ERIC ED384256: Hands-On English: A Periodical for Teachers and Tutors of Adult English as a Second Language, 1994-1995.

102 Pages·1995·3.2 MB·English

by  ERIC

DOCUMENT RESUME
FL 800 855
ED 384 256
Hands-on English, 1994-1995.
TITLE
Hands-on English, Crete, NE.
INSTITUTION
ISSN-1056-2680
REPORT NO
PUB DATE
95
102p.; Published bimonthly. For volumes 1-3, see ED
NOTE
374 686.
Hands-on English, P.O. Box 256, Crete, NE 68333
AVAILABLE FROM
(subscription, $16, $10 for volunteers and teacher's
aides).
Serials (022)
Collected Works
PUB TYPE
Hands-on English; v4 n1-6 May 1994-Feb 1995
JOURNAL CIT
MF01/PC05 Plus Postage.
EDRS PRICE
*Adult Basic Education; Adult Literacy; Book Reviews;
DESCRIPTORS
Class Activities; Classroom Research; *Classroom
Techniques; Cultural Education; *English (Second
Language); Games; Grammar; *Instructional Materials;
*Literacy Education; Multilevel Classes (Second
Language Instruction); Second Language Instruction;
Student Research; Teaching Methods
ABSTRACT
This document consists of the six newsletter issues
published during the 1994-1995 volume year. Intended for teachers and
tutors of adult English as a Second Language (ESL), issues contain
articles, book and materials reviews, letters, classroom techniques
and activities, and announcements concerning the teaching of adult
ESL. Articles address these topics: multilevel classes; student
research; testing; online professional discussions; and literacy
education; and a variety of classroom activities and techniques,
including student "thought cards," closed-captioned video, lesson
design for tutoring, creating an instructional idea file,
question-asking, sentence combining, cultural awareness, classroom
design, student minute-taking, famous quotations, and creating a
class textbook. Reports of teacher mini-grant projects are also
presented. A crossword puzzle for classroom use is included in each
issue. (MSE) (Adjunct ERIC Clearinghouse on Literacy Education)
***********************************************************************
*
*
Reproductions supplied by EDRS are the best that can be made
*
*
from the original document.
***********************************************************************
Hands-on English
May/June 1994
Volume IV, Number 1
July/August 1994
Volume IV, Number 2
September/October 1994
Volume IV, Number 3
November/December 1994
Volume IV, Number 4
January/February 1995
Volume IV, Number 5
March/April 1995
Volume IV, Number 6
U.S. DEPARTMENT Of EDUCATION
Othce of Educational Research and improvement
THIS
PERMISS,ON To kEPRODUGE
EDUCATIONAL RESOURCES INFORMATION
BY
MATERIAL HAS BEEN GRANTED
CENTER (ERIC)
31.is document has been reproduced as
wool-stair°.
received Irom the person or
ougmafing or
to improve
o Minor changes have been made
reproduction oualrtv
this docu
points of view or opinions stated in
official
ment do not necessarily represent
RESOURCES
OERI posmon or policy
10 THE EDUCATIONAL
INFORMATION CENTER ;ERICi
BEST COPY AVAILABLE
May/June 1994
Volume IV, Number 1
Hands-on
E glish
A periodical for teachers and tutors of adult English as a second language
On the market
Reviews of useful ESL materials
should be used as supplemental material to the
Vocabulary text
other, more content-based materials your stu-
"Developing Vocabulary Skills, Second Edition"
dents are working on.
by Dennis Keen (1994, Heinle & Heinle Pub-
The glossary in the back of the books gives
lishers, 1-800-354-9706). $12.00 (Teachers
some word history and related vocabulary for
Manual $4.00) ISBN 0-8384-4672-8.
each word element studied. If we were teaching
One of the hardest things to do in ESL is to
from this book, we would probably emphasize
find books that are appropriate for the needs of
this material, and perhaps expand on it, be-
the particular students you have. That's why
cause we think it is useful for students to make
we try to present a variety of materials in this
connections between new words and words they
column.
already know (whether in English or in another
The students who need this book are high
language).
intermediate to low advanced, with future aca-
The exercises in this book are clear, useful,
demic goals. If we were teaching a class of "pre-
well-organized and even fun for the students.
academic" studentsin an intensive program,
We predict that working through them will give
say, or a community collegewe'd make sure
your students more control over the new vocab-
each student had their own copy of this book
ulary they will be meeting in the years ahead.
and work through the entire book from cover to
cover over the course of a semester or two.
Aquiring English vocabulary is an over-
whelming task, and you can't do it by
Letters
3
memorizing lists. Stephen Krashen (author of
From the field:
many books and articles on reading and
-Multi-level classes can work!
4
learning language) says you aquire new vocab-
-Student research: inventions
7
ulary by reading a lot and recognizing new
Tools & techniques:
words in their context, and we agree with this
-Thought cards
5
principle.
-Closed-caption video for ESL
6
But we still believe it will help advanced
-Getting online with TESLIT-L
8
studen ; if they are able to analyze new words
Put the learner in the drivers' seat
9
Tutors, too:
and put. some of the roots, prefixes and suffixes,
Minigrants award winner:
etc., into categories of meaning. The exercises
-"A Plan for My Future"
10
in this book provide students with many of the
Career Categories
Crossword puzzle:
11
tools they need to analyze new words.
12
Hints & tips
There are some nice readings in the book,
Categories for sorting idea cards
Idea tile:
13
but don't expect most of the material to be pre-
News & notes
14
sented "in context" with "whole language"
-an ESL cartoon
"Nightschool"
16
activitiesthis is not its purpose. The book
1
3
g) Hands -on
Englishicg.
Volume IV, Number 1
May/June 1994
About the publication
Hands-on English (ISSN 1056-2680)
Hands-on English is a small, independent
is published six times a year (Jan./Feu.,
publication that was started in 1991. The editor
March/April, May/June, July/Aug., Sept./Oct.,
is a former ESL teacher who has taught ESL in
Nov./Dec) by Hands-on English, P.O. Box 256,
many settings, including adult education
Crete, Nebraska 68333 USA.
programs, a refugee program, community
Printed by Precision Printing, Crete, Nebraska.
college, and a university intensive English
Copyright © 1994 Hands-on English
program.. and survived to write about it!
Subscription rates: $16 for regular
Articles and ideas are contributed by
subscribers, $10 (discounted rate) for volunteers
experienced teachers and tutors, including our
teacher's aides, $22 (multi-user rate) for
readers. If you have an article or teaching
libraries oi institutions. Postage & handling:
suggestion you would like to share, we welcome
Canada and Mexico add $4; outside N. America
your input!
add $10. Single copies of back issues are $4 each.
About the Minigrants program
Permission to photocopy: This periodical is
Hands-on English awards a few small
copyrighted. However, we invite teachers and
grants (of $100 each) annually for practical
tutors with a paid subscription (or whose
classroom projects. Applications are due April
institution has a paid subscription) to make as
30, and are available upon request. ok
many copies as they need for their own
classroom use. (Please don't make copies for
On the road
colleagues! We survive on subscriptions.)
with Hands-on
Editor: Anna Silliman
English!
(M.A.,Teachers College Columbia U.)
(The editor,
Consulting Editor: Karen Campbell
heading off to
Cartoonist: Michael Capurso
the March
Grants Manager: Peter Dowben
TESOL
Address correspondence to the editor at:
conference in
Hands-on English
Baltimore,
P.O. Box 256
MD.)
Crete, NE 68333 USA
Or:
Fax/phone [phone].
Toll free call-in: 1-800-ESL-HAND
E-mail: [email protected]
Subscribe today!
11
Send this form with your check or money order
(U.S. funds only) to the above address.
Please send me a subscription to Hands-on English for one year (6 issues).
I enclose:
Name:
$16 Regular teacher rate
Permission to photocopy for teacher's own class(es)
Address:
$10 Discounted rate for volunteers or aides
Permission to photocopy for your own student(s)
$22 Multi-user rate for organizations
Institution:
Permission to copy for multiple teachers/tators
Position:
Postage/handling: Canada/Mexico add $4.
Countries outside N. America add $10.
Renewal
Check one:
New subscription
.
Lyrical letters
Need holiday activities
Here are two more poetic commentaries from
"Dear Editor,
our unstoppable readers:
You're doing a great job!! Nevertheless I
would like to see activities for the holidays, ie.
"Hands-on English is really the best!
St. Patrick's Day, Halloween, Valentine's Day.
It really beats all of the rest!
This wouk be most useful. Sincerely,
With grab-bags and puzzles and
Diana Kohl
games, to add zest!
Victoria, B.C., Canada
We can all pick and choose, what we
If any of our readers have holiday activities
will put to the test!
they'd like to share we'd be delighted to present
It's marvelous, yes?"
them in Hands-on English.
Cathy Forsythe, Lewistown, PA
Puzzler solved
"Not much money at our house
Debbie Weger, Sal Parlato, and Dorothy
Maybe we can get it out of spouse
Holmes, among others, all contacted us to say
Love each volume that you send
"Have a nice day." They weren't just being
So cost of next year
friendly thoughthey had decoded the message
We'll certainly spend!"
we printed in our last issue from a Spanish-
Char leen Lyngstad, LVA Volunteer
speaking student: Jabanaisde. Any more
Kalispell, MT
puzzlers out there?
Poetry for students?
More about coining
Roumy Boukova in Santa Ana, California
"Concerning the article: 'Coining, Aspirin
wrote to ask if we know of any poetry books with
and ESL,' (March/April '94 issue) it is important
poems adapted for ESL students at the
to note that using aspirin in conjunction with a
beginning and intermediate levels. Do you know
viral infection (ie., the flu) is not advisable. See
of any? If so, please contact us and we'll pass the
the warning section on any aspirin bottle.
word along.
"As teachers, most of our students look to us
as advisors, almost the same as doctors. With
and calls
the potential of litigation so high, I would not
recommend the use of any medication but would
recommend the students to see a doctor.
"In Phoenix, the Child Protective Services is
New refugees
aware of the practice of coining. The Vietnamese
community and the Refugee resettlement
We recently spoke with Beth Easter, who
teaches adult students in Minneapolis. She
programs have informed them About the
practice. However, individiv
mentioned that her program has a group of new
doctors or school
studentssome Bosnian refugees. Their
principals may not be aware of it."
stories, she says, "would break your heart," but
Phil Allred, Lutheran Social Ministry
they are excellent language learners and highly
Phoenix, AZ
motivated students.
She also reported that some of the Bosnian
students speak Russian or Polish in addition to
their first language (Serho-Croatian), and get
along very well with the Russian and Polish
students in the program.
flands-on English, Vol. IV. No.1
:3
From the field:
they can work!
Multi-level classes
have stayed in my class while working on the
We received this inspiring letter from Betty
GED and have passed it. Others have gone
Darden in Texas, and thought you would find it
straight from my clas3 to regular classes in
useful:
junior college and have done well. Still others
Dear Ms. Silliman,
have been able to find a better job, which was
I am writing to request the free combined
their original goal all along. But the most
index and also to tell you how much I have
encouraging trend to me is the continuous
enjoyed your newsletter. Since my ESL class is
stream of former Intensive English "college"
multi-level, I have used your multi-level puzzles
students who hear about this class and come to
and activities the most. Please continue to
improve their listening-speaking skills. These
provide as many of these as you can.
students with very different educational
backgrounds and levels somehow find what they
I remember reading sometime back in your
need in a multi-level class.
editorial that you did not feel that multi-level
classes were the best format for teaching ESL.
Realities
Five years ago when I was teaching single-level
I agree that ideally single-level classes
classes on the college level, I would have agreed
should be the most successful at teaching
with you. Now upon completing my fifth year as
English in the shortest amount of time.
a fulltime ESL teacher in an adult education
However, given the case that around the world
class, I have changed my opinion.
more ESL teaching situations involve small
numbers of students than not, I suggest that
Time is key
multi-level classes can be successful.
Because our school is small, and I am the
only ESL teacher, by necessity I teach a
Thank you for helping me to be the best
morning and afternoon multi-level class. These
teacher I can be by sending me a first class
classes meet for three hours a day, five days a
periodical full of ideas and activities that I can
week. Having this much time with the students
actually useeven in a multi-level
is the key I think for the success of the multi-
environment. I look forward to having the index
level class.
so that now I can find those activities faster.
Some ideas
Sincerely,
Since a reader had asked for suggestions for
Betty J. Darden
such a class, I will share with you what has
Cassata Learning Center
worked very well for me. My students study at
Fort Worth, Texas
their own pace for half of each class period in
Book I, II, or III of Practical English
(published by Harcourt Brace ESL,
Further resources
1-800-742-5375 for information). The lase half
of the class is devoted to group, pair, and
Looking for more help with multi-
various other communicative activities.
level classes? Many teachers have
recommended this book:
I base the class activities on the vocabulary
Teaching Multilevel Classes in ESL
lesson for that week from the Basic Vocabulary
Builder (by Dorothy Lebowitz, National
by Jill Sinclair Bell
Textbook Co., 1-800-323-4900). Whatever
(Available from Dominie Press, $14.95.
activities I can find that correlate to the
1-800-232-4570)
vocabulary, I use them. I am continually adding
The book includes many suggestions
view activities and tossing out old ones as find
for activities and exercises, practical
better materials. Thus, each year is basically
teaching suggestions and examples.
the same but different enough so that some
students who stay a year to two years are still
challenged.
Nothing succeeds like...
The best indication to me that this class is
meeting the needs of ESL students is the
success of those who have left the class. Some
6
Hands-on English, Vol. III, No. 5
4
Tools tst techniques:
"Thought cards" for writing and speaking
them focus on one thought and discuss it, or
by Denise &Heck, instructor at City College of
have them give advice (written or oral) about an
San Francisco, Alemany Campus. Her students
issue. Another approach is to have them choose
are adults in an open-enrollment, non-credit
one thought that is the most important to them
program.
and have them write a response to it, or relate a
Thought cards are a wonderful way for
similar experience they may have had.
ESL students to generate topics to write and
When the next week's thought cards roll
talk about. I learned about them from a friend
around, many people will make comments
who teaches health education to native-lan-
about something they discussed the previous
guage high school students.
week, or they will respond to someone else's
A thought card is a 3x5 card on which stu-
thought. This provides some continuity in the
dents can write anything they want to: their
discussions.
beliefs, interests, goals, fears, a joke, an obser-
I kept all the cards until the end of the se-
vation, a poem, a quote, a drawing, the weather,
mester, and then returned them to the students
politics, sports, or religion. I used them in a low-
to reread and comment on any patterns they
intermediate conversation/writing class, but
saw in their own writing.
they could probably be used in any class from
high-beginning on up.
Why it works
Thought cards validate our students'
How to do it
feelings of self worth, because their own feelings
Set aside one day each week when students
and thoughts are being read aloud and dis-
must turn in their cards. You can have them do
cussed by others. Thought cards are good from a
it for homework if you want to, and use the card
pedagogical point of view because students are
as a "ticket" into class. Or, give them 15 minutes
working on vocabulary, conversation, writing
or so to write at the beginning (or end) of the
and reading while expressing themselves.
class period. Everyone must turn in a signed
and dated card. If they can't think of anything to
To correct or not, that is the question
say they can write "I have nothing to say this
The first half of the semester, 1 did not
week."
correct the grammar on the thought cards be-
After collecting the cards, select a few to
cause I felt that since it was the students'
type up. I usually had six or seven each week.
personal writing I should leave it be. Midway
Try to vary the subjects and students you select
through the semester, however, some students
each time. I also think it's important to keep the
started saying they wanted me to correct them
writers anonymous so the students can feel free
What I did then was to clean up the grammar
to write about anything.
just on the handouts. On a second sheet I also
typed up individual sentences from the cards
The next day or later that week, distribute a
which were grammatically incorrect and had
sheet with that week's thoughts, which you
students correct them in pairs. Used this way,
have selected and typed up. Read them aloud (or
the cards are a good grammar teaching tool.
have students do it) and discuss any vocabulary
they don't understand.
Some sample student thought cards:
The first week may be difficult because stu-
feel very sad When I was in mu ,ountrti.
dents aren't sure about the process and are
thought that
I
I
I was wrung
was a heaven, but
nervous about sharing. I gave a few personal
can't find a 1,.21/ When I
I
C Vallery.t?
examples that got them started (ie., / am very
itv,t
any place, then e451- me, To you
I
It,:
have been here for 3 month,' I haven't done any p 4? 1.
.). By the second week, stu-
worried because.
.
I really worm for mil Ide [Jaw I
can I have experience? ..
dents will be comfortable enough to confide
-1...11.1
live --s
personal things on their cards.
Lnow where I
Or
heaven
hell?
Follow up
You can have students discuss all or some of
fast,
!eat-ft Encil,sh veal
My little wn st.tidies in school
He
but
the thoughts in pairs or in small groups. I often
he cart
I tea ;h li.n, a word a (4,14
Chinese words
L.(1,,W
I
r. Lade up two or three discussion questions to go
,,ma day th. recTIC laucjh .at
I row why he v., r.onf-tt,s'oi
M 4`.11'7C
with each thought. You can do many other
tr4'1
110 rl't
Art
(4 f:111,05,
Why
things depending on the nature of your class
and the abilities of your studentsyou can have
BEST COPY AVAILABLE
Tools & techniques:
Closed-caption video for ESL
Jeorgette Knoll from the Metro North ABE
Helpful readers
Learning Lab, Coon Rapids, Michigan, had
The request from Jane Bailey for
great success with a TV program called Rescue
information about closed-caption videos we
911, a William Shatner docu-drama. She wrote:
printed in our last issue brought us a flood of
"The students read the TV story sentence by
responses! Rather than devote an entire issue to
sentence as the picture is paused on the TV.
this exciting technology, we decided we had to
Tutors and students like the pace, the
summarize for you what we learned.
vocabulary, and the real life situations. The
Beneficial technology
tutor often will preview the tape to pre-teach
Closed captioning was developed by a non-
some of the vocabulary or idioms. It takes about
profit organization, the National Captioning
an hour to read and explain line by line about 5
Institute, primarily for the purpose of providing
minutes of TV. This means that one TV program
access to television for deaf and hearing-
can be used for a part of several tutoring
impaired people. The educational value of
sessions."
written captions for television benefits not only
Sal Parlato tells us that if you have a deaf
the deaf a mmunity, though, but illiterate and
student in your class you can benefit from the
functional,y illiterate adults, children learning
government's program of Captioned Films and
to read, and of course ESL students of all ages.
Video for the Deaf (CF/VD). They lend captioned
Because all televisions made after July 1,
videos or films free of charge to those qualifying.
1993 will have this technology built in,
To apply, phone Modern Talking Pictures at
eventually many more people will have access to
1-800-237-6213, or write them at 5000 Park
the captions that are broadcast with most TV
Avenue North, Saint Petersburg, FL 33709.
shows and can be switched on or off as desired.
For a short summary of all the latest
To get these captions with older equipment, you
techniques in using closed captions with adult
need the original "TeleCaption Decoder," a
ESL students, contact the National
black box you hook up to your system. These can
Clearinghouse on Literacy Education (NCLE),
be purchased for about $125 where video
Attn: Fran Keenan, 1118 22nd Street NW,
equipment is soldfor example, Sears carries
Washington, DC 20037. Send them a self-
them.
addressed, stamped envalope and ask for the
"Open captions" are the same captions but
ERIC Digest on Closed Captioned TV. The
can't be switched on or off. With the right
digest is free of charge.
equipment you can record something with
Several people have told us that the best book
captions onto a video tape, which can then be
for ideas on teaching with videos is:
played on any VCR, whether it has a decoder or
not. For classroom purposes, this might be a
Video in Action: Recipes for Using Video in the
more inexpensive approach.
Language Classroom by Susan Stempleski and
Barry Tomalin ($19.95 from Prentice Hall
Resources
International, 1-800-947-7700).
For information about where to get a decoder
As we get more information from our readers
in your area, and for more information about
about what works, we'll pass it along to you.
using closed captions with ESL students, write:
National Captioning Institute
5203 Leesburg Pike
B
Falls Church, VA 22041
A A
111
or call: [phone]
Special thanks to Jeorgette Knoll of Metro
Video tapes with closed captions are available
North ABE, Peggy Camp, D.EA.F. in St. Paul,
commercially, from libraries and video rental
Minnesota, Sal Parlato in Rochester, New York,
stores . Many ESL teachers have commented,
Joe McVeigh and the other nice folks on TESL-L,
though, that the best teaching material is likely
and Morgan Bramlet of NCI for providing the
to be short TV segments that you have recorded
information for this article.
yourF el f.
6
Ilands-on English, Vol. IV, No.1
From the field:
report
Student research: the invention
proud of. The reports are then posted about the
-by Eleanor Mills, ESL teacher at Memphis City
provides good class
roor.i. The second worksheet
Schools, Memphis, Tennessee.
has to
movement and interactioneach student
It is always difficult to introduce ESL stu-
list all the inventions, inventors and how they
dents to research materials. Even the most
improved the quality of our lifestyle.
basic book or encyclopedia is a challenge be-
Each student is also responsible for pre-
reading English.
cause of their limited skills in
senting an oral report about their invention,
This worksheet was designed for even the
using the written sheet as reference. tk
lowest level of ESL student, and can be easily
adapted for other reports as well.
Editor's note: Enlarge this worksheet on your
for
copier, leaving plenty of room at the bottom
Working in groups under teacher super-
the students' drawings.
vision, every student can produce a report to he
Date
Name
INVENTION REPORT
Name of invention:
This invention
(Tell what the invention does and how it has improved our lifestyle.)
Name of inventor:
Date of death:
Inventor's date of birth:
Tell three more things about the inventor.
Draw a picture of the invention:
Inventor
Invention
What does the invention
2nd worksheet, for
do to improve our way of life?
group work when the
reports are finished:
Hand -nn English, Vol. IV, No, I
7
Tools & techniques:
Getting online with TESL1T-L
by Carl Grove, Seattle, WA
possibility is to connect to a "statewide
technology network" that is available in many
I "talk" to people all over the world about
U.S. states at a very reasonable cost, or free.
issues in adult ESL almost every day from my
(Ask about this at your public library.)
computer, and you can too. It's easy, it's
informative and it's really fun.
Joining up
Once you are able to send messages to
On Ii ternet there are probably thousands of
Internet, you will need to subscribe to a list
groups of people connected (or "subscribed") to
called TESL-L (this the main list). To do this
what are called lists. A list is a distribution
you send an e-mail message addressed to:
system that sends my message to everyone else
[email protected] (this is the
who is subscribed to the list.
Internet address for the computer that runs
Issues in common
TESL-L). In the message you should write only:
One list I am hooked up to is called TESLIT-
SUBSCRIBE TESL-L. Soon you will get an e-
L. All the people who subscribe to this list are
mail message back welcoming you to the list,
interested in issues of literacy and adult ESL
and giving you some instructions for using the
education. We frequently talk about teaching
list.
ideas, teaching situations (facilities, pay,
Next, you should send another message to
policies, etc.), articles and books we have read or
[email protected] that says:
conferences we have attended. Lately our
SUBSCRIBE TESLIT-L. This is the Adult
discussions have centered around how to get
Education and Literacy sub-list of TESL-L, and
adult educators (including ESL) connected in
the one you want to join to talk with other adult
order to create a more unified group of people in
ESL educators. If you later feel you are getting
this field.
too many messages by being on both lists you
We (those of us on the list) would like to hear
can turn off TESL-L but leave TESLIT-L on.
many more voices. What are your frustrations?
Your instructions from TESL-L will explain how
What aspects of your working conditions
to do this, as well as other techniques for
negatively affect your ability to teach? What
controlling the number of messages that come to
aspects of your working conditions positively
you.
affect your ability to teach? What are your
If you need more information on how to get
successes? How can we act to counter the
hooked up to the list, send me a message. My
marginalization of Adult Educationboth of the
address is: [email protected]
teachers and the students?
(remember to type in the address exactly as it
Getting involved
appears). I hope to hear from you soon.
If you would like to participate in this
--Carl Grove, Seattle, Washington
ongoing discussion, you need to subscribe to this
NB: There are many publications that explain
list. It's really quite easy. All you need is an
how Internet works. A couple of the best are
electronic userlD (also called an e-mail
"Zen and the Art of Internet" by Brendan Kehoe
address), either on Internet itself or through a
and a magazine called "Boardwatch."
private service to hook you into Internet.
If you want to connect from home, you need
a computer, a modem, and your telephone line.
You also need to subscribe to a private service
like CompuServe, Prodigy, America Online, or a
local version of these services, usually for a
monthly fee. Any of these services will allow you
to send and receive e-mail messages through
Internet, although their fees vary depending on
Editor's note: Hands-on English is a regular
how much you use the service.
participant both in TESL-L and TESLIT-L, and
we are also happy to answer any questions we
If you work at a university, college or
can for you about getting 'connected.' Our e-mail
community college, you can probably get an
address is: [email protected]
Internet account free. Ask your local computer
department about Internet access. Another
If you're feeling isolated, this is the cure!
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Hands-on English, Vol. IV, No.1
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