1. TELL Manual Chapter 3 (Placement) North American Mission
Board 27 CHAPTER 3 Student Placement Interviews
______________________________________________________________________________
What are student placement interviews and why conduct them?
HowdoyouknowanESLstudentisatabeginner,intermediate,oradvancedlevel?
HowmanylevelsofclassesshouldyouhaveinyourESLministry?
Whenandwhereshouldyouconductplacementinterviews?
Whoshouldconducttheplacementinterviews?
Howdoyouconducttheplacementinterview?
Whatdoyoudoaftertheplacementinterview?
Placementinterviewmaterial
2. TELL Manual Chapter 3 (Placement) North American Mission
Board 29 What are student placement interviews and why conduct
them? Student placement interviews are one-on-one interviews that
determine the students English language fluency level. A casual
chat with a student is not sufficient for proper placement. It is
important to conduct student placement interviews for two reasons:
Students placed in classes that are too difficult or too easy will
drop out. It will let you know which ESL text and resource
materials you should use to help your students improve their
English skills. How do you know an ESL student is at a beginner,
intermediate, or advanced level? These are broad descriptions of
basic English language fluency levels. Beginners Know fewer than
100 words. Rarely use complete sentences. Cannot carry on a
conversation in English. High Beginners and Intermediates Have a
moderate oral and written vocabulary. Can carry on limited
conversation in English. May use complete sentences, but uses poor
grammar. Have difficulty with prepositions and verb tenses. Know
few idioms or slang words. Advanced level students Can converse
freely in English. Have a problem with sentence structure. Need
help with pronunciation, expanding vocabulary, idioms and slang.
Literate or Non-literate A students speaking fluency level does not
always indicate whether they are literate or non-literate in
English. Literate students - can read the Roman alphabet - may read
some English Non-Literate students - do not read the Roman alphabet
- may be illiterate in own language It is important to determine if
the student is literate or non-literate in English. You may need to
offer classes to help your students learn to read English as well
as speak English. How many levels of classes should you have in
your ESL ministry? The fact that there are three general fluency
levels does not mean that you will have all three levels in your
ESL ministry. Two factors determine the class levels for your
specific ministry. The first factor is the number of volunteer
teachers that you have in your ESL ministry. The number of
volunteer teachers limits the number of classes that you can offer.
If you have three volunteers available to teach once a week, you
can not have three different classes. One person should be the
director and deal with weekly administrative details. Some large
ministries have classes divided into four or more fluency levels.
The second factor is the result of the student placement
interviews. You are not required to have a beginner level class, an
intermediate level class and an advanced level class. You will not
know which class levels you should have until you have finished the
initial placement interviews. While you may have enough volunteers
to have classes for three fluency levels, your placement interviews
may show that the students God has sent to your ministry require
two beginner level classes and one higher level.
3. 30 TELL Manual Chapter 3 (Placement) North American Mission
Board The fluency level designations you give to your classes are
not limited by a fixed scale. They are broad descriptions of
fluency levels. The terms beginner, intermediate and advanced will
reflect the individual ministries mix of volunteers and students.
The language skill level of students in a class designated advanced
in one ministry may be equal to an intermediate class in another
ministry. Do not be concerned about that. The designations are for
the convenience of your individual ministry. They give you an
opportunity to place your students with others who have
approximately the same fluency level. You may have two teachers and
ten students. Six of the students scored as beginners on the
placement interview, two scored as intermediates, and two as
advanced level. So there will be one class of beginners and one
class of intermediate/advanced students. Every class you have will
really be a multi-level class. When and where should you conduct
placement interviews? Conduct placement interviews at the first
class of each semester, or the first time a student visits. The
first day of classes should be devoted to a general overview about
the ministry and placement interviews. As students arrive at the
first class meeting, give them registration forms to complete. Some
students may need help. Enlisting helpers who are bilingual is
beneficial. Remember, though, that some students may speak
languages your helpers do not know. After registration forms are
complete, tell the students you would like to talk to them
individually for a few minutes to determine which class will be
best for them. Never say you are going to test their English
fluency. Students who come to your ESL ministry after the first day
of classes should be interviewed for placement in the proper class.
Conduct the interviews in a quiet place, away from the group as a
whole. It may be a separate room or the corner of the large room in
which you meet. Only the student and the interviewer should be
present for the interview. Spouses and friends should wait
elsewhere. Who should conduct the placement interviews? On
registration day, trained volunteers should be designated to
conduct placement interviews. Ideally, for consistency of
evaluation, the same person should interview all students. However,
in ministries with a large number of students this is not
practical. Several volunteers should be involved in the process. In
existing ministries, experienced teachers should conduct the
interviews. After the first day of class, the director or assistant
director should do this task. New students arrive through the
semester, sometimes weekly. This means someone should be available
to do the placement interviews. This is one of the reasons that
ministry directors, if at all possible, should not teach a class.
How do you conduct the placement interview? There is a student
placement interview provided in this chapter. Many graded ESL text
series have their own placement instruments. If your existing
ministry uses such a text, you may want to use their instrument.
The placement instrument you use is not important. Conducting a
placement interview is. Overview of Placement Interview Material
The placement interview in this book consists of a set of questions
to help evaluate the students: Comprehension: the students ability
to understand English Speaking: the students ability to generate
English language sentences Reading: can he or she read the alphabet
and read and understand a few English language sentences Writing:
can he or she legibly write his or her name, the alphabet and one
simple English language sentence The placement interview has one
page with questions and directions for the interviewer, two pages
with pictures to be used during the interview, and one page with
reading material for student use in the interview. Preparing for
the Interview Make several copies of the page with the interview
questions. You will need one page for each student. You can copy
the pages on the back of your registration form so you will have
fewer papers to keep up with. Make one copy of the two pages of
pictures and the reading section for each interviewer. Put them in
sheet protectors in a notebook to use for the interviews. Also
include lined paper in the notebook and have a pen available for
the writing portion.
4. TELL Manual Chapter 3 (Placement) North American Mission
Board 31 Conducting the interview The interviewer sits across from
the student. He will show the student the pictures and the reading
page and ask the questions. He will ask the student to write his
name, four words, and one sentence. The interviewer will mark on
the interview form how the student responds either with a check
mark or an X. Later he will count the number of check marks and
circle the appropriate fluency level on the bottom of the interview
form. General Information The top of the Placement Interview Form
provides a place for the students name, the interviewers name, and
the date of the interview. When conducting the placement interview
Do not ask questions more than two times. Do not explain or try to
teach vocabulary. This is not a time of instruction. If the student
can not respond, simply smile and move on. Evaluating Fluency Level
There are two boxes on the interview form. Box one outlines the
directions and questions for evaluating the students ability to
understand and speak English. This box contains two sections:
Comprehension and Speaking. Comprehension There are two parts to
this section: Greetings, and Questions related to the Comprehension
Pictures. Greetings Process You are evaluating the students English
fluency from the very beginning of the interview. Introduce
yourself Ask the students name - There is a place on the form to
mark whether the student responded. - Mark for responded or X for
did not respond. Ask the student, What country are you from? -
There is a place on the form to record his or her answer. You must
also mark whether he or she responded. - Mark for responded or X
for did not respond. Ask the student, How long have you have lived
in the USA/Canada? - There is a place on the form to record his or
her answer. - Mark whether the student responded. Ask the student,
Have you studied English before? - If the answer is yes, ask Where?
and How long? Record the answers. - Mark whether student responded
for yes or X for no. Questions for Comprehension Pictures Show the
student the Comprehension Picture page. On the placement interview
form, below the heading Comprehension: Pictures, there are four
numbered lines. Each line has three columns. Process for lines one
through three: In the left hand column you are asking the student
to point to a picture. In the center column you are asking the
student to tell you the number of a picture. In the right hand
column you are asking the student a question related to the
picture. In each blank, mark for responded correctly, or X for
responded incorrectly. Process for line 4: Line number four is
slightly different. Since there is only one picture that has not
been used, the questions will differ. In the left column you are
asking the student to point to a specific person in the picture. In
the center column you are asking how many children are in the
picture. In the right column you are asking the student to tell you
about his or her family. In each blank, mark for responded
correctly, or X for responded incorrectly. Note the ALERT shown
after line 1. If the student DOES NOT respond to the questions in
the Greetings section or to the directions and question in line 1,
skip to the Reading Section. There is no need to ask the questions
remaining in the Comprehension section or in the Speaking Section.
You do need to check, though, whether the student can read the
Roman alphabet.
5. 32 TELL Manual Chapter 3 (Placement) North American Mission
Board Speaking This part of the interview will help you determine
the students ability to generate English language sentences on his
or her own. Show the student the Speaking Pictures. Ask the
student: In Picture A, What is happening? What will happen next?
Evaluate whether the student: - Responded accurately about what is
happening in the picture. Mark two for yes or X for no. Note: there
is no correct answer for each picture. If what the student says can
be a possible interpretation, the response is accurate. - Used a
few basic words, phrases. Mark two for yes or X for no. Do not mark
this column if the student uses complete sentences. - Used correct
grammar. Mark two for yes or X for no. - Used complete sentences.
Mark four for yes or X for no. Using four increases the weight of
using complete sentences in communication and helps in correctly
placing students. There are two questions for Picture A but only
one set of blanks on the interview form for Picture A. Make your
evaluation based on the students overall response to the picture,
not his or her response to each individual question. Ask the
student: In picture B, what is each person doing? What will happen?
Evaluate whether the student: - Responded accurately about what is
happening in the picture. Mark two for yes or X for no. Note: there
is no correct answer for each picture. If what the student says can
be a possible interpretation, the response is accurate. - Used a
few basic words, phrases. Mark two for yes or X for no. Do not mark
this column if the student uses complete sentences. - Used correct
grammar. Mark two for yes or X for no. - Used complete sentences.
Mark four for yes or X for no. Using four increases the weight of
using complete sentences in communication and helps in correctly
placing students. There are two questions for Picture B but only
one set of blanks on the interview form for Picture B. Make your
evaluation based on the students overall response to the picture,
not his or her response to each individual question. Evaluating
whether the student is literate The second box on the interview
form outlines the directions and questions for determining whether
the student is literate or non-literate. This box contains two
sections: Reading and Writing. Reading This portion of the
interview is to determine if the student can read the Roman
alphabet and read and understand a few English language sentences.
Show the student the Reading page. Ask the student to read the
letters of the alphabet. The letters are not in alphabetical order.
Circle on the placement interview form any letters the student
missed. Indicate whether the student read the letters accurately
and smoothly. Mark for yes or X for no. Note the ALERT shown after
the list of letters. If the student fails to respond or incorrectly
identifies three letters, stop. Conclude the interview. If the
student makes fewer than three errors in reading the alphabet, ask
him or her to read aloud the three sentences on the Reading page.
Indicate if the student read the sentences accurately and smoothly.
Mark for yes or X for no. Ask the student the two questions to
determine if he or she understood what he or she read. Indicate if
the student answered the questions accurately. Mark for yes or X
for no.
6. TELL Manual Chapter 3 (Placement) North American Mission
Board 33 Writing The writing portion will tell you whether the
student can print legibly and write a few words. Give the student a
pencil or pen and a piece of lined paper. Ask the student to print
his or her name. Indicate if the student wrote legibly and
correctly. Mark for yes or X for no. Note the ALERT shown after the
direction to print your name. If the student CAN NOT legibly print
his or her name, conclude the interview. If the student CAN write
his or her name legibly: Ask the student to write boy, thank, hers,
and wind. Mark for accurate and legible or X for not accurate or
legible. Ask the student to write one sentence about his or her
family. Indicate if the sentence was legible and understandable.
Mark for yes or X for no. - Do not evaluate grammar or sentence
structure unless it interferes with meaning. - Evaluate if the
sentence makes sense. Conclude the Interview Thank the student. Ask
if he or she has any questions. What do you do after the placement
interview? Determine Fluency Level Find the first box on the
interview page. Count the number of checkmarks in the Greetings and
Comprehension sections. Record this number in the column on the
right side of the box. Between the two boxes on the interview form
are three fluency level designations. Beginner: 0-16 marks
Intermediate: 17-25 marks Advanced: 26-32 marks Circle the
appropriate fluency level. Determine if the student is non-literate
or literate The students performance in the Reading Section and
Writing Section indicates whether the student is non-literate or
literate. You will not have to count the marks to make that
evaluation. Remember, you are only evaluating whether the student
can read and print the Roman alphabet and legibly print a few
words. You are not evaluating how literate the student is. Some
ministries have a separate class or additional class time before or
after the regular class for non-literate students to work on basic
literacy skills. Assign students to classes Place students of
similar fluency levels together. Your class levels will not be
precise. The number of teachers available will impact how you
structure and divide your classes. In many instances, a broad range
of fluency levels exist within one class. If you are not sure which
fluency level to assign a student, always place in the lower level.
When a student is not in the right class level, offer to move him
or her. If he or she wants to stay in the class to which he or she
was originally assigned, allow it. If the student wants to go to a
different class to be with a friend, allow it. Your students come
to class because they want to. Sometimes being in a specific class,
even if it is different than the one you think is best for them,
encourages students to come. Make it easier for your students to
improve their English by encouraging them to attend the class in
which they are comfortable.
7. TELL Manual Chapter 3 (Placement) North American Mission
Board 35 Student Placement Interview Material
8. 36 TELL Manual Chapter 3 (Placement) North American Mission
Board Student Placement Interview Material Students
Name:_______________________________________________________________________________________
Interviewer:
___________________________________________________________ Date:
_________________________ Comprehension: Greetings Mark for
responded or X for did not respond. My name is
_________________________What is your name? Responded_____ What
country are you from?______________________________________________
Responded_____ How long have you lived in the United States/Canada?
________________________ Responded_____ Have you studied English
before? (If yes) Where? ____________ How long?_______
Responded_____ Comprehension: Pictures In each blank, mark for
responded correctly, or X for responded incorrectly. Ask the
student to point to the item named after the number then ask the
questions: 1. A man running_________ What number is it? (No.2)
______ Why is he running? (Hes in a race.) ALERT: If the student
does not respond to the Greetings questions and item 1questions,
move on to Reading. 2. A house ______________ What number is it?
(No. 4) ______ What is your address? ____________________ 3. A
clock ______________ What number is it? (No. 1) ______ What time is
it? _________________________ 4. The mother ___________ How many
children are in the picture? (1) _____ Tell me about your family.
______ Speaking: Ask the student: In picture A, what is happening?
What will happen next In picture B, what is each person doing? What
will happen? Record 2 for yes or X for no for each picture. Note
that complete sentences are marked with 4 accurately a few basic
words, phrases correct grammar complete sentences () A. ________
__________ ________ ________ B. ________ __________ ________
________ Total number of marks for Comprehension and Speaking
__________ Circle one: Beginner 0-16 marks Intermediate 17-25 marks
Advanced 26-32 marks Reading Section: Ask the student to read the
letters of the alphabet aloud. In each blank, mark for yes or X for
no. Read accurately Read smoothly _____________ ___________ ALERT:
If the student misses three letters STOP. Conclude the interview.
Circle letters that are missed. A N V B O F Q C K P W D M X E L S G
Y R H Z T I J U Read accurately Read smoothly Say: Read the
sentences aloud. _____________ ___________ Ask the student: Where
did Peter Smith live? (Chicago) Answered accurately _____ How many
children does he have? (7) Answered accurately _____ Writing
Section: Give the student a pen and blank piece of lined paper. In
each blank, mark for wrote legibly or X for wrote illegibly (or for
the dictated words, incorrectly) 1. Please print your name. Wrote
legibly _____ ALERT: If the student can not, STOP. Conclude the
interview. 2. Please print the word: boy ___ thank ____ hers ____
wind ____ 3. Write one sentence about your family. Legible and
understandable _____ Circle one Non-literate Literate
9. TELL Manual Chapter 3 (Placement) North American Mission
Board 37 Comprehension Pictures 1. 2. 3. 4. Speaking Pictures A.
B.
10. 38 TELL Manual Chapter 3 (Placement) North American Mission
Board Reading Section 1. A N V B O F Q C K P W D M X E L S G Y R H
Z T I J U 2. My name is Peter Smith. My family lives in Chicago,
Illinois. My wife Martha and I have seven children.
11. TELL Manual Chapter 12 Resources North American Mission
Board 199 CHAPTER 12 Recommended Resources
______________________________________________________________________________
12. TELL Manual Chapter 12 Resources North American Mission
Board 201 English as a Second Language Resources Please note:
Publishers of ESL resources update their curriculum and change
prices frequently. Check availability and prices from a variety of
sources before choosing a resource. Basic texts Low Beginning Level
Word by Word Basic Picture Dictionary Steven J. Molinsky and Bill
Bliss Pearson ISBN-13: 978-013207874 Picture dictionary for
beginning level students; more than 2,500 words focused on using
language to meet survival needs; includes dialogue practice and
questions to promote discussion and communication skills. WordSongs
music CD included. Word by Word Basic Teachers Guide with
Multilevel Activities and Lesson Planner CD-ROM ISBN-13:
978-0-13-159585-9 Foundations Steven J. Molinsky and Bill Bliss
Pearson Student Book ISBN -13: 978-0131731448 Teachers Guide
ISBN-13: 978-0132275545 For low beginning level students, this
structured text focuses on essential vocabulary and relevant
life-skill topics. It features listening, speaking, reading, and
writing activities. The text employs active learning with
interaction and physical activity. Literate Beginners Oxford
Picture Dictionary: A complete vocabulary development program Jayme
Adelson-Goldstein and Norma Shapiro Oxford University Press
ISBN-13: 978-0194369763 This picture dictionary includes 4,000
words and phrases, along with practice activities to help the
student increase reading, thinking, and speaking skills. Additional
material is available to help the teacher extend the application of
this item. Basic Oxford Picture Dictionary Literacy Program, Second
Edition Garnet Templin-Imel Oxford University Press ISBN
978-0194345736 This is a comprehensive whole-language,
competency-based program. The program emphasizes literacy skills.
Curriculum includes thinking, reading, and writing exercises.
Multilevel Basic ESL Text Series Side by Side, Third Edition Steven
J. Molinsky, Bill Bliss Pearson Education This series is a
four-level series, from high beginning through low advanced, that
integrates life-skill topics, language functions, and grammar.
Student books have full color illustrations and photos. There are a
variety of materials available for each level. Foundations of
Language Learning and Teaching Practical Techniques for Language
Teaching Michael Lewis and Jimmie Hill Language Teaching
Publications ISBN 0-906717-55-8 Resources for Teaching
Pronunciation Pronunciation Contrasts in English Don L.F. Nilsen
and Alleen Pace Nilsen Waveland Press, Inc. ISBN-13: 978-1577666417
The focus is on individual sounds and minimal pair contrasts.
13. 202 TELL Manual Chapter 12 Resources North American Mission
Board Clear Speech From the Start Judy Gilbert Cambridge University
Press This is designed for beginner students to help master crucial
elements of English pronunciation and comprehension. Audio CD
available. Student Book ISBN-13: 978-052161905 Teacher Book
ISBN-13: 978-0521637350 Clear Speech, 3rd Edition Judy Gilbert
Cambridge University Press This is designed for intermediate to
high-intermediate students. Student Book ISBN-13: 978-0521543545
Teacher Book ISBN-13: 978-0521543552 Small Talk, More Jazz Chats
Carolyn Graham Oxford University Press This set uses music and jazz
rhythms to teach rhythm, stress, and intonation. Book ISBN-13:
978-0194342209 CD ISBN-13: 978-0194386098 Communication Practice
Activities Its Time to Talk! 101 Pages of Questions for
Communication and Fluency Elisa Doyle Available from Canadian
Resources for ESL www.eslresources.com Reproducible pages of
discussion/interview questions. ISBN-13: 978-09686858-53 Its Time
to Talk Again! 101 More Pages of Questions for Communication and
Fluency Elisa Doyle Available from Canadian Resources for ESL
www.eslresources.com Reproducible pages of discussion/interview
questions. ISBN-13: 978-09686858-60 Something to Talk About, A
Reproducible Conversation Resource for Teachers and Tutors Kathleen
Olson University of Michigan Press Reproducible discussion starters
and directions, divided into 13 topic areas. ISBN-13:
978-0472087600 Purple Cows and Potato Chips: Multi-Sensory Language
Acquisition Activities Mary Ann Christison and Sharron Bassano Alta
Book Center Fifty-six activities, teachers notes, and reproducible
exercise sheets. ISBN-13: 978-1882483310 Look Whos Talking,
Strategies for Developing Group Interaction Mary Ann Christison and
Sharron Bassano Alta Book Center Seventy-eight activities and
reproducible exercise sheets. ISBN-13: 978-1882483310 The Great Big
Bingo Book: Bingo Games for ESL Learners Nina Ito and Anne Berry
Pro Lingua Associates Reproducible bingo boards with pictures and
vocabulary. ISBN-13: 978-0866471404
14. TELL Manual Chapter 12 Resources North American Mission
Board 203 The Card Book: Interactive Games and Activities for
Language Learners Abigail H. Tom and Heather McKay Alta Book Center
Contains 243 reproducible cards on a nine general topics;
directions for teaching activities. ISBN-13: 978-1882483792 101
Illustrated Crossword Puzzles eBook John F. Chabot Full Blast
Productions Ten reproducible units, 9 of which are thematic.
ISBN-13: 978-1895451115 Fifty Speaking and Listening Activities,
3rd edition Deb Scott Canadian Resources for ESL
www.eslresources.com Beginner to advanced level reproducible
activities for children to advanced students. ISBN-13:
978-1894799140 The Idiom Book Hal Niergarth with Elizabeth
Niergarth Pro Lingua Associates High-intermediate to advanced;
1,010 idioms in 101 two-page lessons. ISBN-13: 978-0866472593
Oxford Picture Dictionary Classic Classroom Activities Oxford
University Press Included 168 partner and small-group activities;
teacher notes. ISBN-13: 978-019-474023-4 Look Again Pictures for
Language Development and Lifeskills Judy Winn-Bell Olsen Alta Book
Center Twenty-two reproducible picture pairs containing eight
differences each. Teaching suggestions included. ISBN-13:
978-1882483709 Pictures for Language Learning Andrew Wright
Cambridge University Press Describes over 200 ideas for
picture-generated language work with visuals easily available to
the teacher. ISBN-13: 978-0521358002 Action English Pictures:
Activities for Total Physical Response Noriko Takahashi and Maxine
Frauman-Prickel Alta Book Center Sixty-six reproducible picture
sequences with exercises, verb lists, teachers notes, and
suggestions; not limited to Total Physical Response use. ISBN-13:
9781-882483716 Real Stories: Real Heroes, Real Animals, Real People
Pat Dyck Canadian Resources for ESL www.eslresources.com
Reproducible, comic-book format of 16 stories with exercises; use
with high beginners or adapt for higher-level students. ISBN-13:
978-1894799034 Communicating on Campus: Skills for Academic
Speaking Amy Hemmert and Ged OConnell Alta Book Center Focus on
oral communication skills need in the classroom and other places on
campus. Student Book ISBN-13: 978-1-882483679 Teacher Guide
ISBN-13: 978-1-882483686 Audio CD ISBN-13: 978-1-932383201
15. 204 TELL Manual Chapter 12 Resources North American Mission
Board Idioms A Fine Kettle of Fish Kristin Pedersen Canadian
Resources for ESL www.eslresources.com Sixteen themed units with
reproducible student materials. ISBN-13: 978-1-894799027 Idioms
Delight John Arena Academic Therapy Publications Covers 75 common
idioms, six lessons with reproducible activities ISBN-13:
978-0878798896 The Slangman Guide to Street Speak David Burke
Slangman Publishing A three-part course in American slang and
idioms; available in eBook, mp3, and audio CD; note that other
topics such as biz speak is also available. Street Speak 1 ISBN-13:
978-1891888083 Street Speak 2 ISBN-13: 978-1891888069 Street Speak
3 ISBN-13: 978-1891888229 Cross-Cultural Communication Resources
The American Ways: An Introduction to American Culture, 3rd edition
Kearny-Datesman, Crandall, and Kearney Pearson Education ESL A
cultural reader designed to help understand the cultural values of
the United States; provides readings and cross-cultural activities
for small group and class discussions. ISBN-13: 978-0131500860
American Ways: A Cultural Guide to the United States Gary Althen
and Janet Bennett Nicholas Brealey Publishing Designed for
non-Americans who want to understand cultural values and customs of
U.S. Americans. ISBN-13: 978-1877864995 Learning About Other
Cultures Reaching the World in Our Own Backyard: A Guide to
Building Relationships with People of Other Faiths and Cultures
Rajendra K. Pillai WaterBrook Multnomah Publishing Group Wonderful
basic introduction to cross-cultural ministry and specific dos and
donts in dealing with culturally sensitive issues with people from
more than 50 countries; also available as an eBook. ISBN-13:
9781578566013 Culture Grams ProQuest LLC Individual four-page
overviews of the culture of over 200 cultures; also available
online Culturegram.stores.yahoo.net. Multicultural Manners:
Essential Rules of Etiquette for the 21st Century (Revised Edition)
Norine Dresser Wiley Gives readers an understanding of the dos and
donts of interacting with those from other cultures. ISBN-13:
978-0471684282
16. TELL Manual Chapter 12 Resources North American Mission
Board 205 Books on the Cultures of Individual Countries Gestures:
the Dos and Taboos of Body Language Around the World Roger E.
Axtell Wiley Covers the world of gestures and what they mean, how
to use them, and when to avoid them. ISBN: 978-0471183426 Dos and
Taboos Around the World, 3rd Edition Roger E. Axtell, editor Wiley
Information on protocol, customs, and etiquette around the world.
ISBN: 978-0471595281 A Beginners Guide to Crossing Cultures: Making
Friends in a Multi-cultural World Patty Lane InterVarsity Press
Written from a Christian perspective, this book is a wonderful help
to understanding different cultural perspectives with practical
suggestions about building relationships across cultures and
dealing with cultural conflict. ISBN-13: 978-0830823468 Books to
Teach Culture Culturally Speaking, Third Edition Rhona B. Genzel
and Martha Graves Cumming Heinle ELT Designed to build useful,
comfortable communication skills through exploration of common
experiences. ISBN-13: 978-1424004041 New Ways in Teaching Culture
Alvino Fantini, editor TESOL Publications Introduction to teaching
culture and activities to use while teaching culture. ISBN-13:
978-0939791705 Bible-Based Materials Bibles and Biblical Material
in Basic English Contemporary English Version of the Bible (CEV),
5.4 reading level American Bible Society 1865 Broadway New York, NY
10023-7505 1-800-322-4253 www.bibles.com The New Life Version Bible
- uses only 850 English words Christian Literature International
22449 S. Penman Rd. Oregon City, OR 97045
www.christianliteratureinternational.org New International Readers
Version (NIrV), third grade reading level Biblica (formerly
International Bible Society) 1820 Jet Stream Drive Colorado
Springs, CO 80921 1-800-524-1588 www.biblicadirect.com
17. 206 TELL Manual Chapter 12 Resources North American Mission
Board Bibles, Tracts, and Materials in Other Languages American
Bible Society 1865 Broadway New York, NY 10023-7505 1-800-322-4253
www.bibles.com Biblica (formerly International Bible Society) 1820
Jet Stream Drive Colorado Springs, CO 80921 800-524-1588
www.biblicadirect.com Multi-Language Media P.O. Box 301 Ephrate, PA
17522 717-738-0582 The Jesus Film Project in more than 690
languages www.jesusfilm.org Bible Studies Beacon Hill Press of
Kansas City P.O. Box 419527 Kansas City, MO 64141 1-800-931-1900
(order line) www.nph.com Basic Bible Studies in Everyday English,
ISBN-13: 9780834120587 How Christians Grow, ISBN-13: 9780834120594
What Christians Believe, ISBN-13: 9780834120617 The Life of Jesus
Christ: The Gospel of Mark, ISBN-13: 9780834120600 Christian
Literature International 22449 S. Penman Rd. Oregon City, OR 97045
www.christianliteratureinternational.org Topical Study Outlines,
teachers manual and workbooks. Texts that Use Biblical Material to
Teach ESL English Lessons from the Bible: Book of Mark, Books 1 and
2 North American Mission Board To order: http://www.nambstore.com
Multi-Language Media P.O. Box 301 Ephrate, PA 17522 717-738-0582
http://multilanguage.com/esl/ESL.htm English in Action The
Navigators Communication Department P.O. Box 35003 Colorado
Springs, CO 80935 800-366-7788 www.navpress.com
18. TELL Manual Chapter 12 Resources North American Mission
Board 207 ESL Resources for Children Types of General Childrens
Books that You Can Use with ESL children Books that illustrate
concepts Use books with limited text and clear
illustrationsopposites, shapes prepositions (on, under, around,
through). Books with illustrations that support and extend meaning
Use picture books with no words, and picture books with bright
clear illustrations of the action in the story. Books with
predictable features Use books with predictable language and
rhyming. Books that support the academic curriculum Use simplified,
illustrated explanations of academic subject matter. Books linked
to the childs culture Use stories about people from the childs
culturein the United States, Canada, and in their own countriesand
folktales from the childs culture. Structured childrens ESL series
Lets Go, 4th edition Ritsuko Nakata, Karen Frazier, Barbara
Hoskins, and Steve Wilkinson and Carolyn Graham Oxford University
Press Includes student books, teacher guides and other resources.
Order: (800) 542-2442 or (919) 677-0977 http://elt.oup.com Other
Resources The Oxford Picture Dictionary for Kids Oxford University
Press Presents over 700 words with 60 colorful illustration; shows
children and their families in everyday situations at home, school,
around town, and out in the world. Order: 1-800-542-2442 or (919)
677-0977 http://elt.oup.com ISBN-13: 978-0194349963 The Oxford
Picture Dictionary for Kids, Teachers Book Oxford University Press
Teaching techniques and strategies for each of the pictures in the
dictionary; can be used without the workbook and reproducible
collection that are other components of this resource. Order:
1-800-542-2442 or (919) 677-0977 http://elt.oup.com ISBN-13:
978-0194349987 Childrens Games: Teachers Resource Book Maria Toth
Macmillan Education Book Store Games and activities to help bring
fun to young learners of English. Available in .pdf and eBook
formats www.macmillaneducationbookstore.com Very Young Learners
Vanessa Reilly and Sheila M. Ward Oxford University Press More than
80 activities, games, and songs for working with pre-school
children. Order: 1-800-542-2442 or (919) 677-0977
http://elt.oup.com ISBN-13: 978-0-19-437209-1
19. 208 TELL Manual Chapter 12 Resources North American Mission
Board Creating Stories with Children Andrew Wright Oxford
University Press Contains a variety of ideas for using stories to
teach English. Order: 1-800-542-2442 or (919) 677-0977
http://elt.oup.com ISBN-13: 978-0194372046 ESL Teachers Activities
Kit Elizabeth Claire Order from the author:
http://elizabethclaire.com/store/ ISBN-13: 978-0130804785 Games for
Children Gordon Lewis and Gunther Bedson Oxford University Press
This book shows how to use games in the classroom to strengthen
language learning. Order: 1-800-542-2442 or (919) 677-0977
http://elt.oup.com ISBN-13: 978-0194372244 Out of Your Chairs! 40
Active Games for ESL Dani MacArthur and Thane Ladner Available from
Canadian Resources for ESL Reproducible activities that help
students experience language learning kinesthetically.
www.eslresources.com ISBN-13: 978-1896039015 Jazz Chants for
Children: Teachers Edition Oxford University Press Songs, chants,
and poems to teach basic language structure; contains reduced copy
of student book pages and teaching suggestions. Order:
1-800-542-2442 or (919) 677-0977 http://elt.oup.com ISBN:
978-0195024975 Jazz Chants for Children Oxford University Press
Order: (800) 542-2442 or (919) 677-0977 http://elt.oup.com ISBN:
978-0195024968 Lets Chant, Lets Sing by Carolyn Graham Oxford
University Press Each song or chant is based on a frequently used
language function or grammar structure; student book includes
additional teaching suggestions; six levels available. Order:
1-800-542-2442 or (919) 677-0977 http://elt.oup.com Publishers of
ESL Materials Clearinghouse for multiple publishers Delta
Publishing Company 1400 Miller Parkway McHenry, IL 60050-7030
1-800-323-8270 www.deltapublishing.com Alta Book Center Publishers
P.O. Box 1736 Provo, UT 84603 1-800 ALTA-ESL www.altaesl.com
20. TELL Manual Chapter 12 Resources North American Mission
Board 209 Individual publishers Pearson ELT Longman, Prentice Hall
Regents, Scott Foresman ESL, Addison Wesley Order Department 200
Old Tappan Road Old Tappan, NJ 07675 (201) 767-5021
wwwpearsonelt.com Cambridge University Press Order Fullfillment 32
Avenue of the Americas New York, NY 10013-2473 (212) 337-5000
www.cambridge.org TESOL (Teachers of English to Speakers of Other
Languages) Publications 1925 Ballenger Ave., Suite 550 Alexandria,
VA 22314-6820 Toll Free: 1-888-891-0041 www.tesol.org Oxford
University Press Order Department 2001 Evans Road Cary, NC 27513
1-800-451-7556 www.oup.com University of Michigan Press 839 Green
Street Ann Arbor, MI 48106-1104 1-877-364-2942
www.press.umich.edu/esl Heinle & Heinle ITP Distribution Center
Cengage Learning 10650 Toebben Dr. Independence, KY 41051
1-800-487-8488 www.heinle.com Nicholas Brealey Publishing 20 Park
Plaza, Suite 610 Boston, MA 02216 (617) 523-3801
www.nicholasbrealey.com Pro Lingua Associates P.O. Box 1348
Brattleboro, VT 05302-1348 1-800-366-4775
www.prolinguassociates.com Sky Oaks Productions, Inc. P.O. box 1102
Los Gatos, CA 95031 (408) 395-7600 www.tpr-world.com New Readers
Press 104 Marcellus St. Syracuse, NY 13204 1-800-449-8878
www.newreaderspress.com Center for Applied Linguistics 4646 40th
St. NW Washington, DC 20016-1859 (202) 362-0700 www.cal.org
21. 210 TELL Manual Chapter 12 Resources North American Mission
Board