widely known language. To this end, we shall pretend that Contemporary Spoken English is one of only two or three ESOL courses in print.
The first step toward adaptation is to form a clear picture of the students, their needs and interests. This picture may take the form of a simple socio-topical matrix. Let us assume that we are adapting for an evening class of adults who live in one major part of a metropolitan area, and who speak a number of different languages but little or no English. In general, the matrix can be more specific and more accurate in smaller groups, but even the largest and most diverse class has in common its classroom or training site, and current events both local and worldwide. The matrix will also be more effective if the students feel that they have had a hand in designing it or at least adding to it. For the purposes of this illustration, however, we shall have to be content with guessing that a partial matrix might look something like this:
| getting from place to place | greetings and courtesy formulas | meetings and appointments | shopping | role as guest or host | |
| neighbors | 2 | 1 | |||
| clerks in stores | |||||
| English teacher | 1 | ||||
| fellow students | 1 | ||||
| people on street | 2 |
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