ESL Vocational Training Resources for Teachers

Verbal Expressions Across Cultures by Norine Dresser

2012-02-23T05:22:00.000-08:00

Level: intermediate high
Listen to Dorine Dresser's talk about how to use people's names accross cultures and answer the questions below.
To see the video in Videojug, click HERE

To download the script and vocabulary, go HERE

Questions

1. Whendo you use the first name to address people and when do you use the last name? Exlplainyour choices.

2. Whatare the naming rules in your country?

( (Naming rules may refer to the order of last names, choice of the last name, use mother or father's first name as part of the baby's name, etc)

Explain the rules and reflect on the implicationsof using a naming system as opposed to another.

. 3. NorineDresser says “we are very individualistic and competitive but in culturesthat are more community oriented, complimenting doesn’t work”.

Can youexplain this statement?

4. Definitelyour culture is very different from the Asian ones and Norine Dresser had to find a way to understand and to be understood by herstudents.

What would you have done if you had been in her shoes?

Describing Art:Painting. Starry Night by Van Gogh

2012-02-18T10:31:00.000-08:00

Level: Lower intermediate and higher
Video Length: 3m 5s
Author: Saylor Foundation
Source: Youtube
If you want to see the work of the Saylor Foundation, you can access their web HERE

If you want to download this video, you can do it from my site HERE

Questions and script wil be availablesoon

ATTENTION: SILENT VIDEO

Describing Art.Paintings. The Scream

2012-02-18T10:17:00.003-08:00

Level: Intermediate and higher
Video Length: 3 m 50s
Source: Youtube
The video belongs to the Art in a Hurry Series. This video features Edward Much's The Scream. The narrator is Monica Hunt.

If you want to DONWLOAD the video, you can do it from my site HERE
We are preparing the script, vocabulary and questions. They will be ready soon.

Describing Art: Sculpture. Egyptian Head of a Queen

2012-02-18T09:49:00.001-08:00

Level: Intermediate and above
Video Length: 3 m 40
Source: Youtube
Sister Wendy was born in South Africa. She's been a nun since 1946 and renowned art critic for many years. She became popular after she made her first appearence on a BBC documentary on the National Gallery. If you want to know more about Sister Wendy, go to her Webpage HERE. You can view their her other programs and enjoy art as much as she does.

If you want to DOWNLOAD the video you can go to my site HERE
Soon the script, vocabulary and more will also be available in my site.

Listen to the description of the Head of a Queen by wonderful Sister Wendy.

Describing Art: Architecture. Notre Dame de Paris

2012-02-18T09:40:00.001-08:00

Level: lower intermediate or higher
Video length: 10minutes
Source: World Site Guides
Obtained from Youtube
To dowload the script and vocabulary, click HERE Materials under construction. Unfinished link.

The narrator of this video tells us about the architecture and history of Notre Dame de Paris.

How to Win any Argument

2012-02-02T07:19:00.000-08:00

Level: lower intermediate to high
According to these two youngsters, to win an argument you need to speak little, manipulate others and more. You will certainly find their advice interesting and even useful.

Listen to their advice and answer the questions below.

If you need the script or vocabulary help, you can download this document HERE

Video Source: Videojug.
Go to videojug video here: How to win any argument or watch the video in my blog, underneath

Questions:

1. According to this video, success depends a great deal on the way you talkor on how much you talk.

a) What do you think about these statements?

b) Why is silence so important?

2. You might have found some of thesetip/ advice rough or improper. Mention them and state your reasons.

3. Surely you have had arguments withyour relatives, friends or other people. Could you explain how you felt and reacted?

Questions by Isabel Salinas and María Zabala Peña

Intercultural Awareness:Mexican Codex Map

2012-01-24T07:36:00.001-08:00

Learn about the influece of Spanish Conquistadores in Mexic through a Codex Map

Level: Intermediate to advanced

Materials:

Listening comprehension, available at the BBC History of the World in 100 Objects
Chapter 84. The Mexican Codex Map.
Listen to the materials HERE
If you want do download the script and vocabulary help, go HERE

Questions:

1. What does the Mexican codex map teach us about th Spanish conquest and the relationship betweenthe “conquistadores” and the Mexican local population?

2. Thetext tells us about Mexican pre-Hispanic traditions that passed down through generations. Can you name some of them? Can you think of a tradition inyour region that has resisted the course of time? What is this tradition about?

3. Atthe end, the text tells us about the particularities of the anti-clerical nationalismin Mexico. Can you explain it? Do you think there is something similar in Catalonia or in your country?

Questions by María Zabala Peña and Isabel Salinas

Healthy food. How to cook stir-fried veggies

2012-01-20T10:01:00.000-08:00

Students learn how to cook veggies Chinese style here. The text uses the command form of the verb.

Level: all levels. Student pre-study difficult vocabulary.

Vocabulary items:

Verbs: place, stir, remove, heat...

Nouns: tongs, wok, oil, heat, cabbage, onions...

Adjectives: sliced, hot, chopped...

Materials

Video Jug video.Go to video jug page HERE
Students's handout (Download from link below)
Teachers handout (Download from link below)

Download the materials HERE

Table Manners across Cultures by Dorine Dresser

2011-12-15T07:40:00.000-08:00

Level: intermediate to high

Questions for the talk
A) Listen and watch the talk HERE (VideoJug Page)
B) If you need a transcript of Ms. Dresser in word (+ vocabulary) you can donwload it from HERE
C) Ask students to answer some or all the questions below:

Questionsfor the Talk

1. What table manners in your country/regionmight be surprising for an outsider?

2. Out of the table manners Ms. Dressermentions, which ones are the mostsurprising? Explain why.

3. Have you ever faced or witnessedmisunderstandings due to cross-cultural differences, whether related to tablemanner or other culturaldissimilarities?

4. Do you know of any film, bookor piece of news that deal with cultural differences? How dothey portray those differences?

5. What would have been your reactionin front of any of the culturaldifferences that Ms. Dresser mentions?

You can project the questions using your beam projector:

See related scence from the Joy Luck Club HERE

Nadia Al-Sakkaf: See Yemen through my Eyes

2011-12-15T03:09:00.000-08:00

Level: intermediate to high

A) Listen and watch the talk HERE (Ted Talk Page)
B) If you need a transcript of Ms. Al-Sakkaf talk in word (+ vocabulary) you can donwload it from HERE
C) Ask students to answer some or all the questions below:
You can project the questions using your beam projector:
QUESTIONS:

1.    Nadia Al-Sakkaf and Chimamamda Adichie have manythings in common.Can you name them? Justify your answer.( See related Ted Talk by Ms. Adichie: A Single Story)

2.      “And you cannot do parachute reporting -- just jump into a country for two days and think that you've done your homework and a story.” This reproach isaddressed to Western journalists and media. What does Nadia Al-Sakkaf meanwith this statement?

3.      How can our societyhelp Yemeni women to overcome the traditional imposition?How is her role contributing to change hersociety

Questions written by Isabel Salinas

Body Languag: Hand Gestures

2011-12-13T07:24:00.000-08:00

Instructions

You can download the Video Task for your students HERE

Purpose: students watch a video about hand gestures. The aim is to reflect on the language beyond words.

Level: thevideo is easy to understand if the students have gone over the pre-watching tasks. This task allows for a mixed group of students from lower to upper intermmediate.

Materials:

a) provided video to show to the students (provided underneath). Video length: 9 min. 50

b) set of questions.
You can download the Video Task for your students HERE

Note: thanks to Oscar Sevillano for designing this task

Ted Talk: Ken Robinson says Schools Kill Creativity

2011-12-06T08:39:00.001-08:00

Level: intermediate to high

Questions for the talk

A) Listen and watch the talk HERE (Ted Talk Page)

B) If you need a transcript of Ms. Robinson's talk in word (+ vocabulary) you can donwload it from HERE

C) Ask students to answer some or all the questions below:

You can project the questions using your beam projector:

.....................................................................

Question 1: Think about this excerpt of the talk:

“As children grow up, we start to educate them progressively from the waist up. And then we focus on their heads.”
What does Ken Robinson mean? What consequences does this education have? Does your own experience reflect on Mr. Robinson’s statement?

.....................................................................

Question 2: Think about this excerpt of the talk:

…….”When I was a student, if you had a degree, you had a job. If you didn't have a job it was because you didn't want one. But now kids with degrees are often heading home to carry on playing video games, because you need an MA where the previous job required a BA, and now you need a PhD for the other. ………..”
Does it happen in our country too ? Justify your opinion.

.....................................................................

Question 3: Think about this excerpt of the talk:

……..”I believe our only hope for the future is to adopt a new conception of human ecology, one in which we start to reconstitute our conception of the richness of human capacity. …………”
According to Mr. Robinson’s speech: what should the educational system have to take into consideration? What are the characteristics of a successful education system?

By Isabel Salinas

Ted Talk: Alisa Miller Shares the News about the News (USA)

2011-11-17T10:47:00.001-08:00

Level: intermediate to high

Questions for the talk

A) Listen and watch the talk HERE

B) If you need a transcrip of Ms. Miller's talk in word you can donwload it from HERE

C) Ask students to answer some or all the questions below:

You can project the questions using your beam projector

1.       Why do you think the Americannetwork and cable news organizations devote so little coverage to internationalnews?

2.       What about your country? How do thenational /local TV channels cover the global news?

3.       Do you consider the Web is useful tokeep you informed about national and international news?

4.       Is the Web better than TV? State your reasons.

Questions written by Isabel Salinas and myself, María Zabala Peña

Ted Talk by Chimamanda Adichie: The Danger of a Single Story

2011-11-17T10:20:00.001-08:00

Level: intermediate to high

Questions for the talk

A) Listen and watch the talk HERE

B) If you need a transcrip of Ms. Adichie's talk in word you can donwload it from HERE

C) Ask students to answer some or all the questions below:

You can project the questions using your beam projector

1.     Do you think you may be theowner of a single story about a country or a person or group of people?
2.     Have you ever been the victimof somebody else’s single story?
3.     Have you ever witnessedsomebody being the victim of a single story ?
4.     What does “a single story”mean? Explain using your own words
5.      When did Chimamanda consciously identifyherself as African?
6.      On her flight from Lagos, Chimamanda saw an advertisementabout the charity work in "India, Africa and other countries"What does the ad suggest to you?
7.      Her Nigerian publisher, Mr. Mukta Bakaray,left his job in a bank to start a publishing house. Why did he did so?

Questions written by Isabel Salinas and myself, María Zabala Peña

Bad Customer Service (Hotel)

2011-11-13T07:43:00.001-08:00

Students watch a video that shows the patronizing attitude of a Hotel Manager towards clients and employees. You can donwload the video and the task HERE. I have obtained the video from youtube.

Level: Low intermediate and higher. Some of the questions can be answered by observing the body language of the actors, others require an intermediate understanding of oral English.
Materials:

Student's Handout. To download it, see link above

Student Handout
Teacher Handout (same as student's but contains answers)
4 minute long video

The video and the handouts can be downloaded from this site: HERE.
You can also view the video online, underneath

I downloaded this video from Youtube and now I cannot find the source. If anybody knows, can you send me at e-mail at englishforeso@yahoo.es? Thanks

Intercultural Awareness: Jews and Palestinians

2011-09-26T03:27:00.000-07:00

InterculturalAwareness

Level: Intermediate to high.
Skills: Students should have the vocabularythat would allow them to comment on this short video.
Language: The video is a silent story.
About theclip: The clip features the encounter between a Jew and a Palestinian in a neuter territory. Circumstances that the video will reveal force them to become allies for some minutes.

This video was provided by Uwe Pol as part of a course on Intercultural Awareness that I took at Norwich University in Summer 2011.

Intercultural Awareness: Manners at the table: The Joy Luck Club Scene

2011-09-26T03:15:00.000-07:00

Intercultural Awareness

Level: Intermediate to high.
Skills: Students should have the vocabulary that would allow them to comment on this sequence, which is an excerpt from the film The Joy Luck Club
About the clip: The sequence, which is subtitled, shows the first encounter between a Chinese family and their girl's soon-to-be American fiance.
You can download the clip by clicking HERE or view it on line from the blog.

See related video: Table Manners across Cultures HERE

This video was provided by Uwe Pol as part of a course on Intercultural Awareness that I took at Norwich University in Summer 2011.

Intercultural Awareness: Road Signs in England

2011-09-26T03:01:00.000-07:00

Intercultural Awareness

As part of a course on Intercultural Awareness that I took at Norwich University in Summer 2011 we produced some materials. I believe the first Power Point was provided by Silivia's team and the second by the Facilitator, Uwe Pol.

This link HERE contains two Power Points to help students understand how road and street signs are permeated with the politeness notes that characterizes British people

As an example of the content of the slide show, students will learn what this booth is for. If you want to know, download the second PowerPoint and find it out.

Trade Fair: Role-play

2011-06-10T06:10:00.000-07:00

Banknotes

Click HERE to download the materials

Roles:
a) Sellers: Wholesalers at a trade fair

b) Buyers/clients: Department store managers who attend the fair to buy products for the company they represent

Materials:
a) Banknotes
b) Client role- play cards
c) Wholesalers role-play cards
d) Invoice templates
e) Sales record templates
f) Teacher’s pack

General Overview-level:

One of the 7 wholesalers' cards

This is a mingling role-play. Some of the students are department store managers who attend a Trade Fair in Chicago. Other students are wholesalers at the fair. The sellers offer 7 different kinds of products. The department store managers shop around to buy products for their store. Wholesalers provide the managers with their invoice.

Click HERE to download the materials

Discussion: What to take to a Business Trip

2011-06-07T10:18:00.000-07:00

Click HERE to download the handout

Instructions

Purpose: This is a fun speaking activity. Pairs of students need to agree on the 3 items they would take on a two day business trip to London.When they finish they compare their choices with other pairs of students. If your students are high achievers, ask the negative questions: Why didn't you choose to take the...?

Level: The handout contains images of different objects (labtop, camera, umbrella, music CDs, hamster...). As students need to agree on what 3 objects out of 10 they would take, they need to be able to use basic comparison (this is better than this) and basic reasoning ( I think this is not necessary...)
List of Objects on Handout: Wellington/rubber boots, camera, laptop, music CDs, iron, reading book, hamster, hair-dryer, (building) pictures, folding umbrella

Click HERE to download the handout

Based on talk by ????? at the MacMillan Barcelona Conference 2011 (Barcelona)

Pruebas de acceso al ciclo formativo de grado superior (Models Catalonia)

2011-05-04T06:15:00.000-07:00

If you are preparing your students for the English entry examination to access higher vocational studies in Catalonia this might be you lucky day. I have collected some of the official exams and have given them a meaningful name. Click HERE to access the file cabinet with exams from 2007.
Once you are in the cabinet, you can enter the year you wish by clicking the tab to your left. Then just click download. If you have any other tests and you want to share them, please do not hesitate to send them to me.

Helpdesk: True Silly Conversations around the UK

2011-03-13T08:39:00.000-07:00

Click HERE to download the materials

Instructions

Purpose: This is a fun reading activity. The students need to match the beginning/middle part or end of real helpdesk conversations related to computer problems.

Level: The activity is designed to suit the needs of a multilevel classroom. Some parts of the conversations are easy, others more difficult. The activity includes the possibility of the student learning or revising potentially difficult vocabulary. Note that some of the questions are in the simple past. You can preview the video with the vocabulary underneath, then you can decide if it suits your students' needs.

Materials:

a) Student’s hand out (pages 2 to 5) of handout

b) Answer sheet (pages 6 to 12 of handout)

c) A video (optional) and projector.

Click HERE to download the materials

Note: These video has been downloaded from

http://www.metacafe.com/watch/486320/true_telephone_conversations_recorded_from_various_help_desks/

A Walk through the Office: Personality Test

2011-01-11T03:46:00.000-08:00

Purpose and Procedure: the teacher asks 6 questions to the students. The students answer and interpret questions to find out what they are like. The setting is an office.
Click HERE to download the materials.

Business Card Etiquette Video Quiz

2010-10-28T02:28:00.000-07:00

Instructions

Purpose: students watch a video about etiquette of exchanging business cards and answer some questions about the video.

Level: The video is easy to understand if the students have gone over the questions previously. This is a good task to do after students have role played business card exchanges. (If you want to see this ROLE PLAY, click HERE). Encourage students to look at the images as the gesticulation of the host really helps to understand some of the questions.

Materials:

a) provided video to show to the students (provided underneath)

b) set of questions (provided underneath)

c) projector.

Click HERE to download both the QUESTIONS and the VIDEO.
Note: These questions were written by Michael Stout for ESL Video Quiz

Business Card Role Play

2010-09-24T08:33:00.000-07:00

Click HERE to download both the teacher's instructions and the PowerPoint.
Underneath you can PREVIEW the Business Card PowerPoint

Instructions

Purpose: students role-play a business card exchange. They learn how to be polite by commenting on the card that is given to them.
Extension: students can watch a video about exchanging business cards. See task (video + set of questions) HERE

Level: students need to know how to say basic sentences about the design or content of a business card. The sentences can be only in the present simple. Students are given model sentences that they can use later when they practice the card exchange.

Examples of model sentences in the exercise: This here is very original! / One colour on each side. I really like the combination/ I really like the logotype!!/ So your company is in Leeds. Are you from there? /

Materials:

a) provided PowerPoint to show to the students (provided underneath)

b) teacher’s instructions (provided underneath)

c) projector

Procedure:

Part 1) the teacher uses the overhead projector to show students the provided PowerPoint. Students need to decide if the comment under each business card relates to content or to design.

Then the students need to write their own comment for some provided business cards.

Teachers can preview the PowerPoint on the blog before downloading it.See underneath

Part 2) students create their own cards and role play a business card situation. Students need to add a comment on the content or on the design of the business card they receive. Students can create the business card on paper or use a provided page for designing cards (see teacher’s instructions)

Click HERE to download both the teacher's instructions and the PowerPoint.
Here you can PREVIEW the Business Card PowerPoint

Blame Ms. Stinky

2010-09-09T01:27:00.001-07:00

Purpose: revise verbs related to office tasks for clerical studies.

Past simple fun drill. This activity has been designed to fit the syllabus of students in administration management courses.

Level: lower intermediate and upper

Language items: students need to know some verbs related to the field of office tasks and some general English verbs and vocabulary. The provided list is very long. Teachers may just select the sentences that fit their syllabus.

Materials:

a) photo of an ugly person. You may use the Google image search to find one or show the picture I provide below. You can either show it by using the Over Head Projector or by printing the provided word document.

b) a print out of sentences for the teacher.

Procedure: tell students that Ms. Stinky works with them and that she is very inefficient. Everything that goes wrong in the office is her fault. As opposed to Ms. Stinky, your students are very efficient. If things are properly done, they are the ones who did the job.

Model:

Teacher: Did you send this beautiful fax?

Students: Yes I did. I sent that beautiful fax.

Teacher: Did you say the boss was ugly?

Students: No I didn’t. Ms. Stinky said the boss was ugly.
Download the document with sentences for your students: click HERE
.

Ms. Stinky, the inefficient colleague

Speaking practice: what can I do for you?

2010-07-31T08:29:00.000-07:00

Mingling Activity: What can I do for you?

Level: low intermediate and upper

Students need to be able to say/write simple sentences about what they can do. They may do so without using the verb “can” (see examples underneath) , if they wish. You may want to pre-teach the structure:
I 'm good/bad at + noun

I 'm good/bad at + ing

When students report their activities they may need to create simple sentences in the past.

Materials: Some pieces of (recycled) paper or some cards
Procedure: Distribute a piece of paper to each student.
A) On one side of the paper the student writes down something s/he can do and that might be of interest to the rest of the class in an office setting. The students should not write their name on the card.

E.g.:

I can make free photocopies
I am good at typing
I am very good at planning
I have many extra pens and pencils
I have a powerful computer
I am very good at excel
I can teach how to use PowerPoint

If students prefer, they can invent the services they wish to provide.

B) The teacher collects the pieces of paper and distributes them around the class. Students move around and see the services other students provide.

C) The students choose 2, 3 or 4 services that interest them and go around looking for the students providing those services.

At lower levels the structure: I am looking for a person who… may have to be pre-taught

E.g. I am looking for a person who can teach me PowerPoint. Are you that person?

D)Teacher should encourage students at higher levels to talk about the activity and arrange an appointment /Lower level students can just find the person and jot down his/her name.

E) Some students report to the class: Who they met and what this person did. Students may use the present or the past, depending on their level.

E.g. I know that Antonia is very good at...
E.g. I have met Antonia and she told me she ...

Thanks to Carme Porcel, my teacher of French at EOI for providing me with this activity.

The Origins of Small Talk

2010-05-16T14:57:00.000-07:00

THE ORIGINS OF SMALL TALK

A Hat Trick production for the BBC
(provided underneath, 2 minutes 30 seconds)

To DOWNLOAD the video and the teacher’s pack, click HERE . No password needed

Instructions

This video portrays 3 cavemen waiting for a mammoth. As they wait, they try to strike up a conversation. This is video is related to a set of tasks that will help students to learn how to fill in awkward silences when talking to strangers.

Level: lower intermediate and upper

Language items: students practice asking "small talk" questions by transforming the cavemen conversation into a 21^st century office dialogue.

Materials:

a) provided Teachers' Pack which contains: pre-listening + while listening + post-listening tasks as well as an answer sheet for teachers.

b) video. The video has been downloaded from youtube and has been created by Hat Trick productions for the BBC.

How to watch the video:

Possibility 1: download the video to your USB pen and view it in your class. This video has MP4 format. Make sure your Real Player, VLC or other programmes that you use to watch videos have been upgraded. The link to donwload these files is provided below.

Possibility 2: if you have internet connection in your classroom, go to mariavocationaltraining video site by clicking HERE and watch the video online.

To DOWNLOAD the video and the teacher’s pack, click HERE . No password needed

Feel free to browse through other vocational training videos in this section

How to deal with telemarketers: a taste of their own medicine

2010-05-14T04:47:00.000-07:00

HOW TO DEAL WITH TELEMARKETERS
Video: A taste of their own medicine
by Sonnyboo.com
(provided underneath, 40 seconds)

To DOWNLOAD the video and the teachers' pack, click HERE. No password needed.

Purpose: this video shows a scene of a man committing a practical joke over the telephone. Students have fun while learning and revising some basic telephone language.

Level: lower intermediate and upper.

Language items: students pre-learn vocabulary related to telemarketing (and more) before watching the video.
Language used: hold on/sir/recording/glad/ remain on the line/ bullshit!!!!

Materials:

a) provided teachers' pack which contains: pre-listening + while listening + post listening tasks as well as an answer sheet for teachers.

b) Video. The video has been downloaded from youtube and has been created by Sonnyboo.com.

How to watch the video:

Possibility 1: download the video to your USB pen and view it in your class. This video has MP4 format. Make sure your Real Player, VLC or other programmes that you use to watch videos have been upgraded. The link to the site where you can download this material is provided underneath.

Possibility 2: if you have an Internet connection in your classroom, go to mariavocationaltraining video site by clicking HERE and watch the video on-line.

To DOWNLOAD the video and the teachers' pack, click HERE. No password needed.

Feel free to browse through other vocational training videos in this section.

How to take something back to a shop

2010-05-05T04:26:00.000-07:00

LEARN HOW TO TAKE SOMETHING BACK TO A SHOP
Video: How to take something back to a shop
(provided underneath, 4 minutes)

Purpose: learn and revise vocabulary related to returning an item to a shop. This activity has been designed to fit the syllabus of students in customer care programmes.

Level: intermediate and upper

Language items: students pre-learn vocabulary related to a complaint before watching a video.
Examples of language used: faulty / out of order / refuse to pay / to demand /to be entitled to /refund / replacement / credit note…

Materials:

a) provided Teachers' pack which contains: instructions and solutions to exercises + card game + handouts for students+ video transcript + role-play

b) video. The video has been downloaded from www.videojug.org.
Thanks to Paca Roy for helping us with the transcript.

How to watch the video:

Possibility 1: download the video to your USB pen and view it in your class. This video has MP4 format. Make sure your Real Player, VLC, Windows Media Player or other programmes that you use to watch videos have been upgraded.

Possibility 2: if you have an internet connection in your classroom, go to mariavocationaltraining video site by clicking HERE ,and watch the video online.

To DOWNLOAD the video and the teachers' pack, click HERE. No password needed
Feel free to browse through other vocational training videos in this section

Complaints - write a letter of complaint

2010-05-02T13:14:00.000-07:00

COMPLAINT LETTERS:
write a letter of complaint after watching two videos about faulty products
Faulty Bike (1 minute) and Faulty Xbox (2 minutes)

Purpose: write a complaint letter

Language items: students need to be familiar with vocabulary and sentence structures related to complaints.
To pre-teach this vocabulary you may want to check the following lesson plan (HERE)

Procedure: students are given a choice of 2 videos which show problems that customers can encounter when they buy a faulty product.

One of them is about a bike that falls apart.
The other is about a faulty xbox.

The student needs to imagine that he/she is the customer in one of those situations.

Student's task: write a polite letter of complaint to the supplier or manufacturer of the faulty bike or the malfunctioning xbox

Materials:
Two"complaint Videos" provided HERE . Choose the videos entitled "letter writing: ..."

If you do not have internet connection in your classroom, you can DOWNLOAD the videos to your USB pen. These videos are available at my google site HERE. No password needed.

Instructions for students:

While you listen to the video, do not forget to write down the vocabulary and expressions that you will need for your letter