Teaching Globish with GNG and Skype

by David Hon
This book is owned by the writer. Any unauthorized copying in any
media, including publishing on the Internet or giving out by other
means, is forbidden and protected under international copyright
provisions. US Copyright Registry Case # 1-603560081

2011 David Hon

Table of Contents
Preface (in Globish).......................................................................2
Beginning (also in Globish) ..........................................................3
Chapter 1 - Teaching the English That Adult Students Want.....5
Chapter 2 - The Value of Globish - English................................10
Chapter 3 - What is GNG (Globish IN GlobishTM)?...............15
Chapter 4 - Why Use Skype to Teach GNG? .............................20
Chapter 5 - Skype+GNG = The Hybrid Classroom ...................25
Chapter 6 - Immersion with "Most Useful" Words...................28
Chapter 6 - Why 1500 Globish Words?......................................33
Chapter 8 - Parent - Child and Other Variations.......................46
Chapter 9 - Ending This Beginning ...........................................51
Chapter 10 - Other Globish Materials ........................................56

Preface (in Globish)

I am writing most of this book in English for English teachers and for administrators
who want to understand the ideas of Globish and of hybrid courses. It is also for
students of English who would like to show their English teachers how to structure a
hybrid course in Globish. It is only the first part of a longer book to come, but I hope
it explains some useful directions.
Combined with online distance learning and student study with self-paced lessons,
this method can give language skills faster and better. It can be done less expensively,
in small or individual classes at any time, with no need for traveling to a school
classroom. The end product will be students who have more sureness because they
are using -- and speaking -- more correct English.
What does Globish look like?
The Preface you are now reading and the next -- Beginning -- part are written in
Globish-level English so that the first thing you see is that Good Globish is Correct
English. If you wish to see more Globish, Globish The World Over is the first book ever
written completely in Globish, and GNG (Globish IN Globish) is the first language
course ever written completely in Globish.
- David Hon

Beginning (also in Globish)

If you are a student, have you ever wished you could avoid a lot of cost and travel to
attend very small language classes? Would you like to attend class whenever the time
is good for you: after your work or perhaps when your children have gone to bed?
Have you ever wished you could take a language course for only about 6 months and
have just enough to travel or do business?
And if you are a teacher, have you ever wished you could teach small classes after
your regular work, and never travel from home? And have you wished you could
help students work on well-defined areas of English that let them get what they need
most quickly? And have you ever wanted to offer a short fixed group of lessons,
rather than an endless process, to the new students? As a teacher, you may want to
offer Globish (or Globish-English, which is the same).
If students complete this Globish-level English with you, it will also form a
solid basis if they want to take more English at a later time.
Globish offers a closed system of English. It makes basic English students quickly able
to communicate with other English speakers like themselves around the world. It will
be correct English, but not extensive English. In other words, their Globish-English
will be enough English to get things done.
That is why the teacher of Globish does not need to be a native speaker, and often it is
better if the English teacher is NOT a native English speaker because:
1. Explaining things in the student's native tongue is important at early stages,
2. Sympathizing with students lets a teacher design better learning experiences,
3. Available sound materials let any teacher demonstrate many ways of talking,
4. Some teachers who have learned English as a second language may be
bbmuch better-educated in English grammar, linguistics, and teaching methods.
5. A teacher living in the student's country will have reasonable hourly rates.
Globish IN Globish offers a complete learner-centered environment based on
26 lessons of Globish. The user is "immersed" in Globish from the very start. No
student can start Globish IN Globish unless they can already read at least 350 of the
most common words in English. That is where they begin with Globish.
Skype offers the last piece, a way for the online student to get the direct value of
having a live teacher. We are finding that teacher is needed at several points in the
learning process -- but perhaps not as often as most schools require.
This book will try to give you tools to achieve those goals.

If you are a student, GNG presents a total course for you to give to any English
teacher, when you ask them to teach you Globish-English. With Globish IN Globish,
they will know all they need to know about teaching you Globish in 6 months.
However, you may need only a few hours of class with a teacher for each lesson. It is
up to you to request this Globish choice, and this Skype method. Then you can have
the values of a Hybrid course -- little or no travel, and classes when your time is best.
With it, you can learn "enough" Globish - English to talk with the world.
If you are a teacher, you can offer students the course they have wanted -- enough
English but not Endless English -- using the Globish limitations. You can present the
few helping classes with each student whenever you both choose. You won't have to
always worry what you are going to do in the next lesson: you and the students will
already know. And finally, you will be able to begin each student at exactly the level
of his or her ability.
As a teacher of English as well as Globish, you can make sure that their good Globish
will make them understandable to English speakers, and will give them simple but
correct English to build on. If they do decide to proceed to more complete English,
Globish as they learn it in GNG will give them a level of BI in the Council of Europe's
Framework of Reference for English. So Globish is a worthwhile use of English for
most travel and business purposes. Globish is also a valuable base if they choose to
study more English.
This book tells you what you need to know, about Globish, and GNG, and Skype.
It could change the way you teach, and perhaps even change your working life.

Technical Words (to make Globish fit into your life..)

Idiom

- a special colorful way of using words -- but very difficult for the
beginning speaker to understand.
Lesson - a part of a course. There are 26 lessons in Globish IN Globish.
Hybrid - with two different parts. When a course -- like GNG -- with computers
and with teachers, it is a Hybrid.
Immerse - having something all around you. When we swim, we are immersed in water.
Linguistics - the study of language
Grammar - rules for the structure of thoughts and relations between words in a language.
Preface- a short note about the subject in general before beginning to discuss the subject in
detail.
Administrator - someone who manages a school or company

Author's note: Now that you have read these first two examples of Globish in
the Preface and Beginning, I now continue the rest of this book in English,
with the idea that mostly English teachers will be reading it.

Chapter 1 - Teaching the English That Adult

Students Want
Adults who study English are investing in their future. They see that some use of
English will be important to their global business, but to now it has been very unclear
how much English they would need. Of course the English-teaching establishments
will answer that everyone should aspire to being absolutely fluent in all aspects of
English. However, the adults -- with families and business pressures taking so much
of their time and energy, are perfectly correct in asking "How much English is
enough?" Globish tries to provide an answer.
Because this is such an ever-present question, it creates a dilemma in the mind of the
adult student. For that reason, a study was conducted in a graduate school in
Hungary that tried discovering the motivations of adult students of English and
stating them in measurable way. Because they are only aware of English and not
Globish, these findings were based on what they know at the time. We are allowed to
share that study here, and thank its author, Krisztina Dlugosz for letting us show a
short synopsis:
-----------------------------------Learning English Forever?

What are Private Students Purposes in Studying English?

By Krisztina Dlugosz, University of Pcs, Pcs, Hungary
The sample group is 100 Hungarian students at a private language school in Pcs who study English.
The aim of Dlugosz study was to elicit data on what motivation those students have, how much time
they would like to spend on learning English, and what they think about the role of English in their
lives. Her methodology was to ask these questions and put their combined answers into observable
data. These were the questions, with specific answers reflected in graphs:

1. What is your purpose in learning English?

2. How do you feel about English?
3. How much time would you like to spend on learning English?

Next: Summary of Findings:

Summary of Findings:
#1 (What is your purpose in
learning English? )
50 % say they are learning
English in order to be able to
work abroad. This is as much as
all the other reasons combined.
Other job-related reasons add
another 20% for a total of 70% of
the sample is taking private
English lessons for some reason
relating to their profession. This
correlates closely with the number
of working adults who are in the
courses. It also correlates with the
90% in question # 3 who consider
it a tool.

#2
(How do you feel about English?)
90% is Clearly the overwhelming majority of students from the full sample, say that English is being
studied because it is a tool and not as a culturally broadening experience. They do not care to be as
fluent as a native speaker. It is the most striking finding in this study.

#3 (How much time would you like to spend on learning English - @4 hours/w ?)
Both 6 months and 1 year had 37% of the respondents, for a total of 74%. Those would felt 9 months
would be an appropriate length of time studying English were another 10% (and this figure may be an
anomaly with connotation on pregnancy cycles.) This makes a convincing total of 84% who do not
intend to spend more than 1 year improving their English. Those who anticipated it might take 2-3
years were only 6%. And those who felt it would take more than 3 years were 10%. The latter two sets
may indeed reflect the percentage of students who were beginners and had no use of English at all. To
those, indeed the road may look much longer.

Conclusions:
1. English is perceived as a job-improvement tool.
It is apparent from this sample of 50 students in a private English school that they consider that
learning English is a tool for greater success in work, and for many that success in work may
currently include opportunities working abroad. Nothing in the study indicated whether they
felt "abroad" meant Anglophone countries only, but it is a safe assumption that it would mean
Europe and other parts of the world where English is becoming a strong necessity in global
business despite the mother tongue of the company or country involved. Indeed, this set of
answers reflect that students consider the common language of English a common ground for
their professional pursuits abroad, and a useful "tool" in their work in Hungary as well.

2. English is an investment of both time and money with a perceived payout.

Each person has his or her own personal "investment" in English, so another interesting finding
was in how much they felt they should have to invest in this "tool" for such rewards as they
might anticipate. At four hours per week, this could translate easily into a time-money equation
(15 forints per hour X 12 months (52 weeks) X 4 hours per week of classes = 3120 florints. This

could then be put into a cost-benefit question in each student's mind. (If a better job here or
abroad made 20% more in pay, how long would it take the investment of approximately 3000
forints to amortize out. (To complete a sample calculation, a student now making 6000 forints
per year would hope to increase it by 20% to 7200 forints per year by virtue of and added
capability in English.

Thus in this student's calculation, it would take five years of the

increased earnings to pay out the investment of one year of English-learning. Obviously no one
guarantees these results, but they are clearly the "investment-thinking" that many wise students
make when apportioning their time and resources toward a better future.)

3. Private English Schools should attempt to shape a "product" that matches

the

90%

student expectations of having English as a "tool": If Conclusions 1 and 2 are true, and in large
part they seem to be, then it would follow that the most successful English teaching schools in
future should be able to define an "amount" of English that fits the timeline of "under one year".
The school would then attempt to determine if that amount of current methodology and result
was indeed enough, or if one year was an unrealizable demand, or new and creative methods -some obviating old logistics with new technology -- could yet satisfy these expectations.

4. There will be a conflict between Academic and Business definitions. The "shaping" of a
product to meet student expectations will require a clear-eyed view of the adult student's
professional needs rather than traditional academic definitions of "curriculum" - much of which
was designed in the past century to reflect logistics and standards of the university community
which were not necessarily attuned to those of adult professionals who have moved beyond
the academic environment.

5. There is probably a common denominator of "enough" English that can emerge from
this dialectic situation.
Conclusions of what that might be are far beyond the scope of this paper, but the Council of
Europe Framework of Reference for languages could be one starting place. Its definitions of
language behaviors indicate that most people could be functioning well -- if not perfectly -- in
English at the B2 or High-Intermediate level. Add to that that much of the English may be used
in non-English speaking countries with non-native speakers, and a different set of standards
may emerge, for instance a lessened emphasis on idioms and perhaps a core set of statistically
most-used words in English to form the core of the learning.

6. Private English schools and tutors should tailor their English courses to the "investment"
expectations of the student and the true requirements of English usage in businesses at
home and abroad.
This would then give high value to the students and to the society as a whole, for the least time
and money invested by the student. With this standard known, obviously certain schools
could say we help you reach your goals "better" or we do it "faster", both with that clear
standard in mind, and both capable of more or less rigid evaluation by students who have
engaged in that new system of English learning. Ideally, this 6-12 month English learning
would have a designation that would assure a person of certain capabilities attained after that
investment, and those new methods and definitions could be tested against all sets of
expectations. This English curriculum by and for professionals would, of course, would require
another study, or perhaps several.

-----------------------------------------------------------------------------------------------------------Clearly there is a desire in non-English speakers to achieve the maximum use of

English with the minimum amount of time, and money, given. The adults in this
study know what they want, and it is not cultural enrichment. They want jobs and
they want prosperity for themselves and their families, and sometimes an Endless
English seems to be standing in the way of it. As you will see in this book, if you are
able to work with these students on Globish-level English, using Globish IN Globish
and facilitating it with Skype or a similar method, many more of them can achieve
their goal of "enough" English.
And here is one more thing. The teacher of Globish will not insist on an accent like a
native speaker, or any "perfect English accent." And the teacher of Globish will not be
trying to explain every different idiom from the U.K., America, Canada, Ireland, or
Australia. And on the matter of pronunciation, they probably already have enough
sounds to make Globish work, if they concentrate on stresses in words and sentences.
These adults are looking for a good teacher and do not need a native speaker.

Chapter 2 - The Value of Globish - English

Most people reading this have some idea of what Globish is, because they have heard
it mentioned, or have read about it. However, many people still feel Globish is
difficult to explain, because it is often thought of as a very general name for using "a
little English."

Basic Thoughts About Globish

Jean-Paul Nerrire travelled extensively for 30 years in numerous marketing executive
positions, including as the Vice President in charge of International Marketing for IBM
USA. He did business in all European countries, though out South America, in the
Middle East, and in the growing nations of Asia. His business was computers, and
people wanted to talk about computers. Though he liked to speak his native French,
the language everyone
could use and understand was
English -- except when
native English speakers were
present. Then no one
spoke but the native English
speakers. Everyone
listened, but the main thing
they understood was their
second-position because of their
limited use of English. When non-native English speakers spoke with each other,
however, they communicated rather well because they knew each others limitations.
So early this century, Jean-Paul Nerrire did three things that were quite unusual:
(1) He identified a specific and limited use of English among non-native speakers of
English. In effect, he "draws a line" around something that is already happening all
over the world, millions of times a day.
(2) He codified the major limitations that he observed in many countries with people
of many mother tongues. This created an actual set of limitations to the use of English,
which could become useful rules. He felt that if actual use of English could be defined,
then learning "enough" of that language would help everyone to learn it quickly, and
communicate it effectively.
(3) There were so many kinds of "simplified English" -- with so little definition every
given to them -- he decided to call it Globish so that it was a clear path to the use of the
language.
(4) Nerrire published a book in French called Don't Speak English, Parle
Globish! It was a best seller in Europe. However English speakers didn't
want to hear of it, so it has never been translated and published by an
English-language publisher.
Later, Nerrire and David Hon published a book written in Globish,

10

Globish The World Over, which has now been translated into numerous world
languages.

Now many citizens of the world want and need a common language, but they do not
want the English culture with its special customs and idioms for various countries and
professions. Also, they do not want their use of English to make English speakers feel
superior or as if they had "won" any battles. In fact, many other nations which do not
speak English are growing more quickly in business and other kinds of world power.
To have "English" remain the standard appeared wrong. Now, with Globish, people
all over the world can communicate with each other as equals. This is the power of the
name Globish.
As a teacher, you may want to offer Globish (or Globish-English, which is the same) to
students who have a basic English background - perhaps from school or elsewhere.
They have entered the world of work, perhaps have families, and perhaps spend a lot
of time perfecting their profession. And yet they want "enough" English and they
want it quickly. In some cases, though you may not offer it, a student will ask you to
limit your English teaching with them to Globish.

The Territory of Globish

For both you and the student, it is helpful to know what the "territory" of Globish is,
and is not.
11

-- Globish is not the very basic English that many students have already. This small
amount of learning does not make them able to understand nor communicate any but
the simplest of thoughts. That is why Globish includes a large "middle range" of
English, but excludes the idioms and verb forms that would only be necessary in
countries where English is the major language.
-- Globish does match quite well with the Council for Europe's Common European
Framework of Reference for Languages, in its B1 category. The CEFR concentrates on
observed behaviors with language:
Can understand the main points of clear standard input on familiar matters regularly
encountered in work, school, leisure, etc. Can deal with most situations likely to arise
whilst travelling in an area where the language is spoken.
Can produce simple connected text on topics, which are familiar, or of personal
interest. Can describe experiences and events, dreams, hopes & ambitions and briefly
give reasons and explanations for opinions and plans.
The above would define a B1 level of Independent User. Many Globish users can also
operate at the higher level, B2, of that same C.E.F.R. Independent User standard:
Can understand the main ideas of complex text on both concrete and abstract topics,
including technical discussions in his/her field of specialisation. Can interact with a
degree of fluency and spontaneity that makes regular interaction with native speakers
quite possible without strain for either party. Can produce clear, detailed text on a
wide range of subjects and explain a viewpoint on a topical issue giving the
advantages and disadvantages of various options.
- Globish is not "broken English." That is why a good teacher can help the student to
learn correct English by teaching correct Globish.
- Good Globish is correct English. If students feel they wish to go on with higher
levels of English, especially if they wish to go to Universities in English-speaking
countries, then Globish will not hold them back. Rather, Globish will be a level of
confidence that they can retain while learning more advanced English.

Outlines for Globish Teaching

Obviously more is written about Globish elsewhere, most currently in Globish The
World Over (2009) a book, written totally in Globish by Mr. Nerrire and this author. It
has also been translated into many languages recently.
There are now some Business English teachers who feel that a "pared down" English is
necessary for global business. Many companies in emerging nations to feel their

12

workers must use English to achieve a global outreach, but the demands of a full
English curriculum are beyond the means of most people.
Some university English teachers in non-English speaking countries are saying that
the number of English words a student knows are not so important as how well they
can communicate with some important words.
Globish now offers this middle way:
1. The student learns 1500 most-used English words, but also learns how these words
can be changed in to others by combinations, by affixes and other simple word
changes, and by collecting phrasal verbs and other common word combinations. Also
these 1500 words include the most common irregular verbs.
Globish itself is one of those words, changed from the word "global."
2. Globish admits extra "Technical" words, which vary by profession or area of study.
When you use the word "verb" or "noun" and "tense" you are using "Technical" words
with Globish because you and the student are in the area of language.
3. Globish admits "International" words such as "OK," and "Police" and "Pizza"
because they are known in most of the world already.
4. Globish must, of course, admit Proper Names and Titles.
5. The student learns no more than 10 verb tenses, and learns to recognize, if not
occasionally use, the Conditional Mood and the Passive Voice.
6. The student learns to pronounce the 1500 words in an acceptable fashion, with
proper stress on the strong syllable, and learning the few sounds that cannot be
brought acceptably from his or her mother tongue.
7. With Globish, the student does not learn a large collection of idioms, have any
English jokes explained, or use any but the most necessary and universal of analogies.
The lack of "figurative language" is one of the rules that make Globish easier for the
learner.
8. The "relationship" of two Globish speakers (especially if one is a native English
speaker) is different. The responsibility for communication is with both parties, and
consists of their finding common ground in language. The body language, pictures,
and other extra tools in communication are almost always part of the Globish
communication.

13

9. Because of this "relationship" of two speakers, the native English speaker does not
have a superior position in Globish. Rather, he or she has even more responsibility to
discover where the listener is capable of understanding.

Controversies Around Globish

As with any common ground, Globish will never appear perfect to everyone. The
native English speaker will find it "not nearly enough" while the person with no
English at all will find it is "too much." The English school or English teacher will
worry that its students will "finish" and go away too quickly. The Polish business
person -- with too little English for the presentations he or she must give next month -may feel Globish takes too long.
Native English speakers may feel Globish is "too artificial." The few Esperanto
speakers in the world certainly feel that Globish is not artificial enough. The linguists
will say we can never find a middle ground with a "natural, changing language" and
the researchers will say "we clearly have not done enough research."
Many good English speakers will say "Why not just call it English?" They feel that
English is theirs to keep safe. However, millions of non-English speakers, in countries
and cultures they are proud of from birth, will understand exactly why it is more
comfortable for them to own Globish. Globish offers a fairly complete approach to a
simple, useful language, but it also gives us a name that means it belongs to all of the
world.
A lot of cultures can feel better about using Globish-English for travel and business,
where it is just "enough." There is no threat from English to their mother tongue,
because Globish will not be enough for much of their lives. Truly, Globish speakers
can still enjoy their own familiar cultures, and their wonderful movies and literature
and songs, with family and countrymen, in the rest of their lives.
So Globish is just a tool. When Globish is followed, and everything is more
understandable to more people, then no one has a problem with Globish any more. It
is a tool that works for us all.

14

Chapter 3 - What is GNG (Globish IN GlobishTM)?

- Globish IN GlobishTM is a complete course in Globish. Students can
use GNG in a Hybrid course with a teacher/facilitator, or by
themselves, interacting with a computer, with no teacher at all.
- Globish IN GlobishTM is also the most
complete description and collection
of Globish available online. GNG has
all of the 1500 Globish words and
their pronunciations and all of the
sentence forms a student will need to
understand and use Globish.
- Globish IN GlobishTM is also the first
full Internet language course -- for
any language -- that is totally "cross
platform." This means that students
can use GNG on any computer or any
kind of mobile phone that reaches
the Internet.

You can go through two complete

GNG Lessons at www.globish.com
- Globish IN GlobishTM allows any student of
English to learn at any level where they
are comfortable. GNG can also be used by
any native English speaker to learn to use
the principles of Globish in just a few
days.
- Globish IN GlobishTM requires students to
use Globish in their learning, from the
start and always in every lesson. That is
why the student must be able to read at
least 350 words of English to begin GNG.
Studies show that, due to songs, films, the
Internet, and other sources, a tremendous
number of people, even the ones who did not ever take English at school know 350
English words. A simple Pre-Test lets them know they can operate at that level, and
GNG carefully builds their abilities from that point.

15

Building Globish Ability Lesson-by-Lesson

There are 26 lessons in Globish IN Globish, A-Z. In both words and grammar, GNG
moves from the easiest words and sentences forms, adding a little difficulty with each
lesson. For instance: Lesson A -- in both the Grammar Music and the Words uses only
350 of the most common English words, which is the starting level. Then, in Lesson A,
GNG adds 44 new words, and presents the easiest kind of sentence, the sentence with
no action: I am happy, you are happy, etc.
Each lesson has two basic parts, Grammar Music and Words.
Students working alone can choose to complete either side, or both,
in any order. Students working with a teacher will decide which
area needs the most attention.

Grammar Music:
In lesson A students learn to make sentences with adjectives such as happy, and to
make negative sentences such as: I am not happy. Then we learn to use a noun, as in
He is a teacher, He is not a teacher. Then the student learns to make simple questions
like Is she happy? and WH questions like Why is she happy? There are interactive
exercises to allow the student to build each kind of sentence.
QuickAnswerTM: Several lessons have interactive QuickAnswer
exercises in the Grammar Music part, where the students practice
with the expected timing of their understanding and answers.

Words:
Stories: Every lesson adds 44 more words in the order of "most used" in English. This
means that whatever level students attain in GNG, they will take away the most
useful words they could have. This way, they will have the best chance of
communication success -- however much time they have put into GNG. Every lesson
will have a story which can have the audio read with it and extra pronunciation of
words at the end. That way the student can hear every word, and every sentence, and
hear the new words again, isolated with pronunciation.
Each of the 44 new words is highlighted where it is used in the story, and the student
can click on the word for a simple Globish definition.
(From Globish IN Globish)
Lesson G - 44 new words (most-used 616-659)
bad blow oil blood touch mix team wire cost brown wear
garden equal choose fit flow fair bank collect save control
gentle woman practice separate difficult doctor please protect
noon locate ring character insect period indicate human history effect expect crop
modern element hit

16

Say-ItTM: This is a pronunciation-builder given with each Lesson up to Lesson Q. The

student can hear the audio and repeat after the speaker, but can also see visually ideas
like stress, and the use of schwa in non-stress syllables.
From Say ItTM:

WordMakerTM: 1500 basic Globish words become much more useful when the student
can understand, and often use, words that are combinations and with affixes, as well
as words are used in phrasal verbs, and single words that we often use as nouns and
verbs and adjectives. The goal is not to have the students create all the possibilities of
words themselves, but to
quickly recognize Globish
words
that
have
been
transformed. This will give
them over 5000 words rather
than merely the basic 1500.

Moving Around in GNG

The basic structure of GNG allows either the computer
user or the mobile user to go anywhere in the course, and
step back to more general locations before proceeding.
For teaching purposes, each lesson has a Password Quiz
that gives a very quick assessment of a student's ability
based on the previous lesson. The teacher, in his or her,
judgment, can have the student bypass the Password
Quiz by simply clicking on the picture.

The Hybrid Learning Situation

Although it is clear that students could complete GNG on their own, studies show
that most students like the availability of a live teacher to help them with difficult
parts. The presence of online delivery methods such as GNG offers the "best of both
worlds." Using both a live teacher, and the completeness and flexibility of GNG
online, a "hybrid" learning situation can offer the best of both worlds. More
specifically:

17

1. The Globish IN Globish course can be completely available to any level of student
24 hours a day, 7 days a week. It is quite inexpensive for a complete course of study,
and solves the "materials" part of learning for both the teacher and the student. They
are always on the same page.
2. The teacher and the student do not have to establish a continuous standard class
time. Each can prefer times to be together and that -- as well as teacher-cost -- can be
their decision together. Some students will want to be with the teacher more; some
will need the teacher only to answer a few questions and work on specific areas of
difficulty, with only a few hours a week. The teacher may also devise adjunct
exercises or questions to use with the students in these Skype "classes."
3. The teacher may operate in several ways: at a location the student comes to, by
traveling to the student's home or place of business, or by operating live via Skype or
another mode which has instant interaction with voice and video and text. It is not
unusual for teachers who use Skype for the live sessions to be in another city, or even
another country. "Live" can now mean many more things than "in person in front of a
class."

The Technical Value of GNG's Cross-Platform Learning System

It is, of course, not necessary that the teacher be a technical expert in Internet delivery
systems, but for those who want to know everything, there is a short list below. Note
especially that GNG is very low bandwidth which means the time it takes to load a new
page, on either a computer or mobile phone, is extremely quick. This allows the
interactivity to benefit the students in exercises and generally using the course on
their computers or mobile phones.
So you non-techies may ignore most of these, but someone will want to know, so here
they are:

Benefits of Seamless Design

1. Converts instantly and seamlessly to all screen sizes.
a. Mobiles and sub-notebooks highly variable
b. No constantly changing "tables" of mobile specifications.
2. Converts instantly and seamlessly to all browser variables.

18

a. MAC, Firefox, and IE computer browsers all totally compatible

b. All carrier, manufacturer mobile browsers remain compatible
3. Allows original HTML resizable windows for all sizes of screens.
a. Students may use of dictionaries, audio controls side by side
b. Note taking by students is encouraged in computer mode.
4. Requires no special programming, no constant probing and updates by server.
a. A constant problem confronted for many years and continuing
b. Makes changes and updates more transparent
5. Active vs passive = Focuses on content and interactivity rather than graphics,
graphic layouts, and special effects.
6. Extremely Low Bandwidth for highest speed and international compatibility.
7. Sound downloads to either computer or .MP3 capable feature/smart phones.

You can go through two complete GNG Lessons on your

computer or mobile phone, at www.globish.com

19

Chapter 4 - Why Use Skype to Teach GNG?

(First of all, SkypeTM is free!)
SkypeTM is the name of a major tool on the Internet, with which users can talk live to
each other, text in seconds to each other, and see each other as they are talking
together. There are apparently over 500 million Skype user accounts, according to
Wikipedia, so it is very possible students and teachers have used it already with their
friends or family.
The word Skype will be used here more as a general name for the many services that
also offer live voice, instant texting, and live video of both sides of a conversation. It
has even become a verb in common usage ("We can Skype tonight!") SkypeTM itself is
free (at this writing), so it can be available to almost everyone who has a computer on
the Internet. Other services are free, or cost money, but all must offer live voice, live
video and instant texting to be referred to here generically as "Skype."

Sometimes these are called "Video Collaboration" tools as well.

Microsoft's
NetMeeting and now Windows Live offer similar services, and numerous others
present more-controlled paid systems which a number of companies use for exclusive
meetings. However, to repeat: when we refer to Skype in this book, it will be referring
to the kind of computer program the teacher and student are using together over the
Internet to get live voice, live video, and instant texting. This is a general use of a
brand name, much as people do when they call a soft tissue a "Kleenex" or a copy
machine a "Xerox."
Whether the Internet program is SkypeTM or another program with live audio, video,
and text, the student and teacher must both have the same program.
Besides being used for learning, is also useful for talking with others in job-related
conversations, providing information to someone who requests it, and seeing and
talking with family and friends in other locations around the country or around the

20

world. The uses are unlimited, and the program is free, so it is very possible that
students will have it on their computers. That plus a headset and a camera, are all that
a student and teacher will need to interact live.
It is much easier if the student and teacher use the SkypeTM system with other types of
calls before they actually have a class, so that they will both have experience with
using it, with texting and calling and bringing up video. Not all of these programs
work the same, but it might be valuable to show basics of SkypeTM here, so that you
can see how easily it works.

1. Downloading SkypeTM from Skype.com

The program is free, but you will have to tell it what kind of computer and browser
you have, such as PC and Windows XP. You will also have to give your e-mail
address, and create a simple SkypeTM address for yourself. With those two addresses,
anyone from almost anywhere in the world can find you and talk with you over the
Internet. There are now even mobile phones which accommodate SkypeTM .

2. Easy steps for setting up:

The down load instructions will step you through putting SkypeTM into operation on
your computer. (Most similar programs will step you through just as easily.)

21

3. And when you finally have it operating, you can do other things as well as classes.
This is your operating
window in SkypeTM. The
small picture in the upper
left is just a still photograph
of you, but you don't have
to put one if you haven't got
a good one.
On the right are two videos,
a small one of yourself, and
a larger one of the person
you are talking to.

Different versions of SkypeTM have these in different places, but you will always be
about to see yourself at the same time you see the person you are speaking to. And as
you can see you can conduct a class with more than one person and see up to four if
the sit back from the camera.
Camera and Sound Quality on SkypeTM
You may choose to buy very high quality microphones and speakers, and a
production quality camera, but these don't add a lot to the SkypeTM experience.
You own mind is better than expensive technology for the basic communication
experience. Here are two things that will help a lot, and they are lowest cost:
1. Headset: An inexpensive headset is the very best way to be heard well and for you
to hear the speaker well, because it shuts out noise from your room. (You may not
look quite as beautiful with a headset on, but you can talk with people very well, on
even the lowest priced headsets).You should adjust your audio microphone and
speakers, which are often in one headset. The SkypeTM program can identify many
headsets, so you may see yours mentioned in the box while you are adjusting.
2. Video usage: When you go on SkypeTM you are a TV performer whether you like it
or not. But here are a few things the best TV directors know that you can use to look:
honest, equal, and well-rounded.
Honest:
Try to look
directly into the camera at
least 50% of the time. If
you look into the camera
and then off to one side a
lot, it will make your eyes look like they are not truthful.

22

Equal: Try to place your camera so that you are looking straight into it, not upward
with it sitting on the top of a monitor, or downward at it sitting on the table. This
causes the viewer to see you as looking down at them or looking up at them. Either is
not as comfortable as straight on. One very good trick for both honesty and equality,
where you are looking almost into the camera, is to place the visual of the person you
are talking to as close to the camera as possible. Then it will look like you are talking
straight to them. There are cultures, of course, where more or less eye contact is
appropriate, but you will know about that.

One very good trick for both honesty and equality, where you are looking almost into
the camera, is to place the visual of the person you are talking to as close to the camera
as possible. Then it will look like you are talking straight to them. There are cultures,
of course, where more or less eye contact is appropriate, but you will know about that.
Well-Rounded: First the Renaissance painters, and then the early photographers, and
finally movie and TV directors, all wanted to make the people they were showing
appear more 3-dimensional. For them, this is one of the oldest tricks. They each did it
by bringing light from the sides and the back of the figure. Think of this circle as the
head of the person you are talking with:

If you start to watch for these things in the photos and video that you see, you will
become more able to create the best effects for yourself.
There are many more things to learn about the Skype environment which will apply
to most other formats as well. For teaching, you may want to learn about voice
recording, so that students can read something and stream it too you. Or you may
want to show them the spelling of a new word in the text box.

Evaluation of Students on Skype:

It is usually agreed that there are four critical areas of learning that should be tested if
at all possible, to assure that the student can perform all functions with the language.
Generally, those functions are agreed to be:
23

1. Reading for comprehension

2. Listening for understanding
3. Speaking to answer, and to express ideas.
4. Writing to answer, and to express ideas.
In the Skype environment -- and especially with GNG -- these functions can be taught,
and then evaluated, through the same medium by the same teacher.
1. Reading for comprehension: Send them a file to read, or an assigned reading from
GNG or elsewhere on the Internet. Then ask them a series of questions, either orally
or in writing in the text box, where you can watch the timing and the writing mistakes
as well.
2. Listening for understanding: Have them listen to short recordings, perhaps from
GNG stories, and then answer in speech or again, in writing in the text box.
3. Speaking to answer, and to express ideas. The person will be answering your
questions directly. When asked to express ideas, you can evaluate their immediate
sentence construction, their word selection, their pronunciation and stress, and their
overall sentence rhythms as well as the quality of their response.
4. Writing to answer, and to express ideas. Everything from e-mails to longer letters
can be shown through the text box, or the instant sending of files that may have been
prepared as homework.
The instantaneous response to both spoken and written communications is what
makes this methodology ideal for both teaching and evaluations.
We'll have more ideas about using Skype-type technology later as the book develops,
when we apply it directly to a few teaching situations.

24

Chapter 5 - Skype+GNG = The Hybrid Classroom

..........
.......................
There are two other things that most adults -- and most students -- want: (1) a teacher,
and (2) language skills they can use immediately. These two can work together quite
well in a new kind of learning -- in a Hybrid classroom.
(1) Let's examine why students feel they need a teacher. Why is that? After all, some
few people are capable of learning from a book at the library. A larger number of
students than that are capable of learning from an interactive computer course. And
perhaps a slightly larger number than that can learn alone from the internet. But
studies show, over and over again, that most students want the presence of a teacher.
Why is that?
There is not an easy answer, but people have been trying to discover why the teacher
is needed -- and what makes a good teacher -- for a long time. A long time ago,
parents and family members were the main teachers, especially when a craft -- such as
hunting or fishing or farming -- was necessary to the family's survival. When societies
got larger, young people became apprenticed to craftsmen, and learned a set of skills
for a lifetime. Even later, schools were established, and because books were very
difficult to obtain, the teacher became the person who carried all the knowledge for
the school in his mind. Only very much later did students get books and much much
later, mobile phones and computers.
You knew this. But what may not be so apparent is that at every step human society
created way to educate more students with fewer teachers. The first way was when
mothers and fathers gave over some of their education responsibilities to their
parents, who began to live longer. Human beings are apparently the only species that
have grandparents, and that benefitted the longer time needed for the education of
children with bigger brains. A grandmother could show several children how to
prepare food for eating or storage.
When the community was able to spare one very good communicator, that person
was able to teach all the children of a village things they need to know as the grew up.
That saved parents a lot of time, and was often better than a forgetful grandmother. In
addition, these first "teachers" developed skill both in teaching and in testing whether
students were finally capable. In other words, if students could build a fire after
watching the teacher do it, then they passed the test.
Schools -- and then books -- dramatically increased the number of students who could
learn skills that the society needed. This is certainly one major reason for the wealth
and progress and growth of "civilized societies." More of the jobs that needed to be
done could be filled on a predictable basis by students who had proven through
education and tests that they could step into the work of the society.

25

The book expanded the knowledge that could be offered students, and expanded the
reach of schools beyond the "carried" knowledge of the teachers. In some cases, in
remote communities, very intelligent students could educate themselves.
With Computerized Instruction, it became possible for students to learn completely
alone, in remote locations, by themselves with no help but the interactive program. It
will happen a lot in this new century, as workers need to absorb new skills quickly to
catch the new opportunities which appear. But a strange thing happens: even with
time and money advantages, many students would rather go to a school. Computer
Instruction specialists have suspected that perhaps it was the social nature of a class
with other students, so that you could learn from others mistakes. But in the end, it
was merely the teacher they felt they needed. But why? Did they need a mother? An
example? An information manager?
Whatever the reason, most these new kinds of students, who can learn from a book or
from a computer, still prefer to have a teacher, and feel they learn better with a
teacher. But how much teacher and how much computer are needed? We believe that
the more interactive the course, the more the teacher becomes needed as a helper,
rather than a source of the information.
We believe that with GNG, the student needs the teacher only a few hours a week -- to
answer questions, to give examples, to ask questions about readings, to make
conversation, and in general to give the student confidence in what he or she is
learning online. And when it is done on Skype, everyone saves travel time, saves
trouble finding the book, and saves money by studying online, and only using the
teacher for practice and parts that are unclear. The teacher's role in this Hybrid
Education system is to give the student more confidence with the GNG lesson while
saving time overall. Often this will be a one-on-one class, where the teacher can
quickly help with a student's individual problems.

The Hybrid Class and Immersion Learning

(2) The second thing adult students want is immediately useful skills. In a language
course, ideally they would walk out of the class and immediately be able to
communicate something useful in the language. Globish, and the GNG course, and
the Hybrid Class and "immersion learning" work together to accomplish this.
Globish uses only the most-used 1500 words, and the most-used verb forms in the
English language, so that the smallest bit that students learn in a lesson will be among
the most useful things they could know.
Globish IN Globish takes that a step further, but offering the most useful words in
concepts in exacting order, the next easiest structures and the next most needed words

26

being added each lesson, so the students and teachers always know exactly where
they are, and how useful what they are learning will be.
Hybrid Classes combine the structure of Globish In Globish with the individual
perception and guidance of the knowledgeable teacher, who knows the path of GNG
and guides students along it in fewer hours of class, and a lot less time and money
invested. At the same time, the teacher can not only help, but evaluate the students
progress each week because the teacher spends time live with each student.
Immersion Learning - If the adult student wants the language to be immediately
useful in the world of work and travel, then that student must first overcome the fear
and the feeling of being lost inside English, before he or she can walk out and use
what has been learned. It is the teacher who can help with learning everything inside
the language you are learning, like children do. It is the teacher who can be the guide
inside the language, while the student becomes comfortable learning inside it.
Immersion is both the oldest, and the newest philosophy of learning a language:
become immersed in only that language, with the best guide you can find to hold
your hand occasionally until your gain confidence to learn more on your own.
In the next chapters we will go into detail about how the Globish In Globish course is
structured in learning increments, so that the student learns a little bit more that is
logical and useful each time, and builds a total understanding on what has been
learned.
Again, those increments of learning are the way that both the teacher and the student
know exactly where they are, and where they want to proceed to, and how useful it
will be when they accomplish Globish IN Globish.
The next Chapters will be about the Structure of Globish In Globish, so that you the
teacher can use it well with your adult English students by means of Skype.

27

Chapter 6 - Immersion with "Most Useful" Words

For some students, the thing they are afraid of the most is being "lost" inside a strange
new language. But at some time, that is the only way they will learn to be comfortable
understanding and using Globish. So we begin with "immersion," like being thrown
in the water and learning to swim -- with a teacher.
Globish In Globish makes "immersion learning" easier in a few distinct ways:

1. It begins with 350 of the most-used words in English:

The basic 350 words in Globish (Most-Used Order follows Alphabetical)
a
about
above
act
add
after
again
against
air
all
also
always
and
answer
any
appear
area
as
ask
at
back
base
be
before
begin
best
better
between
big
bird
black
body
book
both
boy
build
but
by
call
can

car
care
carry
cause
center
change
city
class
close
cold
color
come
complet
e
country
cover
cross
cut
day
differ
direct
do
dog
down
draw
during
each
early
earth
eat
end
enough
even
ever
every
example
eye
face
family
far

fast
father
feel
few
find
fire
first
fish
follow
food
for
form
friend
from
get
girl
give
go
good
govern
great
ground
group
grow
half
hand
happen
hard
have
he
head
hear
help
her
here
high
him
his
hold
home

horse
hot
hour
house
how
I
idea
if
in
interest
it
just
keep
kind
king
know
land
large
last
late
lay
learn
leave
left
less
let
letter
life
light
like
line
list
listen
little
live
long
look
love
low
main

make
man
many
map
mark
may
me
mean
measure
might
mile
money
more
morning
most
mother
mountai
n
move
much
music
must
my
name
near
need
never
new
next
night
no
north
notice
now
number
of
off
often
old
on

28

once
only
open
or
order
other
our
out
over
own
page
paper
part
pass
pattern
people
person
picture
piece
place
plain
plant
play
point
port
press
problem
product
pull
put
question
rain
reach
read
ready
real
red
rememb
er
right

river
road
rock
room
round
rule
run
same
say
school
science
sea
second
see
seem
self
sentence
serve
set
several
she
ship
short
should
show
side
simple
sing
size
slow
small
so
some
song
soon
sound
south
spell
stand
start

state
step
still
story
study
such
sun
sure
table
take
talk
tell
than
that
the
their
them
then
there
these
they
thing
think
this
though
thought
through
time
to
together
too
top
toward
travel
tree
true
try
turn
under
until

up
us
use
very
walk
want
war
watch
water
way
we
well
west
what
when
where
which
while
white
who
whole
why
will
wind
with
wood
word
work
world
write
year
you
young

350 words in order of Most-Used:

the
of
to
and
a
in
it
you
that
he
for
on
with
as
I
his
they
be
at
have
this
from
or
by
hot
word
but
what
some
we
can
out
other
all
there
when
up
use
how
each
she
which
do
time
if
will
way
about
many
then
them
write
like
so
these
her

long
make
thing
see
him
look
more
day
go
come
number
sound
no
most
people
my
over
know
water
than
call
first
who
may
down
side
now
find
any
new
work
part
take
get
place
live
where
after
back
little
only
round
man
year
show
every
good
me
give
our
under
name
very
through
just
form

sentence
great
think
say
help
low
line
differ
turn
cause
much
mean
before
move
right
boy
old
too
same
tell
set
want
air
well
also
play
small
end
put
home
read
hand
port
large
spell
add
even
land
here
must
big
high
such
follow
act
why
ask
change
light
kind
off
need
house
picture
try
us

again
point
mother
world
near
build
self
earth
father
head
stand
own
page
should
country
answer
school
grow
study
still
learn
plant
cover
food
sun
between
state
keep
eye
never
last
let
thought
city
tree
cross
hard
start
might
story
far
sea
draw
left
late
run
while
press
close
night
real
life
few
north
open
seem

together
next
white
begin
walk
example
paper
often
always
music
both
mark
book
letter
until
mile
river
car
care
second
group
carry
rain
eat
room
friend
idea
fish
mountai
n
once
base
hear
horse
cut
sure
watch
color
face
wood
main
enough
plain
girl
young
ready
above
ever
red
list
though
feel
talk
bird
soon
body

29

dog
family
direct
leave
song
measure
product
black
short
class
wind
question
happen
complet
e
ship
area
half
rock
order
fire
south
problem
piece
pass
top
whole
king
size
best
hour
better
true
during
rememb
er
step
early
hold
west
ground
interest
reach
fast
sing
listen
table
travel
less
morning
simple
several
toward
war
lay
against

pattern
slow
center
love
person
money
serve
appear
road
map
science
rule
govern
pull
cold
notice

2. Pre-Test shows if student can read 350 words

The Pre-Test uses only those 350 words. If students can read the Pre-Test and
select the best answer for each question, then they are ready for Lesson A.
Usually the student who takes this 20 question Pre-Test thinks it is fun. If the
student experiences a lot of difficulty with the Pre-Test, he or she probably does
not have the world level or basic reading ability to begin GNG.

3. Lesson A adds 44 new words -- they are next most-used words.

The student reads the grammar part of the lesson in 394 words, and clicks where
it says to "click" and completes interactive exercises. If the teacher is present, the
teacher can help with these. If not, it may become something that the teacher and
the student discuss. The main thing is that the student, by reading the lesson first
and trying to learn from it, is "experiencing" Globish at its simplest, but in a way
that is more difficult at first. Each new grammar lesson is made from the words
in the lesson before PLUS the 44 next-most-used words. So all of Lesson B will
have only 438 of the most-used words in English.

4. The Grammar also goes from simplest to next-simplest.

The patterns start simply and are built in as regular and expected a way as
possible. Beginning with present static verbs of to be, the student concentrates on
I am, You are, He is, etc first with positive adjectives: I am happy. Then the
student learns to make a negative: I am not happy. Then he changes the adjective
for a noun. Peter is a teacher. And then begins simple questions: Is Mary happy?
and finally ends with Wh questions: Why is Mary happy? Where is Peter? Who is
Tim?

5. Lesson A Story comes from the 350 words PLUS 44 new words.
In the same way the Grammar portion is built incrementally from the next-mostused 44 words, each story adds 44 words. In the stories, each new word is
underlined and the student can click on it for the meaning, and return to the
story. The student can both read and listen to the story if he or she chooses. After
each story, the list of 44 new words in that lesson are pronounced.
---------------------------This structure, through 26 lessons -- A-Z -- means several things to the students:
A. They will have a certain number of words to learn, and these words will be
the most useful words they could have in English or Globish. That means that
the students always know they are learning the most important things first, and

30

that there is the highest probability that they will hear them and even use them if
they are in that language environment.
B. The most common words will often be used in the next stories, and that will
reinforce their learning and make their immersion, listening and reading, easier
with each lesson as they see words they know again, like old friends.
C. They will begin building useful sentences immediately and interactively by
click selection. There are no penalties: they just keep clicking until they build the
sentence. Once again, the immersion method has them thinking inside the
language while they are learning.
D. As they learn to move around in the lessons, they will have to decide where to
go and how to get it. They will become "conditioned" to making decisions inside
the language, and being instantly rewarded if they are good decisions.

How the Teacher Can Help with Immersion Learning

The first few lessons will be the most difficult in the immersion process, where
the student must become used to reading and listening and thinking in simple
Globish. Although the best use of the Hybrid course system will be for the
student to go through the lessons first by himself or herself, in the first lessons it
can be important for some -- and perhaps most -- students to have a friendly
guide.
For that reason, you may want to plan for a few hours with the students on the
early lessons, but be ready to give them a few extra hours if they need to gain
confidence. You will be the one telling them that does make sense, and that they
can do it. Ideally this will only last for a few lessons. In the rest, they will ask
you questions about what they have done in the lesson, and you will ask
questions and converse with them in Globish, having the subject matter of the
lesson always as the basis.
These early lessons will also help the teacher learn about the student and the ease
or difficulties they might have with various subjects. If the teacher notes that the
student as special problems with pronunciation, then that teacher can -- and
should -- give extra time to that skill, until the student is comfortable with the
lesson. Once again, the structure of GNG makes only the certain areas in the
lesson the things to be learned, and not everything at once. The teacher can help
keep those things straight for the students as well.

31

GNG as a Method of Learning Intermediate English

There will be people who are not sure they want to begin Globish because they
are afraid that it will make their English "broken" and that it will be difficult to
proceed with more advanced English if they work for an English speaking
company, or live in an English-speaking country, or wish to go to a University
that requires a higher level of English, especially for reading and writing.
As a teacher of English as well as Globish, you can assure them that good
Globish will make them understandable to English speakers, and will give them
simple but correct English to build on. If they do decide to proceed to more
advanced English, Globish as they learn it in GNG will give them a level of BI in
the Council of Europe's Framework of Reference for English. So Globish is a
competent use of English for most travel and business purposes. Globish is also
an excellent base if they choose to study more English.
For purposes of testing, more advanced English will require a few more complex
verb forms, a lot of idiomatic usage, about 2500 more words, and a lot of reading
in all forms of English current and past literature. It will require much more
experience speaking and writing in English.
The main point here, however, is that Good Globish is Correct English, and it
provides a plateau they can use for a tremendous amount of communication
with the world's English speakers. They will also have an excellent point to start
again on more advanced English studies should their needs change.

32

Chapter 6 - Why 1500 Globish Words?

At times just the simple concept of using only a limited number of words is
troubling to those native speakers who have limitless vocabularies. They do not
equate extra words with extra money and extra years from one's life. Also, most
of them have never thought of saying something in the simplest way using the
fewest words, although many English writers such as Hemingway have
demonstrated that such a "simple" approach can be highly effective.
There are 5 kinds of arguments that English speakers sometimes give against
learning the exact 1500 Globish words:
Argument 1: 1500 is not enough words to say anything of value.
Answer: 1500 words has resulted in the book Globish The World Over and several
articles and plays. Many English teachers want their students to do more
with fewer words, seeing that as a mark of intelligence. In addition, the
ability to use words in many ways and to change them with affixes make
the true total of words over 5,000 which can be made from the 1500 basic
Globish words.
Argument 2: 1500 is more than the number others have used, such as 1000 and
800 (by Ogden and Richards early last century.
Answer: Clearly GNG begins with 350 words, and if you are careful, that can get
communication started with even that small number, as GNG
demonstrates. However, it is clear that below 1000 words certainly the
speaker is very constricted in what he or she can say. However, in
searching many collections of the most used 1500 words, we found that
the major variations begin to occur between 1350 and 1700 words. That
would mean that at that point, there begin to be many competing
possibilities between words, and thus between how to say things. It
would follow that beyond 1500 words the usage reflects less necessity and
more style variation.
Argument 3: A language is a living, changing thing and should not be
constricted with any limitations, especially in its words.
Answer: This is true, most of all for poets and other impressive writers. It is not
so true for the person who very soon -- and badly -- needs this limited
Globish-English as a tool to do business, or to travel across the world.

33

Argument 4: This will limit the thought processes of the person using
Globish, and he or she will always feel inferior to the fluent
English speaker.
Answer: There is quite of bit of conflicting research on how language affects our
thinking. It is clear that in English speaking countries, class structure is
often demonstrated by patterns of language and selection of words.
Whether this in turn means that higher classes think better is certainly
open to much discussion. What is not open to discussion: The whole world is
NOT an English-speaking country, nor will it soon be.
Argument 5: The person who just learns Globish does not learn all the values
of the great English culture.
Answer: This is true. What is also true is that most of the people who learn
Globish may never set foot in an English speaking country, and may never
work for a British or American company. In fact, in future, much of the
world may be part of a new global economy that can at times ignore
English-speaking countries. However, it will be extremely useful to
communicate in a common Globish with millions of other people, none of
whom could care at all about the "values of the great English culture."
------------------------------------

Most-Used Words vs "Root" Words

The 1500 Globish words are not just the most used words from English, but the
most-used form of that word. For example, "global" comes from the word "globe"
but globe is not as commonly used as "global" so "global" is one of the 1500
Globish words. On the other hand, the Globish word "child" can add an affix and
become the father of the word "childish." Part of learning Globish is learning how
the 1500 words can actually become 5000 words or more. Globish also has dual
pronunciation words like record - an action and record - a thing. Finally, Globish
-- like English -- can use the same word for several parts of speech. Example: in
the back - (back is a noun), in the back yard - is an adjective, and if I back your
suggestion (meaning I agree with it) then "back" becomes a verb. A surprising
number of Globish words work that way.
There will be a whole Chapter on WordMaker which discusses these in depth.

Proper Nouns, Technical Words, and International Words

Another reason that "only" 1500 Globish words can give you a lot to work with,
is that other words are allowed on a very flexible basis.
34

Proper Nouns for People, Places, and Titles

First of all, if something is a title or a place or a person's name, you can't change
that to be Globish very easily. Thus, Gibbon's The Rise and Fall of the Roman
Empire is perfectly usable in Globish, because Gibbon's name (a monkey?) and the
Roman Empire are parts of the title. If you said the "rise and fall of the bootshaped country south of the mountains," you would still have to identify Europe.
So Proper Nouns are, well, quite proper.
Technical Words
Learning a language well is somewhat "technical", and that is why teachers and
students involved in the learning process need their technical words: noun, verb,
adjective, preposition, Present Simple and so on. Usually two people communicating
about a subject they both know will have a store of "technical" words they can
use with Globish. Other examples: Musicians may know words like allegro,
staccato, and forte. Cooks know skewer, fry, and omelet. So if you are an airline
pilot, you don't need any of those technical words for English teachers or
musicians or cooks. But you probably know the words you need to know, and
can use them with Globish.
Theoretically, any time two people agree they need a word to talk with each
other about something, that word can become a "technical" word. Thus if two
lawyers need to discuss fully who in the family gets the money from a will, they
may have to use the word "nephew" or "stepson" and they can agree to use
words as technical words if they are needed. In this way, Globish is reasonably
flexible to the needs of people who must communicate.
International Words
This area can be argued about, of course, but most people with no English at all
know what a pizza is, and the police, and the TV. The key to international words
is that everybody knows them. If a few people who speak a little English do not
know a term like "Off-duty cop", it is probably not "international".

GNG Definitions of New Words

Within GNG, linked to the stories, are definitions of the new words they are
learning. Without the use of pictures, it is almost impossible to make the
definitions fall within the words of the early lessons. Of course the student can
go to his or her dictionary for the ones that have a little higher level of Globish
than they know.
Of course, this is also an excellent place to see the value of a Skype teacher. When
the student cannot understand the definition, the teacher can give just a few hints
35

in their language and the meaning will come clear. Ideally, the student will learn
most of the new words from the context around them.

Using "A Few Words, Better"

It is difficult to say something simply, in any language. We usually do that by
choosing a few common words, and using them well. The sentence: "Less is
more," is a good example of the new use of a few words giving new meaning,
rather than requiring more complex words. "We are the world" gives words that
define a generation.
The most difficult writing often uses just a few common words, in
advertisements that make people buy, from leaders who make people proud of
their country, by philosophers who speak simple, eternal truths like "I think,
therefore I am."
For that reason, a no person should feel poor when he has only the 1500 Globish
words. Those words are the most common ones and, if a person uses them well,
they will communicate with everyone.

The 1500 Globish Words

It would be good for you first to see the 1500 Globish Words in the order they are
taught in GNG. After this list, which will be divided where the lessons divided
them, we'll show an alphabetical list of Globish words for you reference.
the

at

up

so

my

get

name

move

of

have

use

these

over

place

very

right

to

this

how

her

know

live

through

boy

and

from

each

long

water

where

just

old

or

she

make

than

after

form

too

in

by

which

thing

call

back

sentence

same

it

hot

do

see

first

little

great

tell

you

word

their

him

who

only

think

set

that

but

time

look

may

round

say

want

he

what

if

more

down

man

help

air

for

some

will

day

side

year

low

well

on

we

way

go

now

show

line

also

with

can

about

come

find

every

differ

play

as

out

many

number

any

good

turn

small

other

then

sound

new

me

cause

end

his

all

them

no

work

give

much

put

they

there

write

most

part

our

mean

home

be

when

like

people

take

under

before

read

36

hand

still

often

talk

reach

figure

foot

vary

port

learn

always

bird

fast

star

yet

settle

large

plant

music

soon

sing

box

busy

speak

spell

cover

both

body

listen

field

test

general

add

food

mark

dog

table

rest

record*

ice

even

sun

book

family

travel

correct

boat

matter

land

between

letter

direct

less

able

common

circle

here

state

until

leave

morning

pound

gold

include

must

keep

mile

song

simple

beauty

possible

divide

big

eye

river

measure

several

drive

plane

pick

high

never

car

product

toward

contain

age

sudden

such

last

care

black

war

front

dry

count

follow

let

second

short

lay

teach

wonder

square

act

thought

group

class

against

week

laugh

reason

why

city

carry

wind

pattern

final

ago

length

ask

tree

rain

question

slow

green

check

represent

change

cross

eat

happen

center

quick

game

art

light

hard

room

complete

love

develop

shape

subject

kind

start

friend

ship

person

sleep

yes

hunt

off

might

idea

area

money

warm

miss

brother

need

story

fish

half

serve

free

heat

egg

house

far

mountain

rock

not

strong

snow

ride

picture

sea

once

order

road

special

bed

cell

try

draw

base

fire

map

mind

bring

believe

us

left

hear

understand

because

behind

sit

forest

again

late

horse

problem

rule

clear

perhaps

race

point

run

cut

piece

govern

tail

fill

window

mother

while

sure

pass

pull

fact

east

store

world

press

watch

top

cold

street

weight

summer

near

close

color

whole

notice

inch

language

train

build

night

face

king

voice

lot

among

prove

self

real

wood

size

fall

nothing

ball

lone

earth

life

main

best

power

course

wave

leg

father

few

enough

hour

town

stay

drop

exercise

head

those

another

better

fine

wheel

heart

wall

stand

open

girl

true

certain

full

present

catch

own

seem

young

during

fly

force

heavy

wish

page

together

ready

remember

unit

blue

dance

sky

should

next

above

step

lead

object

engine

board

country

white

ever

early

cry

decide

position

joy

answer

begin

red

hold

dark

surface

arm

winter

school

walk

list

without

note

deep

wide

wild

grow

example

though

ground

wait

moon

sail

glass

study

paper

feel

happy

plan

island

material

grass

37

cow

copy

job

tall

edge
sign
visit

equal

rich

suit

silver

market

experiment

choose

thick

current

thank

degree

sand

bottom

fit

soldier

lift

branch

dear

soil

key

flow

process

continue

match

enemy

roll

iron

fair

operate

block

afraid

drink

past

finger

single

bank

guess

chart

huge

occur

soft

industry

stick

collect

necessary

hat

sister

support

fun

value

flat

save

sharp

sell

steel

speech

bright

fight

skin

control

wing

company

discuss

range

gas

lie

smile

gentle

create

event

forward

steam

weather

meter

hole

woman

neighbor

deal

similar

motion

month

beat

trade

practice

wash

swim

guide

path

bear

view

trip

separate

rather

term

liquid

finish

sense

office

difficult

crowd

opposite

experience

interest

ear

receive

doctor

corn

wife

score

shell

hope

else

row

please

compare

shoe

apple

neck

flower

quite

mouth

protect

string

spread

coat

court

strange

case

exact

noon

bell

camp

card

tax

jump

middle

symbol

locate

depend

invent

rope

education

baby

kill

die

ring

meat

cotton

slip

across

meet

son

least

character

rub

born

win

society

root

lake

trouble

insect

tube

quart

dream

organize

buy

scale

shout

period

famous

truck

condition

lose

raise

loud

except

indicate

stream

noise

feed

stop

solve

spring

seed

human

fear

level

tool

already

metal

observe

tone

history

thin

chance

total

effort

whether

child

join

effect

hurry

gather

smell

treat

push

straight

suggest

expect

chief

shop

valley

limit

shall

nation

clean

crop

colony

stretch

seat

purpose

hair

milk

break

modern

clock

throw

arrive

situation

describe

speed

yard

element

mine

shine

track

stage

cook

method

rise

hit

tie

property

parent

explain

floor

pay

bad

corner

enter

wrong

sheet

peace

either

section

blow

party

major

repeat

substance

future

result

dress

oil

supply

fresh

require

connect

firm

burn

cloud

blood

bone

search

broad

spend

amount

hill

surprise

touch

rail

send

salt

fat

demand

safe

quiet

mix

imagine

yellow

nose

share

accept

cat

stone

team

provide

gun

claim

station

judge

century

tiny

wire

agree

allow

continent

bread

paint

consider

climb

cost

thus

print

sugar

charge

law

cool

brown

chair

dead

pretty

bar

responsible

bit

design

wear

danger

spot

skill

offer

space

coast

poor

garden

fruit

desert*

season

slave

apply

38

log

desire

patient

load

taste

hide

factory

hunger

delicate

officer

combine

propose

lip

victory

meal

crash

awake

doubt

command

lock

knife

quarter

wise

tonight

tea

private

enjoy

ahead

mistake

waste

sad

tongue

false

exist

express

approve

sweet

fool

disappear

coal

shirt

alone

health

destroy

guard

politics

defeat

ruin

butter

respect

fail

regular

worse

satisfy

possess

punish

reward

attempt

gain

wage

exchange

roof

sympathy

breathe

forbid

pain

perform

rare

loose

shade

pencil

swallow

below

title

request

risk

accuse

border

regret

committee
moral

neither

secret

appoint

tomorrow

joke

soap

employ

opinion

solid

loan

earn

permanent

cheap

blade

improve

bill

weapon

mail

explore

frighten

excuse

trick

detail

marry

pure

retire

brain

wound

ceremony

treasure

account

hospital

escape

evil

defend

queen

decrease

poison

sort

shoot

avoid

empty

bend

extra

prize

shame

reduce

film

news

advise

smoke

shut

harm

feather

attention

hang

unless

message

cup

forgive

bite

debt

suppose

suffer

dinner

hate

terrible

holy

stupid

stamp

signal

dirt

shock

crime

shelter

trust

angle

sorry

broadcast

brick

resist

rice

vote

float

price

manufacture

foreign

prevent

weak

minister

plenty

violence

strike

popular

wine

brush

sick

delay

passenger

rob

instead

worth

duty

beside

succeed

pour

pipe

pen

trial

murder

perfect

luck

surround

damage

cheer

rescue

profit

silence

kick

swear

crush

model

battle

opportunity

forget

expense

prison

chain

burst

bury

tribe

recognize

extend

kitchen

chairman

slide

hire

wealth

bleed

permit

distance

dust

urge

severe

arrest

borrow

autumn

serious

memory

bottle

blind

pocket

camera

owe

skirt

attack

shake

admit

entertain

honest

insurance

seldom

interfere

lack

frame

tear

soul

freeze

tight

praise

explode

relation

extreme

tear

mystery

calm

plate

brave

flag

influence

comfort

tire

welcome

male

fold

seize

resign

husband

discover

belong

snake

wet

hurt

moderate

postpone

tooth

struggle

disease

joint

kiss

dig

button

international

bridge

narrow

rough

gift

cloth

custom

shelf

especially

declare

theater

smooth

suspect

cure

nail

basket

average

threaten

chest

powder

mercy

wreck

attend

daughter

quality

balance

nice

deliver

march

blame

bath

obey

former

citizen

warn

pray

alive

compete

nowhere

pan

yesterday

birth

ill

stomach

lend

paste

holiday

carriage

dismiss

rubber

argue

agency

date

worry

aim

universe

bag

repair

army

fix

invite

female

native

storm

39

heal

individual

guilty

recover

fist

fuel

celebrate

oppress

cork

authority

resolution

capture

offensive

publish

define

media

hollow

military

refuse*

identify

navy

ally

drain

award

silk

rate

appeal

inform

challenge

laboratory

leak

pig

physical

issue

humor

radiation

depression

drug

veto

today

cash

condemn

exit

guy

occupy

goal

insane

adult

pollute

finance

pants

pint

social

fierce

legal

disk

wool

file

community

easy

cheese

tin

evidence

treaty

insult*

debate

environment

deaf

progress*

ours

theirs

nerve

ounce

independent

barrier

link

potato

bonus

raid

boycott

scare

cancel

available

elastic

report

territory

wheat

transport*

gallon

aid

comment

cabinet

traffic

ray

seek

horrible

program

spy

emergency

jewel

contact

sex

steal

vegetable

injure

appear

twice

deny

crisis

bullet

confirm

execute

denounce

inspect

deploy

crew
demonstrate

criteria

into

task

college

channel

treason

parcel

upon

policy

version

affect

code

announce

north

series

incident

project*

halt

export*

pregnant

equate

invest

erase

west

credit

security

normal

public

fluid

plain

release

apartment

minor

react

electricity

brake

ethnic

god

remove

intense

mob

senate

science

increase*

campaign

blank

almost

labor

concern

script

neutral

invade

evaporate

import*

automatic

guarantee

compromise

reject

congress

hijack

door

terror

victim

jury

troop

kid

clash

hostage

however

brief

refugee

document

substitute

boot

percent

inject

since

member

structure

smart

restrain

parade

target

kit

achieve

away

oust

cooperate

pilot

expand

professor

return

intelligence

chase

civilian

device

along

anger

purchase

beer

consumption enforce

business

volume

assist
investigate

blanket

withdraw

jail

congratulate

miscellaneous shrink

muscle

ballot

snack

estimate

become
south

equipment

research

suppress
starve

rocket

around

theory

tradition

betray

expert

spirit

gray (grey)

criticize

global

diet

resource

infect

sneeze

champion

attach

apologize

supervise

item

budget

survive

parliament

involve

suspend

diplomat

riot

smash

embassy

adapt

boss

ban

although

innocent

hostile

gang

important

mental

culture

fog

master

status

feature

revolt

church

departure

dispute

according (to) computer

stairs
system
remain

emotion
local

climate

communicate vicious
chemical

quit

conference

jacket

fertile

vehicle

establish

protest

bomb
advertisement plastic

mayor

third

And here are all these words Alphabetically:

a

able

about

above

40

accept

according (to)

account

bath

accuse

appeal

bonus

calm

circle

congress

dance

achieve

appear

battle

book

camera

citizen

connect

danger

across

apple

be

boot

camp

city

apply

bear

border

campaign

civilian

consider
consumption

dark

act

date

adapt

appoint

beat

born

can

claim

contact

daughter

add

approve

beauty

borrow

cancel

clash

day

admit

area

because

boss

capture

class

contain
continent

adult

argue

dead

become

both

car

clean

continue

deaf

advertisement arm

bed

bottle

card

clear

control

deal

advise

army

beer

bottom

care

climate

cook

dear

affect

around

before

box

carriage

climb

cool

debate

afraid

arrest

begin

boy

carry

clock

cooperate

debt

after

arrive

behind

boycott

case

close

copy

decide

again

art

believe

brain

cash

cloth

cork

declare

against

as

bell

brake

cat

cloud

corn

decrease

age

ask

belong

branch

catch

coal

corner

deep

agency

assist

below

brave

cause

coast

correct

defeat

ago

at

bend
beside

bread

celebrate

coat

cost

defend

agree

attach

break

cell

code

cotton

define

ahead

attack

best

breathe

center

cold

count

degree

aid

attempt

betray

brick

century

collect

country

delay

aim

attend

better

bridge

ceremony

college

course

delicate

air

attention

between

brief

certain

colony

court

deliver

alive

authority

big

bright

chain

color

cover

demand

all

automatic

bill

bring

chair

combine

cow

demonstrate

allow

autumn

bird

broad

chairman

come

crash

denounce

ally

available

birth

broadcast

challenge

comfort

create

deny

almost

average

bit

brother

champion

command

credit

departure

alone

avoid

bite

brown

chance

comment

crew

depend

along

awake

black

brush

change

committee

crime

deploy

already

award

blade

budget

channel

common

crisis

also

away

blame

build

character

communicate criteria

describe

although

baby

blank

bullet

charge

community

criticize

desert*

always

back

blanket

burn

chart

company

crop

design

depression

among

bad

bleed

burst

chase

compare

cross

desire

amount

bag

blind

bury

cheap

compete

crowd

destroy

and
anger

balance

block

business

check

complete

crush

detail

ball

blood

busy

cheer

compromise

cry

develop

angle

ballot

blow

but

cheese

computer

culture

device

announce

ban

blue

butter

chemical

concern

cup

die

another

bank

board

button

chest

cure

diet

answer

bar

boat

buy

chief

condemn
condition

current

differ

any
apartment

barrier

body

by

child

conference

custom

difficult

base

bomb

cabinet

choose

confirm

cut

dig

apologize

basket

bone

call

church

congratulate

damage

dinner

41

diplomat

elastic

expense

finger

future

hat

hunt

invite

direct

electricity

experience

finish

gain

hate

hurry

involve

dirt

element

experiment

fire

gallon

have

hurt

iron

disappear

else

expert

firm

game

he

husband

island

discover

embassy

explain

first

gang

head

issue

discuss

emergency

explode

fish

garden

heal

ice

it

disease

emotion

explore

fist

gas

health

idea

item

disk

employ

export*

fit

gather

hear

identify

jacket

dismiss

empty

express

fix

general

heart

if

jail

dispute

end

extend

flag

gentle

heat

ill

jewel

distance

enemy

extra

flat

get

heavy

imagine

job

divide

enforce

extreme

float

gift

help

import*

join

do

engine

eye

floor

girl

her

important

joint

doctor

enjoy

face

flow

give

here

improve

joke

document

enough

fact

flower

glass

hide

in

joy

dog

enter

factory

fluid

global

high

inch

judge

door

entertain

fail

fly

go

hijack

incident

jump

doubt

environment

fair

fog

goal

hill

include

jury

down

equal

fall

fold

god

him

increase*

just

drain

equate

false

follow

gold

hire

independent

keep

draw

equipment

family

food

good

his

indicate

key

dream

erase

famous

fool

govern

history

individual

kick

dress

escape

far

foot

hit

industry

kid

drink

especially

fast

for

grass
gray (grey)

hold

infect

kill

drive

establish

fat

forbid

great

hole

influence

kind

drop

estimate

father

force

green

holiday

inform

king

drug

ethnic

fear

foreign

ground

hollow

inject

kiss

dry

evaporate

group

holy

injure

kit

even

feather
feature

forest

during

forget

grow

home

innocent

kitchen

dust

event

feed

forgive

guarantee

honest

insane

knife

duty

ever

feel

form

guard

hope

insect

know

each

every

female

former

guess

horrible

inspect

ear

evidence

fertile

forward

guide

horse

instead

labor
laboratory

early

evil

few

frame

guilty

hospital

insult*

lack

earn

exact

field

free

gun

hostage

insurance

lake

earth

example

fierce

freeze

guy

hostile

intelligence

land

east

except

fight

fresh

hair

hot

intense

language

easy

exchange

figure

friend

half

hour

interest

large

eat

excuse

file

frighten

halt

house

interfere

last

edge

execute

fill

from

hand

how

international

late

education

exercise

film

front

hang

however

into

laugh

effect

exist

final

fruit

happen

huge

invade

law

effort

exit

finance

fuel

happy

human

invent

lay

egg

expand

find

full

invest

lead

expect

fine

fun

hard
harm

humor

either

hunger

investigate

leak

42

learn

major

mob

noon

own

plant

property

red

least

make

model

normal

page

plastic

propose

reduce

leave

male

moderate

north

pain

plate

protect

refugee

left

man

modern

nose

paint

play

protest

refuse*

leg

manufacture

money

not

pan

please

prove

regret

legal

many

month

note

pants

plenty

provide

regular

lend

map

moon

nothing

paper

pocket

public

reject

length

march

moral

notice

parade

point

publish

relation

less

mark

more

now

parcel

poison

pull

release

let

market

morning

nowhere

parent

policy

punish

remain

letter

marry

most

number

parliament

politics

purchase

remember

level

master

mother

obey

part

pollute

pure

remove

lie

match

motion

object

party

poor

purpose

repair

life

material

mountain

observe

pass

popular

push

repeat

lift

matter

mouth

occupy

passenger

port

put

report

light

may

move

occur

past

position

quality

represent

like

mayor

much

of

paste

possess

quart

request

limit

me

murder

off

path

possible

quarter

require

line

meal

muscle

offensive

patient

postpone

queen

rescue

link

mean

music

offer

pattern

potato

question

research

lip

measure

must

office

pay

pound

quick

resign

liquid

meat

my

officer

peace

pour

quiet

resist

list

media

mystery

often

pen

powder

quit

resolution

listen

meet

nail

oil

pencil

power

quite

resource

little

member

name

old

people

practice

race

respect

live

memory

narrow

on

percent

praise

radiation

responsible

load

mental

nation

once

perfect

pray

raid

rest

loan

mercy

native

only

perform

pregnant

rail

restrain

local

message

navy

open

perhaps

present

rain

result

locate

metal

near

operate

period

press

raise

retire

lock

meter

necessary

opinion

permanent

pretty

range

return

log

method

neck

opportunity

permit

prevent

rare

revolt

lone

middle

need

opposite

person

price

rate

reward

long

might

neighbor

oppress

physical

print

rather

rice

look

mile

neither

or

pick

prison

ray

rich

loose

military

nerve

order

picture

private

reach

ride

lose

milk

neutral

organize

piece

prize

react

right

lot

mind
mine

never

other

pig

problem

read

ring

new

ounce

pilot

process

ready

riot

love

minister

news

our

pint

product

real

rise

low

minor

next

ours

pipe

professor

reason

risk

luck

miscellaneous nice

oust

place

profit

receive

river

magic

miss

night

out

plain

program

recognize

road

mail

mistake

no

over

plan

progress*

record*

rob

main

mix

noise

owe

plane

project*

recover

rock

loud

43

rocket

senate

similar

sound

strong

tea

together

upon

roll

send

simple

south

structure

teach

tomorrow

urge

roof

sense

since

space

struggle

team

tone

us

room

sentence

sing

speak

study

tear

tongue

use

root

separate

single

special

stupid

tear

tonight

valley

rope

series

sister

speech

subject

tell

too

value

rough

serious

sit

speed

substance

term

tool

vary

round

serve

situation

spell

substitute

terrible

tooth

vegetable

row

set

size

spend

succeed

territory

top

vehicle

rub

settle

skill

spirit

such

terror

total

version

rubber

several

skin

spot

sudden

test

touch

very

ruin

severe

skirt

spread

suffer

than

toward

veto

rule

sex

sky

spring

sugar

thank

town

vicious

run

shade

slave

spy

suggest

that

track

victim

sad

shake

sleep

square

suit

the

trade

victory

safe

shall

slide

stage

summer

theater

tradition

view

sail

shame

slip

stairs

sun

theirs

traffic

violence

salt

shape

slow

stamp

supervise

them

train

visit

same

share

small

stand

supply

then

transport*

voice

sand

sharp

smart

star

support

theory

travel

volume

satisfy

she

smash

start

suppose

there

treason

vote

save

sheet

smell

starve

suppress

these

treasure

wage

say

shelf

smile

state

sure

they

treat

wait

scale

shell

smoke

station

surface

thick

treaty

walk

scare

shelter

smooth

status

surprise

thin

tree

wall

school

shine

snack

stay

surround

thing

trial

want

science

ship

snake

steal

survive

think

tribe

war

score

shirt

sneeze

steam

suspect

third

trick

warm

script

shock

snow

steel

suspend

this

trip

warn

sea

shoe

so

step

swallow

those

troop

wash

search

shoot

soap

stick

swear

though

trouble

waste

season

shop

social

still

sweet

thought

truck

watch

seat

short

society

stomach

swim

threaten

true

water

second

should

soft

stone

symbol

through

trust

wave

secret

shout

soil

stop

sympathy

throw

try

way

section

show

soldier

store

system

thus

tube

we

security

shrink

solid

storm

table

tie

turn

weak

see

shut

solve

story

tail

tight

twice

wealth

seed

sick

some

straight

take

time

under

weapon

seek

side

son

strange

talk

tin

understand

wear

seem

sign

song

stream

tall

tiny

unit

weather

seize

signal

soon

street

target

tire

universe

week

seldom

silence

sorry

stretch

task

title

unless

weight

self

silk

sort

strike

taste

to

until

welcome

sell

silver

soul

string

tax

today

up

well

44

west

which

wild

wet

while

will

what

white

win

wire

wood

wound

yesterday

wise

wool

wreck

yet

wish

word

write

you

work

wrong

young

yard

yours

wheat

who

wind

with

wheel

whole

window

withdraw

world

when

why

wine
wing

without

worry

year

woman

worse

yellow

winter

wonder

worth

yes

where

wide

whether

wife

45

Chapter 8 - Parent - Child and Other Variations

WordMaker is the way we show that the basic 1500 Globish words can become
many variations. Now the linguist may deal with "roots" of words that come
from Latin, or Greek, or Sanskrit, but the "root words" in Globish are just the
forms of a word that are used most in English. Then often, many other words
can be made from that one word. As previously mentioned the Parent-Child
relationship of words does not always move in the same direction with Globish -witness the useful word author to be parent of the Globish word authority.
Aside from the obvious English practice where verbs can be nouns and nouns
can be adjectives depending on how they are used in a sentence, there are
numerous "side lessons" in GNG which discuss these ways in which the mostcommon 1500 words can be used in other forms, and often make a different
meaning.

Combinations
The simplest way to see the formation of new words is to put two nouns
together. The word "hill" and the word "top" can go together to make a new
word hilltop. This is a perfectly good Globish word because it came from two
original Globish words. Here are some more:
work + man = workman
bed + room = bedroom
class + room = classroom
day + time = daytime
week + end = weekend
home + work = homework
man + kind = mankind

air + plane = airplane

song + bird = songbird
street + car = streetcar
horse + man = horseman
tree + top = treetop
road + map = roadmap
life + boat = lifeboat

What really happens in these combinations is that the first word becomes a kind
of adjective that makes the identity of the second part a little different. Let us
take some of the individual words above and make the last word first in another
combination. We can take "boat" from "lifeboat" and put it with "man" from
"workman." Then we will have a new word: boatman. Or, we can do the same
46

with first words. Take the "week" from "weekend" and put it with "day" from
"daytime" and you make "weekday." Now this is not an exercise that a students
should try to do by themselves, but is a good exercise for them to be able to
recognize words in combination.
The recognition is of course the first step for the student in being able to use the
combination word again. This will apply to almost every WordMaker variation
we discuss here. They need to see the word-making process to be able to
understand the many, many variations on Globish words when they see them.
AFFIXES
There are a few rules about "little changes" the Affixes that make bigger words
from smaller ones.
Letters in Front of a Word - Prefixes
Combinations of letters on the front of the word (im possible) make very
different meanings. See if you can see the base words here:
incorrect

(not correct)

unhappy

(not happy)

renew

(make new again)

return

(turn back)

preview

(before the view)

Letters on the Back of a Word - Suffixes

Letters on the back of the word -- or Suffixes -- sometimes also change a few
letters at the end of the word. Mostly that is for easier pronunciation. There are 4
basic reasons for Letters on the Back of a Word:
1. To make a word into a noun:
friend + ship = friendship (a bond of friends)
govern + ment = government (an organization for governing)
sing + er = singer (a person who sings)
free + dom = freedom (a state of being free)

47

2. To make a word into a verb:

system + atize = systematize (make into a system)
regular + ate = regulate (make regular)
3. To make a word into an adjective:
interest + ing = interesting (having ones interest)
agree + able = agreeable (able to agree with)
thank + ful

= thankful (full of thanks)

care + less = careless (without a care)

4. To make a word into an adverb:
happy + ly = happily (in a happy way)
after + ward = afterward (after an event)
All of this is inside Globish IN Globish, and you should be sure that your
students become familiar with these principles, so that they can get much more
use from the Globish 1500 words. Here are some details for you to give the
students who want them.
SUFFIXES 1 - Making Nouns with Endings
1. Noun to noun: we can make one "thing" into another "thing." If we put friend
with - ship we have friendship. Here are some others. We make a bigger noun
from a smaller one.
social + -ism = socialism
father + hood = fatherhood
act + -ion = action
2. Verb to Noun: We take an "action" like govern and turn it into a "thing" like
govern + -or = governor or govern + -ment = government. Try these:
play + er = player
3. Adjective to Noun: We take a "quality" and make it into a "thing." We put
free with "-dom" and it becomes a noun: freedom. Try these:
great + -ness = greatness
act + -ivity = activity

48

SUFFIXES 2 - Making Verbs with Endings

Now we will make "actions" from "things" and "qualities."
1. Nouns to Verbs: English speakers do this all day long. Take a "thing" you want to
make into an "action". To make something "human" we add human to -ize =
humanize. (-ise in British spelling) Here are some more:
hospital + ize = hospitalize
liquid + ate = liquidate
2. Adjectives to Verbs: We take a "quality" we like and add an ending to make an
"action:"
central + -ize = centralize
black + -en = blacken
legal + -ize = legalize
3. Sometimes the basic word is changed to take the ending.
regular makes regulate by dropping the -ar and adding -ate.
SUFFIXES 3 - Making Adjectives with Endings
We can make "things" and "actions" and "qualities" into new qualities
(adjectives).
1. Noun to Adjective: Take a "thing" and make it a "quality."
Care is a noun, but we add -ful and it is now an adjective that can describe
someone. care + -ful = careful
wind + y = windy
interest + ing = interesting
2. Verb to Adjective: An "action" becomes a "quality.
thank + -ful = thankful
suggest + -ive = suggestive
agree + -able = agreeable
3. Adjective to larger Adjective: For example, you can take the "quality" green
and make it a more general "quality" by adding -ish. Try these:
lone + -ly = lonely
SUFFIXES 4 - Making Adverbs with Endings
This is the last one, where we make Adverbs out of "things" and "qualities."

49

1. Noun to Adverb: If we want to go home, we can travel homeward. Also,

"referring to":
time + -wise = timewise
cost + -wise = costwise
2. Adjective to Adverb: Take a "direction" and add ward. Up + ward = upward...
or down + ward = downward.
some + -times = sometimes
east + -ward = eastward
3. Sometimes the basic word changes:
easy + -ly = easily
simple + -ly = simply

Phrasal Verbs
Phrasal Verbs cause arguments in most English-teaching schools, because they
are so important and because they use simple verbs in new ways with
prepositions, to make a new meaning.
In the simplest kind of Phrasal Verb, we add a whole prepositional phrase to a
verb to show how a verb acts with an OBJECT. You pull your car up the
driveway, meaning to direct your car upward in the driveway. Or, you take
food off the table. The verb acts with the OBJECT.
In another form, prepositions sometimes work in pairs, as when we pull the car
UP TO the curb. This form is still acting with the OBJECT.
Phrasal verbs become a VERY short usage tool, used VERY often in speech.
drop off - leave back. "Drop the children off (the car) at the school."
pull up - bring the nose of the airplane up (in the air).
get away - run from, escape "They get away from the rain."
take off - lift up. "The airplane takes off (the runway) and into the air.
Other Phrasal Verbs such as get up ("take your self out of bed") step down
("resign a position") imply an object is acted on even if an object is not used.

50

Chapter 9 - Ending This Beginning

OK, with apologies to Mr. Churchill, let's stop here and see where we are. Clearly
there is a lot more we could say. The following are chapter descriptions for the
full book. You will note you have read up to Chapter 8. I thought it would be
useful as a free e-book now, to get you all started. (If you want, you can help me
write the rest of this book after you have used these methods with your
students.below are some future additions I am considering)
David Hon
(David Hon has a Master's Degree in English plus TESOL and Business English
certifications. He has taught ESL in the past, and more recently has authored
and co-authored books dealing with Globish. In addtion he has long offered the
websites www.bizeng.net and www.bizeng.mobi where he is now authoring
the online computer/mobile course called Beginning Business English.)
Special Thanks to:
-- Jean-Paul Nerrire for his pioneering work in Globish, and conceptual stamina.
-- Krisztina Dlugosz, Pecs University, Hungary for Chapter 1: Teaching the
mEnglish that Adult Students Want (and for sticks and guidance with GNG.)

Chapter Name

Contents

Methods

1. Teaching the English

ddThat Adult Students
ddWant

Description of dilemma
of new Globish citizen,
with little time or money
to learn but necessity to
use. Professionals must
study their profession.

Graphs from Hungary on

what students want.
(90%) want only
"enough" for business,
professional
Other studies.

2. What is GlobishbbEnglish?

Brief overview of reasons

for a closed system and
for the name Globish,
and its relation to
English. English teachers
can teach Globish if they
know its limitations and
reasons. Native Speakers
are not preferred

Quotes and discussion

for and against,
conclusions as to its
value to speakers future
English progress,
placement in CEFR scale,
numbers, needs for
globalization and
business.

3. What is GNG (Globish

vvIN GlobishTM)?

GNG is a full course

AND a platform based
on user-paced learning.
Studies show that

Description of reasons
for course design, and
early overview of
components.

51

students learn best

interacting with a live
teacher. Hybrid
Learning Situation:
Reasons that GNG is an
ideal course to make a
Hybrid Learning
Situation which easier
and cheaper for students
and more consistent for
teacher facilitators.

Low bandwidth: Use of

sticks and graphics from
the course to enliven its
presentation, interaction.
Discuss 10 major
elements, briefly.
Discussion of technical
elements for mobiles and
computers.

4. Why Use Skype to

vvTeach GNG?

We use Skype as a name

for live interactive
remote communication
over the Internet. Key
elements = Video, Audio,
Text, etc.

Tell cases where it is

being used. Experiential,
immersion, conversation,
questions.

5. The "Hybrid" Class

vvand The Teacher's
vvNew Role

Conventional role of
teacher is as leader and
possessor of knowledge.
GNG role is as expert
"facilitator" to assist
student with skills and
concepts.

The live facilitator with a

complete interactive
GNG concentrates on the
extra needs of each
individual student when
he or she is dealing with
a fixed course." Live"
means same location or
Skype-remote.

6. Immersion by "Most
vvUseful"

Discussion of
"immersion" learning by
reading, listening,
answering, repeating,
making new
sentences

Current values in
Globish shown in GNG,
helping understanding
first from reading and
listening.

7. Why 1500 Globish

vvWords?

Most important is using

"few words better" 1500
words both
alphabetically and most
used.

Creation of 1500 Globish

word list, focus on
business in last 300
words. Understanding
"roots".

8. Parent-Child & Other

vvVariations

WordMaker identifies
variations for
understanding usage as

Compilation of types of
word variation by
combining, altering, and

52

WHERE THIS BOOK

STOPS

parts of sentence.
This much information
will help English teachers
to start teaching Globish

POTENTIAL ADDED
CHAPTERS

These may be added in a

book for sale.

9. Teaching 1500 Words

vvin Most-Used Order

Assumption that the

"most used" words in
English will be the "most
useful" progression
through each lesson.

10. Basic Grammar

Progression -GNG

Reasons for the grammar

progression are based on
the easiest verb forms to
learn first, and their logic
in a sentence. (Present
Simple is not the first
because it is not a logical
first observation.)

Each small advance in

grammar is accompanied
by examples in exercises
in negatives and forms of
questions. The student
should be able to use the
verb form in each form
before moving on.

11. Parallel Subjects -vvGNG: Articles,

vvPrepositions,
vvReady-to-use phrases,
vvPhrasal verbs

So that Globish is usable

with all spoken English
situations, students will
know basic parts of
speech and use of
articles, prepositions, and
common phrasal verbs
and pragmatics.

GNG presents these

parallel subject areas in
addition to the "most
used" words and
grammar progression, so
that students are
comfortable with
common usage.

12. Stories - Audio

Each Audio story is the

tool through which GNG
adds 44 new words per
lesson. New words can
be read, defined in one
click, listened to for
sounds and syllable
stress.
Lessons A through H
concentrates on basics

Teachers will also use

these stories to ask
questions at the live
session with the student.

13: Pronunciation

53

affixes.
This much content will
make a good e-book, and
will be completed with
more specific chapters.
Current readers may be
contributors and thus
"partners" in this
revolutionary education.
Demonstrate how each
lesson uses only the
words learned so far.
Student builds
vocabulary based on
"most useful."

These stories can be

heard and reviewed
infinitely.
Pronunciation relates to
self-confidence in any

such as syllable stress

and schwa , most
difficult soundsLater
lessons on Sentence
stress, rhythm

language, and the teacher

will help with sounds
and stresses on an
individual basis
throughout GNG.

14. GNG Students

Though there is no
requirement as such, it is
assumed that most GNG
students will be adults.

Adult goals, availability,

and prior English will
bear on the speed of
learning, Globish and its
difficulty.

15. Skype Types

Individual kinds of
"Skype" communication,
and similar results using
other Internet methods

GNG teacher and student

will determine which
form of "Skype" is best
for cost, dependability,
availability

16. Finding Student

Levels

GNG teacher/facilitator
is free of conventional
group and institutional
logistics such as times,
location availability, and
materials. Thus is able to
concentrate on assessing
student entry-level and
individual needs.

GNG is designed so that

a student who would be
middle intermediate in
English can enter Globish
at the most appropriate
place. By definition,
GNG earlier segment
review may be quick and
at the choice of teachers.

17. Single or Small

Groups

Groups up to 4 can use

GNG well with a "live"
teacher/facilitator. Some
decision items are shared
cost for teacher, value of
student passive learning
from others, group
dynamics in questioning.

Groups larger than 4 are

not recommended. The
teacher/facilitator may
decide that individual
lessons are better for
certain students, in such
areas as pronunciation,
and sentence formation.

18. Example #1 Teacher

Session

The first situation will be

when the student and
teacher are in the same
room. This will usually
be with the same
language, if necessary to
answer technical
questions. This at first

Teaching in the same

room , one person has to
travel so scheduling,
travel time, etc. enter into
it. Also, the student
AND the teacher should
both have a computer on
which to refer to the

54

appears ideal, but there

may be travel and
equipment problems.

GNG course together,

unless there is a large
screen projector.

19. Example #2 Teacher

Session

This will be if the teacher

and student are using
Skype in the same town
or country, where they
have a common
language. This situation
may be the best, because
they have live interaction
and the computers are a
given. Most commonly,
this English teacher will
not be a native speaker of
English.

Neither the teacher nor

the student has to travel,
and both see the same
GNG pages on their
computers. Within a city,
some people may use the
phone instead of Skype.
It will be necessary to
have a computer that will
operate Skype and GNG
at the same time, but this
is the most common
situation. Sometimes the
Skype connection will be
better if they are not
talking around the
world. (Examples of
materials or exercises a
teacher might add for the
GNG student.)

20. Example #3 Teacher

Session

It is very possible with

Skype to have the teacher
in Hungary and the
student in Japan. Because
Globish does not place an
emphasis on native
English speakers, this in
itself will be proof that
we should look for the
best teachers, and not for
only native English
speakers. In some cases,
the Globish learner will
prefer to pay more and
have native English
speaker as the teacher/
facilitator. This is highly
possible with Skype.

International Skype
teaching can have
advantages and
disadvantages. The cost
per hour may come
between students where
people earn less, but can
be an advantage for
students in high earning
countries who might find
some very good English
teachers who cost much
less.
(Also -- Examples of how
Globish and GNG create
a common ground and
eliminate idioms and
"perfect" accents.)

55

Chapter 10 - Other Globish Materials

Here are some books written in

Globish that you may enjoy.

The original Globish The World
Over, the first book ever written
in Globish, uncut with five extra
chapters on pronunciation,
grammar and Best Practices, plus
Obama's Inaugural Address
translated side-by-side into
Globish. This has more for
teachers and advanced students.

(Abridged Side-by Side Translations available as E-Books and paperbound from

www.globish.com, and as paperbound at www.amazon.com)
Hungarian

Ez a vltozata a Globish az egsz

vilg (Globish the World Over) cm
knyvnek, azoknak az olvasknak
kszlt, akik a sajt anyanyelvkn
szeretnnek olvasni a Globish-rl, a
nemzetkzi kommunikci
eszkzrl. De ez a knyv az angolul
tanul dikoknak is nagyszer
lehetsget nyjt, hogy
megfigyeljk a Globish
alapszerkezeteit, a prhuzamos
magyar fordts segtsgvel.
Translation by Dlugosz Krisztina

Dutch

Spanish

Deze versie van "Globish

over de hele wereld" is
duidelijk bedoeld voor
lezers die graag in hun eigen
taal iets willen leren over het
Globish-gereedschap voor
internationale
communicatie, maar ook laat
het studenten Engels de
basisstructuur zien van
Globish met daarnaast een
Nederlandse vertaling.
Translation by Clare Herrema
Danielle Meijer. Pyt Kramer

El nuevo libro electrnico, El

Mundo Globish (globish para el
mundo), observa cmo billones
de personas necesitan de un
lenguaje para hacer negocio a
travs del globo. Describe como
el problema se est
solucionando por mucha gente
de habla inglesa no nativa. Este
libro se puede leer en Espaol y
a su lado est la traduccin al
Globish.Translation by
Language Ways, Argentina

56

Russian

,
" "
,

,
-
,

,

,
.Translation by
Dobrenko Lidiya with
Alexander Lapitsky

Chinese

-
Translation by Luo Xi

Dutch

Deze versie van "Globish

over de hele wereld" is
duidelijk bedoeld voor
lezers die graag in hun eigen
taal iets willen leren over het
Globish-gereedschap voor
internationale
communicatie, maar ook laat
het studenten Engels de
basisstructuur zien van
Globish met daarnaast een
Nederlandse vertaling.
Translation by Clare Herrema
Danielle Meijer. Pyt Kramer

(These versions of Globish The World Over are published by in country publishers -available on Amazon)
Japanese
German
Portuguese

Published 2011 by
Toyo Keizai, Tokyo

Published 2011 by
Langenscheidt, Munich

57

Published 2011 by
Edipro, Sao Paulo

Literature in Globish

NOT QUITE SHAKESPEARE

is a set of 9 short, one-act plays
for use in Globish-English
Conversation Classes, for
students to read in groups and
even perform. Helps with
pronunciation, sentence stress,
and conversational rhythms for
the intermediate to advanced
student of Globish-English.

THE GLOBISH DAO

The classic Chinese wisdom
of Laozi, in his Dao De Jing,
now brought to the world in
Globish, the world's
language.
With Foreword by Jean-Paul
Nerrire. Globish written in
league with Dr. Chan Yassin,
a noted Chinese scholar.

Online Classes in Globish for

Learning Globish

Apprendan Globish - Basic Globish for

Spanish Speakers. This course is for
beginners with no prior English
whatsoever. Available online for
computers with Flash. A product of
Globish Solutions, Inc. designed and
executed by Languageways, Argentina.

58

Globish IN Globish (or GNG) is the subject of this book

and is described in detail in Chapter 2. An interactive
"cloud" program, instantly usable on all computers and
on all mobiles with Internet browsers.

Books about Globish

Mr. Nerriere's earliest two books were European best-sellers describing the
phenomenon of Globish that he had observed evolving throughout the world,
and in which he suggests a fixed structure that would be extremely useful. The
books are originally in French with translations in Korean, Italian, and Chinese.

Books in English about Globish

Elizabeth Noble,
Expert in Global
Business culture
and communication
explains how
Globish speaks the
tongues of
enterprise

2010 - Robert
McCrum of
Guardian and
BBC writes of
English's current
evolution into his
concept of
Globish, a world
language

And finally..

Be sure and play Globish Challenge on Facebook, and

Globish Word Play as an app on the iPhone and iPad.
Websites featuring Globish:
www.globish.com
jpn-globish.com
bizeng.net

59