If You Are Teaching Spoken English Learned Quickly . . .

The Spoken English Learned Quickly course was designed so that it can be use d by a teacher who wants to help others learn English. The teacher may also use the course to earn money. See the Terms of Use statement. All our materials may be freely downloaded and reproduced for sale or instit utional use. See our Earn money page. The recorded lessons may be downloaded in MP3 format for burning CDs. See our Lesson Downloads page. We encourage the teacher to carefully read the Instructor's Guide for sugges tions regarding the course. The book Learning Spoken English should also be read by every teacher using the Spoken English Learned Quickly English course. Students will learn spoken English in the shortest period of time if they st udy alone with the recorded audio lessons. Therefore, for adult learners, we dis courage "daily" classes. Rather, we suggest that the students study alone during the week with a single class for one or two hours each week for a group of 10 o r fewer students. (These Spoken English Learned Quickly lessons are also very effective fo r younger learners. However, children and young teens respond best to the struct ure of a daily class. See the Instructor's Guide for suggestions when using thes e lessons in a classroom with younger learners.) More money can be earned with many students paying a small amount while they study on their own than can be earned with a few students who are attending dai ly classes. English grammar should not be taught in class. The class should be used for conversation practice only. (Suggestions for conversation lessons are given in t he Instructor's Guide. There is also more information on the link The place for grammar and writing in spoken language study.) The more that English grammar is emphasized, the less successful the students will be in learning spoken English. Why does Spoken English Learned Quickly work so well? Spoken English Learned Quickly teaches a student how to speak English in a s hort period of time because of one reason the entire lesson is spoken English. I f the student studies for one hour, the student will speak English for the entir e hour. When using this course, a student can speak English two hours a day, fiv e days a week, for nine months. The nature of this series These lessons will require intense effort. They are not intended to be "easy " or "fun." They were written to help motivated students learn English in a shor t period of time. Beginning students will often say that Lesson 1 is difficult. Yet often to t heir surprise beginning English students will be able to understand and use the exercise sentences at the end of two weeks. We recommend that most students spend two weeks on each lesson. By the end o f the first week, the students should be able to respond to all of the exercises without reading the printed lesson. By the end of the second week, they should be able to respond fluently to the Lesson Text and all exercises without looking at the written lesson. (However, for reading and pronunciation practice, they w ill always read from the Lesson Text.) An advanced student may do an entire less on in a single week.

The teacher can meet for one or two hours each week with 1-10 students. Spoken English Learned Quickly is unique The typical format. Most language courses progress from simple to difficult in successive lesson s. This series does not. With the exception of Lesson 1 which is written as an i ntroductory lesson, and Lessons 2 and 3, which present the English verb more sim ply, all lessons are essentially similar in complexity. Most ESL courses 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 sentences. ("Simple" and "difficu lt" actually have little to do with the actual spoken language, but more to do w ith the complexity of the stated grammar rules. For more information on the subj ect of grammar instruction, see the article Can beginning and advanced students use the same lessons?) The purpose behind the English drills The recorded English drills have both design and purpose. Spoken English Lea rned Quickly is based on the premise that we learn a foreign language best by re petition. From the very first lesson the student repeats grammatically correct E nglish sentences. Throughout the series, the student will actually gain more English instructi on by using the audio recordings than by talking with an instructor for the same amount of time. The recordings confine the student to a high frequency of repet ition of correct spoken English sentences. That will build a more substantial fo undation for fluent English speech than unstructured conversation. These lessons were designed so that a beginning student can use them effecti vely. This does not mean, however, that Spoken English Learned Quickly uses simp le lessons. It is very much an accelerated course. Your two biggest challenges First, some of your students will assume that the class sessions you teach a re more important than their time alone doing the exercises. These students will faithfully come to class but will put little effort into the spoken exercises. As a result, they will not be successful in learning spoken English. Always emph asize that the time spent doing exercises is the most important part of each les son. Second, after students learn the vocabulary and understand the meaning of th e sentences, they often assume that they have finished the lesson. Students must realize that the lesson is not complete until they can say everything fluently. Get them accustomed to repeating the exercises until their fluency is acceptabl e. An analogy of sorts How would you teach a talented student to become a trumpet virtuoso? Would y ou buy her an expensive grand piano and arrange for lessons with a renowned clas sical 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 applyin g for work, they will evaluate their progress solely on their verbal communicati on skills. They are often discouraged because they see so little result after so much effort. They have been practicing the piano when they needed a trumpet!

Spoken English Learned Quickly will teach your students how to speak English . And it will teach them to speak in a very short period of time. English grammar and such By design, this course does not teach English grammar. The students' progres s will be hampered if English grammar instruction is introduced. The intent of this course is to teach spoken English through the verbal repe tition of correctly structured sentences. We learn spoken language best through repetition. However, Spoken English Learned Quickly teaches the highest form of grammar excellence. When a student can speak fluently, using properly constructed Englis h sentences, that student is proficient in his or her knowledge of applied Engli sh grammar. This course effectively teaches the English verb. Aside from basic vocabular y, the greatest fault of new English speakers is improper use of verbs. Beginnin g 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 us ing simple sentences. Starting in Lesson 11, the verb exercises use two alternat ing formats so that the student is forced to think more when using the English v erb. Thus, the verb is effectively taught through spoken language rather than th rough grammar studies.