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Leonid,Tanya N.(Eilat)-Boris Ostrovsky .Destroyer.

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Now I make a statement, which is shocking to almost all students 'People's Wave. ”
Our country, under the leadership of Barack Obama goes to … fascism.
Destroyer. A letter of appeal to listeners Boris Ostrovsky People's Waves
With this letter I want to appeal to listeners 'People's waves, if the distinguished editors considered my thoughts, talk of interest to our listeners.
I do not pretend to the role of judges in the last instance, God forbid, God forbid, that I was wrong in their assumptions.
I have many years to track the internal life of the United States, for the same years, I read a large number of political and economic literature major liberal economists and philosophers.
I am constantly listening to political talk show on ABC, NBC, FOX NEWS, the commentary on CNN.
I am honored and so-leftist professor ( “intellectual”), star of American students and professors, as Noam Chomsky. And believe that I have the right to express their views on the situation in the country.
Turning to the principal.
Now I make a statement, which is shocking to almost all students 'People's Wave. ”
Our country, under the leadership of Barack Obama goes to … fascism. Yes, yes, the listener, you do not mishear: United States of America and once again I repeat, under the leadership of Barack Obama, go to fascism.
With such a speed, as does Obama, Hitler and Mussolini simply relax.
During the company, I thought that Obama is going to build socialism in this country. I was wrong. Today I say that Obama has set itself a single goal: to destroy this country, on its ruins to build fascism and become a dictator.
But any dictator wants to be a dictator, not only in their country. He needs the whole world (think of Lenin, Trotsky, Stalin, Hitler). Obama will be no exception.
And now, gentlemen students, I flip the plate and say: I am not mistaken or earlier, referring to the socialist Obama, not now, when we talk about fascism. Because socialism and fascism are the same. Twin brother. Just communists, socialists, their actions covered with beautiful words, slogans, and the Nazis with open zabralom preach and carry out the same antichelovecheskie action.
We, the Soviet people (and other people of the world), the communist power well brainwashed and brain podkorku introduced that fascism is bad, but socialism is a good thing.
And socialism, and fascism is the same virus. Although socialism in practice has shown itself more terrible than Hitler's Nazism fashizma.Germansky not destroyed the Germans and the millions and millions of socialism destroyed their own people. Remember the Soviet Union, China, Cambodia, Vietnam, Sudan and other countries.
Uv.slushatel, socialism is no less terrible word, like fascism. If someone from the audience, I do not see this, let us do this.
Let each student will remember his family tree.
Every Soviet family lost in the civil war of their loved ones. In the years of Lenin, Stalin's repressions in each (each) family someone very close was shot, planted for many years in the prison camp, died during the famine, torture, Lenin, Stalin, Brezhnev inquisition. Dear my older persons (husband, wife), Sit down, please, and remember their family members, innocent victims of peaceful years. This is not Hitler came and killed your mother. So who are Lenin, Stalin and Khrushchev all? Socialists? I hear your response: “Fascists”.
So what is the difference between socialism of fascism?
Lenin, Stalin and Andropov were leaders of socialist states, the criminal leaders of the Communist Party. Hitler was a leader, too, the socialist state, the leader of the criminal Nazi party. As the Americans say “The same shit”.
Now decide on the terms “socialism” and “fascism.” Although it is one thing, there's difference, which does not affect the final concept of “dictatorship.”
Do not look in any Dictionary to try to define these words.
Socialism is the politico-economic system, where one party prevail, led by their leader, and where all means of production owned by the State. A system where there is no free market where there is no private property, where there is no freedom of speech, press, television, where the Ministry of propaganda and censorship, where there is a firm called “KGB.”
I think that everything I said about socialism and without me well known to all students of “the People's Wave.”
Fascism is all the same, but there is one difference: the means of production, financial institutions, private property owned by private individuals, but these individuals fully subordinated and controlled by a fascist party that has a firm called “Gestapo.”
Just so happened that Lenin, seized power, destroyed the business class in Russia, and Hitler kept and managed to subdue. By the way, the productivity of labor in German companies has been much higher than Stalin's enterprises, as well as with political power the Nazi party to think about their business profits and skill to operate the business.
The only system where the people live well, easy to breathe freely-capitalism.
For 350 years, thanks to the capitalist system, starting from scratch, when the first Protestant settlers stepped on American soil, encountering wild animals, and no less wild natives, built the most powerful economic power-the United States. A students 'People's Wave “can continue: the best medicine, high culture and art, excellent education, the best in the world of the army, judiciary, etc. Etc.
Americans are very hard working and fully benefit from their labor, freedom of speech, freedom of religion. All, absolutely all the peoples of the world-envied good life of Americans and many people dreamed of moving to live in this country.
But somewhere in the 40-50 years ago, America began the destructive processes. If America was able to solve previously talked, the last 40-50 years, it has its only store, but not solved. Some of the problems have been resolved under President Reagan, a small portion under President Clinton through the speaker of the Congress Nyutu Gingrichu, but a huge part of the problem is not solved.
Today, the United States is not capitalist country, and one foot is already firmly stand in socialism. The word “capitalism” was an abusive, or in the press, it is not pronounced at all or ohaivaetsya. Almost all mass media United States argue that capitalism itself izzhil. In doing so, these media are nothing new (we'll call it, progressive) does not suggest, as in the nature of capitalism better than nothing there.
Here on this wave and has the power of Barack Obama, charismatic politician, probably 2-3 years ago and has not dreamed of such power. This reminds me of Lenin, who in June 1917 of any real power and not thinking (about the interpretation of his works Yakovlev, a former secretary of the CPSU Central Committee, who worked together with Gorbachev). Just a vacuum of power, Lenin, and it took.
The vacuum of power there and in America. The Republican Party lost power in both houses of Congress, has lost an outstanding policy Nyuta Gingricha, press, TV (liberal media, liberal television, while others are no longer with us) poured mud good President Bush (whom we will still remember with nostalgia ), and took power Obama. The man from nowhere.
Internal enemies of America (and perhaps external) for the promotion were vbrosheny millions and millions of dollars. And some of his very well prepared for power. We know nothing about his life on the South Side Chicago: with whom he had (except Ievers and his pastor) met, as the conversation went, what he read literature, etc. etc. Believe what he wrote in his books, I think not.
Obama's entire life for us, the Americans – a closed book.
Obama is a man who for 47 years of its existence did not bode well for the country, a man who may one day serve in the army, did not work in business, does not know what to make money (after the Harvard Law School has worked much at 15 thousand dollars a year community organizerom).
The enemies of America dragged us presidents man who was not born in this country, which, instead of the original birth certificate to provide a copy. Statements by relatives of Obama that he was born in Kenya, here in this hospital, were hidden, and the treatment of serious jurists in the legal authorities of the country on the avoidance of a violation of the US Constitution were not even taken into consideration.
What a delusion. Obama, like Hitler, has some hypnosis not only on the masses of people, but also to politicians. What else can you explain that (with the exception of 11 congressmen), all congressional Democrats voted for the so-called stimulating the economy of nearly 1 trillion dollars without reading this document?
This document was received by the Congress within 24 hours (some have argued for 48 hours) prior to its signing.
It is 1100 pages of printed text. And congressional Democrats have not read, signed it.
This is a criminal offense, I do consider it. We elect politicians, not to wear pants and they all signed the paper, not looking at them. And the more documents in the trillions of dollars.
The power of the president is huge, and Obama took it hard.
What are the signs of the arrival of fascism in the United States, I see:
1-e. Glavenstvovanie one Democratic (today in fact, the Communist) party in the US Congress and the Congress in most states;
2-e. The majority of state governors, Democrats;
3rd. President-charismatic politician-Democrat, dreamed of becoming a dictator and rule the country alone;
4-e. Complete subordination of government and the Congress all the instructions Obama. Without any discussion.
Dear listeners, you can call at least one day (you can see, hear), whenever Obama was in his office all day? Gave instructions and left to rally the people (remember obolvanivanie Soviet people Lenin? Rallies, demonstrations, rallies).
I do not think Barack Obama with his assistants at least once sat in the secret room, and dealt with its primary duty, the duty of the President, discussing our security, safety of our nation, as did almost every day, our poor President Bush .
The style of the Obama style of work is purely a dictator. The dictator was confident that only he alone knows what is right and wrong, and his instructions are not subject to discussion. Therefore, he selects his staff people limp, watching him in the mouth and waiting for his instructions for immediate execution (the listener, drawing attention to Biden, Geytnera, Napolitano, when they are close to Obama).
5-e. Bullying businessmen natravlivanie are simply people and charged them that they are responsible for the economic problems of the country. Intimidated businessmen and subordinate them to its will. With its business Hitler did so.
At the same time covering up the real perpetrators of economic problems, such as Dodd, Barney Frank, Sumer, and others.
6-e. Endless repetition of the phrase: the activities of financial institutions should be regulated.
Under capitalism, all financial institutions, no economic structures do not have to adjust. The regulation is the way to socialism, fascism. The state must carry out their police functions: to monitor compliance with those standards that are already established in law, in other legal instruments, to monitor compliance with fair competition, to break the monopoly. To do this, there is Congress, the Antimonopoly Committee, the Securities Commission. The founding fathers of America are not added to the Constitution of United States obligations of the State in regulating the economy.
Regulation of the free market leads to the expansion of the state apparatus (as we have these layabouts and now even a pond a pond), to corruption. This is a direct road to slavery (I advise students to read the work of Nobel Prize winner in economics Friedrich Hayek “The Road to slavery”).
Soon the U.S. will not remain producers: some officials, trade unionists and a healthy дармоїди who sit on various government programs.
7-e. Already, Barack Obama, so frightened the heads of financial institutions, Stock Market, that the banks are afraid to make loans, and Stock Market, after one day of recovery flies upside down for several days. And nobody knows that Obama with his geytnerami uchudit tomorrow.
For 3 months completely disorderly all state mechanisms. There is already separation of powers, all are waiting for guidance only Obama.
And all the days are accusations against former President Bush: what kind of economy we left, Bush!
In this silent, and where legislators are Democrats, all 8 years old? What are they doing?
And no one remembers that under President Bush in 2007 was the 2 nd lowest unemployment in the United States in the history of America. And this despite the fact that we had the 11 th of September.
If you remember recent history, we have to say this: President Carter, Ronald Reagan left the economy in worse state than President Bush: unemployment was 10.8 million people (with less population than today), and the percentage in the bank reaches 21.5%. Radio listeners who came to this country 30 years ago, will confirm my words. Confirm that the commercial plaza were extinct.
But during the Bush prezidenstva bad (all 8 years old), we buy homes, cars of the best brands me as gloves (very rare today, you will see a seedy parking machine to pay attention to it), we are well dressed (well , to confirm, women!) All were employed, well fed and nicely walked in the restaurant, our children are enrolled in college at our expense, we went to Europe, cruises, vacation at the best resorts, go to any concerts in their homes nicely and often took friends. We are a middle-income Americans.
Yes, we are very seriously and have worked a lot, had a few days off and holidays, but holidays, vacation leave on a full program.
President Reagan after Carter for the economic recovery has not taken any incentive plan in trillions of dollars, and lowered taxes on business, it is effectively threatened union (remember what he did with air traffic controllers and airline pilots who go), and the business itself , without any state regulation (officials) just after 2 years, brought the country out of recession.
Imposing a catalyst in the trillions of dollars Obama purposefully destroying the country, and once again I repeat: in order to become a dictator of this country, most of this fascist country.
I understand students 'People's Wave “which exclusion perceive the word” fascism in America. “Yes, it sounds wild, but true. Would you like to read,” America and socialism “may polegchaet.
In order to intimidate businessmen and people set on them, (remember the motto: divide and conquer) Obama does not shun a lie. To cite just two examples.
First: we (including myself) indignant that AIG distributed to its employees bonuses amounting to 168 million dollars. My anger, my ardor cool friend. I checked on the internet: My friend was right, and I was misled lie Obama. AIG-largest insurance company, which has a large number of units in the United States and abroad. The company suffered huge losses due (say simple) on loans for houses. This was guilty only to deal with loans on homes. The remaining units of the company had good earnings. Under the contract, a legal document managers and employees of these units were due to them bonuses. Obama, distort the truth, told a different version.
Yes, illegally pogreli hands, and some senior managers of the company. But Senator Dodd, a Democrat who pogrel their wicked hands of the cashier of the same company AIG (do not remember how many thousands of dollars he had in his pocket, seems to 30 thousands), Obama forgot to mention.
A second example lies Obama. At a meeting with the workers of the company that produces heavy equipment for road works, “Caterpillar” from the city of Peoria (our Illinois), Obama said that the company president had promised him, Obama, that once the company received money from the “Stimulus Package”, immediately will be returned to the work of laid-off employees. The evening the same day the company president said that he Obame nothing promised, and set a plan to reduce even a certain number of employees.
Dear listeners, this story and video you can see through your computer at the site of the People's Wave “, if click the red log” Rightivist “, on the right, and after clicking on the offer” Obama is a Lier “, and verify the truth of my words. This is the video.
By the way, and other materials from this site “Rightivist” very interesting.
Went further.
Obama, our Messiah. Opinion 315 outstanding scientists-economists, including Nobel laureates in economics, who pointed him to the malignancy of his economic plan to stimulate the economy, he, of course, rejected. He is a lawyer by education, better economists know how to grow the economy. (Each person can see the appeal of economists to Obame in the major US newspapers, including the Chicago Tribune for January 30, 2009 .- Section 1, str.23. The treatment is very small, simple English).
Scientists have warned Obama that throw public money into the economy did not lift her, but only worsen the economic situation of the country. I heard there is a warning Obama? Of course I heard, because it was printed in all major newspapers.
But Obama his plan – vbrosit trillions of our money into an abyss, the money of children and grandchildren, and to destroy our country. Trillions of dollars do not grow on trees. Although I am not the expert on monetary policy, but at the level of common sense understand: give the money loaned by investors and not a little interest.
Go to a simple example: we uv.slushatel, buy a house for 300 thousand dollars to the delay of 30 years. Calculating payments for 30 years we will see that paid for the house at least 600 thousand dollars.
The same happens with the borrowing for the state. Taking a loan from private investors, the financial institutions from other countries, our government will be obliged to return, not only borrowed money, but also the interest for their use. And it will be tens of trillions of dollars. And not from his pocket and the other Obama geytnerov, but from the pockets of taxpayers, from our pockets.
What is a trillion dollars? Can I somehow feel this amount? It turns out this fantastic amount, you can feel. Jesus Christ was born 2009 years ago. So: if we spend a little more than 1 million dollars a day, 365 days a year 2009let (from the birth of Jesus Christ to the present day) – it will be $ 1 trillion. Radio listener, you have a round head? I also round. But with Obama, Geytnera, Bernanke of the total head is not крутиться. It is not their money.
The famous nuclear Manhattan Project cost $ 2 billion (at current prices, 24 billion dollars). This is: a few large factories, laboratories, purchase of a different state and private individuals of huge areas of land, the salary of a large number of outstanding scientists and specialists, military, construction of houses, purchase of expensive materials, connections for electricity , the vast quantities of water, protection of the top facilities, the construction of airfields, roads, the establishment of three types of atomic bombs, the testing of bombs, etc. etc. And all this for $ 2 billion (24 to today's prices).
Over the billions of dollars of economic package Obama can build another America.
Obama razdenet us, and let razuet the world.
Imagine a version of events. United States, with huge unemployment and very low purchasing power (and to this we are moving) will not be able to buy well, for example, Chinese products. China's government for a pittance to buy American businessmen production based in China. American businessman paid Chinese workers $ 2 a day, and sold merchandise for $ 100 (and the cost of the goods, together with the transport cost of 35 dollars).
The Chinese Government (or the businessmen, Chinese) will pay the Chinese workers are 3 times more than 6 dollars and the cost of goods without transport will cost 28 dollars. A manufactured product will продаватися in the market of China for $ 50. With the increase of prices for labor in the Chinese market will become the largest market. Yes, and others connected to the purchase of goods for such low prices. I am not so tired of you, the listener, the figures? (Although it is not even any rough figures, but figures for the reasoning).
And now the Chinese economy begins to bloom, and smell. And for its future development need fresh money. And China (and this is not fantasy) would require money from the United States, and with interest. And we have not. We took into debt, we spray. And State United States bankrupt. As citizens of the United States, who took the loans and now can not pay them.
And Obama, along with Geytnerom, Bernanke convinced us that it is free cheese. No, free cheese is only a mouse. This has already seen the Americans failed. Do they really think that this happened to them?
The same thing could happen to our state.
Well then you uv.slushatel, you know what will happen, we have already taken place: a revolutionary situation, etc. and on a white horse enters dictator Obama, and the iron hand of the State makes the order. I have no dreams. This has already happened in history. Some might remember Russia, Germany. I remember reading historical material, the Roman Republic.
I remember (this was yesterday), the Republic of South Africa, Rhodesia (now Zimbabwe), Venezuela, Cuba. Today in South Africa a white man is dangerous to walk on the street even by day (I heard the call from my younger son with his friends from that country), many businesses are leaving the country (not only businessmen). And what was this country of any expensive! No worse than the Americans lived.
Rhodesia, there is no country. Oh, how is the name we know: rodeziyskie white oppressors, rodeziyskie fascists. Rhodesia until quite recently, all of Africa supplied with food, people worked and lived well, and today this same territory with the name of Zimbabwe is the dictator, thousands of people dying of hunger, cholera, inflation reached 300 million percent (you do not mishear-300millionov percent).
Venezuela, the highest crime in the world. Citizen of Venezuela in Aruba warned me that I am to any trip to Venezuela is not riding (Venezuela and Aruba are adjacent). If I would be running shoes, in broad daylight removed. The woman told me that more recently with the hand of a young boy removed the clock, along with a hand.
Who are we in Venezuela рулит? Right-dictator Hugo Chavez, which already embrace (sheykaetsya), our Barack Obama.
Fedya Dictator Castro for 50 years of his rule has turned Cuba into a real scrap-heap.
And changes in those countries from good to bad occurred with rapid speed.
Remembered a wonderful example. Compare, dear listeners, North and South Korea. Compare two systems: the dead Socialism (Nazism), and capitalism works. On the Google search engine is available from the satellite image of Earth: Night of the territory, South Korea is lit lamps, North-dark. All North Koreans sleep and the light they do not.
No country in the world (USSR, Poland, Romania, and lower on the list), socialism is not lived, did not give good fruit.
And now Obama draws us into fascism (want listeners who call it a dish of socialism, but it will not become sweeter).
Our enemies Obame cleared the way for entering into the government, and now we can observe and remember the following:
1-e. U.S. Congress incompetent. Look at Speaker Nancy Pelosi, listen to her speech, and you will see that this is a round zero. But with regard to spending from the public purse a favorite, it is possible to “Pyaterochka” – almost every week, a military plane flying from Washington to San Francisco. I understand it, misses grandchildren, like my grandmother at least once a week grandchildren kiss.
Yes, I am diverting from the topic-grandmother was a pity.
Who are we following? Reed, head of the Senate majority. After the said taxes, voluntary deal, anything more clever than he took.
Oh, do not forget to Biden, he was with us now vice-president. In Congress prosidel 35 years. Great theme wounds. Without a scrap of paper is nothing worthwhile can not pronounce.
Dodd, Frank, Sumer-truzhennikov those I mentioned.
Durbin, our beloved Senator from our state, koresh Obama. As a stay of Senator Obama lived in the same room with Durbinym. More on Durbine anything good to say I can not.
I name only a few names. A similar in Congress many, many. Call their political leaders? No! Roth does not open. This is the shame of America. This is not the politicians, this is subordinate to Obama.
The U.S. Congress today is serenkie Republicans and Democrats really gray. But once and for Democrats and Republicans were among the major political figures.
2-e. Another goose-swan: Head Office of the President Emanuel. From our Chicago political school, which today otkreschivaetsya of friendship with the accused in criminal cases Blagojevi% 26 # 263;. All years was close to good, and now pretends that almost was not familiar with it.
Only 14 months bank Feni-Mei (or Fred-Mack) otstegnul Emanuel 320 thousand dollars. For any such services – regulatory authorities are not interested, apparently afraid razgnevit Obama.
Today, Emanuel at the White House political chief cook.
3rd. Regulatory authorities are not asked about the origins of millions of dollars that have been vbrosheny Obama in election campaigns. And now we do not know about it.
4-e. No one, absolutely no one and drew the attention of people do not remember the names of Fitzgerald, who was a senator, a Republican from our state senator, and not bad (see his biography on the internet).
As was the case that a successful Senator Fitzgerald suddenly sharply, until the end of the first term, announced that he would not seek a second term. It is the policy did not happen. Senators like this just do not rent a place. Even Edward Kennedy, who is already asleep in the Senate, did not resign. It seems strange resignation Fitzgerald. No one asked him: “Why are you the guy going?” Maybe someone has forced you to leave? Not that there are people who pushed Barack Obama to the place of Senator? Good to find an answer to this question.
5-e. Press Secretary of the White House, Robert Gibbs. In the figure! In real clown! There is now a better facility for humorists. Who in their programs are not “humor” on the jester in the king. Absolutely everything. And even political correspondents, who come at a press conference in anticipation that Robert Gibbs deliver the new funny “dur”. There were altogether anecdotic cases (I have seen), when he could not answer most questions mekal-shmekal, and could not utter a single word. Created the impression that he, like a doll, sat battery. Looking at it, it seems that he is sick disease Down Syndrome. Uv.slushateli, watch at least one press conference, do not have to go to a concert humorists. But at a press conference the presence of foreign journalists, was broadcast in many countries. As my son said: sorry for the Power.
6-e. And now for the serious. Who could be a serious opponent Obame among Democrats in US Congress. Yes, an opponent. Of course, Hillary Clinton, a major political figure. But it was removed. Very nice, given the post of Secretary of State, is now a she-slave Obama.
After this operation, the democratic United States Congress reminds me of the CPSU Central Committee headed by the Secretary-General.
7-e. In the country there is no one conservative TV channel, just the aggressive and liberal. If someone in the audience “People's Wave” tells me: “A channel Fox News” – it means he does not watch the channel, and believe rumors. “Fox News” – this is just a political channel, which met to discuss problems facing the country as conservative commentators, both democratic and even leftist. Yes, there is a conservative talk-show on this channel: O “Riley, Henneti, Glenn Baek, Bret Baier. All. The whole country 4. The whole country only” Fox News “-the only channel of hundreds of television channels carried a report about the most significant event on 15 April, when thousands of people in all 50 states participated in the “Tax Tea Party”. On the whole country we have a 7-8 conservative radioveduschih. In short, TV broadcasting in the hands of Obama, he has nothing else to take, all stood waiting for his instructions for performance.
8-e. Obame professors of universities, schools have prepared students for entry obolvanennyh in the Komsomol (or obamayugend). Young people always want to remake the world that it seems unfair to device, and at the same time pobesitsya.
Remember the “People's will”, as if someone has not heard about the “popular will”, read the story of great Russian writer Vladimir Voinovich “degree of confidence.” Young people from the rich and affluent families have become revolutionary Russia-merzavtsami, killed a large number of people who went to the crime branch.
9-e. Press, radio, television, and we adults have already developed to the Obama slogan “Change”. For example, many radio listeners say that rob us doctors, insurance companies rob us, pharmaceutical companies are robbed, robbed lawyers, car mechanics looting, oil companies are robbed, all businessmen and politicians voryugi. Only for some reason forget that most of us to rob our native state. In public institutions to do major repairs, something podremontirovat in the private sector, but all the businessmen charged with theft, because you can go mad.
And I think that first of all have to look at yourself. What are you personally doing to you and your family affairs better: you do sports or at least fizzaryadkoy to less contact medicine, or medicine cabinet napihivaesh number of new drugs, which in this huge closet no longer fit (with the states that the drugs expensive ), you absorb a new profession, that in the event of termination to proceed immediately to a new job, you improve your English, you have to check, as a student at the school, the college your child, you read serious books or watch on TV soap operas, you go for election to your village, state managed decent people, and so on and so forth? Or are you waiting for, that the Messiah Barack Obama solve all your problems?
And Obama is not going to solve any of our problems, nor problems of state. He has his plans, he was not up to us. Because Barack Obama is not a patriot of our country.
All, absolutely all the U.S. presidents were patriots of their country, even unloved Democrats, Bush and Carter hated me. Not every U.S. citizen, arrived in this country, it becomes a patriot, especially the one who brought up an entirely different culture, religion, world outlook. That is why the founding fathers of America, providing the office of President, and made in the Constitution of the reservation.
What is Obama a patriot of our country, if in Europe, he put us Americans in the mud, calling us “arrogant” people-mighty Americans. That Americans are arrogant? .- Who saved the world from Nazi and Soviet plague vostanavlivali Europe, fought in Vietnam, Korea, Africa, saved from starvation and diseases, fighting now with Al Qaeda and Islamic fascism, closed umbrella Nato Europe, and to assist any country in the event of a disaster.
The statement Obama-slap all of us Americans. All 43 of the U.S. president stood at a great distance from our enemies, and Obama met on friendly terms with our enemies.
                                                                         
I blame all voted for Obama. Your efforts, your irresponsibility has been elected to the presidency Obama, not patriots of our country, large and fair policy, John McCain or Hillary Clinton.
We should not, dear listener of radio, Mr. Gregory, sing us that Obama worked as president of the entire 3 months and have not yet done nothing wrong and nothing good. Yes, it does not bode well made, but bad for 3 months already наворотил so that we and our children and grandchildren will have to rashlebyvat decades. By the way, Mr. Gregory, as president there is no probationary period, no training. Your voice, Greg, I feel that you have a good, friendly people and you are an optimist. But I hope you can not share. In the case of Obama I am a pessimist. Barack Obama-destroyer of my country.
Two of my nephew's wife, devoted democrats, vomiting throat for Obama, but today prigrustnuli and told me: “Uncle Boris, you think are right: something is not happening.” I hope the American people will wake up from obamomanii. On one machine I have seen beautiful inscription: “If Obama, why do we need Jesus Christ, as if Jesus Christ, why do we need Obama.”
A Gregory advises us to wait to the assessment of Obama.
Another student (I do not know his name) dreams of creating the 3rd largest party, which will compete with the two main. Not continuing its thought. A pity. Good to hear from the audience, where the 3rd party, he puts on the left, right or center? From the fact that in Israel there is a new party Kadima, which is divided Likud, the Israelis have become easier or harder to live?
We have enough for two parties. Just a deck of these two parties have well-shuffle that no party prevailed in the power structures, except that no structure, not constructed, and how it will turn out to Chernomyrdin, the Communist Party.
Already have conversations that Obama wants to increase the number of trade unions in the 20 million people. I do not know, did not check, but judging by the actions of Obama, and you can believe this rumor. Hochet to cut the military budget, and I believe this conversation.
Some politicians-Republicans, a few American journalists, Republicans already peremetnulis to Camp Obama. The press, which allowed me liberties already a self-criticism of Obama, no.
Even in the small by the standards of the U.S. editions, which have previously criticized the government's actions, Congress and governor, the critical material is not passed. People kept his nose to the wind, feel the approaching danger. This is a very bad sign. And want to shout the famous phrase: “People be vigilant!”
I've been writing this letter and think: Ostrovskii, you also for the words “Obama and fascism” to attract … Do not you sNo, no, I'm not a brave people. I scared.
But even worse, if my children and grandchildren will live in a fascist country. I even take the air of capitalism.
By analyzing the activities of Obama, who has to pronounce the word “Fascism”. I say this word.
And I appeal to the audience “People's Wave”: Let us in the U.S. Constitution, under the laws of our country will do everything in our power to prevent the arrival of fascism in our land. We will actively participate in all elections, the demonstrations in the Tea-paries, which take place in all 50 states, will write or sign letters to our legislators about the dangers of the arrival of fascism.
And Americans who were born in the United States say: Lord, by the Experiment NOT YOU PEOPLE AND NOT guinea pigs. YOU DO NOT slaves.
WE, the former residents of the Soviet Union, has experienced what fascism. We lived in your future!
DO NOT go there, where we Bezhaev.
Fascism IS scary.cared? To be honest: Yes, terrible.
I do not belong to the cohort of those brave people, who for eight years, Bush called him prezidenstva Nazis burned stuffed depicting his cartoon with Nazi swastika, burned an American flag, made false movies that demonize the president.

70 characteristics of a good grammar presentation

Filed Under (Новости) by admin on 19-04-2010

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A good grammar presentation:
1. Is a surprise
As strange as it might seem, a disbelieving look, a “No, really??” or most of the class getting what you are trying to elicit wrong are all good signs in a grammar explanation-signs that you have really got their attention, that you are teaching them something they don't know yet, and that it is something they are likely to be something they are still thinking about when they leave class and so remember for a longer time than usual. Ways to achieve this sense of surprise include contradicting their previous teacher or lower level textbook, contrasting with L1, contrasting spoken and written English grammar, and contrasting prescriptive grammar and how the language is really used nowadays. Something turning out to be much easier than they originally thought is also a nice surprise!
2. Is interactive
Ways of getting students involved in the grammar explanation stage include: getting them to give you example sentences from their imaginations, previous conversations or the textbook; eliciting the names of grammatical forms; getting them to match grammatical names, example sentences and meanings; getting students to prepare grammar presentations for the class for homework; using guided discovery tasks they work through in pairs; and deliberately making mistakes they can correct you on.
3. Is copied down
After a student has understood your grammar explanation, the next stage should be copying it down. You can ensure that everyone has a chance to copy it down accurately by having the pause for copying written into your lesson plan, making sure nobody copies before you want them to so that they join in the eliciting and don't make others feel guilty for copying down later, and putting your OHP sheets etc somewhere students can see them after class to compare their own versions to.
4. Is easy to copy down
You can make this easier by putting all the text on the board into a table (eg 3 columns for tense, example sentence and meaning, and three rows for the three past tenses), using very simple time lines and sketches, limiting the amount of text, and giving them a gapped version of the grammar presentation to copy the important things off the board into.
5. Can be easily referred to
As well as something that is easy to understand and easy to copy down, you will want to make sure that the grammar explanation is something that the students and teacher can easily refer to during later grammar practice and error correction stages. To achieve this you will need to make sure that the grammar explained is exactly the same as is used later in the lesson. You can also make it easy to refer to by keeping it up on the board (in which case you will need to make sure when you write it that there is room around it to write other things that come up), saving it as an OHP slide you can put up when you need it, or by making students write it in a separate grammar part of their notebooks.
6. Is actually referred to
The easiest way of making sure that students actually do refer to the grammar presentation later in the lesson is to make some of the answers to the exercises you have given them exactly the same words as you used in the grammar explanation. The same thing can also be done with useful phrases for communicative activities, or for sentences from the homework. You can also encourage its use by getting students to refer back to it every time you do error correction on that grammar point in future lessons.
7. Stays up on the board
This point is mainly just one aspect of the points above, but you will also need to make sure that at least part of the grammar presentation can stay up on the board without giving too much away-for example by erasing key words from the example sentences so they can't copy the whole of the next grammar exercise straight from the board or by briefly making it unavailable with paper stuck over it with magnets or sellotape or by turning off the OHP.
8. Is at the right time in the lesson
There are two parts to thinking about this-making sure the students are alert enough when the grammar explanation comes to understand it and remember it, and making sure that it fits in with the rest of the lesson. You can make sure they are alert by making the grammar explanation near the beginning of the lesson, perhaps after a quick warmer. The end of the lesson is the second most alert period, with the middle being the worst. You can add to this alertness by making them need the grammar by getting them used to a lesson structure where practice always follows a grammar explanation, or by asking them to do a task where the language could be useful first as in TTT and some versions of TBA.
9. Is at the right stage of the lesson
This depends very much on what your teaching approach is and on the specific grammar point. For example, do you want to introduce the grammar point after the students have had a chance to use a task or text where it could be used and so know why they need the language, or will they feel “safer” if you introduce it from the start? Do you want to tackle it after revising the most recent or most similar grammar point, or is there the chance you will get bogged down in that and not be able to concentrate on the new point? Which stage of the lesson grammar explanations come in can often be a compromise with the timing of the lesson in other ways. For example, lots of revision and seeing the language in context might put the grammar explanation right in the middle of the class when students are least alert.
10. Is at the right point in the day
Similar to being at the right point in the lesson, students are usually most alert first thing in the morning, with the second most alert time being in other parts of the morning, the next being late in the evening and the least alert period being in the hour or two after lunch.
11. Is at the right point in the week
Similar to the points above, for a particularly difficult or important grammar point the beginning and end are good and the middle is bad in terms of alertness, but you will also need to take into account having a chance to practice it enough before they forget it all over the weekend.
12. Is at the right point in the course
Ditto. A particularly big, difficult or important grammar point should be dealt with near the beginning of a course when the students are still keen and unconfused by other input, and if possible the same thing should be revised right at the end of the course after the rest of the less troublesome points. This approach of putting the most important grammar first often doesn't match with a step by step approach to grammar, and how you compromise between the two can depend on things like how likely the students are to actually use that grammar outside the classroom, how possible it is to explain the grammar without studying more “basic” forms first, and how much they will need their confidence boosted with easier points before tackling something big.
13. Is at the right point in their language development
The difficulty of choosing to tackle a grammar point just by when the students are most alert is that their brains still might not be ready to take that particular grammar point in. This is often connected to the idea of Natural Order (the theory that both L1 and L2 language learners make progress with grammar points in a predictable fashion), but sometimes is more just simple logic of whether it is easier to explain the use of will for predictions before or after teaching the use of will for conditionals.
14. Comes at the right interval since the last connected grammar explanation
Another factor worth bearing in mind when putting grammar into a syllabus is how long it will take students to really absorb a grammar point and therefore be ready for the next step with it. This factor can both shorten and lengthen the amount of time you wait. For example, students might be able to produce the first conditional at the end of the lesson but for them to really get a subconscious feeling for what it means and how it is used they will probably need at least another couple of weeks of chances to mull on it, use it in conversation and / or see it in context before they will benefit from more conscious examination of this or a related grammar point (eg will for predictions or the second conditional). At the same time, the theory of Natural Order suggests that however much time and help we give students, they will still make errors with the Present Simple, so we shouldn't get stalled on that before we move onto forms we can contrast it with like the Simple Past or Present Continuous just because they are still making mistakes.
15. Comes at the right interval since the last unconnected grammar explanation
As well as needing time to absorb the last connected or contrasting grammar point, students might just need a bit of a rest for their brains after even a totally unrelated grammar or even vocabulary explanation in order to make sure they have a clear space in their heads and the energy for the next grammar explanation. Ways of giving them a rest whilst still improving their English include mechanical tasks like drilling, skills development like reading and listening, fluency tasks where they can use the language they already know, and other kinds of revision.
16. Is for the most useful language at that point
As well as looking at what language students are mentally ready to learn, we also need to look at what language they need. This can be defined by what they need for their work or studies, what they need for an EFL or other exam, what they need in order to cope with the next class they are going to go into, what they need to catch up with the better students in this class, what they need in order to boost their motivation, what they need to be able to understand classroom instructions, what they need in order to be ready for the next grammar point, what they need in order to understand important functional language (eg Can for ability leading onto Can for requests), what they need in order to use a particular communicative skill (eg relative clauses for talking your way around a word you don't know), or what they need in order to benefit from English that is all around them (eg popular songs or station announcements in English).
17. Is something students understand the need for
A teacher who has decided a particular grammar point is what students need will also need to make sure that students identify that need. This can be achieved by some explanation from the teacher ( “With this grammar you will be able to …”), by doing a communicative activity where that grammar would be useful before you present it, or, even better, something that is obvious to students straightaway as something they can use inside or outside the classroom.
18. Is the right length
This usually means short, so that they can write it all down in their notebooks and there is plenty of time for practice. Sometimes, however, grammar presentations can be too short. You might need to plan for extra example sentences if they don't understand the ones you have chosen and / or an extra little tricky bit of that grammar if they knew all the rest of it before you started the presentation.
19. Includes revision
This could be revision of the form you are contrasting it with (eg Going to when presenting Will), revision of the grammatical forms it is similar to (eg Present Continuous or Past Continuous when presenting Future Continuous), or revision of a different meaning of the same form (Present Continuous for Present and Future).
20. Gives the students something new
One of the biggest criticisms of PPP is that the teacher often ends up presenting language that the students already know. You can make sure that you are adding something new by gauging what students know as you elicit from them and then add one of the extra back up points you have prepared just in case. Possible back up points include exceptions (eg state verbs when presenting the continuous) and extra meanings (eg Present Simple when the word makes something true in “I name this ship” or “I do solemnly swear).
21. Gives the students a sense of anticipation
From your own experience of being taught grammar at school, it might seem unrealistic that a class of students could be on the edge of their seats waiting to see how a grammar explanation turns out. There are, however, plenty of techniques to ensure that. One is to make sure that something about the grammar explanation is completely new to them (see other points). Another is to give them a spoken or written task they cannot achieve properly without the grammar and let them try it again after your explanation. In a similar way, starting a grammar presentation with a collection of real student mistakes from that class is great for getting their attention, Perhaps the most effective is to start with a statement that what they thought about the grammar before is (at least in part ) wrong.
22. Is asked for by the students
This is an example of the point above. The important thing to aim for is the letter 's', ie students asking (or at least wanting to know) rather than just one student. If more than one student asks for the same grammar explanation, then that is the ultimate sign that you have planned the lesson perfectly. Again, the best way of achieving this is to give them a task where certain grammar is necessary to complete it. Please note that many tasks in textbooks and communication games books are perfectly doable with much lower level language than the level of the book, and research suggests that at least some of your students will be perfectly happy with having dealt with such a task in pidgin English and so will be unlikely to listen carefully to any further explanation. The secret, then, is to design an activity where it comes to an end without a successful outcome without the language you are about to present, which as mentioned in a point above should be something that is in at least part new to them. It is very difficult to design a free communication task where particular language is absolutely vital, so this is generally easier with a comprehension question that most people will get wrong because of grammatical reasons (sometimes available in EFL exams like IELTS and TOEIC), or pairwork tasks where students try to achieve a language-based task together. Examples of the latter include grammar auctions and pairwork grammar correction tasks where one student has the correct version for each pair of sentences.
23. Is something the students want to use straightaway
Another advantage of giving students a task that stops half way through or comes to an unsuccessful end until they get the grammar is that they are likely to want to turn straight back to the task at hand and finish it off successfully with their new knowledge. As with anything students do unguided by a teacher, this is likely to increase how much they learn.
24. Uses a familiar format
In order to make sure that students can concentrate on the grammar being explained rather than the explanation itself, it is good to develop a familiar format of grammar explanations so that students instantly understand (consciously or unconsciously) what each part of your explanation means. Things to standardize include the colours of pens (red = name of tense etc), the layout of board (you always use tables and the right column is always the meaning of the grammar etc), the use of names and symbols (writing out ” noun “or” subject verb “in full or just using first letters etc.), and gestures (hand over the shoulder to illustrate” past “, always exactly the same hand positions to illustrate each preposition etc.)
25. Breaks the format
Once you have set up a format, it becomes time to break it. This can be done systematically in steps so that they gain the ability to understand more and more difficult grammar explanations (moving from labelling just SVO to labelling the adverb, noun, pronoun etc.) Or just to add a bit of variety to get their attention (the use of amusing pictures, new technology etc.)
26. Is visual
This makes a grammar explanation catch the eye more, cuts down on the amount of difficult language you need to explain the grammar, caters well to students who have a visual learning style, allows you to approach the same grammar for several different directions, and can be easier to copy down and recall than the part of the grammar explanation that has words. Probably the most effective way of using pictures is to have a striking and memorable image such as a famous TV commercial or painting that the whole lesson is built around and students can use to recall the grammar point by picturing the image. Other techniques involving a visual element include the use of different colour pens to mean different things, time lines, simple stick man drawings and using flashcards.
27. Is active
This can partly be a case of getting the students involved by asking you questions or joining in when you are eliciting, and partly a case of making sure the physical movement and noise you can easily build into a warmer doesn't die to be replaced by still bodies staring blankly at the board when this stage comes. This can be achieved by using gestures to illustrate grammatical forms (eg pointing forward = future), example sentences ( “I was jumping when you shouted stop”), word and sentence stress, and right and wrong answers.
28. Is personalized
As with many things in language learning, making sure the example sentences used in grammar explanations are personalised to the students can really help them understand more easily, and make the language more memorable and obviously useful. Ways of personalising the language include statements about individuals in the class ( “William is next to John”), statements about the teacher ( “He is wearing a pink tie”), or statements about the class as a whole ( “Most people live in a flat “). Another way of looking at personalisation is telling students that the language covered is aimed particularly at their weaknesses, most common mistakes, upcoming test, jobs or studies.
29. Is topical
Another way to make any language stick in the mind is to make it connected to the particular time and day it is being explained on. In a similar way to using a striking picture, many people find they can then help recall the relevant grammar point by bring back to mind the time it was explained. Ways of making it topical include using recent news, celebrity gossip, weather, seasonal changes, natural events, national holiday etc. as an example sentence.
30. Is memorable
The tips about being visual, physical, personalised and topical above can all really help with making a grammar explanation and therefore the grammar you are explaining more memorable. Other tips relevant to this dealt with elsewhere include making sure students are awake and ready to take it in. The use of humour and making sure you connect the grammar to things the students already know can also help a lot. Teaching grammar in context is also important.
31. Is true
Although this one is very obvious, how difficult it is to achieve in practice is quite complex. The first problem is that the most accurate grammatical explanation is probably not the easiest to understand, easiest to remember or easiest to copy down, for example because it will need to include lots of exceptions. It might also be the case that the theory that students are mentally prepared to learn and that covers the most important uses for them is not the same as the most strictly correct definition of a grammar point. You may also find that the grammatical explanation that explains the language you are going to cover in the most generalizable way contradicts something you said in a previous lesson. It is also possible that grammar experts don't even agree on what the truest explanation is, or that there is still a gap between what most people say and what most people think you should say.
A practical way of working your way through this minefield is to choose lots of grammar explanations for the point you are going to teach and then to put them in order of how generally true they are. You can then reject or change the explanations by how well they fit in with the level and needs of your students until there is only the one or two best compromise explanations left.
32. Is easy to understand
Ways of ensuring this include the use of gestures and visuals, but you will need to make sure that you introduce even these simple techniques for the first time during easy grammar explanations and that you use the same ones consistently. The same is true of grammatical terminology such as the names of types of words and the names of tenses. You can also simplify this point by using grammatical jargon that is most similar to that used in the students 'first language, school system or dictionaries. For example, many students know SVO without knowing the words Subject Verb Object, and the same is true of dictionary abbreviations such as (n) for noun and (adj) for adjective.
33. Is easy to reproduce
As well as being easy to copy down, a grammatical explanation should be something that students can easily repeat back to you when it comes to eliciting an explanation of the same grammar point for revision or to contrast it with another grammatical form. For example, you can make the grammatical terminology more memorable by explaining why an adverb is called an adverb and what the Simple in Present Simple means, so they can use those words the same way you do next time you ask them to correct their own or their partner's mistakes.
34. Is linked in theme to the rest of the class
For example, you could make the character names and place names of your example sentences the same as in the textbook, use example sentences straight out of a listening or reading text, use student mistakes from a previous speaking exercise, or give sentences that could be useful in a future speaking exercise. This not only makes how the language links to the rest of the lesson clear, but can make everything dealt with in that lesson sit together as one memory in students 'heads and so make recall easier. You can consciously use this effect in future classes by eliciting error correction with comments like “What was happening when the Italian waiter Paolo came into the room? Can you remember?”
35. Is relevant to the tasks in the rest of the lesson / course
The most well-known ways of tying in with the course is by choosing suitable practice tasks and (if you are using PPP) making free speaking tasks ones students could use that same language in. Other things you might want to look at is tying the grammar in with a present or future class graded reader, end of term student presentations, project work, a production (free speaking) task a couple of weeks later when they have had a chance to really get to know the language, a future reading or listening, or GTKY (getting to know you) tasks at the beginning of the course at the next level up.
36. Helps the next grammar explanation
For example, explaining “going to” as “a plan ie something in your head” in today's lesson can help explain Present Continuous as “something in your diary” when you introduce it in next week's lesson
37. Stretches the teacher
Ways of making sure you are as interested in the grammar explanation as the students are and therefore pass on some of your passion include introducing new technology such as a video extract, teaching an exception to the rule that you have always tried to avoid before, dealing with the stages of a grammar lesson in a different way (eg TTT instead of PPP), teaching the same grammar but to a different level (all the uses of Present Simple to an Advanced class or Simple Past before Present Continuous to a Beginner class) , using an explanation from a different book, finding the best explanation from all the possible books, adding phonemic symbols to the drilling of the grammar, and copying the grammar presentation of another teacher you have observed.
38. Looks at the grammar in a different way
As well as adding a little something to the understanding of the students each time they see the same point, looking at the same grammar in a totally different way in the hope that is suddenly clicks in a different part of their brain is always worth a try to maintain interest and boost learning. Methods include combining grammar points in unusual ways (eg a lesson on all the Continuous tenses to cover Future Continuous instead of a future tenses review) and teaching grammar just as sentence stems ( “If I were you I'd …”).
39. Looks at grammar in a different way
Even better than the point above is if you have manage it is to get the students to reconsider grammar in general, eg by looking at the different uses in spoken and written English, looking at the point where collocations merge with grammar, or looking at how quickly grammar has changed. In some classes you can also get the same effect with the much simpler techniques of making grammar interesting and explaining it without the use of translation.
40. Is a myth buster
This is another way of stating a couple of the points elsewhere. If you can choose a common language myth such as something that is usually badly taught or that is different in old fashioned prescriptive grammar books, that will make sure that all the students in your class are learning something new and that you will really get their attention .
41. Takes into account common student difficulties
For example, is designed with difficulties in mind such as commonly confused grammar, common misconceptions, common mistakes in EFL exams, or common mistakes in academic writing.
42. Takes into account L1
For example, deals with grammatical forms that look the same in English and L1 but have different meanings or uses, and is designed in such as way as to subtly point out the differences-also possible without using L1 if you have an English-only policy .
43. Takes into account how that grammar is usually taught
If 90% percent of the grammar books around the world teach that you must always say “If I were you …”, you'll need to know that before deciding whether to give them a jolt with the expression” I was you. .. ” or just to go with the flow on that point so you can teach something more important such as Second Conditionals in general.
44. Takes into account the education the students have already had
This includes taking into account the grammar explanations they have probably already had as a basis for you to build on, a source of your myth-busting surprise, or just a warning to yourself on possible problems. Knowing about how grammar is dealt with in their country can also give you some information on how much grammar terminology they are likely to know, their attitude to the conscious teaching of grammar, the use of L1 in grammar teaching, and their attitudes to prescriptive and descriptive grammar. How they were taught their own language can sometimes be as relevant to these points as how they were taught English. Please note, however, that many people will go into an English class they have chosen precisely because they expect the opposite approach to grammar to the one they had at school.
45. Isn't contradicted by what you are going to do in the book
Despite the suggestions above on giving students the truest grammatical explanation from the best of all possible sources and one that contradicts common misconceptions, if you then go onto do a grammar practice exercise in the book that is based on a much more simplified or old-fashioned view of the language, you are in for trouble. Ways of combining your best practice with the textbook's less than best practice is to use the exercise before the grammar presentation TTT-style so you can then correct the book to get their attention and then carry on with a better grammar practice exercise you have written or found elsewhere. Another possibility is to get students to just skip controversial questions in the book, perhaps by giving it to them as a photocopied page with the dodgy bits Tippexed out.
46. Is in context
You can make the language easier to understand and more memorable by making sure the sentence on the board has as much context as possible. This can be achieved by basing it on a previous book listening or reading or a previous communication activity, or by the tips above on personalisation, making it topical, using character names etc.
47. Is not swamped by other grammar
This includes making sure they have had a good break since the last grammar point as mentioned above, but also making sure small but important grammar points seem more important than they do small. This can be achieved by making it the only grammar point of that lesson or week, or by linking it together with several other related grammar points.
48. Is adaptable
For example, is adaptable if students ask you questions half way through by leaving space on the board to add extra stuff.
49. Involves everyone in the class
If there is one student who is too shy to speak out in whole class activities like eliciting grammar or one student who dominates all grammar presentations due to level or personality, you can tackle this by using guided grammar discovery tasks in their books or on worksheets and helping out each group individually. Alternatively, you can give parts for the grammar presentation like the example sentences and names of sentences to different people or groups, and ask them to cooperate to put it all together.
50. Is the right level for everyone in the class
This means the right level in terms of which grammar point you present, which of the possible uses of and exceptions to that grammar point you deal with, what language you use to describe it, what approach you use to presenting the language first or not, and what texts and practice activities you use before and after.
51. Uses the learning styles of everyone in the class
This can generally be achieved by using the visual and active techniques described above, but how much you use of each of those techniques and others such as setting grammar up like a logic puzzle will depend on individual students and classes.
52. Ties in with the teaching philosophy of the school
This could be a case of thinking about how to tie it in with the use or not of L1, not letting grammar explanations interfere with student talking time, following a school syllabus, sticking to the textbook, cutting down on photocopies, getting through as much grammar as possible, or providing lots of student correction. Some of these can be difficult to tie in with the points I have made elsewhere, but most of them are possible.
53. Ties in with the teaching philosophy of the textbook
To make life easier on yourself when you first start using a textbook, it is best to look at what its approach to grammar is (prescriptive, descriptive, discovery, TTT, PPP, (over) simplified, based on a particular native speaker model, mainly spoken grammar, mainly written grammar, taught in context, taught in isolation, taught consciously, taught unconsciously, building up grammar terminology, avoiding grammar terminology, step by step, and/ or needs based) and try to teach the first few lessons that way, maybe by following the teachers' book as closely as you can bear to. Otherwise you might have problems with practice exercises that do not fit in with the explanation you have just given, discovery exercises in the book that reproduce what you have just done on the board, or even a grammar explanation that contradicts yours. Students might also believe the book more than you until they have learnt to trust you.
54. Stretches the teaching philosophy of the textbook
Once you have worked out what the textbook is trying to do with grammar and how much you are happy with it, it is time to throw some adaptation into the mix. Easy techniques include getting photocopiable communication games from elsewhere to use as practice or production tasks, mixing up the stages, replacing the grammar explanation there with one on the board, using a different warmer, and using a different prompt (e.g. a picture) to get the grammar presentation started.
55. Ties in with your preferred teaching style
For example, if you have a very dynamic classroom personality, trying to subtly guide groups of students through a textbook grammar discovery task might not work when they are looking up from their books all the time to see which of your jokes the other groups are laughing about- in which case a whiteboard presentation might be better.
56. Stretches your teaching style
When you and a new class have got used to you teaching them the way you like, it's time to make a change or two. This can sometimes be as simple as trying to follow the book more closely. Other possibilities include using different supplementary materials, planning the language to cover less and responding more to student needs on the spot, and letting the students give the grammar presentations.
57. Doesn't overload the brain
As even a good grammar explanation can take a lot of mental power to understand, remember and use in future activities, any parts of the brain that are being used to work out other things that are going on will sap that vital energy away. Possible distracters include names of unfamiliar or difficult to pronounce people and places in the example sentences (e.g. “Jose went to Gdansk” for the Simple Past), needing some logical power to transfer the situations in the text into example sentences (e.g. because the text is a murder mystery), grammar terminology, trying to remember previous grammar points that are used elsewhere in the example sentences, unfamiliar vocabulary, pronunciation difficulties, the teacher's handwriting, new or only half remembered phonemic symbols, difficult timelines or timelines used for the first time, difficult or unfamiliar gestures meant to illustrate the grammar, and jokes and other examples of going off topic.
58. Shows similarities
If you can show that the Present Continuous, Past Continuous and Future Continuous are all basically the same thing shifted along in time a little, that can mean the class is both a new grammar point and revision, that the explanation will be easier, that you can reuse timelines etc that they already know and so reduce the mental load, and hopefully that the grammar will stick together in their brains and so be easier to recall and to use.
59. Shows differences
The human mind seems to respond well to oversimplified dualities like “good and evil” and “black and white”, so contrasting two tenses, “make and do”, “in and on” etc. should easily stick in their minds.
60. Is not replacing something more useful
This not only means not interfering with another more important grammar point such as a little point that is usually left out or revision that would be more important than something new, but also on whether more vocabulary, skills development or functional language might be what your students need for their daily lives, to pass an exam or to get up to the next level rather than tacking more grammar at all.
61. Teaches students how to pick up other grammar they come across/ makes students self-sufficient language learners
To justify the conscious teaching of grammar to those who still think that it is better picked up the way a child does in L1, we need to show not only that students learn each grammar point we teach better than just by reading examples of it in a text, but also that they will have more chance of picking up other grammar points that they see in texts because of the skills they have developed through talking about grammar. Techniques to achieve this include encouraging student questions, taking a discovery approach to grammar, and teaching them to use self-study grammar resources such as the grammar summary section at the back of their textbooks to do homework with a grammar point you haven't tackled in class yet.
62. Combines prescriptive and descriptive grammar
Students will need to know not only what things native speakers don't say, but also the things native speakers do say but others don't approve of and so could get them in trouble in a language test, academic paper or translation of a company brochure.
63. Doesn't take too much preparation
Ways of cutting down on preparation include: keeping the OHPs for previous grammar presentations; keeping laminated picture resources to elicit example sentences; having files of supplementary materials arranged by grammar point; and having lots of reference books to refer to for timelines, grammar explanations and simple drawings.
64. Is given with you facing the students
This can be difficult to achieve when giving a whiteboard presentation, but techniques include using an OHP, guiding them through a discovery task in their books or on a worksheet, and explaining each point once orally facing them and again (maybe with different example sentences or just a summary of what you said) on the board.
65. Boosts their confidence
This can be achieved by eliciting things they knew already but making a grammar explanation they didn't know they knew out of it, by tackling something that seems difficult but making it very simple, by emphasizing how simple it is, and by emphasizing how well they have done to understand it and to contribute when you are eliciting.
66. Reminds them of something
One of the easiest ways of making a grammar explanation stick in students' memories is to make it stick to something they already knew before the class started, e.g. a song they know the lyrics to, maybe even one they did in kindergarten, or a famous quote or film line.
67. Explains something they have always wondered
This could also be the explanation of grammar in a line they already know, or an explanation of something they have always been taught as a collocation, sentence stem or functional language for use in restaurants etc. that doesn't fit in with the other grammar they have been taught.
68. Takes into account what nationalities students will be speaking to/ EIL
This could mean whether they will be encountering more British English or American English, or which non-native speakers they are likely to communicate with through the immigrant communities or business dealings. When taking into account which non-native speakers they will be speaking to, that gives you the option of telling them what mistakes people from that country usually make so that they notice the grammar each time they hear the mistake- meaning they not only don't copy the mistake but actually learn that grammar point more easily. Alternatively, you might want to avoid a grammar point as something that only native speakers use and therefore of little use to students who only communicate with other non-native speakers.
69. Talks about real usage
For example, by saying “this grammar also exists, but 95% percent of the time we use this form”. This can help make the distinction between two forms that seem interchangeable, help students concentrate on the most useful language, and be a way of introducing grammar that is different to what other teachers have shown them without being too aggressive about it.
70. Is fun
Hopefully the sixty nine points above haven't made grammar presentations as daunting for the teacher as it was for the students before these kinds of things were taken into account. As with all parts of teaching, having a good atmosphere in class with smiling, joking and feeling like a group working together is at least as important as any more easily analysable technique like the ones described here.

New Headway Pre-Intermediate. English Course Student s Book

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New Headway English Course is a development of the highly successful multi-level Headway series. The original coursebooks have been rewritten to include new features, activities, and, above all, new material to make the learning of English stimulating and motivating for both adult and young adult learners. The course combines the best of traditional methods [...]

English for Aviation Student’s Book and CD-ROM and Audio CD

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Авіаційний англійська. (PDF + AUDIO)
'STARTER' warm-up activities use students 'experiences to lead in to each unit topic. Tip boxes present key language points, useful phrases, and strategies. 'OUTPUT' activities at the end of each unit encourage discussion and immediate practice of the material. Interactive MultiROM with every title with self-study material for students to maximize their time in and outside the classroom.

English 365 for work and life 2. Student s Book

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English365 is a Business English and general English course. It is for learners who want to develop their English skills for their work as well as their social and travel needs, and therefore reflects the work-life balance of busy working adults. Student's Book 2 is for lower-intermediate to intermediate level learners.

підручники по англійській мові, підготовка до GRE і TOEFL

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Утворилася стопка непотрібних підручників, що максимум через тиждень поїдуть в букіністичний. Показую тут – раптом кому потрібні. Всі безоплатно, тобто даром.
Забирати краще все відразу (з Mountain View) Type your cut contents here.
1. Toefl CBT Kaplan, 2000
2. Longman Preparation Course for the Toefl Test: Skilled Book, Volume A, 1995
3. Kaplan GRE Exam 2008 Premier Program
4. Vocabulary% 26amp; Spelling Success: In 20 Minutes a Day, 1998
5. Reading Comprehension in 20 Minutes a Day, 1996
6. Writing Skills Success in 20 Minutes a Day, 1996
7. Evergreen: A Guide to Writing With Readings, 2003
8. The Idiom Advantage: Fluency in Speaking and Listening, 1995
9. Grammar in Context, Book 3, 1996
10. Clear Speech: Pronunciation and Listening Comprehension in North American English / Students Book, 1993
11. English Grammar In Use With Answers: A Reference And Practice Book For Intermediate Students, 1985
пишіть сюди чи мій нік в gmail.com

Колекція Лонгман – Longman – Grammar, TOEFL (4СD)

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Експрес-граматика, підготовчі курси для здачі тесту TOEFL, граматика (книга / pdf).
Склад комплекту:
1. Longman Grammar Express v4.1.1.0 (1СD)
 2. Longman Preparation Course for the TOEFL ® Test The Next Generation (1CD)
 3. Longman Preparation Course for the TOEFL ® Test The Paper Test (1CD)
 4. Longman Student 3.0 for TOEFL Test (1CD)
 5. Longman English Grammar Practice for Intermediate Students (by LGAlexander) (1 book / pdf)

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