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American English File Second Edition retains the popular methodology developed by world-renowned authors Christina Latham-Koenig and Clive Oxenden: language + motivation = opportunity. With grammar, vocabulary, and pronunciation practice in every lesson, students are equipped with a solid foundation for successful speaking.Plus - an array of digital resources provides even more choice and flexibility. Students can learn in the classroom or on the move with Online Practice.

I'll try to answer without going deep into grammar, but if you really like the grammar side of things, have a look at this page (especially the part about 'the only decision possible' and 'the worst choice imaginable').

2. Check how accurate your answers areBe strict with yourself; every grammar or spelling mistake is important. For example, if the speaker says "The library has a collection of newspapers", you must not write "collection of newspaper".

On the contrary, a lack of lighting is also used to hide things, and we see Thorwald utilise this at many stages in the film. Jeff also takes advantage of this, as he often sits in a position where he is very close to being in the shadows himself; if he feels the need, he is able to retreat such that he is fully enshrouded. Low-key lighting in these scenes also contributes to an overall sense of drama and tension.

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If you find this helpful, then you might want to check out our A Killer Text Guide: Rear Window ebook, which has all the information and resources you need to succeed in your exam, with detailed summaries and background information, as well as a detailed analysis of all five essay prompts!

Knowing how to THINK will ensure that you EXECUTE your essay writing most effectively, optimising your potential to nail that A+. If I went from average to consistent A+s in Year 11 and Year 12, I have no doubt you can do it too. That's why I created the How To Write a Killer Text Response ebook.

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My take is, that a course has many flaws as you've pointed out does not make it totally useless. If MT fulfils a single L2 language need for an individual, then by all means they can use it. After which they leave it and move on to something else that fulfils another language need. There's no one-size-fits-all course, heck, there shouldn't even be! Because language learning is multifaceted. I find things like MT and Pimsleur to be nothing more than primer courses, the one for giving some sense of structure, the other for internalising pronunciation (obviously, it's best to start with pronunciation first). After which you move on, because language learning doesn't (and won't) stop there.

A year later I went back to French, and this time stuck with it. This time I used a bog-standard, computer-based course, with clunky graphics and no celebrity endorsements, which I was able to access for free in the language lab of my university. It had a more "tradtional" layout: dialogues, grammar explanations, verb tables, practice exercises and so on. I found that that system worked a lot better for me. (Not saying that it would for everyone, just that it did for me.) After a couple of months of that course I would still have struggled to have a proper conversation in French, but I was able to write a decent-length e-mail to an old friend in France, and that gave me a real feeling of achievement. I've kept it up.

I do remember some of MT's French mnemonics ("I'm going - I'm on my WAY - je vais") and they have been helpful. I also like the fact that his approach constantly challenges you to translate things from English into your target language. All in all, though, I don't find it thorough enough. Echoing Lolu, I think you could use it to supplement a more grammar-based course, to allow you to practise actually saying stuff. But don't imagine that an MT course all by itself will teach you a language. Even if it does say 'Total' on the box.

Second, Michel Thomas method does not shy away from grammar - rather, it embraces grammar the way that works for most people: breaking it down into manageable chunks and reinforcing with examples. If you complete a Michel Thomas course, you will have a good understanding of how the grammar of the language you're learning works - that is a great asset. And the rest is... just vocabulary. As a side note, it's true that the courses don't reveal the full grammar, but that's just a criticism about the length of the courses rather than their quality.

Where I do agree with you is on the one thing it tries to do and succeeds at doing - and that's building the structure of a language in your head and focusing on grammar. What I've learned through these courses I recall more quickly and it sticks with me. I agree it's a jumping off point for further study and the benefit is you speak right away and can see your progress. This, for me, is what is most motivating and has then propelled me to go on to study a language in more depth.

Considering the preamble about being as relaxed as possible, I found it utterly frustrating and stress inducing to listen to, so much so that my instinct was to throw my CD player out of the window due to the internal scream of "Make it stop! Make it stop!" which, fortunately, drowned out the sound of the CD itself. This was after less than ten minutes. I scrambled to hit stop on my CD player and instantly felt a sense of relief.

Hi,I don't agree that MT is rubbish, I did the German MT and it's far better than Duolingo, Memrise or other apps/methods. - It really enables you talk and to engage with natives; - you get a lot of fun when MT is correcting the students, I was able to almost always be better than them. I believe this gives a satisfaction; - it is really engaging and keep you there; - I like a lot this audio method of language learning where you need to translate. I used the same method a lot for learning Spanish with Pimsleur and other such courses ("Learning Spanish like crazy" if I rememeber correct). - you don't learn only words, you learn structures which are more prone to stick to your memory than plain words with no context; - I guess the only pitfall is that you don't get grammar with this course, you need to have a solid level of grammar to grasp the concepts presented. There are people saying that you don't need grammar, but I truly believe you need it in order to have a logical system in place.

I took up the Dutch courses as a "false beginner". I found the Michel Thomas courses very suitable, because what they actually do is teach grammar and syntax, without frightening anyone off by using technical terms. I know of no other course that enables students to construct quite complex sentences of their own so quickly. The MT courses openly state that they don't teach much vocabulary, but that they aim to provide you with the structure of the language so that you can then go on, using other materials, to build your vocabulary. Suffice to say that I passed a Dutch A2 (on the CEFR scale) examination. Of course I had to do extra work to learn a suitable amount of words and phrases, but I was happy with what the MT course had given me.

I have to disagree. I learnt Italian, Greek and am now learning French with MT. It is utterly brilliant. My friends here are astounded I have picked up the language so quickly. I agree that there needs to be other methods at play for comprehension and listening, but I am a huge fan of MT. He explains things simply and has a way of helping you recall things which is excellent. His method of teaching grammar and complex rules is brilliant because I hate "grammar". With him I find I am learning it without even realising until afterwards. Genius!

I'll try to keep the main part of this comment (the retort?) brief and, I hope, respectful. In my opinion, most people critical of MT's method don't understand what the aim was. The MT courses are meant to teach grammar and how to structure a sentence (including the pronunciation and other language tools necessary) in order to gain "the open door" (which is what MT says at the end of his courses). Why should they include listening comprehension? A language learner can do as much listening comprehension as they want in their own time, and a teacher is not necessary. Especially now with the internet and YouTube. The student can "tailor" (if that's what they want to call it) a comprehension course for them self, free of charge! The foundation of a language is its structure.

The combined foundation courses, Spanish, French, German & Italian are about 2,500 sentences when you remove the duplicates. I use these basic grammar sentences & then pay someone to record the 6,000 most common English words - I get them to translate & record this.

With 12,000 words (most common English words) you will understand about 95% of what you hear. The goal is to get to the 15,000 - 20,000 words. If you have grammar + a vocabulary of about 15,000-20,000 words, you will be considered fluent.

I find the Michel Thomas Method courses an excellent place to start when embarking on the process of learning a new language. I find the method efficient in getting me off the starting block. I think this is important because a sense of making progress breeds faster further progress. I also think the method is quite effective in starting to push structures over into long-term memory due to the repetition and recall elements. In my opinion, there is no such thing as a complete course because attacking from all angles, and over and over again, is par for the course with what will ultimately be the lifetime endeavour of learning and maintaining a language. So, I'm not too concerned that, yes, I will have to buy other materials like a grammar and seek out TV programmes in the target language etc. I do wish they were cheaper, but then, I wish everything were cheaper!I have noticed that, as a teacher, I have the tendency to take the comment about the responsibility for learning being the teacher's and not the student's rather too personally! 2b1af7f3a8