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This Resource Guide for Teachers Cf English to Resource. and the Second Dealing with the Language Itself. the First Mat Eria.Ls

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This Resource Guide for Teachers Cf English to Resource. and the Second Dealing with the Language Itself. the First Mat Eria.Ls D COMMIT REMIE SD 171 119 EL 010 2`72 AUTHOR -one, Eleanor Cam,, Cc 11E. ;Aridc) the rs TIT1B Resources for TESOL Teaching: A Handbookf English to Speakc,rs o fOtb. er Languages. & Tr aining Journal Pep mies, Nc.26. ilkTS7TTUTION Peace ,Corps, Wash ingt r),C, PUB PATF., se p 781. NO-T I 216p. A YAILABLE FROM Volunteers in r-ecnnical aystance, de Island Avenue, Mt.Baini.er,ZaairyLard 20822 EDES PRICE MF01/PC09 Plus Postage.. ret SSIPTORs Communicative c ompete (Le r.gu-acie s) ;*Engli-sh (s econd Languag e) *Grammar L. angu age in structi- Languag e S kills; *La nguage Teacher s ;,Orthographic SymbolsP tonet is rsc xi_ rtion; pronunciation In struction ;e ading Resource .Guides; *5 ec Language Learni ng;' eachi.nc4 Technilves; Verbs ; Vocabulary Development; Uriting ASST B ACT This resource guide for teachers cf English to p _Xers of other languagescontains twc sections, one dealing-with resource. and the seconddealing with the language itself. The first section containsleaching ideas, tech rigue so: and suggestions onhow to, Predent-,' develop, and reinfo rcer era = iationgrammar, vccaloulary ,reading, writing, and conversatdcm. Anadditional_ chap$te on games astechniques for reviewing thP Lang uage skills already taught is .included. The second sectiondel ls with the follwing asFects 4Of Lang uage:(1)a comparison. of f cur phoneticalphabets;(2) -amples- of minimal pairs;(3)glossa Ty cE grammatical terms;(4) irregular verbs;(5)verb tenses;(6) .diff ement ways of expressing the future ;(7)troublesome ver bs ;,(8)mod.02. auxin arias; 'two-word verbs;(10) prefixes and suffixes;( 11)Latin and Greek, Nro_ots;(12)vocabulary categories; (13) comonly usedHerds; (14) question -type s;(15) punctuation rules;(16) spelling rules;(17) British. and American spelling differences;(18) weights, measures, distanCes, and their metric egu iva len te;a ric___(19) visual An annotated bi bliogra'ph,y of English asa scorid language (ESL) materials and an 'article by Brenda Fates onthe de,welopment of ESL mat eria.ls that relate to students'evfeyda ylives and futures are Additionally, a list of the runt]. aas and rerrintscurrently available for volunteer s who want to deveLoIlessons and classes focusing on basic human needs is provided. (S ** *** ** ****** 4* ***** ** pr t ion ssupplied by EARS ariathe best at can be ma front the originaldocument. *************ft***4*44*#**** **4W******** APPROPRIATE M TECHNOLOGIES FOR DEVELO MEW* ACTION 1-4 E r --4 cows t=) 14.1 Resources for IE SQL= Teaching A Handbook forTeaching English to Speakers ther Languages C s,s0 EL A! PROGRAM & TRAINING JOURNAL REPRINT SERIES NUMBER 26 RESOURCES FOR TESOL!TRACHING compiled by Eleanor C. Boone ick Gilded Pat Moran under contract to PeaceCorps Reprint Number 26 Information Collectionand. Exchange j TABLE OF CONT NTS Table of c nt, s ntroducttori 2 A oknowledgeMen Pronukier:n 5 17 mar . 35 3. Vbcsbulery 49 4. Reeding - 61 af..' 5. Writing . 79 Conversation 93 Games Appendices A Comperi an of Foul, fhobetic Alphabets ,.122 424 ExemOlea of Minimal F/SiT . L27 Glossary of G emeticel Terms . 138 IrTegulsr Verbs . 142 Je b Tenses' * 14.3. Different Ways of Expr ssinq the Future .Troutlsome Verbs 144 146 Model Auxiliariev: 149 Two-yorri Verbi Prefixes and Suffixes 152 156 Latin and GreekRoot. b 159 Vocabulary Cate 151 'Commonly Used Words 169 Clubstion Types 1.72' Punctuation Rules, Spelling Rules 177 British anti AmericanSpelling Differences Distances Their Met ' Table of Weights, Measures, 179 Equivalents 180 Drawing Visual Aids Annotated Bibliography -f-EFL Materials 19f 14Teaching English as an Acproprito Lengu p " . 20] Brenda Gates . the AppropriateTechnologies Manuals and Reprints in 20Z for" Development Series 0 ff. Li, INTRODUCTION This is s resource manual for Teachersof English to Speakers of Other Languages. of This manual is, divided into two ports. The first pert consists seven chapters, the firstsix of which deal specificallywith resources (teaching ideas, techniquesand suggestions) for HOW to .present, develop and reinforcePronunciation, Grammar, Vocabulary,. Reeidirt, (dating and Conversation. There is an additional chapter on genes aa, techniques furreviewing the language skills already taught. The second part of the manual, theappendices, contains information pertaining to the language itself. Each appendix presentsinformation in one of the skill areas mentionedabove. The appendices are arranged to follow the samesequence as the first six chapters. Tharefore, the first two appendicescontain linguistic information pertaining to pronunciation, the next sixappendices- contain information pertinent to the teaching of grammar,etc. The lent five appendices are miscellaneous resourcesfor the EFL teacher. Fox those EFL teachers who have theleeway to write/develop their article own teaching materials,Appendix 14conteineeen excellent to by 3rends Dates on the developmentof EFCHmaterials that relate of students' everyday lives and futures,with minilesson examples hoe' to melee a dialogue on grainstorage, for example, interesting effectively how to rather than pedantic. The article demonstrates technolZgy, and why make lessons reflect the conceptof appropriote the manuals and it terileportant. Appendix V contains a list of eeprinte currently available throughWashington D.C. for those 'Volunteers who went to.develop lessonsand classes focussed on bate human needs. ACKNOWLEDGEMENTS end we wish acknowledgements for thismanual is exhaustive, The list of us in our for the help andsupplrt they have shown to thank everyone We.wish especially efforts to compile theinformation presented here. to thank; at RPCV-Nigeria and Directorof the MAT Program RAY CLARK (SIT), for the School forInternatitInal Training his help as-anadvisor end a reader; in the RP=CV- Nigeria andLinguistics instructor MARY CLARK advice- MAT Program at SIT,for her invaluable aspects of In the linguisticand grammatical the manual; the RPCV-Turkey, RAPCD-Irenand instructor in MIKE JERALD reader; MAT PrRgram at SIT,for his help'es a the first draft ofthe manual; DAVID REIN as editor of of the second draftof the manual;-. CAROL AKIVAMA as the editor instrulbr in the___ intensiveEnglish program at KAREN K,ALE SIT, for her help'as-a reader; RPCV-Gabon end instructor inthe intensive JOE BENNETT compilation of English progvem atSIT, fortits. the AnnotatedBibliography; SIDNEY MACDONALD for her illustrations; RPCV-Ivory Coast, for hisillu ion PAT MORAN advising, for typing, lovingout, consoling and MARCHERITA D'ANNA this and other superhumanfeats without which manual would nethave been completed; and without whose resources THE SCHOOL FORINTERNATIONAL TRAINING, this manual "would neverhave been compiled. (Afghanista to thank ANNKELLERAN (Thailand), TOM KRAL We would also like (CA.E.),:and- D.K. DA1BOVI (Togo),DIANE RASMUSSEN SUSAN WATSON (Yemen), materials, and advice-were MONETTE MELANSON(Gabon), whose letters, arriving at a finalmanuscript. From Washington D.0 extremely helpful at from DEBBIE HARDING,DIANE TALBOT, and we. receivedadvice and comments ,A our championtroubleshooterc.HOWARD EBENSTEIN.' 2 Our primary sources for thismanual were: PEACE CORPS MANUALS Francophorfe Africa Vermont 1977 Iran- 1972 Morocco 1976 Morocco 1977 78 Niger .1977 Tunisia 1976 Western Samoa 1974 OTHER PEACE CORPS MATERIALS Arghanistar°1_22EtTIDALUI21 1972) Cameroon (YaoundeConfereesonference TEFL Re DO Ivory Coast loose rater Ials 1.970 1975) Korea (Methedology Quebec Training materiels r1969 fi Thailand (English for Thai Students, BookI) -,SOURCES OTHER THAN 'PEACE CORPS f Stacey Klein, B.I.T. pp. 25 Using Meth Problems, usedwith permission materials developed by GayleNelson PP. 51 RsezEt#.ons, adapted from Torn Winters, S.I.T.(1977) Pp 104-25 Sound Grciups Concentration Silent Make-Do Password Pyramid The--Egg he English Ugh); adapted ordeveloped-6Y the membersof Language Office of S.I.T.,used in this-manual with the permission of the ELO. conception of this. chart arethe pp. -79 The sources cited for-the Ladder series and Earl Steviok. GENERAL REFERENCES FOR THEAPPENDICES McGraw-Hill Book Crowell, Thomas L . ,Jr. Index to Modern En lish. Company, New York, 1964. Reference Guide. Pren- Frank,, Marcella, Modern English, A Practical tiss-Hall Inc., New .jersey, 1972. bue. Holt, Rinehart and Fromkin and Rodman. An_Introduction- - to Lanag Winston, '1974. Lorenz, Marian B. Patterns_ofAmeriEtiE29112121:12LIelosjilmkas Ocean's Publications, Inc., of the Lan.uages Revised Edition. Dobbs Ferry, New York,1576. Language). Moreno, Harriet, at al. TOEFL (Test of English As A Foreign_ Arco Publishing Oompany, Inc., NewYork, 1977. Regents. Nilsen and Nilsen. Pronunciation Contras in En -lish. Publishing Company, New York, 1973. Lhapter CHAPTER 1: RONURCIATION Problems in English pronunciation arise from: 1) the prpsence of new sounds that ere 'not presentin the native language (e.g.,:/th/ for the French); 2) the absence of sounds in English that' are present in the native language (/kh/ for Arabic orFersi.speakera);- 3) new combinations of sounds in English (e.g.,consonant.clusters for the Japanese); 4) new locations of sounds in words (p.g.,/r/i. reap, /r/: very, /r/: better). Pronunciation-la a problem only when meaning becomesobscuyed: -when an accent is so heavy that thelistener-cannot understand what is being said, or when alight differences(e.g., joking/ -choking) can cameo the listener to-Misunderstand. The learning of new sounds involves two skills:U.stening (distin- guishing the new sound) and speaking (producing thesound correctly- in
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