Using English: Your Second Language is intended as a main or supplementary textbook for college students or adults who have completed basic courses in English as a second language and are well on their way to effective communication in speech and writing. Students with a fairly high level of proficiency in English should be able to cover the material in a 40 to 50 hour course of study; students who still need considerable oral and written practice of basic structures will possibly need twice that amount of time. Although we expect that most intermediate and advanced students will be reasonably proficient in the language, we have nonetheless aimed at fairly complete coverage. The earlier units - on questions, attached statements and rejoinders, commands and requests - have more of an oral than written emphasis and, on this basis, might be considered more elementary. Later units - on clauses and punctuation - emphasize written work and might be considered more advanced and sophisticated. Beyond that, we have made no assumptions about the order of difficulty of the various units. The units can be taken up in the order in which they appear in the book, or material throughout the book can be selected for study as the need arises. Admittedly there are some disadvantages to the self-contained type of unit - mainly the necessity to include in one place both simple and difficult material on relative clauses, indefinite articles, verb tenses, and so on; however, the flexibility gained seems worth the price. Parts of the book can be assigned to complement other reading and writing assignments, and problem areas can be either reviewed quickly or studied in depth. The material to be reviewed in each unit will naturally depend on the degree of proficiency of the students. In addition to review, however, each unit will surely contain expansion of the known and quite possibly the challenge of the unknown. Within each unit, examples are followed by explanation and drill. The drill is usually short (a "minidrill") when it is used mainly to reinforce a point or to see whether the student comprehends and can use the structure; it is somewhat longer when it constitutes part of the explanation. The latter is often the case when the material is essentially for list learning - for example, verbs followed by to or for + indirect object. With quite advanced students, the teacher may bypass the examples and explanations and go directly to the minidrill, proceeding rapidly until students reach material that is difficult for them. With less advanced students, however, the examples, explanations, and minidrills may not always be sufficient. When this is the case, supplementary drills, preferably drills that relate to the immediate experience of the students, can be added. Exercises at the end of each unit are for the most part cumulative. The degree of control in these exercises varies, but the student has considerable freedom to create his own sentences and to express his own ideas.
The book also has devices to enable students to use it as a handy reference. In shaded sections at the bottom of appropriate pages, there are, for example, lists of contractions, irregular nouns, irregular and two-word verbs, as well as guides to the pronunciation and spelling of plural nouns and third-person singular verbs. Section numbers in the margins and two indexes - one for words and one for topics - simplify the finding of information.
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