This document provides a summary and recommendations for corrections to a student composition titled "Unit 1- Wanderlust". It identifies several errors in the composition related to grammar, vocabulary, and style. Recommendations are provided to correct collocation errors, replace vague phrases, and make the writing more concise. Suggestions are also given for vocabulary words, expressions, and prepositional phrases that could be confusing for the student. Examples of other students' gap year experiences are briefly described to provide context. The overall document offers guidance to improve the student's writing skills.
The document lists 30 fun facts about the English language. Some key points include:
- English originated from northwestern Germany and the Netherlands.
- "Long time no see" is a literal translation from a Native American or Chinese phrase.
- "Go!" is the shortest grammatically correct sentence in English.
- About 4,000 new words are added to the dictionary each year.
- The two most common words in English are "I" and "you".
When Translation Goes Wrong: How to Avoid Offending Your ClientelleContent Equals Money
The document discusses the importance of proper translation for marketing to Spanish-speaking audiences. As the Latin American population and their spending power grows in the US, good English to Spanish translations are needed. However, many companies have failed at translation, resulting in hilarious but also potentially offensive mistakes. These mistakes can harm a company's strategy by turning people off or making them laugh instead of taking the company seriously. The document provides examples of common translation errors like false cognates, failed figures of speech, and improper cultural translations. It recommends hiring professional translation help instead of relying on machine or online translators to avoid these errors.
While English has become a global language, only 5.6% of the world's population speaks it natively, so learning a foreign language is still beneficial. There are several effective ways to learn a foreign language on your own, such as using audio/video materials, visiting foreign language websites, or watching foreign films and TV. However, taking a foreign language class is recommended because it provides guidance from an instructor and structure to track your progress. Despite the prevalence of English, learning a new language has value.
The document provides information about common vacation activities and planning a vacation. It discusses activities people usually do like go to beaches, go camping, go shopping, go snorkeling, and go on safaris. It also includes questions about vacation plans and a conversation between speakers. Examples of vacation locations are mentioned, including safaris in Africa, hiking in Peru, beaches in Maldives, and trips to New York City. Modals like can, may, must, will, should and have to are discussed in the context of vacation activities and planning.
Current English for Specific Purposes & English for Academic Purposes: Mains...Mark Krzanowski
This document summarizes a talk on developments in English for Academic Purposes (EAP) and English for Specific Purposes (ESP). It discusses how EAP and ESP have evolved from separate fields to a more integrated approach. It also addresses challenges in teaching EAP and ESP, such as a lack of materials for certain disciplines. Examples are provided of genre-specific assessments in various academic fields like engineering, nursing, and law. The document concludes that EAP and ESP are now mainstream rather than peripheral fields, and continuous professional development is essential for English language teachers.
This document provides a summary and recommendations for corrections to a student composition titled "Unit 1- Wanderlust". It identifies several errors in the composition related to grammar, vocabulary, and style. Recommendations are provided to correct collocation errors, replace vague phrases, and make the writing more concise. Suggestions are also given for vocabulary words, expressions, and prepositional phrases that could be confusing for the student. Examples of other students' gap year experiences are briefly described to provide context. The overall document offers guidance to improve the student's writing skills.
The document lists 30 fun facts about the English language. Some key points include:
- English originated from northwestern Germany and the Netherlands.
- "Long time no see" is a literal translation from a Native American or Chinese phrase.
- "Go!" is the shortest grammatically correct sentence in English.
- About 4,000 new words are added to the dictionary each year.
- The two most common words in English are "I" and "you".
When Translation Goes Wrong: How to Avoid Offending Your ClientelleContent Equals Money
The document discusses the importance of proper translation for marketing to Spanish-speaking audiences. As the Latin American population and their spending power grows in the US, good English to Spanish translations are needed. However, many companies have failed at translation, resulting in hilarious but also potentially offensive mistakes. These mistakes can harm a company's strategy by turning people off or making them laugh instead of taking the company seriously. The document provides examples of common translation errors like false cognates, failed figures of speech, and improper cultural translations. It recommends hiring professional translation help instead of relying on machine or online translators to avoid these errors.
While English has become a global language, only 5.6% of the world's population speaks it natively, so learning a foreign language is still beneficial. There are several effective ways to learn a foreign language on your own, such as using audio/video materials, visiting foreign language websites, or watching foreign films and TV. However, taking a foreign language class is recommended because it provides guidance from an instructor and structure to track your progress. Despite the prevalence of English, learning a new language has value.
The document provides information about common vacation activities and planning a vacation. It discusses activities people usually do like go to beaches, go camping, go shopping, go snorkeling, and go on safaris. It also includes questions about vacation plans and a conversation between speakers. Examples of vacation locations are mentioned, including safaris in Africa, hiking in Peru, beaches in Maldives, and trips to New York City. Modals like can, may, must, will, should and have to are discussed in the context of vacation activities and planning.
Current English for Specific Purposes & English for Academic Purposes: Mains...Mark Krzanowski
This document summarizes a talk on developments in English for Academic Purposes (EAP) and English for Specific Purposes (ESP). It discusses how EAP and ESP have evolved from separate fields to a more integrated approach. It also addresses challenges in teaching EAP and ESP, such as a lack of materials for certain disciplines. Examples are provided of genre-specific assessments in various academic fields like engineering, nursing, and law. The document concludes that EAP and ESP are now mainstream rather than peripheral fields, and continuous professional development is essential for English language teachers.
English for Academic Purposes by Liz Hamp-LyonsParth Bhatt
English for academic purposes (EAP) has grown into a multi-million dollar enterprise over the past 25 years. EAP differs from general English courses by focusing on the specific needs of students using English for academic studies. While individual teachers have addressed academic contexts for some time, EAP emerged as a defined field in the 1970s through organizations like SELMOUS. EAP aims to prepare students for academic genres, registers, and discourse through a focus on skills like academic reading, writing, and study strategies. Needs analysis is fundamental to the EAP approach of designing courses tailored to students' academic situations.
ESP is an approach to language teaching where all content and methodology are based on the learner's reason for learning. There are three main reasons for ESP: 1) English is key to technology and commerce globally, 2) linguistics revolutionized by showing language varies by situation so courses can focus on specific situations, and 3) focus shifted to developing courses highly relevant to individual learners' needs and interests.
The document discusses the evolution of English for Specific Purposes (ESP) through three main phases: 1) expanding demand for English to suit particular needs, 2) developments in linguistics, and 3) educational psychology. It describes approaches such as register analysis, discourse analysis, target situation analysis, and a learning-centered approach that place learner needs at the center of course design. ESP analysis and teaching materials have shifted focus from sentence-level grammar to discourse patterns and organizational structures in texts.
English for Specific Purposes by Tony Dudley EvansParth Bhatt
English for specific purposes (ESP) has for about 30 years been a separate branch of English
Language Teaching. It has developed its own approaches, materials and methodology and is
generally seen as a very active, even 'feisty' movement that has had considerable influence over the
more general activities of TESOL and applied linguistics.
ESP has always seen itself as materials-driven and as a classroom-based activity concerned
with practical outcomes. Most w riting about ESP is concerned with aspects of teaching, materials
production and text analysis rather than with the development of a theory of ESP.
The document discusses the learning-centered approach to course design. It explains that the learning-centered approach considers the learner's needs, skills, attitudes and learning situation at every stage of design. This includes analyzing both the target situation where skills will be used and the current learning situation. The learning-centered process is dynamic and negotiates between these factors when writing syllabus, materials, and evaluations. It implies course design is negotiated between situations and changes over time with feedback.
This document discusses English for Specific Purposes (ESP). It defines ESP as an approach to language teaching where the content and aims of the course are based on the specific needs of the learners. The document traces the evolution of ESP from the 1960s and discusses some of the main researchers in the field, including Hutchinson and Waters. It outlines different theories of learning through ESP, such as behaviorism and mentalism, as well as approaches to ESP courses like language-centered, skills-centered, and learning-centered. Finally, it provides an example ESP lesson plan for electrical engineering students focused on vocabulary and graphic organizers.
ESP refers to English for Specific Purposes which designs English language courses based on the specific needs of learners in their fields or occupations. ESP courses focus on developing the grammar, vocabulary, study skills and discourse needed in the target discipline. They use authentic materials from the relevant field and allow self-directed learning. Common ESP courses include English for academic disciplines, occupations, and topics like English for medicine or English for technology.
This document discusses English for Academic Purposes (EAP). EAP focuses on analyzing students' academic language needs and the linguistic structures of academic texts. It teaches formal academic genres like research papers and dissertations, with a focus on reading and writing. EAP courses are tailored to students' immediate academic needs, teaching only the vocabulary, grammar, topics, and communicative skills relevant to their fields of study. The goal is to provide practical English language training for academic contexts.
This document outlines an English class lesson plan focused on speaking skills. It includes 5 activities: 1) recalling previous lessons, 2) describing one's hometown while blindfolded, 3) explaining cultural characteristics of one's birthplace, 4) discussing the message of a song, and 5) again describing one's birthplace. Tips are provided for pronouncing certain letters like R, L, and TH. The lesson encourages students to speak respectfully about their hometowns and birthplaces.
PROYECTO INGLES III Claudia Jazmin Sanchez Campos
Estudiante del CBTis 194 Ciudad Ayala
Present simple video https://youtu.be/Ho1LBlGTMok
Present progressive https://youtu.be/xDTjqpOAs8g
How much/ how many video https://youtu.be/cz6TjdYQ0uE
A nice place to live. Video https://youtu.be/tAQ1S5q4lJc
Countries and nationalities video https://youtu.be/GZbtP_KghCY
Possessive adjectives video https://youtu.be/8jb2eSZQ8D8
Singular and plural video https://youtu.be/7XRy0fvM2ec
Auxiliar can/can´t video https://youtu.be/foGmYTE2HtU
This document provides information about a lesson on places in towns and cities. It includes vocabulary like airport, bank, botanical garden, and activities for the lesson from the student's book and activity book. The student's book activities include listening to a letter from a girl in Dublin, correcting sentences about what she says, and talking about why they would like to visit Dublin. The activity book reinforces vocabulary with a crossword and matching exercise and questions about the content of the letter. The lesson aims to practice describing places in towns and discuss cities and culture in Ireland.
Public presentation given on May 23, 2017, to the Eastman branch of the Cleveland Public Library on feedback and design options. For more information, see http://www.cpl150.org
This document provides guidance for teachers on how to improve students' speaking skills. It discusses the importance of speaking, challenges in Greece, and strategies teachers can use. Some key points:
1) Speaking is the most important language skill but often lags in Greece due to a focus on grammar and exams. Teachers must help skills like grammar and vocabulary come together seamlessly for speaking.
2) Teachers are encouraged to have students spend more time speaking in class through techniques like pair work and group work. Speaking also needs to be integrated across subject areas.
3) Specific strategies discussed include helping students overcome fear of public speaking, providing guidance on monologues, dialogues, pronunciation, and preparing for exams
from a workshop on teaching speaking to EFL studentsPhilip Holland
This document provides guidance for teachers on how to improve students' speaking skills. It discusses the importance of speaking, challenges in Greece, and strategies teachers can use. Some key points:
1) Speaking is the most important language skill but often lags in Greece due to a focus on grammar and exams. Teachers must help skills like grammar and vocabulary come together seamlessly for speaking.
2) Teachers are encouraged to do math to ensure adequate class time for speaking practices like pair work and group work. Speaking should be integrated across subjects.
3) Activities are suggested to help with pronunciation, fluency, exams, and expressing opinions. Resources for exam preparation are also provided.
4) The
This document provides guidance for teachers on how to incorporate more speaking activities into their English language lessons. It discusses the importance of speaking skills for students and outlines challenges to teaching speaking in some contexts. It then provides many examples of speaking activities teachers can use, including discussions of pronunciation, contractions, monologues, dialogues, and exam preparation. The document emphasizes creating opportunities for free speaking practice to help students feel comfortable communicating in English.
This document provides an overview of the contents and activities for four English language learning sessions. The fourth session includes a warm-up, review of the previous session, and plans to cover pronunciation, grammar, reading, listening, and speaking activities. The document outlines the specific topics and tasks to be covered in each of these areas. It then provides details on the content and activities planned for the fifth session, including presentations, pronunciation, grammar, reading, listening, speaking, and a writing task.
This document discusses ways to localize global English language coursebooks to make them more relevant for students. It suggests that teachers can localize content by [1] rooting explanations in local culture through examples, [2] personalizing speaking tasks and questions to relate to students' lives, and [3] translating vocabulary and phrases to validate students' local languages. The document also emphasizes the importance of teachers modeling language use and tailoring texts with local-based discussion questions. Localizing coursebooks in these ways can help students see how English relates to their own realities and cultures.
This document discusses understanding how the world learns English. It provides an overview of topics covered in an English language course, including conversations, lectures, news stories, social and professional contexts. It outlines activities for business tasks, socializing, and learning about other cultures. The course aims to have clear links between input materials and learning outcomes. It also aims to be easy for teachers to use, with limited sections and a regular structure. Materials are meant to be quick to prepare and suitable for mixed-level classes, while also motivating students.
Writing skills are an important part of communication. Good writing skills allow you to communicate your message with clarity and ease to a far larger audience than through face-to-face or telephone conversation.
This document discusses teaching writing techniques. It begins by noting that writing, unlike speaking, is a culturally learned skill. It then outlines seven characteristics of written language, including production time, distance from audience, orthography, complexity, vocabulary, formality, and types of classroom writing. Fifteen principles for designing writing techniques are provided, such as incorporating good writing practices and balancing process with product. Sample techniques are explained, like controlled writing, writing based on a text, oral preparation, and correcting writing work. Additional techniques involving sequencing, completion, transformation, and questions are described in more detail. The document provides guidance on how to structure writing lessons and the types of activities and exercises teachers can use to help students improve their writing abilities
English for Academic Purposes by Liz Hamp-LyonsParth Bhatt
English for academic purposes (EAP) has grown into a multi-million dollar enterprise over the past 25 years. EAP differs from general English courses by focusing on the specific needs of students using English for academic studies. While individual teachers have addressed academic contexts for some time, EAP emerged as a defined field in the 1970s through organizations like SELMOUS. EAP aims to prepare students for academic genres, registers, and discourse through a focus on skills like academic reading, writing, and study strategies. Needs analysis is fundamental to the EAP approach of designing courses tailored to students' academic situations.
ESP is an approach to language teaching where all content and methodology are based on the learner's reason for learning. There are three main reasons for ESP: 1) English is key to technology and commerce globally, 2) linguistics revolutionized by showing language varies by situation so courses can focus on specific situations, and 3) focus shifted to developing courses highly relevant to individual learners' needs and interests.
The document discusses the evolution of English for Specific Purposes (ESP) through three main phases: 1) expanding demand for English to suit particular needs, 2) developments in linguistics, and 3) educational psychology. It describes approaches such as register analysis, discourse analysis, target situation analysis, and a learning-centered approach that place learner needs at the center of course design. ESP analysis and teaching materials have shifted focus from sentence-level grammar to discourse patterns and organizational structures in texts.
English for Specific Purposes by Tony Dudley EvansParth Bhatt
English for specific purposes (ESP) has for about 30 years been a separate branch of English
Language Teaching. It has developed its own approaches, materials and methodology and is
generally seen as a very active, even 'feisty' movement that has had considerable influence over the
more general activities of TESOL and applied linguistics.
ESP has always seen itself as materials-driven and as a classroom-based activity concerned
with practical outcomes. Most w riting about ESP is concerned with aspects of teaching, materials
production and text analysis rather than with the development of a theory of ESP.
The document discusses the learning-centered approach to course design. It explains that the learning-centered approach considers the learner's needs, skills, attitudes and learning situation at every stage of design. This includes analyzing both the target situation where skills will be used and the current learning situation. The learning-centered process is dynamic and negotiates between these factors when writing syllabus, materials, and evaluations. It implies course design is negotiated between situations and changes over time with feedback.
This document discusses English for Specific Purposes (ESP). It defines ESP as an approach to language teaching where the content and aims of the course are based on the specific needs of the learners. The document traces the evolution of ESP from the 1960s and discusses some of the main researchers in the field, including Hutchinson and Waters. It outlines different theories of learning through ESP, such as behaviorism and mentalism, as well as approaches to ESP courses like language-centered, skills-centered, and learning-centered. Finally, it provides an example ESP lesson plan for electrical engineering students focused on vocabulary and graphic organizers.
ESP refers to English for Specific Purposes which designs English language courses based on the specific needs of learners in their fields or occupations. ESP courses focus on developing the grammar, vocabulary, study skills and discourse needed in the target discipline. They use authentic materials from the relevant field and allow self-directed learning. Common ESP courses include English for academic disciplines, occupations, and topics like English for medicine or English for technology.
This document discusses English for Academic Purposes (EAP). EAP focuses on analyzing students' academic language needs and the linguistic structures of academic texts. It teaches formal academic genres like research papers and dissertations, with a focus on reading and writing. EAP courses are tailored to students' immediate academic needs, teaching only the vocabulary, grammar, topics, and communicative skills relevant to their fields of study. The goal is to provide practical English language training for academic contexts.
This document outlines an English class lesson plan focused on speaking skills. It includes 5 activities: 1) recalling previous lessons, 2) describing one's hometown while blindfolded, 3) explaining cultural characteristics of one's birthplace, 4) discussing the message of a song, and 5) again describing one's birthplace. Tips are provided for pronouncing certain letters like R, L, and TH. The lesson encourages students to speak respectfully about their hometowns and birthplaces.
PROYECTO INGLES III Claudia Jazmin Sanchez Campos
Estudiante del CBTis 194 Ciudad Ayala
Present simple video https://youtu.be/Ho1LBlGTMok
Present progressive https://youtu.be/xDTjqpOAs8g
How much/ how many video https://youtu.be/cz6TjdYQ0uE
A nice place to live. Video https://youtu.be/tAQ1S5q4lJc
Countries and nationalities video https://youtu.be/GZbtP_KghCY
Possessive adjectives video https://youtu.be/8jb2eSZQ8D8
Singular and plural video https://youtu.be/7XRy0fvM2ec
Auxiliar can/can´t video https://youtu.be/foGmYTE2HtU
This document provides information about a lesson on places in towns and cities. It includes vocabulary like airport, bank, botanical garden, and activities for the lesson from the student's book and activity book. The student's book activities include listening to a letter from a girl in Dublin, correcting sentences about what she says, and talking about why they would like to visit Dublin. The activity book reinforces vocabulary with a crossword and matching exercise and questions about the content of the letter. The lesson aims to practice describing places in towns and discuss cities and culture in Ireland.
Public presentation given on May 23, 2017, to the Eastman branch of the Cleveland Public Library on feedback and design options. For more information, see http://www.cpl150.org
This document provides guidance for teachers on how to improve students' speaking skills. It discusses the importance of speaking, challenges in Greece, and strategies teachers can use. Some key points:
1) Speaking is the most important language skill but often lags in Greece due to a focus on grammar and exams. Teachers must help skills like grammar and vocabulary come together seamlessly for speaking.
2) Teachers are encouraged to have students spend more time speaking in class through techniques like pair work and group work. Speaking also needs to be integrated across subject areas.
3) Specific strategies discussed include helping students overcome fear of public speaking, providing guidance on monologues, dialogues, pronunciation, and preparing for exams
from a workshop on teaching speaking to EFL studentsPhilip Holland
This document provides guidance for teachers on how to improve students' speaking skills. It discusses the importance of speaking, challenges in Greece, and strategies teachers can use. Some key points:
1) Speaking is the most important language skill but often lags in Greece due to a focus on grammar and exams. Teachers must help skills like grammar and vocabulary come together seamlessly for speaking.
2) Teachers are encouraged to do math to ensure adequate class time for speaking practices like pair work and group work. Speaking should be integrated across subjects.
3) Activities are suggested to help with pronunciation, fluency, exams, and expressing opinions. Resources for exam preparation are also provided.
4) The
This document provides guidance for teachers on how to incorporate more speaking activities into their English language lessons. It discusses the importance of speaking skills for students and outlines challenges to teaching speaking in some contexts. It then provides many examples of speaking activities teachers can use, including discussions of pronunciation, contractions, monologues, dialogues, and exam preparation. The document emphasizes creating opportunities for free speaking practice to help students feel comfortable communicating in English.
This document provides an overview of the contents and activities for four English language learning sessions. The fourth session includes a warm-up, review of the previous session, and plans to cover pronunciation, grammar, reading, listening, and speaking activities. The document outlines the specific topics and tasks to be covered in each of these areas. It then provides details on the content and activities planned for the fifth session, including presentations, pronunciation, grammar, reading, listening, speaking, and a writing task.
This document discusses ways to localize global English language coursebooks to make them more relevant for students. It suggests that teachers can localize content by [1] rooting explanations in local culture through examples, [2] personalizing speaking tasks and questions to relate to students' lives, and [3] translating vocabulary and phrases to validate students' local languages. The document also emphasizes the importance of teachers modeling language use and tailoring texts with local-based discussion questions. Localizing coursebooks in these ways can help students see how English relates to their own realities and cultures.
This document discusses understanding how the world learns English. It provides an overview of topics covered in an English language course, including conversations, lectures, news stories, social and professional contexts. It outlines activities for business tasks, socializing, and learning about other cultures. The course aims to have clear links between input materials and learning outcomes. It also aims to be easy for teachers to use, with limited sections and a regular structure. Materials are meant to be quick to prepare and suitable for mixed-level classes, while also motivating students.
Writing skills are an important part of communication. Good writing skills allow you to communicate your message with clarity and ease to a far larger audience than through face-to-face or telephone conversation.
This document discusses teaching writing techniques. It begins by noting that writing, unlike speaking, is a culturally learned skill. It then outlines seven characteristics of written language, including production time, distance from audience, orthography, complexity, vocabulary, formality, and types of classroom writing. Fifteen principles for designing writing techniques are provided, such as incorporating good writing practices and balancing process with product. Sample techniques are explained, like controlled writing, writing based on a text, oral preparation, and correcting writing work. Additional techniques involving sequencing, completion, transformation, and questions are described in more detail. The document provides guidance on how to structure writing lessons and the types of activities and exercises teachers can use to help students improve their writing abilities
The document provides an overview of speed meetings for an English language course. Day 1 objectives include getting to know each other, reviewing common mistakes in English, and discussing job skills. Useful language learning websites and apps are listed. Common errors are identified and corrected. Participants are asked to prioritize important job qualities and discuss occupational therapy. Day 2 covers adverb frequency and agreement language. Homework answers are reviewed.
This document discusses strategies for developing speaking skills. It begins by outlining Peter Lucantoni's background and qualifications in teaching speaking. It then reviews what experts say about speaking, including that it is a complex skill and involves more than just grammar. The document discusses the components of speaking and the need to practice skills like turn-taking. It advocates for activities like pair and group work to increase speaking time. It provides examples of information-gap and opinion-gap activities and emphasizes the importance of motivation and creating a safe environment for speaking practice.
This document discusses strategies for developing speaking skills. It begins by outlining Peter Lucantoni's background and qualifications in teaching speaking. It then reviews what experts say about speaking, including that it is a complex skill and involves more than just grammar. The document discusses the components of speaking and the need to practice skills like turn-taking. It advocates for activities like pair and group work to increase speaking time. It provides examples of information-gap, map labelling, and presenting a new product speaking activities. Finally, it emphasizes building learner confidence and finding a balance of fluency and accuracy in teaching speaking.
March 24 writing in conversation classesdiegofresco
Basic word-, sentence-, and paragraph-level writing activities that are easily extended into conversation activities. These exercises emphasize output, active vocabulary and student-centered learning.
This document provides guidance for designing an effective ESL conversation class. It discusses the importance of planning lessons with clear goals and language objectives. Key elements of planning include choosing topics, developing questions, selecting relevant vocabulary, and incorporating project-based extension activities. Sample questions and a lesson plan template are provided to illustrate how to structure a conversation class around a travel theme. The document emphasizes the value of preparing engaging speaking activities and allowing students to use targeted language through authentic communication.
Similar to A practical guide to implementing methodology for ESP (20)
Lenny Henry is a British comedian and actor. He began his career in the 1970s and has starred in numerous British TV shows. Later in his career, he spent time in America gaining experience in television and film acting.
I chose to study languages because of my early experiences which sparked my interest in other cultures and communication, as well as the career opportunities it provides for international work. The flexibility of language study also made it the best option for me personally. My future plans include using my language skills for work while also continuing my language education.
Shrewsbury is a town located in central England. It has a population of around 70,000 people and is known for its historic buildings and architecture from the medieval era. The River Severn flows through the town and it has many parks, gardens and open spaces that residents and visitors enjoy.
1. A Sharjah university computer engineering student hacked into the college computer system and used student details to create a social network called Facemash without their consent or awareness.
2. Facemash asked students to vote on who was the most attractive student on campus, disturbing many as their personal information had been accessed without permission.
3. Ironically, the university used Facebook to warn students about protecting their personal information after the incident.
This recipe provides instructions for making millionaires shortbread, which involves crushing biscuits and mixing them with melted butter to form a base, then spreading condensed milk toffee on top and chilling it before melting chocolate with milk and smoothing it over the toffee layer. The document encourages making and enjoying the biscuits and asks how many calories are in each slice.
2. Sample lesson.
• Objective:
Create a promotional video for your town
• Warmer
• Lead-in
• Controlled practice
• Freer practice
• Extension
3. Warmer
Find someone who:
1. Has been to an English speaking country
2. Would like to be a tour guide
3. Can say ‘hello’ in 5 languages
4. Can name 5 capital cities in Europe in 5 seconds
5. Would like to live in another country
4. Lead in
Make a list of words related to tourism
Use the last letter of each word to start the next word
e.g. tourism,
money,
yield,
dollars.
5. Extended lead-in
Choose a word from your list
Make a sentence with it. (6 words minimum)
Mime the sentence to your partner
7. Scaffolding
• Complete the gaps:
• Brewood is a ______ village in Staffordshire, in
the ________ _________ of England
• It is famous for ____ history.
• _______ _____ lots of old buildings and ___
interesting church.
10. Montgomery Alabama
Montgomery is actually a very important city in
regard to American civil rights, so people will see
a Rosa Parks exhibit. And she is a very important
part of civil rights and the equality of people in
America.