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Spoken English Learned Quickly Instructor’s Guide: iv
"HELLO. HOW ARE YOU?" "FINE, THANK YOU."
A prospective Spoken English Learned Quickly language teacher will
frequently ask: “How do I teach English? I’ve never had any English language
teacher training.” Or, “How do I make the class interesting?”
Everything you need to teach this course has already been done for you. This
is truly a self-taught English language course. You will also find suggestions in
this Instructor's Guide for using the course in a classroom setting.
There is only one thing that must happen for the course to be successful. If the
student will spend time each day correctly using the recorded lessons, the course
will be a success.
Everything has been done for the student on the recordings, supplemented with
the Student Workbook.
If you do nothing else in your class time other than to motivate the students to
do their daily language drills, you have succeeded. The real language instruction
is on the recorded lessons. The student will speak more correct English sentences
per hour when using the recorded exercises than they possibly can in any class.
This Instructor’s Guide was written to give you helpful suggestions. Your real
objective is to let your class become a source of encouragement to the students so
that they will persevere in using their exercise drills.
Relax. Have fun teaching. Let the recorded lessons do their job of teaching
your students how to speak English.
You have probably downloaded this material from our website www.FreeEnglishNow.com. You are
Correctly using the audio recordings means that the student is: 1) using the audio recordings one to
two hours each day; 2) following the pattern of listening to the audio recording voice and responding
aloud, and 3) responding to the audio recording exercise without reading from the Student Workbook
after becoming familiar with each exercise
Spoken English Learned Quickly Instructor’s Guide: 1 INSTRUCTOR'S GUIDE: INTRODUCTION
The English instructor’s job
Most English as a Second Language (ESL) courses require a high expenditure
of the teacher’s time in proportion to actual student language practice. This is
especially true when the group class session is the primary source of structured
practice in spoken English and the individual study time is used largely for
written exercises. That format places a great demand on the teacher and prolongs
the time required to teach spoken English. This series of lessons was developed to
overcome these obstacles by providing an effective method whereby a student can
work alone on spoken English by using a computer or recorded exercises. (In the
remainder of this Instructor's Guide, we will assume that the student is using
audio recorded exercises and a printed Student Workbook irrespective of how the
lessons have been downloaded.
The lessons were developed so that they can be successfully used for self-
study. They can also be readily adapted for effective use in a classroom.
As a self-study course, the student should attempt to spend as much as two
hours a day, five days a week, working alone on the recorded exercises. This
allows the student to learn English while working or attending school. Ideally, the
student will meet with the instructor and as many as 10 other students once a
week. With one 2-hour class session each week, an instructor can give 10 students
the equivalent of 120 hours of spoken English instruction per week. (20 hours in
the group session and 100 hours in individual study.)
Spoken English Learned Quickly as a self-study course
In the Student Introduction, we emphasize that these lessons will require
intense effort. They are not intended to be "easy" or "fun." They were written to
help motivated students learn English quickly and well. They are particularly
useful to students wanting to pass TOEFL exams for entrance into U.S.
universities. When used as a self-study course, the lessons were developed for
students who are highly motivated and who will have the personal discipline to
Beginning students will often say that Lesson 1 is difficult. Yet, even
beginning English students will be able to understand and use the exercise
sentences at the end of two weeks. After four weeks, they will start to use English
Spoken English Learned Quickly Instructor’s Guide: 2 verbs correctly and will be able to construct simple sentences. This will be the
case because their first introduction will be to everyday spoken English.
The first lesson is not too advanced for someone who speaks no English.
However, you will find that most foreign students and newcomers to the United
States have already studied some English. Even though they may not be able to
speak, they often recall basic vocabulary words. Because the lessons emphasize
verbal proficiency, even advanced English students will be fully challenged after
the first lesson.
We recommend that most students spend two weeks on each lesson. By the
end of the first week on a new lesson, the student should be able to respond to all
of the exercises with limited reference to the printed Student Workbook material.
By the end of the second week, they should be able to respond fluently to the
Lesson Text and all exercises without referring to the Student Workbook.
(However, for reading and pronunciation practice, they will always read from the
Lesson Text.) An advanced student may do an entire lesson in a single week. (For
a more intense class schedule, you may start the series with one lesson every two
weeks, changing to one lesson each week after Lesson 5.)
The teacher can meet weekly with 1-10 students. Smaller groups can be
combined. Any time after Lesson 5, students can be moved into a group studying
any of the lessons between Lesson 6 and Lesson 16. In general, later lessons do
not increase in complexity, but merely build vocabulary and increase verbal
Spoken English Learned Quickly as a classroom course
A classroom course would use the same material alternating between a lab and
a classroom. In the ideal setting, a language laboratory would provide each
student with an MP3 player and headphones. The student would work on the
exercises in an individual cubicle while the teacher monitored and helped each
student selectively. For a two-hour language class, the laboratory session would
be a full hour while the classroom session would be approximately 50 minutes.
The classroom session would be conducted just the same as the weekly class for
However, well-equipped language labs are often unavailable. Any standard
classroom can double as a language lab and classroom combination. As the
example below shows, a classroom could be arranged so that individual desks are
placed around the periphery of the room for lab work. There is less distraction
because students are not facing each other. (Notice that the desks are placed so
Spoken English Learned Quickly Instructor’s Guide: 3
that the student is facing
the wall.) This
arrangement also allows
the teacher to walk
behind the students
(represented by the
dashed line) to monitor
student has an
individual MP3 player
with headphones to
reduce distraction. (Use
headphones with heavy
padding.) For the classroom session, the students are seated around the table in
When working with younger students, the enforced guidance of a classroom
will produce better results. Children as young as 9 or 10 years of age can do very
well using this method. For highly motivated university students and adults, self-
study with a weekly class is more effective.
Spoken English Learned Quickly is unique
The typical format. Most language courses progress from simple to difficult in
successive lessons. This series does not. With the exception of Lesson 1 which is
written as an introductory lesson, and Lessons 2 and 3, which present the English
verb more simply, all lessons are essentially similar in complexity.
Most ESL courses attempt to teach English grammar. Thus, the first sentences
a student learns use simple grammar. The lessons then move progressively to
more difficult grammar. However, Spoken English Learned Quickly focuses on
spoken English and does not need to move from simple to difficult. (By design,
the Lesson Text taken from the GOOD NEWS BIBLE employs a limited
vocabulary and basic sentence construction that permits uniformity within this
The purpose behind the English drills. The recorded English drills are based on
the premise that we learn a foreign language best by repetition. However, the
beginning English speaker is incapable of learning by repeating sentences that he
or she constructs. Since the use of correctly constructed English sentences is
Spoken English Learned Quickly Instructor’s Guide: 4 mandatory, the heart of this series is its use of grammatically correct and
colloquially relevant sentences in recorded exercises. In this way, from the very
first lesson, the student can repeat grammatically correct English sentences while
practicing. This allows the student to practice correctly spoken English for two
hours or more each day.
The format of the audio exercises has been very carefully designed. The
beginning student knows neither the structure nor the pronunciation of English
sentences. The recorded exercises give both. In all cases, the recorded speaker’s
voice gives the proper pronunciation, inflection, and structure of the English
sentence while the student listens. Then the student attempts to mimic each of
those elements while repeating the sentence. In most instances, when the student
must alter an English sentence, the recorded exercise speaker gives the correct
response. Thus, the student is always given a pattern to follow and an opportunity
to check his or her first response against a second repetition of the correct answer.
It is important that the students learn to listen intently to the recorded speaker
rather than anticipating the sentence with a premature response.
The Student Workbook lessons complement the recorded exercises. The
student can use the printed text to see the vocabulary and structure of each
sentence. Then, by reading the (parenthetical small print response) aloud, the student can
be certain that the answer is correct. (Note: A beginning student’s vocabulary is
insufficient to permit understanding an explanation of the lesson exercises. The
simplest way to explain each exercise is to allow the student to listen to the
recording while following the exercise in the Student Workbook.)
Throughout the series, the student will actually gain more English instruction
by using the recorded lessons than by talking with an instructor for the same
amount of time. The recordings expose the student to a high frequency of
correctly spoken English sentences. That will build a more substantial foundation
for fluent English speech than unstructured conversation with its inevitable
incorrect English grammar. However, spontaneous speaking with an instructor is
invaluable in both encouraging and correcting the student.
Your first exposure. If this is your first exposure to our language teaching
format, you will need to understand its logic before you are comfortable with it.
After the first lesson, it would be no more difficult for a student to repeat the
words and structure of a sentence in Lesson 15 than a sentence in Lesson 3. Both
sentences may have new vocabulary, and either may introduce new expressions
or sentence constructions. However, irrespective of which of the two sentences
the student encounters first, there will be little difference in the complexity of the
Spoken English Learned Quickly Instructor’s Guide: 5 But this does not mean that Spoken English Learned Quickly is a series of
simple lessons. In fact, it is very much an accelerated course. It is this constant
repetition of normal English sentences that teaches the verbal skills necessary for
fluent speech. That is what Spoken English Learned Quickly excels in, and it is
the reason these lessons teach spoken English so quickly and effectively.
An analogy of sorts. How would you teach a talented student to become a
trumpet virtuoso? Would you buy her an expensive grand piano and arrange for
lessons with a renowned classical pianist? If that had been your approach, it
would not be surprising if two years later she became discouraged because she
still could not play the trumpet. ESL students have spent much time learning to
write words, practice penmanship, role-play for job interviews and more. Yet,
when going to the store or applying for work, they will evaluate their own
progress solely on their verbal communication skills. They are often discouraged
because they see so little result after so much effort. Their conclusion is that they
will never learn English. They have been practicing the piano when they needed a
This series of lessons focuses on the students’ primary need. They must learn
spoken English. Spoken English Learned Quickly will give them a large
vocabulary in the context of properly structured English sentences. They will
repeat these correct English constructions thousands of times until they can
readily use them. Then, as they go to the store or make a job application, they will
be “tested” in the area in which they have been practicing. It is gratifying to see
adults who have been in the United States for two or three years and have been
discouraged by their weak English skills suddenly discover that in three months
they can communicate with strangers.
Look for results. If you have not used this course format before, we encourage
you to try it. Persuade your students to diligently work on the drills and you will
be amazed at how quickly they begin using English. You will also realize that
they require much less of your time while they are making even greater progress.
The three rules of English learning
We have emphasized the three rules for this course in the Student Information
section. Encourage the students to follow these guidelines. As quickly as possible,
encourage them to respond without reading and to speak clearly with adequate
voice volume. Finally, encourage them to spend sufficient time each day in study.
The three rules are:
Spoken English Learned Quickly Instructor’s Guide: 6 1. To learn to speak English correctly, you must speak it aloud.
It is important that you speak loudly and clearly when you are practicing
with the recorded exercises.
2. To learn to speak English fluently, you must think in English.
You will not be "thinking" in English if you are reading your answers. It is
very important that, once you understand each exercise, you say it without
looking at the printed lesson. Making your mind work to think of the answer is
an important part of learning a language.
3. The more you speak correct English aloud, the more quickly you will learn to
Every lesson will be difficult when you first begin. However, as you
practice, you will learn to speak correctly. You must practice until you can
repeat the exercises fluently without looking at the printed lesson.
We assume that you have read the two articles entitled, A Technical
Comparison of Spoken English Learned Quickly and ESL Courses
and Teaching Your Tongue to Speak English and understand why
Spoken English Learned Quickly (SELQ) is uniquely different from ESL
courses. (See the Index for these two articles.)
If you try to teach SELQ in the same way in which ESL courses are
taught, it will lose much of its effectiveness and your students will not
learn to speak English nearly as quickly. You as the teacher must also
follow the three rules given above.
We also need to make these suggestions to the teacher:
1. Never translate any part of the SELQ exercise lessons into another
language. If they are translated, the students will be thinking in that
language and the speed at which they will learn to speak English will
slow down immediately.
2. Do translate the vocabulary if you are teaching a group of students
with a common language. (We suggest translating the Vocab 1-16
document on the home page.)
Spoken English Learned Quickly Instructor’s Guide: 7 3. Never explain English grammar. Read the article Grammar and
Writing in Spoken Language Study. (See the Index for this article.)
4. Never give written assignments or written tests. The reason most of
your students are using SELQ is because they could not learn spoken
English with ESL's written assignments.
We all learn differently. That will also be true of your English students. Some
will respond very quickly to the method used in this series, while others will not.
However, lack of motivation rather than the method itself will account for the
largest number of students who do poorly. (If you use the daily time sheet on the
Assignment Calendar, you will discover that those who are having the most
difficulty are usually the ones who are not adequately practicing with the
As English teachers, we want every one of our students to speak adequate
English in six months. But it simply will not happen. Some students will not be
motivated. Some will feel more comfortable trying to write rather than speak.
Some will simply stop coming after several weeks of class. It is appropriate that
we try to help each student. We will be most helpful, however, if we set a
standard high enough to allow those who are willing to work diligently to reach
their highest potential. Be helpful whenever possible, but do not penalize those
who are working hard by unreasonably slowing the pace for the sake of a few
who are struggling. If need be, give slower learners individual attention if they
truly want to continue. After doing the best you can, expect to lose some students
who will not make the necessary effort to practice spoken English. However,
highly successful students may be your greatest asset in motivating others in the
class. Their success in a short period of time will demonstrate to their fellow
students that effort will produce the results they desire.
English grammar and such
By design, Spoken English Learned Quickly does not teach English grammar
by using written exercises. The students’ progress would be hampered if written
assignments were introduced. On the other hand, this course teaches an immense
amount of English grammar using spoken English as the teaching method.
Spoken English Learned Quickly Instructor’s Guide: 8 The intent of this course is to teach spoken English through the verbal
repetition of correctly structured sentences. We learn spoken language best
However, this course makes a concerted effort to teach the English verb. Aside
from inadequate vocabulary, improper use of verbs is the single greatest fault of
new English speakers. Beginning with Lesson 2, verbs are learned as spoken
English in a format that gives both person and time of action. By Lesson 5, person
and time of action are taught using simple sentences. Thus, the verb is effectively
taught through spoken language rather than through grammar studies.
We believe that this emphasis on spoken English is the most effective way to
produce language fluency. As an added benefit, successful use of this series does
not require instructors who have a strong background in English grammar as long
as they speak English correctly.
Are we correct? You have probably read this introductory material
and said to yourself, “It can’t be done You can’t teach English
without written assignments and grammar, and you can’t use the
same lessons for both beginners and advanced students.”
Our answer is a simple challenge. This method works very well for
us and produces rapid spoken English for our students. (We also
have a much lighter teaching load per student because they are
learning excellent spoken English on their own.)
Within the first four years on the website, Spoken English Learned
Quickly has been used in over 200 countries by an estimated
300,000 students. Independent instructors have started their own
English language schools in a number of countries.
Try it for yourself and find out how well Spoken English Learned
Quickly really works.
Spoken English Learned Quickly Instructor’s Guide: 9 INSTRUCTOR'S GUIDE: LESSON DEVELOPMENT
This Instructor's Guide will help you begin the Spoken English Learned
Quickly series with Lesson 1 and show you how to effectively use the remaining
lessons. Individual lesson guides are not given for the whole series since all
lessons are similarly structured. The lessons are written so that the student
working alone will become familiar with an established routine. Therefore, we
will give you suggestions for only the first section (Lessons 1-5). We will not
repeat instructions that apply to successive lessons. (Most of what applies to
Lesson 1 also applies to Lesson 2, etc.) Beginning with Lesson 6, you will have
no difficulty adapting these same techniques to the remaining lessons.
We will use Student Workbook to refer to the printed lessons, irrespective of
the form they are actually in. They will most likely be individual lesson sheets
you have copied from www.FreeEnglishNow.com or from a CD. Similarly, the
recorded exercise may be an iPod-type of MP3 player with speakers, a CD player
(usually in MP3 format) or even a cassette tape-recorded exercise you duplicated
from the website or a CD. (The mechanical functions of forward, reverse, and a
counter which can be reset for each exercise on a cassette tape recorder make it a
simple language instruction tool to use. They generally also have the advantage of
greater volume when they are plugged into a wall outlet.)
We have already explained the difference in conducting a two-hour class once
a week with self-study students and conducting a class which meets multiple
times each week. The following sections may be adapted to either. There are two
other variables which will also influence the dynamic of your teaching.
Teaching English in an English-speaking country. If you are teaching English
to immigrants in an English-speaking country, more than likely you will not be
able to communicate between yourselves; they cannot effectively communicate
with you, nor you with them. If you have a group of ethnically mixed students,
they will tend to group with those who speak their language, but will be unable to
communicate with other groups in the class. This is not a particularly difficult
class setting. It can be handled quite simply with few difficulties. If you allow the
Spoken English Learned Quickly lessons to carry the teaching load for you as
outlined below, you will not be required to carry the class with your verbal
presentations. (Note: Avoid extended monologues with the one or two students
Spoken English Learned Quickly Instructor’s Guide: 10 who can speak limited English. You will raise the apprehension level of those
Teaching English in a non-English-speaking country. If you are in another
country teaching English, you undoubtedly speak a common language. Use that
common language to put the students at ease, maintain cordial relationships, and
give vocabulary meanings or brief explanations when necessary. However, never
use your common language for lengthy descriptions; especially in the early stages
of language study, it robs the students of time they could be speaking English.
LESSON 1: ENGLISH PHRASES
The following lesson sections describe both a self-study course and a
classroom course. The primary emphasis is on the self-study course which is
meeting once a week for approximately two hours. In the self-study course, the
students’ primary study would come from their two-hour daily self-study away
from class. On the other hand, if this were a classroom course meeting for one or
two hours multiple times each week, then each lesson would be broken into
segments. After each segment, the students would separate and practice spoken
English using personal audio players. In situations where personal audio players
were not available, a single player would be used with the students responding in
The explanation also models how the teacher would use the course in an
English-speaking country in which there was not a common language between the
teacher and the students. These techniques would be unnecessary if the teacher
and all the students shared a common language.
1. Use the first session to encourage the students. Most adults, especially
immigrant students who have been in the country for several years, will be
discouraged with their attempts to learn English. Some may have studied
English in their homeland for several years with little result. These students
anticipate that their progress will be slow, if not impossible. Your first task is
to encourage them that they will actually be able to speak English.
2. If you do not speak a common language with the students, the more you
attempt to explain, the more you will confuse them. On the other hand,
nothing will encourage them more than their own experience in speaking
English. Therefore, the best way to start a class (assuming their complete
inability to speak English) is as follows.
a. With no formality of any kind, say "Hello, my name is ."
That's the end of your preliminary introduction
Spoken English Learned Quickly Instructor’s Guide: 11 b. Then, go directly into the lesson. Have the students turn to Lesson 1 in the
Student Workbook. (Show them the first page in Lesson 1 rather than
attempting to verbally explain.)
c. Turn on the recorded exercise and start the lesson. The students can follow
the text for the "Listen to the example." exercise. (While the "Listen to the
example." is playing, you should model their response by silently following
the text as the example is playing. Look at the text, not the students.)
d. When the recorded exercise begins exercise 1.1, you should model the part
of the student. Listen as the recorded exercise speaker reads the large print
text. Then speak while reading (the parenthetical echo) text. (A demonstration
is worth a thousand words. Because of language limitations, it is often
simpler to model the role of the student than to explain it.) Encourage the
students to begin repeating the exercise with you. Within two or three
sentences, almost the entire class will be responding correctly.
e. Avoid speaking. Repeat exercise 1.1 two times. (There is no need to repeat
f. Show the students that it is important that they listen to the full statement of
the recorded exercise speaker before giving their answer. Their purpose is
not merely to give the answer but to carefully listen to pronunciation and a
model of English fluency.
3. Familiarize the students with the vocabulary for the first exercise (1.1).
a. Demonstrate to the students that they are to open to the vocabulary page at
the end of the lesson. Do only the vocabulary for exercise 1:1. Have them
write the meaning of each word in their own language. (If some already
have a limited English vocabulary, they may help the other students. If
there are common languages within the group, the fastest way to move
through this section is for you, the teacher, to give the English word,
permitting a student to give a concise meaning in a common language.
Encourage brief definitions. Prevent discussions between students to avoid
wasting time and distracting from the English study. Students may also use
electronic or pocket dictionaries. Use this same technique for each new
vocabulary list for each of the Spoken English Learned Quickly lessons.)
b. Go back and do exercise 1.1 two more times while permitting the students
to follow the exercise from the Student Workbook.
c. Next, have the students close their copy of the Student Workbook and
repeat the exercise twice more with the students repeating each phrase
aloud from memory.
Spoken English Learned Quickly Instructor’s Guide: 12 4. If this lesson is being taught as a classroom course, the students would now
use their own MP3 players and independently listen to, and repeat out loud,
exercise 1.1. (Refer to the section Spoken English Learned Quickly as a
classroom course for more information.)
5. Play the recorded exercise for exercises 1.2 and 1.3.
a. Play the exercise once, encouraging all to participate while reading from
their copy of the Student Workbook.
b. Turn to the vocabulary for exercises 1.2 and 1.3 and have the students write
the vocabulary in their own language.
c. Again, play exercises 1.2 and 1.3 twice with the students answering aloud
while following the exercise in the Student Workbook.
d. Play exercises 1.2 and 1.3 twice with the students answering aloud from
memory after closing the Student Workbook.
6. If this lesson is being taught as a classroom course, the students would now
use their own MP3 players and independently listen to, and repeat out loud,
exercises 1.1., 1.2, and 1.3. Allow the students to do the three exercises three
or four times. During this time, the teacher should circulate among the
students, listening to each. Help if necessary, but your primary purpose at this
point is merely to accustom them to your presence when they are studying
spoken English exercises.
7. As time permits, do as many exercises in Lesson 1 in this way as possible.
8. Give an overview of all exercises in the lesson. (Remember, you are
demonstrating how the lessons are used, but avoid the temptation to verbally
explain how the lessons are used.) Before the group session is completed,
briefly review each exercise, demonstrating to the students how they are to
respond when they are studying alone. The best demonstration is to play a
portion of each exercise while the students follow the printed text. Have the
students respond in unison, reading (the parenthetical echo) text.
9. If this lesson is being taught as a classroom course, you will not need to give
an overview of exercises for self-study.
10. If you spend two weeks doing the first lesson in a self-study program, review
the students' progress on Lesson 1 during the second session. The simplest
way to review is to play the exercises, having the students repeat the responses
individually or in unison. You can play an exercise and point to individual
students, indicating that they are to respond to the next sentence. If this is a
classroom setting, you may use the same technique throughout the lessons.
Spoken English Learned Quickly Instructor’s Guide: 13 11. Review the Table material at the end of the lesson. Tables can be effectively
used for word substitution drills. For example, the "To Be" table can be used
by substituting personal names or some other quality within the vocabulary of
the lesson. Do drills with the "An English Question" table and the "Using 'A'
or 'An'" table.
Word Substitution is a useful language drill technique. For example, you
could do a word substitution drill with the verb to be. You could have the
students turn to the Lesson 1 vocabulary and then you could say, "He is….."
They could respond, "He is little." "He is okay." "He is here." "He is a child."
Then you could say, "They are…." and have them complete the sentence. You
could then reverse the drill and say, "….little." They would need to respond
with something like "She is little." (In Lesson 2 and following, you can use the
word substitution drill for time. You could say, "He is okay." "Yesterday." The
student would need to answer, "He was okay yesterday.") Word substitution
drills are particularly effective with beginning students because it gives
students a sentence structure they can use with a limited vocabulary.
12. In the last session for Lesson 1, preview the vocabulary and exercises for
Lesson 2. (See suggestion 2 under Lesson 2.)
13. Student Information pages in multiple languages are provided on the website
(www.FreeEnglishNow.com) and CD editions of this course. If you have a
means of reproducing them, you could make them available to the students.
However, you would do better to show these pages to the students at the end
of the first class session rather than at the beginning. If translations into
languages of some of the students are not available, you will only raise their
apprehension level by excluding them. But more importantly, you will give all
of the students a sense of achievement if they realize that they were successful
in learning English without an explanation in a language they understand.
14. Important. As quickly as possible, the students must close the Student
Workbook and give their responses without reading from a text. Much of the
lesson time in the first week will be spent with the Student Workbook open.
Most of the lesson time for the second week on that same lesson will require
that the audio exercises be completed with the Student Workbook closed.
Several observations should be made in closing this first lesson description.
• The more experience the student gains during the first lesson in both
understanding and speaking English, the more encouraged he or she will
be. The simplest way for a non-English speaker to gain this experience is
Spoken English Learned Quickly Instructor’s Guide: 14 through mimicking the recorded exercise while reading the exercises. In
two hours' time, most could experience the excitement of learning a basic
vocabulary and speaking a limited number of English sentences if you
closely follow the printed and recorded material.
• In reverse, the more you talk, the less they will understand, and the greater
their apprehension will be.
• During future lessons, you will want to expose them to more spoken
English. Language enrichment will be an important part of their learning
experience. However, during the first lesson(s), they must gain a
confidence that they can actually understand and speak limited English. As
much as you are able to do so, restrict yourself to that level of conversation.
By the end of the first lesson, you can ask some of the simple questions in
that lesson such as their name, etc. But avoid intimidating them by going
beyond their ability to understand and respond.
• Just as you can discourage a new student, so you can also allow another
student in the class with some English fluency to intimidate them. Avoid
carrying on conversations with the few students who can marginally
understand and respond. On the other hand, after the first few lessons,
individual conversation will become not only appropriate, but necessary.
At that time, however, you will need to include all students equally,
irrespective of their language ability.
• Finally, you must be able to convey to the students that you are eager to
help them learn, but that you fully expect them to make mistakes. You
must learn to avoid any indication of impatience or displeasure with their
attempts to speak proper English. Develop a sense of humor, the ability to
praise a job well done, and a smile and enthusiasm when correction is
LESSON 2: EXERCISE LESSON
1. In a voluntary self-study course, there will always be students who want to
believe that it is the group meeting rather than their individual study which
will teach them to speak English. To create accountability, pass a small slip of
paper to each student. Ask each student to write the number of hours of audio
study they did during the previous week. Don’t require them to write their
name on the paper. Give them just a minute to write the number and then
collect the papers. At the end of the class, tell them the average number of
hours (the total number of hours divided by the number of papers collected)
Spoken English Learned Quickly Instructor’s Guide: 15 and the high number of hours studied that week. Do this every week for the
entire series of lessons. The accountability will greatly improve their study
time, which in turn, will be the key to their success in learning spoken English.
If credit is given for a self-study course, you will probably want to use the
Assignment Calendar which is provided at the back of this Instructor’s
2. Review the vocabulary for Lesson 2, giving the students opportunity to write
the meanings of the words in their own language. Review the Expressions
section so that the students are familiar with their meaning and use.
a. Read each Vocabulary entry. Make certain that the students know the
meaning of each word. Allow time for them to write the meaning in their
own language. Have a student use the word in a sentence.
b. Read each Expression entry. Have a student read the expression from the
Lesson Text. Have the students help you explain the expression’s meaning.
Create new sentences using the expression with other vocabulary words.
3. Show the students how they can shorten sentences. (You can use this as a drill
throughout the lesson series by frequently asking a student to make a response
successively shorter.) The drill will help the student understand the structure
of the English sentence and the use of contractions, pronouns, and implied
sentence fragments. (Listen carefully to an inexperienced second language
L2 English speaker and you will realize that he or she will often struggle
with long sentences because pronouns and implied words are not used.)
a. The first sentence is the most complete response to the question, “Did he
say he was talking with Peter? The answer is “No, he did not say he was
talking with Peter.”
b. Now ask the student to make it shorter. The response to the same question
is “No, he didn’t say he was talking with Peter.”
c. Ask the student to shorten it again. The response to “Did he say he was
talking with Peter?” is, “No, he didn’t say he was talking with him.”
d. Shortened again it becomes, “No, he didn’t.”
e. Finally, the shortest response to “Did he say he was talking with Peter?” is
4. You may want to go back to the table at the end of Lesson 1 for a brief
demonstration of the use of a and an. Show the students that an is used with
words such as ambulance, arm, emergency and office. Demonstrate that an
rather than a is required with words beginning with the letters a, e, i, o and u.
Spoken English Learned Quickly Instructor’s Guide: 16 It is simple to show them the reason by saying the words both correctly and
incorrectly. Say an ambulance and a ambulance, an arm and a arm, an
emergency and a emergency, an office and a office. (Technically, it requires a
breath stop to say a office, etc.) However, do not explain this as a rule of
grammar. Simply show them that it is easier to speak when they do not need to
momentarily stop the flow of air.
5. Lesson 2 introduces a section giving common English expressions. This
Expression section will appear in most lessons that introduce new vocabulary
from a Lesson Text. The expressions lend themselves to an almost limitless
source of word substitution drills. Most expressions can also be used in past,
present, or future tenses. Create a variety of expressions in one tense and have
the students rephrase them using another tense.
6. Review the Table at the end of the lesson. Using the vocabulary of the first
two lessons, have students construct complete sentences using each entry on
7. Preview the Vocabulary and exercises for Lesson 3 in the last session for
Lesson 2. (See suggestion 2 under Lesson 3.)
LESSON 3: EXERCISE LESSON
1. Distribute slips of paper for an accounting of the number of hours spent
studying the audio lessons during the previous week. Give a report at the end
of the class.
2. Review the Vocabulary for Lesson 3, giving the students opportunity to write
the meanings of all words in their own language. Review the Expressions
section so that the students are familiar with their meaning and use. Identify
each expression in its context within the Lesson Text.
3. The students are beginning to use and understand the structure of English
sentences by the third lesson. Avoid teaching English grammar. Nonetheless,
there are interesting insights you can give regarding the time of the English
a. Read a sentence from the Lesson Text. Have the students identify the time
of action of each verb. Introduce the words past, present, and future. For
example, verse 6 says, “They were all together. They asked him, ‘are you
at this time going / to give it back?’” Were is past, asked is past, are you
going is future, and to give has no time of action.
Spoken English Learned Quickly Instructor’s Guide: 17 b. I need to give a word of caution regarding time. You are attempting to
teach simple time—not grammar. All you need to do is point over your
shoulder to indicate past time; point straight down in front of your face to
indicate present time; point forward to indicate future time.
c. Read a number of sentences in the Lesson Text and have the students
identify the time of action in each sentence. Many sentences will combine
past, present, future, and verbs having no defined time of action in the same
4. Show the students how verbs ending in …ing and the to… form of the verb
take on the time of action of another verb. For example, 3.2n says, “As he was
talking, they were working.” Time of action is determined by was and were.
Neither talking nor working express time.
5. In a similar way, show the students how they can make a series of verbs using
…ing constructions. Verse 1:11 says, “Why are you standing there looking
into the sky?” Help the students extemporaneously develop sentences using
two or more verbs ending with …ing.
6. The two verbs from the first three lessons that will require the most attention
are to be and to do. (Review the Table at the end of Lesson 2.) From the
vocabulary found in the first three lessons, build sentences using these two
verbs. For example, from exercise 3.4 you can give the word glad with the
students responding, “I am glad,” “He is glad,” and so on. Do the same with
the past and future times of action.
7. The above to be and to do drills can also serve the purpose of developing
fluency. If you use simple sentences such as “I am glad,” you can give the key
word quickly, expecting a rapid response at a normal speaking rate. The key
word can be either the person (I, he, . . .), the tense (is, was, were, . . .), or the
word which completes the sentence (glad, hurt, sick, . . .). Do the drill until the
students can quickly respond with good pronunciation.
8. Limit your questions and drills to the vocabulary of the first three lessons.
Nonetheless, a surprising number of sentences can be constructed from this
9. Preview the Vocabulary and Expressions for Lesson 4 in the last session for
Lesson 3. (See suggestion 2 under Lesson 4.) Make certain that the students
understand that they are to include a review of exercises from the first three
lessons in their personal study time. Suggest that they use the recorded
exercise for Lesson 4 each day, and, in addition, that they review one recorded
exercise from Lessons 1-3 each day.
Spoken English Learned Quickly Instructor’s Guide: 18