Using English as a Foreign Language Skills Coupling for Virtually Immediate Improvement

Foreign Language Skills Coupling

“Teacher, can you please repeat?” It was now the third time that my university English level learners requested a repeat playing of the listening exam section. It consisted of a twenty three second conversation set in a restaurant, but my learners shrieked and moaned at its apparent “difficulty”. This was even despite the fact that the selected listening was from two English language levels below their current one.

Language Skills are Inter-Related

The four basic language skills of reading, writing, listening and speaking are inter-related even though they are not necessarily equal. For example, if you want to speak better, then practice more listening. If you want to improve your listening comprehension, then practice reading aloud. If you, or your learners, would like to write better prose in English, read more and more in English. And if you want your reading comprehension skills to develop to a much higher level, then improving your writing will help to do the trick.

Both individual and integrated practice of each of the four basic language skills will aid in developing overall English or other foreign language communicative abilities. Reading aloud, for instance, improves speaking and pronunciation in addition to listening comprehension. It also promotes internalization of language elements from short term into long term memory.

Language Skills Development by Coupling

Improvement of inter-related language skills is not equal, however. When your reading improves, so will your writing, but not as much as your reading does. Then if you focused on writing, your reading comprehension would also improve, but likely not as much as your writing would.

A Quick Activities List

So for some really fast English language skills improvement, try some of these activities for starters:

• Reading texts, poems and stories aloud
• Practice pronunciation using spoken riddles, rhymes, fairy tales and stories
• Mimic speakers on the television, newscasts, narratives and speeches
• Write down a speech or other oral discourse as a dictation-type activity
• Try saying tongue twisters, quirky quotes and short jokes on a regular basis

Oral Recitation Practice Activities

For speaking and listening skills development, reading aloud is such an effective method that I now incorporate it into all of my English as a foreign language courses regardless of the EFL learners` level. This single, seemingly simple activity impacts not only speech, but pronunciation, fluency and vocabulary too. As you vocalize the reading or text content, your listening skills become more finely attuned as well. With the possible exception of say, a radically different foreign, regional or other accent being suddenly thrown at you, you’ll generally understand other speakers, native or not, far better after even a limited amount of practice in reading English texts aloud.



Prof. Larry M. Lynch is an EFL Teacher Trainer, Intellectual Development Specialist, prolific writer, author and public speaker. He has written ESP, foreign language learning, English language teaching texts and hundreds of articles used in more than 100 countries. Get your FREE E-book, "If you Want to Teach English Abroad, Here's What You Need to Know" by requesting the title at: lynchlarrym@gmail.com Need a blogger or copywriter to promote your school, institution, service or business or an experienced writer and vibrant SEO content for your website, blog or newsletter? Then E-mail me for further information.

The Internet and Content-Based Spanish as a Foreign Language Learning Sites

A Useful and Versatile Foreign Language Learning Tool

If you’re a foreign language teacher or foreign language learner, you should take advantage of one of the most useful and versatile language learning methods available – the Internet. While using the internet for English as a foreign language learning is not exactly news anymore, using the internet as a foreign language learning tool has yet to be fully explored even among institutes and those whose progress in foreign language acquisition has been stalled. Two highly useful approaches that can be successfully applied to the learning of almost any foreign language are content-based instruction and task-based learning.

Learning Spanish Online Using CBI and TBL

As an example, suppose you want to learn or improve your Spanish using the internet. Using Content-Based Instruction and Task-Based Learning you might go onto websites in Spanish in order to learn by using the foreign language to acquire knowledge in cultural or Spanish-language-related areas like foods, travel, geography, music, folk lore, dance and other Spanish-speaking-country-based aspects. Here are some practical websites you could surf for ideas to boost your Spanish language skills while steeping yourself in related language elements. The sites are in Spanish but are not Spanish language teaching sites, instead the focus is on teaching and learning other themes which are taught and practiced in Spanish. Since they are principally web sites for native Spanish speakers, you’ll be getting authentic language throughout while your foreign language communicative skills take off like the space shuttle.

SENA Virtual (http://www.senavirtual.edu.co)

SENA or the Servicio Nacional de Aprendizaje in Colombia offers quite a number of free online courses. These are great for learning and practicing the Spanish language in an authentic context while developing knowledge and skills in other areas too. I’ve actually gone through a couple of the cooking courses offered online here too – with excellent results, I might add. It’s an interesting, delicious introduction into the varied cultures of Colombia. Check out one of the cooking videos I produced during the SENA Colombian Foods cooking course in Spanish for “Arroz Llanero” online at YouTube.
Emagister.Com (http://www.emagister.com/)

This adult education site also features free online courses in Spanish. The areas of specialization here include Business Administration, internet, marketing and sales, and human rights, as well as finance, accounting and technical science and mathematics course offerings.

Mailxmail.com (http://www.mailxmail.com/)

This website boasts more than 1242 free online courses in Spanish. So whatever else interests you, you can very likely practice your Spanish language reading, writing and comprehension skills using authentic language. More than 270 internet and computer courses are offered including topics in Power Point, MS Word, Excel, Photo Shop, MS Office, Linux, Java, Flash and programming language tutorials. Another 390 plus courses are business administration and information based to help to hone your Spanish language and business operation skills. This could offer some great insight if you’re living and working in any one of the world’s 21 Spanish-speaking countries.

AulaFacil.com (http://www.aulafacil.com/)

At this likewise excellent web site for a flurry of free online courses in the Spanish language, the extensive lineup is headed by courses in Cooking, crafts, pets, painting and drawing in addition to several self-help course offerings. I found some of the cooking courses online here to be especially interesting too. After all, you do still EAT, don’t you? (Yeah, I thought so!) Well then, one great way into a foreign culture is through its foods.

coEduca.com (http://www.coeduca.com/)

Another good site with a Spanish ton of free online courses for those willing to take the plunge in ramping up their Spanish language skills to new and greater heights. The course theme areas vary from Arts and Culture to Science and Technology through Economics and Business in addition to Computer Sciences and Tourism and Gastronomy.

So your Spanish language acquisition can not only be intersting and fun but lively and delicious to boot. Who said that foreign language learning has to be boring, tedious or dull? In the words of Shaggy, “It wasn’t me”!





Prof. Larry M. Lynch is an EFL Teacher Trainer, Intellectual Development Specialist, prolific writer, author and public speaker. He has written ESP, foreign language learning, English language teaching texts and hundreds of articles used in more than 100 countries. Get your FREE E-book, "If you Want to Teach English Abroad, Here's What You Need to Know" by requesting the title at: lynchlarrym@gmail.com Need a blogger or copywriter to promote your school, institution, service or business or an experienced writer and vibrant SEO content for your website, blog or newsletter? Then E-mail me for further information.

Part 2 More Critical Points in English Language and Foreign Language Testing and Evaluation

Testing, Evaluation and Assessment in EFL and Foreign Language Classes
We’ll continue to look at some critical points which need to be considered along with the English as a foreign or second language testing, evaluation and assessment processes. Generally, similar conditions and aspects apply to the teaching and learning of other foreign languages as well. So, we’ll discuss some additional points here in the second part of this two-part article post.

4. Allow a Sufficient Amount of Time

As an English as a foreign language or other foreign language teacher, have you ever taken the time to sit down and actually DO one of your own exams? If not, how do you determine the length of time required to complete an exam? Of course, your EFL learners likely will take much longer than you will to complete an exam, but you do need at least some benchmark to establish time parameters. Say double or triple your time of completion for your foreign language learners and you’ll be somewhere in the ball park.

5. Explain Exam and Test-taking Parameters Clearly

“Oh, my English language learners know what to do”, you say? Tell them the rules anyway. Watch their faces. When you see the “lights go on” in some of their faces you’ll realize the need for this. This also aids you in “putting your foot down” when something goes awry. You can then say with authority, “I told you about that before the exam”. If the language class must turn off cellular phones, MP3, MP4, iPod or other electronic devices, refrain from going into purses, bags, or abide by other specific regulations, be sure they know in advance of the test-taking period and again immediately before the exam begins. This has saved my bacon moiré than once over the years, and it will yours too, when done regularly.

6. ENFORCE Your Parameters and Test-taking Regulations or Parameters

You’d think that your English as a foreign language learners would then blithely adhere to your correct parameters when taking tests, evaluations or assessments of their foreign language knowledge and communicative skills. Oh, but if that only were true. Unfortunately, you know and I know that there will always be the “jokers”, the “Clowns”, the inept and the ever-present “unmotivated”, “disinterested” or “unprepared” who will seemingly do their absolute utmost to deride even your best efforts. Fore-warned is almost always fore-armed.

Your Feedback is Encouraged

As always, your feedback, questions, comments, insights and suggestions are encouraged. What works – or doesn’t, for you and your English as a foreign language learners, along with any interesting experiences you might have can be posted.



Prof. Larry M. Lynch is an EFL Teacher Trainer, Intellectual Development Specialist, prolific writer, author and public speaker. He has written ESP, foreign language learning, English language teaching texts and hundreds of articles used in more than 100 countries. Get your FREE E-book, "If you Want to Teach English Abroad, Here's What You Need to Know" by requesting the title at: lynchlarrym@gmail.com Need a blogger or copywriter to promote your school, institution, service or business or an experienced writer and vibrant SEO content for your website, blog or newsletter? Then E-mail me for further information.

Three Critical Points in English Language and Foreign Language Testing and Evaluation

Testing Evaluation and Assessment in EFL

“No teacher, why do we have to take exams?” Do you get this question as I often do? While there are a multitude of possible answers, nevertheless we must, in regular intervals, evaluate or test our groups of English as a foreign language learners, in addition to learners of other foreign languages as well. But before running off half-baked to twist and squeeze the wearied brains of our charges, let’s take just a moment to look at some critical points which need to be considered along with the testing, evaluation and assessment processes. We’ll discuss the first three points here in part one of this two-part article post.

1. Test ONLY Material Which Has Been Actually Taught

It quite common that exams are regularly pre-scheduled into the English or other foreign language curriculum, but hold on there Hoss, `cause there can be a few monkey wrenches thrown into the works that need to be accounted for at times. You know, those pesky little things like holidays, strikes, administrative outages, lost days due to environmental and other factors. For example, we have earthquakes in Colombia. There are also periods of heavy rains and accompanying floods. Then there are those “annoying” power and water outages that wreak havoc on virtually any society no matter how “developed” or “under-developed” they might be. “So what”, you say? Well these and numerous other factors can "skew" your teaching days and schedule so that when test time rolls around, you haven’t actually taught everything covered on a pre-scheduled exam. If that happens, then you shouldn’t test what you haven’t taught.

2. Use Multi-Modal Testing Approaches

Global reference testing (IELTS, TOEFL, etc.) aside, your EFL learners shouldn’t be subjected to a battery of only “answer the question” or “multiple choice” questions for the entire exam. Many highly successful people like Albert Einstein, did poorly in school and on exams for this and similar reasons. You don’t always use the same method in your teaching now (gasp!), do you? Well then don’t do it when you test either.

3. Use Known and Practiced Exercise Types

As a Department Head, Language Programs Coordinator and Teacher Trainer, I’ve constantly “preached” the necessity of using only exercise types on exams with which the learners have been made familiar. This serves several constructive purposes such as eliminating the need for an ongoing string of “Teacher, I don’t understand how to do section C" questions and the resulting repeated, lengthy, exam time-consuming responses. Use an extensive variety of exercise types during your English or foreign language classes and you can use more of these same types of exercises on exams without generating questions or problems.

In Part Two – More Critical Points English and Foreign Language Testing Will Be Discussed

We’ll continue to look at some critical points which need to be considered along with the testing, evaluation and assessment processes in part two of this two-part article post. See you then.


Prof. Larry M. Lynch is an EFL Teacher Trainer, Intellectual Development Specialist, prolific writer, author and public speaker. He has written ESP, foreign language learning, English language teaching texts and hundreds of articles used in more than 100 countries. Get your FREE E-book, "If you Want to Teach English Abroad, Here's What You Need to Know" by requesting the title at: lynchlarrym@gmail.com Need a blogger or copywriter to promote your school, institution, service or business or an experienced writer and vibrant SEO content for your website, blog or newsletter? Then E-mail me for further information.

Son, Sun, Hey, Hay and Other English Language Homophones

What Exactly are Homophones?

Basically, homophones are defined as “words which sound exactly alike, but are spelled differently and have different meanings. Not only are they oftentimes confusing for English as a foreign language learner, but even for native speakers as well. Homophones though, can be interesting and fun to teach to learners who usually enjoy the play of word sounds even if they don’t always quite understand the meanings, usage and definitions. Let’s have a brief look at some of the scores of double and triple homophones in the English language.




Triple Homophones in the English Language

There are fewer triple homophones in the English language than double homophones so we’ll look at few of these first.

By buy bye

Pete peet peat

To too two

Four fore for

Despite the differences in spellings, there is essentially no discernable difference in the pronunciation between these three-word homophone groups. Try as you might, you won’t hear any difference in the way they sound. Which one is being used becomes discernable only through its application in context.

Double Homophones in the English Language

When it comes to double or two-word homophone pairs in the English language, there is definitely no shortage of them. They seemingly come at you from almost every direction at times. Here is just a handful sampling of some of the more commonly heard of homophones in the English language.

Passed past
Pie pi
Choose chews
Die dye
Sex sects
Do due
sun son
Nose knows
Their there
Eye I
Feat feet
Beat beet
Meat meet
Hear here
Jeans genes
Where wear
Bourn bourne
We wee
In inn
Hi high
Made maid
Red read (past tense of read)
Blue blew
Great grate
See sea
Be bee
Close clothes
Eight ate
Hail hale
Won one
Pale pail
Male mail
Sail sale
Tail tale
Son sun
Hey hay
Bail bale
Peal peel
Heal heel
Seen scene
Shoe shoo
Yule you’ll
Flee flea
Tee tea
Him hymn
You ewe
No know
Which witch
Do dew

Many More Homophones Exist in the English Language

The list certainly goes on and on, but by now you certainly must get the idea.
Try having your learners use these in context to help their understanding of the meanings. Try a “spelling bee” using homophones or create short lists which give meanings between specific pairs of homophones. You can also be on the lookout for them when reading papers, articles and online texts. Anyway you might decide to use and teach the theme of homophones in the English language, they can be most interesting and fun for your English as a foreign language learners. Try them out for yourself and you’ll see.

Prof. Larry M. Lynch is an EFL Teacher Trainer, Intellectual Development Specialist, prolific writer, author and public speaker. He has written ESP, foreign language learning, English language teaching texts and hundreds of articles used in more than 100 countries. Get your FREE E-book, "If you Want to Teach English Abroad, Here's What You Need to Know" by requesting the title at: lynchlarrym@gmail.com Need a blogger or copywriter to promote your school, institution, service or business or an experienced writer and vibrant SEO content for your website, blog or newsletter? Then E-mail me for further information.

Getting to Know Your EFL Learners

English Classes are Beginning

It’s time to start a new round of classes. There are new groups of English as a foreign language learners, new classes and new schedules for the recently-started scholastic year, semester or course period. With that of course, comes the never-ending challenge of getting to know yet anothoer entirely new group of English language learners – essential information if you’re going to successfully motivate them through the rigors of language acquistion.

What You Need to Know About Your Learners

You need to know your learners’ likes, dislikes and preferences as well as their learning styles and characteristics. Why? It’s because these help you to plan and prepare more effective lessons that take full adfvantage of learner traits.

What to Do and How to Do It

During the course of the first few weeks of class you’ll quite likely develop a detailed knowledge of many learner profile characteristics. You can however, greatly accelerate phases of the process. The fastest, easiest and simplest way to do this is by conducting in-class surveys.

Survey Question Point Ideas

Here are a few ideas you might consider surveying your learners on:

• Favorite activity types
• Hobbies
• Likes and dislikes
• Musical preferences
• Television and movie preferences
• What types of digital equipment they own
• Any preferred websites
• Favorite entertainers
• problem areas in English language learning
• Eating habits and food preferences, etc.


Using the Survey Information

Whether you choose to do one or several simple surveys or more in-depth ones, you might ask, “what can you do with the information you’ve gathered?”

You can use it to:

• Create graphs or charts
• Prepare lesson plans
• Make adjustments to class agenda and curriculum
• Identify a progression of activittes
• Prepare home assignments and online webquests and tasks
• Formulate effective teaching strategies for the class group

Conducting In-class Surveys

A final but all-important idea when conducting in-class surveys is for you NOT to do the work yourself at all. Have your English or other foreign language learners conduct the surveys among themselves – using the target language as much as possible, of course. This could done during a regular class session or for extra work in written and spoken language use or discourse. It’s a series of techniques I quite often use during the beginning of a semester with new EFL class groups. It works very well both for me and for my English language learners. It should be a valuable technique for you to use too.


Prof. Larry M. Lynch is an EFL Teacher Trainer, Intellectual Development Specialist, prolific writer, author and public speaker. He has written ESP, foreign language learning, English language teaching texts and hundreds of articles used in more than 100 countries. Get your FREE E-book, "If you Want to Teach English Abroad, Here's What You Need to Know" by requesting the title at: lynchlarrym@gmail.com Need a blogger or copywriter to promote your school, institution, service or business or an experienced writer and vibrant SEO content for your website, blog or newsletter? Then E-mail me for further information.

Teaching English as a Foreign Language: Learning Prepositions in English

Prepositions: A Major Learner EFL Learner Obstacle

If you want to hear English language teachers and learners alike moan in unison, just ask them about teaching, learning or using prepositions in English. Prepositions in English are a major English language teacher and EFL learner obstacle world wide. Why? It’s because of the complexities of use prepositions have in English, not only in idioms and expressions, by in simple, everyday usage forms as well.

Those Pesky Prepositions in English

You know the English language prepositions that drive you to exasperation:




• in or inside of
• on or on top of
• at
• in front of
• next to, beside or near
• in back of or behind
• beneath or under
• over or overhead
• around
• through
• between
• among

Yes, there are tons more prepositions like those of time, etc., but my learners initially cringed when I broached the topic of prepositions during an early-in-the-semester class. So, I’ll start off with a few prepositionss of position to illustrate what I do to help my English as a foreign language learners to cope.

Use Different Methods to Illustrate

Since I know that most of my learners are very visual, I use graphics, pictures, photographs and other types of illustrations as aids in ELT: I’ll even draw extensively on the board to help them visualize a lexical set or concept. But I don’t stop at just verbal and visual explanation and illustration either. I use several methods, if necessary, to help learners to internalize these grammatical structures and concepts. For example, realia often work well. I’ll place an empty desk in the middle of the class room. Then I position some cute little stuffed animals on the floor and in relation to the desk.

“Bunny is in front of the desk.”

“Tiger is on the desk.”

“Piggy is behind the desk.”

“Puppy is under the desk.”

“Winnie the Pooh is next to the desk.”

Learners are encouraged to come up individually to change the positions of the stuffed animal characters. Then they orally repeat what the new positions are.

Using Realia and TPR in Teaching English Prepositions

Another useful technique is to use the learners themselves as “pieces” positioned in different ways in relation to one another. Doris is between Hector and Maria. Hector is next to Doris. Maria is next to Doris. Carmen is in front of Hector. Hector is behing Carmen. Alexander is on top of the desk. The desk is under Alexander. ... and so on. After a few of these, in addition to a bunch of hilarious mistakes and out takes, the learners “get it” without much further ado. Using graphic illustration, written and verbal explanation, realia and TPR by moving actual learners into preposition-illustrative positions, the learners not only have a little fun and laughter, but internalize these prepositions with little difficulty in one EFL class session.

Try it out for yourself and let me know how well it works with your English as a foreign language learners.


Prof. Larry M. Lynch is an EFL Teacher Trainer, Intellectual Development Specialist, prolific writer, author and public speaker. He has written ESP, foreign language learning, English language teaching texts and hundreds of articles used in more than 100 countries. Get your FREE E-book, "If you Want to Teach English Abroad, Here's What You Need to Know" by requesting the title at: lynchlarrym@gmail.com Need a blogger or copywriter to promote your school, institution, service or business or an experienced writer and vibrant SEO content for your website, blog or newsletter? Then E-mail me for further information.

The English Language Learning Frequency vs. Fluency Debate

Which is More Beneficial?

Which is more beneficial for improving English or foreign language proficiency: more hours or more classes? At first it would seem that they are the same thing. They are most definitely not. Let me explain.

Academic and Private English Language Institutes

Many academic and private English and foreign language institutes are increasingly demonstrating an alarming tendency towards fewer and fewer actual contact hours and increasing the number of “self study” hours - which you pay them for, by the way. The preference is to lump learners into one long weekly class in leiu of several shorter ones during the week. Although this might seem top aid the institute’s bottom line, it ultimately will negatively impact teachers and learners when overall language learning and skills are diminished.

More Hours of English

To provide learners with more hours of English means to increase the actual number of English language learning hours without specifying any particular distribution. To go from three to five hours of English per week to ten or even fifteen hours per week cannot necessarily be deemed a bad thing. Or could it?

If you have three contact hours, that is, three hours of actual class time in front of an English teacher, this of course is far too few hours for any substantial, true English or foreign language skills development even over a long term. Raising that to additional hours but having the additional hours as “self-study”, virtual or other types of non-contact hours does little, in my opinion, to aid in the development of English or other foreign language skills.

More English Classes

Now if you add more “in-person” classes however, and you’re definitely going to impact both English language teaching and English language learning skills. Using five hours per week as an example, learners would make substantially more progress in language skills development by having five one-hour classes, one class hour per day from Monday through Friday, than they would by having one language class of four or five hours duration only once per week. In fact, learners with one-hour classes on three different days of the week would develop their foreign language skills far faster than a group of learners taking one five-hour long class once per week.

English or Foreign Language Exposure

The added input and practice days would automatically promote English or foreign language exposure each day as opposed to a more intensive, lower exposure, but tiring once-per-week classes. The benefits of having more classes would extend to both English language teachers and foreign language learners alike.

What do you think?



Prof. Larry M. Lynch is an EFL Teacher Trainer, Intellectual Development Specialist, prolific writer, author and public speaker. He has written ESP, foreign language learning, English language teaching texts and hundreds of articles used in more than 100 countries. Get your FREE E-book, "If you Want to Teach English Abroad, Here's What You Need to Know" by requesting the title at: lynchlarrym@gmail.com Need a blogger or copywriter to promote your school, institution, service or business or an experienced writer and vibrant SEO content for your website, blog or newsletter? Then E-mail me for further information.

Teaching the Difference Between MAKE and DO

Distinguishing the Differences Between “Make” and “Do”

English as a Foreign Language learners like those whose first language, L1, is Spanish can have considerable difficulty in distinguishing when to use “make” and when to use “do”. Why? It’s because in Spanish, for example, the same verb, “hacer”, is commonly used to represent both. The trick then, is to find a way of aiding these English language learners with making the distinction.

Here’s how I do it.

Make

Essentially “make” means to “create” or cause something to happen or produce a result. You make a cake, make noise, make trouble or make friends.


Do

On the other hand, “do” usually signifies simply performing an action without alluding to the results. So you do aerobics or exercises, do business or do your job. You can do well or do badly, do better or do worse.

Other Uses of Make and Do

Depending on context, both make and do can be used in a sentence to give it different meanings. A good example is homework. Teachers make homework and exams, but learners do homework or take exams ("do" is less commonly used here.

The two verbs form a part of scores of idioms and expressions too. This can sometimes cause their distinction to be less clear, but usually the definitions given above still hold true. Some additional examples using “Do” and “Make” are:

DO

Do a dance, do a deal, do as you’re told, do away with, do chores, do favors, do harm, do it yourself, do (it or something) over again, do someone in, do the dishes, do the laundry, do the right thing, do time, do well, do without, do your best, do your duty

MAKE

Make a contract, make a delivery, make a difference, make a list, make a mess, make a phone call, make a point, make a profit, make a promise, make amends, make an effort, make believe, make contact, make enemies, make fun of someone, make love, make money, make news, make out, make over (very similar in context to do over), make peace, make room, make sense, make someone happy, make someone laugh, make someone sad, make sure, make the bed, make time, make room, make tracks, make up (has multiple meanings), make up a story (same as create a story), make up your mind, make war, and make way

This is but a quick reference list to give you some idea of the range and distinction that using “do” and “make” can have in the colloquial English language. For the most part, after a session expaining and demonstrating these language elements in context, my learners have far fewer problems in distinguishing when to use “make” and when to use “do”. I hope that this helps you and your EFL learners too.

Prof. Larry M. Lynch is an EFL Teacher Trainer, Intellectual Development Specialist, prolific writer, author and public speaker. He has written ESP, foreign language learning, English language teaching texts and hundreds of articles used in more than 100 countries. Get your FREE E-book, "If you Want to Teach English Abroad, Here's What You Need to Know" by requesting the title at: lynchlarrym@gmail.com Need a blogger or copywriter to promote your school, institution, service or business or an experienced writer and vibrant SEO content for your website, blog or newsletter? Then E-mail me for further information.