Breaking News English ESL Lesson Plan on Speaking English

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* 26-page lesson
(40 exercises)

* MP3 (UK male)

* MP3 (USA female)

* MP3 (20 questions)

* Dictation -
(10 sentences)

* Speed Reading
(100 - 300 wpm)

* Gap-fill

Speaking English may make you poorer (25th February, 2013)

Professor Chen divided the grammar of countries into two – those with a "strong future-time reference" and those with a weak reference. He explained: "If I wanted to explain to an English-speaking colleague why I can't attend a meeting later today, I could not say 'I go to a seminar'. English grammar would [require] me to say 'I will go, am going, or have to go to a seminar'". He contrasted this with "weak future-time reference" languages" that can express the same meaning without future words like "will". Chen says speakers of these languages are those who save more money. He believes this could be because they do not separate the present time and future in their grammar or in real life.

Sources:
http://www.bbc.co.uk/news/business-21518574
http://blogs.wsj.com/ideas-market/2013/02/20/why-dont-americans-save-more-blame-the-english/
http://www.youtube.com/watch?v=lw3YTbubyjI

WARM-UPS

1. SPEAKING ENGLISH: Walk around the class and talk to other students about speaking English. Change partners often and share your findings.

2. CHAT: In pairs / groups, decide which of these topics or words from the article are most interesting and which are most boring.

economics / professor / world languages / presentation / the present / future / exercise / grammar / colleague / attend a meeting / reference / save money / real life

Have a chat about the topics you liked. Change topics and partners frequently.

3. ENGLISH: What's good and bad about it? Complete this table with your partner(s). Change partners often and share what you wrote.

	Good things	Bad things
Jobs
Movies
Studying
Internet
Exams
Friends

4. GRAMMAR: Students A strongly believe grammar isn't difficult; Students B strongly believe it is. Change partners again and talk about your conversations.

MY e-BOOK

See a sample

5. FUTURE: What's best about it? Rank these and share your rankings with your partner. Put the best at the top. Change partners often and share your rankings.

money
travel
romance
English level

career
house
friends
retirement

6. TENSE: Spend one minute writing down all of the different words you associate with the word 'tense'. Share your words with your partner(s) and talk about them. Together, put the words into different categories.

BEFORE READING / LISTENING

1. TRUE / FALSE: Read the headline. Guess if a-h below are true (T) or false (F).

a.	An economist said English vocabulary could make you poorer.	T / F
b.	The economist suggested people save more because of their grammar.	T / F
c.	He said English speakers think the future is not so important now.	T / F
d.	He also said grammar could make people unhealthier.	T / F
e.	The guy separated the world's languages into four types.	T / F
f.	He couldn't go to a meeting about the future tense in English.	T / F
g.	He said some languages talk about the future without special grammar.	T / F
h.	He said speakers of "weak future-time" languages save more money.	T / F

2. SYNONYM MATCH: Match the following synonyms from the article.

1.	suggested	a.	divide
2.	explain	b.	work out
3.	separate	c.	need
4.	retirement	d.	firm
5.	exercise	e.	indicated
6.	countries	f.	say
7.	strong	g.	coworker
8.	colleague	h.	nations
9.	require	i.	give a reason for
10.	express	j.	golden years

3. PHRASE MATCH: (Sometimes more than one choice is possible.)

1.	economics	a.	tenses
2.	differences in the	b.	a meeting
3.	the future is separate	c.	smoke more
4.	stop people	d.	speaking colleague
5.	make people	e.	from the present
6.	a strong future-	f.	the same meaning
7.	explain to an English-	g.	professor
8.	attend	h.	saving money
9.	languages that can express	i.	life
10.	in real	j.	time reference

GAP FILL

An economics professor has said English speakers may be (1) ____________ because of English grammar. Dr Keith Chen of Yale University (2) ____________ that differences in the (3) ____________ of the world's languages may explain why people in some countries (4) ____________ more money than people in other countries. He told people at a presentation that the future tense in English could (5) ____________ make people believe the future is not important now. He said English speakers might think the future is (6) ____________ from the present, and that this may make people not think about their future. He explained this could stop people (7) ____________ money for their retirement. He also suggested future tenses may make people smoke more and (8) ____________ less.

actually
exercise
suggested
save
separate
poorer
tenses
saving

Professor Chen (9) ____________ the grammar of countries into two – those with a "strong future-time reference" and those with a (10) ____________ reference. He explained: "If I wanted to explain to an English-speaking (11) ____________ why I can't (12) ____________ a meeting later today, I could not say 'I go to a seminar'. English grammar would (13) ____________ me to say 'I will go, am going, or have to go to a seminar'". He contrasted this with "weak future-time reference" languages" that can (14) ____________ the same meaning without future words like "will". Chen says speakers of these languages are those who (15) ____________ more money. He believes this could be because they do not separate the present time and future in their grammar or in (16) ____________ life.

attend
express
weak
real
require
divided
colleague
save

LISTENING - Guess the answers. Listen to check.

1)	An economics professor has said English speakers may be poorer ______
	a. because of English grammars b. because of grammatical English c. grammar because of English d. because of English grammar
2)	people in some countries ______ than people in other countries
	a. say more money b. save more money c. spend more money d. serve more money
3)	He said English speakers might think the future ______ present
	a. is separated from the b. is separation from the c. is separate from the d. is separates from the
4)	He explained this could stop people saving money ______
	a. for their retire mint b. for their retire meant c. for their re-tire mend d. for their retirement
5)	He also suggested future tenses may make people smoke more ______
	a. and exercise less b. and exercise least c. and exercise lesser d. and exercises less
6)	Professor Chen divided the grammar of ______
	a. countries into two b. countries in too two c. countries in two too d. countries in two to
7)	those with a "strong future-time reference" and those ______
	a. with a week reference b. with a reek reference c. with a weak reference d. with one weak reference
8)	explain to an English-speaking colleague why I ______
	a. can't attend a meeting b. can't at tend a meeting c. can't a tender meeting d. can't at ten dam meeting
9)	languages" that can express the same meaning without future ______
	a. words like "would" b. words like "wills" c. words like "will" d. words like "we'll"
10)	they do not separate the present time and future in their _______
	a. grammar or in reality life b. grammar or in real life c. grammar or in realism life d. grammar or in really life

LISTENING – Listen and fill in the gaps

An economics professor has said English speakers (1) _________________ of English grammar. Dr Keith Chen of Yale University suggested that differences (2) ___________________ languages may explain why people in some countries save more money than people in other countries. He told people at a presentation (3) __________________ in English could actually make people believe the future is not important now. He said English speakers might think the (4) ___________________ from the present, and that this may make people not think about their future. He explained this could stop people (5) ___________________ their retirement. He also suggested future tenses may make people (6) ___________________ less.

Professor Chen (7) _________________ of countries into two – those with a "strong future-time reference" (8) _________________ weak reference. He explained: "If I wanted to explain to an English-speaking colleague why I can't attend a (9) _________________, I could not say 'I go to a seminar'. English grammar would (10) ___________________ 'I will go, am going, or have to go to a seminar'". He contrasted this with "weak future-time reference" languages" (11) __________________ same meaning without future words like "will". Chen says speakers of these languages are those who save more money. He believes this could be because they do not separate the present time and future in their (12) ___________________.

COMPREHENSION QUESTIONS

1.	What is the job of the person who talked about speaking English?
2.	Where does the person work?
3.	Where did ho speak to people about this topic?
4.	What did he say English speakers separate?
5.	What did he say about smoking and exercising?
6.	Into how many parts did he divide the world's languages?
7.	Whom did he say he might want to explain something to?
8.	What don't weak future-time languages need to talk about the future?
9.	What can speakers of weak future-time languages do more?
10.	Why can speakers of weak future-time languages save money?

MULTIPLE CHOICE - QUIZ

1.	What is Keith Chen's job?	6.	What did Keith Chen divide into two?
	a) an English teacher b) an economics professor c) a novelist d) a financial planning consultant		a) references b) the haves and have-nots c) the world's languages d) the future
2.	Where does Keith Chen work?	7.	Whom did Chen say he might want to explain something to?
	a) The Yale School of English b) Oxford and Yale Bookshop c) Citibank and Yale Bank d) Yale University		a) the owner of a bookstore in Mongolia b) a grammar expert c) his wife d) a co-worker who spoke English
3.	What does he say tense differences explain?	8.	What did Chen say he could not say?
	a) why some people save more b) time c) grammar d) the meaning of life		a) "I go to a seminar" b) "I'm going to a seminar" c) "I often go to seminars" d) "I going to go to a seminar"
4.	Where did he speak to people about his ideas?	9.	What don't weak future-time languages need to express the future?
	a) on TV b) in a live, online interview c) at a presentation d) in his latest book		a) future words b) a calendar c) grammar d) speakers
5.	What did he say people might do less of because of grammar?	10.	What do weak future-time languages not divide?
	a) talk b) exercise c) read d) smoke		a) the present perfect b) the present time and future c) the future d) every now and then

ROLE PLAY

Role A – Grammar person

You think studying grammar is most important if you want to learn a language. Tell the others three reasons why. Vocabulary isn't enough to speak properly; you really need grammar to read; and it's impossible to listen to and understand anything if you do not know grammar.

Role B – Vocabulary person

You think studying vocabulary is most important if you want to learn a language. Tell the others three reasons why. Grammar isn't enough to speak properly; you really need vocabulary to read; and it's impossible to listen to and understand anything if you do not know vocabulary.

Role C – Reading person

You think reading is most important if you want to learn a language. Tell the others three reasons why. Vocabulary isn't enough to speak properly; you don't need a lot of grammar to read; and it's impossible to listen to and understand anything if you do not know how to read.

Role D – Listening person

You think listening is most important if you want to learn a language. Tell the others three reasons why. Reading isn't enough to speak properly; you really need to listen to understand vocabulary; and it's impossible to understand anything if you don't know how to listen.

AFTER READING / LISTENING

1. WORD SEARCH: Look in your dictionary / computer to find collocates, other meanings, information, synonyms … for the words 'present' and 'future'.

present

future

Share your findings with your partners.

Make questions using the words you found.
Ask your partner / group your questions.

2. ARTICLE QUESTIONS: Look back at the article and write down some questions you would like to ask the class about the text.

Share your questions with other classmates / groups.
Ask your partner / group your questions.

3. GAP FILL: In pairs / groups, compare your answers to this exercise. Check your answers. Talk about the words from the activity. Were they new, interesting, worth learning…?

4. VOCABULARY: Circle any words you do not understand. In groups, pool unknown words and use dictionaries to find their meanings.

5. TEST EACH OTHER: Look at the words below. With your partner, try to recall how they were used in the text:

poorer
differences
presentation
think
retirement
less

divided
colleague
require
contrasted
express
real

SPEAKING ENGLISH SURVEY

Write five GOOD questions about speaking English in the table. Do this in pairs. Each student must write the questions on his / her own paper.

When you have finished, interview other students. Write down their answers.

	STUDENT 1 _____________	STUDENT 2 _____________	STUDENT 3 _____________
Q.1.
Q.2.
Q.3.
Q.4.
Q.5.

Now return to your original partner and share and talk about what you found out. Change partners often.

Make mini-presentations to other groups on your findings.

SPEAKING ENGLISH DISCUSSION

STUDENT A's QUESTIONS (Do not show these to student B)

a)	What did you think when you read the headline?
b)	What springs to mind when you hear the word 'grammar'?
c)	Do you think there's a link between grammar and money?
d)	What do you do to learn English grammar?
e)	What do you think of the future tense(s) in English?
f)	What are the different ways of talking about the future in English?
g)	Do you think the present and future are separate?
h)	Are you saving for your retirement?
i)	Is it possible that grammar could make people smoke more?

-----------------------------------------------------------------------------

STUDENT B's QUESTIONS (Do not show these to student A)

a)	Did you like reading this article? Why/not?
b)	How is the grammar of your language different from English?
c)	Do you thing your language's grammar is easier than English?
d)	What do you dislike about English grammar?
e)	Is grammar the most important thing to know to be able to speak?
f)	What things does your language's grammar let you do more of?
g)	What do you think of English vocabulary?
h)	Are you happy with your speaking level in English?
i)	What questions would you like to ask Dr Keith Chen?

DISCUSSION (Write your own questions)

STUDENT A's QUESTIONS (Do not show these to student B)
1.	________________________________________________________
2.	________________________________________________________
3.	________________________________________________________
4.	________________________________________________________
5.	________________________________________________________
6.	________________________________________________________

-----------------------------------------------------------------------------

STUDENT B's QUESTIONS (Do not show these to student A)
1.	________________________________________________________
2.	________________________________________________________
3.	________________________________________________________
4.	________________________________________________________
5.	________________________________________________________
6.	________________________________________________________

MULTIPLE CHOICE - LANGUAGE

An economics professor has said English speakers may be (1) ____ because of English grammar. Dr Keith Chen of Yale University suggested that differences (2) ____ the tenses of the world's languages may explain why people in some countries (3) ____ more money than people in other countries. He told people at a presentation that the future tense in English could (4) ____ make people believe the future is not important now. He said English speakers might think the future is separate (5) ____ the present, and that this may make people not think about their future. He explained this could stop people saving money for their retirement. He also suggested future tenses may make people smoke (6) ____ and exercise less.

Professor Chen (7) ____ the grammar of countries into two – those with a "strong future-time reference" and (8) ____ with a weak reference. He explained: "If I wanted to explain to an English-speaking colleague why I can't attend a meeting later today, I could not say 'I go to a seminar'. English grammar (9) ____ [require] me to say 'I will go, am going, or have to go to a seminar'". He contrasted this with "weak future-time reference" languages" that can (10) ____ the same meaning without future words like "will". Chen says speakers of these languages are (11) ____ who save more money. He believes this could be because they do not separate the present time and future in their grammar or in (12) ____ life.

Put the correct words from the table below in the above article.

1.	(a)	poorest	(b)	poverty	(c)	poorer	(d)	poorly
2.	(a)	in	(b)	on	(c)	an	(d)	up
3.	(a)	save	(b)	savings	(c)	safe	(d)	spend
4.	(a)	actually	(b)	hotly	(c)	coolly	(d)	fast
5.	(a)	than	(b)	from	(c)	by	(d)	into
6.	(a)	mad	(b)	must	(c)	many	(d)	more
7.	(a)	multiplied	(b)	added	(c)	divided	(d)	subtracted
8.	(a)	them	(b)	these	(c)	they	(d)	those
9.	(a)	would	(b)	shall	(c)	have to	(d)	ought
10.	(a)	express	(b)	repress	(c)	press	(d)	depress
11.	(a)	these	(b)	those	(c)	them	(d)	thus
12.	(a)	reality	(b)	realistic	(c)	real	(d)	realism

SPELLING

Paragraph 1
1.	economics rosesofpr
2.	seesnt of the world's languages
3.	people at a tneesinrtopa
4.	tarpaees from the present
5.	saving money for their eetrinmter
6.	reecseix less
Paragraph 2
7.	strong future-time errefcnee
8.	an English-speaking eollaecug
9.	datten a meeting
10.	go to a neiarsm
11.	He sertontdac this
12.	He eeselbvi this

PUT THE TEXT BACK TOGETHER

Number these lines in the correct order.

( )	Professor Chen divided the grammar of countries into two – those with a "strong future-
( )	languages may explain why people in some countries save more money than people in
( )	not think about their future. He explained this could stop people saving money
( )	languages" that can express the same meaning without future words like "will". Chen says
( )	attend a meeting later today, I could not say 'I go to a seminar'. English grammar would [require] me to
( 1 )	An economics professor has said English speakers may be poorer because of
( )	say 'I will go, am going, or have to go to a seminar'". He contrasted this with "weak future-time reference"
( )	speakers of these languages are those who save more money. He believes this could be
( )	English grammar. Dr Keith Chen of Yale University suggested that differences in the tenses of the world's
( )	because they do not separate the present time and future in their grammar or in real life.
( )	is not important now. He said English speakers might think the future is separate from the present, and that this may make people
( )	for their retirement. He also suggested future tenses may make people smoke more and exercise less.
( )	time reference" and those with a weak reference. He explained: "If I wanted to explain to an English-speaking colleague why I can't
( )	other countries. He told people at a presentation that the future tense in English could actually make people believe the future

PUT THE WORDS IN THE RIGHT ORDER

1.	of speakers because English poorer be English may.
2.	more save countries some in People money.
3.	people not believe important the future Make is.
4.	for stop money retirement could saving their This people.
5.	more smoke people make may tenses Future.
6.	an speaking wanted to I explain English- colleague to.
7.	attend a Why meeting I later can't today.
8.	words future without meaning same the Express.
9.	are Speakers those of who these save languages.
10.	future do the and They separate time not present.

CIRCLE THE CORRECT WORD (20 PAIRS)

An economics / economical professor has said English speakers may be poorer / proper because of English grammar. Dr Keith Chen of Yale University suggested that differences / different in the tenses of the world's languages may explain why people in same / some countries save more money than people in other / others countries. He told people at a presentation that the future tents / tense in English could actually make people believe the future is not / now important now. He said English speakers might think the future is separately / separate from the present, and that this may make people not think about them / their future. He explained this could stop people saving money for their retirement. He also suggested future tenses may make / take people smoke more and exercise less.

Professor Chen divided / division the grammar of countries into two – those with a "strong future-time reference" and those with a week / weak reference. He explained: "If I wanted to explanation / explain to an English-speaking college / colleague why I can't attend a meeting later / earlier today, I could not say 'I go to a seminar'. English grammar shall / would [require] me to say 'I will going / go, am going, or have to go to a seminar'". He contrasted this with "weak future-time reference" languages" that can express / expression the same meaning without future words like "will". Chen says speakers of these languages are them / those who save more money. He believes this could be because they do not separate the present time and future in their grammar or in really / real life.

Talk about the connection between each pair of words in italics, and why the correct word is correct.

INSERT THE VOWELS (a, e, i, o, u)

_n _c_n_m_cs pr_f_ss_r h_s s__d _ngl_sh sp__k_rs m_y b_ p__r_r b_c__s_ _f _ngl_sh gr_mm_r. Dr K__th Ch_n _f Y_l_ _n_v_rs_ty s_gg_st_d th_t d_ff_r_nc_s _n th_ t_ns_s _f th_ w_rld's l_ng__g_s m_y _xpl__n why p__pl_ _n s_m_ c__ntr__s s_v_ m_r_ m_n_y th_n p__pl_ _n _th_r c__ntr__s. H_ t_ld p__pl_ _t _ pr_s_nt_t__n th_t th_ f_t_r_ t_ns_ _n _ngl_sh c__ld _ct__lly m_k_ p__pl_ b_l__v_ th_ f_t_r_ _s n_t _mp_rt_nt n_w. H_ s__d _ngl_sh sp__k_rs m_ght th_nk th_ f_t_r_ _s s_p_r_t_ fr_m th_ pr_s_nt, _nd th_t th_s m_y m_k_ p__pl_ n_t th_nk _b__t th__r f_t_r_. H_ _xpl__n_d th_s c__ld st_p p__pl_ s_v_ng m_n_y f_r th__r r_t_r_m_nt. H_ _ls_ s_gg_st_d f_t_r_ t_ns_s m_y m_k_ p__pl_ sm_k_ m_r_ _nd _x_rc_s_ l_ss.

Pr_f_ss_r Ch_n d_v_d_d th_ gr_mm_r _f c__ntr__s _nt_ tw_ – th_s_ w_th _ "str_ng f_t_r_-t_m_ r_f_r_nc_" _nd th_s_ w_th _ w__k r_f_r_nc_. H_ _xpl__n_d: "_f _ w_nt_d t_ _xpl__n t_ _n _ngl_sh-sp__k_ng c_ll__g__ why _ c_n't _tt_nd _ m__t_ng l_t_r t_d_y, _ c__ld n_t s_y '_ g_ t_ _ s_m_n_r'. _ngl_sh gr_mm_r w__ld [r_q__r_] m_ t_ s_y '_ w_ll g_, _m g__ng, _r h_v_ t_ g_ t_ _ s_m_n_r'". H_ c_ntr_st_d th_s w_th "w__k f_t_r_-t_m_ r_f_r_nc_" l_ng__g_s" th_t c_n _xpr_ss th_ s_m_ m__n_ng w_th__t f_t_r_ w_rds l_k_ "w_ll". Ch_n s_ys sp__k_rs _f th_s_ l_ng__g_s _r_ th_s_ wh_ s_v_ m_r_ m_n_y. H_ b_l__v_s th_s c__ld b_ b_c__s_ th_y d_ n_t s_p_r_t_ th_ pr_s_nt t_m_ _nd f_t_r_ _n th__r gr_mm_r _r _n r__l l_f_.

PUNCTUATE THE TEXT AND ADD CAPITALS

an economics professor has said english speakers may be poorer because of english grammar dr keith chen of yale university suggested that differences in the tenses of the world's languages may explain why people in some countries save more money than people in other countries he told people at a presentation that the future tense in english could actually make people believe the future is not important now he said english speakers might think the future is separate from the present and that this may make people not think about their future he explained this could stop people saving money for their retirement he also suggested future tenses may make people smoke more and exercise less

professor chen divided the grammar of countries into two – those with a "strong future-time reference" and those with a weak reference he explained "if i wanted to explain to an english-speaking colleague why i can't attend a meeting later today i could not say 'i go to a seminar' english grammar would [require] me to say 'i will go am going or have to go to a seminar'" he contrasted this with "weak future-time reference" languages" that can express the same meaning without future words like "will" chen says speakers of these languages are those who save more money he believes this could be because they do not separate the present time and future in their grammar or in real life

PUT A SLASH ( / ) WHERE THE SPACES ARE

AneconomicsprofessorhassaidEnglishspeakersmaybepoorerbecauseofEnglish
grammar.DrKeithChenofYaleUniversitysuggestedthatdifferencesinthetensesof
theworld'slanguagesmayexplainwhypeopleinsomecountriessavemoremoneythan
peopleinothercountries.Hetoldpeopleatapresentationthatthefuturetensein
Englishcouldactuallymakepeoplebelievethefutureisnotimportantnow.Hesaid
Englishspeakersmightthinkthefutureisseparatefromthepresent,andthatthis
maymakepeoplenotthinkabouttheirfuture.Heexplainedthiscouldstoppeople
savingmoneyfortheirretirement.Healsosuggestedfuturetensesmaymakepeople
smokemoreandexerciseless.ProfessorChendividedthegrammarofcountriesinto
two–thosewitha"strongfuture-timereference"andthosewithaweakreference.He
explained:"IfIwantedtoexplaintoanEnglish-speakingcolleaguewhyIcan'tattend
ameetinglatertoday,Icouldnotsay'Igotoaseminar'.Englishgrammarwould
[require]metosay'Iwillgo,amgoing,orhavetogotoaseminar'".Hecontrastedthis
with"weakfuture-timereference"languages"thatcanexpressthesame
meaningwithoutfuturewordslike"will".Chensaysspeakersoftheselanguages
arethosewhosavemoremoney.Hebelievesthiscouldbebecausetheydonot
separatethepresenttimeandfutureintheirgrammarorinreallife.

FREE WRITING

Write about speaking English for 10 minutes. Comment on your partner's paper.

_____________________________________________________________________________

ACADEMIC WRITING

Speaking English will give you a better future with more money. Discuss.

_____________________________________________________________________________

HOMEWORK

1. VOCABULARY EXTENSION: Choose several of the words from the text. Use a dictionary or Google's search field (or another search engine) to build up more associations / collocations of each word.

2. INTERNET: Search the Internet and find out more about how English can make you richer or poorer. Share what you discover with your partner(s) in the next lesson.

3. SPEAKING ENGLISH: Make a poster about speaking English. Show your work to your classmates in the next lesson. Did you all have similar things?

4. POORER: Write a magazine article about English making you poorer. Include imaginary interviews with people who agree and disagree.

Read what you wrote to your classmates in the next lesson. Write down any new words and expressions you hear from your partner(s).

5. WHAT HAPPENED NEXT? Write a newspaper article about the next stage in this news story. Read what you wrote to your classmates in the next lesson. Give each other feedback on your articles.

6. LETTER: Write a letter to an economist. Ask him/her three questions about speaking English and if it makes people save less money. Give him/her three of your opinions. Read your letter to your partner(s) in your next lesson. Your partner(s) will answer your questions.

ANSWERS

TRUE / FALSE (p.4)

SYNONYM MATCH (p.4)

1.	suggested	a.	indicated
2.	explain	b.	give a reason for
3.	separate	c.	divide
4.	retirement	d.	golden years
5.	exercise	e.	work out
6.	countries	f.	nations
7.	strong	g.	firm
8.	colleague	h.	coworker
9.	require	i.	need
10.	express	j.	say

COMPREHENSION QUESTIONS (p.8)

1.	An economics professor
2.	Yale University
3.	At a presentation
4.	The present from the future
5.	He said English speakers might smoke more and exercise less
6.	Two
7.	An English-speaking colleague
8.	Future words like "will"
9.	Save money
10.	They do not separate the present time and future in their grammar

MULTIPLE CHOICE - QUIZ (p.9)

10.

ALL OTHER EXERCISES

Please check for yourself by looking at the Article on page 2.
(It's good for your English ;-)

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Breaking News English

* 26-page lesson (40 exercises)

* 2-page MINI lesson (PDF)

* MP3 (UK male)

* MP3 (USA female)

* MP3 (20 questions)

* Listen & spell

* Dictation - (10 sentences)

* Speed Reading (100 - 300 wpm)

* Text jumble 15

* Text jumble 24

* No spaces

* Text Jumble

* Grammar gap-fill

* Articles gap-fill

* Prepositions

* Word order

* Consonants

* Vowels

* Missing letters

* Initials only

* No letters

* Word pairs

* Missing words

* Gap-fill

MY e-BOOK

See a sample

* 26-page lesson
(40 exercises)

* Dictation -
(10 sentences)

* Speed Reading
(100 - 300 wpm)