A huge list of practical ways to improve your English language skills.
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HOW TO IMPROVE YOUR ENGLISH Here are some “how to” methods that can improve your English in four skills, reading, writing, listening, and writing. These are also useful for instructors to stimulate learners to be interested in English. I. How To Improve Your English Learning English (or any language for that matter) is a process. You are continually improving your English and the following “How to” describes a strategy to make sure that you continue to improve effectively. Difficulty Level: Average Time Required: varies Here’s How: 1. Remember that learning a language is a gradual process-it does not happen overnight. 2. Define your learning objectives early: what do you want to learn and why? 3. Make learning a habit. Try to learn something every day. It is much better to study (or read, or listen to English news, etc.) for 10 minutes each day than to study for 2 hours once a week. 4. Remember to make learning a habit! If you study each day for 10 minutes, English will be constantly in your head. If you study once a week, English will not be as present in your mind. 5. Choose your materials well. You will need reading, grammar, writing, speaking and listening materials. 6. Vary your learning routine. It is best to do different things each day to help keep the various relationships between each area active. In other words, don’t just study grammar. 7. Find friends to study and speak with. Learning English together can be very encouraging. 8. Choose listening and reading materials that relate to what you are interested in. Being interested in the subject will make learning more enjoyable-thus more effective.
Transcript
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…
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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 .
