1 - The Ultimate Book of Speaking Activities (The Ultimate Teaching ESL Series) [PDF]

Zitiervorschau

The Ultimate Teaching English as a Second Language book of Speaking Activities By Andromeda Jones

Copyright © 2016 by Andromeda Jones All rights reserved. No part of this publication may be reproduced, distributed, or transmitted in any form or by any means, including photocopying, recording, or other electronic or mechanical methods, without the prior written permission of the publisher, except in the case of brief quotations embodied in critical reviews and certain other non-commercial uses permitted by copyright law. For permission requests, write to the publisher, addressed “Attention: Permissions Coordinator,” at the address below.

Printed in the United Kingdom www.bilinguanation.com Publisher’s Cataloging-in-Publication data Jones, Andromeda. The Ultimate Teaching English as a Second Language Book of Speaking Activities / Andromeda Jones. 1. English language teaching. 2. Teaching English without text-books. 3. Oral agility.

Table of Contents About this book How this book is designed What is controlled speaking practice? What is a roleplay? What is a problem-solving activity? What are question activities? Speaking activities There is / there are Comparative adjectives Present continuous Reflexive pronouns Deduction and possibility in present Yet and already World map Roleplays Jobs vocabulary practice Phrasal verb practice While and meanwhile Work phrasal verbs Money Business phrasal verbs Had better Marketing Media vocabulary practice Roads vocabulary practice

Presentation practice Negotiation practice Deduction and possibility in past Problem solving activities The survivor challenge The survivor challenge: food Personality adjectives Accident vocabulary Which is worse? What makes a person happy? Question activities Gerund versus infinitive Present perfect continuous Present perfect versus the past Second conditional Third conditional Used to versus to be used to / to get used to Did you use to…? Do you think you could get used to…? Wish versus hope Verb tables Common irregular verbs Irregular verbs advanced Additional materials Worksheet downloads in high resolution Found this book useful? And finally…

About this book The Ultimate Teaching English as a Second Language (ESL) series offers a complete guide on how to teach English through speaking activities, rather than traditional textbooks. This technique mimics how we learnt our native language as children but in a condensed period of time. Students make rapid progress with the constant speaking practice and lessons are more creative for the teacher as they have the freedom to decide what they want to teach and how. The Ultimate Teaching ESL book of Speaking Activities provides visual materials, roleplays and question activities for all levels of adult learners. You can use it with its accompanying book The Ultimate Teaching ESL Manual or as a standalone resource, with all that good stuff to make your classes special.

What if I teach with textbooks? No problem. In order to be able to speak, your students need plenty of practice – The Ultimate Teaching ESL book of Speaking Activities provides material for exactly that.

How this book is designed The book is divided into four parts. Part one provides the visual materials for some of the controlled speaking practices found in The Ultimate Teaching ESL Manual with instructions about how they work. Part two contains more than a dozen roleplays covering the range of topics you would expect from an English language class. Part three contains problem-solving activities such as The Desert Island Survivor Challenge, The Desert Island Survivor Food Challenge and more. Finally part four provides questions your students can ask each other on five different grammar topics. All activities can be printed out in high resolution from the book’s accompanying website www.bilinguanation.com and handed to your class. These worksheets are not available for the general public. To access them use your Manual Owner Code found at the back of the book.

What is controlled speaking practice? Controlled speaking practice, otherwise known as drills, are either questions or statements carefully designed to get the student to orally reproduce the language point they are studying. Getting students to repeat the words replicates how they learnt their native language as children but in a shorter space of time. The drill can either be asked teacher-to-student or student-tostudent. They are not, however, straight questions. To keep your class alert, the teacher must feed their students sentences that they then convert themselves to make the correct tense. Let me give you an example: The ‘yet’ and ‘already’ worksheet shows a picture of teenager playing guitar in a messy room. After explaining the task the teacher feeds Student A the line, ‘Make the bed’. Student A must convert this into a question for Student B with, ‘Has she made the bed yet?’ Student B must then answer ‘Yes, she has already made the bed’ or ‘No, she hasn’t made the bed yet,’ depending on what’s shown in the picture. The teacher then feeds the next statement. This way, students practice the point orally until the words come out of their mouth almost without thinking, just as they would as a native speaker. It is a powerful way to teach and your students will recognise your skill, returning to your lessons year after year and recommending you to friends.

What is a roleplay? Roleplays are simple situations where students act out a part as they would in a play. They are normally acted out in pairs or groups of three students. To have a purpose, the roleplay must be set around a particular grammar or vocabulary topic. All roleplays in this book have a vocabulary set to practice as part of the activity. For the vocabulary to be effective, however, it must be taught before the roleplay. How to set up a roleplay I have seen many great roleplays fail because the teacher has not done the groundwork beforehand. For a roleplay to work you must set the scene. First ask some questions (or for a large class write them on the board). For example, if your roleplay is about setting up a new business, ask your students the best business idea they’ve heard in their life. What’s the craziest? What business would they set up if they had the opportunity? And so on. Next tell your students that they are going to set up a business with a classmate. Ask them to brainstorm the vocabulary and grammar they need to get the job done. Finally, when they are ready and raring to go, give them the roleplay and then let them fly.

What is a problem-solving activity? Problem-solving activities are a form of speaking practice where students must work together in pairs or a group to find a solution to a problem. These could be based on fantasy, such as choosing which objects they need to survive on a desert island, or real life issues, such as deciding which personality traits are the best and worst to have in a boss.

What are question activities? These are simple questions that students ask each other to practice a certain grammar point. To keep students thinking and progressing, I never give the full question, if I can help it. Rather, I write the verb in brackets in its root form and get the students to select the correct tense. The question activities here are examples and I encourage you to write more.

Part One: Speaking activities

There is / there are

Instructions: There is / there are Practice: There is + singular nouns / there are + plural nouns / there is + uncountable nouns. Level: Beginners. Teacher-led class speaking practice: Study this picture of a kitchen and tell your students to ask each other questions to practice there is + singular noun, there are + plural noun and there is + uncountable noun. As the teacher you must direct this activity and prompt them with ideas. For example: Teacher: Tom, ask Sarah about fruit. Tom: Sarah, is there any fruit in the room?’ Sarah: Yes, there is some fruit in the room. Also, ask deliberately wrong questions to elicit the negative. For example: Teacher: Tom, is there any beer in the room? Tom: ‘No, there isn’t any beer in the room.’

Grammar We use ‘there is’ with a singular noun, ‘there are’ with a plural noun and ‘there is’ with an uncountable noun. Some, any, and a / an are placed before the noun depending on whether it is singular, plural or uncountable and whether the sentence expresses an affirmative, negative or question. See this table below.

Affirmative Negative Question is: A / an A / an A / an

There singular There are: Some plural

Any

Any

There is: Some uncountable

Any

Any

Further speaking practice Pairs’ activity ‘Draw your favourite room’: Student A describes their favourite room to Student B, who draws it out and clarifies by asking ‘Is there?’ and ‘Are there?’ questions, along with prepositions of place, to help them position all the furniture in the right place. Make sure your students use verbal communication only, with no pointing. For example: Tom: ‘Is there a sofa in front of the shelves or next to the shelves?’ Sarah: ‘There is a sofa next to the shelves on the right and there is a coffee table in front of the sofa.’ Prepositions of place: On, in, in front of, behind, next to, under and between.

Comparative adjectives

Instructions: Comparative adjectives Level: A1-A2. Practice: Comparative adjectives such as ‘hotter’, ‘faster’, ‘more expensive’ and ‘better.’

Pairs’ roleplay ‘Making a decision’: Using comparative adjectives get your students to compare two types of holidays and cars to decide which one they want to buy. For example: Tom: ‘The Ford is slower, so I think we should buy the Land Rover.’ Sarah: ‘But the Land Rover is not as economical as the Ford.’ Adjectives Tall / short, long / short, easy / difficult, hard / soft, fast / slow, cheap / expensive, young / old, new / old, thick / thin, simple / complicated, high / low, good / bad, rich / poor, clean / dirty, hot / cold, wet / dry, light / dark, ugly / pretty, fat / slim, fast / slow, safe / dangerous, weak / strong, noisy / quiet, near / far, relaxing / stressful, important, interesting, beautiful, intelligent, famous, popular, elegant, economical, comfortable. Grammar In comparative sentences we modify the adjective. For example, ‘hot’ becomes ‘hotter’, ‘small’ becomes ‘smaller’ and ‘difficult’

‘more difficult’. But why? Adjectives with one syllable Write on the board, ‘Fishing is quieter than dancing in a nightclub’. Underline ‘quieter’ and elicit or explain that this is a comparative sentence; ‘quiet’ only has one syllable and so we add ‘er’ to make it comparative. This holds true for all regular comparative adjectives. For example, ‘Spain is hotter than Ireland’. One syllable spelling rules You’ll notice in the above sentence that ‘hot’ became ‘hotter’, doubling the constant. We do this when the original adjective is spelt with a constant-vowel-constant pattern. For example, ‘wet’ becomes ‘wetter’ and ‘big’, ‘bigger’. Adjectives with two or more syllables Now write, ‘London is more expensive than Madrid.’ Underline ‘more expensive’ and elicit why this sentence contains ‘more’. The answer is that ‘expensive’ has more than two syllables (in this case three) and so must be preceded by ‘more’ to make a comparative. Adjectives ending in ‘Y’ Now write, ‘The country is prettier than the city’. There are two syllables in ‘pretty’ and so why is the comparative with ’er’ instead of ‘more’? The answer is that if the adjective ends in ‘y’ you take the final letter away and add ‘ier,’ for example, ‘happy’ becomes ‘happier’ and ‘busy’, ‘busier’.

Less + adjective Now reverse the sentence with ‘Madrid is less expensive than London’. Underline less and explain that it means a lesser quantity. It is used with two or more syllable adjectives, but not those with one. ‘Ireland is less hot than Spain’ is a very unnatural sentence. The irregulars Not all adjectives fit into this pattern. Write this table to highlight the exceptions: Adjective Good Bad Far Fun Little

Comparative Better Worse Further More fun Less

Present continuous

Instructions: Present continuous Practice: to be + verb + gerund in positive, negative and question. Teacher led class practice: Ask your students questions about the pictures above. They must respond in the continuous form. This activity has a certain technique to it, so practice with a fellow teacher before the lesson. If done right, it should start easy and then get progressively harder. First ask questions that your students can’t get wrong. You do this by giving them two options, one of which is ridiculous. For example, for picture A, ask, ‘Is Mr Smith holding an umbrella or a cat?’ Your student will automatically answer, ‘He is holding a cat.’ Do this a few times until they are comfortable with the complete ‘He is’ or ‘She is’ answer and then start throwing curve balls. For example: Teacher: ‘Is Mr Smith wearing a hat or a banana?’ Tom: ‘He is wearing a hat.’ Teacher: ‘And you Tom?’ Instead of blindly repeating what you say the question forces Tom to think and use the grammar himself to form the sentence ‘I am wearing…’ To use more persons of the verb, bring in classmates. For example: Teacher: ‘Is Mrs Vincent looking at the buildings or her book?’ Sarah: ‘She is looking at the buildings.’ Teacher: ‘And Tom and Joe?’ Sarah: ‘They are looking at the blackboard.’ Teacher: ‘Am I looking at the blackboard?’ Sarah: ‘No, you are not looking at the blackboard, you are looking at me.’ Here are some suggested questions for the first two pictures to give you some ideas.

Picture 1: Passengers in an aeroplane Is the woman in the orange dress sleeping or dancing? Is she lying back or lying forward? Is she wearing pink shoes or yellow shoes? What colour shoes are you wearing? And your neighbor? Is the man with the red jumper reading or writing? What is he reading? Are you reading? Is he looking at you or the book? What is the boy looking at? And you? And the other students? What is he listening to? And me? And you? What is he wearing? And your friend? Is he feeling happy or serious? And me? How are you feeling? Is he dancing or sitting? And the class? Are they flying in an aeroplane or travelling in a train?

Picture 2: The train station Is the young man standing or siting? And your neighbor? Is he listening or me or listening to music? What are you listening to? Is he relaxing or concentrating? What is he doing? What are we doing? What are you looking at? What is he looking at? Is he wearing a sweater or a dress? Are you wearing a dress? Is the young woman holding a bag or a dog?

What are you holding? Is the train arriving or leaving? Why do you think that? What is the young woman looking at? And you? And me? Who is she talking to? And you? Is she working or travelling? What are you doing?

Grammar The present continuous is used to emphasise an action. For example, ‘I am working’, ‘She is thinking’ or ‘Are you playing?’ Its structure runs: Subject pronoun / noun + to be verb + verb in gerund (‘ing’)

Reflexive pronouns

Instructions: Reflexive pronouns Practice: myself, yourself, himself, herself, itself, ourselves, themselves, each other. Level: A2-B1. Teacher led class activity or pairs’ activity: Ask your students to describe what is happening in the pictures, using reflexive pronouns and ‘each other’. For example: Sarah: ‘The family are taking a picture of themselves.’ Tom: ‘The mother and child are hugging each other.’

Grammar We use reflexives when you (or someone else) are both the object and the subject of an action. For example, take the sentence, ‘I cut myself yesterday.’ ‘You’ (the subject) did the action to ‘yourself’ (the object). We use ‘each other’ when the interaction is with someone else. The reflexive pronouns are: myself, yourself, himself, herself, ourselves, yourselves and themselves. They are always placed after the verb they modify. While reflexives express interaction with ‘the self’, I teach alongside it ‘each other’, which means interaction with one other. For example, ‘They looked at each other,’ or, ‘My children play with each other often.’

Common reflexive verbs Accident verbs: Cut, burn, hurt, kill, hit. Others: Enjoy, introduce, prepare, teach, dry, behave, time, express, help, dry, blame, amuse, paint (a self-portrait).

Deduction and possibility in present

Instructions: Deduction and possibility in present Practice: must be, can’t be, may, might, may not, might not. Level: B1. Teacher-led class speaking activity: Ask your students to make more deductions and possibilities from the picture. For example, for picture one: Sarah: ‘They must be firemen, they can’t be lifeguards.’ Tom: ‘They may be taking the woman to hospital.’

Grammar We use the modal verb ‘must’ to make a positive deduction about a situation and ‘can’t’ to make a negative. For example, imagine you are in a hospital, and you see a professional-looking woman in a white coat, carrying a stethoscope and treating patients. You would think, ‘Ah, she must be a doctor,’ or at least, ‘She must be a medical professional.’ This is a deduction – making a reasonable judgement on what you believe to be true based on the information at hand. Look at the language: ‘She must be a doctor.’ This is not ‘must’ for obligation. Now you see the same woman take off her coat, grab someone’s handbag and run away, chased by security guards. Now you think, ‘Ah, she can’t be a doctor.’ Look again at the language; there is no ‘mustn’t’ here, but rather ‘can’t’ as we substitute the verb in negative. ‘Mustn’t’ means prohibition – as in, ‘You mustn’t smoke in the building.’ We use the modals ‘may’, ‘might’, ‘may not’ and ‘might not’ for positive and negative statements about possibility. I will illustrate this by continuing with the above example: Now you go outside and see a film crew filming the woman’s escape. Suddenly you think, ‘OK, she might be an actress,’ and ‘This may be a movie

set.’ You might also think, ‘She might not be a criminal after all.’ How to teach it Explain the concept of deduction by telling your students the story above. Now hand your students pictures from the above worksheet and elicit positive deductions in present. Write on the board one of those deductions. For example, ‘She must be a school teacher.’ Now ask, ‘Is she a builder?’ Elicit or explain the negative: ‘No, she can’t be a builder.’ Elicit or explain that we substitute ‘must’ for ‘can’ in negative. ‘Mustn’t’ is not possible as it means prohibition. Ask: ‘Is she good at her job?’ Elicit or explain that, ‘She may be good at her job’, or, ‘She may not be good at her job.’ This is a possibility because there is not enough information to know for sure. Explain that both ‘may’ and ‘might’ mean the same thing and that there is no contraction with ‘may not’ and ‘might not.’

Further speaking practice Play your students the first 10 seconds of a funny Youtube video and ask them to make deductions and possibilities. Then play the rest of the video so that they can see if they were correct or not.

Yet and already

Instructions: Yet and already Practice: yet, already, present perfect Level: B1. Teacher-led class activity: Ask your students to make sentences about what the teenager has already done, hasn’t done yet and possibly is still doing. To do this, give your students each a sentence below and tell them to turn it into a question for another student. For example: Teacher to Tom: ‘Turn on the computer’. Tom to Sarah: ‘Sarah, has he turned on her computer yet?’ Sarah: ‘Yes he has already turned on the computer’. Teacher to Sarah: ‘Pack the school bag.’ Sarah to Tom: ‘Tom, has she packed her school bag yet?’ Tom: ‘No, she hasn’t packed her school bag yet.’

Sentences Make the bed. Turn on her computer. Pack school bag. Set up speaker. Go outside. Put on shoes. Tie shoelaces. Wake up. Take the dog for a walk. Put her clothes in the cupboard. Tidy his desk.

Do the washing. Practice the guitar. Brush hair. Take off pyjamas. Get dressed. Decorate room.

Grammar ‘Already’ expresses an affirmative answer that ‘yes, it has happened,’ while ‘yet’ forms the negative and the question. Write on the board, ‘Yes, I have already done my homework.’ Highlight ‘already’ and elicit or explain the meaning. Elicit or explain that ‘already’ goes before the main verb, just like ‘still.’ In the sentence above, ‘do’ is the main verb, while ‘have’ is the auxiliary used to form the tense. Elicit the negative. This is a trick. The negative is, ‘I haven’t done my homework yet.’ Highlight ‘yet’ and note the placement – always at the end of the sentence. Elicit or explain that ‘yet’ forms the negative and also the interrogative, meaning that the question to this sentence is ‘Have you done your homework yet? Elicit the tense of the above examples – the present perfect. Impress upon your students that ‘already’ and ‘yet’ are not always used with the perfect tense but it is the most common form.

World map Europe and Africa

The Americas

Asia and Oceania

Instructions: Map There are lots of activities you can do with a map. Here are three ideas. Comparative and superlative adjectives: Give your students two countries and an adjective and ask them to make a comparative statement. For example: Teacher: ‘Australia, New Zealand, big.’ Student A: ‘Australia is bigger than New Zealand’. Student B: ‘New Zealand is not as big as Australia’. For superlatives, ask your students to find the smallest country or the longest river and so on. Be very careful about using the words ‘better’ or ‘worse’ when speaking about countries. Instead I tend to ask about their football teams. For example, ‘Spain’s football team is better than Luxembourg’s football team.’ Weather: Tell your students to ask each other which country has more snow, sun, earthquakes and so on. Ask your students to talk about the places they’ve travelled to or wish to visit using the map and weather words. So much, so little, so many, so few, so, such: Tell your students to make observations about countries using the map with adjectives and these higher level comparative words. For example: Teacher: ‘Norway.’ Student A: ‘It is so cold in winter in Norway that you have to eat lots of soup.’ Student B: ‘There is so much snow in Norway in winter that it’s difficult to

drive a car.’ Student C: ‘There is so little sunlight in Norway in winter that you have to keep the lights on.’

Part II

Roleplays

Jobs vocabulary practice

Hiring a reporter You work in a busy newsroom and need to find a new junior reporter. In pairs, discuss which person is more suitable. Charlie: 22 years old (intern). He has very little experience but is enthusiastic. He has potential to be a good journalist but needs training. Concerns: When he has experience he will leave his job for a better one. Does not have a background in journalism, studied engineering. Teresa: 34 years old (mother returning to work). She has a lot of experience and is an excellent writer but only wants to work parttime. Concerns: Will not be able to manage the job due to family pressures. Difficult to accommodate a part-time person into the company.

Instructions: Hiring a reporter Practice: Work vocabulary, giving opinions, speaking in a job interview (follow up roleplay). Level: B1. Ask your students to talk together about which candidate would be more suitable for the job. Suggested vocabulary: Full-time, part-time, to hire, to fire, to be made redundant, selfemployed, to resign, qualification, internship, intern, to suit, to be suitable, background, shift, to give notice, to supervise, to take a day off sick.

Follow-up roleplay: Job interviews Now divide your pairs into groups of four. Two students are the candidates, Charlie and Teresa, and two are the interviewers. Which candidate gave a better interview? Ideas for job interview questions: Tell me about yourself. Why are you interested in working for our company? Why should we hire you? What are your strengths / weaknesses? Where do you see yourself in five years’ time? Why did you leave your last job? Tell me about an accomplishment you are proud of. Describe a situation in which you solved a problem. Suggested vocabulary: To cope with, unbearable, to take the pressure, to commute, challenging, rewarding, to swap, role, overlook, shift, overtime, to take time off, to get promoted, to be willing to.

Phrasal verb practice

Help, I have a problem! Student A explains their problem, while Student B offers advice.

Problems You have gone off going out recently. Not just to discos and pubs but anywhere. Your mother is worried, she thinks you have agoraphobia. You have no interest in doing the sports you used to enjoy. After a 10 year marriage you are now alone. To stop you feeling lonely you have taken up eating chocolate. You now weigh over 120kgs. Help please! You are innumerate! You can neither add up nor take away. When you were at school you were sick for a year and never caught up with the other kids in your maths class. Since then figures terrify you. Your boss doesn’t know about the problem and he is threatening to fire you because you are supposed to give a financial presentation but keep making excuses! You can’t stop shopping. You set off an hour early on your journey to work each day to go to the mall. You are now in lots of debt. Your credit cards have reached their limit and so you have now started shoplifting! Your friend got married to her first boyfriend when she was only 22. They have two children and her husband is kind but she feels she is missing out on life. She has now developed strong feelings for her husband’s friend. What should she do?

Your son wants to give up university and find a job because he has fallen in love with a girl. Your friend’s husband is having a mid-life crisis. They have two children who they love but he is fed up of his job and wants to take more risks. He now plans to climb Mount Everest. She wants to support him but the expedition will cost $10,000 and she is worried about the condition of his heart. Your neighbour’s teenage children are always hanging about outside your front door and sitting on your wall. Sometimes they leave empty bottles lying around. It’s intimidating.

Instructions: Help, I have a problem! Practice: Common phrasal verbs. Level: B1.

This roleplay practices common phrasal verbs. Divide your students into pairs. Print out this sheet and cut the problems out. Tell your students to select a problem at random and explain it to their partner. Their partner must then offer advice. Vocabulary: take up, give up, set off, go off, add up, take away, fed up, hang about, miss out, to figure, shoplifting.

While and meanwhile

Wedding planners Your sister is getting married in seven days in _______________. You need to arrange the wedding by hiring suppliers and making arrangements with the following people: Divide the tasks between you. Each person must be met in person and you can see up to three people a day. Name

Location

Florist

________________________________

Cake-maker Priest

________________________________

________________________________

Caterer Limo company

________________________________ ________________________________

Best Man (check he has written a good speech. If not, you write it)__ Wine company Chair coverings Venue Maid-of-Honour

________________________________ ________________________________ ________________________________ Works in__________but lives in_______

Wedding dress shop _________________________________

Instructions: Wedding planners Your students have to organise their sister’s wedding, which is happening in seven days. Using ‘while’, ‘meanwhile’ and ‘in the meantime’ ask each pair to divide up the chores so everything is done in time. Level: B1.

Grammar ‘While’ means either that the subject is doing two things at once or two things are happening in the same location. For example, ‘Lisa made dinner, while she did her homework’ (where one person is doing two things), or, ‘The father read a book while the child slept’ (where two people are doing two things but in the same location). The verb after ‘while’ is often in gerund, but this doesn’t have to be the case. The less formal version of ‘while’ is ‘at the same time.’

Work phrasal verbs Work problems You work for a website design company. Your company has just won a contract to redesign all local government websites. The contract means your company is more secure but it also means you will be working more hours for no extra pay for at least a year. Worker You want to hire someone else or at least get an intern to deal with the work. You are willing to work more hours but want extra pay. You want a promotion for the extra responsibility you have to take on. If at least some of these demands aren’t met you don’t know how you’ll cope with the next year. Boss You don’t want to hire anyone because you don’t want to make them redundant in 12 months’ time. You want quality work. You don’t think an intern can provide this. You are making more money with this contract but when it’s finished, how can you pay a higher salary? You feel the job is rewarding enough. Why do they need a promotion?

Instructions: Work problems! This pairs’ roleplay is designed to practice business phrasal verbs. Level: B1+. Suggested vocabulary: To come up with, to bring up, to give up, to take on, to find out about, to give away, to set up, to turn out, to carry on with, to get on well with.

Money A new business You have decided to set up a real estate business, but how are you going to market it? Person A Wants to borrow $10,000 from the bank for an advertising campaign. You are worried that if this investment isn’t made at the beginning the business will fail and you will end up bankrupt. You don’t want to give away a part of the business to a third party to get a loan and prefer to deal directly with the bank. Person B You also want $10,000 for marketing but have come up with the idea of giving away a share of the company to investors, who will give you the money as an investment. The investor wants 40% of the company, you feel this is fair and lower risk than borrowing from a bank. Person C You have had bad experiences with loans in the past and are still paying off credit card debts. You feel that the best marketing is done through “word of mouth” and you don’t need a big investment to start a business. You also think that interest rates can’t continue to be low.

Instructions: A new business This trio roleplay has been designed to practice money and finance vocabulary. Practice: Money vocabulary, negotiation skills.

Suggested level: B1-B2. Vocabulary: To borrow, to lend, loan, to owe, debt, to pay back, short-term, long-term, to invest, loss, profit, to go bankrupt, to take advantage of, to afford, to pay off, to invest, interest rate, to take out a loan, broke, instalments.

Business phrasal verbs Segway tours Business owner You want funding for a new company specialising in Segway tours in your city. The only problem is there are already two other companies doing the same thing. What will make you stand out from the competition? You want a loan from the bank and have set up a meeting with the bank’s business analyst to get some money for your start up. Business Analyst You want to know: How much money they want from the bank. How much the owners will invest. Where they will get their money from. Market share of the business. Competition. Turnover, profit and loss in the next three to five years. If they have a backup plan. How many customers they plan to get per week, month, and year. If they have underestimated the money they need. The probability of going bankrupt.

Instructions: Segway tours This pairs’ roleplay is designed to practice common business vocabulary and questions. One person is the prospective business owner while the other is the bank manager. Ask the bank manager to come up with five questions of their own before the roleplay. Practice: Business vocabulary, questions and answers. Suggested level: B1-B2. Vocabulary Profit, loss, turnover, to be fired / sacked / made redundant, figures, to carry out, to tax, to invest, gap in the market, staff, a business plan, a branch, a chain, to network, sales, entrepreneur, entrepreneurship, to set up a business, grant.

Had better You’ve inherited a house

You have just inherited a house from your great aunt. You have $10,000 to spend. Decide what you can hire other people to do and what you can do yourselves. Fitting new windows: $3000 Getting rid of rubbish: $400 Fitting a new roof: $2000 New drains: $800 Fitting new floors: $2000 Rebuilding garage: $1000 Fitting new bathrooms: $2000 Rewiring electricity: $1000 Fitting a new kitchen: $5000 Building a new fireplace: $1000

Gardening: $1000 Fitting a new front door: $800 Painting: $1000 Fitting a security alarm: $1000

Instructions: You have just inherited a house Level: B2. Practice: ‘Had better’ for obligation. Pairs’ roleplay ‘We had better…’: Your students have inherited this house from their great aunt and now they have to reform it. Using ‘had better’, tell them to organise which tasks to do and which to leave for another day, and why. For example, ‘We had better fix the bathroom, or we can’t take a shower.’

Suggested vocabulary Repair, mend, fix, roof, guttering, dig, paint, plaster, plumber, carpenter, electrician, gardener, roofer.

Grammar ‘Had better’ is a synonym for ‘should.’ Its structure runs: Subject pronoun / noun + had better + infinitive (no ‘to’) Example: ‘They had better go to work.’ It is only used in present to mean present and future and is never used in negative or interrogative form.

Marketing The crowd sourcing challenge You wish to start a business by getting funding through a crowd sourcing site such as Kick Starter. For this, you must develop one of the following products: A children’s game. A piece of exercise equipment. A new web service (e.g. a dating or recruitment site, a record label or design company). A new food (a new sauce, dessert, drink etc). A new household appliance. Your investors expect a return for their investment, so when doing your pitch CONSIDER: The initial investment you need. Your turnover and profit after two, five and 10 years. How you’re going to market your product. What staff you’ll need. Where you are going to sell your product. What gap your market fills. Each investor has $10,000. They can give it all to the project they like or divide it between projects based on how likely it is they’ll get a return for their investment.

Instructions: Crowd sourcing challenge This is a roleplay designed to practice marketing vocabulary. Put your class into small teams and ask them to come up with a product. Once they have done that, each team must give a short presentation on their idea to the class, and answer questions. The rest of the class play the role of investors and must give a mark out of five for the originality of the idea, the presentation and how likely they think it will sell. Once everyone has pitched the team with the most points wins. Practice: Marketing vocabulary. Level: B1-B2. Vocabulary Banner, slogan, billboard, leaflet, poster, to take market share, advertising, advert, spokesperson, survey, to network, public relations, word of mouth, to pitch an idea, to target an audience, product launch, press release, market research, feedback, junk mail, logo.

Media vocabulary practice

Pitching a new TV show Channel 6 will commission a new TV show. They have a budget of $100,000 for everything. Choose a genre and concept for your show and think about the following questions: What equipment and people do you need? Who are your audience? How many viewers do you expect to have? Where do you need to film? How much will it cost? How many episodes will it have? Why is your show better than other ones on the market? Why should be people watch it? A Rough Guide to Costs Studio: $2000 a day. Camera and lighting team: $2000 a day. Famous presenter: $2000 per episode. Actors: Negotiable depending on how famous they are. Filming outside of the country (but on the same continent) $2000 a day. Filming in the rest of the world: $3000 a day. Special effects/ computer graphics: $5000 per project. Director and Scriptwriter: $3000 per project (each). Now pitch your project……

Instructions: Pitch a new TV show Practice: TV and media vocabulary. Level: B1-B2. In pairs or small groups, first get your students to invent a new TV show from an existing genre. Next get each team to do a five-minute presentation on their idea. The rest of the class are the TV executives and must ask them tough questions. At the end of each pitch the TV executives must give the team marks out of five for creativity and feasibility. After everyone has finished their presentations, each student reveals the marks they have given their classmates and the team with the most points wins. TV genres: Quiz show, soap opera, sports program, documentary, game show, news broadcast, current affairs programme, detective series, sitcom. Suggested vocabulary: Cast, plot, soundtrack, main character, animation, screenplay, supporting role, to be set in, the set, audience, viewers, to show a film, to perform, performance, presenter, script, scriptwriter, to commission, episode, series, to pitch.

Roads vocabulary practice

Roadworks! You are the town planners for the city’s roads. Below is a list of all of the new roads and equipment the city needs but you have to save $300,000 from the budget. In pairs talk together about what you must implement and what the city can do without. Item

Cost

Kms / units

Hard shoulder

500 kms

Flyovers

5000 per km 50,000

Roundabouts

10,000

Need 50

Tow trucks

20,000

Need 20

Roadside 1000 telephones Speed cameras 1000

Need five

Need 1000 Need 1000

Instructions: Roadworks! This roleplay practices negotiation skills and city infrastructure vocabulary. Practice: Road vocabulary, negotiating skills, giving opinions. Suggested level: B1-B2. Suggested vocabulary: Hard shoulder, flyover, speed camera, roadside, roundabout, lane, traffic light, zebra crossing, roadworks, traffic jam, to get run over, to run out of petrol, a fine, to fine.

Presentation practice Make your own TED talk Your mission is to create your own TED talk. It should be seven-10 minutes long and like all TED talks be enlightening, surprising, intelligent, based on real data and entertaining. To create your TED talk, first consider the following questions: What is your favourite TED talk and why? What made it a good presentation? The story / the way it was told or both? What have your presentations for work / university been about? What went well? What could have been better? What will your TED talk be about? Consider: The story you’re going to tell. What data you’re going to use and how are you going to present it? How are you going to start / finish? How are you going to keep your audience’s attention? What vocabulary / phrases are you going to use?

Instructions: Create your own TED talk This activity provides presentation practice for your students. TED is a world-famous non-profit that organises talks on a range of ideas from technology, society, and the environment to politics and more. Ask your students to prepare the presentation in pairs in this multi-lesson lesson activity. In lesson one get them to plan their talk as part of a speaking activity. Your students will then give their presentations to the rest of the class to practice public speaking skills in the subsequent lessons. Meanwhile their classmates will take notes on what they are saying as a comprehension exercise and then ask the speakers questions. As each presentation will take approximately seven minutes I don’t recommend doing more than two per class. Suggested level: B1-C1.

Negotiation practice The Car factory Student A You are the factory manager. You need to cut $5 million a year from your budget. This either means: making 20% of staff redundant or giving everyone a 20% pay cut. You are also unhappy with the amount of public holidays your country has and you want your employees to work only half of them. If your demands aren’t met you are considering moving the factory to Germany where the pay is higher but there are fewer public holidays and it’s possible that you could get a subsidy from the government. Student B You are a trade union leader for the workers. You are unhappy with the idea of a pay cut because workers are already not paid well. Also you don’t want to lose 20% of staff and work through public holidays, but equally you don’t want the factory to move to Germany. Student C You are a local politician. You don’t want workers to lose their jobs, neither do you want them to work through public holidays because you think it’s unconstitutional – but equally you don’t want to lose the factory. You have $5 million that could be used to subsidise the factory over the next five years. This would save jobs, but this money has

already been allocated to hospitals and sanitation. Also, you don’t see why the government should pay private businesses to stay in their country.

Instructions: Car factory roleplay This roleplay provides negotiation practice for business and academy students. Practice: Business vocabulary, negotiating skills. Level: B2-C1. Suggested vocabulary: Profit, loss, turnover, to be fired / made redundant, figures, to carry out, to tax, to invest, investment, staff, a business plan, to manufacture, trade unions, to set up a business, grant, to take a day off, to take a day off sick, shift.

Deduction and possibility in past The case of John Roberts Ask your class to imagine that they are a jury who have been asked to judge this imaginary case. Using deduction and possibility in past they must decide what crime Mr Roberts is guilty of. They must return one of the following verdicts: a) First degree murder: There was a prior plan to kill the person. b) Second degree murder: No plan but intended to kill. c) Voluntary manslaughter: Killing someone by accident but intending to harm them. d) Involuntary manslaughter: Killing someone by accident e.g. in a traffic accident. e) Manslaughter in self-defence.

The facts A retired solider living on the outskirts of town keeps getting burgled by a group of youths. Every time it happens he calls the police but they never find the criminals. One night the house is burgled again and Mr Roberts shoots dead one of the burglars with his army revolver while he is trying to escape through the back door. The burglar was 20. 1) The burglar was shot in the back. 2) Mr Roberts had been burgled so many times he kept a gun by his bed. 3) Mr Roberts had a history of gun misbehaviour including threatening to shoot a neighbour’s dog. 4) Mr Roberts had served in war and had been diagnosed with posttraumatic stress syndrome. 5) Mr Roberts admitted that he did mean to shoot his gun, but he did not mean to kill the burglar. 6) There was no moon that night and it was very dark. 7) The burglar had a long criminal record including robbery and

assault. 8) Mr Roberts showed no remorse for what he did.

Instructions: The case of John Roberts This roleplay is to practice deduction and possibility vocabulary in past. First write the grammar on the board and then practice with drills found in the accompanying book The Ultimate ESL Teaching Manual. Next divide your students into groups of four and give them this case. The students must decide what crime John Roberts is guilty of using deduction and possibility sentences in past. For example: Tom: He must have been scared, he was alone at night. Sarah: He might have intended to kill the burglar, he shot him at quite close range. Once they have decided what they think happened they must give their verdict from the list above and explain their decision. N.B. Make sure that your students already know all the vocabulary they will use for this roleplay. This is a tough grammar point and so it is not the time to be learning vocabulary as well. Level: B2.

Grammar As we have already seen in the deduction in present worksheet ‘must’ makes a positive deduction and ‘can’t’ a negative deduction, while ‘may’ and ‘might’ are used for possibility. To turn these into past add ‘have’ + participle. For example, ‘They must have been rich, they lived in a castle’ or ‘They can’t have been into gardening, the garden was a complete mess.’ Suggested vocabulary To burgle, burglary, to rob (and the difference between ‘to rob’ and ‘to steal’), robbery, manslaughter, to get caught, to get away with a crime, judge, jury, the accused, to weigh up evidence, witness, to witness, to rule out, to be charged with a crime.

Part III Problem solving activities

The survivor challenge You are a contestant on the game show “Survivor” and you have to survive on a desert island for six weeks. There is food and water on the island but nothing else. All you have is the swim-suit and sandals you are wearing. Here is a list of things you may find useful. Choose the eight most useful items and rank them in order of usefulness. Justify your decisions. A box of matches. A magnifying glass. An axe. A bottle of whisky. An atlas. Some metal knitting needles. A needle and thread. A nylon tent. A transistor radio with batteries. Ointment for cuts and burns. A saucepan. A knife and fork. Six safety pins. 20 metres of nylon rope. A blanket. A watch. A towel. A pencil and paper.

Instructions: The survivor challenge This activity doesn’t practice any particular grammar or vocabulary point but serves well to help bond a new class at the beginning of the course or if you have some time to fill at the end of a lesson. Divide your class into small teams. Each team must decide what they will take to the island to help them survive for six weeks. Once they have decided they must justify their decisions to the rest of the class.

The survivor challenge: food You are going to be left on a desert island for five years. The government will supply your food. You have been given a list of 20 items but you may choose only eight to make all your meals for the rest of your lives. Select your food and justify your decisions. Eggs Parsnips Leeks Oranges Milk Rice Beetroot Potatoes Pasta Carrots Tomatoes Cabbage Oil Butter Sugar Salt and pepper Chickpeas Lentils Aubergines Apples

Instructions: The survivor challenge: Food Your students are stuck on a desert island for the next five years. The government will give them all the food they need but they can only pick five types from this list. Using cooking vocabulary they must decide which foods will be the most versatile and what dishes they will cook. Vocabulary: To boil, to whisk, to beat, to fry, to scramble, to stir, to bake, to stew, to grate, to slice, to steam, to dip, to drain, leeks, aubergines, figs, parsnips, chickpeas, beetroot, herbs, avocado, cabbage, onion, garlic, crunchy, spicy, tasty, crisp, salty, bland, sweet, bitter, chewy, greasy, creamy.

Personality adjectives Which personality traits are the best to have in: A life-partner, a boss, a best friend? And which are the worst? Rate in order of importance To be: Selfish Cheerful Witty Arrogant Assertive Calm Eccentric Funny Stubborn Open-minded Insecure Insincere Vain Loyal Wise Easy-going Giving Optimistic Conscientious

Instructions: Personality adjectives This activity is designed to practice personality adjectives. Divide your students into pairs or small groups and tell them to decide together which personality traits are the best to have in a boss, best friend and life-partner. Vocabulary: Selfish, cheerful, witty, arrogant, assertive, calm, eccentric, funny, stubborn, open-minded, insecure, insincere, vain, thoughtful, loyal, wise, easy-going, giving, optimistic, conscientious.

Accident vocabulary

Which is worse? Rate in order of the most disastrous You’re on your way to the job interview of your life. Unfortunately you have an accident before you reach your destination. Rate these accidents in order of which would cause you the most problems and / or embarrassment. To fall over in the street and land on your face causing your cheek to swell up to the size of a kiwi To throw up yesterday’s dinner on the bus To slip and land in dog poo To trip over a stone and dislocate your toe To slip on leaves and graze your chin, nose and forehead To fall over running for the bus and twist your ankle To arrive at your destination without suffering an accident but in the middle of your interview / meeting suddenly suffer a heavy nosebleed.

Instructions: Which is worse? This activity is to practice accident vocabulary. Divide your students into pairs or small groups and ask them to put these statements in order of most disastrous thing to happen to them before a job interview. Practice: Accident vocabulary. Level: B1+. Vocabulary: To graze, bandage, to twist, to dislocate, to slip, to swell, to throw up, nosebleed, to trip over, to fall over.

What makes a person happy? Rate in order of importance To own property. To live in a free country. To have family. To be good-looking. To earn more than $25,000 a year. To have a healthy body. To have friends. To have a partner. To have opportunities to travel. To have a good education.

Instructions: What makes a person happy? This is a general pairs or small group speaking activity which can be used either at the beginning of the lessons to get your students used to speaking English once again, or at the end of a lesson when you have some time to fill.

Part IV Question activities

Gerund versus infinitive Tell us about: Somebody you dream of (meet). Something that is important (do) before you’re 30. A country you are interested in (visit). A difficult skill that is possible (learn) in one day. Something that is cheap (do) in Valencia on the weekend. Something you are thinking of (do) next year. Something you’re not very good at (do). Somewhere that is dangerous (go) at night in your city.

Present perfect continuous How long have you: (Be work) at your current job? (Be study) English? (Be do) a sport / hobby? (Be live) in your current flat? (Be interested) in history / politics / science / media etc? (Be read) your current book? (Be watch) your current TV series? (Be live) with your parents, husband / wife, flatmates etc?

Present perfect versus the past Use past or present perfect with these questions How many action films (see) this year? And last year? How much coffee (have) this morning? Have you ever (be) to Paris? When? Tell me about it. What was the last sentence you (say) to me? When was the last time you (give) a present? How many sweaters (buy) this year? And last year? How often (come) to class this month? Where (go) last summer? And this summer?

Second conditional What would you do if… If you can’t live in your country anymore? If you suddenly inherit $100,000 from a distant relative? If you wake up to find your house on fire? If you are president of your country? If you win $1 million in the lottery this Christmas? If a lion escapes its enclosure at a bio park, while you were there? You lose your grandmother’s engagement ring? Your car breaks down on a deserted mountaintop in the middle of the night and you have forgotten your mobile phone?

Third conditional What would your life have been like if… You had been born 200 years ago? What job would you have done? You had been given extraordinary athletic ability? What sport would you have taken up? You have spent 20 hours a week practicing something as a child? What would it have been? Russia had won The Cold War? The internet had not been invented? What job would you be doing now? Your parents had had 10 children? You had been born the son/daughter of the President of the United States? You had never learnt to read?

Used to versus to be used to / to get used to Did you use to…? Do you think you could get used to…? (always work) at night? (hate) a particular food when you were a child? (live) in the UK or USA? (prefer) playing indoors or outdoors when you were a child. (live) without the internet? (cheat) in exams? (drive) on the left? (fight) with your brothers and sisters when you were little? (have) a favourite TV program when you were a child? (not have) a mobile?

Wish versus hope Something you hope to overcome. Something you wish you hadn’t given up. Something you hope to do in the future. Something you wished you hadn’t got rid of Something you hope to buy in the future. Something you wish you had learnt as a child. An activity you wish you didn’t have to do in your English class. Your hopes for the world. Your wishes for the world.

Verb tables Common irregular verbs Am is are Become Begin Blow Break Bring Build Buy Catch Choose Come Cost Deal with Do Drink Drive Eat Fall Feel Fight Find Fly Forget Get Give Go Grow Have

Was, were Became Began Blew Broke Brought Built Bought Caught Chose Came Cost Dealt with Did Drank Drove Ate Fell Felt Fought Found Flew Forgot Got Gave Went Grew Had

Been Become Begun Blown Broken Brought Built Bought Caught Chosen Come Cost Dealt with Did Drunk Driven Eaten Fallen Felt Fought Found Flown Forgotten Got Given Gone Grown Had

Hear Hold Hurt Keep Know Leave Lend Lose Make Mean Meet Pay Put Quit Read Ring Rise Run See Sell Send Set Shut Sleep Speak Spend Stand Steal Take Teach Tell Think Throw

Heard Held Hurt Kept Knew Left Lent Lost Made Meant Met Paid Put Quit Read Rang Rose Ran Saw Sold Sent Set Shut Slept Spoke Spent Stood Stole Took Taught Told Thought Threw

Heard Held Hurt Kept Known Left Lent Lost Made Meant Met Paid Put Quit Read Rung Risen Run Seen Sold Sent Set Shut Slept Spoken Spent Stood Stolen Taken Taught Told Thought Thrown

Understand Understood Understood Wear Wore Worn Win Won Won

Irregular verbs advanced Bear Bite Bid Bleed Breed Draw Forbid Forgive Freeze Hang Hide Lay Light Mislead Misunderstand Quit Ride Ring Rise Show Shake Shine Shoot Slide Spill Spoil Spread Spring Swear

Bore Bit Bid Bled Bred Drew Forbade Forgave Froze Hung Hid Laid Lit Misled Misunderstood Quit Rode Rang Rose Showed Shook Shone Shot Slid Spilt Spoilt Spread Sprang Swore

Born Bitten Bid Bled Bred Drawn Forbidden Forgiven Frozen Hung Hidden Laid Lit Misled Misunderstood Quit Ridden Rung Risen Shown Shaken Shone Shot Slid Spilt Spoilt Spread Sprung Sworn

Swim Swing Sweep Sow Wind Wring Undergo

Swam Swung Swept Sowed Wound Wrung Underwent

Swum Swung Swept Sown Wound Wrung Undergone

Additional materials Worksheet downloads in high resolution To download all of these activities in high resolution print outs please visit www.bilinguanation.com Select the activity which you wish to download and type your Manual Owner Code QXBKLM5F into the box. All uppercase.

Found this book useful? Then check out its accompanying book The Ultimate English as a Second Language Teaching Manual: No textbooks, minimal equipment just fantastic lessons anywhere. The Ultimate ESL Teaching Manual is a 395 page book containing lesson plans, drills and speaking activities for every grammar point – yes, every grammar point even the ones that go way beyond what you would find at an average academy. It also contains methodology, games, vocabulary sets and a whole host of other stuff to make your classes special.

The Ultimate ESL Teaching Manual is a complete teaching system with lessons starting from complete beginner going right up to C2 advanced. All this for a fraction of the price you’d spend on a collection of English language textbooks covering the same levels. Because you do not need any additional heavy and expensive textbooks, you’re free to teach anywhere; in classrooms, cafes, online, while travelling, or even on the beach. Buy now from Amazon.com for $8.85-$17.99. For other Amazon countries, just type in B01FFRNGGC and you’ll find it. Or for more information visit our website www.bilinguanation.com

What people are saying about The Ultimate ESL Teaching Manual on Amazon Good book, saved me hours of prep, by TeacherA24 Well laid out, each grammar point comes with its own speaking activities and there are hundreds of vocabulary sets at the back so you won't run out of ideas about what to teach your students.

Great for time-strapped English teachers, by Amazon Customer This is a one-stop shop for preparing powerful classes that throws out the need for costly and confusing text books. I have found the insights into method especially useful in my work as a teacher and I would highly recommend that aspect. Andromeda Jones has poured a wealth of knowledge and experience into this book. It's saving me a lot of time in preparations and research.

A top read, by Sheila Longden

What a great book! Andromeda's knowledge and experience shines through. She gets straight to the point, gives very clear grammar explanations and loads of practical help. I'm already using it very successfully with my students and have recommended it to other teachers. Thank you.

Thinking about teaching ESL Online? Then check out its accompanying book The Ultimate Teaching ESL Online Manual. With the growing popularity of language learning platforms such as Verbling.com and Italki.com, ESL teaching online is booming. Now, you too can access this market with the tools and techniques provided in The Ultimate ESL Teaching Online Manual, and start teaching in your extra hours or as a full time business –all from the comfort of your own home.

With this book you will be able to: Teach both one-on-one and small group classes online. Teach vocabulary with more than 25 pages of downloadable pictures for you to display on your class’s shared screen. Teach grammar with pictures and activities to practice different language points. Keep your students talking with speaking activities including roleplays, debates and story-telling, specifically designed for online lessons. Add fun and laughter to your classes with games designed for internet teaching Teach language points, difficult to explain in a ‘non-physical’ class

(such as pronouns, prepositions of place, conditionals and movement verbs) with purposely designed pictures and worksheets. The Ultimate ESL Teaching Online Manual is part of The Ultimate ESL Teaching Manual series: a complete English teaching system designed so that any native speaker (with TEFL experience or not) can pick up the book and start teaching. Our new ESL Teaching Online Manual gives you the tools and techniques to be able to apply these ideas to internet classes. The book contains more than 50 pages of pictures, speaking activities and worksheets, designed to be displayed on your class’s shared screen (such as those in Skype and Google Hangouts). ESL Teaching Online Manual owners can download these worksheets in full colour from the book’s website. Buy now from Amazon.com for $6.99-11.49 or Amazon.co.uk for £4.998.49. Or for more information visit our website www.bilinguanation.com

Want to learn to speak Spanish? Then check out Spanish for Geniuses: Advanced classes to get you speaking with fluency and confidence.

What’s covered in the book Detailed explanations on all grammar including verb tenses, nouns, adjectives, adverbs, pronouns, participles and the subjunctive, box-outs highlighting the differences between English and Spanish grammar and translation lists. A comprehensive ‘how do you say?’ section covering phrases to use in all types of conversations including how to talk about feelings and ideas, give and receive advice, organise an event and even tell a joke.

Buy now from Amazon for $5.99-12.99. Type B01M705Q8K into the Amazon search bar and you’ll find it. Or for more information visit our website www.bilinguanation.com

What people are saying about Spanish for Geniuses on Amazon Great book for genuine Spanish speaking, by Frosties I have basic Spanish skills and have really enjoyed using this book to refresh on the grammar fundamentals, however the really good thing about it is the simple way it teaches you more typical everyday words and phrases. This is so much more useful than the usual language book formats and

gives lots of help with those in between words that help conversation flow more naturally.

Great, by Ty Spanish for Geniusesis just what I want after taking Spanish lessons and very easy to follow

.

And finally… Thank you for reading this book, I hope you found it useful. If you have a moment please leave a review on the site where you bought it or on Good Reads (just search for Andromeda Jones). It is much appreciated. Happy teaching! AJ.