Language for Living
Everyday English for Everyone
International Expressions, Idioms and
Vocabulary
Conversation - Business, Formal or
Friendly
EASY TO LEARN
QUICK RESULTS
TEACH YOURSELF
By Andrew Reimann
Copyright © 1996 -
Preface -
Guide for Teachers and Students
Introduction
The main objective of this book is to
provide a communicative vocabulary building curriculum which can be used at
different levels. The themes selected for each of the ten units are relevant to
the needs of those wanting to learn English as an additional language and make
the learning process easier and more interesting. The core of the material used
in this book consists of the more ambiguous and idiosyncratic aspects of
English, particularly idiomatic expressions, colloquialisms, and phrasal
verbs. Functional and technical areas of
word usage are presented indirectly and learned effectively through modeling
and extensive practice and repetition. With the proper guidance and a teachers enthusiasm this book will be an integral part of
successful language acquisition.
Teacher’s Guide
The book is divided into ten units
based on themes and topics in everyday life which can be used as a functional
classroom curriculum, each unit should be completed after three hours of
instruction. Therefore this book is designed for a thirty hour course. Each
unit is divided into four sections; Vocabulary
and Idioms, Discussion and Conversation, Pronunciation and Exercises.
Instruction should be communicative and the teacher should act more as a guide
than as an instructor. Beginning with the vocabulary section the students should
become familiar with the words on their own time before class and only go over
difficulties and ambiguities with the teacher. The focus here should be on
ability to use the word properly rather than on knowing its definition. Most
time should be spent on learning idioms which tend to require more modeling and
explanation. The second class should begin with a brief review and then move on to the discussion
and conversation section, for beginning levels, or where necessary, this may be
substituted with the pronunciation section.
The teacher should stimulate conversation and encourage the use of words
from the vocabulary section while also modeling correct pronunciation.
Exercises should be done for homework and then gone over and discussed in
class. Each section should be presented with enthusiasm and encouragement while
providing a comfortable atmosphere where speaking opportunities, interaction
and corrections are maximized.
Student’s Guide
The book may be used within a lesson or
as a method of self study. It is divided into ten units and designed to be
completed after forty-five hours of study or thirty hours of instruction.
Before beginning students should go over the vocabulary section becoming
familiar with proper word usage rather than dictionary definition. The
discussion and conversation section may be used as writing topics if you are
studying alone. Pronunciation sections should initially be done under the
guidance of a native speaker and then practiced alone. The exercises are designed
to build vocabulary understanding and may be completed at the end of a unit or
at the same time as vocabulary study. Only intermediate and advanced levels
should use this book as a self study tool. All levels, however, will benefit
more by completing this book with a teacher’s guidance. All the best and good
luck!