Textbooks usually provide the teachers with guidance on activity and course design hence assuring a measure of structure; logical progression and consistency in class. The textbooks are usually designed in a manner that ensures that the learner’s expectations or needs are met thus facilitates learning. People can learn a variety of foreign languages such as English through the use of textbooks. Teachers should, therefore, be able to determine the right materials to be incorporated while teaching a foreign language. The paper analyses Michael’s textbook “How to learn English quickly” and its importance in learning and teaching English as a foreign language.
Part I: Vocabulary & Grammar
The book discusses various aspects of vocabulary and grammar in the contexts that a second language learner of English can easily understand. The use of vocabulary and grammar by the second language learner has been addressed as a critical component in learning English as a second language. For example, students are skillfully engaged in the purposeful application of English instead of them being engaged in learning English (chapter four to eight of the textbook). This can be seen as an essential component of motivating students to understand better the use of grammar and vocabulary vis-à-vis learning about the use of grammar and vocabulary. For example, the book addresses various concerns on the use of tenses, verbs and the grammar associated with various changes (Michael 2013 p 46).
The objective of English-as-a-second-language (ESL) programs is usually to equip the learners with the language cultural proficiencies that are necessary for the fulfillment of academic, vocational,, as well as personal goals. It has been addressed in the chapter 27 and the subsequent chapters of the text. The author skillfully brings out the proper integration of the individual's perception and grammar use. It provides both instructors and teachers of English the overall use of grammar rather than just learning about English in the context of grammar and vocabulary. It is regarded as a contributing factor in learning English by an individual who wants to know English as a second language through the understanding of the basic language requirements and the self-participation. Thus, the author presents various activities related to learning the language such as observation, listening and practice of the grammar use in different aspects.
The vocabulary used in the textbook is indeed stimulating and interesting, and this motivates more students to learn English as their second language. Grammar and vocabulary use in the textbook provides practical examples of how English adopts various structures and rules for its grammatical application. However, different vocabularies are recycled in later chapters that are also advantageous to the learner. For example, the use of indefinite articles, pronouns and nouns are the introductory grammar applications in the book. In the later chapters, the author of the book further explains the usage of such grammar components to bring out the integration of both grammar use and the cultural aspect of grammar. Consequently, the learner and the teacher find the works on both grammar and vocabulary flowing and easy to understand and to apply as one tries to learn the language (chapter 46 of the textbook).
Part II: Language Skills
Learning a second language requires the development of new skills that enables the learner to process what the original users of the language say about their language. The learner, thus, adopts the use of the skills required to communicate the language. In the textbook, there is explicitly presentation of various skills that enable learners understand and implement so as to allow them communicate in English. For example, the book recommends that English language learners should concentrate more on listening and practicing the English culture. The learners of English as their second language are encouraged to listen to English radio programmes, watch English movies and practice the pronunciation of the words correctly (Michael 2013 p 9). These activities are both interpersonal and the oral communicative skills.
Listening skills are well presented in the textbook. This ranges from the learner’s skills to listen to ideas rather the use of words given in English. The verbal and non-verbal skills have also been articulated in the book as significant components of listening skills. Further, the book advocates on the learner’s participation in listening various pronunciations and use of words while learning the language. In addition, the author encourages one to develop proper listening skills that ensure one grasp the actual meanings and use of words (Michael 2013 p 37).
Part III: Culture
Culture is usually considered a key component in learning second languages. Michael defines culture as the quality of a person to manifest his or her collective intellectual achievements. In the context of learning English language, a person’s culture plays a great deal in developing interest in acquiring the language. Michael brings out the aspects of culture in different sections of the book (Mitchell 2013 p 32 -138). Additionally, the role of societal culture has been elaborated in the learning process. For example, the learner should adopt an interest in English culture so as to easily understand various meanings of contexts instead of understanding the dictionary meaning of the words. Further, learners are encouraged to develop cultures such as; readability, listening and participatory culture in listening, communicating and using English (Michael 2013 p 91).
Summary
The book contains different concepts that are essential to the learner. The appropriate uses of definite and indefinite articles, adverbs, modal verbs, tenses, use of proper nouns are also highlighted in the book. Spelling rules, prepositions and speech marks have also been discussed in the book. Reported speeches and Open-ended questions encourage speaking. Michael establishes that it is important to listen to radio programmes in order to understand the language faster. The use of this book will enhance the student’s ability to build correct paragraphs and sentence structures. The textbook is indeed imperative for use in teaching the English language. However, the students must have a positive attitude towards learning in order to gain more knowledge.
Works Cited
Mitchell, Michael. How to Learn English Quickly: Integrating Vocabulary and Discussion. Cirencester: Memoirs, 2013. Print.
