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ANNOTATED BIBLrOGRAPHY
SOME USEFUL GOOKS AND MATERIALS FOR ESL/EFL
Note: Almost all of these items are used by teachershere at SIT.
SEQUENCING PRESENTATION OF STRUCTURES (for teacherS' only)
An ESL Curriculum, prepared by C. Evans, L. hunt, J. Withrow (New York, LINE, Inc. ). Only 14 pages, but very 'concisely illustrates how to organize a course. Three elements: student behavioral objectives, possible structures, and possible contexts, are the basis of organ-ization. There is a liSt of 175 basic to advanced structures, end basic information questions, and also the 100 most frequently used irregular verbs.
English SentenceStructure, by Robert hrohn, et01. (Ann Arbor, The University of ,Michigan Press, 1971). A simple,epasy to follow arrangement, with the structure lead outIn boxes New structures are based On previous patterns, so there is a logical flow. Good place to utert, especially for the beginning teacher. Can also be used as a check if you write your own sequence. At the advanced level it is'rather incomplete. (Note: This book is often celled
"Ludo-Fries" since it is bpsed upon the originalwritten by Robert Lado and Charles Fries.)
II. GRAMMAR REFERENCE (for teachex;' or advanced students
fIndex to Modern English, by.ThomssleeCrowell, Jr. (New York: McGraw-Hill Book Company, 19$4). An: alphabetical listing with many details shout grammar and usage. One needs to become familiar with grammatical terms to know where to find things. Traditional analysis, with lots of examples.
Modern En Practical Reference Guide by Marcella frank(Engle-, wood Cliffs, NeW Jersey, Prentiss-Hall Inc., 1972). Also vary
thorough, answers nearly all the questions even the most advanced student could bug you with.
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III. -GRAMMAR REFERENCE WITH EXERCISES (equallyuseful or teachers and students)
Master in American En ish: .A Handbook-Workbook of Essentials, by R.: Hayden; D. Pilgrim. A.Q. Haggard (Englewood Cli.ffs,.New Jersey, Prentiss-Hall, Inc., 1956). A good reference with lots of exercises, clear explanations, but not always completely accurate in, for example, the use,of the present perfect.
Rapid Review of.En.lish Grammar by Jean Praninskas (Englewood Cliffs, New Jersey; Prentiss-Hal Inc., 1975).. -Some prefer this toMasterin-while others.. Some teachers prefer the older edition of Praninskas.
Not all the structures presented are -practicedin exercises. A good
"other place" to look.
IV. GRAMMAR EXERCISES WITH BRIEF EXPLANATIONS (though p
ESL students, it is equally usefulforteadhers) pared for.
Eng.lish,Sentence Structure, by Robert Krohn (see above, under I.).
Oral exercises with simple procedures. Very. mechanical, a kind of linguistic "calisthenics."
KC-dern-En lish: Exe Ases 'for_Non- native 5 eakefs by Marcella Frank (Englewood Cliffs, New Jersey; Prentiss-Hall, 1972). A two volume set:
Volume I: Parts_of Speech; Volume II: Sentences and Complex Structur,1.
Very 'thorough. The best set. a.fexercise books for advanced students, especially those preparing for the obscurities or-the TOEFL. Some exercises are useful for low-levelstudentb, .too. Gets into the subtleties much more thoroughly than any of the above-named books.
Graded Exercises in English, by Robert Dixon (New York, Regents Pub-lishing Company, Inc., 1971). Probably the most widely publishedand pirated ESL book around. It's cheap, and the exercises are
straight-forward. It has clear, brief explanations. Students can use it on their own easily.
fEn-lishstructure inFocus by Polly Davis (Rowley,Massachussetts, Newbury House, 1977).. An intermediate grammar review book intended for adult Foreign language learners. -There are "explications" in boXes _and a wide variety-of situational-type exercises. Handles many
com-plexities and subtleties (es for example modals) in a much more complete way than'many other texts.
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COMPOSITION REFERENCE (Ideas' for Teachers)
AWey With Worda,. by. Edna Gilbert (Wvailable,from Educational Solutions).-Late .of :creative composition ideas For sentences, ppragraphs,long
compositions. Some examples: writing a sentence with three letter words, finishing -.story, etc., etc., etc. Ideas can be used with any.
class level.
VI. COMPOSITION TEXTS
A First Book in Com hensian Precis and Com si on, by L.G. Alexander (London, Longman, Ltd., 965). The student.reads a paragraph and
answers questions to reconstruct a summary o;: it. Appropriate connectors are supplied. Easy to ube
Course in Controlled Com Intermediate ESL Students, by G. Brook_
Inc., 1974
ition far Be inners a
York LILAC, and a WithroW (Ne
lwent--siCours
Controlled Com osition for Intermediate and Advanced Students, by L. tsunz (New Yo , _INC, _nc.,:1972).e a Ream: A Course n Contra Com'csitiun for Jab Trainin Education, by' L. Kunz and R. Vfscaunt (New York, Teachers 'College Press, 1973).
These three texts are very similar. All numbered steps which indicate the difficulty of the assignment. Simplest steps ask students to change pronouns, tense,eto. More difficult involve using pasive, combiningsentences, etc. This approach, like Alexander's, is easy to follow and seems to work. Moreover, since
the beginning stages students are doing little more than copying the text, it impresses on them the importance of little things they tend to overlook -- capitalization, punctuation,-spelling, paragraph indentation_ The printed texts relate to city life; adult problems;
current events.
aglia0.217212-1141EL1112i, by Mary Lawrence (Ann Arbor: University of Michigan Press,-1975). 'Teaches logical organization: making-iriferedes
using generalizations and examples, chronal6gics1 order, describing ispatial relationships, using cause and result, Comparison and contrast,
separating relevant and irrelevant information, 0-mwing logical
rela
tionships; making hypotheses. This is obviously advanced compo sition text! Very clearly written and creatively designed, so that it can be used at an intermediate level; the thinking is more demanding
than the language level. (It could probably be usedsuocessfulaq with natiVe speakers.)
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