羅金枝 HOW TO IMPROVE YOUR ENGLISH

HOW TO IMPROVE YOUR ENGLISH
羅金枝
Here are some “how to” methods that can improve your
English
writing.
in
four
skills,
reading,
writing,
listening,
and
These are also useful for instructors to stimulate
learners to be interested in Englis h.
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 lear n 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 constan tly 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 t hings
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 material s that relate to what
you are interested in. Being interested in the subject will
make learning more enjoyable -thus more effective.
9. Relate grammar to practical usage. Grammar by itself does
not help you USE the language. You should practice what
you are learning by employing it actively.
10. Move your mouth! Understanding something doesn’t mean
the muscles of your mouth can produce the sounds. Practice
speaking what you are learning aloud. It may seem strange,
but it is very effective.
11.
Be
a
with
yourself.
Remember
learning
is
process-speaking a language well takes time. It is not
a
12.
patient
computer that is either on or off!
Communicate! There is nothing like communicating in
English
and
being
successful.
Grammar
exercises
are
good-having your friend on the other side of the world
understand your email is fantastic!
13.
Use the Internet. The Internet is the most exciting,
unlimited English resource that anyone could imagine and it
is right at your finger tips.
Tips:
1. Remember that English learning is a Process
2. Be patient with yourself.
3. Practice, practice, practice.
II. How to Develop a Class Curriculum
Planning the curriculum of a new ESL/EFL class can be a
challenge. This task can be simplified by following these basic
principles.
Difficulty Leve1: Hard
Time Required: A few days
Here’s How:
1.
Evaluate
students’
learning
levels -are
they
similar
or
mixed?
2. Evaluate nationality makeup of class -are they all from the
same country or a multi -national group?
3. Establish primary goals.
4. Investigate the various student learning styles -what type of
learning do they feel comfortable with?
5. Find out how important is a specific type of English (i.e.
British or American etc.) to the class.
6. Ask students what they perceive as being most important
about this learning experience.
7. Establish extra-curricular goals of the class (i.e. do they
want English for travel?).
8.
Take
time
to
investigate
what
teaching
materials
are
available to meet these goals. Do they meet your needs ? Are
you limited in your choice? What kind of access do you have
to “authentic” materials?
9. Be realistic and then cut your goals back by about 30% -you
can always expand as the class continues.
10. Establish a number of intermediate goals.
11. Let student’s know how they are progressing so there are
no surprises!
Tips:
1. Having a map of where you want to go can really help with a
number of issues such as motivation, lesson planning and
overall class satisfaction.
2.
Time spent thinking about these i ssues is an excellent
investment that will pay itself back many times over not only
in terms of satisfaction, but also in terms of saving time.
3. Remember that each class is different -even if they do seem
alike.
I I I . H o w T o I mp r o v e Yo u r Pr o n u n c i a t i o n
Pronoun ci ng every word correctl y l eads to poor p ronu nciation!
Good p ron u n ci ati on comes f rom st res si n g th e ri gh t w ord s -th i s i s
b ecau se E n g l i s h i s a t i m e - s t r e s s e d l a n g u a g e .
Difficulty Level: Hard
Time Required: Varies
Here’s How:
1. Learn the following rules concerning pronunciation.
2. English is considered a stressed language while many other
languages are considered syllabic.
3. In other languages, such as French or Italian, each syllable
receives equal importance (there is stress but each syllable
has its own length).
4. English pronunciation focuses on specific stressed words
while quickly gliding over the other, non -stressed, words.
5. Stressed words are considered content words: Nouns e.g.
kitchen, Peter-(most)principle verbs e.g. visit, const ructAdjectives
e.g.
beautiful,
interesting -Adverbs
e.g.
often,
carefully.
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. Read the following sentence aloud: The beautiful Mountain
appeared transfixed in the distance.
8. Read the following sentence aloud: He can come on Sundays
a s l on g a s h e d o e s n ’ t h a v e t o d o a n y h o me w o r k i n th e e ve n i n g.
Notice that the first sentence actually takes about the same
time to speak well! Even though the second sentence is
approximately 30% longer than the first, the sentences take
the same time to speak. This is because there are 5 stressed
words in each sentence. Write down a f ew sentences, or take
a few example sentences from a book or exercise. First
underline the stressed words then read aloud focusing on
stressing
the
non-stressed
underlined
words.
Be
words
and
surprised
at
gliding
how
over
quickly
the
your
pronunciation imp roves! By focusing on stressed words,
non-stressed words and syllables take on their more muted
nature. When listening to native speakers, focus on how
those speakers stress certain words certain words and begin
to copy this.
Tips:
1. Remember that non-stressed words and syllables are of the
“swallowed” in English.
2.
Always
focus
on
pronouncing
stressed
words
well,
non-stressed words can be glided over.
3.
Don’t focus on pronouncing each word. Focus on the
stressed words in each sentence.
4.
Intonation and Stress: Key to Understanding and Being
Understood.
5. Try this short exercise. Say this sentence aloud and count
how many seconds it takes.
The beautiful Mountain appeared transfixed in the distance.
He can come on Sundays as long as he doesn’t have to do any
homework in the evening.
Time required? Probably about 5 seconds.
Wait a minute the first sentence is much shorter than the
second sentence!
Th e beau t i ful Mou n t ain appeared t ran sfi xed i n t h e di stan ce
He can come on Sunday as long as he does n’t have to do any
homework in the evening
You are only partially right!
This simple exercise makes a very important point about
how we speak and use English. Namely, English is considered a
stressed language while many other languages are considered
syllabic. What does that mean? It means that, in English, we
give stress to certain words while other words are quickly
spoken (some student say eaten!). In other languages, such as
French or Italian, each syllable receives equal importance
(there is stress, but each syllable has its own length).
M a n y s p e ak e r s of s y l l ab i c l an g u a g e s d on ’ t u n d e r s t a n d w h y
E n gl i sh sp e a k e r s q u i c k l y sp e a k , o r sw a l l ow , a n u mb e r o f w o r d s i n
a
sentence.
In
sy l l ab i c
l an gu a g e s
each
syllable
has
e q u al
i mp o r t a n c e , a n d t h e r e f o r e e q u a l t i me i s n e e d ed . E n gl i sh , h ow e v e r ,
s p e n d s mo r e t i me o n sp e c i f i c s t r e s s ed w o r d s w h i l e q u i c k l y g l i d i n g
o v e r t h e o t h e r , l e s s i mp o r t a n t w o r d s .
Let’s look at a simple example: the modal verb “can”.
When we use the positive form of “can”, we quickly glide over
the can and it is hardly pronounced.
They can come on Friday. (Stressed words underlined)
On the other hand, when we use the negative form “can’t” we
tend to stress the fact that it is the negative form by also
stressing “can’t”.
They can’t come on Friday.
As you can see from the above example the sentence, “They
can’t come on Friday” is longer than “They can come on
Friday” because both the modal ”can’t” and the verb “come”
are stressed.
So, what does this mean for my speaking skills?
Well, first of all, you need to understand which words we
generally stressed and which we do not stress. Basically,
stressed words are considered CONTENT WORDS such as.
Nouns e.g. kitchen, Peter
(most)principle verbs e.g. visit, construct
Adjectives e.g. beautiful, interesting
Adverbs e.g. often, carefully
Non-stressed words are considered FUNCTION WORDS such as
Determiners e.g. the, a, some, a few
Auxiliary verbs e.g. don’t, am, can, were
Prepositions e.g. before, next to, opposite
Conjunctions e.g. but, while, as
Pronouns e.g. they, she, us
Let’s return the beginning example to demonstrate how this
affects speech.
The beautiful Mountain appeared transfixed in the distance.
(14 syllables)
He can come on Sundays as long as he doesn’t have to do any
homework in the evening. (22 syllab les)
Even though the second sentence is approximately 30%
longer than the first, the sentences take the same time to speak.
This is because there are 5 stressed words in each sentence.
From this example, you can see that you needn’t worry about
pronouncing every word clearly to be understood (we native
speakers certainly don’t). You should however, concentrate on
pronouncing the stressed words clearly.
Now, do some listening comprehension or go speak to your
native
English
concentrate
on
speaking
the
friends
stressed
and
words
listen
rather
to
how
that
we
giving
importance to each syllable. You will soon find that you can
understand and communicate more because you begin to listen
to (and use in speaking) stressed words, All those words that
you thought you didn’t understand are really not crucial for
understanding
the
sense
Stressed
the
key
are
or
to
making
yourself
excellent
understood.
pronunciation
and
understanding of English.
I V. T h e P r o b l e m w i t h L i s t e n i n g i s …
Does this situation seem familiar to yo u? Your English is
progressing well, the grammar is now familiar, the reading
comprehension is no problem, you are communicating quite
fluently, but: Listening is STILL a problem!
First of all, remember that you are not alone. Listening
comprehension
is
probably
the
most
difficult
task
(noun=exercise, job) for almost all leamers of English as a
foreign language. So, now you know you are not alone…! OK.
The most important thing it to listen, and that means as often
as possible. The next step is to find liste ning resources. This is
where the Internet really comes in handy (idiom=to be useful)
as a tool for English students. First you need to:
Download The RealPlayer from RealMedia.com The RealPlayer
allows you to listen to RealAudio and use the Internet like a
radio station. Once you have the RealPlayer you can begin to
listen to English as it is used in everyday life. The possibilities
are almost unlimited. You can:
1. Listen to All Things Considered news stories on NPR
2. Listen to interviews in English wit h your favorite stars,
business executives, computer specialists etc.
3. Listen to books and short stories read aloud Choose from
the classics, popular fiction, science fiction, philosophy and
many other categories.
O n c e y o u h a v e b e g u n t o l i s t e n o n a r e g u l a r b a s i s , y o u m i g h t s ti l l
b e f ru s t r a t e d ( ad j e c t i v e = u p s e t ) b y l i mi t e d u n d e r s t an d i n g.
What should you do?
Here is some of the advice I give my students:
1.
Accept the fact that you are not going to understand
everything.
2.
Keep cool (idiom=stay relaxed ) when you do not understand -even
if you continue not to understand for a long time.
3.
4.
Do not translate into your native language (synonym=mother tongue)
Listen for the gist (noun=general idea) of the conversation.
Don’t concentrate on detail until you have understood the
main ideas.
I remember the problems I had in understanding spoken German. In
the beginning, when I didn’t understand a word, I insisted on
translating it in my mind. This approach (synonym=method) usually
resulted in confusion . Then, after the first six 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 said I had discovered some of the most important things
about listening comprehension:
Translating creates a barrier between your self and the person
who is speaking.
While you are listening to another person speaking a foreign
language
(English
immediately
in
this
case),
translate
into
your
the
temptation
native
is
language.
to
This
temptation becomes much stronger when you hear a w ord you
don’t
understand.
understand
This
everything
is
that
only
is
natural
said.
as
we
However,
want
when
to
you
translate into your native language, you are taking the focus of
your attention away from the speaker and concentrating on the
translation process taking place in your brain. This would be
fine if you could put the speaker on hold (phrasal verb=to make
a person wait). In real life, however, the person continues
t a l k i n g w h i l e y o u t r a n s l a t e . T h i s si t u a t i on o b vi ou s l y l e a d s t o
l e s s - n o t mo r e - u n d er s t a n d i n g . I h a v e d i s c o v e r e d t h a t t r a n s l a t i o n
l e a d s t o a k i n d o f b l o c k (n o u n =n o mo v e me n t o r a c t i v i t y ) i n my
b r a i n w h i c h s o me t i me s d o e s n ’ t a l l o w m e t o u n d e r s t a n d a n y t h i n g
at all!
Most people repeat themselves. Think for moment about your
friends, family and colleagues. When they speak in your native
tongue, do they repeat themselves? I don’t mean literally
(adverb=word for word), I mean the general idea. If they are
like most people I have met, they probably do. That means that
whenever
you
listen
to
someone
sp eaking,
it
is
likely
(adjective=probable) that he/she will repeat the information,
giving you a second, third or even fourth chance to understand
what has been said. By remaining calm, allowing yourself not to
understand, and not translating while listenin g, your brain is
free to concentrate on the most important thing. Understanding
English in English.
Tips
1. Listen to something you enjoy
Probably the greatest advantage about using the Internet to
improve your listening skills is that you can choose what you
would like to listen to and how many and times you would
like to listen to it. By listening to something you enjoy, you
are also likely to know a lot more of the vocabulary
required!
2. Listen for Keywords
Use keywords (noun=principal words) or keyph rases to help
you understand the general ideas. If you understand “New
York”, “business trip”, “last year” you can assume (verb=to
take for granted, suppose) that the person is speaking about
a b u s i n e s s t r i p t o N e w Y o r k l a s t y e a r . T h i s may seem obvious
to you, but remember that understan ding t h e m a i n i d e a w i l l
help you to understand the detail as the person continues to
speak.
3. Listen for Context
Let’s imagine that your English speaking friend says”…I
bought this great tuner at JR’s It was really cheap a nd now I
can finally listen to National Public Radio broadcasts.” You
don’t understand what a tuner is. If you focus on the word
tuner you might become frustrated. However if you think in
context
(noun=the
situation
explained
during
the
conversation) you p robably will understand. For example;
bought is the past of buy, listen is no problem and radio is
obvious. Now you understand: He bought something -the
tuner-to listen to the radio. A tuner must be a kind of radio!
This is a simple example but it demonstra tes what you need
to focus on: Not the word that you don’t understand, but the
words you do understand.
Summary
It might seem to you that my ideas on how to listen
en cou rage you n ot to u n d erstan d everyth i n g. T h i s i s ab sol u tel y
correct. One hundred percen t understanding is something to
work towards (phrasal verb=to have as a goal, a plan for the
future) and not to expect of yourself now. Listening needs a
great amount of practice and patience. Allow yourself the
luxury of not becoming nervous when you do n ot understand,
and you will be surprised by how quickly you do begin to
understand.
Listening often is most important way to improve your
listening skills. Enjoy the listening possibilities offered by
the Internet and remember relax……
Come back next week for a reading comprehension quiz
based on John F. Kennedy’s 10961 inaugural speech. Drop
him a line (verb=to write to ) at esl.guide@about.com with
your ideas for further features and any questions you may
have.
Teaching Conversational Skills -Tips and Strategies
When
discussions,
often timid in
employing
role-plays,
debates,
topic
etc., I have noticed that some students are
expressing their viewpoints. This seems due
to a number of reasons:
1. Students don’t have an opinion on the subject.
2. Students have an opinion, but are worried about what
the other students might say or think.
3. Students have an opinion, but don’t feel they can say
exactly what they mean.
4. Students begin giving their opinion, but want to state it
in the same eloquent manner that they are capable of in
their native language.
Other, more actively participating students, feel confident in
their opinions and express them eloquently making the less
confident students more timid.
Pragmatically, conversation lessons and exercises are intended
to improve conversational skills. For this reason, I find it
helpful to first focus on building skills by eliminating some of
the barriers that might be in the way of production. Having
been assigned roles, opinions and points of view that they do
not necessarily share, students are freed from having to express
their own opinions. Therefore, this can focus on expressing
themselves well in English. In this way, students tend to
concentrate more on production skills, and less on factual
content. They also are less likely to insist on literal translations
from their mother tongue.
Implementing this approach can begin slowly by providing
students with short role plays using cue cards. Once students
become comfortable with target structures and representing
differing points of view, classes can move onto more elaborated
exercises such as debates and group decision making activities.
This approach bears fruit especially when debating opposing
points of view.
By representing opposing points of
view,
students imagination are activated by trying go focus on all the
various points that an opposing stand on any given issue may
take. As students inherently do not agree with the view they
represent, they are freed from having to invest emotionally in
the statements they make. More importantly, from a pragmatic
point of view, students tend to focus more on correct function
and
structure
when
they
do
involved in what they are saying.
not
become
too
emotionally
Of course, this is not to say that students should not express
their own opinions. After all, when students go out into the
“real” world they will want to say what they mean. However,
taking out the personal investment factor can help students
first
become
more
confident
in
using
English.
Once
this
confidence is gained, students -especially timid students -will be
more self-assured when expressing their own points of view.
V . H o w T o I n c r e a s e S p e c i f i c Vo c a b u l a r y
Improving vocabulary skills requires constant attention . This
“how to” focuses on a basic strategy for increasing vocabulary
in specific subject areas through the use of a vocabulary tree.
Difficulty Level: Average
Time Required: Varies
Here’s How:
1. Choose a subject area that interests you very much.
2. Wri te a short in trodu ction to the sub ject tryin g to use as
man y vocab u l ary w ord s con cern i n g th e su b ject as p ossi b l e.
3.
Using
your
introduction,
arrange
the
principle
ideas
concerning at the subject into a vocabulary tree.
4. To create a vocabulary tree, put the subject at the center of
a piece of paper.
5. Around the central subject, put the principle areas relating
to the subject. Example -verbs, descriptive adjectives, where,
etc.
6 . In each of th ese categori es, w ri te t h e ap p rop ri ate vocab u l ary.
I f yo u n eed to, w ri te su b -categori es.
7. Create the same vocabulary tree in your native language.
8. Your native language tree will be much more detailed. Use
this native language tree as a reference point to look up new
words and fill in your English tree.
9.
Rewrite your introductory essay concerning the subject
taking advantage of the new vocabulary learned.
10.
To make this vocabulary active, practice reading your
essay aloud until you can present it by memory.
11.
Ask
a
friend
or
fellow
classmate
to
li sten
to
presentation and ask you questions about the subject.
your
Tips:
1. Remember that vocabulary goes from passive knowledge to
active knowledge-this means that you need to repeat a word
often before it becomes active vocabulary.
2. Be patient with yourself, it takes time for this for this
process to work.
3. Try to always learn vocabulary in groups of words instead
of random lists. In this manner, words are related to each
other and are more likely to be remembered over the
long-term.
Lesson: Vocabulary Charts
Vocabulary charts can be very useful helping students widen
their passive and active vocabulary based on related word
group
areas:
Typically,
students
will
often
learn
new
vocabulary by simply writing lists of new vocabulary words and
then
memorize
these
words
by
rote.
Unfortunately,
this
technique often provides few contextual clues. Rote learning
helps “short term” learning for exams etc. Unfortunately, it
doesn’t really provide a “hook” with which to remember new
vocabulary. Vocabulary char ts, on the other hand, provide this
“hook” by placing vocabulary in connected categories thus
helping “long term” memorization. In this lesson, you will find
a printable vocabulary chart and a lesson outline focusing on
creating in-class vocabulary charts.
Aim: Creation of vocabulary charts to be shared around the class
Vocabulary charts can be very useful in helping students
widen their passive and active vocabulary based on related
word group areas. Typically, students will often learn leam new
vocabulary by simply writing lists of new vocabulary words and
then
memorize
these
words
by
rote.
Unfortunately,
this
technique often provides few contextual clues. Rote learning
helps “short term” learning for exams etc. Unfortunately, it
doesn’t really provide a “hook” with which to remember new
vocabulary. Vocabulary charts, on the other hand, provide this
“hook” by placing vocabulary in connected categories thus
helping “long term” memorization. In this lesson, you will find
a printable vocabulary chart and a l esson outline focusing on
creating in-class vocabulary charts.
Aim:
Awareness
raising
of
effective
vocabulary
learning
techniques followed by vocabulary tree creation in groups.
Level: Any level
Outline:
1. Begin lesson by asking students to explain how t hey go about
learning new vocabulary.
2.
Explain the concept of “short term” and “long term”
learning and the importance of contextual clues for effective
“long term memorization.
3.
Present the idea of creating vocabulary charts to help
students learn specific content related vocabulary.
4. Distribute a copy of the example vocabulary chart.
5. Divide students into small groups asking them to create
vocabulary
charts
based
on
a
particular
subject
area.
Example: house, sports, the office, etc.
6. Students create vocabulary charts in small groups.
7. Cop y stud en t created vocabul ary ch arts an d distribu te th e
c o p i e s t o t h e o t h e r g r o u p s . I n t h i s w a y , t h e c l a s s generates a
l arge a mou n t of n ew vocab ul ary i n a rel ati vel y sh ort a mo u n t of
ti me.
Example Vocabulary Chart.
E x a mp l e Vo c a b u l a r y Ch a r t
Lesson: Vocabulary Tables
Vocabulary tables can be very useful in helping intermediate
to
advanced
students
increase
their
vocabulary
based
on
different forms of a particular word that is known to them. This
activity can be strengthened by having students base their
vocabulary tables on specific topics. By basing tables on
specific topics, students also improve their “long term” memory
of related words. In this lesson, you will find an example
vocabulary table based on words related to making music,
specifically classical music, as well as a lesson outline.
Aim: Expanding vocabulary in specific c ontexts
Activity: Table creation providing verb, noun, adjective and adverb
forms of words.
Level: Best with advanced levels
Outline:
1. Begin lesson by asking students to explain how they go about
learning new vocabulary.
2.
Explain the concept of “short term” and “long term”
learning and the importance of contextual clues for effective
“long term” memorization.
3.
Present the idea of creating vocabulary tables to help
students build on pre-existing vocabulary knowledge.
4. Distribute a copy of the exa mple vocabulary table based on
classical music terms.
5. Divide students into small groups asking them to create
vocabulary tables based on a particular subject areas.
Example: work actions, character, sporting actions, etc.
6. Students create vocabulary tables in small groups.
7. Copy student created vocabulary tables and distribute the
copies to the other groups. In this way, the class generates a
large
amount
of
expanded
vocabulary
awareness
in
relatively short amount of time.
Example Vocabulary Table-Classical Music
Lesson: Vocabulary Tables
E x a mp l e Vo c a b u l a r y T a b l e - Cl a s s i c a l Mu s i c
Verb
melodize
Noun
melody
Adjective
melodious
Adverb
melodiously
a
melodeon
melodic
melodically
melodiousness
melodizer
harmony
harmonist
harmonize
harmonization
harmonizer
harmonic
Harmonically
harmonious
harmoniously
harmonizable harmonistically
harmonistic
tune
tune
tunelessness
tunefulness
tuneful
tuneless
tunefully
tunelessly
sing
song, singer
singable
singingly
compose
composer
composition
compositional
perform
performance
performer
performable
performing
orchestra
orchestrate orchestration orchestral
orchestrator
VI . Dif fe re nc es B etw ee n Ameri ca n a n d Bri tis h En glish
While there are certainly many more varieties of English,
American and British English are the two varieties that are
taught in most ESL/EFL programs. Generally, it is agreed that
no one version is “correct”, however, there are certainly
preferences in use. The most important rule of thumb is to try
to be consistent in your usage. If you dec ide that you want to
use American English spellings then be consistent in your
spelling (i.e. The color of the orange is also its flavour -color is
American spelling and flavour is British), this is of course not
always easy-or possible. The following guide is meant to point
out the principal differences between these two varieties of
English.
Use of the Present Perfect
In British English the present perfect is used to express an
action that occurred in the recent past that has an effect on the
present moment. For example:
I’ve lost my key. Can you help me look for it?
In American English, the following is also possible:
I lost my key. Can you help me look for it?
In British English, the above would be considered incorrect.
However,
both
forms
are
generally
excepted
in
standard
American English. Other difference involving the use of the
present perfect in British English and simple past in American
English include already, just and yet.
B r i t i s h E n g l i s h:
I’ve just had lunch.
I’ve already seen that film.
Have you finished your homework yet?
American English:
I just had lunch OR I’ve just had lunch.
I’ve already seen that film OR I already saw that film.
Have your finished your homework yet? OR Did you finish you
homework yet?
Possession
There are two forms too express possession in English. Have got
Do you have a car?
Have you got a car?
He hasn’t got any friends.
He doesn’t have any friends.
She has a beautiful new home.
She’s got a beautiful new home.
While both forms are correct (and accepted in both British
and American English), have got (have you got, he hasn’t got,
etc.) is generally the preferred form in British English while
most speakers of American English employ the have (do you
have, he doesn’t, he doesn’t have etc.)
The Verb Get
The past participle of the verb get is gotten in American
English-He’s gotten much better at playing tennis. British
English-He’s got much better at playing tennis.
Vocabulary
Probably
the
major
differences
between
Briti sh
and
American English lies in the choice of vocabulary. Some words
mean different things in the two varieties for example:
Mean:
(American
English-angry,
bad
humored,
British
English-not generous, tight fisted)
Rubber: (American English -condom, British, English-tool used
to erase pencil markings)
There are many more examples (too many for me to list here).
If there is a difference in usage, your dictionary will note the
different meanings in its definition of term. Many vocabulary
items are also used in one form and not in the other. One of the
best examples of this is the terminology used for automobiles.
American English-hood, British English -bonnet
American English-trunk, British English -trunk
American English-trunk, British English -lorry
Once again, your dictionary should list whether the term is
used in British English or American English.
Prepositions
T h ere are al so a f ew d iff eren ces i n p rep osi ti on u se i n cl u d i n g t h e
following:
American English-on the weekend, British English -at the weekend.
American English-on a team, British English -in a team.
A meri can E n gl i sh -p l ease w ri te me s oon , B ri ti sh E n gl ish -p l ease
w ri te to me soon .
Past simple/Past Participles
The following verbs have two acceptable forms of the past
simple/past participle in both Ame rican and British English,
however, the irregular form is generally more common in
British English (the first form of the two) and the regular form
is more common to American English.
burn burnt OR burned
dream dreamt OR dreamed
lean leant OR leaned
learn learnt OR learned
smell smelt OR smelled
spell spelt OR spelled
spill spilt OR spilled
spoil spoilt OR spoiled
Spelling
Here are some general differences between British and
American spellings:
Words ending in -or (American)-our (British) color, colour,
humour, flavor, flavour, etc.
Words
ending
in-ize
(American)-ise
(British)
recognize,
recognize, patronize, patronize etc.
The best way to make sure that you are being consistent in
your spelling is to use the spell check on your word processor
(if you are using the computer of course) and choose which
variety of English you would like. As you can see there are
really very few differences between standard English and
standard American English. However, the largest difference is
probably that of the choic e of vocabulary and pronunciation.
V I I . H o w T o T ake T e s t s
Doing well on English examinations -or any examination for that
matter-depends not only on your knowledge, but also on having
a good strategy.
Difficulty Level: all levels
Time Required: 20 minu tes
Here’s How:
1. Do not insist on completing each question before going to
the next. By insisting on completing each question you can
loose time and become nervous.
2.
If
possible,
go
through
the
entire
test
answering
the
questions you are sure you know.
3. Go through the test a second time working out the answers
to more difficult questions.
4. Once you have gone through the test twice, see if any of the
questions asked can help you answer those really difficult
questions.
5. If you have a strong fe eling about a question when you first
answer it, don’t go back and change it later.
6.
Play
the
odds:
If
you
don’t
know
the
answer,
write
something. In a 4 choice multiple choice question you have a
25% chance of being right.
7. Do not cheat! Asking a te st is as much for you as it is for
your teacher. If you cheat, you don’t help yourself in the
long run.
8. Do not translate from your mother tongue!
9. Don’t block when listening
10. Limit yourself to what you know.
11. Look for time signifiers when ha ving to conjugate.
12. Throw out the ridiculous answers in a multiple choice
question.
13. Don’t try to be too funny or clever.
Tips:
1.
If
you
don’t
know
an
answer,
don’t
worry
about
it.
Worrying about what you don’t know can keep you from
showing what you do know.
2. Remember that tests not only to test your ability, but also
help you learn what you need to focus on to improve your
English.
3. If you don’t understand why you have made a mistake, make
sure to have the courage go ask the teacher why in a latter
session. Being embarrassed about mistakes will never help
you improve, so ask!
Effective Test: Taking Strategies
Sooner or later, most students are confronted with the
necessity of taking some form of English examination. These
tests include:
TOEFL (Test of English as a Foreign Language)
Cambridge Examinations (First Certificate, CAE, Proficiency)
University examinations
On the Job examinations
Examinations given by your teacher
As you have probably noticed, some students are more
successful than others when taking such an examination. Often
the more successful students are better prepared. However,
sometimes students who do well have better test taking skills.
These abilities really have nothing to do with understanding
English better. They ar e strategic skill that make taking the
test easier, and therefore provide better results.
Some General Guidelines
Here are some very important -and often ignored-guidelines to
taking a test successfully.
1. Do not insist on completing each question before going to
the next.
This is extremely important. If you spend a lot of time on one
question that you don’t understand there can be two negative
outcomes:
2. Loosing time
Remember one question may only be worth one point, if you are
not able to answer quest ions later because you have lost time
you could lose more points!
3. Becoming nervous
Becoming nervous can make you lose your concentration and
that leads to worse results.
4.
If
possible,
go
through
the
entire
test
answering
the
questions you are sure y ou know.
This results in your being more relaxed and feeling more
confident.
5. Go through the test a second time working out the answers
to more difficult questions.
Now you will feel more confident and this will improve your
test taking. However, rememb er not to waste too much time
on any one question.
6. Once you have gone through the test twice, see if any of the
questions asked can help you answer those really difficult
questions.
This is a little used trick. Sometimes questions asked are
answered in later questions asking for different things. This
should not be tried until you have finished the test and have
some
time
remaining
to
try
the
questions
you
have
had
problems with again.
If you have a strong feeling about a question when you first
answer it, don’t go back and change it later.
Usually (but not always) a strong first impulse means we
know the answer and we don’t really have to think about it too
much. Going back to think about it usually makes you unsure
and often causes an error. This is very common so be very
careful!
7. Play the odds
If you don’t know the answer, write something. If you are
answering 4 possibility multiple choice question you will still
have a 25% chance of being correct!
8. Do not cheat!!!
Taking a test is as much for you as it is for your teacher. If
you cheat, you don’t help yourself in the long run.
VII.
H ow t o W r i t e a B u s i n e s s L e t t e r
There are many different reasons for writing a business letter.
However, most business letters follow some general guidelines
as described below.
Difficulty Level: Average
Time Required: 40 minutes
Here’s How:
1. Use block style-do not indent paragraphs.
2. Include address of the person you are written to at the top
of the letter, below your company address.
3. After the address, double space and include date.
4. Double space (or as much as you need to put the body of the
letter in the center) and include the salutation. Include Mr.
For men or Ms for women, unless the recipient has a title
such as Dr.
5. State a reference reason for your letter (i.e. “With reference
to our telephone conversation…”)
6. Give the reason for writing (i.e. “I am writing to you to
confirm our order…”)
7. Make any request you may have (i.e. “I would be grateful if
you could include a brochure…”)
8. Close the letter with a thank you (i.e. “Thank you for your
prompt help…”)
9. Finish the letter with a salutation (i.e. “Yours sincerely.”)
Include 4 spaces and type your full name and title
sing the letter between the salutation and the typed name
and title.
Tips:
1. Keep the letter brief and do the point
2.
Do not use shortened verb forms -write out (i.e. “don’t
instead of do not”)
3. Always keep a copy of correspondence for future reference
Business Letter: Writing Basics
The basics of good busin ess letter writing are easy to learn.
The following guide provides the phrases that are usually found
in any standard business letter. By using these standard
phrases, you can give a professional tone to your business letter
in English. These phrase are us ed as a kind of frame and
introduction to the content of business letters. At the end of
this guide, you will find links to sites that give tips on the
difficult part of writing successful business letters -arguing
your business objective.
Business Letter Writing Basics
The Start
Dear Personnel
(use if you don’t know who you are writing
Director,
to)
Dear Sir or Madam
( use if you know who you are writing to, and
Dear
Mr.,
Miss or Ms
M r s , have
a
formal
relationship
with-VERYIMPORTANT use Ms for women
unless asked to use Mrs or Miss
Dear Frank
(use if the person
contact or friend)
is
a
close
business
The Reference
With reference to
your advertisement in the Times,…
your letter of 23rd March,…
your phone call today,…
T h an k you f or you r
l ette r of March 5 t h
The Reason for Writing
I am writing to
Requesting
enquire about…apologize for…confirm…
Could you possibly…?
I would be grateful if
you could…
Agreeing to Requests
I would be delighted to…
Giving Bad News
Unfortunately…
I am afraid that…
Enclosing
Documents
I am enclosing…
Please find enclosed…
Enclosed you will
find…
Closing Remarks
Thank you for help
we can help in any way.
Please contact us again if T h e r e a r e a n y p r o b l e m s .
You have any questions.
Reference to Future.
Contact
I look forward to
hearing from you soon.
Meeting you next Tuesday.
Seeing you next Thursday.
The Finish
(If you don’t know the name of the person
you’re writing to)
Your faithfully
(If you know the name of the person you’re
writing to)
Yours sincerely,
(If you know the name of the person you’re
writing to)
Best wishes,
Best regards,
(If the person is a close business contact or
friend)
Here is a sample letter using some of the forms:
Ken’s Cheese House
34 Chatley Avenue
Seatle, WA 98765
Tel:(206)4568967
Email: Kenny@cheese.com
Fred Flintstone
Sales Manager
Cheese Specialists Inc.
456 Rubble Road
Rockville, IL 8967756
Dear Mr. Flintstone,
With reference to our telephone conversati on today, I am
writing to confirm your order for: 120x
Cheddar Deluxe Ref. No. 856
Please contact us again if we can help in any way.
Yours sincerely,
Kenneth Beare
Director of Ken’s Cheese
House
I X. H o w T o W r i t e Re s u me i n E n g l i s h
Writing a resume in English can be very different than in your
native tongue. The following how to outlines a standard resume
format.
Difficulty Level: Hard
Time Required: 2 hours
Here’s How:
1. First, take notes on your work experience -both paid and
unpaid, full time a nd part time. Write down your
responsibilities, job title and company information. Include
everything!
2. Take notes on your education. Include degree or certificates,
major or course emphasis, school names and courses relevant
to career objectives.
3. Take notes on other accomplishments. Include membership
in organizations, military service and any other special
accomplishments.
4. From the notes, choose which skills are transferable (skills
that are similar) to the job you are applying for -these are the
most important points for your resume.
5. Begin resume by writing your full name, address, telephone
number, fax and email at the top of the resume.
6. Write an objective. The objective is a short sentence
describing what type of work you hope to obtai n.
7. Begin work experience with your most recent job. Include
the company specifics and your responsibilities -focus on the
skills you have identified as transferable.
8. Continue to list all of your work experience job by job
progressing backwards in ti me. Remember to focus on skills
that are transferable.
9. Summarize your education, including important facts
(degree type specific courses studied) that are applicable to
the job you are applying for.
10. Include other relevant information such as langu ages
spoken, computer programming knowledge etc. Under the
heading: Additional Skills
11. Finish with the phrase: REFERENCES Available upon
request
Your entire resume should ideally not be any longer than
one page. If you have had a number of years of exp erience
specific to the job you are applying for two pages are also
acceptable.
12.Spacing: ADDRESS (center of page in bold) OBJECTIVE
d o u b l e s p a c e E X P E R I E N C E d o u b l e s p a c e E D U C A T I O N double
space ADDITIONAL SKILLS double space REFERNCES. Left a l i g n
everything except name/address.
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. Select target structure or function by deciding what
students need to focus on considering past lessons and future
goals.
2. Select computer materials to be used: Are you going to use a
program, the Internet or maybe word processing? Choose
just one.
3. Plan the lesson in the typical four areas: warm -up,
introduction of materials, class work, summary.
4. Divide the computer section of the lesson into at lest two
sections.
5. Make sure that you prepare the computer before you enter
the classroom. This means loading the computer with the
chosen material ahead of time.
6. When you begin to use the computer in class, remind
students that more experienced computer users should be
patient and help less experienced uses.
7. Students who are not comfortable using computers should
be placed with students who are.
8. Have students work on the first task. Communication should
be encouraged, as working with a computer is a great task
for conversation.
9. After task is finished, discuss specific language skills and/or
objectives with students.
10. Have students work on second task and repeat the above.
11. Use the computer as a springboard for discussion. For
example, ask students to explain to other students what they
have just read in reading comprehension.
Tips:
1. Keep focused objectives in mind. It is extremely easy for
students to begin exploring the infinite world at their finger
tips and that can be counterproductive.
2. Don’t insist th at students who are not comfortable with
computers use them. Let other, more computer savvy,
students dominate if necessary.
3. Students more comfortable with the computer should be
strongly discouraged from using other resources available in
the program itself, or in other programs.