Teaching Globish with GNG and Skype
by David Hon
This book is owned by the writer. Any unauthorized copying in any media, including publishing on the Internet or giving out by other means, is forbidden and protected under international copyright provisions. US Copyright Registry Case # 1 603560081 © 2011 David Hon
Table of Contents
Preface (in Globish) ...... 2 Beginning (also in Globish) ...... 3 Chapter 1 - Teaching the English That Adult Students Want .....5 Chapter 2 - The Value of Globish - English ...... 10 Chapter 3 - What is GNG ( Globish IN Globish TM )? ...... 15 Chapter 4 - Why Use Skype to Teach GNG? ...... 20 Chapter 5 - Skype+GNG = The Hybrid Classroom ...... 25 Chapter 6 - Immersion with "Most Useful" Words ...... 28 Chapter 6 - Why 1500 Globish Words? ...... 33 Chapter 8 - Parent - Child and Other Variations ...... 46 Chapter 9 - Ending This Beginning ...... 51 Chapter 10 - Other Globish Materials ...... 56
Preface (in Globish)
I am writing most of this book in English for English teachers and for administrators who want to understand the ideas of Globish and of hybrid courses. It is also for students of English who would like to show their English teachers how to structure a hybrid course in Globish. It is only the first part of a longer book to come, but I hope it explains some useful directions.
Combined with online distance learning and student study with self paced lessons, this method can give language skills faster and better. It can be done less expensively, in small or individual classes at any time, with no need for traveling to a school classroom. The end product will be students who have more sureness because they are using and speaking more correct English.
What does Globish look like?
The Preface you are now reading and the next Beginning part are written in Globish level English so that the first thing you see is that Good Globish is Correct English. If you wish to see more Globish, Globish The World Over is the first book ever written completely in Globish, and GNG (Globish IN Globish) is the first language course ever written completely in Globish.
David Hon
2 Beginning (also in Globish)
If you are a student, have you ever wished you could avoid a lot of cost and travel to attend very small language classes? Would you like to attend class whenever the time is good for you: after your work or perhaps when your children have gone to bed? Have you ever wished you could take a language course for only about 6 months and have just enough to travel or do business?
And if you are a teacher, have you ever wished you could teach small classes after your regular work, and never travel from home? And have you wished you could help students work on well defined areas of English that let them get what they need most quickly? And have you ever wanted to offer a short fixed group of lessons, rather than an endless process, to the new students? As a teacher, you may want to offer Globish (or Globish English, which is the same).
If students complete this Globish level English with you, it will also form a solid basis if they want to take more English at a later time.
Globish offers a closed system of English. It makes basic English students quickly able to communicate with other English speakers like themselves around the world. It will be correct English, but not extensive English. In other words, their Globish English will be enough English to get things done.
That is why the teacher of Globish does not need to be a native speaker, and often it is better if the English teacher is NOT a native English speaker because:
1. Explaining things in the student's native tongue is important at early stages, 2. Sympathizing with students lets a teacher design better learning experiences, 3. Available sound materials let any teacher demonstrate many ways of talking, 4. Some teachers who have learned English as a second language may be bb much better educated in English grammar, linguistics, and teaching methods. 5. A teacher living in the student's country will have reasonable hourly rates.
Globish IN Globish offers a complete learner centered environment based on 26 lessons of Globish. The user is "immersed" in Globish from the very start. No student can start Globish IN Globish unless they can already read at least 350 of the most common words in English. That is where they begin with Globish.
Skype offers the last piece, a way for the online student to get the direct value of having a live teacher. We are finding that teacher is needed at several points in the learning process but perhaps not as often as most schools require.
This book will try to give you tools to achieve those goals.
3 If you are a student, GNG presents a total course for you to give to any English teacher, when you ask them to teach you Globish English. With Globish IN Globish, they will know all they need to know about teaching you Globish in 6 months. However, you may need only a few hours of class with a teacher for each lesson. It is up to you to request this Globish choice, and this Skype method. Then you can have the values of a Hybrid course little or no travel, and classes when your time is best. With it, you can learn "enough" Globish English to talk with the world.
If you are a teacher, you can offer students the course they have wanted enough English but not Endless English using the Globish limitations. You can present the few helping classes with each student whenever you both choose. You won't have to always worry what you are going to do in the next lesson: you and the students will already know. And finally, you will be able to begin each student at exactly the level of his or her ability.
As a teacher of English as well as Globish, you can make sure that their good Globish will make them understandable to English speakers, and will give them simple but correct English to build on. If they do decide to proceed to more complete English, Globish as they learn it in GNG will give them a level of BI in the Council of Europe's Framework of Reference for English. So Globish is a worthwhile use of English for most travel and business purposes. Globish is also a valuable base if they choose to study more English.
This book tells you what you need to know, about Globish, and GNG, and Skype. It could change the way you teach, and perhaps even change your working life.
Technical Words (to make Globish fit into your life.. ☺)
Idiom a special colorful way of using words but very difficult for the beginning speaker to understand. Lesson a part of a course. There are 26 lessons in Globish IN Globish. Hybrid with two different parts. When a course like GNG with computers and with teachers, it is a Hybrid. Immerse having something all around you. When we swim, we are immersed in water. Linguistics the study of language Grammar rules for the structure of thoughts and relations between words in a language. Preface a short note about the subject in general before beginning to discuss the subject in detail. Administrator - someone who manages a school or company
Author's note : Now that you have read these first two examples of Globish in the Preface and Beginning , I now continue the rest of this book in English, with the idea that mostly English teachers will be reading it.
4 Chapter 1 - Teaching the English That Adult Students Want
Adults who study English are investing in their future. They see that some use of English will be important to their global business, but to now it has been very unclear how much English they would need. Of course the English teaching establishments will answer that everyone should aspire to being absolutely fluent in all aspects of English. However, the adults with families and business pressures taking so much of their time and energy, are perfectly correct in asking "How much English is enough?" Globish tries to provide an answer.
Because this is such an ever present question, it creates a dilemma in the mind of the adult student. For that reason, a study was conducted in a graduate school in Hungary that tried discovering the motivations of adult students of English and stating them in measurable way. Because they are only aware of English and not Globish, these findings were based on what they know at the time. We are allowed to share that study here, and thank its author, Krisztina Dlugosz for letting us show a short synopsis:
Learning English Forever?
What are Private Students’ Purposes in Studying English?
By Krisztina Dlugosz, University of Pécs, Pécs, Hungary
The sample group is 100 Hungarian students at a private language school in Pécs who study English. The aim of Dlugosz study was to elicit data on what motivation those students have, how much time they would like to spend on learning English, and what they think about the role of English in their lives. Her methodology was to ask these questions and put their combined answers into observable data. These were the questions, with specific answers reflected in graphs:
1. What is your purpose in learning English? 2. How do you feel about English? 3. How much time would you like to spend on learning English?
Next: Summary of Findings:
5
Summary of Findings:
#1 (What is your purpose in learning English? ) 50 % say they are learning English in order to be able to work abroad. This is as much as all the other reasons combined. Other job related reasons add another 20% for a total of 70% of the sample is taking private English lessons for some reason relating to their profession. This correlates closely with the number of working adults who are in the courses. It also correlates with the 90% in question # 3 who consider it a tool.
#2 (How do you feel about English?) 90% is Clearly the overwhelming majority of students from the full sample, say that English is being studied because it is a tool and not as a culturally broadening experience. They do not care to be as fluent as a native speaker. It is the most striking finding in this study.
6
#3 (How much time would you like to spend on learning English - @4 hours/w ?) Both 6 months and 1 year had 37% of the respondents, for a total of 74%. Those would felt 9 months would be an appropriate length of time studying English were another 10% (and this figure may be an anomaly with connotation on pregnancy cycles.) This makes a convincing total of 84% who do not intend to spend more than 1 year improving their English. Those who anticipated it might take 2 3 years were only 6%. And those who felt it would take more than 3 years were 10%. The latter two sets may indeed reflect the percentage of students who were beginners and had no use of English at all. To those, indeed the road may look much longer.
Conclusions:
1. English is perceived as a job-improvement tool. It is apparent from this sample of 50 students in a private English school that they consider that learning English is a tool for greater success in work, and for many that success in work may currently include opportunities working abroad. Nothing in the study indicated whether they felt "abroad" meant Anglophone countries only, but it is a safe assumption that it would mean Europe and other parts of the world where English is becoming a strong necessity in global business despite the mother tongue of the company or country involved. Indeed, this set of answers reflect that students consider the common language of English a common ground for their professional pursuits abroad, and a useful "tool" in their work in Hungary as well.
2. English is an investment of both time and money with a perceived payout. Each person has his or her own personal "investment" in English, so another interesting finding was in how much they felt they should have to invest in this "tool" for such rewards as they might anticipate. At four hours per week, this could translate easily into a time money equation (15 forints per hour X 12 months (52 weeks) X 4 hours per week of classes = 3120 florints. This
7 could then be put into a cost benefit question in each student's mind. (If a better job here or abroad made 20% more in pay, how long would it take the investment of approximately 3000 forints to amortize out. (To complete a sample calculation, a student now making 6000 forints per year would hope to increase it by 20% to 7200 forints per year by virtue of and added capability in English. Thus in this student's calculation, it would take five years of the increased earnings to pay out the investment of one year of English learning. Obviously no one guarantees these results, but they are clearly the "investment thinking" that many wise students make when apportioning their time and resources toward a better future.)
3. Private English Schools should attempt to shape a "product" that matches the 90% student expectations of having English as a "tool": If Conclusions 1 and 2 are true, and in large part they seem to be, then it would follow that the most successful English teaching schools in future should be able to define an "amount" of English that fits the timeline of "under one year". The school would then attempt to determine if that amount of current methodology and result was indeed enough, or if one year was an unrealizable demand, or new and creative methods some obviating old logistics with new technology could yet satisfy these expectations.
4. There will be a conflict between Academic and Business definitions . The "shaping" of a product to meet student expectations will require a clear eyed view of the adult student's professional needs rather than traditional academic definitions of "curriculum" much of which was designed in the past century to reflect logistics and standards of the university community which were not necessarily attuned to those of adult professionals who have moved beyond the academic environment.
5. There is probably a common denominator of "enough" English that can emerge from this dialectic situation. Conclusions of what that might be are far beyond the scope of this paper, but the Council of Europe Framework of Reference for languages could be one starting place. Its definitions of language behaviors indicate that most people could be functioning well if not perfectly in English at the B2 or High Intermediate level. Add to that that much of the English may be used in non English speaking countries with non native speakers, and a different set of standards may emerge, for instance a lessened emphasis on idioms and perhaps a core set of statistically most used words in English to form the core of the learning.
8 6. Private English schools and tutors should tailor their English courses to the "investment" expectations of the student and the true requirements of English usage in businesses at home and abroad. This would then give high value to the students and to the society as a whole, for the least time and money invested by the student. With this standard known, obviously certain schools could say we help you reach your goals "better" or we do it "faster", both with that clear standard in mind, and both capable of more or less rigid evaluation by students who have engaged in that new system of English learning. Ideally, this 6 12 month English learning would have a designation that would assure a person of certain capabilities attained after that investment, and those new methods and definitions could be tested against all sets of expectations. This English curriculum by and for professionals would, of course, would require another study, or perhaps several. Clearly there is a desire in non English speakers to achieve the maximum use of English with the minimum amount of time, and money, given. The adults in this study know what they want, and it is not cultural enrichment. They want jobs and they want prosperity for themselves and their families, and sometimes an Endless English seems to be standing in the way of it. As you will see in this book, if you are able to work with these students on Globish level English, using Globish IN Globish and facilitating it with Skype or a similar method, many more of them can achieve their goal of "enough" English.
And here is one more thing. The teacher of Globish will not insist on an accent like a native speaker, or any "perfect English accent." And the teacher of Globish will not be trying to explain every different idiom from the U.K., America, Canada, Ireland, or Australia. And on the matter of pronunciation, they probably already have enough sounds to make Globish work, if they concentrate on stresses in words and sentences.
These adults are looking for a good teacher and do not need a native speaker.
9 Chapter 2 - The Value of Globish - English
Most people reading this have some idea of what Globish is, because they have heard it mentioned, or have read about it. However, many people still feel Globish is difficult to explain, because it is often thought of as a very general name for using "a little English."
Basic Thoughts About Globish
Jean Paul Nerrière travelled extensively for 30 years in numerous marketing executive positions, including as the Vice President in charge of International Marketing for IBM USA. He did business in all European countries, though out South America, in the Middle East, and in the growing nations of Asia. His business was computers, and people wanted to talk about computers. Though he liked to speak his native French, the language everyone could use and understand was English except when native English speakers were present. Then no one spoke but the native English speakers. Everyone listened, but the main thing they understood was their second position because of their limited use of English. When non native English speakers spoke with each other, however, they communicated rather well because they knew each others limitations.
So early this century, Jean Paul Nerrière did three things that were quite unusual:
(1) He identified a specific and limited use of English among non native speakers of English. In effect, he "draws a line" around something that is already happening all over the world, millions of times a day.
(2) He codified the major limitations that he observed in many countries with people of many mother tongues. This created an actual set of limitations to the use of English, which could become useful rules. He felt that if actual use of English could be defined, then learning "enough" of that language would help everyone to learn it quickly, and communicate it effectively.
(3) There were so many kinds of "simplified English" with so little definition every given to them he decided to call it Globish so that it was a clear path to the use of the language.
(4) Nerrière published a book in French called Don't Speak English, Parle Globish! It was a best seller in Europe. However English speakers didn't want to hear of it, so it has never been translated and published by an English language publisher.
Later, Nerrière and David Hon published a book written in Globish,
10 Globish The World Over , which has now been translated into numerous world languages.
Now many citizens of the world want and need a common language, but they do not want the English culture with its special customs and idioms for various countries and professions. Also, they do not want their use of English to make English speakers feel superior or as if they had "won" any battles. In fact, many other nations which do not speak English are growing more quickly in business and other kinds of world power. To have "English" remain the standard appeared wrong. Now, with Globish, people all over the world can communicate with each other as equals. This is the power of the name Globish.
As a teacher, you may want to offer Globish (or Globish English, which is the same) to students who have a basic English background perhaps from school or elsewhere. They have entered the world of work, perhaps have families, and perhaps spend a lot of time perfecting their profession. And yet they want "enough" English and they want it quickly. In some cases, though you may not offer it, a student will ask you to limit your English teaching with them to Globish.
The Territory of Globish
For both you and the student, it is helpful to know what the "territory" of Globish is, and is not.
11 Globish is not the very basic English that many students have already. This small amount of learning does not make them able to understand nor communicate any but the simplest of thoughts. That is why Globish includes a large "middle range" of English, but excludes the idioms and verb forms that would only be necessary in countries where English is the major language.
Globish does match quite well with the Council for Europe's Common European Framework of Reference for Languages, in its B1 category. The CEFR concentrates on observed behaviors with language:
Can understand the main points of clear standard input on familiar matters regularly encountered in work, school, leisure, etc. Can deal with most situations likely to arise whilst travelling in an area where the language is spoken. Can produce simple connected text on topics, which are familiar, or of personal interest. Can describe experiences and events, dreams, hopes & ambitions and briefly give reasons and explanations for opinions and plans. The above would define a B1 level of Independent User. Many Globish users can also operate at the higher level, B2, of that same C.E.F.R. Independent User standard: “Can understand the main ideas of complex text on both concrete and abstract topics, including technical discussions in his/her field of specialisation. Can interact with a degree of fluency and spontaneity that makes regular interaction with native speakers quite possible without strain for either party. Can produce clear, detailed text on a wide range of subjects and explain a viewpoint on a topical issue giving the advantages and disadvantages of various options.”
Globish is not "broken English." That is why a good teacher can help the student to learn correct English by teaching correct Globish.
Good Globish is correct English. If students feel they wish to go on with higher levels of English, especially if they wish to go to Universities in English speaking countries, then Globish will not hold them back. Rather, Globish will be a level of confidence that they can retain while learning more advanced English.
Outlines for Globish Teaching
Obviously more is written about Globish elsewhere, most currently in Globish The World Over (2009) a book, written totally in Globish by Mr. Nerrière and this author. It has also been translated into many languages recently.
There are now some Business English teachers who feel that a "pared down" English is necessary for global business. Many companies in emerging nations to feel their
12 workers must use English to achieve a global outreach, but the demands of a full English curriculum are beyond the means of most people.
Some university English teachers in non English speaking countries are saying that the number of English words a student knows are not so important as how well they can communicate with some important words.
Globish now offers this middle way:
1. The student learns 1500 most used English words, but also learns how these words can be changed in to others by combinations, by affixes and other simple word changes, and by collecting phrasal verbs and other common word combinations. Also these 1500 words include the most common irregular verbs. Globish itself is one of those words, changed from the word "global."
2. Globish admits extra "Technical" words, which vary by profession or area of study. When you use the word "verb" or "noun" and "tense" you are using "Technical" words with Globish because you and the student are in the area of language.
3. Globish admits "International" words such as "OK," and "Police" and "Pizza" because they are known in most of the world already.
4. Globish must, of course, admit Proper Names and Titles.
5. The student learns no more than 10 verb tenses, and learns to recognize, if not occasionally use, the Conditional Mood and the Passive Voice.
6. The student learns to pronounce the 1500 words in an acceptable fashion, with proper stress on the strong syllable, and learning the few sounds that cannot be brought acceptably from his or her mother tongue.
7. With Globish, the student does not learn a large collection of idioms, have any English jokes explained, or use any but the most necessary and universal of analogies. The lack of "figurative language" is one of the rules that make Globish easier for the learner.
8. The "relationship" of two Globish speakers (especially if one is a native English speaker) is different. The responsibility for communication is with both parties, and consists of their finding common ground in language. The body language, pictures, and other extra tools in communication are almost always part of the Globish communication.
13 9. Because of this "relationship" of two speakers, the native English speaker does not have a superior position in Globish. Rather, he or she has even more responsibility to discover where the listener is capable of understanding.
Controversies Around Globish
As with any common ground, Globish will never appear perfect to everyone. The native English speaker will find it "not nearly enough" while the person with no English at all will find it is "too much." The English school or English teacher will worry that its students will "finish" and go away too quickly. The Polish business person with too little English for the presentations he or she must give next month may feel Globish takes too long.
Native English speakers may feel Globish is "too artificial." The few Esperanto speakers in the world certainly feel that Globish is not artificial enough. The linguists will say we can never find a middle ground with a "natural, changing language" and the researchers will say "we clearly have not done enough research."
Many good English speakers will say "Why not just call it English?" They feel that English is theirs to keep safe. However, millions of non English speakers, in countries and cultures they are proud of from birth, will understand exactly why it is more comfortable for them to own Globish. Globish offers a fairly complete approach to a simple, useful language, but it also gives us a name that means it belongs to all of the world.
A lot of cultures can feel better about using Globish English for travel and business, where it is just "enough." There is no threat from English to their mother tongue, because Globish will not be enough for much of their lives. Truly, Globish speakers can still enjoy their own familiar cultures, and their wonderful movies and literature and songs, with family and countrymen, in the rest of their lives.
So Globish is just a tool. When Globish is followed, and everything is more understandable to more people, then no one has a problem with Globish any more. It is a tool that works for us all.
14 Chapter 3 - What is GNG ( Globish IN Globish TM)?
- Globish IN Globish TM is a complete course in Globish. Students can use GNG in a Hybrid course with a teacher/facilitator, or by themselves, interacting with a computer, with no teacher at all.
- Globish IN Globish TM is also the most complete description and collection of Globish available online. GNG has all of the 1500 Globish words and their pronunciations and all of the sentence forms a student will need to understand and use Globish.
- Globish IN Globish TM is also the first full Internet language course for any language that is totally "cross platform." This means that students can use GNG on any computer or any kind of mobile phone that reaches the Internet.
You can go through two complete GNG Lessons at www.globish.com
- Globish IN Globish TM allows any student of English to learn at any level where they are comfortable. GNG can also be used by any native English speaker to learn to use the principles of Globish in just a few days.
- Globish IN Globish TM requires students to use Globish in their learning, from the start and always in every lesson. That is why the student must be able to read at least 350 words of English to begin GNG. Studies show that, due to songs, films, the Internet, and other sources, a tremendous number of people, even the ones who did not ever take English at school know 350 English words. A simple Pre Test lets them know they can operate at that level, and GNG carefully builds their abilities from that point.
15 Building Globish Ability Lesson-by-Lesson
There are 26 lessons in Globish IN Globish , A Z. In both words and grammar, GNG moves from the easiest words and sentences forms, adding a little difficulty with each lesson. For instance: Lesson A in both the Grammar Music and the Words uses only 350 of the most common English words, which is the starting level. Then, in Lesson A, GNG adds 44 new words, and presents the easiest kind of sentence, the sentence with no action : I am happy, you are happy, etc.
Each lesson has two basic parts, Grammar Music and Words. Students working alone can choose to complete either side, or both, in any order. Students working with a teacher will decide which area needs the most attention.
Grammar Music: In lesson A students learn to make sentences with adjectives such as happy , and to make negative sentences such as : I am not happy. Then we learn to use a noun, as in He is a teacher, He is not a teacher. Then the student learns to make simple questions like Is she happy? and WH questions like Why is she happy? There are interactive exercises to allow the student to build each kind of sentence.
QuickAnswer TM : Several lessons have interactive QuickAnswer exercises in the Grammar Music part, where the students practice with the expected timing of their understanding and answers.
Words: Stories: Every lesson adds 44 more words in the order of "most used" in English. This means that whatever level students attain in GNG, they will take away the most useful words they could have. This way, they will have the best chance of communication success however much time they have put into GNG. Every lesson will have a story which can have the audio read with it and extra pronunciation of words at the end. That way the student can hear every word, and every sentence, and hear the new words again, isolated with pronunciation.
Each of the 44 new words is highlighted where it is used in the story, and the student can click on the word for a simple Globish definition.
(From Globish IN Globish)
Lesson G - 44 new words (most used 616 659) bad blow oil blood touch mix team wire cost brown wear garden equal choose fit flow fair bank collect save control gentle woman practice separate difficult doctor please protect noon locate ring character insect period indicate human history effect expect crop modern element hit
16 Say-It TM: This is a pronunciation builder given with each Lesson up to Lesson Q. The student can hear the audio and repeat after the speaker, but can also see visually ideas like stress, and the use of schwa in non stress syllables.
From Say It TM :
WordMaker TM : 1500 basic Globish words become much more useful when the student can understand, and often use, words that are combinations and with affixes, as well as words are used in phrasal verbs, and single words that we often use as nouns and verbs and adjectives. The goal is not to have the students create all the possibilities of words themselves, but to quickly recognize Globish words that have been transformed. This will give them over 5000 words rather than merely the basic 1500.
Moving Around in GNG
The basic structure of GNG allows either the computer user or the mobile user to go anywhere in the course, and step back to more general locations before proceeding. For teaching purposes, each lesson has a Password Quiz that gives a very quick assessment of a student's ability based on the previous lesson. The teacher, in his or her, judgment, can have the student bypass the Password Quiz by simply clicking on the picture.
The Hybrid Learning Situation
Although it is clear that students could complete GNG on their own, studies show that most students like the availability of a live teacher to help them with difficult parts. The presence of online delivery methods such as GNG offers the "best of both worlds." Using both a live teacher, and the completeness and flexibility of GNG online, a "hybrid" learning situation can offer the best of both worlds. More specifically:
17
1. The Globish IN Globish course can be completely available to any level of student 24 hours a day, 7 days a week. It is quite inexpensive for a complete course of study, and solves the "materials" part of learning for both the teacher and the student. They are always on the same page.
2. The teacher and the student do not have to establish a continuous standard class time. Each can prefer times to be together and that as well as teacher cost can be their decision together. Some students will want to be with the teacher more; some will need the teacher only to answer a few questions and work on specific areas of difficulty, with only a few hours a week. The teacher may also devise adjunct exercises or questions to use with the students in these Skype "classes."
3. The teacher may operate in several ways: at a location the student comes to, by traveling to the student's home or place of business, or by operating live via Skype or another mode which has instant interaction with voice and video and text. It is not unusual for teachers who use Skype for the live sessions to be in another city, or even another country. "Live" can now mean many more things than "in person in front of a class."
The Technical Value of GNG's Cross-Platform Learning System
It is, of course, not necessary that the teacher be a technical expert in Internet delivery systems, but for those who want to know everything, there is a short list below. Note especially that GNG is very low bandwidth which means the time it takes to load a new page, on either a computer or mobile phone, is extremely quick. This allows the interactivity to benefit the students in exercises and generally using the course on their computers or mobile phones.
So you non techies may ignore most of these, but someone will want to know, so here they are:
Benefits of Seamless Design
1. Converts instantly and seamlessly to all screen sizes. a. Mobiles and sub notebooks highly variable b. No constantly changing "tables" of mobile specifications.
2. Converts instantly and seamlessly to all browser variables.
18 a. MAC, Firefox, and IE computer browsers all totally compatible b. All carrier, manufacturer mobile browsers remain compatible
3. Allows original HTML resizable windows for all sizes of screens. a. Students may use of dictionaries, audio controls side by side b. Note taking by students is encouraged in computer mode.
4. Requires no special programming, no constant probing and updates by server. a. A constant problem confronted for many years and continuing b. Makes changes and updates more transparent
5. Active vs passive = Focuses on content and interactivity rather than graphics, graphic layouts, and special effects.
6. Extremely Low Bandwidth for highest speed and international compatibility.
7. Sound downloads to either computer or .MP3 capable feature/smart phones.
You can go through two complete GNG Lessons on your computer or mobile phone, at www.globish.com
19 Chapter 4 - Why Use Skype to Teach GNG?
(First of all, Skype TM is free!)
Skype TM is the name of a major tool on the Internet, with which users can talk live to each other, text in seconds to each other, and see each other as they are talking together. There are apparently over 500 million Skype user accounts, according to Wikipedia, so it is very possible students and teachers have used it already with their friends or family.
The word Skype will be used here more as a general name for the many services that also offer live voice, instant texting, and live video of both sides of a conversation. It has even become a verb in common usage ("We can Skype tonight!") Skype TM itself is free (at this writing), so it can be available to almost everyone who has a computer on the Internet. Other services are free, or cost money, but all must offer live voice, live video and instant texting to be referred to here generically as "Skype."
Sometimes these are called "Video Collaboration" tools as well. Microsoft's NetMeeting and now Windows Live offer similar services, and numerous others present more controlled paid systems which a number of companies use for exclusive meetings. However, to repeat: when we refer to Skype in this book, it will be referring to the kind of computer program the teacher and student are using together over the Internet to get live voice, live video, and instant texting. This is a general use of a brand name, much as people do when they call a soft tissue a "Kleenex" or a copy machine a "Xerox."
Whether the Internet program is Skype TM or another program with live audio, video, and text, the student and teacher must both have the same program.
Besides being used for learning, is also useful for talking with others in job related conversations, providing information to someone who requests it, and seeing and talking with family and friends in other locations around the country or around the
20 world. The uses are unlimited, and the program is free, so it is very possible that students will have it on their computers. That plus a headset and a camera, are all that a student and teacher will need to interact live.
It is much easier if the student and teacher use the Skype TM system with other types of calls before they actually have a class, so that they will both have experience with using it, with texting and calling and bringing up video. Not all of these programs work the same, but it might be valuable to show basics of Skype TM here, so that you can see how easily it works.
1. Downloading Skype TM from Skype.com The program is free, but you will have to tell it what kind of computer and browser you have, such as PC and Windows XP. You will also have to give your e mail address, and create a simple Skype TM address for yourself. With those two addresses, anyone from almost anywhere in the world can find you and talk with you over the Internet. There are now even mobile phones which accommodate Skype TM .
2. Easy steps for setting up: The down load instructions will step you through putting Skype TM into operation on your computer. (Most similar programs will step you through just as easily.)
21 3. And when you finally have it operating , you can do other things as well as classes.
This is your operating window in Skype TM . The small picture in the upper left is just a still photograph of you, but you don't have to put one if you haven't got a good one.
On the right are two videos, a small one of yourself, and a larger one of the person you are talking to.
Different versions of Skype TM have these in different places, but you will always be about to see yourself at the same time you see the person you are speaking to. And as you can see you can conduct a class with more than one person and see up to four if the sit back from the camera.
Camera and Sound Quality on Skype TM You may choose to buy very high quality microphones and speakers, and a production quality camera, but these don't add a lot to the Skype TM experience. You own mind is better than expensive technology for the basic communication experience. Here are two things that will help a lot, and they are lowest cost:
1. Headset: An inexpensive headset is the very best way to be heard well and for you to hear the speaker well, because it shuts out noise from your room. (You may not look quite as beautiful with a headset on, but you can talk with people very well, on even the lowest priced headsets).You should adjust your audio microphone and speakers, which are often in one headset. The SkypeTM program can identify many headsets, so you may see yours mentioned in the box while you are adjusting.
2. Video usage: When you go on Skype TM you are a TV performer whether you like it or not. But here are a few things the best TV directors know that you can use to look: honest, equal, and well-rounded.
Honest: Try to look directly into the camera at least 50% of the time. If you look into the camera and then off to one side a lot, it will make your eyes look like they are not truthful.
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Equal: Try to place your camera so that you are looking straight into it, not upward with it sitting on the top of a monitor, or downward at it sitting on the table. This causes the viewer to see you as looking down at them or looking up at them. Either is not as comfortable as straight on. One very good trick for both honesty and equality, where you are looking almost into the camera, is to place the visual of the person you are talking to as close to the camera as possible. Then it will look like you are talking straight to them. There are cultures, of course, where more or less eye contact is appropriate, but you will know about that.
One very good trick for both honesty and equality, where you are looking almost into the camera, is to place the visual of the person you are talking to as close to the camera as possible. Then it will look like you are talking straight to them. There are cultures, of course, where more or less eye contact is appropriate, but you will know about that.
Well-Rounded: First the Renaissance painters, and then the early photographers, and finally movie and TV directors, all wanted to make the people they were showing appear more 3 dimensional. For them, this is one of the oldest tricks. They each did it by bringing light from the sides and the back of the figure. Think of this circle as the head of the person you are talking with:
If you start to watch for these things in the photos and video that you see, you will become more able to create the best effects for yourself.
There are many more things to learn about the Skype environment which will apply to most other formats as well. For teaching, you may want to learn about voice recording, so that students can read something and stream it too you. Or you may want to show them the spelling of a new word in the text box.
Evaluation of Students on Skype:
It is usually agreed that there are four critical areas of learning that should be tested if at all possible, to assure that the student can perform all functions with the language. Generally, those functions are agreed to be:
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1. Reading for comprehension 2. Listening for understanding 3. Speaking to answer, and to express ideas. 4. Writing to answer, and to express ideas.
In the Skype environment and especially with GNG these functions can be taught, and then evaluated, through the same medium by the same teacher.
1. Reading for comprehension: Send them a file to read, or an assigned reading from GNG or elsewhere on the Internet. Then ask them a series of questions, either orally or in writing in the text box, where you can watch the timing and the writing mistakes as well.
2. Listening for understanding: Have them listen to short recordings, perhaps from GNG stories, and then answer in speech or again, in writing in the text box.
3. Speaking to answer, and to express ideas. The person will be answering your questions directly. When asked to express ideas, you can evaluate their immediate sentence construction, their word selection, their pronunciation and stress, and their overall sentence rhythms as well as the quality of their response.
4. Writing to answer, and to express ideas. Everything from e mails to longer letters can be shown through the text box, or the instant sending of files that may have been prepared as homework.
The instantaneous response to both spoken and written communications is what makes this methodology ideal for both teaching and evaluations.
We'll have more ideas about using Skype type technology later as the book develops, when we apply it directly to a few teaching situations.
24 Chapter 5 - Skype+GNG = The Hybrid Classroom ...... There are two other things that most adults and most students want: (1) a teacher, and (2) language skills they can use immediately. These two can work together quite well in a new kind of learning in a Hybrid classroom.
(1) Let's examine why students feel they need a teacher. Why is that? After all, some few people are capable of learning from a book at the library. A larger number of students than that are capable of learning from an interactive computer course. And perhaps a slightly larger number than that can learn alone from the internet. But studies show, over and over again, that most students want the presence of a teacher. Why is that?
There is not an easy answer, but people have been trying to discover why the teacher is needed and what makes a good teacher for a long time. A long time ago, parents and family members were the main teachers, especially when a craft such as hunting or fishing or farming was necessary to the family's survival. When societies got larger, young people became apprenticed to craftsmen, and learned a set of skills for a lifetime. Even later, schools were established, and because books were very difficult to obtain, the teacher became the person who carried all the knowledge for the school in his mind. Only very much later did students get books and much much later, mobile phones and computers.
You knew this. But what may not be so apparent is that at every step human society created way to educate more students with fewer teachers. The first way was when mothers and fathers gave over some of their education responsibilities to their parents, who began to live longer. Human beings are apparently the only species that have grandparents, and that benefitted the longer time needed for the education of children with bigger brains. A grandmother could show several children how to prepare food for eating or storage.
When the community was able to spare one very good communicator, that person was able to teach all the children of a village things they need to know as the grew up. That saved parents a lot of time, and was often better than a forgetful grandmother. In addition, these first "teachers" developed skill both in teaching and in testing whether students were finally capable. In other words, if students could build a fire after watching the teacher do it, then they passed the test.
Schools and then books dramatically increased the number of students who could learn skills that the society needed. This is certainly one major reason for the wealth and progress and growth of "civilized societies." More of the jobs that needed to be done could be filled on a predictable basis by students who had proven through education and tests that they could step into the work of the society.
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The book expanded the knowledge that could be offered students, and expanded the reach of schools beyond the "carried" knowledge of the teachers. In some cases, in remote communities, very intelligent students could educate themselves.
With Computerized Instruction, it became possible for students to learn completely alone, in remote locations, by themselves with no help but the interactive program. It will happen a lot in this new century, as workers need to absorb new skills quickly to catch the new opportunities which appear. But a strange thing happens: even with time and money advantages, many students would rather go to a school. Computer Instruction specialists have suspected that perhaps it was the social nature of a class with other students, so that you could learn from others mistakes. But in the end, it was merely the teacher they felt they needed. But why? Did they need a mother? An example? An information manager?
Whatever the reason, most these new kinds of students, who can learn from a book or from a computer, still prefer to have a teacher, and feel they learn better with a teacher. But how much teacher and how much computer are needed? We believe that the more interactive the course, the more the teacher becomes needed as a helper, rather than a source of the information.
We believe that with GNG, the student needs the teacher only a few hours a week to answer questions, to give examples, to ask questions about readings, to make conversation, and in general to give the student confidence in what he or she is learning online. And when it is done on Skype, everyone saves travel time, saves trouble finding the book, and saves money by studying online, and only using the teacher for practice and parts that are unclear. The teacher's role in this Hybrid Education system is to give the student more confidence with the GNG lesson while saving time overall. Often this will be a one on one class, where the teacher can quickly help with a student's individual problems.
The Hybrid Class and Immersion Learning
(2) The second thing adult students want is immediately useful skills. In a language course, ideally they would walk out of the class and immediately be able to communicate something useful in the language. Globish, and the GNG course, and the Hybrid Class and "immersion learning" work together to accomplish this.
Globish uses only the most used 1500 words, and the most used verb forms in the English language, so that the smallest bit that students learn in a lesson will be among the most useful things they could know. Globish IN Globish takes that a step further, but offering the most useful words in concepts in exacting order, the next easiest structures and the next most needed words
26 being added each lesson, so the students and teachers always know exactly where they are, and how useful what they are learning will be.
Hybrid Classes combine the structure of Globish In Globish with the individual perception and guidance of the knowledgeable teacher, who knows the path of GNG and guides students along it in fewer hours of class, and a lot less time and money invested. At the same time, the teacher can not only help, but evaluate the students progress each week because the teacher spends time live with each student.
Immersion Learning If the adult student wants the language to be immediately useful in the world of work and travel, then that student must first overcome the fear and the feeling of being lost inside English, before he or she can walk out and use what has been learned. It is the teacher who can help with learning everything inside the language you are learning, like children do. It is the teacher who can be the guide inside the language, while the student becomes comfortable learning inside it.
Immersion is both the oldest, and the newest philosophy of learning a language: become immersed in only that language, with the best guide you can find to hold your hand occasionally until your gain confidence to learn more on your own.
In the next chapters we will go into detail about how the Globish In Globish course is structured in learning increments, so that the student learns a little bit more that is logical and useful each time, and builds a total understanding on what has been learned.
Again, those increments of learning are the way that both the teacher and the student know exactly where they are, and where they want to proceed to, and how useful it will be when they accomplish Globish IN Globish.
The next Chapters will be about the Structure of Globish In Globish, so that you the teacher can use it well with your adult English students by means of Skype.
27 Chapter 6 - Immersion with "Most Useful" Words
For some students, the thing they are afraid of the most is being "lost" inside a strange new language. But at some time, that is the only way they will learn to be comfortable understanding and using Globish. So we begin with "immersion," like being thrown in the water and learning to swim with a teacher.
Globish In Globish makes "immersion learning" easier in a few distinct ways:
1. It begins with 350 of the most-used words in English:
The basic 350 words in Globish (Most Used Order follows Alphabetical) a car fast horse make once river state up about care father hot man only road step us above carry feel hour many open rock still use act cause few house map or room story very add center find how mark order round study walk after change fire I may other rule such want again city first idea me our run sun war against class fish if mean out same sure watch air close follow in measure over say table water all cold food interest might own school take way also color for it mile page science talk we always come form just money paper sea tell well and complet friend keep more part second than west answer e from kind morning pass see that what any country get king most pattern seem the when appear cover girl know mother people self their where area cross give land mountai person sentence them which as cut go large n picture serve then while ask day good last move piece set there white at differ govern late much place several these who back direct great lay music plain she they whole base do ground learn must plant ship thing why be dog group leave my play short think will before down grow left name point should this wind begin draw half less near port show though with best during hand let need press side thought wood better each happen letter never problem simple through word between early hard life new product sing time work big earth have light next pull size to world bird eat he like night put slow together write black end head line no question small too year body enough hear list north rain so top you book even help listen notice reach some toward young both ever her little now read song travel boy every here live number ready soon tree build example high long of real sound true but eye him look off red south try by face his love often rememb spell turn call family hold low old er stand under can far home main on right start until
28 350 words in order of Most-Used: the long sentence again together dog pattern of make great point next family slow to thing think mother white direct center and see say world begin leave love a him help near walk song person in look low build example measure money it more line self paper product serve you day differ earth often black appear that go turn father always short road he come cause head music class map for number much stand both wind science on sound mean own mark question rule with no before page book happen govern as most move should letter complet pull I people right country until e cold his my boy answer mile ship notice they over old school river area be know too grow car half at water same study care rock have than tell still second order this call set learn group fire from first want plant carry south or who air cover rain problem by may well food eat piece hot down also sun room pass word side play between friend top but now small state idea whole what find end keep fish king some any put eye mountai size we new home never n best can work read last once hour out part hand let base better other take port thought hear true all get large city horse during there place spell tree cut rememb when live add cross sure er up where even hard watch step use after land start color early how back here might face hold each little must story wood west she only big far main ground which round high sea enough interest do man such draw plain reach time year follow left girl fast if show act late young sing will every why run ready listen way good ask while above table about me change press ever travel many give light close red less then our kind night list morning them under off real though simple write name need life feel several like very house few talk toward so through picture north bird war these just try open soon lay her form us seem body against
29 2. Pre-Test shows if student can read 350 words
The Pre Test uses only those 350 words. If students can read the Pre-Test and select the best answer for each question, then they are ready for Lesson A. Usually the student who takes this 20 question Pre Test thinks it is fun. If the student experiences a lot of difficulty with the Pre Test, he or she probably does not have the world level or basic reading ability to begin GNG.
3. Lesson A adds 44 new words -- they are next most-used words.
The student reads the grammar part of the lesson in 394 words, and clicks where it says to "click" and completes interactive exercises. If the teacher is present, the teacher can help with these. If not, it may become something that the teacher and the student discuss. The main thing is that the student, by reading the lesson first and trying to learn from it, is "experiencing" Globish at its simplest, but in a way that is more difficult at first. Each new grammar lesson is made from the words in the lesson before PLUS the 44 next most used words. So all of Lesson B will have only 438 of the most used words in English.
4. The Grammar also goes from simplest to next-simplest.
The patterns start simply and are built in as regular and expected a way as possible. Beginning with present static verbs of to be, the student concentrates on I am, You are, He is , etc first with positive adjectives: I am happy . Then the student learns to make a negative: I am not happy. Then he changes the adjective for a noun. Peter is a teacher. And then begins simple questions: Is Mary happy? and finally ends with Wh questions: Why is Mary happy? Where is Peter? Who is Tim?
5. Lesson A Story comes from the 350 words PLUS 44 new words .
In the same way the Grammar portion is built incrementally from the next most used 44 words, each story adds 44 words. In the stories, each new word is underlined and the student can click on it for the meaning, and return to the story. The student can both read and listen to the story if he or she chooses. After each story, the list of 44 new words in that lesson are pronounced. This structure, through 26 lessons A Z means several things to the students:
A. They will have a certain number of words to learn, and these words will be the most useful words they could have in English or Globish. That means that the students always know they are learning the most important things first, and
30 that there is the highest probability that they will hear them and even use them if they are in that language environment.
B. The most common words will often be used in the next stories, and that will reinforce their learning and make their immersion, listening and reading, easier with each lesson as they see words they know again, like old friends.
C. They will begin building useful sentences immediately and interactively by click selection. There are no penalties: they just keep clicking until they build the sentence. Once again, the immersion method has them thinking inside the language while they are learning.
D. As they learn to move around in the lessons, they will have to decide where to go and how to get it. They will become "conditioned" to making decisions inside the language, and being instantly rewarded if they are good decisions.
How the Teacher Can Help with Immersion Learning
The first few lessons will be the most difficult in the immersion process, where the student must become used to reading and listening and thinking in simple Globish. Although the best use of the Hybrid course system will be for the student to go through the lessons first by himself or herself, in the first lessons it can be important for some and perhaps most students to have a friendly guide.
For that reason, you may want to plan for a few hours with the students on the early lessons, but be ready to give them a few extra hours if they need to gain confidence. You will be the one telling them that does make sense, and that they can do it. Ideally this will only last for a few lessons. In the rest, they will ask you questions about what they have done in the lesson, and you will ask questions and converse with them in Globish, having the subject matter of the lesson always as the basis.
These early lessons will also help the teacher learn about the student and the ease or difficulties they might have with various subjects. If the teacher notes that the student as special problems with pronunciation, then that teacher can and should give extra time to that skill, until the student is comfortable with the lesson. Once again, the structure of GNG makes only the certain areas in the lesson the things to be learned, and not everything at once. The teacher can help keep those things straight for the students as well.
31 GNG as a Method of Learning Intermediate English
There will be people who are not sure they want to begin Globish because they are afraid that it will make their English "broken" and that it will be difficult to proceed with more advanced English if they work for an English speaking company, or live in an English speaking country, or wish to go to a University that requires a higher level of English, especially for reading and writing.
As a teacher of English as well as Globish, you can assure them that good Globish will make them understandable to English speakers, and will give them simple but correct English to build on. If they do decide to proceed to more advanced English, Globish as they learn it in GNG will give them a level of BI in the Council of Europe's Framework of Reference for English. So Globish is a competent use of English for most travel and business purposes. Globish is also an excellent base if they choose to study more English.
For purposes of testing, more advanced English will require a few more complex verb forms, a lot of idiomatic usage, about 2500 more words, and a lot of reading in all forms of English current and past literature. It will require much more experience speaking and writing in English.
The main point here, however, is that Good Globish is Correct English, and it provides a plateau they can use for a tremendous amount of communication with the world's English speakers. They will also have an excellent point to start again on more advanced English studies should their needs change.
32 Chapter 6 - Why 1500 Globish Words?
At times just the simple concept of using only a limited number of words is troubling to those native speakers who have limitless vocabularies. They do not equate extra words with extra money and extra years from one's life. Also, most of them have never thought of saying something in the simplest way using the fewest words, although many English writers such as Hemingway have demonstrated that such a "simple" approach can be highly effective.
There are 5 kinds of arguments that English speakers sometimes give against learning the exact 1500 Globish words:
Argument 1: 1500 is not enough words to say anything of value .
Answer: 1500 words has resulted in the book Globish The World Over and several articles and plays. Many English teachers want their students to do more with fewer words, seeing that as a mark of intelligence. In addition, the ability to use words in many ways and to change them with affixes make the true total of words over 5,000 which can be made from the 1500 basic Globish words.
Argument 2: 1500 is more than the number others have used, such as 1000 and 800 (by Ogden and Richards early last century.
Answer: Clearly GNG begins with 350 words, and if you are careful, that can get communication started with even that small number, as GNG demonstrates. However, it is clear that below 1000 words certainly the speaker is very constricted in what he or she can say. However, in searching many collections of the most used 1500 words, we found that the major variations begin to occur between 1350 and 1700 words. That would mean that at that point, there begin to be many competing possibilities between words, and thus between how to say things. It would follow that beyond 1500 words the usage reflects less necessity and more style variation.
Argument 3: A language is a living, changing thing and should not be constricted with any limitations, especially in its words. Answer : This is true, most of all for poets and other impressive writers. It is not so true for the person who very soon and badly needs this limited Globish English as a tool to do business, or to travel across the world.
33 Argument 4: This will limit the thought processes of the person using Globish, and he or she will always feel inferior to the fluent English speaker.
Answer: There is quite of bit of conflicting research on how language affects our thinking. It is clear that in English speaking countries, class structure is often demonstrated by patterns of language and selection of words. Whether this in turn means that higher classes think better is certainly open to much discussion. What is not open to discussion : The whole world is NOT an English speaking country, nor will it soon be.
Argument 5 : The person who just learns Globish does not learn all the values of the great English culture.
Answer: This is true. What is also true is that most of the people who learn Globish may never set foot in an English speaking country, and may never work for a British or American company. In fact, in future, much of the world may be part of a new global economy that can at times ignore English speaking countries. However, it will be extremely useful to communicate in a common Globish with millions of other people, none of whom could care at all about the "values of the great English culture."
Most-Used Words vs "Root" Words
The 1500 Globish words are not just the most used words from English, but the most used form of that word. For example, "global" comes from the word "globe" but globe is not as commonly used as "global" so "global" is one of the 1500 Globish words. On the other hand, the Globish word "child" can add an affix and become the father of the word "childish." Part of learning Globish is learning how the 1500 words can actually become 5000 words or more. Globish also has dual pronunciation words like re cord - an action and re cord - a thing . Finally, Globish like English can use the same word for several parts of speech. Example: in the back (back is a noun), in the back yard is an adjective, and if I back your suggestion (meaning I agree with it) then "back" becomes a verb. A surprising number of Globish words work that way.
There will be a whole Chapter on WordMaker which discusses these in depth.
Proper Nouns, Technical Words, and International Words
Another reason that "only" 1500 Globish words can give you a lot to work with, is that other words are allowed on a very flexible basis.
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Proper Nouns for People, Places, and Titles
First of all, if something is a title or a place or a person's name, you can't change that to be Globish very easily. Thus, Gibbon's The Rise and Fall of the Roman Empire is perfectly usable in Globish, because Gibbon's name (a monkey?) and the Roman Empire are parts of the title. If you said the "rise and fall of the boot shaped country south of the mountains," you would still have to identify Europe. So Proper Nouns are, well, quite proper. Technical Words
Learning a language well is somewhat "technical", and that is why teachers and students involved in the learning process need their technical words: noun, verb, adjective, preposition, Present Simple and so on. Usually two people communicating about a subject they both know will have a store of "technical" words they can use with Globish. Other examples: Musicians may know words like allegro, staccato, and forte. Cooks know skewer, fry, and omelet . So if you are an airline pilot, you don't need any of those technical words for English teachers or musicians or cooks. But you probably know the words you need to know, and can use them with Globish.
Theoretically, any time two people agree they need a word to talk with each other about something, that word can become a "technical" word. Thus if two lawyers need to discuss fully who in the family gets the money from a will, they may have to use the word "nephew" or "stepson" and they can agree to use words as technical words if they are needed. In this way, Globish is reasonably flexible to the needs of people who must communicate.
International Words
This area can be argued about, of course, but most people with no English at all know what a pizza is, and the police , and the TV . The key to international words is that everybody knows them. If a few people who speak a little English do not know a term like "Off duty cop", it is probably not "international".
GNG Definitions of New Words
Within GNG, linked to the stories, are definitions of the new words they are learning. Without the use of pictures, it is almost impossible to make the definitions fall within the words of the early lessons. Of course the student can go to his or her dictionary for the ones that have a little higher level of Globish than they know.
Of course, this is also an excellent place to see the value of a Skype teacher. When the student cannot understand the definition, the teacher can give just a few hints
35 in their language and the meaning will come clear. Ideally, the student will learn most of the new words from the context around them.
Using "A Few Words, Better"
It is difficult to say something simply, in any language. We usually do that by choosing a few common words, and using them well. The sentence: "Less is more," is a good example of the new use of a few words giving new meaning, rather than requiring more complex words. "We are the world" gives words that define a generation.
The most difficult writing often uses just a few common words, in advertisements that make people buy, from leaders who make people proud of their country, by philosophers who speak simple, eternal truths like "I think, therefore I am."
For that reason, a no person should feel poor when he has only the 1500 Globish words. Those words are the most common ones and, if a person uses them well, they will communicate with everyone.
The 1500 Globish Words
It would be good for you first to see the 1500 Globish Words in the order they are taught in GNG. After this list, which will be divided where the lessons divided them, we'll show an alphabetical list of Globish words for you reference.
the at up so my get name move of have use these over place ve ry right to this how her know live through boy and from each long wa ter where just old a or she make than af ter form too in by which thing call back sen tence same it hot do see first little great tell you word their him who on ly think set that but time look may round say want he what if more down man help air for some will day side year low well on we way go now show line al so with can abou t come find every di ffer play as out ma ny nu mber any good turn small I other then sound new me cause end his all them no work give much put they there write most part our mean home be when like peo ple take un der be for e read
36 hand still often talk reach fi gure foot vary port learn al ways bird fast star yet se ttle large plant mu sic soon sing box bu sy speak spell co ver both body li sten field test ge neral add food mark dog table rest re cord* ice even sun book fa mily tra vel cor rect boat ma tter land bet wee n le tter di rect less able co mmon ci rcle here state un til leave mor ning pound gold in clu de must keep mile song si mple beau ty pos sible di vi de big eye ri ver mea sure se veral drive plane pick high ne ver car pro duct to ward con tain age su dden such last care black war front dry count fo llow let se cond short lay teach won der square act thought group class against week laugh rea son why ci ty ca rry wind pa ttern fi nal ago length ask tree rain ques tion slow green check re present change cross eat ha ppen cen ter quick game art light hard room com ple te love de ve lop shape sub ject kind start friend ship per son sleep yes hunt off might id ea area mo ney warm miss bro ther need sto ry fish half serve free heat egg house far moun tain rock not strong snow ride pic ture sea once or der road spe cial bed cell try draw base fire map mind bring be lie ve us left hear under stand be cause be hin d sit fo rest again late horse pro blem rule clear per haps race point run cut piece go vern tail fill win dow mo ther while sure pass pull fact east store world press watch top cold street weight su mmer near close co lor whole no tice inch lan guage train build night face king voice lot among prove self real wood size fall no thing ball lone earth life main best po wer course wave leg fa ther few en ough hour town stay drop ex ercise head those another be tter fine wheel heart wall stand open girl true cer tain full pre sent catch own seem young du ring fly force hea vy wish page to ge ther rea dy re mem ber unit blue dance sky should next above step lead object en gine board coun try white ever ear ly cry de ci de po si tion joy an swer be gin red hold dark sur face arm win ter school walk list with out note deep wide wild grow ex am ple though ground wait moon sail glass stu dy pa per feel hap py plan is land ma te rial grass
37 cow co py equal rich suit sil ver ma rket job tall ex pe riment choose thick cu rrent thank de gree edge sand bo ttom fit sol dier lift branch dear sign soil key flow pro cess con tin ue match en emy vi sit roll iron fair operate block af raid drink past fin ger si ngle bank guess chart huge occur soft in dustry stick col lect ne cessary hat sis ter sup port fun va lue flat save sharp sell steel speech bright fight skin con trol wing com pany dis cuss range gas lie smile gen tle cre ate ev ent for ward steam wea ther me ter hole wo man neighbor deal si milar mo tion month beat trade prac tice wash swim guide path bear view trip se parate ra ther term li quid fi nish sense of fice di fficult crowd opposite ex pe rience log in terest ear rec ei ve do ctor corn wife score shell hope else row please com pare shoe ap ple neck flo wer quite mouth pro te ct string spread coat court strange case ex act noon bell camp card tax jump mi ddle sym bol lo cate de pend inv ent rope edu ca tion ba by kill die ring meat co tton slip across meet son least cha racter rub born win so cie ty root lake trou ble insect tube quart dream or ganize buy scale shout per iod fa mous truck condition lose raise loud ex cept in dicate stream noise feed stop solve spring seed hu man fear le vel tool al rea dy me tal ob serve tone hi story thin chance to tal ef fort whe ther child join eff ec t hu rry ga ther smell treat push straight sug gest exp ect chief shop va lley li mit shall na tion clean crop co lony stretch seat pur pose hair milk break mo dern clock throw ar rive sit ua tion des cri be speed yard element mine shine track stage cook me thod rise hit tie pro perty pa rent ex plain floor pay bad cor ner en ter wrong sheet peace ei ther sec tion blow par ty ma jor rep eat sub stance fu ture re sult dress oil sup ply fresh req ui re con nect firm burn cloud blood bone search broad spend amount hill sur pri se touch rail send salt fat de mand safe quiet mix ima gine ye llow nose share ac cept cat stone team pro vi de gun claim sta tion judge cen tury ti ny wire ag ree allow con tinent bread paint con si der climb cost thus print su gar charge law cool brown chair dead pre tty bar res pon sible bit de sign wear dan ger spot skill of fer space coast poor gar den fruit des ert * sea son slave ap ply
38 de sire pa tient load taste hide fac tory hun ger delicate of ficer com bine pro po se lip vic tory meal crash awa ke doubt com mand lock kn ife quar ter wise to night tea pri vate en joy ahead mis ta ke waste sad tongue false ex ist ex press ap pro ve sweet fool disap pear coal shirt alo ne health des troy guard po litics de feat ruin bu tter res pect fail re gular worse sa tisfy poss ess pu nish rew ard at tem pt gain wage ex chan ge roof sym pathy breathe for bid pain per for m rare loose shade pen cil swa llow com mi ttee be low ti tle re ques t risk accuse bor der reg ret mo ral nei ther se cret ap poi nt to mo rrow joke soap empl oy opi nion so lid loan earn per manent cheap blade imp ro ve bill wea pon mail ex plo re fri ghten exc use trick de tail ma rry pure re tir e brain wound ce remony trea sure account hos pital es cap e evil de fend queen de crea se poi son sort shoot avoid em pty bend ex tra prize shame re du ce film news ad vise smoke shut harm fea ther at ten tion hang un less me ssage cup for give bite debt sup pose su ffer di nner hate te rrible ho ly stu pid stamp vote si gnal dirt shock crime float price manu fac ture shel ter trust an gle sor ry broad cast brick fo reign pre vent weak mi nister plen ty vio lence re sist rice strike po pular wine brush sick de lay pa ssenger rob inst ead worth du ty be side suc ceed pour pipe pen trial mu rder per fect luck surr oun d damage cheer res cue mo del battle pro fit si lence kick swear crush oppor tu nity for get ex pense pri son chain burst bu ry tribe re cognize ex tend kit chen chair man slide hire wealth bleed per mit dis tance dust urge se ve re ar rest bo rrow au tumn se rious me mory bo ttle blind po cket ca mera owe skirt at tack shake ad mit enter tain ho nest in su rance sel dom inter fe re lack frame tear soul freeze tight praise ex plo de re la tion ext rem e tear my stery calm plate brave flag in fluence com fort tire wel come male fold seize re si gn hus band dis co ver be long snake wet hurt mo derate post pon e tooth stru ggle dis ease joint kiss dig bu tton inter na tional bridge na rrow rough gift cloth cu stom shelf es pe cially de cla re th eater smooth sus pec t cure nail bas ket av erage at ten d dau ghter threa ten chest pow der me rcy wreck qua lity ba lance nice de li ver march blame bath obey for mer ci tizen warn pray alive com pe te no where pan ar gue agency yes terday birth ill sto mach lend paste date wo rry aim uni ve rse bag re pair ho liday ca rriage ar my fix in vi te fe male na tive storm dis miss ru bber
39 heal indi vi dual gu il ty re co ver fist fuel ce lebrate opp res s cork au tho rity reso lu tion cap ture of fen sive pu blish de fine me dia ho llow mi litary re fuse * iden tify na vy ally drain award silk rate ap pea l inf or m cha llenge la boratory leak pig phy sical issue hu mor rad ia tion de pre ssion drug ve to pint so cial disk to day cash con demn ex it guy fierce le gal occupy goal ins ane adult pol lu te wool file com mu nity ea sy cheese fin an ce pants tin evidence trea ty in sult* de ba te en vi ronment avai lable deaf pro gress* ours theirs nerve ounce indep en dent bar rier el as tic rep or t te rritory wheat tran sport* link po ta to bo nus gallon aid co mment ca binet tra ffic raid boy cott ray seek ho rrible pro gram spy emer gency scare can cel je wel con tact sex steal ve getable in jure crew ap pea r twice de ny cri sis bu llet confir m de monstrate cri ter ia in to task co llege cha nnel trea son pa rcel ex ecute de nounce upon po licy ve rsion af fect code an nou nce ins pect de ploy north se ries in cident pro ject* halt ex port * pre gnant equate west cre dit se cu rity nor mal pu blic fl uid in vest erase plain rel ea se apartment mi nor react elect ri city brake eth nic god rem ove int en se mob se nate neu tral in va de evap orate scien ce in crease * cam pai gn blank im port * auto ma tic guaran tee al most la bor con cern script com promise re ject con gress hi jack door te rror vic tim ju ry troop kid clash hos tage ho wever brief refu gee do cument sub stitute boot per cent in ject since mem ber st ruc ture smart rest rai n pa ra de tar get kit re tur n in te lligence chase ci vi lian de vi ce achieve away oust along anger pur chase beer con sum ption en for ce co operate pi lot bu siness vol ume as sis t sup press exp and pro fes sor be co me es timate in ves tigate blan ket starve rocket south equi pment re sear ch with draw jail con gra tulate miscel la neous shrink aroun d the ory tra di tion be tray ex pert mus cle ba llot snack spi rit gray (grey) cri ticize glo bal diet re sour ce in fect sneeze al though in nocent hos tile gang cham pion at tach apo logize sup ervise im por tant men tal cul ture fog item bu dget sur vive par liament ma ster sta tus feature rev ol t inv ol ve sus pen d di plomat church de par ture dis pute riot smash vi cious according (to) com pu ter es ta blish com mu nicate em bassy ad apt stairs climate che mical boss ban sys tem emo tion quit con ference ja cket bomb rem ai n lo cal pro test fer tile ve hicle ad ver tisement pl as tic third ma yor And here are all these words Alphabetically:
able according (to) a abou t above ac cept account
40 bath accuse ap pea l bo nus calm ci rcle con gress dance achieve ap pea r battle book ca mera ci tizen con nect dan ger across ap ple be boot camp ci ty con si der dark con sum ption act ap ply bear bor der cam pai gn ci vi lian date ad apt ap poi nt beat born can claim con tact dau ghter add ap pro ve beau ty bo rrow can cel clash con tain day con tinent ad mit area be cau se boss cap ture class dead adult ar gue be co me both car clean con tin ue deaf ad ver tisement arm bed bo ttle card clear con trol deal ad vise ar my beer bo ttom care cli mate cook dear af fect aroun d be for e box ca rriage climb cool de ba te af raid ar rest be gin boy ca rry clock co operate debt af ter ar rive be hin d boy cott case close co py de ci de again art be lie ve brain cash cloth cork de cla re against as bell brake cat cloud corn de crea se age ask be long branch catch coal cor ner deep agency as sis t be low brave cause coast cor rect de feat ago at bend bread ce lebrate coat cost de fend be side ag ree at tach break cell code co tton de fine ahead at tack best breathe cen ter cold count de gree aid at tem pt be tray brick cen tury col lect coun try de lay aim at ten d be tter bridge ce remony co llege course delicate air at ten tion bet wee n brief cer tain co lony court de li ver alive au tho rity big bright chain co lor co ver de mand all auto ma tic bill bring chair com bine cow de monstrate allow au tumn bird broad chair man come crash den oun ce ally avai lable birth broad cast cha llenge com fort cre ate de ny al most av erage bit bro ther cham pion com mand cre dit de par ture alo ne avoid bite brown chance co mment crew de pend along awa ke black brush change com mi ttee crime dep loy al rea dy award blade bu dget cha nnel co mmon cri sis de pre ssion al so away blame build cha racter com mu nicate cri te ria des cri be al though ba by blank bu llet charge com mu nity cri ticize des ert * al ways back blan ket burn chart com pany crop de sign among bad bleed burst chase com pare cross de sire amount bag blind bu ry cheap com pe te crowd des troy and ba lance block bu siness check com ple te crush de tail anger ball blood bu sy cheer com promise cry de ve lop an gle ba llot blow but cheese com pu ter cul ture de vi ce an nou nce ban blue bu tter che mical con cern cup die anoth er bank board bu tton chest con demn cure diet condition an swer bar boat buy chief cu rrent di ffer any ba rrier body by child con ference cu stom di fficult apartment base bomb ca binet choose con fir m cut dig apo logize bas ket bone call church con gra tulate da mage di nner
41 di plomat el as tic ex pense fin ger fu ture hat hunt in vi te di rect elect ri city ex pe rience fi nish gain hate hu rry inv ol ve dirt element ex pe riment fire gallon have hurt iron disap pear else ex pert firm game he hus band is land dis co ver em bassy ex plain first gang head I issue dis cuss emer gency ex plo de fish gar den heal ice it dis ease emo tion ex plo re fist gas health id ea item disk empl oy ex port * fit ga ther hear iden tify ja cket dis miss em pty ex press fix ge neral heart if jail dis pute end ex tend flag gen tle heat ill je wel dis tance en emy ex tra flat get hea vy ima gine job di vi de en for ce ext rem e float gift help im port * join do en gine eye floor girl her im por tant joint do ctor en joy face flow give here imp ro ve joke do cument en ough fact flo wer glass hide in joy dog en ter fac tory fl uid glo bal high inch judge door enter tain fail fly go hi jack in cident jump doubt en vi ronment fair fog goal hill in clu de ju ry down equal fall fold god him in crease * just drain equate false fo llow gold hire indep en dent keep draw equi pment fa mily food good his in dicate key dream era se fa mous fool go vern hi story indi vi dual kick dress es cap e far foot grass hit in dustry kid gray (grey) drink es pe cially fast for hold in fect kill drive es ta blish fat for bid great hole in fluence kind drop es timate fa ther force green ho liday inf or m king drug eth nic fear fo reign ground ho llow inj ect kiss dry eva porate fea ther fo rest group ho ly in jure kit feature du ring even for get grow home in nocent kit chen dust ev ent feed for give gua rantee ho nest ins ane kn ife du ty ever feel form guard hope in sect know each every fe male for mer guess ho rrible ins pect la bor la boratory ear evidence fer tile for ward guide horse inst ead ear ly evil few frame gu il ty hos pital in sult* lack earn ex act field free gun hos tage in su rance lake earth ex am ple fierce freeze guy hos tile in te lligence land east ex cept fight fresh hair hot int en se lan guage ea sy ex chan ge fi gure friend half hour in terest large eat exc use file fri ghten halt house inter fe re last edge ex ecute fill from hand how inter na tional late edu ca tion ex ercise film front hang ho wever in to laugh eff ec t ex ist fi nal fruit ha ppen huge in va de law ef fort ex it fin an ce fuel ha ppy hu man inv ent lay egg exp and find full hard hu mor in vest lead harm ei ther exp ect fine fun hun ger in ves tigate leak
42 learn ma jor mob noon own plant pro perty red least make mo del nor mal page pl as tic pro po se re du ce leave male mo derate north pain plate pro te ct refu gee left man mo dern nose paint play pro test re fuse * leg manu fac ture mo ney not pan please prove reg ret le gal ma ny month note pants plen ty pro vi de re gular lend map moon no thing pa per po cket pu blic re ject length march mo ral no tice pa ra de point pu blish re la tion less mark more now pa rcel poi son pull rel ea se let ma rket mor ning no where pa rent po licy pu nish rem ai n le tter ma rry most nu mber par liament po litics pur chase re mem ber le vel ma ster mo ther obey part pol lu te pure rem ove lie match mo tion object par ty poor pur pose re pair life ma te rial moun tain ob serve pass po pular push rep eat lift ma tter mouth occupy pa ssenger port put rep or t light may move occur past po si tion qua lity re present like ma yor much of paste poss ess quart re ques t li mit me mu rder off path pos sible quar ter req ui re line meal mus cle of fen sive pa tient post pon e queen res cue link mean mu sic of fer pa ttern po ta to ques tion re sear ch lip mea sure must of fice pay pound quick re si gn li quid meat my of ficer peace pour quiet re sist list me dia my stery often pen pow der quit reso lu tion li sten meet nail oil pen cil po wer quite re sour ce little mem ber name old peo ple prac tice race res pect live me mory na rrow on per cent praise rad ia tion res pon sible load men tal na tion once per fect pray raid rest loan me rcy na tive on ly per for m pre gnant rail rest rai n lo cal me ssage na vy open per haps pre sent rain re sult lo cate me tal near operate per iod press raise re tir e lock me ter ne cessary opi nion per manent pre tty range re tur n log me thod neck oppor tu nity per mit pre vent rare rev ol t lone mi ddle need opposite per son price rate rew ard long might neigh bor opp res s phy sical print ra ther rice look mile nei ther or pick pri son ray rich loose mi litary nerve or der pic ture pri vate reach ride lose milk neu tral or ganize piece prize react right lot mind ne ver other pig pro blem read ring mine loud new ounce pi lot pro cess rea dy riot love mi nister news our pint pro duct real rise low mi nor next ours pipe pro fes sor rea son risk luck miscel la neous nice oust place pro fit rec ei ve ri ver ma gic miss night out plain pro gram re cognize road mail mis ta ke no over plan pro gress* re cord* rob main mix noise owe plane pro ject* re co ver rock
43 ro cket se nate si milar sound strong tea to ge ther upon roll send si mple south st ruc ture teach to mo rrow urge roof sense since space stru ggle team tone us room sen tence sing speak stu dy tear tongue use root se parate si ngle spe cial stu pid tear to night va lley rope se ries sis ter speech sub ject tell too va lue rough se rious sit speed sub stance term tool vary round serve sit ua tion spell sub stitute te rrible tooth ve getable row set size spend suc ceed te rritory top ve hicle rub se ttle skill spi rit such te rror to tal ve rsion ru bber se veral skin spot su dden test touch ve ry ruin se ve re skirt spread su ffer than to ward ve to rule sex sky spring su gar thank town vi cious run shade slave spy sug gest that track vic tim sad shake sleep square suit the trade vic tory safe shall slide stage su mmer th eater tra di tion view sail shame slip stairs sun theirs tra ffic vio lence salt shape slow stamp su pervise them train vi sit same share small stand sup ply then tran sport* voice sand sharp smart star sup port the ory tra vel vol ume sa tisfy she smash start sup pose there trea son vote save sheet smell starve sup press these trea sure wage say shelf smile state sure they treat wait scale shell smoke sta tion sur face thick trea ty walk scare shel ter smooth sta tus sur pri se thin tree wall school shine snack stay surr oun d thing trial want scien ce ship snake steal sur vi ve think tribe war score shirt sneeze steam sus pec t third trick warm script shock snow steel sus pen d this trip warn sea shoe so step swa llow those troop wash search shoot soap stick swear though trou ble waste sea son shop so cial still sweet thought truck watch seat short so cie ty sto mach swim threa ten true wa ter se cond should soft stone sym bol through trust wave se cret shout soil stop sym pathy throw try way sec tion show sol dier store sys tem thus tube we se cu rity shrink so lid storm table tie turn weak see shut solve sto ry tail tight twice wealth seed sick some straight take time un der wea pon seek side son strange talk tin unders tan d wear seem sign song stream tall ti ny unit wea ther seize si gnal soon street tar get tire uni ve rse week sel dom si lence sor ry stretch task ti tle un less weight self silk sort strike taste to un til wel come sell sil ver soul string tax to day up well
44 wire wood wound yes terday west which wild wise wool wreck yet wet while will wish word write you what white win wheat who wind with work wrong young wheel whole win dow with draw world yard yours when why wine with out wor ry year wing wo man worse yell ow where wide win ter whe ther wife won der worth yes
45 Chapter 8 - Parent - Child and Other Variations
WordMaker is the way we show that the basic 1500 Globish words can become many variations. Now the linguist may deal with "roots" of words that come from Latin, or Greek, or Sanskrit, but the "root words" in Globish are just the forms of a word that are used most in English. Then often, many other words can be made from that one word. As previously mentioned the Parent Child relationship of words does not always move in the same direction with Globish witness the useful word author to be parent of the Globish word authority .
Aside from the obvious English practice where verbs can be nouns and nouns can be adjectives depending on how they are used in a sentence, there are numerous "side lessons" in GNG which discuss these ways in which the most common 1500 words can be used in other forms, and often make a different meaning.
Combinations
The simplest way to see the formation of new words is to put two nouns together. The word "hill" and the word "top" can go together to make a new word hilltop. This is a perfectly good Globish word because it came from two original Globish words. Here are some more:
work + man = workman air + plane = airplane bed + room = bedroom song + bird = songbird class + room = classroom street + car = streetcar day + time = daytime horse + man = horseman week + end = weekend tree + top = treetop home + work = homework road + map = roadmap man + kind = mankind life + boat = lifeboat
What really happens in these combinations is that the first word becomes a kind of adjective that makes the identity of the second part a little different. Let us take some of the individual words above and make the last word first in another combination. We can take "boat" from "lifeboat" and put it with "man" from "workman." Then we will have a new word: boatman . Or, we can do the same
46 with first words. Take the "week" from "weekend" and put it with "day" from "daytime" and you make "weekday." Now this is not an exercise that a students should try to do by themselves, but is a good exercise for them to be able to recognize words in combination.
The recognition is of course the first step for the student in being able to use the combination word again. This will apply to almost every WordMaker variation we discuss here. They need to see the word making process to be able to understand the many, many variations on Globish words when they see them.
AFFIXES
There are a few rules about "little changes" the Affixes that make bigger words from smaller ones.
Letters in Front of a Word - Prefixes
Combinations of letters on the front of the word (im possible) make very different meanings. See if you can see the base words here: incorrect (not correct) unhappy (not happy) renew (make new again) return (turn back) preview (before the view)
Letters on the Back of a Word - Suffixes
Letters on the back of the word or Suffixes sometimes also change a few letters at the end of the word. Mostly that is for easier pronunciation. There are 4 basic reasons for Letters on the Back of a Word :
1. To make a word into a noun:
friend + ship = friendship (a bond of friends)
govern + ment = government (an organization for governing)
sing + er = singer (a person who sings)
free + dom = freedom (a state of being free)
47 2. To make a word into a verb:
system + atize = systematize (make into a system)
regular + ate = regulate (make regular)
3. To make a word into an adjective:
interest + ing = interesting (having one’s interest)
agree + able = agreeable (able to agree with)
thank + ful = thankful (full of thanks)
care + less = careless (without a care)
4. To make a word into an adverb:
happy + ly = happily (in a happy way)
after + ward = afterward (after an event)
All of this is inside Globish IN Globish, and you should be sure that your students become familiar with these principles, so that they can get much more use from the Globish 1500 words. Here are some details for you to give the students who want them.
SUFFIXES 1 - Making Nouns with Endings
1. Noun to noun : we can make one "thing" into another "thing." If we put friend with - ship we have friendship . Here are some others. We make a bigger noun from a smaller one. social + -ism = socialism father + hood = fatherhood act + -ion = action
2. Verb to Noun: We take an "action" like govern and turn it into a "thing" like govern + -or = governor or govern + -ment = government. Try these: play + er = player
3. Adjective to Noun: We take a "quality" and make it into a "thing." We put free with "-dom" and it becomes a noun : freedom. Try these: great + -ness = greatness act + -ivity = activity
48 SUFFIXES 2 - Making Verbs with Endings
Now we will make "actions" from "things" and "qualities."
1. Nouns to Verbs: English speakers do this all day long. Take a "thing" you want to make into an "action". To make something "human" we add human to -ize = humanize. ( ise in British spelling) Here are some more: hospital + ize = hospitalize liquid + ate = liquidate
2. Adjectives to Verbs: We take a "quality" we like and add an ending to make an "action:" central + -ize = centralize black + -en = blacken legal + -ize = legalize
3. Sometimes the basic word is changed to take the ending. regular makes regulate by dropping the -ar and adding -ate.
SUFFIXES 3 - Making Adjectives with Endings
We can make "things" and "actions" and "qualities" into new qualities (adjectives).
1. Noun to Adjective: Take a "thing" and make it a "quality." Care is a noun, but we add -ful and it is now an adjective that can describe someone. care + -ful = careful wind + y = windy interest + ing = interesting
2. Verb to Adjective: An "action" becomes a "quality. thank + -ful = thankful suggest + -ive = suggestive agree + -able = agreeable
3. Adjective to larger Adjective : For example, you can take the "quality" green and make it a more general "quality" by adding -ish. Try these: lone + -ly = lonely
SUFFIXES 4 - Making Adverbs with Endings
This is the last one, where we make Adverbs out of "things" and "qualities."
49 1. Noun to Adverb: If we want to go home , we can travel homeward . Also, "referring to": time + -wise = timewise cost + -wise = costwise
2. Adjective to Adverb: Take a "direction" and add ward. Up + ward = upward... or down + ward = downward. some + -times = sometimes east + -ward = eastward
3. Sometimes the basic word changes: easy + -ly = easily simple + -ly = simply
Phrasal Verbs Phrasal Verbs cause arguments in most English teaching schools, because they are so important and because they use simple verbs in new ways with prepositions, to make a new meaning.
In the simplest kind of Phrasal Verb, we add a whole prepositional phrase to a verb to show how a verb acts with an OBJECT . You pull your car up the driveway, meaning to direct your car upward in the driveway. Or, you take food off the table. The verb acts with the OBJECT.
In another form, prepositions sometimes work in pairs, as when we pull the car UP TO the curb. This form is still acting with the OBJECT.
Phrasal verbs become a VERY short usage tool, used VERY often in speech.
drop off leave back. "Drop the children off (the car) at the school." pull up bring the nose of the airplane up (in the air). get away run from, escape "They get away from the rain." take off lift up. "The airplane takes off (the runway) and into the air.
Other Phrasal Verbs such as get up ("take your self out of bed") step down ("resign a position") imply an object is acted on even if an object is not used.
50 Chapter 9 - Ending This Beginning
OK, with apologies to Mr. Churchill, let's stop here and see where we are. Clearly there is a lot more we could say. The following are chapter descriptions for the full book. You will note you have read up to Chapter 8. I thought it would be useful as a free e book now, to get you all started. (If you want, you can help me write the rest of this book after you have used these methods with your students….below are some future additions I am considering) David Hon
(David Hon has a Master's Degree in English plus TESOL and Business English certifications. He has taught ESL in the past, and more recently has authored and co-authored books dealing with Globish. In addtion he has long offered the websites www.bizeng.net and www.bizeng.mobi where he is now authoring the online computer/mobile course called Beginning Business English .)
Special Thanks to: Jean Paul Nerrière for his pioneering work in Globish, and conceptual stamina. Krisztina Dlugosz, Pecs University, Hungary for Chapter 1: Teaching the mEnglish that Adult Students Want ( and for sticks and guidance with GNG.)
Chapter Name Contents Methods
1. Teaching the English Description of dilemma Graphs from Hungary on dd That Adult Students of new Globish citizen, what students want. dd Want with little time or money (90%) want only to learn but necessity to "enough" for business, use. Professionals must professional study their profession. Other studies.
2. What is Globish- Brief overview of reasons Quotes and discussion bb English? for a closed system and for and against, for the name Globish, conclusions as to its and its relation to value to speakers future English. English teachers English progress, can teach Globish if they placement in CEFR scale, know its limitations and numbers, needs for reasons. Native Speakers globalization and are not preferred… business.
3. What is GNG ( Globish GNG is a full course Description of reasons TM vv IN Globish )? AND a platform based for course design, and on user paced learning. early overview of Studies show that components.
51 students learn best Low bandwidth: Use of interacting with a live sticks and graphics from teacher. Hybrid the course to enliven its Learning Situation: presentation, interaction. Reasons that GNG is an Discuss 10 major ideal course to make a elements, briefly. Hybrid Learning Discussion of technical Situation which easier elements for mobiles and and cheaper for students computers. and more consistent for teacher facilitators.
4. Why Use Skype to We use Skype as a name Tell cases where it is vv Teach GNG? for live interactive being used. Experiential, remote communication immersion, conversation, over the Internet. Key questions. elements = Video, Audio, Text, etc.
5. The "Hybrid" Class Conventional role of The live facilitator with a vv and The Teacher's teacher is as leader and complete interactive vv New Role possessor of knowledge. GNG concentrates on the GNG role is as expert extra needs of each "facilitator" to assist individual student when student with skills and he or she is dealing with concepts. a fixed course." Live" means same location or Skype remote.
6. Immersion by "Most Discussion of Current values in vv Useful" "immersion" learning by Globish shown in GNG, reading, listening, helping understanding answering, repeating, first from reading and making new listening. sentences
7. Why 1500 Globish Most important is using Creation of 1500 Globish vv Words? "few words better" 1500 word list, focus on words both business in last 300 alphabetically and most words. Understanding used. "roots".
8. Parent-Child & Other WordMaker identifies Compilation of types of vv Variations variations for word variation by understanding usage as combining, altering, and
52 parts of sentence. affixes. WHERE THIS BOOK This much information This much content will STOPS will help English teachers make a good e book, and to start teaching Globish will be completed with more specific chapters. POTENTIAL ADDED These may be added in a Current readers may be CHAPTERS book for sale. contributors and thus "partners" in this revolutionary education. 9. Teaching 1500 Words Assumption that the Demonstrate how each vv in Most-Used Order "most used" words in lesson uses only the English will be the "most words learned so far. useful" progression Student builds through each lesson. vocabulary based on "most useful."
10. Basic Grammar Reasons for the grammar Each small advance in Progression -GNG progression are based on grammar is accompanied the easiest verb forms to by examples in exercises learn first, and their logic in negatives and forms of in a sentence. (Present questions. The student Simple is not the first should be able to use the because it is not a logical verb form in each form first observation.) before moving on.
11. Parallel Subjects -- So that Globish is usable GNG presents these vv GNG: Articles, with all spoken English parallel subject areas in vv Prepositions, situations, students will addition to the "most vv Ready-to-use phrases, know basic parts of used" words and vv Phrasal verbs speech and use of grammar progression, so articles, prepositions, and that students are common phrasal verbs comfortable with and pragmatics. common usage.
12. Stories - Audio Each Audio story is the Teachers will also use tool through which GNG these stories to ask adds 44 new words per questions at the live lesson. New words can session with the student. be read, defined in one click, listened to for These stories can be sounds and syllable heard and reviewed stress. infinitely. 13: Pronunciation Lessons A through H Pronunciation relates to concentrates on basics self confidence in any
53 such as syllable stress language, and the teacher and schwa , most will help with sounds difficult sounds…Later and stresses on an lessons on Sentence individual basis stress, rhythm throughout GNG.
14. GNG Students Though there is no Adult goals, availability, requirement as such, it is and prior English will assumed that most GNG bear on the speed of students will be adults. learning, Globish and its difficulty.
15. Skype Types Individual kinds of GNG teacher and student "Skype" communication, will determine which and similar results using form of "Skype" is best other Internet methods for cost, dependability, availability
16. Finding Student GNG teacher/facilitator GNG is designed so that Levels is free of conventional a student who would be group and institutional middle intermediate in logistics such as times, English can enter Globish location availability, and at the most appropriate materials. Thus is able to place. By definition, concentrate on assessing GNG earlier segment student entry level and review may be quick and individual needs. at the choice of teachers.
17. Single or Small Groups up to 4 can use Groups larger than 4 are Groups GNG well with a "live" not recommended. The teacher/facilitator. Some teacher/facilitator may decision items are shared decide that individual cost for teacher, value of lessons are better for student passive learning certain students, in such from others, group areas as pronunciation, dynamics in questioning. and sentence formation.
18. Example #1 Teacher The first situation will be Teaching in the same Session when the student and room , one person has to teacher are in the same travel so scheduling, room. This will usually travel time, etc. enter into be with the same it. Also, the student language, if necessary to AND the teacher should answer technical both have a computer on questions. This at first which to refer to the
54 appears ideal, but there GNG course together, may be travel and unless there is a large equipment problems. screen projector.
19. Example #2 Teacher This will be if the teacher Neither the teacher nor Session and student are using the student has to travel, Skype in the same town and both see the same or country, where they GNG pages on their have a common computers. Within a city, language. This situation some people may use the may be the best, because phone instead of Skype. they have live interaction It will be necessary to and the computers are a have a computer that will given. Most commonly, operate Skype and GNG this English teacher will at the same time, but this not be a native speaker of is the most common English. situation. Sometimes the Skype connection will be better if they are not talking around the world. (Examples of materials or exercises a teacher might add for the GNG student.)
20. Example #3 Teacher It is very possible with International Skype Session Skype to have the teacher teaching can have in Hungary and the advantages and student in Japan. Because disadvantages. The cost Globish does not place an per hour may come emphasis on native between students where English speakers, this in people earn less, but can itself will be proof that be an advantage for we should look for the students in high earning best teachers , and not for countries who might find only native English some very good English speakers. In some cases, teachers who cost much the Globish learner will less. prefer to pay more and (Also Examples of how have native English Globish and GNG create speaker as the teacher/ a common ground and facilitator. This is highly eliminate idioms and possible with Skype. "perfect" accents.)
55 Chapter 10 - Other Globish Materials
Here are some books written in Globish that you may enjoy.
The original Globish The World Over , the first book ever written in Globish, uncut with five extra chapters on pronunciation , grammar and Best Practices, plus Obama's Inaugural Address translated side-by-side into Globish. This has more for teachers and advanced students.
(Abridged Side-by Side Translations available as E-Books and paperbound from www.globish.com, and as paperbound at www.amazon.com)
Hungarian Dutch Spanish
Ez a változata a Globish az egész Deze versie van "Globish El nuevo libro electrónico, El világ (Globish the World Over) cím ő over de hele wereld" is Mundo Globish (globish para el könyvnek, azoknak az olvasóknak duidelijk bedoeld voor mundo), observa cómo billones készült, akik a saját anyanyelvükön lezers die graag in hun eigen de personas necesitan de un taal iets willen leren over het szeretnének olvasni a Globish-ról, a lenguaje para hacer negocio a Globish gereedschap voor nemzetközi kommunikáció través del globo. Describe como internationale el problema se está eszközér ıl. De ez a könyv az angolul communicatie, maar ook laat solucionando por mucha gente tanuló diákoknak is nagyszer ő het studenten Engels de de habla inglesa no nativa. Este lehet ıséget nyújt, hogy basisstructuur zien van libro se puede leer en Español y megfigyeljék a Globish Globish met daarnaast een a su lado está la traducción al alapszerkezeteit, a párhuzamos Nederlandse vertaling. Globish.Translation by magyar fordítás segítségével. Translation by Clare Herrema Language Ways, Argentina Translation by Dlugosz Krisztina Danielle Meijer. Pyt Kramer
56 Russian Chinese Dutch
Несомненно, эта версия 显然，此版本的《全球语 Deze versie van "Globish "Глобиш по всему миру" для over de hele wereld" is тех читателей, кто хочет 沟通全世界》是为了那些想要 duidelijk bedoeld voor использовать свой родной lezers die graag in hun eigen 用他们的母语来学习全球语这 язык, чтобы узнать о taal iets willen leren over het Глобиш инстременте для 个工具，从而进行国际交流的 Globish gereedschap voor международного общения, но internationale 读者们准备的。此外，这本书 она также позволяет communicatie, maar ook laat студентам, изучающим 采用的英汉对照形式也能让正 het studenten Engels de английский увидеть базовые basisstructuur zien van 在学习英语的学生们看到全球 структуры Глобиша Globish met daarnaast een английского, переведенные 语-英语的基本结构。 Nederlandse vertaling. на русский. Translation by Translation by Luo Xi Translation by Clare Herrema Danielle Meijer. Pyt Kramer Dobrenko Lidiya with Alexander Lapitsky
(These versions of Globish The World Over are published by in country publishers -- available on Amazon) Japanese German Portuguese
Published 2011 by Published 2011 by Published 2011 by Toyo Keizai, Tokyo Langenscheidt, Munich Edipro, Sao Paulo
57 Literature in Globish
NOT QUITE SHAKESPEARE THE GLOBISH DAO is a set of 9 short, one act plays The classic Chinese wisdom for use in Globish English of Laozi, in his Dao De Jing, Conversation Classes, for now brought to the world in students to read in groups and Globish, the world's
even perform. Helps with language. pronunciation, sentence stress, With Foreword by Jean Paul and conversational rhythms for Nerrière. Globish written in the intermediate to advanced league with Dr. Chan Yassin, student of Globish English. a noted Chinese scholar.
Online Classes in Globish for Learning Globish
Apprendan Globish - Basic Globish for Spanish Speakers. This course is for beginners with no prior English whatsoever. Available online for Globish IN Globish (or GNG) is the subject of this book computers with Flash. A product of and is described in detail in Chapter 2. An interactive Globish Solutions, Inc. designed and "cloud" program, instantly usable on all computers and executed by Languageways, Argentina. on all mobiles with Internet browsers.
58 Books about Globish
Mr. Nerriere's earliest two books were European best sellers describing the phenomenon of Globish that he had observed evolving throughout the world, and in which he suggests a fixed structure that would be extremely useful. The books are originally in French with translations in Korean, Italian, and Chinese.
Books in English about Globish
Elizabeth Noble, 2010 - Robert Expert in Global McCrum of Business culture Guardian and and communication BBC writes of explains how English's current Globish speaks the evolution into his tongues of concept of enterprise Globish, a world language
And finally…..
Be sure and play Globish Challenge on Facebook, and Globish Word Play as an app on the iPhone and iPad.
Websites featuring Globish: www.globish.com jpn globish.com bizeng.net
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