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Provides 80 practical, tested lists for developing instructional materials and planning lessons to teach American English grammar, vocabulary, pronunciation, and writing skills to English-as-a-Second Language students of all ability levels.

Tabla de contenidos provista por Syndetics

• Section 1 General vocabulary
• 1-1 Top of the Chart: The 500 Most Frequently Used English Words
• 1-2 Be Careful: Safety Words
• 1-3 Fill in the Blanks: Words on Applications and Forms
• 1-4 Feeling Well? Health Words
• 1-5 Relatively Speaking: Family Words
• 1-6 You Can Count On It: Numbers
• 1-7 Waiting for the Weekend: Calendar Words
• 1-8 Got a Minute: Time Words
• 1-9 On a Clear Day: Weather Words
• 1-10 Let2s Go: Travel and Transportation Words
• 1-11 I2m Pleased to Meet You: Social Words
• 1-12 Red, White, and ------: Colors
• 1-13 A Million Dollars: Money Words
• 1-14 Catch My Drift? American Idioms
• 1-15 A Five-Way Tie: Idioms Across Five Languages
• 1-16 Double-Duty Words: Words with Multiple Meanings
• 1-17 In Other Words: Synonyms
• 1-18 Opposites Attract: Antonyms
• 1-19 Two for One: English/Spanish Cognates
• 1-20 Two for One: English/French Cognates
• 1-21 Two for One: English/German Cognates
• Section 2 Academic Vocabulary
• 2-1 Off to School: Classroom and School Vocabulary
• 2-2 One Plus One: Basic Mathematics Vocabulary
• 2-3 Adding It Up: Intermediate/Advanced Mathematics Vocabulary
• 2-4 How Does It Work? Basic Science Vocabulary
• 2-5 What2s a Little Mutation? Intermediate/Advanced Science Vocabulary
• 2-6 What in the World? Basic Social Studies Vocabulary
• 2-7 Of the People: Intermediate/Advanced Social Studies Vocabulary
• Section 3 Grammar Patterns And Practice
• 3-1 Building Blocks: The Parts of Speech
• 3-2 Where, When, and How: Adverbs and Adverbial Phrases
• 3-3 Which One Has More? Adjectives
• 3-4 The Pro2s: Pronouns
• 3-5 Yours and Mine: Possessive Forms
• 3-6 Little Things Mean a Lot: Articles
• 3-7 And or But? Conjunctions
• 3-8 Shortcuts: Contractions
• 3-9 No Solos Here: Plurals
• 3-10 Dots and Dashes: Punctuation
• 3-11 A Capital Idea: Capitalization
• 3-12 Can You Spell That? Spelling Rules
• 3-13 Yesterday, Today, and Tomorrow: Verbs
• Section 4 Grammar Patterns And Practice
• 4-1 Basic Sentence Patterns
• 4-2 Sentence Patterns Using To Be
• 4-3 Negative Sentence Patterns
• 4-4 Sentence Patterns for Questions and Answers
• 4-5 Active/Passive Sentence Patterns
• 4-6 Subject/Verb Agreement
• 4-7 Time Agreement
• 4-8 Common Grammatical Errors
• 4-9 Helping Students with Audience Recognition
• Section 5 Pronunciation
• 5-1 Consonant Chart
• 5-2 Vowel Chart
• 5-3 Problem English Sounds for Speakers of Other Languages
• 5-4 Problem English Contrasts for Speakers of Other Languages
• 5-5 English Sounds Not in Other Languages
• 5-6 Practice for Problem Contrasts and Sounds
• 5-7 Practice for Phonemes in the Initial Position
• 5-8 Practice for Phonemes in the Medial Position
• 5-9 Practice for Phonemes in the Final Position
• 5-10 International Phonetic Alphabet and Orthographic Equivalents
• 5-11 Dictionary Pronunciation Guides
• 5-12 English Stress and Intonation Patterns in Words
• 5-13 English Stress and Intonation Patterns in Sentences
• Section 6 Assessment
• 6-1 Language Assessment Guidelines
• 6-2 Assessing Language Proficiency
• 6-3 Assessing Auditory/Aural Skills
• 6-4 Assessing Reading Comprehension
• 6-5 Assessing Oral Language Skills
• 6-6 Assessing Written Language Skills

Notas de autor provistas por Syndetics

Jacqueline E. Kress , Ed.D., is an experienced teacher, teacher-trainer, educational program designer, and administrator. Her research in reading comprehension strategies earned her the 1987 Evelyn Headley Award from Rutgers University, where she earned her doctorate in reading. She has taught developmental and remedial reading and language arts in urban elementary schools as well as in several New Jersey colleges. She also served as a coordinator of elementary school reading and testing and as a college reading faculty member.
Dr. Kress has designed numerous educational programs for at-risk students with special instructional needs, including gifted and talented, underprepared, learning disabled, and visually or auditorily impaired students. She is the co-author of The Reading Teacher's Book of Lists (Prentice Hall, 3rd edition 1993) and The Readability Machine (Prentice Hall, 1986). Currently, Dr. Kress directs the Office of Total Quality Management at the New Jersey Department of Higher Education.