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ESSENTIAL ENGLISH BOOK 1 PDF

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Essential-English-bookpdf - Ebook download as PDF File .pdf) or read book online. Download Essential-English-bookpdf Short Description. Download Essential-English-bookpdf Description. View more Comments. Book by Charles Ewart Eckersley. Essential English: for foreign students. Book 1. by Charles Ewart Eckersley. Print book. English. Revised ed.


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Essential English is a course of four Students' and four Teacher's Books which is intended principally for adults but can also be used with Showing ·. Download FOREIGN myavr.infots Book.1 p. Page 1. Essential nglish. FOR FOREIGN STUDENTS. Book 1. BY C. E. ECKERSLEY. Page 2. Page 3. Page 4. Page 5. Page 6. Page 7. Page 8. Page 9 .

A dull teacher is a bad teacher, though he may hold enough certificates to paper a room. A good teacher will make his lessons interesting by his enthusiasm, his liveliness, his vigour, his careful preparation of lessons; by keeping his class constantly active and eager to use English; by not dwelling so long on any one aspect of the work that the students get bored or discouraged; by seeing that every student takes part in the lesson, which means encouraging the shy and diffident and seeing that the bolder and more self-confident do not monopolise all his attention.

Essential English for Foreign Students, Book I, Students' Book

A text-book, even the best text-book, is not a substitute for a teacher; and by placing one in his hand you have not done his work for him. Nothing could be deadlier than the lesson where a teacher slavishly follows a text-book and reads out questions, while his students, their eyes glued to their books, painfully spell out the answers.

Nor can a text-book without being impracticably big hope to give all the material for the intensive drill and practice that has been so often emphasized here. Much fun has Luzon made at the expense of these old fashioned writers; but they were not so foolish as they seem. A lesson is not the pouring of the wine of learning into empty passive bottles.

If it were the teacher would hardly matter: any full jug can fill empty bottles, and it is a psychological error to expect a pupil to be a passive recipient of information.

The most successful class is one where the students, not the teacher, do the greater part of the work. He tries to make Teaching a substitute for learning, and in doing so prevents the class from learning. And to be really successful it ought to be a happy partnership.

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The friendly, sympathetic attitude of a teacher to a class brings out the best in both. There must be discipline, but it should be based on kindly firmness and never in any circumstances on sarcasm or ridicule at the expense of the weaker members of the class.

Guidance is given in the following pages, but the amount of time spent on each of the 32 lessons will depend on the quality of the class and the judgment of the teacher.

It really ought not to be more than fifteen, but sometimes we have no choice in the matter.

Index of /english/

They may be all of the same nationality, which is certainly a help if you wish to translate a word, a command or an explanation. You have found that they are all complete beginners with no knowledge of English at all. How does one begin on a job like this? Your aim at the start will be to get your pupils to understand some English, to hear, imitate and practice the sound: and then to associate those sounds or combinations of sounds with objects. If the oral work is done first, the text-book will crystallise and illustrate the points that you have made.

A, and, answer, baby, boy, cat, cigarette, dog, eight, eleven, fifteen, first, five, four, fourteen, hammer, horse, in, is, It, lesson, man, missing, motor-car, mountain nail, nine, no, not, number, one, put, question, seven, ship, six, sixteen, ten, that, the, thirteen, this, three, train, twelve, two, what, woman, word, write, yes. The aim in this lesson is to teach a certain amount of vocabulary and the structures; This is a.

Yes, it is. What is this? Is this a. STEP 1. The teacher therefore should keep a very attentive car while chorus work is going on and try to detect these faults.

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Drill at this vocabulary by holding up or pointing to the five or six objects until they are named by the class without any hesitation and with a reasonably good pronunciation. I preferred to give illustrations in the first lesson or two of objects not generally found in s classroom : a tree, a slug, s tram, s horse.

Begin with the objects round you. STEP 2. The statement. Follow the technique given in STEP 1, holding up or pointing to the object or telling a pupil to hold up or point to the object. The teacher makes the statement, the pupil repeats: "This is a book.

This is a table. This is a chair.

This is a pencil. STEP 3. The Question. Then give more drill, chorus and individual, e. Teacher: "What is this?

The pupil should then touch the desk, book, pen, etc. The teacher should come armed with a number of common objects-pen, pencil, hat, coat, box, bag, bottle, etc. He can use also the words hand, finger, head, foot, arm, etc.

A student can come to the front and, picking up or touching objects, can ask the questions. Questions and answers will be slow at first but the teacher should gradually increase speed, firing questions at individual pupils until each pupil has answered two or three questions, and probably heard forty or fifty.

Step 4. A few new words, door, window, nose, mouth, knife, wall, clock if there is one or watch can conveniently be brought in.

Use your judgment. Too many new words will cause mental indigestion, too few will lead to monotony and boredom. If you can't translate, i. They will grasp the point. STEP 5. As soon as the class have grasped the mechanics of the construction viz. Fire the questions rapidly, speaking as fast as you normally do.

The class will respond with equal animation and answer you rapidly.

STEP 6. If he tries to translate the question, he will forget the material that you have given him.

Keep to the pattern of the sequential formula. You will find it useful in later lessons for drilling almost any point you are teaching, e. Essential English is a course of four Students' and four Teacher's Books which is intended principally for adults but can also be used with younger pupils. It is planned to give a solid basis of the structures and vocabulary of English.

Each book contains material for about a year's work, the vocabulary rising to some 3, words. The Teacher's Books provide notes on each l Essential English is a course of four Students' and four Teacher's Books which is intended principally for adults but can also be used with younger pupils. The Teacher's Books provide notes on each lesson, the vocabulary to be taught, supplementary grammatical material and answers to exercises.

In this new edition some of the grammatical sections have been, rewritten and expanded, and parts of the text and many illustrations have been brought up to date.

Fundamentally, however, the new edition remains the same as previous editions. Get A Copy.

Paperback , 3rd revised edition, 2nd impression , pages. Published by Longman Publishing Group first published More Details Original Title. Essential English 1a. Other Editions 2. Friend Reviews. To see what your friends thought of this book, please sign up. How can i get this book? Ernesto Hi, Got the full set of 4 student's books and 4 teacher's.

As I'm living in Spain I can't include shipping. Lists with This Book. This book is not yet featured on Listopia. Community Reviews. Showing Rating details. Sort order. May 16, Piseth added it. Hello, Everyone! Good bye! See you later! View all 10 comments. Book 1. Essential English for Foreign Students - 1. Essential English for foreign students. Book one, Teacher's book. Book one. Home About Help Search. All rights reserved. Privacy Policy Terms and Conditions. Remember me on this computer.

Cancel Forgot your password? Sort by:A dull teacher is a bad teacher, though he may hold enough certificates to paper a room. Or the first student, in the class asks the second student the question; the second one answers and asks the third student the next question, and so on.

Language learning depends very largely on the ability to hear correctly the sounds the teacher utters, the skill to mimic them exactly, the patience and perseverance to practice those same sounds and sentence patterns, and a retentive memory to hold them. How does one begin on a job like this? Nor can a text-book without being impracticably big hope to give all the material for the intensive drill and practice that has been so often emphasized here.

Your list has reached the maximum number of items. The answer of each chapter is provided in the list so that you can easily browse throughout different chapters and select needy one.

Fire the questions rapidly, speaking as fast as you normally do. If the oral work is done first, the text-book will crystallise and illustrate the points that you have made.

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