | Back | Next ______Adverbs of manner and frequency - likes and dislikes 1. What sort of music do you like? pop, rock, heavy metal, jazz, blues, folk, count, disco, dance, karaoke, 60s, 70s, 80s or 90s music?

2. Can you play [ rock music ] ? Can you sing [ karaoke] ?

3. How well can you play / sing [ 60s music ] ?

very well quite well satisfactorily not very well rather badly very badly.

4. How often do you listen to / play / sing [ 60s music ] ?

all the time most of the time quite often sometimes occasionally every day usually every day fairly often some days on occasions not very often rarely hardly ever scarcely ever never not often seldom barely ever almost never once a day twice a day three times a day once every 2 days a week a year / a month twice every 3 days once a fortnight

Adverbs of degree and reason - likes & habits 5. What type of books or films do you like?

works of fiction or non-fiction? true events, biographies, stories or documentaries? cowboy, police, crime, detective, war, adventure, sea, horror, science fiction, space, romantic, sex, or thrillers? American, British, French, Italian, Japanese, Spanish, Taiwanese books or films?

["How often do you read / watch them?" "What do you think about them?"] I think [war films] are bad!

6. How much do you like them?

very much a lot quite a lot not very much not at all

I don't like [X] as much as [Y]. I like [Y] more than [X].

7. What sort of games and hobbies do you like?

tennis, ping pong, squash or badminton? golf, swimming, jogging or aerobics? pool, snooker, billiards or ten pin bowling? boxing, body-building, karate or judo? driving cars, riding motorbikes or horse-riding? playing cards, walking, shopping, painting or drawing? acting, singing or photography?

["How well can you..?" "How often do you..?" "How much do you like them?" ]

8. What sort of men and women do you like?

tall, short, of medium height, fat, slim, of medium build? hard-working or lazy? noisy or quiet? happy or serious? extrovert or introvert? casual or well-dressed? rich or poor? strong or weak? practical, clever, intelligent or academic? active or lively? professional, working-class or middle-class? musical, romantic, imaginative, artistic? untidy or well-organized? handsome, good-looking or beautiful? [ "Why do you like them?" Because they are ........ Because I like people who are .....]

Connectors
Join the two sentences to make ONE sentence, using AND, SO, BECAUSE, BUT or OR.

1. I could not go out last night. I was too busy. 2. I could not go with my friend. My friend went without me. 3. My friend went to the cinema to see a film. The film wasn't very good. 4. The cinema was full of people. They were all smoking. 5. I like people. I don't like smoke. 6. Do you want an orange juice? Would you like a beer? 7. It was my birthday. He didn't send me a card. 8. I didn't write to him. He didn't write to me. _____________________________________________________________________ _____

Your title

_____________________________________________________________________ _____ Mary could not go out with me ________ I invited Anne instead. Anne was very happy to accept my invitation __________ the film was very popular. Anne and I had a good time ________ next day Mary was very angry. "Do you love me _______ do you love Anne?" she asked me. "I like both you _______ Anne," I answered. "Look!" said Mary. "Either you go out with me ______ you go out with Anne. You can't love both me ________ Anne at the same time." "Why not?" I answered. "___________ it's not fair." I asked Mary if she would go out with me tonight ________ she said that she had a new boyfriend __________ didn't want to see me again ________ I didn't really love her. I phoned Anne ___________ she said she was busy ________ now I'm alone.

Index | Home Page | Back | Next ______Adjective comparison: practised through letter-writing Use the adjectives from the list (below) in the right form to fill the 15 gaps

Koyoko Car Company, Saitama, Japan. Mr James Austin, Marketing Manager, Power Car Factory, 13 One Way Street, Brighton Dear Mr Austin, I have just read your recent advertisement in The Times and I wish to correct your description of Japanese cars. I am happy to tell you that Japanese cars are [1] _ _ _ _ _ _ than English cars in every way. Firstly, they are [2] _ _ _ _ _ _ _ _ _ English cars. Your advertisement wrongly claimed that English cars were as [2] _ _ _ _ as Japanese cars. Secondly, our cars are more [3] _ _ _ _ _ _ _ _ _ _ _ _ _ _ yours. They are [4] _ _ _ _ _ _ _ _ _ _ _ yours and use less petrol. Finally, our cars are [5] _ _ _ _ _ _ _ _ _ _ _ yours, so our sales are much [6] _ _ _ _ _ _ _ _ _ _ _ yours. Also, our after-sales service is much [1] _ _ _ _ _ _ _ _ _ _ yours. Your guarantee is not _ _ [7] _ _ _ _ _ _ _ _ _ _ _ _ _ as ours. I hope your next advertisement will be more [8] _ _ _ _ _ _ _ __ _ _ _ your last one. Yours sincerely, Mr Eiji Fujita [ Sales Manager ]

Power Car Company, Brighton, England

Mr Eiji Fujita, Sales Manager, Koyoko Car Company, Saitama, Japan Dear Mr Fujita, What you say about Japanese cars is partly true, but they are not [1] _ _ _ _ _ _ _ _ _ _ English cars in every way. Firstly, English cars are [9] _ _ _ _ _ _ _ _ _ _ Japanese ones. Also, they are _ _ _ _ [10] _ _ _ _ _ _ _ _ _ _ _ . Secondly, they give [11] _ _ _ _ trouble, so they do not need much after-sales service. Our customers have [12] _ _ _ _ _ problems _ _ _ _ yours. Finally, English cars are just _ _ [5] _ _ _ _ _ _ _ yours. If you don't believe me, buy the new Power 2000 and see for yourself. I enclose an order form and look forward to hearing from you. Yours sincerely, James Austin [ Marketing Manager ]

--------------------------------------------------------------------------1. 2. 3. 4. 5. 6. 7. 8. 9. good safe economical small cheap great comprehensive accurate fast

10. comfortable 11. little 12. few Some of the above words need to be used more than once to fill all 15 gaps.

Index | Home Page | Back | Next ______Comparisons of two verb tenses:

The Past Simple or Present Perfect

Past Simple [Finished events, Completed actions

]

Present Perfect [Link with the Present]

yesterday last week / month two days / weeks ago a moment ago when I was a child

ever (in your life) just (before now) already / yet since ( + point of time) recently / lately

Examples of the Past Simple

Examples of the Present Perfect

What did you do yesterday? [normal verb ]

Have you ever visited China?

Where were you last week? [verb To BE]

Have you been out this morning?

I studied very hard last month.

Has he finished yet? [before now]

He went to the toilet a moment ago.

I haven't been very well recently.

Ted lived in Bournemouth from 1969-72.

Angeles has just arrived in class.

Did you cry a lot when you were a baby?

The other students have already come.

I drove to Bath last Friday.

They have been there since 9 o'clock.

I overslept this morning. [Past & Finished]

I've been very unfair to my wife lately.

Put the verbs in brackets into the correct form of the correct verb tense: 1. You (see) Charles recently? I (see) him in class last Friday but I (not see) him since. 2. Franzi (be) very tired yesterday. She go to bed early because she (not sleep) much recently. 3. "Diana.... (you visit) the Royal Pavilion yet?" "Yes, Ted. I (be) there already." "Really! When (you go) ?" "I (just see) it. I (go) there yesterday!... No, I'm joking. I (go) there two months ago." 4. "Mariella....(you eat) any good Italian food lately?" "Yes. I (eat) some in London the day before yesterday. It (be) fantastic!" 5. "Ruth. Where (spend you) your holidays when you were a child?" "Nowhere. I (never have) a holiday in my life! .... No, that's a lie. I (spend) them at home!"

6. "Tomoyo, Takako and Mayumi (all eat) Miso soup before in their lives, but they last (eat) some when they were in Japan. They (not eat) any lately! 7. Rafael (get up) at 7 a.m. this morning, but he (not have) breakfast yet.

The Present Perfect tense: my life's achievements so far

What I've done in my life up until now .....!

1. Read the texts aloud to your friend. 2. Ask your friend who each person is. 3. The texts are in the Present Perfect. Ask for particular information using the Past Simple. 4. What do you think these people are going to do in the future?

Student A] 1. I've been leader of my country. I've made friends with Western leaders, but haven't made friends with everybody in my country. I've helped to end the cold war. I've permitted Germany to become one country. I've now lost my job as leader, but I've visited many countries and given many talks.

2. I've been vocalist in a group of five musicians and I've had a very

successful solo career. I've performed Motown music in front of large audiences and I've also created some very popular dance steps. I've also recorded "Soul music" and some of my records have sold over forty million copies. I've made many advertisements for Pepsi and have also made friends with famous people like Elizabeth Taylor.

3. I've been an actor, a poet, a philosopher and have learnt many foreign languages. Since October 1978, I've had a very important job. I am the first person from outside Italy who has done this job. During these years, I've travelled all over the world. I've prayed for peace, I've kissed the ground in more than ninety countries and have also talked to their leaders.

The Balloon Game

What have you done in your life? Imagine there are four people in an air balloon, but it is losing height and one person has to jump to their death. Each person has to say what they have achieved in their life so far [using the Present Perfect]! The people may also talk about what they could go on to achieve in the future using English modal verbs to express different degrees of certainty. Example: 1. 2. 3. 4. might could will certainly may be able to

At the end of the discussion, you each write on a piece of paper which two other people should stay in the balloon basket and which one should jump. Discuss your reasons afterwards.

Index | Home Page | Back | Next ______From the indefinite past to the definite past
The Present Perfect followed up by the Past Simple (in question sequences)

"Have you ever...?" followed by more specific WH questions: when / where / why / & how...?

Have you ever _______ a ghost? [indefinite past] When did you _______ one? [definite past]

1. a ghost 2. Oxford 3. wine 4. flowers 5. London 6. a Japanese car 7. a horror film 8. Palace Pier 9. The Royal Pavilion 10. a crocodile 11. Italian food 12. Taiwanese 13. Turkish 14. TV programmes

15. good-looking men / women 16. serious students 17. a mountain bike 18. a camel 19. Scotland 20. the Loch Ness monster Students have to find suitable verbs to make the questions, using them in the right forms. The "Have you ever" questions will need a knowledge of past participles (sometimes of irregular verbs). The present perfect tense is used when you are not defining the moment of time in the question. You are indefinite about the time. To get further information, you will ask more definite WH questions, using the past simple tense. Remember, you use the first part of the verb (the stem) for questions or negative statements in the Past Simple. Examples: When did you go there? Why did you study it? Where did you buy them? How did you get there? You are now asking about particular occasions.

Index | Home Page | Back | Next ______The Present Perfect tense and the prepositions "for" & "since" Examples of the Present Perfect
over a period continuing until now for three weeks for three months since a point in the past continuing until now since the beginning of May since February

for three years for three decades for three centuries for a long time for ages for a short while

since 1990 since 1960 since 1690 since the start of my life since this morning since the days of Adam & Eve

"For" is used with the Past Simple when the period of time begins and ends in the past.

Complete these PRESENT PERFECT sentences using "for" or "since". 1. She's very tired. She hasn't slept .................................. 2. He smells very bad. He hasn't washed ................................ 3. That student is very bored. He hasn't had a good teacher ............ 4. This teacher is very boring. He hasn't taught a good lesson .......... 5. I have been studying English verb tenses ............................. 6. I haven't spoken my own language ..................................... 7. Those ladies are unhappy. They haven't kissed anybody ............... 8. I am very thirsty. .................................................. 9. How long have you been learning English? ............................ 10. How long have you been living in England? ............................

Make questions in the Present Perfect for recent events or your life so far. ------------- ----------------

11. [recently] [see] [good films] [you] ? 12. [before] [camel] [ride] [he] ? 13. [ever] [frogs legs] [she] [eat] ? 14. [lately] [they] [good books] [read] ? 15. [since she came here] [good friends] [she] [make] ? 16. [yet] [we] [grammar] [our] [study] ? 17. [so far] [life] [her] [she] [enjoy] ?

Answer these "why..now?" questions with the Present Perfect

18. Why are you so sad? I have just [3] ......... 19. Why are you so hungry? I haven't [3] ......... 20. Why are you so tired? I haven't [3] ......... 21. Why is Yvonne smiling? She's just [3] ........... 22. Why is Ted angry? The students ............... 23. Why don't the students like the recent weather? It has [3] ..... 24. Why are the students so worried? They haven't ................... 25. Why is the Students' Room such a romantic place? Many of them ...

Index | Home Page | Back | Next ______something, somebody, somewhere, nowhere, anywhere, everywhere

SOME

EVERY [ ALL ] SOMEBODY EVERYBODY [ ALL PEOPLE ] ANY NO [ ZERO ] ANYBODY NOBODY [ ZERO PEOPLE ] SOMEWHERE EVERYWHERE [ ALL PLACES ] ANYWHERE NOWHERE SOMETHING EVERYTHING [ ALL THINGS ] ANYTHING NOTHING (COUNTABLE) Some students, some tables, some chairs (UNCOUNTABLE) Some milk, some sugar, some money, some time (COUNTABLE) Are there any students? There aren't any students. (UNCOUNTABLE) Is there any milk? There isn't any milk.

1. 2. 3. 4.

"No" can either mean "zero quantity" (uncountable) or "zero number" (countable)

I've no butter = I haven't any butter. NOT + ANY = ZERO QUANTITY I've no books = I haven't any books. NOT + ANY = ZERO NUMBER

Correct your mistakes! 1. Don't say: "all people in my class". Say: "everybody in my class". 2. Don't say: "all things are good". Say: "everything is good". 3. Don't say: "I haven't been any place". Say: "I haven't been anywhere.

Correct and complete the following sentences

1. ALL PEOPLE [ ] in my class is studying English.

2. If you marry me, I'll give you ALL THINGS [ ] , I'll take you ALL PLACES [ ] and you will meet ALL PEOPLE [ ].

3. I'm very unhappy because ___________ loves me; I feel I'm going _____________ and I can't do ______________ about it. Can _____________ help me?

4. "_____________ is more important than love. If you have love, you have ___________ you need!"

"That's not true. I agree that you have ______________ but you don't have ____________ ." "O.K., but having ____________ is better than having ___________ ."

Index | Home Page | Back | Next ______Do you know the basic English verb tenses and their uses?

Choose the correct sentence and tell your partner why it is correct Write the correct verb form in the box below under its correct name.

There are 7 ANSWERS and 7 BOXES. 1a Rie is speaking English and Japanese. 1b Rie speaks English and Japanese.

2a Today Yu-mi is learning Arabic from Omar. 2b Today Yu-mi learns Arabic from Omar.

3a Silja has been living in Iceland for a long time. 3b Silja lived in Iceland for a long time.

4a Yesterday, Ted has given us a lesson on letter writing. 4b Yesterday, Ted gave us a lesson on letter writing.

5a I don't think it rains this afternoon. 5b I don't think it will rain this afternoon.

6a Hiroshi has already finished this exercise. 6b Hiroshi has already been finishing this exercise.

7a Phing was doing his homework when the telephone rang. 7b Phing did his homework when the telephone rang.

For each pair of sentences, choose and write down ONE verb tense - the one that is most probably correct!

ACTIVE ------------------------------------------- ACTIVE ----------------------------------------Simple Continuous Present Past Future Present Perfect

There are ONLY seven verbs to write in the grid. One box will not be filled in. Which one?

Index | Home Page | Back | End of class handouts ______Mixed verb tense practice & grammar reference at intermediate level

PRACTICE

Make sentences using the indicative, the negative & the interrogative 1. Sarah / happy / recently. 2. Alex / a bad day / yesterday. 3. Ted / to Madrid, next December. 4. He / there / four weeks. 5. Fadi / often / tomato soup / as a starter. 6. If / Raphael / military service / he / very happy. 7. When / Brigitte / to Switzerland / she / her friends in Hove.

8. Hoon / Switzerland / before. 9. Jen / that expensive watch / ago. 10. Ted / a new class / next week.

GRAMMAR REFERENCE

PRESENT CONTINUOUS (at the moment, now, next week, next year, tomorrow) She is teaching. She isn't teaching. Is she teaching..?

PRESENT SIMPLE (every day, always, all the time, usually, often, never) She teaches. She doesn't teach. Does she teach...?

PAST SIMPLE ( yesterday, 3 days ago, for 2 years : finished, last _ _) She taught She didn't teach. Did she teach...?

PRESENT PERFECT (ever, before, never, yet, since + past date, lately, already, just, recently ) She's taught She has taught She hasn't taught. Has she taught..?

FUTURE SIMPLE (predictions - will/may/might + 1st part/base form) (confident offers: I'll make the tea. You sit down.) (promises: I'll love you for ever!)

(1st Conditional: I'll marry you if you buy me a car.) (Time clauses : I'll see you when you get home. ) Note: Use the Present Simple in the clauses with "if" & "when" ; use "will" or "won't" in the other part of the sentence.

PAST CONTINUOUS (the longer of 2 actions in a sentence) While I was driving to Oxford, I saw a kangaroo.

Phoneme Chart: English Vowel and Consonant Sounds

showing the symbols for phonemic transcription of English

Vowel Phonemes 01 02 03 04 pit pet pat pot 21 22 23 24

Consonant Phonemes pit bit time door

05 06 07 08 09 10 11 12 13 14 15 16 17

luck good ago meat car door girl too day sky boy beer bear

25 26 27 28 29 30 31 32 33 34 35 36 37

cat get fan van think that send zip man nice ring leg rat

18 19 20

tour go cow

38 39 40 41 42 43 44

wet hat yet shop leisure chop jump

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Copyright (C) 2004 by Ted Power

Ted Power
English Language Learning and Teaching

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Language Games
TEACHING INDEX | NEXT-----See also DICEWORDS and JUGGLER available from www.grahams-games.co.uk Elementary Preintermediate Teaching Index Intermediate Higher intermediate

1. Word Prompts 2. Kim's game (longer & longer lists) 3. Guessing nouns via "Is it + adjective" questions 4. Market trader: guess the connection (I can sell + LIST) 5. Comparisons: How is XXX like YYY? 6. BLIP (sometimes known as COFFEE POT) Guess the verb 7. Guess the ADVERB 8. The Preposition Game 9. Classroom observation 10. Simon says (Action verbs + Parts of the body)

11. TELEGRAMS / MESSAGES / ANAGRAMS 12. Find your partner (Stick self adhesive labels to Ss' backs) 13. What's my nationality? Who am I? 14. What's my job? (from open lists) Guessing games (closed lists) 15. The Airline HELP desk - miming 16. The Yes/No Game (from Michael Miles: "Take Your Pick") 17. Word in edgeways (Conversation game) 18. Consequences (Paper & Pencil game) 19. CHARADES: book / play / song / film / musical 20. 20 Questions: Animal, Vegetable or Mineral (Abstract with V connections) 01 Team A Students from Team (B) have to guess the words on your LIST. Before each guess, say a word which will help Team (B) to guess correctly. But DO NOT SAY THE WORD ON YOUR LIST. YOUR LIST (Team B must guess) A1 horse A2 window A3 elephant A4 England A5 teacher A6 London A7 river A8 book A9 Margaret Thatcher A10 karate Word Prompts Team B Students from Team (A) have to guess the words on your LIST. Before each guess, say a word which will help Team (A) to guess correctly. But DO NOT SAY THE WORD ON YOUR LIST. YOUR LIST (Team A must guess) B1 car B2 Big Ben B3 cup B4 floor B5 kangaroo B6 lemon B7 Russia B8 ice cream B9 Micky Mouse B10 bath

02

Kim's game (longer & longer lists) see Rudyard Kipling for origin of game

In my [pocket] [shopping bag] [house] [garden] [country] [dream], there is / are / was /were

(The teacher imposes the necessary restrictions according to the vocabulary area) I packed my bag and in it I put: an X (longer & longer list) an X and some Ys. an X, some Ys, a Z, an ___ and some _____s (As you go round the class each student has to recite the existing list and add an item in the same category).

03

Guessing nouns via "Is it + adjective" questions

Guessing Games: Vocabulary. Questions with ADJECTIVES Group A 1. chair 2. bus 3. head 4. bicycle 5. computer 6. chocolate Group B 1. tree 2. shoe 3. tea 4. knife 5. finger Questions to ask opposing team(s) Ask YES/NO questions: Is it big / round /square / rectangular? Is there one in this room? Can we eat it? Is it made of wood / plastic / metal? Ask your own questions Questions to ask opposing team(s) Ask YES/NO questions: Is it small/yellow/light/dark/circular? Have you one in your house / country? Do you like it? Is it used every day?

6. button Group C 1. bra 2. pen 3. mouse 4. coffee 5. jumbo jet 6. mobile phone Group D 1. cat 2. house 3. gate 4. guitar 5. sugar 6. washing machine

Ask your own questions Questions to ask opposing team(s) Ask YES/NO questions: Is it larger than a chair? Can I see one now? Do you find it indoors or outdoors? Are there a lot of them in this school? Ask your own questions: Questions to ask opposing team(s) Ask YES/NO questions: Is it hard / soft / high / tall / low ? Is it liquid or solid? Do I see one every day? Have you got one in your house / with you? Ask your own questions:

04

Market trader: guess the connection (I can sell + LIST)

Ss: I'm a market trader and I can sell (camcorders) (compact disks) (televisions). T: That's right. You can. Ss: I'm a market trader and I can sell (steam engines) (saucepans) (guitars) T: No you can't. CONNECTION: Invented after 1900. Other possible restrictions

1. objects must begin with the same letter as the S's first name. 2. objects must begin with the same letter as the first name of S on the right of speaker. 3. must be in the room 4. must be made of special material / must include wood or metal 5. must be objects you can grow. Instructions Each student has a turn of saying "I'm a market trader and I can sell...." The person who knows the connection (T or S) gives feedback (Yes, you can or No, you can't. The students must guess the connection. Either call it out or write it down after a reasonable number of examples have been given.

05

Comparisons: How is XXX like YYY?

Finding Connections (Word Fields and Adjective Comparisons Group A How is XXX like YYY? How does XXX differ from YYY? X 1. milk 2. computer Group B Y cheese television How is XXX like YYY? How does XXX differ from YYY? X 1. kettle 2. moustache Y teapot beard X 3. doctor 4. cooker Y dentist fridge X 3. caf 4. umbrella Y restaurant sunshade

Group C

How is XXX like YYY? How does XXX differ from YYY?

X 1. horse 2. sock Group D

Y dog stocking How is XXX like YYY?

X 3. beer 4. wristwatch

Y whisky egg-timer

How does XXX differ from YYY? X 1. ice 2. chemist Y snow pharmacist X 3. dictionary 4. record Y encyclopaedia compact disk

06

BLIP (sometimes known as COFFEE POT) Guess the verb

Each student is given a VERB. (See that it is suitable for the level of the class). In pairs or as a whole class, discover the VERB through QUESTIONS. The nonsense word "BLIP" should be substituted for the target VERB.

Write sample QUESTIONS on the board When / Where / Why / How do you blip? Can you blip someone / something / somewhere? Do you often blip? Did you blip yesterday?

Are you blipping now? Are you going to blip this weekend? Have you blipped since you arrived in England? Do you like blipping? Do you blip with your hands? If I saw you blipping, would you be embarrassed?

The aim of the game is not to guess the meaning of the word "Blip" straight away. When you think you know the meaning of the word "Blip", you could ask further questions which make the meaning of the word "Blip" clear to the rest of the class or which amuse the student who is answering the questions.

Sample Verbs cook read drink swim fly argue rest fidget iron win live draw sing fight undress paint diet smile vacuum move cry run drive talk jump bathe scream translate joke yell love dream sleep fish worry plan explore hesitate whisper oversleep dance shout eat think kiss complain sew understand knit zigzag

07

Guess the ADVERB

One student goes out of the room. The rest of the class think of an adverb or the teacher selects one and writes it on the board for everybody to see. It is rubbed off the board before the student outside returns. The returned student asks a variety of questions to different students. They all answer in the manner suggested by the adverb. Alternatively, the returned student can ask members of the class to do things. They then have to perform the actions in the manner suggested by the adverb. After hearing a sample of answers or observing a sample of actions performed by different students, the student who originally left the classroom is then asked to guess the adverb. quickly politely loudly confidently doubtfully slowly sadly rudely anxiously ungrammatically noisily happily drunkenly hesitantly warmly quietly sleepily nervously calmly coldly angrily shyly romantically lovingly timidly

08

The Preposition Game

The teacher thinks of a room of a house and a hiding-place in which to hide an object. (1) I've hidden YOUR BIRTHDAY PRESENT and today is YOUR BIRTHDAY! Ss: Have you put it __________________________? (2) I hid my mother's Christmas present LAST CHRISTMAS! Ss: Did you put it ____________________________? (3) I'm going to hide my brother's Christmas present NEXT CHRISTMAS! Ss: Are you going to put it ________________________?

(4) EVERY CHRISTMAS, my uncle hides my present! Ss: Does he put it ________________________________?

Practise different tenses. A student can choose a hiding-place and the rest of the class can ask the questions. Alternatively, students can work in pairs.

09

Classroom observation

Seat TWO students at the front of the class facing the white/black board with the other students looking on. The two students are both given a chance to answer each question and they are awarded points for correct answers. Sample Questions 1. How many windows / tables / chairs / students are there? 2. What are their names? 3. Who is sitting next to Z / between X and Y / opposite X / on the left / on the right? 4. What is (s)he wearing? / What colour is Z's shirt. Alternatively, seat students in pairs back to back and issue them with a checklist of vocabulary for describing physical appearance and clothing: Height tall/short Hair length long Article of clothing shirt / skirt etc Build well-built Eyes large-eyed Material dark green Age middle-aged Shape of head oval Pattern plain /checked Hair style curly Complexion fresh Colour light blue

Ask them to describe each other using suitable words from each category. I spy with my little eye - something beginning with + letter ABC

The objects sighted must be in view of all the students in the classroom.

10

Simon says (Action verbs + Parts of the body)

Students should only obey the commands if you preface each one with Simon says. If you omit the preface Simon says any student who obeys the command can no longer participate in the game. The last student to remain in the game is the winner.

Simon says: "hands up", "hands down", "thumbs up", "thunbs down", "fingers up", "fingers down". Simon says: "touch your eyes / ears / nose / mouth with the forefinger / middle finger / ring finger / little finger / of your (right)(left) hand. Simon says: "put your right hand / left hand / both hands on your right / left knee." Simon says: "shut / open your eyes", "stand up / sit down", "stand on your right / left leg". Simon says: "bend your knees / body", "straighten your knees / body". Simon says: "fold your arms", "put your arms by your side". Simon says: "wave your right hand", "STOP", "jump up and down", "STOP". Simon says: "point at the ceiling / floor with the forefinger/ middle finger / ring finger / little finger / of your right / left hand.

11

TELEGRAMS / MESSAGES / ANAGRAMS

TELEGRAMS / MESSAGES Each student tries to write a telegram (or short e-mail message!) using the letters of their name as the initial letters of the words e.g. TED = Treasure Every Day.

Place-names can also be used: LONDON: Living On Nothing Drives One Nuts. ENGLAND: Every Nice Girl Loves A Non-alcoholic Drink. TOKYO: Thinking Of Kissing Yoko Ono. JAPAN: Jokes About Politicians Are Normal. STOCKHOLM: Sexy Toyoto Owners Can Kiss Happily On London Motorways SWEDEN: Sociable Women Eat Doughnuts Every Night ANAGRAMS As an alternative to a straight spelling test, the words can be given with jumbled letters: CESANSYRE IRDAO VITLSEENOI OOCKRE TNEHCKI STTE

HANGMAN This is a popular game. It is very useful at low levels and the words which students have to guess can be restricted to areas of vocabulary (i.e. themes or semantic sets) or new words introduced in a particular lesson.

12

Find your partner (Stick self adhesive labels to Ss' backs)

The teacher prepares SELF-ADHESIVE TYPEWRITER ADDRESS LABELS ( which can be purchased in rolls to stick on the backs of all the students in the class.

Each label contains a real person's name or the name of a character from fiction or television cartoons. Each named person should have a natural partner, for example if you write a label with the name ROMEO, there should also be a label with the name JULIET stuck on somebody's back. If you have an odd number of students in your class, stick a label on your own back, but let the students do the questioning. Questions must be of the type that can either be answered with YES or No: Am I man or a woman? Alive or dead? European or American? Real or fictitious? Am I a character from a cartoon or a book? Am I rich? Am I famous? Have I been in the news recently? Am I someone from your country? Britain? Do I work in sport / music / entertainment / the cinema / the theatre? ROMEO POPEYE Micky Mouse King Juan Carlos Nelson Mandella Richard Burton Tarzan Prince Charles JULIET OLIVE OIL Minnie Mouse Queen Sofia Winnie Mandella Elizabeth Taylor Jane (jungle girl) Princess Diana TOM the cat Prince Philip Stan Laurel Andr Agassi John Lennon Bonnie (gangster) The Lone Ranger Cindarella JERRY the mouse Queen Elizabeth II Oliver Hardy Steffi Graff Yoko Ono Clyde (gangster) Tonto (cowboy) Prince Charming

13

What's my nationality? Who am I?

Student (A) thinks of a nationality Student (B) asks: "Do you wear______________?" "Do you drink / eat _________ ?"

"Do you play (sport) or (game)?" "Do you play the (musical instrument)?" "Does it rain / snow a lot there?" "Is it very hot / very cold there?" "Do the people like ______ there?" "Are the people there tall / short / romantic / hard-working / rich / poor? Student (A) thinks of a famous person, fictitious character or cartoon character? Student (B) asks YES/NO questions as in 12. Find Your Partner.

14

What's my job? (from open lists) Guessing games (closed lists)

Questions for those guessing Do you work indoors or outdoors? / in a trade or profession? / in a factory or an office? Do you work with your hands? Do you wear a uniform? Do you work long hours? Do you work from 9-5? Do you work regular hours? Do you work at weekends? Do you work with people or machines? Are you in a service industry? Do you sell something? Do you earn a lot of money? Must you have good qualifications to do your job?

Jobs GROUP 1 1. police officer 5. scientist 2. nurse 6. artist 3. farmer 7. princess 4. shopkeeper 8. dressmaker

9. civil engineer GROUP 2 1. singer 5. driver 9. chiropodist GROUP 3 1. actor 5. gardener 9. social worker GROUP 4 1. doctor 5. factory worker 9. solicitor

10. bricklayer

11. caretaker

12. accountant

2. cook 6. engineer 10. fishmonger

3. secretary 7. president 11. receptionist

4. student 8. painter 12. mathematician

2. teacher 6. musician 10. surgeon

3. manager 7. writer 11. bee-keeper

4. soldier 8. chemist 12. newsagent

2. housewife 6. cowboy 10. secret agent

3. baker 7. builder 11. dustman

4. pilot 8. dentist 12. air-hostess

Miming lists of jobs: A & B teams Student A chooses ONE of the jobs in Groups 1 and 2 above. Student B chooses ONE of the jops in Groups 3 and 4 above. The students have to mime their jobs so their partners can guess what they are.

15

The Airline HELP desk - miming

Write a role card for each student in the class giving them a problem which could occur in an airport. Each student has to mime their problem. The class try to guess the problem by asking questions, but the student with the problem is not permitted to speak. They can only signal YES or NO.

This is a good game for teaching vocabulary in a memorable context. The stranger the problem, the more probable it is that the words will become part of the class's active vocabulary. Example of a problem: My wife's gone through passport control with my boarding card. She is wearing a long red coat and is carrying a rolling pin. Can you find her? A pigeon has flown into the Food Hall and is eating the fruit cake. The game is especially good for supplying the right formulae in difficult situations where languages may be a problem: The Airline HELP desk can be moved to another environment e.g. a language school, a hospital or a hotel (See CUP Maley & Duff's hotel receptionist). 16 The Yes/No Game (from Michael Miles: "Take Your Pick")

Different students volunteer to be asked questions. They must avoid saying the words "YES" or "NO" for a given period of time e.g. 1-2 minutes. This is done by using expressions like: "I do", "I am", "that's true", "that isn't true", "that's not correct", "exactly", "precisely", "that's right", "that's correct", "I think so", "probably", "possibly", "usually". The questioners can try to trap them through deliberate misunderstanding and echo questions: "Did you say usually? So you said you live in Stuttgart? Perhaps? Questions Do you come from Australia? Are you sure you don't? Are you single or married? So you're divorced. You're not interested in marriage? Do you like English food? So you LOVE English food. You think it's the best in the world? Have you been to Florence? So you haven't been to Italy? Which is more important - health or money? You said "health"? How many brothers and sisters do you have? Fifteen?

Would you like a million pounds? So you're not interested in money? Are you more intelligent than your parents? So you're less intelligent? Did you say you were stupid? Do you like your teacher? Is he / she the best teacher you've ever had? The best in the world? What are your hobbies? So you like listening to folk music? Can you use a computer / play the piano? You can?

17

Word in edgeways (Conversation game)

Students work in pairs. Each partner is given a strip of paper with an unusual sentence written on it. They keep this concealed. If possible they try to learn the sentence off by heart. Then they start conversing about any subject, but their real object is to get their given sentence into the conversation without their partner realising and before their partner is able to do the same. To do this successfully they have to move the topic of conversation towards a context in which their sentence could naturally occur. Sample sentences for strips: 1. The farmer was carrying a yellow guitar. 2. Elvis Presley was waiting on Brighton Station 3.The bottles were full of green milk. 4. She kissed him on the nose and went to bed. 5. The French student wrote twenty love letters. 6. The policeman was dressed in pink shoes and a bow-tie 7. The plane landed on the roof of Buckingham Palace. 8. The beauty queen made me a cup of tea.

9. The fly took off again and landed on my pillow. 10 The dog slipped on the banana skin and broke its leg. 11. The water was so deep that the child had to call for help. 12. The king was glad that nobody wanted his autograph. To win the game, you have to continue speaking for a while after getting your sentence into the conversation without being correctly challenged. You can also win bycorrectly challenging your partner as soon as you think they are reciting their sentence. If your challenge is wrong, you lose the game. It is therefore good strategy to set traps for your partner by including strange sentences in the conversation which differ from your given sentence.

18

Consequences (Paper & Pencil game)

Each student is given an A4 sheet of paper with some fields to fill in. They only fill in ONE field in order (from the top to the bottom) and fold the sheet over to the next continuous line _____________________________________________________ to hide what they have written. They then pass the paper on to the next student who fills in the next field and fold the paper over to the next line before handing the sheet to the third student. This continues until all the fields are hidden. The paper is then passed on once again. Each paper will contain an amusing story (sequence of events). This is read aloud by the student. If the student's reading is poor, then the teacher should read the story out again using correct intonation and stress to bring out the humour.

Name of a man famous or one in your class _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ ________________________________________________________ met Name of a woman famous or one in your class _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _________________________________________________________________________ ______

at / in / on

Name of a Place _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _

_______________________________________________________ He said to her "_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ "

________________________________________________________ She said to him " _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _"

_________________________________________________________ Consequence _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _____________________________________ _____________________________________

_________________________________________________________________________ ____

19

CHARADES: book / play / song / film / musical

One or two students agree on the title of a song, a book, a play, a musical, a TV programme or a film (Note that films are often given different titles in different countries). They then tell the class how many words there are in the title. If any definite or indefinite articles occur in the title, the students must tell the class where they occur in the title. They must also say whether the title is from a song, a book, a play, a musical, a TV programme or a film. They must not say the name of the title. EXAMPLES (If the students are at a lower level, you can give them the titles)

Fatal Attraction (2 words) (The title is from a film) Cats (1 word) (The title is from a musical) Gone With The Wind (4 words: the 3rd word is the definite article) (It's from a film) Red is the colour (4 words: 3rd word is the definite article - a song) Starlight Express (2 words) (It's from a musical) Chess (1 word) (It's from a musical) I wanna hold you hand (5 words. 2nd word is slang made up from 2 words: a song) Blowing in the Wind (4 words: the 3rd word is the definite article) (It's from a song) My Bonnie lies over the ocean (6 words: the 5th word is the definite article - a song) Imagine (1 word) (It's from a song) Les Miserables (2 words including the French definite article) (It's from a musical) Octopussy (1 word) (It's from a film) From Russia with Love (4 words. It's from a film) Oliver Twist (2 words) (It's from a book) Paperback writer (2 words - a song) EastEnders (1 word with a capital letter in the middle) (It's from a TV program) Tom and Jerry (3 words - a TV programme) Popeye the Sailorman (3 words: 2nd word is the definite article - a TV programme) Neighbours (1 word) (It's from a TV program) Romeo and Juliet (3 words) (It's from a play) A Midsummer Night's Dream (4 words: the 1st word is the indefinite article) (a play) The students who have thought up the title then have to mime it. They can point to any REALIA (e.g. maps on the wall) in the classroom. If the game is proving too difficult for everybody, allow the mimers to sketch on the board or make animal noises, but THEY MUST NOT WRITE or give away any of the words in the title. The other members of the class have to guess the title. You can set a time limit or limit the number of guesses. The game is one of co-operation between the students who are

miming and those who are guessing. A quick result points either to an easy title to mime or good paralinguistic communication skills. Some students like to mime every word in the title in consecutive order; others mime whole situations which point to the full title.

20

20 Questions: Animal, Vegetable or Mineral (Abstract with V connections)

A student thinks of any object, substance, animal, person or abstract noun and declares whether it is animal, vegetable, mineral or abstract ("love" would be declared asabstract with animal connections) (People count as animal!) Phrases which identify a well-known object such as uncle Tom's cabin are permitted. The other students are limited to 20 questions. If they cannot guess the word(s) within the allotted number of questions, then they lose the game. This is a competitive game. The class can compete against the teacher, taking equal numbers of turns at selecting the object or asking the questions, and the TEACHER and STUDENT scores can be recorded on the board. Teachers should adjust the level of difficulty when it is their turn to select objects to make a fairly equal contest.

Bibliography
Maley, Alan CUP 2005 Drama Techniques: a resource book of communication activities Maley & Duff CUP 1978 repr 1980 Drama Techniques in Language Learning Lee,WR OUP Language Teaching Games & Contests Top of Page TEACHING INDEX | NEXT

Index | Home Page | Back | Next ______ALTERNATIVE BELIEFS Vocabulary:______Find the "odd one out" There may be more than one answer. Give your reasons.

A 1. astrology

B atronomy

C fortune-telling

2.

a star sign

a horoscope

a planet

3.

to forsee

to predict

to convey

4.

extra sensory perception

telepathy

psychic power

5.

a personality

an appearance

a character

6.

phenomena

happenings

seances

7.

a premonition

a prediction

a dream

Alternative beliefs: Vocabulary | Short Text | Dialogue | Discussion: Questions | Techniques Crossword: Clues and grid | Grid with vowels filled in | Answer Grid Index | Home Page | Back | Next ______ALTERNATIVE BELIEFS Text for dictation:______

Conventional beliefs are the ones which most people share, but alternative beliefs are usually held by minorities. Among the most common alternative beliefs are those involving mediums and clairvoyants. Mediums claim to have psychic powers and extra sensory perception. They invite people to special meetings called seances where they demonstrate their ability to talk to the dead and convey their messages to the living. Clairvoyants claim to foresee events and have been known to offer their services both to famous politicians and members of royal families. There are many biblical examples of fortune-telling includingpremonitions such as Joseph's dream. Cynics maintain that accurate predictions result from the laws of probability and do not provide proof of special powers.

Alternative beliefs: Vocabulary | Short Text | Dialogue | Discussion: Questions | Techniques Crossword: Clues and grid | Grid with vowels filled in | Answer Grid

Index | Home Page | Back | Next ______ANIMAL RIGHTS Vocabulary:______Find the "odd one out" There may be more than one answer. Give your reasons.
A 1. cock fighting B dog fighting C bull fighting

2.

a chase

a hunt

a race

3.

civil rights

human rights

animal rights

4.

country life

the urban environment

the countryside

5.

to damage

to hurt

to injure

6.

fatigue

tiredness

exhaustion

7.

tranquillizers

antibiotics

growth hormones

8.

to shoot

to slaughter

to kill

Animal Rights: Vocabulary | Short Text | Dialogue | Discussion: Questions | Techniques Crossword: Clues and grid | Grid with vowels filled in | Answer Grid

INDEX: Ten Discussion Techniques

Prepare for Discussion TOPICS 1.0 2.0 3.0 4.0 5.0 6.0 7.0 8.0 9.0 10.0 Phonetics Home Page

Click on the BLUE headings for each technique: 1.0 1.1 1.2 1.3 1.4 Asking someone for their opinion about a topic Yes/No Questions OR Questions WH Questions Negative Yes/No Questions

2.0

Delaying strategies

3.0

Presenting a number of arguments

4.0 4.1 4.2 4.3 4.4 4.5

Giving your opinion about a topic Expressing a strong opinion Expressing a strong value Expressing certainty Expressing high probability Expressing fair probability

5.0 5.1 5.2

Agreeing Expressing complete agreement Expressing conditional agreement

6.0 6.1 6.2 6.3 6.4 6.5

Disagreeing Expressing complete disagreement Using irony to express disagreement Dismissing an argument as irrelevant or improbable Disagreeing diplomatically (through doubt Disagreeing in part ( appeal to logic )

7.0 7.1 7.2 7.3 7.4 7.5

Countering Countering directly (through antithesis) Countering politely (through agreement followed by antithesis) Countering politely (through partial agreement followed by antithesis) Countering using "well" both to cast doubt and for antithesis Countering using "after all" "at least" "even so" both for concession and antithesis

7.6

Countering using the Negative Yes/No Question

8.0 8.1 8.2 8.3 8.4

Logical argument Questions or conclusions based on conditions with "if"

Questions based on conditions with sentence adverbials "then" and "so"

Deduced questions and conclusions with sentence adverbials "In that case" and "so" Strongly argued questions with "Why"

9.0

Clarification

9.1 9.2 9.3 9.4

Through short Yes/No Questions inviting illustration or example Through "What" or "How" Questions inviting illustration or example Through "Why" / "Why not" Questions inviting reason or example Through reference to subject

10.

Expressing solutions and alternatives

Ted Power

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1. What do you think?

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1.

ASKING SOMEONE FOR THEIR OPINION ABOUT A TOPIC

Look at the list of 28 topics. Listen to the questions in this section. Each question is repeated twice. As you listen, write down the name or number of the discussion topic the speaker is asking about. 1.1 01 18 04 Yes/No Questions Do you believe in horoscopes? Do you believe in a God who rewards good and punishes wrong-doing? Do you think we should be tougher on crime?

23 16 20 27 28 07 11 1.2 06 07 07 13 1.3 02
10

Do you think we should maintain our traditions or make way for change? Do you think the Government should act to curb the power of media barons....? Do you think everybody should be trained to use computers? Do you think that public sector workers such as teachers, doctors, nurses and fire fighters should be allowed to strike? Do you think that the young have anything to learn from the elderly and vice versa? Would you consider sending your child to a grammar school? Would you ever consider taking out private health insurance? OR Questions Are you for or against self-sufficiency? Would you prefer your child to be educated privately or by the state?
Would you rather go to a mixed or single-sex school?

Which should be the official world language - English or Esperanto? WH Questions What do you think of fox hunting? What do you think of British food? What do you think of package holidays? What do you think is the problem between the English and the Americans? What do you think are the causes of the increase in violence in our society? What are the advantages and disadvantages of getting married? Negative Yes/No Questions How about boarding schools? Dont they teach children how to live together? What are the advantages and disadvantages of getting married?

12 05 26 15 1.4 07 15

Dont you think its better to stay single?

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2. I need more time to think about that.

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2.0

DELAYING STRATEGIES

Listen to the replies in this section and repeat them exactly as you hear them. You will hear them twice. 08 21 05 10 07 11 16 04 15 04 I can answer that directly Ill need time to think about that. Thats a very interesting question, because (20) Thats a difficult question to answer, because To be honest, thats a difficult question, because Thats a very good question. The reality is that What do you mean by that? Well, it depends on what you mean. Well, if you ask me, it all depends on your circumstances Well.... (12 16 20 23 24)
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4. If you ask me, .....

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4.0 4.1

GIVING YOUR OPINION ABOUT A TOPIC Expressing a strong opinion

Listen to each extract and write down the phrase used to express an opinion. Each extract is repeated twice. 09 13 03 04 19 In my opinion, fashion is a complete waste of time, money and resources. In my opinion, theres only one choice - English! In my view, government money shouldnt be used to support the Arts. In my reckoning, if we could lock up juvenile criminals, theyd learn that they couldnt get away with it. I strongly believe in preventing problems before they happen. In much the same way as the Japanese prepare for earthquakes, countries with dry climates could have water catchment systems and reservoirs to defend against water shortage. I definitely think that countries should be self-sufficient in food and basic necessities. Dont you think its better to stay single? Well, if you ask me, it all depends on your circumstances. 18 4.2 Well, I think everybody should have the right to join a trade union. Expressing a strong value ( Its / Theyre + value adjective)

06 15

Listen to each extract and write down the phrases used to express a strong value or feeling. Each extract is repeated twice. 07 17 25 Its a nonsense to keep everybody at the same level regardless of their progress. ... their employers dont pay them a living wage. Its a scandal, because many pizza parlours, pubs and burger bars are really being subsidized by the Government. Its perfect for short-outings - boat trips around the islands and visits to show-piece villages such as Sigtuna.

27 24 4.3

Its wrong to leave hospital patients without doctors and nurses. Likewise, strikes among teachers can severely disrupt the education of our children. Theyre ideal for people who really want to relax and live life at a slower pace. Expressing certainty

Listen to each extract and write down the words used to express certainty or which add authority to the truth.. Each extract is repeated twice. 11 13 10 07 05 09 16 26 16 According to government statistics, waiting lists are coming down. Actually, Esperanto is closer to European languages than any others. In fact, we have some of the top chefs in the world, but only people with a lot of money experience British cooking at its best. Clearly, a coeducational environment promotes understanding between boys and girls. Its far more natural. So in what ways are they superior? .. Well, obviously in size. Everythings bigger. People have always liked dressing up. People just wont continue to accept editorial lines... which dont match up with their experience. Without doubt, television has a lot to answer for. Theres no doubt that these large monopolies have a great deal of power. If we let them finance important developments such as digital television, you can be sure that theyll market technical devices which can only receive their own TV broadcasts. Well, theres no doubt that a proper understanding of their problems is needed before we can go much further. Surely, there are immediate things like food aid to countries hit by drought or famine Surely, most of these resorts would have bus services. Surely, theres more to marriage than having children.

19

12 15

4.4

Expressing high probability

Listen to each extract and write down the words used to show that something is highly probable or someone is almost certain of what they are saying. Each extract is repeated twice. 06 24 04 13 16 07 28 I expect that Japan could adapt. It has a highly skilled workforce and a good technological base. I believe youve been working on a transport policy for Britain. I doubt whether they could act as an effective deterrent while the detection rate is so low. I doubt that many other languages can match the size of the English dictionary. I doubt that this would ever happen. The BBC prides itself on its independence... Idve thought theyd be very useful for children without brothers and sisters. Idve thought that was obvious. Theyve lived through personal and family relationships. Theyre often experts on matters of health ranging from minor ailments to major operations. There now seems to be a general acceptance that Britain is a multi-racial society. Expressing fair probability

21 4.5

Listen to each extract and write down the words used to express assumptions and guesses. Each extract is repeated twice. 15 01 12 28 10 17 I guess that many single people have different priorities or else they believe that theyd make unsuitable parents. I suppose its all part of your total environment. Scientists dont understand everything, but they often observe links between certain phenomena. I suppose that if they own these homes, they must be in nice locations. I dont suppose their grandparents will know what the search commands are. I think its probably possible to generalize about what is eaten at main meal-times. Theres probably a good argument for raising income support.

05 26

Theyre probably warmer and more friendly, but theyre very loud and extrovert to go with it. Im beginning to think it would be a good thing if we were shown genocide... if war correspondents showed us what they meant by collateral damage....
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5. That's just what I think.

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5.0 5.1

AGREEING Expressing complete agreement

Listen to the extracts and repeat the words used to show full agreement just as you hear them. 05 We say one thing and mean another? Exactly. 16 You mean, you cant fool all the people all of the time? Exactly. 21 You mean its possible to ignore the Green Party, but you cant ignore their policies when a general consensus of people come to support them? Exactly. 17 Once the level of benefit is higher than their take-home pay, why should they do a job? Precisely, but the answer isnt to remove benefits from those who really need them. 5.2 Expressing conditional agreement

Listen to the extracts and repeat the words used to show conditional agreement. Each extract is repeated twice.

18 22

Id agree with you if the purpose of hell was to rehabilitate people back into heaven, but hell is usually associated with torture and damnation. Id certainly agree if youre thinking of the World Cup.
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6. I'm afraid I don't agree.

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6. 6.1

DISAGREEING Expressing complete disagreement

Listen to the extracts and repeat the words used to show strong disagreement. Each extract is repeated twice. 09 In my opinion, fashion is a complete waste of time, money and resources. I disagree entirely. The world would be a boring place without change. 03 In my view, government money shouldnt be used to support the Arts. Im afraid I cant agree. Public support for the Arts is the hallmark of a civilized society. 20 Surely, the technology for all this isnt going to be very user-friendly. On the contrary. Therell be different levels of user-friendliness for different users. 15 .... its impossible to generalize about why people prefer married to single status. Rubbish! It must be possible to compare living together with someone to living on your own. What about the question of independence? 6.2 Using irony to express disagreement

Listen to the extracts and repeat the exclamations and questions used for ironic effect. Each extract is repeated twice.

06

Besides, the production lines are often highly mechanized. Come off it! Agriculture in the Third World is still fairly labour intensive.

26

Spend more time in Rwanda and youll understand what I mean. Come on! The films we see on TV dont go that far. At least theres some censorship.

02

Besides, its such a cruel way to kill them. Do you really think so? Once the first dog had caught up with the fox, death is fairly instant.

6.3

Dismissing an argument as irrelevant or improbable.

Listen to the extracts and repeat the phrases used to dismiss or reject arguments. Each extract is repeated twice. 23 I bet you can get traditional Spanish wines and beers! That isnt the point. Im talking about soft drinks. 03 26 6.4 Thats highly debatable. Some of the exhibits you see from contemporary artists are no more than tins of baked beans and piles of bricks. Thats highly unlikely. Everybody understands that films and plays contain drama and that the purpose of the news is to report on whats wrong. Disagreeing diplomatically (through doubt)

Listen to the extracts and repeat the phrases used to cast doubt on arguments. Each extract is repeated twice. 28 The elderly are often confused by modern telephones and automatic switchboards. I wonder whether thats the case. Isnt it rather that they enjoy getting out and about instead of sitting next to a telephone? 28 What Im saying is that older people have been there before. Theyve had the problems and found the solutions. Im not sure that it works like that. You see todays young live in a different age.

23

If the songs are any good, then surely theyll survive. Im not so sure about that. Why not? (Because traditions are now under attack from mass production and mass marketing.)

13 6.5

Well, Im not sure whether you can really separate language from culture Disagreeing in part ( appeal to logic )

Listen to the extracts and repeat the phrases used to question the logic or truth of an argument. Each extract is repeated twice. 24 But surely, the canal system is much too slow for industry today. Not necessarily 24 By the time youve loaded the goods onto a truck, you might as well do the whole journey by road. That doesnt necessarily follow. A lot of trade is with Europe and before the Channel Tunnel there was a good container industry. 09 ... the advertiser may pay, but the costs are passed onto the consumer. That isnt strictly true. If a company can sell in bulk, prices can be brought down.
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7. That may be true, but ....

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7.0

COUNTERING Look at the list of 28 topics. Listen to the extracts in this section and repeat after the speaker. As you repeat, write down the name or number of the topic which is

being discussed. Each extract is repeated twice. 7.1 02 08 13 24 18

22

Countering directly (through antithesis) But fox-hunting is part of country life. Its one of our traditions. But public transport is expensive and inconvenient. But English has borrowed from the Romans, the Vikings, the Saxons and the French But freight trains cant deliver goods from door to door But who can say that we will develop into civilized beings? Surely, God has the right to cut his losses! But why play the gold medalists national anthems and why wear stars and stripes on your swimming costumes? But if you worked on a farm and your chickens were killed by foxes, youd think differently. But if you detect more crimes, youll still need prisons.
<pBut if</p you followed that line to its logical conclusion, youd pardon all

02 04 18 12 17 24 7.2 25 01 04 05

criminals. But surely, you can see what youre getting in the holiday brochure. But surely, if you raise benefits too high, people wouldnt bother to work. But surely, the canal system is much too slow for industry today Countering politely (through agreement followed by antithesis) Well yes, but if you visit it in June, its extremely beautiful. Yes, but a serious astrologer would want to know a persons exact date of birth, not just their star sign. Yes, but remember that prisons are often schools for criminals. Yes, but we measure our superiority in different ways. Ours is cultural and historical. We believe were more civilized.

14 26 7.3 09 13 15 22 07 22 7.4

Yes, but it isnt that women dont want to work. For a start, they suffer more discrimination in the work-place. Yes, but other things happen in the world which arent violent. Countering politely (through partial agreement followed by antithesis) That may be so, but traditional costumes were made to be worn more than once. That may be true, but then youre inviting political conflict. Who is going to decide whether North American culture is superior to Chinese culture? That may be so, but for most people the whole point of marriage is to live together and raise a family. That might have been the case once, but you forget that mega-stars like Pel and Ali were the products. They could pull crowds and make vast sums of money. Well, maybe they do, but theyve got to learn to live together. Im against all forms of segregation. You may be right about sport and politics, but it can work both ways. Countering using "well" both to cast doubt and for antithesis [ Repeat the part of the second speaker ONLY. ]

03

Think of all the money thats spent in the souvenir shops of these galleries and museums. Well you might as well argue that the government should subsidize all shops.

11

But under the patients charter, hospitals are meant to treat you within a certain time. Well, you know how they get round that one. They make you wait for months before they put you on the waiting list.

18

Nobody has to suffer. Everybody is free to choose between right and wrong. Well, that depends on whether we really have free will.

7.5

Countering using "after all" "at least" "even so" both for concession and antithesis

[ Repeat after the speaker ] 23 27 26 13 01 Why shouldnt they? If theyre any good, then surely theyll survive. After all, these songs have been handed down for generations. What if the employers decide to introduce new working practices? After all, things cant remain the same for ever. The films we see on TV dont go that far. At least theres some censorship. But at least its culture free. With Esperanto as the world language, no country would be accused of exporting both its language and its culture. Well, even so, why should the exact positions of the Sun, Moon and other planets on your date of birth have any connection whatsoever with your personality and the future course of your life? Even so, not all Third World countries are food producers. The hamburger farms of those that are, make very wasteful use of the land and the profits go mainly to foreign investors Countering using the Negative Yes/No Question [ Repeat the negative questions ONLY ]
14

06

7.6

Then some people will be out of a job - they could be either women or men. Arent they more often women?

28

The elderly are often confused by modern telephones and automatic switchboards. I wonder whether thats the case. Isnt it rather that they enjoy getting out and about instead of sitting next to a telephone? Dont you think theyre right to be suspicious of technology which is turning us all into screen-gazers and zombies?

16

Well, it may not be owned, but it is controlled by a Board of Governors appointed by the Prime Minister. Dont you think theres a danger of self-censorship?

08

Drivers who want more than their rations would have to pay a much higher rate for the extra. The profit could be used to develop environmentally clean vehicles and fast efficient railway networks.

Dont you think youre being unfair to the private motorist and what about the car industry? 07 Clearly, a coeducational environment promotes understanding between boys and girls. Its far more natural. Dont you think they distract one another when they become teenagers?
21

The Liberal Democrats want more or less the same as New Labour, though they are more eager to change the voting system. Dont you think the vision of the three major parties is more or less the same?
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8. If xxxxxxx, then yyyyyyyy.

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8.

LOGICAL ARGUMENT

Look at the list of 28 topics. Listen to the extracts in this section and repeat after the speaker. As you repeat, write down the name or number of the topic which is being discussed. Each extract is repeated twice. 8.1 02 14 27 27 17 03 04 Questions or conclusions based on conditions with "if". If farmers really need to kill foxes, why dont they just shoot them? What if there isnt enough work to go round? What if the employers decide to introduce new working practices? And what happens if the two sides cant agree? What would happen then if state benefits were cut completely? If this also makes Britain more attractive for overseas visitors, so well and good. Youd only use capital punishment if you were absolutely sure that youd convicted the

right person.
23

Itd be O.K. if they recognised the quality of the songs their grandmother had taught them and went on to sing them to their own grandchildren. Questions based on conditions with sentence adverbials " then" and "so" [ Repeat the parts with "then" or "so" ]

8.2

18 12 18

We punish murderers and rapists on Earth, so why shouldnt the same people rot in hell? but if you want to go to a nicer locality, you can spend all day getting there. Then how do you go about making your own arrangements? Other people are part of the environment and they have a right to react to wrong-doing to protect society. Then why shouldnt God send evil people to hell?

06

Thats why Im advocating self-sufficiency as a goal. Then can you tell me whats wrong with helping one another out?

8.3

Deduced questions and conclusions with sentence adverbials "In that case" and "so" [ Repeat the parts with "In that case" and "so" ]

01

Scientists... often observe links between certain phenomena. In that case, would you describe astrology as a Science?

15

... the whole point of marriage is to live together and possibly raise a family. In that case, its obvious that children are a commitment for life.

26

Yes, but other things happen in the world which arent violent. Well, maybe they dont qualify as news. In that case, youre saying that news isnt representative of whats happening around us.

05

Theyre probably warmer and more friendly, but theyre often very loud and extrovert to go with it. So you prefer the British character?

27

Likewise, strikes among teachers can severely disrupt the education of our children. So you dont think everybody should have the right to strike?

8.4

Strongly argued questions with "Why" [ Repeat the questions with "Why" ]

07 03 11

Why have we got to create large institutional families? If people decide to have children, then they should value family life. Why should other people pay for the exhibition of junk which nobody wants? But youre already paying for the NHS through national insurance. Why should you have to insure yourself twice?

17 08 06

Once the level of the benefit is higher than their take-home pay, why should they do a job? Why shouldnt those who cause air and noise pollution do something to reduce it? ... if mountainous countries like Japan can export good cars, why shouldnt they import their food?
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9. What do you mean exactly? ... Let me explain.

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9. 9.1

CLARIFICATION Clarification through short Yes/No Questions inviting illustration or example.

Listen to the extracts and repeat the short questions only. The extracts are repeated twice. 05 They (North Americans) enjoy telling us that theyre the best. And are they right? Yes, if you measure success purely in dollars. 11 ... but the (health) service is under too much pressure to give adequate support. Can you be a bit more specific? Certainly. Therere thousands of people who are in great pain. Some are waiting for minor surgery while others are waiting for treatment at pain control clinics. 14 ... but its possible to give the job to a man with fewer qualifications. Does that happen? Perhaps not as much as it used to, but if a woman leaves a job to start a family, it may be very difficult for her to return to full-time work. 9.2 Clarification through "What" or "How" Questions inviting illustration or example. [ Repeat the questions with "what" and "how" . ] 03 07 Whats wrong with creating a few more jobs in the tourist industry? Think of all the money thats spent in the souvenir shops of these galleries and museums. Whats wrong with mixed ability teaching? The reality is that people learn subjects such as languages and mathematics at different speeds. 15 What do you mean? I mean that peoples situations can be very different. Lets take the very extreme situation of a young woman who marries an old man as an example. 08 What do you mean by unnecessary?

Let me explain. Every morning, people go up and down motorways or cross from one side of town to the other in their cars, when they could quite easily take trains or buses. 25 Prices are rather expensive, but maybe thats a good thing. How do you mean? I mean that the country isnt inundated with tourists. It hasnt been ruined by time-share developments or scores of ugly hotels, bars and discos. 20 .... in a sense most of us are already using them (computers). How do you mean? Well, whenever we use our washing machines.... we are using computer circuitry. 17 .....many pizza parlours, pubs and burger bars are really being subsidized by the Government. How come? Because nobody would be able to accept jobs in these places if they didnt have their incomes topped up by the state. 26 Without doubt, television has a lot to answer for. In what way? Youve only got to switch on a film and youll see a violent incident every five or ten minutes on average. 9.3 Clarification through "Why" / "Why not" Questions inviting reason, illustration or example. [ Repeat the questions with "Why" and "Why not" ] 23 The young are often embarrassed by them (traditions). This is a shame. Why do you say that? Let me explain. Take a traditional Japanese song, for example.

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First of all, Britain is unique in its transport history. Whys that? Because of all the transport systems that have been developed in the last 300 years.

22

Not at national or international level. Why not? Well, we can hardly keep politics out of the Eurovision song contest. How are we meant to keep it out of football, which has a far greater following?

23

Im not so sure about that. Why not? Because traditions are now under attack from mass production and mass marketing.

9.4

Clarification / Reiteration through reference to subject

Look at the list of 28 topics. Listen to the extracts and write down the name or number of the topic which is being discussed. Each extract is repeated twice. 05 They are usually on the same side in war-time, yet they rarely speak well of one another on a personal level. Are we talking about a struggle for superiority? 03 23 20 16 03 Im talking about national institutions, centres of culture which represent the best of Britains historical and artistic treasures. That isnt the point. Im talking about soft drinks, and few Spanish bars will serve you with "horchata", their own traditional soft drink. Im talking about desktop PCs Are you saying that foreign-based multi-nationals decide who is going to be British Prime Minister. Well you might as well argue that the government should subsidize all shops. Im saying that its the British tax-payer who pays the bill.

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What Im saying is that we are too interdependent. Perhaps our populations are too big. Thats why Im advocating self-sufficiency as a goal. What Im saying is that older people have been there before. Theyve had the problems and found the solutions. What are you trying to say? To come to the point, there are so many different motives for marriage that its impossible to generalize about why people prefer married to single status.

15 03

That may be so, but for most people the whole point of marriage is to live together and possibly to raise a family. Thats what this discussions about. To come back to the main point, this isnt only about contemporary, experimental art.Im talking about the appreciation of great masterpieces which have been acknowledgedfor centuries.
Prepare for Discussion TOPICS INDEX 1.0 2.0 3.0 4.0 5.0 6.0 7.0 8.0 10.0 Home Page