HOW TO IMPROVE YOUR ENGLISH

H e r e ar e s o me “ ho w to ” me tho ds t h at c a n i m pr o v e yo ur Eng l i s h i n fo ur s ki l l s , r e ad i ng , wr i t i ng , l i s t e ni n g , a n d wr i t i ng . T he s e ar e a l s o us e fu l fo r i ns tr uc to r s to s t im ul a te l e ar ne r s to be in te r e s te d i n E ng l i sh . I . H o w To I mpr o v e Y o ur E ng l i s h Le ar ni ng E ng l i s h (o r an y l a ng u ag e fo r th at m at te r ) i s a pr o c e s s . Y o u ar e c o nt in u al l y i m pr o v ing yo ur E ng l i s h a n d the fo l lo wi ng “ H o w to ” de s c r i be s a s t r ate g y to m a ke s ur e t ha t yo u c o n t in ue to im pr o v e e f f e c t iv e l y . D i f f i c u l t y Le v e l : Av e r ag e T i me R e q uir e d: v ar ie s H e r e ’ s H o w : 1 . R e me m be r t ha t l e ar ni ng a l a ng u ag e i s a g r ad u al pr o c e s s - i t

do e s no t h a ppe n o v e r nig ht . 2 . D e f i ne yo ur l e ar n i ng o bje c t iv e s e ar l y: wh a t do yo u wa n t to

l e ar n a n d wh y ? 3 . M a ke l e ar ni ng a h ab i t . Tr y to l e ar n s o me t hi ng e v e r y d a y. I t

i s m uc h be t t e r to s t u dy (o r r e a d, o r l i s t e n to E ng l i s h ne ws , e t c . ) fo r 1 0 m in ute s e ac h d a y t h an to s t u d y fo r 2 ho ur s o nc e a we e k.

4 . R e me m be r to ma ke l e ar ni ng a h ab i t ! I f yo u s t ud y e ac h d a y fo r 1 0 m in ute s , E ng l i s h wi l l be c o ns t an t l y i n yo ur he a d. I f yo u s t u d y o nc e a we e k, E ng l i s h wi l l no t be a s pr e s e nt i n yo ur mi n d.

5 . C ho o s e yo ur ma te r i al s we l l . Y o u wi l l ne e d r e a d ing , g r a m mar , wr i t i ng , s pe a ki ng a n d l i s t e n ing ma te r i al s .

6 . Var y yo ur l e ar n ing r o ut ine . I t i s be s t to do d i f f e r e n t t h i ng s e ac h d ay to he lp ke e p t he v ar io us r e l at io ns hi ps be t we e n e ac h ar e a ac t iv e . I n o the r wo r ds , do n’ t j us t s t u d y g r a mm ar .

7 . F i n d f r ie nd s to s t u d y a n d s pe a k wi t h . Le ar n ing Eng l i s h to g e the r c a n be v e r y e nc o ur ag ing .

8 . C ho o s e l i s t e ni ng an d r e ad i ng m ate r i al s t h at r e l ate to wh a t yo u ar e in te r e s te d i n . Be i ng i nte r e s te d i n t he s ub je c t wi l l m a ke l e ar ni ng mo r e e njo y a ble - t h us mo r e e f f e c t iv e .

9 . R e l ate g r am m ar to pr ac t ic al us ag e . Gr a m mar b y i t s e l f do e s no t he lp yo u U SE t he l a ng u ag e . Y o u s ho ul d pr ac t ic e wh a t yo u ar e l e ar ni ng b y e m plo y ing i t ac t iv e l y .

1 0 . M o v e yo ur mo ut h! U n de r s t a n di ng s o me t hi ng do e s n ’ t me an the m us c le s o f yo ur mo ut h c a n pr o d uc e t he s o u nds . Pr a c t ic e s pe a king wh a t yo u ar e l e ar ni ng alo ud . I t m a y s e e m s tr a ng e , bu t i t i s v e r y e f f e c t iv e .

1 1 . Be p at ie nt wi th yo ur s e l f . R e me m be r l e ar n ing i s a pr o c e s s - s pe a ki ng a l a ng u ag e we l l t a ke s t i me . I t i s no t a c o mp ute r t ha t i s e i t he r o n o r o f f !

1 2 . C o m mu n ic a te ! The r e i s no t h ing l i ke c o m m un ic a t ing i n Eng l i s h an d be i ng s uc c e s s f u l . Gr a m m ar e xe r c i s e s ar e g o o d-h av i ng yo ur f r ie n d o n the o the r s i de o f t he wo r l d un de r s t a n d yo ur e m ai l i s f a nt as t i c !

1 3 . U s e t he I nte r ne t . T he I n te r ne t i s the mo s t e xc i t i ng , un l i m i te d E ng l i s h r e s o ur c e t h at an yo ne c o ul d i m ag ine a nd i t i s r ig ht at yo ur f i ng e r t i ps .

Tip s : 1 . R e me m be r t ha t E ng l i s h l e ar n ing i s a Pr o c e s s 2 . Be p at ie nt wi t h yo ur s e l f . 3 . Pr ac t ic e , pr ac t ic e , pr ac t ic e . I I . H o w to D e v e lo p a C l as s C ur r ic u l u m Pl an n ing t he c ur r ic u lu m o f a ne w E SL /E FL c l as s c a n be a c ha l le ng e . T his t as k c a n be s i m p l i f i e d b y fo l lo wi ng t he s e b as ic pr i nc i p le s . D i f f i c u l t y Le v e 1 : H ar d T i me R e qu ir e d : A f e w d a ys H e r e ’ s H o w : 1 . Ev al u ate s t ude nts ’ l e ar ni ng l e v e l s - ar e t he y s i m i l ar o r

mi xe d? 2 . Ev a l ua te n at io n a l i t y m a ke u p o f c l as s -ar e the y al l f r o m t he

s a me c o u ntr y o r a mu l t i -n a t io n a l g r o up? 3 . Es t a bl i s h pr i m ar y g o al s . 4 . I nv e s t ig ate the v ar io us s t u de n t l e ar ni ng s t y le s - wh a t t ype o f

l e ar ni ng do the y f e e l c o m fo r t ab le wi t h?

5 . F i n d o ut ho w i m po r ta nt i s a s pe c i f i c t y pe o f E ng l i s h ( i . e . Br i t i s h o r A me r ic a n e tc . ) to t he c l as s .

6 . As k s t ude nts wh a t t he y pe r c e iv e as be ing mo s t i m po r t an t a bo ut t h i s l e ar ni ng e x pe r ie nc e .

7 . Es t a bl i s h e xtr a-c ur r ic ul ar g o al s o f t he c l as s ( i . e . do the y wa n t E ng l i s h fo r t r av e l? ) .

8 . T a ke t ime to i nv e s t ig a te wh a t t e ac hi ng m ate r i al s ar e av a i l a ble to me e t t he s e g o a l s . D o the y me e t yo ur ne e ds ? Ar e yo u l i mi te d i n yo ur c ho ic e ? Wh at k in d o f ac c e s s do yo u h av e to “ a ut he nt ic ” m a te r i al s ?

9 . Be r e a l i s t i c an d t he n c ut yo ur g o al s b ac k b y a bo ut 3 0 % -yo u c an al wa y s e xp a nd as the c l as s c o n t i nue s .

1 0 . Es t a bl i s h a nu m be r o f in te r me di a te g o a l s . 1 1 . Le t s tu de nt ’ s kno w ho w the y ar e pr o g r e s s i ng s o t h e r e ar e

no s ur pr i s e s ! Tip s : 1 . H av ing a ma p o f wh e r e yo u wa n t to g o c an r e a l l y he l p wi t h a

nu m be r o f i s s ue s s uc h as mo t iv at io n , l e s s o n pl a nn ing a nd o v e r al l c l as s s at i s f ac t io n .

2 . T ime s pe nt th i n king a bo u t t he s e i s s ue s i s a n e xc e l l e n t inv e s t me nt th at wi l l p a y i t s e l f b ac k ma n y t i me s o v e r no t o nl y in t e r ms o f s at i s f ac t io n , bu t a l s o i n t e r ms o f s av i ng t i m e .

3 . R e me m be r t h at e ac h c l as s i s d i f f e r e nt -e v e n i f the y do s e e m al i ke .

III . How T o Improve Your Pronunciat i on

Prono uncing every wor d correct ly le ads to poor pro nunciatio n! Goo d pro nunc iat io n co mes fro m stress ing the r ig ht wor ds-th is is bec ause E ng l i s h i s a t i me - s tr e s s e d l a ng u ag e . D i f f i c u l t y Le v e l : H ar d T i me R e q uir e d: V ar ie s H e r e ’ s H o w : 1 . Le ar n t he fo l lo wi ng r u le s c o nc e r n i ng pr o n unc i at io n . 2 . E ng l i s h i s c o ns ide r e d a s t r e s s e d l ang u ag e wh i le m a n y o t he r

la ng u ag e s ar e c o n s i de r e d s yl la b ic .

3 . I n o t he r l a ng u ag e s , s uc h as Fr e nc h o r I ta l i a n , e ac h s yl l ab le r e c e iv e s e qu a l i mpo r t a nc e ( t he r e i s s t r e s s bu t e ac h s yl la ble h as i t s o wn le ng t h) .

4 . E ng l i s h pr o n u nc i at io n fo c us e s o n s pe c i f i c s t r e s s e d wo r d s wh i le q uic kl y g l i d i ng o v e r the o t he r , no n-s tr e s s e d , wo r d s .

5 . S t r e s s e d wo r ds ar e c o ns i de r e d c o nte n t wo r ds : N o un s e .g . k i t c he n, Pe te r - ( mo s t ) pr i nc i p le v e r bs e .g . v i s i t , c o ns tr uc t -

A dje c t iv e s e .g . be a ut i f u l , in te r e s t i ng - A dv e r bs e .g . o f t e n , c ar e f ul ly . 6. Non-stressed words are considered function words: Determiners e.g. the,

a-Auxiliary verbs e.g. am, were-Prepositions e.g. before, of-Conjunctions e.g. but, and-Pronouns e.g. they, she.

7 . R e a d the fo l lo wi ng s e nte nc e a lo u d: T he be a ut i f u l M o unt a in a ppe ar e d t r a ns f i xe d i n the d i s t a nc e .

8 . R e ad t he fo l lo wi ng s e nte nc e a lo ud : H e c an c o me o n Su n d ay s as lo ng as he doe s n’ t hav e to do any ho me wo r k in the evening .

Notice t h at the f i r s t s e nte nc e ac t u al l y t a ke s a bo ut t he s a m e

t i me to s pe a k we l l ! Ev e n t ho ug h t he s e c o n d s e nte n c e i s a ppr o xi m ate l y 3 0 % lo ng e r t h an t he f i r s t , the s e n te nc e s ta k e the s a me t i me to s pe a k. T his i s be c a us e t he r e ar e 5 s t r e s s e d wo r ds i n e ac h s e nte nc e . Wr i te do wn a f e w s e nte nc e s , o r ta k e a f e w e x a m ple s e nte nc e s f r o m a bo o k o r e xe r c i s e . F ir s t un de r l i ne t he s t r e s s e d wo r ds the n r e a d a lo u d fo c us in g o n s t r e s s i ng t he u n de r l ine d wo r ds an d g l i d i ng o v e r the no n- s tr e s s e d wo r ds . Be s ur pr i s e d a t ho w q uic kl y yo ur pr o n u nc i at io n i m pr o v e s ! B y fo c us i ng o n s t r e s s e d w o r ds , no n- s tr e s s e d wo r ds a nd s yl l ab le s t a ke o n the ir mo r e m ute d n atur e . Whe n l i s t e n ing to na t iv e s pe a ke r s , fo c us o n ho w tho s e s pe a ke r s s t r e s s c e r t a in wo r ds c e r t ai n wo r ds a n d be g i n to c o p y th i s .

Tip s : 1 . R e me m be r t ha t no n-s tr e s s e d wo r d s a nd s yl l ab le s ar e o f the

“ s wal lo we d” i n E ng l i s h . 2 . Al wa y s fo c us o n pr o no unc ing s t r e s s e d wo r d s we l l ,

no n- s tr e s s e d wo r ds c a n be g l i de d o v e r .

3 . D o n’ t fo c us o n pr o no u nc i ng e ac h wo r d. Fo c us o n t he s t r e s s e d wo r d s in e ac h s e n te nc e .

4 . I nto n at io n a n d Str e s s : K e y to U n de r s t a n di ng a n d Be i ng U n de r s to o d .

5 . Tr y th i s s ho r t e xe r c i s e . Sa y t h i s s e nte nc e a lo u d an d c o u n t ho w m a n y s e c o nds i t t a ke s .

The b e a ut i f u l Mo u nta i n a p p e a r e d t r a n s f ix e d i n t he d i s ta nc e . H e c a n c o m e o n S und a y s a s lo ng a s he d o e s n ’ t ha v e to d o a ny ho m e wo r k in t he e v e ni ng . T i me r e q uir e d? Pr o b ab l y a bo u t 5 s e c o n ds . Wa i t a m in ute the f i r s t s e nte nc e i s m uc h s ho r te r t h an the s e c o nd s e nte nc e ! The bea ut iful Mo unta in app eared t ransf ixed in the d ista nce He can come on Sunday as long as he doesn’t have to do any

hom ework in the evening Y o u ar e o nl y p ar t i a l ly r ig ht ! Th is s i m ple e xe r c i s e ma ke s a v e r y i m po r t a nt po i nt a b o ut

ho w we s pe a k a n d u s e Eng l i s h . N a me ly , E ng l i s h i s c o ns i de r e d a s t r e s s e d l a ng u ag e wh i le m a n y o t he r l a ng u ag e s ar e c o n s ide r e d s yl l ab ic . Wh a t do e s t h at me an? I t me an s t h at , i n E ng l i s h , we g iv e s t r e s s to c e r t ai n wo r ds wh i le o t he r wo r ds ar e qu ic kl y s po ke n ( s o me s tu de nt s a y e ate n! ) . I n o the r la ng uag e s , s uc h as Fr e nc h o r I t a l i an , e ac h s yl l a ble r e c e iv e s e q u al i m p o r ta nc e ( the r e i s s t r e s s , b ut e ac h s y l l a ble h as i t s o wn le ng th) .

M any s pe ake r s o f s y l labic lang uage s do n’t under stand wh y Eng l i s h s pe ake rs quic kly s pe ak, or s wal lo w, a num be r o f wo r ds in a s e nte nce . I n s yl labic lang uag es e ac h s yl lable has e qual impo r tance , and there fo re e qual t ime i s ne e de d. Eng l i s h , ho we v e r, s pe nds mo re t ime o n s pec i f ic s t re ss e d wo r ds whi le quic kly g l id ing o ver the other , l es s impo rtant wo r ds .

Le t ’ s lo o k at a s i m p le e x a m ple : the mo d al v e r b “ c a n” . Whe n we us e the po s i t iv e fo r m o f “ c a n” , we q uic kl y g l i de o v e r the c a n a n d i t i s h ar dl y pr o no u nc e d .

The y c a n c o m e o n Fr id a y . ( Str e s s e d wo r ds u n de r l i ne d)

O n t he o the r h a n d, whe n we us e the ne g at iv e fo r m “ c a n’ t” we t e n d to s t r e s s t he fac t th at i t i s t he ne g at iv e fo r m b y a l s o s t r e s s i ng “ c an ’ t” . T he y c a n’ t c o m e o n Fr id a y .

As yo u c a n s e e f r o m t he a bo v e e x am p le t he s e nte nc e , “ The y c an ’ t c o me o n Fr i d ay” i s lo ng e r t ha n “ T he y c an c o me o n Fr i da y” be c a us e bo th the mo d a l ” c a n’ t” a nd t he v e r b “ c o me ” ar e s t r e s s e d .

So , wh a t do e s t h i s me a n fo r my s pe a king s ki l l s ? We l l , f i r s t o f a l l , yo u ne e d to u nde r s t an d wh ic h wo r ds we

g e ne r a l l y s t r e s s e d a n d wh ic h we do no t s t r e s s . B a s ic a l l y , s t r e s s e d wo r d s ar e c o ns i de r e d C O N T EN T WO R D S s uc h as . N o un s e .g . k i t c he n , Pe te r (mo s t )pr inc i p le v e r bs e .g . v i s i t , c o n s tr uc t A dje c t iv e s e .g . be a ut i fu l , i nte r e s t i ng A dv e r b s e .g . o f t e n , c ar e f ul l y Non-stressed words are considered FUNCTION WORDS such as D e te r m ine r s e .g . the , a , s o me , a f e w A u xi l i ar y v e r bs e .g . do n’ t , a m , c a n, we r e Pr e po s i t io ns e .g . be fo r e , ne xt to , o p po s i t e C o nj unc t io ns e .g . b ut , wh i le , as Pr o no uns e .g . t he y, s he , u s Le t ’ s r e t ur n t he be g i nn ing e x a m ple to de mo ns tr a te h o w th i s af f e c t s s pe e c h.

The b e a u t i f u l Mo un ta i n a p p e a r e d t r a n s f ix e d i n t he d i s ta n c e . (1 4 s y l la b le s )

H e c a n c o m e o n S u nd a y s a s lo ng a s he d o e s n’ t ha v e to d o a ny ho m e wo r k in t he e v e ni ng . (2 2 s y l la b le s ) Ev e n tho ug h t he s e c o n d s e nte nc e i s a p pr o x im a te ly 3 0 % lo ng e r t h a n t he f i r s t , t he s e nte nc e s t a ke t he s a me t i me t o s pe a k. Th is i s be c a us e t he r e ar e 5 s t r e s s e d wo r d s i n e ac h s e nte nc e . Fr o m th i s e x a mp le , yo u c an s e e t h at yo u ne e dn ’ t wo r r y a bo ut pr o no unc i ng e v e r y wo r d c le ar l y to be un de r s to o d ( we n at iv e s pe a ke r s c e r ta i n l y do n ’ t ) . Y o u s ho ul d ho we v e r , c o nc e n t r ate o n pr o no unc i ng t he s t r e s s e d wo r ds c le ar l y .

N o w, do s o me l i s t e ni ng c o m pr e he ns io n o r g o s pe a k to yo ur n at iv e E ng l i s h s pe a ki ng f r ie nds a nd l i s t e n to h o w we c o nc e ntr ate o n the s t r e s s e d wo r ds r at he r t ha t g iv i ng im po r t a nc e to e ac h s y l l a ble . Y o u wi l l s o o n f in d th at yo u c a n un de r s t a n d a nd c o m m u nic ate mo r e be c a us e yo u be g i n t o l i s t e n to ( a nd us e i n s pe a ki ng ) s t r e s s e d wo r ds , A l l t ho s e wo r ds t ha t yo u tho ug h t yo u di dn ’ t un de r s t a nd ar e r e al l y no t c r u c ia l fo r un de r s t a n di ng t he s e n s e o r m a ki ng yo ur s e l f u nd e r s to o d. Str e s s e d ar e the ke y to e xc e l l e nt pr o n unc i at io n a nd un de r s t a n di ng o f E ng l i s h .

IV. The Probl em wit h Lis teni ng i s…

D o e s t h i s s i t u at io n s e e m f a mi l i ar to yo u? Y o ur En g l i s h i s pr o g r e s s i ng we l l , t he g r a m m ar i s no w f a mi l i ar , t he r e ad i ng c o mpr e he ns io n i s no pr o ble m , yo u ar e c o m m u nic at in g q ui t e f lue nt l y , b ut : L i s t e ni ng i s ST I LL a pr o b le m! F ir s t o f a l l , r e me m be r th at yo u ar e no t a lo ne . L i s t e ni ng c o mpr e he ns io n i s pr o b a bl y t he mo s t d i f f i c u l t t as k (no u n= e xe r c i s e , jo b) fo r a l mo s t a l l l e a me r s o f E ng l i s h as a fo r e ig n l a ng u ag e . So , no w yo u kno w y o u ar e no t a lo ne …! O K . The mo s t i m po r t an t th ing i t t o l i s t e n , a n d t ha t me a ns as o f t e n as po s s i b le . T he ne x t s t e p i s to f i nd l i s t e n ing r e s o ur c e s . T h is i s wh e r e t he I nte r ne t r e a l l y c o me s i n ha n d y ( i d io m= to be us e f ul ) as a to o l fo r Eng l i s h s tu de nts . F ir s t yo u ne e d to : D o wnlo a d T he R e al Pl a ye r f r o m R e a lM e d ia .c o m T he R e a lPl a ye r a l lo ws yo u to l i s t e n to R e a l A ud io a nd u s e t he I nte r ne t l i ke a r ad io s t a t io n . O nc e yo u hav e the R e al Pl a ye r yo u c a n be g i n t o l i s t e n to E ng l i s h as i t i s us e d in e v e r y da y l i f e . T he po s s ib i l i t i e s ar e a lmo s t u nl i m i te d . Y o u c an : 1 . L i s t e n to A l l T hi ng s C o n s i de r e d ne ws s to r ie s o n N P R 2 . L i s t e n to in te r v ie ws i n E ng l i s h wi th yo ur f av o r i t e s t ar s ,

bu s i ne s s e xe c ut iv e s , c o m p ute r s pe c i a l i s t s e t c . 3 . L i s t e n to bo o ks a n d s ho r t s to r ie s r e ad alo u d C ho o s e f r o m

the c l as s ic s , po pu lar f i c t io n , s c ie nc e f i c t io n , ph i lo s o ph y an d m an y o t he r c ate g o r ie s .

O nc e yo u h av e be g u n to l i s t e n o n a r e g u lar b as i s , yo u mi g ht s t i l l be f r us tr ate d (adje ct iv e= ups et ) by l imi te d unde rs tanding .

Wh at s ho u ld yo u do ? H e r e i s s o me o f the adv ic e I g iv e m y s t ude nts : 1 . Ac c e pt the f ac t t h at yo u ar e no t g o ing to u n d e r s ta n d

e v e r yt hi ng . 2 . Keep cool ( idiom=stay relaxed) when you do not understand -even

if you continue not to understand for a long time. 3. Do not translate into your native language (synonym=mother tongue) 4 . Listen for the g ist (noun=general idea) of the conversation.

D o n’ t c o nc e ntr ate o n de t ai l u nt i l yo u h av e u n de r s to o d t he m ai n i de as .

I remember the problems I had in understanding spoken Ge rman. In the beginning, when I didn’t understand a word, I insi sted on translating it in my mind. This approach (synonym= method) usually resulted in confusion. Then, after the first s ix months, I discovered two extremely important fact; Firstly, translating creates a barrier (noun= wall, separation) between the listener and the speaker Secondly, most people repeat themselves constantly. By remaining calm (adjective=relaxed), I noticed that-even if I spaced out (idiom=not to pay attention) I could usually understand what the speaker had s aid I had discovered some of the most important things about listening comprehension: Tr a ns l a t i ng c r e ate s a b ar r ie r be t we e n yo ur s e l f a nd t he pe r s o n wh o i s s pe a ki ng . Wh i le yo u ar e l i s t e ni ng to ano t he r pe r s o n s pe a ki ng a fo r e ig n la ng u ag e ( Eng l i s h i n t h i s c as e ) , t he t e m pt at io n i s to im me di ate l y t r a ns l ate i nto yo ur n at iv e l a ng u ag e . T his t e m pt at io n be c o me s m uc h s t r o ng e r wh e n yo u he ar a wo r d yo u do n’ t un de r s t a n d. T his i s o nl y n at ur al as we wa n t to un de r s t a n d e v e r yt h ing t h at i s s a i d . H o we v e r , wh e n yo u t r a ns l ate i nto yo ur n at iv e l a ng u ag e , yo u ar e t a ki ng t he fo c us o f yo ur at t e nt io n a wa y f r o m the s pe a ke r an d c o nc e ntr at i n g o n the t r a ns l at io n pr o c e s s t a ki ng p l ac e i n yo ur br ai n . T his w o ul d be f ine i f yo u c o ul d pu t t he s pe a ke r o n ho l d ( p hr a s a l v e r b= to m a ke a pe r s o n wa i t ) . I n r e a l l i f e , ho we v e r , the pe r s o n c o nt i n ue s ta l k ing wh i le yo u t r a ns la te . This s i tuat io n o bv io usly le ads to l e ss -not more -under s tanding. I hav e d i s c o v e r e d t h at t r a ns l at io n

l e a ds to a k i nd o f b lo c k (no un= no mo ve me nt or ac t iv i ty) in my br ain whic h s o met ime s do e s n’ t a l lo w m e to u n de r s t a nd a n yth i ng at a l l ! M o s t pe o ple r e pe at t he ms e lv e s . T hi n k fo r mo me nt a bo ut yo u r f r ie n ds , f a mi ly a n d c o l l e ag ue s . Whe n the y s pe a k i n yo u r n at iv e to ng ue , do t he y r e pe at t he m s e lv e s ? I do n’ t me a n l i t e r a l l y (a dv e r b= wo r d fo r wo r d) , I me an t he g e ne r al i de a . I f t he y ar e l i ke mo s t pe o p le I h av e me t , the y pr o ba bl y do . T h at me a ns t h at wh e ne v e r yo u l i s t e n to s o me o ne s pe a ki ng , i t i s l i ke l y (a dje c t iv e = pr o b ab le ) th at he / s he wi l l r e pe at t he i nfo r m at io n, g iv ing yo u a s e c o n d , th ir d o r e v e n fo ur t h c ha nc e to u n d e r s ta n d wh a t h as be e n s a id . B y r e m ai ni ng c al m , a l lo wi ng yo ur s e l f no t to un de r s t a n d, a n d no t t r a ns l at i ng wh i le l i s t e ni ng , yo ur br a i n i s f r e e to c o nc e ntr ate o n the mo s t i mpo r t a nt th i ng . U n de r s ta nd i ng Eng l i s h in E ng l i s h . Tip s 1 . L i s t e n to s o me th ing yo u e njo y

Pr o b a bl y the g r e ate s t a dv a nt ag e a bo ut us i ng t he I nte r n e t to im pr o v e yo ur l i s t e ni ng s ki l l s i s t h at yo u c a n c ho o s e wh a t yo u wo ul d l i ke to l i s t e n to a n d ho w m a n y an d t i me s yo u wo ul d l i ke to l i s t e n to i t . B y l i s t e ni ng to s o me t h ing yo u e n jo y , yo u ar e a l s o l i ke l y to kno w a lo t mo r e o f t he v o c a b ul ar y r e qu ir e d !

2 . L i s t e n fo r K e y wo r ds U s e ke y wo r ds (no un = pr inc ip a l wo r ds ) o r ke yp hr as e s to he l p yo u un de r s t a nd t he g e ne r al i de as . I f yo u un de r s t a n d “ N e w Y o r k” , “ bus ine s s t r i p” , “ la s t ye ar ” yo u c a n as s u me (v e r b= t o ta ke fo r g r a nte d, s u ppo s e ) t ha t the pe r s o n i s s pe a king a bo ut a b us i ne s s t r ip to N e w Y o r k l as t ye ar . T his may seem obvious to you, but reme mber that understanding t he m ai n i de a wi l l he l p yo u to u n de r s t an d the de t ai l as the pe r s o n c o nt i n u e s to s pe a k.

3 . L i s t e n fo r C o nte xt Le t ’ s i m ag i ne th a t yo ur Eng l i s h s pe a ki ng f r ie nd s a y s ” …I bo ug ht th i s g r e at t u ne r at J R ’ s I t wa s r e al l y c he a p an d no w I c an f i n al l y l i s t e n to N at io n al P ub l ic R a d io br o a dc as t s .” Y o u

do n’ t u nde r s ta n d wh at a t u ne r i s . I f yo u fo c us o n the wo r d tu ne r yo u m ig ht be c o me f r us tr ate d . H o we v e r i f yo u t h i n k i n c o nte xt ( no un = t he s i tu a t io n e xp l ai ne d d ur ing the c o nv e r s at io n ) yo u pr o b a bl y wi l l u nde r s ta n d. Fo r e x a m ple ; bo ug ht i s t he p as t o f b u y, l i s t e n i s no pr o ble m a n d r ad io i s o bv io us . N o w y o u un de r s t a n d: H e bo ug h t s o me th in g - the tu ne r - to l i s t e n to t he r ad io . A tu ne r m us t be a k i nd o f r a dio ! Th is i s a s i m ple e x a m ple b ut i t de mo n s tr ate s wh a t yo u ne e d to fo c us o n : N o t t he wo r d t ha t yo u do n’ t u n de r s t a nd , bu t the wo r ds yo u do u nde r s t an d.

Sum m a r y I t m ig h t s e e m to yo u t h at m y i de as o n ho w to l i s t e n

enco ur age yo u no t to unders tand ever ything . This is absolute ly c o r r e c t . O ne h u ndr e d pe r c e nt u nde r s ta n di ng i s s o me t hi ng to wo r k to war ds ( p hr a s a l v e r b= to hav e as a g o a l , a p la n fo r the fut ur e ) an d no t to e xpe c t o f yo ur s e l f no w. L is t e ni ng ne e ds a g r e at a mo u nt o f pr ac t ic e a n d p a t ie nc e . A l lo w yo ur s e l f t he lu x ur y o f no t be c o mi ng ne r v o u s wh e n yo u do no t u nde r s ta n d, a nd yo u wi l l be s ur pr i s e d by ho w q uic kl y yo u do b e g in to un de r s t a n d.

L is t e ni ng o f t e n i s mo s t im po r t a nt wa y to i m pr o v e yo ur l i s t e ni ng s ki l l s . En jo y t he l i s t e ni ng po s s i b i l i t i e s o f f e r e d b y the I n te r ne t an d r e me m be r r e l ax …… C o me b ac k ne xt we e k fo r a r e a d ing c o mpr e he ns io n qu i z b as e d o n J o h n F . K e n ne dy ’s 1 0 9 6 1 in a ug ur a l s pe e c h. D r o p hi m a l i ne (v e r b= to wr i t e to ) at e s l .g ui de @ a bo ut .c o m wi t h yo ur ide as fo r f ur t he r f e at ur e s a n d an y que s t io ns yo u m ay h av e . Te a c hi ng Co nv e r s a t io na l Sk i l l s -T ip s a nd St r a te g ie s Whe n e m plo yi ng r o le - pl a ys , de b ate s , to pic d i s c us s io ns , e t c . , I h av e no t ic e d t h at s o me s t ude nts ar e o f t e n t i mi d i n e x pr e s s i ng t he ir v ie wpo in t s . Th is s e e m s d ue to a nu m be r o f r e as o n s :

1 . S t u de n ts do n’ t h av e a n o pi n io n o n t he s u bje c t .

2 . S t u de n ts h av e an o pi nio n, bu t ar e wo r r ie d a bo ut wh a t the o the r s t ude nts mig ht s ay o r t h in k.

3 . S t u de n ts h av e an o pi nio n, b ut do n’ t f e e l t he y c a n s a y e x ac t l y wh a t t he y me a n.

4 . S t u de n ts be g i n g iv ing the ir o pi nio n, b ut wa n t to s t a te i t in the s a me e lo q ue nt m a nne r t ha t t he y ar e c ap a ble o f i n the ir na t iv e l ang u ag e .

O the r , mo r e ac t iv e l y p ar t ic ip at i ng s tu de nts , f e e l c o nf i de n t i n the ir o pi nio ns an d e xpr e s s the m e lo q ue n t l y ma ki ng t he l e s s c o nf i de nt s tu de nts mo r e t im i d. Pr ag m at ic a l l y , c o nv e r s a t io n l e s s o ns a n d e xe r c i s e s ar e i nte nde d to i mpr o v e c o nv e r s at io n al s k i l l s . Fo r t h i s r e a s o n , I f i nd i t he l pf ul to f i r s t fo c us o n b ui ld ing s ki l l s b y e l i m in a t i ng s o me o f the b ar r ie r s th at mig ht be i n the wa y o f pr o duc t io n . H av i ng be e n as s ig ne d r o le s , o p in io ns a n d po in t s o f v ie w t h at the y do no t ne c e s s ar i l y s har e , s t u de nt s ar e f r e e d f r o m h av i ng to e xpr e s s the ir o wn o pi nio ns . T he r e fo r e , t h i s c a n fo c us o n e x pr e s s i ng the ms e lv e s we l l i n E ng l i s h . I n t h i s wa y , s t ude nts t e n d to c o nc e ntr ate mo r e o n pr o duc t io n s ki l l s , an d le s s o n fac tu a l c o nte n t . T he y al s o ar e l e s s l i ke l y to i ns i s t o n l i t e r al t r a n s la t io ns f r o m the ir mo t he r to ng ue . I m ple me nt i ng th i s a p pr o ac h c a n be g i n s lo wl y b y pr o v idi ng s tu de n ts wi t h s ho r t r o le p l a ys us i ng c ue c ar ds . O nc e s tu de n ts be c o me c o mfo r t a ble wi t h t ar g e t s t r uc t ur e s an d r e pr e s e nt i ng d i f f e r i ng po i nt s o f v ie w, c l as s e s c an mo v e o n to mo r e e l a bo r a te d e xe r c i s e s s uc h as de ba te s a n d g r o u p de c i s io n m a ki ng ac t iv i t i e s . Th is a p pr o ac h be ar s f r ui t e s pe c ia l l y wh e n de b a t i ng o ppo s ing po i nt s o f v ie w. B y r e pr e s e n t i ng o p po s i ng po i nt s o f v ie w, s tu de n ts i m ag i n at io n ar e ac t iv ate d b y t r y ing g o fo c us o n a l l the v ar io us po i nt s t h at a n o ppo s ing s t an d o n an y g iv e n i s s ue m ay ta ke . A s s t u de n ts i n he r e n t l y do no t ag r e e wi t h t he v i e w the y r e pr e s e n t , t he y ar e f r e e d f r o m hav ing to i nv e s t e mo t io n al l y in the s t ate me nts the y m a ke . M o r e i mpo r t a nt ly , f r o m a pr ag ma t ic po i nt o f v ie w, s t ude nt s t e n d to fo c us mo r e o n c o r r e c t f unc t io n a nd s t r uc t ur e wh e n t he y do no t be c o me to o e mo t io n al l y inv o lv e d in wh a t the y ar e s a yi ng .

O f c o ur s e , th i s i s no t to s a y t h at s t u de nt s s ho ul d no t e xpr e s s the ir o wn o pi nio ns . Af te r a l l , wh e n s t u de n ts g o o ut i nto the “ r e al” wo r l d t he y wi l l wa n t to s a y wh a t t he y me a n. H o we v e r , ta ki ng o ut the pe r s o n a l i nv e s t me n t f ac to r c a n he l p s tu de n ts f i r s t be c o me mo r e c o nf ide nt i n us i ng E ng l i s h . O n c e t h i s c o nf i de nc e i s g ai ne d , s t u de n ts -e s pe c i al l y t i m id s tu de nts - wi l l be mo r e s e l f - as s ur e d wh e n e x pr e s s i ng the ir o wn po i nt s o f v ie w.

V. How T o Increase Speci f ic Vocab ulary

I m pr o v i ng v o c a bu l ar y s ki l l s r e qu ir e s c o n s t an t at t e nt io n . Th is “ ho w to ” fo c us e s o n a b as ic s t r a te g y fo r i nc r e as i ng v o c a bu lar y in s pe c i f i c s ub je c t ar e as t hr o ug h t he us e o f a v o c a b ul ar y t r e e . D i f f i c u l t y Le v e l : Av e r ag e T i me R e q uir e d: V ar ie s H e r e ’ s H o w : 1 . C ho o s e a s ub je c t ar e a th a t i nte r e s t s yo u v e r y m uc h. 2 . Wr i t e a s ho r t in tr o d uc t io n to the s u bje c t t r y i ng to us e as

many voc abular y wor ds co nce rning the s ubjec t as po ssib le . 3 . U s i ng yo ur i ntr o d uc t io n , ar r a ng e the pr i nc i p l e i de a s

c o nc e r ni ng a t t he s u bje c t i nto a v o c ab ul ar y t r e e . 4 . To c r e ate a v o c a bu l ar y t r e e , p ut t he s u bje c t a t t he c e nte r o f

a p ie c e o f p a pe r . 5 . Ar o u n d the c e ntr al s u bje c t , p ut the pr i nc i p le ar e as r e lat i ng

to t he s u bje c t . E x a m ple -v e r bs , de s c r i pt iv e ad je c t iv e s , w he r e , e t c .

6 . In e ac h of these c atego rie s, wr ite the appro priate voc abular y. If yo u nee d to , wri te s ub-c ategor ies .

7 . C r e a te t he s ame v o c a b ul ar y t r e e i n yo ur n at iv e l a ng u ag e . 8 . Y o ur n at iv e l a ng u ag e t r e e wi l l be muc h mo r e de t ai l e d . U s e

th i s na t iv e l ang u ag e t r e e as a r e fe r e nc e po i nt to lo o k u p ne w wo r ds a n d f i l l in yo ur E ng l i s h t r e e .

9 . R e wr i t e yo ur i ntr o d uc to r y e s s ay c o nc e r n i ng the s u bje c t ta ki ng a dv a nt ag e o f t he ne w v o c a b ul ar y l e ar ne d.

1 0 . To m a ke t h i s v o c ab u lar y ac t iv e , pr ac t ic e r e ad i ng yo ur e s s a y a lo u d u nt i l yo u c a n pr e s e nt i t b y me mo r y .

1 1 . As k a f r ie n d o r f e l lo w c l as s m a te to l i s t e n t o yo ur pr e s e n t at io n a nd as k yo u que s t io ns a bo u t t he s u bje c t .

Tip s : 1 . R e me m be r t h at v o c a bu l ar y g o e s f r o m p as s iv e kno wl e dg e to

ac t iv e kno wle dg e - t hi s me a ns t h at yo u ne e d to r e pe at a wo r d o f t e n be fo r e i t be c o me s ac t iv e v o c a bu l ar y.

2 . Be p at ie nt wi t h yo ur s e l f , i t t a ke s t i me fo r t h i s f o r th i s pr o c e s s to wo r k.

3 . Tr y to a l wa y s l e ar n v o c a b ul ar y in g r o u ps o f wo r ds ins te a d o f r a ndo m l i s t s . I n t h i s m a n ne r , wo r ds ar e r e l ate d to e ac h o the r a n d ar e mo r e l i ke l y to be r e me m be r e d o v e r t he lo ng - te r m .

Le s s o n : Vo c a b ula r y C ha r t s Vo c a b ul ar y c h ar t s c a n be v e r y us e f u l he l p i ng s tu de nt s wi de n the ir p as s iv e a n d ac t iv e v o c a b ul ar y b as e d o n r e l ate d wo r d g r o up ar e as : Ty p ic a l l y , s t u de nt s wi l l o f t e n l e ar n ne w v o c ab ul ar y by s i m pl y wr i t i ng l i s t s o f ne w v o c a bu lar y wo r ds an d the n me mo r i ze t he s e wo r ds b y r o te . U n fo r tu n ate l y , th i s t e c h ni que o f t e n pr o v i de s f e w c o n te x tu a l c lue s . R o te l e ar n i ng he l ps “ s ho r t t e r m” le ar n i ng fo r e xa m s e tc . U nfo r t un ate l y , i t do e s n ’ t r e al l y pr o v i de a “ ho o k” wi t h wh ic h to r e me m be r ne w v o c ab ul ar y. Vo c ab u lar y c h ar t s , o n the o t he r h an d , pr o v ide t h i s “ ho o k” by p l ac i ng v o c a b ul ar y i n c o nne c te d c ate g o r i e s th us he l p i ng “ lo ng t e r m” me mo r i z at io n . I n t h i s l e s s o n , yo u wi l l f i nd a pr i nt a ble v o c ab u lar y c h ar t a n d a l e s s o n o ut l i ne fo c u s ing o n c r e at i ng i n-c l as s v o c a b ul ar y c h ar t s . Aim : Creation of vocabulary charts to be shared around the c lass Vo c ab ul ar y c har t s c an be v e r y us e fu l i n he l p i ng s tu de n ts wi de n t he ir p as s iv e a n d ac t iv e v o c ab u lar y b as e d o n r e la te d wo r d g r o u p ar e as . T y pic al ly , s t u de nts wi l l o f t e n l e ar n l e a m ne w v o c ab ul ar y by s i m pl y wr i t i ng l i s t s o f ne w v o c a bu lar y wo r ds an d the n me mo r i ze t he s e wo r ds b y r o te . U n fo r tu n ate l y , th i s t e c h ni que o f t e n pr o v i de s f e w c o n te x tu a l c lue s . R o te l e ar n i ng he l ps “ s ho r t t e r m” le ar n i ng fo r e xa m s e tc . U nfo r t un ate l y , i t do e s n ’ t r e al l y pr o v i de a “ ho o k” wi t h wh ic h to r e me m be r ne w v o c ab ul ar y. Vo c ab u lar y c h ar t s , o n the o t he r h an d , pr o v ide t h i s “ ho o k” by p l ac i ng v o c a b ul ar y i n c o nne c te d c ate g o r i e s th us he l p i ng “ lo ng t e r m” me mo r i z at io n . I n t h i s l e s s o n , yo u wi l l f i nd

a pr i nt a ble v o c ab u lar y c h ar t a n d a l e s s o n o ut l i ne fo c u s ing o n c r e at i ng i n-c l as s v o c a b ul ar y c h ar t s . Aim : A wa r e ne s s r a i s i ng o f e f f e c t iv e v o c a bu l ar y l e ar n i ng t e c h ni que s fo l lo we d b y v o c ab ul ar y t r e e c r e at io n i n g r o u ps . Le v e l : A ny l e v e l O ut l i ne : 1 . Be g i n l e s s o n by as ki ng s t u de nts to e x pl ai n ho w t he y g o a bo u t

l e ar ni ng ne w v o c a b ul ar y. 2 . E xp la i n the c o nc e pt o f “ s ho r t t e r m” a nd “ lo ng t e r m”

le ar ni ng an d t he im po r t a nc e o f c o n te x tu a l c l ue s fo r e f f e c t iv e “ lo ng t e r m me mo r i z at io n .

3 . Pr e s e n t t he i de a o f c r e a t i ng v o c ab ul ar y c h ar t s to he lp s tu de n ts l e ar n s pe c i f i c c o nte n t r e la te d v o c a b ul ar y.

4 . D i s t r i bu te a c o p y o f t he e x a mp le v o c ab u lar y c h ar t . 5 . D iv i de s tu de nts i nto s m al l g r o u ps as ki ng t he m to c r e ate

v o c ab ul ar y c h ar t s b as e d o n a p ar t ic ul ar s u bje c t ar e a. Ex a m ple : ho us e , s po r t s , t he o f f i c e , e t c .

6 . S t u de n ts c r e ate v o c a b ul ar y c h ar t s i n s m al l g r o up s . 7 . C o p y s t ude nt c r e ate d v o c ab u lar y c h ar t s a n d di s t r i b ute t he

c o pie s to t he o t he r g r o ups . I n th i s wa y , t he c l as s ge ner ates a large amount o f ne w voc abular y in a re lat ive ly sho rt amo unt of t ime .

Ex a m ple Vo c a b ul ar y C h ar t .

Example Vocabul ary Chart

Le s s o n : Vo c a b ula r y Ta b le s

Vo c a b ul ar y t ab le s c an be v e r y us e f u l i n he lp ing i nte r me di ate to a dv a nc e d s t u de n ts i nc r e as e t he ir v o c a bu l ar y b a s e d o n

di f f e r e nt fo r ms o f a p ar t ic u l ar wo r d t h at i s kno wn to t he m. T hi s ac t iv i t y c a n be s t r e ng t he ne d by h av i ng s tu de nts b as e t he i r v o c ab ul ar y t a ble s o n s pe c i f i c to pic s . B y ba s i ng t a ble s o n s pe c i f i c to p ic s , s t u de n ts a l s o im pr o v e the ir “ lo ng t e r m” me mo r y o f r e l ate d wo r ds . I n t h i s l e s s o n , yo u wi l l f i n d a n e x a mp le v o c ab ul ar y t a ble b as e d o n wo r ds r e l ate d to m a ki ng m us ic , s pe c i f i c al ly c l as s ic al m us ic , a s we l l a s a l e s s o n o ut l ine . A i m: E xp a n di ng v o c a b ul ar y in s pe c i f i c c o nte xt s Activ ity: Table creation providing verb, noun, adjective and adverb forms of words. Le v e l : Be s t wi th adv a nc e d le v e l s O ut l i ne : 1 . Be g i n l e s s o n by as ki ng s t u de nts to e x pl ai n ho w t he y g o a bo u t

l e ar ni ng ne w v o c a b ul ar y. 2 . E xp la i n the c o nc e pt o f “ s ho r t t e r m” a nd “ lo ng t e r m”

le ar ni ng an d t he i m po r t a nc e o f c o nte xt u al c lue s fo r e f f e c t iv e “ lo ng t e r m” me mo r i za t io n .

3 . Pr e s e nt the i de a o f c r e a t i ng v o c a b ul ar y t a ble s to he l p s tu de n ts b ui ld o n pr e -e xi s t ing v o c a b ul ar y kno wle dg e .

4 . D i s t r i bu te a c o p y o f t he e x a m ple v o c ab ul ar y t a ble b as e d o n c las s ic al mus ic t e r m s .

5 . D iv i de s tu de nts i nto s m al l g r o u ps as ki ng t he m to c r e ate v o c ab ul ar y t ab le s b as e d o n a p ar t ic ul ar s u bje c t a r e as . Ex a m ple : wo r k ac t io ns , c h ar ac te r , s po r t i ng ac t io ns , e t c .

6 . S t u de n ts c r e ate v o c a b ul ar y t a ble s i n s m al l g r o u ps . 7 . C o p y s t u de n t c r e ate d v o c a b ul ar y t a ble s a nd di s t r i b ute t he

c o pie s to t he o the r g r o u ps . I n t h i s wa y , t he c l as s g e ne r a te s a lar g e a mo u nt o f e x pa n de d v o c ab ul ar y a war e ne s s in a r e lat iv e l y s ho r t a mo u nt o f t i me .

Ex a m ple Vo c a b ul ar y T ab le -C la s s ic al M us ic Le s s o n: Vo c ab u lar y T a ble s

Example Vocabul ary T able-Cl assi cal M usi c

Ve r b N o un A dje c t iv e A dv e r b me lo di ze me lo d y me lo dio us me lo dio us l y

me lo de o n me lo dio us ne s s me lo di ze r

me lo dic me lo dic al l y

h ar mo ni ze

h ar mo n y h ar mo ni s t h ar mo ni z at io n h ar mo ni ze r

h ar mo nic h ar mo nio us h ar mo ni z a ble h ar mo ni s t i c

H ar mo n ic al l y h ar mo nio us l y h ar mo ni s t i c al l y

tu ne tu ne tu ne le s s ne s s tu ne f ul ne s s

tu ne f ul tu ne le s s

tu ne f ul l y tu ne le s s l y

s ing s o ng , s i ng e r s ing a ble s ing ing l y

c o mpo s e c o mpo s e r c o mpo s i t io n

c o mpo s i t io n al

pe r fo r m pe r fo r ma nc e pe r fo r me r

pe r fo r ma b le pe r fo r mi ng

o r c he s tr ate o r c he s tr a o r c he s tr at io n o r c he s tr ato r

o r c he s tr al

VI. Differences Between American and Brit i sh Engl ish

Wh i le t he r e ar e c e r t ai n l y m a ny mo r e v ar ie t i e s o f Eng l i s h , A me r ic a n an d Br i t i s h E ng l i s h ar e t he t wo v ar ie t i e s t h at ar e ta ug h t i n mo s t ES L/ EF L pr o g r a ms . Ge ne r al l y , i t i s ag r e e d t h at no o ne v e r s io n i s “ c o r r e c t” , ho we v e r , the r e ar e c e r tai n ly pr e fe r e nc e s i n us e . T he mo s t i m po r t an t r u le o f t hu m b i s to t r y to be c o n s i s t e nt i n yo ur us ag e . I f yo u de c i de t h at yo u wa n t to us e A me r ic a n E ng l i s h s pe l l i ng s t he n be c o ns i s t e n t i n yo ur s pe l l i ng ( i . e . T he c o lo r o f the o r ang e i s a l s o i t s f lav o ur - c o lo r i s A me r ic a n s pe l l i ng an d f l av o ur i s Br i t i s h) , t h i s i s o f c o ur s e no t a l wa y s e as y-o r po s s i b le . T he fo l lo wi ng g ui de i s me an t t o po in t o ut the pr i nc i pa l d i f f e r e nc e s be t we e n t he s e t wo v ar i e t i e s o f Eng l i s h . U s e o f the Pr e s e nt Pe r fe c t I n Br i t i s h E ng l i s h t he pr e s e nt pe r fe c t i s us e d to e x p r e s s an ac t io n t h at o c c ur r e d i n t he r e c e nt p as t t h at h as a n e f f e c t o n the pr e s e n t mo me nt . Fo r e x a m ple :

I ’ v e lo s t m y k e y . Ca n y o u he lp m e lo o k fo r i t? I n A me r ic a n Eng l i s h , t he fo l lo wi ng i s a l s o po s s i b le : I lo s t m y k e y . Ca n y o u he lp m e lo o k fo r i t? I n Br i t i s h Eng l i s h , t he abo v e wo ul d be c o ns i de r e d i n c o r r e c t . H o we v e r , bo t h fo r ms ar e g e ne r al l y e xc e p te d in s ta nd ar d A me r ic a n Eng l i s h . O t he r d i f f e r e nc e i nv o lv i ng t he us e o f t he pr e s e n t pe r fe c t in Br i t i s h E ng l i s h a n d s i m ple p as t i n A me r ic a n Eng l i s h inc lu de a lr e a d y , j us t an d ye t .

British English:

I ’ v e j us t ha d l u nc h . I ’ v e a l r e a d y s e e n t ha t f i lm . H a v e y o u f i n i s he d y o ur ho m e wo r k y e t?

American English:

I j us t ha d l u nc h O R I ’v e j us t ha d l unc h . I ’ v e a l r e a d y s e e n t ha t f i lm O R I a l r e a d y s a w tha t f i lm .

H a v e y o ur f i n i s he d y o ur ho m e wo r k y e t? O R D id y o u f in i s h y o u ho m e wo r k y e t? Po s s e s s io n There are two forms too express possession in English. Have got D o yo u hav e a c ar ? H av e yo u g o t a c ar ? H e h as n ’ t g o t an y f r ie n ds . H e do e s n ’ t h av e a n y f r ie n ds . S he h as a be a ut i f u l ne w ho me . S he ’ s g o t a be a ut i fu l ne w ho me . Whi le bo t h fo r ms ar e c o r r e c t ( an d ac c e p te d i n bo th Br i t i s h a nd A me r ic an E ng l i s h) , h av e g o t (h av e yo u g o t , he h as n’ t g o t , e t c . ) i s g e ne r al l y t he pr e fe r r e d fo r m i n Br i t i s h E ng l i s h wh i l e mo s t s pe a ke r s o f A me r ic a n Eng l i s h e mp lo y t he h av e (do yo u h av e , he do e s n’ t , he do e s n’ t hav e e tc . )

The Ve r b G e t T he p as t p ar t ic i p le o f t he v e r b g e t i s g o t t e n i n A me r ic a n Eng l i s h-H e ’s g o t t e n m uc h be t t e r at p l ay ing t e nn is . Br i t i s h Eng l i s h-H e ’s g o t m uc h be t t e r a t p l a yi ng t e n n is . Vo c a b ula r y Pr o b ab l y t he ma jo r d i f f e r e nc e s be t we e n Br i t i s h an d A me r ic a n E ng l i s h l i e s i n t he c ho ic e o f v o c a b ul ar y. So m e wo r ds me an di f f e r e nt t h i ng s i n t he t wo v ar ie t i e s fo r e x a mp le : M e an: ( A me r ic a n E ng l i s h- a ng r y, b a d h u mo r e d , Br i t i s h Eng l i s h- no t g e ne r o us , t ig h t f i s t e d) R u bbe r : ( A me r ic a n Eng l i s h-c o ndo m , Br i t i s h , E ng l i s h- t o o l us e d to e r as e pe nc i l mar ki ng s ) T he r e ar e m a n y mo r e e x a m ple s ( to o m an y fo r me to l i s t he r e ) . I f t he r e i s a d i f f e r e nc e i n us ag e , yo ur d ic t io n ar y wi l l no te t he d i f f e r e nt me a ni ng s i n i t s de f i n i t io n o f t e r m . M a n y v o c a bu lar y i t e ms ar e a l s o us e d i n o ne fo r m a nd no t i n t he o t he r . O n e o f t he be s t e x a m ple s o f th i s i s the t e r mi no lo g y us e d fo r au to m o bi le s . A me r ic a n E ng l i s h- ho o d , Br i t i s h Eng l i s h- bo n ne t A me r ic a n E ng l i s h- t r u n k, Br i t i s h E ng l i s h- t r u n k A me r ic a n E ng l i s h- t r u n k, Br i t i s h E ng l i s h- lo r r y O nc e ag ai n , yo ur d ic t io nar y s ho ul d l i s t wh e t he r t he t e r m i s us e d i n Br i t i s h E ng l i s h o r A me r ic a n Eng l i s h . Pr e p o s i t io ns There are a lso a fe w di f fere nces in pre po si tio n use including the fo l lo wi ng : American English-on the weekend, British English-at the weekend. A me r ic a n E ng l i s h-o n a t e a m, Br i t i s h E ng l i s h- i n a t e a m . Americ an Engl is h-ple ase wr i te me soo n, Bri ti sh Engl is h-ple ase wr i te to me soon. Pa s t s im p le /Pa s t Pa r t i c ip le s T he fo l lo wi ng v e r bs h av e t wo ac c e pt ab le fo r ms o f t he p as t s im p le / p as t p ar t ic ip le i n bo th A me r ic a n a n d Br i t i s h Eng l i s h , ho we v e r , t he i r r e g u l ar fo r m i s g e ne r a l l y mo r e c o m mo n in

Br i t i s h Eng l i s h ( the f i r s t fo r m o f t he t wo ) a n d t he r e g u l ar fo r m i s mo r e c o m mo n to A me r ic an E ng l i s h . bur n b ur nt O R b ur ne d dr e a m dr e a m t O R dr e a me d le a n l e an t O R le a ne d le ar n l e ar n t O R le ar ne d s me l l s me l t O R s me l le d s pe l l s pe l t O R s pe l l e d s pi l l s p i l t O R s pi l l e d s po i l s po i l t O R s po i le d Sp e l l ing H e r e ar e s o me g e ne r al d i f f e r e nc e s be t we e n Br i t i s h a nd A me r ic a n s pe l l ing s : Wo r ds e nd i ng i n-o r ( A me r ic a n) -o ur ( Br i t i s h ) c o lo r , c o lo ur , hu mo ur , f lav o r , f lav o ur , e t c . Wo r ds e nd i ng i n- i ze ( A m e r ic an ) - i s e (Br i t i s h) r e c o g ni ze , r e c o g ni ze , p atr o ni ze , p atr o n i ze e t c . T he be s t wa y to m a ke s ur e t h at yo u ar e be i ng c o ns i s t e nt i n yo ur s pe l l i ng i s to us e the s pe l l c he c k o n yo ur wo r d pr o c e s s o r ( i f yo u ar e us i ng t he c o m p ute r o f c o ur s e ) a n d c ho o s e whic h v ar ie t y o f E ng l i s h yo u wo ul d l i ke . As yo u c an s e e t h e r e ar e r e al ly v e r y f e w d i f f e r e nc e s be t we e n s t a n d ar d E ng l i s h a n d s ta n dar d A me r ic a n E ng l i s h . H o we v e r , the l ar g e s t d i f f e r e nc e i s pr o b a bl y th a t o f t he c ho ic e o f v o c a b ul ar y a n d pr o n u nc i at io n .

VII. How T o T ake T ests

D o ing we l l o n Eng l i s h e x a mi n at io ns -o r an y e x a m in at io n fo r t ha t m at te r - de pe n ds no t o nl y o n yo ur kno wl e dg e , b ut a l s o o n h av ing a g o o d s t r ate g y . D i f f i c u l t y Le v e l : a l l l e v e l s T i me R e q uir e d: 2 0 mi n ute s H e r e ’ s H o w : 1 . D o no t i ns i s t o n c o m ple t ing e ac h q ue s t io n be fo r e g o ing to

the ne xt . By i ns i s t i ng o n c o m ple t i ng e ac h que s t io n yo u c a n lo o s e t i me an d be c o me ne r v o us .

2 . I f po s s i b le , g o t hr o ug h the e n t ir e t e s t a ns we r ing the que s t io ns yo u ar e s ur e yo u kno w.

3 . Go t hr o ug h the t e s t a s e c o n d t i me wo r ki ng o ut t he a ns we r s to mo r e d i f f i c ul t q ue s t io n s .

4 . O nc e yo u h av e g o ne t hr o ug h t he t e s t t wic e , s e e i f a n y o f t he que s t io ns as ke d c an he l p yo u ans we r t ho s e r e al l y d i f f i c u l t que s t io ns .

5 . I f yo u h av e a s t r o ng f e e l i ng a bo u t a que s t io n wh e n y o u f i r s t a ns we r i t , do n ’ t g o b ac k a nd c ha ng e i t l at e r .

6 . P l a y t he o dds : I f yo u do n’ t kno w t he a ns we r , wr i t e s o me t hi ng . I n a 4 c ho ic e mu l t i p le c ho ic e que s t io n yo u h av e a 2 5 % c ha nc e o f be i ng r ig ht .

7 . D o no t c he at ! A s king a t e s t i s as m uc h fo r yo u as i t i s fo r yo ur t e ac he r . I f yo u c he a t , yo u do n’ t he l p yo ur s e l f i n the lo ng r u n.

8 . D o no t t r a ns la te f r o m yo ur mo t he r to ng ue ! 9 . D o n’ t b lo c k whe n l i s t e n ing 1 0 . L i mi t yo ur s e l f to wh at yo u kno w. 1 1 . Lo o k fo r t i me s ig n i f i e r s wh e n h av ing to c o nj ug ate . 1 2 . T hr o w o ut t he r id ic u lo u s ans we r s i n a m u l t i p le c ho ic e

que s t io n . 1 3 . D o n’ t t r y to be to o f un n y o r c le v e r . Tip s : 1 . I f yo u do n’ t kno w a n a ns we r , do n’ t wo r r y a bo ut i t .

Wo r r yi ng abo ut wh a t yo u do n’ t kno w c an ke e p yo u f r o m s ho wi ng wh at yo u do kno w.

2 . R e me m be r t h at t e s t s no t o nl y to t e s t yo ur ab i l i t y , bu t a l s o he l p yo u l e ar n wh a t yo u ne e d to fo c us o n to i mpr o v e yo ur Eng l i s h .

3 . I f yo u do n’ t un de r s t a nd wh y yo u h av e m a de a mis t a ke , m a ke s ur e to h av e t he c o ur ag e g o as k t he t e ac he r wh y i n a l at t e r s e s s io n . Be ing e m bar r as s e d a bo ut m is t a ke s wi l l ne v e r he l p yo u i m pr o v e , s o as k!

Effe c t i v e Te s t : Ta k ing S t r a te g ie s

So o ne r o r l at e r , mo s t s tu de nt s ar e c o n fr o nte d w i th the ne c e s s i ty o f ta ki ng s o me fo r m o f E ng l i s h e x a mi n at io n . T he s e t e s t s inc lu de : TO EF L (Te s t o f E ng l i s h as a Fo r e ig n L a ng uag e ) Cambridge Examinations (First Certificate , CAE, Profic iency) U niv e r s i t y e x a mi n at io ns O n the J o b e x a m in at io ns Ex a mi n at io ns g iv e n b y yo ur t e ac he r As yo u h av e pr o b ab l y no t ic e d , s o me s t ude nt s ar e mo r e s uc c e s s f ul t ha n o t he r s whe n t a ki ng s uc h an e x a m in at io n. O f te n the mo r e s uc c e s s f u l s t u de n ts ar e be t t e r pr e p ar e d . H o we v e r , s o me t ime s s tu de nts wh o do we l l h av e be t t e r t e s t ta ki n g s ki l l s . The s e a bi l i t i e s r e a l l y h av e no t hi ng to do wi t h un de r s ta nd i ng Eng l i s h be t t e r . T he y ar e s t r ate g ic s k i l l t h at m a ke ta k ing the t e s t e as ie r , a n d t he r e fo r e pr o v i de be t t e r r e s ul t s . So m e G e ne r a l G uid e l i ne s H e r e ar e s o me v e r y i mpo r t a nt -a n d o f t e n ig no r e d -g ui de l i ne s to ta ki ng a t e s t s uc c e s s f ul ly . 1 . D o no t i ns i s t o n c o m ple t ing e ac h q ue s t io n be fo r e g o ing to

the ne xt . Th is i s e x tr e me l y i mpo r t a nt . I f yo u s pe n d a lo t o f t i me o n o ne que s t io n th at yo u do n’ t un de r s t a n d t he r e c a n be t wo ne g at iv e o utc o me s :

2 . Lo o s i ng t i me R e me m be r o ne que s t io n m a y o nl y be wo r t h o ne po i nt , i f yo u ar e no t a ble to ans we r que s t io ns la te r be c a us e yo u h av e l o s t t i me yo u c o u ld lo s e mo r e po i nt s ! 3 . Be c o m i ng ne r v o us

Be c o mi ng ne r v o us c a n m a ke yo u lo s e yo ur c o nc e ntr at io n a n d th at l e ad s to wo r s e r e s ul t s .

4 . I f po s s i b le , g o t hr o ug h the e n t ir e t e s t a ns we r ing the que s t io ns yo u ar e s ur e yo u kno w. Th is r e s ul t s i n yo ur be i ng mo r e r e l a xe d an d f e e l ing mo r e c o nf i de nt .

5 . Go t hr o ug h the t e s t a s e c o n d t i me wo r ki ng o ut t he a ns we r s to mo r e d i f f i c ul t q ue s t io n s .

N o w yo u wi l l f e e l mo r e c o n f i de n t an d t h i s wi l l i mpr o v e yo ur t e s t t a ki ng . H o we v e r , r e me m be r no t to wa s te to o m uc h t i m e o n a ny o ne que s t io n .

6 . O nc e yo u h av e g o ne t hr o ug h t he t e s t t wic e , s e e i f a n y o f t he que s t io ns as ke d c an he l p yo u ans we r t ho s e r e al l y d i f f i c u l t que s t io ns . Th is i s a l i t t l e us e d t r ic k . So me t i me s q ue s t io n s as ke d ar e

a ns we r e d i n l ate r que s t io ns as ki ng fo r d i f f e r e nt t h in g s . T his s ho u ld no t be t r ie d u nt i l yo u h av e f in i s he d t he t e s t a nd h av e s o me t i me r e m ai ni ng to t r y the q ue s t io ns yo u h a v e h a d pr o b le ms wi t h ag ai n . I f yo u h av e a s t r o ng f e e l ing a bo ut a q ue s t io n wh e n y o u f i r s t a ns we r i t , do n ’ t g o b ac k a nd c ha ng e i t l at e r . U s u al l y ( b ut no t a l wa y s ) a s t r o ng f i r s t i m p uls e m e an s we kno w t he a ns we r an d we do n’ t r e a l l y hav e to t h i n k a bo ut i t t o o m uc h . Go i ng b ac k to t h i n k a bo ut i t us ua l l y m a ke s yo u u ns ur e a nd o f t e n c au s e s a n e r r o r . T h is i s v e r y c o m mo n s o be v e r y c ar e f ul ! 7 . P l a y the o d ds

I f yo u do n’ t kn o w t he a ns we r , wr i t e s o me t hi ng . I f yo u ar e a ns we r i ng 4 po s s ib i l i t y m ul t i p le c ho ic e que s t io n yo u wi l l s t i l l h av e a 2 5 % c h a nc e o f be i ng c o r r e c t !

8 . D o no t c he at ! ! ! Ta ki ng a t e s t i s as muc h fo r yo u as i t i s fo r yo ur t e ac h e r . I f yo u c he a t , yo u do n’ t he lp yo ur s e l f i n t he lo ng r un .

VII. How t o W rite a Business L ett er

The r e ar e m a n y di f f e r e n t r e as o n s fo r wr i t ing a bus ine s s l e t t e r . H o we v e r , mo s t b us ine s s l e t t e r s fo l lo w s o me g e ne r a l g u ide l i ne s as de s c r ibe d be lo w. D i f f i c u l t y Le v e l : Av e r ag e T i me R e q uir e d: 4 0 mi n ute s H e r e ’ s H o w : 1 . U s e b lo c k s t y le - do no t i nde nt par ag r ap hs . 2 . I nc lu de a d dr e s s o f t he pe r s o n yo u ar e wr i t t e n to a t the to p

o f t he l e t t e r , be lo w yo ur c o m p an y a d dr e s s . 3 . Af t e r t he a ddr e s s , do ub le s p ac e a n d i nc lu de d ate .

4 . D o u ble s p ac e (o r a s muc h as yo u ne e d to pu t t he bo d y o f the l e t t e r i n t he c e n te r ) an d inc lu de t he s al ut at io n . I nc l ude M r . Fo r me n o r M s fo r wo me n, u n le s s the r e c i p ie nt h as a t i t l e s uc h as D r .

5 . S t ate a r e fe r e nc e r e as o n fo r yo ur l e t t e r ( i . e . “ Wit h r e fe r e nc e to o ur t e le p ho ne c o nv e r s at io n…” )

6 . Giv e t he r e as o n fo r wr i t ing ( i . e . “ I a m wr i t i ng to yo u to c o nf ir m o ur o r de r …” )

7 . M a ke a n y r e q ue s t yo u ma y hav e ( i . e . “ I wo ul d be g r ate f ul i f yo u c o u ld i nc l u de a br o c h ur e …” )

8 . C lo s e t he l e t t e r wi t h a t h a n k yo u ( i . e . “ T h an k yo u f o r yo ur pr o m pt he l p…” )

9 . F i n i s h t he l e t t e r wi th a s al ut at io n ( i . e . “ Y o ur s s i nc e r e ly .” ) I nc l u de 4 s p ac e s a n d ty pe yo ur fu l l n a me a n d t i t l e s ing t he l e t t e r be t we e n the s a lut a t io n a nd t he t y pe d n ame a nd t i t l e .

Tip s : 1 . K e e p t he l e t t e r br ie f a nd do t he po i nt 2 . D o no t us e s ho r te ne d v e r b fo r m s- wr i t e o ut ( i . e . “ do n’ t

ins te a d o f do no t” ) 3 . Al wa y s ke e p a c o p y o f c o r r e s po n de nc e fo r fu tur e r e f e r e nc e Bus ine s s Le t t e r : Wr i t i ng Ba s ic s T he b as ic s o f g o o d b us i ne s s l e t t e r wr i t ing ar e e as y t o l e ar n. The fo l lo wi ng g ui de pr o v i de s t he phr as e s th at ar e us u al l y fo un d in an y s t a nd ar d b us i ne s s l e t t e r . B y us ing t he s e s ta nd ar d phr as e s , yo u c a n g iv e a pr o fe s s io n al to ne to yo ur bus i ne s s l e t t e r in Eng l i s h . T he s e p hr as e ar e us e d as a k i n d o f f r a me a nd intr o d uc t io n to t he c o nte nt o f bus i ne s s l e t t e r s . At the e nd o f th i s g u ide , yo u wi l l f i nd l i n ks to s i t e s t ha t g iv e t ip s o n t he d i f f i c ul t p ar t o f wr i t i ng s uc c e s s f u l b us i ne s s l e t t e r s - ar g u ing yo ur bus ine s s o bje c t iv e . Bus ine s s Le t te r Wr i t i ng B as ic s

T h e St ar t

D e ar Pe r s o nne l D ir e c to r ,

(us e i f yo u do n’ t kno w wh o yo u ar e wr i t i ng to )

D e ar S ir o r M a da m

D e ar M r . , M r s , M is s o r M s

(use if you kno w who you are writing to , and have a formal relationship with-VERYIMPORTANT use Ms for women unless asked to use Mrs or Miss

D e ar Fr an k (us e i f the pe r s o n i s a c lo s e bu s i ne s s c o nt ac t o r f r ie n d)

The Reference

With reference to yo ur adv e r t i s e me n t in t he Tim e s ,… yo ur l e t t e r o f 2 3 r d M ar c h, … yo ur pho ne c al l t o d a y, …

Thank yo u for yo ur let ter o f Mar ch 5 t h

The Reason for Writing

I a m wr i t i ng to enquire about…apologize for…confirm…

R e qu es t i ng

Could you possibly…? I would be grateful if you could…

A gr e ei n g to

R e qu es ts

I would be delighted to…

Giving Bad News

U nfo r t u na te l y… I a m afr ai d th at … Enc lo s i ng D o c u me n ts

I a m e nc lo s i ng … Please find enclosed… Enc lo s e d yo u wi l l f in d …

C l os i ng R e ma rks

Th a n k yo u fo r he l p

Please contact us again if we c a n he lp i n a n y wa y . The r e ar e an y pr o ble ms . Y o u h av e a ny que s t io ns .

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I lo o k fo r wa r d to he ar i ng f r o m yo u s o o n. M e e t ing yo u ne xt Tue s d a y. Se e i ng yo u ne x t Th ur s d ay .

T h e F in ish ( I f yo u do n’ t kno w t he n a me o f t he pe r s o n yo u ’r e wr i t i ng to )

Y o ur f a i t hf ul ly ( I f yo u kno w t he n a me o f t he pe r s o n yo u’r e wr i t i ng to )

Y o ur s s i nc e r e l y , ( I f yo u kno w t he n a me o f t he pe r s o n yo u’r e wr i t i ng to )

Be s t wi s he s , Be s t r e g ar d s ,

( I f the pe r s o n i s a c lo s e b us ine s s c o nt ac t o r f r ie n d)

H e r e i s a s a mp le l e t t e r us i ng s o me o f t he fo r ms : K e n’s C he e s e H o us e 3 4 C h at le y Av e nue Se a t le , WA 9 8 7 6 5 Te l : (2 0 6 )4 5 6 8 9 6 7 Em a i l : K e nn y@ c he e s e .c o m Fr e d F l i nt s to ne S ale s M a n ag e r C he e s e S pe c i al i s t s I nc . 4 5 6 R u bb le R o a d R o c kv i l l e , I L 8 9 6 7 7 5 6 D e ar M r . F l i nt s to ne , Wit h r e fe r e nc e to o ur t e le pho ne c o nv e r s at io n to d a y, I a m wr i t i ng to c o n f ir m yo ur o r de r fo r : 1 2 0 x C he dd ar D e l u xe R e f . N o . 8 5 6

P le as e c o n tac t us ag ai n i f we c a n he lp i n a n y wa y . Y o ur s s i nc e r e l y , K e nne th Be ar e D ir e c to r o f K e n ’s C he e s e H o us e

IX . How T o W rite Resume in E ngl ish Wr i t ing a r e s u me i n E ng l i s h c a n be v e r y d i f f e r e n t th a n in yo ur n at iv e to ng ue . T he fo l lo wi ng ho w t o o ut l i ne s a s t a nd ar d r e s u me fo r m at . D i f f i c u l t y Le v e l : H ar d T ime R e q uir e d: 2 ho ur s H e r e ’ s H o w : 1 . F ir s t , t a ke no te s o n yo ur wo r k e x pe r ie nc e - bo th p ai d a n d

un p ai d , fu l l t i me an d par t t i me . Wr i te do wn yo ur r e s po ns i bi l i t i e s , j o b t i t l e a nd c o m p a n y i nfo r m at io n . I n c lu de e v e r yt hi ng !

2 . T a ke no te s o n yo ur e d uc a t io n. I nc l ude de g r e e o r c e r t i f i c ate s , m ajo r o r c o ur s e e mp h as i s , s c ho o l n a me s a n d c o ur s e s r e l e v an t to c ar e e r o b je c t iv e s .

3 . T a ke no te s o n o the r ac c o m pl i s h me n ts . I nc l ude me m be r s h i p in o r g a ni z at io n s , mi l i t ar y s e r v ic e a n d a n y o the r s p e c ia l ac c o mp l i s h me n ts .

4 . Fr o m t he no te s , c ho o s e wh ic h s ki l l s ar e t r an s fe r ab l e ( s k i l l s th at ar e s i m i l ar ) to t he jo b yo u ar e a p pl y ing fo r - t he s e ar e the mo s t i m po r t an t po i nt s fo r yo ur r e s u me .

5 . Be g i n r e s u me b y wr i t ing yo ur f u l l n a me , ad dr e s s , t e l e p ho ne nu m be r , f a x a n d e m ai l at t he to p o f t he r e s u me .

6 . Wr i t e a n o bje c t iv e . The o b je c t iv e i s a s ho r t s e nte nc e de s c r i b i ng wh at t y pe o f wo r k yo u ho pe to o bt ai n .

7 . Be g i n wo r k e x pe r ie nc e wi t h yo ur mo s t r e c e nt jo b . I nc l u de the c o mp a n y s pe c i f i c s a nd yo ur r e s po ns ib i l i t i e s - fo c us o n t he s ki l l s yo u h av e i de nt i f i e d as t r a ns fe r a ble .

8 . C o n t i nue to l i s t a l l o f yo ur wo r k e x pe r ie nc e jo b by jo b pr o g r e s s i ng bac k wa r ds in t i me . R e me m be r to fo c us o n s ki l l s th at ar e t r a ns fe r ab le .

9 . Su m m ar i ze yo ur e d uc at io n , inc lu d ing i m po r t an t f ac t s (de g r e e t ype s pe c i f i c c o ur s e s s tu die d) th at ar e a p pl ic a b le to the jo b yo u ar e ap pl y ing fo r .

1 0 . I nc lu de o t he r r e le v an t i nfo r m at io n s uc h as la ng u ag e s s po ke n , c o mp ute r pr o g r a m mi ng kno wl e dg e e tc . U nde r the he a d ing : A d di t io n al S ki l l s

1 1 . F i n i s h wi t h the phr as e : R EF ER EN C E S Av a i l a bl e u po n r e que s t Y o ur e nt ir e r e s u me s ho u l d ide al l y no t be an y lo ng e r t h a n

o ne p ag e . I f yo u hav e ha d a n u mbe r o f ye ar s o f e x p e r ie nc e s pe c i f i c to t he jo b yo u ar e a pp ly i ng fo r t wo pag e s a r e a l s o ac c e p t ab le . 1 2 .S pac ing : AD D R E SS (c e n te r o f p ag e in bo l d) O BJ EC TI V E

do u ble s pac e EX PE R I EN C E do ub le s p ac e ED U C A TI O N double space ADDITIONAL SKILLS double space REFERNCES. Left a l ig n e v e r yt hi ng e xc e p t n a me / a ddr e s s .

Tips: 1 . Use dynamic action verbs such as: accomplished, collaborated,

encouraged, established, facilitated, founded, managed, etc . 2 . Do NOT use the subject “I” , use tenses in the past. Except for

your present job. Example: Conducted routine inspections of on site equripment.

X. How To Use a Computer in Class The principle idea is that the computer is treated as just another-learning tool. As such, the computer is not the focus of the lesson- effective English learning is . Difficulty Level: Average Time Required: 45 minute Here’s How: 1 . Se le c t t ar g e t s t r uc t ur e o r fu nc t io n b y de c i d in g wh at

s tu de n ts ne e d to fo c us o n c o ns i de r i ng pa s t l e s s o ns a n d f ut ur e g o al s .

2 . Se le c t c o mp ute r ma te r i al s to be us e d: Ar e yo u g o i ng to us e a pr o g r a m , t he I nte r ne t o r m a y be wo r d pr o c e s s i ng ? C ho o s e jus t o ne .

3 . P l a n t he l e s s o n in t he t yp ic al fo ur ar e a s : w ar m- up , intr o d uc t io n o f m ate r i al s , c l as s wo r k, s u m m ar y.

4 . D iv i de t he c o mp ute r s e c t io n o f t he l e s s o n i nto at l e s t t wo s e c t io ns .

5 . M a ke s ur e t h at yo u pr e p ar e the c o m p ute r be fo r e yo u e n te r the c l as s r o o m . T his me a ns lo a di ng t he c o m p ute r wi t h t he c ho s e n m ate r i al ahe a d o f t i me .

6 . Whe n yo u be g i n to us e t he c o m p ute r in c l as s , r e mi n d s tu de n ts th a t mo r e e x pe r ie nc e d c o m pu te r us e r s s ho ul d b e p at ie nt a n d he l p l e s s e xpe r ie nc e d us e s .

7 . S t u de n ts who ar e no t c o mfo r t a ble us i ng c o m p ute r s s ho u ld be p l ac e d wi t h s tu de nts who ar e .

8 . H av e s t u de nts wo r k o n t he f i r s t t as k . C o m m u nic at io n s ho u ld be e nc o ur ag e d, as wo r ki ng wi t h a c o m pu te r i s a g r e at t as k fo r c o nv e r s at io n .

9 . Af t e r t as k i s f i n i s he d, d i s c us s s pe c i f i c l ang u ag e s ki l l s a n d/o r o bje c t iv e s wi th s t u de n ts .

1 0 . H av e s t ude nts wo r k o n s e c o nd t as k a n d r e pe a t t he a bo v e . 1 1 . U s e t he c o m pu te r as a s pr i ng bo ar d fo r d i s c us s i o n . Fo r

e x a mp le , a s k s t u de nt s to e x p la i n to o the r s t u de n ts wh a t the y h av e j us t r e a d i n r e a di ng c o m pr e he ns io n.

Tip s : 1 . K e e p fo c us e d o bje c t iv e s i n mi n d. I t i s e x tr e me l y e as y fo r

s tu de n ts to be g i n e x plo r i ng t he i nf i n i t e wo r ld at the ir f i ng e r t ip s a nd t h at c a n be c o u nte r pr o d uc t iv e .

2 . D o n’ t ins i s t th a t s t u de nt s wh o ar e no t c o m fo r t ab le wi t h c o mp ute r s u s e t he m. Le t o t he r , mo r e c o mp ute r s av v y , s tu de n ts do mi n ate i f ne c e s s ar y .

3 . S t ude nts mo r e c o mfo r t a ble wi t h t he c o mp ute r s h o ul d be s t r o ng l y d i s c o ur ag e d f r o m us i ng o t he r r e s o ur c e s av a i l a ble i n the pr o g r am i t s e l f , o r i n o t he r pr o g r a ms .