Foreigners' guide to English

Introduction

Some of the foreigners who come to make their home in the United States have been well educated in their own countries; some may have received a certain degree of education; others have had no education whatever. All, however, need to become acquainted with the English language. Most of them work long hours during the daytime and often at places where they hear little or no English. Their evening class is sometimes the only place where they can hear the language properly spoken. Most of them think, when they come to this country, that the English language is difficult to acquire. Hence the first lessons should be simple, with results that may be readily seen by teacher and pupil alike. They should find their lessons interesting and should see that they are useful. In order that they may be satisfied, great effort should be made to stimulate them, to make each lesson of some intrinsic value, and to present the study of English in as interesting a way as possible.

Through daily contact outside the school-room with persons of different nationalities, the author of this book has learned which of the peculiarities of the English language are most difficult for them, and also what vocabulary is requisite for their everyday life. This book is written to present these particular things, and at the same time to familiarize the pupil with the idiomatic expressions most commonly used. It also teaches as soon as may be, and by practical illustrations only, such simple

4772523 iv Introduction grammatical uses as are most important for beginners.

The chief difficulties of the English language to foreigners appear to be as follows:

1. Some particular sounds, as v and w, e and x, tk and wh.

2. The different sounds indicated by the same letter, as of a in the words can, cane, car, care, call.

3. The accent of words and the cadence of phrases and sentences.

4. The use of auxiliaries, as have and do.

5. The comparison of adjectives.

6. The idiomatic uses of prepositions.

7. The order of words in declarative and interrogative sentences.

SYNOPSIS OF GRAMMATICAL FORMS

This synopsis notes the chief grammatical forms illustrated in the lessons. Lessons not here noted introduce words which illustrate the use of vowel and consonantal sounds, or which go to make up the vocabulary.

Personal Pronouns (Lessons 2-10, ii, 14, 26, 28, 34). The singular and plural forms are given with illustration of the formation and uses. The teacher should not conHne herself to the text; she should add other illustrations and should encourage pupils to make their own sentences, first orally and then in writing. The difference should be shown between my and mine, your and yours, her and hers, our and ours, their and theirs, as in Lessons 2 and 34.

Plurals (Lessons 7, 9, 14, 34, 39. 5<^)- '^^e teacher

Synopsis v

should show how to distinguish between singular and plural forms. Here, also, the teacher should add illustrations and encourage the pupil to make others.

Possessive Case (Lessons 15, 34). The formation of the possessive singular is introduced in Lesson 15 and distinguished from the plural in Lesson 34.

Prepositions (Lessons 5, 6, 7, 9, 16, 18, 27, 28, 34, 35, 36, 37j 38' 45' 76)- The preposition 0/ also conveys the thought of possession. As there is no equivalent word for it in many foreign languages, its use is often very hard to understand and acquire.

Example: The girl's ribbon.

The ribbon of the girl.

Other prepositions having idiomatic uses are to, from, by, and zvith. Of these, to, besides having its uses indicating direction, as in / went to the door, indicates also the person to or for whom and the thing to or for which something is done.

Example: I give this book to you.

He gives his time to study.

As some of the uses o( from have no equivalent in many of the languages and as this preposition is in constant use in ordinary conversation, special effort should be made to teach it

Example: Where do you come /row.?

Take the book from him.

Can you read this from your seat.? By and with, like to, beside their ordinary uses, have somewhat different meanings in

She does it by hand.

We cut bread zvith a knife.

vi Synopsis

Coviparison of Adjectives (Lessons 59, 66). Illustrations are given of the regular comparison of adjectives. Pupils can afterward be shown those in common use which are compared irregularly.

Auxiliaries (Lessons 11, 13, 17, 18, 27, 28, 33, 43, 44, 47, 48, 49, 52, 63, 68, 69). Two auxiliaries which are very perplexing to the pupil, are have and do — have in connection with the perfect tenses, and do in its use in interrogative and negative sentences and in the emphatic form of the verb.

Interrogative Sentences (Lessons 13, 19, 47, 70, 72). Pupils need to be led to see the change in the order of words which usually takes place in asking a question.

From Lesson i to Lesson 19 there is a great deal of practice in questions with zvhat, zvhere, and who, which require no change of order, and questions with the forms of to he and to have, which do require change of order. With Lesson 19 begins the drill on the interrogative use of do, does, and did.

Tenses (Lessons 27, 28, 29, 33, 42, 43, 44, 68, 69). In the first three of these lessons, the past of to be is taught, and the use of shall and will. In the next four lessons, the formal study of past and future tenses is begun, as well as the present and past progressive forms. The last two lessons deal with the perfect tense.

As all these grammatical forms are common in everyday speech, pupils should be made familiar from the beginning with the simpler forms and uses and then proceed to the more difficult and idiomatic uses.

Synopsis vii

CONVERSATION

Much attention should be given to conversation. Constant practice in speaking is what the pupils need. Even if they could talk the whole time of the evening lesson, it would not be much in comparison with the rest of the time in which they speak their own language. The class-room is the only place where they can acquire correct usage. Pupils should always be made to give full answers, as they need the practice of speech.

Throughout this book, but more particularly in Part I, the lessons afford the teacher constant opportunity for conversation and action work. Whenever possible, action should precede and then accompany the reading of a group of sentences.

PHONICS

The teaching of phonics should begin the first day. The elementary sounds should come first, and then the sound combinations. A few minutes' drill every day on phonics for the first two years is of great value for securing good enunciation and self-reliance in pronouncing new and difficult words. It is also of great help in spelling.

MEMORY WORK

Short sentences or sayings committed to memory are invaluable in enlarging the pupil's vocabulary. Such sentences should be at first simple and brief and should appeal to the learner's interest.

It may be added that the method employed in this book has been in use in one of the evening schools of Boston for the last seven years with successful results.

Part I: Objects and Actions Lesson Page

1. Introductory Lesson i

2. The Personal Pronouns 3

6. Personal Pronouns 12

7. Numbers and Plural Nouns 15

8. -The Negative 18

9. Numbers and Plural Nouns 22

1 1. •Auxiliaries; Can 29

12. •Here and There 32

13. Auxiliaries; Am 34

14. "Numbers and Plural Nouns 37

15. The Family. Possessive Nouns 40

16. Names of Parts of the Body 42

17. .Progressive Present 46

18. •Progressive Present 48

19. Auxiliaries; Do and Does 51

21. Members of the Family 55

22. Parts of the House 60

26. Housework 69

27. •Auxiliaries; Shall and Will 72

28. mJVas and Were 74

29. •Present and Past oi To Be 77

Part H: Everyday Life

31. Divisions of the Day 85

32. Color Words 87

33. • Progressive Past 89

34. 'Possessive Plural 91

35. "The Preposition of 93

36. "The Preposition to 95

37. Prepositions from and with 98

38. Exercises on Preceding Lessons 100

39. Plural of Demonstrative Pronouns 102

40. The Weather 104

41. The Weather 106

42. ^Past Tense: Regular 108

43. -Past and Future Tenses: Irregular no

44.-- Past Tense: Regular and Irregular 112

45. Dressmaking 1 14

X Contents

46. Daily Occupations ^'7

47. -Auxiliaries; Did ^20

48. -Auxiliaries; Did Not '22

49. -Auxiliaries; Do and D/i '24

;o.- The Weather 1^6

51. Writing and Posting Letters |28

SO..

52. Postal Matters '30

53.» How to Address an Envelope '32

54. Time of Day '34

55. Exercises on Preceding Lessons '30

56. Numerals '3»

57. Months and Seasons '4°

58. Exercises on Preceding Lessons '42

59.*Comparison '44

60. Language Lesson on Arithmetic '4°

62. Fruits and Vegetables '5°

63. Marketing. Tenses '52

64. t^xerciscs on Preceding Lessons '54

65. Weights and Measures '5°

66. In a Grocery Store '57

67. Questions as to Time '59

68. -The Perfect Tense '6'

69. "The Perfect Tense '°3

70.«Contractions '^5

71. Public Signs '^7

72. •Interrogative Sentences '^8

73. In a Butcher's Store '"9

74. Parts of the Body '7'

76. Prepositions '74

77. Letter Forms '76

Part III: Reading Exercises

78. Daily Occupations '79

79. Relatives and Friends '81

80. Clothes '83

81. In a Clothing Store '85

82. Daily Occupations '87

83. Occupations '89

85. Conversatif)n with a Tailor '93

86. Conversation on Shopping '95

87. In the Kitchen 197

88. -What is Done in the Kitchen 198

89. In the Dining-Room I99

90. At Table 2CX5

91. Eating and Drinking 202

92. Simple Rules for Health 203

Contents xi

93. •Homonyms 204

94. From Europe to America 205

96. Applying for Work 208

97. Some Everyday Expressions 209

98. Renting a House , . . . 210

99. Conversation between Two Friends 212

100. My Friend Charles 214

lOi. Some Everyday Expressions 215

102. Large Cities of the United States: New York — Chicago . 216

103. Large Cities of the United States: Boston — Philadelphia 218

104. The Country 220

105. A Holiday 221

106. Some Everyday Expressions 223 no. A Letter 228

111. The United States 229

112. The Dog and His Reflection. The Crow and the Pitcher . 231

113. The Fox and the Crow 232

114. The Shoemaker and the Rich Man 233

115. The Two Servants 234

116. The American Citizen 237

117. City Government 239

118. Departments of the City Government 240

119. The Police Department 241

120. The Fire Department 242

121. The School Department 244

122. The Flag 245

How to Become an American Citizen 246

Appendix

Personal Pronouns 251

Conjugation of Verbs 251

Principal Parts of Irregular Verbs in Most Common Use . 255