© 2009 by Wall Street Institute KFT Edited in Spain All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording or otherwise without the permission of the Publishers. This material is the intellectual property of Wall Street Institute KFT, Luxembourg Branch. First edition 2009 Authors: Wall Street Institute International: Department of Operations Acknowledgements: A special thank you to Hywel Davies (Country Head Office Staff, WSI China), Matthew Duffy (National Service Manager, WSI Germany), Elin Gasparini (Country Head Office Staff, WSI Argentina), Josephine Jija (National Service Manager, WSI Italy), Angelica Mosca (Service Manager, WSI Italy), Helen Sui (Regional Service Manager, WSI China), Lisandro Terenzi (National Service Manager, WSI Argentina), Andrew Whitmarsh (National Service Manager, WSI Indonesia), and Orsola Zampetti (Center Staff, WSI Italy) for their contribution to the materials in these manuals. In addition, the authors would like to thank all the participants of the regional Teacher Excellence and Service Excellence training sessions for their participation, feedback, and suggestions on the content of the manuals and structure of the training. We welcome ongoing feedback from those of you in the field who deal with teaching, training and managing of staff on a daily basis to continually improve these manuals for our Service staff across the Wall Street Institute network. www.wallstreetinstitute.com
Standard Operating Procedure PR-01.2.2-D32V1 2
t o o l s
WSI Quiz Cue Cards
WSI Quiz
Wall Street Institute: International Facts and History
In which city and country are the WSI Headquarters?
100 Points
1/35
WSI Quiz
Wall Street Institute: International Facts and History
How many Students do we currently provide English to
worldwide?
200 Points
2/35
WSI Quiz
Wall Street Institute: International Facts and History
How many territories do we operate in?
300 Points
3/35
WSI Quiz
Wall Street Institute: International Facts and History
When was Wall Street Institute founded and where?
400 Points
4/35
Standard Operating Procedure PR-01.2.2-D32V1 3
WSI Quiz
Wall Street Institute: International Facts and History
Which company owns WSI International?
500 Points
5/35
WSI Quiz
Local WSI Facts and History
How many WSI Centers are there in your network?
100 Points
6/35
WSI Quiz
Local WSI Facts and History
What is the name of the National Service Manager in
your network?
200 Points
7/35
WSI Quiz
Local WSI Facts and History
What is the name of the General Manager in your
network?
300 POINTS
8/35
Standard Operating Procedure PR-01.2.2-D32V1 5
WSI Quiz
Local WSI Facts and History
In which year did the first Center open in your network?
400 Points
9/35
WSI Quiz
Local WSI Facts and History
How many Students are there approximately in your network
at the moment?
500 Points
10/35
WSI Quiz
Wall Street Institute: Products
What are the four Stages in the WSI General English
Course?
100 Points
11/35
WSI Quiz
Wall Street Institute: Products
How many Levels are there in each Stage?
200 Points
12/35
Standard Operating Procedure PR-01.2.2-D32V1 7
WSI Quiz
Wall Street Institute: Products
Which three products do we offer (to private customers)?
300 Points
13/35
WSI Quiz
Wall Street Institute: Products
How do the six Levels in our English for Business Course correspond with the General
English and General Advanced English courses?
400 Points
14/35
WSI Quiz
Wall Street Institute: Products
Name three useful skills that Students acquire in the first
Stage at Wall Street Institute?
500 Points
15/35
WSI Quiz
Wall Street Institute: The Village
What is the URL for Students to access the Village?
100 POINTS
16/35
Standard Operating Procedure PR-01.2.2-D32V1 9
WSI Quiz
Wall Street Institute: The Village
What four main areas (tabs) is the Village divided into?
200 Points
17/35
WSI Quiz
Wall Street Institute: The Village
Which of the main tabs would you select if you wanted to edit
your profile?
300 Points
18/35
WSI Quiz
Wall Street Institute: The Village
In which main tab can you find the link to the Village chat?
400 Points
19/35
WSI Quiz
Wall Street Institute: The Village
In Practice, where can you find definitions and audio files of key English for Business
vocabulary?
500 POINTS
20/35
Standard Operating Procedure PR-01.2.2-D32V1 11
WSI Quiz
Wall Street Institute: Method
What is the first activity in each Multimedia Lesson?
100 Points
21/35
WSI Quiz
Wall Street Institute: Method
What are the four skills used in learning a language?
200 Points
22/35
WSI Quiz
Wall Street Institute: Method
Every time a Student enters and leaves the Center, we ask
them the magic question:
When ___________?
300 Points
23/35
WSI Quiz
Wall Street Institute: Method
Complete this sentence:
Students should always do one ________ per ________.
400 Points
24/35
Standard Operating Procedure PR-01.2.2-D32V1 13
Standard Operating Procedure PR-01.2.2-D32V1 15
WSI Quiz
Wall Street Institute: Method
What is the difference between an Encounter and a
Complementary Class?
500 Points
25/35
WSI Quiz
TEFL Trivia
What is the most popular reason for learning English?
a. To read English literature
b. For international communication with other non-native speakers
c. To travel to the UK or USA
d. To understand the words of pop songs in English
100 Points
26/35
WSI Quiz
TEFL Trivia
How many people in the world speak English to some level of
competence?
a. About 1 in 4 of the world’s population
b. About 1 in 40 of the world’s population
c. About 1 in 400 of the world’s population
200 Points 27/35
WSI QUIZ
TEFL Trivia
In which century was the first EFL course-book published?
a. 16th
b. 17th
c. 18th
d. 19th
300 Points 28/35
Standard Operating Procedure PR-01.2.2-D32V1 17
WSI Quiz
TEFL Trivia
According to the experts, how many people in the world will speak
English in addition to their native language in 2050?
a. Between 100 and 150 million
b. Between 350 and 400 million
c. Between 650 and 700 million
400 Points
29/35
WSI Quiz
TEFL Trivia
Who of the following did not teach EFL as a job?
a. James Joyce
b. Graham Greene
c. J.K. Rowling
d. Sting
500 Points
30/35
WSI Quiz
Wild Card
Who wrote Wuthering Heights?
100 Points
31/35
WSI Quiz
Wild Card
What did Gollum call the ring in Lord of the Rings?
200 Points
32/35
Standard Operating Procedure PR-01.2.2-D32V1 19
WSI Quiz
Wild Card
What nation’s treasures include the Sistine Chapel?
300 Points
33/35
WSI Quiz
Wild Card
What two countries sandwich the Dead Sea?
400 Points
34/35
WSI Quiz
Wild Card
You are trading in remote China and do not speak the local dialect. Mime: I would like to buy a horse, please.
500 Points
35/35
Krashen Running Dictation
Krashen Running Dictation
Language acquisition does not require
extensive use of conscious grammatical
rules, and does not require tedious drill.
Acquisition requires meaningful
interaction in the target language—
natural communication—in which
speakers are concerned not with the form
of their utterances but with the messages
they are conveying and understanding.
Stephen Krashen
1/1
Standard Operating Procedure PR-01.2.2-D32V1 21
Standard Operating Procedure PR-01.2.2-D32V1 25
Scale of Success
Scale of Success
S Units W Units UW Units T Units m Units M Units S1 1-4 W1 13-16 UW1 25-28 T1 37-40 m1 49-52 M1 61-64 S2 2-8 W2 17-20 UW2 29-32 T2 41-44 m2 53-56 M2 65-68 S3 9-12 W3 21-24 UW3 33-36 T3 45-48 m3 57-60
St En
Le n e Un
En
art Level d Level
vel:________ U it:_________ L vel:________ it:_________
glish for Business:_________________________________________
1/1
The First Lesson Structure Cue Cards First Lesson Structure
Multimedia Demonstration:
Repeat
1/12
First Lesson Structure
Preparation
2/12
First Lesson Structure
Study Habits
3/12
First Lesson Structure
The Method
4/12
First Lesson Structure
Multimedia Demonstration:
Speak
5/12
First Lesson Structure
Welcome
6/12
First Lesson Structure
Book
Second Lesson
7/12
First Lesson Structure
Multimedia Demonstration:
Confirm
8/12
Standard Operating Procedure PR-01.2.2-D32V1 27
First Lesson Structure
Multimedia Demonstration:
Listen
9/12
First Lesson Structure
Multimedia Demonstration:
Read
10/12
First Lesson Structure
Ice-Breaking
11/12
First Lesson Structure
Student Manual
Write
12/12
Standard Operating Procedure PR-01.2.2-D32V1 29
Standard Operating Procedure PR-01.2.2-D32V1 31 31
Acquisition Cycle Cue Cards Acquisition Cycle Cue Cards
Acq
uis
itio
n C
ycl
e
5/1
4
Acq
uis
itio
n C
ycl
e
6/1
4
Standard Operating Procedure PR-01.2.2-D32V1 33
33
Acq
uis
itio
n C
ycl
e
3/1
4
Acq
uis
itio
n C
ycl
e
1/1
4
Standard Operating Procedure PR-01.2.2-D32V1 35 35
Acq
uis
itio
n C
ycl
e
2/1
4
Acq
uis
itio
n C
ycl
e
4/1
4
Acquisition Cycle Cue Cards Acquisition Cycle
Application
8/14
Acquisition Cycle
Production
9/14
Acquisition Cycle
Consolidation
10/14
Acquisition Cycle
Practice
11/14
Acquisition Cycle
Application
12/14
Acquisition Cycle
Presentation
13/14
Acquisition Cycle
Practice
14/14
Standard Operating Procedure PR-01.2.2-D32V1 39
Teaching—Eliciting: Actors and Artists Cue Cards Eliciting: Actors and Artists
businessman
1/26
Eliciting: Actors and Artists
tourist
2/26
Eliciting: Actors and Artists
childhood
3/26
Eliciting: Actors and Artists
upstairs
4/26
Eliciting: Actors and Artists
boyfriend
5/26
Eliciting: Actors and Artists
expensive
6/26
Eliciting: Actors and Artists
come over
7/26
Eliciting: Actors and Artists
seasonal
8/26
Standard Operating Procedure PR-01.2.2-D32V1 41
Eliciting: Actors and Artists
employed
9/26
Eliciting: Actors and Artists
look up
10/26
Eliciting: Actors and Artists
care about
11/26
Eliciting: Actors and Artists
crowded
12/26
Eliciting: Actors and Artists
daughter-in-law
13/26
Eliciting: Actors and Artists
illegal
14/26
Eliciting: Actors and Artists
cohabit
15/26
Eliciting: Actors and Artists
community
16/26
Standard Operating Procedure PR-01.2.2-D32V1 43
Eliciting: Actors and Artists
enormous
17/26
Eliciting: Actors and Artists
polluted
18/26
Eliciting: Actors and Artists
public transportation
19/26
Eliciting: Actors and Artists
fashionable
20/26
Eliciting: Actors and Artists
temperature
21/26
Eliciting: Actors and Artists
equality
22/26
Eliciting: Actors and Artists
prejudice
23/26
Eliciting: Actors and Artists
on cloud nine
24/26
Standard Operating Procedure PR-01.2.2-D32V1 45
Eliciting: Actors and Artists
second hand
25/26
Eliciting: Actors and Artists
to be in somebody else’s shoes
26/26
Standard Operating Procedure PR-01.2.2-D32V1 47
Teaching—Eliciting Cue Cards
Eliciting Techniques
A.1
Elicit the following target language (function or vocabulary) from your partner without using the words in bold.
I’m too tired to run. (structure: too… to… )
I want to go to bed. (structure: present simple to want + infinitive)
I’ve got a temperature. I need to see a doctor (structure: vocabulary)
I’ve lost my keys. (structure: present perfect to lose)
I’m hungry. (structure: vocabulary)
1/6
Eliciting Techniques
B.1
Elicit the following target language (function or vocabulary) from your partner without using the words in bold.
I don’t have any money. (structure: vocabulary)
I’m having a shower. (structure: present continuous)
I went swimming last week. (structure: past simple)
I have to do my homework. (structure: to have to for obligation or responsibility)
I’ve never been arrested. (structure: present perfect passive)
2/6
Eliciting Techniques
A.2
Elicit the following target language (function or vocabulary) from your partner without using the words in bold.
I would buy a car if I won the lottery. (structure: second conditional)
I need to find a new job. (structure: to need)
My boss makes me work overtime. (structure: to make someone do something)
He must be rich. (structure: must for deduction)
I’m used to eating spicy food. (structure: used to meaning accustomed to)
3/6
Eliciting Techniques
B.2
Elicit the following target language (function or vocabulary) from your partner without using the words in bold!
Survival is the easiest level (superlative)
I’ve never eaten Indian food (never in present perfect)
I can’t use my mobile phone in the Speaking Center (not allowed to)
What is the weather like? (like for description)
He mustn’t tell anyone (negative must for obligation)
4/6
Standard Operating Procedure PR-01.2.2-D32V1 49
Eliciting Techniques
A.3
Elicit the following target language (function or vocabulary) from your partner without using the words in bold.
I used to smoke cigars. (structure: used to for repeated past action)
By this time next year, I’ll have finished Threshold. (structure: future perfect)
The last time I saw Mary was in 1987.. (structure: past events)
While they were living in Beijing, they worked at Wall Street Institute. (structure: past continuous)
5/6
Eliciting Techniques
B.3
Elicit the following target language (function or vocabulary) from your partner without using the words in bold.
He’s just walked into the room. (structure: adverb just)
I’ll be teaching my first Encounter next week. (structure: future continuous).
I’ve listened to English language radio once. (structure: adverb once)
I will stay at work until six o’clock. (structure: preposition of time until)
6/6
Standard Operating Procedure PR-01.2.2-D32V1 51
Teaching—Teaching a Function Cue Cards
Teaching a Function
Unit 3: Possessive s
Roger’s wife’s name is Susan.
1/22
Teaching a Function
Unit 7: Some and any with
uncountable nouns
There aren’t any chairs in the bedroom.
2/22
Teaching a Function
Unit 9: Present continuous to express planned actions and arrangements in the future
I’m staying for three nights.
3/22
Teaching a Function
Unit 9: Possessive pronouns
This book is hers.
4/22
Teaching a Function
Unit 10: Must to express obligation
I must go to Trinidad today.
5/22
Teaching a Function
Unit 13: Future with going to to
express intentions
I’m going to visit the museum.
6/22
Teaching a Function
Unit 14: Comparatives with more Caviar is more expensive that pâté.
7/22
Teaching a Function
Unit 16: Present perfect to express life experiences
I’ve seen that film.
8/22
Standard Operating Procedure PR-01.2.2-D32V1 53
Teaching a Function
Unit 17: Ellipsis with so + auxiliary verb to express
agreement
I must go to the dentist. So must I. 9/22
Teaching a Function
Unit 18: First conditional for
future probability
If he comes here again, I’ll kill him.
10/22
Teaching a Function
Unit 20: Used to to express repeated actions in the past
When I was a child I used to sing
very well. 11/22
Teaching a Function
Unit 26: Past continuous with
while to describe related actions in the past
We saw the Vatican while we were staying in Rome.
12/22
Teaching a Function
Unit 27: Needn’t
You needn’t wear a coat, it’s warm outside.
13/22
Teaching a Function
Unit 28: Second conditional for hypothetical situations in the
present
If I reported it to the police they’d arrest him.
14/22
Teaching a Function
Unit 33: Passive with the present perfect to emphasize the object when the agent is unknown or
redundant
Help! My car’s been stolen 15/22
Teaching a Function
Unit 33: Hardly ever
I hardly ever study English.
16/22
Standard Operating Procedure PR-01.2.2-D32V1 55
Teaching a Function
Unit 34: Must have for inference You must have had a great party last
night!
17/22
Teaching a Function
Unit 37: Third Conditional for an
unlikely situation in the past If I had known you’d arrived, I’d have
come sooner. 18/22
Teaching a Function
Unit 38: I’d rather + past tense to express a polite preference in the
present
I’d rather we met at your place. 19/22
Teaching a Function
Unit 40: Have something done
I need to have my car washed,
it’s filthy.
20/22
Teaching a Function
Unit 42: As if + past perfect continuous for assumptions
It was as if he had been expecting
me.
21/22
Teaching a Function
Unit 44: Worth + gerund
It’s not worth repairing, it’s really
old.
22/22
Standard Operating Procedure PR-01.2.2-D32V1 57
Teaching—Correction Techniques Cue Cards
Correction Techniques
Yesterday I go home.
1/17
Correction Techniques
How to spell your name?
2/17
Correction Techniques
I very like chocolate.
3/17
Correction Techniques
I have ever eaten pasta.
4/17
Correction Techniques
What means manager.
5/17
Correction Techniques
She comes from Buenos
Aires. (talking about a man)
6/17
Correction Techniques
I will go to home tomorrow.
7/17
Correction Techniques
He is coming now. (no
contraction of is)
8/17
Standard Operating Procedure PR-01.2.2-D32V1 59
Correction Techniques
He come from London.
9/17
Correction Techniques
Where is they from?
10/17
Correction Techniques
I am listening music.
11/17
Correction Techniques
He will read book.
12/17
Correction Techniques
I had gone to work yesterday.
13/17
Correction Techniques
Where is working Petra?
14/17
Correction Techniques
That book is very in-ter-esting
(pronunciation/stress). 15/17
Correction Techniques
Give me a raise? (said to
your manager—appropriate language)
16/17
Standard Operating Procedure PR-01.2.2-D32V1 61
Correction Techniques
He stopped to work 10 years ago.
17/17
Standard Operating Procedure PR-01.2.2-D32V1 63
Teaching—Graded Language Graded Language
Unit 4 Theater Kristi Schmidt checks in at the Central Hotel in New York, a tatty and run-down place with a deaf, senile receptionist. Mary Hartman, looking for a place to live, visits Marco Benini in his hostel and, finding a spare bed in his room, decides to move in. She plays Marco a tape of her brother Paul’s rock group, Hart Attax, which he doesn’t enjoy at all. When Marco’s friend, Sergio, whose bed Mary has taken, comes back from Italy he is very angry. He has a quarrel with Marco which ends in Sergio walking out. Meanwhile, Martin Kasubian, in a business hotel for an appointment with the head of his firm, ECS, has a number of amusing adventures with talking computers of the kind that ECS manufactures.
1/9
Graded Language
Unit 7 Theater John Berry, while talking to his Mom on the phone, laments his loneliness, and his lack of success with Helen and Annie. She expresses her sympathy for him, and invites him to come and stay for the weekend. Meanwhile Mary Hartman and Aiko Tomura decide to look for an apartment together. An elderly American Hispanic woman called Mrs. Gomez shows them a filthy and overpriced apartment in a derelict neighborhood in Brooklyn, which they decide not to rent. Helen Sisay, her new boyfriend Steve, Peter Moran, and Hugo Peters go to an antique auction. Hugo, who thought he had fixed the auction, is very annoyed to be outbid by an art and antique collector called George. Later, he sends Jack Cooper to teach George a very unpleasant lesson.
2/9
Standard Operating Procedure PR-01.2.2-D32V1 65
Graded Language
Unit 11 Theater Aiko, Kim, and Mary go to a Hart Attax concert together. Aiko falls in love with Mary’s brother Paul Hartman, who is happy to spend time with her that night, but doesn’t want to know her the next day. Aiko is very hurt and Mary is angry with her brother. Kristi Schmidt finds herself too busy with work (she has to present a TV feature in London) to go for lunch with Susan, and calls her to cancel. Susan is very upset. John Berry invites himself into Hugo Peters’ apartment when he meets Annie on the way back from work, and impresses her by saying that he works for PBC (Plastic Box Company). She misunderstands him, thinking he has said BBC. Annie goes out to buy a newspaper so John is alone there when Hugo and Peter Moran come in. Moran is very suspicious, and Hugo agrees to get Jack Cooper to pay a visit to discourage him from taking any further interest in Hugo’s affairs.
Shanghai to New York Baoling visits some women’s clothes stores to check out the cost and quality of their goods and is very pleased to find them selling clothes that were made in China at very high prices. Back at her hotel she receives a visit from a very distant relative and potential business contact, James Ho, an American born Chinese. He takes her out to a Thai restaurant to discuss business and offers to sell Baoling’s clothes to New York stores. He is not entirely honest about his profit margin but Baoling is not fooled and tells him she’ll think it over.
3/9
Graded Language
Unit 16 Theater Aiko Tomura invites Mary Hartman to join her on a visit to Japan. After an incredibly long delay to their flight they eventually arrive in Tokyo, but Mary finds the food inedible, the bed uncomfortable and the subway unbearably overcrowded. She decides to return to New York immediately. It is Christmas time and Susan Petri, who is now living with Harry Carter, is stricken with remorse when she thinks of poor Roger in prison. She takes him a cake, for which he is typically ungrateful. Hugo Peters throws a party and makes the mistake of asking his secretary to send out invitations. Apart from John Berry, who is spending Christmas with his mother, everybody comes, including Susan Petri and Kristi Schmidt, who promptly start to fight, and George and Gary, who take revenge on Hugo by wrecking his apartment. John Berry, meanwhile, spends Christmas at his Mom’s. Shanghai to New York Baoling meets Mr. Landis, the owner of the store interested in buying her clothes. Landis has an unfriendly and aggressive approach, but Baoling has now gained considerable confidence in her bargaining technique and is not put off. He makes another fairly low offer and Baoling is non-committal. When she later meets Mark Connors she uses the store’s offer to see how much more Mark will offer, but once he understands the game she’s playing he’s annoyed and leaves. While Baoling sits alone over a drink, regretting how she treated Mark, she receives a phone call from Landis who makes a much improved offer and is surprised when Baoling again says she needs time to think about it. He only gives her until 6pm that day to make her decision. Mark also regrets their quarrel, and returns to the hotel to invite Baoling out for dinner. They both seem interested in a relationship than involves more than just business.
4/9
Standard Operating Procedure PR-01.2.2-D32V1 67
Graded Language
Unit 18 Theater Henson and Bedges search John’s apartment but unsurprisingly find nothing except some magazines. When Harry realizes the two officers have raided the wrong apartment he tells them to go next door instead, but is dismayed to hear that Hugo has sold his apartment to Mrs. Hancock and that he now lives next door to her. The police now have no right to search the apartment, as their warrant specifies his former address. Germany and Italy draw their football match, and Marco Benini and Kristi Schmidt decide to go back to Kristi’s hotel. Unfortunately, the sound of their voices disturbs a nosy and interfering Russian woman called Nadezhda in the room next door, who wakes up her husband Dmitri and forces him to come and tell Kristi off. She and Marco then have to go to his student hostel, where they are again disturbed, this time by Mary Hartman. Kristi leaves a frustrated and disappointed Marco in Mary’s company. Street Interview Gabe Caggiano is at the Eastern Market in Washington D.C. where he talks to shoppers and vendors about fruit and vegetables. The shoppers include a woman buying plums to make jam, a man who describes how he’s going to cook some radishes he’s just bought, and another woman who’s getting pumpkins to decorate her house for autumn and Halloween. A vendor explains that the market is an important gathering place for the neighborhood and that the shoppers are considered as friends rather than customers.
5/9
Graded Language
Unit 26 Theater David and Juanita are married in great style, in a church. At the reception David drinks too much champagne and tries to cut the wedding cake with a spoon. Hugo has another phone conversation with Roger Petri, who refuses to wait for his money. Roger restates his intention to go to Trinidad and talk to Mr. P. and Hugo decides to follow and try to stop him. Thacker is pleased that Harry Carter knows about Hugo’s plans and sends him to Trinidad, too. Coincidentally, David and Juanita decide to go to Trinidad for their honeymoon. While they are lying on the beach, Harry Carter approaches them to ask for help in finding some so-called “friends”. He shows them a photo of Roger, whom Juanita recognizes from the newspaper, and a photo of David’s father, which leaves them both shocked. Dmitri and Nadezhda, on vacation in the same spot, recognize Roger from their plane journey, and Harry sets off in pursuit of him. Street Interview Lara Hopewell visits a big music store. She speaks to the store assistant who explains that they sell a wide selection of music, from commercial hits to underground music and obscure songs that have elsewhere gone out of print. He admits that the trend of downloading music has had an effect on music stores but has not threatened their survival. As one customer explains, many people still prefer to buy CDs because they include a pamphlet with information about the group and the song lyrics. Lara speaks to a number of customers who have a variety of musical tastes, ranging from hip-hop to jazz, blues and rock.
6/9
Standard Operating Procedure PR-01.2.2-D32V1 69
Graded Language
Unit 30 Theater At police headquarters, Thacker gives Carter a last chance to arrest Hugo, Roger, and Mr. P. Harry tells Susan about the arrests, but she is depressed and has started drinking again. Harry goes home to pack for his trip to Trinidad, and Susan tries to talk to him about her feelings, but he is too busy and distracted to pay much attention. This makes her feel even worse, and she goes to the doctor for a refill of her sleeping pill prescription. The doctor feels that she is suffering from psychological problems, and refers her to a psychiatrist. Describing her situation to the bewildered psychiatrist helps Susan get a grip. She leaves feeling better, without asking for more pills. Street Interview In a country where 50% of marriages end in divorce, a marriage counselor in the US talks about her work and the common problems that couples face. Sharon Alpervitz explains that her role primarily involves listening and helping people communicate with each other. She often finds that difficulties stem from a simple lack of communication. Most couples only turn to her when some kind of crisis occurs, like the discovery of an affair.
7/9
Graded Language
Unit 39 Theater Annie shows David Hugo’s letter. Apparently, Hugo is still alive and impatient to see his children again. Henson and Bedges, who have been watching all this, follow Annie and David separately as they part ways. Annie, followed by Bedges, goes to book a study vacation in Albania. Henson follows David to a bar, but gets drunk and thinks that David has left when in fact he’s in the bathroom. David calls the school from the bar to explain that he is unwell and will be unable to teach his classes today. He is given a message from Aiko Tomura, a former student who is now working as a tour guide. She called the school hoping to speak to him, and to explain that she is staying at the Terminal Hotel in New York with a group of Japanese businessmen. David goes to the hotel to meet her. Around the World New Delhi in India has a massive water shortage. The 14 million inhabitants need a billion gallons a day but are having to survive on a quarter of that. Municipal trucks deliver drinking water, even in the wealthy suburbs. The government has invested money and time in finding a solution to the problem, including a proposal to build new big dams. However, similar dams created in the past only made matters worse and the idea has been opposed. Small villages in Western India have found a solution to their problems of water shortage by building small old-fashioned earthen dams which collect rainwater. These have enabled farmers to irrigate their land and have allowed people to have nearby wells constantly full of water.
8/9
Standard Operating Procedure PR-01.2.2-D32V1 71
Graded Language
Unit 47 Theater Harry flies to England to give a lecture on criminology and look into the apparent murder of a professor at Oxford University. The suspects include the professor’s manservant, a college cook, a colleague and his sister. Around the World France is the third largest country in Europe and is a country rich in culture, architecture, history, food and scenery. With a relatively small population of 60 million, it has a diverse landscape, ranging from the snow-covered Alps to the fertile wine producing regions and the Mediterranean shores. Its capital city, Paris, is regarded as one of the most beautiful cities in the world and attracts 15 million visitors a year. The city offers attractions like the Eiffel Tower, Le Louvre, the Arc de Triomphe and the cathedrals of Sacré Coeur and Notre Dame. Just outside Paris is the Palace of Versailles which stands as a majestic reminder of the extravagant lifestyles once led by the past kings and queens who ruled France before the revolution.
9/9
Standard Operating Procedure PR-01.2.2-D32V1 73
Activity Plan Cue Cards
Activity Plan
Activity:
Fred’s Fridge
10/13
Activity Plan
Time:
10 minutes
12/13
Activity Plan
Target Language:
there is/are, some and any
1/13
Activity Plan
Objectives:
To use there is and there are with some
and any for indefinite or incomplete quantity
of countable and uncountable nouns.
To distinguish countable and uncountable
nouns.
9/13
Standard Operating Procedure PR-01.2.2-D32V1 75
Activity Plan
Materials Needed:
1. A picture of a fridge titled Fred’s Fridge with
the following contents:
Opened bottle of water (not full, not
empty)
Bunch of bananas and one apple
Opened jar of coffee
Bunch of keys
Opened pack of cigarettes
Opened bottle of soda
Pile of hamburgers
One book
2. Flash cards with the following items: beer,
apple, coffee, key, money, passport, soda,
pen, whiskey, cigarette, water, and books.
13/13
Activity Plan
Board work:
Any - ? or —
Some - +
4/13
Activity Plan
Context Creation:
Show the Students the drawing of the kitchen
from the previous activity (household furniture),
ask them to describe the kitchen: There’s a
table, there are four chairs, there’s a fridge, etc.
Show the picture of the fridge. Ask: What’s this?
Students: It’s a fridge
Ask: Is it your fridge? Students: No, it’s Fred’s
fridge.
Ask: Is it a nice fridge? Students: Yes, it is/No, it
isn’t.
8/13
Activity Plan
Elicitation:
Ask, What’s in the fridge? Student chooses
random object from fridge, for example, apple:
Student: There’s an apple in the fridge.
Ask the next Student to tell you something else
that’s in the fridge.
Prompt Students to identify at least one of each
of the following by pointing at relevant items
countable singular object (There is an apple)
countable plural object (There are some keys)
uncountable objective (There is some water)
2/13
Standard Operating Procedure PR-01.2.2-D32V1 77
Activity Plan
Correction:
If Student just says Apple, spread hands to
indicate a full sentence:
Student: There’s an apple in the fridge.
If Student says It’s an apple, ask the Student to
start the sentence with In the fridge...
Student: In the fridge there’s an apple.
6/13
Activity Plan
Development:
Once the three structures have been produced,
quickly turn the image over and prompt one
Student to pick up a flash card and ask the next
Student, for example:
Student: Are there any passports in the fridge?
Let the second Student see the fridge and
respond:
Student: No, there aren’t any passports in the
fridge.
Let Students pick up flash cards and ask each
other, one at a time.
3/13
Activity Plan
Concept Check:
Show the flash card for keys and elicit the
question, Are there any keys? Write any on the
board.
Ask, Yes, No or Question? Question. Add a ?
next to any
Nod your head for affirmative answer, Yes,
there are some keys. Write some on the board.
Ask, Yes, No or Question? Yes. Add a next to
some.
Shake your head for negative answer, No, there
aren’t any keys. Point to any on the board.
Ask, Yes, No or Question? No. Add a next to
any.
7/13
Activity Plan
Extension:
Where time permits, put the Students into pairs
to ask each other about the contents of their
fridge at home.
Student 1: Is there any whiskey in your fridge?
Student 2: No, there isn’t any whiskey.
5/13
Standard Operating Procedure PR-01.2.2-D32V1 79
Standard Operating Procedure PR-01.2.2-D32V1 83
Encounter Outlines Encounter Outlines
83
En
cou
nte
r 6
War
m-U
p
1.1
Do
you
Wa
nt a
Drin
k? 5
min
s (w
ant
+ n
oun)
Co
ntr
olle
d P
ract
ice
2.3
Per
son
al In
form
atio
n Q
uest
ionn
aire
10-
15 m
ins
Co
mm
un
icat
ive
Act
ivit
y
4.1T
he F
amily
Tre
e 10
min
s
En
cou
nte
r 10
W
arm
-Up
1.1
Wha
t Tim
e’s
the
Nex
t Flig
ht to
…?
5 m
ins
(boo
king
a fl
ight
)
Co
ntr
oll
ed P
ract
ice
2.1I
Don
’t E
ither
10
min
s (t
oo/e
ither
)
2.3
You
Mus
t Sho
w Y
our
Pa
sspo
rt 1
0 m
ins
(mus
t)
Co
mm
un
icat
ive
Act
ivit
y
3.1
Vac
atio
n Q
uest
ionn
aire
15
min
s (li
ke/p
refe
r +
ing)
En
cou
nte
r 17
W
arm
-Up
1.1
Sto
rylin
e D
ialo
gue
5 m
ins
Co
ntr
olle
d P
ract
ice
2.1
Thi
ngs
to D
o 10
min
s (p
rese
nt p
erfe
ct +
yet
/alre
ady
)
2.3
Hav
e yo
u E
ver
Bee
n to
Ven
ice?
10
min
s (p
rese
nt p
erfe
ct +
ever
/nev
er)
Co
mm
un
icat
ive
Act
ivit
y
3.2
Inte
rvie
win
g T
ouris
ts 1
0-1
5 m
ins
En
cou
nte
r 26
W
arm
-Up
1.1
Who
Was
Sitt
ing
Whe
re?
5 m
ins
(sto
rylin
e di
alo
gue)
C
on
tro
lled
Pra
ctic
e
2.1
Wha
t Wer
e T
hey
Doi
ng?
10
min
s (p
ast c
ont
inu
ous
+
whe
n/w
hile
)
2.2
Nei
ther
Do
I 10
min
s (n
eith
er)
Co
mm
un
icat
ive
Act
ivit
y
3.1
Com
par
ing
Job
s 10
min
s
Enco
un
ter
Ou
tlin
es
Enco
un
ter
Ou
tlin
es
Enco
un
ter
Ou
tlin
es
Enco
un
ter
Ou
tlin
es
2/4
3/4
4/4
Standard Operating Procedure PR-01.2.2-D32V1 109
Encounter Observation Form Encounter Observation Form
Teacher: Teacher: Center: Center:
2.2-D32V1 109
Date: Time:
Observer: Number of Students:
Encounter Specifics
Preparation
1. Sufficient material prepared
2. Lesson Plan
3. Classroom neat and tidy
0. Welcome/Student Manual Time: ______
1. Class begins on time
2. Meets Students in Social Club
3. Checks Student Manuals
4. Comments on recent attendance, progress
5. TTT versus STT
6. Student interaction
Feedback
__________________________________________________________________________________________
__________________________________________________________________________________________
1.1 Warm-Up Activity Time: _______
1. TTT versus STT
2. Context creation
3. Student interaction
Feedback
__________________________________________________________________________________________
__________________________________________________________________________________________
t o o l s
T
S S
S S
T
S S
S S
T
S S
S S
T
S S
S S
T
S S
S S
T
S S
S S
T
S S
S S
T
S S
S S
Standard Operating Procedure PR-01.2.2-D32V1 110
2.1 Controlled Practice Time: _______ 2.1 Controlled Practice Time: _______
1. Context creation 1. Context creation
2. Elicitation 2. Elicitation
3. Practice 3. Practice
4. Extension 4. Extension
5. TTT versus. STT 5. TTT versus. STT
6. Correction 6. Correction
7. Student interaction 7. Student interaction
2.2-D32V1 110
Feedback Feedback
__________________________________________________________________________________________ __________________________________________________________________________________________
2.2 Controlled Practice Time: _______ 2.2 Controlled Practice Time: _______
1. Context creation 1. Context creation
2. Elicitation 2. Elicitation
3. Practice 3. Practice
4. Extension 4. Extension
5. TTT versus STT 5. TTT versus STT
6. Correction 6. Correction
7. Student interaction 7. Student interaction
Feedback Feedback
__________________________________________________________________________________________ __________________________________________________________________________________________
2.3 Controlled Practice Time: _______ 2.3 Controlled Practice Time: _______
1. Context creation 1. Context creation
2. Elicitation 2. Elicitation
3. Practice 3. Practice
4. Extension 4. Extension
5. TTT versus STT 5. TTT versus STT
6. Correction 6. Correction
7. Student interaction 7. Student interaction
Feedback Feedback
__________________________________________________________________________________________ __________________________________________________________________________________________
T
S S
S S
T
S S
S S
T
S S
S S
T
S S
S S
T
S S
S S
T
S S
S S
T
S S
S S
T
S S
S S
T
S S
S S
T
S S
S S
T
S S
S S
T
S S
S S
T
S S
S S
Standard Operating Procedure PR-01.2.2-D32V1 111
3.1 Communicative Activity Time: _______ 3.1 Communicative Activity Time: _______
1. Context 1. Context
2. Instructions 2. Instructions
3. Classroom setup 3. Classroom setup
4. TTT versus STT 4. TTT versus STT
5. Student interaction 5. Student interaction
2.2-D32V1 111
Feedback Feedback
__________________________________________________________________________________________ __________________________________________________________________________________________
__________________________________________________________________________________________ __________________________________________________________________________________________
3.2 Communicative Activity Time: _______ 3.2 Communicative Activity Time: _______
1. Context 1. Context
2. Instructions 2. Instructions
3. Classroom setup 3. Classroom setup
4. TTT versus STT 4. TTT versus STT
5. Student interaction 5. Student interaction
Feedback Feedback
__________________________________________________________________________________________ __________________________________________________________________________________________
__________________________________________________________________________________________ __________________________________________________________________________________________
4. Conclusion Time: _______ 4. Conclusion Time: _______
1. Gives appropriate/specific study advice 1. Gives appropriate/specific study advice
2. Informs Students of their progress 2. Informs Students of their progress
3. Class ends on time 3. Class ends on time
4. Classroom neat and tidy 4. Classroom neat and tidy
5. TTT versus STT 5. TTT versus STT
Feedback Feedback
__________________________________________________________________________________________ __________________________________________________________________________________________
__________________________________________________________________________________________ __________________________________________________________________________________________
T
S S
S S
T
S S
S S
T
S S
S S
T
S S
S S
T
S S
S S
T
S S
S S
T
S S
S S
T
S S
S S
T
S S
S S
Reflection on Overall Encounter
Atmosphere
1. Animated/fun/relaxing atmosphere
2. Gesture/movement/tone
Language Pitch
1. Teacher’s language appropriate for Level
2. Checks understanding of instructions
3. Use of visuals/mimes/examples
Awareness
1. Adapts to individual Student needs
2. Answers Students’ questions
3. Concept checks
4. Elicits from all Students evenly
5. Corrects all Students evenly
Lesson Plan
1. Activities flow from one to the other
2. Lesson aims met
3. Personal aims met
4. Adapts plan if required
5. Timing
Boardwork
1. Legibility
2. Purpose/function
Overall Comments
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
Standard Operating Procedure PR-01.2.2-D32V1 112
Standard Operating Procedure PR-01.2.2-D32V1 113
The Complementary Class: Complementary Class Instructions
Complementary Class Instructions CC10A
Standard Operating Procedure PR-01.2.2-D32V1 123
The Complementary Class—Complementary Class Materials
Standard Operating Procedure PR-01.2.2-D32V1 133
Complementary Class Observation Form
Teacher: Center:
Date: Time:
Observer: Number of Students:
Stage/Level:
Complementary Class Specifics
Preparation
4. Sufficient material prepared
5. Lesson Plan
6. Classroom neat and tidy
0. Welcome Time: ______
1. Class begins on time
2. Meets Students in Social Club
3. Comments on recent attendance
Feedback
__________________________________________________________________________________________
1.1 Warm-Up Activity Time: _______
1. TTT versus STT
2. Context creation
3. Student interaction
Feedback
__________________________________________________________________________________________
1.2 Warm-Up Activity Time: _______
1. TTT versus STT
2. Context creation
3. Student interaction
Feedback
__________________________________________________________________________________________
t o o l s
T
S S
S S
T
S S
S S
T
S S
S S
T
S S
S S
T
S S
S S
T
S S
S S
T
S S
S S
T
S S
S S
Standard Operating Procedure PR-01.2.2-D32V1 134
22.1 Commu _
. Context
Instructions
. TTT versus STT
eraction
______________________________________________________________________________
___
. Student interaction
_______________________________________________________________ ______
nicative Activity Time: _______
. Instructions
TTT versus STT
Fee
________________________________________________________________________________
. Wrap-Up Activity Time: _______
stud
y
5.
T
S S
S S
2.2-D32V1 134
.1 Commu _
. Context
Instructions
. TTT versus STT
eraction
______________________________________________________________________________
___
. Student interaction
_______________________________________________________________ ______
nicative Activity Time: _______
. Instructions
TTT versus STT
Fee
________________________________________________________________________________
. Wrap-Up Activity Time: _______
stud
y
5.
T
S S
S S
nicative Activity Time: ______nicative Activity Time: ______
11
2.2.
3. Classroom setup 3. Classroom setup
44
5. Student int5. Student int
Feedback
____________
Feedback
____________
2.2 Communicative Activity Time: ____2.2 Communicative Activity Time: ____
1. Context 1. Context
2. Instructions 2. Instructions
3. Classroom setup 3. Classroom setup
4. TTT versus STT 4. TTT versus STT
55
Feedback Feedback
_____________________
_____________________
2.3 Commu2.3 Commu
1. Context 1. Context
22
3. Classroom setup 3. Classroom setup
4.
5. Student interaction
4.
5. Student interaction
dback
dback
____________________
33
1. Gives appropriate/specific y advice 1. Gives appropriate/specific y advice
2. Informs Student of their progress 2. Informs Student of their progress
3. Class ends on time 3. Class ends on time
4. m ne tid4. m ne tid Classroo at and
TTT versus STT
Classroo at and
TTT versus STT
Feedback Feedback
__________________________________________________________________________________________ __________________________________________________________________________________________
T
S S
S S
T
S S
S S
T
S S
S S
T
S S
S S
T
S S
S S
T
S S
S S
T
S S
S S
T
S S
S S
T
S S
S S
T
S S
S S
T
S S
S S
Standard Operating Procedure PR-01.2.2-D32V1 135
Reflection on Overall mplementarCo y Class
1. lan e appropria
2.
venly
Les
s flow from one to the other
. Lesson aims met
2.
_ ____ ______________________________________________
______
______
______
______
______
______________________________________________________________ ______
______
Atmosphere
1. Animated/fun/relaxing atmosphere
2. Gesture/movement/tone
Language Pitch
Teacher’s guag
Checks Students’ understanding
te for Level
of instructio
ns
3. Use of visuals/mimes/examples
Awareness
1. Adapts to individual Student needs
2. Answers Students’ questions
3. Concept checks
4. Elicits from all Students evenly
5. Corrects all Students e
son Plan
1. Activitie
2
3. Personal aims met
4. Adapts plan if required
5. Timing
Boardwork
1. Legibility
Purpose/function
Overall Comments
____________________ ___ ________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
___ ___________________
____________________________________________________________________________________
Standard Operating Procedure PR-01.2.2-D32V1 137
Student Motivation and Feedback in the Classroom SPPs
1/8
Standard Operating Procedure PR-01.2.2-D32V1 153
What’s the Phrase? Cue Cards What’s the Phrase?
Your progress is excellent.
1/8
What’s the Phrase?
You should try to complete one more Level before the
end of your course.
2/8
What’s the Phrase?
You should focus on what you see and hear in Listen,
not read.
3/8
What’s the Phrase?
Ask the Personal Tutor to help compare you
recordings.
4/8
What’s the Phrase?
You shouldn’t write during the Lesson.
5/8
What’s the Phrase?
You need to complete one Lesson each time you study.
6/8
What’s the Phrase?
You should do Let’s Talk twice.
7/8
What’s the Phrase?
You need to finish the Student Manual before the
Encounter.
8/8
Standard Operating Procedure PR-01.2.2-D32V1 155
Student Motivation and Feedback in the Classroom Cue Cards
Student Motivation and Feedback in the
Classroom Role-Play Card
Student was unable to produce
Target Language during
controlled practice and didn’t use
new target language in the role-
play.
1/8
Student Motivation and Feedback in the
Classroom Role-Play Card
Student has performed
reasonably well in the Encounter
but used very basic language in
the role-play and didn’t
participate in most of the activity
extensions.
2/8
Student Motivation and Feedback in the
Classroom Role-Play Card
Student was fine in Controlled
Practice and Communicative
Activities but was slow to
respond.
3/8
Student Motivation and Feedback in the
Classroom Role-Play Card
Student keeps asking the
Teacher for translations,
explanations of grammar points,
and to repeat more slowly.
4/8
Standard Operating Procedure PR-01.2.2-D32V1 157
Student Motivation and Feedback in the
Classroom Role-Play Card
Student only speaks when
they’ve heard other Students use
the target language before them.
5/8
Student Motivation and Feedback in the
Classroom Role-Play Card
Student performed very strongly
in Encounter, used new language
correctly and spontaneously.
Student doesn’t attend any other
activity type.
6/8
Student Motivation and Feedback in the
Classroom Role-Play Card
Student finished the Multimedia
Lessons for the Unit six weeks
ago and had forgotten most of
the new language but caught up
during the Encounter.
7/8
Student Motivation and Feedback in the
Classroom Role-Play Card
Student’s course finishes in three
months but the Student wants to
finish three more Levels.
8/8
Standard Operating Procedure PR-01.2.2-D32V1 159
The Party Game Cue Cards The Party Game
You are football mad.
1/15
The Party Game
You have amnesia.
2/15
The Party Game
You love all the women/men
in the room.
3/15
The Party Game
You make chicken noises every time you hear the
word party.
4/15
The Party Game
The host(s) reminds you of
your ex.
5/15
The Party Game
You always talk about yourself.
6/15
The Party Game
You think you’re famous.
7/15
The Party Game
You sing when you’re nervous.
8/15
Standard Operating Procedure PR-01.2.2-D32V1 161
The Party Game
You’re an eccentric cat
owner and you always talk about your cat.
9/15
The Party Game
You’re obsessed with text messaging and checking
your telephone.
10/15
The Party Game
You have a habit of laughing
too loudly when you are nervous.
11/15
The Party Game
You think you are being followed by MI5/the CIA.
12/15
The Party Game
You start every sentence
with Oh, darling…
13/15
The Party Game
You have a nervous cough.
14/15
The Party Game
You have an imaginary
friend with you. Everyone is ignoring your imaginary
friend. 15/15