English in Situations [antikvár]

Ki-yiu (I'';; FOREWORD Our previous four publications in the series "Teaching Languages to Adults" have been concerned mainly with teaching techniques for the language-teacher. We feel that it is also one of our tasks, however, to provide the student and teacher with actual course material. This book is designed for revision of basic patterns and structures, leading to more advanced work by a "cyclical" plan of presentation of each feature at three different levels of difficulty. It is thus particularly suitable for refresher courses or for intermediate students in general courses. A pilot-edition has already been tried out over two years under various conditions by both O.U.P. and the Eurocentres. The book serves two primary functions. For the teacher, it should be a source of realistic situations and practice material for essentially oral presentation during the lesson. For the student it serves as a reference to and record of this oral presentation, enabling him to reconstitute the material later alone. The way the situations are presented in class is critical to the success of this course. The basic principles of presentation are given in the Introduction, but it is up to the individual teacher to exercise his own originality and talent in this vital part of his teaching. With this support, we believe the book can produce lively, realistic and successful language-learning. Erh. J. C. Waespi Director of the Foundation for European Language and Educational Centres ACKNOWLEDGEMENTS Many people helped me in writing this book. It would be impossible to mention them all, but I feel I must name the following in particular. Roy Kingsbury and Tony Yeadon, my two colleagues in the Research and Development Department who spent many long hours suggesting material and played a considerable part in the production of this book. Mr J. Allsop and Mr J. Andrews, the heads of the Bournemouth and London Eurocentres, who promoted the book in many ways. Mr E Waespi, Director of the Eurocentres, who gave many facilities for the book to be tested, offered constructive criticism afterwards, and without whose support the book could not have been written. All the many teachers in the London and Bournemouth Eurocentre who have helped with advice, criticism and enthusiasm. Mr R. A. Close, from whose book "English as a Foreign Language" I have gained a great deal of Insight into my own language, the results of which I have tried to apply here.