Rather than just learning about grammar or words, ESL students must actually use the language to learn new material related to their future dealings in the business world. The core material should be authentic, with curriculum taken from the subject matter, so students use English as a tool to learn new information and interact with it, and the topics should fit the needs of the students.
Therefore, as Pardess Mitchell points out, the instruction needs to be relevant to the learner's future career: "It is important to show students what they are learning is relevant to life today, to connect concepts learned in class to the 'real world' and to allow students to reflect on these matters. The goal is to encourage students to think about a particular topic and apply it to their life, thus making the information useful."
The following exercises can be used with multi-level classes:
Exercise: Printed advertisement
1. Low levels: Look at the advertisement. What is the product? What does it do? Do you want to buy one?
2. Middle levels: Do exercise one, then look at the advertisement. Describe the product. Do you need or want it? Why or why not? Describe a similar product.
3. Higher levels: Do exercise two. Write your own advertisement for the product. Are you convinced by the printed advertisement? Role-play calling the company for more information. Write a telephone script.
Exercise: Vacation commercial (audio or video)
"Are you planning a vacation? How about a quiet island in the Pacific Ocean? Palm Island is a great place for a vacation. You can hike in the mountains, swim and relax on the beach, and eat in wonderful restaurants. Palm Island is only one hour from Malibu by plane, but it seems like another world. Contact your travel agent to get more information about beautiful Palm Island or call 1-800-Palm-Isle. Hotel-airline packages are available from $299."
1. Lower levels: The item presented is a (a) weather report (b) sports report (c) travel advertisement.
2. Middle levels: Do exercise 1. What activities are available? How can you get to Palm Island? Where do you leave from? How long does it take to get to Palm Island? How much does it cost?
3. Higher levels: Do exercise 2. How do you arrange your trip? Is it a campsite or a full-service resort? Would you like to go? Why? Suggest other activities not listed in the commercial. Write (or make an oral presentation) a summary of your last trip, or set up a vacation plan for your class. Try to "sell" it to them.
Other possibilities for presentation via audio are weather reports, sports reports or even an excerpt from a cooking show.
Exercise: Listen and repeat the dialogue
Hello, Computer-Serve, Mr. Mark speaking.
Hello, I am interested in your assistant writer position.
How did you learn about this position?
I read your advertisement in the Times.
Have you worked with computers?
Yes, I was an assistant in the State College computer lab.
Have you had any formal training?
Yes, I took basic programming and spreadsheets.
What grade did you get?
I got an A.
All levels: true/ false:
1. The speakers work together. F
2. The caller is looking for a job. T
3. The job is in a physics lab. F
4. The caller has no experience. F
5. Mr. Mark took a computer course. F
Middle-level exercise: Fill in the missing words
Dialogue (answers)
- I would really like to ______ your company. (join)
- Well, we have an ______ in computer operations. (opening)
- Do you ______ I could get it? (think)
- Yes, they are looking for people ______ can program. (who)
- How much does the ______ pay? (job)
- You need to ______ to my supervisor. (talk)
Higher-level exercise: Conversation
Listen to this conversation, then fill in the information on the career information card:
Hello, I am calling about the laboratory assistant job advertised in the paper?
Oh yes. Your name, please?
John Roberts.
Do you have any lab experience?
Yes, I was a lab assistant at River Community College.
Did you graduate from high school?
Yes, and I have almost finished my AS degree. I am majoring in biology.
Can you come for an interview Tuesday, March 5 in the morning at 8:30?
Yes, I can.
OK. We will see you then.
Caller Information Card
Name _____________________________
Experience ______________________________
Education: High School (Yes / No)
College ______________ Major __________ Graduated (Yes / No)
Interview (Yes / No) Date______Time________
Listen again and copy the conversation. Now write a letter requesting an interview. (Adapted from Pavlik, 1985)
Grammar exercise
Grammar should be introduced in a topical-interactive mode that replicates situations where students use the forms to meet real needs. When possible, you should try to incorporate grammar instruction into these real-life contexts rather than present it in isolation.
Here are two examples of grammar instruction couched in an activity: A picture or set of visuals can create a situation for the learner to acquire new vocabulary and grammatical forms without resorting to translation or repetition since the learners can listen and give short answers at first. In the following exercise, the teacher uses a picture of a car from an advertisement which includes the driver and family:
1. Lower levels: A basic description of the car-size, color number of people in the advertisement can be composed. If the target structure is "be," ask questions about the size of the people, shape, color, model, age, etc., of the car.
2. Middle levels: Do exercise one, then add verbs to describe what the people are doing (or will do or have done).
3. Higher levels: Do exercise two, and then discuss the roles cars play in U.S. or the target culture. After the oral work, students can write their own impressions or read an article about cars or transportation.
Although ESL instruction has changed greatly in a short period of time, one thing that has remained the same is the need for effective lessons that help students develop skills they can use outside the classroom.
