ࡱ> 0'` bjbjLULU _.?.? tA>=, oson difficult 898=, qiyin fat A5<87, semiz thin 8=38G:0, ingichka first 18@8=G8, birinchi last A^=338, so'nggi fast B57, tez slow A5:8=, sekin full B^;8, to'liq empty 1^H, bo'sh good OEH8, yaxshi bad Q<>=, yomon happy 10EB;8, baxtli sad E><CH, xomush Homework XE "Homework" . Assign the students to learn ten words a night at home, fifty words a week, 1,800 words a year. Spend class time reading and discussing articles that use these words. Test Regularly XE "Test Regularly" . Test your students once a week. To prevent cheating, give them individual aural tests, while the rest of the class is studying for the test or reading. Each student gets 5 different words and has five seconds per word to answer. Record the grades on a spreadsheet and publish them for all to see. How to Learn XE "How to Learn" . Teach your students how to learn words. Here are the principles: Start by hearing the word and seeing it. Then say it. The natural sequence for learning a language is listening, speaking, reading, and writing. Dont learn words; i.e., a means b. Instead develop concepts. Once you turn a foreign word into a concept, you automatically already know how to say it in your native language. To force yourself to conceptualize the foreign word, look at a picture of it, make sample sentences, act the word out, or say it in sign language. Some expert learners draw pictures or write the definition in the foreign language or in any language other than their native tongue. Make use of the research on memory. Associate rather than memorize. Use mnemonics. Review a new word at the optimum times: 10 minutes after you learn it, later the same day, and again the next day. If you do not review this way, you will forget 75% of anything you learn within the first 24 hours. Most people find it is much easier and faster to learn a word first from the foreign language to their native language. Once they know it that way, then they learn it in reverse order from their native language to the foreign language. Identify which words on the list you dont know and work on learning them. Keep testing yourself. Make a short sample sentence for each word you dont know in the foreign language and in your native language. Review the new words you learn regularly. Use new words in conversation and reading. If you dont use it, you loose it. What really locks a word into your brain permanently, after you have learned it, is hearing someone else say it in a real conversation. Something happens when you recognize the word. Class Demonstrations XE "Class Demonstrations" . From tests identify the students who are the best word learners. Have them explain how they learn words to their classmates. Mnemonics XE "Mnemonics" . Devices that help you remember words and concepts are called mnemonics. Test results show that mnemonics will significantly improve student learning. Mnemonics can be auditory, visual, or kinesthetic. They can use rhythm and rhyme and tone of voice, illustration and graphics, facial expression and gesture and pantomime. The best ones employ humor and exaggeration to be memorable. About one third of an average class will use verbal mnemonics once they understand them. However, the verbal mnemonics have to be created and presented by the students in their native language. Only a few students in a school are good at making verbal mnemonics, but the other students can use them. It is the teachers job to find the good students, record their mnemonics, and share them. For example, here are some verbal mnemonics in Uzbek for learning English words. The underlined word in the Uzbek sample sentence sounds like the English word being learned. bite. tishlamoq. The monkey bit the flea. Maymun bitni tishladi. boil. qaynamoq. The child boiled tea. Bola choy qaynatdi. bury. yerga ko'mmoq. Bury a wolf. Bo'rini yerga ko'mmoq. Obviously the easiest way to do musical mnemonics is to sing popular English songs in class and at home, and the easiest way to do visual mnemonics is to watch English movies on video cassettes with English subtitles. Teenage boys like fantasy action films. Prefixes and Suffixes XE "Prefixes and Suffixes" . Teach the meaning of common prefixes and suffixes and key word roots and their cognates. It is much easier to remember a word if the parts of the word make sense. Compound Verbs XE "Compound Verbs" . To learn compound verbs, learn the separate words that make them up. That way the compound word will make sense. Word Families XE "Word Families" . When you learn a verb, learn the matching noun, adjective, and adverb at the same time with almost no extra effort. The nouns will be easy to picture and the words will reinforce each other. Computer English Games XE "Computer English Games" . These progressive, interactive, multi-media games are totally engaging. Two of the best manufacturers are ESL and Rosetta Stone. It is absolutely amazing to watch students spend hours on the computer playing English word games. Up to 15 students will crowd around and watch two students play. The worst English students seem to like these games the most. With constant use the CDs wear out in about a year and have to be replaced. Also, the games are best for beginner students. You need a range of them at different levels. Wall Dictionary XE "Wall Dictionary" . Put two or three parallel rows of two-sided tape or masking tape on your classroom wall at eye level and attach to them the pages of your basic dictionary. Students just walk over to the word they need. Translators XE "Translators" . Good computer translators are not cheap, but they are worth every cent. They are not perfect. But if pretty good is good enough for your purposes, you will find them a huge help. The main problem with commercial translators is that they only exist for the major languages. Here is a real example of how translators can be used. An American Peace Corps volunteer is trying to talk to the computer staff at an Uzbek technical college. He knows only a little Uzbek and no Russian; the staff knows no English but a lot of Russian. However both parties have English-Russian translators on their computers. The American sets up his program to type in English and print out Russian; the Uzbeks set up their computer to type in Russian and printout English. Each person types on his computer and reads the other computer. Communication is instant, accurate, and complete. Amazingly, there is no sound. Converters XE "Converters" . A simple program has been written which will automatically convert words in Uzbek Cyrillic into Uzbek Latin. Another program instantly converts words written in Uzbek Latin into Uzbek Cyrillic. Both programs require only Microsoft Excel and Word. The advantages are obvious for a nation transitioning from Cyrillic to Latin. Texts can be presented in both Cyrillic and Latin. Word Look Up XE "Word Look Up" . Incredibly a simple spreadsheet program can lookup and translate every common word in an English document into almost any language. What you get is the middle language; i.e., the foreign language words in English word order. Beginning students are able to understand real English instantly. Confidence soars. Do an experiment to prove this to yourself. Find an Uzbek student who does not know English. Show him the following sample sentences whose words have been translated into Uzbek. Have him read the English sentence. Then have him read each word that follows in Uzbek. (The Uzbek words appear in both Cyrillic and Latin). Show him how he can rearrange the words into Uzbek order and have an intelligible Uzbek sentence. All you will need to tell him is that in English the verb comes in the middle of the sentence, whereas in Uzbek it comes at the end. And in English prepositions come before the nouns, whereas in Uzbek they come after the nouns. Almost five-million Americans get married each year. Almost. 45O@;8:. deyarlik. American. <5@8:0;8:. Amerikalik. marry. C9;0=<>. uylanmoq. each. 0@. har. year. 98;. yil. Some of these people will have a traditional wedding ceremony in a religious center, a hotel or a social club. Some. 18@:0=G0. birkancha. of. =8=3. ning. these. 1C;0@. bular. people. >40<;0@. odamlar. have. M30 1^;<>. ega bo'lmoq. tradition. C@D >40B. urf odat. marriage. =8:>. nikoh. ceremony. <0@>A8<. marosim. in. -40. -da. religion. 48=. din. center. <0@:07. markaz. hotel. <5<>=E>=0. mehmonxona. or. Q:8. yoki. social. 86B8<>89. ijtimoiy. club. to garak. VOA Special English XE "VOA Special English" . Download from the Internet free Voice of America stories in Special English which use the same words that appear in your basic dictionary and in your student word lists. Translate the words. The students now have sample sentences in real English for all the words they are learning. The sentences make up short interesting articles that discuss important facts and ideas about America today. Integrated Courses XE "Integrated Courses" . The Capretz Method for teaching beginning French is the first language and culture course that totally integrates video, audio, and text components. Over 2,000 institutions have used it. Vocabulary and grammar are practiced with 29 activation exercises in 51 weekly lessons. Voice Recognition. In the USA more and more busy people simply dictate their thoughts into a microphone and have their words typed out automatically by the computer. Dragon Dictate and VivaVoice are the two best known commercial English voice recognition programs. These programs require that initially you spend several hours training the computer to your voice. Internet English Courses XE "Internet English Courses" . There are many excellent free resouces on the Internet for learning English. See the appendix on Resources. Classroom Procedure For Introducing New Words XE "Introducing New Words"  State where we are XE "State where we are." . Were working on the third column of words this week. Review words learned earlier in the month. XE "Review words learned earlier in the month."  Everyone stand up. When you dont know four words, sit down. The last person standing wins. (This is a game. It is also an oral test. It is also a wake up call for the students who havent studied. It is also a good thing to do while people are walking in late.) Introduce the 50 new words for this week XE "Introduce the 50 new words for this week" . Listen/ See/ Say OK, now we are going to work on the words for this week. I will read the English. You say the English and the Uzbek. Here we go. Listen Only. Now, sit back in your chairs, relax, take a deep breath, close your eyes, and just listen. If you fell asleep last time when you closed your eyes, leave them open this time. Look at the ceiling or the floor or a blank place on the wall. Dont look at me. Try to see the words in your mind as I say them. Here we go. I will say the English and Rufat will say the Uzbek. Just listen. (Sometimes we play Baroque music in the background.) OK, Open your eyes. Youre back here in the classroom. Go Over the Meaning of Difficult Words XE "Go Over the Meaning of Difficult Words" . What words on the list are not clear? What does operate mean? It means to control. You operate a machine. What other words dont you understand? Have the Students Make Sample Sentences. XE "Have the Students Make Sample Sentences."  Now look at me. I will give each of you a word. I am going to read from the top of the column down. You have two minutes to make a sample sentence. When you have your sample sentence, raise your hand. I will come around and hear your sentences. Listen to about 10 students sentences while the rest are finishing their sentences. All right, now we are going to play a little game. The winner is the one who tells his or her sample sentence to the most other students. Say the English word, the Uzbek word and then your sample sentence. The catch is, you have to listen to the other students sentence as well as say yours. Everyone stand up. Walk around. Start. OK, who told five people their sentence? Who told six people? Who told seven people? Who told everyone in the room? You are the winner. Practice Pronunciation. XE "Practice Pronunciation."  Now we are going to practice pronunciation. Were going to read from the bottom up. I will read the English. You repeat the English word. Just say the English word after me. Act Out Words. XE "Act Out Words."  Now I am going to give you each another word. This time you have to act it out. I am going to start half way down the list. You have to act out your word. Have a third of the class come up to the front of the room at a time. All of you kids here, come up front now. Who wants to be first? Say the English word and then the Uzbek word. OK, you. If a student cant produce a pantomime, do it for him or her. As soon as the class bursts out laughing, yell out the English word and make them say the English word and the Uzbek word. Thank you. Sit down. Who is next? Whos First? XE "Whos First?"  Now were going to play one more game. The winner is the first person to shout out the word. I will just ask from todays words. You can read them if you want. Ill say the English and you shout out the Uzbek. After each word, point to the winner. Make Mnemonics. XE "Make Mnemonics."  If there is still time, make mnemonics for the difficult words. Which of todays words are hard to remember? What word in Uzbek sounds like that English word? So, the mnemonic could be . Easy mnemonics are made in class. Harder mnemonics are developed after class and told to the students next session. Ask Each Other Words. XE "Ask Each other Words."  In addition to asking the words yourself, sometimes have the students ask each other words. The attention span for this activity is about ten minutes. Ask each other words. Divide into pairs. Take turns. Ask every fifth word on the list. If your partner does not know the answer in a few seconds, tell him. Tips For Learning Vocabulary XE "Tips For Learning Vocabulary"  Pronounce words correctly. If you dont pronounce a word right, you cant learn it. Read the vocabulary workbook. It contains many different approaches to learning words, such as words by part of speech, sample sentences, prefixes and suffixes, synonyms and antonyms, and borrowed words (English cognates). Bring your vocabulary workbook to class and use it for making sentences. Hang up the Oxford Picture Dictionary pictures in your room. Borrow from the staff the Pimsleur CD course for learning the language. Ask your teachers to do some Total Physical Response in class. TPR is one of the most powerful vocabulary teaching techniques in the world. Or teach your host sister and brother how to do TPR. Swap roles. They command you in their language, then you command them in English. Its fun. Other Thoughts On Vocabulary Know How To Use It XE "Know How To Use It"  Half of the reason we do not remember a word is that we do not know how to use it. Four Sentences XE "Four Sentences"  The way to learn a foreign word is to use the word in four separate sentences. If you have a group of words, think up four sentences in English that use the words. Then have the computer translate the sentences and save the results in 2-column format so you can review them. Use each word in each of the four sentences. See the chapter called Generating Sentences. The Learning Cycle XE "Learning Cycle"  The errors you make in recalling a word are signs that you are learning it. Keep a list of the typical mistakes you make in remembering words and the sequence in which they occur. When the following mistakes happen, you are making progress: Forget the word but remember that your teacher said it was important to learn. Forget the word but remember that you studied it. Remember the word but not the meaning, or remember the meaning but not the word. Get the gender wrong. Put the stress in the wrong place. Omit or reverse syllables. Mix up the word with other words that are similar. Remember the word but fail to use it because you don't know how to conjugate it or decline it. One Word At A Time XE "One Word At A Time"  When a new word is being experienced for the first time, each syllable is a different piece of information to learn. A long word with three to five syllables is more than enough to try to learn at one time. Different Voices XE "Different Voices"  Each time you hear a word from a different source, it reinforces it in your brain. What would happen if five different people in a row said a word to you? Would you remember it any better? 4. The Four Language Functions XE "Four Language Functions"  TC "4. The Four Language Functions" \f C \l "1"  Listening XE "Listening"  TC "Listening" \f C \l "2"  Listening To Others XE "Listening To Others"  Slower, Not Louder XE "Slower, Not Louder"  When a person sees that you do not understand what he is saying, he will instinctively speak louder. However, as a beginner what you need is for the other person to speak slower. If a speaker talks slowly and deliberately, you have a better chance of hearing his words. Even more helpful is a short pause at the end of each sentence before the next sentence. This gives you time to process what was said. You must ask people who are talking to you in a foreign language to please slow down and to pause between sentences. It is especially important that you train the people around you how to talk to you. You will speak with them every day. A good language teacher will usually give his students permission to tell him to slow down if he is talking too fast. Finding A Sympathetic Listener XE "Finding A Sympathetic Listener"  Believe it or not, there are people out there who want to spend time talking with you and who care about helping you learn their language. But you have to find them. Sometimes it is a woman, sometimes it is a man. In Uzbekistan my host mother talked with me often in Uzbek in the late afternoon while dinner was cooking. She was very patient with me and was able to figure out what I was trying to say. She taught Russian language and Uzbek culture at the local primary school. In Albania a fellow volunteer talked with his host father in Albanian for two hours every night during training. As a result he became an excellent speaker. I asked him how that happened. He said his host father was genuinely interested in his thoughts and experiences. Each evening after supper his host father would start asking him questions. There are many tips on finding a sympathetic listener in the interviews with Peace Corps volunteers which occur later in the book. See the chapters Using a Tutor and Studying On Your Own. Talking / Listening Preference XE "Talking / Listening Preference"  Psychologically some people like to talk while other people like to listen. Which are you? Linguistically some people find it much easier to talk than to listen, while other people find it much easier to listen than to talk. Which are you? Locate where you are in the talking/listening preference square below. Put an x in the quadrant that best describes you. This is just for your own information. Linguistically \ Psychologically TalkListenTalkListen Technical Considerations XE "Technical Considerations"  Amplification XE "Amplification"  It helps a lot in a large classroom if the teacher uses a good quality loud speaker. Some students, especially older students, would do much better if they used a hearing aid both in class and in private conversations. An easy way to get a free hearing aid is to listen with earphones to your digital voice recorder while you record your teacher or your conversation. Use External Speakers or Earphones XE "Use External Speakers or Earphones"  When listening to music or a lecture on a computer, use external speakers. They are much better than the built in speakers. Similarly, when listening to a digital voice recorder, use earphones. They are much better than the built in speaker. Right Ear XE "Right Ear"  Words are processed by the left brain. Sounds heard by the right ear are processed by the left brain and sounds heard by the left ear are processed by the right brain. Therefore, if you are listening to speech and sound is only coming out of one earphone, put the earphone with the sound on your right ear. This is why headsets with a microphone and only one earphone have the earphone on the right side. Stereo XE "Stereo"  You can turn any monaural recording into a stereo recording by using a simple plug which you can buy at Radio Shack for $3. The sound is not true stereo, but at least you hear the same sound in both ears. Speech Recognition Software XE "Speech Recognition Software"  Sometimes it is possible to have a person automatically type out what he or she is saying to you as he speaks to you. As you listen you also read. This will help your comprehension enormously. One situation where this can be done easily is during personal Skype phone calls on the Internet. The English speaker simply turns on speech recognition software on his computer. He pauses briefly after each sentence he says to give the software time to type out what he just said in the message box. After each sentence is typed out, he clicks on the send button. The listener hears the sentence, then a second later reads it. One of the benefits of doing this is that it forces the speaker to pause briefly after each sentence, This greatly helps the listener. A second benefit is that it gives the speaker time to think about his next sentence before he says it. This promotes the utterance of simple relevant sentences. A second situation where speech recognition can be done effectively is during a private conference between a student and a professor at the professors computer. The professor and the student talk for a while and then the professor simply dictates a summary of what was just said. They talk some more, and then the professor dictates a summary of that. At the end of the conference the professor saves the typed file and e-mails it to the student right then and there, with the student typing in his or her correct e-mail address. This process insures that the student takes away some notes from the conference which can be reviewed later and perhaps be included in a paper. It also gives the professor a record of what he said. After you say the same thing to several students, it is time to write it down and e-mail it to all the students. For speech recognition software I strongly recommend Nuance /Dragon Dictate Naturally Speaking. Nuance recently bought Dragon Dictate. Listening When You Study  XE "Listening When You Study"  Attention Span XE "Attention Span"  A persons attention span is only about ten minutes. Listen in short segments. It is much better to listen for 10 minutes, take a break, and then listen again for 10 minutes, than to listen for 20 minutes and burn out on language studying altogether for the day. Listening To Course CDs XE "Listening To Course CDs"  At the beginning of each segment of the chapters in the tutorial write down the matching CD track number so you can go instantly to the right place on the CD. It is much better to listen to the recording when you start work on a section. This way you learn the pronunciation right the first time through it. You have to pause the CD player after every sentence in order to have time to practice it before you hear the next sentence. When you listen to a sentence you usually need to hear it and practice it several times. Many recordings on CDs contain perhaps 15 or more sentences in a row in a file. To separate the sentences so that you can go directly to them and replay them individually as often as you need to, do the following. Play the file on your CD and at the same time record it on a digital voice recorder. Then divide the file on the voice recorder after each sentence as you listen to it. Listening To Yourself XE "Listening To Yourself"  Listening when you speak out loud to yourself is not the same thing physically as true listening. Your brain is busy producing the sound at the same time that you are trying to listen to it. True listening occurs when you just listen. The best way to listen to yourself is to record yourself and then listen to the recording. Reading XE "Reading"  TC "Reading" \f C \l "2"  Basic Reading Routine XE "Basic Reading Routine"  Go through the article slowly sentence by sentence. Do only 3 or 4 new sentences a day. Do the following five exercises with each new translated sentence. First, work on pronunciation. Read or listen to the sentence and then repeat it out loud. Beginners should read the sentence twice. Second, work on vocabulary. Connect each word or phrase to its translation. Third, work on grammar. Explain to yourself each grammatical structure. Keep grammar tables handy for reference. Fourth, ask yourself questions on each sentence. One approach is to complete the phrase or fill in the blank, phrase by phrase. Go sequentially right through the sentence. A second approach is to ask yourself the 5 Ws on each sentence. Who did it? What was done? When was it done? Where was it done? Why was it done? How was it done? How much did it cost? A third approach is to ask yourself the questions in the circling technique of TPRS. See the article on TPRS in the Favorite Methodologies chapter of the Appendix. Fifth, master the expressions and usage. Say the sentence without looking at it. Check and correct yourself. Repeat until you can say it perfectly. Often this will take 5 to 8 tries. After finishing the story or article, ask yourself questions about it. Retell it in a few words. You should summarize using your own words. Words and Phrases XE "Words and Phrases"  It is better to work on each phrase of the sentence in sequence, practicing it once or twice, then to try to learn the whole sentence all at once. Group words by phrase, but learn one word at a time within the phrase. This insures that you see each new word for five seconds. Put all of your focus for a second or two on just one word at a time. Hear it, read it, say it out loud and spell it to yourself before moving on to the next word. Before starting each new word, reread all the previous words in the phrase. Before starting each new phrase, reread all the previous phrases in the sentence. Any sentence can be done as a series in this way. Intensive Reading XE "Intensive Reading"  The five step process just described above can be called intensive reading. You work intensively on only a few sentences. Extensive Reading XE "Extensive Reading"  Extensive reading is reading a lot of material. Each day you should try to do some extensive reading of a lot of sentences, as well intensive reading of just a few sentences. As a beginner for extensive reading you want to pick materials where the same vocabulary and grammatical constructions appear over and over in different ways in different parts of the text or in related texts. Some ideal materials for extensive reading for beginners include: Childrens stories, poems, and songs, where the same words are used over and over. Any of the Special English articles produced by Voice of America. These materials all use the same 1,500 words. You can download for free the articles and the Special English dictionary. Texts on the same topic which change the type of instruction, such as a contextualized tutorial, phrasebook, picture dictionary, and topical glossary, Open each book up to the same topic. Texts on the same topic which differ in the type of literature: short story, song, news article, encyclopedia article, quotes and expressions, Structured courses which build from words, to phrases, to sentences, to dialogues. Sequenced lessons which get progressively harder. Each lesson uses the material in the previous lesson. A second text book or grammar book on the same material and at the same level but by a different author. Translations of your own project journals and personal journals. Your personal ideas are very related. They tend to include many different thoughts on the same topics. Speaking XE "Speaking"  TC "Speaking" \f C \l "2"  The Secret To Speaking XE "Secret To Speaking"  The secret to speaking is to listen. The way to listen is to do the five exercises described above in the reading section on each translated sentence. I Do Not Speak Russian XE "I Do Not Speak Russian"  Sometimes in Uzbekistan at the bazaar I would ask a stranger for the time or directions in my tentative Uzbek and the person would smile and say to me in Uzbek, I am sorry. I do not speak Russian. Eventually one of my colleagues, an Uzbek English teacher, explained to me what was happening. Since almost every foreigner who ever came to that region spoke Russian, they assumed I was speaking to them in Russian. The Worst Speakers, the Best Listeners XE "Worst Speakers, the Best Listeners"  There is an old language joke. What do you call a person who speaks many languages? A polyglot. What do you call a person who speaks two languages? Bilingual. What do you call a person who only speaks one language? An American. Admittedly, many Americans can not speak a foreign language well, whereas most Europeans, say, can speak several languages fluently. Everybody knows that. Here is something you probably do not know. Compared to people in all the countries I have been in, we Americans are by far the best at listening to other people speak our language. This is because we are used to hearing many accents everyday. We say someone has a New England accent, or a Southern accent, or a Western accent, or a Brooklyn accent. Every nationality who has come here over the years speaks English in their own accent. For us this is normal. It does not bother us. In many foreign countries some of the people you will talk to have never heard a foreigner speak their language before. They have no experience at all in listening to different accents. Even though they respect you enormously for trying to talk to them in their language, they basically can not understand you. Over a few days, of course, the members of the family you are staying with and your students will get used to your accent and to how you speak. It just takes time. Shouting XE "Shouting"  If you are having trouble making yourself understood, after a minute or two you may find yourself shouting. Instead, lower your voice and slow down. Pause between sentences. What to Talk About XE "What to Talk About"  If you need help on what to talk about with a friend, start by taking turns reading to each other prepared written bilingual jokes, sayings, short stories, or poems. Sing songs together or just go over the lyrics. If you both want to learn the other persons language, you read the foreign text and the other person reads the English line by line. Correct each other. See the appendix called Sample Learning Activities. Standard Questions XE "Standard Questions"  In social situations there are about fifteen standard questions which you will be asked over and over. It is wise to develop your answers to these questions ahead of time so you are prepared to respond. Where are you from? Are you married? Tell me about your family. What are you doing here? How long will you be here? Where are you staying? Etc. Clever Comments XE "Clever Comments"  Clever comments, colorful expressions, the latest lingo of the smart set, and cool talk usually do not translate. Puns loose their punch. If you want to be understood, stick to standard English. Boring is better. How to Talk to Yourself XE "How to Talk to Yourself"  Your goal in learning a foreign language probably is to be able to speak to other people in their language. Of course to achieve this goal you have to listen to native people talk, either in class or on a recording, and you have to actually talk with native speakers. However, most of the time you are studying a foreign language you will actually be talking to yourself, as you privately practice the sentences using your own routines and simultaneously prepare your own audio materials for review. Therefore it is critical that you first learn how to talk to yourself in the foreign language. Almost nobody teaches this. The great irony is that no matter how good or bad you are on pronunciation and grammar and vocabulary, ultimately you are the one who improves yourself. You improve by speaking to yourself, and by listening to yourself, and by correcting yourself constantly, sentence by sentence day after day. The truth is no one else has the time or patience to do this for you. The principles of talking to yourself are explained in the sections on pronunciation and learning. Here is a summary. When you talk to yourself always talk out loud and always have your digital voice recorder on so you can listen to the sentence again later for review. Go from your native language to the foreign language. Say only 3 words at a time (one short phrase). Pause one or two seconds to give yourself time to recall the translation. Say the translation slowly. Repeat the translation. If necessary, spell out a difficult word syllable by syllable. Pause at least three seconds. This gives your mind time to process what just happened. Continue phrase by phrase in the same way to the end of the sentence. Repeat the whole sentence in your native language. Repeat the whole sentence at normal speed in the translation. Pause at least three seconds at the end of the sentence. This allows a break between sentences if you listen to them in continuous mode. Record each sentence as a separate file. This allows you to stop and repeat the sentence when you are listening. Transformations XE "Transformations"  Sentence Simplification XE "Sentence Simplification"  Beginners have to learn how to speak in simple short sentences because that is all they know how to say. We do not necessarily think simply. That is why speaking simply is an art. Listen to yourself and read your own writing. When you find yourself saying a compound sentence, separate it into two simple sentences. A conditional thought (If-, then -) can be rephrased as two simple declaratives (Sometimes you need to -. Just do -.) Speaking directly and omitting unnecessary qualifying phrases are two other tricks. If you do not know what to say, or if you do not want to say anything, you can answer some questions with just one word, Maybe. Generalized Speech XE "Generalized Speech"  When you have a limited vocabulary it is very helpful to know how to talk using generalized speech. For example, if you want to know the word for something which you can not point to, you would say, What do you call the thing that does -? Talking this way should be practiced. The Word Family Will Help You XE "Word Family Will Help You"  A related skill is transforming a sentence to use whatever member of the word family you do know. If you can not remember the word for befriend, just say be a friend or act friendly. Be Positive XE "Be Positive"  Try to say your idea positively. If you can not remember the positive word or its synonym, then use the antonym and negate the verb. Writing XE "Writing"  TC "Writing" \f C \l "2"  Handwriting XE "Handwriting"  If handwriting helps you learn a foreign language, by all means do it. The more, the better. If you hate to handwrite, do a lot of speaking and visualization instead, or else type the material. Spell each new word out loud to yourself syllable by syllable, one time looking at the word and one time not looking at it. Looking up word families in a dictionary is another way to practice words without writing them. I have mixed feelings about the value of handwriting as a learning tool. People feel very strongly about this issue one way or the other. Remember, learning is individual. Do not inflict on others what works for you. Here are some of my experiences with handwriting. Pros Once in Uzbekistan I asked a prominent Uzbek teacher who was fluent in English how he had learned so much English. He told me he wrote his way to fluency. He believed that students should write and write. At my university In Albania many of my best students told me that they had learned English words in high school by writing them over and over, at least fifteen times. That was their teachers method. A fellow volunteer in Uzbekistan who was an excellent linguist told me that she wrote a flashcard for every new word religiously, but then she never used any of the flashcards. Just writing them was enough for her to lock the words into her long term memory. Almost everyone agrees that writing down at least the main points of a lecture helps you to pay attention to it. And having notes helps you review the lecture later. Cons In the tenth grade in my prep school in the US we had one teacher who believed in writing by hand rather than typing. Every paper in his course had to be handwritten. If it was not neat, you had to write it over. I deeply resented all the unnecessary extra work he caused us and got nothing out of it except a lifelong hatred of handwriting. In graduate school I tape recorded every one of my classes. Listening to the lectures a second time helped me so much, especially in the math courses. I could not write fast enough to capture the professors reasoning; at best all I could copy down were the equations. But the recorder never missed a word. In modern corporations you are not allowed to handwrite any memos or documents. Nobody can read them and they can not be distributed or forwarded or stored or edited electronically. I can not read my own writing when I rush, so in language classes in the Peace Corps I periodically borrowed the notes of the best writer in the class, almost always a female student, and paid to have them photocopied. It is better to do the copying at several points during the course, rather than wait to do it all at the end. In teaching English in Uzbekistan I found that at least half of my students in every class refused to copy information off the blackboard. This was one reason I always provided typed handouts. (The other reason was that my handouts were the textbook.) At my university in Albania 90% of my students refused to take notes, even when I told them the information would be on the final exam. I had to prepare written notes of the classes for them. This was partly due to the language barrier. It was hard enough for most of them just to understand my English. In my own language studying I have found (to my surprise) that handwriting helps me a great deal if I go slowly at my own pace. However, I can not do very much of it. Usually I just handwrite new words and word families. Writing Tips XE "Writing Tips"  First learn the sentence then write it. Do not just copy it. Try to recall the information in your head before you write it. Check yourself. Now write it without looking. Then check what you wrote. This way you get a couple of reviews as well as the writing practice. When you write, produce something that is useful to you. For example, make flash cards or two column lists. There should be a purpose for your writing besides just writing. As you write the sentence and its translation, write just one phrase per line, about 3 words. This will help you study the text in small bites. Do not just copy the sentence you are studying. Instead write a variation of it which you will translate. Maybe just write the foreign word you are working on, or the words that have changed, and forget about writing all the other words in the sentence. An easy way to make an inexpensive writing board is to cut the back of a cereal box to the same size as you blank paper. Put a strip of two-sided removable Scotch tape at the top of the piece of cardboard to hold your paper. Instead of tape you can use a binder clip. To write upside down in bed, use a pencil. Personal Preference XE "Personal Preference"  Here is how I personally like to write in a foreign language. I use speech recognition software to type out what I want to say automatically in English. Then I copy the text into Google Translator and have it translated instantly. 5. Communication Competencies XE "Communication Competencies"  TC "5. Communication Competencies" \f C \l "1"  According to the conversational method of teaching foreign languages, you learn best by focusing on real speech. Conversational textbooks are organized by communication competency and students are tested by communication competency. Communication competencies are just a list of topics you want to be able to talk about. To see such a list, simply consult any phrasebook. Almost every phrasebook in the world covers exactly the same topics. Here are some of the topics listed in the table of contents of the Lonely Planet Portuguese phrasebook. Practical Transport Getting around Tickets Luggage Plane Bus, coach & tram Train Boat Taxi Car and Motorbike Bicycle Border crossing At customs Directions Accommodation Finding accommodation Booking ahead and checking in Requests and queries Complaints Checking out Camping Renting Staying with locals Shopping Looking for Making a purchase Bargaining Books and reading Clothes Hairdressing Music and DVD Video & photography Repairs Social Meeting people Basics Greetings and goodbyes Addressing people Making conversation Nationalities Age Occupations and studies Family Farewells Interests Common interests Music Cinema and theatre Feelings and Opinions Feelings Opinions Politics and social issues The environment Going Out Where to go Invitations Responding to invitations Arranging to meet Drugs Romance Asking someone out Pick-up lines Rejections Getting closer Sex Love Problems Leaving Beliefs and Cultural Differences Religion Cultural differences Art Sport Sporting interests Going to a game Playing sport Football/soccer Water sports Extreme sports Outdoors Hiking Beach Weather Flora and fauna Food Eating out Basics Finding a place to eat At the restaurant Talking food Methods of preparation At the table Nonalcoholic drinks Alcoholic drinks In the bar Drinking up Self-catering Buying food Cooking utensils Vegetarian and special meals Ordering food Special diets and allergies Culinary reader Safe Travel Essentials Emergencies Police Health Doctor Symptoms and conditions Womens health Parts of the body Allergies Pharmacist Dentist You can also look at the table of contents of the Oxford Picture Dictionary. It is divided into 12 major topics. Each major topic contains 10-20 minor subtopics. The major topics are: Everyday Language People Housing Food Clothing Health Community Transportation Work Areas of Study Plants and Animals Recreation . 6. Learning Principles XE "Learning Principles"  TC "6. Learning Principles" \f C \l "1"  We have discussed many learning principles already in the chapter on pronunciation, grammar, and vocabulary. Here we talk about some additional general principles. The learning principles we will explore in this chapter include: Less is More Making Associations Interval Seeing and Hearing in Your Mind Echo Recall Review Memory Aids Look It Up Right Away Learning One Thing While You Study Something Else Series Singing Movies Learning Styles Age Differences While you read this chapter keep the following thought in mind. As long as you are learning, you are doing it right. Less Is More XE "Less Is More"   TC "Less Is More" \f C \l "2"  All In One XE "All In One"  If you learn one thing well, you learn about everything else like it at the same time. Recall Time XE "Practice Time"  To be remembered new words have to be recalled seven times during the first day at the optimal intervals. The only way you can do this is to work on just a few new words a day. Maybe do five words in the morning and five more words in the afternoon. Reflection XE "Reflection"  One way to think about learning a language is as the art of creating experiences with words. Part of having an experience is reflecting on it. If you do not give yourself time to assess what happened, an experience does not stick in your brain. After you learn a word, give your brain some time to reflect on it. Just do something else for a while. On its own your brain will find a relationship and verbalize it to you. Often this happens when you review the word ten minutes or an hour later. Going To The Movies XE "Going To The Movies"  Ask yourself a question. What happens when you watch a good movie after dinner at night and then go to bed? Perhaps you discuss the movie briefly before you go to bed, maybe you dream about it in some recognizable way, and probably you review parts of it in your mind when you wake up the next morning. Now ask yourself a second question. What happens when you watch two movies after dinner in one night? If you are like me, you go to bed late and tired, you have confused chaotic dreams, the alarm clock wakes you up the next morning, and at least at first you are unable to remember either movie clearly. When you watch two movies in a row like this, the information in the second movie partly overlays the information in the first movie before your brain has time to process it. We can say that the information in the first movie is corrupted or confounded by the second movie. You end up confused. The same thing happens in learning a language over and over. Students do not give themselves enough time to process a new word or sentence before going on to the next one. Sadly they just waste their time. Making Associations XE "Making Associations"  TC "Making Associations" \f C \l "2"  A Lot and A Little XE "A Lot and A Little"  In Uzbekistan a fellow volunteer who was an excellent linguist told me once that she did not like learning words from lists. You go through the words too fast, she said. It took me a long time to understand what she meant. It is much better to spend a lot of time learning three to seven words in many different ways than to spend a little bit of time on each word in a list containing a lot of words, trying to learn each word just by repeating it. The total time spent in the session is the same with either approach (maybe 15-20 minutes), but the first way you remember the few words. What good is it to cover a lot of words if you do not remember them? Learning Students' Names XE "Learning Students' Names"  Generally a teacher first learns the names of the best students in the class and the names of the worst students in the class. In Uzbekistan I once struggled for almost eight months to learn everyones name in a large class. When the class finally was split and the size dropped dramatically, I learned the students' names in two days. That happened because I talked with each of the students by name several times per class. If you want to remember your students names, tell them to come up to you individually after class and ask you: "Do you remember my name?" For three years in Albania I photographed every one of my university students in order to learn their names. The students printed their first name on a folded piece of paper and held it in front of them while I took their picture with a web camera. One problem was that the girls kept changing how they looked. The method worked best when the students also wrote something interesting about themselves, like what they wanted to be and their hobbies. That information went right under their names on the photo cards. The occupations and hobbies combined with the pictures enabled me to remember their names. Sentences XE "Sentences"  When you learn a word with a sentence that uses it, you automatically provide yourself with many associations for the new word. These include the other words in the sentence, the thought of the sentence, its relevance to you, the grammar, the usage, the rhythm, the inflection, etc. Interval XE "Interval"  TC "Interval" \f C \l "2"  The next time you drive on an interstate highway in the US at the posted speed limit, count the number of seconds between signs. Signs on federal highways are about 4 seconds apart at the posted speed. It seems that we need that much time after we see one message before we are ready to take in a new message. In the earlier chapters on listening and speaking and reading we mentioned several times how important it is for beginners to pause for several seconds after a sentence, before starting the next sentence. This gives our mind time to process the information. Seeing and Hearing in Your Mind XE "Seeing and Hearing in Your Mind"  TC "Seeing and Hearing in Your Mind" \f C \l "2"  Learning a language can be described as the process of transferring the sights and sounds of words to your brain, so that instead of seeing them on paper and hearing them spoken, you see them and hear them inside your head. Looking at a word over and over on paper or repeating it out loud many times is not important. What matters is seeing it in your internal eye and hearing it in your mind. Do this several times and you will know it. I can not see in my mind more than one long word or two short words at a time. How many words can you see in your mind at one time? To see a word internally takes once looking at it, once saying it silently to yourself without looking at it, and once saying it out loud without looking at it. Next say the word in syllables and spell it out loud while looking at it. Then spell it in your mind while not looking at it on paper. You may find it helpful to spell the syllables once in reverse order. Now look at the word in your mind for five seconds. Count one thousand and one, one thousand and two, etc. There is a difference between saying a word to yourself subvocally and saying it out loud. I suggest you do both. People are very different. I can not say a word out loud if I can not see it in my head first. Also, I do not hear new words clearly when they are spoken. If I know a word, I hear it. Otherwise it is just noise. Echo XE "Echo"  TC "Echo" \f C \l "2"  Do a simple experiment. Pick a new word and repeat it and its translation several times. Break it up into syllables. Spell it by syllable once looking at it and once without looking at it. Now sit quietly and stare at your watch or timer. Do not think about anything. Right away you will hear the word repeat in your head. Then there is a period of silence. What happens next after about a minute? Did you hear the word repeat in your head? This is the echo. The echo will not occur if you work on another word during the quiet period. You can do something physical, like stretch or organize your books or work on a house chore, but you can not look at another word. I suspect the number of words you can process at one time and the amount of time required to hear the echo varies by person and by age. For me at age sixty four the echo does not occur if I work on more than one word or a short phrase. On average I hear the echo after about forty five seconds. It takes time for your brain to process information. I think the echo is the sign that your brain has finished processing the word subconsciously. To hear the echo you have to break a sentence up into sections of two to three words. You must be able to see the words in your mind. Once I hear the echo, I say the word to myself. At that point I often need to look at the text again to confirm or correct myself. What can you do during the interval to keep busy? People will find different answers. Preparing your papers for the next topic takes ten seconds. Maybe you can think up a variation of the sentence. For me the answer is to rest. This is when I take my short break. After I hear the echo and confirm it, I go on to something else. Ironically one of the great secrets to learning a language is to learn how to do nothing for the right number of seconds after you look at a new word and say it and spell it. It is very hard to limit yourself to learning at one time just three related words, or a single phrase, or one short sentence, or part of a long compound sentence. Everything changes when you work this way. You have to get very good at switching activities. Hear the echo before you begin work on variations. I consider the echo equal to the twenty five second or two minute recall. The echo is especially intense after the ten minute recall. Recall TC "Recall" \f C \l "2"  XE "Recall"  Anticipate XE "Anticipate"  There are two ways to review. One is to recall and the other is to repeat. Recall means to anticipate. Recall works; repetition is almost useless. The difference is one second. To recall, pause one second after you say the word in your native language to give yourself time to anticipate the foreign word. Try to remember it. Then read it or hear it and say it in the foreign language. The Best Times To Recall XE "Best Times To Recall"  The best times to recall information are 5 seconds after you first learn it, 25 seconds later, 2 minutes later, 10 minutes later, 1 hour later, 5 hours later, 1 day later, 5 days later, 1 month later, and 5 months later. The first day you must recall seven times. These are the points at which most people have forgotten 60% of the material. Each time you recall a piece of information at these points, you remember it five times longer than the time before. The name of this principle is Graduated Interval Recall. The above two ideas on recall come from the research of Paul Pimsleur. See the notes on the Pimsleur Method in the appendix called Favorite Methodologies. Appearance Verses Reality XE "Appearance Verses Reality"  The optimal time to recall information is just as soon as you have forgotten it. However, when you always recall this way, it will appear to you that you have learned nothing. It can be a little discouraging. This is the difference between an experienced teacher and a new teacher when they go over information in class. The right times to recall information in class are two minutes after presenting it and then again ten minutes after that. The new teacher expects that the students will remember it and is disappointed when they do not. The experienced teacher knows that most of the students will have forgotten the material and need to recall it again. Overlearning XE "Over learning"  In general I do not believe in overlearning. By overlearning I mean beating a word into your brain by constant repetition at the time of the initial presentation. This is because storing information in long term memory is a process that takes place over time through recall and through association and through observation / reflection. Brute repetition is not very effective. Do an experiment. Pick a new phrase and overlearn it using whatever method you want. Then a day or two later see if you remember it. You will probably find that you forgot it just the same as if you had learned it normally. The type of learning that does work is to recall material at the optimum points during the first several days, as described by Paul Pimsleur in his theory of graduated interval recall. Rather than overlearn initially, it makes much more sense to space the learning activities over time. Do a different learning activity at each of the optimum recall points. Review TC "Review" \f C \l "2"  XE "Review"  We have said that the best way to review is to recall at the optimum intervals. Here are some additional points about reviewing. Many students and teachers review old material first and then go on to learn the new material for the day. This feels natural. However, I strongly suggest that you do it differently. Study the new material first, then review the old material, then review the new material you just studied. This will insure that your mind is fresh and alert when you start learning the new material. It will provide an interval in your lesson so you can come back to review the new material. And it will help you remember the new material because what you see first and last stays in you mind longest. Here is one way to organize your language review. Learn new material in the morning. Review the material from yesterday in the afternoon after you are tired of going over the new material. Then review the new material again in the evening before you go to sleep. My personal review schedule is in two parts. I review several times during the day the core material for the day. However, my personal projects I review only as I work on them. This may be once a day or once a week. When you finish studying always walk away with one to three new words in your mind to review as you do other things. Always leave what you just worked on facing out on the top of the pile of papers. This enables you to review it easily after two minutes. At one point try to learn and recall at most only three related words, or one three-word phrase, or one short sentence, or part of a long sentence. Read the English. Try to recall the foreign language. Do not try to remember the English words to be translated. The concept is not that you come back later and just repeat a word or a phrase or a sentence. It is that you come back later and work on another aspect of it or you work on it in a different way. This maximizes associations and minimizes boredom. Most things you get with review, some you do not. Memory Aids TC "Memory Aids" \f C \l "2"  XE "Memory Aids"  I always think back to a class once in Uzbekistan where three separate students could recite all fifty words for the week from memory. It was so clear that they had learned the words by reviewing the material in their mind. You could watch them read down the list of words in their heads. To many people, including me, it is enormously difficult to remember what it is we are supposed to remember, let alone the foreign words themselves. One solution is to use the flashcard approach. Just read the word or phrase in your native language and then recall in your mind the foreign word. You can do the same thing with bilingual text printed in two columns. Just cover up the column containing the foreign text. A second way is to use a picture dictionary where the words do not appear directly under the pictures. The pictures remind you of the word to be recalled. A third way is to make verbal flashcards with your voice recorder. When you record, pause after you say the word in your native language to give yourself time to think of the foreign word. Then say it. This audio approach keeps both the questions and the answers in your head. You do not have to read anything. It is perfect for doing when you are walking or exercising or doing chores or driving or resting, or when riding a bus at night. You can use earphones to keep from bothering other people. Working on just three to five words helps you remember the English words. So does chunking them by a common theme, or seeing pictures of them together, or linking them in a story. Look It Up Right Away TC "Look It Up Right Away" \f C \l "2"  XE "Look It Up Right Away"  As you study insist with yourself that you look up any vocabulary question, or grammar question, or pronunciation question, or question about a verb conjugation as soon as you hear it in your mind. Because the question is real at the moment, you will be motivated to remember the answer. The unasked question is not worth answering. The asked question is always worth answering. Learning One Thing XE "Learning One Thing"  While You Study Something Else TC "Learning One Thing While You Study Something Else" \f C \l "2"  When you study a word, work on its pronunciation, spelling, word family, and morphology (prefix and suffix). When you study a verb, conjugate it in all its key moods and tenses. Do not memorize the phrases in your phrasebook. Instead concentrate on practicing your pronunciation on them with the help of the transliterations and your pronunciation guide. To learn a word or a phrase or a sentence, transform it into several variations, use it in different sentences, and add phrases to it. Series TC "Series" \f C \l "2"  XE "Series"  Series are the letters of the alphabet, the days of the week, the months of the year, the seasons, the numbers (units, teens, tens, 100's, 1,000's), etc. The members of any group can be thought of as a series even though they are not sequential. An example are the colors. The members can be ordered by name, or by some other variable such as chronology, priority, quantity, duration, or position, etc. The words of any sentence can be considered a series. So can the persons, singular and plural, of a verb tense. Learn series in order in small groups with repetition. Here is how to do a series containing six items: 1 /2/ 1,2 / 3/ 1,2,3/ 4/ 1,2,3,4 / 5/ 2,3,4,5 / 6/ 3,4,5,6 / 4,5,6 /1,2,3,4,5,6. What matters is seeing the members of the series in order in your head in small groups over and over. Series may be chanted. They can also be done as you exercise. Singing XE "Singing"  TC "Singing" \f C \l "2"  Dessert Plates XE "Dessert Plates"  When I was a small boy my mother told us that singing songs was a great way to learn a foreign language. She had a beautiful set of hand painted French dessert plates. Each one contained a separate song in French. Sometimes after dinner we would sing the French songs. Music Is Not Magic XE "Music Is Not Magic"  After college I sang in a church choir for fifteen years. Half of the choir members were professional opera singers. On average we practiced a new anthem thirteen times, starting about a month before the presentation. Each week we would go over the anthem several times. Beautiful melodies and great lyrics make you want to sing a song. However, to learn a song you still have to go over it many times, the same as with a word. The Power of Music XE "Power of Music"  In Uzbekistan on two or three separate occasions in different schools young students tore the old door off its hinges to get into a classroom where I was teaching English through songs. The tardy students heard the music and did not want to be left out. The door was closed and locked because there was no more space. Two sessions of students were already jammed together inside the room. Singing In Class XE "Singing In Class"  I try to have my students sing at least one song in every English class I teach. We sing songs as a right brain break between left brain activities. The students pick the songs at the beginning of the semester. The songs have to be singable and clean. I download the words from the Internet and get them translated and printed. Teach the words before you sing the song. Give each student a piece of paper with the words in English and the native language. Students usually have to practice a song three to five times before they know it. Play songs which contain both the singing and the music, so the students can sing along. Karaoke does not work in a class. For playing the songs a CD player, or an MP3 player or IPod, or a laptop computer is much better than an old fashioned tape recorder. You can go directly to the song you want. Be sure to use external power speakers. The teacher does not have to sing. She just asks the students which song they want to sing and turns on the equipment. If some of the students want to just listen, that is fine. Rhythm XE "Rhythm"  If you watch the demonstration movies of my classroom teaching routines, you will see that many of them are rhythmical. See the chapter called Teaching Routines in the Summary. Chants XE "Chants"  One easy way to chant by yourself is to recite verb tenses rhythmically. Marching XE "Marching"  Occasionally while you walk it is fun to march to the words you are learning. You can march to verb tenses or sentences. You do not learn anything by marching to it. But you can not march to it unless you have learned it. Thus marching is a great way to confirm that you have learned something. It is a graduation ceremony for having learned a particular sentence. Any sentence can be marched to. First do a new word on each left. Then speed up. Do a new word on each step, left, right, left, right. Favorite Songs XE "Favorite Songs"  Translate the songs in your native language which you love to sing. This is not so you can sing them in the foreign language, but so you will remember the words which you are to learn in the foreign language. Then use the bilingual song sheets to teach your favorite songs to foreign students. Movies XE "Movies"  TC "Movies" \f C \l "2"  We easily remember the entertainment movies which we watch. So why not make and watch language movies? The very best language courses contain movie segments which you watch each week. To make simple movies you can use an inexpensive web camera, or a Smartphone with a video function, or a digital camera that does short movie clips. We are talking here about simple short movies which you make in a normal class. How hard is it to point a Smartphone at an activity that is already going on in the class? When they make a movie students work with the material once in planning the movie, once in acting it, and once in watching the movie. Because the students are in the movie, they will be interested in watching it. The segments must contain action, not just talk. They should not be longer than half a minute. You can film your teacher writing sentences on the board and discussing them. You can film students reading dramatically the daily dialogue. You can film students acting out a script. You can film students pantomiming the new words for the day or describing pictures of the words which they have drawn on the board. You can film students singing. The sound is the actual song. The image can be just the words that are sung. Or the image can be the students singing and subtitles show the words that are sung. You can film a native speaker reading a childrens story that contains lots of pictures. Zoom in on the pictures and text. You can simulate watching a movie by looking at a slide show of a picture dictionary while at the same time you listen to the text on a recording. You can watch a software translator work as you build up sentences phrase by phrase. Read each version of the sentence out loud as it is translated. Any of the activities in the chapter titled Generating Sentences could be done this way. For software you could just use Powerpoint. Or you could use a screen capture program such as the one available at www.wisdom-soft.com. See the appendix called Making Movies. It describes the process and gives suggestions on using inexpensive equipment. Learning Styles XE "Learning Styles"  TC "Learning Styles" \f C \l "2"  Introduction Learning about learning styles can help you discover and use your strengths as a learner so that you learn more in less time. It can also help you explain to a private tutor how you want to be taught. There are many different ways learning styles have been thought about and analyzed over the years. As our knowledge of the brain and learning expands, new learning style systems arise. Here we mention four systems for looking at learning style: Audio, Visual, Kinesthetic Left Brain/Right Brain Bernice McCarthy/4MAT Multiple Intelligences of Howard Gardner These four systems examine how you learn on four different parameters. They produce different results. At first it may seem to you that they all talk about the same things, but actually they do not. Free Web Sites on Learning Style XE "Web Sites on Learning Style"  Explore these free web sites to discover your learning styles and what they mean. Copy and paste the addresses below into the Internet address box at the top of the browser page. Do not put them in the text search box in the middle of the page. Take several tests for a more accurate assessment of yourself. Make sure you read the information about how to use your test results. Which activities should you do to learn best? Auditory Visual Kinesthetic XE "Auditory Visual Kinesthetic"  The first site contains a great article but most of the web sites listed in it no longer work. HYPERLINK "http://www.trentu.ca/academic/geography/swurtele/slr/learningstyles.html"http://www.trentu.ca/academic/geography/swurtele/slr/learningstyles.html  HYPERLINK "http://www.berghuis.co.nz/abiator/lsi/lsiframe.html" http://www.berghuis.co.nz/abiator/lsi/lsiframe.html (Click on tests in column at left.)  HYPERLINK "http://www.ldrc.ca/projects/miinventory/" http://www.ldrc.ca/projects/miinventory/ (Free but requires you to register.) HYPERLINK "http://appl003.lsu.edu/cas/learningjourney.nsf/selftests/$File/SensoryPreferenceSelfTest6-15-07.pdf"http://appl003.lsu.edu/cas/learningjourney.nsf/selftests/$File/SensoryPreferenceSelfTest6-15-07.pdf (Paper test. Excellent overview. Can do in a class.) HYPERLINK "http://diplomaguide.com/articles/30_of_the_Best_Educational_Tools_for_Auditory_Visual_and_Kinesthetic_Learners.html"http://diplomaguide.com/articles/30_of_the_Best_Educational_Tools_for_Auditory_Visual_and_Kinesthetic_Learners.html (Amazing information) Hemispheric Dominance (Left brain/Right brain) XE "Hemispheric Dominance (Left brain/Right brain)"  http://mindmedia.com/brainworks (Very good site.)  HYPERLINK "http://brain.web-us.com/brain/braindominance.htm" http://brain.web-us.com/brain/braindominance.htm HYPERLINK "http://web-us.com/brain/LRBrain.html" \l "Linear"http://web-us.com/brain/LRBrain.html#Linear (Good information on how to use the results.) HYPERLINK "http://library.thinkquest.org/C0110299/interact/interact.php?brain_test"http://library.thinkquest.org/C0110299/interact/interact.php?brain_test HYPERLINK "http://frank.mtsu.edu/~studskl/hd/hemispheric_dominance.html"http://frank.mtsu.edu/~studskl/hd/hemispheric_dominance.html HYPERLINK "http://www.news.com.au/perthnow/story/0,21598,22492511-5005375,00.html"http://www.news.com.au/perthnow/story/0,21598,22492511-5005375,00.html (controversial test but fun) Bernice McCarthy XE "Bernice McCarthy"   HYPERLINK "http://www.aboutlearning.com/" http://www.aboutlearning.com/ http://www.aboutlearning.com/what-is-4mat/what-is-4mat Multiple Intelligences XE "Multiple Intelligences"   HYPERLINK "http://businessballs.com/howardgardnermultipleintelligences.htm" http://businessballs.com/howardgardnermultipleintelligences.htm (Great site.) HYPERLINK "http://www.scribd.com/doc/267246/free-multiple-intelligences-test-manual-version"http://www.scribd.com/doc/267246/free-multiple-intelligences-test-manual-version (paper version) Applying Learning Style Concepts XE "Applying Learning Style Concepts"  To Language Teaching Here are my suggestions for applying learning style concepts in language training. Audio XE "Audio"  Focus on pronunciation the first two months. Do all readings in class with feeling. Read dramatically. Use emotion appropriate to the context. Continue to produce audio listening materials based on the daily reading lesson. This is primarily for use at home. Encourage trainees to practice pronunciation with their host families using the daily readings and vocabulary or the materials on the Resource CD. Volunteer practices the native language; host family children practice English, sentence by sentence. Both correct each other. Offer trainees native childrens songs to sing with their host families. Give them the CD and the printout with translation. Visual XE "Visual"  Continue to develop pictures to use in introducing vocabulary in class. Students should always hear see and say new vocabulary when it is introduced. Teacher frequently should use gesture or pantomime to illustrate words. Kinesthetic XE "Kinesthetic"  Continue to develop and promote the afternoon outside activities. Trainees should be encouraged to do TPR with host family children. Book of Action Scripts is on CD. There is also on the CD a wonderful bilingual collection of action rhymes. Trainees should act out the bilingual AIDS scripts in class, Kinesthetic students should act out (pantomime) words in class. Other students should watch. Singing songs, telling jokes, sharing proverbs, and in general speaking are kinesthetic activities. Practice in class in pairs. Tell to your host family at home. Left Brain Right Brain XE "Left Brain Right Brain"  Work on the same topic in class for as long as you want, but change the activity every 15 minutes. When you change activities, switch sides of the brain. Go from a left brain activity to a right brain activity. See attached list of web sites for more specific suggestions. Bernice Mccarthy 4MAT XE "Bernice Mccarthy"  Test your class. Graph them. Maybe they are all the same. Allow students to do homework exercises in their quadrant (learning style). If someone wants to write you a letter rather than do fill in the blank exercises, fine. Example of teaching by language style: Type 4 students create a dialogue. Type 2 students translate it. Type 3 students act it out in class. Type 1 students watch the performance and reflect on/talk about it. Have language class at the central location on hub days and teach by learning style at least once or twice. Use learning style info to tailor activities in one on one private tutoring sessions. Learning style classes are more intense: to participate in, to teach, to prepare for. They are good when you have less time for class (1.5 hrs instead of 5 hours) as during Hub days. Rotate class exercises between learning styles (quadrants) so every learning style has equal time. When you teach a sentence, ask questions on it in each of the 4 learning styles in this order: Type 2: Map the word to the translation. Explain the grammar. Type 3: Fill in the blank. 5 Ws. TPRS circling. Type 1: Do you do this at home? How does it feel? Who has a dog too? Type 4: Why or how did they do this? Students have to create an answer. Age Differences TC "Age Differences" \f C \l "2"  XE "Age Differences"  Different Desires XE "Different Desires"  Different age groups want to learn in different ways and with different materials. . Children want games, childrens songs, rhymes, and physical activities. High School beginners and intermediate students want popular songs, proverbs, useful expressions, jokes, and stories. High school advanced serious students want Idioms (radio plays), conversation activities, biographies, life skills, Model UN, and lots of grammar. University students want content based instruction in English such as: literature courses, computer courses, business English, and TOEFL / IELTS practice. Adults want Business English, texts for masters program, books they are reading, no songs. Teaching Older Volunteers XE "Teaching Older Volunteers"  XE "Older Volunteers"  A Foreign Language (These ideas were presented by Frank Adams to the Peace Corps Language Training Staff in Albania on March 14, 2009) Here are my thoughts on teaching a foreign language to older Peace Corps volunteers during pre-service training (PST). Tell them the truth. The second day of orientation take the older volunteers aside and discuss with them truthfully about the problems they will probably have learning Albanian. Do not just smile and tell them they can do it if they try. Happy Talk and Positive Mental Attitude (PMA) is not helpful here at all. You want to be seen as a teacher who knows what the real problems are and how to help. Explain to the trainees that probably it will take them longer to learn Albanian than the younger volunteers. This is natural. They should not be discouraged about this or upset with themselves. They can get it, but it will take longer. Maybe a year. Tell them the statistics for this post. In the last four groups two older volunteers did very well on the Language Proficiency Interview (LPI) at the end of PST, one did normally, and ten failed to get to Intermediate low. However, after a year of studying several older volunteers who had failed passed the LPI. Admit honestly that PST is oriented towards teaching the younger volunteers. It has to be this way because currently only 7% of all volunteers are over 49. Also, there is not enough time or money to extend PST. Emphasize that if the older volunteers want to learn the language, they will have to take considerable initiative in establishing their own learning routine. Make it clear you will help them do this. Peace Corps Article. Give each older volunteer a copy of the official Peace Corps article prepared to help older volunteers learn language. It is not enough to assume that the older volunteers will find it on their own in all the literature and read it. Go over with them the main points. Make sure you have read the article yourself and that you understand it. The main points are these. Older volunteers learn differently than younger volunteers. They need to work a little at a time. They get restless after 20 minutes in the same position. Their vocal organs are not as flexible so they may not be able to say the new sounds. And they hear and recognize blocks of sound rather than individual words. Admit honestly that the Peace Corps does not know how to teach language to older volunteers. The problem is so bad worldwide that last year the PC headquarters in Washington went out and hired expert linguists to advise it how to teach language to older volunteers. Show the language consultants letter Show the letter Frank wrote about Helen Abadzis visit last spring (attached below). She was one of the language consultants whom the Peace Corps hired. Prepare the readings Prepare the readings each week as specified by Helen. Listen to the model that was produced and tested last year. One language teacher prepares the readings for the week and all the older volunteers use them. TPRS XE "TPRS"  Use TPRS (Teaching Proficiency Through Reading and Storytelling). It is much more interesting than straight repetition. See the book on TPRS which was loaned to us. The TPRS methodology uses just about every technique I have been suggesting for the last three years. Older volunteers should be trained how to do TPRS themselves. Here are some of the key points in TPRS. Every sentence is translated (comprehensible input). Teach the vocabulary before or during the reading (not afterwards). Ask many questions on each sentence before going on to the next sentence (circle). Make accommodations in the classroom for older volunteers physical limitations. Older volunteers need to sit at the front of the classroom where they can hear the teacher, not at the back. Six feet makes all the difference. Make sure that you use computer speakers for all listening activities, rather than just the laptop built in speakers. Traditional classroom listening activities are very difficult for older volunteers. They simply can not hear what is being said. Older volunteers need to listen during or after class with earphones to very carefully articulated text with lots of repetition. Grammar Minimization Help older volunteers identify the minimum amount of grammar that they need to learn to pass the LPI test. By concentrating on the minimum they may be able to learn enough to pass the LPI after 10 weeks. A handout should be prepared listing the minimum you need to know. This should be distributed each year to the older volunteers. Monitor and Correct Older language learners must be monitored and corrected very carefully during the first two weeks of PST to make sure they do not keep making any of the normal mistakes which waste so much time for trainees in PST. Give them the Helpful Hints for language learning handout (attached below) and go over it carefully with them. Correct any mistakes before they become bad habits. How do I learn best Older volunteers should be helped to learn how they individually best learn a language. The same subject should be taught to all the volunteers but it is crucial to do it with the older volunteers. They need to use every technique they can get that works for them and avoid the ones that dont work. Are they right brained or left brained? Are they audio, visual, or kinesthetic learners? Which of the seven intelligences do they excel in? What type of literature do they love to read/sing/act out? Do they want to read or to converse? All trainees should take the Bernice McCarthy learning style test, not just TEFL trainees. Are they social learners or private learners? Do they like to listen or to talk? Do they like to be told the grammar, or to figure it out, or to learn it by using it? Do they want everything explained first, or do they prefer to just jump in and start speaking with someone? And more importantly, what do the results of these tests mean about which activities they should or should not use to learn? At the very least hand out the list of learning activities by quadrant and have older volunteers identify which ones work best for themselves. How I want you to teach me Older volunteers will learn most of their language after PST. During PST they should practice telling a potential tutor how they want to be taught. A tutoring form should be developed for them to fill out and hand to their tutor. Exercise Remind older volunteers that studying before, after, or as you exercise is an excellent way to improve your memory. Urge them to try it. Recite verb conjugations while you walk. Try to recite/recall/reconstruct a sentence in Albanian while you stretch. Record the classes for review Record whatever part of the class older volunteers want to review at home. I will show you how to do this automatically at zero cost. This year at least one or two language teachers should be filming their class each day. I will loan you two digital movie cameras to use. Pocket Books Show some of the pocket books Frank has produced. These are excellent for learning language because they are always with you and because what you want to work on is right there. You do not have to find anything. They encourage you to spend a lot of time on just one sentence. Summary The strategies for teaching older volunteers can be summarized as follows: Reduce stress by correcting the older volunteers misconceptions and by extending the testing time frame. Reduce the amount to learn by grammar minimization. Increase teaching effectiveness through physical accommodations, monitoring and correction, recording classes, and using TPRS. Facilitate self learning by helping students discover how they learn best and by demonstrating pocket books. Finally, all older volunteers should be introduced to the new Google English-Albanian translator. Conclusion The PST language program has improved enormously during the last three years. New materials have been created, the lesson delivery has been humanized, scientific questionnaires have been developed, and songs and games have been trialed. There is every reason to expect that the language program will continue to change and improve in the future. This PST you will be using pictures a lot, you will be teaching grammar through example as well as through rule, you will be doing recordings, and you will be trying TPRS. In the future I see a lot more automation in the PST language class, the development of a summer e-mail course to be used optionally after PST with or in place of a tutor, and employment of exercise, memory pills, and perhaps brain entrainment in ways which we now can not even imagine. Thank you and good luck. Suggestions for Older Volunteers From Helen Abadzi XE "Helen Abadzi"  Thursday afternoon, April 10th, 2008, three of us got to talk personally with Helen Abadzi, a top language specialist for the World Bank whom the Peace Corps has hired to show us how to teach language to older volunteers. Helen is over 50, exercises regularly, and speaks 18 languages fluently. At her level everyone in the governments she consults with speaks English, so we wondered why she needed to talk in peoples native language. The reason, she said, was that speaking in peoples own language instantly builds trust and friendship. This is exactly what the Peace Corps feels. After 50, she told us, people loose their ability to learn from lists, which is mostly visual processing. But our auditory memory keeps functioning. Her main idea was to listen to sentences pronounced correctly by a native speaker while you read them on a printed sheet of paper and then repeat them. You first listen once to the whole sentence and then break it up into short phrases of several words which you work on one by one in order. You have to hear and see and say each phrase at least 15-30 times the first day. This is done by going through each phrase in a sentence maybe five times, and then repeating the process for the group of sentences several times during the day. The next day you hear-see-and say the same phrases several more times before you go on to four or five new sentences. Helen said it was important to know the grammar rules, but that you actually learned how to use them by hearing and repeating sentences that used the grammar, as described above. She believes strongly that the speaking by the native speaker should be dramatic and emotional to make an impact. Your repetition can be either vocal or sub-vocal. The vocabulary used in the sentences should be listed on the same page right underneath the sentences. An ideal way to learn a language, she feels, is to learn songs which use the grammar. She told us about several times in her life in different countries when she had brought back to mind a whole language and its grammar by singing a song she remembered in that language. She showed us her amazing analog/digital tape recorder and suggested we buy one like it. Volunteers can do pretty much the same thing for free using Sound Recorder or Windows Movie Maker on their laptops. She suggested we do a pilot study with several older trainees. Interested volunteers should experiment with her method and see if they can fit it into their learning style. Find a format that works for you using yourself as the native speaker. Then get your host family to record the daily dialog for you in the way you like. Frank went home and tried out her method immediately, reactivating both his analog and computer recorders. What he noticed is how peaceful it is to listen to the text this way, and how easy it is to listen to recordings while you are cooking and dish washing, or doing the laundry, or washing up in the morning, or resting in bed. It is easy to repeat the sessions at the optimal intervals for learning. He puts the English sentence first and tries to anticipate the Albanian before he hears it several times. 7. Timing Issues XE "Timing Issues"  TC "7. Timing Issues" \f C \l "1"  In learning a foreign language how you study is just as important as what you study. Nowhere is this more true than in issues of timing. Anyone can study a foreign language for fifteen minutes or half an hour a day and burnout. The goal in this chapter is to learn how to study for at least an hour at a time several times a day. A Timer XE "Timer"  It will help you get experience with timing concepts if you start measuring how long you actually study. Any clock will do, but a timer is most convenient. At first just turn on the timer in count-up mode when you start studying, and then pause it when you get tired. Later on, after you determine your ideal study times, you can run it in count-down mode. Attention Span TC "Attention Span" \f C \l "2"  XE "Attention Span"  We humans have different attention spans for different types of activity and for different concentrations of work. In general on average childrens attention span is about 10 minutes. Teenagers attention span is up to 15 minutes. Adults attention span is about the same as teenagers. Almost every high school class in the world is 45 or 50 minutes long. Many universities that have tried longer class sessions have had to go back to fifty minute periods. Double period classes take a ten minute break halfway through. The last half of the second hour in a double session is pretty tough on both the teacher and the students. In professional computer programming workshops for adults the rule is eight minutes of demonstration by the teacher, then twenty minutes or so of hands-on practice by the students. The longest I could ever teach my language students at one time and actually hold their attention was an hour and fifteen minutes. This was in a voluntary class for serious adult students in a refugee resettlement camp where learning English was very important. For straight non-stop memorization the absolute maximum time most people can work effectively is 20 minutes. Many studies have confirmed this. I find I can think up sentences and translate them using Google Translator for about half an hour at a time. Usually I can only do one of these sessions a day, or one every other day. In mixed activities sessions I can go for an hour. These sessions contain all sorts of tasks besides memorization, such as translating, looking up words, finding the answers to grammar questions, thinking up sentences, recording, listening, etc. When I am working on a personal project in two languages, I can go for an hour and a half or longer. Here the focus is on the concepts, but the materials are bilingual. A brief session lasts 30 seconds. It is a quick peak at the last word you learned or at the next word. You do this while you are working on another subject at your desk or while you are doing chores around the house. Ten or fifteen minutes later you look at another word. I can continue this way for hours. Alternate Activities TC "Alternate Activities" \f C \l "2"  XE "Alternate Activities"  The Secret XE "Secret"  Here is the secret to studying for a long time. Study the same topic for as long as you want, but change your mental activity at least every few minutes. In a class with students I change the activity every ten minutes. When working with myself I change the activity every five minutes. For example, If you are studying grammar, you could do the following different activities: read the principle, study the examples, generate a sample sentence making a slight variation of the example, do one or two questions in the relevant exercise in the tutorial, check your answers in the back of the book, then make a pattern and try it yourself, and finally use a translator on the Internet to check yourself. Switch Between XE "Switch Between"  Every few minutes switch your study activities between: Presentation, practice, production. Listening, speaking, reading, writing. Pronunciation, grammar, vocabulary. Left brain, right brain. Analysis, synthesis. Four major learning preferences. 1 x 30 = 3 x 10 = 6 x 5. You cover exactly the same amount of material in the same overall time in three ten minute sessions, or in six five minute sessions, as you do in one thirty minute session. Therefore, especially when working with yourself, break up your instruction into short five or ten minute sessions and alternate them. Do task A for a few minutes, then switch to task B, then work on task C, then go back to task A, then return to task B, then work again on task C. Do some vocabulary, then some grammar, then some exercises, then come back and do more vocabulary, grammar, and exercises. Breaks TC "Breaks" \f C \l "2"  XE "Breaks"  Work Breaks XE "Work Breaks"  When you change activities, try to switch from a left brain activity to a right brain activity, then from a right brain activity to a left brain activity. This is called taking a work break. Switching hemispheres enables you to work much longer. The Only Student XE "Only Student"  When you study by yourself you are the only student in the class. You have to answer all the questions. Furthermore you can not just sit back and listen to the teacher; you are the teacher. It is exhausting. You have to take breaks. Three times when I was learning languages in the Peace Corps I had the rare experience of being the only student in the class. Once was a small group session in which the other students were either absent or sick. The second time two teachers asked if they could try out on me a special lesson plan which they had just written. The third time was when I had a personal tutor. After each class I was totally exhausted. Take Long Breaks XE "Take Long Breaks"  The maximum length of time you should work on straight memorization is 15-20 minutes. I need several hours of rest between long memorization sessions like these. Personally, I hate to memorize this way because I usually burn out completely on studying language for the rest of the day. I find it is much better for me to study just one word at a time, or one phrase. After a few minutes break I work on another one. The maximum length of time I can study language at one time is about 1 hour and 15 minutes. I find that even when I am having a really good language session doing many different activities, my brain just gets tired after an hour. It is hard work to talk in a foreign language with native speakers. Some of my friends tell me they get a headache when a conversation continues over an hour. I do too. This is normal. Take a good break. Do Something Else XE "Do Something Else"  Ironically a big trick to studying longer is to do something else for a while. Use other subjects and daily tasks as a break from language. Then come back to language. Brief Sessions  TC "Brief Sessions" \f C \l "2"  XE "Brief Sessions"  If you divide your studying into brief sessions and distribute them over the day, you will end up studying the same amount of time or longer than before. And probably you will learn more. Five minutes of studying every fifteen minutes for six hours a day will give you a total of two hours of studying. Ten minutes every half hour will also give you a total of two hours of studying a day. Brief sessions fit right into the concept of studying only one sentence at a time. They are particularly good for working on words. A Comfortable Chair TC "A Comfortable Chair" \f C \l "2"  The Easiest Way XE "Easiest Way"  The easiest way to double your study time is to sit in a comfortable chair. A good seat cushion costs $20. Consider bringing one with you to a foreign country. Change Your Position XE "Change Your Position"  Switch frequently between stationary and moving positions: Stationary: sitting in bed, sitting at desk, sitting in armchair or on a sofa, lying down. Moving: standing, doing chores, walking, exercising, stretching / yoga, dance, pantomime. Also talking and singing. To study standing up some of the time, just clear a small space for your books on top of a bureau. You can also lean open books against regular books on a bookshelf. Multitask Learning  TC "Multitask Learning" \f C \l "2"  XE "Multitask Learning"  Use a Voice Recorder XE "Use a Voice Recorder"  When you study, talk into a digital voice recorder. For review, listen to the recording. This way you can double the time you study. Listen to language lessons while you wash the dishes, sort the laundry, or iron shirts, while you exercise, while you ride the bus or train or drive, and as you walk to work. If you dont have a digital voice recorder, use the digital voice recorder in your computer or borrow the class recorder. Make your own recordings in exactly the way that helps you learn. Repeat new words and spell them out loud on the recording. Closing your eyes and listening to a recording is extremely relaxing. Just remember not to listen too long at one time. Pause after each sentence to reflect. Repeat sentences as often as you need to. Take a break after a few sentences. Before You Start A Task XE "Before You Start A Task"  Before you start a task like washing the dishes, spend twenty seconds learning the next word or phrase on your list. You will automatically think about it the whole time you are doing the task. It will repeat itself over and over in your head. Before the next task study another single piece of information. The trick is to study only one word or one short phrase or one tense of one mood of a verb (six related words) at a time. Process In Your Sleep XE "Process In Your Sleep"  If you study before you go to sleep, you will process the material at night as you sleep. Taking a short nap will help your mind process what you have already studied. Combine Variables XE "Combine Variables"  The chapter titled Generating Sentences illustrates many ways to study several things at the same time. You do this by combining variables systematically. 8. Your Lesson XE "Your Lesson"  TC "8. Your Lesson" \f C \l "1"  Notice that the title of this chapter is Your Lesson, not The Teachers Lesson, or The Textbooks Lesson. We will discuss seven aspects of a lesson: structure, coverage, priority, proportion, mix, integration, and synergy.  TC "Structure" \f C \l "2"  Structure XE "Structure"  Today teachers are urged to structure their lessons in four parts: warm up, presentation, practice, and production. This is great advice. It promotes variety and addresses different student learning styles. When you observe classes you can often watch the teacher go right through the four structural elements in order. In fact, many lesson planning sheets are pre-printed this way. The teacher fills in the work that will be done in each block. However, the four structural elements do not have to be done in sequential blocks of time. Instead I like to organize my lesson by activity and do the four parts in each activity. Typical activities which make up my class are work on pronunciation, expressions, Total Physical Response (TPR), songs, grammar, dialogues, action rhymes, and readings. The readings vary between poems, short stories, jokes, proverbs, and biographies. In each activity I do the four structural elements on each sentence. See the article Basic Reading Routine in the chapter on reading and the chapter called Generating Sentences. Also see Teaching Routines in the Summary. Coverage XE "Coverage"  TC "Coverage" \f C \l "2"  In planning your lesson make sure you cover the following four items: Communication Competencies. These are phrasebook topics such as: Greetings, requests, thank you, getting directions, buying food, etc. Linguistic functions: pronunciation, grammar, vocabulary, word order, and usage. Additional topics for more advanced students are collocations, idioms, contractions, abbreviations, slang, and dialects. The four language functions: listening, reading, speaking, writing. Cultural Conventions  TC "Priority, Proportion, Mix" \f C \l "2"  Priority XE "Priority"  The goal is to learn a few things well each day. Since you can only learn a few new things a day, priority is critical. By priority we mean the relative importance of each topic, not its sequence in the lesson. Priority changes as you learn more. Proportion XE "Proportion"  The amount of time you actually spend on each topic in your lesson each day should be proportional to its importance or priority. Proportional means that the ratio is the same. For example, if pronunciation and grammar are twice as important to learn as vocabulary during the first months of learning a language, then you should be spending approximately twice as much time on them as on vocabulary. If verb conjugations are the most difficult aspect of grammar, and the most important, then work mostly on verbs each day in your grammar component, but also work briefly on one other part of speech. Over seven days work a little on each of the seven parts of speech. If learning the conjugation scheme of regular verbs is the critical thing to master at first, then spend more time doing that each day than trying to learn all the irregular verbs. You might wonder what percentage of a class should be practice. In Albania I volunteered to film several actual Peace Corps language classes. The classes were five hours long. I did not film students creating sentences or working on exercises. In each class we ended up with three hours of film. That meant practice time was two hours or 40%. Mix XE "Mix"  I feel it is better to spend a little bit of time each day on a variety of topics, rather than a lot of time on one topic. For example each day work deliberately on pronunciation, grammar, and vocabulary. This leaves you feeling balanced. It keeps information from many topics current in your mind. It promotes variety in your activities because different topics tend to be worked on in different ways. And it gets more topics on the table at the same time for you to think about. That means there is a higher probability that you will notice relationships. However, as we have stressed repeatedly in this book, within each topic you want to spend a lot of time on just a few items, working them in many different ways, rather than a little bit of time on a lot of items. The bottom line is this: do not work very long in one way at one time on any one thing. One new sentence per topic is enough. Work it in several different ways, then change to a different topic.  TC "Integration" \f C \l "2"  Integration XE "Integration"  Integration adds design to your lessons. It makes your lessons efficient, elegant, and world class. One way to discuss integration is to give lots of examples of it. Every sample sentence you make integrates pronunciation, vocabulary, grammar, and usage. Notice the theme of the chapter which you are currently studying in your tutorial. It will be a communication competency such as giving and getting directions. While you are studying the chapter, study the same topic in your phrasebook and in your picture dictionary. From the tutorial you get dialogues, from the phrasebook you get separate phrases, and from the picture dictionary you get single words, all on the same topic. The CDs in the tutorial and the transliterations in the phrasebook help you with pronunciation, while the pictures in the picture dictionary help you visualize the words and contexts. As you study immediately look up any questions that come up about pronunciation or grammar or vocabulary or verb conjugations. This integrates your reference materials with your readings. By studying a good tutorial you automatically integrate many aspects of a lesson. The author has already put them together for you. Generally the grammar lesson relates to parts of the reading. And of course the exercises are based on the grammar. As you work on your course material, listen to it on the prepared CDs. Write sentences which are slight variations of the sample sentences. When you practice sentences, say them out loud and record them, then listen to them later. This integrates in your lesson all four language functions: listening, reading, speaking, and writing. Here is a simple way to integrate your lesson. Pick one sentence from your tutorial or phrasebook or personal reading for the day and work on it in many different ways. First, practice pronunciation, research grammar questions, explore its word families, look up the verb in your verb conjugation book, and ask yourself questions about the sentence. Now generate variations of the sentence which practice the points you studied in the current grammar lesson. Change the sentence so that it uses different words in the word family which you just wrote down. And substitute in the sentence words and phrases which come from your lists of key words and phrases to learn. In teaching myself I have language days rather than language lessons, In each period of the day I try to do what is appropriate for that time, based on what has gone before. By the end of the day I want to feel that I have had a complete integrated language experience. Here is my daily language routine. Before getting up in the morning I review in my mind the ten new words from the previous day. Before breakfast I study five more new words, and one letter or sound in the pronunciation manual, and one point in the grammar manual or tutorial. This could be considered my class. In the middle of the morning, when I am most alert, I generate sentences and translate them on the computer. At various points during the day I work on my personal projects using bilingual materials. In the afternoon I go for a language hike. As I walk I study the tutorial and sentences that I have generated, I learn five more new words, I try to translate a sentence that I hear in my head, and I listen to materials that I dictated earlier. In the evening I read bilingual stories or articles that I have translated. Before going to sleep I review the ten new words for the day. Synergy XE "Synergy"  TC "Synergy" \f C \l "2"  You want to incorporate as much synergy as possible into your lessons. Synergy can be defined as a situation where two plus two equals five. The whole is much greater than the sum of the parts. Successful businesses identify and use synergies because that is one way they can do more with less and get an edge over their competition. An example of synergy in business is the chemical plant that uses the waste heat from one process to drive the next process. In language learning there are many types of synergy. Here we will discuss two: synergy of method and synergy of topic. And of course there are all sorts of ways to combine these two different types of synergy. Synergy of Method XE "Synergy of Method"  By combining methods you get a much more powerful effect than by using the methods alone. Once you know what to look for and how to look, you will see that all of the great methods for learning language use many methods at the same time in addition to their signature approach. For example, both picture dictionaries and phrasebooks contextualize the material. That is, they group it by topic. Within each larger topic they sub-divide the material into smaller and smaller groups, until you eventually get to sets containing just three to seven related items. This is called chunking. Chunking related items helps you to remember them. Why chunk at 3 - 7 items? That is because a normal person can only remember seven plus or minus two items at a time in his short term memory. Of course contextualizing materials gathers everything you need together conveniently in one place. And a good topical index at the back of the book gets you right to the topic you need at the moment. Both of these features help you use the material, and as we know, using it is a big key to remembering it. In case you need more encouragement to use the words, there are the practice conversation questions at the bottom of the page in the picture dictionary. If you look closely at the picture dictionary, you will see another principle at work. Beside each picture of a person or thing is a number. You have to look somewhere else on the page to find the word that goes with the number. This helps you try to recall the word before you read it. The method being used here is Paul Pimslers principle of anticipation, which states that recall is much more effective than mere repetition. Lets go one step further. How does a picture help you remember a word? The question should really be How does a chunk of three to seven related pictures help you remember several words? The answer is that the colorful pictures are memorable and so is the arrangement they are in. This reminds you of the words you are trying to recall. It is the act of trying to recall the words and seeing them in your mind at the optimum intervals that actually gets you to remember them. At work here is the principle of graduated interval recall. Synergy of Topic XE "Synergy of Topic"  When you learn a language what you study initially are communication competencies. Later on there is no reason not to study important actual topics. This is called content based instruction. One reason to do this is that the information is useful and interesting for the student. Another reason is that international development agencies will pay you to teach certain topics, such as AIDS Prevention, Life Skills, Critical Thinking, and Civil Society, as well as computer and Internet skills and basic business practices. Older students who are preparing for graduate school want to improve their English by working on the textbooks in their field. 9. Making Your Own Study Materials XE "Making Your Own Study Materials"  TC "9. Making Your Own Study Materials" \f C \l "1"  This chapter will show you how to make your own study materials. The main articles are Why Make Your Own Materials, Two-Column Tables, Paper and Printing, and Working With Translators. The next two chapters after this will discuss what study materials you should make. They are titled Generating Sentences and Personal Projects. Also see the appendix called Sample Learning Activities. Why Make Your Own Materials TC "Why Make Your Own Materials" \f C \l "2"  XE "Why Make Your Own Materials"  It is very difficult to get good materials for learning many minor languages. Often they do not exist or are hard to find. They can not always just be bought at a bookstore. The same is true for materials for teaching English in the native language. Sometimes you have a course but the materials you need are not in it. Perhaps you learn better with translation but your teacher or school does not believe in translation. Perhaps you need lots of pattern drills but they are not included in your textbook or workbook. Maybe you or your students want to learn by doing fun activities in the foreign language such as telling jokes, or singing songs, or swapping proverbs, or reading together short stories, or acting out skits. Maybe you want to work on your own personal projects in the foreign language. If you make professional materials for your students and for yourself, you can share them with colleagues. In return they give you the materials they have made. Gradually a corpus of language materials builds up. The materials you make for learning or teaching one language can be used for learning and teaching many other languages. Other teachers in other countries can use them. Also you can use them yourself later to learn another language. People who learn one foreign language often go on to learn a second or third language. Free Language Materials XE "Free Language Materials"  Here is a great way to get free materials for learning a local language. If you are an English teacher, have local teachers and university students help you make bilingual two-column materials like the ones in this book for teaching English to your students. You supply the English and they translate it into the local language. Then use the same materials yourself for learning the local language. Just read them in reverse. Or take it the other way. Two-column bilingual materials developed by the Peace Corps language staff to teach American volunteers the local language can be used instantly by the volunteers to teach English to native speakers. Synergies of Production XE "Synergies of Production"  These activities for getting free language materials can be considered synergies of production. Here are a few more. Record your teacher or tutor during parts of the class. Then listen to it later for review. Record yourself saying the words out loud. Use for review. Attend classes at an elementary school on the native language in the native language. Multitasking Production XE "Multitaking Production"  Multitasking means to do two things at once. An example is having the washing machine wash your laundry while you cook dinner. To multitask you must delegate part of your work to another person or to a machine to do while you do something else. Here are some examples of multitasking in the production of language materials. Print one document in the background while you edit another one. Swap materials you develop with other learners at your level. They give you the materials they have created. Get everybody in your class to each do a different page of learning materials. Buy language learning books which experts have written, if they are available. Employ your tutor or a translator to help you prepare your materials. While you are studying this week's lesson, she is preparing the lesson for next week. Two-Column Tables XE "Two-Column Tables"  TC "Two-Column Tables" \f C \l "2"  Why Bilingual XE "Why Bilingual"  Providing bilingual materials enables students to study on their own. Written translation shifts some of the instruction from teacher-centered to student-centered. Giving your students bilingual materials is a simple way to help struggling students in multi-level classrooms. If a student needs translation, it is there on the page. If a student does not want the translation, he or she does not have to look at it. If you need it, read it. Bilingual materials provide instant exercises for every sentence. Just read any sentence in your native language and try to generate it in the foreign language. Then check yourself. The answer is right there. Bilingual materials are very useful for review. Most of us need to see a new word many times in different contexts over a long period before we know it permanently. Using bilingual materials instantly reduces the talking and fooling around in a classroom. Suddenly all students can stay on task. Students can read the handout even if they can not follow the discussion. I once counted the students who stopped talking to each other when I used bilingual materials. The reduction was most of the talkers, about 7% of the class. Teaching just in the foreign language works very well for many students. The Berlitz language courses and the Foreign Service Institute language courses are based on this principle. However, like every language method, it does not work perfectly for all students in all situations. For it to work well the material needs to be carefully built up. The model for doing this is Parentese, the way a parent naturally helps a young child expand his language. I believe in providing translation for beginners, for intermediate low students, and for some intermediate mid students. Intermediate high students, advanced students, and university students do not need it. Two Way XE "Two Way"  Most of the bilingual learning materials demonstrated in this book, especially the newer ones, are in two-column tables so that they can be read easily in either direction, from left to right, or from right to left. Usually English is on the left and the non-English language is on the right. Since the original sentence and the translation are always on the same line, you never get lost. Native or Foreign XE "Native or Foreign"  This means that two column materials can be used equally well by native speakers to learn English and by English speakers to learn the native language. Cut Production Costs XE "Cut Production Costs"  Since both groups of students can use the same materials, two-column tables cut the cost of producing these language materials in half. Ready For Review XE "Ready For Review"  Students can easily switch directions for review. Normally on the initial presentation a student starts with the foreign language and goes to the students native language, while for review a student starts with his or her native language and generates the foreign language. Free Flashcards XE "Free Flashcards"  You can quickly turn a two-column page into flashcards simply by covering up one column with your hand or with a piece of paper. This is much simpler and cheaper than printing and cutting individual flashcards. Instant Translation XE "Instant Translation"  If your materials are in two-column tables, they can be translated instantly from one language to another by a free software translator on the Internet. Google Translator currently handles 57 languages. Just copy and paste the English into the translator and tell it which language you want for the translation. See the chapter on using the Google Translator. Projection XE "Projection"  Two-column tables are ideal for printed pages and computer screens. They are not suitable for projection with an overhead projector or a video projector. To convert from two-column tables to interlinear format, you can use either of two methods. Method one. Retranslate the English text in Google Translator as a document. It will come out interlinear. Method two. Copy and paste the two column document into a spreadsheet. Then use the concatenate function to join the two cells in each row in a third cell. Working With Tables XE "Working With Tables"  Detailed instructions for working with tables in Mircrosoft Word are located in the appendixes. Paper and Printing XE "Paper and Printing"  TC "Paper and Printing" \f C \l "2"  Paper XE "Paper"  For the documents which I create I like to use standard letter size paper (8.5 x 11 inches) or A4 paper, cut in half. This size is no bigger than many paperback books. It fits in my hand comfortably and does not take up a lot of space on my desk. Two documents easily fit side by side in front of me next to my dictionary. For handwriting I like to use old paper that has already been printed on one side. For printing I use new paper, so it wont scratch the drum of my printer. Any printed full page of text from a manual can be converted to the half page format simply by folding it in half. Printing XE "Printing"  It is very easy to print half pages on one side. You just use full size paper. Before printing set the font size of the document to at least 16. In the print program click on two pages per sheet. After the pages are printed cut them in half with a pair of scissors. Use one sheet of paper folded in half as a guide for cutting. Cut five or six pages at a time. To print on half pages on both sides of the paper, follow this scheme. On the front sides of the full sheets of paper print pages 1,3/5,7,/etc. On the back sides print pages 4,2/ 8,6/ etc. For printing four normal pages on two sides of one sheet of paper, just print pages 4 and 1 on the front side of the full sheet of paper and pages 2 and 3 on the back side. Fold it in half. See the directions for printing handouts in the manual on printing in the appendixes. Folding Paper XE "Folding Paper"  Usually I try to avoid folding and unfolding my papers. However, sometimes I do not want to carry my language satchel. At those moments I just fold up a single page which I want to work on so it will fit in my shirt pocket. If it is a half page to start with, I fold it in half vertically and then in half horizontally so it opens like a book. The English is on one side and the foreign language is on the other side. If it is a full page, I fold it in half vertically and in half again vertically, so it is in quarters. Then I arrange the folds so they Z. Finally I fold it in half horizontally. Again, the English is on one side and the foreign language is on the other side. Language Lanyard XE "Language Lanyard"  A piece of string and a binder clip are all that you need to make a language lanyard. Put it around your neck and walk around the house with your notes hanging in front of you while you work on chores. You can hold the pages out in front of you at any time to look at them. There is no folding or unfolding. Unclip the sheets and put them in front of you when you sit down. A transparent plastic bag will protect the text from getting soiled or ripped. This is just for use at home. I do not go out in public wearing it Working With Translators XE "Working With Translators"  TC "Working With Translators" \f C \l "2"  Using Google Translator TC "Using Google Translator" \f C \l "3"  Introduction XE "Introduction"  Google Translator is one of the great gifts of the Internet. Currently it will translate fifty seven languages for free. It will instantly translate one sentence, a few paragraphs, or a whole document. Languages Available For Translation XE "Languages Available For Translation"  in Google Translator Here are the 57 languages currently available for free translation in Google Translator: Afrikaans, Albanian, Arabic, Armenian, Azerbaijani, Basque, Belarusian, Bulgarian, Catalan, Chinese, Croatian, Czech, Danish, Dutch, English, Estonian, Filipino, Finnish, French, Galician, Georgian, German, Greek, Haitian, Creole, Hebrew, Hindi, Hungarian, Icelandic, Indonesian, Irish, Italian, Japanese, Korean, Latvian, Lithuanian, Macedonian, Malay, Maltese, Norwegian, Persian, Polish, Portuguese, Romanian, Russian, Serbian, Slovak, Slovenian, Spanish, Swahili, Swedish, Thai, Turkish, Ukrainian, Urdu, Vietnamese, Welsh, Yiddish. Try It XE "Try It"  Open Google Translator, select a source and target language, type any sentence in the box, and then press Translate. Read the translation below the box. Pretty neat! Starting Google Translator XE "Starting Google Translator"  Go to www.google.com. The Google menu bar should appear at the top of the page. If the menu does not appear, just move your cursor over the area at the top of the page and it will show. In the Google menu bar at the top of the page click on More. A box will appear. Click at the bottom of the box on Still More. A new box will open. Click in the right hand column on Translate. The Translation page opens. Accuracy XE "Accuracy"  Experts tell me that translations produced with Google Translator are about 90% accurate. Improvement XE "Improvement"  Google is constantly improving the accuracy of its translators. This is new technology. It keeps getting better. Check It XE "Check It"  Always check the translation for errors. Generally you will be able to spot most of the problems that occur and fix them. If the document is for publication, have an expert in the native language look it over. Typing Your Text XE "Typing Your Text"  Write In Word or Excel First XE "Write In Word or Excel First"  Write sentences to be translated in Word or Excel first. It is much easier to edit them there than in Google Translator. When the text is ready, transfer it to Google Translator to be translated. Which Is Better XE "Which Is Better"  Your original text can be written in either a Word document or in an Excel spreadsheet. I prefer to work on a two-column spreadsheet and then convert the final spreadsheet to a Word document. Single Sentence Paragraphs XE "Single Sentence Paragraphs"  Make every sentence a separate paragraph. This insures that the original text and the translation will always appear right next to each other on the same line in the final two-column table. To do this in Word use the global change command, ctrl H. Do a global change of period space to period paragraph mark. Word Tables XE "Word Tables"  Multiple sentences in the same cell in a Word table sometimes do not translate in Google Translator. They just disappear. For this reason create the two- column table in Word after you have translated the text. Copy both the English and the translation into it. Editing Your Text For Translation XE "Editing Your Text For Translation"  Some Tips on Speaking XE "Some Tips on Speaking"  Use complete sentences. Speak in simple sentences. Multiple adjectives cause confusion. Colorful expressions often do not translate. Phrasal Verbs XE "Phrasal Verbs"  English phrasal verbs sometimes do not translate correctly. Either delete the added preposition or use a synonym for the verb. Do XE "Do"  Another problem sometimes is the auxiliary English verb do. It appears at the start of questions. You may do better by deleting it or by rewording the sentence. Contractions XE "Contractions"  Check to see whether the translator you are using processes contractions. If not, convert contractions in your text to full words before you translate. The easiest way to do this in Word or Excel is to select the text and then use the global change command, ctrl H. Here is a list of contractions to be changed to full words: cant, doesnt, dont, hadnt, hes, Id, Ill, Im, Ive, isnt, lets, nobodys, thatd, thats, theres, theyll, theyre, theyve, wasnt, wed, well, were, weve, whats, whos, wont, youd, youd, youll, youre, youve. After Translating XE "After Translating"  It Convert Special Paragraph Marks XE "Convert Special Paragraph Marks"  Google Translator and some other programs on the Internet use a mark for the end of paragraphs which is not completely compatible with Microsoft Word. The problem is that it prevents some of the table functions in Word from working correctly. It looks like a broken arrow. To see it you have to turn on Show Hidden Characters. There is an easy way to convert these characters into standard paragraph marks. Just select and copy the translated text and then paste it into Notepad. Then immediately select and copy the text in Notepad and paste it into your Excel spreadsheet or Word document. The bent arrows will all be converted into standard paragraph marks. Copying Into Word XE "Copying Into Word"  When copying any text into a Word table, select all the target cells before you paste the text. Otherwise all the copied sentences will go into the first cell. Converting Excel to Word XE "Converting Excel to Word"  If you copy and paste an Excel spreadsheet into a Word document, it will look like a Word table, but it is not a true Word table. Select the copied table in Word, click on Convert Table to Text, then immediately click on Convert Text to Table. Now it is a regular Word table. Leave The Files Up XE "Leave The Files Up"  Leave the documents you need up on the Internet so you can use them at any time during the day. Just minimize them on your screen. You will need: The source document (Excel or Word), Google Translator, Notepad. Working With Tables XE "Working With Tables"  For more information on tables, see the chapter called Working With Tables in the appendix. Alternatives XE "Alternatives"  If there is no Internet where you are, use a good commercial software translator. Buy it in the USA before you leave. If Google translator does not have your language, choose the closest major language that people in your area do know. Or see the next article. It is on using university students to translate text for you by hand. Using University Students To Translate TC "Using University Students To Translate" \f C \l "3"  XE "Using University Students To Translate"  Direction XE "Direction"  University students can read and write their own language well. Always use native student translators to go from perfect English to their native language. Never have them translate the other way, from their native language to English. How To Get Translators XE "How To Get Translators"  Ask for student volunteers: 2 or 3 top English students in high school free University English students free Translate materials with your tutor as part of your lesson. (Peace Corps pays for tutoring.) Employ your Language Tutors after pre-service training. Employ your best students after they graduate. Sometimes it may be possible to have work done as a course project. For example, in a course on computer skills for teachers I have students translate songs and proverbs. Maybe in a university course on translation students could work on your text. Compensation In Lieu of Payment XE "Compensation In Lieu of Payment"  Train student translators in typing, printing, word processing, and desktop publishing. Put translators names on their works with their web sites if they wish. Offer to let your translators use your computers and your Internet after hours, on weekends, and during the summer. Give them printouts and CDs containing their work for their portfolio. Write reference letters for them. Pay university students $1 per page after they graduate. Pick An Important Project XE "Pick An Important Project"  The students have to see the importance of what you ask them to work on. Basically this means you work on Peace Corps projects. Timing XE "Timing"  The two best times of year for translation projects at my university are from October to February and during the summer. Nothing gets done at the end of the semester or during exam periods. Reality XE "Reality"  Students enjoy working on real projects that will actually help their countrymen. This may be the first time anyone outside their family has ever needed them. Apprenticeship XE "Apprenticeship"  All students understand that they have to do a little apprenticeship work to grow. Divide Up The Work XE "Divide Up The Work"  Students are busy. Divide up the work so no student has to do more than two or three pages. Sometimes I have as many as 25 or 30 students translating a project at the same time. Communicate By The Internet XE "Communicate By The Internet"  Send materials back and forth via the Internet. Teach your translators how to download and upload attachments. Tell The Students How You Want It Done XE "Tell The Students How You Want It Done"  Specify exactly how you want the translation done in writing. Show an example. Here are my usual instructions: Thank you for helping. The work has to be completed by ___. If you find you can not finish your part, please tell me immediately so I can get another student to finish it. The translated sentence goes after the English sentence. Translate literally wherever possible. Be sure to use the special characters of your language. Type in a Word document. Attach the word document to an Internet message. Do not just type the translation in an Internet letter. Save your work as you type. Be sure to back up your work to another file at least every few hours in case there is an accident. Check Their Work XE "Check Their Work"  Catch any misunderstandings about what you want right away. One way to do this is to have your translators send you their first few translated sentences and review them. You can also qualify the students before they start with a short exercise. Give them the instructions and two sentences to translate. Once they do the exercise correctly, they get their assignment. This proves to you that they have actually read the instructions and that they interpret them correctly. It is good training for the students in following directions. Special Characters XE "Special Characters"  Teach your student translators how to type the special characters of their language, so the document looks correct. Show them how to type them using the symbol translation table. For example, is alt 1025, is alt 128, is alt 137, and is alt 135. Or click on Insert/symbol. Match the Work To The Students XE "Match the Work To The Students"  If you want students to prepare a dictionary, use students who want to expand their vocabulary. If you need a computer manual translated, you need an expert translator. Use an Editor XE "Use an Editor"  Have your best translator edit the work of the other student translators. If necessary, pay her or him. Understand Turnover XE "Understand Turnover"  Most of my university translators last about four months. They get trained by me and then they move on -after the semester, or after the summer following graduation, or as soon as they get a good job. Keep Track of Your Good Translators XE "Keep Track of Your Good Translators"  Keep track of your good student translators after they graduate. E-mail them when you need them to work on a project. Classes vary tremendously. You may have a lot of able, ready, and willing student translators one year, and none the next year. Save Your Students For Your Projects XE "Save Your Students"  Do not waste your students on other peoples translation projects or commercial projects. Other NGOs have plenty of money to pay for professional translators. Be A Great Teacher XE "Be A Great Teacher"  The fact is that the students who translate for you are the students who respect you as a teacher and as a person, who believe in what you are doing, and who want to help you. Many times my translators who are former students who have graduated tell me, You do not have to pay me for the translation. I am doing this to help you. Personal Assistant XE "Personal Assistant"  Always be looking for the one special student a year who really wants to work with you and learn from you. Ask her or him to work for you part time after classes. As soon as s/he graduates, employ her or him as your personal assistant. After a while you will realize what type of student you work well with. Halfway through my second winter teaching at the university one of my best senior English students came to my office and announced that she wanted to be my personal assistant. I will work for free, she said, in exchange for learning how to do the tasks. My reply was, When do you want to start? The Dark Side XE "Dark Side"  Make sure student participation is voluntary, that there is no expectation of a good grade in exchange for the work, or fear of a bad grade for refusing to help. The many true stories of professors abusing their position and forcing students to translate for them are very upsetting. Boys XE "Boys"  Out of nearly 100 students who have volunteered to translate for me during the last seven years, 94 students have been girls and 6 have been boys. The quality of the translation was equally good. Translating Into a Common Third Language TC "Translating Into a Common Third Language" \f C \l "3"  XE "Translating Into a Common Third Language"  In October, 2008, another professor at my university in Elbasan, Albania, showed me an inspirational American movie on the Internet and asked me if I would have my English students translate it into Albanian. The movie recorded the last lecture of a beloved American professor who was dying of cancer in mid life. My colleague wanted other professors and students at our university to be able to read it. At the time an English/Albanian translator did not exist. (It does now.) I told him to write the producers and get the transcript of the lecture. I said as soon as he gave me the transcript, I would press a button on my computer and have the transcript instantly translated from English into Italian. That way the students and faculty who could not read English could read it in Italian. Almost all Albanians can read Italian. About a week later he e-mailed me the transcript and the next day I sent him back the translation. He was thrilled. It took my computer about 15 seconds to translate the 26 page single-spaced transcript of the lecture. I cant speak a word of Italian, so I had my personal translator read the same paragraph in both versions to make sure the translation was OK. Any Peace Corps volunteer can do the same thing. Many times it is not necessary to translate long professional English documents (such as drafts of grant proposals) into the local language. Since most of our colleagues can read and write a major language, just translate the documents into the major language using commercial software. Conversely, if your counterpart gives you a long document to read in the local language, ask for the common major language version which they speak and have the computer translate it into English, so you can read it. My colleague at our university sent me a PDF file. Before translating it I had to save the document as a txt file. Then I had to find and eliminate all the contractions, since they do not translate. For example, dont became do not. To make the changes I used the global replace function: ctrl and H. Here is the list of contractions I changed to full words: cant, doesnt, dont, hadnt, hes, Id, Ill, Im, Ive, isnt, lets, nobodys, thatd, thats, theres, theyll, theyre, theyve, wasnt, wed, well, were, weve, whats, whos, wont, youd, youd, youll, youre, youve. Possessives (Randys) also do not translate but I just left them. For some reason my translator only handled eight pages at a time, so I just did the document in stages. This is exactly the same process I followed in Uzbekistan, when I translated documents from English to Russian using an English Russian translator and completely avoided speaking Uzbek. If there is no commercial software translator available for a minor language, whenever possible just bypass it in this way. You can use the same process for short conversations (less than 150 words at a time) with pretty much anyone in the world using free translators on the Internet. Just find a major language which your colleague can speak such as French, German, Italian, Spanish, or Russian. You do not need to be able to speak either the major language or the language your friend speaks. Then put two computers next to each other. On your computer you type in English and display the translation in the major language. Your friend on his or her computer types in the major language which he or she can speak and displays the translation in English. You each write what you want to say on your computer and read what the other person says on his or her computer. There is instant communication without either person saying a word. A Simple Middle Language Word Look-up Tool TC "A Word Look-up Tool" \f C \l "3"  XE "Word Look-up Tool"  Introduction XE "Introduction"  Translators do not exist for most of the languages in the world, the so-called minor languages. Here is a simple tool that will help you practice creating sentences during your first months of learning a minor foreign language. It will work for most languages. The middle language is the language between your native language and the language you wish to speak. If you take the words of the sentence which you want to translate in your native language and rearrange them into the word order of the target language, that is the middle language. What you will see here is a demonstration of an English/Kriolu translator. To get the actual translator at no charge, please e-mail the author at the address given at the end of the preface. The sentence is: Tomorrow a man and his pretty wife will walk slowly in a road. Dear Friends in Cape Verde, The Kriolu translator is now ready for you to try. This simple translator is mostly a fun tool to help you learn the Kriolu language. The translator is attached to this e-mail letter. Just save it onto your computer. Since the translator is an Excel spreadsheet, it is all set now for you to work on. You do not have to install anything. Currently the translator contains 8,022 words. These are all the words currently in the Peace Corps Cape Verde English-Kriolu dictionary. Also attached are updated instructions for using the translator and a short article on how it works. One person should be appointed to make all changes to the translator dictionary in his or her copy of the translator. He or she would periodically e-mail out the revised translator to those interested in receiving updates. If you add new words to the Peace Corps dictionary, be sure to keep track of them and add them by hand to the translator. It took over 20 hours of intense programming work to convert the Peace Corps English-Kriolu dictionary into the right format for the translator. That job should only be done once. As you use the translator you will want to change the numbers assigned to synonyms, so that the most frequently used word appears first (=1). Also you will have to come to an agreement amongst yourselves on the part of speech assigned to certain words. In addition I would say more prepositions need to be added to the dictionary. Furthermore, the long explanations after some Kriolu words should be shortened or deleted. This simple translator can be used for practicing almost any language. It is particularly helpful for languages that are not yet in the Google translator or for locations where you do not have easy access to the Internet. Many other Peace Corps posts and US embassies in small countries might want to use it for their language. Please forward this letter to other students of Kriolu who would be interested in trying the translator. Best wishes, Frank H. Adams Demonstration Of The English/Kriolu Translator XE "Translator, English/Kriolu"  The Translator ABCDEFG1tomorrown1tomorrown1manhanmanhan2thear1thear1ummanhan um3mann3mann3mimanhan um mi4andcnj1andcnj1emanhan um mi e5hisprn4hisprn4simanhan um mi e si6wifen2wifen2pozamanhan um mi e si poza7prettyadj2prettyadj2lindamanhan um mi e si poza linda8willv2willv2ta (future)manhan um mi e si poza linda ta (future)9walkv1walkv1anda na pmanhan um mi e si poza linda ta (future) anda na p10slowlyadv2slowlyadv2lentamentemanhan um mi e si poza linda ta (future) anda na p lentamente11inprp2inprp2enmanhan um mi e si poza linda ta (future) anda na p lentamente en12aar1aar1namanhan um mi e si poza linda ta (future) anda na p lentamente en na13roadn1roadn1rumanhan um mi e si poza linda ta (future) anda na p lentamente en na ru14.pun1.pun1.manhan um mi e si poza linda ta (future) anda na p lentamente en na ru . Sample of Dictionary ABCDEabandonv1abandonv1bandonaabdomenn1abdomenn1barigaabilityn1abilityn1djetuabilityn2abilityn2jeituableadj1ableadj1kapsableadj2ableadj2sta na getuaboardn1aboardn1aborduaboutprp1aboutprp1riba de ora (~ to go)aboutprp2aboutprp2serka (time)aboutprp3aboutprp3sobriaboveprp1aboveprp1asimaaboveprp2aboveprp2ribaabscessn1abscessn1obussuabsentv1absentv1faltaabsentv2absentv2ka staabsentv3absentv3osentiabsorbv1absorbv1nsokaabsorptionn1absorptionn1obusorsonabundancen1abundancen1abundansiaabusiveadj1abusiveadj1abuzaduabusiveadj2abusiveadj2mandon Note: The translator and the dictionary are on one spreadsheet.The column widths actually are the same size. They have been altered here just to illustrate all the information on one page. How To Use The Kriolu Translator XE "How To Use The Kriolu Translator"  This is a simple translator on an excel spreadsheet which can be used for learning a language. It only does one sentence at a time. Basically it will save you looking up words. You will have to adjust the output for the plurals of nouns and for verb conjugation endings, etc. Column A Column A is the text line number. Do not change it. Column B Write the English words in column B. Write one word per line. Do not put a space after the word. Spaces between words are added by the software. Just type the singular nominative form of nouns and the generic first person singular simple present of verbs. English words should be entered in Kriolu word order. The adjective comes after the noun, etc. Column C Write the part of speech in column C. Here are the abbreviations to use: Noun s Pronoun pn Verb v Adverb adv Adjective adj Preposition pr Conjunction con Interjection int Number # Punctuation pun Some words are classified by grammarians as either adverbs or pronouns. It is confusing. Try pronoun first. If you dont see the definition you want, try adverb. Column D Kriolu sometimes has more than one way to say an English word. In column D you specify the definition number. If 1 is not the translation you want, type 2. It is easiest to write the part of speech and the definition number right after you type the English word while you are thinking about it. Choose the right definition as you go. This makes it more fun for people watching the translator work. Column E Column E adds together the text in columns B, C, and D to build a unique key for finding the word. It uses the concatenate function. Do not type anything here. Column F The translation of the English word appears automatically in column E. You do not type anything here. Column G The translated words of the sentence are automatically added together in column G. Read down. The bottom line contains the whole translated sentence. If you want to correct the output, first correct the dictionary and the output will change automatically. If you want to add the plurals of nouns or conjugate the verbs correctly, copy the final output to a word document and make the changes there. Improving the Dictionary The dictionary starts in line 24 and goes to the bottom of the spreadsheet. To go to the bottom of the file, press Control and End. To go to the top of the file, press Control and Home. To find any word in the dictionary, click at the top of column B and then press control and F. Type the word you want to find and click on Find Next. If you want to correct the Kriolu translation of any English word in the dictionary, just change the word in Column E. You do not have to do anything else. If you want to delete an entry, click on that line in the left margin. Then click on Edit and then on Delete. Adjust the version numbers if there remains more than one way in Kriolu to say the same English word. If you want to add new English words, you must do several things. First either insert a line where you are or type a new line at the bottom of the file. Put the English in column B. Put the part of speech in column C. Put the correct definition number in column D. Put the Kriolu in column E. In column A drag down the concatenation formula from the previous line. After making any addition you have to resort the whole file on column A. This is critical. You should change the dictionary range in the formula in column F and drag it down. Other Notes While you are getting used to using the translator, type in sentences for which you already have a translation so you can check what is produced. A separate article is available which describes how the translator works. If you really like the translator and want to use it a lot, you should read this short article. The translator uses just two standard spreadsheet text commands, =concatenate and =vlookup. This simple translator can be used for almost any language. How The Translator Works XE "How The Translator Works"  There are two parts to the translator, the translator and the dictionary. There are different formulas in each part. The first 23 lines of the spreadsheet are the translator. The dictionary goes from line 24 to the end of the spreadsheet. The Translator XE "Translator"  Column A is for the line number. Leave it alone. In column B you type the English word you want to translate. In column C you type the part of speech of that word using abbreviations. In column D you type 1,2,3,4,5 to specify which definition you want for words with multiple definitions. Normally you want definition 1. Column E adds together the text in columns A, B, C to build a unique key for finding the word. It uses the concatenate function. Column F looks up the word in the dictionary using the key in column E and writes out the translation. It uses the vlookup function. Column G adds the translation on the current line in column E to the collected translations from all the lines before in column F. It uses the concatenate function. The Dictionary XE "Dictionary"  Column A is the unique key for each word. The dictionary has to begin with a unique key for each word and it has to always be sorted so that the keys are in ascending sequence. The key is made by automatically adding together the information in columns B,C, and D. Column B is the English word. Column C is the part of speech. Column D is the version number. Column E is the Kriolu word. 10. Generating Sentences XE "Generating Sentences"  TC "10. Generating Sentences" \f C \l "1"  Introduction This chapter illustrates many ideas for working with sentences. The goal is to learn how to generate and translate dozens of sentences a day. You need to create several different sentences for each new word or grammar point you want to learn. The faster you can do this, the quicker you will learn the material. The general method for reading a sentence was described in the chapter called Basic Reading Routine. The five steps we discussed there can be considered presentation. Here we discuss additional points for how to learn the same words and grammar structures by generating variations of them. These steps can be considered practice and production. By the end of this chapter you will understand that learning a language is mostly a matter of generating sentence variations which you practice saying. Why Generate Sentences TC "Why Generate Sentences" \f C \l "2"  XE "Why Generate Sentences"  Which approach below do you think is better, number one or two? To repeat the same set of ten sentences once a day for 10 days and never actually learn any of them. To work on just one sentence a day ten different ways and really learn it. Each day work on a different sentence for ten days. Obviously the second approach is much better. In order to learn something you need three things: the principle, an example, and plenty of practice. The reason to generate sentences is to practice. Practice makes perfect. By practice we mean going over the same thing multiple times in different ways. Each time you do it differently. It is useless to know a noun if you can not form its plural. You have to practice both the singular and plural endings for both the definite and indefinite forms. It is equally useless to know, for example, that a particular verb is a regular second conjugation verb. You have to practice each of its actual tenses and moods to learn the verb. The learning is in the doing. Clearly a lot needs to be practiced. Thus one good reason to vary sentences is that you do not have time to just review the exact same information. Planned structured variation insures practice of all the essential variants. Conversely, grammar rules by themselves are understandable and learnable, but they are not relevant. They are just theory. You have to practice applying them in specific situations for them to become functional. The quickest way to turn grammar into experience is to systematically generate sentences. After a couple of reviews you can not just go through the same material again. Your mind balks. The solution is to combine review with variation. Variation builds associations, which are a key to memory. Each different sentence you generate for a word or grammar concept is a new memory link to it in your mind. One joy in learning a language is the fun of figuring out what you want to say and finding out how to say it. This is totally different from learning stock phrases which other people tell you to memorize. When you think up your own sentence you get motivated to learn it. It is possible to enjoy generating sentences. Variation can become a pleasurable end in itself. It is an interesting little game you play in your head when you see a new sentence. Language learning is the byproduct. I still remember my joy the first time I combined word lists as I walked along a sidewalk in Albania. Suddenly I became the teacher of myself. Materials and Organization TC "Materials and Organization" \f C \l "2"  XE "Materials and Organization"  Reference Materials XE "Reference Materials"  The key to generating sentences is to have your reference materials right in front of you, so you can get the information you need immediately. At your desk you can have the complete text of all of your reference books. This includes the dictionary, the grammar manual, the verb conjugation book, and the pronunciation guide. Away from my desk I take the current pages I am working on in the grammar manual and the list of sounds from the pronunciation guide. Normally I take my pocket dictionary. I cut it in half so part can go in each of my two front pockets. For translating my thoughts and generated sentences, I use only the English side of the dictionary. If I do not bring my pocket dictionary, I use my list of common verbs. The other reference I always carry with me and use is a collection of the model regular verbs and the twenty most frequent irregular verbs, fully conjugated. These pages were cut out of the verb book. Texts XE "Texts"  Texts provide the words and sentences which you vary. They include the current chapter of your tutorial, pages from your phrasebook and picture dictionary, and your bilingual reading materials. Key Word Lists XE "Key Word Lists"  Also bring with you the current pages you are working on from your lists of key words and phrases to learn. These are the words and phrases that get substituted in, or added to, the sentences being modified. Sets XE "Sets"  Group your texts into sets. Each set is a different topic. All of the items in a set should be on the same topic. In general a set should contain the following items. Nouns from the picture dictionary. Sentences from the phrasebook. Dialogues from the tutorial. List of professions in that topic. List of verbs in that topic Variation sheets you have created. Associated word families. Arrangement XE "Arrangement"  Exactly how you arrange and display these materials will depend on whether you are sitting at your desk, or in your armchair, or on your bed, or at the kitchen table, or in a lawn chair under a tree, or in an airplane seat. The ultimate challenge is to carry just what you need in your hands while you walk along. In a chair you can set your current pile of papers on your lap with the page you are working on face up on the top. Done materials go on the bottom in the back of the stack. Reference materials are leaned forward against your chest. Frequently used reference materials can be crisscrossed for easy access. I carry my study materials in two small satchels. One bag contains my portable reference materials and the other bag holds my current projects. Cardboard dividers separate the items in both bags. The two bags contain everything I need and go with me wherever I study. Tips on Generating Sentences XE "Tips On Generating Sentences"  TC "Tips On Generating Sentences" \f C \l "2"  Focus XE "Focus"  Work on only one topic in a session. A session might be five to ten minutes long. Establish a routine of what you work on at each place you study and at each time of the day. Store your topics according to the sequence in which you work on them. Get your materials organized at night so you are ready to start in the morning. Push Yourself XE "Push Yourself"  The way to push yourself is to keep changing your activity. Generate a sentence and translate it, then dictate it, then work on the conjugation of the verb and its sample sentences, then explore its word family, then expand the sentence with phrases you want to learn. Now take a good break. When you study right, your mind actually wants to do more. Vary The Variation XE "Vary The Variation"  Experiment to find out what arrangement of variations works best for you. Here are several options. Plan one In the morning work on vocabulary. Start with the sentences in the text. Change each noun or verb to practice its declension or conjugation. In the afternoon work on grammar. Start with the sample sentences in your grammar book. Change the sentences from the morning to fit the grammar patterns in the sample sentences. The next day replace adjectives with their antonyms in the sentence. Substitute adverbial phrases. Plan Two Here is a list of different activities which you might do at each review. By review we mean recall. Initial. Hear, see, say. Practice pronunciation. 5 seconds later: Spell, visualize. 25 seconds later: Reverse translate. Two minutes later: Hear the echo. Confirm. Correct. 10 minutes later: Declension, Conjugation. Create phrase or sentence. 1 hour later: Word Family 5 hours later: Grammar variations 25 hours later: Substitute phrases. Plan Three In each project try to do all of the variations on one sentence. Later in the day do them again on the same sentence but differently. Creating Sentences XE "Creating Sentences"  Ask your teacher if she has sample translated sentences already prepared for important adverbs, prepositions, and verbs. It is a lot easier to modify a good existing sentence than to create a new one. Sample sentences mean a lot more when they are about you and true. It is very satisfying when you actually create a real sentence about your personal life. Creating a sentence from a word is hard, but going from a sentence to the word is easy and fun. Make a set of standard model sentences for any topic. Also, you can find sample sentences in a good digital dictionary on your computer. Have a book of model phrases for each part of speech. It contains just the English phrases. You copy and paste them into a translator. List the vocabulary before the sentence or after it, as you prefer. Use special sentences to force the translator to list verbs, nouns, adjectives, and adverbs. Include an article before nouns to get the gender. Get a real thesaurus to help you make useful verb lists. A synonym dictionary is not what you want. Process Variations TC "Process Variations" \f C \l "2"  XE "Process Variations"  Linguistic Aspect You can vary which linguistic aspect you are working on in the sentence: pronunciation, vocabulary, grammar. Language Function You can change the language function you are working on: listening, reading, speaking, or writing. Direction You can switch the translation direction: foreign to native, or native to foreign. Mode You can switch your mode, from initial presentation to review. Or we could say, you can switch from presentation to practice and production. Reference You can switch the reference book you use: dictionary, grammar manual, verb conjugation book, pronunciation manual. Tool You can switch between tools. books and paper, computer, voice recorder, Internet, and live speaking. Position You can switch your position. Setting You can change where you study (home, library, walking around, on the bus, etc). Group You can work by yourself, in a pair, in a small group, or as part of the whole class. Stage You can progress through the stages of a project. For example, when you make a movie you plan it, act it, film it, edit it, watch it, and discuss it. Content Variations TC "Content Variations" \f C \l "2"  XE "Content Variations"  There are many ways to generate sentences by varying the content. Here are a few. Change nouns and adjectives and verbs in the sentence from singular to plural, or vice versa. Systematically change the mood and tense of the verb in the sentence. To do this look the verb up in your verb conjugation book. Change the type of sentence from declarative to interrogative, exclamatory, or imperative. Change the verb from positive to negative. Change the voice from active to passive. Substitute key words and phrases for existing words and phrases in the sentence. For example, replace pronouns with the names of professions. Add words and phrases to the sentence and build it up. This works very well with the short sentences which you find in phrasebooks. Swap subjects or predicates in sentences which you find in your language books. This is very easy to do and fun. It is silly but instructive. The translation is mostly already done for you. You only need one piece of paper with several sentences on it to do this. Change the sentence to use each member of the word family. Pick a sentence from the reading for the day and change it according to the sample sentences in the grammar session for the day. This will enable you to practice your vocabulary and grammar at the same time. It will integrate your lesson. Use a sentence generator to create a formal set of varied sentences. The end product is highly structured and extremely efficient. You learn many different things at the same time in each sentence. These materials are made for use in class and can be reused in different languages. Ask yourself questions about the sentence and invent answers to the questions. Think up sentences from scratch around a theme. Write them down. Translate them by hand or use a translator. This method is entertaining but tiring. You will only be able to create a few sentences before you burn out. Methods one through five could be called absolute, methods six through nine, relative. Methods one through nine are structured, methods ten and eleven are imaginative. Samples TC "Samples" \f C \l "2"  XE "Samples"  Informal And Formal XE "Informal And Formal"  Most of your variations will occur in your head. However, from time to time you will find it helpful to produce formal written variations which you can review and share. The samples which follow are the formal type. Bolded Sentences XE "Bolded Sentences"  In the following examples some sentences are bolded. These were the original sentences which appeared in the tutorial or grammar or phrasebook. All the other sentences in each example were generated. All of the examples are in English and Portuguese. Adjectives And Nouns XE "Adjectives And Nouns"  TC "Adjectives And Nouns" \f C \l "3"  Method One Vary the noun from masculine to feminine (from man to woman). Vary the number from singular to plural (man to men). Include several adjectives and vary each adjective from positive to negative (honest, dishonest). Vary the article using both definite and indefinite (the, a). Each adjective pair is repeated twice. the honest mano homem honestoa dishonest manum homem desonestoeach respectful mancada homem respeitosono disrespectful mannenhum homem desrespeitosothis industrious maneste homem diligentethat lazy manaquele homem preguicososome pacient menalguns homens pacientesfew impatient menpouco homens impacientesmany polite menmuitos homens polidosall rude mentodos os homens rudesthese powerful menestes homens poderososthose weak menaqueles homens fracos  the honest womana mulher honestaa dishonest womanuma mulher desonestaeach respectful womancada mulher respeitosano disrespectful womannenhuma mulher desrespeitosathis industrious womanesta mulher diligentethat lazy womanaquela mulher preguicosasome pacient womenalgumas mulheres pacientesfew impatient womenpouca mulheres impacientesmany polite womenmuitas mulheres polidasall rude womentodos as mulheres rudesthese powerful womenestas mulheres poderosasthose weak womenaquelas mulheres fracas Method Two Include each noun in the group (every member of a family). Vary the number from singular to plural (aunt to aunts). Include several adjectives. Include the same adjectives in each group but vary their sequence between groups. Vary the article using both definite and indefinite (these, some). this amazed auntessa tia espantado every bored auntcada tia furado that uncontent auntque tia atesmo any indifferent auntqualquer tia indiferente all peaceful auntstodas as tias pacfica those content auntsas tias contedo these determined auntsessas tias determinado no envious auntstias no inveja this angry cousineste primo irritado every peaceful cousincada primo pacfica that indifferent cousinque o primo indiferente any glad cousinqualquer primo feliz all uncontent cousinstodos os primos atesmo those determined cousinsos primos determinado these envious cousinsesses primos invejosos this indifferent grandchildesse neto indiferente every envious grandchildcada neto inveja that happy grandchildque o neto feliz any interested grandchildqualquer interessado neto all full grandchildtodos neto completa those hungry grandchildrenos netos famintos these sad grandchildrenestes netos triste no disinterested grandchildrenno netos desinteressada this determined grandfathereste av determinado every indifferent grandfathercada av indiferente that hungry grandfatherque o av de fome any sad grandfatherqualquer av triste all glad grandfatherstodos os avs feliz those full grandfathersos avs completa these happy grandfathersestes avs felizes no interested grandfathersno avs interessados this uncontent grandmothera av atesmo every determined grandmothercada av determinado that full grandmotherque a av cheia any happy grandmotherqualquer av feliz all envious grandmotherstodos os avs inveja those glad grandmothersos avs feliz these hungry grandmothersestes avs fome no sad grandmotherssem avs triste  Method Three This method provides plenty of repetition but it may be a little boring. the ancient churcha antiga igrejathe ancient churchesas antigas igrejasthe ancient mosquea antiga mesquitathe ancient mosquesas mesquitas antigasthe ancient templeo antigo templothe ancient templesos templos antigos  a modern churchuma igreja modernasome modern churchesalgumas igrejas modernasa modern mosqueuma mesquita modernasome modern mosquesalgumas mesquitas modernasa modern templeum templo modernosome modern templesalguns templos modernos  each classical churchcada igreja clssicaseveral classical churchesvrias igrejas clssicaseach classical mosquecada mesquita clssicaseveral classical mosquesvrias mesquitas clssicaseach classical templecada um templo clssicoseveral classical templesvrios templos clssicos  no contemporary churchnenhuma igreja contemporneaall contemporary churchestodas as igrejas contemporneasno contemporary mosquenenhuma mesquita contemporneaall contemporary mosquestodas as mesquitas contemporneasno contemporary templenenhum templo contemporneoall contemporary templestodos os templos contemporneos Method Four This method is not recommended. It is an example of how not to do it.There is no internal pattern of repetition. Overall, there is too much to learn. It was my first try. the beautiful peoplea gente bonitathe famous persona pessoa famosathe fat mano gordothe friendly womana mulher amigvelthe happy adulto adulto felizthe healthy childa criana saudvelthe infamous boyo rapaz infamethe intelligent girla menina inteligentethe sad peopleo povo tristethe short persona pessoa curtathe sick mano homem doentethe strong womanA mulher fortethe stupid adulto adulto estpidothe talented childa criana de talentothe tall boyo rapaz altothe thin girla moa fina Prepositions And Nouns XE "Prepositions And Nouns"  TC "Prepositions And Nouns" \f C \l "3"  Three nouns are introduced at a time. The same preposition applies to each. After each new group of three nouns is introduced, the previous group of three nouns is repeated with the current preposition. (This pattern starts with the second group.) It is behind the post office.Ele est por trs da estao de correios.It is behind the bank.Ele est por trs do banco.It is behind the barbershop.Ele est por trs da barbearia.It is in front of the video store. na frente da loja de vdeo.It is in front of the copy center. em frente ao centro de cpias.It is in front of the restaurant. na frente do restaurante.It is in front of the post office. em frente estao de correios.It is in front of the bank. na frente do banco.It is in front of the barbershop. na frente da barbearia.It is near the gas station. perto da estao de gs.It is near the apartment building. perto do prdio.It is near the pharmacy. perto da farmcia.It is near the video store. perto da loja de vdeo.It is near the copy center. perto do centro da copiar.It is near the restaurant. perto do restaurante.It is next to the dry cleaner. ao lado da lavanderia.It is next to the laundromat. ao lado da lavanderia.It is next to the convenience store. ao lado da loja de convenincia.It is next to the gas station. ao lado do posto de gasolina.It is next to the apartment building. ao lado do prdio.It is next to the pharmacy. ao lado da farmcia.It is opposite the city hall. o oposto da prefeitura.It is opposite the library. o oposto da biblioteca.It is opposite the police station. em frente estao de polcia.It is opposite the dry cleaner. o oposto de limpeza a seco.It is opposite the laundromat. o oposto lavanderia.It is opposite the convenience store.Trata-se de frente a loja de convenincia.It is behind the city hall.Ele est por trs da Cmara Municipal.It is behind the library.Ele est por trs da biblioteca.It is behind the police station.Ele est por trs da delegacia. Verbs and Objects TC "Verbs and Objects" \f C \l "3"  XE "Verbs and Objects"  First we define vocabulary (A). Then we generate stand-alone sentences (B). Then we create a dialogue (C). Finally we summarize the dialogue (D). AThe open umbrella.O guarda-chuva aberto.some open umbrellas.alguns guarda-chuvas abertos.Your closed umbrella.Seu guarda-chuva fechado.Some closed umbrellas.Alguns guarda-chuvas fechados.to remember.para se lembrar.They remembered their umbrellas.Lembraram-se de seus guarda-chuvas.BTo forget.Para esquecer.She forgot to bring her umbrella.Ela se esqueceu de trazer o guarda-chuva.If you forget your umbrella you will get wet.Se voc esquecer o guarda-chuva vai molhar.Umbrellas which are forgotten are useless.Guarda-chuvas que so esquecidas so inteis.There are many ways to open umbrellas.H muitas maneiras de abrir guarda-chuvas.Sometimes the wind blows umbrellas out of your hands.s vezes o vento sopra chuvas fora de suas mos.People riding bicycles hold their umbrella with one hand.Pessoas andando de bicicletas segurar seu guarda-chuva com uma moCDo not forget to bring your umbrella.No se esquea de trazer o seu guarda-chuva.I will not forget to bring my umbrella. Do not worry.Eu no vou esquecer de trazer o meu guarda-chuva. No se preocupe.Did you remember to bring your umbrella?Voc se lembra de trazer o seu guarda-chuva?No. I forgot to bring my umbrella.No. Eu esqueci de trazer o meu guarda-chuva.You can share mine.Voc pode compartilhar o meu.DDespite being reminded to bring her umbrella, she forgot it.Apesar de ser lembrado de trazer o guarda-chuva, ela o esqueceu. Stories TC "Stories" \f C \l "3"  XE "Stories"  Create a story by asking and answering the five Ws (who, what, when, where, why, or how). Replace pronouns with generic people (family members, professionals, etc.) Invent the answers. Build up the sentence. Example One He did not put his name on the list.Ele no colocou seu nome na lista.Who did not put his name on the list?Quem no colocou seu nome na lista?The accountant did not put his name on the list.O contador no colocou seu nome na lista.The accountant has not put his name on which list?O contador no colocou seu nome na lista que?The registration.O registo.The registration list.A lista de inscrio.The conference.A conferncia.The accountant did not put his name on the registration list for the conference.O contador no colocou seu nome na lista de inscrio para a conferncia.Why did the accountant not put his name on the registration list for the conference?Por que o contador no colocou seu nome na lista de inscrio para a conferncia?He was too busy talking to his friends in the lobby whom he had not seen since his college days.Ele estava muito ocupado conversando com seus amigos no lobby que ele no tinha visto desde os tempos de faculdade. Example Two When will they put on their coats?.Quando ser que vo colocar seus casacos?.The actors will put on their coats as soon as the theater gets cold.Os atores iro colocar em seus revestimentos assim como o teatro ficar frio.What coats will the actors put on as soon as the theater gets cold?O casacos sero os atores colocados logo que o teatro faz frio?The actors will put on their warm winter overcoats as soon as the theater gets cold.Os atores se vestiram seus casacos de inverno quente logo que o teatro fica frio.Why are the actors not wearing their coats now?Por que que os atores no usar seus casacos agora?The actors are not wearing their coats now because their costumes keep them warm.Os atores no esto vestindo suas capas agora porque seus trajes mant-los aquecidos.They are perspiring under the floodlights even though the theateer is cold.Eles esto transpirando sob os holofotes, embora o teatro est frio. Example Three Make a call.Efectuar uma chamada.Call someone on the telephone.Chamar algum no telefone.Can I call back later?Posso ligar mais tarde?We will call again tomorrow.Vamos chamar novamente amanh.They tried to call you from the party.Eles tentaram cham-lo do partido.I will call you again on my telephone at home.Vou cham-lo novamente em meu telefone em casa. Example Four Would you like to try a candy?Voc gostaria de tentar um doce?Yes, I would love to try a candy.Sim, eu adoraria experimentar um doce.The candy is delicious.O doce delicioso.Thank you for asking me to try a candy.Obrigado por me pedindo para experimentar um doce.I am glad that I tried a piece of candy.Estou contente que eu tentei um pedao de doce.If you had not asked me, I would not have tried it.Se voc no tivesse me perguntado, eu no teria tentado.Where can I purchase a box of candy like this?Onde posso comprar uma caixa de balas como este?Where did you buy this box of candy?Onde voc comprou essa caixa de doces?Did you buy this box of candy or was it given to you?Voc comprou esta caixa de bombons ou foi dado a voc?Do they have other types of candy besides this?Ser que eles tm outros tipos de doces, para alm deste?Is this candy made locally or imported?Este doce feito localmente ou importados?Do you think that we could visit the candy factory sometime?Voc acha que poderamos visitar a fbrica de doces em algum momento? A Sentence In My Journal XE "Sentence in My Journal"  Here I work with a sentence in my journal by asking questions. Note the deliberate practice of the ordinal numbers at the end. The second way is much more useful.A segunda maneira muito mais til.Why is the second way much more useful?Porque que a segunda forma mais til?The second way is much more useful because it correlates with the different verb tenses.A segunda maneira muito mais til porque correlaciona-se com os tempos verbais diferentes.Which verb tenses does it correlate with?Que tempos verbais se correlacionam com?It matches the present tense, the past tense, and the future tense.Ele corresponde ao tempo presente, o passado eo tempo futuro.The first wayA primeira formaThe second wayA segunda maneiraThe third wayA terceira viaThe fourth way.A quarta forma.The fifth way.A quinta maneira. Word Families  TC "Word Families" \f C \l "3"  XE "Word Families"  Certain I am certain.Eu estou certo.He certainly came.Ele certamente veio.It is a certainty that he came. uma certeza que ele veio.I certified that he came.Eu certificou que ele veio.He has a certificate that he came.Ele tem um certificado de que ele veio.I feel certain that he came.Tenho certeza que ele veio. Professions XE "Professions"  A baker bakes in a bakery.Um padeiro coze em uma padaria.Baking is done by a baker who bakes in a bakery.O cozimento feito por um padeiro que assa em uma padaria.The cook is cooking in the kitchen.O cozinheiro est cozinhando na cozinha.A butcher slaughters animals in a butcher shop.Um aougueiro abate animais num aougue. Contextualized Words XE "Contextualized Words"  TC "Contextualized Words" \f C \l "3"  Here we work with words in a contextualized word list. In this case the context is about traffic XE "Traffic Signals"  A visible pedestrianUm pedestre visvelThe pedestrian crossing was clearly marked.A passagem para pedestres foi claramente marcado.Always cross at the pedestrian crossing.Atravesse sempre na faixa de pedestres.The traffic.O trnsito.The sign.O sinal.The traffic sign.O sinal de trnsito.I could not see the traffic sign because the sun was in my eyes.Eu no podia ver o sinal de trnsito porque o sol estava nos meus olhos.The sunglasses.Os culos de sol.If I had been wearing my sunglasses, I would have seen the traffic sign.Se eu estivesse usando meu culos de sol, eu teria visto o sinal de trnsito.To block something means to surround it.Para bloquear algo significa o rodeiam.The traffic sign was blocked by a truck.O sinal de trnsito foi bloqueado por um caminho.The trucks blocked several traffic signs briefly from my view.Os caminhes bloquearam os sinais de trnsito diversas brevemente da minha vista.The driver signaled with his hand that he was going to turn right.O motorista sinalizou com a mo que ia virar direita.If I had not seen his hand signal, I would not have known that the driver intended to turn right.Se eu no tivesse visto o sinal da mo, eu no teria sabido que o driver destina-se a virar direita.Clearly his intention was to turn right. evidente que sua inteno era virar direita. Verb Conjugations TC "Verb Conjugations" \f C \l "3"  XE "Verb Conjugations"  The Verb Prefer XE "Prefer"  The verb is shown in several tenses of the indicative mood and in one tense of the subjunctive mood. The pronouns, objects, and adverbs all change in each tense. These sentences were created with the help of a sentence generator. i prefer not to talk at this time .Eu prefiro no falar neste momentoyou prefer not to talk currently .voc prefere no falar no momentohe prefers not to talk right now .ele prefere no falar agorawe prefer not to talk presently .preferimos no falar neste momentoyou prefer not to talk this month .vocs preferem no falar este msthey prefer not to talk this week .eles preferem no falar esta semanamy mother prefers her meat medium rare .minha me prefere sua carne raro mdioyour father prefers his vegetables warm .seu pai prefere sua legumes quenteshis brother prefers his desert warm .seu irmo prefere o seu deserto quenteour sister prefers her soup hot .nossa irm prefere a sopa quenteyour aunts prefer their drinks cold .sua tias preferem suas bebidas friatheir uncle prefers his meat well done .seu tio prefere sua carne bem feito .  . last night i preferred to sleep .Ontem noite eu preferia dormirlast week you preferred to sleep .Semana passada voc preferiu dormirlast month he preferred to work .Ms passado ele preferiu trabalharlast year we preferred to eat .no ano passado, preferimos comerlast night you preferred to watch tv .ontem noite vocs preferiram assistir televisolast week they preferred to exercise .Semana passada eles preferiram exerccio . if you prefer you can go later .Se preferir, voc pode ir mais tardeif he prefers they can depart soon .Se ele preferir podem afastar logoif we prefer i can say goodbye in a short while .se preferirmos posso dizer adeus em um curto tempoif you prefer you can walk out whenever you want .Se preferir, voc pode sair quando quiserif they prefer he can finish any time .se preferirem, ele pode terminar a qualquer momento Key Word Lists TC "Key Word Lists" \f C \l "2"  Key word lists contain the important words and short phrases which you want to learn. They are used to expand and change sentences. The lists can be worked with manually or they can be fed into a sentence generator. Having all the components of a sentence right in front of you helps you make sample sentences. Just select one item from each category. Either add them together to build up a sentence or use them to replace parts of an existing sentence. The lists should be organized by part of speech. This enables you to easily use them in sentences. Within each part of speech the words should be contextualized; that is, grouped by topic and subtopic. The lowest levels in a group should have three to five related items. Many of the items in a good word list are short phrases. What makes a word list interesting and useful is adding to the basic words all the short phrases that you actually use. Putting words and phrases into lists is one good way to work with new words. You can start with the word or phrase and add it to the right list. Or you can start with the name of the list and find the words and phrases that belong in it. When constructed correctly word lists can help you think. They present possible alternatives. If your word lists help you explore your topic, you will use them, and learn the foreign language in the process. Here are some sample Key Word Lists. Adverbs Of Time TC "Adverbs Of Time" \f C \l "3"  XE "Adverbs Of Time"  PastPassadolast springna primavera passadalast summerno vero passadolast fallno outono passadolast winterno inverno passadolast yearano passadolast monthms passadolast weeksemana passadalast nightontem noitetwo years agoh dois anostwo months agoh dois mesestwo weeks agoh duas semanastwo days agoh dois diasyesterdayontemyesterday morningontem de manhyesterday afternoonontem tardeyesterday eveningontem noitein the pastno passadoin those daysnaqueles diasat that timenaquele tempothenem seguidabefore thenantes depois PresentPresentethis springesta Primaverathis summereste verothis autumnesta outonothis winterneste invernothis yeareste anothis montheste msthis weekesta semanatodayhojetonighthoje noitethis morningesta manhthis afternoonesta tardethis eveningesta noitein the presentno presenteat this timeneste momentonowagoranowadayshoje em diacurrentlyatualmenteFutureFuturonext springna prxima Primaveranext summero prximo veronext autumnno prximo outononext wintero prximo invernonext yearprximo anonext monthprximo msnext weekprxima semanaafter two yearsaps dois anosafter two monthsaps dois mesesafter two weeksaps duas semanastwo years from nowdaqui a dois anostwo months from nowdaqui a dois mesestwo weeks from nowdaqui a duas semanastwo days from nowdois dias a partir de agorain two yearsem dois anosin two monthsem dois mesesin two weeksem duas semanasin two daysem dois diastomorrowamanhtomorrow morningamanh de manhtomorrow afternoonamanh tardetomorrow eveningamanh noitethe day after tomorrowdepois de amanhin the futureno futuroin times to comeem tempos que se aproximamat that timenaquele tempoafter thatdepois quethenem seguidasoonem brevesometimealgum diasometime soonem brevein a little whiledaqui a poucoafter a whiledepois de um tempoin the coming yearno ano que vemFrequencyFreqnciaagainnovamenteall the timeo tempo todoalwayssempreany timequalquer momentoas often as possibleo mais rpido possvelat no timeem nenhum momentoat timess vezescosistentlycosistentlyevery timecada vezfive timescinco vezesfrequentlyfreqentementefrom time to timede vez em quandomany timesmuitas vezesnevernuncaoccassionallyocasionalmenteoftenfreqentementeonceuma vezonce moremais uma vezone more timemais uma vezone timeuma vezrarelyraramenteseldomraramentesometimealgum diasometimess vezestwiceduas vezestwo timesduas vezesusuallygeralmentewheneversempre quewhenever I couldsempre que podia DurationDuraoafter a short whiledepois de um tempoafter some timedepois de algum tempoall daydurante todo o diaat lengthem comprimentofor a long timepor muito tempofor many dayspor muitos diasfor many monthspor muitos mesesfor many weekspor muitas semanasfor many yearspor muitos anosfor some timepor algum tempoI do not know how longEu no sei por quanto tempoin briefem brevein the long terma longo prazoin the short termno curto prazoTimelinessOportunidadeafter some timedepois de algum tempoas late as possibleo mais tarde possvelas soon asto logoas soon as possibleo mais breve possvelat lengthem comprimentoat long lastfinalmenteearlycedofinallyfinalmentefor oncepela primeira vezin timeem tempolatetardeon time na horasoonem breveStoryHistriaonce upon a timeera uma vezlong agoh muitoone timeuma vezConsequenceConseqnciaby the time thatpelo tempo queby thenat entoSequenceSeqnciaat firsta princpioin the beginningno incioinitiallyinicialmenteat lastafinalin the endno finalfinallyfinalmentebeforeantesafterdepoisDays of the WeekDias da SemanaMondaySegunda-feiraTuesdayTera-feiraWednesdayQuarta-feiraThursdayQuinta-feiraFridaySexta-feiraSaturdaySbadoSundayDomingoon Mondayna segunda-feiranext TuesdayPrxima tera-feiraafter Wednesdayaps quarta-feirabeginning on Thursdayincio na quinta-feiraevery Fridaytoda sexta-feira starting on Saturdaycomea no sbadoevery other Sundaytodos os domingos outrosTime of DayHora do Diain the morningpela manhat noonao meio-diain the afternoon tardein the evening noiteat midnight meia-noiteWeekSemanaduring the weekdurante a semanaon weekdaysdurante a semanaweekdayssemanaon the weekendno fim de semanaweekendsfins de semana Adjectives About People XE "Adjectives About People"  TC "Adjectives About People" \f C \l "3"  character traits traos de carter accurate preciso sloppy desleixado careful cuidadoso careless descuidado conscious consciente unconscious inconsciente educated educado uneducated ignorante focused focada unfocused unfocused intelligent inteligente foolish tolo open minded open minded closed minded mente fechada practical prtico impractical impraticvel predictable previsvel unpredictable imprevisvel quiet calma noisy barulhento rational racional crazy louco responsible responsvel irresponsible irresponsvel sane so insane insano serious grave silly bobo simple simples complex complexo smart inteligente stupid estpido stubborn teimoso flexible flexvel thoughtful pensativo impulsive impulsivo wise sbio foolish tolo active activo passive passiva adventurous aventureiro fearful temeroso ambitious ambicioso modest modesto bold negrito shy tmido courageous corajoso cowardly covarde optimistic otimista realistic realista pessimistic pessimista positive positivo negative negativo proactive proactive reactive reativo admirable admirvel contemptible desprezvel average mdia extraordinary extraordinrio famous famoso unknown desconhecido good bom bad ruim lucky sortudo unlucky azarado powerful poderoso weak fraco strong forte weak fraco winner vencedor loser perdedor wonderful maravilhoso ordinary ordinrio caring cuidar uncaring uncaring cold hearted cold hearted warm hearted calorosa courteous corts rude rude easy fcil difficult difcil easy going sincero hard driving hard conduo fair feira unfair desleal faithful fiel unfaithful infiel friendly amigvel unfriendly hostil generous generoso greedy ganancioso honest honesto dishonest desonesto hot tempered quente temperado even tempered mesmo temperado interesting interessante boring chato just justo unjust injusto kind tipo cruel cruel patient paciente impatient impaciente polite polido rude rude reliable confivel unreliable incerto respectful respeitoso disrespectful desrespeitoso selfish egosta altruistic altrusta sensitive sensvel insensitive insensvel sincere sincero insincere insincero sociable socivel unsociable insocivel sympathetic simptico unsympathetic insensvel tolerant tolerante intolerant intolerante conceited vaidoso humble humilde proud orgulhoso ashamed envergonhado superior superior inferior inferior physical characteristics caractersticas fsicas beautiful lindo ugly feio pretty bonito ugly feio sickly doentio healthy saudvel slim fino fat gordura tall alto short curto young jovem old velho big grande small pequeno cheap barato expensive caro hard working trabalhando duro lazy preguioso feelings sentimentos alert alerta tired cansado amazed maravilhado bored entediado angry com raiva peaceful pacfico content contedo uncontent atesmo determined determinado indifferent indiferente envious invejoso glad feliz full completo hungry faminto happy feliz sad triste interested interessado disinterested desinteressado jealous ciumento tolerant tolerante joyful alegre pensive loving amoroso hateful odioso nervous nervoso calm calma A Sentence Generator XE "Sentence Generator"  TC "A Sentence Generator" \f C \l "2"  What Is A Sentence Generator XE "What Is A Sentence Generator"  A sentence generator is a spreadsheet which adds together different components to automatically make dozens of full sentences. It saves you a lot of typing. Normally the sentences are generated in your native language. However you can have the generator produce sentences in both your native language and the foreign language or just in the foreign language. The components of the sentences are copied and pasted from your Key Word Lists, or from a file that contains model verb conjugations, or from a file of sample sentences in your grammar. After the sentences are generated in your native language you can translate them by hand or with free online software such as Google Translator. This way it is possible to produce a whole page of different sentences fully translated without typing a single word. To make and use a sentence generator you do have to know the basics of using a spreadsheet program like Excel. Have a friend who knows show you how to open the spreadsheet program and enter information. You will need about twenty minutes of training. Be sure to learn how to copy down a formula using control D. The Concatenate Command XE "Concatenate Command"  The basic command in the sentence generator is the concatenate command. Concatenate means to add together. The form of the concatenate command is: =concatenate(a1, b1) A! is the information in column A, row 1. B1 is the information in column B, row 1. In this example the concatenate command itself would go in cell C1 (column C, row 1). Normally you put a space between sentence components, so the actual command would look like this: =concatenate(a1, , b1) In the example below the generated sentences shown under the table would automatically appear in column G in the table in place of the formulas. Example of A Simple Sentence Generator XE "Example of A Sentence Generator"  ABCDEFGIdesirethatyoudoit=concatenate(A1, ,B1, ,C1, ,D1, , E1, ,F1,.)Herequeststhattheydoit=concatenate(A2, ,B2, ,C2, ,D2, , E2, ,F2,.)Weadvise thatyoudoit=concatenate(A3, ,B3, ,C3, ,D3, , E3, ,F3,.)TheysuggestthatIdoit=concatenate(A4, ,B4, ,C4, ,D4, , E4, ,F4,.) I desire that you do it. He requests that they do it. We advise that you do it. They suggest that I do it. 11. Personal Projects  XE "Personal Projects"  TC "11. Personal Projects" \f C \l "1"  TC "News Photos, Phrase Book, Articles" \f C \l "2"  TC "Grocery List, Recipes, Great Ideas" \f C \l "2"  TC "Letters, Journal, Live Thoughts" \f C \l "2"  The point of this chapter is to get you to start thinking about personal projects which you might like to work on in two languages, your native language and the foreign language that you are trying to learn. For this strategy to work you need to find projects which you really care about. Have to or ought to have no place here. It is OK to have a project continue for several months. In fact, that is what you want. Work on it a little every day or even once a week every week. Following the descriptions of several personal projects there are actual examples of some of the ideas. At the end of the chapter there is a description of language hikes. News Photos XE "News Photos"  During a crisis, like the BP oil spill in the Gulf of Mexico, Internet news agencies such as CNN display albums of professional photographs with detailed captions. Translate the captions with Google Translator while you look at the pictures. There is a lot of repetition between the captions which will help you learn the words. Make Your Own Phrasebook XE "Make Your Own Phrasebook"  Each day write down one or two phrases which you wish you knew how to say. Then try to translate them yourself and get your teacher to correct your work, or show them to your private tutor or personal translator, or translate them with Google Translator. Have your classmates or colleagues do the same. Share your pages and copy them. Quickly you will collect a whole book. Articles XE "Articles"  Translate important articles which otherwise you would read just in your native language. Grocery List XE "Grocery List"  Translate your master grocery check list so it is bilingual. Use it each week when you decide what foods you need to buy that week. Write your weekly grocery list in the foreign language. Recipes XE "Recipes"  Download recipes from the Internet for dishes you want to learn how to make. Translate them into the target language. What Am I Doing XE "What Am I Doing"  As you do chores around the house, ask yourself "What am I doing?" Try to translate the answer. You will know instinctively that the sentence you say to yourself is important to translate and learn because currently you are actually doing that activity. Great Ideas XE "Great Ideas"  As you walk around during the day, pick one sentence which you just said to yourself and try to translate it in your head. What you need for this activity is a pocket dictionary or at least a verb list. To check your work, maybe write down part of the sentence or dictate it so that later at your desk you can type the sentence into your computer and have it translated by an online translator. Letters XE "Letters"  After you write a thoughtful letter to a good friend, do you reread it several times to enjoy it and to anticipate your friends reaction? That is the time to translate it. Read the translation while your interest in the letter is high. Journal XE "Journal"  If you type your project notes and personal thoughts onto a computer, you can have them translated automatically for free by Google Translator into any one of 57 languages. It is a lot of fun to read your personal ideas in two languages. Translating your current notes keeps them relevant and exciting. It is much easier to translate journal notes which you have already written than to think up new sentences to translate. For my journal I keep a pen and a stack of blank note sheets in my shirt pocket. When I get an idea I write down one or two words on a note sheet to remind me of the thought. Within a few hours I reread my notes and decode the short notes. Later in the day or within a few days I translate the notes into full sentences in my head and immediately type them into my journal in random order. My journal is an Excel spreadsheet on my laptop. Beside each note I copy the current date and assign a subject and project. Then I press a button and have all my thoughts resorted in order automatically by subject and project and date. Periodically I copy the notes for a particular subject from the spreadsheet into a Word document and convert it from a table to text. I have used the same system for 30 years. This is how this book was written. Translating Live Thoughts XE "Translating Live Thoughts"  It is a lot of fun to type your current thoughts into the computer and watch them be translated as you think them. This feels like some type of strange new learning. It is like having a parent sit beside you to help you express your ideas. These sessions are intense but brief. They last for maybe 20 minutes. I get exhausted after about eight sentences. Thinking Checklists XE "Thinking Checklists"  Here are some useful checklists for thinking which you could translate. For a list of twenty ways to think about something go to: owl.english.purdue.edu/owl/resource/673/03/. For hundreds of ideas on problem solving go to: www.mycoted.com/Main_Page. Samples of Personal Projects XE "Samples of Personal Projects"  Grocery List XE "Grocery List"  Lista de Compras Fresh Vegetables Legumes frescos Romaine Lettuce Alface Tomatoes Tomates Cucumbers Pepinos Carrots Cenouras Celery Aipo Red Onions Red Cebolas Alfalfa Sprouts Alfalfa Sprouts Garlic Alho Onions White Cebola branca Onions Vadallia Cebolas Vadallia Leeks Alhos franceses Peppers Green Pimento verde Peppers Red Pimentas Broccoli Broccoli Brussels Sprouts Couve de Bruxelas Cauliflower Couve-flor Cabbage Repolho Corn on Cob Milho em espiga Asparagus Espargos Spinach Espinafre Squash Yellow Polpa amarela Zucchini Abobrinha Acorn Squash Acorn Squash Turnips Nabos Potatoes White Batata Branca Sweet Potatoes Batata doce Plantain Plantain Manioc Mandioca Frozen Vegetables Legumes congelados Mixed vegetables Misturas de produtos hortcolas Corn Milho Carrots Cenouras String beans Feijo String Peas Ervilhas Spinach Espinafre Broccoli floret Floret Broccoli Brussels Sprouts Couve de Bruxelas Squash Acorn Acorn Squash Turnips Nabos Collards Couve Mustard Greens Mustard Greens Kale Kale Pepper Strips Tiras Pepper Canned VegetablesConservas Vegetais Tomatoes Tomates Pumpkin Pumpkin Mushrooms Cogumelos Olives Azeitonas Dried Potatoes Secas Batatas Salad Dressing Molho para salada Olive Oil Azeite Vinegar Vinagre Fake Mayo Fake Mayo Spreads Spreads Peanut Butter Peanut Butter Margarine Margarina Cold Cuts Frios (make own) (marca prpria) Fresh Meat Fresh Meat Roast Beef Rosbife Turkey Peru Ham Ham Steak Churrascarias Pork Chops Costeletas de porco Hamburger Hamburger Cooked Chicken Frango cozido Canned Fish Conservas de Peixe Tuna fish Atum Sardines Sardinhas Salmon Salmon Spices Especiarias Salt Sal Pepper Pepper Cinnamon Canela Vanilla Vanilla Nutmeg Noz-moscada Ginger Ginger Oregano Organo Basil Basil Personal Letter XE "Personal Letter"  Hi -,Oi -, It was nice to hear from you. I am glad you got your driving license.Foi bom ouvir de voc. Estou contente que voc comeou a sua licena de conduo.  The teaching jobs are in the little villages. I have noticed that over time most of my students who really want to teach find jobs. Keep looking. It may take a year.Os trabalhos de ensino esto no fshats pouco. Tenho notado que ao longo do tempo a maioria dos meus alunos que realmente querem ensinar a encontrar emprego. Continue procurando. Pode demorar um ano.  You could probably teach part time at the university this winter.Voc provavelmente poderia ensinar a tempo parcial na universidade neste inverno. Maybe you could become a thesis advisor for pay. The 3rd year and 4th year students really need more help than they are getting. I am sure they would pay something. You could ask to have a list of approved thesis advisors. Talvez voc possa se tornar um orientador de tese para pagar. A 3 anos e estudantes de 4 anos realmente precisam de mais ajuda do que eles esto recebendo. Estou certo de que iria pagar alguma coisa. Voc poderia perguntar ter uma lista de assessores tese aprovada.  Maybe offer to dictate the students theses for them with speech recognition software. It is all set up on my computer. You just need to buy a headset for $10. I would get a Logitec headset at the computer store on our street, half way up.Talvez oferecer a ditar as teses de alunos para eles com o software de reconhecimento de fala. tudo configurado no meu computador. Voc s precisa comprar um headset para US $ 10. Gostaria de obter um fone de ouvido Logitec em loja de informtica em nossa rua, a meio caminho para cima.  I am going to Cape Verde, Africa, on Novermber 15th for a month. Right now I am looking for cheap flights and working on my Portuguese. I have been swimming several times. So far I have given three Show and Tell presentations on my 3 years teaching in Albania.Estou indo para Cabo Verde, frica, em Novermber 15 por um ms. Agora eu estou procurando vos baratos e trabalhando em meu Portugus. Fui nadar vrias vezes. At agora tenho dado trs Show and Tell apresentaes sobre minhas aulas de 3 anos na Albnia. Did you look at my 14 short movies on how to teach beginners? They are at www.youtube.com . Search for Teaching English to beginners in Albania.Did you look at my 14 filmes curtos sobre como ensinar iniciantes? Eles esto em www.youtube.com. Pesquisa para o Ensino de Ingls para iniciantes na Albnia. Write me again anytime. I like communicating by e-mail.Escreve-me novamente a qualquer momento. Eu gosto de comunicar por e-mail. Yours,Atenciosamente, FrankFrank Article  XE "Article"  Cape VerdeCabo Verde From Wikipedia, the free encyclopediaOrigem: Wikipdia, a enciclopdia livre The Republic of Cape Verde (pronounced /kejp v\:rd/ ( listen); Portuguese: Cabo Verde, pronounced [kabu ve~dh]) is an island country, spanning an archipelago located in the Macaronesia ecoregion of the North Atlantic Ocean, off the western coast of Africa, opposite Mauritania and Senegal.A Repblica de Cabo Verde (pronunciado /  v\ kejp: rd / (ouvir); Portugus: Cabo Verde, pronunciado [kabu ve~dh]) um pas insular, abrangendo um arquiplago situado na ecorregio Macaronsia do Atlntico Norte, ao largo da ocidental costa da frica, a Mauritnia eo Senegal oposto. It is slightly more than 4,000 km in area with an estimated population of over 500,000. The capital of Cape Verde is Praia. The previously uninhabited islands were discovered and colonized by the Portuguese in the 15th century, and attained independence from Portugal in 1975. um pouco mais de 4.000 km de rea com uma populao estimada de mais de 500.000. A capital de Cabo Verde Praia. As ilhas desabitadas anteriormente foram descobertos e colonizados pelo Portugus no sculo 15, e alcanou a independncia de Portugal em 1975. As of 2007, Cape Verde is classified as a developing country after being promoted from Least Developed Countries status. About 20% of the population lives on less than $1.25 (U.S.) a day.[4]A partir de 2007, Cabo Verde est classificado como um pas em desenvolvimento, depois de ser promovido do status Least Developed Countries. Cerca de 20% da populao vive com menos de US $ 1,25 (E.U.) por dia [4]. HistoryHistria Main article: History of Cape VerdeVer artigo principal: Histria de Cabo Verde In 1462, Portuguese settlers arrived at Santiago and founded a settlement they called Ribeira Grande (now called Cidade Velha, to avoid being confused with the town of Ribeira Grande on the Santo Anto island). Ribeira Grande was the first permanent European settlement in the tropics.[5]Em 1462, os colonos Portugus chegou a Santiago, e fundou uma soluo chamaram Ribeira Grande (agora chamada Cidade Velha, para evitar ser confundido com a cidade da Ribeira Grande na ilha de Santo Anto). Ribeira Grande foi o primeiro assentamento permanente europeu nos trpicos. [5] The Portuguese named the islands Cabo Verde (from which the English Cape Verde derives), after the nearby Cap Vert on the Senegalese coast.[6] In the 16th century, the archipelago prospered from the transatlantic slave trade.[5] Pirates occasionally attacked the Portuguese settlements. Sir Francis Drake sacked Ribeira Grande in 1585.[5] After a French attack in 1712, the town declined in importance relative to nearby Praia, which became the capital in 1770.[5]O Portugus nomeou o arquiplago de Cabo Verde (do qual o Ingls Cabo Verde deriva), aps a prxima Cap Vert, na costa do Senegal. [6] No sculo 16, o arquiplago prosperou com o comrcio transatlntico de escravos [5]. Pirates ocasionalmente atacado os assentamentos Portugus. Sir Francis Drake saqueou Ribeira Grande em 1585. [5] Depois de um ataque francs em 1712, a cidade diminuiu em importncia para a vizinha Praia, que se tornou a capital em 1770 [5]. With the decline in the slave trade, Cape Verde's early prosperity slowly vanished. However, the islands' position astride mid-Atlantic shipping lanes made Cape Verde an ideal location for re-supplying ships. Because of its excellent harbour, Mindelo (on the island of So Vicente) became an important commercial center during the 19th century.[5]Com o declnio do comrcio de escravos, a prosperidade incio de Cabo Verde lentamente desapareceu. No entanto, a posio das ilhas montado em meados de rotas do Atlntico Cabo Verde fez uma localizao ideal para re-abastecimento das embarcaes. Devido ao seu excelente porto, Mindelo (na ilha de So Vicente) tornou-se um importante centro comercial durante o sculo 19 [5].  Journal XE "Journal"  Here are a few lines from my language journal. What I have learned about language learning as an older person parallels what I have learned about eating as an older person:O que eu aprendi sobre a aprendizagem de lnguas como uma pessoa mais velha paralelos que eu aprendi a comer como uma pessoa mais velha:Take small portions and go for a lot of variety.Tomar pequenas pores e v para um grande nmero de variedades Eat five small meals rather than three big ones.Comer cinco pequenas refeies ao invs de trs grandes. Eat a balance of foods.Comer uma balana de alimentos. Eating is a social and recreational and cultural experience, not just a refueling pitstop.Comer uma experincia social e recreativo e cultural, no apenas um pit stop de reabastecimento. Thinking Checklist XE "Thinking Checklist"  This is an example of some useful business ideas which a manager might translate. To Improve Things At Work:Para melhorar as coisas no trabalho:Manage your work so it is effective as well as efficient.Gerencie seu trabalho to eficaz como eficiente.Find and follow best practices.Encontrar e seguir as melhores prticas.Integrate your processes horizontally and vertically.Integrar seus processos horizontalmente e verticalmente.Use catalysts.Uso de catalisadores.Multitask with machines.Multitarefa com mquinas.Delegate authority as well as responsibility to your staff.Delegar autoridade, bem como a responsabilidade de sua equipe.Train and mentor your people.Treinar e orientar o seu povo.Establish clear objectives.Estabelecer objectivos claros.Constantly figure out correctly what needs to be done as things change and communicate it.Constantemente descobrir corretamente o que precisa ser feito como as coisas mudam e comunic-la. Live Thoughts XE "Live Thoughts"  Right now I am thinking about learning language.Agora eu estou pensando sobre a aprendizagem de lnguas.I am wondering how I should organize my papers.Estou me perguntando como eu devo organizar meus papis.What would be a perfect organization system?O que seria um sistema de organizao perfeito?Here are some of the parameters:Aqui esto alguns dos parmetros:Should they be grouped by topic or activity or time,Devero ser agrupados por assunto ou atividade ou de tempo,or by some mixture of these, or by another factor entirely?ou por uma mistura destes, ou por outro fator inteiramente?such as weight, thickness, cost, usefulness, durability, available protection, or integration?como peso, espessura, custo, utilidade, durabilidade, proteo disponvel, ou de integrao?Which components are used together in each activity?Quais os componentes que so utilizados em conjunto em cada atividade?When is the right time to do each activity?Quando o momento certo para fazer cada atividade?The early morning when I first wake up is for review.Incio da manh quando eu acordo para reviso.After breakfast l like to write my notes onto the computer.Aps o pequeno-almoo gosto de escrever minhas notas no computador.On my language hike I like to study phrases and verb conjugations because they are easy to read and recite.Durante minha caminhada lngua eu gosto de estudar frases e conjugaes verbais porque so fceis de ler e recitar.At night in the dark you need a flashlight to operate the controls of the digital recorder.  noite, no escuro, voc precisa de uma lanterna para operar os controles do gravador digital.Leave the Google translator up so you can go to it at any time during the day.Deixe o tradutor do Google, assim voc pode ir para ele a qualquer momento durante o dia.Have all your materials prepared in advance. Ter todos os seus materiais preparados com antecedncia.You have to edit your English carefully before translating it.Voc ter que editar o seu Ingls com cuidado antes de traduzi-lo.The sentences have to be simple and complete.As sentenas tm de ser simples e complete.Translate your categories.Traduzir suas categorias. Use your category lists in your thinking.Usar listas de sua categoria em seu pensamento.This is some type of strange new learning.Isto algum tipo de aprendizado novo estranho.It is like having a parent with you to help you express your ideas. como ter um pai com voc para ajud-lo a expressar suas idias.This is one answer to how to do parentese.Esta uma resposta para como fazer parentese.You learn through quantity of reading rather than memorization.Voc aprende atravs da quantidade de leitura em vez de memorizao.The same stuff appears over and over.A mesma coisa aparece mais e mais. Language Hikes XE "Language Hikes"   TC " Thinking Checklists, Language Hikes " \f C \l "2" In the afternoons I go for language hikes. Their purpose is to give me some exercise while I study. Originally the idea was to space out my learning by walking and looking around between sentences or words. Now as I walk I also create new sentences out of each sentence studied. And I listen to recorded sentences. The techniques of the language hike can be used when you walk to work, drive around town, or ride the bus or train. Sheet Protectors XE "Sheet Protectors"  Use the same study materials for walks that you use at your desk, and in your chair, or on your bed. Put the materials in transparent sheet protectors. This will protect the pages from moisture and abrasion and keep them from blowing away in the wind. Most of my study materials are half page size so they fit in my hand easily. The sheet protectors should be open at the top and they should fit the material closely so they look smart and are convenient to carry. They should be about a quarter of an inch wider than the pages so it is eay to insert or take out the sheets. You can cut regular sheet protectors to the right size (half page). Use Scotch tape to seal the right side. I cut off the part on the left with holes which clips in a binder. In the US you can buy half page sheet protectors. Sometimes a sheet protector needs a carboard backing sheet. It can be cut from a cereal box. You need one sheet protector for each type of information so you do not have to pick out separate documents from a packet. Put only a few pages in one sheet protector. This keeps the individual bags thin and light. You can hold several of them eaily in one hand. Put the current page on top facing out so you do not have to turn any pages to find the information.you want. Store two pages in each packet. This way you only have to update the packets from the main source on your desk once a week. Satchel XE "Satchel"  Have a small satchel on your chest for holding the sheet protectors while you walk. When you are not activiely working on your papers, put them in your satchel. Separate the packets with cardboard dividers. You can put a colored sheet in front to make the satchel look better from the outside. Belt Bag XE "Belt Bag"  In my belt bag are: my keyes, sun glasses, digital voice recorder, clip on earphones, pocket dictionary, extra pen, pocket mirror, and the train schedule. Day Pack XE "Day Pack"  My daypack contains: sun block, bug repellant, water, hand disinfectant, a snack bag, a ground cloth, a seat cushion (two mailing envelopes in a bag), a portable folding stool, any extra study materials not in the chest satchel (such as the large dictionary, the verb book, or my bag of projects), an empty ziplock freezer bag for my papers if it rains, a headlamp, allergy pills, extra tissues, a warm hat in case it gets cold (spring and fall), map, compass, pocket telescope (for looking at the sailboats), and a keychain thermometer. Sometims I also carry my CD player, MP3 player, or camera. Walking Shoes XE "Walking Shoes"  For my hikes I use Merrell walking shoes with Vibram soles. I get the type with mesh uppers so they breathe. Because I have flat feet and pronate, I use orthotic insoles. They keep my knees happy on long hikes. 12. Using A Tutor XE "Using A Tutor"  TC "12. Using A Tutor" \f C \l "1"  Tutoring Case Studies XE "Tutoring Case Studies"  One thing that will help language students (and language teachers) is a good set of true case studies of how language training can be adapted to the specific needs of individual students, especially in independent learning and private tutoring sessions. Here are several actual cases of students using tutors. They come from the Peace Corps Albania language training program. Student 1 Student meets with her tutor two times a week for one and a half hours each session. The big issue is usage. She is frustrated that language does not follow grammar rules. She needs to have usage issues explained. Straight translation does not work for her. Session is built on reading and translating simple English children's stories from English to Albanian because children's stories often repeat phrases in different tenses and pronouns so she is forced to use all the tenses often.Tutor explains every grammar usage issue and gives comparable colloquial used in Albanian. Tutor asks questions about passages and expands on usage of grammar with her own examples.There is always a review of reading material from previous lessons and grammar usage. Student takes notes during class and reviews on her own. Student 2 Student meets with tutor for two 45 minute sessions a week. He loves to learn through reading translated materials on his own. He is more interested in exploring teaching methodology than in learning Albanian. Uses class to test teaching ideas on himself. First year he used tutor exclusively to develop bilingual teaching materials which he used to teach English and studied carefully himself (poems, songs, dialogs, stories, TPR, etc). Second year he is working on specific issues that he knows other volunteers need help on such as Albanian Wishes and conditional /subjunctive /infinitive issues. Student insists that materials be developed for his session which can be shared with other students. Demands translation. Excited by tutor's creative approach to teaching grammar using an original structured worksheet. Student is 61 and has a short attention span. Class usually involves two short activities: grammar and either TPR or translation. He often records parts of class. Student 3 Student tries to meet for one hour per class twice a week. He is very busy. Scheduled classes keep getting interrupted. Class activities vary and have changed over time. Started with volume 2 of the Peace Corps language manual. Did exercises. Then worked on vocabulary from word lists by part of speech. First drilled on verbs, then adjectives. Now gets words from Peace Corps glossaries. Makes sample sentence. After that previously he worked with his tutor on translation from Albanian to English. He translated and typed on a computer; tutor corrected. He was doing a book as a service to a colleague. Lately he uses translation time for other things as they come up. Student 4 Student meets with tutor for one one-hour session a week. During the week he writes down words and phrases he does not understand. At class he asks tutor about origins of phrases and grammar that is not clear. What is the reasoning or logic behind the construction? Also asks "How do I say __ in Albanian." Usually brings about 5 questions. After that tutor asks sentences in English and volunteer writes them out in Albanian. Tutor corrects. Doing this he discovers what he does not remember and fixes it up. Student 5 Student meets for one hour a week. Tutor travels some distance to her. Uses a second grade elementary Albanian school language book. She writes out answers to exercises. Tutor corrects. At the end of class they often discuss topics of interest in Albanian and then move to English. Student 6 "I am just starting to use a tutor again. I find that most of the individuals I work with want to practice their English and so that is what we do. As a result I have lost a bit of my language skills and I did not have much to loose! My plan is to use the time to force conversation in Albanian. It is also a time to ask about phrases and expressions and to practice the basic stuff that people tire of in conversation. Nothing special or formal, but I want to try conversation instead of grammar, since the grammar did not take." Student 7 Student no longer uses a tutor. Is just working on vocabulary now. Writes new words on his hand or in margin of his textbook. He learns new words from his co-teacher and from his students. He teaches the same class three times in a row, so new words get reviewed. Then he makes sure he uses them in a real conversation. Student 8 Student finished her basic tutoring project. She bought and went through the book "Albanian for Foreign People". It has no English. Learned 1 new chapter a day or reviewed 2 chapters a day. The exact routine for chapters was: learn 1-10, review 1-10, learn 11-20, review 1-20, learn 21-30, review 1-30. Student 9 Student commutes once a week from another town to tutor. He demands interesting material. Needs well-planned structured drills in class. What happens in class is basically what happens for the week. Student reads a short interesting text ( a joke for example) provided with the English translation so he can underline the new words. Then he does comprehension activities on the text which include: 1) vocabulary (choose the right answer, translate new words, explain and make sentences with new words), 2) answer questions about the text, 3) answer questions for discussion, and 4) retell. Also does role-play and asks questions that come up. 13. Learning On Your Own XE "Learning On Your Own"  TC "13. Learning On Your Own" \f C \l "1"  Ask Your Teacher TC "Ask Your Teacher" \f C \l "2"  XE "Ask Your Teacher"  Most teachers will try their best to help a student who really wants to learn. Ask your teacher to talk with you regularly about how to study better. Choose a variety of materials to study on your own which will hold your attention. Ask your teacher for suggestions. Ask your teacher to pass out occasionally some fun bilingual activities like the ones which you see in this book. Thank her. Ask your teacher or librarian if there is a CD of language learning resources which you could borrow and copy, so you can continue learning on your own after the course ends. Make use of the many excellent free web sites on the Internet for learning English and other foreign languages. Get used to working in pairs. Find a friend with whom you can study. Maybe your teacher can suggest someone who would be right for you. Songs and Movies XE "Songs and Movies"  How do successful linguists actually learn a foreign language? Part of the answer is that on their own over many years they sing songs in the foreign language and they watch movies in the foreign language. Lots of songs and lots of movies. I know many Peace Corps volunteers who started learning a foreign language by watching childrens cartoons on the local TV. Films on DVDs often let you pick the language in the subtitles. Interviews On Language Learning TC "Interviews On Language Learning" \f C \l "2"  XE "Interviews On Language Learning"  The following interviews took place with several Peace Corps Volunteers in Albania in March, 2009. They cover language learning during the volunteers previous two years of service. Volunteer 1 Learns Albanian from the Catholic liturgy. Knows the English text. Recognizes the thought in the Albanian. Figures out the words. Likes to make mnemonics. Makes long lists of words to learn. Has to see them three times before she knows them. Is a visual learner. Talks with several nuns. Feels that people have sets of phrases which they repeat in their conversations. Did not have a tutor. Loves to talk about learning methodology. Volunteer 2 Had just five sessions with a tutor. Writes new words down when he hears them. Then he types them because he cannot read his own handwriting. Reviews words three times over two weeks. Learns mostly nouns. Maybe learns 20 words a week. Tries to invent/predict members of word families and then checks them out. Found the verb book overwhelming. Common words were not there. Volunteer 3 Made a major decision the second year to really learn the language. Enrolled in a high school Albanian grammar class. The teacher gives him special homework. Attends once a week for 45 minutes. Runs private courses for English. Spends 45 minutes teaching English to his students. Then his students spend 15 minutes talking with him in Albanian helping him learn Albanian. Volunteer 4 Writes down words as soon as he hears them. Remembers the situation. Has to use the word again. Does one or two words now a day. At first in PST did 15, then 10, now one or two. Teaches with a co-teacher. When the co-teacher explains the English word in Albanian he listens. That is where he gets his new words. Likes to predict word families. Volunteer 5 His father died when he was one year old. His mother wanted him to learn Chinese so that he could stay in touch with his relatives. Attended Chinese school on Saturdays. Was not very serious. Like many first-generation Americans he wanted to speak only English in America. At first he studied only to please his mother and his older brother. No one paid any attention to him. He was just one more advanced student. Then one day at University a teacher talked to him and appreciated what he was doing. He gave him positive feedback and encouraged him. That was the beginning of his transition. He developed curiosity and started to study in order to learn. Lost his Peace Corps site mates. All his friends are Albanian. Feels that it is very bad for older volunteers to tell newer volunteers that they dont need to learn the language. It is so easy not to learn. Thinks the PST language class should have more breaks. There should be less long homework assignments. It should be made less daunting. Students should be encouraged not to compete. Right from the beginning there was a hierarchy. There should be multiple assignments so each group in the room gets what is appropriate for them. Feels it is important to get into the culture for three reasons. The more you feel the culture, the stronger the emotions will be and the better you will learn the language, if you integrate. If you identify with the feeling, you internalize in a deeper way. You become curious. You feel more and you have more motivation. Sociolinguistic. If you use the words in the appropriate context, people understand you. Feels that you can not determine why a technique is working well for you or even which technique is the technique that is working. You need to consult research where the variables are isolated. He wrote Stephen Krashner, the author of the Natural Way, and asked him for more books on his methodology. Krashner wrote back that TPRS was the best methodology out there. He ordered the TPRS book online and had it sent here. Feels that the students comfort with the method is critical. Was very curious about Albanian. Was determined to learn all there was to know about it. Attributes his curiosity to the fact that he comes from an academic background. Majored in philosophy. Was completely convinced that he could learn Albanian. This came from his experience as a summer volunteer in Ecuador. The first summer he made no effort to learn Spanish and did not learn a thing. The second summer he tried to learn Spanish and did. He took a course and became interested in it. He told himself, youre going to do it. You need to do it. You can do it. Volunteer 6 Learns from the news. Watches News 24. Reads the captions. Gets the general idea, the general gist of it. Gradually learned more and more. It took about a year. The Peace Corps office sends out a summary of the daily Albanian news in English. You have to request it. This helps to give the context of the news story. His head hurts after one and a half hours of talking with his host family. Works with the nuns. Has many conversations in Albanian. Helps the nuns with their computer. Wanted to find an intermediate book to study. It was hard to find. Feels it should be in the library. Has to do his work in English. It is too complicated and too important to just get half of it. Talks with his co-workers every day in the morning at coffee. Gets about half of the conversation. They talk with him for a while at his level. Then they talk with each other and he watches the news. He likes one-on-one conversations with slow talking. He avoids groups. Feels that PST tries to cover too much. A lot should be taken out. Does not like the games or role-plays. Wants straight instruction. Volunteer 7 Is an oral learner. Learns through speaking. Wants to jump in and do it. Didnt study very much in PST. Found it a waste of time. Nobody at her site speaks English. It took a year to catch on. Did a lot of learning. Volunteer 8 Uses the Google translator all the time now at her office in the city hall. Finds that it works well. It seems to have problems with the past tense. How I Study TC "How I Study" \f C \l "2"  XE "How I Study"  Frank H. Adams February, 2010 Here are several ideas for learning a foreign language which I have used recently in studying Portuguese. By using these techniques I managed to triple the amount of time I study each day. Language Hikes XE "Language Walks" . Each day I go for a long language walk by the ocean. This combines exercise and learning, gets me out of my room, and most important provides some time for absorption after studying each phrase. To give myself about 25 seconds for a new phrase to process and start to echo in my brain, after repeating it several times I look around at the beautiful scenery or at the lovely old homes or at the other people around me. As I walk I either read and memorize phrases or I listen to recorded materials. Actually my language hike is a combination of walking and sitting. I walk to the nearest beach, then sit at a park table for a while, then walk to another nearby beach, then sit there, and then reverse the process coming home. When I am sitting at a table I do different activities than when I am walking. Sitting activities include reading, creating changed sentences, looking up verb conjugations, writing, and recording. Personal Letters and Project Notes XE "Personal Letters and Project Notes"  Using Google Translator I translate into Portuguese some of my personal letters and project notes. Then I save the translations in two column tables and print them out to review. Because these are my own real current thoughts, I am very interested in seeing how they translate and in thinking about them over and over. The motivation to do this is enormous. I really enjoy this activity. I came upon this idea when I asked myself, How do I learn what I do learn every day, which is what I want to do and think about? The answer was that every day I review my ideas and rework them and reorganize them. So I said to myself, why dont I just work on these ideas in Portuguese at the same time. Articles, Poems, Stories, Jokes XE "Articles, Poems, Stories, Jokes"  Sometimes I have Google Translator translate an important article I am reading and work on it in both English and Portuguese. Of course I have had Google translate into Portuguese many of the stories and poems and jokes which I love to read on my CD of Resources for Teaching and Learning English. Recordings XE "Recordings"  After they are translated and put into two column tables (English on the left, the foreign language on the right), I read some of these articles into the digital voice recorder on my laptop computer and then save the recordings on my MP3 player so I can listen to them as I walk or work. Lately I just use my new digital voice recorder. Dictation XE "Dictation"  Using a small portable voice recorder I dictate as I study. This takes no time at all and makes me say the words out loud. After about five minutes I listen to what I just dictated. This is incredibly relaxing, forces me to see the words in my mind, and doubles my study time. Later, maybe the next day, I listen to the material again. I say each sentence in English. Then I go through it three words (or a short phrase) at a time saying the foreign words twice. Then I repeat the whole sentence fluently in the foreign language. There is a slight pause in each phrase between saying the English and the foreign language. This gives me time when I listen to the recording to anticipate the foreign words before I hear them (Pimsleur). Also I put a break of about four seconds of silence after each completed sentence. This gives my brain time to process what just happened before starting the next sentence. CD Player, MP3 Player, Voice Recorder XE "CD Player, MP3 Player, Voice Recorder"  As I walk along I listen to professionally recorded CDs which came with my textbook. What I listen to are the materials in the tutorial which I have already studied. I hold the text in my hand for reference and read it if necessary just after I hear the words. I also listen to stories and poems I have recorded on my MP3 player. Or I listen to recordings of my learning sessions made on my voice recorder. Earphones XE "Earphones"  I started off with a cheap pair of earphones. These were not loud enough to listen to outside. They also were not very good quality. My brother gave me a good pair which worked fine and also a special lanyard which kept the earphones from getting tangled. I used this for several months. However eventually I got tired of putting the earphones in my ears and having them fall out all the time. I switched to standard old fashioned headphones which hang on your head and go over your ears on the outside. Twenty Minute Sessions XE "Twenty Minute Sessions"  All my language sessions last twenty minutes or less. Then I do something else for a while like house chores. Later I have another language session. My favorite time to study is in the early morning, because there are so many interruptions; i.e., to wash and dress, make the bed and clean up the room, cook and eat breakfast, etc. Dictionary XE "Dictionary"  The first dictionary I bought was pocket size and had 70,000 entries. It did not contain enough words to include the word families. I went right back to the book store and bought a second dictionary by the same publisher with twice as many entries, 135,000 words, expressions and translations. This has worked well. Phrasebook XE "Phrasebook"  Every day I study the Lonely Planet Portuguese phrasebook. Of course one reason I do this is to learn the useful sentences, which are organized by topic. But the real reason is to constantly work on my pronunciation. Every word in the phrasebook is transliterated as well as translated. Since the phrasebook is pocket size, it is easy to carry in my hand as I walk. I always keep a few pages with me in my pocket, so I can pull them out and work on them whenever and wherever I have to wait. Living Language XE "Living Language"  The Portuguese textbook I chose is produced by Living Language which is part of Random House, Inc. It is a wonderful language textbook because all the activities are short, progressive, and highly integrated. In the tutorial there are four chapters in each unit. First you learn words, then phrases using those words, then sentences which use the phrases, then a dialogue which uses the sentences. In each chapter the vocabulary, grammar, and practice sections are split in half to stay within the readers attention span. And they are intermixed to increase variety. The sequence is vocabulary 1, grammar 1, practice 1, vocabulary 2, grammar 2, practice 2. Each chapter ends with the answers to the two practice exercises so you can check yourself. The book begins with a section on language learning tips. Then there is a pronunciation guide. Next comes the tutorial which is most of the book. The book ends with a grammar guide which contains sample sentences for each point. Every foreign word, phrase, or sentence in the tutorial and grammar is translated. Binding XE "Binding"  I cut out each part of my language books, punch two holes in them with a hole punch, and rebind them with ring clips. This insures that the pages lie open flat and can be completely wrapped around to take up half the space. I leave the page I am working on facing out for instant review and so that there is no looking up to start. Backing sheets are cut from cereal and cracker boxes. Normally I work on just one unit of the tutorial at a time. This keeps the pages light enough to hold easily in one hand. Variations XE "Variations"  My basic technique for learning is to review each sentence which I study at least two or three times at the optimal intervals by generating several variations of it. The sentences come from the tutorial or grammar manual or phrasebook. This way I know they are correct. I use the sentence as a model and substitute in it different forms of the same words or different words. And I add different phrases from lists of phrases that I am working on. To review I read the sentence in English and try to generate the original sentence or the changed sentence in the foreign language. Then I compare what I have created to the model in the book and to the words and phrases on my lists. The first variation of the sentence is always to change single nouns into plurals and to adjust the verb, or vice versa to change plurals into singles. The second variation substitutes different types of people or things for the pronouns. I add adjectives and adverbial phrases. And I change the tense of the verb. It is helpful to pick one tense a day to work on with each verb until I learn it, like the future perfect indicative or the past perfect subjunctive. Each week I select different lists of nouns and adjectives and adverbs to use in the variations that week. The lists come from contextualized vocabulary lists in the tutorial, grammar, and phrasebook. Or I generate them myself using Google Translator. Look It Up XE "Look It Up"  As I try to produce the variations I often have to look up a word or a grammar point or check a verb conjugation. This is great because it interrupts the memorization and sentence generation. It makes me do something physical with my hands that is still language learning. Write It Down XE "Write It Down"  Whenever I look up a word, I write it down so that 25 seconds later, after I have forgotten it, I do not have to look it up again. Word Families XE "Word Families"  When I look up a word I write down the whole word family. This way I learn four or five words at the same time that I learn the first word. Also doing this forces me to see and practice the morphology of the language. In addition word families automatically provide repetition with variation, which is one of the great keys to language learning. Verbs XE "Verbs"  I bought a book of 501 Portuguese verbs, fully conjugated. There is one verb per page. The wonderful thing about this book is that at the bottom of each page there are four sample sentences for the verb on that page with translation. Each day from my study and readings I pick one new important verb and work on it all day. Usually it is the first verb I come to that I do not already know. I pull out from the verb book the page of the complete conjugation for that verb and keep it in a separate transparent sheet protector. After every other activity during the day I do one new tense of the verb and review the previous tense. The next day I add that verb to the collection of verbs I have already learned. Also for instant reference I keep handy a separate collection of the twenty irregular verbs that are used all the time (be, have, need to, want to, like to, modals, etc.). Several times every day I consult one or more of the verbs in this collection. Finally I cut out and keep separate for quick look up a list of key verbs in alphabetical order, English to Portuguese. Reading XE "Reading"  At night when I am tired I like to just read some of the bilingual poems or stories or jokes I have had translated. Sentence Generator XE "Sentence Generator"  About one morning a week I use my sentence generator to produce new language learning materials. Dozens of different sentences are generated automatically without typing a single word. The sentence generator is just a spreadsheet which contains one fully conjugated regular verb in English. The model word is changed globally (using Ctrl H) to whatever new verb I want to work on. On to this basic format I copy and paste different lists of the various words and phrases I am trying to learn that week. On each line the separate components of the sentence, each in a separate column, are automatically added together into a complete unique sentence in the last column by using the concatenate function. Then I have Google Translator translate all the generated sentences automatically. I save the English and foreign texts in two parallel columns and print out the pages for review. Stretching and Exercising XE "Stretching and Exercising"  I keep an exercise mat in my room behind the armchair. When I stretch and do exercises I sometimes play language materials on my CD player or MP3 player or digital voice recorder. Work XE "Work"  I also listen to language materials when washing dishes or doing repetitive chores like folding the laundry, or when driving by myself, or when traveling in a bus or on a train. The key is to have the materials and equipment ready to use. 14. Summary XE "Summary"  TC "14. Summary" \f C \l "1"  General Principles XE "General Principles"  For Teaching and Learning TC "General Principles" \f C \l "2"  All words and grammar principles are taught through sentences. Every sentence is translated. This is a simple effective way to teach multi-level classes. Work on only three new words or one new sentence at a time. Do a lot of different activities on one sentence rather than only one activity on a lot of different sentences. Never introduce more than six new items of the same type in the same activity in the same session. All new words, phrases, and grammar constructs should be recalled at the correct intervals after introduction for maximum retention: 5 seconds, 25 seconds, 2 minutes, 10 minutes, 1 hour, five hours, 1 day, and five days. (Paul Pimsler, A Memory Schedule, MLJ, Oct 1967.) Class occurs every day to insure review. Activities always stay within the students attention span. Each activity lasts only 10-15 minutes. Every activity should involve: Presentation, practice (drill), and production. Pronunciation, grammar, vocabulary. listening, reading, and speaking. Writing takes place at home. Activities switch from left brain to right brain. 20% of every activity is a review of the day before. The learning sequence in each 10-15 minute activity should be: Introduce and drill the new material. Review material from the day before. Review/practice the new material. For presentation go from foreign to native. Listen and read. Analyze. Examine the sentence and explain all the vocabulary and grammar. For review go from native to foreign. Speak and write. Synthesize. Create the sentence and then correct yourself. Similar activities are done on different days of the week, not on the same day. For example, proverbs, jokes, stories, and poems are done on different days. So are phrases and dialogues. All the students participate all the time. Never work one-on-one with one student while the rest of the class listens. Present all instruction through useful or interesting or beautiful literature (articles, proverbs, expressions, stories, poems, songs, dialogues). The main reason to learn English is that you get useful ideas from speaking and reading it. Provide handouts for every activity. Writing on the blackboard wastes class time both in the writing and in the copying and often what you write can not be read. Copying is an important activity. It is the best way for beginners to learn how to write. Have students copy from handouts. Loan them articles to copy for homework. The point of class is for students to speak and to do learning routines and drills and group activities. Silent reading, copying, and exercises can be done at home. Always provide answers to any exercises you assign so students can correct themselves. The easiest and best way to create good written exercises and answers is to translate every sentence in the text accurately in writing. Then each sentence becomes an exercise with the answer. Routines XE "Routines"  For Teaching English To Beginners TC "Teaching Routines" \f C \l "2"  Introduction Here are the routines used by Frank H. Adams to teach English to beginners. They are listed in the order in which the activities are done in class. Each activity lasts for about ten minutes. The techniques were filmed during the Summer English Program in Elbasan, Albania, in July, 2009. Each film runs for one to two minutes. To see the films click on the following link:  HYPERLINK "http://www.youtube.com/view_play_list?p=23149D117BA473C4" http://www.youtube.com/view_play_list?p=23149D117BA473C4 Pronunciation XE "Pronunciation" . Work on one sound at a time. Read each model word in English. The students repeat it. For complete beginners say and have the students repeat each model word two times. Then give the translation. For practice read the model words out of order in Albanian. Students have to find them and say them in English. To review, divide the students into two groups, A and B. The groups read alternate words. Reverse the groups and reread. Pronunciation practice makes a good warm up activity. Work on pronunciation for ten minutes with beginners every day for the first 4 weeks. Go through all the sounds of the English language. On the handouts the model words should be transliterated (spelled phonetically in the native language) as well as translated. Expressions XE "Expressions"  Have the students say each expression (i.e., What is your name?) in English then in Albanian. Next say each expression in Albanian and ask the students how to say it in English. Finally divide the students into two groups, A and B. Students alternate reading expressions starting first with A, then with B. Action Scripts XE "Action Scripts"  (Total Physical Response) First say the command in English and do it. Students repeat it and do it. Read the translation. Do two more commands the same way. Now repeat and do all three commands without the translation. Third, you say the command without demonstrating it and without translation and the students repeat it out loud and do it by themselves. Check and correct them. Do the next group of 3 commands. Do not do more than 9 new commands in a session. To review a page of commands just do step 3. For variation in review have the students ask you to do the commands, or have the students ask each other to do them, or do the commands yourself and have the students say what you are doing. It takes students about three days to learn a set of commands. Series with Exercises XE "Series with Exercises"  Combine sequences with exercising. Younger students (age 6 -12) love this activity. This is a great way to quiet down a class. It promotes the concept of exercising. You remember more when you exercise or stretch while you learn. Get into a rhythm. Do with numbers, letters of the alphabet, months of the year, etc.  HYPERLINK "http://www.youtube.com/my_playlists?pi=0&ps=20&sf=&sa=0&sq=&dm=0&p=23149D117BA473C4" \l "#" (more) Songs XE "Songs"  Teach the words then sing the song. Usually you need to sing a song twice before students really join in. Each day teach one new song and sing several songs already learned. Let the students pick which songs to sing. Do singing in the middle of your class as a break between left brain activities. Each student has a copy of the songbook. Grammar A different short sentence illustrates each point. Do only one declension or conjugation at a time (6 sentences). To review, say the sentences in the foreign language and ask for the English. Then have the students divide (A/B) and read alternate sentences in English. Swap sections (B/A) and go through it again. Questions and Answers XE "Questions and Answers"  Who, what, when, where, why, or how? This is a pen. What is this? That is a pen. Use real objects. On their paper what the students say is bolded and in black. Action Rhymes XE "Action Rhymes"  My Family, The Beehive, Jack In The Box, The Elephant. Students need to review a new action rhyme once a day for three days to really learn it. Short Story XE "Short Story"  with Choral Reading XE "Choral Reading"  Read only three words at a time. Students repeat them out loud. Go through the sentence twice this way in English for beginners to practice pronunciation. Then read the translation. Ask students for the translation of key words. Go over grammar points. Then ask questions about the sentence: who, what, when, where, why or how. To review, pick phrases and ask how to say them in English. Repeat the answers. Do not do more than two or three new sentences a day. The key is to spend a lot of time on a few sentences rather than a little time on a lot of sentences. Work on one story over several days. Practice XE "Practice"  The best way to practice what you have learned is to teach it to someone else. Sing the songs at home. Teach your younger sister and brother the action rhymes. Tell your parents a different proverb each day. Recite the jokes to a friend. Read the dialogues with someone. Each day pick a few sentences you like and copy them by hand. Review XE "Review"  The best times to review information are 5 seconds after you first learn it, 25 seconds later, 2 minutes later, 10 minutes later, 1 hour later, 5 hours later, 1 day later, 5 days later, 1 month later, and 5 months later. Each time you review you remember 5 times longer. The first day you must review many times. This is based on the research of Paul Pimsleur. Note: Materials for beginners should be bilingual so students can learn by themselves at home. The materials described above are all available for free from the author. They will be put on a web site shortly. For more information e-mail frankhadamsuz14@yahoo.com. Helpful Hints XE "Helpful Hints"  For Language Learning TC "Helpful Hints" \f C \l "2"  If you are struggling with learning a foreign language, try these ideas. They are organized by problem. If you are having trouble pronouncing the words correctly: Have your teacher check you individually on all letters. Get her to help you pronounce correctly your difficult letters. Read the pronunciation manual. It is full of good advice. Many of the language letters can be explained in terms of English sounds. Photocopy the alphabet page at the front of the pronunciation manual, put it in a sheet protector, and keep it right beside you when you are studying. Refer to it until you know it cold. Memorize the language alphabet in the foreign language. Learn to sing the language alphabet song. Learn the simple rules for where to place the accent in words. Pay attention to the stress marks on the words in the manuals. Stress is just as important as articulation. Learn new words right the first time. Talk out loud when you are studying. Tape record yourself. Listen to yourself on the tape for review. Ironically this works. It forces you to focus on pronunciation and pronounce correctly. Get your host family to listen to you say the daily vocabulary and correct you. Do the daily dialog with your host family. Swap parts and do it again. Get and listen to the CD that the staff has prepared for learning pronunciation. Maybe tape record the vocabulary introduction in class and listen to it at home. Spend at least half an hour a night talking in the foreign language with someone. The language program is based on this. Ask the staff to help you find someone to talk to who is right for you. If you are having trouble learning the vocabulary: Pronounce words correctly. If you cant pronounce a word right, you cant learn it. Read the vocabulary workbook. It contains many different approaches to learning words, such as words by part of speech, sample sentences, prefixes and suffixes, synonyms and antonyms, and borrowed words (English cognates). Bring your vocabulary workbook to class and use it for making sentences. Hang up the Oxford Picture Dictionary pictures in your room. Borrow from the staff the Pimsleur CD course for learning the language. Ask your teachers to do some Total Physical Response in class. TPR is the most powerful vocabulary teaching technique in the world for beginners. Or teach your host sister and brother how to do TPR. Swap roles. They command you in the language, then you command them in English. Its fun. If you are having trouble learning the grammar: Focus on verbs. First learn the regular verbs, have and be, and non-actives. Work on one verb tense or noun declension a day, just six words, and really learn it. Otherwise you will get overwhelmed and fall behind. Learn verb conjugations the same way you learn vocabulary. Read the grammar manual. It explains the grammar. Concentrate on the grammar tables in the back of the grammar book. They are what you need to learn. Photocopy the grammar tables and keep them beside you as a quick reference. Hang them on the wall in front of your desk. Have your host family help you with your homework exercises or study with another trainee. Do the exercises with the answer sheet beside you so you can check your answers and correct yourself. If you cant remember the vocabulary or grammar: Do not study more than six words, or one tense, or one declension, or one translated sentence at a time. Then take a one minute break. Read the grammar manual or do a chore. This minimizes interference and maximizes mental processing. After about a minute you will hear the words you studied echo in your head. Check the text and correct yourself. This is the natural way to learn. Now learn another sentence or 6 words. Do not do more than two sentences or 12 words in a session. Switch from words to sentences to verbs tenses to noun declensions, etc. After learning new words or a verb tense or a noun declension, recall them at the optimal points to maximize retention: 5 seconds, 25 seconds, 2 minutes, 10 minutes, one hour, 5 hours, 1 day, and 5 days. (Paul Pimsleur, A Memory Schedule, 1967). When you review, recall, do not repeat. Recalling works, repetition is useless. The difference is one second. To recall, ask yourself the word, wait one second to give yourself time to recall the meaning, then say the translation. Carry word lists and photocopies of the grammar tables in your pocket or purse. Review them when you are walking or waiting. If you cant study on your own for more than half an hour a day: Study in short stretches. Less is more. The maximum length of time you should work on memorization is 15-20 minutes. There should be several hours of rest between memorization sessions. The maximum length of time you should study language at one time is 1 hour and 15 minutes. Use the other training subjects and daily activities as a break from language. Then come back to language. Every few minutes alternate your study activities between: Presentation, drill, practice, production. Listening, speaking, reading, writing. Pronunciation, grammar, vocabulary. Left brain, right brain. Analysis, synthesis. 4 major learning preferences. Switch frequently between stationary and moving positions: Stationary: sitting in bed, sitting at desk, sitting in armchair or sofa, lying down. Moving: standing, doing chores, walking, exercising, stretching/yoga, dance, pantomime. Also talking and singing. Master common expressions and useful dialogues first. Then study what you love: jokes, proverbs, songs, stories, rhymes, poems, biographies. Read bilingual texts. Study before you go to sleep. Your mind will keep processing the info while you sleep. Study again after you wake up, before getting up and going to class. When you study, talk into a tape recorder. For review, listen to the tape while you are resting, washing and dressing, doing chores, or exercising. This way you can double the time you study. If you dont have a tape recorder, use the digital voice recorder in your computer or borrow the class recorder. If you are slower than everybody else in your class: Study the days vocabulary and grammar the night before the class. Many good students do this. If you fall behind: Do not try to catch up. You will just fall further behind. Instead, work on the current days lesson. It takes all the time and energy available each day just to do that days lesson. Gradually over time, catch up. Once you fall about two weeks behind the others (towards the end of training), you wont be able to do the work in class. Arrange with the staff to study on your own. 15. Conclusion  XE "Conclusion"  TC "15. Conclusion" \f C \l "1"  Modern technology has greatly improved the process of learning a foreign language. Handheld digital voice recorders, portable CD players, and MP3 players and IPods enable you to carry a whole language lab in your purse or pocket. Free translators on the Internet essentially provide you a full time private tutor and a personal translator. Desktop publishing allows you to make your own study materials. Free language courses on the Internet provide a wide variety of excellent interactive graded exercises as well as many other wonderful study materials. Today happily many different learning methodologies compete with each other for our attention. Each one claims it is the best way to learn a foreign language. Try them all for yourself. Adopt the techniques which work best for you. I feel that a synthesis is emerging slowly from many different directions. It is that the best way to learn a word or a sentence or a grammar concept is to work with it in many different ways over a few days. That is why the most important chapter in this book is the one on generating sentences. It shows you how to combine words in very efficient ways so you practice many words at the same time. Other writers can add a lot to this topic. When I joined the Peace Corps in 2002, I thought that the secret to learning languages was to use mnemonic systems. I had spent years reading memory books and study guides. The problem was that each different memory system worked well only for about one third of my students and only for about one third of the words. The more you knew, the better the systems worked. None of the systems worked that well for complete beginners. By the time I left Uzbekistan three years later I knew that recalling words in small groups was a key to learning them. But I did not know all of the exact intervals for recall. Those intervals appeared back in America in a library in Massachusetts. They were in an article by Paul Pimsleur titled A Memory Schedule. It was published in October, 1967, in the Modern Language Association Journal. In Albania I found out that basing my whole language learning program on recall worked but led to burnout in twenty minutes. The most I could do was three twenty minute sessions a day. It took years of experiments to find out how to study all day. The solution is to change your mental activity every few minutes and to take breaks. To practice grammar and vocabulary, generate sentences which use the words and phrases which you want to learn. Generate variations of sentences during the day at the optimal times for recall. It is important to study materials which you find interesting. Do fun bilingual activities with your friends and pursue your personal projects in the foreign language. Probably you will have to make some of these materials yourself. For years one of my goals has been to figure out how to learn a foreign language while you do house chores. In many parts of the world students have to work when they are not in school. The many techniques for brief study described in this book should help them learn as they work. All over the world advanced English students want just one thing, a native English speaker to talk to. One way to provide this would be for the Peace Corps to set up groups of Returned Peace Corps Volunteers and retired teachers in the USA who would talk with interested students identified by volunteers in the field. The speaking would occur for free over the Internet. What needs to be developed is a guide for the weekly conversations. Appendixes TC "Appendixes" \f C \l "1"  1. Sample Learning Activities 2. Resources For Learning English 3. Favorite Methodologies 4. Language Learning Preferences 5. Working With Tables 6. Printing Techniques 7. Making Films 8. Thoughts On Student Motivation Appendix 1 Sample Learning Activities XE "Sample Learning Activities"  XE "Learning Activities"  TC "Sample Learning Activities" \f C \l "2"  Introduction Here are samples of many different types of bilingual learning activities. Most of the samples have been limited to just one page in length. High Interest As you can see, every effort has been made to find subjects that will interest the students. Activities Most of these materials are activities which the student does with a native speaker. Sing the songs with your host sister and brother, tell the jokes to your classmates, read the stories with a friend, etc. Beginner / Intermediate This collection begins with activities for beginners and moves on to activities for intermediate students. The materials gradually get more challenging. Teaching Routines At the start of the section on Teaching Routines in the Summary is a link to fourteen short Youtube movies which show the activities for beginners being used in an actual class. Sound Files The sound files have been removed from the pronunciation and short story samples in order to save space in this book. In the CD version you can click on each line or sentence in the narrated materials and hear it pronounced in English. Language These samples are in English and Albanian. Many of them were originally written in English and Uzbek. Make Your Own Hopefully you will convert these activities into the language you want to learn and make similar learning activities yourself. See the chapter on making your own materials. Full Texts Each of these examples comes from a separate booklet which contains many more materials like it. All of the different booklets are available free from the author. See the preface for the web address where you can write the author. List of Activities The sample learning activities appear in this order: Activities For Beginners Pronunciation Reading Practice Common Expressions Total Physical Response (TPR) Grammar Dialogue: The Pen Song: the Wheels of the Bus Action Rhymes Activities For Intermediates Questions Jokes First Aid AIDS Skit Phrases Poem: The Village Blacksmith Proverbs Computer Manual Short Story: Wise Advice Biography: Clara Barton Speaking Course XE "Speaking Course"  When this collection of sample learning activities was originally demonstrated in the capital of Uzbekistan in December, 2004, I was told that it was the first course that had ever been developed in that country for pupils on speaking English. Other Learning Materials Other samples of learning materials appear in this book in the chapters titled Generating Sentences and Personal Projects. Pronunciation XE "Pronunciation"  This is the phonetic spelling of the American English alphabet using Albanian pronunciations. These can be printed, cut out and distributed to the students to use. The English Alphabet A [ei] N [en] B [bi] O [ou] C [si] P [pi] D [di] Q [kju] E [i] R [ar] F [ef] S [es] G [xhi] T [ti] H [ei] U [ju] I [ai] V [vi] J [xhei] W [dbll ju] K [kei] X [eks] L [ell] Y [uai] M [em] Z [zi] Alphebet Song ABCDEFG HIJKLMNOP Q RS TUV WX Y and Z. Now we know our ABCs, Tani ne e dim ABC-n ton. Isnt it fun to sing with me? Nuk sht zbavitse t kndosh me mua? ABCDEFG HIJKLMNOP Q RS TUV WX Y and Z Now I know my ABCs, Tani un e di ABC-n time. Next time wont you sing with me? Hers tjetr, nuk do ta kndosh me mua? (Repeat first verse.) Apples and Bananas Moll dhe banane I like to eat, eat, eat. M plqen t ha, t ha, t ha. I like to eat apples and bananas. M plqen t ha moll dhe banana. I like to eat, eat, eat. M plqen t ha, t ha, t ha. I like to eat apples and bananas. M plqen t ha moll dhe banana. I like to at, at, at. I like to at apples and bananas I like to at, at, at. I like to at apples and bananas. I like to et, et, et. I like to et apples and bananas. I like to et, et, et. I like to et apples and bananas. I like to it, it, it. I like to it apples and bananas. I like to it, it, it. I like to it apples and bananas. I like to ot, ot, ot. I like to ot apples and bananas. I like to ot, ot, ot. I like to ot apples and bananas. I like to ut, ut, ut. I like to ut apples and bananas. I like to ut, ut, ut. I like to ut apples and bananas. I like to eat, eat, eat. I like to eat apples and bananas. I like to eat, eat, eat. I like to eat apples and bananas. Reading Practice XE "Reading Practice"  a (ej) apple (pll) moll all (oll) t gjitha banana (bnana) banane baby (bejbi) beb safe (sejf) i/e sigurt sail (seil) lundroj ark (ark) hark liar (lajr) gnjshtar/e pedlar (pedllr) shits dollar (dallr) dollar cellar (lip) bodrum August (ogst) Gusht saw (so) sharr play (pllej) luaj 02. b (bi) bat (bt) godas 03. c (si) cat (kt) mace center (sentr) qendr cider (sajdr) lng molle cylinder (silindr) liper Christmas (krismas) Krishtlindje chin (in) mjekrr Chicago (shikgo) ikago monarchs (monarks) monarki physician (fizishn) fizikant black (bllk) I zi/e zez relics (relics) relike racks (rks) hekur pr t varur rroba 04. d (di) dog (dog) qen 05. e (i) elephant (ellfnt) elefant ticket (tikit) bilet recent (risnt) (ngjarje) e fundit these (dhiz) kto head (hed) kok great (grejt) madhshtore eat (it) ha sailed (seilld) lundrova jumped (xhampd) krceva feed (fid) ushqej vein (vein) ven gjaku eight (ejt) tet ceiling (silling) tavan her (hr) i/e saj fern (frn) bim e vogl gallery (gllri) galeri property (properti) pasuri average (vrixh) mesatare Europe (jurop) Europ grew (gru) rrita gew (fju) pak valley (vlli) lndin 06. f (f) fun (fan) gallat, zbavitje 07. g (xhi) game (gejm) loj got (mora) mora (ka dhe shum kuptime t tjera) gypsy (xhipsi) rom general (xhenerll) e prgjithshme 08. h (ej) ham (hm) proshut 09. I (aj) it (it) ai, ajo (pr sende dhe kafsh) stir (str) prziej spider (spajdr) merimang pine (pajn) pish chief (if) shef light (lajt) drit sir (sr) zotri firm (frm) i fort, i vendosur 10. j (xhej) jam (xhm) reel k (kej) kite (kajt) balon banks (bnks) shtrate (lumi) rakes (rejks) lloj fshese, me bisht t gjat dhe dhmbza metali (si sfurku) l (ell) let (let) l left (lleft) lash 13. m (em) man (mn) burr, njeri 14. n (en) not (not) nuk Common Expressions XE "Common Expressions"  1 EnglishTransliterationAlbanian Hello.HelluPQrshQndetje.Hi.Haj kemi. Good morning.Gudmorning.MirQmQngjes.Good afternoon.Gudafternun.MirQdita.Good evening.Gud ivning.MirQmbrQma.Good night.Gud najt.NatQn e mirQ How do you feel today?Hau du ju fill tdej?Si ndihesh sot?Fine, thanks. And you?Fajn thanks. And you?MirQ, faleminderit. Po ju?Not bad.Not bd.Jo keq.Good.Gud. MirQ. How s it going?Hauz it going?Si po shkon?Pretty well.Priti well.Mjaft mirQ.What s happening?Uo c hepning?farQ po ndodh?Not much.Not ma.Jo shumQ.What s going on?Uo c going on?farQ po ndodh?The usual.Dhe juzhull.E zakonshmja. (Si zakonisht.)What s new?Uo c nju?kemi ndonje tQ re?Nothing muchNothing ma.Asgj m shum. You look tiredJu lluk tajrd.Dukesh i/e lodhur.I didn t sleep last night.Aj didn t lip llast najt.Nuk kam fjetur mbrQmQ.Are you OK?Are you okej?A je mirQ?I have a headache.I hev hedejk. Kam dhimbje koke. What is your name?Uot is jor nejm?Si tQ quajnQ?My name is -.My nejm is& Emri im QshtQ -.I am pleased to meet you.Aj em pllizd tu mit ju.Gzohem qQ tQ njoha.Me too.Mi tu.Gjithashtu dhe unQ. Excuse me.Ek skjuz mi.MQ falni.Yes.Jes.Po.What time is it?Uot tajm is it?Sa QshtQ ora?It is two o clock (2:00).It is tu o kllok.Ora QshtQ dy. 2 fiks.Thank you.Thenk ju.Faleminderit.You are welcome.Ju ar uellkam.S ka gjQ. / Ju lutem. Excuse me, I don t understand you.Ek skjuz mi, aj don t andrstend ju. MQ falni. Nuk ju kuptoj.Could you repeat that?Kud ju ripit dht?A mund ta pQrsQrisni?Please say that again.Plliz, sej dht gen. Ju lutem, thuajeni pQrsQri. Total Physical Response (TPR) XE "Total Physical Response (TPR)"  Hand SignsGjestet e duarveMake the sign for  this or  here .Bni shenjn pr  kt ose  ktu .Make the sign for  that or  there .Bni shenjn pr at ose atje.Make the sign for Come here.Bni shenjn pr eja ktu.Make the sign for Go there.Bni shenjn pr shko atje.Make the sign for What do you want?Bni shnjn prfar doni?Put your hands together as if praying.Bashkoni duart sikur po luteni.Open your hands to receive something.Hapini duart pr t marr dika.Make the sign for Thank you.Bni shenjn prTe faleminderit.Point with your index finger.Drejtoni me gishtin tregues.Make the sign for NO.Bni shenjn pr Jo.Make the sign for Yes or Very good or OK.Bni shenjn pr Po ose Shum mire ose Dakort.Wave to me.M prshndet me dor.Wave to each other.Prshndetuni me njri tjetrn.Make the sign to stop.Bni shenjn pr ndal.Make the sign to slow down.Bni shenjn pr ngadalsoheni.Make the sign for Wait a minute.Bni shenjn pr Prit nj minut.Make the sign for Are you OK?Bni shenjn prkemi,mir?Make the sign for I dont know.Bni shenjn pr nuk e di.Make the sign for Certainly, Definitely.Bni shenjn prSigurisht,Prfundimisht.Make a fist with each hand.Bni duart grusht.Shake your fists in anger.Tundini grushtat me zemrim.Pound your fists on the table.Prplasini grushtat n tavolin.Slap your left hand with your right hand.Qlloni dorn e majt me dorn tuaj te djatht.Make the sign for I cant believe it.Bni shenjn pr Nuk m besohet.Make the sign for Finally!Bni shenjn pr M n fund!Make the sign for Be sure you do this.Bni shenjn prSigurohu q do ta bsh kt.Send someone a kiss.Drgojini nj puthje dikujt.Clap your hands.Duartrokisni duart. Grammar XE "Grammar"  4 Demonstrative Pronouns This ky, kjo kQtu These kQta, kQto kQtu That ai, ajo atje Those ata, ato atje I enjoy this park here. MQ pQlqen ky parku kQtu. You know those people there. Ju I njihni ata njerQz atje . That man owns a big house. Ai burri atje ka njQ shtQpi tQ madhe. We want these cherries. Ne duam kQto qershi. You need to read these books. Ti duhet tQ lexosh kQta libra. Those apples are not ripe. KQto mollQ nuk janQ tQ pjekura. Indefinite Pronouns Some disa, ca Any ndonjQ No asnjQ Many shumQ A few pak A lot shumQ A little pak Some of my best friends live far away. Disa nga shokQt e mi jetojnQ larg. Any port in a storm. NQ furtunQ farQdo limani QshtQ I mirQ. We want some grapes, please. Duam ca rrush ju lutem. Many hands make light work. ShumQ duar , e bQjnQ punQn tQ lehtQ. This month there are a lot of football games on TV. KQtQ muaj ka shumQ ndeshje futbolli nQ televizor. Interogative Pronouns (The 5 W s) Who kush What farQ When kur Where ku Why pse How si How much sa Whose I kujt Which cili,cila Who is standing over there? Kush QshtQ duke qQndruar atje? What do you want to eat for dinner? farQ dQshironi tQ hani pQr darkQ? When does class begin? Kur fillon mQsimi? Where are we going? Ku po shkojmQ? When are you leaving? Kur do tQ largoheni? Why aren t they here yet? Pse nuk kanQ ardhur ata akoma? How will we pay for the operation? Si do tQ paguajmQ pQr operacionin? How much does it cost? Sa kushton ajo? Whose jacket is this? E kujt QshtQ kjo xhaketQ? Which country will win the World Cup? Cili shtet do ta fitojQ KupQn e BotQs? Dialogue The Pen XE "Pen"  Stilolapsi who kush what far, si when kur where ku why pse how si 1 Teacher: Msuesi: This is a pen. Ky sht nj stilolaps this ky/kjo is sht pen stilolaps What is this? far sht kjo? what far Student: Nxnsi: That is a pen. Ky sht nj stilolaps. That ky (Prkthehet edhe at, pr t treguar objekte q jan larg). 2 Teacher: Msuesi: You write with a pen. Ti shkruaj me stilolaps. you ti, ju write shkruaj with me With what do you write? Me far shkruan ti? Student: Nxnsi: I write with a pen. Un shkruaj me stilolaps. I un 3 Teacher: Msuesi: A writer writes with a pen. Nj shkrimtar shkruan me stilolaps. writer shkrimtar Who writes with a pen? Kush shkruan me stilolaps? who kush Student: Nxnsi: A writer writes with a pen. Nj shkrimtar shkruan me stilolaps. 4 Teacher: Msuesi: A writer writes when he wants to say something. Nj shkrimtar shkruan kur ai do t thot dika. when kur he,she,it ai, ajo (it pr sende dhe kafsh) want to dua t say them something dika When does a writer write? Kur shkruan nj shkrimtar? Student: Nxnsi: A writer writes when he wants to say something. Nj shkrimtar shkruan kur ai do t thot dika. 5 Teacher: Msuesi: A writer writes because he wants to record his ideas. Nj shkrimtar shkruan sepse ai do t ruaj idet e tij. because sepse record ruaj, regjistroj his i,e tij idea ide Why does a writer write? Pse shkruan nj shkrimtar? why pse Student: Nxnsi: A writer writes because he wants to record his ideas. Nj shkrimtar shkruan sepse ai do t ruaj idet e tij. 6 Teacher: Msuesi: Zakonisht, shkrimtari shkruan n tavolin. usually zakonisht table tavolin Where does a writer usually write? Ku shkruan nj shkrimtar zakonisht? where ku Student: Nxnsi: Usually a writer writes at a table. Zakonisht, nj shkrimtar shkruan n tavolin. 7 Teacher: Msuesi: Generally a writer writes at a table on a piece of paper with a pen. Prgjithsisht, nj shkrimtar shkruan n nj tavolin mbi nj cop letr me stilolaps. generally prgjithsisht, n prgjithsi paper letr Generally how does a writer write? N prgjithsi, si shkruan nj shkrimtar? how si Student: Nxnsi: Generally a writer writes at a table on a piece of paper with a pen. N prgjithsi, nj shkrimtar shkruan n nj tavolin, mbi nj cope letr me stilolaps. Song XE "Song"  The Wheels On The Bus XE "Wheels On The Bus" Rrotat n autobus The wheels on the bus Rrotat n autobusGo round and round,Rrotullohen e rrotullohen,round and round,Rreth e qarkround and round.Rreth e qarkThe wheels on the busRrotat e autobusitGo round and round Rrotullohen e rrotullohenAll through the town.Npr t gjith qytetin.The people on the busNjerzit mbi autobusGo up and down,Shkojn lart e posht,Up and down,Lart e posht,Up and down.Lart e posht.The people on the busNjerzit mbi autobusGo up and downShkojn lart e posht,All through the town.Npr t gjith qytetin.The horn on the busBuria n autobusGoes beep, beep, beep,Bie bip, bip, bip,beep, beep, beep,Bip, bip, bip,beep, beep, beepBip, bip, bip.The horn on the busBuria n autobus,Goes beep, beep, beepBie bip, bip, bip,All through the town.Npr t gjith qytetin.The wipers on the busFshirset e xhamave n autobusGo swish, swish, swish,Bjn fiu, fiu, fiu,swish, swish, swish,Fiu, fiu, fiu,swish, swish, swish.Fiu, fiu, fiu. The wipers on the busFshirset e xhamave n autobusGoes swish, swish, swishBjn fiu, fiu, fiu,All through the town.Npr t gjith qytetin.The driver on the busShoferi n autobusSays "Move on back",Thot Shtyhuni mbrapa,"Move on back",Shtyhuni mbrapa,"Move on back".Shtyhuni mbrapa.The driver on the busShoferi n autobusSays "Move on back"Thot Shtyhuni mbrapaAll through the town.Npr t gjith qytetin. Action Rhymes XE "Action Rhymes"  The Beehive Kosherja e BletsHere is the bee hive, (Make fist, with thumb enclosed.)Ktu sht kosherja e blets,( Bni dorn grusht, me gishtin e madh brnda.)Where are the bees? (Shrug shoulders.)Ku jan blett? (Mblidhni shpatullat.)Hidden away where nobody sees. (Place other hand over "hive" as if to hide it.) Jan fshehur larg atje ku nuk I sheh njeri. (Vendoseni dorn mbi koshere sikur t donit ta fshihnit at.)Watch and you'll see them come out of the hive, (Closely watch "hive".)Vshtroni dhe do ti shihni ato t dalin nga kosherja, ( Shikoni kosheren nga afr.)One, two, three, four, five. (One finger, beginning with thumb, comes out on each count.)Nj, dy, tre, katr, pes. ( Nj gisht, duke filluar nga gishti I madh, del jasht me radh pas do numrimi.)"Buzz-z-z-z-z-z." (Flutter fingers, and fly away.)"Buzz-z-z-z-z-z." (Flutter fingers, and fly away.) Jack in the BoxJack n Kuti"Jack-in-the-box, You sit so still." (Close hand, thumb inside.)" Jack-n-kuti, Ti qndron akoma I ulur ashtu. " (Mbylleni dorn, me gishtin e madh Brenda)"Won't you come out?""Nuk do dalsh jasht? ""Yes! I will!" (Thumb jumps out.)"Po ! Do dal! " (Gishti I madh del jasht) The Elephant Elefanti The elephant walksElefanti ecnLike this and like that; (Get down on all fours and walk back and forth.)Kshtu dhe ashtu; (Qndroni mbi kmb e duar dhe ecni sa para mbrapa.)He's very tall, (Stand and stretch arms up.)Ai sht shum I gjat, (ohuni n kmb dhe hapni kraht.)And he's very fat. (Stretch arms out to sides.)Ai sht shum I shndosh. (Hapini kraht ansh.)He has no fingers, (Hold hands up, making fists to hide fingers.)Ai nuk ka gishta, (Mbajini duart lart, duke br grushta pr t fshehur gishtat.)But he does have toes, (Reach down and touch toes.) Por ai ka gishtat e mdhenj t kmbve, (Prkuluni posht dhe prekni gishtat e mdhenj t kmbve.)And, goodness gracious, Dhe, o Zot sa I madhrishm,What a nose! (Grab nose between fingers and thumb of left hand; insert right arm through loop to form elephant's trunk.) far hunde! (Kapeni hundn mes gjith gishtave dhe gishtit t madh t dors s majt;vendosni krahun e majt midis brrylit pr t formuar fekn e elefantit.) -From members.tripod.com/~ESL4Kids/fingerplays.html Short Story XE "Short Story"  The Buried Treasure XE "Buried Treasure" Thesari i groposuarOnce upon a time there was a hard-working and generous farmer who had three greedy and lazy sons.NjQherQ e njQ kohQ na ishte njQ fermer shumQ punQtor dhe bujar i cili kishte tre djem tahmaqarQ dhe dembelQ.When he was about to die he called them to his room.Kur ai ishte duke vdekur thirri djemtQ nQ dhomQn e tij.He told them that he had buried an immense amount of treasure in a certain barren piece of land.Ai i tregoi atyre qQ kishte fshehur njQ thesar tQ madh diku nQ tokQn e tij tQ papunuar.As soon as the old farmer died his sons ran to the field and started energetically digging the soil from top to bottom.MenjQherQ sapo fermeri i vjetQr vdiq djemtQ e tij vrapuan tek toka dhe filluan tQ gQrmonin me vrull nga fillimi nQ fund. However, despite all their hard work, they did not find any treasure.MegjithatQ, pavarQsisht nga gjithQ puna e tyre e madhe, ata nuk gjetQn ndonjQ thesar.They told each other that their father must have given away all his money when he was alive, and they abandoned their search.Ata i thanQ njQri-tjetrit qQ babai i tyre mund t ia kishte dhQnQ paratQ dikujt tjetQr kur ishte gjallQ, dhe ata e abandonuan kQrkimin e tyre.Then they realized that perhaps they could plant some wheat since the earth was now ploughed and ready for sowing.Pastaj ata menduan se ndoshta ata mund tQ mbillnin ca grurQ meqQnQse toka ishte e punuar dhe gati pQr t u mbjellQ.So they sowed the wheat and had an abundant harvest which they sold for a good price, giving them a year of prosperity.KQshtu ata e mbollQn grurin dhe patQn tQ prodhim tQ madh tQ cilin e shitQn me njQ mim tQ mirQ, duke u siguruar atyre njQ vit tQ mbarQ.But they could not stop thinking about the treasure.Por ata nuk mund tQ mos mendonin rreth thesarit.Perhaps they had not looked thoroughly enough and had missed discovering their father s gold by a few centimeters.Ndoshta ata nuk kishin kontrolluar mirQ dhe kishin humbur sQ gjeturi arin e babai tQ tyre pQr pak centimetra.So they decided to turn over the soil of their field again.KQshtu qQ ata vendosQn tQ plugonin tokQn pQrsQri.But the result was the same as the first time; they did not find any gold.Por rezultati ishte i njQjtQ si herQn e parQ, ata nuk e gjetQn arin.After several years had passed, they got used to the routine of farm work and the cycle of the seasons.Pasi kaluan disa vjetQ, ata u mQsuan me punQt rutinQ tQ fermQs dhe ciklin e stinQve.They understood now why their father had chosen this method to teach them and they became honest and happy farmers.Ata kuptuan tani pse babai i tyre kishte zgjedhur kQtQ metodQ pQr t i mQsuar ata tQ punonin nQ fushQ dhe ata u bQnQ tQ ndershQm dhe fermerQ tQ lumtur.In the end they became the owners of a big fortune and never had to think about hidden treasures again.NQ fund ata u bQnQ pronarQ tQ thesarit tQ madh dhe kurrQ nuk menduan mQ rreth thesarit tQ fshehur. -From  Tales of The Silk Road , UNESCO  Bicycles At The Beach XE "Bicycles At The Beach"  Biikleta nQ plazh 1) Why are so many bicycles parked at the beach? Pse ka kaq shumQ biikleta nQ plazh? a) People exercise by riding their bikes to the beach. Njerzit ushtrohen duke i dhn biikletave n plazh. b) There is no gas for cars in the town so people use bicyles instead. N fshat nuk ka karburant, prandaj njerzit prdorin biikleta. c) To save energy one day a month everyone has to do without their car. Pr t kursyer energji, nj dit n muaj, dokush duhet ta ler mnjan makinn. . d) The town charges money for cars from other towns at the beach, but bicycles are free. Fshati krkon lek pr makinat q vijn nga fshatrat e tjera n plazh, por pr biikletat nuk paguan. Jokes XE "Jokes"  Tomatoes Domatet A small boy was looking at the red ripe tomatoes growing in the farmer's garden. NjQ djalQ i vogQl po shikonte njQ domate tQ kuqe tQ pjekur qQ ishte nQ kopshtin e njQ fermeri. "I'll give you my two pennies for that tomato, " said the boy pointing to a beautiful, large, ripe fruit hanging on the vine.  Do t ju jap dy lekQt e mi pQr atQ domate  tha djali duke treguar frutin e madh, tQ bukur e tQ pjekur qQ varej nQ bimQ. "No, " said the farmer, "I get a dime for a tomato like that one. "  Jo, tha fshatari  UnQ marr 10 lek pQr njQ domate tQ tillQ . The small boy pointed to a smaller green one, "Will you take two pennies for that one?" Djali i vogQl tregoi njQ mQ tQ vogQl jeshile,  Do tQ merrni 2 lek pQr atQ atje? "Yes, " replied the farmer, "I'll give you that one for two cents. "  Po,  u pQrgjigj fshatari,  do ta jap atQ atje pQr 2 lek . "OK, " said the lad, sealing the deal by putting the coins in the farmer's hand, "I'll pick it up in about a week."  NQ rregull,  tha djali duke vendosur monedhQn nQ dorQn e fshatarit,  UnQ do ta kQpus atQ pas njQ jave.  Healthy Texas Teksasi i shQndetshQm At the urging of his doctor, Bill moved to Texas. Me rokamndimin e doktorit, Billi shkoi nQ Teksas. After settling in, he met a neighbor who was also an older man. Pasi u sistemua, ai takoi njQ komshi i cili ishte gjithashtu njQ burrQ i vjetQr nQ moshQ. "Say, is this really a healthy place?"  MQ thuaj, a QshtQ me tQ vQrtetQ njQ vend i shQndetshQm? "It sure is, " the man replied.  Sigurisht, qQ QshtQ, u pQrgjigj burri. "When I first arrived here I couldn't say one word.  Kur erdha nQ fillim kQtu, nuk mund flisja njQ fjalQ. I had hardly any hair on my head. Nuk kisha pothuajse asnjQ fije floku nQ kokQ. I didn't have the strength to walk across a room and I had to be lifted out of bed. " Nuk kisha fuqi tQ ecja nQ dhomQ dhe tQ ngrihesha nga shtrati.  "That's wonderful!" said Bill.  Kjo QshtQ e mrekullueshme! tha Billi. "How long have you been here?"  Sa kohQ ke qQ je kQtu? "I was born here. "  UnQ kam lindur kQtu. -From www.wocka.com.  FACTS FOR LIFE =========================== First Aid Advice XE "First Aid Advice"  KQshilla TQ NdihmQs SQ ParQ =========================== These first aid measures should be taken to prevent worsening of the situation if medical help is not immediately available. KQto masa tQ ndihmQs sQ parQ duhen marrQ pQr tQ parandaluar pQrkeqQsimin e situatQs nQse ndihma e parQ mjekQsore nuk jepet menjQherQ. First aid for burns: ------------------------- " If the child's clothing catches fire, quickly wrap the child in a blanket or clothing or roll her or him on the ground to put out the fire. NQse nQ rrobat e fQmijQs bie zjarr, shpejt mbQshtilleni fQmijQn me njQ batanije ose rrobQ ose rrokulliseni nQ tokQ pQr tQ shuar zjarrin. " Cool the burned area immediately. Freskoni vendin e djegur menjQherQ. Use plenty of cold, clean water. PQrdorni ujQ tQ ftohtQ e tQ pastQr. If the burn is extensive, put the child in a bath or basin of cold water. NQse djega QshtQ e jashtme, vendosni fQmijQn sh ose nQ njQ legen me ujQ tQ ftohtQ. It may take up to half an hour to cool the burned area. Do tQ duhet gjysQm ore pQr tQ freskuar zonQn e djegur. " Keep the burned area clean and dry and protect it with a loose bandage. Mbani zonQn e djegur pastQr dhe tQ thatQ dhe mbrojeni me njQ fasho tQ lidhur. If the burn is bigger than a large coin or it begins to blister, take the child to a health worker. NQse djegia QshtQ mQ e madhe se njQ monedhQ ose fillon tQ mbushet me fshikQza uji, ojeni fQmijQn tek njQ punonjQs shQndetsie. Do not break the blisters, as they protect the injured area. Mos e ani fshikQzQn me ujQ, pasi ato mbrojnQ zonQn e dQmtuar. " Do not remove anything that is sticking to the burn. Mos hiqni asgjQ qQ QshtQ ngjitur tek vendi I djegur. Do not put anything except cold water on the burn. Mos vendosni asgjQ tjetQr pQrve ujit tQ ftohtQ. " Give the child fluids such as fruit juice or water with a little sugar and salt. Jepini fQmijQs lQngje si janQ lQngjet e frutave ose ujQ me pak sheqer dhe kripQ. First aid for electric shocks: Ndihma e parQ e goditjes elekrike: -------------------------------------------- " If the child has had an electric shock or burn, turn off the power before touching the child. NQse fQmija ka pasur njQ goditje elektrike ose djegie, shuani energjinQ elektrike para se tQ prekni fQmijQn. If the child is unconscious, keep her or him warm and get medical help immediately. NQse fQmija QshtQ pandjenja, mbajeni ngrohtQ atQ dhe kQrkoni ndihmQn mjekQsore menjQherQ. " If the child is having difficulty breathing or is not breathing, lie the child flat on the back and tilt her or his head back slightly. NQse fQmija ka vQshtirQsi me frymQmarrjen ose nuk merr frymQ shrijeni fQmijQn nQ dysheme dhe kthejani kokQn pjerrtas mbrapa lehtQ. Hold the child's nostrils closed and blow into the mouth. Mbajeni hundQn e fQmijQs mbyllur dhe bQjini frymQmarje nQ gojQ. Blow hard enough to make the child's chest rise. BQni frymQmarrje aq sa kraharori I fQmijQs tQ ngrihet. Count to three and blow again. NumQroni deri nQ tre dhe jepini frymQ pQrsQri. Continue until the child begins breathing. Vazhdoni deri sa fQmija tQ fillojQ tQ marrQ frymQ. -UNESCO AIDS Skit XE "AIDS Skit"   TOC \f \h \z Bad Blood Gjak I Smur Patient: Help me, please. Someone help me. Pacient: M ndihmoni, ju lutem. Dikush t m ndihmoj. Nurse: What's wrong here? What has happened to you? Infermiere: far po ndodh ktu? far t ka ndodhur ty? Patient: I fell from the stairs and cut my forehead. I have lost much blood. Please help me. Pacient: Rash nga shkallt dhe vrava ballin. Kam humbur shum gjak. T lutm m ndihmo. Nurse: Don't worry. It doesn't seem very serious. We will fix it immediately. Infermiere: Mos u bj merak. Nuk duket dika serioze. Do ta rregullojm kt menjher. Dr.: Nurse, what are you doing? Doktori: Infermiere, far po bn? Nurse: I am just helping this poor girl, Sir. Infermiere: Un po ndihmoj kt vajz t gjor, Zotri. Dr.: I can see that. But where are your gloves? Don't you know that many fatal diseases like AIDS are transmitted through blood? Doktori: E shikoj. Por ku i ke dorezat? A nuk e di ti q shum smundje vdekje prurse si SIDA transmetohen nprmjet gjakut? Nurse: Oh, I know Sir. But I was in a hurry and forgot to put them on. Infermiere: Oh, E di Zotri. Por un isha me nxitim dhe harrova ti vesh. Dr.: In order to help the others you should protect yourself first. And for this you should always put on gloves when healing someone. And you at home: don't forget to put on gloves when helping someone who is bleeding. This can save your life. Doktori: N mnyr q t ndihmosh t tjert ti duhet t mbrosh veten n fillim. Dhe pr kt ti gjithmon duhet ti veshesh dorezat kur mjekon dike. Dhe ju n shtpi: mos harroni t vishni dorezat kur ndihmoni dik q po I del gjak. Kjo mund tju shptoj jetn. Note: To see a movie of this skit, go to www.youtube.com. In the youtube search box put AidsMoviesAlbania. There are no spaces between the words. Type the capitals as written. For information on how this movie was made, see the appendix called Making Films. Phrases XE "Phrases"  Agreement/disagreementMarrveshje/ mosmarrveshjeYes.Po.Yes, lets do that.Po, le ta bjm.Yes, please do it.Bje t lutem.Yes, of course.Po, patjetr.Yes, you can.Po, ju mundeni.With pleasure.Me knaqsi. / Me gjith qejf.Thats right.sht e drejt/e sakt.Thats true.sht e vrtet.No.Jo.Its quite different.sht goxha / mjaft ndryshe.Id rather not.Preferoj t mos. / Do t m plqente t mos .Its quite impossible.sht plotsisht/ gati e pamundur.Im sorry, I disagree.M vjen keq, nuk jam dakord.Dont do that.Mos e bj (at). Disappointments/Calming wordsZhgnjime / Fjal qetsuese Its absurd.sht absurde.What a pity.Sa keq! / Sa gjynah!This isnt nice.Nuk sht e kndshme.Its embarrassing for me.sht e sikletshme pr mua. / sht e turpshme pr muaIts terrible.Esht e tmerrshme!Leave me in alone.M lr vetm! / M lr rehat! / M lr t qet! Its annoying.sht e mrzitshme.Ignore it, its better to forget.Injoroje, m mire ta harrosh.Forget it.Harroje!There is no use crying.Nuk ia vlen t qash. / Esht e kot t qash.It could happen to anybody.Mund ti ndodhte dokujt / kujtdo.No need to panic.Mos u frikso. Dont feel guilty.Mos u ndje fajtor.It could have been even worse.Mund t ishte edhe m keq. Poem XE "Poem"  The Village Blacksmith XE "Village Blacksmith" Farketari i fshatitByNgaHenry Wadsworth LongfellowHenry Wadsworth LongfellowUnder a spreading chestnut treeNn nj pem gshtenjeThe village smithy stands;Shtrihej farka e fshatit;The Smith, a mighty man is he,Farktari, nj burre i fuqishem,With large and sinewy hands;Me duar t mdha e te forta;And the muscles of his brawny armsDhe muskujt e krahve t tij Are strong as iron bands.Jan t fort si shufra hekuri. His hair is crisp, and black, and long,Floku i tij sht i zi dhe i gjat,His face is like the tan;Fytyra e tij sht si e regjur;His brow is wet with honest sweat,Balli i tij sht i lagur nga djersa e ndershme,He earns whate'er he canAi fiton far mundetAnd looks the whole world in the faceDhe i shikon t gjith n syFor he owes not any man.Sepse nuk i ka borxh askujt. Week in, week out, from morning till night,Jav pr jav, nga mngjesi n mbrmjeYou can hear his bellows blow;Mund t dgjosh gjyrykun e fraks t fryj;You can hear him swing his heavy sledge,Mund ta dgjosh at duke tundur lesen e tij t rnd,With measured beat and slow,Me goditje t matura dhe t ngadalta,Like a sexton ringing the village bell,Si gjashte tingujt e kmbans s fshatitWhen the evening sun is low.Kur dielli ka pernduar .And children coming home from schoolDhe fmijt kthehen n shtpi nga shkollaLook in at the open door;Shikojn nga dera e hapur;They love to see the flaming furge,Atyre u plqen t shikojn vatrn e prflakur,And hear the bellows roar,T dgjojn zhurmn e gjyrykut,And catch the burning sparks that flyDhe t kapin xixat djegse q fluturojnLike chaff from a threshing floor.Si gushkuq n lem. He goes on Sunday to the churchAi shkon t shtunn n kishAnd sits among his boys;dhe ulet prane djemve t tij;He hears the parson pray and preach.Dgjon pastorin t predikoj dhe lutet.He hears his daughter's voiceDgjon vajzat t kndojn Singing in the village choir,n korin e fshatit,And it makes his heart rejoice.Dhe zemra i lumturohet. It sounds to him like her mother's voice,I tingellon si zri i nns,Singing in Paradise!Duke knduar n parajse!He needs must think of her once more,Ai ka nevoj t mendoj pr t dhe njher, How in the grave she lies;Se si n varr ajo prehet;And with his hard, rough hand he wipesDhe me dorn e tij t ashpr e t fort A tear out of his eyes.Ai fshin nj lot nga syt. Onward through life he goes;Prpara prmes jets ai shkon;Each morning sees some task begin,do mngjes shikon nj detyr t filloj,Each evening sees it close;do mbrmje e shikon ta prfundoj;Something attempted, something done,Dika e pambaruar, dicka e prfunduar,Has earned a night's repose.Ai ka fituar prehjen e nats. Thanks, thanks to thee, my worthy friendFaleminderit mikut tim t nderuar For the lesson thou hast taught!Pr mesimin qe m msoi!Thus at the flaming forge of lifeKeshtu q n vatrn e prflakur t jetsOur fortunes must be wrought;Fatet tona duhen prpunuar;Thus on its sounding anvil shapedKshtu n kudhrn tinglluese t formohetEach burning deed and thought!do pun prvluese dhe mendim! Proverbs XE "Proverbs"  A An apple a day keeps the doctor away. Nj moll n dit mban doktorin larg. A bird in the hand is worth two in the bush. M mir nj zog n dor se dy n shkurre. A friend in need is a friend indeed. Miku i mir duket n koh t vshtir. A friend to all is a friend to none. Ai q sht shok me t gjith nuk sht shok me asnj. A good beginning makes a good ending. Nj fillim i mire ka dhe nj fund t mire. A guilty conscience needs no accuser. Nj ndrgjegje fajtore nuk ka nvoj pr nj akuzues. A little knowledge is a dangerous thing. Menuria e pakt sht e rrezikshme. A loaded wagon makes no noise. Nj qerre e mbushur nuk bn zhurm. A penny saved is a penny earned. Nj Lek i kursyer, sht nj lek i fituar. A man is known by the company he keeps. Njriu njihet nga shoqeria q ka. M thuaj me k rri t t them se kush je. Tell me with whom you are staying and I will tell you who you are. One picture is worth a thousand words. Nj pikture flet m shum se njmij fjal. A rolling stone gathers no moss. Guri q lviz nuk e z myshku. Absence makes the heart grow fonder. Mungesa rrit dashurin n zemr. Actions speak louder than words. Veprimet flasin m fort se fjalt. Advice most needed is least heeded. Kshills m t nevojshme i kushtohet m pak vmndje. After dinner sit a while, after supper walk a mile. Mbas drakes ulu nj cope here, mbas darks ec nj milje. All cats love fish but hate to get their paws wet. T gjitha macet e duan peshkun por urrejn t lagin putrat (kmbt). All flowers are not in one garland. Jo t gjitha lulet jan n nj kuror. All good things come to an end. T gjitha gjrat e mira u vjen fundi. All's fair in love and war. do gj sht e drejt ne dashuri dhe luft. All for one and one for all. Nj pr t gjith dhe t gjith pr nj. All's well that ends well. do gj sht mire kur mbaron mire. All that glitters is not gold. Jo do gj q shklqen sht ar. All work and no play makes Jack a dull boy. Vetm pun dhe aspak argtim sht e dmshme pr njerin. A man's home is his castle. Shtpia e nj njeriu sht kshtjella e tij. An eye for an eye and a tooth for a tooth. Sy pr sy dhe dhmb pr dhmb. April showers bring May flowers. Shiu i Prillit sjell lulet e Majit. Computer Manual XE "Computer Manual"  For Word Create a table of contents Krijoni nj prmbajtje lnde Mark all the entries one by one Shnoni t gjith titujt nj nga nj Select the text. Selektoni tekstin. Press shift, alt, and the letter o at the same time. Shtypni shift, alt dhe shkronjn o n t njejtn koh. Select the level. Selektoni nivelin. Click on Mark. Klikoni Mark. Click on Close. Klikoni Close. Do another entry, etc. Jepni serish entry, etj. Turn Show Hidden Characters off. Fikni Show Hidden Characters. (Trego simbole t fshehura). Generate the table of contents Formoni prmbajtjen e lnds Go to the top of the document. Shkoni n fillim t dokumentit. Insert a blank page. Vendosni nj faqe bosh. Write Contents. Shkruani prmbajtjen. Center and bold it. Klikoni Center dhe Bold. Press return to start a new line. Shtypni Return pr t filluar nj rresht t ri. Go to the main menu. Shkoni tek menuja kryesore. Click on the Insert menu. Klikoni tek menuja Insert . Click on Reference. Klikoni tek Reference. Click on Index and Tables. Klikoni tek Index and Tables. Click on the Table of Contents tab. Klikoni tek shenja Table of Contents. Click on Options. Klikoni tek Options. Click off Styles Fikni Styles. Click off Outline Levels. Fikni Outline Levels. Click on Table Entry Fields. Klikoni tek Table Entry Fields. Click OK. Klikoni OK. Click OK. Klikoni OK. The table of contents is generated. Prmbajtja e lnds u krijua. If the table of contents already exists, first select it and delete it before you regenerate it. Nse prmbajtja e lnds pothuaj ekziston, n fillim selektojeni dhe fshijeni prpara se ta rikrijoni. When you are asked "Do you want to replace the table of contents?", say "Yes". Kur t'ju pyetet n kompjuter "Do you want to replace the table of contents?" (Doni ta zvndsoni prmbajtjen e lnds?), thoni "Yes" (Po). You have to regenerate the table of contents every time you add or delete pages. Ju duhet ta riformoni prmbajtjen e lnds sa her q shtoni ose fshini faqe. Note: To watch actual bilingual computer training movies made by the author, click on this site:  HYPERLINK "http://www.youtube.com/view_play_list?p=2372D1B140AD617C" \t "_blank" http://www.youtube.com/view_play_list?p=2372D1B140AD617C. Story XE "Story"  Wise Advice XE "Wise Advice"  Kshill e zgjuar One day there were three men who were journeying to foreign countries. Nj dit ishin tre burra t cilt po udhtonin n vende t huaja. They came to a village and stayed for a night in a house which belonged to an old woman. Ata mbrritn n nj fshat dhe qndruan nj nat n nj shtpi e cila i prkiste nj zonje t vjetr. Before going to bed they wanted to take a bath. Prpara se t shkonin n krevat, ata donin t bnin nj banj. "Mother, please give us everything necessary for a bath," they said to the old woman. Nn, t lutem, na jep do gj t nevojshme pr banjon, i than ata gruas s moshuar. The woman prepared everything for the bath but forgot to get a comb. Gruaja prgatiti do gj pr banjon, por harroi krhrin. The travellers, before going to have their bath, gave all their money to the old woman and told her to only give it back to them when the three of them were together. Udhtart, prpara se t bnin banj, ia dhan t gjitha lekt gruas s moshuar dhe i than q tia kthente kur t ishin t tre bashk. They were quite insistent on this. "Only when the three of us are together." After their bath they discovered that there was no a comb so one of them went to get one from the woman. Ata kmbnguln shum pr kt: Vetm kur t jemi t tre s bashku. Kur mbaruan banjon, pan se krhri mungonte, kshtu q nj nga ata shkoi te gruaja t merrte nj. "My friends have sent me to get the money," he said. M drguan shokt t marr parat, tha ai. "No," she said, firmly, "I'll only give it to you when the three of you are together, as I promised. Jo, tha ajo e vendosur. Do t ti jap vetm kur t jeni t tre bashk, ashtu si premtova. "But my friends have asked me to get it," he said. Por shokt e mi m krkuan ti merrja, tha ai. The old woman accompanied him back to the bathroom. Plaka e shoqroi pr te banjoja. She waited outside while he entered and told the others that the woman was at the door. Ajo priti jasht ndrkoh q ai hyri dhe i tha t tjerve q gruaja ishte te dera. The others called out to her: "Mother give it to him!" T tjert brtitn: Nn, jepja atij! So, the old woman handed over the money which he took and promptly disappeared. Kshtu, plaka ia dorzoi parat t cilat ai i mori dhe u zhduk menjher. The other two travellers waited for their friend for a long time, but he didn't show up. Dy udhtart e tjer pritn shum gjat pr shokun e tyre, por ai nuk u duk. Eventually, they left the bathroom and asked the old woman where he was. Athere, ata doln nga banjoja dhe pyetn plakn se ku kishte shkuar ai. Your friend asked me for the money, and after you called out, 'Mother, give it to him!' I gave it to him," answered the woman. Shoku juaj m krkoi lekt dhe pasi ju brtitt Nn, jepja atij! un ia dhash, u prgjigj gruaja. "But we sent him for a comb!" Por ne e drguam pr krhrin!" I didn't know that. He asked me for the money." Nuk e dija. Ai m krkoi parat. The two men immediately took the woman to the judge. Menjher, dy burrat e drguan gruan te gjykatsi. "Sir," they said, "we were three friends. We gave our money to this woman and asked her not to give anyone of us the money unless we were all three together. Zotri, than ata, ne ishim tre shok. Ia dham lekt ksaj gruaje dhe i krkuam q t mos ia jepte asnjerit nga ne, pa qen t tre s bashku. We warned her repeatedly but, even so, she gave the money to one of our friends. Edhe pse e porositm vazhdimisht, ajo ia dha lekt nj nga shokve tan. The judge declared the old woman guilty and demanded she pay back the money to the friends. Gjykatsi e shpalli gruan fajtore dhe i krkoi ti kthente parat djemve. The old woman was very upset by the decision and left the judge's office crying bitterly. Plaka u mrzit shum nga vendimi dhe e la zyrn e gjyqtarit duke qar me ngashrim. On her way home she met a fifteen-year-old boy. Gjat rrugs pr n shtpi, ajo takoi nj djal pesmbdhjet vjear. "Why are you crying, granny?" he asked. Pse po qan, nn? e pyeti ai. "Oh poor me! Leave me alone, no one can help me!" answered the old woman. Oh, e shkreta un! M lr vetm, asnj nuk m ndihmon dot! u prgjigj plaka. But the boy persisted until she told him of her troubles. Por djali nguli kmb derisa ajo i tregoi si e kishte hallin. The boy could see what had happened and said: Djali e kuptoi far kishte ndodhur dhe tha: "If I help you, will you give me one zuza (zuza - a small coin) to buy some nuts?" Nse t ndihmoj, do t m japsh nj monedh t blej disa lajthi? "Of course I will, my dear," answered the old woman. Patjetr q do t jap, i dashur, u prgjigj gruaja e moshuar. "Then you must do the following," said the boy. Athere, duhet t veprosh kshtu, tha djali. "Go back to the judge and tell him that the friends told you only to give them the money when the three of them were together. Shko te gjykatsi dhe thuaji se djemt t than vetm tua jepje lekt kur t ishin t tre bashk. Tell him that you are ready to give them the money, but only when all three of them are together. Thuaji q je gati tia kthesh parat, por vetm kur t jen t tre bashk. The old woman went back to the judge and told him what the boy had told her to say. Gruaja e moshuar u kthye te gjykatsi dhe i tha si e msoi djali. The judge summoned the two friends. Gjykatsi mblodhi dy shokt. "Was this how it was?" he demanded. Kshtu ishte? pyeti ai. Yes, that is how it was," answered the men. Po, kshtu ishte, u prgjigjn djemt. In that case, go and find your friend, bring him here, and then you may take your money. Meq qenka kshtu, shkoni gjeni shokun tuaj, silleni ktu dhe pastaj merrni lekt tuaja. -From Tales of The Silk Road, UNESCO Biography XE "Biography"  PEOPLE IN AMERICA May 25, 2003 Clara Barton XE "Clara Barton"  by Jerilyn Watson Today we tell about a woman who spent her life caring for others, Clara Barton. Sot do flasim rreth nj gruaje e cila e kaloi jetn e saj duke u kujdesur pr t tjert, Klara Barton. Clara Barton was a small woman. Klara Barton ishte nj grua e vogl. Yet she made a big difference in many lives. Gjithsesi, ajo bri nj ndryshim t madh n shum jet njerzish. Today her work continues to be important to thousands of people in trouble. Edhe sot puna e saj vazhdon t jet e rndsishme pr mijra njerz n rrezik. Clara Barton was an unusual woman for her time. Pr kohn e saj, Klara Barton ishte nj grua e rrall. She was born on Christmas day, December Twenty-Fifth, Eighteen-Twenty-One. Ajo lindi ditn e krishtlindjeve,m 25 dhjetor t vitit 1821. In those days, most women were expected to marry, have children and stay home to take care of them. Gjat atyre viteve, shumica e femrave martoheshin, lindnin fmij dhe qndronin n shtpi pr tu kujdesur pr ta. Barton, however, became deeply involved in the world. Gjithsesi, Barton, u prfshi gjrsisht n bot. By the time of her death in Nineteen-Twelve, she had begun a revolution that led to the right of women to do responsible work for society. Para vdekjes s saj m 1912, ajo filloi nj revolucion i cili oi n t drejtat e grave pr t br pun me prgjegjsi pr shoqrin. As a nurse, she cared for thousands of wounded soldiers. Si nj infermiere ajo u kujdes pr mijra ushtar t plagosur. She began the American Red Cross. Ajo ishte nismtarja e Kryqit t Kuq Amerikan. And, she successfully urged the American government to accept the Geneva Convention. Dhe n mnyr t sukseshme ajo e nxiti qeverin amerikane q t pranonte Konventn e Gjenevs. That treaty established standards for conditions for soldiers injured or captured during wartime. Marrveshja vendosi standarde pr kushtet e ushtarve t plagosur si dhe pr ata t cilt kapeshin gjat kohs s lufts. Clara Barton really began her life of caring for the sick when she was only eleven years old. Klara Barton filloi t kujdesej pr t smurt q kur ishte vetm 11 vjee. She lived with her family on a farm in the northeastern state of Massachusetts. Bashk me familjen e saj ajo jetonte n nj ferm n shtetin jug- lindor t Massachusetts. One of her brothers, David, was seriously injured while helping build a barn. Njri nga vllezrit e saj, David, mori plag t rnda ndrsa po ndihmonte n ndrtimin e nj hambari. For two years, Clara Barton took care of David until he was healed. Pr rreth dy vjet, Klara Barton u kujdes pr David derisa ai u shrua plotsisht. Most eleven-year-old girls would have found the job impossible. Pr shum vajza 11 vjeare kjo pun do t ishte e pamundur. But Clara felt a great need to help. Por Klara ndjeu nj nevoj t madhe pr t dhn ndihm. And she was very good at it. Dhe ajo ishte shum e zonja pr ta br kt gj. She also seemed to feel most safe when she was at home with her mother and father, or riding a horse on her family's land. Gjithashtu ajo ndjehej edhe m e sigurt kur ishte n shtpi me prindrit e saj, apo duke kalruar n tokat e familjes. As a young child, Clara had great difficulty studying and making friends at school. Q n mosh t vogl, Klara e kishte shum t vshtir t studjonte dhe t zinte miq n shkoll. Her four brothers and sisters were much older than she. Katr vllezrit dhe motrat e saj ishin m t mdhenj se ajo. Several of them were teachers. Disa prej tyre ishin msues. For most of Clara's early years, she was taught at home. Shumicn e viteve t para t saj, Klara msoi n shtpi. She finished school at age fifteen. Ajo mbaroi shkolln n moshn 15 vjee. Then she went to work in her brother David's clothing factory. M pas ajo shkoi t punonte n fabrikn e veshjeve t vllait t saj David. The factory soon burned, leaving her without a job. Fabrika u dogj s shpejti duke e ln at pa pun. Clara Barton decided to teach school. Klara Barton vendosi q t jepte msim. In Eighteen Thirty-Six, she passed the teacher's test and began teaching near her home in North Oxford, Massachusetts. M 1836, ajo e mori provimin pr msuese dhe filloi t jepte msim pran shtpis s saj n Oksfordin e Veriut, Massachusetts. She became an extremely popular and respected teacher. Ajo u b nj msuese shum e njohur dhe e respektuar. After sixteen years of teaching, she realized she did not know all she wanted to know. Pas 16 vitesh msimdhnie, ajo kuptoi se nuk dinte aq sa ajo dshironte q t dinte. She wanted more education. Ajo dshironte t edukohej m shum. Very few universities accepted women in those days. Shum pak universitete pranonin femra n at koh. So Clara went to a special school for girls in Massachusetts. Kshtu q Klara shkoi n nj shkoll t veant pr vajza. While in that school, she became interested in public education. Gjat kohs s shkolls ajo u interesua n edukimin publik. After she graduated, a friend suggested she try to establish the first public school in the state of New Jersey. Pas diplomimit, nj mik i sugjeroi q t provonte t vendoste shkolln e par n New Jersey. Officials there seemed to think that education was only for children whose parents had enough money to pay for private schools. Autoritetet mendonin se edukimi ishte vetm pr ata fmij, prindrit e t cilve kishin para t mjaftueshme pr t paguar pr shkollat private. The officials did not want Barton to start a school for poor people. Zyrtart nuk donin q Barton t fillonte nj shkoll pr njerzit e varfr. But she offered to teach without pay for three months. Por ajo doli vullnetare q t jepte msim pa u paguar pr rreth tri muaj. She told the officials that they could decide after that if she had been successful. Ajo u tha zyrtarve q t mund t vendosnin pas ksaj n.q.s ajo do t ishte e suksesshme. They gave her an old building with poor equipment. Ata i dhan asaj nj ndtes t vjetr me shum pak pajisje. And they gave her six very active little boys to teach. Dhe ata i dhan asaj q tu jepte msim gjasht djemve shum aktiv . At the end of five weeks, the school was too small for the number of children who wanted to attend. N fund t pes javve, shkolla ishte shum e vogl n raport me numrin e fmijve q donin t merrnin pjes. By the end of the year, the town built her a bigger, better school. N fund t vitit, qyteti i ndrtoi asaj nj shkoll m t madhe dhe m t mir. They had to give her more space. Ata duhej ti jepnin asaj m shum hapsir. She then had six-hundred students in the school. M pas ajo kishte gjasht qind nxns n shkoll. Within a year, Clara Barton had lost her voice. Brenda nj viti, Klara Barton humbi zrin e saj. She had to give up teaching. Ajo duhej t hiqte dor nga msimdhnia. She moved to Washington, D.C. to begin a new job writing documents for the United States government. Ajo shkoi n Washington, D.C. pr t filluar nj pun t re duke shkruar dokumenta pr qeverin e Shteteve t Bashkuara. Clara Barton started her life as a nurse during the early days of the Civil War in Eighteen Sixty-One. Klara Barton e filloi jetn e saj si infermiere gjat ditve t para t Lufts Civile m 1861. One day, she went to the train center in Washington to meet a group of soldiers from Massachusetts. Nj dit ajo shkoi n stacionin hekurudhor t Washingtonit pr t takuar nj grup ushtarsh nga Massachusetts. Many of them had been her friends. Shum prej tyre kishin qn shokt e saj. She began taking care of their wounds. Ajo filloi t kujdesej pr plagt e tyre. Not long after, she left her office job. Pas ksaj ajo e la punn me qeverin. She became a full-time nurse for the wounded on their way from the fields of battle to the hospital. Ajo u b nj infermiere me koh t plot duke shoqruar t plagosurit nga fush beteja pr n spital. Soon, Barton recognized that many more lives could be saved if the men had medical help immediately after they were hurt. Shum shpejt Barton e kuptoi se shum jet mund t shptoheshin n.q.s burrat do t merrnin ndihm mjeksore menjher pas plagosjeve. Army rules would not permit anyone except male soldiers to be on the battlefield. Sundimtart e ushtris nuk do t lejonin asnj njeri tjetr prve ushtarve meshkuj q t gjendeshin n fushbetej. But Barton took her plans for helping the wounded to a high army official. Por Barton vazhdoi me planet e saj pr t ndihmuar t plagosurit tek nj zyrtar i lart i ushtris. He approved her plans. Ai i pranoi planet e saj. Barton and a few other women worked in the battle areas around Washington. Barton si edhe pak gra t tjera punuan n zonat e lufts rreth Washingtonit. She heard about the second fierce battle at Bull Run in the nearby state of Virginia. Ajo dgjoi rreth nj beteje t dyt t ashpr n Bull Run n shtetin e afrt t Virginias. She got into a railroad car and traveled there. Me nj mjet hekurudhor ajo udhtoi pr atje. Bull Run must have been a fearful sight. Bull Run duhet t ket qn nj pamje e frikshme. Northern forces were losing a major battle there. Atje, forcat e veriut po humbisnin nj betej t rndsishme. Everywhere Barton looked lay wounded and dying men. Barton shihte kudo burra t shtrir pr tok t plagosur dhe duke vdekur. Day and night she worked to help the suffering. Ajo punoi dit e nat pr t ndihmuar dmtimet. When the last soldier had been placed on a train, Barton finally left. Barton u largua prej andej vetm ather kur ushtari i fundit u vendos n tren. She was just in time to escape the southern army. Ajo ishte n koh pr tu arratisur prej ushtris s jugut. She escaped by riding a horse, a skill she gained as a young girl. Ajo u arratis duke kalruar, nj aftsi t ciln ajo e fitoi q kur ishte nj vajz e vogl. For four years, Clara Barton was at the front lines of the bloodiest battles in the war between the north and the south. Pr rreth katr vjet, Klara Barton gjendej n vijat m t prgjakshme t frontit n luftn midis veriut dhe jugut. She was there at Antietam, Fredericksburg, and Charleston. Ajo ishte n Antietam, Fredericksburg, dhe Charleston. She was there at Spottsylvania, Petersburg, and Richmond. Gjendej n Spottsylvania, Petersburg, and Richmond. She cleaned the wounds of badly injured soldiers. Ajo pastronte plagt e rnda t ushtarve. She eased the pain of the dying. Lehtsoi vuajtjet e atyre q ishin duke vdekur. And she fed those who survived. Dhe ushqeu ata q shptuan. When she returned to Washington, Clara Barton found she was a hero. Kur u kthye n Washington, Klara Barton zbuloi se ishte br nj heroin. She had proved that women could work in terrible conditions. Ajo kishte treguar se grat mund t punojn n kushte shum t vshtira. She made people understand that women could provide good medical care. Ajo i bri njerzit t kuptonin se grat mund t siguronin nj kujdes t mir mjeksor. She also showed that nursing was an honorable profession. Gjithashtu tregoi se t qnit infermiere ishte nj profesion i nderuar. After the war ended, Barton's doctor sent her to Europe to rest. Pas mbarimit t lufts, doktori i saj e drgoi Barton n Europ pr t pushuar. Instead of resting, she met with representatives of the International Red Cross. N vend q t pushonte, ajo u takua me prfaqsuesit e Kryqit t Kuq Ndrkombtar. The organization had been established in Eighteen-Sixty-Three to offer better treatment for people wounded or captured during wars. Organizata u themelua m 1863 pr tu ofruar trajtime m t mira t plagosurve apo njerzve t kapur gjat lufts. She was told that the United States was the only major nation that refused to join. Aty asaj i than se Shtetet e Bashkuara ishin t vetmit t cilt refuzuan t bashkoheshin. Barton began planning a campaign to create an American Red Cross. Barton nisi t planifikonte nj fushat pr t krijuar nj Kryq t Kuq Amerikan. Before she could go home, though, the war between France and Prussia began in Eighteen-Seventy. Por para se t kthehej n shtpi, nisi lufta mes Francs dhe Prusis m 1870. Again, Clara Barton went to the fields of battle to nurse the wounded. Prsri, Klara Barton shkoi n fushat e betejs pr t kuruar t plagosurit. After a while her eyes became infected. Pas nj far kohe syt e saj u infektuan. The woman of action was ordered to remain quiet for months in a dark room, or become blind. Gruas s veprimit iu tha q t rrinte n qetsi pr muaj me radh n nj dhom t errt, prndryshe do t verbohej . When she returned to the United States she again suffered a serious sickness. Kur u kthye n Sh.B.A ajo prsri vuajti nga nj smundje serioze. She used the time in a hospital to write letters in support of an American Red Cross organization. Ajo e shfrytzoi qndrimin n nj spital pr t shkruar letra n mbshtetje t organizats s Kryqit t Kuq Amerikan. In Eighteen-Eighty-One, Barton's campaign proved successful. M 1881, fushata e Barton rezultoi e suksesshme. The United States Congress signed the World's Treaty of the International Red Cross. Kongresi i Shteteve t Bashkuara nnshkroi Marrveshjen Botrore t Kryqit t Kuq Ndrkombtar. This established the American Chapter of the Red Cross. Kjo vendosi kapitullin Amerikan t Kryqit t Kuq. Clara Barton had reached one of her major goals in life. Klara Barton kishte arritur nj nga qllimet e saj n jet. The next year she successfully urged Congress to accept the Geneva Convention. Vitin e ardhshm n nj mnyr t sukseshme nxiti Kongresin q t pranonte Konventn e Gjenevs. This treaty set the international rules for treatment of soldiers wounded or captured in war. Kjo marrveshje vendosi rregullat ndrkombtar pr trajtimin e ushtarve t plagosur apo atyre t kapur n luft. For twenty-five years, Clara Barton continued as the president of the American Red Cross. Pr 25 vjet, Klara Barton vazhdoi punn si presidentja e Kryqit t Kuq Amerikan. Under her guidance, the organization helped people in all kinds of trouble. Nn udhheqjen e saj, organizata ndihmoi njerzit n fardo lloj vshtirsie. She directed the aid efforts for victims of floods in Johnstown, Pennsylvania and Galveston, Texas. Ajo drejtoi ndihmat pr viktimat e prmbytjeve n Johnstown, Pennsylvania dhe Galveston, Texas. She led Red Cross workers in Florida during a outbreak of the disease Yellow Fever. Ajo udhhoqi puntort e Kryqit t Kuq n Florida gjat rnies s smundjes s etheve t verdha. And she helped during periods when people were starving in Russia and Armenia. Si dhe ndihmoi gjat kohve kur njerzit vuanin nga uria n Rusi dhe n Armeni. Clara Barton retired when she was in her middle eighties. Klara Barton doli n pension rreth moshs 80 vjee. For her last home, she chose a huge old building near Washington, D.C. Si shtpin e saj t fundit, ajo zgjodhi nj ndrtes t vjetr dhe t madhe pran Washington, D.C. The building had been used for keeping Red Cross equipment and then as her office. Ndrtesa ishte prdorur pr t mbajtur pajisjet e Kryqit t Kuq dhe m pas si zyra e saj. It was made with material saved from aid centers built after the flood in Johnstown. Ajo ishte e br prej materialesh t mbledhura nga qndrat e ndihms dhe u ndrtua pas prmbytjes n Johnstown. In that house on the Potomac River, Clara Barton lived her remaining days. N at ndrtes mbi lumin Potomac, Klara Barton jetoi ditt e saj t fundit. She died after a life of service to others in April, Nineteen-Twelve, at age ninety. Ajo vdiq, pasi vuri jetn e saj n shrbim t t tjerve, n prill t vitit 1912, n moshn 90 vjeare. She often said, "You must never so much as think if you like it or not, if it is bearable or not. Shpesh ajo thoshte:Nuk duhet t mendoni asnjher nse ju plqen apo jo dika, nse sht e arritshme apo jo. You must never think of anything except the need --- and how to meet it." Nuk duhet t mendoni asgj tjetr prve nevojs--- dhe se si ta takoni at. -From Voice Of America Appendix 2 Recommended Resources XE "Recommended Resources"  For Studying English TC "Recommended Resources For Studying English" \f C \l "2"  Books Dictionary XE "Dictionary"  Macmillan English Dictionary for Advanced Learners. Pictures XE "Pictures"  The Oxford Picture Dictionary, Oxford Press. Phrasebooks XE "Phrase Books"  Lonely Planet Berlitz Grammar Books XE "Grammar Books"  Longman Intermediate Grammar Grammar Worksheets and Games XE "Grammar Worksheets and Games"  Zero Prep by Laurel Pollard and Natalie Hess. Grammar Exercises, Part 2 Intermediate ESL by David P. Rein. Doing Without The Photocopier by Elaine Kirn. Grammar Games by Mario Rinvolucri. Side By Side, by Steven J. Molinsky and Bill Bliss. Conversation XE "Conversation"  5 Minute Activities by Penny Ur and Andrew Wright. Keep Talking by Friederike Klippel. Leadership Training XE "Leadership Training"  Here are group activities which you can do in two languages. Life Skills Manual, UNICEF Girls Empowerment Guide, YWCA Health Books XE "Health Books"  These free health books have been translated into many languages Facts For Life, UNICEF. Where There Is No Doctor, Hesperian Foundation. Free Web Resources for English Students XE "Free Web Resources for English Students"  Learning English Online XE "Learning English Online"  www.eslcafe.com/ www.bbc.co.uk/worldservice/learningenglish www.englishlearner.com www.eslgo.com www.learnenglish.de www.english-zone.com www.english-online.org.uk www.chompchomp.com www.freeenglish.com www.ego4u.com Grammar Exercises Online XE "Grammar Exercises Online"  www.onestopenglish.com www.englishpage.com/grammar www.nonstopenglish.com a4esl.org (Activities for ESL Students) cscwww.cats.ohiou.edu/esl/english/grammar/activities.html www.ohio.edu/linguistics/esl/activities/index.html What Level Am I www.britishcouncil.org/learnenglish-central-test-test-your-level.htm www.englishjet.com/english_courses_files/test_level.asp Grammar Manuals Online XE "Grammar Manuals Online"  www.ohiou.edu/esl/english/grammar www.english.uiuc.edu/cws/wworkshop/writer_resources/grammar_handbook/grammar_handbook.htm www.english4today.com/english_grammar.cfm www.ucl.ac.uk/Internet-grammar www.edufind.com/english/grammar www.zozanga.com/ Dictionaries www.ohio.edu/linguistics/esl/vocabulary/reference.html www.ldoceonline.com/index.html Listening Materials www.rong-chang.com/book www.voanews.com/specialenglish/ Business English XE "Business English"  www.better-english.com/exerciselist.html How To Write Essays XE "How To Write Essays"  writing-program.uchicago.edu/resources/grammar.htm www.utoronto.ca/writing/advise.html www.utoronto.ca/ucwriting/handouts.html web.uvic.ca/wguide/Pages/MasterToc.html owl.english.purdue.edu/handouts/esl/eslprep4.html owl.english.purdue.edu www.calstatela.edu/centers/write_cn/journey.htm essayinfo.com members.tripod.com/~lklivingston/essay/basicessay.pdf Communicating With Others www.eslcafe.com/discussion or ./chat/chatpro.cgi www.englishclub.com www.englishforums.com www.myspace.com www.pen-pals.net www.epals.com www.penpalworld.com www.otan.us/webfarm/emailproject/email.htm www.alicebot.org/ (this is a robot) Sources of Original Texts Search Engine to find Anything www.google.com News www.cnn.com www.voanews.com news.google.com www.newsvine.com Newspapers www.nytimes.com www.washingtonpost.com News Magazines www.time.com www.newsweek.com Maps www.mapquest.com www.google.com Click on maps button. Online Encyclopedia XE "Encyclopedia"  en.wikipedia.org/wiki/Main_Page Poems/Quotes/Plays www.bartleby.com www.emule.com/poetry www.poetry.com Literature Reference Books www.bartleby.com Voice of America Weekly Radio Broadcasts XE "Voice of America Broadcasts"  on famous people, American customs, etc., with voice. www.voanews.com/specialenglish/ Full Texts of Free Classics (over 75 years old)  HYPERLINK "http://www.gutenberg.org/" \t "_blank" www.gutenberg.org Current Books XE "Current Books"  www.google.books. Click on More. Click on Books. Click on advanced search. Click on Limited preview and full view. Pronunciatio XE "Pronunciatio" n www.uiowa.edu/~acadtech/phonetics/# Plot Outlines & Study Guides www.sparknotes.com www.gradesaver.com www.bibliomania.com Doctoral Theses www.eric.ed.gov All About Movies www.imdb.com Words To Popular Songs XE "Words To Popular Songs"  Put song title and the group and the word lyrics in the search window at www.google.com. Idioms www.learn-english-today.com Jokes www.wocka.com Reading Improvement Increase your speed and comprehension. www.helpmyreading.com www.proportionalreading.com Computer Manuals XE "Computer Manuals"  Free illustrated online tutorials on Word, Excel, PowerPoint, etc, are available at the following sites: www.baycongroup.com/index.htm www.pierce.ctc.edu/LavaJava/learning/tutorials/Powerpoint/powerpt1.htm www.gcflearnfree.org/Archived/PowerPoint_97/index.asp Free Translation XE "Free Translation"  www.google.com. Click on More. Click on Still More. Click on Translate. Free Text to Voice Speech Synthesizer www.naturalreaders.com. Free Adobe Reader www.adobe.com/products/reader/ Commercial Online Bookstore/ Free Excerpts and Comments www.amazon.com Podcasts XE "Podcasts"  Attachedis a list of 26 podcasts specifically designedfor teaching or learning English. You can listen to them yourself for free and recommend them to your friends. They are ideal for motivated students who want extra instruction. They can also be a great resource in poor schools where the students have no books or computers. The students would take turns borrowing and listening to an MP3 player. Many students can listen to MP3 podcasts on their cell phones. I found these sitesthrough Podspider. I downloaded the Podspider software for free recently. This site has 13,000 free podcasts.available to download/subscribe toin many different categories.I went through all the education entries looking for podcasts on learning English. The Radiotracker is thepart of Podspideryou want to download to capture podcasts. Click on free download. Here is the Podspiderweb site:  HYPERLINK "http://audials.com/en/audials/music-mp3-download-internetradio-recording-movies-video-rekorder-audio-video-converter-cell-phone-file-formats-converting/start.html" \t "_blank" http://audials.com/en/audials/music-mp3-download-Internetradio-recording-movies-video-rekorder-audio-video-converter-cell-phone-file-formats-converting/start.html Most of these podcasts seem to me tobe for intermediate or advanced students. After listening to four or five podcasts, I am more convinced than ever that we will have to make our own bilingual podcasts for beginners. Once a week a podcast could be played in class -in addition to or instead of loaningan MP3 playerto the students to listen to on their own. Podcasts For Learning English 12/29/2009 Podcasts from Daves ESL Caf  HYPERLINK "http://www.englishmeeting.com/esl_podcast_page.htm" http://www.englishmeeting.com/esl_podcast_page.htm Podcasts from BBC Learning English  HYPERLINK "http://www.bbc.co.uk/worldservice/learningenglish/081222_download.shtml" http://www.bbc.co.uk/worldservice/learningenglish/081222_download.shtml The following podcasts are downloadable in MP3 format through Podspider. Podcast:English Through StoriesAuthor:Center for Educational DevelopmentComment:English Through Stories is for intermediate and advanced learners of English who are looking for a fun, relaxing way to improve their speaking and listening skills. Each weekly podcast will be an episode of a drama or "soap opera," with romance, mystery, and sometimes...murder. Join the fun today and improve your English at the same time!Language:EnglishLocation:http://feeds.feedburner.com/etsClassification:Society, Arts & Culture/Educational Society, Arts & Culture/Educational/Education Society, Arts & Culture/Educational/Languages Podcast:English, baby! Daily PodcastsAuthor:English, baby!Comment:Learn English! Meet Friends! It's Cool! At English, baby! We use fun movies and music to teach you REAL English. Find Friends with our English Chat and English forums to learn English. And remember, have fun!Language:EnglishLocation:http://www.englishbaby.com/lessons/podcastClassification:Entertainment/Audio Blogs Music/Classical, World Music, Musical, Religious Music/Others/Others Society, Arts & Culture/Arts & Culture/Gender Issues Society, Arts & Culture/Educational/Education Just Vocabulary Podcast is for anyone who wants to improve their English Vocabulary (GRE, SAT, TOEFL). This ESL 4 minute podcast covers new interesting words. If your English is your Second Language, this podcast is for you!Language:EnglishLocation:http://feeds.feedburner.com/JustVocabularyClassification:Entertainment/Audio Blogs Society, Arts & Culture/Educational Society, Arts & Culture/Educational/Education Society, Arts & Culture/Educational/Higher Education Society, Arts & Culture/Educational/Language Society, Arts & Culture/Travel & International/Other Languages  Podcast:VOA Special English (MP3 and Text)Author:www.voanews.com/specialenglishComment:Spoken in slower easier-to-understand English. Designed for people whose first language is not English. You can easily listen to the MP3 files and read the text online at http://www.manythings.org/voa/rss/ . ipod and iTunes users can see the complete text by accessing the DESCRIPTION. [http://feeds.feedburner.com/voa]Language:EnglishLocation:http://feeds.feedburner.com/voaClassification:Business, News & Finances/News Society, Arts & Culture/Educational/Audio Books Society, Arts & Culture/Educational/Education Comment:English Banana.com is a fun site for learners of English. We have helped millions of visitors from all around the world to learn English since 2002. Our site features free games, quizzes and downloads for learning and teaching English.Language:EnglishLocation:http://www.englishbanana.com/podcasts.xmlClassification:Society, Arts & Culture/Educational Society, Arts & Culture/Educational/Education Comment:Get your nerd on with Adam Santana's Awesome Vocabulary show. With tens of thousands of listeners it may be the biggest Amatuer Non-Profit Podcast out there. Learn some new words with Adam Santana and the subtle humor of his lo-fi educational podcast. Visit ReadPeace.com for other links to educational websites.Language:EnglishLocation:http://feeds.feedburner.com/AwesomeVocabularyClassification:Entertainment/Audio Blogs Society, Arts & Culture/Arts & Culture/Gender Issues Society, Arts & Culture/Educational/Education Author:Jay GoldsteinComment:Open your mind every Tuesday and Thursday with a fun 3 minute vocabulary lesson! Desmond teaches you smart words and how to use them to help you feel more intelligent and civilized.Language:EnglishLocation:http://www.yakkyakk.com/rss/102.r40001.xmlClassification:Society, Arts & Culture/Educational/Education  Podcast:Effortless English PodcastAuthor:AJ HogeComment:I will teach you to speak English easily and quickly using my Effortless English system. You can finally be a fantastic English speaker, not just a good English reader.Language:EnglishLocation:http://effortlessenglish.libsyn.com/rssClassification:Society, Arts & Culture/Educational/Education Podcast:podcastsinenglish.comAuthor:podcastsinenglishComment:Podcasts in English is for students/learners of English who want to improve their speaking and listening skills. The pie team have over 20 years of EFL (English as a Foreign Language) and ESL (English as a Second Language) teaching experience with the British Council in Asia, Africa and Europe. As well as the podcast listenings there are transcripts of the podcasts and worksheets which will provide comprehensive help for all four language skills to aid your learning.Language:EnglishLocation:http://www.podcastsinenglish.com/feedpierss.xmlClassification:Society, Arts & Culture/Educational/Education Podcast:Business English Study - great lessons for students & teachersAuthor:Business English StudyComment:Business English Study: Business English & Study MaterialLanguage:EnglishLocation:http://feeds.feedburner.com/CapitalEnglishPodClassification:Society, Arts & Culture/Educational/Education Podcast:Podcasts for English LearnersAuthor:phil sparkComment:Try these podcasts to help you improve your auditive skills in EnglishLanguage:EnglishLocation:http://podsforyou.podOmatic.com/rss2.xmlClassification:Society, Arts & Culture/Educational/Learning Podcast:ELT Podcast - Basic Conversations for EFL and ESLAuthor:Robert Chartrand and Bill PelloweComment:Theme-based conversations and language practice for students of English, such as EFL, ESL and ESOL, at a beginner level. The dialogs have two or more speakers. Read transcripts and listen to mp3 files.Language:EnglishLocation:http://www.eltpodcast.com/eltp.xmlClassification:Society, Arts & Culture/Educational/Audio Books Society, Arts & Culture/Educational/Education  Comment:English as a Second Language Podcast is for anyone who wants to improve their English speaking and listening skills.Language:EnglishLocation:http://feeds.feedburner.com/englishasasecondlanguagepodcastClassification:Society, Arts & Culture/Educational Society, Arts & Culture/Educational/Audio Books Society, Arts & Culture/Educational/Education Society, Arts & Culture/Educational/Language Society, Arts & Culture/Educational/Learning Podcast:Splendid SpeakingAuthor:Splendid SpeakingComment:Splendid Speaking supports advanced learners of English who want to develop their top-level speaking skills and communication strategies. Each podcast features a recording of non-native speakers of English carrying out short tasks individually or in pairs such as making presentations or taking part in discussions. Each recording contains expert feedback on the speaker's performance. Also, visit the Splendid Speaking website at splendidspeaking.com to subscribe to our newsletter which gives automatic access to transcripts of all podcasts. Students studying for IELTS, TOEFL, TOEIC, Cambridge CAE, CPE or BEC will find these recordings useful in preparation for their Speaking exam. We also publish a weekly task sheet giving you the chance to try a similar task and a daily quiz consisting of three colloquial expressions.Language:EnglishLocation:http://splendidspeaking.podOmatic.com/rss2.xmlClassification:Entertainment/Audio Blogs Society, Arts & Culture/Educational/Education Podcast:English Teacher John ShowAuthor:English Teacher JohnComment:A podcast for English learners. We speak in clear and easy-to-understand English so that learners at all levels can understand. Interesting features, idioms, slang, topical discussions, grammar, explanations, speaking practice and more. Transcripts for the WHAT'S UP? PODCAST are on the blog at our website (englishteacherjohn.com).Language:EnglishLocation:http://www.englishteacherjohn.com/rss/rss.xmlClassification:Society, Arts & Culture/Educational/Audio Books Society, Arts & Culture/Educational/Education  Podcast:Very Vocabulary: Learn English Words PodcastAuthor:ReadPeace.comComment:Very Vocabulary is one of the first and most famous Educational Podcasts available on iTunes. With tens of thousands of listeners it may be the biggest Amateur Non-Profit Podcast out there. Learn some new words and get your nerd on with Adam Santana and the subtle humor of his lo-fi educational podcast. Visit ReadPeace.com for other links to educational websites.Language:EnglishLocation:http://feeds.feedburner.com/veryvocabulary.xmlClassification:Society, Arts & Culture/Educational/Education Podcast:Better at English - Learn English - EFL ESL podcast! ListeningAuthor:Lori LinstruthComment:Learn English at Better at English! This is our podcasts-only feed.Language:EnglishLocation:http://feeds.feedburner.com/BetterAtEnglish/PodcastsOnlyClassification:Business, News & Finances/Business & Finances/Management Entertainment/Audio Blogs Society, Arts & Culture/Educational/Education Podcast:English with the TechtutorAuthor:Richard BlumComment:Welcome to English with the Techtutor. Improve your English listening and speaking skills.English practice with an American accent. Many of our listeners live far from a native English speaker. We use the Internet and computer technology to lessen that distance. Join the conversation! Keep talking ...English with an American Accent!Language:EnglishLocation:http://feeds.feedburner.com/EnglishWithTheTechtutorClassification:Society, Arts & Culture/Educational/Education Podcast:Jokes in EnglishAuthor:CKComment:Audio files with transcriptions for ESL/EFL students.Language:EnglishLocation:http://feeds.feedburner.com/eslClassification:Business, News & Finances/News Society, Arts & Culture/Educational  Podcast:Business English PodcastAuthor:Peter AtkinsonComment:Business English Pod has moved to a NEW website: www.BusinessEnglishPod.com To update your iTunes subscription, please click on the logo below (opens iTunes in a new window). Visit our new site at: www.BusinessEnglishPod.comLanguage:EnglishLocation:http://lkey.podomatic.com/rss2.xmlClassification:Business, News & Finances/Business & Finances/Management Society, Arts & Culture/Educational Society, Arts & Culture/Educational/Audio Books Society, Arts & Culture/Educational/Education Society, Arts & Culture/Educational/Language Society, Arts & Culture/Educational/Learning Podcast:Teach Yourself a Foreign LanguageAuthor:Claude CartagineseComment:This series of Podcasts is offered as an aid to those who are studying foreign languages on their own.Language:EnglishLocation:http://podlearner.podOmatic.com/rss2.xmlClassification:Society, Arts & Culture/Educational/Education Podcast:English Grammar HELP and Podcasts for the Inquisitive ESL Student: We're Interactive!Author:Jane HanserComment:Stop by our friendly HELP! Desk and learn a few do's and don't's of English grammar. At the HELP! Desk, English grammar is made easy to understand. Ask that question that you've needed an answer to in our interactive forum. Listen to an audio of a story written by an ESL student. All our examples are authentic student-generated language. Whether you are a native speaker or somebody learning English as a Second Language, whether you are a student or writing a business letter, we have the answers for you! Writing, grammar, communication, podcasts, audio stories, and more! We're open 24/7, and we're interactive. A new podcast every week.Language:EnglishLocation:http://www.eslhelpdesk.com/ESLHelpDesk.xmlClassification:Society, Arts & Culture/Educational/Education  Podcast:ESL Podcast - Previous EpisodesAuthor:Center for Educational DevelopmentComment:These are the old episodes of English as a Second Language Podcast from ESLPod.com. For the new episodes, please go to our other feed or visit our website. ESL Podcast is brought to you by Dr. Lucy Tse and Dr. Jeff McQuillan of the Center for Educational Development. (Note: Podcasts #2 - #11 are not yet available.)Language:EnglishLocation:http://www.eslpod.com/past.xmlClassification:Society, Arts & Culture/Educational/Languages Podcast:English Through StoriesAuthor:Center for Educational DevelopmentComment:English Through Stories is for intermediate and advanced learners of English who are looking for a fun, relaxing way to improve their speaking and listening skills. Each weekly podcast will be an episode of a drama or "soap opera," with romance, mystery, and sometimes...murder. Join the fun today and improve your English at the same time!Language:EnglishLocation:http://feeds.feedburner.com/etsClassification:Society, Arts & Culture/Educational Society, Arts & Culture/Educational/Education Society, Arts & Culture/Educational/Languages Other Podcast:Energy Smart News - Sponsored by Energy IndustriesAuthor:Energy Smart NewsComment:The Energy Smart News (ESN) brings you the latest news, topics, stories and information from the world of energy efficiency, efficient generation and renewable energy. Our goal is to raise the awareness, educate and promote energy efficiency in 15 minutes or less.Language:EnglishLocation:http://feeds.feedburner.com/energysmartnewsClassification:Business, News & Finances/Business & Finances/Management Business, News & Finances/News/News Computer & Technology/Science & Technology/Science and Technology Computer & Technology/Science & Technology/Technology Society, Arts & Culture/Educational/Education Appendix 3 Favorite Methodologies TC "Favorite Methodologies" \f C \l "2"  My favorite methodologies for beginners are: The Pimsleur Method Suggestopedia Total Physical Response (TPR) Teaching Proficiency through Reading and Storytelling (TPRS). I incorporate in my language study and teaching parts of each of these methods. Web Sites The easiest way to find out about these methods is to look them up on the Internet. Just go to  HYPERLINK "http://www.google.com" www.google.com and type the name of a method in the search box. Wikipedia offers excellent summaries. Be sure to visit the official site of the original creator. Here are some helpful web sites. The Pimsleur Method en.wikipedia.org/wiki/Pimsleur_language_learning_system www.pimsleur.com/ Suggestopedia en.wikipedia.org/wiki/Suggestopedia lozanov.hit.bg/ Total Physical Response (TPR) en.wikipedia.org/wiki/Total_physical_response www.tpr-world.com/ Teaching Proficiency through Reading and Storytelling (TPRS) en.wikipedia.org/wiki/TPRS www.blaineraytprs.com/ www.susangrosstprs.com/ www.benslavic.com/ Notes In the next few pages there are a few introductory notes on each method. The Pimsleur Method XE "Pimsleur Method"  (This text is from Simon and Shuster Publishers, http://www.pimsleur.com/) Principle of Anticipation XE "Principle of Anticipation"  The Principle of Anticipation requires you to "anticipate" a correct answer. Practically, what this means is that you must retrieve the answer from your own memory before it is confirmed in the lesson. It works as follows: The lesson will pose a challenge -- perhaps by asking you, in the new language: "Are you going to the movies today?" There will be a pause, and, drawing on information given previously, you will say: "No, I went yesterday." The instructor will then confirm your answer: "No, I went yesterday." Before Dr. Pimsleur created his teaching method, language courses were based instead on the principle of repetition. Teachers drummed words into the students' minds over and over, as if the mind were a record whose grooves wore deeper with repetition. However, neurophysiologists tell us that, on the contrary, simple and unchallenging repetition has a hypnotic, even dulling effect on the learning process. Eventually, the words being repeated will lose their meaning. Dr. Pimsleur discovered that learning accelerates when there is an "input/output" system of interaction, in which students receive information and then are asked to retrieve and use it. Graduated Interval Recall XE "Graduated Interval Recall"  Graduated Interval Recall is a complex name for a very simple theory about memory. No aspect of learning a foreign language is more important than memory, yet before Dr. Pimsleur's work, no one had explored more effective ways for building language memory. In his research, Dr. Pimsleur discovered how long students remembered new information and at what intervals they needed to be reminded of it. If reminded too soon or too late, they failed to retain the information. This discovery enabled him to create a schedule of exactly when and how the information should be reintroduced. Suppose you learn a new word. You tell yourself to remember it, but after five minutes you can't recall it. If you'd been reminded of it after five seconds, you probably would have remembered it for maybe a minute -- then you would have needed another reminder. Each time you are reminded, you remember the word longer than you did the time before. The intervals between reminders become longer and longer, until you eventually remember the word without being reminded at all. This program is designed to remind you of new information at the exact intervals where maximum retention takes place. Each time your memory begins to fade, you will be asked to recall the word. Through this powerful method, you progress from short-term to long-term memory without being aware of it, while avoiding the monotonous rote repetition used in traditional language courses. Core Vocabulary XE "Core Vocabulary"  The Principle of Anticipation and Graduated Interval Recall are the foundation of the Pimsleur Method, but there are other unique components that are also important. One is the theory of a core vocabulary. We have all been intimidated, when approaching a new language, by the sheer number of new words we must learn. But extensive research has shown that we actually need a comparatively limited number of words to be able to communicate effectively in any language. Language can be divided into two distinct categories: grammatical structures (function words) and concrete vocabulary (content words). By focusing on function words and enabling the student to comprehend and employ the structure of a new language, Dr. Pimsleur found that language learners were able to more readily put new knowledge to use. There are very few content words that are used every day. The essential core of a language involves function words, which tend to relate to human activities. Organic Learning XE "Organic Learning"  The Pimsleur Method centers around teaching, in the shortest time possible, functional mastery in understanding and speaking a language. You will be working on your vocabulary, grammar, and pronunciation all at once, while also learning phrases that have practical use in daily life. It has been said that language is primarily speech. With this concept in mind, Dr. Pimsleur created his language programs on audio because he knew that students of languages would learn better with their ears, not their eyes. This is achieved through what Dr. Pimsleur called "organic learning," which entails learning on several fronts at once. His system enables the student to learn grammar, vocabulary, and pronunciation in a natural and exciting way. This course is designed to teach you to understand and to speak the essential elements of your new language in a relatively short time. During each half-hour lesson, you will actually converse with two people, using the type of language spoken by educated citizens in their everyday business and social life. The program's unique method for presenting dialogue relieves you of most common learning problems. Suggestopedia XE "Suggestopedia"  Suggestopedia was created by Dr. Georgi Lozanov in Bulgaria in the 1970s and 80s. It has constantly evolved and improved over time. For many years accurate information about Suggestopedia was blocked from reaching the West. The result was considerable confusion about its methods. True Suggestopedia requires specially trained teachers and the careful coordination of many factors. Dr. Lozanov believes that you can not learn the method from a manual. One great thing about Suggestopedia, which you can immediately experience for yourself, is the peace which comes from quietly listening to a passage right after you have heard it while reading along. Try it. Just record yourself while you study a few words or a couple of sentences, then listen to your recording, maybe with your eyes closed. We agree with and use the following general principles taken from Suggestopedia, These principles apply to learning both vocabulary and grammar. Real long-term learning takes place over several days. The initial presentation of new material should be with the teacher reading the text out loud and the student reading the text silently while s/he listens. It is critical that the student see the text as well as hear it. Next the teacher reads the text a second time while the student listens. Students must sleep on the material overnight. New material must be reviewed the second day. After being reviewed the second day new material must be used with activation exercises. Activation exercises consist of all sorts of modern language exercises, activities, and games. All readings should be spoken as dramatically as possible. Full use should be made of songs and poems and actions. Total Physical Response (TPR) XE "Total Physical Response"  Total Physical Response (TPR) was invented by James J. Asher. See his book Learning Another Language Through Actions. In his book he describes how to do an entire course based on TPR. What follows is my adaptation of Ashers method. I do TPR with my beginners for 15 minutes a day. For us TPR is just one part of a program that contains other activities such as pronunciation practice, common phrases, grammar, songs, action rhymes, stories, and dialogues. Basic Directions Do three commands at a time. Say the first command and demonstrate how to do it. Do the same for the second and third commands. Repeat the commands and demonstrations for the first three items. Now say the commands and do not demonstrate how to do them. The students must do them by themselves. Check that they do them properly. Correct them. Go on to the next group of three commands and do the same process. After you do the second group of three commands, review the first group and the second group. After you do the third group, review the second and third groups, etc. Each session: Do about 9 new commands (3 groups of 3) per day. Review yesterdays commands. Review todays new commands. Ways to review: Do the action and have the students tell you the command. Have the students command you to do the actions. Have the students command each other. The best way to review old commands is to recombine them in fun new ways. Always give the students handouts with the days new commands printed and translated. Other Suggestions If there is space work with the whole class at the same time. One person can read the script while another person demonstrates. When you demonstrate stand on a chair, so everyone can see you. Whenever you say left or right, face the same direction as the students so your left and right are their left and right. In other words, turn your back to the students. Experiment with translating the command when you say it the first time. Many beginners want translation. They learn faster with it. (This is not pure TPR.) Experiment with having the students say the command as they do it. Then have them read it out loud. Or repeat the command and have the students repeat it out loud three times. This is necessary for third and fourth grade beginners who can not read. It usually takes 3 or 4 days for the students to completely learn a script. Teaching Proficiency Through Reading and Storytelling (TPRS)  XE "TPRS"  (This material is taken from the web site of Blaine Ray, the creator of TPRS. The address of his web site is www.blaineraytprs.com/.) Explanation of TPRS TPRS is changing the way many teachers go about teaching a foreign language today. Through TPRS teachers are finding they can teach the language holistically without having to teach grammar rules. Grammatical accuracy is taught but not in the traditional way through verb conjugations. Language is learned by understanding messages in the target language. That means language is picked up through comprehensible input. Input is listening and reading that is understood by the learner. We ensure the class is totally comprehensible. Also it must be repetitive and interesting. We teach the class an interesting story that is invented as the teacher asks students repetitive questions. Before teaching a story or even saying a sentence in the target language we need to establish meaning. We do that by translation or gesture. We mainly use translation since most gestures can have multiple interpretations and therefore the meaning isnt clear. With translation, the students understand the meaning of the words being taught. Whenever we use a phrase or words students dont understand, we have to establish meaning again usually by translating on the board. Now students are ready for storytelling. Here we use the three phrases that are on the board to ask a story. We start out with a problem. A boy/girl needs or wants something. We start asking questions using the phrases. If the phrase is wants to have, we will start asking questions using wants to have. Does the boy want to have an elephant? (Students respond yes or no. The teacher says that is right, the boy wants to have an elephant.) Now the detail has been established. Does the boy want to have an elephant or a gorilla? Does the boy want to have a gorilla? Does the boy want to have an elephant? Who wants to have an elephant? What does the boy want to have? Does the boy want to have an elephant? With this last question we have completed the circle. That is we are back to where we started. This powerful circling technique is used in TPRS to get lots of repetitions. It makes the class interesting because the teacher can answer each question differently. The story develops as the teacher continues to ask more questions. Each new detail adds new interest to the developing story. A story has 3 locations. Start at the first location and establish a problem. From add another character and other details. If the boy wants a tiger, you can ask for details about the tiger. Where is the tiger from? Is he big or little? What does the tiger do? Does the boy want a tiger from Kenya or Chile ? Does the boy want a small plastic tiger or a big yellow tiger? You could also have a girl who wants a small plastic gorilla from Tokyo . In your questions to the class you would compare the boy to the girl. Who wants a gorilla? What does the girl want? What does the boy want? Who wants a tiger? All of these questions establish details about the story. After you have established many details of the story you will then go to location two. There you will attempt to solve the problem but fail. Finally the story will move to the third location where the story is solved. Next you will have your students translate and discuss the extended reading of the story. You will now continue going back and forth between storytelling and reading. Appendix 4 Language Learning Preferences XE "Language Learning Preferences"  TC "Language Learning Preferences" \f C \l "2"  This questionnaire will help you identify how you study language best. Consider each question as an experiment which you do with yourself. Compare your answers with other students. Discuss them with your teachers. Force yourself to try out different approaches. Use the methods that work best for you. Some of your responses will change over time. Normally your language learning methods and focus change as you progress. Advanced students learn very differently from beginners. The right answer for most items is your individual preference. However, on a few items the research is very clear. They are marked with an (!). Stay balanced. If you feel strongly about a particular technique, pro or con, probably you should compensate with the complimentary techniques. For example, if you can not stand to handwrite words, you probably should do a lot of speaking out loud, mental visualization, and typing. Please take time to think about how these techniques might help you. This is not a questionnaire which you fill out and turn in. Your answers are only for you. Time of Day XE "Time of Day"  1) Do you prefer to study language __In the early morning __During the day __At night __Any time. It does not matter to me. 2) When are you most alert? __Before breakfast __During the morning __During the afternoon __After dinner at night 3) When is your mind quiet and able to concentrate on language? __Before breakfast __During the morning __During the afternoon __After dinner at night Environment XE "Environment"  4) Do you have a quiet place where you can study away from the TV and kids? __Yes __No 5) What methods do you use to block out distracting noise? __Shut the door or window. __Use ear plugs. __Wear noise protectors over ears. __Study next to a loud machine. __Turn on the washing machine. __Turn on mood music (ocean waves, waterfall). __Turn on the radio, the TV, and the CD at the same time so the sound in the room is complete confusion. __Other: 6) In the winter and spring is it warm enough to study in your room? __Yes __No 7) Do you know how to turn a blanket into a warm overcoat? __Yes __No 8) Do you have warm gloves to study with when it is cold? __Yes __No Furniture XE "Furniture"  9) Do you study __In bed __Sitting at a desk __On a couch __In an armchair __Standing up __Walking around __All of the above 10) Do you have a comfortable chair in which to sit at home? __Yes __No 11) Do you know how to turn a bed into an arm chair? __Yes __No 12) When sitting in your chair do you get physically restless after Circle one: 15 / 30 / 45 / 60 / 90 minutes 13) When you get restless do you switch positions or furniture? __Yes __No Session Length XE "Session Length"  14) Which works better for you? __One long study session a day. __Several short study sessions a day. __Many very short study sessions. 15) How long can most people work effectively on straight memorization? __20 minutes maximum (!) __Other: 16) How many minutes can you concentrate on language at one time? Circle one: 10/15/20/30/40/60/75/90 17) Does the length of time you can study in one session vary according to the time of day or how busy you are? __Yes __No 18) If you study too much one day, do you not study the next day? __Yes __No 19) If so, how much studying in one day is too much? __2 hours __3 hours __Other: 20) If you take a short break every 20 minutes, how long can you keep going? ____. 21) If you close your eyes and rest for 30 seconds every 5 minutes, how long can you keep going? ____. Activities XE "Activities"  22) When you start to get tired studying language, which is more important to do? __Change the topic. __Change the activity.(!) 23) Do you try to alternate activities form left brain to right brain? For example, do memorization, then sing a song. __Yes __No 24) Rearrange your materials so you work on several different activities for shorter times in the same session (i.e., reading, memorization, writing). Can you study longer or better? __Yes __No 25) Shorten the time for each activity down to two minutes. Maybe increase the number of activities. Can you study longer or better? __Yes __No 26) Which of the following activities do you use as a break between short memorization sessions? __Read dialogue __Study grammar manual __Work on grammar exercises __Write vocabulary words __Write /translate in foreign language __Do chores __Other: Music XE "Music"  27) Do you ever listen to music to help you study? __Yes __No 28) If so, what type? __Baroque instrumental music (lively Mozart). (!) __Other: Hours of Study XE "Hours of Study"  29) How many days a week do you study language on your own? ____ 30) How many hours a week do you study language on your own? ____ 31) Put an x where you are in the following table? Study Language after class less then 30 min a dayStudy Language after class more than 30 min a dayTalk to people in their native language less than 30 min a dayTalk to people in their native language more than 30 min a dayWalking XE "Walking"  32) Do you carry vocabulary flash cards or short word lists in your pocket or purse to study while you are walking or waiting? __Yes __No 33) Before you walk out the door in the morning do you sing a song to yourself in the foreign language so it will play in your mind while you walk? __Yes __No 34) As you walk along and hear thoughts run through your mind, do you try to translate them? __Yes __No 35) Do you take some language materials to work to study when possible? __Yes __No Grammar XE "Grammar"  36) Regarding grammar rules, do you __Like to figure them out. __Prefer to be told them. 37) When a question comes up in the readings naturally, do you stop and look up the answer in the grammar tables or grammar reference book? __Yes (!) __No 38) Have you tabbed the grammar tables and the grammar reference book for fast lookup? __Yes __No 39) Do you associate grammar rules with grammar in other languages which you know? __Yes __No 40) Which helps you more? __To hear it explained one more time. __To practice with activities. 41) When you study the grammar for a particular part of speech, do you __Do the related exercises. __Study the related vocabulary. __Look at the related grammar chart. Vocabulary XE "Vocabulary"  42) Do you like to learn __Words __Sentences or phrases that use the word __Both 43) Which of the following strategies do you use to minimize looking words up in a dictionary? __Ask other people the meaning. __Study word lists which have the words already translated. __Write the word down when you look it up so two minutes later you don't have to look it up again. __Master first the few key words which occur in every sentence: pronouns, prepositions, adverbs, conjunctions, articles, and common adjectives. __Concentrate on learning first the most frequently used words. __Initially study bilingual (translated) materials. __Learn the common prefixes and suffixes so you can figure out some words. __Study the dictionary, 1 page a day (just the word families). 44) Which of the following frequent word lists do you know about and use? __The 1,000 most frequent words. __The Voice of America Special English list of 1,500 key words. __The Oxford Picture Dictionary list of 2,800 everyday words. __Macmillan Learners Dictionary list of 7,500 key words. 45) Have you tabbed your dictionary for fast lookup? __Yes __No 46) Do you learn words __By part of speech (helps you make sentences) __Alphabetically (helps you see word families and cognates) __Both 47) When you learn a new word do you first say it out loud twice and check your pronunciation? __Yes (!) __No 48) When you learn a new word do you __Look at it for at least 5 seconds (!) __ Try to see it in your mind __Force yourself to spell it verbally without looking. 49) When you learn a new word do you write it down at least once at some point? __Yes __No 50) To learn new words do you use __Flashcards __Word lists __Write on hand __Force yourself to keep looking them up __ Other: 51) Do you use some system to mark off or separate out the words on your list which you have learned so you can concentrate on the words you do not know? __Yes (!) __No 52) Which way is easier to learn words first? __Foreign to English (!) __English to foreign 53) Should you always study words both ways? __Yes (!) __No 54) Do you relate new words to words you know in other languages? (See the Borrowed Words list). __Yes __No 55) Do you make mnemonics for difficult words when obvious? __Yes __No 56) Do you write out difficult words several times? __Yes __No 57) Do you make sample sentences for difficult words? __Yes __No 58) If so, do you sometimes __Use English sentences with just the word in the foreign language. __Just make word pairs (noun verb, adjective noun, preposition noun). 59) When you learn a new verb or noun do you conjugate it or decline it? __Yes __No 60) When you learn a new word do you explore its __Synonyms / antonyms __Word family (n, v, adj, adv forms) __Prefix/Suffix variations __Cognates (share same root) __Related words (in same context) __Etymology (origin) 61) Do you try to use new words in a real conversation as soon as possible? __Yes (!) __No 62) Which new words do you remember better? __Expressions from phrases and dialogues. __Facts from real life articles. 63) For vocabulary practice do you ever __Connect several new words into a one paragraph story. __Write topic sentences for each paragraph using the new words in it. __Double translate and compare your version to the original. Echo XE "Echo"  64) How long after you study a word or sentence or conjugation does it take before you hear it echo in your mind? __15 seconds __30 seconds __ Other: 65A) How many words can you learn at one time before the echo stops occurring for any of the words? Circle one: 1, 2, 3, 4, 5, 6 65B) How about sentences or conjugations? ______ 66) When you hear the echo do you try to say the word or sentence in your mind and then correct yourself if necessary? __Yes __No Review XE "Review"  67) What is the maximum number of separate items most people can remember at one time? __7 (!) 68) When learning a list of words do you break them up into groups of 3-7 words? __Yes (!) __No 69) Do you try to review at the optimal times for retention? (5 seconds, 25 seconds, 2 minutes, 10 minutes, 1 hour, 5 hours, 1 day, 5 days, 5 weeks). __Yes (!) __No 70) When you review words, do you __Just repeat them __Ask yourself what the word for - is (!) 71A) How many separate times do most American students have to see a new word before they remember it? __14 (!) 71B) How about you? ____ 72) How many days in a row do you have to see a new word before you know it? Circle one: 1 / 2 / 3 / 4 / 5 73) What is your review ratio, old words to new words. 5:1 means each day you review 5 old words for every 1 new word you learn? The first number should be the number of days in the previous question. ___:___ 74) Which is more efficient and effective for you? __Review yesterday's old material then study today's new material. __Study today's new material, review yesterday's old material, then review today's new material. 75) Do you try to review before you go to sleep and/or after you wake up? __Yes __No 76) Do you try to study before you do chores or exercise or walk to work so you can review while you work? __Yes __No 77) Would you say that you __Forget words and grammar rules quickly. __Never really learn them permanently in the first place. 78) Do you know the difference between short term memory and long term memory? __Yes __No 79) Do you have a photographic memory? __Yes __No Routines XE "Routines"  80) How do you get started studying? What are your personal warm up methods? __I start with what I like doing most. __I promise myself I will only study for x minutes and stick to it. __I remind myself that I will take a break after every x minutes. __Other: 81) Do you have a regular study routine which works for you? __Yes (!) __No Study Materials XE "Study Materials"  82) Do you hole punch your books and tie them with string so that they will fold back and lie flat? __Yes __No 83) Have you unbound the course manuals and rebound the chapters into sections that are right for you? __Yes __No 84) If so, which components have you separated out for quick access? __Grammar tables __Irregular verbs __Sample sentences __Dialogues __Other: 85) Are your study topics light enough to hold comfortably in your hand when you study in bed or in an arm chair? __Yes __No 86) Do you have your materials divided into separate packets so you do not have to look up any materials? __Yes __No 87) Do you leave your language materials ready to begin studying? __Yes __No 88) Do you have your materials arranged in exactly the order in which you want to study them? __Yes __No 89) Do you leave each of your materials open to the page you want to start on? __Yes __No 90) Do you use post-it notes or paper clips to mark where you stopped on the page, so you can go right to where to begin? __Yes __No 91) Do you hang up photocopies of verb charts or word lists on your walls? __Yes __No Lesson Plan XE "Lesson Plan"  92) Which is more useful for you? __Preview the material before class. __Review the material after class. __Both 93) When you study on your own, do you study __The same way as you do for class. __Completely differently. 94) In your study sessions is it better for you to do __A little of a lot. __A lot of a little. 95) When studying language which produces more learning for you? __More is more. __Less is more. 96) At this point what percentage of your study time do you try to spend on each of the following topics? Pronunciation: Grammar: Vocabulary: Usage: 97) Which of the following activities do you include in your study sessions? __Study grammar __Do workbook exercises __Work on vocabulary __Develop listening skills __Do dialogues __Sing songs __Other: 98) Do you prefer to __A) Focus on one grammar topic at a time for several days and cover it completely. (Maximizes understanding) __B) Try to cycle through all the grammar topics quickly, advancing a little at a time on each one. (Maximizes review and associations)  99) How long does it take you to cycle through all the topics which you want to cover? __A day __A week __A month 100) There are two basic ways to do lesson plans. Which way do you prefer? __Different activities on one topic. (This is elegant and reinforces the vocabulary and grammar- but it requires a creative custom-made integrated lesson plan for each session.) __Different activities on different topics. (This is quicker, simpler, and more flexible. It is the way most materials are set up.) __It doesn't matter to me. Either or both. 101) What are the topics you want to cover in your language sessions? Check them off below. Grammar and Vocabulary Verb moods and tenses regular irregular non-active Nouns Declensions Endings for Pl/sing def/indef for M/F nouns Adjectives, grammar synonyms & antonyms singular plural forms Adverbs by type Prepositions Pronouns Clitics Conjunctions Situations Dialogues in Manual Phrase Book Special Dialogues Wishes Other: 102) Do you have standard routines which you do with each different type of material you study? __Yes __No 103) When you finish studying after a session do you say to yourself __Wow, I learned a lot. __Finally I did it the right way. __I want to do more. __I have a headache. __Other: Reading XE "Reading"  104) What type of literature do you like to read in a foreign language? __Useful Expressions __Dialogues __Children's Stories __Jokes __Proverbs __Idioms __Poems __Songs __Biographies __Articles __Newspapers __Magazines __Books __Other: 105) Do you believe in __Translation __No translation __It depends on the level. __Translation is useful when you study alone. 106) When you read a story or article, do you __Figure out the pronunciation, vocabulary, and grammar of each sentence before going on. __Ask yourself questions as you go. __Retell it afterwards. Listening XE "Listening"  107) Do you listen to language materials on a tape recorder, CD player, IPod, or computer? __Yes __No 108) If so, do you listen to language materials __While exercising __While doing chores __While resting __While traveling (bus, car) __While walking 109) Do you speak out loud parts of your lesson when you are studying and record yourself, so with no extra effort you have your own materials to listen to for review? __Yes __No 110) Do you realize that you probably have a free digital tape recorder built into your PC? (Click on all programs / accessories / entertainment / sound recorder or Windows Movie Maker.) __Yes __No 111) Do you record parts of your class to review at home? __Yes __No 112) Do you know what materials are available free from your teachers for listening which have already been recorded? __Yes __No Songs XE "Songs"  113) How do you make use of rhythm, rhyme, and melody to remember? __Sing songs __Recite poems __Learn proverbs 114) Do you get songs from the Internet, translate the words you don't know, and sing them? __Yes __No 115) When you hear a phrase, do you start singing a song that contains it? __Yes __No TV / Video XE "TV / Video"  116) Do you watch TV or video programs in a foreign language? __Yes __No 117) If so, what type of programs do you watch on TV or video? __Cartoons __Soap Operas __Quiz Shows __Documentaries __Movies __News __Other: 118) Do the programs you watch contain __Loud and strong intonation. __Dramatic gesture and body language or miming. __Clear facial expressions. 119) When you watch a TV program in a foreign language do you __Listen for words that you know. __Listen to pronunciation. __Write down words that you see that you don't know. __Figure out usage rules from what you hear. __Echo phrases you like which you hear often. __Other: 120) Is it more helpful for you to watch __With subtitles. __Without subtitles. 121) Which combination do you prefer? __Foreign speech, foreign subtitles. .__Foreign speech, English subtitles. __English speech, foreign subtitles. 122) Do you ever watch a DVD with subtitles several times, first one way, then the other? __Yes __No Conversation XE "Conversation"  123) Personally when you are with someone do you prefer to __Talk __Listen 124) Linguistically which is easier for you to do when communicating in a foreign language with someone? __Talk __Listen 125) Which of the following conversation starters do you use? __Proverbs __Songs __Jokes __Total Physical Response scripts __Other: Ability XE "Ability"  126) Does learning a foreign language come easily to you? __Yes __No __Don't know. This is the first time. 127) Do you "get it" pretty much just by paying attention and participating in class or do you have to study hard on your own? __Class is enough. __Have to study a lot on my own too. 128) When it comes to learning language which describes you? __I am a self-starter. __I need to be pushed by my teacher. 129) Do you feel you know how to learn a foreign language? __Yes __No __There is always more to learn. __I'm searching for the silver bullet. 130) Is your language mind a bucket or a hose? __Bucket. I retain language easily. __Hose. As soon as the pressure goes off and I stop reviewing, I forget everything. 131) If you are over 49, have you read the suggestions from the Peace Corps on learning language for older students? __Yes __No Learning Style XE "Learning Style"  132) Is your personal approach to learning language through __Literature __Grammar __Conversation __Other: __All of the above 133) Do you prefer to learn language by __Listening __Talking __Writing __Reading __Doing Exercises __Other: __All of the above 134) Which is your preferred access method? (How do you recall information?) __Audio ( I try to hear it) __Visual (I try to see it) __Kinesthetic (I try to do it) 135) Which learning activities do you prefer? __Right brain (songs, poems, pictures) __Left brain (word lists, grammar rules) __Both 136) Do you prefer to __Analyze (Figure out sentences) __Synthesize (Make up sentences) 137) *Do you learn by __Watching and Listening (reflective observation) __Thinking (abstract conceptualization) __Doing (active experimentation) __Feeling (concrete experience) 138) *Would you describe yourself as __An imaginative learner __An abstract learner __A common sense learner __A dynamic learner *See the chapters on learning styles in the Peace Corps TEFL Handbook. Motivation XE "Motivation"  139) What are some of your motivations for learning a foreign language? __Learning the language is required. __Knowing the language is necessary for my work. __No one speaks my native language where I am going. __It is fun to talk with people in their language. __I want to get to know the people I live with. __I want to show respect for the people and their culture by at least saying common expressions in their language. __I need this language for graduate school. __This language will help me later in my career. __My girlfriend / boyfriend speaks the language. __I want to prove to myself I can learn a foreign language. __I want to test my theories for teaching / learning language. __I enjoy exploring the relationships between languages. __I like doing what I am good at. __Studying a foreign language gives me something useful to do when I am bored. __Conjugating verbs and declining nouns correctly is satisfying. __Flipping flash cards keeps my fingers busy. __The language holds my memories. When I study it I remember things that happened. __I can learn a language easily enough so why not? __Other: New Research XE "New Research"  140) Have you seen any of the recent magazine articles on the connection between exercise and memory? __Yes __No 141) Are you following the research on which foods help you remember? __Yes __No 142) Have you heard about the special new recordings designed to help you concentrate and remember? They use binaural pulse and other high tech methods to entrain your brain at optimal frequencies for studying. __Yes __No Final Thought XE "Final Thought"  143) Many keys to learning are embedded in the structure of song. If you want to learn how to remember, study the organization of traditional childrens songs. What do you notice? Appendix 5 Working With Tables  XE "Tables"  TC "Working With Tables" \f C \l "2"  Start a new page. Add one blank line. Create a table Go to the main menu bar. Click on the Table menu. Click on Insert. Then click on Table. Set the columns to 3 and the rows to 4. Click on OK. Delete a table Click somewhere in the table. Click on the Table menu. Click on Select. Click on Table. Click on Delete. Click on Table. Click on Undo to get it back. Make a header Type Name, Age, Sex at the top of the columns. To go to another column, press the right arrow or the left arrow. Select the whole top row. Click on Bold and Center. The header row now looks professional. It is bolded and centered. Type data Put the names of 3 students in the first column. Put the students ages in the second column. Put male or female in the third column. Center some data Select the age and sex data. Click Center. This looks better. Add a row Click on Table. Klikoni mbi Table. Click on Insert row above or Click on Insert row below. To add multiple rows, first select as many rows as you want to add. Delete a row Select it or click on it. Click on Table. Click on Delete. Click on Row. To delete several rows, select them before you click on Table/Delete/ Row. Add a column Click on Table. Klikoni mbi Table. Click on Insert Column to Right or Click on Insert Column to Left. To add multiple columns, first select as many columns as you want to add. Delete a column Select it or click on it. Click on Table. Click on Delete. Click on Column. To delete several columns, select them before you click on Table/Delete/ Column. Convert table to text Click on Table. Click on Select table. Click on Convert. Click on Convert table to text. Click OK. Convert text to table Select the text. Click on Table. Click on Convert. Click on Convert text to table. Click OK. Hide the grid Click on table properties. Clik at the bottom on borders and shading Click on the borders tab. Click on the None box. Click OK. Sort the table by a single variable Click somewhere in the table. Go to the main menu. Click on the Table menu. Click on Select Table. Click on Sort. Click on My list has header row or My list has no header row. Choose the column to sort. Choose Ascending or descending. Click OK. Sort the table by several variables Suppose you want to see the girls first then the boys, then you want to see the girls and the boys by age oldest to youngest, and then within each age you want to see the names alphabetically. Click on Header Row at the bottom. First sort by Sex in ascending order. Then sort by Age in descending order. Then sort by name in ascending order. Split a table Click where you want to split the table. Click on Table. Click on Split table. Join two similar tables Just delete the blank lines between them. Appendix 6 Printing Techniques XE "Printing Techniques"   TC "Printing Techniques" \f C \l "2"  Introduction A handout, as used in this manual, means one sheet of paper printed on both sides, and folded in half so that it contains four normal pages reduced in size. Its advantages are that it is easy to print and it needs no collating or stapling. It is so cheap to make that if a student steals it, you have not lost very much. You can afford to give some of them away. A booklet, as used in this manual, means a half page book with the pages nestled. It uses what is called saddle stitch binding. The name refers to the fact that after being stapled or sewn in the middle at the crease, the nestled pages look like the legs of a person sitting on a saddle. A booklet normally contains a maximum of 64 half pages on 16 sheets of paper. The number of pages is always a multiple of four. Booklets look professional and they are very convenient to use. However, it takes a lot of time and money to make a set of booklets for a classroom and they get stolen. For that reason in general do not use them. Instead turn each four pages of your booklet into a separate handout. The only booklets you should make are for handouts that are used over and over all the time. One such booklet is the song book. Another is the collection of word lists to be learned. The easiest way to produce a booklet is to take the staples out of an existing booklet and photocopy it exactly the way the pages appear in the book. If you print your own booklets from your computer, you need to follow the instructions in this manual. Frank H. Adams, Peace Corps Volunteer, Regional World Languages Boarding School 7, Khonka, Khorezm, Uzbekistan March, 2005 Saving Money on Printing XE "Saving Money on Printing"  Here are techniques for cutting desktop printing costs for handouts and booklets, assuming you have a computer. Paper 1) Buy good paper from the vendor who will sell it to you at the lowest price. Compare prices. 2) Buy enough paper at the low price so you do not run out before you can get back. Printer 1) Use a laser printer rather than an ink jet printer. You will be able to print 16 times as much for the same cost on a laser printer. If you have an ink jet printer, print only one copy and photocopy it. 2) Get a quantity discount rate on cartridge refills. 3) Print in economode. Economode cuts ink costs by 33%. Look for Economode under Properties on the print screen. Format 1) Format text in at least two columns per page. 2) Print in small point type. The easiest way to do this is to print 2 normal pages per page. 3) After being compressed, Ariel 10 point reads better than New Times Roman 11 point and takes 7% less space. Printing on the Back Side Most printing problems occur when you print the back side. To reduce costly printer errors (reruns) and save time: 1) If you print pages of a book on the back side, do multiple copies of both sides of only one sheet at a time and collate by hand. Or do only one book, 20 pages at a time. That way you minimize the damage from skips. 2) Some handout books can be printed 2 pages per page on the front side. Dont print on the back side. Handouts In general, print 4-page, two-sided handouts on one sheet, which is folded. They dont need to be collated or stapled. Booklets Make booklets for key handouts that are used over and over such as songbooks and word lists. Small booklets are much easier to pass out and collect, much easier to file and retrieve, and much cheaper to make than many individual handouts. They do not get lost or wear out. And they look professional. Booklets with 7 to 14 sheets of paper feel right and staple easily. Collating Have your students collate the books they use in class for free. The goal is to make 35 books in ten minutes. Print the pages ahead of time. Each student collates one booklet and brings it to you to staple. Another teacher or a serious student inspects the books before they are handed to you to make sure the odd-numbered pages are in the right sequence (1,3,5,7,9). Handouts 1) Reuse the handouts for the next class. 2) Pass out one handout per two students. (In Uzbekistan two students sit at a desk). 3) Where feasible, instead of making multiple copies of each page of a book, peach pair of students gets a separate page to work on.earn.l of the 3000 words I teach.y haass out just one copy of every page; each pair of students gets a separate page to work on. Next class they work on a different page. This way you only make one copy of the book. 4) Instead of giving students handouts to take home, make them copy them in class. Or let them take the handout home for one week. If they dont bring it back, they dont get the next one. 5) Instead of passing out whole pages, pass out cards containing part of a full page of information. (To make flashcards simply convert text to 20 point size and then select the print option to print eight pages per side of paper.) 6) In a work-station class design, you only need four or five handouts per station. Each station has a different activity. Students rotate between stations. Scanner 1) A $100 scanner will pay for itself in one month. In ten minutes a scanner with OCR can do a week of typing. 2) When scanning text, convert to ASCI rather than print as a picture where feasible. Photocopying Make your own photocopies with your own photocopier or with a scanner and your computer, rather than use a commercial photocopier. Discourage Theft. 1) In general use 1-sheet handouts rather than booklets. 2) Count out just enough handouts for the class. Dont just hand students a wad of handouts to pass out. 3) Collect handouts before the next activity. 4) Give each student in a class one or two pages of the book and make them share. There is no book to steal, the students each already have part of the book, and the only way for them to get the rest of the book is to swap their pages or cards with each other. 5) Tape key handouts on a wall (Oxford Picture Dictionary). 6 Have one set in your office for students to use. 7) Any student caught taking a handout has to pay a set fine. 8) Absolutely refuse to replace for free lost or left-at-home handouts. 9) Offer to sell your handouts at cost to any student who wants them. 10) Never pass out your originals; always give the students copies. Costs The actual cost of a two sided handout is 22 som: 8 som for the page of paper, 4 som per side for the ink, 1.5 som per side for a new drum every 20,000 sides & 1.5 som per side for the cartridge (lasts 40,000 sides). Currently (3/2005) a ream of paper (500 sheets) costs $4.00 in the cities. To refill a printer cartridge with ink costs $7.50. Offset Printing If you have more than 1,000 copies to make, consider using a commercial offset printer. Half-Page Booklet XE "Half-Page Booklet"  Production Tips Explore Your Photocopier or Printer First get pages 1 and 2 to print right, back to back. The key thing to get straight right off is how to insert the paper into your copier when you turn it over to do the back side, and which side of each master is the top side. Follow the chart (model) attached. Notice that the pages switch (criss-cross) from top to bottom. Do A Full Test Run Produce one booklet to make sure you have the whole process right. Do all the steps. Print the pages, collate, check the page sequence, staple the booklet, and fold it. Copy One Page At A Time To reduce errors, do one side of a sheet of paper at a time. Make as many copies as you need of the front side of the first page (master 1). Then set that stack of paper aside to cool off and flatten out while you print the front sides of the rest of the pages (masters 3/5/7 etc.) After several hours turn the odd page stacks over and do the back sides, 2, 4, 6, etc. Keep the model next to the photocopier. Follow it. Check each stack. Check that the pages are in the right sequence. Check that the back side is not upside down. Check that the back side is coming out straight. Check that the ink is not smudged. Check that you have not run out of toner. Remove any blanks (double feeds). Collate Lay the stacks out in ascending order on a long table. You can put the stacks in separate piles, but it takes less space if you overlap them like this: 1/3/5, etc. Low odd pages (front sides) should be topmost. Collate from high to low (from right to left). Take the next page with your left hand and put it on top of the pile of papers in your right hand. Check Check each book after you collate it and before you staple it. Odd pages (1,3,5) should be on the front, even pages (2,4,6) should be on the back. Flip through the pages, back to front; they should go 28/26/24, etc. Are there any duplicates? Are both sides printed? Staple Or Stitch Fold just the cover so you know where the middle line is and then unfold it so it lies flat on top of the other sheets. Staple the booklet two or three times in the spine at the fold. Notice that the staples come out about 1/16 inch behind the front of the stapler. Stapling works much better if the sheets are flat (not folded). Long arm staplers cost $15 in Tashkent. They use standard #100 staples. You can use a regular stapler by just folding the back half of the book in half. The crease that results will straighten itself out in a day or two. Or, take the books to your local cobbler and have him stitch up the middle with white thread. Pay him 50 sum per book. This works great. Fold Fold the book in half after it has been stapled or stitched. Press down firmly and make a sharp crease. Tape For extra protection, students can put a strip of 2 inch wide scotch tape over the staples along the folded edge. You can also put scotch tape over the front and back covers. Vertical strips are easier than horizontal. Models For Printing XE "Models For Printing"  Half-Page Books First: Add blank pages so total number of pages is evenly divisible by 4. Model Scheme: sheets/pages Front side: left, right Back side: left, right At bottom of column: All front sides. All back sides (in reverse order). To Check Model: 1) Numbers cris-cross. One series descends, one series ascends. 2) Bottom pair goes like 2,3 or 4,5. Note: Printing sequence of all reverse sides (even pages) goes in reverse order (bottom up).1/4 4,1 2,3 4,1 2,3 2/8 8,1 2,7 6,3 4,5 8,1,6,3 4,5,2,7 3/12 12,1 2,11 10,3 4,9 8,5 6,7 12,1,10,3,8,5 6,7,4,9,2,11 4/16 16,1 2,15 14,3 4,13 12,5 6,11 10,7 8,9 16,1,14,3,12,5,10,7 8,9,6,11,4,13,2,155/20 20,1 2,19 18,3 4,17 16,5 6,15 14,7 8,13 12,9 10,11 20,1,18,3,16,5,14,7,12,9 10,11,8,13,6,15,4,17,2,19 6/24 24,1 2,23 22,3 4,21 20,5 6,19 18,7 8,17 16,9 10,15 14,11 12,13 24,1,22,3,20,5,18,7,16,9,14,11 12,13,10,15,8,17,6,19,4,21,2,237/28 28,1 2,27 26,3 4,25 24,5 6,23 22,7 8,21 20,9 10,19 18,11 12,17 16,13 14,15 28,1,26,3,24,5,22,7,20,9,18,11,16,13 14,15,12,17,10,19,8,21,6,23,4,25,2,278/32 32 1 2 31 30 3 4 29 28 5 6 27 26 7 8 25 24 9 10 23 22 11 12 21 20 13 14 19 18 15 16 17 32,1,30,3,28,5,26,7,24,9,22,11,20,13,18,15 16,17,14,19,12,21,10,23,8,25,6,27,4,29,2,31 9/36 36,1 2,35 34,3 4,33 32,5 6,31 30,7 8,29 28,9 10,27 26,11 12,25 24,13 14,23 22,15 16,21 20,17 18,19 36,1,34,3,32,5,30,7,28,9,26,11,24,13,22,15, 20,17 18,19,16,21,14,23,12,25,10,27,8,29,6,31,4,33,2,35 10/40 40,1 2,39 38,3 4,37 36,5 6,35 34,7 8,33 32,9 10,31 30,11 12,29 28,13 14,27 26,15 16,25 24,17 18,23 22,19 20,21 40,1,38,3,36,5,34,7,32,9,30,11,28,13,26,15,24,17,22,19 20,21,18,23,16,25,14,27,12,29,10,31,8,33,6,35,4,37,2,3911/44 44,1 2,43 42,3 4,41 40,5 6,39 38,7 8,37 36,9 10,35 34,11 12,33 32,13 14,31 30,15 16,29 28,17 18,27 26,19 20,25 24,21 22,23 44,1,42,3,40,5,38,7,36,9,34,11,32,13,30,15,28,17,26,19,24,21 22,23,20,25,18,27,16,29,14,31,12,33,10,35,8,37,6,39,4,41,2,43 12/48 48,1 2,47 46,3 4,45 44,5 6,43 42,7 8,41 40,9 10,39 38,11 12,37 36,13 14,35 34,15 16,33 32,17 18,31 30,19 20,29 28,21 22,27 26,23 24,25 48,1,46,3,44,5,42,7,40,9,38,11,36,13,34,15,32,17,30,19,28,21,26,23 24,25,22,27,20,29,18,31,16,33,14,35,12,37,10,39,8,41,6,43,4,45,2,4713/52 52,1 2,51 50,3 4,49 48,5 6,47 46,7 8,45 44,9 10,43 42,11 12,41 40,13 14,39 38,15 16,37 36,17 18,35 34,19 20,33 32,21 22,31 30,23 24,29 28,25 26,27 52,1,50,3,48,5,46,7,44,9,42,11,40,13,38,15,36,17,34,19,32,21,30,23,28,25 26,27,24,29,22,31,2033,18,35,16,37,14,39,12,41,10,43,8,45,6,47,4,49,2,5114/56 56,1 2,55 54,3 4,53 52,5 6,51 50,7 8,49 48,9 10,47 46,11 12,45 44,13 14,43 42,15 16,41 40,17 18,39 38,19 20,37 36,21 22,35 34,23 24,33 32,25 26,31 30,27 28,29 56,1,54,3,52,5,50,7,48,9,46,11,44,13,42,15,40,17,38,19,36,21,34,23,32,25,30,27 28,29,26,31,24,33,22,35,20,37,18,39,16,41,14,43,12,45,10,47,8, 49,6,51,4,53,2,55 15/60 60,1 2,59 58,3 4,57 56,5 6,55 54,7 8,53 52,9 10,51 50,11 12,49 48,13 14,47 46,15 16,45 44,17 18,43 42,19 20,41 40,21 22,39 38,23 24,37 36,25 26,35 34,27 28,33 32,29 30,31 60,1,58,3,56,5,54,7,52,9,50,11,48,13,46,15,44,17,42,19,40,21,38,23,36,25,34,27,32,29 30,31,28,33,26,35,24,37,22,39,20,41,18,43,16,45,14,47,12,49,10,51,8,53,6,55,4,57,2,59 Notes On Printing (These lecture notes on printing were prepared for university student English teachers in Elbasan, Albania, in 2009.) What is the most expensive part of printing, the ink (toner) or the paper? The ink. How much does a new printer cartridge cost in Albania? $90. How many sides will a printer cartridge print? 3000 sides. How much does it cost for ink (toner) to print a sheet of paper on one side? Three lek or three cents. How many sheets are there in a ream of paper? 500. How much does a ream of paper cost? Five dollars. How much does a sheet of paper cost? One cent. How much does it cost for paper and ink to print one side of a sheet of paper? Four cents. How much does it cost to print one page at a photocopy store in Elbasan? 2 cents. Which is cheaper, to print yourself or to use a photocopy store? How do you save money on toner? Turn toner saver on. Dont print photographs. Never print color photographs. Compare prices for cartridges at different stores. Maybe buy compatible cartridges rather than cartridges made by the original manufacturer. Sometimes you may be able to refill cartridges yourself. How do you save money on paper? Print on both sides of the paper. Print in two columns. Use small type, size 10 or 11. Print two pages per page. Compare prices between different stores. Buy in quantity. What is wrong with buying cheap paper? There are little pieces of glass and rock in cheap paper. They scratch the drum on your printer cartridge and ruin it. You have to buy a new cartridge. How many pieces of cheap paper does it take to ruin a drum? One. Write the page sequence below for printing one sheet of paper with 4 pages on it. LeftRightFront41Back23 Write the page sequence below for printing two sheets of paper with 8 pages on it. LeftRightFront81Back27Front63Back45 Where do most printing errors occur, on the front side or on the back side? On the back side. Name three types of errors which the printer makes. Skips Jams doubles. How do you minimize the damage done by printer skips, jams, and doubles? Collate by hand. ( Collate means to gather in sequence.) List two ways to minimize human error. Follow a written checklist. Do a test run for one copy. Go through all the steps. What is true about the page numbers in every book in the Western world? The numbers on the front sides of the pages go 1,3,5. They are odd. The numbers on the back sides of the pages go 2,4,6. They are even. Where is the table of contents, at the front of the book or at the back? At the front? What does a table of contents show? It shows the topics in the order in which they appear in the book, by page number. Where is the index, at the front of a book or at the back? At the back? What does an index show? It shows the topics in alphabetical order. Appendix 7 Making Films XE "Making Films"  TC "Making Films" \f C \l "2"  Recording Your Lessons XE "Recording Your Lessons"  With a web camera ($55) and a laptop or desktop computer and a headset microphone ($10) you can record your classes and store them on CDs. Why would you want to do this? So that students who miss class can watch the class and make up their absence. So people after you can see how you taught. So you can edit a five minute demo of your best techniques to share with other volunteers or to show at teacher trainings. So with no effort at all you can leave behind a complete course that anyone can watch for free. (Sustainability). So that you can watch yourself teach and improve your delivery. So your family and friends (and future employers) can see you in action. And so students who wishcan review the lesson. Here are some points on filming yourself as you teach. I use a state of the art Logitec web cam (Professional 5000). This follows you around automatically as you move. To get perfect sound, talk into a headset microphone. I use a Logitec USB headset microphone because it has a 6 foot extension which lets me move around. My hands are free for gestures. If necessary, you can also use a professional audio microphone with a 16 foot cable and a computer adaptor. You can also use a directional microphone pointed towards yourself. This will work much better than a headset microphone if you have to talk loudly to be heard. If you want to record the students as well as yourself, you need to use an omni-directional microphone. My laptop computer is on a chair right in front of me. The screen faces me so I can monitor the filming as I face the students and talk to them. The web camera has a long cord and can be put anywhere that works. It does not need to be on the computer. It can go on a chair or on a table. I place it about 6 feet in front of me. There is no tripod and no one needs to operate the camera. Before class I set up a folder where the movies are automatically stored and numbered. I turn the recording off whenever an exercise starts and turn it back on when I start to talk again. Each on/off session is a different file in the folder for one class. Plug in the web cam and microphone before you turn on the computer. Use an extension cord and the transformer, rather than just the computer battery. This way you do not have to worry about running out of power and you can operate on your battery if the power goes off. Blue and red whiteboard markers do not show up very well in the video. Explain what you are writing on the board as you write. You can edit the films with Windows Movie Maker. How To Use Our Digital Movie Camera XE "Digital Movie Camera"  Plan Ahead Agree on The date and time for the filming. Agree on How many film cassettes will be needed. The camera uses DV mini film (digital video). 1 cassette lasts for 1 hour. Who will pay for the film? A cassette costs 400 lek. Who will buy the film? When will it be bought? Agree on when you will pick up the camera and tripod and film. It should be the night before. Agree on transportation, site location, directions. Get telephone numbers. Preparation the night before Borrow and Sign out Camera and bag TrIPod and bag Extension cord and bag. Remove any old film in the camera. Give it to someone. Do not accept responsibility for someone elses films. Buy Film. Get receipt. Batteries Charge both batteries. Always assume the batteries were left uncharged. The battery is being charged automatically when the power is plugged in. When the light goes off, the battery is charged. Film Unwrap the film. Label and date the film before you use it. Number cartridges(i.e., ) Insert first film cassette into camera. Practice Setting the main power switch to VCR/off/filming. Turning the sound on/off. Recording and pausing. Zooming in and out. Switching to VCR mode, rewinding, and looking at film. Set Up at Film Site Power Locate the wall socket. Run the extension cord. (Use gloves to keep your hands clean.) Turn on the power on the cord. Plug the charger/adaptor into the extension cord. Plug the charger/adaptor into the camera. It goes in the front under the lens. Tripod Take the tripod out of the tripod bag. Hold it right side up (legs down). Work on one leg at a time. Open up the leg locks, extend each leg, and relock it in fully extended position. Spread the legs apart fully. Remove the base plate from the tripod. Screw the base plate into the camera. Insert the base plate and camera back into the tripod and lock in place. Crank up the camera to the right height for you. Tighten the height knob. Tighten the camera arm just enough so that the camera will not drop down. Camera Turn the camera switch to film. Turn the microphone so it faces forward. Turn the microphone on. The switch is hidden under the back of the black foam wind screen. Make sure the microphone is plugged into the camera. Uncover the lens cap. Changing The Film Changing the film is a nightmare. Have the extra cassette with you in your pocket. Remove the camera and base plate from the tripod. (Pull lever.) Unscrew the base plate from the camera. Unplug the microphone. Unlock the outer film lid. (Lock is on bottom of camera). Lift up the outer film lid. Let the cassette case pop out on its own. Take out the old cassette. Put in the new cassette. Press shut the inner lid with your hands. Let the cassette cartridge retract automatically. Shut the outer lid with your hands. Screw the base plate back onto the camera. Insert the camera and base plate back into the tripod. Plug the microphone back into the camera. After You Finish Filming Film Rewind the film. Unscrew the base plate. Replace the base plate in the tripod. Remove the film. Label it. Put film in plastic holder. Camera Shut the viewer. Turn the camera power off. Turn the sound off!!! Turn the mike 180 degrees for storage. Put extra battery back in bag. Put charger in bag. Make sure adaptor plug is attached. Tripod Collapse the tripod Put in bag. (Feet go in first.) Extension Cord Wrap it up. (Use gloves.) Put in bag. Return Return Camera and bag Tripod and bag Extension cord and bag. The camera bag should have The camera The adaptor unit The extra battery Give films to Director. Tell someone to recharge batteries. Things That go Wrong To operate on battery you have to unplug the ac cord from the front of the camera. When you are recording the power will automatically shut off after a short pause. To continue you must turn the camera switch to off and then back to film. Time remaining on cassette is not accurate. It only goes from last power on/off. If you can not hear the sound, it means someone has turned the volume to off. Turn the camera switch to VCR. Press FN on the bottom right of the screen to get the menu. Press on Vol. Press the + all the way to turn the volume back up. Filming Tips Do not aim towards bright windows. The people will be black. Instead stand at the windows and aim in. Do not film think time. It is boring. Tell people that when they see the red light, the camera is recording. Instructions Leave these instructions in the bag. Editing To edit the film you must load it into a computer. Edit using Windows Movie Maker. Editing is a separate process from filming. Store films on CDs, not DVDs. Notes on Making AIDS Movies XE "AIDS Movies"  Frank H. Adams, Lecturer February 22, 2009 During the 2008-9 fall/winter semester at the A. Xhuvani University in Elbasan, Albania, 32 fourth year students in the English Teachers Masters Program made five films on AIDS in a course on information systems, communication, and multimedia. Motivation At the beginning of the semester all students were told that the AIDS movie would amount to at least 60% of their final grade. Students grouped themselves into teams and decided on the topics for their films. Work Plan There were three sessions a week in this course. One 50 minute session each week was devoted to making the AIDS movies. First week: Read out loud together most of the Scenarios of Albania project manual on making AIDS Movies. This program is based on work done in Africa. Students divided themselves into five teams. Second week: Discussion on AIDS led by a Health Peace Corps Volunteer (PCV). Students viewed 4 sample movies from Africa and from Albania. Third week: Student teams discussed possible themes /scenarios. Fourth week: Statements of topic and rough outlines due. Fifth week: Screen plays due. Sixth week. Work on dialog. Seventh week: Typed out dialogs with Speech Recognition software. Eighth week: Teams planned production. Weeks 9-12: Students practiced editing in class. Teams were excused to film as necessary. Two weeks after classes ended and before the final exam: Editing. Final exam: Presentations of the films. Acting and Speaking In each team some students were willing to act and speak, some did not want to act, and some did not want to speak. In the end three movies involved live acting and two movies were based on photographs. All the movies had narration. One of the three movies with acting was acted out entirely by the students and the teacher at a kindergarten. One team had an artist paint the scenes. These were then filmed and voice was added. Filming Two of the films were made with an inexpensive web camera connected to a laptop computer. One of the films was made with a digital photograph camera. Two films were made with digital movie cameras which the students owned. Clearly recording the sound from a distance is the weak point of personal digital movie cameras. Disaster/Backup We lost all of one film due to a virus. It had to be re-filmed. Lesson learned: get the film clips out of the camera and onto a computer and then onto a CD as soon as possible, as you film. Editing Editing took at least 4 hours per film. We used Windows Movie Maker (WMM) to edit the films. We basically taught ourselves how to edit movies as the course progressed. This was cooperative learning at its best. We read the Windows Movie Maker help instructions on the screen and played with the many program options. At the beginning of the semester three of the students and the teacher had a little experience in editing films. By the end at least 6 people could edit very well. During the course two of the students became engaged. Significantly the two students who learned the most about editing, and were most able to help the rest of us edit, learned by working extensively during the course on a Valentines Day film which one of the students gave her fianc. Sound We learned the hard way that with Windows Movie Maker it is not possible to replace the existing sound on the film clips or to edit the existing sound. This means that you either have to record the sound well in the original filming or you have to film without sound in the original filming and record it later. If there is no sound, it is very easy to add voice or music and to edit it. Adding sound to the photographs was easy. In fact we found it easier to add sound to photographs in Windows Movie Maker than to work with sound in PowerPoint. Subtitles It was easy to add subtitles where needed. Music We did not have any experience with how to get copyright free music, so for most of the movies we did not use music. An article on this topic is needed. Technical Notes on Editing Films produced by JVC cameras with a file type of MOD are not supported by Windows Movie Maker and could not be edited with it. Different versions of Windows Movie Maker are not compatible with each other. This means you can not necessarily transport your film editing from laptop to desktop. WMM freezes every 15 or 20 minutes and has to be restarted. For this reason you must save your project after every step. Before you begin editing copy your films from your flash to a folder on the computer. The film clips you start with must always be present during the entire editing process, as they are modified. When you import clips WMM divides them up into segments. It is necessary to drag to the timeline all of the segments in order for each clip. One film had to be edited from the start because we could not find where it had been saved as a project. Windows Movie Maker saves a project in the My Videos folder. This may be different than the folder where you store your clips. Secondary Goals Through making these movies the students learned a lot about the creative process, working in teams, and crafting English dialog. It was helpful that some of the students had previously attended a course on creative writing. CDs A CD was made containing all five films, the Scenarios of Albania project manual, and these notes. Copies of the CD were given to the schools and institutions which participated in the filming. Guests who attended the film presentations were given copies of the CD. Each student who worked on the films was given a copy of the CD. The students were very proud of their movies. If each of the 32 students shows the movie to 30 family and friends over the next two years, 960 people will see the films. AIDS Meeting The plan is to show the five movies at a large meeting on AIDS open to all the students sometime during the spring semester. Scripts Hopefully we can produce written bilingual scripts of the movies which younger students can read or act out in class, before or after watching the movies. The scripts would be a good way to practice English while learning about AIDS. Note: To see these films, go to www.youtube.com. In the youtube search box put AidsMoviesAlbania. There are no spaces between the words. Type the capitals as written. Appendix 8 Thoughts On Student Motivation XE "Motivation"  To Learn English TC "Thoughts On Student Motivation To Learn English" \f C \l "2"  May, 2005 The following thoughts on student motivation to learn English come from my personal journal of teaching in Uzbekistan. They are in chronological order. When I ask students why they like my classes, they always say the same thing: You give us lots of ideas. At the lycee one third of my high school students want to learn English, one third dont care either way, and one third do not want to learn any English at all. After a year and a half of teaching English in Uzbekistan, I have changed my thinking. I now feel the place where English language and culture is best taught is the 4th, 5th, 6th, 7th and 8th grades, while students still want to please their teachers and parents, and do what they are told to do. If they dont know a good amount of English by the 9th grade, students give up on themselves and just fool around in class and cheat on the tests. By the 10th grade it is too late to learn English if you dont already know it, and at the same time many students naturally get more interested in other subjects. The 11th grade is a nightmare of work preparing for the university exams; even the most serious English students really dont have time for English, except for grammar. Here are some interesting points I have observed about the best high school English students in my classes. They often want to be an English teacher or a translator or a diplomat or an economist, or they want to travel. One of their parents usually is a professional. They usually come from better off families where there is enough money for things like a tape recorder and English music tapes and some books. Surprisingly often one parent is a language teacher. At least one of their parents or a close relative likes to talk with them. Although they learn by themselves, they often teach English to a younger brother or sister. Many of them come from homes where two languages are spoken. Most know a little Russian. (It is said that the best way for an Uzbek to learn English is to learn Russian first.) Most like to speak in public. Most have favorite English songs which they like to sing either to themselves or with others. Many like to memorize and recite beautiful classical Uzbek poems. Almost every one of my best English students is poor in math. And of course there is one other observation that is so obvious you tend to forget it. Most (80%) of the best English students are female. People tell me that this last point is because teaching and translating do not pay well and therefore are womens professions. Personally I think it is genetic. The split is clearly apparent by age 13. Most of the high school boys are lazy and more interested in fooling around, listening to music, and playing games on the computer. The ninth grade boys are just plane goofy. One thing recently became clear to me that explains why nobody cares about cheating in Uzbekistan. In America you get into university on the basis of your total grades over all the high school years and on the SAT and on what you have done outside of class. In Uzbekistan nobody looks at your high school grades. You can apply only to one university and you get in based solely on your score on three national tests: English grammar, native language (Uzbek), and either math or history. All high school seniors who want to go to a university take the three hour test at the same time on the same day at the beginning of August. Each institution and department has its own formulas for weighting the scores and its own cutoff points. The few wealthy students who just pay their way in are listed on a separate page. On Monday, March 7, 2004, disaster struck our school. The test results came back on last years national university exams which all the seniors took last month for practice. The results were very poor. This was the first time all the senior class had ever taken the tough national test for practice. Cheating was very difficult because it was a timed test and each student had a different variant. The grading was done by computer in Tashkent, so you could not bribe the teachers to change your result. Here at last was reality, the day of reckoning. What a nightmare! The best students did well, but the rest did not. There is a lot of depression. Almost every student in Uzbekistan cheats aggressively; it is the culture here. The good students help the poor students, and are proud of themselves for doing so. The goal seems to be to fool your parents and keep them off your back as long as possible. Underneath this is the unexpressed anger most students in Uzbekistan feel towards the school system that makes them study subjects they are not interested in, or can not do well at, or dont need to get into the university, or have to work hard at. Students do not understand the requirements of modern society at all. Many do not know what they want to be. I think in their hearts most of my students just want to be farmers and live a simple life, with cell phones. Some elementary teachers are not competent, so the students often are not prepared. No teacher is paid enough to live on; they all have to get a second job or just work part time or take bribes. Frequently teachers are paid with coupons for flour, sugar, cooking oil, and aroq (vodka). Most senior teachers survive by privately tutoring students during and after school so that is where all their time and energy goes. The able young teachers, who dont have private students yet, are forced to leave for a better job as soon as possible. Few teachers have the resources they need in the classroom. Many students can not afford books. For example, about 30 of my students who ordered dictionaries could not afford to buy them and had to return them. At least one of my classes every day is interrupted by a student coming in to borrow or return a textbook. Right now there are hardly any real jobs in Uzbekistan, and only the rich get to go to the universities. (Just the top students qualify for scholarships. Government-guaranteed low-interest long-term student loans are unheard of.) What is so amazing is that anyone has any motivation at all. There still are a few dedicated teachers and a few serious students. Keep in mind that this is a manual society; everyone does almost everything themselves and they do it by hand. In central Asia women and children do the domestic work. There are no slaves or hired hands or underpaid domestic help. Kitchens here do not have Quisenarts and vacuum cleaners are just a concept people have heard about. When students go home in the afternoon they have to work for hours on household chores (making dinner, feeding the cows and chickens, working in the garden, cleaning the house). Once they are old enough (17) the boys help their fathers. After dinner everyone watches soap operas. It is pathetic; the whole country is addicted to them. Where is the time to study? Actually many students view school as a vacation from work at home, the only time they have to see their friends. One of my ideas for helping my best students is to share some of my living time with them one day and one night a week. Saturday, March 14th, I spent my first night away from my regular home as the guest of one of my senior students. It was a lot of fun and she and her family were very grateful. We spent hours speaking English together over tea with fruits and nuts and cookies. For dinner the women made my favorite dish for me, karam kauerdok (cabage stew). When I said I had to get back home to work, the three older children (17, 20, 22) entered all my students vocabulary test scores for the last three months into my laptop computer while I watched. I had been dreading doing the typing. Mansur, my 17 year old host brother, is fluent in English. The teachers and students at the school feel that he has improved his speaking enormously while I have been living in his home. I felt he was already a good English student before I arrived, so I asked him if he thought this perception was correct. He told me about the first English conversation he had with me 18 months ago. He remembered exactly when and where it took place and what I asked him. He said he could not understand me at all. Afterwards, he said, he went into his room and cried. How am I going to live with this American if I cant understand a word he says? On Tuesday, April 20th, I gave my second demonstration class, this time in Urganch. This was my first time teaching students at a real lycee in a big city with Russian-Uzbek students, and it was a shock. The older 9th grade students were a lot more mature and advanced than my 9th grade students. We started off with a mixed group of everyone in one room. After ten minutes all the 9th graders said they were bored with my speaking exercises and walked out. They invited me to come upstairs and talk with them privately. After I finished working with the younger kids, I went up and talked with the older students for an hour. We had a very good conversation in English about the differences in education between America and Uzbekistan. My school has the word lycee in its name but it is not a very strict lycee. What distinguishes our school is its teachers, not its students. It is actually just a regional boarding school for local high school students who live too far away to walk. Like other lycees our school goes from the 8th grade through the 11th grade and you have to take an exam to get in; but once you are in, it is pretty hard to get kicked out. Our lycee specializes in foreign languages. There is a second lycee in the town that focuses on math. And there is a Russian school, where the instruction is all in Russian. If you cant get into these better schools, you stay in your maktab (primary & secondary school) through the 11th grade. The cultural differences here that affect my teaching are mostly the same internal social differences we have in the United States: the differences between big city and small town, urban and rural, white collar and blue collar, professional and non-professional, male and female, majority and minority, well-off and poor. The way it is summarized here is, The Russian Uzbek students in the cities are a lot more active academically than the rural Uzbek Uzbeks. Then there are the differences in the same town between different types of schools, and within the same type of school between different principals and teachers. And finally there are the differences in the same school between different families, and in the same family between different children, and in the same child between different ages. The bottom line is motivation to learn; at any point in time who has it and who doesnt. The best situation by far is when both the parents and the student care. Through various discussions over the last several months I have slowly become aware of a powerful force which I dont understand. Something happens when a good English student actually talks with me for five or six hours. Suddenly she can speak English, whereas one day before she couldnt even after years of study. It turns out that taking students with me to Qoshkupir is not just a help to me; it is a life-changing event for the students who come. Next year I want to take a different student with me every week, as part of their English training. Here is the most important thing I have learned about teaching English in one sentence. Girls who want to learn English learn evenly form the first grade right through university; with boys normally it is all over after the eighth grade. If you are a parent of a boy, have him learn the foreign language you want him to know between the fifth and the eighth grade. If he is capable and willing to learn, get him all sorts of extra private lessons and books and song tapes at this time. Once he enters the ninth grade, dont waste your money or his time on language any more. He has other things on his mind. If your older teenage boy or girl is serious about learning English, get him a private tutor. Most English teachers in Uzbekistan refuse to teach the 9th, 10th, and 11th grades. The classes are required but they are a farce; only a few students want to learn. The best older students, mostly girls, get private tutoring after class. My advice to the Peace Corps for how to double its effectiveness is to concentrate its English teachers on the fifth through the eighth grades. At least have it in the contract that the 9th -11th grade classes will be split and the unmotivated students separated from the motivated students. In addition, have one highly motivated teacher in each region rotate between many schools doing what I do. The students in every single school I went to begged me to come back. Nobody had ever seen teaching like mine; and they wanted more of it, lots more. It even got to the point where graduate students from Urganch University on their own were coming out to Qoshkopir on Fridays to attend my 5th-7th grade speaking classes. (All were welcome.) With the best equipment and supplies in the world which I brought with me or bought here, and the best methods, and great teaching materials, and the best motives, and administrative support, and students who want to learn, it is pretty easy to succeed. The one thing I have done is to put together a curriculum that captures the students interest. Two years ago the Peace Corps taught us not to teach with high tech tools, because it is not sustainable; I listened but disagreed. I told my instructors privately that they were wrong and they had to change. Every day more computers are going into the schools now and my work clearly shows teachers what to do with them. Last week, when I installed Rufats CD to help Uzbeks learn English onto Feruzas computer at Qoshkopir, and showed her how to use it, she told me, This CD is my lifes dream. There is just one academic lycee in our region, and only a few in the country. They are highly competitive and just for the most elite students, who work very hard. Any graduate of an academic lycee may automatically enter any university in Uzbekistan. It took me almost two years to understand the difference here between my type of school, which is called a lycee that specializes in foreign languages, and an academic lycee, which is a true prep school. For the longest time I thought I was teaching in a prep school. Recently one of my best students gave me an insight about how bad education can get. She lives in a little rural village near Khonka which has a very poor school. Many weeks some students only attend the school one or two days. The rest of the time they work instead. I was asking her why her younger sister and brother didnt want to attend the Lycee. My own view about student motivation is this: if your family owns its home and has land and a cow, you know you can always survive by working your farm. If your family lives in an apartment in a city, you know you cant survive off that; you have to get an education and a job. So why do a few rural students want to study? The answer is that something happens to them when they are about nine years old that makes them get interested in America or in becoming a professional. In June when I asked Feruza in Qoshkopir how she got interested in teaching English, here is what she said. When I was about 9 years old my father who is a doctor would talk to me about America. He said, America is a magical place. That phrase still rings in my ears after all these years. My mother taught Uzbek and creative writing in school. When I was young she had me read great English novels translated into Uzbek and she had me write about how I would solve the problems we face. That is where I developed my interest in ideas and in writing and speaking. Two years ago I asked Shahnoza, the best student in our school, why she was interested in learning English. She said that when she was in third grade her cousin won an ACCELS scholarship to study in America. When he came back he told her all about his experiences there. She was fascinated. Ever since she has wanted to learn about American customs and to go to America. If I could, I would hold a free afternoon matinee for children one day a week with wonderful English VCR movies like Marry Poppins, Sound of Music, etc. What I can do is visit and teach some primary school classes. Over the years I have noticed that my very best English students often are not very versatile. They are just good in English. And the students who work hard and are good in many subjects, rarely are the very best English students. They are good in English, but not great. However, in each class maybe one or two students out of seventy work very hard and are very good in many subjects. Because I have taught in so many different types of schools this year, I have experienced many of the best and the worst teaching environments. Sometimes I teach a hand-picked group of top students who are highly motivated. Other times I teach a normal class, where basically many of the boys dont want to be there and cant do the work. Sometimes I teach in understaffed poor village schools, other times in large city schools, other times at trade schools, other times at a university, and sometimes I teach groups of teachers. One environment was totally wild, with no discipline at all. I taught there three times just to see if I could figure out how to function. What I love teaching most is English Club groups after school where attendance is voluntary and only motivated students come. This year that occurs at Pravda. Here is what happens in a large totally wild completely unstructured mixed class with young students where there is no teacher to help me. Everyone is shouting, four or five students are walking or running around, and several boys are fighting. Sometimes the girls push the boys out of the classroom and lock the door from the inside. Or the serious students, mostly girls, come up and stand around me in a tight semicircle with their backs to the boys who just want to play. After three or four weeks the novelty of an American wears off and the classes start to settle down. Eventually I found I could drive out the boys who just come for the show anytime I wanted simply by working on word lists for half an hour. In addition to experiencing the different types of schools, there are several other things I have been able to see during my third year for which I am very grateful. One observation is that there are a lot of serious English students at the university level. University students and teachers tell me that all the university students are not serious, but there are a lot that are, and that makes me feel good. And the university English students really care about learning how to speak English, as opposed to just memorizing grammar rules to pass the English entrance exam. They want to become English teachers or translators. Another thing that gives me hope is that last year I watched three girls, who didnt study very much in my 11b class at the lycee two years ago, start studying and get into the university. This past fall I saw them regularly at Urganch University where they were very happy. They mostly just needed another year to mature and they needed a little reality therapy. Sitting alone at home for a year while your friends are at university really motivates you to study. A fourth wonderful thing I have seen this winter is the introduction of more and more colleges (trade schools). These modern, well-equipped schools are perfect for students who do not want to pursue an academic path. In the colleges (trade schools) you can study what you want. At his mothers suggestion last summer one student I know tried an accounting course at one of the three new colleges in Khonka. He found that he really liked accounting. Now he studies math and accounting instead of just watching TV and video clips all the time. What a transformation! The colleges go from the 9th to 12th grade, and after graduating, if you wish, you can take the tests to go to a university. I want to say again how happy I am that in three months (June,2005) Uzbekistans educational system will change from the Russian model to one more like Germany or Japan. Students who dont want to study can quit after the ninth grade. The regular secondary schools will only go up through the ninth grade. At the colleges (trade schools) you can study for the profession that interests you from the 10th through the 12th grades. If you dont need English for your profession, you dont have to learn it. Only serious students who compete on rigorous exams will be allowed into the few academic lycees (true prep schools). If you dont work hard at them, you will be kicked out. Many older Uzbek students want to work and make money, not study. And many students are only in school because their fathers force them to be there. They will never make it into an academic lycee. It will be great having serious students in the classroom. But the real problem is something else. Most students here who want to go to a university only study for what they need to get into their program. Almost nobody cares about being well-rounded. Many students in my classes, right in front of me, open up their books for other subjects. It is really unbelievable. You walk over and shut their book for some other subject. If you dont take it from them, they open it right back up as soon as you walk away. The seniors are the worst. One reason Uzbek high school students desperately concentrate on just a few subjects is that most of them do not study very hard or very long or very effectively to begin with, especially the boys. In many schools studying is a joke. Students have wasted so many years, that when they finally get serious about learning what they need to know, it is a real struggle. Another reason is that the educational system here makes them study thirteen subjects during all of their high school years, far more than the five or six subjects we study per semester in the US. A third factor is that high school grades dont matter here. All that counts is how you do on the university entrance exams. You only get examined on three subjects: English grammar, Uzbek language, and math or history. That is why teaching English has been so hard for me at the lycee. I am supposed to teach lexics, how to speak English. The school wants me to do this and so does the Peace Corps. But nobody needs to know how to speak English to get into any Uzbek university. Only a few girls and one or two boys in each class want to learn. The rest of the students do very little work during class and no work at all for homework. I can prove to you from weekly vocabulary test scores that half of my students have learned nothing. The only thing that holds their attention in class is the greatness of the people we read about, or the beauty of the songs we sing, or the wisdom of the proverbs we copy, or the usefulness of the health articles we read. One of my classes recently was on CPR, another was on mouth to mouth resuscitation, a third was on treating burns, a fourth was on preventing injuries, and a fifth was on preventing and treating diarrhea. The articles were copied directly from the Red Cross first aid manual and from other Peace Corps health manuals. We translate the difficult sentences as we read them. Wouldnt you put up with a little English to learn how to save your friends life? The solution of course is to split classes into a speaking section and a grammar section. The students who want to learn how to speak English go into the speaking section; the students who just want to learn grammar, and the kids who dont want to learn any English at all, go into the grammar section. The Peace Corps Volunteer works with the speaking section and the regular teacher, or no one, works with the grammar students. But I have to admit, the easy no-hassle way to split a class is just to let the students who wish study grammar or other subjects and ignore them. When I was coming out of the main Internet store in Urganch the other day, an attractive confident young woman in her late 20s stopped me and asked if she could talk to me. Her English was very good. It turned out that she was a medical doctor who had taught herself English completely from books and tapes and from teaching others. This was the fourth time in three years I have met a self-taught English student who spoke very well. So it can be done. During the first week of April (2005) I tried a work station approach with my two older 11th grade classes. At the beginning of class I put on the English songs the kids like and I passed out seven new Newsweek magazines which the students love to look at. 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And I passed out the names books. Those who wanted could just study English grammar or other subjects. I walked around from desk to desk and each person participated privately with me in the official group activity only when it was his or her turn. The classes were unbelievably peaceful and pleasant and productive. On his own one student even copied a VOA article. One reason I did this is that last month a senior girl who never studies English asked me for a copy of the proverbs we were copying. I was so surprised and delighted that I gave her twenty pages of proverbs. I am starting to suspect that some of my students might work on learning English more if they can pick whichever of my activities they want to do. For example, two or three students always tell me that they want to work on learning new words. Another reason was that I have always wanted to run a regular class as a series of work stations. This was my last chance to see what would happen. The trick is to let the students continue to sit in their regular seats and just distribute the different activities to them. Who wants a magazine? Monday, April 11th, I tried out a whole new batch of ideas. To practice prepositions such as over, under, around and through, each student got a strip of clothesline about two feet long and a handout explaining how to tie the bowline knot and the square knot. I read the instructions and demonstrated how to tie the knots in front of the class and my assistant teacher translated. Then the students had to do it. We went around and helped each student. They really wanted to get their knots correct. Another thing I did on the second Monday was to give each student a questionnaire on which of my activities they liked to do best. They could check as few or as many activities as they wanted. The choices were: 1) Listen to music while study. 2) Learn words to songs. 3) Sing songs. 4) Learn new vocabulary words. 5) Be tested on new words. 6) Read phrases. 7) Copy proverbs. 8) Do dialogues. 9) Read stories. 10) Read poems. 11) Read VOA biographies. 12) Read first aid/health articles. 13) Read history articles. 14) Describe pictures. 15) Talk with me personally. 16) Practice typing. 17) Look at news magazines. 18) Read World Book. 19) Just work on grammar. 20) Study other subjects. Listening to English songs while you study was the most popular activity (77%), followed by learning new words (57%). One surprise from the answers, which I saw before doing any statistics, was that a lot of students wanted to read the World Book (51%). So during my Monday afternoon session I brought in ten World Books. The students absolutely loved reading them. Normally we just do this activity in English Club Tuesday night. Since the students clearly like to read different things, another insight was that I should let the students copy for homework stories, dialogues, proverbs, expressions, history articles, and health articles, as well as the VOA articles which we copy now. I have put all the data into spreadsheets for each class. A student can look up any activity and easily find all the other students in her class who might want to do it with her. From the numbers I would say my major challenge / opportunity is to find ways to turn working on grammar into conversation activities. On average 40% of each class just want to work on grammar. For example, instead of making the seniors shut their grammar books during class, this week I started telling them they could ask me any questions they had from doing their grammar exercises. Index  XE "Index"  TC "Index" \f C \l "1"   INDEX \c "2" \z "1033"  A Lot and A Little, 53 Ability, 178 About Emersion, 9 About Verbal Mnemonics, 32 Accuracy, 75 Act Out Words., 41 Action Rhymes, 124, 138 Action Scripts, 124 Activities, 171 Adjectives About People, 103 Adjectives And Nouns, 88 Adverbs Of Time, 98 After Translating, 76 Age Differences, 62 AIDS Movies, 200 AIDS Skit, 143 All In One, 53 Alternate Activities, 66 Alternatives, 34, 76 Amplification, 43 Anticipate, 55 Appearance Verses Reality, 56 Applying Learning Style Concepts, 60 Apprenticeship, 77 Approaches & Results, 32 Arrangement, 85 Article, 111 Articles, 107 Articles, Poems, Stories, Jokes, 119 Ask Each other Words., 42 Ask Your Teacher, 117 Asymetry In Dictionaries, 19 Attention Span, 44, 66 Audio, 60 Audio Equipment, 16 Auditory Visual Kinesthetic, 60 Basic Books, 14 Basic Dictionary, 37 Basic Reading Routine, 45 Basics, 20 Be A Great Teacher, 78 Be Positive, 48 Before You Start A Task, 68 Being A Good Student, 7 Belt Bag, 114 Bernice Mccarthy, 61 Bernice McCarthy, 60 Best Times To Recall, 55 Bicycles At The Beach, 140 Binder Rings, 17 Binding, 120 Biography, 151 Bolded Sentences, 87 Books, 14 Boys, 78 Breaks, 67 Brief Sessions, 67 Buried Treasure, 139 Business English, 157 CD Player, 16 CD Player, MP3 Player, Voice Recorder, 120 Chair And Bed, 18 Change Your Position, 68 Chants, 58 Check It, 75 Check the Textbook, 14 Check Their Work, 78 Choral Reading, 21, 124 Choral Reading Procedure, 21 Clara Barton, 151 Class Demonstrations, 38 Classroom Exercises, 36 Clever Comments, 47 Combine Variables, 68 Common Expressions, 133 Communicate By The Internet, 77 Communication Competencies, 51 Compensation In Lieu of Payment, 77 Compound Verbs, 38 Computer English Games, 38 Computer Manual, 148 Computer Manuals, 158 Concatenate Command, 106 Conclusion, 128 Content Variations, 87 Context Lists, 36 Contextualized Words, 96 Contractions, 76 Conversation, 156, 177 Convert Special Paragraph Marks, 76 Converters, 39 Converting Excel to Word, 76 Copying Into Word, 76 Core Vocabulary, 164 Coverage, 69 Create Your Own List of Rules, 22 Creating Sentences, 86 Creative Ways To Learn Words, 36 Current Books, 158 Cut Production Costs, 73 Dark Side, 78 Day Pack, 114 Dessert Plates, 58 Dictation, 119 Dictionaries, 36 Dictionary, 83, 120, 156 Different Desires, 62 Different Voices, 42 Digital Movie Camera, 198 Digital Voice Recorder, 16 Direction, 77 Divide Up The Work, 77 Dividing the Words, 21 Do, 76 Do Something Else, 67 Documentation Differences, 10 Dual Use, 19 Earphones, 120 Easiest Way, 68 Easy Languages and Hard Languages, 9 Echo, 55, 174 Editing Your Text For Translation, 75 Encyclopedia, 157 Environment, 34, 170 Example of A Sentence Generator, 106 Examples, 11 Expressions, 124 Extensive Reading, 45 Favorite Songs, 58 Final Thought, 179 Finding A Sympathetic Listener, 43 First Aid Advice, 142 First Thing To Learn, 7 Flash Cards, 37 Focus, 85 Folding Paper, 74 Follow Yourself, 14 Four Language Functions, 43 Four Sentences, 42 Free Flashcards, 73 Free Language Materials, 72 Free Translation, 158 Free Web Resources for English Students, 157 Fully Written Out, 23 Furniture, 170 General Principles, 123 Generalized Speech, 48 Generating Sentences, 84 Getting Answers, 19 Go Over the Meaning of Difficult Words, 41 Going There, 11 Going To Class Is Not Enough, 7 Going To The Movies, 53 Graduated Interval Recall, 164 Grammar, 22, 135, 172 Grammar Books, 156 Grammar Contents, 22 Grammar Exercises Online, 157 Grammar Learning Routine, 22 Grammar Manuals Online, 157 Grammar Worksheets and Games, 156 Great Ideas, 107 Grocery List, 107, 109 Half-Page Booklet, 185 Handwriting, 49 Have the Students Make Sample Sentences., 41 Headphones, 16 Health Books, 156 Helen Abadzi, 65 Helpful Hints, 126 Hemispheric Dominance (Left brain/Right brain), 60 Homework, 37 Hours of Study, 171 How Good Do You Want To Get?, 9 How I Study, 119 How Long Will It Take?, 9 How Much Each Day, 22 How The Translator Works, 83 How To Get Translators, 77 How to Learn, 37 How To Learn Words From Lists, 29 How to Talk to Yourself, 47 How To Use The Kriolu Translator, 82 How To Write Essays, 157 I Do Not Speak Russian, 47 Ideal Time to Learn A Language, 11 Improvement, 75 In Class, 18 Index, 209 Informal And Formal, 87 Instant Translation, 73 Integrated Courses, 40 Integration, 70 Intensive Reading, 45 Internet English Courses, 40 Interval, 54 Interviews On Language Learning, 117 Introduce the 50 new words for this week, 41 Introducing New Words, 41 Introduction, 7, 75, 80 Irregular Verbs, 24 Job Requirement, 11 Jokes, 141 Journal, 107, 112 Keep Track of Your Good Translators, 78 Key Verbs, 23 Key Word Lists, 37, 85 Kinesthetic, 61 Know How To Use It, 42 Language Genius, 10 Language Hikes, 18, 114 Language Lanyard, 74 Language Learning Preferences, 169 Language Walks, 119 Languages Available For Translation, 75 Leadership Training, 156 Learning English Online, 157 Learning Activities, 130 Learning Cycle, 42 Learning On Your Own, 117 Learning One Thing, 57 Learning Principles, 53 Learning Resources, 14 Learning Students' Names, 54 Learning Style, 178 Learning Styles, 60 Learning Verbs, 23 Leave The Files Up, 76 Left Brain Right Brain, 61 Less Is More, 53 Lesson Plan, 175 Letters, 107 Listening, 43, 176 Listening To Course CDs, 44 Listening To Others, 43 Listening To Yourself, 44 Listening When You Study, 44 Live Thoughts, 113 Living Language, 120 Look It Up Right Away, 57 Look It Up, 121 Lookup Trick, 19 Make Mnemonics., 41 Make Your Own Phrasebook, 107 Making Associations, 31, 53 Making Films, 197 Making Mnemonics, 33 Making Your Own, 23 Making Your Own Study Materials, 72 Marching, 58 Mark It, 19 Markers, 17 Match the Work To The Students, 78 Materials and Organization, 85 Memory Aids, 57 Mix, 69 Mnemonics, 38 Models, 24 Models For Printing, 186 Mood And Tense Priority, 23 Motivation, 11, 178, 202 Motivation Terminology, 11 Movies, 59 MP3 Player, 16 Multiple Intelligences, 60 Multiple Motivations, 11 Multitaking Production, 72 Multitask Learning, 68 Music, 171 Music Is Not Magic, 58 Native Language Explanation, 22 Native or Foreign, 73 Native Speaker, 36 New Research, 179 News Photos, 107 Notes On Doing The Routine, 27 Number One Motivation, 11 Objectives For The First Year, 13 Older Students, 9 Older Volunteers, 62 On Me, 18 On Your Desk, 18 One Word At A Time, 42 Only Student, 67 Organic Learning, 165 Organizing Your Materials, 18 Other Notes, 13, 34 Over learning, 56 Paper, 74 Paper and Printing, 74 Parts of Speech, 37 Pen, 136 Personal Assistant, 78 Personal Letter, 110 Personal Letters and Project Notes, 119 Personal Preference, 50 Personal Projects, 107 Phrasal Verbs, 76 Phrase Books, 156 Phrasebook, 120 Phrasebooks, 14 Phrases, 144 Pick An Important Project, 77 Picture Dictionaries, 15 Pictures, 36, 156 Pimsleur Method, 164 Podcasts, 159 Poem, 145 Power of Music, 58 Practice, 125 Practice It, 22 Practice Pronunciation., 41 Practice Time, 53 Preface, 3 Prefer, 97 Prefixes and Suffixes, 38 Prepositions And Nouns, 91 Principle of Anticipation, 164 Printed Word Lists, 37 Printing, 74 Printing Techniques, 182 Prioritized Words, 37 Priority, 69 Process In Your Sleep, 68 Process Variations, 86 Professions, 95 Projection, 73 Pronunciatio, 158 Pronunciation, 20, 36, 124, 131 Pronunciation Principles, 20 Proportion, 69 Proverbs, 147 Push Yourself, 85 Questions and Answers, 124 Rasuls Method, 34 Reading, 45, 121, 176 Reading Practice, 132 Ready For Review, 73 Real Obstacles, 9 Realistic Expectations, 9 Reality, 77 Rebinding, 17 Recall, 55 Recall With Variation, 8 Recipes, 107 Recommended Resources, 156 Recording Your Lessons, 197 Recordings, 119 Reference Materials, 85 Reflection, 53 Remembering Mnemonics, 34 Review, 27, 56, 125, 174 Review words learned earlier in the month., 41 Rhythm, 58 Right Ear, 43 Right Methods, 7 Role Models, 12 Routines, 124, 174 Sample Learning Activities, 130 Sample Mnemonics, 34 Samples, 87 Samples of Personal Projects, 109 Satchel, 114 Save Your Students, 78 Saving Money on Batteries, 16 Saving Money on Printing, 183 Secret, 66 Secret To Speaking, 47 Seeing and Hearing in Your Mind, 54 Self-Programming, 12 Sentence Generator, 106, 122 Sentence in My Journal, 94 Sentence Simplification, 48 Sentences, 54 Series, 57 Series with Exercises, 124 Session Length, 170 Sets, 85 Sharing Mnemonics, 34 Sheet Protectors, 114 Short Story, 124, 139 Shouting, 47 Singing, 58 Singing In Class, 58 Single Sentence Paragraphs, 75 Slow and Steady, 23 Slower, Not Louder, 43 Some Tips on Speaking, 75 Song, 137 Songs, 124, 177 Songs and Movies, 117 Speaking, 47 Speaking Course, 130 Special Characters, 78 Speech Recognition Software, 44 Spell Check, 36 Standard Questions, 47 Standards, 33 Starting Google Translator, 75 State where we are., 41 Stereo, 44 Stories, 93 Story, 149 Story Hour, 36 Stretching and Exercising, 122 Structure, 69 Student Use of Mnemonics, 32 Study Materials, 175 Study Similar Verbs, 23 Suggestopedia, 166 Summary, 123 Switch Between, 67 Synergies of Production, 72 Synergy, 71 Synergy of Method, 71 Synergy of Topic, 71 Synonyms, 23 Tabbing, 17 Tabbing and Rebinding Your Books, 17 Tables, 180 Take Long Breaks, 67 Talking / Listening Preference, 43 Talking Dictionaries, 36 Teaching Older Volunteers, 62 Technical Considerations, 43 Tell The Students How You Want It Done, 77 Ten Minute Routine For Learning Words, 26 Test Regularly, 37 Test Results and Evaluation, 32 Texts, 85 Thinking Checklist, 112 Thinking Checklists, 108 Thinking Time, 12 Time of Day, 170 Timer, 66 Timing, 77 Timing Issues, 66 Tips For Pronouncing Correctly, 20 Tips For Learning Grammar, 22 Tips For Learning Vocabulary, 42 Tips On Generating Sentences, 85 To Learn A Language, 7 Total Physical Response, 167 Total Physical Response (TPR), 134 TPRS, 63, 168 Traffic Signals, 96 Transformations, 48 Translating Into a Common Third Language, 79 Translating Live Thoughts, 108 Translator, 83 Translator, English/Kriolu, 81 Translators, 39 Tricks, 24 Try It, 75 Tutoring Case Studies, 115 TV / Video, 177 Twenty, 19 Twenty Minute Sessions, 120 Two Way, 73 Two-Column Tables, 73 Typing Your Text, 75 Understand Turnover, 78 Use a Voice Recorder, 68 Use an Editor, 78 Use External Speakers or Earphones, 43 Using A Tutor, 115 Using Reference Books, 19 Using University Students To Translate, 77 Variations, 121 Vary The Variation, 86 Verb Conjugations, 97 Verb List, 23 Verbal Mnemonics, 32 Verbs, 121 Verbs and Objects, 92 Village Blacksmith, 145 Visual, 61 VOA Special English, 40 Vocabulary, 25, 172 Voice of America Broadcasts, 158 Walking, 171 Walking Shoes, 114 Wall Dictionary, 39 Web Sites on Learning Style, 60 What Am I Doing, 107 What Is A Sentence Generator, 106 What to Talk About, 47 What Your Teacher Does, 7 Wheels On The Bus, 137 Which Is Better, 75 Whos First?, 41 Why Bilingual, 73 Why Generate Sentences, 84 Why It Is So Hard To Learn Words, 25 Why Make Your Own Materials, 72 Why Study, 7 Why The Routine Works, 28 Wise Advice, 149 Word Families, 38, 95, 121 Word Family Will Help You, 48 Word Games, 36 Word Look Up, 39 Word Look-up Tool, 80 Word Tables, 75 Words and Phrases, 45 Words Can Wait, 22 Words To Popular Songs, 158 Work, 122 Work Breaks, 67 Workbook, 8 Working With Tables, 74, 76 Working With Translators, 75 Worst Speakers, the Best Listeners, 47 Write In Word or Excel First, 75 Write It Down, 121 Writing, 49 Writing Tips, 49 Your Job, 7 Your Lesson, 69      PAGE  PAGE 10 PAGE  PAGE 81 PAGE  PAGE 129 PAGE  PAGE 136 PAGE  PAGE 137 PAGE  PAGE 139 PAGE  PAGE 168 PAGE  PAGE 201 PAGE  PAGE 214 2$Mh2K_u(  gdX3gd)$a$gd1ugd\-gdd%*/138=KLMNfghz,2FKZ_puù~jj'hThD15B*^JmHnHphu!hThD15\^JmHnHuhD1mHnHuhThD15^JmHnHuhD1^JmHnHu hD1^JjhD1U^Jh&oh_<5CJ^Jh+he75CJ^Jjhe75CJU^JhlMhe75CJ^J he7) %EJX]qv!*/4CHchnsx  *hThD15B*\^JmHnHphu'hThD15B*^JmHnHphuhThD15mHnHu!hThD15\^JmHnHuhD1mHnHuhThD15^JmHnHu>%J]v*4Hhx(   0E^y%Pb{7(  +0@EY^sy 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