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Read a poem from this month’s selection of poems by English language learners. These poems are not categorized by theme or topic, so choose a poem and enjoy the surprise of where it takes you!

Rush

I can see your light every afternoon,
I can see your face on the moon;
If you do not come at noon,
Of love I will die pretty soon.

By Alberto Lopez
 

To a Shark

Here lies a white shark
Whose life was printed on a blue chart.

By Alberto Lopez
 

Triumph

Letters and books have supported
Our knowledge,
Through the wise teachings
The goal has been achieved
And with it,
Prosperity has been reached.

By Alberto Lopez
 

A Poem for the Martyred of Bomb Blasts in Pakistan

Crippled hope swinging high,
In the mid of Blackening day
Shinning sun, getting dimed,
Moving air catching fear,
Swerving legs, broken steps,
Perched lips, shivered souls,
Quickened motions, hustled clienteles,
Awaited eyes, pale learners,
Ajared ends, bewildered smiles,
Waned laughters
Half recovered injuries, half shook hands
Half opened lips_
Halted Fast
Forever Alas!
O father and daughter
O mother and son
O sister and brother
Of Departed Dear
I do not fear,
The ebb and flow
Because I know:
Heavens greeting thee
World is with me:
In the moving cyclone
I’m never Alone
I’m never Alone!!!

By Asia from Access Pakistan
 

Blood Ruby

Blood
Red like a ruby
Red like the sunset.
Blood
A vehicle for oxygen
For life.
Blood
Red as a beating heart
Red like a red soldier
Starving to live and to fight
To get that red ruby
In a sunset made of blood.

By Berenice from Mexico
 

Death

What is death?
Is it when you are not able
To talk to the one you admire,
Not being able to see the face
Of whom you adore, not being
Able to touch them, I don’t know
What is death but I know what it’s not

Death is not when you are able
To smile and to laugh with your loved ones
Death is when you are not feeling the pain,
The anguish, melancholy and the isolation
I don’t know what is death but I know what it’s not

By Precilicious from Access South Africa
 

Don’t Be Inane

Get rid of the train
That roars in your brain
Your sanity is likely to wane
Relying only on others is in vain
Many of them are eager to feign
And over you, they tend to reign
Once they mesmerize you, they will never refrain
Break the chain and seize your own rein
Only your own wits can help you attain
The shoreline before you faint
We Long for Peace
No need to retrace
Previous faults or disgrace
Just look ahead and think twice
How lovely it could be nice
If we live together in one place

With good grace
Show a smiling face
That fills the whole space
With a message of peace
That none dare to efface

By Chaouki from Tunisia
 

Fighting Failure

Heads down as we fall
It was a dream, it was a goal.
We all say we out of luck,
We sit down and no stall.
So how in earth we just expect
Much care and no neglect?
Giving up will make us deserve

By Ahmad from Jordan
 

Haiku

A deserted heart
Rotting in despair drowning
In all sorrow past

By Denzel from Zimbabwe
 

Honest

I was born honest because I’m
Just being honest. I was going to tell a
Life but I had to tell the truth I’m just
Being honest. Sometimes being honest is good
Honest, do you know what is honest? Honest,
Is the opposite of reliable. You can lie to me
But be honest to yourself. Honest the
Prosperity for life. Honest is like a poem
That can’t be written. Honest is like our
Promises of another tomorrow

By Mamelodi from Access South Africa
 

Hypocrisy

A multi-faced spook figure,
With moving hands and twisted legs
Eyes at four sides;
Looks bitterly sweet and weirdly good,
Caste spells to capture the soul,
Golden dragon at hand
Spits out fire,
Nails like hair it grew on body,
When look
its soft,
When touch it hurts,
Arms wide open for embrace
Under that a stinging scorpion rest,
Deceivingly Graceful
Oh! You be careful!
Once come in it’s grip
No way to skip;
Sated thorny way,
For that I say,
Just run away
Just run away!!

By Asia from Access Pakistan
 

Ice cream

I don’t think
Intagation
Entered
Into it
Officer

You see
There were
Little negro girl
Standing here
Alone
And her
Mother
Went to that
Store there

Then
There came by
This little boy here
Without his mother and
Eating an ice-cream
See there it is strawberry

By From Access South Africa
 

I'm Waiting for Nothing.

In the end, all is disappear.
You didn’t come back.
The truth is no longer girded.
My sight full of illusory.
That wishful always relentless calling you out.
Continue to get you out.
My twilight is so sad.
You quickly passed.
I hope, that differences unite us again.
Tight, like magnet.
Gravely... I shouldn’t be like this. But, my soul has been entangled.
My soul has burned.
Smolder, full of pain.
so bright like sunscreen.
I didn’t have tears anymore.
Let my love charred.
But, I've been fallen.
How else? Please, take me out from this yearning!

By Abella Novalia
 

I Need a Girl!

I need a girl,
who never thinks to go,
and who has no farewell,
in her principles,
a girl who can be my mirror,
smiling to me,
in both happiness and anger,
a girl who is able,
to give me a little baby,
being me in a beautiful picture,
a girl or a boy from me,
to whom I should struggle,
to whom I'll bring happiness,
to his/ her fluffy pure life.
I need a pretty girl,
who will be in love clever,
the one to whom my heart,
will breath with non-stop,
in order to live together,
I need and I need not,
any girl that knocks my door,
but a girl who stays forever.

By Yahya Anir from Morocco
 

Lady Bird

Lady bird, lady bird
If I am a good girl,
Can I get a black pearl?
My little sister a blond curl?
My brother many white cats that purr?
My mother a brown fur?
And a long life to my father’s green fir?

By Hela from Access Tunisia
 

Listen to a Citizen!

Blah... Blah... Blah...
Hush and hold still!
You sent me through the mill
You made my head a landfill
You're only casting a chill
That chains both my soul and will

You've made me constantly ill
You're no longer a bitter pill
It seems you don't know the drill
Leave the stage to those who fit the bill
As you're already over the hill

By Chaouki from Tunisia
 

Moon's Halo

Oh! my dear,
You are like a moon in an evening lie—
so bright in a clear night sky.
Even my thicketh wall in my heart—
penetrate your lovely radiant.
The more I see your different phase,
the more I want to say, what a noblest Moon .
But, Please! Don't stare at me—
the way you do to me, right now.
It made me shut,
And crawls the knot.

Yeah! like a moon—
You are too high
up there in His throne. 
And... I know, 
Everyone loves you—
like the way I do.

That's why, I'll wait for (...)
To see you, to ---- you more and more.
I will never be afraid 'coz I know—
you are somewhere there in His core.

By Febee Celia Q. Elemancil from the Philippines
 

My Perfect Soccer Boots

My perfect
Soccer boots black and yellow
In colour name Nike Tiempo they are
From Nike factory. Factory that produce good
Quality product. I was happy when I bought
Them in Nike factory, but now someone stole them
I don’t know who stole them. It was fun when
My soccer boots is with me by the time now. I think
Is not cool when you stole someone’s property.
I think is not cool when you stole is embrasiting
your self and other people. I think a person who
stole my soccer he/she didn’t stole my soccer boots
only he/she stole many things to other people. God will punish
who stole my belonging soccer boots

From Access South Africa
 

No Ways

    1          7
                    I'm not safe          No eyes and no boots
         Nowhere to go          Even, not any line 
 I'm almost dead          After a waiting
                          I think so          I'm not getting any sign

      2          8
                       Spoiled of food          No god to protect me        
But, it's not even shown          And no god to save 
              So, nothing to eat         When human is the god
 Nowhere to sit down [1]       In every cave

                  3          9            
  Nothing more to say         No one is relative
              A lot I've said         No one to depend
        And nothing to pay         Nothing to get back
Everything is paid          What I spend

       4          10
       No half to share          No profit to have
        No partner to care          Nothing to get alack
And no friend to trust on      What I did it's gone
      Heart is full of fear          No way to get back

       5          11
             No ways to rescue          No tricks to win others
                   And no ways to run          No process to be good to all
    When a friend comes          When I say the truth
              With its gun          I'm out of the hall

       6          12
No works to be done          No hope to fulfill
But, still, I'm doing          No wish to say
America, I've given you all  Now I'm upset
      And now I'm nothing[2]  Thinking, what I may

By Hasan Al-Mahmud from Bangladesh

[1]  W. H. Auden   

[2]  Allen Ginsberg

                           

Of Glory and a Story

Coconut nectar to dip your lip,
Lest hazel nut juice is too cold to sip,
For the freezing teeth, the cracking sound,
Let natural grease make the bound.
Zip the code, find the link
Sink the globe into a myriad of hip

Hold the hope, suffice the clip
Take the sheep into the world of ship.
Begin the journey of soft and pink,
Of a lasting glory with a ephemeral drink.

By Sana from Morocco
 

On Behalf of the Dead

This is for those who’ll die tomorrow, now planning for ages to come
“Broken alarms cannot be fixed with paper clips and minted gum”

A homeless guest so featureless to know where he is coming from
He lives within that hollow promise, between those hopes however old
Inside the steel safe in the bedroom, laying beside the buried gold
Far from the sun and its reflection, for life is warm and death is cold

The sleepless nights, the semi-whispers, the tortured souls that make my bed
Red collar slaves that never lived, but now at least they’re being read
The oldest song I’m chanting now
Written by spirits more than dead

By Benyoucef from Algeria
 

Photography

I cannot imagine
that I captured the Past.
And able to step inside
a memory of a lass.

She's staring at me
from across the centuries.
And never been thought,
that she was a ghost of worries—
a ghost preserved by Light.

I know it may not be possible
to travel backward in TIME—
to control time.
But perhaps, I might say—
right now, I'm patiently holding the past—and even its memories.

By Febee Celia Q. Elemancil from the Philippines
 

Race

The wheels turn like the earth
Children love to play with the wheels
They have black, pink
Every evening they gather at the Grand-Place
To play racing wheels
They line up and wait
The impact of the whistle
Whenever the start is given
They turn all their strength
The wheels turn as the earth
They probably crush anything they find on their way
Even old man but children believe much stronger than the wheels
In that they manipulate their way
While they are certainly subject by them
The wheels turn as the earth
Sometimes the first is the one with the black wheel
Sometimes it is the one with the pink wheel
Whenever it is the black wheel
All children laugh at the first, grumble, heckle
If it is the pink wheel all the children dance, clap
With strength and waving handkerchiefs and gifts for the child
But the children know why they love pink wheel.

By Aly from Mauritania
 

Secret

I keep our secret
Hidden inside the chest,
Of memories, treasured
Like the constant ooze
Of the spring water
From the hole rivuleting.
Guess, the bubbles could not tell Nor could print it on paper to sell;
The water of course washes it
Away to faraway seas.
It is best for our secret
To sail in the ocean of our hearts
Where no one could ever hear.
The lap of waves of its mystery
Except your blood vessel and mine.

By Maria from Philippines
 

See How You Create Liars and Crooks

He's become a wardrobe full of cloaks
Like a lizard with different looks
To please your tastes, selfish folks
You drove him to pretend and coax
And custom-make a vesture of hoax
To fit the characters in your own books

By Chaouki from Tunisia
 

Tell Me!

I wonder why some people do not ponder
Before acting or uttering words of wonder
Is it out of denseness or narrowness?
Or maybe due to immaturity or impulsiveness?
Or just to vex or show rudeness?
Are they aware of the repercussions
Of their irresponsible actions
and verbal aggression?
Shall we resort to avoidance
Or wear a costume of patience?

By Chaouki from Tunisia
 

The American Flag

In front of White House
Looking at the Flag
Noticing the wind wave
Where it has a drag

What does it lack?
When he is Here
To display the freedom
And America’s fair

The flag is flown by herself
Or air flutters it, in its power?
Does she want to be free
Or feels free with no answer?

As a symbol of independence
It’s controlled with a pipe and rope
How does it look like?
And what does America hope?

Small, white and five-pointed stars
In the same sky in fifty types
But, defeating Them, why they are as
Thirteen-alike-straight-red-stripes?

Not any end of beautification
Here, the perfection lies
To make it significant a lot
It’s reformed for 26 times

Not only for America
It’s a sign of peace
How it flies and offers hope
Rest of the universe, it sees

By Hasan Al-Mahmud from Bangladesh
 

The Mouse Catcher

He stealthily creeps on the roof at night.
You could sense him, though he is out of sight.
His brilliant eyes could spot any thing in the dark.
His feet on the wet sink leave paw prints like mosaic
which is not colored but only black and white.
In the morning, you could see rats and mice
lying cold on your kitchen floor.
You curse the culprit of the deed,
only later you get it.
The hairy being did it
to save your household things
from being gnawed and bitten.

By Maria from Philippines
 

The Sound and a Fury

Gee, Blake whose Sound shops
Let the beaker spill in drops!
All the black dreams and streams and hopes,
As they slowly melt at the beckoned globe,
On top of the slopes’ race and face and grace.
Beware though as you cross the fields,
For trees might still hold wee mosquitoes
That might catch your glimpse as you hurry
To the Snow forest amidst all Fury

By Sana from Morocco
 

The Web

The web, a free-association
A window for possibilities
A green path of shift and access
A web page
A radio cluster trial
A vision to access mass communications
Weaving cables
With control like a spider
As a flash of meanings
With no exact meanings
A blue fish of solar energy
In a fisherman’s net
The web a free-association
A window for possibilities
A green path of shifts and access
A window, a nucleus.

By Berenice from Mexico
 

The Writer

With the pen in hand, lifted till a height
Imagination wonders to crawl up, blown with insight..
I am paused, just to get the right of this epitome
Waiting for thoughts, that urges me at home..
To overlap rainbow, hoping for turquoise
This is an author’s voice, depicting a writer’s choice..

Memory persuaded, to keep it short
Life is full of dreams, for getting up at another fort..
Daily routine circled round, time is few
“Oh boy, Oh way”, realized each time when it’s new..
To graphein, nitty-gritty is needed in group
“Not new, not again” sounded cacophonous, when asked for proof..

With the logos relates to fruits, being through
“Strawberry Avalanche” Always gets screwed..
When state of being Impecunious, Always held around
Poverty lends wakeup thoughts, Shall dig in deep it sounds..
Nausea & Nostalgia keeps a target, when bumps in
Idioms on Ship & Home prompts, for fishes watery fins..

Sometimes Inspirational and moved, arouses Goosebumps
Jotting those ascetic views too, caused due to slumps..
Being philologist, Encounters for everything in words
To keep it vivid, riddles the milk with doubted curd

To make everything in just dreams, out those dreams
Then keep everything where it needs to be, A Semanticist whims
To verbose for essentials, maintaining the poise
This is an author’s voice, depicting a writer’s choice

By Ashutosh Purohit from India
 

They Believed Him

They believed him, because he was so much of a role model
They believed him, because he pampered them so much with gifts
They believed him, because it was a matter of life and death
They believed him; maybe it was the only thing that would give them hope
They believed him, because he really knew how to choose his words
They believed him;
Coz he always had an answer to their problems
I really believe, they believed him;
Because everyone believes in something.

By Denzel from Zimbabwe
 

Tolerance

Small piano symbols
Left on artist’s fingers
Placed on the right keys.
Black and white notes
Marched together
One behind another.
Troops in harmony
Created a symphony
Knocked a deaf ear

He danced.

By Chahira from Access Tunisia
 

UN-PERSONIFICATION

It was a day of the fall
And the trees were crying for the gray Land
The Land was burning with a cold fireball 
And the Vultures were the Waiting Band

My pen was looking through the sash
At the ashen people as the dolls
Spiritless like the ash
Without a movement as the walls

He was whispering:
The new style of writing
Un-personification; human is a lifeless thing
Then on his face, tears were streaming…

By Moustafa Rahmani
 

Untitled

Every day, i get up at half past six (6h30 AM), i take my breakfast and i wear my warm clothes
for my behaviour in my work and in my life, i leave our house at 07h30 AM and i go in my work
for beginning my day of the week, during day i call my mother and my sister because i like my
family without forget my nephew (the daughter of my young sister), in the end of time of work at
16h30 PM, i leave our enterprise's office for to back at home, finally in the week end i try to
enjoy my time with my family, with watching tv and internet for to meet a very nice and
important people in facebook .

By Mounia from Algeria
 

Untitled

Fallen fallen completely for you..
I didn't know I would, 
But you showed me I could....
My feelings for you when you are around and near,
Are so unexplainable my dear..
Feels like butterflies full of colours in my tummy and face painted pinkish hue,
That immediately drains to hide it from you...
With that smile of yours I must say,
You brighten up my day....
Stepping out in the daylight my eyes are for you in quest, 
When in bed these eyes dream of you and rest...
It was just wonderful to hear you call my name,
Looking forward for the day when again you call me the same....
This feeling of love I never before felt,
And now in your arms I wish to melt...
You and me getting together is just not possible,
Which I failed to realize before falling into this puddle...
Hence, decided to just gape and dream of you,
Coz I've completely completely fallen for you...

By B-Sushma Sukruthi
 

Wise Man

An old wise man
Experienced by life and marked with its scars
Persistently trying to pass down his wisdom
Like a book trying to make us live with dignity
If only I had listened to him when I could!

From Poland
 

Yesterday

With the rising of the sun,
Each morning;
We undertake our daily chores
What we do know is this
A day has been added to our lives
We endeavor for a better tomorrow
But we do not forget that there was;
Yesterday
There is not a tomorrow without a today;
And there is not a today,
Without a yesterday.
When all is said and done
No matter where, you’ve gone
People will always want to know;
Do you have a yesterday?

By Denzel from Zimbabwe
 

YOUTH WILL

YOUTH WILL accept right among the wrongs
YOUTH WILL make rules and follow them too
YOUTH WILL be brave when they will face fear
YOUTH WILL give light when they will find dark
YOUTH WILL provide them food who are hungry
YOUTH WILL assign tasks to remove the poverty
YOUTH WILL give them suggestion who will need it
YOUTH WILL complete vision when they will have it
YOUTH WILL help them who will face any difficulty
YOUTH WILL open mystery when they will realize it
YOUTH WILL be strong when they will make decision
YOUTH WILL take opportunity when they will catch it
YOUTH WILL overcome struggle when they will face it
YOUTH WILL touch the success when they will grasp it
YOUTH WILL delete superstition when they will notice it
YOUTH WILL make friend when they will discover enemies
YOUTH WILL be rational when they will notice irrationality
YOUTH WILL gift happiness when they will get unhappiness
YOUTH WILL sacrifice them for the development of others
YOUTH WILL provide knowledge when they will find ignorance
YOUTH WILL find out solution when they will face any problem
YOUTH WILL meet challenges when they will face tough situation
YOUTH WILL make a better world where there is no crime and violence
YOUTH WILL gift us a peaceful life where we will sing the song of peace

By Hasan Al-Mahmud from Bangladesh
 

 

Thousand Persons Cannot Recover Absent of One

There was a world of peace,
Where there was no storm of grief
There was only peace and love
A dream world like heaven
Your shelter was over my head
Like an aspirin for all my sorrows
But now everything is altered
My life is complete yet incomplete
I remember you and your care for me
But hope ends with life
People says that absence of one person can’t stop life
They don’t know presence thousand persons can’t recover the absent of one.

By Nadra Ahmed from Pakistan

 

Glowing Grains

The sky was a sea of blue,
Adorned with fleecy white puffs,
Under this deep wash of blue,
Grains scattered on this square yard,

I knelt on the sea of grains,
Wondered like a child,
That man kept opening sacks
And shook off more grains,
Like a magician waved his handkerchief,
Conjured out things endlessly,
Left the watcher mesmerized

The sea of grains made a warm quilt for earth,
I ran my fingers along the wheat,
Each one plump and unique,
Reflected off the sunlight,
Squinting and leaning,
I identified the subtle change in colors,
It wasn’t just the golden tone,
Pigments of auburn, ocher, pale gold all mixed on the palette,
Forming a sea of glowing beads

As I was in a trance,
The magician spilled the whole sack of grains over my head,
Corns and wheat cascaded down my body,
In awe,
I squirmed and squealed,
A wave of joy flowed through my body,
As if I were in a baptism,
Reborn by nature,
Clean and cozy,
Ready to embrace the world with a grin.

By Serena Shi

 

Free

As human we are never free
No matter how much we look up to the sky
We were born to put our feet on the ground
Even when our head is in the cloud

Every second , we keeps wishing for something
Yet we can only hoping
The world is too harsh
I wish to protect something
But something had gone

There is nothing that scares us
Except that we got nothing we truly yearn
And things we truly want to protect without any selfishness

If you think you are free
Think again
We live to please and tolerate with people
No matter how much we think we are free
There will always be someone that we love that will stop our freedom

We tend to follow because we just want them to be happy

You're not free unless you never love anyone other than yourself

By Ain Azizan

Format: Text
Availability
3 Poems
Text (PDF)
A Poem for the Martyred of Bomb Blasts in Pakistan
Text (PDF)
Blood Ruby
Text (PDF)
Death
Text (PDF)
Don't be Inane
Text (PDF)
Fighting Failure
Text (PDF)
Haiku
Text (PDF)
Honest
Text (PDF)
Hyprocrisy
Text (PDF)
Ice Cream
Text (PDF)
I'm Waiting for Nothing
Text (PDF)
I Need a Girl!
Text (PDF)
Lady Bird
Text (PDF)
Listen to a Citizen!
Text (PDF)
Moon's Halo
Text (PDF)
My Perfect Soccer Boots
Text (PDF)
No Ways
Text (PDF)
Of Glory and a Story
Text (PDF)
On Behalf of the Dead
Text (PDF)
Photography
Text (PDF)
Race
Text (PDF)
Secret
Text (PDF)
See How You Create Liars and Crooks
Text (PDF)
Tell Me!
Text (PDF)
The American Flag
Text (PDF)
The Mouse Catcher
Text (PDF)
The Sound and a Fury
Text (PDF)
The Web
Text (PDF)
The Writer
Text (PDF)
They Believed Him
Text (PDF)
Tolerance
Text (PDF)
Un-personification
Text (PDF)
Untitled
Text (PDF)
Untitled (2)
Text (PDF)
Wise Man
Text (PDF)
Yesterday
Text (PDF)
Youth Will
Text (PDF)
Thousand Persons Cannot Recover Absent of One
Text (PDF)
Free
Text (PDF)
Glowing Grains
Text (PDF)

Transcript correction is an example of a language-focused listening activity.  This version asks students to listen for differences between an audio text and the corresponding written transcript.  The target differences in this short excerpt from “The Gift of the Magi,” O. Henry’s classic short story, all relate to irregular past tense verbs.  This activity is a quick way to review and reinforce grammar concepts with a listening text during lessons related to the short story. 

This activity also reflects listening fluency-building principles because students perform supported listening through simultaneous use of audio and written texts, students listen to the text more than once, and the text itself has been graded for EFL learners. 

Teachers can create similar transcript correction activities using any listening text in the curriculum that contains the target language feature (e.g., comparatives and superlatives, irregular forms, verb tenses, or a combination of language features).

Level

Intermediate and above

Language focus

Listening and grammar

Goals

Students will listen to a short audio text while reviewing the associated written transcript.  The transcript contains grammatical errors that are not found in the audio text: 

  • While listening the first time, students will identify the differences between the two texts by marking them on the transcript. 
  • Students will listen again and correct the errors. 
  • Finally, students will analyze and classify the grammatical errors.

Materials

  • Teacher:
    • Whiteboard, chalkboard, or large pieces of paper posted on the wall
    • Markers or chalk
    •  “The Gift of the Magi” looped audio clip (.mp3 – 1:59; the text will play twice)
    • Audio player (computer, tablet, mobile phone with speakers)
    • Transcript Correction Worksheet - Answers (.pdf)
  • Students:
    • Pencils or pens, blank writing paper
    •  Transcript Correction Worksheet (.pdf) 

Preparation

  • Download, test, and preview the audio clip on your audio playing device.  Confirm the volume will be loud enough for the entire class to hear.
  • Copy or print out the Transcription Correction Worksheet, ideally making enough copies for each student to have his/her own copy.  To save paper, you can have students work in pairs and share a copy.

Procedures

  • Tell students they are going to listen to a clip (an excerpt; a short, incomplete piece of a text) from O. Henry’s “The Gift of the Magi.”  If using this activity after students have read the entire story, you can prompt students to provide a summary or details from the story to activate their prior knowledge before listening.  The activity can also be used before students read the story to preview characters, encourage predictions, or create interest in the plot.
  • Ask student volunteers to pass out the Transcript Correction Worksheets facedown.  Tell students to leave the paper facedown while you provide the instructions.
  • Explain that students will listen to the audio clip two times.  The first time they will listen to the audio while following along with the written transcript on their worksheets.  Tell students to underline any differences they hear between the audio and written versions. 
  • Tell students the audio clip will automatically play for a second time after a pause.  During their second time listening, students should correct the differences they observed in the transcript by writing the proper forms they hear on their worksheets.  If needed, write the two steps in the listening phase on the board as you explain the instructions.
  • Ask students to turn over their worksheets and play the audio clip (the clip will automatically play twice).
  • After the audio clip is done playing, tell students to examine the list of words they underlined in the written transcript.  Ask students to determine what the words have in common and to check their answer with a neighbor.  Ask a volunteer to share their answer with the class.  (Answer: they are all irregular simple past tense verbs that were incorrectly “regularized” in the transcript). 
  • Ask students to provide a few additional examples of base form verbs and their irregular simple past tense forms (e.g, go – went, sing – sang, swim – swam).  Write student examples on the board if desired.  If you have noticed any previous patterns in student errors (spoken or written) with simple irregular past tense verbs, be sure to provide the base forms of the problematic verbs and elicit the irregular past tense forms from the class. 

Note:  If students are sharing worksheets, put students in pairs before the worksheets are passed out in Step 2.  Ask student pairs to point to the differences they observe on the transcript as they listen the first time.  Students can write down the correct forms on their own blank paper as they listen for the second time, and then they can discuss with their partner the answer to the final “analyze and classify” question.  This approach also allows you to reuse the worksheets if you remind students not to write on them. 

Format: MP3, Text
Availability
Transcript Correction with "The Gift of the Magi"
Text (PDF)
Transcript Correction Worksheet
Text (PDF)
Transcript Correction Answers
Text (PDF)
Gift of the Magi by O. Henry
Audio (MP3)

Superstitions, sometimes called “old wives’ tales,” are longstanding, traditional beliefs that aren’t based on logic or fact.  In English and many other languages, superstitions are often phrased in the form of a first conditional statement.  In this activity, students will examine superstition statements in English, will think about English equivalents for superstitions from their own culture, and will play a short guessing game related to superstitions.

Level:  Intermediate and above

Language skill focus:  Grammar, vocabulary (primary focus); reading, speaking (secondary focus)

Goal:  Students will explore vocabulary content in and the meaning of superstitions phrased as conditional statements.  Students will brainstorm additional examples of superstitions from their own culture that can be restated in English using the first conditional.  Students will work in small groups to guess superstition statements based on a group mate’s miming or drawing the superstition’s meaning.

Materials:

  • Teacher: whiteboard, chalkboard, or large pieces of paper posted on the wall; markers or chalk; small slips of paper with superstitions on them, enough for each group of 4 students to have 8 slips:  print or photocopy the superstitions below and cut them into paper strips, or ask students to write down 8 different superstitions on small blank slips of paper that you provide to each group.
  • Students: pencils or pens

Preparation:

  • Review this list of superstition statements phrased in the first conditional.  You can add more statements to the list if you like.  Also, think of one or two superstition statements from your own culture that can be worded in a first conditional statement to use during the presentation stage of the activity.
    • If you break a mirror, you’ll have seven years of bad luck.
    • If you blow out all of the candles on your birthday cake in one breath, your birthday wish will come true.
    • If you find a four-leafed clover, you’ll have good luck.
    • If you step on a crack (in a sidewalk), you’ll break your mother’s back.
    • If you walk under a ladder, you’ll have bad luck.
    • If you carry garlic, you will be protected from vampires.
    • If your palm itches, you will receive money soon.
    • If your feet itch, you will travel soon.
    • If you touch a frog (or toad), you’ll get warts.
    • If you find a penny that is heads up and pick it up, you’ll have good luck.
  • Print or photocopy your superstition list, and cut the lists into paper strips, each containing one superstition, or prepare blank paper strips for students to fill out during the activity. 

Procedures:

  • Write several superstitions from your list on the board.  For each superstition, poll the class (ask students to raise their hands) to determine (1) if they have ever heard of the superstition and (2) if they agree with each item.  Provide vocabulary explanation support, as needed, while you present the superstitions.
  • Write “superstition” on the board, tell students that all of the examples on the board are superstitions, and then elicit a definition or explanation for the term “superstition.”
  • Tell students to turn to a partner and brainstorm a few superstitions that are common in your local culture.  Provide an example to get the brainstorming process started.  Tell students that they should try to rephrase the local superstitions in English.  Elicit responses from several pairs, and add their examples to the list on the board.  As you add examples, prompt students to provide their answers in the first conditional format (If you + simple present tense verb…, you will + verb….  or  You will + verb…if you + simple present tense verb….).
  • Put students into groups of 4.  Ask student volunteers to pass out the superstition strips to each group.  Consider including a few blank strips in each pack and asking students to write in some of the local superstitions they supplied.  If students are making all of the strips, ask them to copy at least 8 superstitions on the blank slips of paper you provide. Tell groups to put their strips face down and mix them up. 
  • Explain that group members will each pick a strip from the pile and then try to get their group mates to guess the corresponding superstition by drawing images to represent the superstition (like the game Pictionary) or acting out their superstition’s meaning (like charades).  Each student can choose his or her preferred communication method.  Model an example superstition for the class by acting or drawing and having the students guess.  Encourage students to provide their guesses in the form of a conditional statement.
  • Start playing the game.  Monitor groups as they begin guessing, prompting students to give complete answers if needed.  Everyone should get two attempts to act or draw, and the game ends once most groups have exhausted their piles of superstition strips.  
  • If you want to add a competitive element, groups can keep score while playing:  students collect a point every time they are the first to correctly guess the superstition being acted out or drawn.
Format: Text
Availability
Superstitions
Text (PDF)

In this activity, students will practice or review how to use conditionals to discuss plans to get out of tricky situations.  This conditional form used for this language function is called the unreal future conditional or the second conditional. 

Level: Intermediate and above

Language skill focus:  Speaking, listening, grammar (primary focus); writing (secondary focus)

Goal: Students will orally use unreal future conditionals to ask and answer questions about their plans for solving a variety of problems.  Students will take written notes during their interviews so that they can accurately report interview results to the class.

Materials:

  • Teacher: whiteboard, chalkboard, or large pieces of paper posted on the wall; markers or chalk
  • Students: pencils or pens, blank writing paper

Preparation

  • Develop a list of 8-10 “What would you do if…?” question prompts for students to use during the interviews.  The questions should present dangerous or challenging situations.  Adapt the content to be relevant to your students’ local environment. Examples might include:
    • What would you do if you saw a bear while walking in the woods?
    • What would you do if you were trapped in a room where the walls were closing in on you?
    • What would you do if there were a fire in your kitchen? **
    • What would you do if there were a snake in your bedroom? **
    • What would you if your computer broke and you lost all of your files?
    • What would you do if a shark appeared next to you while you were swimming?

** During the lesson you may wish to review or highlight that, according to prescriptive grammar rules, with this conditional form the verb “to be” becomes “were” for all persons in the condition clause (If I were you, If John were 10 years older, etc.).   You can also explain that many American native English speakers no longer observe this rule, so students may also hear If I was you, If John was 10 years older, etc.

Procedures

  • Tell students that this activity will require them to be creative and “think on their feet” to solve problems or manage difficult situations.
  • Ask a few volunteers to share responses to one of the “What would you do if…? questions you developed before class. For example, if you ask “What would you do if you saw a bear while walking in the woods?” students might respond with partial answers, such as “Run away.” or “Make loud noises and try to scare it.”  Write student answers on the board in the form of complete future unreal conditional sentences:
    • If I saw a bear in the woods, I would (I’d) run away.
    • If I saw a bear in the woods, I would (I’d) make loud noises and try to scare it.
  • As desired, draw students’ attention to the grammatical form used in the complete responses:  If + past tense…, would + verb…..
  • Write your complete list of “What would you do if…?” question prompts on the board. Ask the class to brainstorm 3-4 additional tricky situations to add to the question list.
  • Ask students to make three vertical columns on a blank piece of paper.  Tell students to write Question, Name, and Plan at the top of the three columns.  Draw an example on the board, if needed.  Ask students to pick their favorite five “What would you do if…?” questions and write in the first column.
  • Ask students to get out of their seats and interview five different people about their plans to deal with the difficult situations.  As they interview each person, students should write down his/her name in the second column and make notes about the person’s plan in the third column.
  • When the interview period is complete, ask students to circle the three most creative or funny answers on their interview sheet. 
  • Next, in a whole class setting, go through the list of  “What would you do if…?” questions on the board, asking 2-3 students to report any unique answers back to the class.  Be sure to prompt students to give complete answers when sharing responses.  For example:  If Saeed saw a snake in his bedroom, he’d try to hypnotize it by playing music.  Address any errors, as needed, while students share their interview results.
  • If desired, at the end of the sharing session, the class can vote on their favorite plan.
Format: Text
Availability
“What would you do if…?” Making Plans to Deal with Difficult Situations
Text (PDF)

In Sorting Race, players race to find all words of a certain type in a set of Word Bricks. The choice of word category can make the game more or less challenging.

Format: Text
Availability
Word Bricks-Sorting Race Instructions
Text (PDF)
Word Bricks Cards
Text (PDF)

In the spirit of Valentine’s Day on February 14th, this month’s poems by English language learners are about love and relationships. Download them or read them online.

Format: Text
Availability
A Love Reborn
Text (PDF)
A Mess
Text (PDF)
A Moment of Purity
Text (PDF)
A Song
Text (PDF)
Beautiful
Text (PDF)
Good Moments
Text (PDF)
Hates
Text (PDF)
Loss
Text (PDF)
Love of Today
Text (PDF)
Love
Text (PDF)
Love 2
Text (PDF)
Love 3
Text (PDF)
Love 4
Text (PDF)
Love 5
Text (PDF)
Love 6
Text (PDF)
Love 7
Text (PDF)
Love 8
Text (PDF)
Love Loss
Text (PDF)
Morning Cholera
Text (PDF)
My Life
Text (PDF)
Nature
Text (PDF)
Sara
Text (PDF)
Snow
Text (PDF)
Something Called Love
Text (PDF)
The Day
Text (PDF)
The Girl With No Eyes
Text (PDF)
The Weight of Silence
Text (PDF)
Two Hearts, Two Souls
Text (PDF)
Waltzing Cheek
Text (PDF)
Without You
Text (PDF)
You Are the Sun
Text (PDF)
You May Not Be Eskom
Text (PDF)

In this activity, students will practice or review using conditionals to express wishes and regrets about the past.  This conditional form used in this situation is often called the past unreal conditional or the third conditional. 

Level:  Upper intermediate and above

Language skill focus:  Writing, grammar (primary focus); speaking, listening (secondary focus)

Goal:  Students will use the written and spoken unreal past conditionals to describe wishes or regrets of famous/well-known people, historical figures, or fictional characters.  Other students will guess the person or character based on the wishes or regrets that are described.

Materials:

  • Teacher: whiteboard, chalkboard, or large pieces of paper posted on the wall; markers or chalk; a clock or timing device
  • Students: pencils or pens, blank writing paper

Preparation

  • Develop 1-2 example characters and a list of 3-4 wishes or regrets that could identify them to use in the modeling/explanation stage of the activity (see Step 3 below).

Procedures

  1. Write the word “regret” on the board and elicit the meaning from the class using prompting questions if needed. 
  2. Ask students to give a few examples of regrets, such as “I never met my grandmother.” or “I didn’t do my homework last week.”  Ask students why these situations are regrets, that is, why do they wish the past were different?  Based on their answers, write unreal past conditional sentences on the board such as:
  • If I had met my grandmother, she would have told me stories about my father.
  • If I had done my homework last week, I would have done better on the exam.

     If desired, elicit the underlying grammatical form for these unreal past conditionals:

     If + past perfect tense…, would have + past participle….  

  1. Next, write one set of example descriptive conditional regret or wish sentences you developed before the lesson on the board.  Ask students to guess the target character or person.  For additional modeling, read your second set of example conditional regret or wish sentences aloud and allow students to guess the target.  For example:
  • If I hadn’t been so round, life would have been much easier for me.
  • If had never sat on that wall, I would have avoided a disaster. 
  • If the kings’ men had been smarter, I would still be in one piece.

Answer: Humpty Dumpty, a nursery rhyme character

  • If I hadn’t lived during wartime, my job would have been much less challenging.
  • If southern U.S. states hadn’t supported slavery, my country would probably have remained unified. 
  • If I hadn’t attended a play at Ford’s Theater, I would have been able to share more time with my family.

Answer:  Abraham Lincoln, American president during the Civil War

  1. Depending on your class size, put students in groups of 4-8 students, and then have the group members divide into pairs.
  2. Ask the pairs to work together to choose a target person or character.  Remind students that they can choose any famous real person or fictional character, past or present.  
  3. Tell pairs they will have 10 minutes to develop a written list of 3-4 wishes or regrets the target person or character might have about the past.  Adjust the amount of time dedicated to this portion of the activity according to your students’ level.
  4. After the designated time has elapsed, ask pairs to rejoin their group mates. Each pair will read their “wish or regret” clues aloud, and the other pairs will try to guess the target character or person.
  5. When the activity is over, groups can share their funniest, most unique, or most difficult set of clues with the whole class.     

 

Format: Text
Availability

Download the Activity

Regrets and Wishes of the Rich, Famous, or Fictional
Text (PDF)

We can use conditionals to talk about hypothetical future events that are unlikely or impossible.  Use this activity to practice or review unreal future conditionals (also called hypothetical conditionals or the second conditional).  It can be used as a fun closing activity after a grammar presentation or as a review-oriented warm up activity. 

Level:  Intermediate and above

Language skill focus:  Speaking or writing, grammar (primary focus); listening or reading (secondary focus)

Goal:  Students will use oral or written conditionals to develop a series of related “cause and effect” events.   The chain of events will create a short, often funny, story.  Repetition in the story creation process enables students to both hear and practice the grammatical pattern several times. 

Materials:

  • Teacher: whiteboard, chalkboard, or large pieces of paper posted on the wall; markers or chalk; a clock or timing device
  • Students: pencils or pens, blank writing paper, small cards or squares of blank paper (enough for each group of 4-8 students to have 10 cards)

Preparation:

  • Prepare a list of 5-7 unreal conditional prompts.  The prompts can be unlikely or completely impossible. For example, your list may include prompts such as:
  • If I got a perfect score on my college entrance exams, ….
  • If I visited the United States next week, ….
  • If I won the lottery/a million dollars, ….
  • **If I were elected president, ….
  • If the internet was shut down tomorrow, ….
  • If aliens landed in my city, ….
  • If scientists found a way for humans to live for 150 years, …
  • Select the amount of time you want to devote to the activity.  A warm up or brief review may take 10-15 minutes of class time; for a closing activity after an initial grammar presentation, you may want to dedicate 20-25 minutes to the activity.

** During the lesson you may wish to review or highlight that, according to prescriptive grammar rules, with this conditional form the verb “to be” becomes “were” for all persons in the condition clause (If I were you, If John were 10 years older, etc.).   You can also explain that many American native English speakers no longer observe this rule, so students may also hear If I was you, If John was 10 years older, etc.

Procedures - Speaking Activity:

  1. Write several prompts from your list on the board.  To emphasize these events are hypothetical (not real in the present), ask students a few concept-checking questions, such as, “Have these things already happened? Are these events likely to happen in real life?”
  2. Highlight that the situations all begin with “If” and elicit the verb tense used in the “if” clause/condition clause (simple past).  Ask the class to brainstorm a few more hypothetical situations and add them to the list on the board.  Aim to have a list of at least 10 situation prompts.
  3. Create groups of 4-8 students, and ask student volunteers to pass out stacks of 10 blank cards to each group.  Ask groups to copy 10 prompts onto their cards, and then to put the cards in a facedown pile.
  4. Tell groups they will create chain stories using the hypothetical prompts. Model how to develop a chain story, writing the information below on the board as you go along:
  • Provide a prompt that isn’t on the list written on the board:  If I never needed to sleep,….
  • Complete the prompt:  If I never needed to sleep, I would learn 10 languages.
  • Explain how to create a “link the story chain” by using the result clause in the next sentence’s condition clause (in other words, by using the previous effect as the next cause): If I learned 10 languages, I would travel the world.
  • Highlight how the verb in the old result clause changes from would + verb to the simple past tense, if desired.
  • Repeat the process to create 4 or 5 story links, eliciting some of the result clauses from the class.  Your completed chain story might look like this:

     If I never had to sleep, I would learn 10 languages.
     If I learned 10 languages, I would travel the world.
     If I traveled the world, I would eat lots of interesting food.
     If I ate lots of interesting food, I would study cooking.
     If I studied cooking, I would return to my country and be a famous chef.

  1. Tell students that the person with the next birthday in each group will pick the first prompt.  This person should pick a prompt card from the stack, read it out loud, and then verbally complete the conditional sentence following the model.  The person to his or her right must complete the next link in the chain story by taking the previous result clause and turning it into a condition clause. For example: Person 1 - If I won a million dollars, I’d buy a spaceship. Person 2 – If I bought a spaceship, I would take my friends to Mars.  Each person in the group must make a link in the chain story until everyone has contributed.  When the story is complete, the person to the right of the original “story starter” will choose a new card to start the process again.  Remind students that the stories can be serious or funny, but they should be classroom appropriate.
  2. Tell students how long the activity will last, set the timer, and direct groups to begin.
  3. To focus on grammatical accuracy, there are several ways to provide feedback during this activity.  For example, group members can give each link in the story a “thumbs up” or “thumbs down” based on whether or not they think the contribution is grammatically correct.  Groups can discuss any observed problem areas and the contributor can try to correct his/her statement.  Alternatively, you can monitor groups as they create their spoken chain stories, and collect examples of student errors for a delayed feedback and error correction session at the end of the activity. 

Procedures - Writing Activity Variation:

  1. Follow steps 1-4 above.
  2. After modeling how to create a chain story, explain that when the activity starts, each person will pick a different prompt from the facedown pile.  Students will write their prompt on a piece of paper and complete the conditional sentence in writing.
  3. Then everyone passes his/her paper in a clockwise direction. Each person then adds a link in the new story.  Students then pass the papers clockwise again.
  4. Continue the process until everyone receives his/her original paper back.  The group members then read the different chain stories aloud.
  5. To focus on grammatical accuracy, each student can check the story he/she started for errors during and after the read aloud.  Group members can work together to address any questions about correct usage.      
Format: Text
Availability

Download this Activity
 

“What would happen if…?” Chain Stories
Text (PDF)

Players in a game of Sentence Challenge work in teams to create the longest sentence possible out of their Word Bricks without any help from the teacher. Then, the opposing teams are responsible for ‘challenging’ a sentence if they believe there is an error in a team’s sentence. Points are awarded to teams that appropriately challenge incorrect sentences and to teams that create their own correct sentences.

Format: Text
Availability
Sentence Challenge Instructions
Text (PDF)
Word Bricks Cards
Text (PDF)

Part 2: English language learners from all over the world wrote poems about English and their Access programs. Download the poems or read them online. 

ACCESS Program
ACCESS is fun
It is the family that unites us all
And every voice here counts
To make a difference for us all.
We learn a great language
That is spoken around the world
As well, we learn how to manage
Your lives which are precious like gold.
by Vlad from Access Moldov

Dear Access
Access is my family,
Access is my friend.
Only for Access,
Now I am an English man.

English was difficult,
Before coming here.
Now it is easy,
I learnt in pair.

Thank you Thank you,
“Oh” Access
And also thanks them,
Who are here to help.
by Abu from Access Bangladesh

Access
Access is the learn store,
We go to learn there.
Access is the fun store,
We know that.
Access is the knowledge power,
Knows everyone.
Who comes here,
They learn there.
Sometime watching movies,
To learn many things.
Pair, pair doing work,
How, so sweet!
How, so sweet!

MD. Abdul from Access Bangladesh

 

Access Program

Access program is a program.
It is a platform for us,
It has so many opportunities.
We can do something special,
All teachers always help us.
We have some extra curricular activities,
We got the opportunities.
There are so many festivals,
We are also lucky to get these facilities.
We want to thank them,
Who introduce,
English Access Micro Scholarship Program,
Full name of “Access Program”

Anjuman from Access Bangladesh

Language Proficiency Center

LPC is an institution,
Which is our concentration.
We learn English here,
To have success in every sphere.
Not only we learn English,
But also learn not to be selfish.
There are programs here all over the month,
Have to celebrate, can't say “we can't.”
Make posters, give speeches,
For the topic, everyone searches.
Guests come from the embassy,
To have fun with us, to see.
Teachers share their work with each other,
Here, we are all sister and brother.
Hope, they will continue the course,
We will all succeed from this source.
Mahmudul from Access Bangladesh

 

Access

Access is a family,
We are family members.
Teachers are our fathers & mothers,
We are all sisters & brothers.
Sometimes we cry here,
Sometimes we have fun.
But everyday we come here to learn.

MD. Robiul from Access Bangladesh

 

I learn from LPC

I am a student,
I learn English in LPC.
I not only learn English,
I learn many things.
Every month I celebrate many programs,
The teachers in LPC are friendly.
They help us so much.
I also do co-curricular activities,
Which will help me to build up my future.

Nayem from Access Bangladesh

 

LPC

LPC is a center,
It is on the 4th floor.
LPC is a place
From where we can learn more,
Arifa mam teaches us grammar,
Fatema mam scolds us like our mother.
Yeasmin mam always makes fun with us
& we enjoy her classes very much.
Nazrul sir always plans the programs.
& Sufiyan sir always helps us to make our chart paper
Javer sir founded this LPC,
We are very thankful to American Govt.
For giving us this opportunity.

Rabeya from Access Bangladesh

 

Access Program

Access is an English program,
It is an important course.
If we follow it correctly,
We can have our life perfectly.
We do extra curricular activities from it,
From which we get credit.

Tania from Access Bangladesh

 

Access Program

Access program is a platform,
Where we can perform.
It has many ways,
To give us strong base.
It gives us many opportunities,
We can participate in various activities.
There is a library,
Its facilities are extraordinary.
Teachers teach us attractively,
We can learn everything easily.
Slowly we are achieving wisdom,
Frequently we are opening our knowledge kingdom.
Sometimes American teachers come here,
They inspire us to go there.
Finishing this nice course.
We will get a bright source.
We thank the U.S. Govt. cordially,
For giving the chance affectionately.

Shahanur from Access Bangladesh

Access

The name of our program is Access,
We study here to gain knowledge.
Teacher of our Access our very kind,
They teach us with pleasant mind.
We study with full attention,
We keep ourselves with a great position.
Our Access program is great as such,
We love our Access very much!

Sonia and Israt from Access Bangladesh

 

ACCESS

With astonishment and splendour
By the successful job you did for us
What a great opportunity
The changes to turn your future into miracles

You have made us think like we live on the summit of the wisdom
The solution for everything
The key to success
Now we are gleaming
We are in the summit of the world

We are going to be prosperous
Access the way forward
Access to success for successfully
The magic key to open all the dreams for us
Oh! Access
Access for success.

Kgwele from Access South Africa

 

 

Students of Access Program

They are eager to learn the ropes,
They have beaten the bushes.
They are no other teens than
My favourite enthusiastic 'Access students'.

They are glad to be the part of 'Access',
And be happy to get the tremendous opportunities.
'Access' has made paths for my unbounds
To access the global language of English.

O who is reading me be notified,
'Access' has changed some of their views of life.
In my vision they are becoming the leader of leaders,
Their latent spirits are now sparkling for others.

O 'Access' thank you for all the facilities,
For shaping up my unbounds.

MD. Abu from Access Bangladesh

Access

Access is a process
It is a systemic progress
Where Learners are benefitted
Through the work of education

The process of Access
Is to acquire knowledge
Through the skills of
Writing, speaking, listening, Reading

In addition the learners
Get motivation, encouragement
Inspiration and activation
To have better communication

Access is a product of
Everlasting knowledge wizards
Belonging to the future thinkers

Scholars from Washington and
Native speakers for the cause
of non natives

To have on equality of right
In all spheres of life
In a one unit world
For better education
For a greater world

 

Access Story

A ~ ccess are from 85 plus countries;
C ~ reating some amazing novel stories,
C ~ ollaborating with many agencies,
E ~ ngaging themselves with societal activities.
S ~ urely they will be the victorious aflame
S ~ uccess, no disbelief, is waiting for them.

S ~ tarted, they, their life gradually.
T ~ oday, they are incredibly fast;
O ~ rganizing a lot and going away far,
R ~ ecovering them to adjust.
Y ~ es, many of them are now shiny stars.

Hasan from Access Bangladesh

Access

I am student of Access
And it's my story of success
Before joining Access I was limited to my own world
But Access gave me friends all over the world
People used to laugh at my deeds and made me sad
But Access appreciated my deeds and made me glad
I enjoyed and did a lot of fun
Access give me light of knowledge like a sun
Access came in my life like a rain
And healed my all wound and pain
You can achieve your goal by joining Access
I can say that Access is way to success

Waseem from Access Pakistan

 

Access Program

Americans in October 2004,
Had students at the door.
For the Access Program,
With many forums.

The dedicated teachers,
Have lessons with many features.
Complete 24 months course,
With zeal and source.

Multilevel few fortunate students,
Expressing to communicate is ardent.
The smile on their face,
Is the achievement gained through pace.

The certificate at hand,
Is like a magic wand.
The success of the story,
Shines upon with glory!

Fatema from Access

 

Access Success

Two Thousand Four
Is a year to adore
For the underprivileged students
To make them confident
For Access is here
To get rid of their tear
Shy girls and boys
Have learnt to express their choice
They now know
What an open door can show
For Access has made their dream
A mug to hot coffee with cream
To enjoy to the core
The efforts they bore

Shaheen from Access Bangladesh
Access Class

Access Class
O, Access O Access
Access is key to success
It gives success
To the students of Access
Access is right
And its students are bright
Access is a source
To go on sky
Where Access students can fly

Manaim from Access Pakistan

 

Access

Access is the light house
Access is the bright house
Access gives me knowledge
Access gives me strength
Access is the way to success
Access is the way of brightness
Access is the right way
Access is the bright way
I can fly with Access
I can fly with Access
Access, Access every where

Tanzeela from Access Pakistan

 

Dear Access

You were my dream come true
The light in my darkness
The company in my solitude
The happiness in my evenings
Although the sun shines very strong
Or heavy rain, will come
I will be right here by my dear access!

Searias from Access Nicaragua

 

Access

Hey, Saturday come back soon
Let's meet in the afternoon
In a space full of wisdom
The access program is our kingdom
There, all the students meet
For them, access is a real treat
They are eager to learn
To their teachers they turn
They are ready to act
Their devotion will remain intact

Henda from Access Tunisia

ACCESS PROGRAM

Who are you Access Program?
You are many faces, a flight to the US.
I have never been there,
But I know US History, US Popular Culture, US Holidays, you name it.
You exposed me to Community Service and Personal development,
OH!! ACCESS you are a life saver,
You brought exposure, built confidence in me,
You kept me company in my lack, loneliness and hunger.
Moreover I now read, write and speak English.
THANKS TO YOU ACCESS

Access Students South Africa

ACCESS PROGRAM

You gave birth to a dreamer.
Since I met you, I dream more.
I see my destination,
Future is no longer
Dark and gloom.
But the future is bright because of ACCESS.

Njabulo from Access South Africa

 

ENGLISH ACCESS PROGRAM!

THANK YOU! THANK YOU!
For bringing my dignity back,
For giving me hope for the future,
For making me realize,
Realize that there is still hope,
Realize that I should make it for me,
Realize that I still have a chance.

Nontokozo from Access South Africa

 

English

English is spreading
Around the world
Because its important and global language.

The English Club Students from Tajikistan

 

English

English's very interesting,
with poems and novels,
with States and Australia
and Britain with Canada.
English is my dream
and today I learn it.
It's very good and rich
For me and my friends
When I first heard English
I felt it as love music
I fall in love with the language
Till now I'm as in magic
Farangis from Access Tajikistan

 

A great dialogue
between me and my English teacher (Sherine)

Sherine: I miss my Access class
Rawda: that is what I feel too
Sherine: Being away gave me a heart made of brass,
Rawda: I would lika ya miss to see you
Sherine: Hooray, let's enjoy sitting on the grass
Rawda: oh please take me with you
Sherine: Come along to have a glass,
Rawda: sure I'd love to

Rawda from Access Egypt

 

After a week of stress and tiredness
Can you imagine how much we long for happiness?
Cool! Cool! It's finally Sunday
Energy is recharged, change your mood, get ready to play
Sakura blooms and our heart content
So excited, so thrilled, in every event
Sweet talk we share
Come and see how much we care about
Hand in hand, we have eternal
Only access student can understand
OMG? How can a teacher be like a friend?
Love we breathe, in peace we live
Access school, you learn how to give

Rania, Maissa, Sahar, Intidhar and Hazem from Access Tunisia

 

 

Access

Access, Access
Come again
Cure my pain
Offer me the chance not live in vain
Merry times will never be out of my brain
Pleased and away from all disdain
Learning in fun will certainly ensure gain
Instills new well traced lanes
Showering with knowledge rain
Hoping to make the best education reign

Hela from Access Tunisia

 

"ACCESS and Success"

I have found a wonderful gate
By the help of U.S Department of State.
Through the gate, I am going to feel the success
It is only for you, only for becoming an ACCESS.
It makes me happy extremely
At a time I could not speak; I was fruitless
I did not know how to learn English
I was trying, but it was not in progress
Today, maybe, I am going to get the success
It is obviously, because of being an Access

Everyone observes the face of Munalisa
They say, oh my god! What a beautiful is this!
Why do not you look at me, and at my progress?
A disadvantaged student of Bangladesh
Who is going to touch the success.
Why do not you thank them?
Who played a great role to remove my darkness.

You may have seen a pitcher or a pot;
Very expensive but bottomless.
Then what would be? It must be waterless.
As a young leader I have to stop it, I have to close
With the confidence, I have to say
It's possible. It's I can, It's I will, because I am an ACCESS
I get myself changed, I get me developed.
I learnt a lot, I overcame my blindness.
I am not only learning the English language,
Besides this, I am getting the awareness.
Because, I exchanged a lot who faced duress
So, completely, I am going to see the success
No doubt, it for becoming an Access

How can I give you thank, you are really enormous
No language in the world to address
To give the description of your effort
Because, you made my foundation when I was baseless
Today, surely, I am going to have the success

It is obviously, for becoming an Access.

Thank you U.S. Department of States,
thank you the FHI360, and thank you all.

Hasan from Access Bangladesh

 

Access Poetry month

Access's become part of my life.
It made my dreams come true, alive.
I like to see the kids inspired,
And know that they are never tired.
American English they study,
Values and culture - country study.
They read, listen, write and speak,
Become stronger those who are weak.
They become active, friendly and dear,
And learn to be a volunteer,
To develop leadership skills,
And respect others' thrills.
Access makes students bright,
And their worldview wide.
They learn to work in teams
And be supportive teens.
Programmers become close friends,
Their friendship never ends.
Together they pass exams,
Together they live in camps.
It is incredible to learn from them.
It is such fun to be with them.
We have become Access community.
Thanks, US Embassy, for opportunity.

Sofia from Access Kazakhstan

 

Access
Amazing, Excellent
Developing, Helping, Solving
They can lead their community
Stars

Hasan from Access Bangladesh

THE REASON FOR MY CHOICE

Life is about choices
Choice of life is made
The English came into my life
As a choice well made
The reason for my choice
It was curiosity
I was looking to meet
Major new opportunities
Explore knowledge
not yet discovered
Know the foreign culture
Bringing it to my reality
The ACCESS is
the way of opportunities
Everything depends on you
ensure your success and your happiness
Dream on
never give up
have faith
it is not easy, nor will it be.

Jamil from Access Brazil

 

“Access My Achievement Tree”

Access is my achievement tree
It grows out of our efforts and learning
Access is my achievement tree, where I learned to climb up
Access is a shady tree, under which I learned to walk and relax
Access is a tree on which flowers blossom, which made me enjoy the smell of knowledge
Access is a tree on which grows the fruits of success, which made me to pick the best one
Access is my achievement tree, on whose leaves dew drops of success shines
Access is my achievement tree, a deep rooted tree
Which made me stand straight and strong
Access is my achievement tree

Mehreen from Access Pakistan

 

Access is like a seed

Access is like a seed
Released in a fertile soil
It is an opportunity
You just need to garden it
Make it to grow healthy
Planted in us by merit
Access sprout and bloom
With the help of committed teachers
Dedicated students
Access shows us that we will all get it
Regardless of the circumstances

As a tree which bears beautiful fruits
Access gives us different paths
Best choices
Making us grow as a tree
For Access, the sky is the limit

Clara, Julia, and Mariana from Access Brazil

 

Access Class, Access Class

Access class is the best class
We gain knowledge from here
We spread this knowledge here and there
Access class gives us manners
And we are true gainer
Access class colors are bright
And this path is right

Madiha from Access Pakistan

 

Access makes my fortune
Access gives me a new life
I like my access and
I use in every sort of life
before my access I don't english
Access makes my life very very wondérful
So i love my access
When G think about
Access is very useful in our daily life

Riaz from Access Pakistan

 

Access Poem

What is Access, What is Access
Access is a place
Access gives us knowledge
Access is important for me
Access is a key of success
In Access, we speak english
Access is great and good
Access gives us power to succeed

Nain Tara from Access Pakistan

 

Knowledge

One day I asked myself ...
Where's the know?
I answered myself
This response that few know
Often, get well soon
Other times they took days to understand
But I know that the error brings knowledge
And they have learned to live
A life is like a boat
That follows its path almost non-stop!
When you stop to fill your luggage
Of knowledge for the life you lead
English is one of them
For some very complicated to understand
For others, easy to handle
For me and for you is the same love

Patricia from Access Brazil

ALL THE REASONS

Access is freedom,
Because knowledge is the key to every door of life.
Access is opportunity,
Because it gives us a chance to go beyond our capabilities.
Access is also unity,
We've got to carry each other.
We are United by a single goal,
Not only dream, but see the truth,
And perform. See the world and make poetry.
Every verse reminds us of a day never say goodbye,
Just talk to see you soon.
We're better than the good,
Because we are students Access.
We have with us the best teachers,
And the support of those who believe that the world can still change

Julia and Cintia from Access Brazil

 

My Garden In World

Oh My Access, Oh My Love,
Your Love For Me Like A Stone.
You Are All That,
I Can Call My Own.
You Got Me To Tend,
The Mind To Mend.
The Character To Press,
Then My Discipline To Dress.
When I Felt Hunger,
You Became Like A Food Tree.
When I Felt Hot,
You Became Like A Shadow.

Sagheer from Access Pakistan

Thank You Access

Thank you Thank you
Thank you dear Access.
You gave me, you gave me lots of things.
Thank you Thank you dear Access.
You gave me confidence and courage and
Lots of things.
Thank you Thank you dear Access.
You gave me love
and happiness.

Nadra from Access Pakistan

 

A dream comes true
A merit that I won
a course that offers victories
and brings great memories
I am very happy to be in Access
I learn every day
I made a lot of friends
real friends
I intend to go to the USA
through the project young ambassadors
If God allows me I will go there
As soon as my English course ends
Wonderful people I'll meet
Great opportunities I'll have
And in the future, when I look back
I'll thank all the great teachers I've had

Yara and Thais from Access Brazil

 

ACCESS PROGRAM

The place of all comforts.
The foundation of all the ideas.
The birth of all opinions.
The start of all arguments,
The feeling of acceptance.
The beginning of a future.
The place of decision making.
Where the problems of growing up are told.
I SALUTE YOU ACCESS PROGRAM.

Portia from Access South Africa

 

Access

Access is a window
for young dreamers
a gateway
for generations of dreamers
No Matter the day
we get up in the certainty that
we will win another victory
And we are strong enough
To achieve our goals
And we'll never say never
Access comes
Bringing several opportunities
And that will helps us in the future
In the end we'll see that
Everything we did
was worth it and
We Won a stage of many
Access is not only
A Course But...
A great creator of possibilities.

Lauani and Leticia from Access Brazil

 

ACCESS

Have you ever thought of fixing a plot?
Jumping in the life ocean and getting this dream in motion?
Why don't you start to swim and change this dream to stream?
Why don't you start to sail and stop biting your nail?
Choose a safe boat, then you'll start to float
Join a group of dreamers, forget about the roamers.
Share with them an oar, help them reach the shore
To guarantee success
Board the boat ACCESS

Chahira from Access Tunisia

 

 

We are born, grow up and die.
But life is deeper than this, we can do better, we just have to try!
Life is simple after all,
But we can't stop above the wall.
When we have to decide something,
The solution will come as time goes by.
Just stop, and keep breathing,
But don't turn a blind eye.
Sometimes it comes with an opportunity,
Mine is the ACCESS,
Even has given me chance to help the community.
I believe that is the way to my success.
I'm thankful to have teachers who said that all can be possible,
Even friends, indeed amazing friends!
So I remember that nothing is impossible,
After all, I'm proud to have tried, because it changed my end

Thiago from Access Brazil

Format: Text
Availability
Access
Text (PDF)
Access and Success
Text (PDF)
Access Poetry Month
Text (PDF)
All the Reasons
Text (PDF)
The Reason for my Choice
Text (PDF)
Access My Achievement Tree
Text (PDF)
Access is Like a Seed
Text (PDF)
Access Class
Text (PDF)
Access Makes My Fortune
Text (PDF)
Access Poem
Text (PDF)
Knowledge
Text (PDF)
My Garden in the World
Text (PDF)
Access (2)
Text (PDF)
Thank You Access
Text (PDF)
A Dream Comes True
Text (PDF)
Access Program (2)
Text (PDF)
Access (3)
Text (PDF)
Access (4)
Text (PDF)
We are Born
Text (PDF)

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