Course Book

Course Code: ENG 100

Course Title: Improving Oral Communication Skills

Department of English
East West University

Compiled by-

Zohur Ahmed
Assistant Professor
Department of English
East West University

Kaniz Fatema
Senior Lecturer
Department of English
East West University

Munshi Nazmus Sakib

Lecturer
Department of English
East West University
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Table of Contents
1st Mid Term Examination 3
Introduction and Greetings 3
How to Introduce Yourself in English | Self Introduction 3
Self Introduction: Hobbies 6
Describing People, Places and Things 9
How to Describe a Person (Using descriptive words) 9
Adjectives that Describe Places 15
Describing Things 18
Expressing likes and dislikes 22
Daily Routines 24
Expressions 28
Asking and Giving Directions 29
2nd Mid Term Examination 40
Describing Personality 40
Discussing and Making Plans 52
Reading Newspaper and Presenting Opinion 55
Telling a Story 57
Introduction to Presentation 62
Introduction 62
The middle/main part 64
Conclusion 65
Extemporaneous Speeches: Definition and Delivery 69
Final Examination 73
Telephone Conversation 73
Role Play 77
Compare-Contrast 80
Interview 84
Book/Film Review 88
Debating and Arguing 95
Pair conversation Activities 106

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1st Mid Term Examination

Introduction and Greetings

How to Introduce Yourself in English | Self Introduction

Primary Resource: https://7esl.com/introduce-yourself/

TLA(Teaching Learning Activity)

The teacher shall ask the students to introduce themselves with the next four years in
mind. The students will be mentioning their names, their passions and what they are
doing professionally when they are four years older than today. This will help the
teachers guide the students to their passion and proffesional fulfilment while the
students will have the platform to think and realize where they want to see themselves
in a few years of time. The students can add any other information to their introduction
but the basic frame would look like the following:

Hello everyone! This is Dave. I am highly passionate about writing blogs and I am
happy to announce, this year I have published my first book during the ‘Ekushey Boi
Mela’. You are more than welcome to visit stall 527 and have a conversation with me
and have a cup of coffee if the conversation gets extended.

The students shall receive participate in the aforementioned TLA after learning on how
to confidently give self introduction in English and how to introduce yourself in an email,

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in an interview or in an English class…with example sentences (questions & answers),

video lesson and ESL printable worksheets.

What do you say when you meet someone new? Introduce yourself of course!

Introducing yourself is much more than saying your name. You need to tell some more
information about you in English. Introducing yourself to strangers can be tricky
because what you say depends on the context, situation (introduce yourself in a job
interview, introduce yourself in an email or give self introduction in English class).

In this lesson, you will learn how to confidently introduce yourself in English.

Introduce Yourself: Name

Question: What’s your name?
Answers:
▪ My name is …/ I’m …
▪ My full/ first/ last name is …
▪ You can call me …/ They call me …/ Please call me …/ Everyone calls me …
▪ My nick name is …

Self Introduction: Country

Questions:
Where are you from?/ Where do you come from?
Where were you born?
Answers:
▪ I’m from …/ I hail from …/ I come from …/ My hometown is …/ I’m originally from …
(country)
▪ I’m … (nationality)
▪ I was born in …

Introduce Yourself: Address

Question: Where do you live?/ What’s your address?
Answers:
▪ I live in … / My address is … (city)
▪ I live on … (name) street.
▪ I live at …
▪ I spent most of my life in …
▪ I have lived in … for/ since …
▪ I grew up in …

Self Introduction: Age

Question: How old are you?
Answers:
▪ I’m … years old.
▪ I’m …
▪ I’m over/ almost/ nearly …
▪ I am around your age.

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▪ I’m in my early twenties/ late thirties.

Introduce Yourself: Family

Questions:
How many people are there in your family?
Who do you live with?/ With whom do you live?
Do you have any sibling?
Answers:
▪ There are … (number) people in my family. They are …
▪ There are … (number) of us in my family.
▪ My family has … (number) people.
▪ I live with my …
▪ I am the only child.
▪ I don’t have any siblings.
▪ I have … brothers and … (number) sister.

Self Introduction: Birthday/ Phone number

Questions:
What is your date of birth?/ When is your birthday?
What is your phone number?
Answers:
▪ My birthday is on …
▪ My phone number is …

Introduce Yourself: Jobs

Questions:
What do you do?/ What do you do for living?/ What’s your job?/ What sort of work
do you do?/ What line of work are you in?
What did you want to be when you grew up?
Answers:
▪ I am a/ an …
▪ I work as a/ an …
▪ I work for (company) … as a/ an …
▪ I’m unemployed./ I am out of work./ I have been made redundant./ I am between jobs.
▪ I earn my living as a/ an …
▪ I am looking for a job. / I am looking for work.
▪ I’m retired.
▪ I would like to be a/ an …/ I want to be a/ an …
▪ I used to work as a/ an … at … (places)
▪ I just started as … in the … department.
▪ I work in/at a … (places)
▪ I have been working in … (city) for … years.
Useful jobs for self introduction: teacher, nurse, secretary, manager, cleaner,
policeman, builder, engineer, businessman, fire fighter, postman, doctor, architect,
farmer, …
Useful places: bank, factory, supermarket, museum, hospital, shop, gallery, …

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Self Introduction: Hobbies

Questions:
What’s your hobby?/ What do you like?/ What do you like to do?/ What’s your
favorite … ?
Answers:
▪ I like/ love/ enjoy/ … (sports/ movies/ …/)
▪ I am interested in …
▪ I am good at …
▪ My hobby is …/ I am interesting in …
▪ My hobbies are …/ My hobby is …
▪ My favorite sport is …
▪ My favorite color is …
▪ I have a passion for …
▪ My favorite place is …
▪ I sometimes go to … (places), I like it because …
▪ I don’t like/ dislike/ hate …
▪ My favorite food/ drink is …
▪ My favorite singer/ band is …
▪ My favorite day of the week is … because …
Because: (self introduction sample)
▪ there are many things to see and do
▪ This is one of the most beautiful places I have been visited.
▪ I can relax there
▪ it’s relaxing/ popular/ nice/ …
Hobbies – Free time activities for self introduction.
▪ Reading, painting, drawing
▪ Playing computer games
▪ Surfing the Internet
▪ Collecting stamps/ coins/ …

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▪ Going to the cinema

▪ Playing with friends
▪ Chatting with best friends
▪ Going to the park/ beach/ zoo/ museum/ …
▪ Listening to music
▪ Shopping, singing, dancing, travelling, camping, hiking, …
Movies: action movie, comedy, romance, horror, document, thriller, cartoons, …
Sports: volleyball, badminton, tennis, yoga, cycling, running, fishing, …
Questions: What do you like doing your free time?/ What do you do in your spare
time?
Answers:
▪ In my free time, I like …
▪ I like … when I’m free.
▪ At weekends I sometimes go to … (places)
Introduce Yourself: Education
Questions:
Where do you study?
What do you study? / What is your major?
Answers:
▪ I’m a student at … (school)
▪ I study at …/ I am at …/ I go to … (school)
▪ I study … (majors)
▪ My major is …
Majors in English: accounting, advertising, arts, biology, economics, history,
humanities, marketing, journalism, sociology, philosophy, …
Questions:
Why do you study English?
Do you speak English?
How long have you been learning English?/ How long have you learned English?
Answers:
▪ I study English because …
▪ I can speak English very well.
▪ I’ve been learning English for/ since …
▪ I can express myself and communicate in English.
Because: (self introduction sample)
▪ I like it a lot
▪ I love it.
▪ I think it’s important
▪ I have to
▪ It’s very important and necessary.
▪ I want to learn more about this language.
▪ I love to improve my English skills.
Questions:
Which grade are you in?
Which year are you in?
▪ I’m in … grade.

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▪ I’m in my first/ second/ third/ final year.

▪ I am a freshman.
▪ I graduated from …/ My previous school was …
Question: What’s your favorite subject?
Answers:
▪ My favorite subject is …
▪ I am good at … (subjects)
Subjects: Maths, English, Physics, Physical Education, Science, Music, …
Self Introduction: Marital status
Questions: What is your marital status?
Are you married?
Do you have a boyfriend/ girlfriend?
Answers:
▪ I’m married/ single/ engaged/ divorced.
▪ I’m not seeing/ dating anyone.
▪ I’m not ready for a serious relationship.
▪ I’m going out with a … (someone)
▪ I’m in a relationship./ I’m in an open relationship.
▪ It’s complicated.
▪ I have a boyfriend/ girlfriend/ lover/ …
▪ I’m in love with … (someone)
▪ I’m going through a divorce.
▪ I have a husband/ wife.
▪ I’m a happily married man/ woman.
▪ I have a happy/ unhappy marriage.
▪ My wife/ husband and I, we’re separated.
▪ I am available.
▪ I haven’t found what I’m looking for.
▪ I’m ready for a rebound relationship.
▪ I’m a widow/ widower.
▪ I’m still looking for the one.
▪ I (don’t) have … (number) children.
Introduce Yourself: Others
▪ I’ve got a … (pet)
▪ I am a … person/ I’m … (character & personality)
▪ My best quality is … (character & personality)
▪ My best friend’s name is …
▪ I (don’t) have … (number) international friends.
▪ My dream is …

Additional resources:
Video on what to say when interviewers tell you to introduce yourself:
https://www.youtube.com/watch?v=QgjkjsqAzvo&ab_channel=EnglishwithLucy

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Speech on the fluidity of introduction | Kevin Bahler | TEDxLehighRiver:

https://www.youtube.com/watch?v=V1xt7zgnuK0&ab_channel=TEDxTalks

Describing People, Places and Things

How to Describe a Person (Using descriptive words)

(Source: https://writeshop.com/how-to-describe-a-person-descriptive-words/)

TLA(Teaching Learning Activity)

1. Warm-Up activity: ‘Sherolock in the Class’ - The teacher may invite a few
students to come in front of the class and describe anyone or any item from the
classroom within sixty seconds. After the student is done with the description,
other students will try to figure out the item or person based upon the information
they received. The class may have three guesses. If the item or person is not
detected, the student who gave the information will get a point.
2. Exit Ticket: The students could be asked to make pairs. Then they will share
their personality traits that might not be discovered in one or two conversations.
This should not take any more than 1.5 minutes each individual. After the time is
over, the students will speak one after another and try to introduce their partner
using the descriptive language and tools they learned in the class.

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This activity can be performed after the students have been provided knowledge
of the following:

Using Descriptive Tools

Can your high schoolers describe a person using vivid vocabulary like the above
examples? Without good observation skills or an arsenal of strong words, this can be a
challenging task!

Can they describe their subject in detail without turning it into a narrative or
story? When I was teaching writing classes, this was a hard concept for my students to
grasp. Even with careful guidelines, many still ended up focusing on what the person
was doing instead of how they looked.

Use the following tips as teaching tools in one of two ways:

1. Discuss the many ways to describe a person before letting students loose to
brainstorm; OR
2. Once the rough draft has been written and edited, give this list of ideas to
stimulate creativity and to help them write a meatier revision.

Either way, whether you work on better brainstorming or focus on more polished
revisions, improved description will result.

Reference photos:

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It’s good to let your kids struggle with the initial writing process. As they wrestle with
ideas and words, it will remind them of the importance of thorough and effective
brainstorming. The following word lists will help them improve their descriptive
paragraphs as they think of more concrete ways to describe a person’s appearance.

TIP: Students shouldn’t be expected include every descriptive element listed below.
Rather, a few well-chosen details will go a long way toward bringing their subject to life.

Face Shape

● Square
● Oval
● Round
● Triangular
● Heart-shaped
● Thin
● Wide
● Chiseled

Skin and Complexion

Complexion is the natural appearance and color of the skin, especially of the face. For
example, “Mary has a soft, creamy complexion.”

● Wrinkled: covered with lines or loose folds of skin; often associated with age
● Freckled: sprinkled or covered with light brown spots
● Ruddy: skin that has a reddish tint; may have the appearance of sunburn
● Sallow: skin that has a yellowish tint; may be associated with illness
● Tanned: skin with a warm, golden-brown tint
● Rosy or fresh-faced: pink-cheeked, fair complexion that glows with a hint
of pink
● Other skin-related adjectives: pale, fair, spotless, silky, smooth, creamy, dewy,
baby-soft, peaches-and-cream, glowing, paper-thin or translucent (as with a very
old person), sunburned, peeling, rough, callused, weathered, weatherbeaten,
craggy, leathery, mottled, dry, brown, dark

Eyes

TIP: Pay attention to the eyes, as they often reveal much about a person.

● Shape, size, and appearance: large, small, almond-shaped, round, squinty,

crinkly, bulging, heavy-lidded, hooded, deep-set, close-set, hollow, tear-filled
● Eye color: black, brown, hazel, green, blue, violet, gray, amber
● Eye expressions: piercing, mesmerizing, sad, sorrowful, haunted, gentle,
sympathetic, warm, compassionate, expressive, bright, twinkling, lively, dancing,
laughing, shifty, sly, distrusting, sleepy

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● Other: brown-eyed boy, bright-eyed sister, wide-eyed child, gold-flecked eyes

Mouth and Lips

● Lip shape and size: thin, full, pouting, rosebud (baby’s lips, often), pursed
(puckered up, as when concentrating)
● Mouth expressions: laugh, smile, beam, grin, frown, grimace, scowl, sneer, curl,
pout
● Adjectives describing the mouth or mouth expressions: toothy, toothless,
gap-toothed, kind, sweet, dimpled, relaxed, firm, serious, cruel, snarling

Hair

● Hair color: black, brunette, brown, chestnut-brown, blond, honey-blond,

golden-blond, ash-blond, fair, cornsilk, auburn, red, strawberry-blond, gray, silver,
white, salt-and-pepper
● Texture or appearance: wispy, fuzzy, wavy, curly, kinky, frizzy, wild, untamed,
unmanageable, straight, spiky, stiff, buzzed, shaved, trimmed, parted,
neatly-combed, tamed, cascading, long, short, cropped, dull, shiny
● Hair styles: braids, ponytail, pigtails, bun, messy bun, twist, bob, ringlets, flip,
cornrows, extensions, bangs, buzz, layered, feathered, chopped, gelled, spiked,
slicked down
● Lots of hair: thick, full, lustrous, bushy, coarse, wiry, stiff
● Little hair: thin, scraggly, fine, baby-fine, downy, wispy, limp, flat, balding, bald,
bald spot, receding (gradual loss of hair at the front of the head)
● Treated hair: permed, dyed, bleached, highlighted, weaved, streaked, colored

Facial Hair

● Hair: beard, goatee, mustache, soul patch, sideburns

● Beard growth: stubble, fuzz, peach fuzz, bristles, five o’clock shadow (describes
new beard growth that’s shadowy in appearance. It’s usually more noticeable late
in the day on the jaw, chin, or cheek area, but some men purposely grow five
o’clock shadows.)
● Adjectives: bearded, bushy, stubbly, bristly, scratchy, unshaven, shaggy,
whiskered, beardless, clean-shaven, smooth, trimmed, neatly-trimmed,
pencil-thin

Body

TIP: Choose strong verbs and adjectives.

● Build: small, slim, slight, thin, lean, willowy, skinny, angular, bony, fine-boned,
chunky, chubby, large, portly, plump, round, stout, pudgy, full-figured, ample,
broad-shouldered, burly, solid, muscular

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● Posture: stand, sit, slouch, flop, lean, recline, rest, stretch, sprawl, curl up, roost,
squirm, arch, slump, stoop, bend, hunch, scoot, walk, run, race, jog

Clothing

● Fabric: denim, twill, wool, cashmere, cotton, linen, seersucker, gingham, lace,
chiffon, tulle, velvet, velveteen, fleece, flannel, tweed, polyester, jersey, corduroy,
spandex, leather
● Bottoms: jeans, skinny jeans, cargo pants, yoga pants, pleated pants, slacks,
trousers, overalls, sweatpants, crop pants, capris, skirt, shorts, board shorts,
bermuda shorts
● Tops: sport shirt, dress shirt, polo shirt, button-down shirt, chambray shirt, tank
top, blouse, tunic, long-sleeve, short-sleeve, sleeveless, collared, T-shirt, V-neck,
scoop-neck, boat-neck, turtleneck, sweatshirt, hoodie, pullover, sweater,
cardigan, sweater set
● Other clothing: dress, gown, frock, pinafore, uniform, coveralls, costume,
pajamas, bathrobe, robe, vest, jacket, blazer, coat, apron
● Footwear: socks, stockings, shoes, slippers, sandals, flip-flops, mules, loafers,
heels, pumps, boots, ankle boots, riding boots, slouch boots, athletic shoes,
sneakers, tennis shoes, gym shoes, runners, trainers, Chucks
● Accessories: mittens, gloves, hat, cap, head wrap, bandana, scarf, muffler,
necklace, choker, bracelet, ring, earrings, cuffs, cufflinks, purse, clutch, bag, tote,
sunglasses, eyeglasses, glasses
● Adjectives (appearance): stylish, natty, smart, chic, classy, elegant, polished,
draped, flowing, sheer, casual, relaxed, carefree, starched, crisp, sharp, dressy,
lacy, shiny, shimmering, sparkling, glittery, sloppy, torn, ripped, tattered,
disheveled, slovenly, tacky, unkempt, faded, scratchy, worn, frayed, nubby, rough,
smooth, pliable, warm, soft, quilted, knit
● Adjectives (patterns): argyle, striped, solid, plaid, checked, gingham, ikat,
paisley, dotted, polka-dotted, floral, houndstooth, herringbone, chevron,
geometric

Sentence Starters Describing Clothes (Encourage your students to write more

maturely by using strong sentence openings.)

● Smartly dressed in (name of garment), the attorney …

● Casually clothed in (name of garment), the young woman …
● Wrestling wildly, Tim and Ethan tore holes in their (name of garments) when
they…
● Elderly but spry, my grandfather sported a (name of garment) and (name of
garment) …
● Wearing a (name of garment), the detective …
● Quick as a flash, the acrobat whipped off his (name of garment) and began to …

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Example of a Person being described:

Standing amidst the bustling crowd, the person commanded attention with an air of
quiet magnetism. Their presence seemed to emanate a captivating energy, drawing
curious gazes from all directions. Dressed in an impeccably tailored suit, every detail
spoke of sophistication and refined taste.

As the light cascaded upon their chiseled features, the play of shadows and highlights
accentuated the symphony of their striking appearance. Sharp cheekbones seemed
sculpted by an artist's hand, perfectly balanced with a gentle slope of their nose, leading
the eyes to an intriguing pair of deep-set, enigmatic eyes. Within those orbs, flecks of
gold glimmered like hidden treasures, hinting at the depths of untold stories and secrets.

A cascade of ebony curls cascaded down their shoulders, framing a face that bore the
marks of experience and wisdom. The lines etched upon their forehead and around
their eyes spoke of countless journeys, both joyous and sorrowful, lending an air of
undeniable authenticity.

Their presence exuded an aura of confidence, like a flame flickering in the darkest night,
mesmerizing those fortunate enough to be near. With every step, there was a grace that
seemed effortless, a dance of elegance and purpose. Their gestures were measured
and deliberate, conveying a quiet power and self-assurance that commanded respect
without demanding it.

A smile, rare and captivating, graced their lips, revealing a glimpse of warmth and
kindness that could melt the frostiest of hearts. It seemed to radiate from within,
captivating and enchanting all who were fortunate enough to catch its fleeting presence.

But beyond the external allure, it was their presence that truly captivated. They
possessed a quiet intensity, a depth of character that left an indelible impression. There
was an undeniable air of mystery surrounding them, as if their soul held volumes of
untold stories, waiting to be discovered by those brave enough to delve deeper.

In the tapestry of faces that filled the world, this person stood out like a masterpiece,
painted with intricate strokes of resilience, wisdom, and an enigmatic allure. They were
a living paradox, embodying strength and vulnerability, commanding attention without
uttering a word. And as they moved through the world, they left an indelible mark on
those fortunate enough to have their paths intersect, forever etched in the memory as a
captivating enigma.

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Adjectives that Describe Places

A list of useful words for describing cities, towns and countries.

ancient - a place that has a long history. Words with similar meanings: historic
Example sentence: Athens is an ancient city, which was established thousands of years
ago.
beautiful - very pleasing on the eye. Words with similar meanings: attractive, lovely.
Example sentence: Paris is very beautiful in the spring.
boring - dull and not very interesting. Words with similar meanings: uninteresting.
Example sentence: Widnes is a boring place to live.
bustling - a crowded, busy place. Words and phrases with similar meanings: lively,
fast-paced, hectic.
Example sentence: New York is a busy, bustling city. One of its nicknames is "The City
That Never Sleeps".
charming - nice, very pleasing. Words and phrases with similar meanings: delightful,
quaint.
Example sentence: Oxford is a charming English city, which is steeped in history.
contemporary - modern, very up to date.
Example sentence: Manchester is a northern city with a very contemporary, modern
feel.
compact - not very big, contained within a small area. Words with similar meanings:
small
Example sentence: Durham is a fairly compact city. You don't need transport to get
around.
cosmopolitan - somewhere with a rich and varied mix of cultures and languages.
Example sentence: Liverpool is a cosmopolitan and culturally diverse city.
crowded - very full of people. Words and phrases with similar meanings: busy, bustling.
Example sentence: London can get really crowded during the summer months.
exciting - fun, thrilling, with lots of enjoyable things to do. Words with similar meanings:
lively
Example sentence: The seaside town of Blackpool offers plenty of exciting activities for
kids!
expensive - costing a lot of money. Words with similar meanings: pricey, costly.

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Example sentence: Tokyo is a very expensive place to live.

famous - very well known, celebrated, notable.
Example sentence: Paris is one of the world's most famous romantic destinations.
fantastic - wonderful.
Words with similar meanings: amazing, awesome, fabulous, great, marvellous.
Example sentence: Barcelona is a fantastic city! It's a must to visit if you go to northern
Spain.
fascinating - very interesting. Words with similar meanings: captivating, intriguing.
Example sentence: Tunis is a fascinating place to visit, with a wonderfully rich culture
and history.
huge - very big. Words with similar meanings: big, enormous, giant, large, sprawling,
vast.
Example sentence: Istanbul is a huge city, with over thirteen million inhabitants.
lively - somewhere with lots of things going on. Words with similar meanings: vibrant
Example sentence: Newcastle is a lively city, with lots of things to do and see.
inexpensive - not costing very much. Words with similar meanings: cheap.
Example sentence: Egypt, Mexico and Thailand are inexpensive travel destinations.
popular - liked by a lot of people.
Example sentence: York is a historic British town which is very popular with tourists.
picturesque - charming or interesting in a unique or unusual way.
Words with similar meanings: quaint, charming.
Example sentence: Looe and Polperro are picturesque English seaside towns.
polluted - dirty, contaminated.
Example sentence: Bilbao's formerly polluted river has been cleaned up and
transformed.
touristy - visited by lots of tourists.
Words and expressions with similar meanings: 'tourist trap', touristic (rarely used by
native speakers).
Example sentence: Chester can be a bit touristy and crowded during summer.

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Source:
https://www.esolcourses.com/content/exercises/grammar/adjectives/places/words-for-d
escribing-places.html
Example of a place being described:
Stepping through the threshold of the café, a symphony of
aromas enveloped the senses, weaving an irresistible
spell that instantly transported visitors into a world of
comfort and indulgence. The air was infused with the rich,
intoxicating scent of freshly brewed coffee, its tantalizing
aroma mingling with the warm embrace of freshly baked
pastries, creating an olfactory feast that left no taste bud
untouched.

The interior exuded a rustic charm, a perfect marriage of

vintage elegance and cozy nostalgia. The walls, adorned
with weathered bricks, told stories of years gone by, while
vintage artwork whispered tales of a bygone era. Soft,
warm lighting bathed the space, casting a gentle glow that
seemed to coax visitors into relaxation.

The café hummed with gentle activity, the melodic clinking of cups and saucers harmonizing
with the gentle chatter of patrons. A symphony of languages, both familiar and foreign, filled the
air, creating an ambiance of cosmopolitan charm. The buzz of conversation created a
comforting backdrop, intermingled with the occasional burst of laughter, as friends shared
stories and strangers found solace in the shared space.

The furniture was a delightful mix of plush armchairs and worn wooden tables, each piece
seemingly chosen with care to invite patrons to linger. Soft cushions offered respite to weary
backs, while the polished tabletops bore the marks of countless conversations and coffee rings,
a testament to the memories woven within the café's walls.

Behind the counter, skilled baristas danced in a ballet of craftsmanship, their nimble hands
expertly maneuvering the gleaming espresso machines. The air crackled with the sound of
grinding coffee beans, punctuated by the steamy hiss of milk being frothed to velvety perfection.
With each cup crafted, a work of art came to life, as baristas drizzled swirls of caramel or dusted
cocoa powder atop the creamy canvases, turning beverages into visual delights.

The display case stood adorned with an array of delectable treats, tempting passersby with their
irresistible allure. Rows of flaky croissants beckoned with their golden sheen, while cupcakes
flaunted vibrant frosting, adorned with delicate sugar flowers. The aroma of freshly baked bread
wafted from crusty baguettes, evoking visions of Parisian cafes.

The background melody of soft jazz infused the café with a soulful rhythm, lending a touch of
sophistication to the atmosphere. The music, interwoven with the symphony of clinking cutlery

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and murmured conversations, created an ambience that whispered tales of romance and
intellectual musings.

In this haven of sensory delights, time seemed to slow down, allowing patrons to savor each sip,
every bite, and the camaraderie shared with fellow café-goers. It was a place where solitude
and companionship could coexist, where a single cup of coffee could ignite inspiration or serve
as a balm for the soul.

In this café, the world outside faded into the background, and for a fleeting moment, visitors
found themselves immersed in a realm of comfort, indulgence, and human connection.

Describing Things

Source:
https://www.macmillandictionary.com/thesaurus-category/british/words-used-to-d
escribe-attractive-people-or-things

Lovely Adjective very attractive

Stunning Adjective extremely attractive

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Stylish Adjective attractive, or well arranged

Delightful Adjective very pleasant or attractive

Eye-catching Adjective attractive or unusual and

therefore noticed
Nice-looking Adjective informal attractive

Appealing Adjective attractive and interesting

Adorable Adjective an adorable person or thing
is attractive in a way that
makes you like them very
much
Captivating Adjective very interesting or attractive
in a way that takes all your
attention
Prepossessing Adjective formal attractive, or
impressive
Beguiling Adjective a beguiling person or thing
seems attractive and
interesting, but may be
dangerous
Sweet Adjective pleasant in smell, sound, or
appearance
Aesthetic Adjective formal nice to look at
Braw Adjective Scottish very good,
pleasant, or attractive
Cute Adjective attractive, usually small,
and easy to like
Cutesy Adjective informal attractive in a way
that does not seem natural
or real
Darling Adjective very attractive. People who
use this word do not usually
sound sincere
Dear Adjective nice. People who use this
word usually do not sound
sincere
Delectable Adjective literary very attractive

Devastating Adjective very impressive or

attractive

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 20

Easy on the eye/ear Phrase nice to look at/listen to

Enchanting Adjective very interesting and

attractive
Enticing Adjective something that is enticing is
so good or attractive that
you want to have it or do it
very much
Esthetic an American spelling of
aesthetic

Fetching Adjective old-fashioned attractive

Flattering Adjective making you look more

attractive
Glamorous Adjective attractive and interesting in
an exciting and unusual
way
Good Adjective attractive
Handsome Adjective a handsome object is well
made and attractive
Kawaii Adjective attractive and appealing;
used when talking about
Japanese popular culture
Magnetic Adjective able to attract and interest
people very strongly

Nicely Adverb in an attractive way

Pettily Adverb in a pretty way

Resplendent Adjective mainly literary impressive to

look at
Sensational Adjective informal very attractive,
impressive, or good

Winning Adjective used about things that

make someone attractive or
successful

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 21

TLA (Teaching Learning Activity)

Students can be asked to describe any object from the image using the words they just
learned from the list.

Additional Resource:

Video on Ted-Ed’s idea on how to write descriptively:

https://www.youtube.com/watch?v=RSoRzTtwgP4&ab_channel=TED-Ed

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 22

Expressing likes and dislikes

Source:
https://www.myenglishpages.com/site_php_files/communication-lesson-likes-dislikes.ph
p

TLA(Teaching Learning Activity)

The students can be given to write the name of their favorite animal on their phone.
Then They can be asked to leave their seats and find people with the similar interests.
Throughout the activity they have to find those people while speaking in English. After
they meet, they can speak for a minute as a group where they can share why they
adore the animal. The same can be done with street food and hobbies.

After the activity, the students can be taught about the following:

To talk about your likes and dislikes, you can use these expressions.

Expressing likes:

● I like…
● I love...
● I adore…
● I ‘m crazy about…
● I’m mad about…
● I enjoy…
● I’m keen on…

Expressing dislikes:

● I don’t like…
● I dislike...
● I hate…
● I abhor…
● I can’t bear...
● I can’t stand…
● I detest...
● I loathe...

Examples of likes and dislikes :

I'm mad about basketball, but I can’t bear ice hockey.

I adore reading poetry, but I loathe doing the housework.

If you neither like nor dislike something:

"I don't mind doing the housework."

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 23

Things to remember about likes and dislikes:

1. When these expressions are followed by a verb, the latter is put in the -ing form.
Examples:

"I like listening to music."

"I hate wearing sunglasses."

I like
I detest VERB+ING
I don't mind

2. Note that" very much" & " a lot" always come after the things you like.
Examples:

"I like basketball very much/a lot. NOT" I like very much/a lot basketball."

3. Be careful when you use "I don't mind..."

Examples:

"Do you mind playing football?"

"No, I don't mind."(Although it's in a negative form, it means that it's ok for me. I neither
love it nor hate it.)

Dialogue:

Steve is at home. His girlfriend comes in...Notice how they express their likes and
dislikes

Steve: Hello, darling. Do you fancy watching a film tonight?

Oh, no thanks, I don't really feel like watching a film tonight.
Girlfriend:
How about going out instead.
Steve: OK. Do you feel like going to the theater?
Oh, no. I hate it. Do you like eating at the new Chinese
Girlfriend:
restaurant?
Steve: I don't mind. The Chinese cuisine is alright.
Girlfriend: Well I really love it. Let's go.

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 24

Daily Routines

Source: https://www.vocabulary.cl/Lists/Daily_Routines.htm

English Vocabulary

Daily Activities at Home

What are some of the daily activities that you do at home?
I wake up at 7am every morning.
I press the snooze button five times every morning before I turn off the alarm and
get up.
I have a cup of coffee and make breakfast. I usually read the newspaper while I
have breakfast. My children like to have a shower after they have breakfast but I like
to have a shower before I get dressed.
My wife brushes her long hair, and I have short hair so I comb my hair. How do you
do your hair in the morning?
It is important to brush your teeth, and some women like to put make-up on.

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 25

After I have finished work, I go home to cook dinner. In my house I usually make
dinner. The family eat dinner together at 7:30pm.
After dinner I make sure that my children do their homework, and then I chill out on
the sofa and watch television.
On television I usually watch the News. My wife usually comes to tell me to take the
rubbish out, or wash the dishes.
Our children feed the dog and the cat before they go to bed and I tell them to go to
the bathroom too.
If I am sick I have to take my medication, but then I get into my pyjamas and set the
alarm so I wake up in the morning.
The last things I do is lock the door, turn off the lights, and go to bed.
It doesn't take me long to fall asleep.

Daily Activities at Work

What are some daily activities that you do at work?
I go to work at 8.45am every morning.
I usually drive to work.
I always check my emails when I get to work, but I don't always reply to them
immediately.
I take a taxi or a train if I have a lunch meeting. I never take the bus because it is too
slow.
When I am at my desk I usually work on the computer, even during morning tea.
At 1pm most days I have lunch.
At 3pm we have afternoon tea, and that is when we usually talk and eat cake.
When you are in the office you probably have a lot of papers. It is important for you to
file your papers, and so that you can find them again you need to organise your files.
When I work I have to make telephone calls. If an important issue happens I ask my
secretary to organise a meeting.
Once a month I report to my boss, but maybe you have to report to your boss more
often. I usually write a document that my boss can read.

Other Daily Activities

What are some other daily activities that you do?
I exercise at least three times a week.
I usually go to the gym before work, but sometimes I go after work.
I meditate every morning so that I feel less stressed during the day.

Weekly Activities
What are some weekly activities that you do?
I go grocery shopping once a week at the local supermarket.
My family does the housework together every Saturday morning.
I usually do the washing on Sunday morning and when the machine is finished I hang
the clothes out to dry.
On Sunday morning we go to church, and if there is lots of noise coming from next
door, sometimes we fight with the neighbour.

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 26

On Saturday night my parents stay at home and I go out with friends.

Even my friends that live at home call their parents each week.
Every evening, I water the garden.
I usually pay someone to wash the car, but my partner says I should do it, so
sometimes I argue with my partner about that.
If we are angry at the neighbour, we seek vengeance by annoying his dogs.
I work in an important office, so I have to shine my shoes each day.
Sometimes we hire a movie, because we don't like to illegally download music and
films. I make sure that I synchronise my iPod so I always have new music on it.
To get our shopping, we go to the mall in the car.
Last week I forgot to recharge my travel card, and I had to argue with a bus driver. I
couldn't call the office because I forgot to recharge my cellphone!

Example of a routine being described:

Every morning, my alarm clock rudely interrupts my peaceful slumber, dragging me into
the realm of wakefulness. With a grumpy groan, I stretch my limbs, trying to shake off
the remnants of sleep that cling stubbornly to my consciousness. I reluctantly pry my
eyes open, squinting against the invading sunlight.

Dragging myself out of bed, I stumble my

way to the bathroom, where the mirror
reveals a disheveled version of myself. I
splash cold water on my face, hoping to
shock myself into a state of alertness. The
toothbrush in my hand moves mechanically,
scrubbing away the traces of morning breath.
Back in my room, I stare blankly at my
wardrobe, searching for the perfect outfit to
match my mood and the demands of the day.
After a few haphazard choices and outfit
changes, I settle on something that feels
comfortable enough. I catch a glimpse of
myself in the mirror, hoping my appearance
will be enough to blend into the crowd.
Downstairs, the aroma of freshly brewed
coffee teases my senses, coaxing me into
the kitchen. I prepare a quick breakfast,
grabbing whatever is within reach—a piece
of toast or a bowl of cereal—anything to fuel
my body for the day ahead. With a mug of
steaming coffee in hand, I take a seat at the

,
 27

kitchen table, relishing the warmth and the brief moment of calm before the chaos
ensues.
Time slips away, and before I know it, I'm out the door and stepping into the outside
world. The sounds of traffic and the hustle and bustle of the city envelop me as I make
my way to work. Whether by foot, public transport, or in my car, I join the flow of
commuters, each person lost in their own thoughts and routines.
The hours pass in a blur of tasks, meetings, and deadlines. I immerse myself in the
rhythm of work, striving to meet expectations and overcome obstacles. Time becomes a
concept dictated by the ticking clock on my desk, each minute ticking away as I race
against it. Yet, amidst the busyness, there are moments of respite—a quick coffee
break, a chat with a colleague, or a stolen glance out the window to admire the passing
clouds.
As the day winds down, I make my way back home, longing for the comfort and
familiarity that awaits. Stepping through the door, I feel a wave of relief wash over me,
shedding the weight of responsibilities that plagued my mind throughout the day. The
evening is mine to indulge in personal pursuits—a chance to unwind, relax, and
recharge.
I savor the simple pleasures of home—a home-cooked meal, a favorite TV show, or the
company of loved ones. I revel in the freedom to do as I please, to escape the
pressures of the outside world and immerse myself in the activities that bring me joy.
The hours slip away, and as the night grows darker, I prepare myself for much-needed
rest.
The rituals of the nighttime routine unfold—brushing my teeth, changing into cozy
pajamas, and slipping into the welcoming embrace of my bed. I close my eyes,
surrendering to the pull of sleep, eagerly awaiting the respite it promises. And as I drift
away into dreams, I find solace in the knowledge that tomorrow brings a new day, a
fresh chance to navigate the ebb and flow of routines and the ever-unfolding journey of
life.

TLA (Teaching Learning Activity)

The students can be separated in groups and can be asked to create a poster (a simple
doodle on an A4 size paper would be adequate) presentation on the daily activities
majority of the group members have in common (such as having breakfast, browsing
social media etc.). Then, they can be requested to come in front of the class to present
their poster and talk about their daily routine.

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 28

Expressions
Make Request

1. Suppose you want to open a bank account. So, request your friend to tell you in
details how to open a bank account.
2. You want to arrange a picnic with your classmates. Therefore, request your teacher to
help you in planning.
Offer
3. You have recently finished reading a story book. Offer your friend to exchange your
one with his/her book.
4. Ask your friends to initiate a start-up business with you.
Invitation
5. Invite your cousins to visit your university campus.
6. Invite the Vice Chancellor of East West University to visit your start-up business
project and to provide his feedback.
Excuses
7. Suppose you went to visit your hometown last week and failed to attend an important
meeting of Cultural Club at East West University. Tell the President of cultural club what
problems you faced at home.
Apology
8. Suppose you had a verbal fight with a senior student while you were working together
on a project. However, you have one day left to submit the assignment. How will you
negotiate the situation?
9. Suppose using phone inside classroom is strictly prohibited during class time.
Unfortunately, the instructor caught you using phone while you were chatting with your
online friend. Express your sincere apology to get your phone back.
Complaint
10. A junior student of your department showed impolite and improper attitude when
he/she was talking to you about an academic issue. Describe the problem to one of
your teachers and ask for a solution.

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 29

TLA( Teaching Learning Activity)

Mind-control: The students can randomly pick one of their classmates to go in front.
The marker could be used as a magic wand. While holding the marker, a student can
politely request the student in front to do something (such as turning off the fan, singing
a song, demonstrating the sound of a cat etc.). The student in front will be responsible
for deciding whether the request has been courteous enough (whether it has words or
phrases such as ‘please’, ‘could you’, ‘I would be grateful if…’ etc.). If the person
holding the wand has not been able to make a proper request, they would be asked to
come in front and the cycle would continue for one or two more runs.

Asking and Giving Directions

TLA (Teaching Learning Activity)

Influencer: The teacher will from three groups where one student from each group will
be blinded using a scarf or anything else that could achieve the effect. The student will
be guided by his/her team to reach a pen that is carefully hidden by the instructor at
some corner of the room. Even though the team can see, the seeker cannot. He/she will
be following the instructions of the team to reach there. A timer can be used to
determine which group will collect the pen in the least amount of time. After a winner
has been decided, the facilitator can help students identify the instructions such as ‘go
straight’ or questions such as ‘how long would it take for me to get there?’. Other than
learning a bit of empathy for the individuals with visual impairments, the students should
focus on identifying the word clusters used to ask and give instruction in their everyday
lives.

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 30

Example of giving a direction:

To reach the city center, start by heading east on Main Street. As you walk, you'll pass
the charming park on your right, where locals gather for picnics and outdoor events.
Continue straight for about three blocks until you reach the intersection of Main Street
and Elm Avenue.

Once at the intersection, turn left onto Elm Avenue. You'll notice a row of shops and
cafes on both sides of the street, offering a variety of shopping and dining options. Feel
free to explore these establishments if you have some time to spare.

Continue along Elm Avenue for approximately half a mile until you reach the large
roundabout. Take the second exit to stay on Elm Avenue, and you'll soon approach the
city's iconic clock tower, which serves as a prominent landmark. Admire its intricate
architecture and continue straight ahead.

As you move forward, the street will transform into High Street. Follow High Street for
another three blocks until you reach the grand City Hall building on your left. This
historic structure stands tall and proud, showcasing the city's rich heritage.

Just beyond City Hall, you'll find the main square. This bustling hub is filled with street
performers, local vendors, and lively cafes. Take a moment to soak in the vibrant
atmosphere before continuing on.

From the square, head south on Park Lane. As you walk, you'll notice the city's central
park on your right, with its beautifully landscaped gardens and serene pathways. Feel
free to take a leisurely stroll through the park if you have the time.

After a few minutes, you'll approach the city's main shopping district. Here, you'll find a
plethora of boutiques, department stores, and specialty shops. It's a paradise for
shopaholics and those in search of unique souvenirs.

Finally, as you continue along Park Lane, you'll spot the city's renowned theater on your
left. Its grand marquee and neon lights are hard to miss. Congratulations, you have
arrived at the heart of the city center!

These directions should guide you to the vibrant city center, where you can immerse
yourself in the sights, sounds, and flavors of the bustling urban environment. Enjoy your
journey!

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 31

Small group activity:

The teacher may give these two maps to two different students and instruct them to ask
and give direction of different places mentioned in the map. They should not see each
other’s map during the conversation.

,
 32

1.

,
 33

,
 34

Giving Direction: 2

,
 35

IPA Symbols
Human Articulators:

Categories of sounds according to how they are produced

Link:
https://ecampusontario.pressbooks.pub/essentialsoflinguistics/chapter/2-5-ipa-symbols-
and-speech-sounds/

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 36

10 Commonly Confusing Words

Source: https://pronunciationstudio.com/10-commonly-confused-words/

1. walk, work

These two words are very often confused. Both use long vowels:

walk /wɔ:k/ – this uses the long vowel in ‘for’ and the ‘l’ is silent
work /wɜ:k/ – looks like it should rhyme with ‘for’, but the ‘w’ changes the vowel sound
to /ɜ:/
I walk to work every day.

2. bought, boat

bought /bɔ:t/ – this uses the long vowel in ‘for’

boat /bəʊt/ – this uses the diphthong in ‘no’

3. match, much

match /mætʃ/ – this uses the short vowel in ‘cat’ – make sure you spread the lips and
keep the tongue at the front of the mouth.
much /mʌtʃ/ – this uses the short vowel in ‘cut’ – make sure you relax the lips and
tongue for this sound.

4. wonder, wander

These are very similar and the main thing to remember is that they are both pronounced
in the way that you do not expect:

wonder /ˈwʌndə/ – ‘won’ looks like it should rhyme with ‘on’ but in fact it rhymes with
‘sun’
wander /ˈwɒndə/ – ‘wan’ looks like it should rhyme with ‘ban’ but in fact it rhymes with
‘on’

5. of, off

These very small but extremely useful words differ in very subtle ways:

of /ɒv/ (strong form) and /əv/ (weak form)

off /ɒf/

6. loose, lose, choose, chose

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 37

A very tricky, contradictory little group here! Sadly there is not much to do but memorise
these ones:

loose – adjective – /lu:s/

lose – infinitive verb – /lu:z/
choose – infinitive verb – /tʃu:z/
chose – past simple of choose! – /tʃəʊz/

7. leave, leaf

Sometimes students use the voiceless sound at the ends of words when they should
really use the voiced sound. This can change the meaning of the word quite drastically!
Some examples include:

leave /li:v/, leaf /li:f/

hard /hɑ:d/, heart /hɑ:t/
dug /dʌg/, duck /dʌk/
rise /raɪz/, rice /raɪs/

8. bow, bow, row, row, sow, sow

Although there is only one spelling pattern being used here, there are two different
pronunciations and multiple meanings! The two pronunciations are /əʊ/ to rhyme with
‘oh’ and /aʊ/ to rhyme with ‘ow’.

bow /bəʊ/ – noun – ‘shoelaces tied in a bow’, ‘bow and arrow’

bow /baʊ/ – noun – the front of a ship
bow /baʊ/ – verb – ‘actors bow at the end of a play’
row /rəʊ/ – noun – ‘row of seats’, ‘columns and rows’
row /rəʊ/ – verb – ‘row a boat’
row /raʊ/ – noun – argument
row /raʊ/ – verb – to argue
sow /səʊ/ – verb – to plant seeds
sow /saʊ/ – noun – a female pig

9. bear, beer

These words all use diphthongs:

bear, bare /beə/ – this rhymes with ‘air’

beer /bɪə/ – this rhymes with ‘ear’

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 38

Similar sorts of words include:

hair /heə/
here, hear /hɪə/
tear (tear a piece of paper) /teə/
tear (water from your eyes when you cry) /tɪə/
rare /reə/
rear /rɪə/

10. tough, though, through, thorough, thought

tough /tʌf/
though /ðəʊ/
through /θru:/
thorough /ˈθʌrə/
The above words all end in ‘ough’ but below is a very similar one ending in ‘ought’:
thought /θɔ:t/

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 39

More words that are commonly confused:

https://www.grammarly.com/blog/commonly-confused-words/

,
 40

2nd Mid Term Examination

Describing Personality

Source: https://www.clarkandmiller.com/positive-personality-adjectives/

Vocabularies to describe personality:

1. adaptable
capable of fitting a particular situation or use
When Connie's parents divorced, she proved herself to be adaptable. It wasn't
easy, but she learned how to cope with this big change.
People who are adaptable can overcome change easily.
2. adventurous
willing to undertake new and daring enterprises
People who are adventurous seek out the fun in life. They love to try something
new--sometimes an act that others would find scary. Adventurous people love to
travel and try new foods at a restaurant.

3. affectionate
having or displaying warmth or affection
If you like to snuggle up next to someone, then you are affectionate.
4. ambitious
having a strong desire for success or achievement
Ambitious people try to get ahead in life--they look for opportunities to better their
life. For the most part, this has a positive feeling, but in some people, ambition is
too strong and they hurt people along the way to get what they want.
5. amiable
diffusing warmth and friendliness
Amiable people are affable. They are kind, warm and friendly.
6. compassionate
showing or having sympathy for another's suffering
Someone who is compassionate feels a strong sense of sadness when they see
others who are suffering. A compassionate person always tries to do something

,
 41

to help ease the suffering. You would find a compassionate person helping out in
a homeless shelter.
7. considerate
showing concern for the rights and feelings of others
A considerate person looks out for other people. They often allow someone else
to have the last piece of pie or they hold the door open for another person.
8. courageous
able to face and deal with danger or fear without flinching
A courageous person is brave. They are the type of person to run into a burning
building. They are also likely to get involved to stop a bullying situation.
9. courteous
characterized by politeness and gracious good manners
Courteous people say, "Please," "Thank you" and "No, thanks." Their manners
are present because they are nice toward other people.
10. diligent
characterized by care and perseverance in carrying out tasks
Diligent people work hard until a job is done. They take great care in doing things
right. They don't give up.
11. empathetic
showing ready comprehension of others' states
Someone who is empathetic is able to understand people better because they
see things from the other person's perspective.

When it comes to working with children it is important to be empathetic. My

daughters might be upset for a ridiculous reason, but I can only help them if I
understand why they truly feel as they do.
12. exuberant
unrestrained, especially with regard to feelings
An exuberant person is full of joy and has a lot of energy to show it.
13. frank
characterized by directness in manner or speech
Someone who is frank "tells it like it is." It might not be pretty, but they will tell you
straight.
14. generous

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 42

willing to give and share unstintingly

A generous person shares what they have willingly. It might be a cupcake or their
time--either way, they're happy to share.
15. gregarious
temperamentally seeking and enjoying the company of others
Gregarious people are fun to be around and they like being around other people.
They are the "life of the party."
16. impartial
free from undue bias or preconceived opinions
Impartial people are fair. They are able to remain neutral before forming an
opinion. Lawyers like to have impartial people on juries so that they can fairly
weight the evidence.
17. intuitive
obtained through instinctive knowledge
An intuitive person operates by instinct. They sort of have a special feel for a
situation. The best basketball players are intuitive when it comes to finding the
open teammate.

A lot of teaching is intuitive--the best teachers just know how to present things so
that kids understand. (Related words: intuition and intuitively).
18. inventive
marked by independence and creativity in thought or action
Since the band's drummer did not show up for the concert, they got
inventive--they asked members of the audience to come up and clap and play
tambourines.
Inventive people are able to find creative, ingenious solutions to problems. They
might be able to repair a car with a paper clip.

One of my favorite quotes is by Benjamin Franklin: "Necessity is the mother of

invention." In other words, when there is a strong need, an invention to fill that
need usually occurs.
19. passionate
having or expressing strong emotions
Passionate people have a real love for something in their life. They embrace this
or many activities with a strong feeling. What are you passionate about?
20. persistent

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 43

stubbornly unyielding
Persistent people never give up. Even when the odds are stacked against them,
the work tirelessly until the goal is achieved.
21. philosophical
meeting trouble with level-headed detachment
People who are philosophical often wonder, "In the grand scheme of things, is it
worth it?" Philosophical people tend to look at the larger picture of life and stay
above trivial situations.

When teaching it is important to remain philosophical about a student's success.

A teacher has a large part to play in a student's success, but ultimately I cannot
"make" him learn. Actually learning something is up to him.
22. practical
guided by experience and observation rather than theory
People who are practical look at things is a reasonable, level-headed way. They
are likely to take a coat with them in case it is cold--they know they can take it off
if it is too hot--they're just practical.
23. rational
having its source in or being guided by the intellect
Rational people are practical. They make rational decisions based on their logical
reasoning about a situation. They don't base decisions on emotions.
24. reliable
worthy of trust
Someone who is reliable is trust worthy and dependable. You can "count on" a
reliable person.
25. resourceful
adroit or imaginative
A resourceful person uses creativity and the things around them to tackle a
problem. They see solutions (sometimes obvious ones) that others don't see.
26. sensible
able to feel or perceive
A sensible person is a clear thinking, reasonable person.
27. sincere
open and genuine; not deceitful

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 44

A sincere person is honest in their feelings toward others. (Antonym: insincerely).

28. sympathetic
expressing compassion or friendly fellow feelings
You are sympathetic when you feel sorry for someone else. You send a
sympathy card when a friend loses a loved one because you want her to know
that you feel sorry for her loss.

Their loss upsets you because you are sympathetic.

29. unassuming
not arrogant
An unassuming person is awesome but does not go around bragging about it. In
fact, she might not even know that she's so awesome. A girl might be a great
artist, but is unassuming about her skill.
30. witty
combining clever conception and facetious expression
Someone who is witty combines humor with intelligence. A witty observation is
funny but also sophisticated. You need to be smart to understand a witty person's
jokes.

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 45

Positive Personality Adjectives #1

Nik — the people person

Nik is the friend who’s great with people. See how popular he is? People like Nik:

There are lots of reasons why people like Nik.

Reason why people like Nik #1
Nik is very easy to be with. You can talk to him easily, and he’s very friendly:
Affable — He’s easy to talk to.
Agreeable — He’s enjoyable to talk to.
Amiable — He’s friendly and nice.
Charming — He has a “magic” effect that makes people like him.
Polite — He’s good at saying “please,” “thank you,” etc.
Likeable — He’s easy to like.
Gregarious — He likes being with other people.
Reason why people like Nik #2
He thinks about you and how you feel:
Considerate — He always thinks about other people when he does something or talks
to someone.
Sympathetic* — He shows that he understands and cares about other people’s
problems.

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Understanding — The same as “sympathetic” — he understands other people’s

problems well.
*Sympathetic is a false friend: in many languages, it means “nice,” but in English, it has
a different meaning.
Reason why people like Nik #3
He doesn’t choose one side when his friends disagree with each other:
Diplomatic — He is very good at trying to help people see both sides of a situation.
Impartial — He doesn’t support just one side of a disagreement.
Reason why people like Nik #4
He’s honest:
Sincere — He says what he really thinks and feels.
Straight-forward — He’s direct and honest.
Reason why people like Nik #5
He likes giving and helping:
Generous — He likes giving things to people.
Helpful — He likes helping.
Kind — He cares about others and likes to help them, often emotionally.
Giving — He likes giving things to people — it’s the same as “generous.”
So that’s Nik. What an awesome guy!
Positive Personality Adjectives #2
Alexa — the good worker
Alexa is a great worker. She’s focussed and likes to get things done! She’s the perfect
candidate for a job. Bosses like her:

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There are lots of reasons why Alexa is a good worker:

Reason why Alexa is a good worker #1
Alexa has a lot of natural personal qualities that make her a good worker:
Observant — She’s good at noticing different things around her.
Quick-witted — She can think quickly and intelligently.
Patient — She can accept difficult situations without getting angry.
Dynamic — She has a lot of energy and can think creatively.
Bright — She’s smart and intelligent.
Reason why Alexa is a good worker #2
She also “applies herself.” This means she isn’t lazy, and she tries to do the best work
that she can:
Self-disciplined — She can control her own behaviour easily, and she’s organised.
Resourceful — She’s good at finding ways to solve problems.
Proactive — She doesn’t wait for things to happen. She makes them happen!
Practical — She’s good at finding the simplest and most efficient solution.
Organised — She knows how to organise things well.
Efficient — She can organise things quickly and clearly.
Hardworking — She works hard!
Diligent — She does her work carefully and cares about the details.
Reason why Alexa is a good worker #3

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To be a good worker, you have to be good at managing change. When things change,
Alexa can change with them:
Versatile — She can do different things depending on the situation.
Intuitive — She can understand what’s happening using her feelings (not just facts).
Adaptable — She can change depending on the situation.
Reason why Alexa is a good worker #4
Finally, Alexa is someone who you can trust:
Dependable — If she says she will do something, she will do it.
Reliable — The same as “dependable”
Trustworthy — You can trust her to be honest and sincere.
Loyal — She will always be on your side.
So that’s Alexa. A great worker but not necessarily great fun.
That’s why we need to have Freya in our lives!
Positive Personality Adjectives #3
Freya — the fun lady!
We all need a Freya in our lives. She’s the friend who makes us happy and who we can
have fun with. She’s the friend who puts a smile on our faces and helps us kill the stress
from our working day.
Here’s Freya at a party. Like Nik, she’s very popular. But for slightly different reasons:

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Freya is fun to be around for several reasons.

Reason why Freya is fun #1
First of all, Freya has a lot of energy. When people have a lot of energy, this energy
often transfers to you. It’s fun!
Energetic — She has a lot of energy.
Adventurous — She likes doing new and different things.
Enthusiastic — She shows a lot of excitement and interest in things.
Kooky — She’s a little crazy. But in a fun way.
Reason why Freya is fun #2
She’s also very a very sociable and happy person:
Cheerful — She’s always happy.
Chatty — She loves talking and talks a lot.
Convivial — She’s always in a good mood and is always friendly.
Reason why Freya is fun #3
She’s also very funny:
Hilarious — She’s very, very, funny.
Witty — She’s funny and can tell good jokes in an intelligent way.
Humorous — She’s funny and entertaining.
Amusing — She’s funny and fun.
Reason why Freya is fun #4
Finally, you don’t feel bad when you’re with Freya. You feel like you can say anything,
and she won’t think badly of you:
Non-judgemental — She won’t make you feel bad for something that you think, believe
or do, even if it’s a mistake.
Laid-back — She’s very relaxed about everything.
Easy-going — This is the same as “laid-back” — it means “relaxed”!
OK. So Freya’s good fun. But perhaps sometimes she can get annoying! There are
times when we need to be serious.
This is a good time to try to be like Delia.
Positive Personality Adjectives #4
Delia — the leader
Delia is the person we know who will probably become successful. She knows what she
wants in life, and she has the power to take it! She may not have so many friends, but
she takes pleasure from her success.

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Why will Delia succeed? There are two main reasons for this:
Reason why Delia is a good leader #1
She has so much power in her. She’s an unstoppable force!
Ambitious — She has very high targets for herself in life.
Determined — She doesn’t quit, even when things get hard.
Passionate — She believes in her work and her success on an emotional level.
Persistent — She never gives up!
Decisive — She can make a decision quickly and confidently.
Reason why Delia is a good leader #2
She’s also not afraid of anything. Or anyone!
Courageous — She’s brave.
Fearless — She has no fear.
Basically, she’s like a superhero!

How to use personality adjectives

OK. So now you know 59 positive adjectives to describe people you like. Let’s take a
look at a few different ways to use adjectives.

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Let’s start with a simple adjective to describe someone:

funny
There are different ways we can use this word to describe a person.
If we simply want to describe the person directly, we can say:
She’s funny.
or
She’s a funny woman.
There isn’t much difference between these sentences. The only difference is that you
have the freedom to use different words to describe the woman in the second example:
She’s a funny person.
She’s a funny friend.
She’s a funny boss.
But what if you don’t know this person? What if you just have the feeling that she might
be funny?
The first thing to ask yourself is this: What gives you this feeling? Is it about her
appearance or just a general feeling?
If it’s a general feeling, we can say:
She seems funny.
But if it’s about her appearance (she might be a clown), then we can say:
She looks funny.
or
She looks like a funny person.
Remember:
she looks + adjective
she looks like + (adjective) noun
Additional Resource:
Video on 50 advanced adjectives to describe personality:
https://www.youtube.com/watch?v=R3KeD06ti6c&ab_channel=EnglishwithLucy

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Discussing and Making Plans

(Source: Adapted from https://www.iwillteachyoutoberich.com/blog/how-to-plan-a-vacation/ and

pictures from Google Image)

How to plan a vacation

This system can be broken up into 7 steps:

● Step 1: Decide where to go

● Step 2: Pick a time to travel
● Step 3: Take time off work
● Step 4: Find affordable transport
● Step 5: Find a great place to stay
● Step 6: Decide amount of expense
● Step 7: Budget consciously for your trip

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Select a place from the pictures below and plan to go there in next vacation with
your friends.

Nafakhum, Bandarban

Sajek Valley, Rangamati

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Tanguar Haor, Sunamganj

Kuakata Sea Beach Safari Park, Bangladesh

St. Martin’s Islands

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Reading Newspaper and Presenting Opinion

"Fighting the brain drain in Bangladesh"

February 5, 2014, The Daily Star
Kazi Prottoy, 20, a Correspondent from Dhaka in Bangladesh

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It has been seen as a trend for some years now that Bangladeshi graduates almost
religiously go for the prospect of leaving their homeland to complete their next level of
education, and eventually settle into the countries of their choice.

Education specialists call this development by its fancy name ‘Brain Drain’. The term is
usually derogatory in a sense. But in truth, most of the graduates look for opportunities
to go abroad from the year they get themselves admitted. Most of the experts believe
that some migratory push factors are the reason for this trend.

If we want to explain what migratory push factors are, we have to explain what factors
play a role in the migration. The factors are mainly economic, social, and physical in
nature, and they can usually be categorized into push and pull factors.

Push factors are those related with the area of origin, while pull factors are those that
are related with the area of destination.

It would be unwise to disregard the effect of pull factors. As overseas countries like the
USA, Canada and Germany offer better service, more wealth and higher employment
opportunities, ambitious candidates often choose to emigrate there. It’s a good example
of migratory pull factors in play. But in recent times, push factors have begun to emerge.
It’s been observed that young people, who were undecided or even reluctant about
leaving their home country, are now thinking about migrating. When questioned, almost
all of them list the ever-growing problems of the major metropolitan areas, especially of
the capital, Dhaka.

Sorowar, age 22, is a third year graduate student of North South University, a reputable
University in Dhaka. He lives in Dhanmondi, while his university is situated at
Bashundhara. Because of the infamous traffic jam in Dhaka city, it takes him almost one
and a half hours every morning to go to his university from his home. And it takes
another two hours to return in rush hours. In weekends, the traffic jam is a lot less acute
and it takes him only thirty minutes to reach his university. He admits that for the sake of
attending classes, wasting nearly three hours every day on the road sometimes proves
to be intolerable. He has made up his mind to emigrate and he is already prepping for
his IELTS exams.

Most of us might consider Sorowar to be over-reacting. But unfortunately he is not.

Many of the recent graduates have taken their decision to emigrate, as they can predict
that the condition of traffic jams in Dhaka city will only get worse. They do not want to
start their professional life here as it would be very unproductive. The fact of the matter
is, traffic jam is just one of the many push factors. Lack of economic opportunity is also
a major one. Lack of services, lack of security, high crime rate and political instability
also fuel the younger generation’s aspiration to emigrate.

It’s been said that migration usually happens as a result of a mishmash of push and pull
factors. If the authorities are sincere enough to deal with the push factors, then the
emigration rate can be radically reduced.

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Telling a Story

❖ Do you find any story in each of these pictures?

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Source: englishforeveryone.org

“Which Way?”

Directions: Read the story below. Then finish it

with your own imagination.

This weekend, I went on my first camping trip. I went with my dad and my
older brother, Sam. We left on Friday morning and drove for four hours until we
reached the mountains. I slept for most of the ride, and Sam woke me up when
we reached the park.
“Here we are!” he cheered. I opened my eyes and looked at the forest
that surrounded the parking lot. My dad unloaded our backpacks from the trunk
and we set off on the trail. We hiked for about three miles and I became very hot
and tired. We decided to stop and set up camp for the night. Sam found a big flat

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spot in a grassy area away from the trail. My dad told Sam and me to catch
some fish for dinner from the nearby pond while he pitched our tent.
Sam had a special fishing pole that folded into a small size so he could
carry it in his backpack. He caught three trout in the pond and I caught two.
There were a lot of mosquitoes by the water so we didn’t stay at the pond for too
long. By the time we returned to our campsite, the sun was beginning to set. My
dad was relaxing in the tent, reading a book. We showed him the fish that we
caught and he told us that he was very proud of us.
“Can you two gather some wood for the campfire so we can cook the
fish?” he asked us. “Sure!” I answered.
“Don’t forget your flashlights!” my dad warned. We grabbed our flashlights
from our backpacks and walked towards the trail.
“Which way should we go?” I asked Sam. The trail led in two different
directions. We were excited so we just started running down the trail. After a little
while, we gathered as much wood as we could hold. It was time to go back to the
camp site. It was getting dark and I didn’t want to get lost in the middle of the
woods!
Sam pointed to the west. “We can either go back the way that we came
from, or we can go the other way. What do you think?”

Source: englishforeveryone.org

“The Troublemaker”

Directions: Read the story below. Then finish it with

your own imagination.

Allison had a bad night on Saturday. She went to the Smith’s house to
babysit their son, Jake, and daughter, Lisa. Jake is four years old. He gets into a lot
of trouble. He started the night by pouring his glass of milk all over the floor during
dinner.
“Clean that up,” Allison ordered.
“You can’t tell me what to do,” Jake responded. He ran away from

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the dinner table. “I’m bored. I want to play a game,” Lisa whined.
“Jake, if you clean up your mess we can play a game,” Allison said.
“Okay,” Jake said. Allison gave him a handful of paper towels and he used
them to clean up the milk. “I want to play hide-and-seek,” he said.
“Okay, I will be the seeker first,” Allison said. “You two have thirty seconds to
hide!” Allison covered her eyes with her hands and counted slowly from one to
thirty.
“Ready or not, here I come!” she called. Allison walked downstairs and
peeked into the kitchen closet. Nobody was inside. She checked under the
couches in the living room. She looked in the garage. Allison decided that nobody
was hiding downstairs, so she walked upstairs and continued her search. She
opened the door to Lisa’s bedroom and found her hiding under the bed.
“I found you!” she squealed. “Okay, now help me find Jake,” she told Lisa.
Allison and Lisa searched all over the house. They could not find Jake.
“It has been twenty minutes and he is nowhere in sight,” Allison thought. “I
wonder where he is.”

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Introduction to Presentation

Helpful phrases for a presentation

Introduction
Welcoming the audience
Good morning / afternoon, ladies and gentlemen. Hello / Hi everyone.
First of all, let me thank you all for coming here today. It’s a pleasure to welcome you
today.
I’m happy / delighted that so many of you could make it today.
It’s good to see you all here.
Introducing yourself
Let me introduce myself. I’m Ann Brown from …
For those of you who don’t know me, my name is … Let me just start by
introducing myself. My name is …

Giving your position, function, department, company

As some of you know, I’m the purchasing manager.
I’m the key account manager here and am responsible for …
I’m here in my function as the head of … I’m the project manager in

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charge of …

Introducing your topic

What I’d like to present to you today is … I’m here today to present …
Today’s topic is …
The subject / topic of my presentation is …
In my presentation I would like to report on … In my talk I’ll tell you about …
Today I’m going to talk about … I’ll be talking about …
Saying why your topic is relevant for your audience
Today’s topic is of particular interest to those of you / us who …
My talk is particularly relevant to those of us who … My topic is / will be very
important for you because … By the end of this talk you will be familiar with …

Stating your purpose

The purpose / objective / aim of this presentation is to … Our goal is to determine
how / the best way to …
What I want to show you is … My objective is to …
Today I’d like to give you an overview of … Today I’ll be showing you /
reporting on …
I’d like to update you on / inform you about … During the next few hours we’ll
be …

Structuring
I’ve divided my presentation into three (main) parts. In my presentation I’ll focus on
three major issues.

Sequencing
Point one deals with … , point two … , and point three … First, I’ll be looking at … ,
second … , and third …
I’ll begin / start off by … . Then I’ll move on to … Then / Next / After that …
I’ll end with …
Timing
My presentation will take about 30 minutes.
It will take about 20 minutes to cover these issues. This won’t take more than …

Handouts
Does everybody have a handout / brochure / copy of the report? Please take one
and pass them on.
Don’t worry about taking notes. I’ve put all the important statistics on a handout for
you.
I’ll be handing out copies of the slides at the end of my talk.
I can email the PowerPoint presentation to anybody who wants it.

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Questions
There will be time for questions after my presentation.
We will have about 10 minutes for questions in the question and answer period.
If you have any questions, feel free to interrupt me at any time.
Feel free to ask questions at any time during my talk.
Effective openings
Rhetorical questions
Is market research important for brand development? Do we really need quality
assurance?

Interesting facts
According to an article I read recently, …
Did you know that … ?
I’d like to share an amazing fact / figure with you.

Stories and anecdotes

I remember when I attended a meeting in Paris, …
At a conference in Madrid, I was once asked the following question: …
Let me tell you what happened to me …

Problem to think about

Suppose you wanted to … . How would you go
about it?
Imagine you had to … . What would be your first step?

The middle/main part

Saying what is coming

In this part of my presentation, I’d like to talk about … So, let me first give you a brief
overview.

Indicating the end of a section

This brings me to the end of my first point. So much for point two.
So, that’s the background on … That’s all I wanted to say about …

Summarizing a point
Before I move on, I’d like to recap the main points. Let me briefly summarize the
main issues.
I’d like to summarize what I’ve said so far …
Moving to the next point
This leads directly to my next point. This brings us to the next
question. Let’s now move on / turn to …
After examining this point, let’s turn to … Let’s now take a look at …

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Referring to other points

I have a question in connection with/ concerning payment. There are a few problems
regarding the quality.
With respect / regard to planning, we need more background information.
According to the survey, our customer service needs reviewing.
Adding ideas
In addition to this, I’d like to say that our IT business is going very well.
Moreover / Furthermore, there are other interesting facts we should take a look at.
Apart from being too expensive, this model is too big.
Talking about (difficult) issues
I think we first need to identify the problem.
Of course we’ll have to clarify a few points before we start. We will have to deal with
the problem of increasing prices. How shall we cope with unfair business practices?
The question is: why don’t we tackle the distribution problems?
If we don’t solve this problem now, we’ll get / run into serious trouble soon.
We will have to take care of this problem now. We are currently having
difficulties with …
Rhetorical questions
What conclusion can we draw from this? So, what does this mean?
So, just how good are the results?
So, how are we going to deal with this increase? So, where do we go from
here?
Why do I say that? Because …
Do we really want to miss this opportunity to … ?

Conclusion
Indicating the end of your talk
I’m now approaching / nearing the end of my presentation.
Well, this brings me to the end of my presentation.
That covers just about everything I wanted to say about … OK, I think that’s everything
I wanted to say about …
As a final point, I’d like to …
Finally, I’d like to highlight one key issue.
Summarizing points
Before I stop, let me go over the key issues again. Just to summarize the main
points of my talk … I’d like to run through my main points again …
To conclude / In conclusion, I’d like to … To sum up (then), we …

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Making recommendations
We’d suggest …
We therefore (strongly) recommend that … In my opinion, we should …
Based on the figures we have, I’m quite certain that …

Inviting questions
Are there any questions?
We just have time for a few questions.
And now I’ll be happy to answer any questions you may have.

Effective Conclusions
Quoting a well-known person
As … once said, …
To quote a well-known businessman, … To put it in the words of …

Referring back to the beginning

Remember what I said at the beginning of my talk today?
Let me just go back to the story I told you earlier. Remember, …

Source: https://www.slidegenius.com/blog/presentation-checklist/

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PRESENTATION CHECKLIST
Content
Topic
 A brief orientation to the topic is provided
 The topic and content are of a level appropriate to an academic context
 The content is ‘pitched’ at an appropriate level for the audience (neither too difficult
nor simplistic)
Organisation of information
Introduction
 Is an appropriate length in proportion to the entire presentation
 A clear statement of thesis or purpose is given
 Includes an outline or preview of the content
Body
 Main points are well developed, and contain some analysis as well as description
 Information is selected carefully to make your point clearly without too much detail
Original sources
 The required number of resources is used
 Sources are appropriately acknowledged, both verbally and on slides using
appropriate reporting structures (e.g. “Einstein in his Theory of Relativity published in
1906 claimed that time is ….”)
Cohesion
 The different stages of the talk are clearly introduced using appropriate transition
signals (e.g. I’d firstly like to begin by… / Let’s now take a look at… / In summing up…)
 Ideas are logically sequenced
Conclusion
 An appropriate summary of the main points is made and the thesis is restated
 Concluding comments are made in support of the main purpose of the talk
Delivery of presentation
Clarity & coherence
 The content is coherent and logically presented

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 Information is delivered in a spoken style (with minimal reading or reference to

notes)
 Fillers (e.g. “umm”, “aah”) are not overused 2
Body Language
Appropriate eye contact is regularly made with most of the audience
Natural body posture and hand gestures are used (i.e. there is fluid movement)
Language
 Grammar does not impede meaning and sentence structures are accurate
 Extensive range of vocabulary is used accurately (parallel language is used to
avoid repetition)
 Pronunciation (especially of keywords) is correct
 Voice is clear and well projected
 Chunking is effectively employed
 Intonation and stress on words is natural
 Pace is appropriate (i.e. ensure that you are not speaking too quickly)
For learning resources on Pronunciation, go to:
http://www.uts.edu.au/current-students/support/helps/self-help-resources/pronunciation
Visual aids
 Visual aids are relevant and used effectively to support the content
 Visual aids are managed in an organised manner so as not to interrupt the flow of
the talk
 The number of slides is in reasonable proportion to the length of the presentation
 Visual aids are clearly visible (use an appropriate font, colour and point size), are
not too complicated (may be easily and quickly read) and contain clear headings
Discussion
 An invitation for questions is offered
 Questions and discussion are handled confidently. Responses that cannot be
provided may be followed up later.
 Time is devoted to group discussion and feedback (where necessary)
 Focus questions have been prepared beforehand (where necessary)
Additional learning resources

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• For practical advice and tips on presentations (including HELPS downloadable

materials), visit:
http://www.uts.edu.au/current-students/support/helps/self-help-resources/presentation

• For interactive advice on delivering presentations, go to:

http://www.ruf.rice.edu/~comcoach/

• For real-life examples of presentations, visit: www.ted.com

Extemporaneous Speeches: Definition and Delivery

What is an Extemporaneous Speech?

The word extemporaneous means “without planning” and is considered a synonym for
the word impromptu. However, an extemporaneous speech is actually a well-prepared
speech that relies on research, clear organization, and practiced delivery. It is neither
read nor memorized, so it is never delivered exactly the same way. Most
extemporaneous speakers rely on notes of some sort, using index cards or technology,
such as PowerPoint.

Because extemporaneous speeches are not read or memorized, the extemporaneous

speaker needs to stay in the moment and be able to “think on their feet”a process which
can be stressful, but can also allow for a high level of spontaneity, leading to a natural,
conversational style.

Because they are composed almost entirely in the moment, extemporaneous speeches
have a higher level of spontaneity. However, because they require extensive research
and preparation, they tend to have significantly more depth, and therefore are generally
the preferred method for speech delivery.

What Are the Elements of an Effective Extemporaneous Speech?

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Speak About Something Worth Saying

The first element of an effective extemporaneous speech is having something to say

that has meaningfor yourself and for your audience. Having an interesting topic alone
isn’t enough.

Without innovative ideas, up-to-date information, and thoughtful personal opinion, even
the most eloquent words coming out of your mouth won’t matter.

When you’re preparing to deliver your speech extemporaneously, it’s especially

important that you think clearly and thoroughly about the content of the message.
Because you’ll be choosing your words in the moment, you will need to be an expert
about your message.

Speak with Sincerity

As an extemporaneous speaker, you’ll be expected to thoroughly believe in the

message you’re conveying to your audience. If you don’t believe in your message—if
you’re not sincerely convinced that your topic matters—your audience will quickly pick
up on your lack of sincerity. Projecting insincerity is a sure-fire way to lose your
audience’s attention. Nothing is more unsettling to the extemporaneous speaker than
looking out at the audience and seeing a roomful of blank expressions. To help you
maintain your composure and continue to think on your feet throughout your speech,
keep it real. Believe in your topic.

Speak with Your Own Style

Speaking in a natural, conversational style means that you shouldn’t try to imitate the
speaking style of other speakers. Learn from other speakers. Observe what they do that
works from them. Follow the rules for preparing and delivering an effective extemporary

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speech. But, when it comes to style, figure out how to express a style that’s authentic to
you.

Practice and Rehearsal Tips

The following guidelines are tips for how to practice and rehearse your extemporaneous
speech:
• Write an easy-to-follow speech outline that includes all of the essential elements
of your speech.
• Create index cards to act as cues to keep you on track throughout your speech.
(Alternatively, use the note feature of your graphic technology.)
• Never read from your index cards unless you’re reading a direct quotation or a
statistic.
• Rehearse with your graphic technology and/or other visual aids and coordinate
them with your talk.
• Display images from your graphic technology and/or other visual aids only when
you are talking about them.
• Develop your conversational speaking style.
• Rehearse in front of others and solicit feedback.
• Record and listen to a timed version of your practice speech.
• Prepare for your entire speech.

From Concept to Action

One of the biggest challenges you’ll face when preparing to deliver an extemporaneous
speech will be overcoming the temptation to write your entire speech, in very small
letters, on your index cards. The problem with writing out your entire speech on index
cards is twofold: 1. You’ll have to make your writing so small that you likely won’t be
able to read it. 2. Reading your speech (even from index cards) is manuscript delivery,

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not extemporaneous delivery. Like all other aspects of speech development, creating
effective index cards to accompany extemporaneous deliver requires practice.

Start by selecting a sample at least three paragraphs long from a piece of expository
writing, such as an article from a magazine or a passage from one of your textbooks.
Next, create a short outline that reflects the ideas in that sample, including the main
points, sub-points, and direct quotations, statistics, and other significant support
materials. Then, create index cards from your outline, using keys words and additional
details about support material when needed. Finally, use your index cards to recreate
the original sample, recognizing that your aim isn’t to perfectly replicate the original text.
Remember, you’re practicing extemporaneous delivery and the exact words you use will
vary. What matters is whether you’re able to get the main and sub- points across in a
conversational manner. How did you do?
Topics for Extempore Talk

Positive attitude
Does fashion influence Bangali culture?
Women are the weaker gender
Women are better managers
Ego spoils relationship
Your dream partner
Internet as a device for relationship
Your reading habits
Parents are demanding on their children
Real learning takes place through experience
Love is essential for peace of mind
Next Door Neighbor
Food from Makeshift stall
Outdoor Games
Racism
Talk show cannot change anything, only activism can
Recently watched movie
Facebook Celebrity
Break up
Pocket money
Part time job

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 73

TLA (Teaching Learning Activity): The teacher can make 4 groups randomly. Then,
he/she can ask the student make a presentation on their experience so far in the
university. The teacher can write 4 challenges in small pieces of paper to make things
more interesting. For example, challenges may include but not restricted to staring the
presentation with a quote, a roleplay, with a joke, a ‘what if situation’.

Final Examination

Telephone Conversation

Source: https://www.thoughtco.com/telephone-conversations-1210222

Telephoning is an important part of doing business in English. Telephone conversations,

especially business telephone conversations, follow certain patterns:

1. Someone answers the phone and asks if they can help.

2. The caller makes a request—either to be connected to someone or for
information.
3. The caller is connected, given information or told that they are not in the office at
the moment.
4. If the person who is requested is not in the office, the caller is asked to leave a
message.
5. The caller leaves a message or asks other questions.

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 74

6. The phone call finishes.

Of course, all business telephone conversations do not follow this rigid scheme. But this
is the basic outline for most business telephone conversations, especially those made
to request information or ask for clarification.

Example Business Telephone Conversation: Role-Play

The following business telephone conversation can be used as a role-play in class to

introduce a number of standard phrases to practice telephoning in English.

Ms. Anderson (sales representative Jewels and Things): ring ring...ring ring...ring
ring...
Mr. Smith (Secretary): Hello, Diamonds Galore, this is Peter speaking. How may I be
of help to you today?

Ms. Anderson: Yes, this is Ms. Janice Anderson calling. May I speak to Mr. Franks,
please?

Mr. Smith: I'm afraid Mr. Franks is out of the office at the moment. Would you like me to
take a message?

Ms. Anderson: Uhm...actually, this call is rather urgent. We spoke yesterday about a
delivery problem that Mr. Franks mentioned. Did he leave any information with you?

Mr. Smith: As a matter of fact, he did. He said that a representative from your company
might be calling. He also asked me to ask you a few questions...

Ms. Anderson: Great, I'd love to see this problem resolved as quickly as possible.

Mr. Smith: Well, we still haven't received the shipment of earrings that was supposed to
arrive last Tuesday.

Ms. Anderson: Yes, I'm terribly sorry about that. In the meantime, I've spoken with our
delivery department and they assured me that the earrings will be delivered by
tomorrow morning.

Mr. Smith: Excellent, I'm sure Mr. Franks will be pleased to hear that.

Ms. Anderson: Yes, the shipment was delayed from France. We weren't able to send it
along until this morning.

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 75

Mr. Smith: I see. Mr. Franks also wanted to schedule a meeting with you later this
week.

Ms. Anderson: Certainly, what is he doing on Thursday afternoon?

Mr. Smith: I'm afraid he's meeting with some clients out of town. How about Thursday
morning?

Ms. Anderson: Unfortunately, I'm seeing someone else on Thursday morning. Is he

doing anything on Friday morning?

Mr. Smith: No, it looks like he's free then.

Ms. Anderson: Great, should I come by at 9?

Mr. Smith: Well, he usually holds a staff meeting at 9. It only lasts a half-hour or so.
How about 10?

Ms. Anderson: Yes, 10 would be great.

Mr. Smith: OK, I'll schedule that. Ms. Anderson at 10, Friday Morning...Is there anything
else I can help you with?

Ms. Anderson: No, I think that's everything. Thank you for your help...Goodbye.

Mr. Smith: Goodbye.

Short Summary of the Telephone Conversation

Review your knowledge by filling in the gaps with the words and phrases below to
complete the summary of the conversation.

Ms. Anderson telephones Diamonds Galore to _____ with Mr. Franks. Mr. Franks is not
in the office, but Henry Smith, the secretary, speaks to Ms. Anderson about a _____
problem with some earrings. The earrings have not yet _____ at Diamonds Galore. Ms.
Anderson tells Peter that there was a problem with the _____ from France, but that the
earrings should arrive tomorrow morning.

Next, they _____ a meeting between Ms. Anderson and Mr. Franks. Mr. Franks is not
able to _____ with Ms. Anderson on Thursday because he is _____. They finally decide
on Friday morning at 10 o'clock after a _____ that Mr. Owen usually holds on Friday
mornings.

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Key Phrases and Vocabulary

● How may I be of help: This is a formal phrase used to show politeness. It means
"Can I help you?"
● calling: telephoning
● out of the office: not in the office
● take a message: to write down a message from the caller
● urgent: very important
● delivery: the bringing of goods to a client
● mentioned: said
● resolved: taken care of
● as quickly as possible: in the fastest manner, ASAP
● shipment: delivery, the bringing of goods to a client
● assured: a certainty that something is true or will happen
● pleased: happy
● delayed: not be able to do something on time
● looks like: seems
● staff meeting: a meeting of employees
● lasts: to take time
● schedule: make a future appointment

Practice Cues for Role-Plays

Use these cues, roles, and scenarios to create practice role-plays on your own to further
your telephoning skills to help with workplace communication.

Role-Play Cue 1

Joy

You'd like to speak to Arif at Wonderland Toys, a toy-making company. You're returning
his product instead of selling because you're not interested in the company's products.

Koly

You're the receptionist at Wonderland Toys. Try to transfer the call to Arif, but Arif does
not want to talk to John. Negotiate and convince Joy to sell the products.

Role-Play Cue 2

Ishita

You're calling to schedule a meeting with the head of the personnel department. You'd
like to meet on Tuesday morning, but can come in on Thursday and Friday as well.

Billal

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 77

You're able to schedule a meeting at the end of next week, but you will be out of the
office until Thursday morning.

Role Play
Source: https://www.thoughtco.com/english-for-medical-a-physical-examination-1211327
https://www.eslprintables.com/speaking_worksheets/role_plays/Role_plays_for_intermediate
_st_520310/

Doctor-Patient Conversation:

This sample conversation is for a physical examination.

Doctor: When did you last come in for a physical exam?

Patient: I had my last physical two years ago.

Doctor: Have you had any other exams recently? Blood work, an EKG or an
ultra-sound?
Patient: Well, I had a few X-rays at the dentist.

Doctor: How have you been feeling in general?

Patient: Pretty well. No complaints, really.

Doctor: Could you roll up your left sleeve? I'd like to take your blood pressure.
Patient: Certainly.

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Doctor: 120 over 80. That's fine. You don't seem to be overweight, that's good. Do you
exercise regularly?
Patient: No, not really. If I run up a flight of stairs, it takes me a while to get my breath
back. I need to get out more.

Doctor: That would be a good idea. How about your diet?

Patient: I think I eat a pretty balanced diet. You know, I'll have a hamburger from time to
time, but generally, I have well-balanced meals.

Doctor: That's good. Now, I'm going to listen to your heart.

Patient: Ooh, that's cold!

Doctor: Don't worry it's just my stethoscope. Now, breathe in and hold your breath.
Please pull up your shirt, and breathe deeply... Everything sounds good. Let's take a
look at your throat. Please open wide and say 'ah'.
Patient: 'ah'

Doctor: OK. Everything looks ship shape. I'm going to order some blood work and
that's about it. Take this slip to the front desk and they'll arrange an appointment for the
tests.
Patient: Thank you, doctor. Have a nice day.

Key Vocabulary

● physical examination (exam)

● blood work
● EKG
● ultra-sound
● x-rays
● to roll up sleeves
● overweight - underweight
● to exercise regularly
● balanced diet
● well-balanced meals
● stethoscope
● to breath in
● to hold one's breath
● to pull on one's shirt
● to breathe deeply
● to open wide
● to look ship shape
● slip
● front desk
● to arrange an appointment

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❖ More topics for role play:

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 80

TLA (Teaching Learning Activity): The teacher can ask students to play any role from
the pop culture in small groups initially and then send the best roleplayers in front of the
class to present. The teacher can then ask the class to give their peer feedback on the
performance. They can, for example, focus their feedback on the following: fluency,
lexical resource, grammatical range, grammatical accuracy and pronunciation.

Compare-Contrast
Source:
https://www.google.com/search?client=firefox-b-d&channel=crow&biw=1366&bih
=626&ei=HXQkXazqJOKEmgfbp4bQDw&q=wordlist+for+compare+contrast+essay
&oq=wordlist+for+compare+contrast+essay&gs_l=psy-ab.3..33i160.3049.20697..2
1086...17.0..0.246.4398.8j30j1......0....1..gws-wiz.....0..0i71j0i67j0j0i131j0i10j0i22i30j0
i22i10i30j33i21.Yk722lDWvV8
Transition Words for Compare & Contrast
This list illustrates "relationships" between ideas, followed by words and phrases that
can connect them.
Comparison/Similarities Transitions:

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 81

also, again, as well as, besides, coupled with, furthermore, in addition, likewise,
moreover, similarly, comparatively, correspondingly, identically, similar, moreover,
together with, by the same token
Contrast/Difference Transitions:
contrast, conversely, instead, on one hand, on the other hand, on the contrary, rather,
yet, but, however, nevertheless, in contrast
Summarizing Transitions:
after all, all in all, all things considered, briefly, by and large, in any case, in any event, in
brief, in conclusion, on the whole, in short, in summary, in the final analysis, in the long
run, on balance, to sum up, to summarize, finally, in essence, in other words, in short
Example Transitions:
for example, for instance, for one thing, as an illustration, illustrated with, as an
example, in this case, chiefly, especially, for instance, in particular, markedly, namely,
particularly, including, specifically, such as
Compare-Contrast between two dogs:

Compare and contrast between the pictures given below:

1.

,
 82

2.

3.

,
 83

Topics for Compare-Contrast:

Feeling Sad and Feeling Happy

A Country in War and A Country in Peace

Bad and Good Aspects of Overwork

School vs. College

Employed Students and Unemployed Students

Traditional Education or Online Learning

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Interview

Source: https://www.monster.com/career-advice/article/ten-interviewing-rules

10 interviewing rules

Stay focused on these 10 basic tenets to prepare for your next interview and to
drive off any potential jitters.

In the current job market, you'd better have your act together, or you won't stand a
chance against the competition. Be prepared to the best of your ability. There is no way
to predict what an interview holds, but by following these important rules you will feel
less anxious and will be ready to positively present yourself. Check yourself on these 10
basic points before you go on that all-important interview.
1. Do your research
Researching the company before the interview and learning as much as possible about
its services, products, customers and competition will give you an edge in
understanding and addressing the company's needs. The more you know about the
company and what it stands for, the better chance you have of selling yourself in the
interview. You also should find out about the company's culture to gain insight into your
potential happiness on the job.
2. Look sharp
Select what to wear to the interview. Depending on the industry and position, get out
your best interview clothes and check them over for spots and wrinkles. Even if the
company has a casual environment, you don't want to look like you slept in your outfit.
Above all, dress for confidence. If you feel good, others will respond to you accordingly.

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3. Be prepared
Bring along a folder containing extra copies of your resume, a copy of your references
and paper to take notes. You should also have questions prepared to ask at the end of
the interview. For extra assurance, print a copy of Monster's handy interview take-along
checklist.
4. Be on time
Never arrive late to an interview. Allow extra time to arrive early in the vicinity, allowing
for factors like getting lost. Enter the building 10 to 15 minutes before the interview.
5. Show enthusiasm
A firm handshake and plenty of eye contact demonstrate confidence. Speak distinctly in
a confident voice, even though you may feel shaky.
6. Listen
One of the most neglected interview skills is listening. Make sure you are not only
listening, but also reading between the lines. Sometimes what is not said is just as
important as what is said.
7. Answer the question asked
Candidates often don't think about whether they are actually answering the questions
their interviewers ask. Make sure you understand what is being asked, and get further
clarification if you are unsure.
8. Give specific examples
One specific example of your background is worth 50 vague stories. Prepare your
stories before the interview. Give examples that highlight your successes and
uniqueness. Your past behavior can indicate your future performance.
9. Ask questions
Many interviewees don't ask questions and miss the opportunity to find out valuable
information. The questions you ask indicate your interest in the company or job.
10. Follow up
Whether it's through email or regular mail, the interview follow-up is one more chance to
remind the interviewer of all the valuable traits you bring to the job and company. Don't
miss this last chance to market yourself.
❖ Follow the checklists to practice peer interview

▌Interview Template –
Candidate Name:
Applicant for position of:
Date of interview:

Aspirations

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▌ Can you describe the most enjoyable role that you have ever had and why you feel that
way about it?
▌ Could you please describe an ideal role for yourself?
▌ What are your short and long term career plans?

Handling Conflict
▌ What has been the most difficult situation you have had to deal with at work?
▌ How do you think you handled the situation and, given the opportunity, would you do
anything differently?

Decision Making
▌ Tell me of a difficult decision you have had to make quickly in recent times.
▌ In hindsight, was it the right decision?
▌ What is your decision-making process?

Leadership
▌ If you had the time, money and authority to change something in your current/previous
place of employment, what would you change and why?
▌ What have you done about this already?

Goal Orientation
▌ What do you think is your greatest achievement in life? (secure a response from
business and from life outside work)

Accountability / Results
▌ Can you give examples of times when you were assigned a number of tasks and had to
prioritize what needed to be done?
▌ What was the biggest single contribution you have made to your organization’s success
in the last 12 months?

Team Management
▌ What style of management do you feel that you work best with?
▌ What type of person do you find the most challenging to work with?

Role Awareness
▌ Why did you apply for this role?
▌ What is it about <this career> you particularly enjoy?

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Qualities
▌ Can you describe your strengths to me (character and professional)

Skills
▌ What accounting software have you worked with in the past?
▌ How would you rate your skills and knowledge in the use of this software?

Work / Life Balance

▌ What do you enjoy doing in your spare time?

TL(Teaching Learning Activity): The teacher can write ‘interviewees’ and ‘interviewers’ in
small pieces of paper. There can be 4 interviewees and rest can be interviewers. The teacher
can set up mock interviews for each of the interviewees in front of the class. Based on the
performance of the interviews, the boards can provide feedback(preferably in sandwich model)
to the interviewee.

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Book/Film Review

Sources:

● https://www.writemypapers.org/examples-and-samples/spiritual-path-to-higher-creativity-
book-review-sample.html
● https://writingcenter.unc.edu/tips-and-tools/book-reviews/
● http://www.angelfire.com/journal2/englishresource/filmreview.html

Book Review
Book review includes:

● First, a review gives the reader a concise summary of the content. This
includes a relevant description of the topic as well as its overall perspective,
argument, or purpose.
● Second, and more importantly, a review offers a critical assessment of the
content. This involves your reactions to the work under review: what strikes you
as noteworthy, whether or not it was effective or persuasive, and how it enhanced
your understanding of the issues at hand.
● Finally, in addition to analyzing the work, a review often suggests whether
or not the audience would appreciate it.

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Sample Book Review:

Spiritual Path to Higher Creativity

The title “Spiritual Path to Higher Creativity”

fully conveys the content of the book. The
author set a goal to help the person to
overcome a creative impasse. That is why this
book is intended for those who passionately
want to create something but experience
temporary or permanent difficulties with this.

It is hardly possible to place “Spiritual Path to

Higher Creativity” in any standard frames and
categories. This is a book that must be read
repeatedly with carefulness.

One of the most striking features of the book is

the uncompromising approach of its author.
She constantly rejects all halftones and any
attempts to evade from responsibility. Everything
becomes very clear and straightforward: there is
a way to creativity and if someone refuses to
choose it, he betrays creativity and himself. This position requires taking a very big
responsibility and only few people can bear it.

The book is penetrated with a specific spiritual approach to the defined problems. But
the contemporary people who lead modern life often do not want to hear about
spirituality and faith, since they give their preference to pragmatic approach, economic
calculations, explanations and persuasion.

“Spiritual Path to Higher Creativity” depicts a huge energy charge. Julia Cameron
managed to express her outlook on the pages of the book very clearly and powerfully.
While reading you will notice that the path of a true artist requires significant changes in
life. Even if these changes are stretched in time, sweetened with promises of success or
with descriptions of positive examples, they still can be enormous and irreversible. It is
impossible not to change oneself after reading this great book!

Film Review

A film review should have a number of purposes:

1. To inform. The review needs to tell people who is in the film, who it is by and
where or when readers can see it.
2. To describe. The review should describe the story, characters and some of the
action - without spoiling the plot or giving too much away!

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3. To analyse.

❖ Sample Film Review:

The Dark Knight Rises (2012)

Cast: Christian Bale, Tom Hardy, Anne Hathaway, and
Joseph Gordon-Levitt

Director: Christopher Nolan

Synopsis: Christian Bale stars as both the classic
caped crusader and his billionaire alter-ego, Bruce
Wayne. In this third installment of Christopher Nolan’s
Batman films, Bruce Wayne no longer feels that the
City of Gotham needs a hero and goes on a secluded
hiatus. However, when a new villain, Bane (Tom Hardy),
threatens Gotham City, Wayne dons his cape and mask
once more.

Review:
Christopher Nolan brings yet another adrenaline-filled, comic-inspired movie to the big
screen. We see all sorts of familiar faces this time around, but the audience is
introduced to a few new characters as well.
When crisis threatens Gotham City, Bruce Wayne jumps back into the Batmobile to fight
crime. Batman is joined on his quest by an eager orphaned cop (Joseph Gordon-Levitt),
a seductive cat burglar (Anne Hathaway), and a violent masked villain (Tom Hardy).
This film served as great entertainment with its colorful cast and numerous plot twists.
Nolan used actors that had either appeared in previous Batman films or in his
blockbuster hit Inception, and all of them shone in their respective roles: Tom Hardy was
almost unrecognizable in his Bane costume, while Joseph Gordon-Levitt and Marion
Cotillard were both excellent—and obviously comfortable with Nolan’s directing style
and the film’s dramatic tone.

The one actor that gave this reviewer pause was Anne Hathaway as Selina Kyle. She
has historically been typecast as the girl next door, so it was a shock to watch her steal
and fight her way through the City of Gotham. After a few scenes, however, we were
convinced that the casting decisions was a good one, as Hathaway portrayed the darker
Catwoman role brilliantly.

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True to Nolan’s style, at 164 minutes, this film is fairly long. There were a few times
when the movie felt a bit drawn out, but the gorgeous action scenes and impressive
dialogue really held the audience’s attention and kept them on the edge of their seats.
However, the timeline was a bit unclear at times. For a number of scenes, it was hard to
tell whether it had been days or months or years that had passed since the last time a
given character had been on screen.
Despite the films minor shortcomings, The Dark Knight Rises is exciting, creative, and
dark—and well worth a few hours of your time.

USEFUL PHRASES:

x has much to recommend it.

X is, at heart, a(n) love/spy/adventure story.
It is based on a book by ...
It is set in the countryside/the future.
The film has a quality cast.
The film was directed by ...
The film score is enchanting/evocative/scary.
The film captures the spirit of ...
The hero/heroine/villain is ...
I felt/thought it was …
I was impressed by …
What struck me most was ...
What I liked most/didn't like was ...
The plot was gripping.
The characters were very convincing/very well drawn.
On reflection, I think it was ...
It struck me as being ...
What I didn't understand was how ...
In spite of these few criticisms, I think ...
I would have no hesitation in recommending …

Expressing and supporting opinions

These words and expressions are especially useful in letters, essays and articles.
I believe/do not believe that ... (because) ...
Personally I feel that ... Let me explain why.
In my opinion, ... Just consider ...
As I see it, … The reason is ...
It seems to me that… This is because ...
I would argue that for the following reasons.
I feel very strongly that ...
I am convinced that ...
I am of the opinion that ...

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 92

I am very much in favour of/against ...

I am completely opposed to ...
The reasons why I believe that ... are as follows.
Opening phrases
These words and expressions are especially useful in letters, essays and articles.
People (sometimes) claim that … but I feel that ...
It is often said/argued that ... However, it seems to me that ...
It is a fact that ...
Over the past few months/years, it seems that …
Recently, we have all become concerned that …
Nowadays, we are all realising that ...
In the past, people used to …, but now ...
These days, it seems that ….
Making statements
These words and expressions are especially useful in letters, essays and articles.
It is clear that ...
On the whole, it appears/seems that ...
We must take into account the fact that ....
It goes without saying that ...
It is important to remember that ...
Explaining/Expanding ideas and giving examples
These words and expressions are especially useful in letters, essays and articles.
... This means that ...
... This is largely due to ...
…For example/For instance, ...
…In other words, ...
Take, for example, the situation in ...
Listing arguments
These words and expressions are especially useful in letters, essays and articles.
Firstly/In the first place / To begin with, …
Secondly/A second area to consider is …
Another point to remember is ...
Finally, ...
In conclusion, ..
Last but not least, ...
Evaluating ideas, Dismissing contrary arguments
These words and expressions are especially useful in letters, essays and articles.
I think it is true that ...
I totally disagree/agree with the point that…
It is questionable whether …
I am sure/I doubt whether …
It is true that ... On the other hand, ...
While nobody can deny that ... , I would like to point out that …
I agree that …However, ...

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 93

Although it is true that , we must remember that ...

It could be argued that … However, I would like to point out that ...
Despite all the arguments, I still feel that ...
Notwithstanding the claim that ... , I would argue that…
It may be true that ... , but all too often ...
In no way can I agree that ...
Surely it is completely unacceptable that ...
Persuading
These words and expressions are especially useful in letters and proposals.
I would urge you to consider…
I am sure you will agree that…
Surely you must agree that…
I would urge you very strongly to ...
When you hear the arguments, I am sure you will agree that ...
Evaluating
These words and expressions are especially useful in reports, proposals and reviews.
I was extremely impressed by…
I was rather disappointed by…
While X has much to commend it, I feel that some aspects could be improved.
The problem could easily be solved if ...
I would like to praise the ...
Another area for complaint is …
My overall impression was that …
I am sure that visitors/readers/holidaymakers will thoroughly enjoy ...
While some people will love ... , others may feel less happy.
A major problem is that ...
I was less happy with ...
Making recommendations
These words and expressions are especially useful in proposals and reports.
I recommend that we ...
I propose that we ...
We should also ...
I believe that we should ...
We could ...
If we were to… , we could ...
I suggest we… We would then be able to ...
Summarising
These words and expressions are especially useful in letters, essays,articles, reports,
proposals and reviews.
All in all, I think that ...
To sum up, I believe that ...
In conclusion, the facts suggest that ...
Describing
These words and expressions are especially useful in articles, reviews, and letters.

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 94

Character/Personality
He tends to be ...
She can be ...
He is inclined to be ...
She appears/seems to be ...
Hobbies and interests
He is crazy about ... -ing.
She loves ... -ing.
His greatest love is ...
What she loves most in life is ...
He spends all his time ... -ing.

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 95

Debating and Arguing

Topics for Debating:

1. All students should have an after-school job.

2. Every student should be required to take a performing arts course.
3. Homework should be banned.
4. All students should be required to perform one year of community service.
5. A good CGPA is essential for getting a good job.
6. Peer pressure is a good thing.
7. Everyone should be vegetarian.
8. Artificial intelligence is dangerous.
9. Beauty products should be banned.
10. Parents should limit the amount of time their children spend on technology.

How to Debate

Source: https://www.wikihow.com/Debate#Formal_Team_Debate

https://www.sfu.ca/cmns/130d1/HOWTODEBATE.htm

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 96

The Basic Debating Skills

Style

Style is the manner in which you communicate your arguments. This is the most basic
part of debating to master. Content and strategy are worth little unless you deliver your
material in a confident and persuasive way.

Speed

It is vital to talk at a pace which is fast enough to sound intelligent and allow you time to
say what you want, but slow enough to be easily understood.

Tone

Varying tone is what makes you sound interesting. Listening to one tone for an entire
presentation is boring.

Volume

Speaking quite loudly is sometimes a necessity, but it is by no means necessary to

shout through every debate regardless of context. There is absolutely no need speak
any more loudly than the volume at which everyone in the room can comfortably hear
you. Shouting does not win debates. Speaking too quietly is clearly disastrous since no
one will be able to hear you.

Clarity

The ability to concisely and clearly express complex issues is what debating is all
about. The main reason people begin to sound unclear is usually because they lose the
“stream of thought” which is keeping them going. It is also important to keep it simple.
While long words may make you sound clever, they may also make you
incomprehensible.

Use of notes and eye contact

Notes are essential, but they must be brief and well organized to be effective. There is
absolutely no point in trying to speak without notes. Of course, notes should never
become obtrusive and damage your contact with the audience, nor should they ever be
read from verbatim. Most people sketch out the main headings of their speech, with
brief notes under each.

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 97

When writing notes for rebuttal during the debate, it is usually better to use a separate
sheet of paper so you can take down the details of what the other speakers have said
and then transfer a rough outline onto the notes you will actually be using.

Eye contact with the audience is very important, but keep shifting your gaze. No one
likes to be stared at.

Methods:

There are many types of debates, ranging from British Parliamentary to Policy Debates
to regular old backyard sparring sessions. Whether you're in a team or going at it solo,
this article will go over some general facts about debating, as well as offer you tips on
how to improve your technique.

Method 1: Formal Team Debate

Be ready to receive a topic to get to go debate on. One team must debate the
"affirmative" stance, and the other must debate the "negative" stance. The team
that agrees with the topic is called the affirmative, while the team that disagrees
is called the negative.

o Both teams will be seated near the front of the room they are to speak in
— affirmative team on the left, negative team on the right.
o The chairperson will start the debate, and the first speaker will present
their speech. The order of the speakers is generally affirmative, negative,
affirmative, negative, and so on.

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Define the topic, if necessary. Debating "That the death penalty is a just and
effective punishment" is probably already pretty clear, but what if you're given a
topic like "That happiness is a nobler trait than wisdom?" You might need to offer
a definition before you proceed.

o The affirmative always gets the first and best opportunity to define the
topic. The first affirmative should offer the "person on the street"[1] test:
▪ How might an average person on the street define the topic? Is it
reasonable to expect a "normal" person to think of the topic in a
certain way?
o The negative team is given an opportunity to refute the definition and offer
their own, but only if the affirmative's definition is unreasonable or it
renders the negative's position obsolete. The first negative speaker must
refute the affirmative's definition if s/he wishes to challenge it.

Write your argument according to the designated time limit. Depending on

what position you argue, you must follow certain protocol such as defining the
topic or presenting a main argument.

o Support your opinions/contentions. If you say "I think the death penalty
should be abolished," be ready to prove why this is the best course of
action.
o If you don't know it, don't debate it unless you have no other choice. If you
don't know much about the topic, try and at least come up with some
vague, ambiguous information so that your opponents will have a hard
time refuting your contentions. If they don't understand it, they can't refute
it. Keep in mind that the judge probably won't understand you so well

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either, but trying is probably better than saying, "I know nothing. I give the
case to my opponents."
o Don't use rhetorical questions. Always give a clear answer to every
question you ask. Leaving a question open-ended gives your opponents
room to refute.

Present your argument. When it is your turn, go ahead and present your
argument. Be passionate in your speech—a monotone voice will cause people to
drift off, and they may miss the point of what you're trying to say. Speak clearly,
slowly, and loudly.

o Make eye contact with whomever decides the winners of the debate.
While it's okay to look at your opponents every once in a while, try to direct
your argument at the judge.
o Give a layout of your argument before you make it. That way, your
audience will know what to expect and your judge won't cut you off unless
you run way overtime.

Strike a balance between presenting your team's point(s) and rebutting the
opponents’ point. Since teams take turns debating, it's always possible to offer
rebuttals unless you are the first affirmative speaker. Here is a rundown of how
both teams might organize their debate strategy:

o 1st affirmative:

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▪ Define the topic (optional) and present the team's main line.
▪ Outline, in brief, what each affirmative speaker will talk about.
▪ Present the first half of the affirmative's argument.
o 1st negative:
▪ Accept or reject the definition (optional) and present the team's
main line.
▪ Outline, in brief, what each negative speaker will talk about.
▪ Offer a rebuttal of a few of the points presented by the first
affirmative.
▪ Present the first half of the negative's argument.
o 2nd affirmative:
▪ Reaffirm the affirmative's main line.
▪ Offer a rebuttal of a few of the points presented by the first
negative.
▪ Present the second half of the affirmative's argument.
o 2nd negative:
▪ Reaffirm the negative's main line.
▪ Offer a rebuttal of a few of the points presented by the second
affirmative.
▪ Present the second half of the negative's argument.
o 3rd affirmative:
▪ Reaffirm the affirmative's main line.
▪ Offer a rebuttal of any of the remaining negative's arguments.
▪ Offer a summary of the affirmative's case.
▪ Conclude debate for the affirmative team.
o 3rd negative:
▪ Reaffirm the negative's main line.
▪ Offer a rebuttal of any of the remaining affirmative's arguments.
▪ Offer a summary of the negative's case.
▪ Conclude debate for the negative team.

Note the three rules of rebuttal. When rebutting a team's argument, remember
three essential rules:

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o Offer evidence for your rebuttal. Do not rely on vigorous assertion alone.
Show the chairperson why the other team's argument is fundamentally
flawed; don't just tell.
o Attack the most important parts of their argument. It's not very effective if
you pick bones with an obscure part of the opponent's argument. Go for
the crux of their argument and pick it apart with the ruthless efficiency of a
surgeon.
o No ad hominem attacks. An ad hominem attack is when you criticize
another person instead of his or her ideas. Attack the idea, not the person.

Use up all your time (or most of it). The more you talk, the more you'll
convince the judge. Note that this means you should come up with many
examples, not that you should ramble. The more the judge hears about why you
are correct, the more inclined s/he will be to believe you.

Know what aspects of the debate you will be judged on, if appropriate. For
the most part, debates are judged on three main areas: matter, manner, and
method.[1]

o Matter:
▪ Amount of evidence. How much evidence does the speaker
marshall to support his/her claims?
▪ Relevancy of evidence. How strongly does the evidence used
support the argument?
o Manner:
▪ Eye contact. How well does the speaker engage his or her
audience? Does the speaker spend too much time on his or her
cue cards?

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▪Voice. How well does the speaker's voice accentuate his or her
argument? Does he or she offer a diversity of volume, pitch and
speed to highlight important parts?
▪ Body language. How well does the speaker use his or her body to
emphasize arguments and communicate authority and calmness?
▪ Nervous habits. How well does the speaker avoid verbal and bodily
tics when he or she speaks? Does the speaker stammer, fidget, or
pace?
▪ Elocution. How clearly does the speaker pronounce words? Does
the speaker use words, or do the words use him or her?
o Method:
▪ Team cohesion. How well does the entire team organize their
arguments and rebuttals? How well do the individual arguments
mesh together, as well as the rebuttals? How clear and consistent
is the team line?
▪ Individual prowess. How well does the individual stand out as he or
she speaks? How clearly does he or she mark the end of one
argument and the beginning of another?

Method 2: Conversational or Informal Debating

Ask questions to gradually reveal an argument. Since you're not engaging in

a formal debate, you don't really know what side of the argument the other
person is going to take, or what they necessarily believe in. Ask questions to
narrow things down.

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Clearly understand the other person's position or ask them to clarify any
confusing areas. Nobody's perspective is perfectly coherent. But it's hard to
debate someone when they're all over the place. Try to gently get them to adhere
to one line of arguments that are more or less consistent.

o If you're not sure about what their argument is, help them out in a
non-threatening way: "So, if I understand what you're saying, you mean
that the penny should be abolished because it costs more than a penny to
produce a penny?"

Introduce your counterargument. Introducing your counterargument after the

other person has made their argument clear makes things feel less antagonistic,
even if it's still a debate.

o Offer examples along with your thesis for why you hold a particular belief:
▪ "Here's what I think: I think overabundance of political correctness
has actually made us afraid to say anything at all. Instead of saying
what we actually mean, we say what we think people want to hear.
We're more worried about offending other people than we are about
telling the truth."

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Offer rebuttals to the other person's argument. State your counterargument

first, and then offer any rebuttals that you can think of.

o "Does it really make sense to say that any form of government —

municipal, state, or federal — should legislate sexual morality? It's not a
question of "could" — they're more than capable of doing it; it's more a
question of whether it's right for them to say how we should treat our own
bodies in the privacy of our own home. Where does it stop if we let them
get a foot in the door? Wouldn't that be inviting them to pass judgment on
more and more private aspects of our lives? When do our lives stop
becoming their own?"

Respond to any of the other person's rebuttals. More than likely, the other
person you're debating will take issue with some of the things you are saying.
Remember their rebuttals and tackle them when the other person has finished
speaking.

Pay attention to some informal (and unspoken) conversational etiquette. It

pays to be nice to the other person, even if you're debating them. Remember to:

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o Not hog the conversation. It's a debate, which should mean a free-flowing
exchange of ideas, not you rambling on and on about why you're right and
s/he's wrong.
o Assume the other person means well. S/he might misspeak or the debate
could get unintentionally heated. It's best to assume that the other person
is coming at the debate expecting only some friendly verbal sparring, and
isn't out to hurt you.
o Don't raise your voice or let things get heated. Try not to get so wrapped
up in the debate that you lose your cool. A debate should be civilized and
enlightening, not a lesson in browbeating.

Don't rehash the same arguments over and over again. Some debates come
full circle and then keep on going because neither party is willing to admit defeat.
If you become involved in a debate that never ends, don't push it. Just say: "I
respect your opinion. I don't agree with you, but maybe I will in the future. Give
me a little bit of time to think it over?"

Wrap things up amicably. No one will want to debate you if you're a sore loser
or if you refuse to treat your sparring partner with respect. However heated the
debate might have been, try to be friendly as you wrap things up. You may
disagree with someone, but that doesn't mean you can't be friends.

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Pair conversation Activities

1. Read a conversation script together

If you’re using a textbook or creating your own materials, you’ll often want
students to practice a conversation to shake things up. To help them learn good
spoken English and also use proper conversational intonation rather than a flat
reading voice, give them these instructions:

“Always look at your partner when you speak.”

To achieve this they must first read the line they’re going to say, hold the words in
their memory, look up at their partner and then say the line. When they’ve said
their line(s), their partner can look down, read and prepare to say theirs.

This may seem slow, at first, but they’ll retain the language much more effectively
and they can practice good English intonation (which is so different from many
other languages).

2. Act out a drama or role-play

This involves more action than just reading through a script. The students may or
may not have prepared the words themselves—it’s up to you if you want them to
draft a script together at some point.

They could be improvising or repeating learned words. They could be moving

around and acting things out. They could even be using props! But the one thing
that they’re not doing is reading. Students love being active, and this could be a
good follow-up activity to the previous one. This really takes speaking to another
level.

This could also be a very quick activity for an in-class review of recent lessons.
For example, your students could quickly pair up and practice asking each other
the time, complaining about the lateness of the bus or discussing something else
involving vocabulary you’ve just been studying.

3. Information gap

This is often referred to as a “jigsaw” activity. It involves getting pairs to converse

naturally about a topic. When you speak to someone in real life, you don’t know
the whole story already—and a script will give away the whole story.

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In this activity, you’ll be giving each student in a pair half of the information for the
conversation. Then you’ll let them talk about it until they both have the complete
story.

Many textbooks include information gap activities, and there are worksheets for
this that you can take from ESL websites. However, you can also create your
own worksheets and stories to suit what you’re presently teaching in class. Some
examples are:

A filled-in crossword puzzle with each part missing different letters or words.

A story or series of sentences with gaps for different words in each.

Two pictures with different items or details removed from each.

4. Line up role plays

In this activity your students get to pair off several times with different people and
have a similar conversation with each new partner. They get to practice
improvising a little bit instead of just repeating the same things over and over.
Students are divided into two groups and each group is assigned one of two
roles, such as:

Buyers and sellers

Complainers and listeners

Policemen and offenders

Doctors and patients

Or anything else that you’ve been working on teaching in class.

Students in one group pair up with members of the other group, each for a few
minutes, and then move on to another at your call. They could have specific
guidance from the teacher about what to discuss at each position or they could
improvise, depending on their level of ability.

For example, in a buying and selling role play each Seller could have a list (or
pictures) of what they’re selling. This could either be devised by the teacher
beforehand or created by them during the activity. The Buyers could each have a
shopping list (words or pictures) also devised by the teacher or created by
students. The Sellers could be seated, and the Buyers could each approach a
Shop and ask about something(s) on their shopping list: do they have the item,
how much is it, etc.

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When the students hear the signal or call from the teacher, each Buyer moves on
to another Seller’s table. It’s kind of like speed dating!

5. Getting to know each other

One of the first things that any ESL teacher does with a new class is have
students introduce themselves to one another. Introductions can be done in pairs
to reduce the pressure and possible stress of being in a new group. You can
even add new layers to the whole “getting to know you” phase, as students can
swap partners and tell their new partner about their old partner.

With partner swapping activities, it often works to have the students sit in two
circles, one inside the other. When a change is called, one circle can move to the
next partner in a specified direction.

If this isn’t one of the very first lessons, the students can use the same partner
swapping movement but instead ask about other topics such as hobbies, favorite
foods, family. As before, have them move on to tell their next partner about their
last partner (using appropriate pronouns and verb tenses).

6. Two team games

After pairing up, partners can compete against each other.

The class lines up in two lines, one from each pair in each line. As they arrive at
the front of their lines, they’ll be competing with one another to answer a
question, spell a word, write something on the board, fill in a blank or whatever
competition you set up that’s relevant to your lesson at the time.

Alternatively, after pairing up each pair can be a team and work together. When
their turn comes, they’ll approach the board and try to list the greatest number of
food words beginning with the letter B. Of course, you’re welcome to change this
up according to your recent lessons’ thematic focus.

You could also lead into this activity by having partners sit together momentarily
to discuss options and ideas.

7. Picture dictation

After pairing up for this activity, partners will need to sit facing each other, one
with a blank sheet of paper and the other with a simple picture held so that their
partner can’t see it. (Make sure that the light doesn’t shine through so that their
partner can see it.) The student with the picture dictates to their partner what to
draw.

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Dictation vocabulary will depend on what stage your students are at. If the picture
is very simple then it can be described in terms of shapes (circle, line, straight,
etc.), sizes and spatial relationships (next to, under, etc.). For a more complex
picture, the elements could be described as they are (man, dog, house, hill, etc.)

To make it interesting, the students could both have the same background picture
in front of them to start. One student in the pair will have simple stick figures or
animals in the foreground that the other student doesn’t have. The student with
the more elaborate illustration will then attempt to describe how to complete the
drawing.

8. Rhythm games

Young students especially enjoy a sense of rhythm, and becoming aware of

rhythm is actually an important part of their general language development, not
just second language acquisition.

In pairs, they can improve their concentration and coordination with clapping
games where they follow a sequence of clapping their own hands and then their
partner’s hands, possibly adding another body percussion, such as knee pats
and shoulder taps. You may remember some of these sequences from your own
playground days, or you could create some of your own.

Choose an English poem or song (which maybe they’re already learning) and
increase their appreciation of it as well as improve their learning by getting them
to practice saying it with their partner while following a clapping sequence.

9. Grammar chants

Grammarchants: Student Book (Jazz Chants)Grammar chants and jazz chants

were famously introduced to the ESL community by Carolyn Graham.

You can find many examples of her original works as well as similar offerings
from others on the Internet, and you can very easily create your own based on
what you’re teaching in particular. (There may even be some examples in a
textbook that you’re using.)

Chants are different from other practice conversations, mostly by virtue of their
strong rhythmic nature. They can be practiced as a “Call and Respond” whole
class activity, but the best way to get students familiar with them is by working in
pairs. It’s recommended that students be encouraged to click their fingers (if they
can) or move to the strong beat of the chant.

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10. Who’s who?

There’s a well-known game out there called “Guess who?” or “Who’s who?”. I’m
betting you’ve heard of it!

One student selects a character. The other student looks at a collection of

character pictures and asks questions about their appearance or clothing until
they can guess the right character.

Along with practicing the appropriate usage of vocabulary and pronouns,

practicing questions and answers is always an excellent basis for a classroom
activity.

The student holding the complete set of character pictures, the one who’s trying
to guess which character has been selected, must ask yes or no questions.
Students often do a lot of practice with “Wh- questions” but fumble over using
auxiliary verbs (such as “do” and “does”) in yes or no questions.

There are many downloadable versions of this game available such as this
Guess Who Matching Game, or you can create your own set of characters from
clip art or printed-out celebrity photos to suit the concepts you’ve been teaching.

To add extra interest, you could even have your students create simple pictures
of people and scan them into a printable set for this game.

11. Puppet plays

Whether reading a script or simply improvising, using puppets can help shy
students as well as add excitement. When practicing dialogue with a partner,
each student can manage two puppets—one in each hand—or even more if
finger puppets are used.

Creating the puppets themselves first gives added interest and opportunities to
practice English. A picture of the character printed out (or drawn by the students)
can easily be cut out and stuck onto a Popsicle stick, chopstick or drinking straw.
The picture can be stuck or drawn onto a paper bag for a quick hand puppet. If
small enough, puppet characters can be sticky-taped onto fingertips.

12. Telephone conversations

In this paired activity, partners sit back-to-back to have a phone conversation.

This requires careful speaking and careful listening as a lot of the usual visual
cues are missing. They could be given specific questions to ask each other and
information to find out.

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Of course, nowadays many students actually have their own phones, and maybe
if the situation is suitable—for example, they aren’t paying too much for calls, and
you can trust them to speak only English—you could send one group outside or
into another room and they could actually phone each other.

13. Memory cards

Students in pairs can practice vocabulary and even some rules or concepts by
playing the well-known game of “Memory” or “Concentration” using cards with
relevant words and/or pictures. The matching pairs could be identical pictures or
words, a picture and a word, or two things that go together in some other way.

The cards are spread face-down in a grid. Each student takes a turn and turns
over two cards. They should then say the word out loud and make sure their
partner sees and hears it. If the cards don’t match, they’ll turn them back over in
the same positions and the partner takes their turn. If the cards do match, then
the student picks them up, keeps them, gains a point and has another turn.

14. Story retelling

Everybody loves a good story! As an ESL teacher, you’d do well to tell stories as
often as you can. They don’t need to be long, or even particularly significant, but
you’ll notice as soon as you start to tell a story (even about something that
happened on the way to work) that your students will “prick their ears up.” Even if
they don’t understand all of it, they’ll want to listen.

After telling a story, especially when you’ve noticed interest, reinforce it by pairing
students up and seeing if they can retell the story to each other. They may have
slightly different—correct or incorrect—memories of the story to compare.

You can use a short video from YouTube to find a great topic (and clip) for a
story-retelling activity. There’s also FluentU, a language learning program that
offers authentic content, so your students can watch clips such as movie clips,
commercials and more, that were made by and for native speakers.

FluentUlogo

FluentU has features such as interactive subtitles, flashcards, vocabulary lists

and personalized quizzes. It supports your students so that they can learn on
their own, and you can assign clips for them to watch and retell.

In this activity, students can watch a clip and then summarize it for their partner
as best they can. They’ll love the authentic connection to everyday spoken
English from the content.

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You could even ask them to change the ending. Young students could then go on
to illustrate the story and tell their versions to the class.

15. Short story creation

In most cases, your students might have had the chance to read a few stories
and understand the flow needed for a story to work. Now all they need is a
writing partner to craft an exciting, concise story with. This ESL pair activity is a
perfect way to get in multiple skills at once.

Have your students pair up and create a story together. A great way to do this is
to present a place and some interesting characters (maybe people, animals or
both), and evoke a conflict for your students to use in their story. Conflict will help
your students to develop a dialogue between the story’s protagonist and
supporting characters.

Once they have a well-developed short story, let the dynamic duo share it with
the rest of the class. This will give them great public speaking practice and
further their presentation skills in English. You can also have your students put
together an illustration for their story, depending on how far you want to take the
activity.

16. Acting out

In this ESL pair activity, you will let your students craft scripts and later act them
out. There is a twist that will add an element of fun: The partners develop their
dialogue separately and act it out together without collaborating first or
discussing how it will flow.

You will want to whip up a very concise worksheet for this ESL activity, which the
students will work on alone before acting out in pairs. This worksheet will help
guide your students in a specific direction relating to a scenario. The dialogue
your students create will be of their own imagination, but they will have a small
guide to follow in their development.

Here is one example of how this could work:

Set the scene. First, you will need to set the scene where the dialogue will take
place. For this example, we will use a neighborhood park on a sunny day. This
will give your students an image to help their creativity flow.

Guide the conversation. Each student will read a set of short questions and
develop their dialogue sentences from these. The first question on the worksheet
could be, “How do you introduce yourself to someone new?” or “How do you
open a conversation with a stranger?” From these questions, they can craft a
working dialogue. For example, “Hello, do you come to this park often?”

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Add layers. Next, you will add layers to the situation. In the park example, you
could add dogs into the mix. Here your students will see the next set of questions
to help them build more dialogue: For example, “How do you ask what breed a
dog is?” or “How do you compliment someone on their dog?” Your students may
develop dialogue like, “Your dog is so cute, what breed is he or she?” The
important thing to focus on is the natural flow and language of a conversation,
like in these examples.

In order to get fun dialogue, it’s essential to guide your students a bit toward
some more specific areas. Again, you will give your students a specific scenario,
for example, a sunny day at the park or waiting for the train.

This is an excellent chance to run over a few vocabulary words they can use in
their dialogue as well. For our dog walking example, using words like “breed” or
“leash” may be beneficial in overall understanding for your students. Once you
have gone over vocabulary, you can have them fill out a dialogue sheet silently
by themselves.

After they have crafted their scripted lines, it’s time for the fun to begin. One
student will read their first line and then their partner will follow with their first line.
The two lines may have nothing to do with each other, which is sure to draw a
laugh or two from the peanut gallery. You can have the class chime in afterward
and help the two actors piece together a more well-developed and coherent
dialogue.

17. Great debate

Here, you will give your students a chance to use all their English superpowers
and go head-to-head with their partner over an important and interesting issue.

Let them debate topics covering things happening in their communities, cities
and countries. This will allow them to apply English to the issues that directly
affect them. The class period before having the debate is the perfect time to
brainstorm a few issues your students are interested in. Make a list of topics on
the board, discuss them each briefly and let your students make notes and
suggestions about what is important to them.

After all the issues are on the table, employ your students to build a working
outline of the key attributes they will cover during their debate. Go over the
importance of “pros and cons” with supporting evidence to back what they say.

18. Picture portrayal

This activity is a slightly more advanced version of the picture dictation activity
above. It’s a delicate balance of fun, challenge and philosophical breakthrough,
so you should be on the lookout for pictures that help develop deep thought and

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allow your students to have mentally exciting ideas. They should be able to craft
several ideas from a single photo. An example of photos that could be good for
this is from National Geographic.

Ask your students to write down what the photo means to them. The key to this
activity is to let your students first individually view the photo and craft their own
thoughts about it without outside interference. Putting a time limit on the
individual part of this activity will benefit your students’ quick response abilities.

After your students have developed and recorded their ideas surrounding the
photo, put them into pairs and let their ideas collide in a perfect ESL storm of
subjective thought and collaborative discussion. Your students will enjoy
discussing unique and thought-provoking insights with their partners as you float
around the classroom, listening to their words and perceptions.

Source:
https://www.fluentu.com/blog/educator-english/esl-pair-work-speaking-activities/

For more Information:

❖ Ted Talks on presentation skill:
https://www.youtube.com/results?search_query=ted+talks
https://www.youtube.com/watch?v=b5ZESpOAolU
https://www.youtube.com/watch?v=w-HYZv6HzAs
https://www.youtube.com/watch?v=H6n3iNh4XLI
https://www.youtube.com/watch?v=w82a1FT5o88
https://www.youtube.com/watch?v=LrjlW00kkws
https://www.youtube.com/watch?v=Yl_FJAOcFgQ
❖ How to make PowerPoint Presentation
https://www.youtube.com/watch?v=XF34-Wu6qWU
https://www.youtube.com/watch?v=eHhqWbI0y4M
https://www.youtube.com/watch?v=h3vtOUC-uQg
❖ Comparing Good and Bad Presentation
https://www.youtube.com/watch?v=V8eLdbKXGzk
https://www.youtube.com/watch?v=bjr3w6CbLSM

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❖ More Links:
http://learnenglishteens.britishcouncil.org/skills/speaking/upper-intermediate-b2-speakin
g

http://www.esl-lounge.com/student/listening-advanced.php

https://www.kidsworldfun.com/shortstories.php

https://americanliterature.com/100-great-short-stories