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The American grammar
errors and contradictions which pervade not only Mr. Murray's
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This book is for students who want help with English grammar. It is written American?' 'I think so. / I don't think so.' 'Do you think it will rain?' 'I ...
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That is just a beginning and I'll try to tailor some methods to my teaching practice and help my students better in their English learning. I am writing to see
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04-Oct-2011 of English grammar / Betty Schrampfer Azar.-3rd ed. - . p. cm ... American Union Athens
The Use of Participles and Gerunds
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British and American English can be differentiated in three ways: o Differences in language use conventions: meaning and spelling of words grammar and
American English Language Training
3. Learn intelligible English pronunciation. 4. Learn natural American English stress and intonation. 5. Learn correct English grammar as evidenced by their
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the British principles of English Grammar. About twelve years since the author of this work began those investigations in.
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English grammars in America before 1781. 33. 3. Early instruction in English grammar in American colleges. 36. Chapter 11.1
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I live _____ an apartment _____ two American boys. A) in / of. B) at / with My friend's son _____ Turkish and English at university. A) has. B) plays.
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American English Language Training
(AELT)Handbook
forChristian Teachers
A guide for teaching English overseas
2007Lois P. Webster, Ph.D.
American English Language Training
(AELT)Handbook
forChristian Teachers
A guide
for teaching English overseasLois P. Webster, Ph.D.
Director of English Studies
2007Association for Christian Conferences, Teaching, and Service
P.O. Box 27239
Denver, CO 80227-0239
U.S.A.
www.ACCTS.org iContents in Brief
Unit 1
Foundation of AELT 1
1 Teaching English to Speakers of Other Languages 3 2Language Learning and Teaching 7
Unit 2
The Sub-Systems of Language 15
3Pronunciation 17
4Vocabulary 25
5Grammar 33
Unit 3
Developing Conversational Skills 39
6Teaching Tools for Conveying Meaning 41
ii 7Facilitating Listening Comprehension Skills 49
8 Facilitating Speaking through Guided Exercises 61 9Speaking Freely 71
Unit 4
Working with Students 81
10Placement Procedures 83
11Working with Different Levels of Students 93
12Planning 105
13Correcting Students 115
Additional Resources 123
Appendices 125
iiiContents
About the Authorvii
Foundations of AELT1Unit 1
Teaching English to Speakers of Other Languages
American English Language Training
The AELT Curriculum
3 4 5Chapter 1
Language Learning and Teaching7Chapter 2
AELT Is An EFL Program
The Nature of Language
Understanding What Is Heard
The Way Language Sounds
Vocabulary
Structure
Social Usage
The AELT Learner
Aptitude
Motivation
Knowledge of English
Opportunities to Learn
Use of Students' Native Language in the AELT ClassroomThe Nature of AELT Teaching
Teacher as Model
Principles of Good Modeling
7 8 8 8 9 9 10 10 11 11 11 11 12 12 13 13The Sub Systems Of Language15Unit 2
Pronunciation17Chapter 3
What Influences Pronunciation
Voicing
Mouth, Tongue, and Lip Position
Stress, Rhythm, and Intonation
Difficulties with Learning English Pronunciation
The Influence of the Student's Native Language
Correcting Students' Pronunciation
Teaching Pronunciation
Activities for Developing Good Speech Habits
Minimal Pairs
Tongue Twisters
18 18 18 18 20 20 2122
23
23
23
iv
Chapter 4Vocabulary25
Meaning
Content Words and Structure Words
Concrete and Abstract Meaning
Connotative and Denotative Meaning
Teaching Vocabulary
Teach Vocabulary in Context
Idioms
Phrasal Verbs
Difficulties with Learning English Vocabulary
2525
25
26
26
26
28
29
31
Chapter 5Grammar33
What is Grammar?
Sentence Structure
Teaching Sentence Structure
Difficulties with Learning English Grammar
English Prepositions
English Articles
The Position of Adjectives
Grammatical Gender
3334
35
37
37
38
38
38
Unit 3Developing Conversational Skills39
Chapter 6Teaching Tools for Conveying Meaning41
Conveying Meaning
Visual Materials
Real Objects
MapsNewspaper Ads
MenusSimple Drawings and Home Made Thing
Actions
Pictures
Where to Obtain Pictures
How to Prepare Pictures and Other Colorful Visuals 4141
42
43
43
44
44
45
45
46
47
Chapter 7Facilitating Listening Comprehension Skills49
Total Physical Response (TPR)
TPR for the Beginning Learner
The Characteristics of TPR
Five Steps in Facilitating TPR
Teaching TPR with Colored Paper
Using Colored Paper for Teaching TPR with More Advanced StudentsChecking Comprehension
Requesting Action to Follow Directions
Interacting Listening and Speaking
Questions That Require Answers
4949
50
51
53
55
55
56
56
57
v Facilitating Speaking Through Guided Exercises61Chapter 8
Drilling
Backward Buildup Drill
Repetition Drills
Open-Ended Chain Drills
Substitution Drills
Response Drills
Transformation Drills
6162
63
64
65
67
69
Speaking Freely71Chapter 9
Using Games in the Classroom
Creating and/or Using Games Already Available
Suggestions for Choosing or Creating Games
Suggestions for Playing the Game
Role Playing
Why Role Play?
Three Types of Role Plays
How to Create Role Plays
Dialogue
Kinds of Dialogues
Memorized Dialogues
Cued Dialogues
How to Facilitate the Learning of Dialogues
7172
72
73
74
74
74
75
75
76
76
77
77
Working with Students81Unit 4
Placement Procedures83Chapter 10
The Needed Information
Listening Comprehension Ability
Production Skills
Gathering the Information
The Interview
Problem Areas to Be Considered
Problems with the Placement Process
Problems Following Initial Placement
Modifications to Initial Placement
Dealing with Latecomers
Planning for the Placement Process
8383
84
85
85
87
87
88
89
89
89
Planning for Different Levels of Students93Chapter 11
Beginner
1Students
Description
GoalsTeaching Strategies
Beginner
2Students
Description
GoalsTeaching Strategies
9393
93
94
95
95
96
96
vi
Intermediate Students
Description
GoalsTeaching Strategies
Low Advanced Students
Description
GoalsTeaching Strategies
Advanced Students
Description
GoalsTeaching Strategies
9797
97
97
100
100
100
100
103
103
103
103
Chapter 12Planning105
Lesson Planning
Activities
Procedures
The Function of the Interpreter in a Conversational English ClassCreating a Plan for the First Day of Class
106109
111
111
112
Chapter 13Making Corrections115
Correcting Student Behavior
Correcting English Mistakes
Is it a Mistake - British Versus American English?How about Dialect?
Correct Gently and Needfully
When Should Errors Be Corrected?
When Should Errors Not Be Corrected?
Which Errors to Correct
Error Correction Techniques
115116
117
118
118
119
119
119
119
Additional Resources123
Appendices
A Activities for Developing Listening Comprehension SkillsB Activities for Developing Vocabulary Skills
C Activities for Developing Grammar Skills
D Activities for Teaching Conversational PhrasesE Interactive Listening-Speaking Activities
F Activities for Developing Conversational SkillsG Dialogues
H Placement
I Role Plays
J Tongue Twisters
K Two-Word Verbs
L Drills
M Vocabulary Lists with Idioms
N Sample Lesson Plan, Beginning Level
125127
131
137
139
141
143
145
147
151
155
157
161
169
199
vii
About the Author
Lois P. Webster has an earned Doctor of Philosophy in Reading Education with a minor in both Linguistics and Adult Education from Indiana University; a Master of Arts in Reading Education and Adult Education from San Francisco University; and a Master of Arts for Teachers in Teaching English as a Second Language from IndianaUniversity.
Dr. Webster has had extensive experience in teaching, training, and administering English as a Second Language since 1970. Her experience also includes being a professor of education at the University of Tennessee at Chattanooga, at Indiana Wesleyan University, Marion, Indiana, and at Taylor University at Ft. Wayne, Indiana. She has had administrative experience in higher education to include academic dean, dean of continuing education, division chair, and department chair of education. viii 1 Unit 1Foundation of AELT
1Teaching English to Speakers
of Other LanguagesAmerican English Language Training
The AELT Curriculum: The English Curriculum; The Bible Study Curriculum 2Language Learning and Teaching
AELT Is An EFL Program
The Nature of Language: Understanding What Is Heard; The Way Language Sounds;Vocabulary; Structure; Social Usage
The AELT Learner: Aptitude; Motivation; Knowledge of English; Opportunities to Learn Use of the Students' Native Language in the AELT Classroom The Nature of AELT Teaching: Teacher as Model; Principles of Good Modeling 2 3Chapter
1Teaching English to Speakers
of Other LanguagesWelcome to the exciting world of English
language learning! Exciting, you say? YES. Teaching a per- son the basic skills of English is an enjoyable, satisfying ministry, to which God has called you as His child. The adventure of Christian living is serving God. Jesus said, "My purpose is to give life in all its fullness" (John 10:10 New Living Translation [NLT]). For Christians seeking to serve our Lord, an English language ministry is a wonderful and rewarding outreach be- cause it is a relational ministry - a people-to-people mission. You are involved with a missions ministry where English builds the needed bridge of communication and culture. The Latin origin of the word "priest" in the New Testament, means "bridge builder." As Christians, Peter states ". . . You are a chosen people. You are a kingdom of priests, God's holy nation, his very own possession. This is so you can show others the goodness of God, . . . " (I Peter 2:9 NLT). As God's priest you are a bridge-builder bringing people into the knowledge of God's love and grace through the me- dium of teaching English. The most important gift you can give your students is His love and grace through your presence in the classroom.Welcome to
the exciting world of theAmerican
English Lan-
guage Train- ing (AELT) ministry.As you begin teaching your learners . . .
Remember - Teaching English does not mean you have to have years of special linguistics training. It is for students who want to know how to use the basic conversational English skills needed in everyday life. Remember - Teaching English as an evangelistic outreach is accom- plished by providing a Christian environment during your classes. It does not mean you have to possess the gift of evangelism. You fulfill Paul's admonition to Timothy to ". . . Complete the ministry God has given you" (II Peter 4:5 NLT). Remember - Teaching English allows you to see genuine, lasting progress with students over a short period of time. 4quotesdbs_dbs48.pdfusesText_48[PDF] american english pronunciation rules pdf
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