FORM0016 - AdEPT Teacher S Guide v201706

Teachers Guide
Advanced English Pre-Employment Training

IBPAP AdEPT Teachers Guide
Exclusive property of IBPAP. This material or any portions thereof may not be copied, reproduced or ii
distributed in any manner and for any purpose without the prior written approval of IBPAP.
Published by:
Talent Development
Information Technology & Business Process Association of the Philippines
Copyright Registration No.
All rights reserved
This AdEPT Teachers Guides is the

property of the Information Technology
& Business Process Association of the
Philippines. IBPAP encourages the use
of the Teachers Guide contained herein
for education and training purposes with
appropriate credit given to IBPAP. This
material or any portions thereof may not
be copied, reproduced or distributed in
any manner and for any purpose without
the prior written approval of IBPAP.
For further information, please contact:
QCCI, Talent Development

Information Technology & Business Process Association of the Philippines
Taguig City
Tel. No. : (02) 817-BPAP (2727)
Telefax No.: (02)817-8141
Website : www.ibpap.org
Exclusive property of IBPAP. This material or any portions thereof may not be copied, reproduced or ii
Table of Contents
ACKNOWLEGEMENT ----------------------------------------------------------------------------------------------- vii
OVERVIEW ----------------------------------------------------------------------------------------------------------- viii
INTRODUCTION--------------------------------------------------------------------------------------------------------- viii
HOW TO USE THIS MANUAL --------------------------------------------------------------------------------------------- x
PARTICIPANTS ----------------------------------------------------------------------------------------------------------- xi
COURSE OBJECTIVES -----------------------------------------------------------------------------------------------------XI
TRAINING PREPARATION------------------------------------------------------------------------------------------ xii

CHECKLIST --------------------------------------------------------------------------------------------------------------- xii
FACILITATOR TIP -------------------------------------------------------------------------------------------------------- xii
TIME-BASED AGENDA---------------------------------------------------------------------------------------------- xii
WORKFORCE ENGLISH OVERVIEW ----------------------------------------------------------------------------- xiv
IBPAP OVERVIEW ------------------------------------------------------------------------------------------------- xvii
IT-BPM INDUSTRY OVERVIEW ---------------------------------------------------------------------------------xviii
ACCENT: MODULE OVERVIEW/COMPONENTS OF ACCENT ------------------------------------------------ 1
GRAMMAR: PARTS OF SPEECH ----------------------------------------------------------------------------------- 6
FLUENCY: SEQUENCERS ------------------------------------------------------------------------------------------ 10
GRAMMAR: BASIC SENTENCE PATTERN ---------------------------------------------------------------------- 14
ACCENT: ENGLISH PRONUNCIATION -------------------------------------------------------------------------- 19
ACCENT: STRESS- WORD AND PHRASE STRESS ------------------------------------------------------------- 25
GRAMMAR: SUBJECT-VERB AGREEMENT -------------------------------------------------------------------- 30
FLUENCY: REGISTER ----------------------------------------------------------------------------------------------- 37

Exclusive property of IBPAP. This material or any portions thereof may not be copied, reproduced or iii
ACCENT: RHYTHM AND STRESS--------------------------------------------------------------------------------- 42
GRAMMAR: VERB TENSES --------------------------------------------------------------------------------------- 47
GRAMMAR: VERB TENSES CONTINUED----------------------------------------------------------------------- 51
ACCENT: STRESS PATTERNS ------------------------------------------------------------------------------------- 56
ACCENT: CONNECTED SPEECH ---------------------------------------------------------------------------------- 62
FLUENCY: REGISTER USE ----------------------------------------------------------------------------------------- 69
GRAMMAR: ARTICLE ---------------------------------------------------------------------------------------------- 79
FLUENCY: USES OF PASSIVE AND ACTIVE VOICE ------------------------------------------------------------ 83
GRAMMAR: VERB TENSE ANALYSIS---------------------------------------------------------------------------- 88
ACCENT: PITCH AND TONE -------------------------------------------------------------------------------------- 90
GRAMMAR: NON-CONTINUOUS VERBS ---------------------------------------------------------------------- 97
FLUENCY: MOOD --------------------------------------------------------------------------------------------------- 98
GRAMMAR: MODALS --------------------------------------------------------------------------------------------- 99
GRAMMAR: CONDITIONALS ------------------------------------------------------------------------------------ 104
ACCENT: ARTICULATION PART 1 ------------------------------------------------------------------------------ 109
ACCENT: ARTICULATION PART 2 ------------------------------------------------------------------------------ 116
GRAMMAR: CONDITIONALS ------------------------------------------------------------------------------------ 121
FLUENCY: BUSINESS EXPRESSIONS --------------------------------------------------------------------------- 125
FLUENCY: REACTIONS -------------------------------------------------------------------------------------------- 133
GRAMMAR: PREPOSITIONS------------------------------------------------------------------------------------- 138
FLUENCY: JUSTIFYING OPINIONS AND PARAGRAPH CONSTRUCTION PART 1 ---------------------- 143
GRAMMAR: CAUSATIVES AND PERMISSIVES --------------------------------------------------------------- 146
FLUENCY: JUSTIFYING OPINIONS AND PARAGRAPH CONSTRUCTION PART2 ----------------------- 151
Exclusive property of IBPAP. This material or any portions thereof may not be copied, reproduced or iv
ACCENT: SCHWA DRILL ------------------------------------------------------------------------------------------ 153
FLUENCY: PARAGRAPH CONSTRUCTION -------------------------------------------------------------------- 157
FLUENCY: INFLATED DICTION ---------------------------------------------------------------------------------- 160
FLUENCY: VARIETY ------------------------------------------------------------------------------------------------ 163
FLUENCY: CONCISENESS ---------------------------------------------------------------------------------------- 167
ACCENT: ARTICULATION PART3 ------------------------------------------------------------------------------- 168
ACCENT: ARTICULATION PART4 ------------------------------------------------------------------------------- 175
ACCENT: ARTICULATIONPART 5 ------------------------------------------------------------------------------- 177
GRAMMAR: ASKING QUESTIONS ------------------------------------------------------------------------------ 184
FLUENCY: JUSTIFYING OPINIONS AND PARAGRAPH CONSTRUCTIONS PART 1--------------------- 184
FLUENCY: JUSTIFYING OPINIONS AND PARAGRAPH CONSTRUCTIONS PART 2--------------------- 189
GRAMMAR: ERROR ANALYSIS --------------------------------------------------------------------------------- 187
FLUENCY: THOUGHT ORGANIZATION ------------------------------------------------------------------------ 189
BIBLIOGRAPHY----------------------------------------------------------------------------------------------------- 195
ADEPT TOOL TABLE OF CONTENT AND SCORE TRACKER ------------------------------------------------ 193
ADEPT LESSON PLAN TEMPLATE ------------------------------------------------------------------------------ 209
MODULE FEEDBACK FORM ------------------------------------------------------------------------------------- 211
Exclusive property of IBPAP. This material or any portions thereof may not be copied, reproduced or v
Acknowledgement
The Information Technology and Business Process Association of the Philippines would like
to extend its heartfelt thanks to all the individuals, companies, associations, academicians, and
government entities that assisted in the development and implementation of the Service
Management program.
To the IBPAP members and IT-BPM practitioners who will be partnering with the academe
during the implementation and act as resource speakers and mentors, you are opening doors that
will lead to the success of the program.
And let us applaud IBPAPs Board of Trustees for pioneering this endeavor in finding a
solution to the needs of the industry.
Special thanks goes to all who had a direct hand in the revision of the materials for the
Teachers Guide specially Orly S. Agawin, Gem Taopo Manalansang, January Gapasin, Geraldine
Sugue, Honeilyn de Peralta.
We would also like to acknowledge the leadership of Executive Director for T alent
Development Penny S. Bongato, staff Marie Pizarro and consultants Zoe T. Diaz De Rivera, for
their active contribution to the formatting editing, revision and continuous improvement of the
Teachers Guide and its attachments. For promoting AdEPT to the schools we appreciate the
assistance of Susan S. Vidal.
This manual is dedicated to the development of the future practitio ners of the IT-BPM
industry. As we continue to be major contributor in the Philippine economy there will be other
occasion for partnership and IBPAP will be there.
Exclusive property of IBPAP. This material or any portions thereof may not be copied, reproduced or vi
OVERVIEW
Introduction This manual is the teachers guide for the AdEPT (Advanced English
Pre-Employment Training. This will serve as the main reference for
certified teachers in the actual implementation of the course in
their respective colleges and universities.
The manual is congruent to the 2008 AdEPT Facilitators Guide and

the AdEPT Computer Based Learning Tool, which is comprised of
three modules in English Language Learning.
- Accent
- Grammar
- Fluency
As each module covers general and specific areas relevant to the

Business Communication and English language proficiency training,
this manual provides semi-detailed lesson plans to assist certified
AdEPT teachers during the rollout of activities in the classroom.
Further, in line with the Progressive Approach in Language

Learning, the AdEPT makes use of the 5 AdEPT essentials that are
uniquely structured for the course. Each Lesson Plan (except
lessons that would require Independent Online Learning) follows
each Essential accordingly.
The 5 AdEPT Essentials are:
1. Setting the Importance

Discussing with the class what they think of and what they
know about the topic initializes an AdEPT class. Inquiring the
need and importance of learning the days subject matter
makes the learners aware of its essence in language learning
and establishes a self-motivated start.
2. Formulating the Objectives

A lesson objective is a mental note for students on what they
have to learn from a particular lesson. At this point, the teacher
facilitates an ad hoc brainstorming session to extract learning
objectives from the students.
3. Facilitating the Activity/ies

Facilitating activities that are fun and engaging lifts the
Exclusive property of IBPAP. This material or any portions thereof may not be copied, reproduced or vii
technical and academic burden of learning on the part of the

student. Highly interactive classroom exercises and online
materials are provided for the teacher to serve as reference
and source for such activities.
4. Providing Feedback
Giving feedback and corrections consistently, as well as
acknowledging acceptable and correct responses makes the
learning environment free from affective filters. This Essential
provides a more meaningful and relevant learning experience
for the learners as the teacher effectively facilitates class
interactions.
5. Generalizing the Key Takeaways

Asking the students to provide a recap or a generalization of
what was learned caps the learning process for an AdEPT
session. This, somehow, ensures the facilitator that the
learners were able to understand the topic of the day.
Exclusive property of IBPAP. This material or any portions thereof may not be copied, reproduced or viii
How to Use this This Facilitators Guide is a compilation of detailed plans that can only be
Manual used by AdEPT certified teachers. Each plan includes the recommended
references (print, online, etc.), discussion questions, classroom activities
and teaching aids to support the teacher in preparation for an AdEPT class.
This Guide presents all the lessons according to its AdEPT modular order
(Accent, Grammar and Fluency). Since language learning is non-linear, the
AdEPT teacher will need to refer to the Time-based to know next
session/days lesson.
There are two types of lesson plans for the AdEPT; each relevant to the
need for an interaction and/or independent online learning.
Step 6 Enter the Product Key. To finish activating the software, you must
enter the product key found on your user card.
When you have finished entering the product key, click Activate.
PLAYER SHOULD NOW BE INSTALLED AND READY TO USE.
Exclusive property of IBPAP. This material or any portions thereof may not be copied, reproduced or ix
Participants Participants of this course are students in the collegiate level.
Course By the end of this course, students should be able to:

Objectives Recognize the importance of the learning English as a language
tool in business communication
Recall previously learned areas in English and apply them in actual
interactions
Manage actual interaction with ease in specific business situations
Compare language structures (accent and grammar) between 1st
language and the 2nd language
Identify the needed tone and register appropriate to any real-life
situation
Manifest understanding of the different rules of the English
Grammar
Produce words and phrases in English with proper intonation
patterns and sounds
Manifest awareness in the importance of linking sounds in phrases
and sentence
Paraphrase selections that were previously read and reviewed
using English as a medium
Construct questions in English using the rules on sentence
structure
Demonstrate understanding of the proper Register for a given
context and apply them in actual scenarios
Respond to questions and queries using the PREP structure
Organize thoughts through PREP to elaborate ideas
Differentiate the active voice and passive voice and use them
accordingly in a given scenario; and
Apply all the rules and areas of learning acquired in the online and
face-to-face activities of the AdEPT
Exclusive property of IBPAP. This material or any portions thereof may not be copied, reproduced or x
Training Preparation
Checklist Ensure that you have the following items during your class:
Standard classroom setup
Teachers Guide
Desktop with the AdEPT Computer Based Learning Tool
Speakers
Projector (whenever necessary)
NOTE: If a projector is not available, handouts will suffice.
Writing implements: pen, paper, white board markers, etc.
Facilitator Tip Before you deliver:

Have all training materials ready
Enhance learning through e-learning or on-line tools
Prepare visual aids (diagrams and others), as necessary
Time-based Agenda
The AdEPT (Advanced English Pre-Employment Training) aims to make college students attain
a higher level of proficiency in the use of English. Apart from the up scaling our pool of
qualified graduates, it is a course designed to provide an additional English training course for
the Filipino student.
The AdEPT utilizes the advantages of online and independent learning as it integrates an
online tool, which serves as additional reference for activities, assignments, and evaluations.
Below is the recommended Time-based Agenda for an AdEPT class. Variations from the
proposed order can be made depending on the interdependencies of the factors affecting
actual implementation.
Online Face-to-
Topic
Learning Face
Accent Overview
Parts of Speech
Sequencers
Basic Sentence Patterns
Review of English Pronunciation
Stress
Exclusive property of IBPAP. This material or any portions thereof may not be copied, reproduced or xi
Online Face-to-
Topic
Learning Face
Subject-Verb Agreement
Register
Rhythm and Stress
Verb Tenses
Verb Tenses (continued)
Stress Patterns
Connected Speech
Register Use
Articles
Use of Passive and Active Voice
Verb Tenses (Independent Online Learning)
Pitch and Intonation
Mood
Modals
Conditionals
Articulation
Business Expressions
Reactions
Prepositions
Justifying Opinions & Paragraph Construction
Causatives and Permissives
Schwa Drills
Inflated Diction
Articulation
Variety
Conciseness
Asking Questions
General Fluency
Error Analysis
Thought Organization
REVALIDA
Exclusive property of IBPAP. This material or any portions thereof may not be copied, reproduced or xii
Overview of Workforce English Programs: BEST & AdEPT
The IT-BPM industry is a multi-lingual industry and fluency in a 2 nd and even 3 rd language is
always an advantage. English being the current universal business language is the primary gap
that needs to be addressed. The main reason job applicants do not get hired in this industry is
that they do not have adequate English communication skills both in writing and in speaking.
What are the advantages of having good English communication skills? To get access to
knowledge we need to know English. There are billions of pages of information that traverse the
globe in English through the Web, books, the newspaper, scientific and technical articles and
news reports. English will push your career forward as it is the language of science, business, and
global politics.
To address this gap IBPAP Talent Development with the help of academe and the industry
came up with the Workforce English Programs, Basic English Proficiency Training (BEST) and
Advanced English Pre-Employment Training (AdEPT). Both trainings use the blended learning
approach and incorporate an e-Learning component in its methodology and training materials.
The Workforce English Programs may be used to address English proficiency gaps not only in the
IT-BPM industry but also in other industries.
BEST focuses on pronunciation at phoneme and word level, while AdEPT anchors on these
basic skills to develop the component of accent such as linking, stress, intonation, and
articulations using the International Phonetic Alphabet (IPA).
Basic English Skills Training (BEST)
The Basic English Skills Training (BEST) is an industry-initiated intervention designed to

strengthen the four Macro Skills: Listening, Speaking, Reading and Writing required for effective
communication in English and integrate a review of College English to prepare graduates for deployment
into the service industry.
BEST strengthens the ability of the Filipino students to pronounce English words and phrases
clearly and tackle English grammar confidently within a framework relevant to industry and the global
business environment. BEST is the students' introduction to the use of English in the workplace and the
international setting.
Students who complete BEST gain a greater awareness of neutral pronunciation of English.
Therefore, they will improve their accent as they speak the language.
Exclusive property of IBPAP. This material or any portions thereof may not be copied, reproduced or xiii
The approach is innovative and unique in that it emphasizes the foundation language processing
skills required to support and accelerate language acquisition and subconscious fluency. There are
modules for oral fluency, reading comprehension with vocabulary development, retention and listening
comprehension, typing and spelling. These modules form a backbone for language skills development in
pronunciation, grammar and structure, plus listening and reading comprehension.
A wide variety of real world and industry-relevant e-learning content as practice exercises
enhance depth and language use in proper contexts. These listening and reading materials help students
to absorb and appreciate the cultural and linguistic characteristics of native English speakers as well as
soft skills like empathy, active listening, paraphrasing, clarifying, etc. to prepare them for work in the
service management industry.
Advanced English Pre-Employment Training (AdEPT)
The Advanced English Pre-employment Training (AdEPT) is an industry-initiated intervention

that significantly improves the employability of Filipinos.
AdEPT unlocks the "secrets" of the three pillars of oral English communication skills, namely
Pronunciation, Grammar, and Fluency, such that the learners are fast-tracked in improving their ability
to speak in English with clarity, accuracy, and confidence.
It gives the learners the opportunity to apply the principles discussed in Pronunciation and
Grammar by giving them challenging Fluency and Pragmatics drills using international articles, literature,
tongue twisters, limericks, scripts, and oratorical excerpts.
An AdEPT graduate is projected to have a marked improvement in speaking in English with a

native speaker; thus, preparing him or her for the rigors of applying for a job in industries and
companies that require interface with native speakers.
BEST and AdEPT e-Learning Component
BEST and AdEPT have an e-learning component that allows the participant to review and
practice the lessons and drills discussed in the classroom at his/her own pace.
The e-learning component comprises audio recordings of the lessons and drills found in the
industry-developed AdEPT manual and lively and entertaining audio-visual recordings that aid the
teachers/trainers and the learners in appreciating BEST and AdEPT lessons better.
Exclusive property of IBPAP. This material or any portions thereof may not be copied, reproduced or xiv
This is mounted on a neuro-linguistic technology platform that allows the participant to listen to
recorded materials, slow down the read out of a material, record while he/she reads out the texts of a
material, listen to his/her recording of a material, hear how a word in the material is pronounced, and
know the meaning of a selected word.
It is designed to give the participants access to the e-learning component with minimal
bandwidth or interconnectivity requirement. After the first log in of the learners, they can continue to
use the e-learning component on the OFF LINE MODE.
BEST and AdEPT Methodology
BEST uses a Guided Independent Online Learning methodology while AdEPT uses the 5 AdEPT
Essentials methodology and incorporates the Blended Learning methodology. Both have teacher
facilitated learning time and e-Learning time. The computer-based English language platform allows the
learners to individually and interactively work on their reading and listening comprehension, oral
pronunciation, vocabulary and typing skills through an online, multisensory program that is fun and easy
to use.
Both BEST and AdEPT have an e-learning component that is like having a private trainer for each
student whenever they need one. It also uses the latest recognition technology to help learners
improve their English pronunciation skills and their confidence.
Key Features:
Online Language Trainer : through constant practice, users improve and enhance English
pronunciation, comprehension and reading speed
Scalable : individuals, groups, classes and schools in any number can avail of the e-learning
simultaneously at anytime, anywhere
Personal Speech Lab : users can practice English communication skills in the comfort and
privacy of their own homes or offices 24 hours a day, 7 days a week
Instant Assessment and Feedback : users get rated on key language skills instantly with
ready to view printable reports
For more information on BEST, AdEPT and the e-Learning component contact
Talent Development
IT and Business Process Association of the Philippines
Phone (63) 817-BPAP (2727)
Fax (63) 817-8141
website www.ibpap.org
Exclusive property of IBPAP. This material or any portions thereof may not be copied, reproduced or xv
IBPAP Overview
The Information Technology and Business Process Association of the Philippines (IBPAP) is
the enabling association for the IT-BPM and GIC (global in-house center) industry in the Philippines.
IBPAP serves as the one-stop information and advocacy gateway for the industry. With approximately
300 industry and support-industry members, including five associationsthe Animation Council of the
Philippines, Contact Center Association of the Philippines, Game Developers Association of the
Philippines, Healthcare Information Management Outsourcing Association of the Philippines, and
Philippine Software Industry AssociationIBPAP plays a pivotal role in sustaining rapid growth of the IT-
BPM and GIC industry by working to ensure an enduring supply of high quality labor, supporting service
innovation, and providing country visibility. 1
IBPAP assists investors in setting up operations easily and quickly in the Philippines. Relevant
research, introductions to key government and industry officials, and a series of briefings at each step of
the investment process ensure a seamless development process. Ongoing support is provided through a
wide variety of initiatives, including programs for HR development, business development, knowledge
sharing, and networking opportunities. 2
IBPAP aims to ensure that the Philippine IT-BPM industry realizes its full potential and grows
purposefully into its role as a global leader and as a catalyst for growth in the Philippine economy. To do
this, it first studied the global market for IT-BPM services and the size and quality of the Philippine
workforce over the next five years. We determined that the Philippines has the potential to raise its IT-
BPM export revenues to US$25 billion by 2016, but it will need to work closely with government and
other stakeholders to incrementally increase the number of new jobs created each year by 20%. In
2012, we hired over 150,000 new employees; in 2016, that number needs to be over 200,000. If the
industry can do this, it will succeed in almost doubling the size of the IT-BPO workforce in four years
time.3
If that goal is attained, the industry will employ more than 1.3 million direct employees, and
contribute almost 10 percent of GDP, becoming the second-largest source of foreign exchange for the
country. 1
1
http://www.bpap.org/publications/research/investorprimer2012
2
Amcham article by Gillian Virata
Exclusive property of IBPAP. This material or any portions thereof may not be copied, reproduced or xvi
IT-BPM Industry Overview
The beginnings of the Information Technology - Business Process Management industry

can be traced back to the early 1990s when multinational companies such as Caltex and Shell set -
up facilities in the Philippines to deliver services to their global operations. These services were
primarily non-voice, back office functions such as finance and accounting.
In 1995, then President Fidel V. Ramos made it his goal to improve the countrys
infrastructure to accommodate the steadily increasing demand for IT-related service and
functions. This led to the creation of the Philippine Economic Zone Authority (PEZA), to promote
the establishment of world class, environment-friendly economic zones all over the country in
response to the demand for ready-to-occupy locations for foreign investments. This push for
modernization of the Philippine business enticed companies to move part of their operations to
the country.
By the late 1990s and early 2000, the emergence of the voice-related functions
attributed to the nations vast talent and English-speaking workforce brought about the contact
center boom. After the contact center boom, transcription services in the medical and legal
fields emerged. 4
In recent years, dramatic growth in voice services has captured the attention of both industry
executives and analysts. But throughout the dramatic voice growth of the last decade, non-voice
services segments in industry-specific verticals have grown steadily in the banking, shipping, civil
engineering, software, media, and legal industries. Executives in one multinational bank with more than
10,000 employees in the Philippines serving global operations have said that 90 percent of their work is
non-voice.
As a percentage of total IT-BPM and GIC industry revenues, complex non-voice BPO services
expand, IT-related services remain constant. BPAP-O2P surveys show the number of services providers
consistently growing. The industry is beginning to capitalize on new business opportunities arising in the
UK, EU, and Asia Pacific.
The Philippines graduates approximately 450,000 tertiary graduates annually, and is among the
top-three IT-BPM and global in-house center (GIC) locations in the world, after India and China in terms
of number of graduates. Industry executives and analysts agree that although the Philippines must
continually enhance educational and training infrastructure to ensure a reliable supply of highly
qualified talent, the Philippines is among the most stable IT-BPM and GIC providers in the world. 4
For updates on the industry and IBPAP visit our website www.bpap.org.
3
Training Methodology Plus, Discuss the IT BPM Industry
4
http://www.bpap.org/publications/research/investorprimer2012
Exclusive property of IBPAP. This material or any portions thereof may not be copied, reproduced or xvii
Exclusive property of IBPAP. This material or any portions thereof may not be copied, reproduced or xviii
ACCENT
Facilitators Guide 1: Module Overview/Components of Accent
Training 1. Define accent.
Objectives 2. Discuss the components of accent.
3. Introduce the concept of accent through oral reading exercises.
Duration 60 minutes
Instruction Flipchart paper

Materials Word cutouts
Adhesive Tapes
Method SETTING THE IMPORTANCE
The teacher will post samples of sentences with minimal pairs of words on
the board written on a flipchart paper and will call participants to read it
aloud in class.
Sample Sentences:
Please SIT on this SEAT.
These shoes should FIT your FEET.
The STEP is STEEP.
Some MEN are MEAN.
The teacher will pose motive questions for the class to discuss and identify
the topic for discussion. Motive questions can be as follows:
1. What did you notice in the way the sentences were read?
2. Is there a difference in how some of the words were pronounced?
3. What do you think is the importance of pronouncing them
correctly? Will there be a significant change in the meaning of the
sentence if mispronounced?
4. Do you think one can really learn a new manner of pronunciation?
5. Can you say that accent has something to do with pronunciation
and syllable stress?
Exclusive property of IBPAP. This material or any portions thereof may not be copied, reproduced or 1
The teacher will then read the sentences using the correct manner of
pronunciation and will ask the class to read it aloud after her. This will lead
to the Setting of the Importance. NOTE that it is necessary that the teacher
gain the realization of the topics importance something like:
Now that we have learned the correct manner in reading these words, is
awareness of a properly neutralized accent important? Why do you think
so?
FORMULATING THE OBJECTIVES
The teacher will survey the class to provide the Training Objectives by
posing these series of questions and acknowledgements:
1. Lets come up with our objectives for this morning. Anyone here
who wants to give us a possible goal for todays lesson?
2. Define accent. Thats a possible objective. Does everyone agree?
3. After learning the definition of accent, what else can we
accomplish today? Does knowing the components of accent help in
your understanding of the subject matter? Can we also set this as
an objective for our study?
4. Differentiate linking, intonation, stress, and articulation. Thank
you!
5. We stated earlier that it is important to learn the appropriate
accent when speaking conversational English so we can use them
in our conversations effectively. Can we come up with an objective
for that?
Thus, having posed such questions, the teacher can finalize the following
objectives for the day:
1. Define Accent.
2. Discuss about the components of accent.
3. Introduce the concept of accent through oral reading exercise.
PROVIDING FEEDBACK
Background
In the study of language, an accent is a manner of pronunciation peculiar

to a particular individual, location, or nation. It is a combination of four
major components: linking (word connectors), intonation (speech music),
stress (emphasis placed on syllables), and articulation (the spoken sounds
of vowels, consonants, and combinations).
Components of Accent:
1. Linking is simply running the words together, without making any

pause in between. In English, the pronunciation of many words
may be affected by linking. Some sounds will be dropped while
others will be blended to become a different sound altogether.
2. Intonation is the music we use when speaking, the melody so as
to say. It refers to rhythm and pitch in a phrase.
Rhythm is the beat of a phrase while pitch is the property of a

sound, in this case, our voice, which is determined by how high or
low the sounds are.
3. Stress is the emphasis placed on a syllable in a word or on a word

in a string of words?
4. Articulation deals with sounds. Some sounds distinguish
meaning, which are called phonemes. Others dont distinguish
meaning, and we call them variants of phonemes or allophones. In
all languages, sounds are divided into vowels and consonants.
To provide such background to the class, the teacher will scaffold actual
understanding through facilitative questions:
1. You have stated earlier how your classmates differed in the

manner they have read the sentence. How do we define accent
then?
2. Let us recall the four main components of accent by looking at the
AdEPT manual for reference. Can someone help the class identify
these four?
3. Lets review each of the components by reading the definition. Any
volunteer to read what linking is?
4. Can someone briefly explain when we use this?
5. Can someone define what intonation is?
6. Why do you think knowing the right intonation is important?
7. Any volunteer to define what stress is?
8. Can someone provide an example for this?
9. Can someone define what articulation is?
10. Can someone briefly explain what phonemes are?
11. Based on our discussion, can someone now help me post these
cutout words on the board?
12. Do you think using the acronym LISA (Linking, Intonation, Stress,
and Articulation) will help you remember effectively the four main
components of accent?
FACILITATING THE ACTIVITY
Identifying Components of Accent through Reading Exercise
1. The teacher will post sample words and sentences on the board.
2. The teacher will then ask a participant to read the assigned
sentence aloud.
Samples:
hold on [hol don]

turn over [tur nover]
tell her I miss her [tellerI miser]
He always makes us laugh because of whats on his lap.

I plant three trees every time I visit my hometown.
They thought the day was over.
He accidentally hit her eyes with ice cubes.
She wore her best vest for her friends to see.
This computer chip is so cheap.
His dad bought him a toy boat.
3. After each sample is read, the teacher will then ask a participant to
briefly explain the component being identified using his own
words.
4. Once the students have identified and discussed all the
components, the teacher calls participants to post word cutouts of
all components on the board until it formed the LISA acronym.
5. The acronym must look like this:
L LINKING
I INTONATION
S STRESS
A - ARTICULATION
6. The teacher asks the class to read the acronym and all sample
sentences aloud.
GENERALIZING TAKEAWAYS
The teacher will ask the class to re-state the objectives and verify if these
were achieved.
It is also important that the class validates the achievement learning goals
by elaborating on the answers to the goals that have been previously
stated.
GRAMMAR
Facilitators Guide 1: Parts of Speech
Training 1. Define the eight parts of speech.
Objectives 2. Identify the different parts of speech in the English language in
sample sentences.
3. Check for understanding through exercises.
60 minutes
Duration
Instructional Cutouts
Materials Adhesive Tapes
The teacher will post on the left side of the board words written in
different colored cartolina cutouts. Each color should represent the eight
parts of speech. There should be at least two words per category.
Sample set:
Ask students to go to the board and group together words that they think
have the same function. Then ask them to give one grammatically correct
sentence using any of the words given.
Example:
Maria works at the green house.
The teacher will pose motive questions for the group to discuss and identify
the topic for discussion. Motive questions may be as follows:
1. Why did you group Maria and House together? (nouns) Why did
you group work and jump together? Verb
2. What do we call these nouns, verbs, adjectives? Parts of speech

3. How are these parts of speech important in constructing a
sentence?
Survey the class to provide the Training Objectives by posing questions like:
2. Define and review the eight parts of speech. Thats a possible
objective. Does everyone agree?
3. After defining the different parts of speech, what else can we
accomplish today? Identifying the parts of speech in a sentence.
Thank you!
4. It is important that we know the different parts of speech so we
can arrange them into meaningful sentences. How will we know if
the class grasps the lesson? Can anybody come up with an
objective for that?
1. Define the eight parts of speech.

2. Identify the different parts of speech.
3. Check for understanding through exercises.
PROVIDING FEEDBACK
Background
Parts of Speech refer to the major classes of words. Knowing these is a

foundational skill that will allow one to understand more how words are
used in a sentence. Words do not mean anything until we put or arrange
them together. There are eight major word classifications. This will serve as
a review or as a new knowledge, depending on how familiar the learners
are with them.
Nouns are naming words. They may refer to persons, places, things,
events, substances, quality or ideas. There are two classifications of nouns:
Proper nouns and Common nouns.

Proper nouns refer to specific, particular unique entities; Common nouns
are general terms for people, animal, places or things.
Pronouns are used in place of nouns or phrases, such as she/he, them, all,
and me. There are many types of pronouns:
Personal- refer to specific nouns (I, me, you, yours, they, he, it, us)
Reflexive- introduce dependent clauses (who, whom, that, which, what

and whose)
Interrogative- introduces questions (who, whose, whom, what, which)
Reflexive and Intensive- deal with the self (myself, herself, themselves)
The difference between them is that reflexive nouns name the receiver of
the action and intensive pronouns emphasizes a noun.
Demonstrative- show which nouns perform and receive the action (this,
these, that, those)
Indefinite- show an unspecific number of nouns (all, few, many, none

etc.)
Verbs are used to show action or states of being.
Adjectives are used to describe or specific noun or pronoun.
Adverbs are used to modify verbs, adjectives or other adverbs. They show
when, where why and how.
Prepositions are used with nouns or pronouns to form phrases that shows
when, where, how and why.
Conjunctions are used to connect words and phrases.
Interjections are used to show surprise or emotion.
To provide such background to the class, the teacher will scaffold

actual understanding through facilitative questions like:
1. You have mentioned earlier that we have grouped Maria and

House together because they are nouns. How would we define
nouns then?
2. Let us recall the two types of nouns based on these two words
(Maria and House). Can someone tell the class what the two
classifications of nouns are? How do they differ?
3. How about the words it and he, what do we call them?
4. How would you define pronouns?
5. Lets review the different types of pronouns and give me an

example.
6. (Refer to the word examples for verbs) What are verbs?
7. How would you define an adjective? Which of the words on the
board is an example of an adjective?
8. These words (referring to the examples on the board) are called
adverbs. How would you define an adverb?
9. Can anyone give a sentence with an adverb?
10. What do we call at and above? Lets define what a preposition
is.
11. How about the words and and or, these parts of speech are
called
12. What does a conjunction do in a sentence?
13. Yes! and oh no! are called?
14. How do we recognize an interjection in a sentence?
Identifying Parts of Speech in a sentence
1. The teacher will show a PowerPoint Presentation with sentences in

every slide.
2. A part of speech is highlighted in every sentence.
3. The learners will have to identify what part of speech is the
highlighted word.
4. The teacher will call a participant to answer the first item.
5. The participant will call another to answer the next item until all
items are answered.
Sample:
She thought that the twenty broccoli plants would not be enough so she
planted another ten.
(Verb, Noun, Pronoun, Adjective, Adverb, Preposition, Conjunction,
Interjection)
Answer: Verb
were achieved.
by elaborating the answers to the goals that have been previously stated.
FLUENCY
Facilitators Guide 1: Sequencers
Training 1. Define sequencers.
Objectives 2. Identify order sequencers
3. Practice the use of sequencers in exercises on providing
instructions
Duration 60 minutes

The teacher will post the sentences below on the board and will ask 6
participants to join the activity. All participants will be asked to go in front
of the class. The teacher will inform each participant to give instructions on
how to grow an avocado plant by reading the sentences aloud starting with
nos. 6 1 (one sentence for each participant). After the 1st reading, the
teacher will ask all participants to read the sentences again this time from
nos. 1 6.
How To Grow An Avocado Plant
Teacher:
Its not hard to grow an avocado plant. You will need an avocado, a jar
about 7 inches tall and 4 inches wide, and some toothpicks.
Participants:
1. First, cut the avocado in half and remove the seed.

2. Next, hold the avocado seed so that the flat side is facing down.
3. Then put the three or four toothpicks into the sides of the seed.
4. After that, fill the jar with water.
5. Next, place the seed with the toothpicks into the jar, resting the
toothpicks on the edge of the jar so that only the bottom of the
seed is covered by water.
6. Finally, put the jar in a sunny place. You wont get avocados from
an indoor avocado plant, but you will have a pretty plant to look
at.
1. From the two readings that were demonstrated, which do you

think will give you clear instructions on how to grow an avocado
plant? What made you say so?
2. What essential words were used in providing instructions?
3. How do words such as first, next, then and finally help connect
ideas both in writing and speaking?
4. Aside from these words, can you provide other words that we
normally use to connect ideas especially when providing
instructions?
5. Do you agree that in spoken discourse, using sequencers most
especially when providing instructions will help you to be
understood clearly when speaking?
The teacher will ask the class to recite the instructions again. This will lead
draw/extent the realization of the topics importance by asking:
1. Now that we have learned how sequencers are relevant to clarity

when giving instructions or orders, will this be essential in helping
you communicate effectively? What made you say so?
posing questions like:
1. Lets come up with our objectives for this morning. Anyone

here who wants to give us a possible goal for todays lesson?
2. Lets define sequencers. Thats a possible objective. Does
everyone agree?
3. Lets also identify the order sequencers. Can we include this for
todays agenda?
4. Lets put into practice using sequencers by providing
instructions as part of todays objectives. Does everyone
agree?
1. Define sequencers.
2. Identify order sequencers
3. Practice the use of sequencers in exercises on providing

instructions
PROVIDING FEEDBACK
Background
We often use words that connectors ideas both in writing and speaking.
You do this while considering items such as time, order, and cause and
effect relationships.
Sequencers are words that help order your instructions. Like the 1, 2, 3, 4 of
your actions. The most common are firstly, then, next, after that, and
finally.
Below are examples of sequencers.
understanding through facilitative questions.
1. We have concluded earlier that in connecting ideas both in writing

and speaking, using sequencers is very important. Why is this so?
2. Lets take a look at our AdEPT Computer Based Learning Tool for
reference. Can someone define what sequencers are?
3. Now lets identify the order sequencers that are commonly used.
Anyone who can provide us with sequencers that are used as
starting connectors?
4. How about for middle connectors? Can we identify the sequencers
which can be used?
5. Lastly, let us identify the sequencers which can be used as end
connectors. Any volunteer to identify them?
6. Is everyone now clear with sequencers? Do you think these will
help you to be clear and effective when communicating? Why or
why not?
Using Sequencers in Scenarios
Using sequencers, the teacher will ask participants to work in pairs and will
tell them to give instructions on how to do a common task from the topic
below. Each pair will be given 5 minutes to perform the activity in front of
the class.
How do you
1. Tell a foreigner how to ride a jeepney?

2. Plug a modem?
3. Play a CD?
4. Break up with your boyfriend/girlfriend?
5. Court a lady?
6. Water the plants without wasting water?
7. Catch a mouse?
8. Avoid being homesick?
9. Perform a dance?
10. Change a flat tire?
were achieved.
by elaborating the answers to the goals that have been previously stated
GRAMMAR
Facilitators Guide 2: Basic Sentence Pattern
Training 1. Identify the different parts of a sentence.
Objectives 2. State the basic sentence patterns used in English.
3. Construct sentences using different sentence patterns.
Duration 60 minutes
Instructional PowerPoint slide

Materials Computer and Projector
Pen and paper
The teacher writes on the board the following sentences and asks the class
to read them altogether:
The mother took care of the baby.

The baby took care of the mother.
The teacher will ask the students questions to identify the importance of
word order. Motive questions may be as follows:
1. Are the two sentences complete?

2. Does the first sentence have the same meaning as the second?
3. What changed the thought being conveyed in the sentences?
4. If I say Care of the baby took the mother. What can you say
about this? What makes it wrong?
5. What is our basis in identifying if the sentence is correct?
6. How will it help a speaker or a writer to know how to use the basic
sentence pattern of the English language?
1. What could our objectives be for today?

2. State the basic sentence pattern. Thats a good one.
3. Before we state the basic sentence pattern, what do you think
should we know first?
4. Thats right. Identify the different parts of a sentence.
5. What other objectives can you think of that will help check
your knowledge in sentence patterns?
1. Identify the different parts of a sentence

2. State the basic sentence patterns
3. Apply and practice the basic sentence patterns
PROVIDING FEEDBACK
Background
Longman defines a sentence as a complete unit of meaning containing a

subject and a verb, followed, if necessary, by other words which make up
the meaning. To be clear with our communication, we must understand
how to properly arrange words so that they will convey the intended
meaning.
In the basic sentence pattern, the subject and the verb should be located
first. Afterwards, the verb is checked to determine if it is a transitive,
intransitive, or a linking verb. From here, it will be easier to determine the
patterns that can be followed.
Transitive verbs are always followed by an object. The object can easily be
found by asking the question what.
Example : They (S) like (V) rice (O). (like what? Rice)
Objects are divided into two; Direct and Indirect Object
As mentioned, the direct object answers the question what. An indirect

object precedes the direct object and tells to whom and for whom the
action of the verb is done and who is receiving the direct object. There
must be a direct object to have an indirect object.
Example: I (S) bought (V) Katherine (IO) a gift (DO).
Intransitive verbs do not need an object.
Example: People (S) work (V).
Linking verbs are also known as equating verbs- verbs which equate one
thing with another such as be, become, seem etc. They can also be
used to link one noun to its description using and adjective.
Example: Jack (S) is (LV) a student (Noun).

My computer (S) is (LV) slow (Adj).
Note: The teacher should emphasize that there are a number of sentence
patterns used to write most sentences in English. The basic sentence
pattern presented in the lesson is a guide to help understand the
underlying pattern in even the most complex sentences.
To provide such background to the class, an activity on word order will be

given by the teacher.
A PowerPoint slide with jumbled words will be shown to the class. The
learners will call a participant to arrange the jumbled words and state a
meaningful sentence. Using the right answer, the teacher will discuss the
sentence pattern used by posing motive questions to help the class identify
the pattern. Then the teacher will call another participant to answer the
next item until all 6 patterns are discussed.
Sample Jumbled Words Activity:
1. practice the teams (The teams practice.)

Pattern: S+V
2. are students the players (The players are students)
Pattern: S+LV+ noun
3. customers agents assist (Agents assist customers)
Pattern: S+V+O
4. players are the energetic (The players are energetic)
Pattern: S+LV+ Adj
5. well the plays team (The team plays well)
Pattern: S+V+Adv
6. customers help agents give technical (Agents give customers
technical help)
Pattern: S+V+IO+DO
The following may be used as guide questions.
For S+V Pattern
1. Let us recall what a sentence is. Will someone define to the

class what it is?
2. To have a complete sentence, we must have a subject and a
predicate or an action. Now lets take a look at sentence
number 1. What is the subject and which is the action in this
sentence?
3. Now, tell me what sentence pattern is being followed in this
example.
For S+LV+Noun Pattern
4. Lets look at the second sentence. What is the subject being

talked about?
5. The next word after the subject is are; what parts of speech
is this? A verb. What kind of verb? Correct. It is a linking verb.
6. Next to it is players, which part of speech is this? A noun.
Right.
7. What is our pattern for the second sentence?
For S+V+O
8. The subject for the third sentence is agents, what is the

verb? If you recall your elementary lessons on verbs, what kind
of verb is assist? Transitive. Thats right.
9. What is the difference of a transitive and an intransitive?
10. Since this is a transitive verb, where is the object? What
pattern do we have now?
For S+LV+Adj
11. The fourth example follows what pattern? Tell me what the
subject is and explain the other parts of speech.
12. Thats correct. We have an S+LV+Adjective pattern.
For S+V+Adv
13. In the next sentence, tell me what the subject is, the parts of
speech, and the pattern that was used.
For S+V+IO+DO
14. In the last sentence, what is our subject? How about the word
give, what part of speech is it?
15. What does the word technical help do in this sentence?
16. Yes. It acts as the direct object.
17. So what is our pattern for this sentence?
Create your own sentence
1. The teacher will post the material (a PowerPoint slide or a Manila

paper) with the words as shown in the sample box.
2. The learners will be instructed to choose from the keywords in the

box and create their own sentence based on the sentence pattern
given for each number.
3. The teacher will inform the class that they can change the tense of
the verbs and provide the adverb of time if needed.
4. The class will be given 10 minutes to write their answers on their
notebook.
5. After that, the teacher will ask the students to choose a partner
and exchange notebooks.
6. The teacher will randomly call at least 3 participants to share their
answers for each number.
7. The class will have to check the work of their partner.
Sample:
1. S+V+Noun
2. S+V+O
3. S+V+O+Place+Time
4. S+V+Adv
5. S+V+Adj
The teacher will ask the class to re-state the objectives and verify if
these were achieved.
It is also important that the class validates the achievement

learning goals by elaborating the answers to the goals that have
been previously stated.
ACCENT
Facilitators Guide 2: English Pronunciation
Training 1. Define pronunciation.
Objectives 2. Identify pronunciation challenges encountered in speaking the
English language.
3. Identify techniques to overcome pronunciation obstacles.
Duration 60 minutes

Stopwatch
Basket
Tongue Twisters
The teacher will ask the class to read aloud the set of minimal pairs and
multiple contrasts posted on the board.
Minimal Pairs:
Multiple Contrasts:
The teacher will then ask the class to share their challenges in pronouncing
the words properly during the exercise.
1. Are there differences on how some of the words were

pronounced?
2. How do they differ? What happens to the word if we produce a
different sound?
3. Will there be a significant change in the meaning of the words if
mispronounced?
4. Why do you think is the importance of pronouncing the words
correctly?
5. Did you have any difficulty pronouncing the words?
6. What do you think are your challenges in pronouncing the words
correctly?
7. How do you think learning proper pronunciation will affect your
communication skills?
The teacher will then read the examples using the correct manner of
pronunciation and will ask the class to read it again after her. This will lead
gain the realization of the topics importance by asking:
1. Now that we have learned the correct manner in reading these

words, is display of proper pronunciation in speaking English
important? Why do you think so?
2. Define pronunciation. Thats a possible objective. Does everyone
agree?
3. After learning the definition of pronunciation, what else can we
accomplish today? Is knowing the challenges in pronunciation
when speaking English helpful in your understanding of the subject
matter? Can we also set this as an objective for our study?
4. Let us also identify possible ways to overcome these challenges.
5. We stated earlier that it is important to learn proper pronunciation

when speaking conversational English so we can use them in our
conversations effectively. Can we come up with an objective for
that?
1. Define pronunciation.
2. Identify pronunciation challenges encountered in speaking the
English language.
3. Identify pronunciation techniques to overcome pronunciation
obstacles.
PROVIDING FEEDBACK
Background
In the study of language, pronunciation is the way in which we pronounce

a word. To pronounce is to make the sound of a word.
One of the most difficult problems facing non-native speakers of English is

pronunciation. It is usually the largest obstacle to overcome when trying to
achieve fluency.
Generally, there are three basic levels of English pronunciation:
1. People usually dont understand what you are saying.

2. People usually understand what you are saying but you may have
to repeat your statements for clarification.
3. People understand what you are saying the first time. This level is
the goal of most English language learners.
Common Pronunciation Challenges Filipinos Have In Learning English
1. I dont know where my pronunciation problems lie. I dont notice

them.
2. I know that I transfer sounds from my native language.
3. I cant hear the difference between some English sounds and
Filipino sounds.
4. Its not important for me to improve my pronunciation. People
understand me without trouble.
5. Even though I can produce some of the English sounds it takes too
much effort to concentrate when Im speaking.
6. Native speakers of English comment that my favorite accent is cute

or improved if I had more exposure.
7. I like my own accent. I dont want to be like a native speaker or
sound like one.
8. I havent had enough contact with native speakers. My
pronunciation would improve if I had more exposure.
9. There wasnt enough training or practice in pronunciation when I
learned English.
10. I learned the language too late. Only younger people can acquire a
foreign language without an accent.
Pronunciation Tips
1. The most important thing to remember is practice. Learning

English takes time but if you practice often you will soon improve
and be able to pronounce words like a native speaker.
2. Practice pronunciation in front of a mirror. You have to train your
mouth in new ways to make new sounds. Watch your mouth as you
speak.
3. Think about each word before you say it. Try to imagine the
position your mouth needs to be in to produce the sound.
4. What you see is not always what you get. Remember that the
spelling of words and their pronunciation are often different.
5. Recognize that the English language has many different dialects
depending on the country and the different regions within a
particular country.
To provide such background to the class the teacher will scaffold actual
1. You have stated earlier there is a difference in how the words were
pronounced. How do we define pronunciation then?
2. Let us recall the challenges in pronunciation compiled by looking at
the AdEPT Computer Based Learning Tool for reference. Can
someone help the class identify them?
3. Lets review each of the challenges identified. Any volunteer to
read the first one?
4. Are you aware if you have any pronunciation problems?
5. Can someone please read the second?
6. Is anyone from the class aware that they have this challenge? If
yes, can you share your experience?
7. Any volunteer to identify the third challenge?
8. Anyone from the class having this obstacle? If yes, can you share
some of the sounds you are having difficulty hearing the
difference?
9. Can someone read on the fourth?

10. Is anyone guilty of this obstacle? If yes, why do you think its not
important to improve your pronunciation?
11. Can someone please state the fifth challenge?
12. Can someone from class relate to this one? If so, why is it too
much effort on your end to produce some of the English sounds?
Can you identify these sounds?
13. Any volunteer to identify the sixth challenge?
14. Does anybody here identify himself with this? If so, why do you not
want to sound like a native speaker?
15. Can someone please read the seventh challenge?
16. Is anyone from the class demotivated to improve in pronunciation?
If yes, can you please tell us about it?
17. Can someone please read the next challenge?
18. Does everyone agree with this? Why or why not?
19. Any volunteer to identify the ninth challenge?
20. If given a free scholarship to attend pronunciation training, who
among you will take this opportunity? Why or why not?
21. Can someone please read the last one?
22. Does everyone agree on this one? Why or why not?
23. Since we are able to identify the challenges in pronunciation, can
we now identify ways on how we can overcome these challenges?
24. Does everyone agree that practice is essential in learning proper
English pronunciation? Why or why not?
25. Can someone share their experience in practicing proper
pronunciation?
26. Does everyone agree that thinking about each word before you say
it is helpful? Why or why not?
27. Do you think familiarizing yourself with the correct spelling of
words and how they are actually pronounced will enable you to
improve your pronunciation skills?
28. Is everyone aware that the English language is pronounced
differently depending on the country of origin? With this in mind,
will it help motivate you to improve your pronunciation? Why or
why not?
Pronunciation Awareness through Tongue Twister Exercise
1. The teacher will ask 5 participants to join the tongue twister game.
2. The teacher will put individual strips with tongue twisters into a
basket, then have each participant draw one and will ask them to
memorize.
3. With the use of a stopwatch, the teacher will then make each
participant recite the tongue twister correctly in the shortest time
possible. The participant with the shortest time to recite wins.
Examples of Tongue Twisters:
I saw Susie sitting in a shoe shine shop.

Where she sits she shines, and where she shines she sits.
How many boards

Could the Mongols hoard
If the Mongol hordes got bored
How can a clam cram in a clean cream can?
4. After the game, the teacher asks the class why display of proper
pronunciation is essential in communicating effectively.
The teacher will ask the class to re-state the objectives and verify if
these were achieved.

ACCENT
Facilitators Guide 3: Stress- Word and Phrase Stress
Training 1. Define stress.
Objectives 2. Differentiate word stress from phrase stress.
3. Emphasize the importance of stress as a way to change meaning
Duration 60 minutes

The teacher will ask a participant to read aloud the set of words posted on
the board and will ask questions to the class to provide the meanings
according to the syllables emphasized.
Set A Stress B
re cord re cord
ad dress ad dress
con vict con vict
sur vey sur vey
ob ject ob ject
sub ject sub ject
pre sent pre sent
1. Is there a difference in the meanings of the each word pair based

on the stressed syllables?
2. How do they differ? What happens if we change the position of the
stressed syllables?
3. Will there be a significant change in the pronunciation and
meaning of the words if we change the stress?
4. Why is it important to pronounce the words according to how the
syllables were emphasized?
5. Did you have any difficulty pronouncing the words?
6. What were your challenges in pronouncing the words correctly?
The teacher will then read the examples using the correct manner of
pronunciation and will ask the class to read it again after her. This will lead
1. Now that we have learned pronouncing these words according to

how they were stressed, is understanding of stress in speaking
English important? Why do you think so?
2. Define stress. Thats a possible objective. Does everyone agree?
3. After learning the definition of pronunciation, what else can we
accomplish today? Will knowing the difference between word
stress and phrase stress when speaking helpful in your
understanding of the subject matter? Can we also set this as an
objective for our study?
4. Let us also examine other factors that will help us establish a
deeper understanding of the importance of stress.
5. We stated earlier that it is important to learn proper stress when
speaking conversational English so we can use them in our
conversations effectively. Can we come up with an objective for
that?
1. Define stress.
2. Differentiate word stress from phrase stress.
3. Emphasize the importance of stress as a way to change
meaning.
PROVIDING FEEDBACK
Background
In the study of language, stress is the result of extra loudness, extra

duration, and higher pitch.
Why is stress important?
Stress is important not only because it can change meaning, but also
because in its presence or absence, there are sound changes in words. The
wrong stress distorts a word.
WORD STRESS also called tonic stress, deals with the prominent syllable
in a word.
E.g. In the word, deTECtive, the stress is placed on the second syllable, tec.
PHRASE STRESS deals with the words prominent in a string of words or

utterance. The table below lists the type of stress, descriptions, and
samples.
To effectively place stress in the words, the learner must need to learn how
to differentiate content and function words.
CONTENT WORDS are words that are normally stressed.
FUNCTION WORDS are non-stressed words pronounced in their weak

form.
Samples of Content and Function words.
To provide such background to the class the teacher will scaffold

1. You have stated earlier that words differ in meaning depending on

the stressed syllables emphasized. How do we define stress then?
2. By referring to the online material, you know there are two types
of stress patterns that we should always consider. Can someone
from the class identify these two?
3. How is word stress different from phrase stress then?
4. Can someone please provide us with examples for each type?
5. It is also noteworthy to consider the three types of phrase stress.
Anyone who can identify them and provide a brief description?
6. Now that we were able to differentiate emphatic, contrastive, and
new information, can anyone provide an example for each?
7. When learning how to effectively place stress in the words,
learners must be able to know how to differentiate content and
function words. Can anyone help us briefly explain what they are?
8. To have a better understanding, lets further illustrate by
classifying some examples of content vs. function words on the
board. Do we have any volunteers?
9. Are there any more concerns you want to clarify regarding the use
of stress?
10. Do you think familiarizing yourself with how stress is used will
enable you to improve your pronunciation skills?
11. Does everyone agree on this? Why or why not?
12. Is everyone aware that words used in the English language are
pronounced differently and meanings may vary depending on the
syllables being stressed? With this in mind, will it motivate you to
improve your pronunciation? Why or why not?
Stress Changing Exercise
1. The teacher will ask the class to divide into 5 groups.

2. Each group will be asked to read the following sentences below
out loud. They have to stress a different word at each reading and
decide how this gives the sentence a different meaning. Each
sentence must have two versions. Each group will be given 10
minutes to practice.
3. Each group must then present their reading in class.
Sentences:
a. She wont go to your place tomorrow.

b. I didnt want you to do that.
c. I never forget.
d. I already told you.
e. You know.
f. Im not going to give it to you.

g. I made him a sweater.
h. If I see her Ill tell her.
i. I can help you!
j. Are you walking to the party this evening?
4. After the reading, the teacher asks the class why learning proper
stress is essential in communicating effectively.
were achieved.

GRAMMAR
Facilitators Guide 3: Subject-Verb Agreement
Training 1. Review the different rules in Subject Verb Agreement.
Objectives 2. Identify potential problem spots in SVA.
3. Practice and apply SVA rules in actual conversation.
Duration 60 minutes
Instruction Any music player

Materials A copy of the song The Way I Are by Timbaland
Whiteboard marker
PowerPoint slides
Computer for online activity (if available)
The teacher tells the class that there is a song that she heard that has
gotten teenagers up and about. A portion of the Chorus of the song will be
played and the students have to listen. After listening, the teacher will ask
the class for the title of the song.
The song that will be played is The Way I Are by Timbaland
Below is the portion of the chorus which will be played.
Baby if you strip, you can get a tip

Cause I like it just the way you are
Im about to strip and Im well equipped
Can you handle me the way I are
The teacher can use the following questions to help the class identify the
importance of the lesson.
1. What is the title of the song? (Timbaland, The Way I Are)

2. What do you observe about the title? Is this grammatically correct?
Why not?
3. Because this is a song, the society has somehow accepted this for
rhyming purposes with the other lyrics of the song but in a normal
conversation, what could happen if you were heard saying I cant
help it, thats the way I are.
The teacher will survey the class for the lessons objectives. The following
questions may be used as guide.
1. Can someone give me an objective that will help us understand our

lesson for today? What do we need to make subjects and verbs
agree?
2. Other than knowing the different rules in subject and verb, which
is one of our objectives, what do we need to know to avoid making
errors in subject and verb agreement? Will someone formulate an
objective for that?
3. Identifying potential problem spots will definitely help us form
correct sentences.
4. Any other objective that we can add?
5. Apply the rules of subject and verb agreement.
1. Review the different rules in Subject Verb Agreement.

2. Identify potential problem spots in SVA.
3. Practice and apply SVA rules in actual conversation.
PROVIDING FEEDBACK
Background
This lesson discusses the importance of the agreement between the subject
of your sentence and its verb. The basic rule states that a singular subject
takes a singular verb, while a plural subject takes a plural verb.
The girl plays. Singular subject and verb

The girls play. Plural subject and verb
There should not be a problem in forming short and simple sentences.

Mistakes commonly happen when the following situations are
encountered.
Words between the subject and verb. The words in between is usually a
prepositional phrase that separates the subject from the verb. To avoid the
confusion, just cross out the prepositional phrase and check the subject and
predicate and follow the basic rule.
Example: The plates in the kitchen is clean. (wrong)

The plates in the kitchen are clean. (correct)
Reverse order. The normal pattern for English sentences is subject-verb.

If the order is reversed, just locate the subject and verb in the sentence.
Example: There are bugs on the bed.
Indefinite pronouns. Sometimes it is confusing when the subject is

difficult to identify as singular or plural. For indefinite pronouns, words that
end in
body, -one, and thing (everybody, everyone, everything) are always
singular. You can also include each, either, and neither in this group.
Example: Everyone is going on a picnic. (singular)
Who, Which and That pronouns or relative pronouns. When who,

which, and that take the place of a singular noun, they are singular. When
they take place of a plural noun, they are plural.
Example: Asian is one of those lions who are very intelligent. (Plural)
Asian is a lion who is very intelligent. (Singular)
Note: Inform the class that the rules which will be discussed in this lesson
will focus on rule numbers 1 to 8.
1. Two singular subjects connected by or or nor require a singular

verb.
Example: My aunt or my uncle is arriving today.
2. When a singular verb is connected by or or nor to a plural subject,

put the plural subject last and use a plural verb.
Example: The serving bowl or the plates go on that shelf.
3. Use a plural verb with two or more subjects when they are
connected by and.
Example: A car and a bike are my means of transportation.
4. Sometimes, the subject is separated from the verb by words such as

along with, as well as, besides, or not. Ignore these expressions
when determining whether to use singular or plural verb.
Example: The politician, along with the newsmen, is expected

shortly.
5. With words that indicate portions- percent, fraction, part, majority,

some, all, none, remainder, and so forth- look at the noun in the of
phrase (object of the preposition) to determine whether to use a
singular or plural verb. If the object of the preposition is singular,
use a singular verb. If the object is plural, use a plural verb.
Example: Fifty percent of the pie has disappeared.

Fifty percent of the pies have disappeared.
6. The words here and there have generally been labeled as adverbs
even though they indicate place. In sentences beginning with here
or there, the subject follows the verb.
Example: There are four hurdles to jump. (Plural)

There is a high hurdle to jump. (Singular)
7. Use singular verb with sums of money or periods of time.
Example: Ten dollars is a high price to pay.
8. Collective nouns such as team and staff may either be singular or

plural depending on their use in the sentence.
Example: The staff is in a meeting. (Singular- staff acting as a unit)

The staff are in disagreement. (Staff acting as separate
individuals)
To give the background to the class, the teacher will start a discussion by
asking questions to review what the class remembers about subject and
verb agreement. The following guide questions may be given.
1. Sometimes, people know that a statement is grammatically wrong

by just listening to it. They say it just sounds awkward. And it is
true if we understand the English language fully. Now, what do you
recall is the basic rule for us to say that subject and verb agree?
2. We wouldnt have problems with simple sentences. But a lot of
people start to commit errors when the sentences get
complicated.
3. (The teacher writes on the board the example for Words between
the subject and the verb) What do you think is the reason why
errors in subject and verb agreement are often committed with
this kind of sentence? What tip would you give to those who get
confused?
4. In the next sentence (the teacher writes the example for reverse
sentence order), Tell me why this kind of sentence confuses
speakers on subject-verb agreement? How do we ensure that they
will come up with the correct verb?
5. (The teacher writes an example on the board on indefinite
pronouns. Who knows someone or has heard someone
consistently commit errors when using the word nobody,
anybody? A lot of us, right?
6. How do we identify if we are going to use a singular or a plural
verb?
7. Take a look at this sentence. (The teacher writes the next example
on topic who, which, and that pronouns) These words are what
kind of pronouns? Relative. What again is a relative pronoun?
8. How do we know when the verb should be singular, and when
should it be plural?
9. Now, there are a lot of rules for subject and verb agreement. Lets
take a look at the sentences on the board and lets recall what the
rules are.
The teacher presents a slide with sentences related to each rule. The class
will be asked to state the rule that should be remembered when they
discuss each sentence. After the class determines the rule, the teacher will
call 2 volunteers to come up with their own sentence. This pattern will be
followed until they finish discussing the last rule.
Correct the Subject-Verb disagreement in the assigned sentences by

changing the verb.
1. The teacher will show a PowerPoint slide containing the exercise.

2. The class will be given 10 minutes to answer the activity.
3. A participant will be called to answer the first item.
4. The participant to the right of the one who answered will answer
the next item until all items are covered.
5. The teacher will facilitate the class in correcting if there are any
errors with the answers.
(The teacher can refer to the online activity if available. If not, the activity
below may be used as a replacement.)
Sentence Verb
1. Some of the woodcuts from that edition looks blurred. look
2. Mr. Dunn, together with his sons, have left the farm. has
3. Neither the committee members nor the special
investigator know when the hearing will end. knows
4. Ninety dollars seem a lot of money for a simple folding
table for the writing center. seems
5. The complaints and challenges from the opposition this

past congressional session has frustrated the senator. have
6. Every one of you need to give your check to Bob by
tomorrow if you want tickets to the concert. needs
7. There is altogether too many reading and writing
assignments for the average sophomore in the course. are
8. The lawyers drawing up the agreement next week in
Dallas is becoming a potent partnership. are
9. The litter of kittens were giving Sasha so much trouble
at feeding time that we had to separate them. was
10. Most of the writing done last week, including the
essays handed in late, are graded. is
11. The number of people still confused about the
transmission of AIDS defy all efforts at education. defies
12. Home economics, especially nowadays, involve more
complex principles than most people realize. involves
13. Among the exotic fruit at the market was the kumquat
and the casaba melon. were
14. All of the produce brought in this morning by trucks
remain available in the bins. remains
15. Three months seem luxurious as a summer break, but
many professors use the time for research. seems
16. Each of those members of Congress support aid to the
group. supports
17. A number of observers believes that several western
states are determined to raise the speed limit. believe
18. The person and number of the subject determines the determin
verb form. e
19. Some of the contentment among Americans today,
especially among "Yuppies," seem shallow. seems
20. Is the ambition and the pragmatism of this generation

altogether praiseworthy? are
were achieved.
FLUENCY
Facilitators Guide 2: Register
Training 1. Define register.
Objectives 2. Differentiate formal and informal register.
3. Make participants understand the importance of register through
written and oral exercises.
Duration 60 minutes

The teacher will ask a participant to read the following and answer the
question/s according to the given scenario.
Scenario:
Your brother has a brand new sports car, and youd like to borrow it.
Which among the following questions would you use?
a. Lend me your car will you?

b. I was wondering if I might use your car.
c. Could I borrow your car?
Answer:
The first (informal) will probably get the answer no (or worse)
remember the car is new and special. The last (neutral) sentence might be
more appropriate in this situation. If your brother is unlikely to want to
lend you, then you may need to try the second which is the most formal.
1. From the given scenario that we have demonstrated earlier, which

among the questions will make your brother lend you his brand
new sports car? What made you say so?
2. What do you need to consider before asking your brother if you

could borrow his car?
3. Do you think that the relationship with the owner, the nature of
request, and how difficult it would be for the person to agree must
be considered when formulating your request? Why do you think
so?
4. Do we have to use formality at all times? What made you say so?
5. Do you agree that in spoken discourse, knowing how to select the
appropriate language for the context will enable you to
communicate effectively? Why or why not?
to the Setting of the Importance. Note that it is necessary for the teacher to
1. Now that we have learned how relevant registers are in becoming

sensitive speakers, will this be essential in helping you to be more
polite when communicating? What made you say so?
2. Lets define register. Thats a possible objective. Does everyone
agree?
3. Lets also differentiate formal and informal register. Can we
include this for todays agenda?
4. Lets put into practice using registers by providing written and oral
exercises as part of todays objectives. Does everyone agree?
1. Define register.
2. Differentiate formal and informal register.
3. Make participants understand the importance of register through
written and oral exercises.
PROVIDING FEEDBACK
Background
Register refers to selecting the appropriate expressions and tone of your

voice for the situation, topic, place, and person you are talking to. It refers
to the language that fits the particular context and a particular audience. In
this lesson, you will learn the use of formal and informal registers in
different situations.
Register can be formal or informal. Informal is also termed non-official,

familiar, and casual.
E.g. Informal: Help us, would you?

Highly formal: Would you be so good as to help me?
Characteristics of Informal Register:
1. Partial sentences with cases of ellipsis

2. Flexible use of verbal tenses
3. Few or no subordinate sentences
4. Vocabulary that is understood only due to context
5. Slurred or clipped words and many phrasal verbs
6. Use of gestures for example, up to here is usually expressed using
body movements
Degrees of Formality:
More Formal
Customer: I think there might be a problem with our dinner bill. The total
doesnt seem to be correct.
Waiter: Im terribly sorry sir. Here, let me have it and Ill adjust it for you
right away.
Mrs. Smith: Good morning. This is Mrs. Smith at Home Helps. Im afraid the
shipment of office supplies you delivered this morning wasnt complete.
National Officestore Employee: Im very sorry, Mrs. Smith. Give me the
order number and tell me whats missing. Ill take care of it for you.
Customer: Id like to return this DVD player and get my money back. I
bought it less than a month ago, and Im just not satisfied with its
performance.
Technician: Im sorry, but unless theres something actually wrong with it, I
cant take it back.
Customer: I think Id better speak to the manager if you dont mind.
Less Formal:
Customer: Hello? Listen, I sent an important package via your air express
on Monday. It still hasnt arrived and Im very unhappy about it. Delivery
was guaranteed within two days.
Employee: Its unusual, but it does happen. All I can do is put a trace on it
for you. Do you have the air bill number?
Customer: Is that the best you can do? Well, I guess I have no choice. But I
certainly dont think I should have to pay for it.
1. We have concluded earlier that knowing how to select the

appropriate language in context is very important. Why is this
so?
2. Lets take a look at our AdEPT Computer Based Learning Tool
for reference. Can someone define what a register is?
3. Now lets differentiate formal and informal register by reading
the following examples. Any volunteer to read the examples for
both formal and informal register?
4. Based from the examples that were read, can someone now
briefly explain the difference between formal and informal
register?
5. To help us better more understand our subject matter, lets
take a look at the characteristics of informal register. Can
somebody identify the 6 main characteristics?
6. Now, lets familiarize ourselves further with registers by
reading some of the examples I have provided. I need a pair to
help us read the dialogue on the board. Any volunteer?
7. Is everyone clear now on how registers are used? Will this help
you become a more sensitive speaker? Why or why not?
Formal and Informal Register
The teacher will post the activity on the board and will call 5 participants to
answer the exercise.
Match the more formal usage with the less formal one. Draw a line from
the choices in the left column to its match on the right column.
were achieved.
ACCENT
Facilitators Guide 4: Rhythm and Stress
Training 1. Define rhythm and what stress patterns are.

Objectives 2. Guide the class in gaining awareness on stress patterns in English.
3. Emphasize the importance of stress as a way to change meaning.
Duration 60 minutes

The teacher will ask a participant to read aloud the set of two, three, and
four-syllable words and phrases with the same rhythmic structure.
1. What did you notice about the syllables on the words that were
just read?
2. How do they differ? How were the set of words grouped together?
3. Were you able to hear the recurrence of stressed syllables at
regular intervals?
4. What did you notice about the intervals between stressed syllables
in the string of words?
5. Can someone identify how do we call this recurrence of stressed
syllables?
6. How do rhythm and stress patterns affect your clarity in speech?
The teacher will ask the class to read the words after her. This will lead to
the Setting of the Importance. NOTE that it is necessary that the teacher
gain the realization of the topics importance by:
1. Now that we have identified the importance of rhythm when we

speak, is understanding stress patterns in speaking English
essential? Why do you think so?
2. Define rhythm. Thats a possible objective. Does everyone agree?
3. After learning the definition of rhythm, what else can we
accomplish today? Is knowing the stress patterns when speaking
English going to be helpful in your understanding of its meaning?
Can we also set this as an objective for our study?
4. Let us also examine other factors that will help us establish a
deeper understanding of the importance of rhythm and stress
patterns.
5. We stated earlier that it is important to learn about rhythm and
stress patterns when speaking conversational English as it affects
clarity speech. Can we come up with an objective for that?
1. Define rhythm and stress patterns.

2. Gain awareness on stress patterns in English.
3. Emphasize the importance of stress as a way to change meaning.
PROVIDING FEEDBACK
Background
In the study of language, rhythm is the beat of a language. Its the result of
the recurrence of stressed syllables at regular intervals. All languages have
a regular beat, a rhythm. This beat is established by the use of syllable and
stress.
Consider these two sentences:
He lent me the money.
Ill have them ready for Wednesday morning.
English Syllables and Stress Patterns
SYLLABLES The English language is heavily stressed, with each word

divided into syllables. Here are some examples of words with different
number of syllables.
One syllable the, cold, quite, start, clean, trade, green, chair, sign,
pea
Two syllables quiet, party, special, today, orange, partner, table,

demand, power, retrieve
Three syllables fantastic, energy, expensive, wonderful, laughable,

badminton
Four syllables understanding, indecisive, conversation, realistic,

moisturizing, American
STRESS PATTERNS usually one syllable of a word is stressed more than

the others. For example, in some of the words from the above lists, the
stressed syllable is in bold:
Word stress is crucial for understanding a word quickly and accurately in

English. Even if you cannot hear a word well, you can work out what the
word is from the stress pattern. In the same way, if someone pronounces a
word differently from the accepted norm, it can be hard for the listener to
understand the word.
1. You have stated earlier that words can be pronounced differently

depending on how the syllables were stressed. Can someone
briefly explain why this is so?
2. By referring to the manual, the result of the recurrence of stressed
syllables at regular intervals is brought about by rhythm. Can
someone from the class define what rhythm is then?
3. To have a better understanding of how rhythm is integrated with
stress, we need to understand what syllables are. Can someone
briefly explain what they are?
4. Can someone please provide us with examples for one, two, three,
and four syllable words?
5. If one syllable of a word is stressed more than the others, does
anyone have an idea how do we call them?
6. Lets further illustrate by classifying some examples of stress
patterns. Any volunteer to read them on the board?
7. Are there any more concerns you want to clarify regarding stress
patterns?
8. Do you think familiarizing yourself on how stress patterns are used
will enable affect your clarity in speech?
syllables being stressed? With this in mind, will it help you
motivate in improving your pronunciation? Why or why not?
Stress Patterns Exercises:
The teacher will ask the class to underline the stressed words in the
following sentences. After they have found the stressed words italicized,
they will be asked to practice reading the sentences aloud.
Sentences:
a. John is coming over tonight. We are going to work on our

homework together. John, over, work, homework.
b. We should have visited some more castles while we were traveling
through the back roads of France. visited, castles, traveling, back,
France
c. Jack bought a new car last Friday. Jack, car
d. They are looking forward to your visiting them next January.

forward, visiting, January
e. Exciting discoveries lie in Toms future. Exciting, discoveries, lie,
Toms future
f. Would you like to come over and play a game of chess? over, chess
After the 1st activity, the teacher asks the participants to write phrases or
sentences with the same distribution of stresses as the following:
As a recap, the teacher then asks the participants why learning about
stress patterns is essential in improving clarity in speech.
were achieved.
GRAMMAR
Facilitators Guide 4: Verb Tenses
Training 1. Review the different verb tenses.
Objectives 2. State when to use the simple tense, past tense and future tense.
3. Use the correct verb tense when communicating.
Duration 60 minutes
Instruction AdEPT computer based learning tool

Materials Computer and headset
Whiteboard marker and board
sheet of paper
Pen
The teacher will begin the lesson by posing questions to the class. The
following questions may be used as guide.
1. Before we start todays class, let me take this time to get to know
each of you better.
2. Tell me something that you always do. The teacher calls at least
five participants to give their answer in a complete sentence. Verbs
that were stated in the present tense will be written on the board
by the teacher.
3. What did you do last weekend? The teacher will call at least 5
participants to answer the question. This time, the teacher will
write verbs that were stated in the past.
4. What will you do after you graduate? Tell me about your plans.
The teacher will call another set of participants and will write on
the board verbs that were used in the future tense.
*The teacher should ask follow up questions which will lead to an answer
in present tense, past tense, or future tense.
5. Good. If the class will take a look at the words that I have written
here, what do you think will be our lesson for today? Verb Tenses.
Right!
6. What happens when we use or change the tense of a verb?
1. Verb Tense is not entirely new to all of us. Therefore, will

someone give me an objective for today?
2. Thats right. Since this is not new, well review the different
verb tenses.
3. Look at the verbs that we have on the board. In detail, what
verb tenses do you think will we be discussing? Can you make
that into an objective?
4. State or define when to use the single, past and future tenses. I
agree. Any other objectives that we can add?
5. Use correct verb tenses.
1. Review the different verb tenses.

2. State when to use the simple, past and future tense.
3. Use correct verb tenses.
PROVIDING FEEDBACK
The teacher will instruct the class to access online lessons Verb Tenses 1
and Verb Tenses 2. They will be given 10 minutes to finish both lessons.
1. On the learners computers, the teacher will have them access the
grammar lesson on Verb Tenses 1. (The teacher waits till everyone
is at the prompt page.)
2. The class will be instructed to go through Story, Listen and Repeat,
Listen and type, and Listen and answer. The teacher will inform the
class that they will be given 5 minutes to finish the lesson.
3. After 5 minutes, the teacher will instruct the class to access the
grammar lesson Verb Tenses 2 and go through the contents of all
the tabs. The class will also be given 5 minutes to finish this.
The teacher may use the following guide questions to process what the
students have learned online.
1. What is a verb tense?

2. Define what a simple present tense is.
3. What could be an example of a simple tense that expresses a

habit? Will someone give the class an example?
4. How about an example of a present tense that expresses general
truth?
5. What is a simple past tense? How do we form the simple past
tense?
6. Will someone give me an example?
7. Define what a simple future tense is.
8. How do we form simple future tense?
9. Give the class an example.
10. What is a present continuous tense?
11. How do we form it?
12. Can someone give an example?
The teacher will ask the class to access online activity 4-1, and will give the
following directions to the class.
Complete the following passage putting the verbs in brackets in singular or

plural form in the correct tense and supplying the correct possessive forms.
Write your name on a sheet of paper and write your answers. You have 5
minutes to finish the activity.
After five minutes, the class will have to check their own paper. The
teacher will call a participant to answer an item. Then the participant will
call on the next one who will give the answer to the class until all the items
are covered.
In our company, we celebrate Summer Day as the people here (do) have
done for a couple of years. Everyone (be) is supposed to be at work
early and enjoy the party, in fact, only the supervisors (work) work while
everyone else (stay) stays in the office to decorate the place. Most
people (meet) meet in the recreation hall and (be) are there to cast their
votes for the Employee of the Year. Every employee who (be) is not a
previous winner and (not be) hasnt been nominated before (be) is
allowed to put their name down. When everyone present (cast) casts
their vote, the Employee of the Year is awarded. Afterwards, everyone
(dance) dances around the stage. Some people (bring) bring their food
and (eat) eat it in the garden., and everyone who (go) goes to the
canteen (get) gets a free drink to go with their lunch.
were achieved.
GRAMMAR
Facilitators Guide 5: Verb Tenses Continued
Training 1. Review Continuous, Perfect and Perfect Continuous tenses.
Objectives 2. Differentiate the uses of the different tenses.
3. Apply the correct verb tense.
Duration 60 minutes

Materials Computer and headset
PowerPoint slide
CD/ mp3 player
Pen and notebook
The teacher will start the class by asking the students to get a pen and
paper. The class will have to write down as many red phrases or sentences
that they will see. The teacher will then play a portion of Katy Perrys song
Wide Awake while its lyrics appear on the PowerPoint slide through a
projector. All continuous/progressive verbs are underlined and are colored
red.
Im falling from cloud nine

Im crashing from the high
I'm letting go tonight
I'm Falling from cloud 9
Thunder rumbling
Castles crumbling
I am trying to hold on
God knows that I tried
Seeing the bright side
I'm not blind anymore
Next, the teacher will play another clip from the song A Thousand Years
by Christina Perri with lyrics projected on the board. All verbs in perfect
tense are underlined and are colored red.
I have died everyday waiting for you

Darling dont be afraid I have loved you
For a thousand years

Ill love you for a thousand more
And all along I believed I would find you
Time has brought your heart to me
I have loved you for a thousand years
Ill love you for a thousand more.
Last song that the teacher will play is a clip from the song Ive been
waiting for you by Guys Next Door. The lyrics of the song will be shown to
the class with verbs in perfect continuous tense underlined and typed in
red,
Girl I've been searching so long in this world

trying to find someone who could be
what my picture of love was to me
and you came along
When I saw you I knew you were the one

the love that I've been dreaming of
I've been waiting for you (waiting for you)

all my life for somebody who (somebody who)
makes me feel the way I feel when I'm with you, baby
have you been waiting too
cuz I've been waiting for you
The teacher will ask the class for the phrases that they have written and
will ask the following questions to elicit the lesson for the day.
1. With the phrases that you have written on your papers, what do
you think will be our lesson for today?
2. Thats right. Verb tenses specifically: Continuous, Perfect, and
Perfect Continuous.
3. What difference does it make to know these verb tenses?
1. In our last lesson, we discussed about simple tenses. For today,

what objectives can you think for our lesson?
2. What do you think is important when studying these types of
verb tenses?
3. What other objectives can you think of which will enable us to

really learn when to use the different verb tenses?
1. Review Continuous, Perfect and Perfect Continuous tenses.

2. Differentiate the uses of the different tenses.
3. Apply the correct verb tense.
PROVIDING FEEDBACK
The teacher will instruct the class to access online lessons Verb Tenses 3
and Verb Tenses 4. They will be given 15 minutes to finish both lessons.
grammar lesson on Verb Tenses 3. (The teacher waits till everyone
is at the prompt page.)
2. The class will be instructed to go through Story, Listen, and Repeat,
class that they will be given 5 minutes (maximum 7 minutes) to
finish the lesson.
3. After 5 minutes, the teacher will instruct the class to access the
grammar lesson Verb Tenses 4 and go through the contents of all
the tabs. The class will also be given 5 (maximum 7) minutes to
finish this.
1. When do we use a past continuous tense? How do we form the

verb?
2. Will someone give me their own example of a sentence in past
continuous tense?
3. How about a future continuous tense? When do we use it? How
do we form the verb?
4. Give me a sentence using this tense.
5. What does it mean when a sentence is stated in the present
perfect tense?
6. How do we form the verb? Can someone give me an example?
How do we form the verb?
7. Lets make a sentence using the present perfect tense.
8. Next, when do you use the future perfect tense?
9. How do we form the verb? Give an example.
10. Differentiate the uses of simple past, past continuous and past
perfect.
Additional feedback:
The teacher will inform the class that apart from the things that they have
learned in the online tool, there is another type of verb tense left. The
following examples will be written on the board. The teacher will ask the
class to identify what the verb tense is, when to use it, and how the verb is
formed.
I have been living here for eight years. (Present Perfect Continuous)
He said that he has been studying Medicine for 4 years. (Past Perfect
Continuous)
By January, he will have been working here for five years. (Future Perfect
Continuous)
Present Perfect Continuous denotes an action which began in the past, has
been going on up to the present or may still be going on.
Past Perfect Continuous denotes an action which was in progress just

before a given past moment.
Future Perfect Continuous denotes an event that will still be in progress at a

certain point in the future.
11. Looking at the first sentence, what can you say about the
action? What do we call this verb tense?
12. How do we form the verb?
13. Will someone give me your own example of a sentence in
present perfect continuous?
14. Lets look at the second sentence. What can we observe about
the action? What do we call this verb tense?
15. How do we form the verb? Anyone who would like to give their
own example?
16. The last tense is an action or an event that happens where?
Can someone expound more? What do we call this verb tense?
17. Now, how do we form the verb in future perfect continuous?
18. Will someone give their own example?
The teacher will ask the class to access online activity 4-2 (Simple Past vs.
Present Perfect), and will give the following directions to the class.
Rewrite the sentences and put the verbs in parentheses into the correct
tense. Write your answers in your notebook. You have 5 minutes to finish
the activity.
After five minutes, the class will have to check their own paper. The
teacher will call a participant to answer an item. Then the participant will
call on the next one who will give the answer to the class until all the items
are covered.
1. I (not see) him since he (change) his job. Have not seen/changed
2. She (not write) to me since she (leave) England. Has not written/
left.
3. She (not have) any trouble since she (have) the operation. Has not
had/had
4. He (have) five different jobs since he (leave) school. Has had/left
5. Since he (win) $30,000 on the football pools, he (not do) a stroke
of work. Won/has not done
6. Since I (buy) this car, I (become) very lazy. Bought/have become
7. I (see) very little of him since he (get) married. Have seen/got
8. I (see) him six months ago, but I (not see) him since. Saw/have not
seen
9. I (visit) New York in 1966, but I (not be) there since. Visited/ have
not been
10. Since he (begin) writing, his whole approach to life (change).
Began/ has change
11. Since she (start) her new diet, she (lose) a lot of weight. Started/
has lost
12. He (not stop) drinking since the party (begin). Has stopped/ began.
were achieved.
ACCENT
Facilitators Guide 5: Stress Patterns
Training 1. Emphasize importance of stressed and unstressed syllables.
Objectives 2. Manifest awareness on stress patterns in English.
3. Record voice in the online tool that follows proper syllable stress.
Duration 60 minutes

Voice recorder and Online Tool
The teacher will ask a participant to read aloud the following set of
commonly mispronounced words, pronouncing every syllable with no
variation in tone. Next, the teacher asks another participant to pronounce
the words with emphasis on the underlined stressed syllables.
Commonly Mispronounced Words:
Ceremony Accuracy
Semester Memorable
Expiration Comfortable
Commonly Mispronounced Words:
Ceremony Accuracy
Semester Memorable
Expiration Comfortable
After learning how to read the words correctly, the teacher asks the
participants to read them again.
1. Have you noticed how unnatural it sounded when the words were
read with no variation in tone? Why do you think so?
2. Why do you think these words are commonly mispronounced?
3. Do you think it would be much easier to pronounce them correctly
if there would be a proper understanding of how syllables are
stressed?
4. Why do you think word stress is crucial in pronouncing the words
accurately in English? Is there a change in the meaning of words if
we mispronounce them?
5. What did you notice when we read the words giving emphasis on
the underlined syllables?
6. How will learning about stressed and unstressed syllables and its
patterns affect your clarity in speech?
The teacher will ask the class to read the words correctly after her. This will
lead to the Setting of the Importance. NOTE that it is necessary that the
teacher draw the realization of the topics importance by:
1. Now that we have identified the importance of stressed and

unstressed syllables when we speak, will this be essential in
improving your clarity in speech? What made you say so?
2. Why is putting correct stress in words important? Thats a possible
3. After learning the importance of word stress, what else can we
accomplish today? Does knowing stress patterns when speaking
English helpful in your understanding of the subject matter? Can
we also set this as an objective for our study?
4. Let us also put into practice what we have learned about word
stress through tandem reading exercises.
5. We stated earlier that it is important to learn stressed and
unstressed syllables when speaking conversational English as it
affects clarity in speech. Can we come up with an objective for
that?
1. Emphasize importance of stressed and unstressed syllables.

2. Manifest awareness on stress patterns in English.
3. Record voice in the online tool that follows proper syllable stress.
PROVIDING FEEDBACK
Background
The stressed syllable or syllables in a word are the ones that get
pronounced more forcefully.
The unstressed syllable or syllables in a word are the ones that get
pronounced less forcefully.
For example, the adverb forcefully has the first syllable stressed, and the
other two syllables unstressed: forceful ly.
You can see the () mark to the right of the stressed syllable to denote
stress. This stressed syllable mark will be shown in all English dictionaries.
So, FORCE fully is the correct way to say this word.
FORCE = the stressed syllable

fully = the two unstressed syllables
If you said forceFULLY, the word would sound wrong.
Stress Patterns:
Stress Pattern A WH-question words such as why, where, what, who, etc.
are often stressed. The other words that are stressed are the content
words. (e.g. live = verb)
Stress Pattern B Demonstrative pronouns such as these, this, that and

those are stressed. The other words that are stressed in this pattern are the
content words (e.g. book = noun, cheap = adjective)
Word stress is crucial for understanding a word quickly and accurately in

English. Even if you cannot hear a word well, you can work out what the
word is from the stress pattern. In the same way, if someone pronounces a
word differently from the accepted norm, it can be hard for the listener to
understand the word.
1. You have stated earlier that words can be pronounced differently

and the meaning changes depending on how the syllables were
stressed. Can someone briefly explain why this is so?
2. From the words we have read earlier, can someone briefly explain
using his own words what are stressed syllables?
3. Can someone please provide an example of this?
4. Let us now then define what an unstressed syllable is. Any
volunteer to briefly explain this?
5. Can someone provide us with an example?
6. In the word forceful ly, have you noticed a particular mark used in
word?
7. Can someone identify what this mark is that we normally see in
dictionaries?
8. Why do you think the stress mark is important in learning stressed
and unstressed syllables?
9. It is also important to note the two stress patterns commonly used
when learning word stress. Any idea what are they?
10. WH-question words fall into Stress Pattern A and according to our
reference manual, they are stressed as well. Can someone identify
what are these WH-question words?
11. Demonstrative pronouns that begin with TH falls into Stress
Pattern B and are also stressed. Anyone who can identify these
words?
12. Do you think familiarizing yourself with word stress and its
patterns will affect your clarity in speech?
syllables being stressed? With this in mind, will it motivate you to
improve your pronunciation? Why or why not?
Stressed and Unstressed Syllables
1. The teacher will ask participants to read the following words with
stressed (+) and unstressed (-) syllables. To quickly improve their
pronunciation skills, the teacher advise participants to record their
voice while doing this activity.
Stress Patterns
Instructions: The teacher asks the participants to access their AdEPT

computer based learning tool and navigate to the ACCENT folder. Then, the
teacher instructs to search for Activity 4-3: Stress Patterns and answer the
exercise.
The given sentences have the same stress patterns as A or B. Write the
correct letter for the following utterances:
A WHERE do you LIVE? B THESE BOOKS are CHEAP.
---------- Those books are mine. B

---------- Green eyes are nice. B
---------- First on the left. A
---------- Four pints of beer. B
---------- Why did you go? A
---------- Jill works at home. B
---------- Who is the boss? A
---------- Six pounds of meat. B
---------- Shes got a cold. B
---------- What have you done? A
---------- When is the play? A
Stress in Poems
The teacher asks participants to practice correct stress by reading aloud

the following poems by contemporary American authors.
The Road not Taken

Robert Frost
Two roads diverged in a yellow wood,

And sorry I could not travel both
And be one traveler, long I stood
And looked down one as far as I could
To where it bent in the undergrowth
Then took the other, as just as fair,
And having perhaps the better claim,

Because it was grassy and wanted wear;
Though as for that the passing there
Had worn them really about the same,
And both that morning equally lay

In leaves no step had trodden black.
Oh, I kept the first for another day!
Yet knowing how way leads on to way,
I doubted if I should ever come back.
I shall be telling this with a sigh

Somewhere ages and ages hence:
Two roads diverged in a wood, and I
I took the one less traveled by,
And that has made all the difference.
I Died For Beauty
I died for beauty, but was scarce

Adjusted in the tomb,
When one who died for truth was lain
In an adjoining room.
He questioned softly why I failed?

"For beauty," I replied.
"And I for truth - the two are one;
We brethren are," he said.
And so, as kinsmen met a-night,

We talked between the rooms,
Until the moss had reached our lips,
And covered up our names.
Emily Dickinson
were achieved.
ACCENT
Facilitators Guide 6: Connected Speech
Training 1. Define connected speech.

Objectives 2. Identify the components of connected speech.
3. Emphasize the importance of comprehension of connected speech
in improving pronunciation skills.
Duration 60 minutes

Pen and paper
The teacher will read aloud the sentences below and will ask the
participants to listen and write down the number of words they hear. The
teacher go over each sentence to check whether participants could identify
all the words and then see if they can accurately produce what they hear.
Sentences:
1. I do well in school.
2. People think I am smart.
3. Oceans and lakes have a lot in common, but they are also quite
different.
4. Take out all the trash and put all dirty dishes in the kitchen sink.
5. Could you do me a favor?
After learning how to read the words correctly, the teacher asks the
participants to read them again.
1. Were you able to identify all the words from our exercise and
accurately produce what youve heard? Why or why not?
2. Have you noticed anything particular in the manner how the words
were pronounced? Do you think the words were pronounced
intelligibly?
3. Do you think you will have no trouble comprehending the words
when you see the spoken sentence in written form as compared to
when you listen to them? Why is this so?
4. Do you think it would be much easier to pronounce them correctly

if there would be a proper understanding of how strings of words
are connected and pronounced?
5. Do you agree that in spoken discourse, we adapt our pronunciation
to our audience and articulate with maximal economy of
movement rather than maximal clarity, which means certain words
will be lost, and certain phonemes must be linked together as we
attempt to get our message across?
6. How do you think learning about connected speech and its
components will affect your clarity in speech?
teacher gain the realization of the topics importance by:
1. Now that we have identified the importance of connected speech

and its components, will this be essential in helping you
communicate effectively? What made you say so?
2. Define connected speech. Thats a possible objective. Does
everyone agree?
3. After learning what connected speech is, what else can we
accomplish today? Will knowing its components give you a better
of the subject matter? Can we also set this as an objective for our
study?
4. Let us also put into practice what we have learned about
connected speech and its components through reading exercises.
5. We stated earlier that it is important to sound natural when
speaking conversational English as it affects clarity in speech. Can
we come up with an objective for that?
1. Define connected speech.

2. Identify the components of connected speech.
3. Emphasize the importance of comprehension of connected
speech in improving pronunciation skills.
PROVIDING FEEDBACK
Background
Connected speech is the key to gaining a natural, smooth-flowing style of

speech. People do not speak in separate words; they speak in logical
connected groups of words.
Components of Connected Speech
1. WORD LINKING is simply running the words together, without making

any pause in between. When speaking naturally, we generally pause when
we finish an idea to make it clear to the listener that we are done talking
about that idea.
Example: Unlinked an arm, Linked a narm
2. WORD BLENDING is a similar process of connected speech. When we

link words, the sounds that enter into contact change.
Example: Nice to meet you.
Explanation: The final sound in meet, /t/ and the first sound in you, /j/ will
turn into a different sound, /t/, when these words are run together.
3. REDUCING like linking and blending, is related to stress in an utterance.

When said in isolation, some words have a strong form. However, when run
together, these words can be used in their weak form, which means some
of their sounds are reduced. When that happens, it is easier for the speaker
to glide over them and get to the stressed part.
Example:
Weak form of and: Theyre having fish and chips for dinner.
Strong form of and: Hes not just studying, hes studying and hes
working.
4. PAUSING To breathe, native speakers usually pause at the end of a

sentence and where a comma would appear if it was written. Pauses also
happen for a breath before phrases and clauses. These groupings of words
allow us to keep thought clusters together to be easily understood.
Thought Cluster Two Complete Thoughts
Incorrect: The board will meet <pause> on Wednesday to vote on the new
bylaws.
Explanation: Pauses should occur naturally. The sample has an awkward
pause. If there are no commas to tell you when to take a break in speaking,
be guided with the two thought groups within the sentence.
Correct: The board will meet on Wednesday <pause> to vote on the new
bylaws.
Thought Cluster Grammar and Context (Noun/Verb Phrase)
Incorrect: Jim <pause> and Sally <pause> went to the mall.

Explanation: Native speakers usually dont pause in these short sentences.
Correct: Jim and Sally <pause> went to the mall.
Thought Cluster Before or After Important Information
Correct: Based on these financial reports <pause> we must determine how

to cut expenses.
Explanation: Pausing before or after important information keeps the
listener focused.
1. We have concluded earlier that in spoken discourse, certain words

will be lost, and certain phonemes must be linked together as we
attempt to get our message across Can someone briefly explain
why this is so?
2. Lets take a look at the manual for reference. Can someone briefly
explain what connected speech is all about? Why is it important for
us to familiarize with this?
3. There are four components that we need to learn to fully
understand this. Can someone define the 1st one?
4. Any volunteer to provide an example of word linking?
5. Can someone read on word blending please?
6. Any volunteer to give us a concrete example on this one?
7. The third component is about reducing. Can someone briefly
explain the difference between weaker and stronger form by
providing us a concrete example?
8. The last component is about pausing. Why do you think proper
pausing is essential for us to be clearly understood?
9. Can someone tell us about thought clusters and how gaining

mastery of this concept greatly help us to get our message across
clearly?
10. Can we provide an example for this?
11. Is everyone aware that learning about connected speech and its
components is crucial for us to communicate clearly and
effectively? Why or why not?
Word Linking Reading Exercise:
The teacher asks a participant to read the sentences below and then asks
the class to repeat after him or her.
1. Hop on Dons bicycle.

2. Rub lightly with soap.
3. Sing Amys favorite song.
4. Feed it.
5. Raw silk.
6. Rag rugs wash well.
7. Miss Northop is ill today.
8. They sell seashells.
9. Right arm.
10. Go in.
Word Blending Exercise:
The teacher tells the participants to read aloud the sentences below as a
group.
1. Could you give me a ride?

2. What did you say?
3. Cant you go by yourself?
4. Did you have a good time?
were achieved.
FLUENCY
Facilitators Guide 3: Register Use
Training 1. Define register use.
Objectives 2. Identify common register use.
3. Practice using registers through oral conversation exercises and
short quiz.
Duration 60 minutes

The teacher will post these examples on the board, with incorrect register
apparent because formal language was used in personal conversations,
and vice versa. The teacher will call a pair to read the dialogue in class.
1. Wife to Husband
Wife: Hello, how are you today?
Husband: Im fine. Would you mind passing me the bread?
Wife: Not at all. Would you like some butter with your bread?
Husband: Yes, please. Thank you very much.
2. Subordinate to Superior at work

Employee: Good Morning, Frank, I need a raise.
Boss: Do you really? Well, forget about it!
3. Superior to Subordinate at work

Boss: Hey Jack, what are you doing?! Get to work!
Employee: Hey, Ill take as much time as I need.
4. Man Speaking to Stranger

Man 1: You! Tell me where the supermarket is.
Man 2: There.
1. From the exchange of dialogues that were demonstrated, do you

think the choice of language used were appropriate for the
situation? Why or why not?
2. What do you think could have been done?

3. Do you think that the relationship with the person being spoken to,
the nature of request, and how difficult it would be for the person
to agree must be considered when selecting the tone of your
language? Why do you think so?
4. Aside from these factors, can you think of anything else that we
must consider when selecting appropriate language?
5. Do you agree that in spoken discourse, register use must be
considered always in becoming a sensitive and polite speaker?
What made you say so?
to the Setting of the Importance. Note that it is necessary that the teacher
gains the realization of the topics importance by asking:
1. Now that we have learned how register use is relevant in becoming

sensitive speakers, will this be essential in helping you become
polite when communicating? What made you say so?
2. Lets define register use. Thats a possible objective. Does everyone
agree?
3. Lets also identify the common register use. Can we include this for
todays agenda?
4. Lets put into practice what we have learned about register use
through oral conversation exercises and a short quiz.
1. Define register use.

2. Identify common register use.
3. Practice using registers through oral conversation exercises and
short quiz.
PROVIDING FEEDBACK
Background
Unwritten rules are followed when speaking English in discussions at work,

with friends, or even strangers. Register Use are unwritten rules which can
help you communicate effectively. Incorrect register use can cause
problems at work, cause people to ignore you, or send the wrong message.
Common Register Use
1. Wife to Husband
Wife: Hi honey, how was your day?
Husband: Great. We got a lot done. And yours?
Wife: Fine, but stressful. Hey, can you pass me the mug?
Husband: Here you go.
2. Subordinate to Superior at work

Employee: Good Morning, Mr. Reyes, may I ask you a
question?
Boss: Certainly, how can I help you?
3. Superior to Subordinate at work

Boss: Excuse me, Peter, we seem to be having a problem with
the OAL account. Wed better get together to discuss the
situation.
Employee: Thats a good idea, Sir, would 4 oclock suit you?
4. Man Speaking to Stranger

Man 1: Excuse me, do you think you could give me the time?
Man 2: Certainly, its twelve thirty.
Man 1: Thank you.
Man 2: Not at all.
Sample Register Use in Common Situations
Announcing Good News
Good news was announced from a more formal tone to a less formal tone
in the following examples.
Jack: Good morning. Have you heard the latest news about the stock
market?
Fred: Im afraid not. Can you tell me what happened?
Jack: Certainly. It went up 75 points today, and most of that was in the last
hour of trading!
Fred: Great news. Thats quite a jump. Lets hope it continues. Thank you
for giving me the information.
More formal
Employee 1: Hello. Did you know that Jim Castro had gotten a promotion?
Employee 2: No, I havent heard. Is he the vice president now?
Employee 1: Yes. Its a great news, isnt it?
Employee 2: It certainly is. Hes worked hard enough. Hes earned it.
Susan: Youll never guess who I saw today. Bill Cruz.

Lynette: Really? Thats great. How is Bill?
Susan: He looks terrific. I guess retirement agrees with him.
Lynette: Thats wonderful. Im glad to hear hes doing so well.
Less formal
Employee 1: Guess what! Theyve started installing the new computer

system.
Employee 2: Is that right? Thats going to be a big improvement.
Employee 1: I cant wait to tell you about my vacation. It was fantastic!
Employee 2: Really? Spill the beans! I want to hear all about it.
Asking or Giving Opinions
When asking and giving opinions, you can do so in a more formal tone to a
less formal one, depending on your audience. Look at the following
examples.
Mr. Cole: Let me ask you, Mrs. Stone, which do you consider to be the
greater threat, foreign or domestic competition?
Mrs. Stone: In my judgment, foreign competition should be taken more
seriously, Mr. Cole.
More formal
Jeff: In your opinion, Ed, why have production costs been rising so sharply?
Ed: Well, Jeff, it seems to me that the plant may not be running as
efficiently as it could.
Philip: How do you feel about the governments plan to raise taxes, Carol?
Carol: As far as Im concerned, Philip, taxes are already too high.
Less formal
Bill: Youve seen the resumes, Steve. Who do you think is the best for the
job?
Steve: Id say Kurt Hill. Hes got the education and the experience to do a
great job.
Mike: Hey, Tom. What did you think of the tennis tournament?
Tom: I thought it was great! I saw some really exciting matches.
Expressing Certainty and Uncertainty
Certainty and uncertainty is expressed in a more formal tone to a less

formal tone in the following examples.
Mrs. Smith: Are you quite certain Mr. Bell is coming in today?
Mr. Collins: Yes, I can assure you he is. I spoke to him myself.
Mrs. Smith: I believe he is. He usually comes in on Fridays.
Mr. Collins: Im just not sure. Let me call his secretary for you.
More formal
Man 1: How sure are you that the prices on this invoice are correct?
Man 2: Im absolutely sure of that. I got a new price list this morning.
Man 1: I assume they are. They dont change very often.
Man 2: On second thought, Im not at all sure. Id better check them to
make sure.
Jane: Are you positive we can afford to upgrade the equipment?

John: After looking at the figures, Im convinced we can do it.
Jane: I really think so, but wed better work out all of the numbers before
making a decision.
John: At this point, Its hard to say. Id like to look into it further.
Less formal
Rick: I hear they might close the plant down. Is that for sure?
May: Theres no doubt about it. Theyve announced it already.
Rick: I dont know if for a fact, but theyve been talking about it for a long
time.
May: Who knows? You can never tell what theyll do.
Placing and Receiving Calls
When placing and receiving calls, you can do so in a more formal tone to a
less formal one, depending on your audience. Look at the following
examples.
Mr. Brand: Good morning, ________. How may I help you?

Mr. Farrell: Hello. May I speak to Mrs. Bennet, please?
Mr. Brand: May I ask whos calling, please?
Mr. Farrell: This is Kenneth Farrell.
Mr. Brand: One moment, please, Mr. Farrell. Ill put you through.
More formal
Carla: Good afternoon. Crane Associates. Carla speaking.

Mr. Waterman: Yes. Id like to speak to Mr. Stevens. This is Stan Waterman.
Carla: Oh, hello, Mr. Waterman. Ill see if hes free Mr. Waterman? Mr.
Stevens will be right with you.
Jason: Hello. Eberly Electronics.

Mary Kelly: Yes. Can I speak to Mr. Eberly?
Jason: May I have your name, please?
Mary Kelly: Its Mary Kelly. Hes expecting my call.
Jason: Oh, yes, Miss Kelly. Just a minute please.
Less formal
Terry: Derby Food Store. This is Terry.

Tim: Hi. Im trying to reach Tim Lane. Is he available?
Terry: Yes, hes here, hold on a minute and Ill get him.
Lisa: Hello?
Joseph: Hi, is Barbara there?
Lisa: Sure. Hang on a second. Ill get her for you.
Clarifying Information
You can use a formal or informal tone when clarifying information. See the
examples below:
Clarifying meaning:
Jeff: What do you think Mr. Gomez meant when he said the board was
open to any reasonable proposal?
Ryan: The way I understood it, Jeff, the Board would approve the
acquisition if it werent too costly.

More formal
Jane: I understand youre not in favor of the acquisition, Ed. Is that what
youre trying to tell me?
Ed: Now, Jane, dont get me wrong. I just meant we should make sure of
our own financial position before moving on it.
Jane: Theres one thing Im quite clear on, Stan. Would you mind explaining
a little further?
Stan: Of course not, Jane. What is it you dont understand?
Rob: I dont think I follow you, Bill. Could you clarify what you mean?
Bill: I guess Im not making myself too clear. Let me put it another way.
Less formal
Clarifying when you didnt hear / understand:
Im having trouble understanding you. Would you mind speaking a bit more
slowly?
Im sorry; I cant hear you very well. Could you speak up a little?
What did you day? I didn't catch it.
1. We have concluded earlier that knowing how to select the

appropriate language in context is very important. Why is this so?
2. Lets take a look at our workbook for reference. Can someone
define what register use is?
3. Now lets identify the common register uses. Can someone read on
the first use? Please read on the sample dialogue as well.
4. How about the second one? Any volunteer to identify and read its
example?
5. Lets now proceed with the 3rd one. Can somebody read this for us?
6. Lastly, let us identify the 4th one. Any volunteer?
7. Let us further explore the sample register use in common
situations. We have 5 of them we normally encounter. To
understand better, I need 5 pairs of volunteers to do a role-playing
in front of the class for every situation.
8. For the 1st pair, please read on the dialogue posted on the board for
Announcing Good News.
9. The next pair then reads Asking or Giving Opinions.
10. Expressing Certainty and Uncertainty will be read by pair no. 3.

11. Pair no. 4 will read Placing and Receiving Calls.
12. The last pair takes Clarifying Information for their reading.
13. Does everyone fully understand register use? Will this help you to
be more polite and sensitive when communicating? Why or why
not?
The teacher announces to the participants that there will be a short quiz
before the class ends. The teacher will distribute photocopies of the
assessment and will instruct the participants to answer them in 15
minutes. After the short quiz, the teacher will ask the participants to
exchange paper with their seatmates and check as the class answers the
questions.
Who are Talking?
Decide who is speaking in the following statements by selecting the

corresponding letter (A-D). Write the letter in the space provided.
Speakers:
A Colleagues
B Staff to Management
C Management to Staff
D Inappropriate for the Workplace
Statements:
___________ 1. Im afraid were having some problems with your

performance. I would like to see you in my office this afternoon. C The
manager, although unhappy, is still polite when asking an employee to
come in for a critique.
___________ 2. What did you do last weekend? A Informal and

conversational and therefore appropriate among colleagues.
___________ 3. Hey, get over here now! D Inappropriate for the

workplace because of the imperative form, which often considered rude.
___________ 4. Excuse me; do you think it would be possible to go home

early this afternoon? I have a doctors appointment. B The indirect
question form is used to make the question extremely polite.
___________ 5. Well, we went to this wonderful restaurant in Yelm. The

food was excellent and the prices were reasonable. A A statement from a
discussion about a non-work related topic among colleagues. The tone is
informal and informative.
___________ 6. Listen, Im going home early, so I cant finish the project

until tomorrow. D An employee is announcing his plan to the
management without asking.
___________ 7. Excuse me Bob, would you mind lending me P100 for

lunch. Im short today. A A colleague is politely asking a colleague for a
loan.
Register Use Quiz
Choose the best statement based on the situation by checking the box next
to your choice.
1. Company director to employee B

Hey, get over here.
Ms. Brown, could you come here for a moment?
Jane, I need to talk to you.
2. One colleague to another B

Excuse me, do you think you could possibly give me a hand?
Excuse me, could you give me a hand?
Hey, give me a hand.
3. Walter to customer 4
What do you want?
What would you like today?
Do you think you could tell me what you would like to eat
today?
4. Stranger to a man in the street B

Hey, get over here.
Ms. Brown, could you come here for a moment?
Jane, I need to talk to you.
5. Employee to department manager A

Sir, could I have a word with you now?
Frank, I need to talk to you.
Sir, do you think it would be possible for me to speak with you
now?
6. Husband to wife B
How do you do?
Whats up?
Excuse me dear, I was wondering how you were feeling.
7. Teacher to student B
Do exercise 1, now!
Please do exercise 1.
Would you mind doing exercise 1?
8. Brother to sister A
Hurry up!
Pardon me, can you please get ready?
Shall we go my dear?
9. Company director to employee C

Ms. Smith, you look fantastic today!
Jane, you are a knock out!
How are you today, Ms. Smith?
10. Customer to receptionist B

Give me my bill.
The bill, please.
I was wondering if I could trouble you for the bill.
were achieved.
GRAMMAR
Facilitators Guide 7: Article
Training 1. Differentiate definite and indefinite articles.
Objectives 2. Identify when to use and not to use definite and indefinite articles.
3. Use definite and indefinite articles correctly.
Duration 60 minutes
Instruction Computer with internet connection

Materials AdEPT computer based learning tool
Pen and notebook
The teacher will ask the class to turn on their computers and access
http://tinyurl.com/bk7kfaq or
http://eslgamesworld.com/members/games/grammar/basketball/Articl
es/Articles%20definite%20and%20indefinite.html
This is an online basketball game using articles a, an, the, and no articles.
The game has 10 questions which, when answered correctly, will enable
the learner to shoot the ball in the hoops. The teacher will give the class 3
minutes to answer the game.
After the game, the following guide questions may be asked by the teacher
to introduce the lesson for the day.
1. What is the game about?

2. How many of you got 100% in the game?
3. How many of you got below 80%?
4. Put yourselves in the place of your learners; can you say that you
are 100% sure that they know how to use articles?
1. What objectives would you want us to accomplish for todays

lesson?
2. Identify the different uses of a, an, and the. Good. But before
we go to that, what are the two types of articles that we have?
What objectives can you formulate for that?
3. Right. Well differentiate the uses of definite and indefinite
articles.
1. Differentiate definite and indefinite articles.

2. Identify when to use and not to use definite and indefinite
articles.
3. Use definite and indefinite articles correctly.
PROVIDING FEEDBACK
Background:
Articles are used before a noun. They are invariable. They do not change
according to the gender or number of the noun they refer to.
There are two types of articles: definite (the) and indefinite article (a, an).
A and an are called indefinite articles because they do not state which
person or thing are we talking about. Definite article points out a particular
person or thing.
Definite article the is used:

When referring to something which has already been mentioned
When both the speaker and listener know what is being talked
about, even if it has not been mentioned before
When defining or identifying a particular person or object in
sentences or clauses
When referring to objects regarded as unique
Before superlatives and ordinal numbers
With adjectives, to refer to a whole group of people
With names of geographical areas and oceans
With decades or groups of years
Indefinite article a or an is used

When referring to something for the first time
When referring to a particular member of a group or class, such as
names of jobs, nationalities and religions, names of instruments,
and names of days
When referring to a kind of, or example of something
With singular nouns, after the words what and such

When it means one, or referring to a single object or person
We do not use article

With countries, states, counties or provinces, lakes and mountains
except when the country is a collection of regions such as The
Philippines.
When speaking about things in general
When speaking about meals, places, and transport
The teacher will instruct the class to access the online lesson on Articles.
They will be given 15 minutes to finish all the learning tabs.
grammar lesson on Articles. (The teacher waits till everyone is at
the prompt page.)
2. The class will be instructed to go through Story, Listen, and Repeat,
class that they will be given 15 minutes to finish the lesson.
1. We mentioned earlier that we have two kinds of articles. How

would you differentiate them?
2. When do we use the definite article the?
3. When do we use articles a and an?
4. What are the instances wherein we should not be using an article?
The teacher will ask the class to access AdEPT computer based learning
tool activity 5-1: Articles, and will give the following directions to the class.
Complete the sentences with a suitable article. On your notebooks, write a,

an, or the. Note no article if there is no article needed.
You have 5 minutes to finish the activity.
After five minutes, the teacher will ask the learners to find a partner and
exchange notebooks for checking. The teacher will call a participant to
answer an item. Then the participant will call on the next one who will give
the answer to the class until all the items are covered.
1. Raul left his hometown with ___ heavy heart.
2. His family was constantly on ____ move. They cannot settle in just
one place.
3. She eased slowly but gradually into __ leadership role.
4. As soon as she heard the news, she rushed to __ hospital that was
not very far from her office.
5. After he finished the book, Hamlet went to __ window that opened
on the town square.
6. Sometimes the confirmation process takes __ good deal of time as
the customer care agent is slow to input data into the system.
7. Jefferson wanted to go to __ mall and buy __ reconditioned laptop.
8. Mildred worked hard for months to get __ promotion and to earn
the respect of her demanding boss.
9. __ experience has definitely proven time and again that indeed it
remains to be lifes best teacher.
10. He bought __ house and paid it with cash he borrowed from his
sister.
11. Jakes technical work demands __ lot of attention to details.
12. They had __ good time and did not pay any attention to the
neighbors who were awakened by their noise.
13. __ old generator failed to function again yesterday.
14. Even though he is __ new hire, Robert sounds very professional
when talks to clients.
15. The announcement saddened all __ employees.
After discussing the activity, the teacher will ask the class to access AdEPT
computer based learning tool and open Activity 5-2: Articles. The students
should write the sentence/s where articles are used correctly.
Key answers:
1. I like the fish you can eat here.
I like fish.
2. Sue detests roses.
Sue detests the roses I bought.
3. The telephone was invented by Bell.
4. I love video games.
I love the video games in this shop.
5. Electricity was discovered by Benjamin Franklin.
were achieved.
FLUENCY
Facilitators Guide 5: Uses of Passive and Active Voice
Training 1. Define active and passive voice.
Objectives 2. Discuss when to use active and passive voice.
3. Practice using active and passive voice through written exercise.
Duration 60 minutes

The teacher will post five sample sentences on the board for the students
to read aloud and analyze. Each sentence pair has an example of an Active
and Passive Voice.
Passive Voice: The cake was eaten by Emmanuel.

Active Voice: Emmanuel ate the cake.
Passive Voice: The report was submitted by me.

Active Voice: I submitted the report.
Passive Voice: The game was won by the visiting team.

Active Voice: The visiting team won the game.
Passive Voice: The decision is being drafted by the board.

Active Voice: The board is drafting the decision.
Passive Voice: The plan and design was created by our team.
Active Voice: Our team created the plan and design.
1. How does passive voice in sentence one differ from the active
voice in sentence two?
2. Does it have the same meaning?
3. What do sentences in the passive voice suggest?
4. How about the sentences in active voice? What do they imply?
5. Lets talk about how we form active and passive voice sentences.
6. Which voice do you think is more recommended to use? What
made you say so?
The teacher must emphasize the differences in the active and passive voice
that will become evident to the class through oral reading of the sentences.
Note that it is necessary that the teacher gains the realization of the topics
importance by asking:
1. Now that we have established the difference between active and

passive voice, how important is the use of the appropriate voice in
statements in our everyday conversations?
2. Lets define active and passive voice. Thats a possible objective.
Does everyone agree?
3. Lets also discuss when to use active and passive voice. Can we
include this for todays agenda?
4. Lets put into practice the use of active and passive voice through
written exercises. Does everyone agree?
1. Define active and passive voice.

2. Discuss when to use active and passive voice.
3. Practice using active and passive voice through written exercise.
PROVIDING FEEDBACK
Background
Personal and Impersonal Speech
There are two types of voices in speech: active and passive.
Active Voice is a grammatical voice common in many of the worlds

languages. It is the unmarked voice for clauses featuring a transitive verb in
nominative-accusative languages, including English and most other Indo-
European languages. Active voice is used in a clause whose subject

expresses the agent of the main verb. The active voice is the "normal"
voice. This is the voice that we use most of the time.
Passive voice is a grammatical voice common in many of the world's

languages. In a clause with passive voice, the grammatical subject
expresses the theme or patient of the main verb that is, the person or
thing that undergoes the action or has its state changed. The passive voice
is less usual. In the passive voice, the subject receives the action of the
verb:
The object of the active verb becomes the subject of the passive verb.
When to Use Active and Passive Voice
1. Use an active voice when you say what a person or thing does.
Example: My brother built his own house.
2. Use a passive voice when you say what happens to a person or a thing,
or what is done to them.
Example: All of those houses were built by my brother.
Note: Inflated diction and wordiness make letters and speech sound
pompous and overly formal.
Impersonal: The program will be initiated.

Personal: We will start the program.
1. We have analyzed sentences in active and passive voices earlier.

How are you going to define each? Lets start with the Active
Voice?
2. How about Passive Voice?
3. Now lets discuss the difference between active and passive voice
by looking at how the subject and the verb in the sentences were
used. Lets begin with the active voice. Is the subject of the active
voice the doer of the action?
4. How about in passive voice? Is subject the receiver of the action?
5. Now that we were able to differentiate the two voices, when do
we use them in a statement?
6. When you say what a person or a thing does, what voice do we
use?
7. When you say what happens to a person or a thing, or what is
done to them, what voice do we use?
Passive to Active Voice
1. The teacher will post the activity on the board.

2. The participants will be asked to change the tone in the following
statements by replacing the underlined verbs from the passive
voice to the corresponding tenses in the active voice. The meaning
of the sentences must be preserved by omitting the preposition by
and making the necessary changes in word order.
Example: Passive: The news was heard by everyone.

Active: Everyone heard the news.
1. The table was painstakingly arranged by Anna.
Anna painstakingly arranged the table.
2. All leaking pipes must be checked by the master plumber.
The master plumber must check all leaking pipes.
3. Marcel was being reprimanded by his mother.
The mother was reprimanding Marcel.
4. The libretto was written by the choir master.
The choirmaster wrote the libretto.
5. The house was tastefully decorated by the mistress.
The mistress tastefully decorated the house.
6. The swatches were taken by the tailor.
The tailor took the swatches.
7. The gown was paid for by the bride.
The bride paid the gown.
8. The wine has been drunk by the speaker.
The speaker has drunk the wine.
9. The parcel is opened by the guard.
The guard opens the parcel.
10. The ingredients have been measured by the interns.
The interns have measured the ingredients.
11. The alligator was seen by the hunters.
The hunters saw the alligator.
12. Rauls article will be published by the newspaper.
The newspaper will publish Rauls article.
were achieved.
GRAMMAR
Facilitators Guide 6: Verb Tense Analysis
Training 1. Identify errors in verb tense.
Objectives 2. Construct sentences with correct verb tense.
3. Improve sentence construction by using correct verb tense.
Duration 30 minutes

Materials Notebook and pen
Method INSTRUCTIONS
The teacher will inform the students to complete the following exercises at
home and will give the corresponding instructions for each activity.
1. Access your AdEPT computer based learning tool and under

Grammar, select Activity 4-5: Time Phrases.
2. On your notebook, make 4 columns. You will write the time
phrases below the column where they are used most often. Some
of the phrases can be used in more than one column.
Key Answers:
3. After completing that activity, you will accomplish Activity 4-6:

Error Analysis- Tenses, Activity 4-8: Error Analysis Simple Past and
Past Perfect, and Activity 4-9: Error Analysis Simple Past and Past
Progressive
4. You will find the grammatical mistake or error in each of the
sentences and will rewrite the sentences correctly on your
notebook.
5. The answers will be checked on the next meeting.
Key Answers:
Activity 4-6
1. I havent seen him since ages.
2. I havent seen him in ages.
3. How long ago have you had a vacation?
4. How long ago did you go on vacation?
5. How long are they married?
6. How long have they been married?
7. Ive had my present job since a long time.
8. Ive had my present job for a long time.
9. Have you ever gone to Canada?
10. Have you ever been to Canada?
11. How many candidates have you been interviewing today?
12. How many candidates have you interviewed today?
13. Shes changed her job a month ago.
14. She changed her job a month ago.
15. How long are you working for your present company?
16. How long have you been working for your present company?
17. Hes changed jobs twice last year.
18. He changed jobs twice last year.
19. She studies Japanese since 1993.
20. She has studied Japanese since 1993.
Activity 4-8
1. When I came to the United States for the first time, I had difficulty
understanding the sales clerks in the stores. (remove HAVE in have
had difficulty)
2. Ronald Reagan has been president for eight years before he
retired. (had)
3. The band plays since three hours. Do you think the players will
take a break soon? (has been playing for)
4. The movie starts at 9:00. Its 9:10 now, so by the time we get
there, we will have missed the first 30 minutes. (no error)
5. Have you chosen your china pattern yet? Id like to buy you a place
setting for your wedding present. (chosen)
6. Pete is getting married next year. By then, he will know his fiance
for five years. (have known)
7. I hope I can use verbs correctly in English when I will finish this
course! (remove WILL in I will finish this course)
8. My family and I are in Alaska since five years, and we still arent
used to the long, dark winters. (have been)
9. I am here for six months and still cant speak English. (have been)
10. When you try to open a bank account, they will ask you how long
you are living at your present address. (have lived)
Activity 4-9
1. I wonder what flavor this sauce is. I am tasting chocolate and

coffee, but there is another ingredient that I cant identify. (I taste
chocolate and coffee - There is no need to use the present
continuous tense since this is not an action that can last for a
period of time)
2. By the time her husband was awakened by the smoke, she had
already been smelling the fire downstairs and called the fire
department. (She had already smelled the fire downstairs)
3. I touched the expensive vase when it suddenly fell to the floor and
smashed into many pieces. I felt very embarrassed when I told my
grandmother about it. (no revision)
4. Lisa, did you forget everything I taught you about a setting table?
You put the fork on the wrong side of the plate! (no revision)
5. Jim studied in his room when his sister arrived, so he didnt hear
the door open. (Jim was studying in his room when his sister
arrived)
6. As the elderly man crossed Main Street last night, he was assaulted
and robbed by two armed boys. (As the elderly man was crossing
Main Street last night.)
7. My sister and I take the same training in this company. (My sister
and I are taking the same training)
8. During the entire party, I wasnt recognizing the girl in red dress
until she began to laugh. (I didnt recognize the girl in the red
dress )
9. This year, Mr. Scotts company works hard to recruit prospective
employees from the provinces. (This year, Mr. Scotts company has
been working hard to recruit prospective employees)
10. Go call the fire department. I am still smelling smoke. (I smell
smoke. We cant use the present continuous tense because smell
is a non- continuous verb)
After checking the answers on the next meeting, the teacher will ask the
class to re-state the objectives and verify if these were achieved.
ACCENT
Facilitators Guide 7: Pitch and Tone
Training 1. Define pitch and intonation.

Objectives 2. Discuss how intonation is relevant to proper pronunciation.
3. Manifest awareness on correct intonation patterns by identifying
them in other speakers.
Duration 60 minutes

The teacher will ask a participant to read the sentences below with
emphasis on the words highlighted.
*Sentence A refers to a question of WHO?

*Sentence B refers to a question of WHAT?
*Sentence C refers to a question of WHICH ONE?
The teacher then asks participants how the change in pitch and intonation
can change the message of the given sentences.
1. Were you able to get the message of the sentences based on how
they were pronounced? Why or why not?
2. Have you noticed that putting emphasis on some words in the
given sentences can change the meaning being conveyed?
3. Will changing your intonation when speaking affect your clarity in

pronunciation? Why is this so?
4. Do you think it will greatly help your pronunciation skills if proper
understanding of pitch and intonation will be learned?
5. Do you agree that in spoken discourse, there are several ways in
reading a sentence, several ways of giving an answer, and a
number of ways to say the same word?
6. How do you think learning about pitch and intonation will affect
you communicating effectively?
1. Now that we have learned how intonation is relevant to proper

pronunciation, will this be essential in helping you communicate
effectively? What made you say so?
2. Define pitch. Thats a possible objective. Does everyone agree?
3. Lets identify what intonation is. Its also a possible objective. Does
everyone agree?
4. After learning what pitch and intonation are, what else can we
accomplish today? Will knowing the relevance of intonation in
pronunciation will give you a better understanding of the subject
matter? Can we also set this as an objective for our study?
intonation through reading exercises.
6. We stated earlier that the speakers attitude affects the pitch and
intonation when speaking. Can we come up with an objective for
that?
1. Define pitch and intonation.

2. Discuss how intonation is relevant to proper pronunciation.
3. Manifest awareness on correct intonation patterns by identifying
them in other speakers.
PROVIDING FEEDBACK
Background
Pitch is how high or low a persons voice is. For example, some people have
naturally low pitched voices, such as baritones; as others have high-pitched
voices, such as sopranos. But none use only one note when they are
speaking. They change their pitch according to the meaning of what they
are saying.
Three Pitch Levels normally used in English:
1. Extra High Pitch used to express emotions such as excitement,

fear, etc.
Example: Dogs eat bones, rice, and meat.
Oh my God! Hes taking me to the movies tonight!
2. High Pitch suspended tone used after questions or in series.

Example: Are you going to the movies tonight?
3. Low Pitch generally used to end sentences in normal speaking

situations.
Example: Im going to the movies tonight.
Intonation is the tune or melodic pattern of what you say. It refers to the
way the pitch of the voice rises and falls. It involves the variations in pitch
and word stress. Intonation is as much a part of the language as the correct
pronunciation of vowels and consonants.
Intonation in the American Accent
Americans tend to use quite broad pitch variation, with strong differences
between whats stressed and what isnt, with stressed words generally
going higher in pitch.
Example: Otto aims to give the class advice.
Explanation: Otto and advice, being the nouns in the sentence are the most
important words, and are given prominence with higher pitch.
Native speakers also tend to keep their voices going beneath what theyre
saying, so the voice doesnt stop until the end of a phrase or sentence. In
the example sentence above, this could be accomplished by connecting the
end of the name Otto to the beginning of the word aims using a very small
/w/ sound; the end of the word class should also connect to the beginning
of the word advice. Connecting these words together creates an

underlying drone of vocality, which sounds very typically American.
Intonation in Questions
When you are unsure of the answer to a question, use rising intonation.
When confident of the answer to a question, use falling intonation.
Look at the following conversation and practice:
Father: At what time are you coming back home tonight?

Son: At ten?
Father: Certainly not!
Son: At twelve?
Father: Are you kidding?
Son: Ok, at nine?
Father: Now we are talking.
Tag Questions make conversation easier. They invite the listener to

respond either with a yes or a no.
Example: Nigel hasnt come, has he?

You like playing the guitar, dont you?
A tag question can be directed to someone by name.
Example: You remember, dont you, Ray?

You dont mind, do you, Jess?
1. We have concluded earlier that in spoken discourse, the speakers

attitude affects the pitch and intonation when speaking. Why is this
so?
2. Lets take a look at the manual for reference. Can someone read on
what pitch is? What are the three pitch levels that are normally
used in English?
3. Can someone provide us with examples?
4. Now that weve learned about pitch, we have mentioned that
intonation is relevant to proper pronunciation. Can someone briefly
explain what intonation is?
5. Lets now talk about the intonation in the American accent. How do
you think they differ from the Filipino accent? Can someone please
provide an example for this?
6. Lets now move on to intonations on questions. When do you think

we use them?
7. Can someone please provide us with a concrete example?
8. Intonation also covers tag questions. Is anyone familiar what they
are?
9. Can someone tell us when we use them?
10. Can we provide an example for this?
11. Is everyone aware that learning about pitch and intonation is
crucial for us to communicate clearly and effectively? Why or why
not?
Intonation Reading Exercise
The teacher asks the participant to read the following questions using the
right intonation.
1. Did you at least get the list? Rising

2. Is that the right number? Rising
3. Is there anything else I can do for you today? Falling
4. May I ask you a few questions? Rising
5. Are you saying you have not received a credit yet? Rising
6. May I ask which portion of the benefits is difficult to understand?
Falling
7. Who am I speaking with? Falling
8. Do you mind repeating that number back? Falling
9. Before we hang up, is there anything I havent been clear about?
Falling
10. Would you be interested in another offer that is still valid for your
area? Falling
11. Is that correct? Rising
12. How may I help you today? Falling
13. May I please have a contact number in case we get disconnected?
Falling
14. May I please have your zip code? Falling
15. Can I please have your e-mail address to send you a confirmation
e-mail? Falling
16. Could you please verify your e-mail address for me? Falling
17. Did you receive an error message? Rising
18. Is there anything else I can assist you with? Falling
19. Could I please verify your date of birth? Falling
20. May I ask why you wish to cancel? Falling
21. What happens when you do that? Falling
22. Do you make any international calls to countries like Mexico or

Canada? Rising
23. Has everyone received the report on current trends? Rising
24. Have you completed the new report? Rising
25. Is there any other business? Falling
26. What seems to be the issue? Falling
27. Have you contacted us previously about the same issue? Rising
were achieved.
GRAMMAR
Facilitators Guide 8: Non-Continuous Verbs
Training 1. Define non-continuous verbs.

Objectives 2. Review the usage of non-continuous verbs.
3. Recognize non-continuous verbs.
Duration 30 minutes

Method INSTRUCTIONS
1. After the discussion of the previous lesson, the teacher will

then ask the participants to access AdEPT computer based
learning tool at home. Under grammar, the students will have
to open the lesson on Non-continuous Verbs 1, and Non-
continuous Verbs 2.
2. The class will be instructed to go through Story, Listen, and

Repeat, Listen and type, and Listen and answer.
3. Checking for understanding will be done on the next meeting.
Before the teacher begins the lesson on Modals, the teacher will ask the
class the following questions for clarity of the take home online lesson.
1. Based on your take home lesson, how would you define non-
continuous verbs?
2. What are some of the categories wherein a non-continuous verb
would rarely be used in continuous tense?
FLUENCY
Facilitators Guide 4: Mood
Training 1. Enable participants to write more tactful or use positive sentences

Objectives through writing activity
Duration 30 minutes

Method INSTRUCTIONS
After the discussion of the previous lesson, the teacher will then ask the
participants to do the exercise below by accessing AdEPT computer based
learning tool at home to help them construct positive sentences.
Rephrase each sentence below to make it more tactful or positive. Write

the revised sentence in the space provided.
Example:
Original Sentence: We cant help you because we are completely out of the
item you ordered.
Tactful Sentence: Although we do not have the item you ordered, we
expect to have it next month.
Original Sentence: You misunderstood our request.

Tactful Sentence: Please review/ go over our request.
Original Sentence: If your company does not cooperate, the experiment

will fail.
Tactful Sentence: With your companys full cooperation, the experiment
will succeed.
Original Sentence: You have left half the job undone, as you may be
unaware.
Tactful Sentence: You are halfway through your task.
Original Sentence: You have insufficient income to receive credit at this

time.
Tactful Sentence: You will receive credit once your income meets our
requirement. / We can offer you credit that suits your current income.
The teacher will ask the class to have a review mood before the next lesson
commence.
GRAMMAR
Facilitators Guide 9: Modals
Training 1. List the different modal verbs.
Objectives 2. Identify the uses of the different modals.
3. Practice the correct use of modal using the online tool.
Duration 60 minutes

Materials Marker and board
Pen and notebook
After reviewing the take home lesson on non-continuous verbs, the

teacher will begin the lesson by addressing questions to the class.
1. What would you feel if I say that I must be giving a 50 item quiz
today about non-continuous verbs?
2. Now what would you feel if I say I might be giving a 50 item quiz
today about non-continuous verbs?
3. What changed the meaning?
1. What do you think will be a suitable set of objectives for our

lesson for today?
2. Thats true. We can list the different modals.
3. Other than listing them, what other objectives do you think
would be important?
4. Of course, the proper uses of each modal are important. And
what do you think should we do to check our familiarity with
the use of modals?
5. Practice.
1. List the different modal verbs.

2. Identify the uses of the different modals.
3. Practice the correct use of modal using the online tool.
PROVIDING FEEDBACK
Background:
Modal verbs are a closed set of verbs that are used immediately before the
main verb in a sentence to reflect the mood or attitude of either the
speaker or the subject of the sentence from the perspective of the speaker.
These verbs behave differently from other verbs.
Modal verbs
Do not use an s with singular subjects
Come with the word not when used in negative form
(Many of them) Cannot be used in the past or the future tenses
The lists of modal verbs in English are:
can could may might will

would must shall should ought to
The online learning tool will discuss the uses of will and would.
HABITS
Will and would can be used to talk about habits or things we usually do or
did in the past.
Harold will always be late!
ABILITY
Can and could are used to talk about a skill or ability.
She can speak different languages.
OBLIGATION AND ADVICE
Must or should is used to say when something is necessary or unnecessary,

or to give advice.
Children must sleep early.
PERMISSION
Can, could, and may can be used to ask for or give permission.
Could I leave early?
grammar lesson on Modals. (The teacher waits till everyone is at
the prompt page.)
2. The class will be instructed to go through the Story tab. The class
will be given 5 minutes to finish the online lesson. .
The teacher may use the following guide questions to process the online
lesson and to discuss the background on other modals that were not
discussed in the online lesson.
1. Based on what you have learned, will someone define what

modals are?
2. How are modals different from other verbs?
3. What are the different modal verbs? Reviewing what you have
learned in your grammar classes before, besides will and
would, what other modals do you know? (list all the modals on
the board)
4. If you would want to say that something is a habit, what
modals can you use?
5. Will someone give an example?
6. How about if we want to express ability. What modals can we
use?
7. Anyone who has an example?
8. If we want to state that something is an obligation or advice,
what modals can we use?
9. How about for asking or giving permission, which of these
modals can be used?
The teacher will ask the class to access AdEPT learning tool activity 7-1:
Will and would, and activity 7-2: Completing sentences with modals. The
following directions will be given to the class.
1. Access your AdEPT learning tool and under grammar answer

activity 7-1 and activity 7-2.
2. For 7-1, you are going to write the letter of the closest answer in
the meaning to the given sentences on your notebook.
3. For 7-2, to complete the sentences, you will have to choose
between will and would. Write your answers on your notebook.
4. You have 10 minutes to finish the two activities.
After ten minutes, the teacher will call a participant to answer an item.
Then the participant will call on the next one who will give the answer to
the class until all the items are covered.
Activity 7-1: Will and Would
1. The elevator will hold up to 20 people. C

a) Often holds
b) Can hold
c) Is willing to hold
2. We would spend summers in the country when I was young. A

a) We used to
b) We could
c) We were willing to
3. Bill loves to read when he has time. Hell sit for hours without
looking up. B
a) He can sit
b) He often sits
c) Hes willing to sit
4. Terris supervisor wouldnt let her have yesterdays off. C

a) Didnt use to
b) Couldnt
c) Wasnt willing to
5. Everyone believed sales would continue climbing. B

a) Were able to
b) Were going to
c) Used to
Activity 7-2
1. ________ you like something to drink? Would

2. ________ the result of the test marketing be ready by May? Will
3. When I was in school I _______ study hard every night. Would
4. Many people ______ rather live near their place of work. Would
5. The weather around here is unpredictable; it ______ rain one
moment and be sunny the next. Will
6. If we relocated outside the city, our overhead _____ go down.
Would
7. When I bought this house, I had no idea it _____ soon double in
value. Would
8. I believe the judge _____ find the man guilty as charged. Will
were achieved.
GRAMMAR
Facilitators Guide 10: Conditionals
Training 1. Review the three basic conditionals.
Objectives 2. Apply the usage and structure of conditionals.
3. Master the use of conditionals through practice using the online
tool.
Duration 60 minutes

Pen and notebook
The teacher will introduce the lesson by stating phrases that begin with a
condition such as If you passed your licensure examIf you won the
lottery and letting the participants give the results by finishing the
sentences.
The following guide questions may be used to show the importance of the
lesson.
1. If there is a situation or a circumstance like what we talked about,
passing your licensure exam, there will always be a result that will
follow. What do we call this in the English language? Conditionals.
2. How important is it that we know how to properly state a
conditional sentence?
1. We are familiar with conditionals. Thus, for our lesson for today,
what do you think should our objectives be?
2. Identifying the different conditionals. Correct. There are a number
of conditionals but for todays lesson, we will be focusing on the
three basic conditionals.
3. What is important when we are forming conditionals? Will
someone make an objective out of that?
4. And how will we be able to improve on the use of conditionals?
Will someone form an objective using that?
1. Review the three basic conditionals.

2. Apply the usage and structure of conditionals.
3. Master the use of conditionals through practice using the online
tool.
PROVIDING FEEDBACK
Background:
Condition means situation or circumstance If a particular situation is true,

then a particular result happens. For example:
If y=10 then 2y=20

If y=3 then 2y=6
People sometimes call conditionals IF Structures or IF Sentences, because

there is usually (but not always) the word if in a conditional sentence.
There are three basic conditionals that are used very often.
Conditional #1: Real Possibility

This is when we are thinking of a condition in the future and the result of
that condition. For example, if you are about to go to a trip and the
weather forecast says there is going to be a storm. You can say If the
storm comes, I will cancel my trip.
How to form: IF + present simple +WILL+ base verb.
Conditional #2: Unreal Possibility or Dream

This is when we are thinking of a condition in the future and the result of
that condition. However, there is not a real possibility that the condition
will happen. For example, If I marry the governor, I would become rich. It
is possible that you could marry the governor but it is not certain.
How to form: IF + past simple + WOULD + base verb
Conditional #3: No Possibility or Zero Conditional

This is when we talk about a condition in the past that did not happen. This
is why there is no possibility of it ever happening. This is like a dream but
with no possibility. When you did not pass an exam last week and you say
If I had passed the exam, I would have gotten a gift from my parents.
How to form: IF + Past Perfect + WOULD HAVE + past participle
1. On the learners computers, the teacher will have them access

grammar lessons entitled English Conditionals 1, English
Conditionals 2, and English Conditionals 3. (The teacher waits till
everyone is at the prompt page.)
2. The class will be instructed to go through the Story tab, listen and
repeat, Listen and type, and Listen and answer. The class will be
given 15 minutes to finish the online lesson. .
The teacher may use the following guide questions when the class if
finished with the online lessons on conditionals.
1. What have you understood about conditionals?

2. Like what we have mentioned earlier, we have 3 basic conditionals.
Will someone explain to the class what the first one is? What is the
structure of the sentence when we want to state this kind of
condition?
3. What is the second one? Will someone elaborate to the class how
this conditional differs from the first when it comes to structure?
4. And the last one would be what kind of conditional? What is the
difference of this conditional compared to the second? How do we
form the sentence?
The teacher will ask the class to access AdEPT learning tool activity 8-1:
Conditionals, and activity 8-4: Conditionals, What If. The following
directions will be given to the class
1. Access your AdEPT learning tool and under grammar answer

activities 8-1 and activity 8-4.
2. For 8-1, you are going to complete the sentences with your own
words.
3. For 8-4, What If activity, you will answer 1 question out of the
three.
For What would happen if activity, you will choose 2 questions to
answer.
4. All of the answers should be written on your notebook.
5. You have 10 minutes to finish this activity. After finishing, I will give
you further instructions.
6. (After 10 minutes) The teacher will ask the students to look for a
partner.
For Activity 8-1, the teacher will call a pair and will ask them to give
their answer on the first item and explain why. The teacher will call
on the next pair until all the items are covered.
7. For Activity 8-4, with the same pair, the teacher will ask the
participants to discuss their answers on activity what if, and
activity what would happen if. After 2 minutes, the teacher will
call a pair to present in class and repeat until all pairs are called.
8. The teacher will debrief by providing feedback to the participants.
Activity 8-1: Conditionals

1. If I dont eat breakfast, ________________ (zero)
2. If I dont have much work to do, ________________ (first)
3. If I have some money left over after I pay my bills, ___________
(first)
4. If I meet a friend, _______________ (first)
5. If I get some mail, _______________ (first)
6. If there isnt much traffic, _____________(first)
7. If I like someone right away, _____________ (first)
8. If I dont have to get up early, _____________ (first)
9. If you mix blue and yellow paint, ____________ (zero)
10. If you consume more calories than you burn, ____________ (zero)
11. When the temperature drops below freezing, ____________
(zero)
12. If you add two even numbers together, ____________ (zero)
13. If you multiply a number by 100, _______________ (zero)
14. When a volcano erupts, ________________ (zero)
15. Unless it rains tomorrow, _____________ (first)
16. Ill buy some groceries on my way home, unless __________ (first)
17. Unless I have more time, ___________ (first)
18. Ill write a check tomorrow, unless ______________ (first)
19. Unless the class is cancelled, ______________ (first)
20. Unless they change their plans, _____________ (first)
Activity 8-4
What If?
1. If you werent in class, what would you be doing?

2. If you could travel anywhere you liked, where would you go?
How would you travel and what would you do when you
reached your destination?
3. If you could live anywhere you wanted, in what city would you
choose to live?
What would happen if?
1. The price of the gasoline was raised to 300%?

2. The price of cigarettes was raised to 300%
3. All the insects in the world died?
4. The polar ice cap melted?
5. All the tests were scrapped?
6. The drinking age was lowered to 14?
7. There was no rain for five years?
8. The speed limit was 250 km/h?
9. The Philippines had a one-child policy like China?
10. School was made free for everybody?
11. Students elected their teachers?
12. Aliens landed in our country?
13. A mad cow was discovered in your town?
were achieved.
ACCENT
Facilitators Guide 8: Articulation
Training 1. Identify the vowel sounds in English.
Objectives 2. Identify and produce short vowel sounds.
3. Identify and produce long vowel sounds.
Duration 60 minutes

The teacher will ask the participants to read the following words
emphasizing the short and long vowel sounds.
The teacher then asks how the words were pronounced differently.
1. Were you able to observe the difference in how the words were
pronounced? Can you tell the difference?
2. Have you noticed anything about the vowel sounds produced
when they were pronounced? Were you able to see the contrast in
them?
3. Do you think varying emphasis on vowel sounds when speaking
will affect your clarity in pronunciation? Why is this so?
4. Do you think it will greatly help your pronunciation skills if proper
understanding of how vowel sounds are produced will be learned?
5. Do you agree that in spoken discourse, articulating vowel sounds

may affect your clarity when speaking?
6. How do you think learning about the sounds in English being
produced will affect the way of you communicating effectively?
The teacher will ask the class to read the words once more. This will lead to
1. Now that we have learned how vowel sounds are relevant to

proper pronunciation, will this be essential in helping you
2. Lets identify the different vowel sounds in English. Thats a
possible objective. Does everyone agree?
3. Differentiating vowels from consonants is also a possible objective.
4. After learning the different vowel sounds, what else can we
accomplish today? Will knowing how to pronounce these vowel
sounds will give you a better understanding of the subject matter?
Can we also set this as an objective for our study?
5. Let us also put into practice what we have learned about vowel
sounds through reading exercises.
1. Identify the vowel sounds in English.

2. Identify and produce short vowel sounds.
3. Identify and produce long vowel sounds.
PROVIDING FEEDBACK
Background
Sounds of English
To represent those sounds we use a special alphabet known as the

International Phonetic Alphabet (IPA). The symbols are very similar to those
we use in writing, with some special additions to represent the sounds that
writing doesnt distinguish. Each of these symbols represents only one
sound, and no other, so they offer an advantage over common spelling in
which a letter may represent different sounds. This, as said before, doesnt
happen with the IPA symbols.
Two Types of Sounds
Vocal Tract is the set of the organs we use to speak.
Voiced and Voiceless Sounds
We get voiceless sounds like /s/ or /f/ when the vocal chords are wide apart
that the air finds no obstacles to go through.
We get voiced sounds like /m/ or // when the vocal chords are closely
touching, where the air will find the passage restricted and will therefore
build up behind the vocal chord, causing them to vibrate as it goes through.
All vowels in English are voiced. Consonants, however, can be voiced or

voiceless, that is they can have vocal chord vibration or not. The voiced and
voiceless, that is they can have vocal chord vibration or not. The voiced and
voiceless consonants in English form the following correlation:
/p/ /t/ /k/ /f/ // /s/ // /t/ /h/

/b/ /d/ /g/ /v/ // /z/ /3/ /d3/
Vowel Sounds do not include any restrictions in the vocal tract. This
means that we let the air run freely through our speech apparatus, making
sure that our vocal chords are vibrating. By mouth shaping, i.e., placing our
mouth in different positions, we can get up to 17 different vowel sounds in
American English.
American English has four different types of vowel sounds:
1.Short Vowels
2. Long Vowels
3. Diphthongs
4. Schwa
Lets concentrate on the following for this lesson:
Short Vowels
Long Vowels
To provide such background to the class, the teacher will scaffold

1. We have concluded earlier that in spoken discourse, learning

vowel sounds is essential in improving clarity when speaking. Why
is this so?
2. Lets take a look at the manual for reference. Can someone identify
the two types of sounds in the English language?
3. How many vowel sounds are there in American English? Any

volunteer to give us the number? How are they produced?
4. How about consonants? How are they produced? How many
consonant sounds can be found in American English?
5. Now that weve learned the two types of sounds, lets focus on
vowel sounds. Any volunteer to identify the 4 types of vowel
sounds?
6. For this particular lesson, we will focus on short and long vowel
sounds. Can anyone guess how many short vowel sounds are there
in American English?
7. Lets learn to pronounce these sounds by reading some of the
examples I have provided. Can someone read the words with short
vowel sounds?
8. Any volunteer to read on the words with long vowel sounds?
9. Is everyone now aware that learning the short and long vowel
sounds is crucial for us to communicate clearly and effectively?
Why or why not?
Short Vowel and Long Vowel Sounds
The teacher asks participants to read aloud the following sentences,

emphasizing the short and long vowel sounds.
//
Hip kids sing rich hymns.
The ink was spilled by him.
Jim thinks of thin, slim, chicks.
His tin was filled to the brim with gin.
In sin she lives and is filled with guilt by it.
I wish I could sit for a bit and sing with Phil.
//
Last chance to pass the exams.
Jan ran to grab the results of the cat scan.
In France gals dance and brag about romance.
Maam, please stand at the tram tracks with a glass in your hand.
The man glanced at the palace and was glad to hand it over to Lance.
Pat and Matt gagged Fran, and sat by the narrow path, waiting for his fans.
//
The puppy loved to run under the sun.
His brother and mother were drunk on rhum.
Tough luck, said Chuck as he shot the duck.
Son, dont be glum, you can still come to Russia.
Just having fun with my chum, playing the drums.
/e:/
I have to bake a cake for tomorrows sale.
Faye has faith that Gail will soon be out of jail.
May days are great to lie in the hay and play with clay.
The babys name was changed eight days before he came.
Dont be late for our date, I look great, and I hate having to wait.
Rain and grey days always make me want to stay at home and paint.
/o:/
The show was over an hour ago.
The stones showed flecks of gold.
They hope to own their home soon.
Oats and potatoes are grown in that locality.
Its cold in Josephs burrow. Dont go, hold me.
Cold winds will blow and snow will fall as you approach the hollow hall.
were achieved.
ACCENT
Training 1. Define semivowels, schwa, and diphthongs.
Objectives 2. Manifest understanding the production of semivowels, schwas and
diphthongs.
3. Produce and exhibit clarity in speaking these sounds through
reading an oral exercises.
Duration 60 minutes
Instructional Flipchart paper

The teacher posts the sample words on the board and asks participants to
read them aloud. To make the reading exercise more interactive, each
participant has to read a word until all participants have had their turn.
Once done, the teacher instructs everyone to read as a group.
// /ou/ /w/ | /j/

bun own well
come bone yell
cut cone Woo
done coat Yeah
fun dont Question
gun phone mayor
hut goat
1. Were you able to observe the difference in how the vowel sounds
in the words were pronounced? Is there anything striking that
caught your attention?
2. Were you able to see the contrast in the vowel sounds?
3. Were you able to identify the vowel sounds easily? Do these
sounds have something in common? If yes, what are they?
4. Do you think exploring on the study on the different sounds being
used when speaking English will greatly affect your clarity in
pronunciation? Why is this so?
5. With your knowledge on vowel sounds, would you be able to say

you are confident enough to explain them? Why or why not?
6. Do you agree that in spoken discourse, articulating vowel sounds
may affect your clarity when speaking?
7. How do you think learning about the sounds in English being used
will affect you communicating effectively?
The teacher will ask the class to read the words once more. This will lead to
1. Now that we have learned how vowel sounds are relevant to

proper pronunciation, will this be essential in helping you
2. Lets define semivowels, schwa, and diphthongs. Thats a possible
3. Learning how these sounds are produced can also be an objective.
4. After learning these types of vowel sounds, what else can we
accomplish today? Does knowing how to pronounce these vowel
sounds give you a better understanding of the subject matter? Can
we also set this as an objective for our study?
semivowels, schwa, and diphthongs through reading exercises.
1. Define semivowels, schwa, and diphthongs.

2. Manifest understanding the production of semivowels, schwas
the diphthongs.
3. Produce and exhibit clarity in speaking these sounds through
reading an oral exercises.
PROVIDING FEEDBACK
Background
Semivowels, as the name implies, are sounds that are very close to being
vowels. Semivowels are also known as glides since they normally glide into
or out of vowel positions (as in woo, yeah, question, and mayor). In English,
there are two semivowels:
/w/ - labio-velar voiced semivowel

/j/ - palatal voiced semivowel
NOTE: These semivowels sound like the /u:/ and /i:/. The lips are almost
closed for /w/, and the tongue almost touches the palate for /j/.
The schwa or vowel murmur is a vowel sound, very reduced in length and
quality. The schwa usually occurs immediately before and immediately
after the stressed vowel in a word. It is an unclear vowel.
The schwa is the result of vowel reduction, a phenomenon that is natural in

English when the vowel is not stressed. The vocal organs begin to form a
vowel sound but the organs do not reach the full vowel goal, and produce a
vowel murmur, the schwa. It is the most frequent vowel in spoken English.
There is no special letter to represent it in writing.
Example:
If we break the word profusion into syllables, we get: pro FU sion
The vowel sounds in pro and sion are schwas. This way, itll be perfectly
clear for the listener to understand what syllable is stressed in the word.
Consonant sounds are hard to reduce. Vowels, however, can be reduced to

almost a sigh of air, or, as we already know it, the schwa sound //.
Diphthongs are two vowels that are sounded as one syllable. A diphthong
is counted as one sound, and therefore the vowel combination belongs to
the same syllable. There are four diphthongs in English:
/a/ - house, loud, sound // - boy, toy, noise

/a/ - try, lie, why /ju/ - use, endure, computer
The /o/ Diphthong
The /o/ diphthong, like all diphthongs, is made up of two sounds or

elements:
First sound is a pure /o/, as in the French word beau. The first sound is
made by rounding the lips fairly fully, and raising the back of tongue about
two thirds of the distance from the bottom of the mouth. The lips then glide
to a more fully rounded position, while the tongue moves up.
Second sound is /U/, as in put. Forward a bit to form the weak second
element, /U/ as in put. As in all diphthongs, the second element should be
shorter than the first. This is shown with the shortening symbol ( ) over the
second element.
It is helpful to look in a mirror to see your lips moving while you form these
two sounds. You should see them around for the /o/, then round a bit more
for the /U/.
Practice the /o/ diphthong in words like: go, though, know, throw, row,
sew, show, flow, dont, photo, bestow, no.
The /a/ Diphthong
To pronounce this sound, relax your tongue and slightly widen your lips.
Drop your jaw and tongue a good bit, and voice the /a/. Then immediately
bring your jaw up and continue to voice the /a/ sound.

different sounds used in English such as semivowels, schwa, and
diphthongs is essential in improving clarity when speaking. Why is
this so?
2. Lets take a look at the manual for reference. Can someone define
what are semivowels?
3. Any volunteer to demonstrate how these sounds are being
produced?
4. Can someone give us words with semivowels?
5. Now that weve learned about semivowels, lets move on to the
schwa sound. Any volunteer to identify what is schwa?
6. Can someone please demonstrate how we can achieve this sound?
7. Any volunteer to give example/s of words with schwa sound?
8. Let us now define what diphthongs are. Anyone who can briefly
explain?
9. How many types of diphthongs do we have? Can someone tell us
what are they? How do we produce these sounds?
10. Can someone demonstrate in class how these sounds are
produced?
11. Any volunteer who can provide us with example of words with
diphthongs?
12. Is everyone now more familiar with semivowels, schwa, and
diphthongs? Will this now help you to be more articulate when
communicating clearly and effectively? Why or why not?
Identifying the Schwa
The teacher asks the participants to identify the schwa in the following
words by encircling the syllable/s.
Diphthong Recitation
The teacher asks the participants to recite the following words and
sentences aloud emphasizing the correct diphthong sound.
1. Did I imbibe white wine with chicken pie and ivory rice?
2. Guy hired the private eye for his style.
3. He decided to beautify the island geyser site.
4. Did Irene dye the five ties at night?
5. The child used Aikido in fighting the irate Irishman.
were achieved.
GRAMMAR
Facilitators Guide 11: Conditionals
Training 1. Identify conditionals in texts.
Objectives 2. Practice the use of conditionals through online learning.
Duration 30 minutes
Instructional AdEPT computer based learning tool

Materials
Method INSTRUCTIONS
1. After the discussion of the previous lesson, the teacher will then
ask the participants to access AdEPT learning tool at home. Under
grammar, they students will have to open Activity 8-2:
Conditionals- Emergency procedure and Activity 8-3 Conditionals.
2. For 8-2, the teacher will instruct the class to write on their
notebook the conditionals that were used in the text and identify,
by writing 1 or 2, if the conditional structure used was 1 or 2.
3. For 8-3, the students will write the sentence that best expresses
the ideas presented.
4. Checking for understanding will be done on the next meeting.
Key answers:
Activity 8-2
Peter is a new employee at a posh hotel. Vladimir, his boss called him to
discuss the results of the emergency procedure review he and a senior
officer conducted recently. He is a bit nervous as it is his first time to
present something to his boss, alone. Unfortunately, Joseph, the senior
officer, was down with flu and could not report to work that day. Below is
an excerpt of Peters presentation and discussion with his boss, Vladimir.
Vladimir: So, Joseph could not come to work today?
Peter: Yes, he is down with a bad case of flu. If Joseph were here, hed be
able to discuss the reports more complicated issues.
Vladimir: Its okay. Well just cover the basic stuff first.
Peter: Thank goodness!
Vladimir: Lets start with this portion of the procedure. Let us look at it
together. If a guest loses any important document, such as a passport, call
and report the incident to the guests respective embassy to immediately.
If the embassy isnt nearby, youll have to assist the guest get to his/her
respective embassy.
Vladimir: Any revision to be made there?
Peter: Nope.
Vladimir: Good. Lets proceed to the next item Handling Minor

Accidents. If a guest experiences a minor accident, you will need to
immediately find the first-aid kit under the reception desk.
If the accident is of more serious nature, you will have to call the
emergency number of the nearest hospital.
Vladimir: So how about in that portion?
Peter: I think we need to include the emergency numbers of the different

hospitals near our hotel. That will further make the procedure more
efficient.
Vladimir: Okay. Good idea. Lets go to the next item.

When a guest needs to come back to his/her country of origin
unexpectedly: If such an incident happens, the guest could need assistance
in flight rebooking or in procuring plane ticket. Do everything possible to
assist the guest. Assure the guest that everything is being attended to.
Vladimir: Do you wish to add anything there Peter?
Peter: Well, I suppose that item has already covered everything. We really
need to provide our guests with the best hotel service. If there is a
problem, the guest will really expect us to resolve it properly and
efficiently.
Vladimir: Correct. We would certainly earn a bad reputation if we cannot

handle scenarios like these.
Activity 8-3
1. I want to buy an IPhone 5, but I do not have enough money.
If I have enough money, I buy an iPhone 5.

If I have enough money, I will buy an iPhone5.
If I had enough money, I would buy an iPhone 5.
If I had had enough money, I would have bought an iPhone 5.
2. He leaned on the bookcase, and it collapsed.
If he does not lean on the bookcase, it does not collapse.

If he does not lean on the bookcase, it would not collapse.
If he did not lean on the bookcase, it would not collapse.
If he had not leaned on the bookcase, it would not have collapsed.
3. In my trials, the sugar is melted at 186 degrees Celsius. It always

melts.
If you melt the sugar at 186 degrees Celsius, it melts.

If you melt the sugar at 186 degrees Celsius, it will melt.
If you melted the sugar at 186 degrees Celsius, it would melt.
If you had melted the sugar at 186 degrees Celsius, it would have
melted.
4. It may rain this evening. I hope it does not because I do not want
the concert to be rescheduled.
If it rains, the concert is rescheduled.

If it rains, the concert will be rescheduled.
If it rained, the concert would be rescheduled.
If it had rained, the concert would have been rescheduled.
5. Unfortunately, I do not know Nietzsche, so I cannot answer your

question.
If I know Nietzsche, I can answer your question.

If I know Nietzsche, I will be able to answer your question.
If I knew Nietzsche, I would be able to answer your question.
If I had known Nietzsche, I would have been able to answer your
question.
6. You ignored my warning, so you got into an accident!
If you do not ignore my warning, you do not get into trouble.

If you do not ignore my warning, you would not get into trouble.
If you had not ignored my warning, you do not get into trouble.
If you had not ignored my warning, you would not have gotten into
trouble.
Before the teacher begins the next lesson, the teacher calls a participant to
answer the first item on Activity 8-2. The participant will call on the next
participant to answer the item until all items have been covered
FLUENCY
Facilitators Guide 7: Business Expressions
Training 1. Define business expression.
Objectives 2. Identify commonly used business expressions.
3. Practice using correct business expressions through written
exercise.
Duration 60 minutes

Strips of business expressions
Stopwatch
The teacher will divide the class into two groups. Each group will draw a
business expression to be acted out by a representative and to be guessed
by its members. They will be given two minutes to provide the correct
answer. The other group can make a steal if the group fails to give the
right answer. The groups will take turns. The first group to score 5 correct
answers wins.
Business Expressions to be Acted Out
ace up your sleeve blamestorming

hold all the aces blank cheque
ambulance chaser blue chip company
back to the salt mines above board
bait and switch get down to brass tacks
in the black break your back
black market bricks and mortar
1. Do the words mean the same thing? Why or why not?

2. What do we call these words, phrases, or expressions that are
often metaphorical?
3. Why do we need to familiarize ourselves with these business
expressions?
4. Lets talk about business expressions and identify the commonly

used ones. Can we say this will be helpful in increasing our
comprehension in everyday conversations?
The teacher must discuss business expressions and identify the commonly
used ones. Note that it is necessary that the teacher gain the realization of
the topics importance by asking:
1. Now that we have recognized the commonly used business

expressions in everyday conversations, what is the importance of
using the appropriate business expressions in our everyday
conversations?
2. Lets define business expressions. Thats a possible objective. Does
everyone agree?
3. Lets also identify the commonly used business expressions. Can
we include that for todays agenda?
4. Lets practice using correct business expressions through written
exercises.
1. Define business expression.

2. Identify commonly used business expressions.
3. Practice using correct business expressions through written
exercise.
PROVIDING FEEDBACK
Background
Business expressions/idioms are words, phrases, or expressions which are

commonly used in everyday business conversations by native speakers of
English. They are often metaphorical and make the language more colorful.
Commonly Used Business Expressions
ace up your sleeve

If you have an ace up your sleeve, you have something in reserve
with which you can gain an advantage.
Our new product is an ace up our sleeve.
hold all the aces

A person who holds all the aces is in a very strong position because
they have more advantages than anyone else.
Given the high unemployment rates today, employers hold
all the aces.
ambulance chaser
A lawyer who finds work by persuading people injured in accidents
to claim money from the person who caused the accident is called
an 'ambulance chaser'.
Peterson and Scott are well-known ambulance chasers - that's
how they make their money!
back to the salt mines

Saying that you have to go back to the salt mines is a humorous
way of talking about returning to work, usually with some reluctance.
We get two days off at Christmas and then it's back to the salt
mines!
bait and switch

This term refers to a deceptive commercial practice of advertising
a low-priced item to attract customers, then telling them that the
product is out of stock and persuading them to buy a more
expensive article.
This store is famous for its bait and switch tactics.
in the black
To say that a person or organization is in the black means that they
are financially sound, have a positive balance on their account, and
that they owe no money.
black market
The black market refers to the illegal buying and selling of goods or
currencies.
Be careful of what you buy on the black market - it's not always
good quality.
blamestorming
A discussion among a group of people who try to determine who
or what is to blame for a particular mistake, failure, or wrongdoing,
is called 'blamestorming'.
A blamestorming session took place following the
unfavourable reviews in the press.
blank cheque
If you give someone a blank cheque, you authorize them to do what
they think is best in a difficult situation.
Tom was given a blank cheque and told to negotiate the best
deal possible.
blue chip company

This term refers to a company with a solid reputation for the quality
of its products and the stability of its growth and earnings.
It's usually safe to invest in a blue chip company.
above board
If a situation or business is described as above board, it is open,
Honest, and legal.
There are not secret negotiations. Our dealings have always
been above board.
get down to brass tacks

When people get down to brass tacks, they start to discuss the
essential aspects of a problem or situation.
The situation was so serious that after a few polite exchanges
they quickly got down to brass tacks.
break your back

If you work extremely hard, or put a lot of effort into achieving
something, you break your back to do it.
If you want the job done well, you should accept to pay more.
He's not going to break his back for such a low price!
bricks and mortar / bricks and clicks

An established trading company (office/shop) is referred to as a
'brick-and-mortar' business.
'Click companies' refer to internet-based operations.
Companies which do both are called 'bricks and clicks'.
Click businesses are usually more flexible than
brick-and-mortar operations.
1. We used some business expressions earlier in our activity. Can we

now define what business expressions are?
2. Why is it necessary for us be familiar with these expressions?
3. I have here with me a list of commonly used business expressions.
(Posts the list on the board.) Can someone help us explain what
they mean?
4. Now lets put into practice what you have learned by selecting the
correct expression in our next activity.
The teacher distributes copies of the activity below. The participants will
be asked to select the correct expression by encircling the letter of their
choice.
1. Fred is very happy to have finally secured a full-time work.

Unfortunately, the work is not a _______ one.
A. bottom line
B. blow-by-blow
C. bitter pill
D. blue collar
2. The senior police officer wishes to add more details into our incident
report. I suppose, he wants to see a ________ account of the whole
accident.
A. bottom line
B. blow-by-blow
C. bitter pill
D. blue collar
3. Amanda has been doing a lot running these days. Running I think has
become her way to ________ some steam.
A. let off
B. get off
C. sweat off
D. put off
4. Unfortunately, the prototype did not work as planned. So the team is

now ______________________.
A. bottom line
B. back to the drawing board
C. black market
D. bombed
5. Our economy has not yet significantly improved. I suppose that is one
of the reasons why more and more people are being lured to do
business in the __________________.
A. bottle neck
B. black market
C. blue collar
D. bottom line
6. Pedro is a hated boss. He practices micromanagement and is always

_______ on the neck of his staff.
A. breathing down
B. breaking down
C. looking down
D. looking out
7. Extreme revisions in our annual training budget will take effect soon. It
would be __________ cuts.
A. bottom line
B. back to the drawing board
C. black market
D. across the board
8. It was so quiet in our training room this morning. Good thing our
facilitator ___________ by cracking some jokes and engaging the
participants into a few fun activities.
A. broke the ice
B. bombed
C. broke the news
D. took on board
9. The new hire could not just stand office stress. She just ________ this
afternoon.
A. called it quits
B. called the shots
C. chewed things over
D. called her bluff
10. The audit team uncovered some questionable entries in the firms
financial records. I suppose they have just opened a ___________.
A. chicken and egg
B. can of worms
C. chicken
D. can of bombs
11. I really wanted to join your team in climbing the final summit. But, I am
a bit concerned about the very steep mountain trail. Gees, I know I am
being such a ___________.
A. cow
B. chicken and egg
C. bitter pill
D. chicken
12. Yna intends to have more time studying our proposal. She wishes to
_________first.
A. chew things over
B. call the shots

C. carry the can
D. call it quits
13. Lucky is indeed one lucky chap. He is able to submit his research paper
in the _______________.
A. bottom line
B. nick of time
C. bomb
D. black market
14. I think Sally just used her one last chance to stay at her work. Quitting
from her job could be the __________ that she needs to swallow.
A. bottom line
B. blow-by-blow
C. bitter pill
D. blue collar
15. The talk show host was incompetent. He failed to cover all important
aspects of the issue. Viewers then were not able to determine the real
___________ of the issue.
A. bottom line
B. blow-by-blow
C. bomb
D. bottle necks
16. Titus always has _______________ whenever he needs to give a

business presentation.
A. bitter pill
B. butterflies in the stomach

C. bomb
D. can of worms
17. Huge orders are coming in, but production has been lagging behind. To
resolve the issue, management needs to eliminate all possible sources
of _____________________.
A. bottom line
B. bottle necks
C. bitter pill
D. black market
18. Mario is our big boss. All decisions could only come from him. He
_________ here.
A. chews the shots

B. calls the shots
C. blows the shots
D. shoots the bomb
19. The CEOs speech was a big disaster this afternoon. It was so poorly
written. Whos going to _________ for such an unfortunate incident?
A. carry the bomb

B. bite the bullet
C. carry the can
D. bite the tongue
20. Agnes is one experienced training administrator. So, rolling out this
Leadership seminar would just be a _____________ for her.
A. ballpark
B. walk in the park
C. walk in the woods
D. bomb
were achieved.
FLUENCY
Facilitators Guide 8: Reactions
Training 1. Define reaction.
Objectives 2. Practice giving appropriate reactions to events.
Duration 60 minutes

The teacher will post the activity on the board and will instruct the
participants to read the situations below, then, match them with the
appropriate reactions in the column on the right. A line must be drawn
from the items in the left column to their corresponding reactions in the
right column.
Answers:
1. B, 2. D, 3. C, 4. A, 5. E
1. Were the chosen responses in the activity appropriate to the

statements? What made you say so?
2. Why do you think is it important to express the appropriate
reaction in different situations?
3. Lets talk about reacting to different situations. Can we say this will
be helpful in developing a sense of tactfulness during
conversations?
The teacher must discuss the relevance of appropriate reactions during

conversations. Note that it is necessary that the teacher gain the
realization of the topics importance by asking:
1. Now that we have learned about reactions, what is the importance

of reacting appropriately in our everyday conversations?
2. Lets define reaction. Thats a possible objective. Does everyone
agree?
3. Lets put into practice giving appropriate reactions to events.
1. Define reaction.
2. Practice giving appropriate reactions to events.
PROVIDING FEEDBACK
Background
You often hear news from your relatives, friends, or classmates. In English,
you are expected to respond with an appropriate phrase showing interest,
sympathy, or willingness to help. This is called a reaction. You react to
express like or dislike over certain things.
1. We give reactions to different situations in our everyday

conversations. Can we now define what reaction is?
2. Why do you think is it necessary for us to give the appropriate
reactions in our daily conversations?
Now lets put into practice how to give appropriate reactions to events by
answering our next activity.
Different Kinds of Reactions
1. The teacher divides the class into 3 groups.

2. Participants have to figure out some news a friend or relative
might tell them to go with each of the reactions in the groups that
follow.
3. The teacher assigns which group to work on. P Positive, N -
Negative
were achieved.
GRAMMAR
Facilitators Guide 12: Prepositions
Training 1. Explain the uses of the different prepositions.
Objectives 2. Use correct prepositions in sentences.
3. Correct errors in prepositions.
Duration 60 minutes

Materials Internet access
Marker and board
Pen and notebook
The teacher will access an online video of a song from The Bazillions
entitled Prepositions. The lyrics of the song will be flashed on the board
and the class will be encouraged to sing-a-long.
Video link: http://www.thebazillions.com/preposition/
Preposition
by The Bazillions
2010 All rights reserved.
Chorus: Preposition, its your ambition

to tell me tell me tell me
exactly my position
I could be on the couch

or outside my house
am I across the street
or within your reach
Did I go up the stairs

or fall off my chair
am I in front of you
are you behind me too
Chorus 2x
Now take a walk with me

and well go by the sea
and then along the path
that goes around and back
and underneath the waves

or inside a cave
and before were through
well jump over the moon
Chorus 2x
I could be on the couch

outside my house
am I across the street
or within your reach
Did I go up the stairs

or fall off my chair
am I in front of you
are you behind me too
Now Im about to say

without further delay
when youre next to me
thats where I want to be
now were near the end
but were among good friends
so then after this line
Well do it one more time
Chorus
The teacher may use the following guide questions to set the importance
of the days lesson.
1. In the song, what do we use in order for us to know the position of
an object or a person? Preposition
2. What do you think will happen if we do not use correct
prepositions?
1. There are hundreds of prepositions in the English language.

What do you think is an important objective that we should
cover?
2. After knowing the correct usage of each preposition, what else
can we add for our objectives?
3. We can use them correctly and lastly, if we heard someone use
a preposition incorrect, what can we do? How would you put
that as an objective?
1. Explain the uses of the different prepositions.

2. Use correct prepositions in sentences.
3. Correct errors in prepositions.
PROVIDING FEEDBACK
Background:
A preposition links nouns, pronouns, and phrases to other words in a

sentence. It usually indicates the logical relationship of its object to the rest
of the sentence.
Prepositions of Time
It is a common error to interchange the use of in, on, and at when talking
about time. The diagram below gives an idea when the prepositions of
time: at, on and in is used.
Prepositions of Place
Preposition of place indicate location.
Other Prepositions
Use to to express movement towards a place

Use toward or towards to indicate movement to the direction of
the place you are going to
Do not use a preposition with the words home, downtown, uptown,
inside, outside, downstairs, and upstairs
Use for to measure time (seconds, minutes, hours, days, months,
years)
Use since with specific date or time
Prepositional phrase
Is made up of a preposition, its object, and any associated adjectives or
adverbs.
The teacher will ask the students to access their AdEPT learning tool and
access Grammar. The class will be given 10 minutes to read the Story tab of
Preposition 1 to 5.
The following questions may be used for discussing the lesson after
reading.
1. Lets review the definition of prepositions. Can anyone share

what a preposition is?
2. If we talk about time, some speakers often get confused about
whether to use in, on and at. How do we differentiate the use
of one from another?
3. How about for location? How will you tell someone when to
use in, on, or at?
4. What other preposition rules have you learned from the online
lesson?
1. The teacher will ask the class to access AdEPT learning tool activity
9-1 Choosing the correct prepositions and activity 9-2: Completing
sentences with prepositions.
2. On the notebook, they are to write the correct preposition for each
numbers. The class will be given 10 minutes to finish the exercises.
3. After 10 minutes, the teacher will call a participant to answer the
first item. The participant will call another participant to answer
the next item until all items are covered.
Activity 9-1: Choosing the correct prepositions
1. Watch ______! Were going to crash! Out

2. I have never seen your husband. Whats he _____? Like
3. My mother is abroad, so my dad is taking care _____ us at the
moment. Of
4. Did you know Paul is married ______ Susie? To
5. Itll take you five minutes _____ foot to get to Garys house. On
6. I am not good _____ cooking. Fortunately, my husband loves
cooking. At
7. My girlfriend works _____ a receptionist in a hotel. As
8. I dont get _____ with my new neighbor. He is so rude! Along
9. Id like to speak _____ the manager please. To
10. I got _____ my car and drove home. Into
Activity 9-2: Completing sentences with prepositions
1. He gave her a check _____ a lot of money. For/with

2. The reason _____ this meeting is to discuss the merger. For
3. The decrease _____ profit is due to the bad market. Of
4. There is a real demand _____ new products. For
5. We have seen a fall _____ prices recently. In
6. The cause _____ his problems is his family. Of
7. Did you do any damage _____ the house? In/To
8. I think your attitude ____ your sister is very bad indeed. Towards
9. The difference ____ the two is very slight. Between
10. He took a photograph _____ his girlfriend. Of
11. Do you have a good relationship ____ most of your relatives? With
12. She wasnt aware _____ his reaction to the problem. Of
13. Did you send Alice an invitation _____ the party? To
14. The connection _____ the two victims was minimal. Between
15. The advantage _____ having free time is that you can sleep all day.
Of
16. _____ my opinion, he is an excellent pianist. In
17. Im afraid I took your coat _____ mistake. By
18. Where would you like to go _____ vacation this year? For/on
19. Where should we go _____ a drink? For
20. The book was written _____ Wilbur Smide. By
21. She found the $100 _____ accident. By
22. She bought a painting _____ Jackson for his son. By/From
23. We went _____ a short business trip to Rome. On
24. Would you like to come _____ a short walk with me? For
25. We fell _____ love on a hot summer night. In
26. How long were you _____ the phone for? On
27. What did you have _____ lunch? For
28. Im afraid its time for him to go _____ a diet. On
29. Did you see Jack _____ chance? By
30. Lets drive today. I think the bus drivers are _____ strike. On
were achieved.
FLUENCY
Facilitators Guide 17: Justifying Opinions and Paragraph Construction
Training 1. Assess life situations.
Objectives 2. Prioritize and explain choices.
3. Develop confidence in speaking through oral practice.
Duration 60 minutes

Materials Pen and notebook
A question will be given to the class by the teacher asking them the top 3
things that they would do if they found out that they only have 24 hours to
live. Students will be called to answer the question.
How were you able to decide which actions would be your top 3? What did
you consider?
The teacher will inform the class that assessing situations are very
important so the speaker would be clear about the message he/she will be
giving.
1. When you are in a tough situation, before you decide on an action

to take, what do you do first? Assess. Right. That would be a good
objective for today.
2. When you have assessed the situation you can now explain your
decision. How are we going to state that into an objective?
3. And of course, since we are doing these activities to improve
speaking skills we can add what objective?
1. Assess life situations.

2. Prioritize and explain choices.
PROVIDING FEEDBACK
Feedback will be given when necessary. The teacher should take notes on
every students participation in the activity and observe the grammar used
and the coherence of answer.
Activity: Problem Solving

1. The class will be divided into groups of 3.
2. The teacher will instruct them to access their online learning
tool and under Fluency, open the topic on Problem Solving.
3. The teacher will direct the class to read the situations and find
possible solutions. They will rank the solutions 1 onwards, 1
being the best and the last being the worst solution.
4. 10 minutes will be given for discussion.
5. After 10 minutes, the teacher will call a group to present their
work to the class. The class will join in assessing the output of
the group presenting.
The teacher may ask the group the following questions:
1. Why is A a better option than B?
2. Why is C not as good as A but still better than B?
The teacher will continue calling groups until the class achieves the
objective of the activity.
Activity: Role-Play
This drill is an on-the spot activity.
The teacher will access AdEPT learning tool and under Fluency, refer to the
topic about role-play. A pair of students will be called by the teacher and
will be randomly assigned a scenario listed in the online learning tool.
Inform the students that they are to create a conversation with the given
scenario.
Example:
A: Ask B to take out the stinking garbage.

B: You think A is only being lazy.
A: Offer your new neighbor (B) a free ride to work.

B: You still dont trust you neighbor.
A: Convince a client (B) to buy an exercise equipment.

B: You think A needs the equipment more.
A: Call to order some French food.

B: Your restaurant sells Chinese delicacies.
A: As k your boss (B) for an increase.

B: You think A is incompetent and does not deserve to be given a
raise.
A: Ask B to marry you.

B: Accept As proposal.
A: As k B to sample the cookies you have painstakingly baked.

B: You are diabetic and under strict doctors order not to eat
anything sweet.
A: You think A just lost someone and you wish to extend your
bereavement greeting.
B: Your daughter just gave birth to a bouncing baby girl.
A: Persuade B to get a memorial plan.

B: Refuse As proposal.
A: Ask your secretary B to go on a movie date with you.

B: Politely refuse As invitation.
A: Tell B that she is the most beautiful person you have ever seen.
B: You think A is drunk.
A: Convince your new office mate (B) to get a fashion make-over.

B: You consider your fashion sense far more superior than your
office mate (A)
The teacher should correct grammar and aptness of responses afterwards.

Limit the dialogues for a maximum of 2 minutes per pair and 2 minutes for
feedback. Call another pair until everyone has done the role-play.
were achieved.
GRAMMAR
Facilitators Guide 13: Causatives and Permissives
Training 1. Identify the causative and permissive verbs.
Objectives 2. Practice the use of causative and permissive verbs using the online
tool.
Duration 60 minutes

Board and Marker
The class will begin with the teacher asking them to state something that
they had done yesterday. The teacher will start by giving a statement in a
causative structure. Random participants will be called and the teacher will
write on the board the correct examples given.
After getting at least 3 examples from the class, the teacher will ask
another question that will require them to give a permissive statement and
will write the examples on the board.
From the examples, the teacher will draw out the lesson for the day.
1. Yesterday, class, I had my hair cut. What was something that you
had done or had someone do for you yesterday?
Example: I had my mother wash my uniform.
2. If you will be given a chance to allow something, what would it be?
Example: I want to buy a gift for myself.
3. Now, a verb can express that you are allowing something to
happen, what do we call that verb? Permissive
4. And if you stated that something was done or will be done, what
do we call that verb? Causative
1. I would need at least two objectives for this lesson. Can anyone
state an objective that you think we can accomplish today?
2. Thats right. We can identify the causatives and permissive verb or

structure.
3. And after identifying, what can we do?
4. We can practice using causative and permissive verbs.
1. Identify the causative and permissive verbs.

2. Practice the use of causative and permissive verbs using the
online tool.
PROVIDING FEEDBACK
Background:
Causative is a structure in which the verb establishes that something will be

done or someone must do something. There are two basic causative
structures: active structure and passive structure.
Active structure is formed by:
Subject + Causative Verb + Agent + Action Verb + Object

Example: I had the beautician color my hair.
Passive structure is formed by:
Subject + Causative Verb + Object + Action Verb

Example: Mary had the car washed.
Permissive is a verb that allows certain actions to occur.
In discussing verbs that can be used as causative and permissive, the

difference between make, have, and get is important.
Make- force someone to do something

Have- give someone the responsibility to do something
Get- convince or trick someone
1. On the learners computers, the teacher will have them access

grammar lessons entitled Causatives and Permissives (The teacher
waits till everyone is at the prompt page.)
2. The class will be instructed to go through the Story tab, Listen and
repeat, Listen and type, and Listen and answer. The class will be
given 5 minutes to finish the online lesson.
The teacher may use the following guide questions when the class is
finished with the online lessons on causative and permissive.
1. Can someone define to the class again what causative and

permissive verbs are?
2. What are some of the verbs that we can use to state that
something is done?
3. How about verbs that we can use to state that we had someone do
something?
4. What would be the difference of the following statements?
Ill make him cook dinuguan.
Ill have him cook dinuguan.
Ill get him to cook dinuguan.
The teacher will divide the class into 2. Changing of seats would be needed.
The teacher will then ask the class to access the AdEPT learning tool
activity. Remind everyone that they should only be accessing the Start
Page. For Group 1, they will open 10-1: Causatives and Permissives. For
Group 2, they will open activity 10-1: Causatives and Permissives,
continued. Once everybody is on the start page. The teacher will give the
instructions of the game. After 5 minutes, the answers will be checked.
Whoever has all correct answer wins.
1. Lets count off 1 and 2.

2. All number 1s, occupy the right side of the room, all number 2s
occupy the left side.
3. Turn on your computers and access your AdEPT learning tool.
4. For Group 1, you will access Activity 10-1 Causatives and
Permissives. Do not proceed to Story yet unless I give the
signal.
5. For Group 2, you will access Activity 10-2 Causatives and
Permissives Continued. Proceed until the start page.
6. I see now that everybodys on the start page. Here is what
well do. I will give you 5 minutes to write the entire sentence
with the correct causative or permissive verb on the board.
Whoever finishes first with all correct answers will win this
game.
7. You may begin.
8. For debriefing, the teacher will call a pair to answer the first
item. Then another pair will be called to answer until all items
are answered. The teacher will help give corrections if needed.
Answer key:
Activity 10-1
1. The sales manager asked his assistant to demonstrate the product.

2. Ill have someone from the maintenance to look.
3. We encourage employees to take courses that will improve their
skills.
4. Did you have your reservations made by the Apollo Travel Agency?
5. Declining sales forced the corporation to close two of its retail
outlets.
6. Please have your secretary set up an appointment for me.
7. Could you please ask the accountant to double-check the figures?
8. The marketing department had the statistics broken down by area.
9. Mr. Crawford would like us to prepare a detailed plan as soon as
possible.
10. The firm requires you to request vacation time a month in
advance.
Activity 10-1 Continues
1. I couldnt get through so I had the operator dial the number.

2. The company has all its travel arrangements made by the same
agency.
3. The bad weather forced me to change my weekend plans.
4. Jim Burke wants me to meet him at the airport.
5. The director wants these letters sent out as soon as possible.
6. Mr. Crawford is out, but I can let you speak with his assistant.
7. The law requires us to report our entire income from all sources.
8. We have to get this project finished before the end of the month.
9. I hope we can persuade our supplier to lower his price.
10. The study results made us realize that our advertising was
misdirected.
were achieved.
FLUENCY
Facilitators Guide 16: Justifying Opinions and Paragraph Construction
Training 1. Apply the PREP method in constructing a paragraph.
Objectives 2. Present information and characteristics of a product.
Duration 60 minutes

The teacher will inform the class that To achieve mastery in fluency,
practice is very important
1. In our lesson on thinking out loud, we were given a method or a

guide that a speaker can use in delivering a message. What was
that method again? How can we use that as an objective for
today? Will someone state an objective?
2. When we communicate, we sell an idea. What objective do you
think should we accomplish today to help us sell an idea?
3. Speaking takes a lot of confidence. What objective can you think of
which will help a speakers confidence?
1. Apply the PREP method in constructing a paragraph.

2. Present information and characteristics of a product.
PROVIDING FEEDBACK
Activity: Giving Opinions

1. The teacher will ask the students to access their online learning
tool. Under Fluency, they will access the lesson entitled Giving
Options.
2. The instructions are to write on their notebook 3 supporting
sentences and a conclusion (follow the PREP method) for the
following the first activity on Giving opinions
- Cats are a mans best friend.
- Dogs are a mans best friend.
- Chocolate is good for you.
- Chocolate is bad for you.
- The Philippines is the best country in the world.
- The Philippines is the worst country in the world.
- No use crying over spilled milk.
- Truth is in the eye of the beholder.
- You reap what you sow.
- You are what you eat.
- Home is where the heart is.
3. For the second activity, they are to choose one topic and use the
PREP method in their speech
- Family
- Education
- Health
- Travel
- Work
- Opportunities
- Animals
- Love
- Computers
- Sports
- Art
- Literature
- Music
- Food
- Movies
- War
- Cars
- College
- High school
4. The class will be given 5 minutes to finish the activity.
5. After 5 minutes, the teacher will call on students to present each
item and will repeat until the teacher sees the class achieving the
objective of the drill.
Activity: Make A Sale
1. After everyone is finished with the first activity, the teacher will ask
the class to look for any object that they have with them. After
they have chosen an object, the teacher will ask them to access
their online learning tool and open the file Make a Sale.
2. Inform the class that the goal is to be able to sell the object to the
class. They may refer to the online text for introductory phrases.
3. After two minutes, the teacher will start calling students to present
their object in front of the class.
4. The teacher will ask the class after each presentation who would
buy the object if it was sold to them.
Activity: Sales Pitch
1. The teacher will ask the students if anyone encountered challenges

in selling the object that they chose. What are the reasons?
2. The class will then be asked to access the file entitled Sales Pitch.
3. Instruct students to choose one product from the list and prepare
a short sales pitch.
4. Students are reminded to think of three possible reasons why a
customer wouldnt want to buy their product/service.
5. Then, think of possible answers to these objections.
6. The teacher will call a student to sell his chosen product. Repeat
until the objective of the activity has been accomplished.
were achieved.
ACCENT
Facilitators Guide 9: Schwa Drill
Training 1. Manifest familiarity with Schwa sounds before learning Phonetic
Objectives Exercise.
2. Enhance clarity in speaking by letting the participants practice the
activities at home.
Duration 60 minutes

Materials
Method INSTRUCTIONS
participants to read the following exercises by accessing AdEPT learning
tool at home to help them improve clarity in pronunciation.
Schwa Drill
Read the words out loud with the schwa sound in the first syllable.
Read the words out loud with the schwa sound in the last syllable.
Continue reading out loud the words with the schwa sound.
Schwa Drill 2
Read the following sentences and identify the vowels with the schwa
sound.
1. The captain told him to go to his cabin.

2. He cannot be convicted on circumstantial evidence.
3. What a facetious remark!
4. This is an annual meeting of the Indian tribe to be held at the
chieftains residence.
5. He has a very liberal view of the matter.
6. One should not divulge whatever is confidential.
7. She was a very gracious hostess.
8. His licentious behavior must be censured.
9. Peter has a miniature copy of the Eiffel Tower.
10. He found out the machination of his enemies in the nick of time.
11. Many are still searching for the fountains of youth.
12. The Department of Education and Culture is sponsoring a lecture
on proper nutrition.
13. His mumble is not audible.
14. The audience thunderously applauded the orator on his very
effective delivery.
15. The current problem on education will be discussed at the annual
convention of the department officials.
The teacher will ask the class to have a review of the schwa sound before
the next lesson commence.
FLUENCY
Facilitators Guide 9: Paragraph Construction
Training 1. Define paragraph.
Objectives 2. Identify sentence types used to construct a paragraph.
3. Organize thoughts by constructing paragraphs through retelling of
stories.
Duration
60 minutes
Instructional
Materials Flipchart paper
Adhesive Tapes
The teacher will instruct the participants to form a paragraph by

rearranging the series of sentences below in logical order and use
connective words (as, because, and, but) to give the paragraph a flow.
Sentences
Marie didn't know what to do about the problem.

The music was keeping her awake at night.
Marie was very angry with her neighbor.
It could be heard throughout Marie's house.
He played his music very loudly.
He said that his music was very good.
She decided to speak to her neighbor about the problem.
It had to be played loudly.
1. Were the series of sentences able to express a main idea?

2. What was the main idea in the paragraph constructed?
3. Why do you think is it important that the order of the
sentences in the paragraph is logical?
4. Lets talk about paragraph construction. Can we say this will be
helpful in becoming a sensible writer or speaker? What made
you say so?
The teacher must discuss the relevance of appropriate reactions during

conversations. Note that it is necessary that the teacher gain the
realization of the topics importance by asking:
1. Now that we have learned about paragraphs, how important is

correctly constructing a paragraph in becoming an effective writer
or speaker?
2. Lets define paragraph. Thats a possible objective. Does everyone
agree?
3. Can we also identify the types of sentences used in constructing
paragraph?
4. Lets put into practice constructing paragraphs through retelling of
stories.
1. Define paragraph.
2. Identify sentence types used to construct a paragraph.
3. Organize thoughts by constructing paragraphs through retelling
of stories
PROVIDING FEEDBACK
Background
A good writer or speaker must learn how to construct sentences. The next
step is learning to group these sentences sensibly into paragraphs.
A paragraph is a series of sentences that are organized and coherent and

are all related to a single topic.
Paragraph Structure
Introduction: the first section of a paragraph should include the topic

sentence and any other sentences at the beginning of the paragraph that
give background information or provide a transition.
Body: follows the introduction discusses the controlling idea, using facts,
arguments, analysis, examples and other information.
Conclusion: the final section; summarizes the connections between the

information discussed in the body of the paragraph and the paragraphs
controlling idea.
Types of Sentences Used to Construct a Paragraph
1. Topic Sentence states your idea, point, or opinion. The topic

sentence is made up of a topic and a limiting statement. This
sentence should make a bold assertion.
Example: Students require more recreational time To better focus on

lessons in class.
2. Supporting Sentence provides explanations and support for the

topic sentence (main idea) of your paragraph.
Example: In fact, studies have shown that students who enjoy a recess of
more than 45 minutes consistently score better on tests immediately
following the recess period. Clinical analysis further suggests that physical
exercise greatly improves the ability to focus on academic materials.
3. Concluding Sentence restates the main idea (found in your topic

sentence) and reinforces the point or opinion.
Example: Longer periods of recess are clearly required to allow students the
best possible chances of success in their studies.
1. Knowledge on paragraphs and how to construct them is an

essential skill in communicating effectively in both oral and written.
Can we define what a paragraph is?
2. To construct a paragraph, we need to identify the types of
sentences used. Lets have a review by referring to our AdEPT
learning tool. Can someone define what topic Sentences are?
3. Lets come up with an example. Any volunteer?

4. Lets now define what supporting sentences are. Any volunteer?
5. Lets come up with an example for this one. Any volunteer?
6. How about concluding sentences? When are they used?
7. Can someone provide us with an example?
8. Now lets put into practice constructing a paragraph in our next
activity.
Retelling Stories
1. The teacher will post the stories on the board.

2. Participants will be asked to retell the stories by writing them
down and reciting them aloud in class.
Mayor Cloud Sees UFO
Well, there was a President who saw one too, wasnt there? were Mayor
Clouds words as he described the UFO he saw last night. My daughter
and I were driving home on Route 46 when suddenly a bright, round object
appeared in front of the car. At first I thought it was a weather balloon, but
when I looked closer, I realized it was a UFO. Roberta, my daughter,
screamed, and I swerved off the road and stepped on the brakes. When we
looked back, it was gone. I am not the only politician who has seen weird
things, said Mayor Cloud, smiling.
Mystery Story
He was calm, very calm. He got up at the usual time that morning, shaved,
took a shower, and got dressed. After glancing at the headlines in the
morning paper, he drank a cup of coffee, but he couldnt force himself to
eat. Even though it was still very early, he put on his hat and coat and left
the house. I want to make a change in my will, he said calmly, a change
that will be effective immediately. He was still quite calm as he left the
lawyers office and walked slowly toward the park. It was a cloudy, humid
day. He began to think about his decision. He also thought about his wife
and all the long, unhappy years they had spent together. It was after six
when he arrived home. He took off his hat and coat, poured himself a
drink, sat down on the sofa, and waited. Youre home, said his wife as
she opened the door. How was your day? Oh, the same as usual, he
replied as he kissed her. Then she went into the kitchen to prepare dinner.
He walked to his desk, opened a drawer, and took out a gun. Then the
neighbors heard a shot.
Hypnotizing Story
One evening, Mrs. Philip Jennings began complaining to her husband about
some severe back pains that she had been having all day. Mr. Jennings,
who had recently read an article about the benefits of hypnotism, decided
to try and help his wife. That evening he hypnotized her, and when he
asked if she felt any better, she answered him in a strange language. Mr.
Jennings ran and got a tape recorder and began to tape what she was
saying. Over a period of two weeks, in flawless Welsh, Mrs. Jennings
described her past life as a schoolgirl in Cardiff in the late 19th century.
were achieved.
FLUENCY
Facilitators Guide 10: Inflated Diction
Training 1. Identify inflated diction and excessive wordiness.
Objectives 2. Correct inflated diction through online exercise.
Duration 30 minutes

Materials
Method INSTRUCTIONS
fluency, the students will access the lesson on Inflated Diction.
2. They will have to go through the story, listen and repeat, listen and
type, and listen and answer tabs.
3. Then, the students will have to access activity 7-1: Inflated diction.
The sentences are inflated. They will have to substitute short,
familiar words to make the sentence clear.
4. Sentences will have to be rewritten on a sheet of paper to be
submitted on the next meeting.
Activity 7-1: Inflated diction
1. She will ascertain the prioritization of the steps.

Simple: __________________________________
2. The company discounted utilizing the service.
Simple: __________________________________
3. He demonstrated the machines malfunction.
Simple: __________________________________
4. The project will be finalized in April.
Simple: __________________________________
5. Would you want to avail it?
Simple: __________________________________
The teacher will call on participants on the next meeting to answer the
items. The teacher will debrief if there are any corrections with the
answers. The papers will be collected by the teacher after all the items
have been answered.
FLUENCY
Facilitators Guide 11: Variety
Training 1. Correct repeated words in a sentence or speech.
Objectives 2. Practice substituting words to prevent redundancy.
Duration 60 minutes

Materials PowerPoint Slides
Pen and notebook
After debriefing the answers from the take home lesson, the teacher will
begin the lesson by reading a short text to the class.
I really love Anna. Anna is the smartest girl I have ever seen. Anna smiles a
lot too. One day, I bumped into Anna in the cafeteria. I wanted to greet
Anna but Anna immediately smiled and Anna walked towards the table
where Annas friends were. I wish I could tell Anna that Anna is so fine and
friendly. Ill be writing Anna a letter tonight and in the letter I will introduce
myself hoping that Anna and I could at least be friends. If you see Anna,
can you give Anna my letter?
1. What have you observed in the text I just read?

2. Since we are talking about being clear in our speech, what do you
think does this text lack?
1. If you heard or have read something similar to the text I just read,
what objective do you think is important to achieve so we can
make the composition better?
2. And how are we going to correct redundancy? Can someone state
that into an objective?
1. Correct repeated words in a sentence or speech.

2. Practice substituting words to prevent redundancy.
PROVIDING FEEDBACK
Background:
Using the same words repeatedly in a speech is not a good practice.
To avoid this purposeless repetition, we use pronouns to refer to what has

already been said.
open the lesson on Fluency - Variety. The students will be given 3 minutes
to go through all the tabs.
1. From what you have read, how do we avoid purposeless

repetition?
The teacher will ask the students to look for a partner and sit together.
Once everyone has a partner, the class will be instructed to access AdEPT
learning tool, Barn Burning and will be given the following directions
1. Under Fluency on your AdEPT learning tool, access and read the
text entitled Barn Burning.
2. Then you will have to refer to the board and with your partner, fill-
in the blanks by substituting pronouns for their antecedents. Write
your answers on a sheet of paper.
3. You will be given 10 minutes to finish the activity.
The text below will be placed on the board for the students to refer to.
Barn Burning is a short story by William Faulkner. _____ main character is

Sarty Snopes, a ten-year-old boy. Sartys father is Abner, a cold, vindictive
horse thief and traitor to the South during the Civil War. Because _____
feels dispossessed, Abner bitterly resents the rich and powerful, and _____
moves with ____ family from town to town, burning the barns of the
people ____ hates the most. Sarty knows that ____ is mostly corrupt, but
____ feels drawn to ____ by the old fierce pull of blood. The story
reaches _____ climax when Sarty decides to break away from ____ father
and put an end to the violence. Although ____ mother tries to hold _____,
Sarty breaks free and runs to warn Major de Spain, Abners latest victim.
When de Spain learns that Abner is about to set fire to _____ barn, ____
chases after Abner and finally shoots _____. Although Sarty recognizes
_____ responsibility for _____that has happened, ____ does not regret the
step ____ has taken. ____ emerges from the situation finally free of ____
fathers grasp. Having lost ____ innocence in the most painful way, Sarty
can enter the world if experience to live ____ life as ____ conscience
dictates.
Key answers:
Barn Burning is a short story by William Faulkner. Its main character is

Sarty Snopes, a ten-year-old boy. Sartys father is Abner, a cold, vindictive
horse thief and traitor to the South during the Civil War. Because he feels
dispossessed, Abner bitterly resents the rich and powerful, and he moves
with his family from town to town, burning the barns of the people he
hates the most. Sarty knows that he is mostly corrupt, but he feels drawn
to him by the old fierce pull of blood. The story reaches its climax when
Sarty decides to break away from his father and put an end to the violence.
Although his mother tries to hold him, Sarty breaks free and runs to warn
Major de Spain, Abners latest victim. When de Spain learns that Abner is
about to set fire to his barn, he chases after Abner and finally shoots him.
Although Sarty recognizes his responsibility for everything that has
happened, he does not regret the step he has taken. He emerges from the
situation finally free of his fathers grasp. Having lost his innocence in the
most painful way, Sarty can enter the world if experience to live his life as
his conscience dictates
After 10 minutes, the teacher will call on a pair to answer the first item.
Then, the teacher will call on another pair to answer the next item until all
items have been covered.
If the class finishes ahead of time, the teacher may add the following
activity for more practice.
Practice speech for variety
1. With your partner, talk about the latest movie that you have
watched. Each partner will be given a minute to talk.
2. Partner 1 will talk for a minute while partner 2 will have to observe
and take note if there are repetitions that could be corrected by
substituting a pronoun. After a minute, the roles will be
exchanged.
3. Give each other your honest feedback on their speech.
were achieved.
FLUENCY
Facilitators Guide 12: Conciseness
Training 1. Recognize wordiness in speech and writing.
Objectives 2. Revise wordy sentence construction.
3. Practice conciseness through online learning activities.
Duration 60 minutes

Materials Board and markers
Manila Paper and adhesive tape
Pen and notebook
The teacher will write a phrase on the board. The class will be asked to
make it shorter until the phrase becomes simple and easy to understand.
The teacher will write on the board the answers.
Example:
Another event I hoped for was that
Another event I hoped for was.
I also hoped that
I also hoped
I hoped.
Guide questions will be asked by the teacher to set the importance of the
lesson.
1. What did we do with the original phrase that I wrote on the board?
2. Compare the original phrase to the last phrase; what is the
difference?
3. What made you say that the original phrase is not concise?
4. How important is being concise when talking or giving a message?
1. For us to know if a speech or a text is concise, what objective

should we have for this days lesson?
2. Once we recognize that a statement is wordy, what should we
do? Can someone give an objective for that?
3. To determine if we are applying conciseness, what other

objective can you think of that we can add?
1. Recognize wordiness in speech and writing.

2. Revise wordy sentence construction.
3. Practice conciseness through online learning activities.
PROVIDING FEEDBACK
Background:
Conciseness is not using more words than necessary to prove your point.
Types of wordiness
Tautology- the use of several words that mean the same thing.
Wordy: We have begun to export our products to countries abroad.
Concise: We have begun to export our products
Use of phrases in place of words

Wordy: At this point in time, our production schedule is in conflict with our
delivery date.
Concise: As this time, our production schedule conflicts with our delivery
date.
Use of unnecessarily formal language

Wordy: We are in receipt of your check in the amount of $10, as you
requested, we have sent the software manual separately.
Concise: We received your check for $10, as you requested, we have sent
the software manual separately.
Use of useless words to introduce the meaningful part of a

sentence
Wordy: Well, basically, the problem can be resolved.
Concise: We can resolve the problem.
open the lesson on Fluency - Conciseness. The class will be given 3 minutes
to read the Story tab.
1. In your own words, what do we mean by conciseness?
2. Give me one type of wordiness and explain what it is.
3. What are the other types of wordiness? Explain.
Activity 9-2
The teacher will ask the class to count off from 1 to 3 (or 4 depending on
the class size). Then, the students will have to sit together with their group.
The group will each get a manila paper and a marker. The following
instructions will be given:
1. Under Fluency on your online learning tool, access activity 9-2:

Conciseness-writing letters and conciseness- writing letters
continued.
2. With your group, you will revise the two letters and make them
concise.
3. Write your letters on the Manila paper given.
4. After 10 minutes, each group will present their rewritten letters.
After 10 minutes, the teacher will call on any group and have them present
their letters. The teacher can address error points encountered during the
presentation. Once all of the groups' work was has been evaluated, the
teacher will ask the class to find a partner. The class will now proceed to
activity 9-3.
1. With your pair, you will access your online learning tool and go to
activity 9-3: Writing poems.
2. There you will find the instructions on how you will be writing your
poem. You will begin with:
Line 1: Write the subject.
Line 2: Describe the subject in two words- noun and adjectives, or two
adjectives.
Line 3: Inform an action about the subject in three words- 3 infinitives, 3

gerunds, or a 3 word sentence.
Line 4: Describe an emotion about the subject in four words.
Line 5: Restate the subject in a single word that reflects what has already
been said- noun or adjective.
3. And for the final instruction, your subject will be your partner.
I will give you 5 minutes to write your poem.
were achieved.
ACCENT
Training 1. Identify the //, //, /i:/ vowel sounds.
Objectives 2. Identify consonant sounds.
3. Write as many words using the following vowel sounds.
Duration 60 minutes

The teacher posts the reading exercise on the board, divides the class into
three groups and assigns each group a vowel sound. The teacher then
instructs all groups to read the following words aloud one group after the
other.
The teacher posts the reading exercise on the board, divides the class into
three groups, and assigns each group a consonant sound. The teacher then
instructs all groups to read the following words aloud one group after the
other.
Reading Exercise
The teacher asks participants to recite the following words with the //,
//, /i:/ vowel sounds.
Consonant Sounds:
1. Were you able to observe the difference in how the vowel and
Consonants sounds in the words were pronounced? Is there
anything striking that caught your attention?

2. Were you able to see the contrast in the vowel and consonant
sounds?
3. Were you able to identify the vowel sounds easily? Do these
sounds have something in common? If yes, what are they?
4. Were you also able to take note of how consonant sounds were
pronounced?
5. Do you think further exploring on the study on the different vowel
and consonant sounds being used when speaking English will
greatly affect your clarity in pronunciation? Why is this so?
6. With your knowledge on vowel and consonant sounds, would you
be able to say you are confident enough to explain them? Why or
why not?
7. Do you agree that in spoken discourse, articulating vowel and
consonant sounds may affect your clarity when speaking?
8. How do you think learning about the sounds in English being used
will help you communicate effectively?
The teacher will ask the class to read the words altogether once more. This
will lead to the Setting of the Importance. NOTE that it is necessary that the
1. Now that we have learned how vowel and consonant sounds are
relevant to proper pronunciation, will this be essential in helping
you communicate effectively? What made you say so?
2. Lets identify commonly used vowel sounds such as //, //, /i:/.
Thats a possible objective. Does everyone agree?
3. Learning how we can identify them further through written
exercise can also be included. Does everyone agree?
4. After learning these types of vowel sounds, what else can we
accomplish today?
5. Lets identify consonant sounds. Can we also add this objective?
6. Lets demonstrate how consonant sounds are pronounced. Will
knowing how to pronounce these consonant sounds will give you a
better understanding of the subject matter? Can we also set this as
an objective for our study?
7. Let us also put into practice what we have learned about //, //,
/i:/ vowel sounds and consonant sounds through reading
exercises.
1. Identify the //, //, /i:/ vowel sounds.

2. Identify consonant sounds.
3. Write as many words using the following vowel sounds.
PROVIDING FEEDBACK
Background
Vowel Sounds do not include any restrictions in the vocal tract. This
means that we let the air run freely through our speech apparatus, making
sure that our vocal chords are vibrating. By mouth shaping, i.e., placing our
mouth in different positions, we can get up to 17 different vowel sounds in
American English.
American English has four different types of vowel sounds:
1.Short Vowels
2. Long Vowels
3. Diphthongs
4. Schwa
Lets concentrate on the following for this lesson:
Short Vowels
The short vowel Is used in

// cat, hat, apple
// end, pen, send
// click
/ / saw
/a/ father
// cut
// put
/ / bird
Long Vowels
Long vowel Sample

/e:/ paste
/i:/ please
/o/: go
/u:/ reboot
For vowel sounds, we will be focusing on the //, //, /i:/.
Consonant Sounds consonants constitute the other of the two big sound
groups we find in any human language. These sounds involve partial or
total restriction of our vocal tract. Now lets take a look at all the different
possible combinations we can articulate to create these restrictions. Places
and manners of articulation allow us to describe consonants adequately.
Places of articulation is defined as both the active and passive articulators.

For instance, the active lower lip may contact either a passive upper lip of
the upper teeth to produce a sound.
The table below outlines the different places of articulation, their

descriptions, and the sounds they produce.

different sounds used in English such as vowels and consonants are
important. Why is this so?
2. Lets take a look at the manual for reference. Can someone define
what vowel sounds are?
3. Any volunteer to demonstrate how these //, //, /i:/ vowel sounds
are being produced in particular?
4. Can someone give us words with these vowel sounds?
5. Now, lets explore further consonant sounds. Can someone
enumerate what are they?
6. Can anyone identify how these sounds are produced?
7. Lets practice articulating these sounds by pronouncing the
examples I have provided for each sound. Any volunteer to
demonstrate?
8. Is everyone now more familiar with //, //, /i:/ vowel sounds and
consonant sounds? Will this now help you to be more articulate
when communicating clearly and effectively? Why or why not?
Vowel Writing Exercises
The teacher instructs the participants to write as many words as they can
using the following vowel sounds.
// vowel sound in fish:

_______________________________________________________
/i:/ vowel sound in feet:
_______________________________________________________
// vowel sound in hat:
______________________________________________________
/a/ vowel sound in car:
_______________________________________________________
// vowel sound in got:
_______________________________________________________
// vowel sound in put:
_______________________________________________________
/u:/ vowel sound in too:
______________________________________________________
// vowel sound in ago:
______________________________________________________
// vowel sound in her

:_______________________________________________________
// vowel sound in ten:
_______________________________________________________
/^/ vowel sound in up:
_______________________________________________________
/e:/ vowel sound in rain:
______________________________________________________
/o:/ vowel sound in own:
______________________________________________________
/aI/ vowel sound in by:
_______________________________________________________
/a/ vowel sound in cow:
_____________________________________________________
/I/ vowel sound in toy:
______________________________________________________
Consonants
Use the appropriate word to complete the sentence
1. I would never have ______________ that. Thought, Taught

2. That ___________ is too small. Booth, Boot
3. Are you ___________ or just lying there? Thinking, Sinking
4. We must have the __________ at all costs. Truth, Truce
5. _________ sat there for hours without moving.
6. Can you pronounce ________ perfectly? This, Ds
7. He declared he _________ her. Soothed, Sued
8. I believe the child is only _________. Teething, Teasing
9. My son just got out of ___________. Jail, Yale
10. I see no _________ in that egg. Joke, Yolk
were achieved.
ACCENT
Training 1. Practice the production of the plosive /t/ sound through exercises
Objectives using the AdEPT learning tool.
2. Enhance clarity in speaking by letting the participants practice the
activities at home.
Duration 60 minutes

Materials
Method INSTRUCTIONS
tool at home to help them improve clarity in pronunciation.
Reading Exercise
Read the following words out loud and practice as necessary until you have
gained mastery of the plosive T sound.
Release puff of air
Tip against gum ridge
Voiced /t/
Tongue Twisters
Read the tongue twisters and practice as necessary until you can recite
them clearly.
Betty Botter had some butter,

But, she said, this butters bitter.
If I bake this bitter butter,
it would make my batter bitter.
But a bit of better butter
that would make my batter better.
If a Hottentot taught a Hottentot tot

To talk ere the tot could totter,
Ought the Hottentot tot
Be taught to say aught, or naught,
Or what ought to be taught her?
If to hoot and to toot a Hottentot tot
Be taught by her Hottentot tutor,
Ought the tutor get hot
If the Hottentot tot
Hoot and toot at her Hottentot tutor?
The teacher will ask the class to have a review of the plosive T before the
next lesson commence.
ACCENT
Training 1. Practice pronouncing words with fricative sounds through reading
Objectives exercises.
2. Record voice productions and monitor development via the AdEPT
learning tool.
Duration 60 minutes

Materials
Method INSTRUCTIONS
tool at home to help them practice pronouncing words with fricative
sounds.
Reading Exercise
Recite the following words with the appropriate fricative.
/b/ /v/
boat vote
bat vat
ballet valet
Becks vex
berry very
bail veil
Abe avail
bent vent
base vase
bay vain
best vest
bile vile
bill ville
Ben Venn
bet vet
/p/ /f/
pine fine
pew few
put foot
pill fill
Pell fell
poll fall
pool fool
Read the sentences with contextual clues of minimal pairs using fricatives.
1. There is an FAD among students to buy the multi-colored PAD for

letter-writing.
2. What FUN we had in listening to the poets PUN!
3. I feel FAINT whenever I smell that new PAINT.
4. Marcia has a PASSION for buying new clothes at the FASHION
shows in Paris.
5. Would you please FILE the shipment orders of that PILE of newly-
arrived Gucci bags?
6. To cook a delicious Caf Espresso, POUR FOUR cups of mixed
cream and coffee and boil it.
7. The children LAUGHED merrily as the sea water LAPPED at their
feet.
8. Teddy will COPY your recipe for making COFFEE mixed with Kahlua
liquor.
9. His WIFE told him to WIPE his feet on the outside doormat before
entering the house.
10. The men made a bet that Richard could not LEAP over that LEAF on
the ground.
11. The gas fumes coming out of the car he was chasing made the COP
COUGH.
12. Whenever I court a barrio lass, I FAIL to win her affection because I
cannot carry a PAIL of water.
13. Must that little boy always PAT that little FAT puppy?
14. Melissa bought a PAIR of dangling gypsy earrings at a booth of our
town FAIR.
15. PEEL these potatoes whenever you FEEL like doing the work.
16. To FLATTER our guests from Manila, why dont you make a
PLATTER of a variety of fruit and sweets and make it a table center
piece?
17. Every time you eat a heavy SUPPER, you SUFFER from indigestion.
18. Look, how PUFFY is the face of the new PUPPY!
19. The African CHIEF refused to accept the CHEAP necklaces.
20. CLIP the beautiful pictures of the high CLIFFS.
Partner Activity
Read the following conversation aloud with a partner.
Don: I wonder where Patsy is.

Lina: Shes with her friends now.
Don: Did she take my box of pencils?
Lina: No, she left them on your table.
Don: Did she sharpen some of the pencils?
Lina: No, she failed to do so. But, she finished doing your physics report.
Letter Reading
Read the following letter out loud.
Dear Mrs. Perez,
We are sorry to hear that you fainted in your office yesterday. We hope
that this bouquet of flowers will bring you good health again. We
appreciate all the work you do for the poor and the feeble elderly people
of our community.
Rest well and, please, feel better soon!
The teacher will ask the class to have a review of fricative sounds before
the next lesson commence.
GRAMMAR
Facilitators Guide 14: Asking Questions
Training 1. Review the two types of questions.
Objectives 2. Construct questions appropriately.
3. Practice composing questions through the use of the online tool.
Duration 60 minutes

Pen and notebook
The teacher will write the two sentences on the board and will ask the
class to read them one at a time. The teacher will ask the difference
between the two statements.
Youre mad. (statement)

Youre mad? (question)
1. Class, read the first sentence. Then read the second one.
2. Differentiate the two sentences.
3. Is it important that we know how to ask questions?
4. How can asking questions help any speaker?
1. When we ask a question, we gather two kinds of answers. Can

someone give me an objective for today for asking questions?
2. Thats correct. We need to identify the type of question being
asked.
3. What about how we ask questions? What objective/s can you think
we can add for our lesson?
1. Review the two types of questions.

2. Construct questions appropriately.
3. Practice composing questions through the use of the online tool.
PROVIDING FEEDBACK
Background:
Question asking is an important part of the communication process,

especially when gathering information. In this lesson, the participants
would learn the two types of questions in English.
Information questions- also known as WH- questions because they begin

with what, where, when, who, or even how.
Yes- No questions- formed by using an auxiliary (do or did) as a question

word or a modal (can, may, might, would, shall, should etc) before the
subject of a sentence.
open the lesson on Grammar- Asking questions. The online tool will serve
as the teachers visual aid for the discussion.
1. What do we mean by information questions?

2. How do we form a yes-no question?
3. Lets look at the examples that we have on your learning tool.
4. Tell me what WH- words are needed to form questions in the
following examples.
The teacher will call participants to answer each item until all are covered.
WH- question practice key answers:
1. _____ is the weather like in July? What

2. _____ much is the chocolate? How
3. _____ did you get up this morning? When
4. _____ team won the World Cup in 2012? Which
5. _____ does Janet live? Where
6. _____ food do you like? What
7. _____ does it take to get to New York from Albany?
What/ How long
8. _____ does the movie begin this evening? When

9. _____ is your favorite actor? Who
10. _____ house does he live in? Which
11. _____ is Jack like? What
12. _____ does she study English with? Who

13. _____ do the people in your country go for vacation? Where
14. _____ do you play tennis? Where/ When
15. _____ sports do you play? What
The teacher will ask the class to open activity 11-1: Asking questions on
their AdEPT learning tool. On their notebook, they will write an
appropriate question for the responses given. They will be given 5 minutes
to answer the activity.
Answer Key: (The following are sample questions that the participants can
form. Other variations may be accepted by the teacher as long as they
match the response in the online tool.)
1. How was the weather last night?

2. How long has she been sleeping?
3. What were you doing when I called you this morning?
4. What would you do if you had a million dollars?
5. Where is she?
6. What should I do while waiting for you?
7. How long have you been married?
8. How old are you?
9. Whats your marital status?
10. Whats your nationality?
11. Where were you born?
12. How do you spend your free time?
13. When did you meet him?
14. What do you want to take up in college?
15. How long have you been working in that company?
16. How do you find your job?
17. What drink do you prefer?
18. What dialect do you speak?
19. What kind of work do you do?
20. What position would you like to apply for?
21. Whats the best place youve ever visited?
22. Why didnt it work?
23. Why is the dog barking?
24. Why are you home so early?

25. Why were you so worried?
26. Why did you misplace the note I had given you?
27. Why did you file a leave?
28. Whats your opinion about the results of the elections?
29. Do you think I made too many sandwiches?
30. Why is he late?
After 5 minutes, the teacher will divide the class into three to four groups
depending on the class size. The groups will have to create a short skit
using at least 10 items in their script. They will be given 5 minutes to plan
the skit. After 5 minutes, the first group will present. The rest of the class
will observe and take note of the questions that were used in the
presentations. After the presentation of the first group, the teacher will
call on the next group until all groups have presented.
were achieved.
FLUENCY
Facilitators Guide 15: Justifying Opinions and Paragraph Constructions
Training 1. Organize thoughts coherently.
Objectives 2. Deliver a spoken message with content.
3. Apply spontaneity, variety, and conciseness in speech.
Duration 60 minutes

Pen and notebook
The teacher will inform the class that To achieve mastery in fluency,
practice is very important.
1. How can drills help in mastering fluency?
1. Let us recall what our objectives for yesterday were. Will

anyone share to the class?
2. Before we deliver a message, what do we do with our
thoughts? Will someone state that as an objective?
1. Organize thoughts coherently.

2. Deliver a spoken message with content.
PROVIDING FEEDBACK
every students participation in the activity and observe the grammar used,
Activities: The Accident, Fathers Idea of Fun, Lizs Exercise Program
1. The teacher will ask the students to read the following: The
Accident, Fathers Idea of Fun and Lizs Exercise Program on
their AdEPT learning tool.
2. After 10 minutes, the teacher will call participants to read the

three texts aloud.
3. After reading, the teacher will ask the students to pair up and
choose one story that they will retell to their partner using an
introduction, body, and outline. The partners will take turns.
4. Call 4 pairs to present in front of the class.
*Remember to give feedback after each speech or presentation.
were achieved.
FLUENCY
Facilitators Guide 13: Justifying Opinions and Paragraph Constructions
Training 1. Develop the ability to extract relevant information.
Objectives 2. Create concise statements.
Duration 30 minutes

Materials
Method INSTRUCTIONS
1. After the discussion of the previous, the teacher will inform the
class that they will have to access AdEPT learning tool at home.
Under fluency, they will read the text entitled The Oak and the
Reed.
2. Inform the class of the objectives of the activity.
3. After reading the text, the students will have to write about the
following:
Summarize the introduction in one sentence.

Summarize the body in two sentence.
Summarize the conclusion in one sentence.
They will write their answers on a whole sheet of paper to be submitted on

the next meeting.
Before the teacher begins the next lesson, the papers will be collected. The
teacher will call participants to answer the questions that were given. The
speakers will be observed for conciseness. The teacher will give feedback
for improvement.
GRAMMAR
Facilitators Guide 15: Error Analysis
Training 1. Correct errors in questions.
Objectives 2. Practice constructing questions through the online learning
tool.
Duration 30 minutes

Materials
Method INSTRUCTIONS
grammar, the students will have to open Activity 11-3: Error
Analysis- Questions
2. The teacher will instruct the class to correct the questions by giving
the missing word, correcting the tenses, or rephrasing them.
3. The students will write the correct question on their notebook to

be checked on the next meeting.
Key answers:
Activity 11-3
1. Did you finished high school?

Did you finish high school?
2. What your native language is?
What is your native language?
3. How long you live in this city?
How long have you lived in this city?
4. When are you started at this school?
When did you start at this school?
5. What kind books read you in your spare time?
What kind of books do you read in your spare time?
6. Do you driving to school or taking a bus?
Do you drive to school or take a bus?
7. The weather is your country warmer is as Chicago?
Is the weather in your country warmer than Chicago?
8. How old did you start to learn English?
How old were you when you started to learn English?
9. How many times you run around the track?

How many times did you run around the track?
10. What kind of running shoes they are?
What kind of running shoes are they?
11. Who you talked to about your sore arm?
Whom did you talk to about your sore arm?
12. What kind of doctor you have?
What kind of doctor do you have?
13. When you are going to the clinic?
When are you going to the clinic?
14. How often you take these vitamins?
How often do you take these vitamins?
15. How many people you asked about the new equipment?
How many people have you asked about the new equipment?
16. After the lecture was over, where you went?
After the picture was over, where did you go?
17. Like you it when people look directly at you?
Do you like it when people look directly at you?
18. In some cultures people stand very close to one another when they
are talking, do they?
In some cultures, people stand very close to one another when they
are talking, dont they?
19. What gestures does people in your country use frequently?
What gestures do people in your country use frequently?
20. At what time is said Good afternoon?
At what time is good afternoon said?
21. Do you can show me the way people greet an acquaintance in your
country?
Can you show me the way people greet an acquaintance in your
country?
22. It can be difficult to understand other peoples customs, can it?
It can be difficult to understand other peoples customs, cant it?
23. What you have been doing lately?
What have you been doing lately?
The teacher will call on participants on the next meeting to answer the
items. The teacher will debrief if there are any corrections with the
answers.
FLUENCY
Facilitators Guide 14: Thought Organization
Training 1. Deliver a spoken message with content
Objectives 2. Apply spontaneity, variety, and conciseness in speech
Duration 60 minutes

Materials PowerPoint Slides
Pen and notebook
After the teacher checks the take home lessons, the teacher will ask the
class to share their experience when they were asked to talk in front of a
group and they were put on the spot or were not prepared on what to say.
Were they able to handle the situation? If yes, how?
1. What is necessary when you were asked to talk about something

that you were not ready for?
2. How important is it for a person to be able to think on one feet?
1. For us to be able to think on our feet, what objective should we

cover for the day?
2. Not just to be able to deliver your thoughts but what are the things
that we should apply to deliver a good speech? Can you make that
into an objective?
1. Deliver a spoken message with content.

PROVIDING FEEDBACK
Background:
Tips on how to think on your feet:
Compose an answer while you repeat the question.

If you dont understand the question, ask that it be restated while
you think.
Answer the question head on.
Fog or skirt the question (this shouldnt be done too often).
Give an honest answer, such as I cant answer right now, let me
look at my papers and I will come back to you. However, always
fulfill your promises.
Above all, guard against the fear of failure, which is the number
one inhibitor.
When you have no time to prepare for an answer, use the method of four
sentences to give a logical framework to your answer. This is called the
PREP method.
Point- The point I want to make is

Reason- The reason I say this is
Example- For example
Point- In summary, my point is
open the lesson on Fluency Thinking on your feet. The students will be
given 3 minutes to finish reading the lesson.
1. From what you have read, can you share to the class how to
think on your feet?
2. What method was suggested when you dont know what to say
or have not prepared for your speech?
1. The teacher will ask the students to access their online learning
tool. Under Fluency, they will access the lesson entitled Women in
Corporate Korea and read it silently for 5 minutes.
2. After 5 minutes, the teacher will call a participant to read aloud the
text.
3. After reading, the teacher will post the following questions on the
board and ask the trainees to pick one that they would answer.
(Note that they can only write notes)
- What is your opinion on working mothers? How do they affect

family structure?
- Women and equality in the corporate world: same rights, same
duties?
- What are the advantages of women being part of the labor
market?
- Are men and women equal? Justify.
- Business and pleasure: should they mix?
4. The teacher may call as many students as possible to deliver their

answer in front of the class.
Correct grammar and coherence of answer after the trainee finishes.
were achieved.
Bibliography
____________. Fun and Easy English for Teachers. Retrieved November 10, 2012, from
http://funeasyenglish.com/english-language-schools.htm
____________. AdEPT Facilitator's Guide. Makati: Business Processing Association of the Philippines,
2008.
Brown, S. Improve Your English: English in the Workplace (DVD w/ Book): Hear and see how English is
actually spoken--from real-life speakers. McGraw-Hill, 2008.
Celce-Murcia, M. Teaching Pronunciation Hardback with Audio CDs (2): A Course Book and Reference
Guide. Cambridge University Press, 2010.
Celce-Murcia, M. The Grammar Book: An ESL/EFL Teacher's Course, Second Edition. Heinle ELT, 1998.
Cook, A. American Accent Training: A Guide to Speaking and Pronouncing American English for Everyone
Who Speaks English as a Second Language. Barrons, 2012.
F., D. L. Pronunciation Contrasts in English. Waveland Pr Inc, 2002.
Graham, C. Jazz Chants. Oxford University Press, USA, 1978.
Kolb, D. A. Experiential Learning: Experience as the Source of Learning and Development. Prentice Hall,
1983.
Language, L. English for the Real World (ESL). Living Language, 2004.
Larsen-Freeman, D. An Introduction to Second Language Acquisition Research (Applied Linguistics and
Language Study). Addison Wesley Publishing Company, 1989.
Larsen-Freeman, D. Techniques and Principles in Language Teaching. Oxford University Press, USA, 2011.
Lockwood, T. Design Thinking: Integrating Innovation, Customer Experience, and Brand Value. Allworth
Press, 2009.
Munby, J. Communicative Syllabus Design: A Sociolinguistic Model for Designing the Content of Purpose-
Specific Language Programmes (English Language Learning: Rea). Cambridge University Press,
1981.
Murphy, M. L. Lexical Meaning (Cambridge Textbooks in Linguistics). Cambridge University Press, 2010.
N. Methodology in Language Teaching: An Anthology of Current Practice. Cambridge University Press,
2002.
Nunan, D. Second Language Teaching & Learning. Heinle ELT, 1998.
Ortigas, C. D. Group Process and the Inductive Method (Theory and Practice in the Philippines). Quezon
City: Ateneo de Manila Press, 1999.
Rivers, W. M. A Practical Guide to the Teaching of English As a Second or Foreign Language. Oxford
University Press, 1978.
Vandergrift, L. Teaching and Learning Second Language Listening: Metacognition in Action (ESL &
Applied Linguistics Professional Series). Routledge, 2011.
Villamin, A. M., Salazar, E. L., Bala, E. C., & Sunga, N. R. (1994). Innovative Strategies in Communication
Arts. Quezon City: Phoenix Publishing House, 1994.
Wright, T. Roles of Teachers and Learners (Language Teaching). Oxford Univ Pr (Sd), 1987.
Y., Anne/ M. Basic English Grammar: For English Language Learners: Book 1. Saddleback Educational
Publishing, 2007.
IBPAP AdEPT T3 Faculty Development Guide
AdEPT Tool Table of Content and Score Tracker

Name of Participant: Card Control #: Date Started:
Name of School: Scores Verified by (Facilitator name and Date Finished:

Signature)
Department: Pre-Test Score: Date of Pre-Test:
Subjects Taught Post-Test Score: Date of Post-Test:
SCORE FOR
LESSON PLAN ACCENT LESSON REPEAT TYPE QUESTION
nd st nd
1 st
2 1 2 1 st
2 nd
1st 2nd
1 Module Overview X X
LESSON 1
2 Components of Accent X X
LESSON 2 3 Lesson 2: English Pronunciation X X
4 Stress 1
5 Stress 2
LESSON 3 6 Activity 3-1 Word and Phrase Stress X X X X X X
Activity 3-1 Word and Phrase Stress,
X X X X X X
7 Continued
8 Rhythm and Stress
LESSON 4
9 Stressed and Unstressed Syllables X X
10 Activity 4-3 Stress Patterns X X X X X X
LESSON 5 11 Road Not Taken (by Robert Frost) X X X X X X
12 I Died for Beauty (by Emily Dickinson ) X X
13 Connected Speech 1
LESSON 6 14 Connected Speech 2
15 Connected Speech 3 X X
Name of Participant: Name & Signature of Facilitator:

SCORE FOR
LESSON PLAN ACCENT LESSON REPEAT TYPE QUESTION
nd st nd
1 st
2 1 2 1 st nd
2 1st 2nd
16 Pitch and Intonation 1
LESSON 7
19 Activity 6-1 Intonation X X X X X X
Articulation - Continued (Vowel
LESSON 8 X X
20 Sounds, Short Vowels, Long Vowels)
LESSON 9 21 Activity 7-3 Schwa Drill X X X X X X
(Independent 22 Schwa Sounds X X
Learning 23 Activity 7-4 Schwa Drill 2 X X X X X X
24 Articulation - Phonetic Exercise X X
LESSON 10
25 Vowel Sounds Diphthong X X
26 I, E and EE Vowel Sounds X X
LESSON 11
27 Articulation - Consonant Sounds X X
LESSON 12 28 Plosive Articulation T X X
(Independent
X X
Learning 29 Tongue Twisters
LESSON 13
(Independent 30 Articulation - Continued - Fricatives
Learning
LESSON 14 31 Manner of Articulation - Affricates X X
Articulation - Continued Sample
X X
LESSON 15 32 Comparison
33 Articulation - Continued

SCORE FOR
LESSON PLAN GRAMMAR LESSON REPEAT TYPE QUESTION
nd st nd
1 st
2 1 2 1 st nd
2 1st 2nd
LESSON 1 34 Parts of Speech
35 Basic Sentence Patterns
LESSON 2 36 Activity 2-1 Sentence Expansion X X X X X X
37 Activity 2-2 Word Order Exercises X X X X X X
38 Subject Verb Agreement 1
39 Subject Verb Agreement 2
LESSON 2 40 Subject Verb Agreement 3
41 Subject Verb Agreement, Continued X X X X X X
42 Activity 3-1 Subject-Verb Disagreement
43 Verb Tenses 1
44 Verb Tenses 2
LESSON 3 Activity 4-1 Singular, Plural and
X X X X X X
45 Possessive Forms
Activity 4-2 Simple Past vs. Present
X X X X X X
46 Perfect
47 Verb Tenses 3
48 Verb Tenses 4
LESSON 4 Activity 4-3 Simple Past vs. Present
X X X X X X
49 Perfect
50 Activity 4-7 Simple Past vs. Past Perfect X X X X X X

SCORE FOR
nd st nd
1 st
2 1 2 st
1 2nd
1st 2nd
51 Activity 4-5 Time Phrases X X X X X X
52 Activity 4-6 Error Analysis - Tenses X X X X X X
LESSON 5
(Independent Activity 4-8 Error Analysis - Simple and
X X X X X X
Learning 53 Past Perfect
Activity 4-9 Error Analysis - Simple and
X X X X X X
54 Past Progressive
55 Articles
55 Articles
LESSON 6
56 Activity 5-1 Articles X X X X X X
57 Activity 5-2 Articles X X X X X X
LESSON 7 58 Non-Continuous Verbs 1
(Independent
Learning 59 Non-Continuous Verbs 2
60 Modals X X X X X X
61 Activity 7-1 Will and Would X X X X X X
LESSON 8
Activity 7-2 Completing Sentences with
X X X X X X
62 Modals
63 English Conditionals 1
64 English Conditionals 2
LESSON 9 65 English Conditionals 3
66 Activity 8-1 Conditional X X X X X X
67 Activity 8-4 Conditionals - What if X X X X X X

SCORE FOR
nd st nd
1 st
2 1 2 1 st nd
2 1st 2nd
LESSON 10 Activity 8-2 Conditionals - Hotel
X X
(Independent 68 Emergency Procedure
Learning 69 Activity 8-3 Conditionals X X X X X X
70 Preposition 1
71 Preposition 2
72 Preposition 3
LESSON 11 73 Preposition 4
Activity 9-1 Choosing the Correct
X X X X X X
74 Prepositions
Activity 9-2 Completing Sentences with
X X X X X X
75 Prepositions
76 Causatives and Permissives X X X X X X
77 Activity 10-1 Causatives and Permissives X X X X X X
LESSON 12
Activity 10-1 Causatives and Permissives,
X X X X X X
78 Continued
79 Asking Questions X X X X X X
LESSON 13 80 Activity 11-1 ,Asking Questions X X X X X X
81 Module Overview - Fluency X X X X X X
LESSON 14
(Independent Error Analysis - Questions X X X X X X
Learning 82

SCORE FOR
LESSON PLAN FLUENCY LESSON REPEAT TYPE QUESTION
nd st nd
1 st
2 1 2 1 st nd
2 1st 2nd
83 Sequencers
LESSON 1
84 Activity 1-1 Sequencers X X X X X X
85 Register X X
LESSON 2 (Fluency)
86 Register, Continued X X
87 Register Use X X
88 Register Use, Continued X X
89 Register - Announcing Good News
LESSON 3 90 Register in Common Situations X X
Register Use - Placing and Receiving
91 Calls
92 Register Use - Clarifying Information X X
LESSON 4 93 Mood
(Independent 93 Mood
Learning 94 Activity 4-2 Mood X X X X X X
Activity 4-3 Uses of Passive and Active
LESSON 5 X X X X X X
95 Voice
96 Dialog 6
LESSON 6
97 Dialog 7 X X
Activity 5_2_Business Expressions (page
X X X X X X
98 25)
Activity 5_2_Business Expressions,
LESSON 7 X X X X X X
99 Continued (page 27)
Business Expressions, Continued (page
100 26)

SCORE FOR
nd st nd
1 st
2 1 2 1 st nd
2 1st 2nd
101 Reactions
LESSON 8
102 Reacting to Different Situations X X
103 Paragraph Construction
Retelling Stories - Mayor Cloud Sees
LESSON 9 104 UFO
105 Retelling Stories - Mystery Story
106 Retelling Stories - Hypnotizing Story
LESSON 10 107 Inflated Diction
(Independent
Activity 7-1 Inflated Diction X X X X X X
Learning 108
109 Variety
LESSON 11
110 Barn Burning
111 Conciseness
111 Conciseness
Activity 9-2 Conciseness - Writing
X X X X X X
112 Letters, Continued
LESSON 12
113 Activity 9-2 Conciseness, Writing letters X X X X X X
Activity 9-3 Conciseness - Writing
X X X X X X
114 Poems
115 Koko's Kitten
LESSON 13
(Independent 116 The Oak and The Reed
Learning

SCORE FOR
nd st nd
1 st
2 1 2 1 st nd
2 1st 2nd
117 Thinking on your Feet
LESSON 14
118 Women in Corporate Korea
119 The Accident
LESSON 15 120 Father's Idea of Fun
121 Liz's Exercise Program
122 Giving Opinions X X
LESSON 16 123 Make a Sale X X
124 Sales Pitch X X
125 Problem Solving X X
LESSON 17 126 Problem Solving, Continued X X
127 Role Play X X
X = no activity
AdEPT LP Template
Planning the Lesson
Topic
Sub- (Put a check mark on sub-topics that have AdEPT-ready material.)

topics
Lesson Plan Outline

Objectives
Duration
Materials
Method
Setting the
Importance
Formulating
the
Objectives
Providing
Feedback
Facilitating
the Activity
Generalizing
Takeaways
Module Feedback Form

Dear Respondent,
The purpose of this form is to determine the quality of the materials for AdEPT. Your candid responses will
be very valuable in enabling IBPAP to improve the courseware. Rest assured that your responses will be
treated with utmost confidentiality. Please send back filled up form to Quality / Certification /Continues
Improvement Team zoediazderivera@bpap.org. Thank you for your assistance.
Do you think the current courseware covers all necessary topics that need Yes
to be taught in class? No
If not, what other topics do you think should be included?
Was there any topic that should be excluded from the existing course? Yes
No
If yes, what topics do you think should be excluded?
Was there any topic you found difficult to explain or expound on? Yes
No
Why? Please specify topics.
Teachers Guide Feedback Form

Recommendations for courseware revision: (Use additional sheets if necessary.)
Module Name /
Recommended revision Remarks
Filename
Spelling / Grammar
Layout/Design
Content
Session Sequence
Spelling / Grammar
Layout/Design
Content
Session Sequence
Spelling / Grammar
Layout/Design
Content
Session Sequence
Spelling / Grammar
Layout/Design
Content
Session Sequence
Spelling / Grammar
Layout/Design
Content
Session Sequence
Spelling / Grammar
Layout/Design
Content
Session Sequence
Spelling / Grammar
Layout/Design
Content
Session Sequence
Spelling / Grammar
Layout/Design
Content
Session Sequence
Name (optional) School Year :
Date Semester :

FORM0016 - AdEPT Teacher S Guide v201706

Încărcat de

Informații document

Titlu original

Drepturi de autor

Formate disponibile

Partajați acest document

Partajați sau inserați document

Opțiuni de partajare

Vi se pare util acest document?

Este necorespunzător acest conținut?

Drepturi de autor:

Formate disponibile

FORM0016 - AdEPT Teacher S Guide v201706

Încărcat de

Drepturi de autor:

Formate disponibile

Teachers Guide

Advanced English Pre-Employment Training

Copyright Registration No.

All rights reserved

This AdEPT Teachers Guides is the

For further information, please contact:

QCCI, Talent Development

ACKNOWLEGEMENT ----------------------------------------------------------------------------------------------- vii

OVERVIEW ----------------------------------------------------------------------------------------------------------- viii

TRAINING PREPARATION------------------------------------------------------------------------------------------ xii

TIME-BASED AGENDA---------------------------------------------------------------------------------------------- xii

WORKFORCE ENGLISH OVERVIEW ----------------------------------------------------------------------------- xiv

IBPAP OVERVIEW ------------------------------------------------------------------------------------------------- xvii

IT-BPM INDUSTRY OVERVIEW ---------------------------------------------------------------------------------xviii

ACCENT: MODULE OVERVIEW/COMPONENTS OF ACCENT ------------------------------------------------ 1

GRAMMAR: PARTS OF SPEECH ----------------------------------------------------------------------------------- 6

FLUENCY: SEQUENCERS ------------------------------------------------------------------------------------------ 10

GRAMMAR: BASIC SENTENCE PATTERN ---------------------------------------------------------------------- 14

ACCENT: ENGLISH PRONUNCIATION -------------------------------------------------------------------------- 19

ACCENT: STRESS- WORD AND PHRASE STRESS ------------------------------------------------------------- 25

GRAMMAR: SUBJECT-VERB AGREEMENT -------------------------------------------------------------------- 30

FLUENCY: REGISTER ----------------------------------------------------------------------------------------------- 37

ACCENT: RHYTHM AND STRESS--------------------------------------------------------------------------------- 42

GRAMMAR: VERB TENSES --------------------------------------------------------------------------------------- 47

GRAMMAR: VERB TENSES CONTINUED----------------------------------------------------------------------- 51

ACCENT: STRESS PATTERNS ------------------------------------------------------------------------------------- 56

ACCENT: CONNECTED SPEECH ---------------------------------------------------------------------------------- 62

FLUENCY: REGISTER USE ----------------------------------------------------------------------------------------- 69

GRAMMAR: ARTICLE ---------------------------------------------------------------------------------------------- 79

FLUENCY: USES OF PASSIVE AND ACTIVE VOICE ------------------------------------------------------------ 83

GRAMMAR: VERB TENSE ANALYSIS---------------------------------------------------------------------------- 88

ACCENT: PITCH AND TONE -------------------------------------------------------------------------------------- 90

GRAMMAR: NON-CONTINUOUS VERBS ---------------------------------------------------------------------- 97

FLUENCY: MOOD --------------------------------------------------------------------------------------------------- 98

GRAMMAR: MODALS --------------------------------------------------------------------------------------------- 99

GRAMMAR: CONDITIONALS ------------------------------------------------------------------------------------ 104

ACCENT: ARTICULATION PART 1 ------------------------------------------------------------------------------ 109

ACCENT: ARTICULATION PART 2 ------------------------------------------------------------------------------ 116

GRAMMAR: CONDITIONALS ------------------------------------------------------------------------------------ 121

FLUENCY: BUSINESS EXPRESSIONS --------------------------------------------------------------------------- 125

FLUENCY: REACTIONS -------------------------------------------------------------------------------------------- 133

GRAMMAR: PREPOSITIONS------------------------------------------------------------------------------------- 138

FLUENCY: JUSTIFYING OPINIONS AND PARAGRAPH CONSTRUCTION PART 1 ---------------------- 143

GRAMMAR: CAUSATIVES AND PERMISSIVES --------------------------------------------------------------- 146

FLUENCY: JUSTIFYING OPINIONS AND PARAGRAPH CONSTRUCTION PART2 ----------------------- 151

ACCENT: SCHWA DRILL ------------------------------------------------------------------------------------------ 153

FLUENCY: PARAGRAPH CONSTRUCTION -------------------------------------------------------------------- 157

FLUENCY: INFLATED DICTION ---------------------------------------------------------------------------------- 160

FLUENCY: VARIETY ------------------------------------------------------------------------------------------------ 163

FLUENCY: CONCISENESS ---------------------------------------------------------------------------------------- 167

ACCENT: ARTICULATION PART3 ------------------------------------------------------------------------------- 168

ACCENT: ARTICULATION PART4 ------------------------------------------------------------------------------- 175

ACCENT: ARTICULATIONPART 5 ------------------------------------------------------------------------------- 177

GRAMMAR: ASKING QUESTIONS ------------------------------------------------------------------------------ 184

FLUENCY: JUSTIFYING OPINIONS AND PARAGRAPH CONSTRUCTIONS PART 1--------------------- 184

FLUENCY: JUSTIFYING OPINIONS AND PARAGRAPH CONSTRUCTIONS PART 2--------------------- 189

GRAMMAR: ERROR ANALYSIS --------------------------------------------------------------------------------- 187

FLUENCY: THOUGHT ORGANIZATION ------------------------------------------------------------------------ 189

ADEPT TOOL TABLE OF CONTENT AND SCORE TRACKER ------------------------------------------------ 193

ADEPT LESSON PLAN TEMPLATE ------------------------------------------------------------------------------ 209

MODULE FEEDBACK FORM ------------------------------------------------------------------------------------- 211

The manual is congruent to the 2008 AdEPT Facilitators Guide and

As each module covers general and specific areas relevant to the