How Can Interaction Patterns Support Effective Learning in Low-level learner Classes? (DipTESOL Developmental Project)

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COURSEWORK PORTFOLIO Alistair Melvin PART 2 – THE DEVLOPMENTAL PROJECT

How can interaction patterns support effective learning in low-level learner classes?

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CONTENTS RATIONALE OBJECTIVES THE REFLECTIONS PROJECT EVALUATION BIBLIOGRAPHY APPENDIX Word count: 4135

Page 3 Page 3 Page 5 Page 9 Page 10 Page 11

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How can interaction patterns support effective learning in low-level learner classes? Objective 1: To experiment with different interaction patterns Objective 2: To focus on student to student interaction as opposed to teacher to student.

Rationale I chose this title because I am interested in how interaction patterns can affect language production either negatively or positively. I have used monolingual Arabic L1 (mostly Saudi) groups of low-level learners for my reflections. These students come to me twice-weekly for speaking-oriented lessons, while concurrently they have daily coursebook lessons with a non-native speaker that are more overtly teacher-led. Although my lesson is nominally titled ‘conversation’, the students need assistance in order to produce meaningful speech and fluency. I have been designing speaking-oriented activities that I try to coordinate with their coursebook lessons. As my major goal is to try to generate speaking confidence, I hope that learning how to better utilize patterns of interaction within the classroom can make my teaching more effective. Although students can learn a great deal from teacher talk, there are times when the focus has to be shifted away from the teacher to allow learners to participate more actively (Scrivener, 2005). “Observer who watch new teachers at work often comment that they talk too much. An essential lesson that every new teacher needs to learn is that ‘talking at’ the learners does not necessarily mean that learning is taking place (Scrivener, 2005).” ‘Interaction is, in fact, the heart of communication; it is what communication is all about’ (Brown, 1994). Interaction can be looked at in 3 main ways, teacher-student, student-student or student-other L2 speakers (Thornbury, 2006). Naturally my teaching involves varying degrees of the first two forms. During the project I will be looking at:   

Increasing and the amount of student-student interaction How to manipulate interaction patterns to the overall benefit of the class Being more creative with teacher-student interaction.

Typically the students who come to my classes are used to teacher-led lessons (at our school and in previous educational experiences). I envisage that the interaction they are used to is predominantly between the teacher and the class, with only rare (if any) exploitation of pair or group work. Teacher-led phases (TLP): the teacher is the main source of input and is in control, directing, drilling, asking questions, eliciting, prompting, scaffolding and usually getting individual responses from the students. Although scaffolding input can be an effective tool when used skillfully, too much ‘teacher talk time’ may be undesirable or of variable quality. A general goal of communicative language teaching is aimed at reducing this in order to increase ‘student talk time’ (www.teachingenglish.org.uk). Typically teacher-led phases feature a high degree of control and are geared towards accuracy (for example drills and display questions) but can also be freer in nature (eliciting, open questions, conversational dialogue). Student-oriented phases (SOP): There are times when the teacher needs to loosen the grip over the students and organize effective pair and group work situations in order to increase the amount of interaction within the classroom. For beginners such tasks need to be well thought out and be skillfully set up and introduced in order to be successful. Materials such as pictures, realia or handouts can be especially useful in order to facilitate the creation of more fluent speech. When the control of the teacher is loosened, the students can take on more personal responsibility during tasks while the teacher assumes more of an assistant / observer role (Harmer, 2001).

Objectives

4 As low-level learners are usually some distance away from reasonable fluency, they rely on the teacher to organize interaction a greater extent than intermediate or advanced students who always have the option of ‘just talking’. Therefore, it is likely that to some extent low-level lessons will always need to be teacher led. Typically, more controlled parts of lessons build up to productive phases (Harmer, 2001). Then there is the questions of how freer tasks can be designed, set up and conducted in order to best facilitate interaction. Meanwhile, other factors such as altering the physical arrangements (Foord, 2009) and the composition of pairs and groups (Harmer, 2001) are important (eg. strong students with weak students). There are many factors that can affect interaction within the group, and for each task I will be experimenting in a different way. Interaction patterns can be seen as being closely connected to motivation, effective classroom management leads to improved motivation which in turn can lead to more effective learning (Krashen, 1982). According to Scrivener (2005), if we encourage a friendly, relaxed atmosphere in class this can create a positive, supportive rapport amongst and between the learners and the teacher which can lead to “a much better chance of useful interaction happening.” I believe that motivation can be generated be on a task by task basis, which is especially useful for learner that have generally weak intrinsic motivation. I have found that low-level Saudi students can become bored and lose interest relatively quickly. I believe the main reason for that is because they are not particularly interested in the language for its own sake, possessing low intrinsic motivation (Affat, www.englishteacher1.com). However, if the 50-60 minutes can be made into an enjoyable experience, that can be compensated for to some extent. It is my intention to create more variety in the classroom and depart from the typical scenario of teacher-class interaction using a variety of different techniques. I shall gauge the effectiveness of the tasks in terms of the level of enthusiasm and enjoyment, the amount of speaking time (controlled / free), and my opinion regarding the usefulness of the tasks and degree of interaction.

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The Reflections REFLECTION 1 (see appendix #1) Group 1: 23rd June Teaching points: Roleplay using a text from the coursebook Developmental outcome: Groupings (two circles of 5 students) The pre-communicative task work including re-ordering sentences in pairs from a familiar text, which 3 of the pairs struggled with. I then played the audio so they could complete the task, pointing out some lexical and phonological items. The students were sitting behind rather heavy desks which were not easy to move around, so I decided to split the class into two groups, forming two circles (while standing). This seemed the most convenient way to carry out the activity, and being in circles allowed them to help each other easily. The students enjoyed getting up out of their chairs, but had appeared surprised when this was suggested. This apparently unusual request did refocus their attention, as previously their concentration seemed to be waning. I handed them strips of dialogue for carrying out the roleplay. One group completed the task reasonably quickly, but I had to concentrate on the other group who were progressing very slowly. As some of the students in the weaker group have very poor reading skills, it was a challenge for them just to read the dialogue. Therefore I was unable to focus on pronunciation work as I had intended. On reflection this interaction pattern supported the task, but the task wasn’t particularly successful as it could have been better designed. It appeared too difficult for one of the groups. Next time I would rethink how I could build up towards the communicative task, possibly focusing more on lexis and reading aloud beforehand.

REFLECTION 2 Group 1: 24th June Teaching points: Irregular forms of the past simple Developmental outcome: Groupings (two groups of 4 facing the board) In this task I wrote a list of about 30 verbs with irregular endings (from their coursebook) on the board. To start with I only wrote the base form, then checked for comprehension and elicited the past form. Once all the verbs were on the board I asked all the students to come up to it, whereupon I made 2 teams of 4. I did this to make the task competitive, and forming pairs instead of groups would have been over-complicated. I deleted the base forms so that only the past forms were visible. Then I asked a member from each team to say the past form of one of the verbs, while the other team had to say the corresponding base form correctly. The students responded enthusiastically, they were scanning the board to think of which verb to use next. On reflection this interaction pattern supported the task as it broke the usual routine of sitting behind desks, getting distracted and lacking motivation. The task design worked quite well as it was good for memorization and had a competitive element which led to heightened motivation and attention. The students functioned well as 2 separate teams and had equal opportunities for participating. Next time I could perhaps add an extra activity (probably writing sentences) afterwards to further reinforce the lexis that has been learnt.

REFLECTION 3 (see appendix #2) Group 2: 24th June Teaching points: Restaurant role play Developmental outcome: Groupings (3 groups of 3, and one of 4, movement + sitting)

6 I wrote 4 headings on the board in order to create a menu and then elicited ideas from the students. Next, I told them that we were going to practice a restaurant situation. I decided to split the class into four groups as it was possible to have more than one customer to go with each waiter. However, as they had seemed a bit distracted, (near the end of a long day) I decided to hand out the role play material without explaining much beforehand. After giving the handouts, I picked a weaker group, and got them to go over to the door. I assisted them with the first few lines where they are supposed to enter the restaurant and have to choose a table by the window or the wall. Once they had sat down, I asked them to continue by themselves while I repeated this process with the other 3 groups. In the meantime the others had been practicing at their desks. The students were using the dialogues and speaking English to each other for the majority of the time, which they would have been unable to do without the dialogue cards. On reflection this interaction pattern supported the task as it took the focus away from the teacher, and the responsibility for completing the task was passed to the students. There were motivated to complete the task as it was a fun and enjoyable situation. Next time I could model the dialogue with one of the better students beforehand and add some additional build up work so that they could all start the task simultaneously without having to wait for my assistance.

REFLECTION 4 (see appendix #3) Group 1: 25th June Teaching points: Revision Quiz Developmental outcome: Arrangement (All students standing up behind their desks) I had devised a list of questions based on language items introduced earlier in the course. The questions were clearly visible, projected onto the whiteboard. Although it had been my original intention to make two teams of 4 students, I made an instant decision to carry out the task individually. It was my impression that making teams would create unnecessary confusion and the task could work well anyway without doing that. After having asked all the students to stand up, I explained the rules of the quiz (whoever gets a question wrong has to sit down). I was fairly strict, looking for near to full answers. The students enjoyed the task, and found it funny when someone was asked to sit down. After somebody won, I continued down the list of questions, but this time reversed the rules so that the student who got a question right had to sit down. On reflection this interaction pattern supported the task as it created increased interest in the activity. Task design came into it as well as I could focus on either weaker or stronger students depending on the rules. I was a little worried that singling out the weaker students might be embarrassing though. In future I could let them form pairs for the second task (leaving the weaker ones standing) so it doesn’t put the spotlight on an individual. Furthermore, it may be worth going through a few of the questions beforehand so that the answers have been to some extent modeled. REFLECTION 5 (see appendix #4) Group 2: 25th June Teaching points: How often Developmental outcome: Group dynamics (mingling task) I decided to try out a mingling activity as I wanted to get the students moving around the room in a freer fashion than I had managed previously. I remember that I had tried this once before a long while ago with a different class but the students hadn’t been able to understand my intention at all. However, I carefully designed a new handout to make such a task more feasible. Additionally, I demonstrated how they were supposed to complete this with the aid of the board. I emphasized a few times that they had to ask 4 different people. As I had given them a similar task (without mingling) for pairwork in the previous lesson, they had a good idea of how to answer. Fortunately most of the students understood correctly, although 2 of them stayed in a pair without mingling. On reflection this interaction pattern supported the task as there was a great deal of interaction going on and the students appeared both relaxed and motivated. The task worked particularly well with the least active student in the class who rarely completes the

7 handouts I give him (mostly due to his poor attention span). He participated fairly well, although failing to mingle (staying in a pair), but at least he was more active. Therefore, I think that such ‘out of chair’ activities work particularly well for such students. In future I will try to use mingling more often, but the instructions need to be very clear as misunderstanding and confusion can easily occur (the students are not familiar with this type of task).

REFLECTION 6 Group 1+2: 26th June Teaching points: Vocabulary / Describing Developmental outcome: Group dynamics (one student at the front) Due to the absence of another teacher I had an extra large group of about 20 students. I decided to start the lesson by playing a vocabulary game using words that would appear in the next lesson of their coursebook. I asked the students to shout out words, which I wrote on the board, adding a few explanatory words next to some of them. Once the board was full I invited an individual student to come to the front. I then circled one of the words, which the student was not allowed to see. The other students had to describe the word without actually saying the circled word, so that the student at the front could guess it. It took about two minutes of dummy runs before they got to grips with it. After that the students coped with the task reasonably well, and seemed to enjoy it. Unfortunately quite a few of the class did seem a bit distracted, which wasn’t aided by the large class size. On reflection this interaction pattern supported the task as it gave the students a strong motivation to communicate, and brought a strong focus onto the target lexis while requiring the sub-skill of paraphrasing. With such a large group it would have made more sense to bring two students to the front and make two teams to increase the amount of speaking time. However, that would have made the instructions even more difficult, and that variation could be introduced once students are more familiar with the task.

REFLECTION 7 Group 1+2: 26th June Teaching points: Vocabulary / Translation Developmental outcome: Group dynamics (All by the board) As it was my last day teaching before the holidays (and the class was double the normal size) I decided to show the students a film in the first part of the lesson. I had given them a simple handout with 20 lines numbered 1-20. Occasionally I stopped the film and pointed out some vocabulary, writing words on the board which the students had to copy down. After a break, when the students trickled back in, I invited them to come to the board in order to get them physically involved in a challenging task. Marker pens were handed out, and students had to put the Arabic translation next to the corresponding English words. Some students were enthusiastically writing on the board while others were actively watching what was happening. After that they returned to their places and I deleted the English words. I then asked all the students to stand up and one by one choose a word to re-translate, if successful they were allowed to sit down again. This second task also effective, as they could scan the board in advance looking for a word that they knew how to translate. If not, they helped each other. On reflection the part where they were writing up the Arabic translations worked very well as it felt free and informal but absolutely held their attention. Drawing attention to all the words twice was excellent for memorization. Also, many of the words reappeared in the film as they continued to watch it after these tasks. Next time I would use the lexis for an additional activity during the next lesson.

REFLECTION 8 (see appendix #5) Group 4: 26th June Teaching points: Personal information – questions / answers / negatives

8 Developmental outcome: Group dynamics (left to right and right to left) I gave the students a handout and elicited the necessary questions, after which they wrote answers which were true for themselves. Then they did pairwork for ‘I + You’ questions, completing the boxes. After eliciting questions for ‘His + He’ and then negative forma, I went round the group in a drilling fashion, eliciting the answers. One student had to answer and then ask the next one, going around the group from right to left and then left to right for each of the different questions. I find that this technique works well in small groups (this was a group of 4) as it focuses on accuracy but keeps the students engaged, focused and active. As this group was quite strong, they finished the task after only 30 minutes (usually takes longer). Going round the group in this even kind of way gives everybody an equal opportunity to participate, and allows opportunities for self or peer correction. The last person to answer in each series has the advantage of listening to the earlier answers and learning from the mistakes of the others. In future it would be worth adding a freer activity to end the lesson, yet for larger groups more whole class drilling and pairwork may be appropriate than this style of interaction pattern. REFLECTION 9 (see appendix #6) Group 3: 16th June Teaching points: Describing appearance and character Developmental outcome: Effect of class layout The interesting thing to note about this lesson was that it was held in a much smaller class (about one third of the size if the one I had been using before). This change was imposed on me by the management, and it did noticeably affect the dynamics of the class. I had introduced some appearance / character lexis via a series of pictures, then after asking questions to the whole group, I directed some questions back to them in a personalized way, before giving them a handout and conducting pairwork. In the larger class the students had more space and seemed to feel as though they were more independent from the teacher when working on the tasks. In the smaller class, this group seemed aware of the presence of the teacher all the time. Noticeably, there was not much cooperation among the students when completing the forms, working separately as individuals. It’s also worth considering that these students have had a long break due to exams and still seemed a little apprehensive of me. It seemed necessary to make this lesson more teacher-led than I had intended as they weren’t particularly forthcoming when required to be spontaneous. This task had proved more successful with other groups in the larger class, therefore it’s possible that some tasks may need to be rethought when carried out in a smaller class. So in future, it might be worth designing an information gap pairwork activity that would get the learners more active at the start of the lesson. REFLECTION 10 (see appendix #7) Group 5 (759, level 1): 2 February Teaching points: Ordering, Giving and asking name, address and phone number Developmental outcome: Rearranging the pairs There were 4 students, 2 of whom were noticeably stronger. The stronger ones were sitting next to each other and quickly completed the first task with reasonable fluency, while the two weaker ones needed a lot of assistance. The weaker pair’s reading was very slow, and they didn’t understand 100% what they were trying to say, just spouting it out in a rather broken way. I felt it necessary to push them in order to complete the task. I then split the pairs up into weaker-stronger combinations and repeated the task. One pair worked through this by themselves as I concentrated on assisting the weaker pair. Mixing the strong students with the weaker ones proved effective, perhaps more so than when I had tried helping the weaker students myself. The stronger students took time to explain the task to the other student using L2. During the second task the stronger students were focused on memorizing the target dialogue (using another simplified handout), while the weaker students were simply coping better with the task and understanding more than first time around. On reflection this interaction pattern supported the task as it removed the stress from the situation for all parties and would be worth repeating.

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Project Evaluation I believed that I have developed as a result of the project, as it encouraged me to consciously think in some depth before the lessons concerning how I may experiment with varying interaction patterns. I believe in the past, I did this only in a rather haphazard way which usually resulted in simple pairwork, and often led to me slipping into an overly teacher-led style. Now that I have carried out these 10 tasks I can clearly see the value of being able to vary interaction patterns more imaginatively. These patterns allowed me to improve the effectiveness of the lessons by keeping the students on their toes, increasing the enjoyment / variety of the tasks, re-energising the lessons and by creating increased motivation for the completion of tasks. Having a wide variety of tasks and interaction patterns is potentially beneficial as it is also likely to cater towards a variety of learning styles (Smith, 2002, 2008). The students are generally unfamiliar with some of the classroom techniques I have used as they are more used to a traditional teacher-focused style where the teacher is viewed as the instrument of knowledge transmission (Harmer, 2001). It is fair to say that they are not used to taking responsibility for their own learning, and are not usually expected or willing to do any work outside of the classroom. However, if the tasks can be explained to them, they are more than willing to participate. “Christo Moskovsky and Fakieh Alrabai demonstrate in a research on Intrinsic Motivation in Saudi Learners of English as a Foreign Language in relation to the role of motivation in the attainment of English as a foreign language (EFL) in the Saudi educational setting that Saudis possess fairly substantial ‘dormant’ reserves of motivation which in more favorable conditions could be deployed to produce better learning outcomes (Liton, 2012).” I have found that well-motivated students will respond to whatever the teacher confronts them with, but less well-motivated students are more focused when the lessons are more dynamic, rich and unpredictable. Sometimes teacher-controlled exercises seem to be very effective, but it is also satisfying to walk around the class observing all the students participating in pairs or groups. Even when a task was not as successful as I would have hoped, such as Refection 1, it was still possible to take some positive elements from it. Sometimes the tasks helped to achieve effective speaking practice and sometimes facilitated lexis focused tasks. In future I will continue to experiment with and utilize interaction patterns. I believe this is a very important aspect of becoming an effective teacher and I still perceive that I have a lot to learn in this area. However, I do now feel myself to be more competent and experienced and have undergone something of a breakthrough moment. Therefore, I expect to continue to develop with regard to the use and manipulation of classroom interaction patterns, mostly with regard to studentstudent interaction but also to some extent in teacher-student.

Total Words = 4135

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Bibliography Affat M, http://www.englishteacher1.com/motivation.html Mokhtat Affat Brown, H.D. Principles of Language Learning and Teaching (Third Edition, 1994) Foord, D, The Developing Teacher Delta Publishing (2009) rd

Harmer, J The Practice of English Language Teaching, 3 Edition Longman (2001) http://www.teachingenglish.org.uk/knowledge-database/teacher-talking-time Krashen, S.D. Principles and Practice in Second Language Acquisition. Oxford: Pergamon (1982) Liton, H, DEVELOPING EFL TEACHING AND LEARNING PRACTICES IN SAUDI COLLEGES: A REVIEW International Journal of Instruction ● Vol.5, No.2 e-ISSN: 1308-1470 ● www.e-iji.net p-ISSN: 1694-609X (2012) Scrivener,J Learning Teaching Heinemann (1994) Smith, M. 'Howard Gardner and multiple intelligences', the encyclopedia of informal education, http://www.infed.org/thinkers/gardner.htm.(2002, 2008) Thornbury, S An A-Z of ELT, Macmillan (2006)

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Appendix #1: Used in Reflection 1 Voice Dean 1 Dean 3 Dean 4 Dean 6 Dean 8 Dean 10 Dean 12 Dean 14 Dean 16 Dean 18 Dean 20 George 2 George 5 George 7 George 9 George 11 George 13 George 15 George 17 George 19

If you are calling for flight times today please press 1. If you are calling for flight times tomorrow, please press 2. Hey George. What are you doing? Well…? Just do it on the computer. Let’s do it on the computer. Let’s do it on Nina’s Laptop. Come here. OK. We’re booking a flight to where? When? There’s a Lufthansa flight in the evening. 6pm About 7 hours. It arrives at 6.55 a.m. Ok. For how many? How long are they staying? So return flight September 28th. Let’s see the names. Yeah! It’s better than this. I’m doing a favor for Sharon. Making airline reservations for a guest. Frankfurt. Tuesday, September 14th What time? How long will it take? That’s good. Two. Ah. From the 14th until the 18th. This is terrific!

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#2: Used in Reflection 3 Customer

Waiter

1. We’d like a table for……………….please

2. Over here by the window, or over there by the wall?

3. By the……………………please 5. Thank you.

4. Come this way. Here is the menu. 6. What would you like to drink?

7a. I’ll have the….

7b. Do you have….

8. Thank you. I’ll be right back.

10. That’s mine. That’s his. That’s yours

9. Whose is the… And whose is the…

12. Yes, for starter I’ll have the…. And for the main course…. For dessert…..

11. Are you ready to order yet?

14. Oh, I’ll have the………………………….then.

13. I’m sorry we don’t have the…………………….….,

16. Don’t be too long, we’re hungry. 18. That’s mine. That’s his. That’s yours No, that’s not ours. It’s theirs.

15. Thank you. I’ll be right back.

20a. Yes, thank you. It was wonderful. 22. Here you are.

20b. No, not really.

17. Whose is the… And whose is the…

19. Was it tasty? 21. That will be………………….riyals

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#3: Used in Reflection 4 1. How many brothers / sisters / fingers / legs / pockets / buttons / wives do you have? 2. Can you give me 100 riyals / open your book / switch on the AC? 3. Are you from America / KSA / France? 4. Is your name Mustapha / Faisal / Abdullah? 5. Can you speak Chinese / drive / take me to the hospital? 6. Give me your book! / Open the book! / Close the book! 7. Where does a (teacher / bartender / porter / concierge / manager / salesman / doctor) do? 8. What does a (teacher / bartender / porter / concierge / manager / salesman / doctor) do? 9. What is your / my native language? Which foreign languages do you speak? 10. Can you translate the following words, “board, eraser, picture”? 11. Why do you go the park / desert / hospital / mountain? 12. Why do you go to the beach / police station / stadium / home? 13. What time do you get up / pray / have lunch / have breakfast? 14. What time does this lesson start / finish? 15. What’s on the wall / table / floor / ceiling? 16. What’s behind you / in front of you / next to you / above? 17. What do you (usually) do in the morning / afternoon / evening / at the weekend? 18. What do you (never) do at the morning / afternoon / evening / at the weekend? 19. Which vegetables / fruit / meat do you like? 20. What food / drink don’t you like?

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#4: Used in Reflection 5 How often do you……………….?

Student name

Frequency

#5: Used in Reflection 8 Questions

Info 1. Name

What is

2. Age

How old

3. Health/ Greeting

How

4. Country / City (born)

Where

5. City (live)

Where

6. Phone number

What is

About me My name…

His name…

About him

I…

He…

are

I…

He…

are

I am…

He is…

do

I live…

He lives…

My number…

His number…

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#6: Used in Refection 9

What do you look like? (appearance) Well dressed Clean shaven I am Good looking I A large A beard A moustache stomach have What kind of (eyes / hair) do you have? Large / Small / Brown / Black / I Narrow / Medium / Green / Blue / eyes have Round Grey Long / Short / Dark / Black / I Straight / Brown / Red / hair have Curly / Spiky Blonde / Grey How (tall / old) are you? Medium Tall Short height I am 1.75m 1.90m 1.60m tall Very young (-12)

I am

A teenager

(13-19)

Young (20-35)

Middle aged (35-60)

Old (60-80)

How much do you weigh? What is your weight? I am…

Overweight

I weigh

+90kg

Average weight 80kg

Thin

Skinny

70kg

-60kg

What are you like? (character) What are your habits? I am I have

I

Friendly

Sensible

A nice smile Smoke

Dress well

Intelligent

Generous

A good sense of humour Get up Pray early often

Polite A warm personality

Use Facebook

What can you do well? (skills) I Play Repair Make Tell Understand computers football cars money jokes can What nice things do you have? (possessions) I have

A big car

A nice house

4 wives

A blackberry

Many books

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#7: Used in Reflection 10 Customer

Telephone operator

1. Hello, is that Al-Khaleej pizzas?

2. Yes it is, can I help you?

3. I’d like to order a…………………………..pizza.

4. Yes, certainly. Would you like any extra toppings?

5. Yes, I’d like some…………………………. But I don’t want any…………………………..

6. Fine. So that’s a …………….……….. pizza with……………………………………. But without any……………………….

7. Yes, that’s correct.

8. What would you like to drink?

9. Do you have…………………………………?

10. OK. Could I take your name?

11. (name) It’s……………………………..

12. How do you spell that?

13.(spell) It’s…………………………

14. And what is your address?

15. (address) I live on……………………road, near……

16. Finally, what is your phone number?

17. (phone number) It’s………………………………..

19. It will cost………………………riyals.

18. How much will it cost? 20. How long will it take?

21.(time) It will take………………………minutes

22. Thank you.

23. You’re welcome. Customer

Telephone operator

1. Is that

2. Can I

3. Order

4. Toppings

5. Want / Don’t want

6. That’s a

7. Correct

8. Drink

9. Have

10. Name

11. It’s

12. Spell

13. It’s

14. Address

15. Live

16. Phone number

17 17. It’s 19. Riyals 18. Cost 20. Long

21.Minutes

22. Thank

23. Welcome

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