1. Advising and Supporting Teachers Mick Randall, Barbara Thornton Advising and Supporting Teachers examines the role of the teacher-advisor and how the key skills required for producing effective feedback can be developed. The book is in two parts. The first part looks at the processes of giving advice and the second part consists of a range of tasks for the advisor. The main purpose of this book is to provide an opportunity for those involved in providing feedback to reflect on the methods which can be used to maximise the effectiveness of the learning encounter. This book will be of particular interest to everyone responsible for advising teachers including teaching practice supervisors, mentors, INSET tutors, state education inspectors, Directors of Studies running teacher appraisal and induction programmes and teachers working together as ‘critical friends’ in informal teacher development.
2. About Language Scott Thornbury 'Scott Thornbury's book is a major contribution to this understanding, process and strategy. About Language is definitely a book worth recommending to all teachers, both those with considerable experience and novices.' Folia Linguistica Anglica, Poland, 1999 'The book provides a great wealth of ideas and strategies, for use in teacher development programs ... The author and the publisher are to be congratulated on the production of such a useful book, which will be a valuable addition to the professional libraries of teachers and teacher educators.' VATME Newsletter, 1997 'I would have given my right arm for this book when I first entered the world of EFL. There are plenty of books that discuss what and how we should teach, and we seem to be swimming in books on grammar . What we don't have, however, are books designed to ease the novice teacher into the intimidating world of EFL 'grammarese'. About Language fill this gap. It is about the tools of our job: syllabuses, rules, functions, notions texts, phonology, morphology, sentences, grammar, cohesion, conversation and more.' BBC English, 1997
3. Alive to Language Valerie Arndt, Paul Harvey and John Nuttal 'It is hard to fault Alive to Language as a book designed to promote language awareness among those entering the EFL teaching profession. Trainers for Trinity College or RSA/UCLES Certificate and Diploma courses can recommend it without hesitation.' IATEFL Issues 'The book is firmly grounded in the classroom, but the issues raised also have important implications for coursebook writers and those involved in course design, testing and assessment.' ELT Journal
4. Aspects of Language teaching H.G. Widdowson Professor Widdowson provides a critical review of the most prominent issues in language teaching today - among them the relevance of theoretical enquiry to practical pedagogy, and the relationship between grammar and discourse in communicative language teaching. He relates these issues to general perspectives on the nature of language and language learning.
5. In this broad overview of current theoretical and empirical approaches to the study of bilingualism, the contributors examine the dynamics of bilingual language processing over time from the perspectives of neurolinguistics, psycholinguistics and sociolinguistics. This multidisciplinary approach is fundamental to an understanding of how the bilingual's two (or more) language systems interact with each other and with other higher cognitive systems, neurological substrates, and social systems. Contributors examine the nature of bilingualism during various phases of the life cycle and in various health/pathology conditions. Topics range from code separation in the young bilingual child, across various types of language pathologies in adult bilinguals, to language choice problems in dementia.
6. This volume explores the field of contrastive rhetoric, the study of how a person’s first language and culture influence his or her writing in a second language. The book presents a comprehensive view of the research in this field, emphasizing the connections between contrastive rhetoric and the related disciplines of composition studies, cultural anthropology, translation studies, and text linguistics. Connor draws on this research to provide sound advice for dealing with cross-cultural issues in a variety of second language writing contexts. Her goal is to make teachers aware of the many factors influencing their students’ attempts to compose effective texts and to help teachers draw on the resources individual learners bring to the writing task. This book is a solid reference for researchers and teachers in the field of second language writing.
7. Recognizing that teachers are often involved in planning and developing courses as part of their responsibilities, the authors of this book have set out to describe the factors which must be considered in constructing courses and materials. They cover: the fact-finding stage, establishing realistic goals, surveying existing programmes, realizing goals through instructional plans, selecting the shape of the syllabus, and considerations involved in constructing communicative curricula and syllabuses. All of these aspects are considered against current theories of language learning. Examples of different types of materials are discussed, and the process of creating materials is described as the link between the syllabus and the audience. The book ends with a survey of the practical issues involved in organizing writing projects. The book is intended for teachers (and teachers in training) who may be involved in course planning and materials development either on a larger scale, or simply within their own institution.
8. Using dialogues in different contexts, this book provides over 100 practical activities for teachers to adapt for their classrooms. These activities encourage learners to look at the English language through dialogues and spoken interaction from coursebooks, literature and media, as well as authentic conversation extracts. The book explores using dialogue to communicate personal meaning effectively. It covers dialogue as both 'product' and 'process' in language teaching and will encourage learners to look beyond conventional communicative strategies and practise spoken language in a fresh contextualised way.
9. T his book offers a wealth of new techniques to extend the traditional language-learning activity of dictation. The authors present some thought-provoking answers to such apparently simple questions as: Who chooses the text? Who dictates? Who corrects? What and how do they correct? The activities described range from the traditional, focusing on problems such as spelling, punctuation and pronunciation, to exercises which draw on the personal experience, attitudes and opinions of both teachers and students.
10. The fully revised edition of this 'classic' helps teachers give their learners the tools they need to express themselves through a range of stimulating drama contexts. This completely revised edition of the ‘classic’ title Drama Techniques provides: . 150 ideas for interesting and productive fluency practice . a large selection of drama-based techniques which focus learners’ attention on communicative tasks or activities . techniques suitable for all levels . clear instructions for the teacher . advice on how to use the techniques in the classroom
11. El diseño de tareas para la clase comunicativa Serie LAE-Didáctica de lenguas Formato Rústica Encuadernación 242 págs. ISBN 8483230461 Fecha de publicación 25-02-1999 SINOPSIS En una de sus incursiones editoriales más celebradas, David Numan ofrece al lector una introducción equilibrada a los aspectos teóricos y prácticos de la elaboración de tareas comunicativas. Un libro dirigido a aquellos profesores y profesoras de lenguas extranjeras -en activo o inmersos en programas de formación- que deseen desarrollar sus propias tareas o adaptar tareas ya elaboradas. El objetivo principal es integrar la investigación reciente y la práctica en la enseñanza de lenguas en un marco de análisis de las tareas de aprendizaje. El diseño de tareas para la clase comunicativa incluye un amplio abanico de materiales -publicados o no- que ilustran los diversos aspectos tratados en cada capítulo. Ayudará a profesoras y profesores a diseñar tareas comunicativas para una gran variedad de alumnado y a ponerlas en práctica en diversas situaciones de enseñanza.
12. Esta es una versión nueva y revisada de la primera edición, publicada en 1995. Más de la mitad del contenido de esta nueva edición ha sido redactado específicamente para ella. Desde la publicación original, este texto se ha convertido en uno de los más citados en el mundo de la didáctica de lenguas. Entre los cambios que el lector observará, se encuentra la división de los capítulos en tres partes. La primera se ocupa de las grandes tendencias en la enseñanza de idiomas del siglo XXI; la segunda aborda enfoques y métodos opcionales, y la tercera trata de los enfoques comunicativos actuales. Enfoques y métodos en la enseñanza de idiomas pretende ofrecer una exposición completa de las tendencias principales y secundarias en los métodos de la enseñanza de idiomas desde principios del siglo XX hasta la actualidad.
13. La convicción de que la formación de los profesores de lenguas debe fundamentarse en la reflexión sobre la propia práctica docente inspira esta aportación de Richards y Lockhart. A propósito de aspectos cruciales de la enseñanza de lenguas, como el análisis de las características de los alumnos, el papel del profesor, las pautas de interacción o la programación de unidades didácticas, la obra considera, de forma clara y concisa, los problemas más frecuentes a los que se enfrenta el profesor en la clase, y proporciona una variedad de instrumentos prácticos –cuestionarios, fichas, guías de orientación, ejemplos, etc.- para resolver casos concretos y enfocar la actividad docente a partir de la reflexión sobre la propia enseñanza.
14. Un libro escrito para el profesorado de idiomas que orienta acerca de la manera de preparar una evaluación que incluya todos los niveles en los que debe aprenderse una lengua: desde la adecuada comprensión y la habilidad para hacer construcciones gramaticales hasta la capacidad de argumentación y del manejo de distintos registros (lenguaje jurídico, periodístico, etc.), al mismo tiempo que muestra las deficiencias y las maneras de resolverlas.
15. This lively collection of over 100 classroom activities allows teachers to exploit fully the language learning potential of extensive reading. The activities, contributed by teachers who have used them successfully in classrooms all over the world, introduce extensive reading to students, and link it with the rest of the language curriculum. Here is a wealth of ideas for encouraging students to read, and for using students’ reading experiences for further language practice and learning. These creative and enjoyable speaking, listening, role play, reading, writing, and vocabulary activities are suitable for students of all ages and levels. Each activity is clearly explained, together with a personal note from its author. This is a handbook for teachers of general language courses, or grammar, listening, speaking, writing, or reading courses. It is written for teachers both non-native and native speaking, and for teachers both novice and experienced. It will also be of interest to teacher-educators.
16. Five-Minute Activities is an invaluable source of ideas for language teachers, containing over 130 short activities for the language classroom: some are well-tried favourites clearly restated, others are new ideas or variations. The activities are laid out simply in alphabetical order, with sections providing guidance on aims, preparation (if any), and procedure. Sample material, where appropriate, is given in boxes. The activities are designed to combine learning value with interest and enjoyment. Most of them can be adapted to suit classes of different levels of ability, and in many cases there are additional suggestions for variations or extensions of the basic activity. Almost all the activities can be student-led.
17. This book, by one of the leading figures in applied linguists, provides a wide-ranging and comprehensive treatment of the major issues in applied linguistics. Its six chapters take the reader through the major tenets and debates in the field and are essential reading for anyone involved in applied linguistics and language teaching today. It outlines the historical roots of the field and its major developments over the years, and examines current issues such as language modelling and the analysis of discourse. While not neglecting theory, the book takes a practical approach and language teachers, as well as university level students, will find it a useful read.
18. This is a practical guide to communication activities in the language classroom, suitable for use with students from elementary to advanced level. Part I contains instructions for over 100 different exercises, including interviews, guessing games, problem solving, role play and story telling. For each activity, notes are provided on the linguistic and educational aims, the level, organisation, time and preparation required. Part II contains the accompanying photocopiable worksheets, making many of the activities instantly available for use in class.
19. En esta obra se presentan, organizados de forma sistemática, los principales conceptos relativos a la afectividad en la clase de idiomas desde las tres perspectivas analizadas: el alumno, el profesor y la situación de aprendizaje.
20. Todo un clásico, este libro ofrece al profesor de segundas lenguas una intro-ducción exhaustiva al método comunicativo. El autor presenta de manera clara y concisa todas y cada una de las ideas comunicativas fundamentales, un marco educativo que considera la lengua no sólo en su función estructural (gramática y vocabulario), sino a partir de las funciones comunicativas que cumple.
21. Language Activities for Teenagers has 99 new activities to coax, cajole and tempt teenagers into learning English in a meaningful and enjoyable way. The activities have been specifically designed for use with the 11-16 age group. This book contains material drawn from the real-life classroom experience of several well known ELT contributors: Judit Fehér, Jean Harper-Rüdiger, David Hill, Hanna Kryszewska, Seth Lindstromberg, Bonnie Tsai and Tessa Woodward. Here they share some of their most reliable and rewarding ideas on topics such as: • Maintaining discipline in the classroom • Using ice-breakers warmers, fillers and closers • Practising skills; speaking, reading, listening and writing • Developing vocabulary • Using literature • Promoting discussion The activities can be used alongside any coursebook and will motivate and engage even the most reluctant learners .
22. Language Test Construction and Evaluation describes the process of language test construction clearly and comprehensively. Each chapter deals with one stage of the test construction process; from drafting initial test specifications, to reporting test scores, test validation and washback. In addition, current practice in the examining of English as a Foreign Language by different examining boards is reviewed in order to compare testing principles with present test practice. The focus of the book is on the practical: it does not assume a statistical background but explains and demystifies the procedures and concepts that are relevant to the construction and evaluation of language tests. Language Test Construction and Evaluation will provide an invaluable reference for anyone who wishes to understand how language tests are, and should be, constructed.
23. Laughing Matters is a resource book dealing with humour in the language classroom. It provides over 120 activities which will inject some light-hearted fun into lessons whilst still being grounded in respected language learning theory. Jokes provide teachers with a rich resource of patterned language use and cultural knowledge. Humour is also a very effective way to help students remember key concepts and structures. Humour can be one of the hardest aspects of a foreign language for students to understand; yet it is also one of the most rewarding. This book provides support for teachers in the form of background information on humour and step-by-step guidance on how to carry out the activities and suggestions for further work. It will be of particular interest to teachers who are non-native speakers and may need some confidence-building before using humour in the language classroom.
24. Over-reliance on the teacher may be at the root of common classroom problems like learners unwillingness to do homework, or to use the target language in pair or group work, to learn from mistakes. This book offers practical guidance on how to help learners realise that their contribution to the teaching-learning process is crucial and encourage them to take an active role in their learning.
25. Learner English is a well-established and successful reference book for teachers of British English. This new edition builds on the success of the original book. It has been rewritten and extended to provide information on the typical problems and error-patterns of a wide range of learners of English from particular language backgrounds. It compares the relevant features of the students' own language with English, helping teachers to predict and understand the problems that students have. The new book has twenty-two chapters dealing with learners who speak Dutch-Flemish, Scandinavian languages (except Finnish), German, French, Italian, Spanish, Catalan, Portuguese, Greek, Russian, Polish, Farsi, Arabic, Turkish, South Asian languages (with a separate chapter on Dravidian languages), West African languages, Swahili, Malay/Indonesian, Japanese, Chinese, Korean and Thai. An audio cassette and audio CD are available separately. These contain authentic examples of the various accents described in the book.
26. Lessons from Nothing is an invaluable resource for busy teachers everywhere who are looking for easy-to-use activities which do not require extensive facilities or preparation. It is a practical resource book of around 70 language teaching activities which encourage interaction and co-operation in the classroom. This book includes well-known activities as well as original or relatively unknown ones. It provides new or trainee teachers with an excellent starting point for developing their classroom technique, while providing new ideas and inspiration for more experienced teachers.
27. Literature and Language Teaching is for teachers and trainers who want to incorporate literature into the language classroom. The book can be used as a resource by trainers working with groups of teachers, by teacher development groups or by teachers working on their own. Literature and Language Teaching contains tasks and activities which: * encourage reflection on some of the issues and debates involved in using literature in the language classroom * explore different approaches to using literature with teenage and adult learners at all levels * suggest criteria for selecting and evaluating materials for classroom use * identify some of the distinctive features of novels, short stories, poems and plays so that these can be successfully exploited in the classroom * provide a wide range of practical ideas and activities for developing materials which teachers can use with their own learners * encourage the observation and assessment of lessons using literacy texts * draw on literary texts in English by a variety of authors from all over the world Each section of the book is designed to be self-contained so that users of the book can select what is most relevant to their purpose. A key to the tasks and activities is provided, as well as guidelines for teacher trainers which suggest different ways of using the activities in the book as part of a training programme.
28. This is a practical guide for practising teachers of English and teachers in training. It offers teachers a rationale and a variety of imaginative techniques for integrating literature work with language teaching. All the activities described in the book have been used successfully with a wide range of classes from intermediate level upwards.
29. This practical resource book provides a collection of materials for use on mentor courses. It presents a range of activities and processes for exploring the roles and duties of mentors and for developing and practising the skills required. The book begins with a discussion of the principles and practice of mentor courses. There then follow several chapters which provide a wide range of in-session activities. The final chapters provide suggestions and materials for projects and assignments. The activities are presented in a user-friendly format which includes guidance on aims, materials, classroom organisation and procedure. A special feature of the overall experiential approach adopted in the book is the emphasis on roleplay, which allows trainee mentors to practise their role in a sheltered and unthreatening environment. This book is suitable for all those involved in the training of mentors.
30. Stories can provide a highly motivating, engaging and realistic source of genuine language interaction in the classroom. The authors argue from experience that almost everyone can tell stories convincingly, especially given an outline to work from. A very wide range of these outlines, from many cultures and sources, are provided in the book. These can be used by the teachers as a resource for teaching a variety of language levels and skills areas.
31. personalizing Language Learning provides guidance and practical activities for teachers who are looking for ways to make the language learning experience more person-based. Taking the learner as the starting point for all language work, the book presents a range of ready-to-use materials which draw on the personal experiences, thoughts, feelings and opinions of the learner. The activities provide opportunities for learners to experience personally-meaningful content and to think about themselves in the target language. Thus learning a language becomes a means of exploring and articulating the self. These user-friendly materials will appeal to all teachers looking for alternatives to the often rather detached content of many text-based learning materials.
32. Games provide meaningful and enjoyable language practice at all levels and for all age groups. They can be used to practise any of the skills - speaking, listening, reading and writing - at any stage of the learning process, from controlled repetition through guided practice to free expression. To enable teachers to select the activities most suitable for their needs, precise information is provided, both at the beginning of each game and in the summary chart, about the language content, the skills to be practised, the level, the degree of teacher-control and the time and materials required. Clear advice is given on preparation and classroom procedure, with many illustrations and examples.
33. Does the idea of lesson planning make your heart sink? Are you looking for a book that will take the everyday reality of the language classroom and translate it into a successful scheme of work? Planning Lessons and Courses provides a step-by-step approach to lesson planning. Although easily accessible, the ideas presented are rooted in established educational theory. It contains both thought-provoking analysis on the roles of the teacher and clear explanations of key principles. The chapters are based on real life questions such as: * What can go into a lesson or course? * How do people learn? * How can I teach? * What materials can I choose? * How can I get started on planning? This book will help inexperienced teachers gain confidence in establishing sound working practices and will give more experienced teachers ideas to refresh their routines. Planning Lessons and Courses deserves to be on every EFL teacher’s desk.
34. This is a resource book for teachers looking for ideas on making pronunciation teaching more interesting. It contains a collection of pronunciation practice activities for a wide range of levels, using a variety of methods. Divided into two parts, the first part introduces information about phonetics and phonology as background to the teaching activities, without being overwhelming. It also highlights some of the current areas of debate and discussion in the teaching and learning of English pronunciation. The second part of the book contains nearly 100 pronunciation activities divided into eight sections: Developing awareness; Sounds; Connected speech: Syllables and stress; Intonation; Pronunciation and spelling,grammar and vocabulary; Testing and Resources for pronunciation teaching. Teachers are encouraged to use a variety of demonstration aids such as rubber bands and kazoos to highlight the sounds and patterns, making pronunciation lessons fun. The book is packaged with an audio CD with material to support the activities.
35. This practical resource book for teacher trainers and teachers of English and other languages provides task material for training seminars and development groups. The topics are wide-ranging - from the nature and processes of language learning to specific materials and techniques for use by teachers. The Tasks are designed to stimulate meaningful discussion of issues related to language teaching and learning. The book contains 40 Tasks, of two types. The Discussion Tasks are designed to allow users to examine general principles and issues in the context of their specific teaching circumstances, and to exchange ideas. The Classroom-based Tasks provide users with a practical framework for small-scale classroom research - testing out ideas, assumptions and hypotheses in the context of their own classes and learners. The book is suitable for: * participants in courses leading to formal professional qualifications * teachers involved in institutional in-service training programmes * teachers involved in informal professional development In cases where it is not possible for each participant to have a copy of the book, the trainer may photocopy relevant pages of Tasks for use by the participants.
36. This book provides both a comprehensive introduction to Business English for teachers who are new to the field, as well as inspiration and guidance for those already involved in this area. It deals with a range of issues from needs analysis and course planning to testing and evaluation. The emphasis throughout is practical and a large part of the book focuses on classroom procedures.
37. This book is about developing listening comprehension skills in the language classrooom. Part I deals with some essential background issues. The author defines the characteristics of real-life listening, analyses the problems encountered by language learners, and discusses the considerations involved in planning successful classroom listening practice. Part II contains a wide variety of exercise types. The activities range in level from elementary to advanced and illustrates techniques appropriate for both adults and children. The exercises can be used as they stand or they can serve as models for teachers who wish to design their own materials.
38. This book addresses the special needs of adults studying English, particularly those who have immigrated to English-speaking countries. It provides a useful summary of the principles involved in teaching adults as well as a wealth of activities specially designed for adult learners.
39. This is a resource book of activities for practising common spelling patterns in English. The materials are suitable for both first language and second or foreign language contexts and contain activities to use with different proficiency levels. The book is divided into units with most units examining one phonemic ‘sound’. Each unit is then broken down into three to five easy-to-follow lesson plans devoted to a different choice of letter for the sound being studied. Teaching English Spelling contains: - detailed lesson plans which encourage student involvement - listening activities to develop awareness of sound-to-spelling patterns - a wide variety of enjoyable photocopiable activities such as crosswords picture matching, puzzles and rhymes at three language proficiency levels - answer pages - suggested ‘test words’ for each spelling pattern, also at three levels.
40. This is a resource book of activities for practising common spelling patterns in English. The materials are suitable for both first language and second or foreign language contexts and contain activities to use with different proficiency levels. The book is divided into units with most units examining one phonemic ‘sound’. Each unit is then broken down into three to five easy-to-follow lesson plans devoted to a different choice of letter for the sound being studied. Teaching English Spelling contains: - detailed lesson plans which encourage student involvement - listening activities to develop awareness of sound-to-spelling patterns - a wide variety of enjoyable photocopiable activities such as crosswords picture matching, puzzles and rhymes at three language proficiency levels - answer pages - suggested ‘test words’ for each spelling pattern, also at three levels.
41. This is a practical guide to designing and using oral tests of language ability. It is for teachers, testers, course designers and educational planners. The book takes the reader through the testing process, giving practical examples and discussing the issues involved at each stage. Testing Spoken Language: * describes the range of test-types and discusses their suitability for different aims and resources * lists over fifty oral test techniques and variations, with comments on each * integrates the marking system into the process of test design * provides suggestions for monitoring and improving a test once it is in use.
42. The Standby Book is an anthology of more than 100 language learning activities contributed by 33 teachers. It includes complete lesson suggestions, activities which can be used to build complete lessons, suggestions for variations and extensions of the activities, as well as sample material. The Standby Book has been compiled as a resource for teachers who teach young adults and adults on general English courses, groups of business and professional people, students of English for academic purposes, literature or those following exam preparation courses.
43. Using Folktales provides over 40 ready-to-use activities and dozens of stories which are suitable for all ages and range from beginning to advanced. These activities show teachers how to: * use folktales in the multi-level classroom * create their own materials for additional stories * use oral storytelling techniques * adapt activities for students of different levels * integrate language skills and develop cognitive and academic skills * explore published and Internet sources for additional materials.
44. Using Newspapers in the Classroom is a collection of over 130 practical and creative newspaper-based activities to use with young adult and adult learners from pre-intermediate to advanced level. The activities, which show teachers how to exploit the different features and sections of newspapers, are designed to provide motivating and challenging learning experiences, as well as valuable language practice.
45. This book provides tips and suggestions to help language teachers use their classroom boards more effectively and efficiently. It provides more than 130 activities for the board to help teachers both teach and assess their ESL, EFL, or foreign language students. These activities will also provide opportunities for students, whatever their age or level of competency, to: * learn and practice specific lexical, phonetic, or grammatical items * attain increased fluency in their writing, reading, listening, and speaking skills * teach and learn from their peers * benefit from visual and kinesthetic learning strategies * practice self-assessment * get to know each other and other cultures better * have fun during the learning process.
46. Ways of Doing is a collection of over 100 stimulating and easy-to-use lesson ideas requiring minimal preparation. The activities, which are suitable for a range of levels and ages, include: examining the patterns and processes in students' everyday lives exploring both the mother tongue and the foreign language group dynamics exploring and exploiting the coursebook ways of learning correction and feedback.
47. Working with Words is a practical guide for teachers on how to select, organise and teach vocabulary to all levels of students. It discusses the linguistic and psychological theories relevant to vocabulary learning, describes with clear examples traditional and current methods of presentation and practice, and suggests ways of assessing and supplementing the vocabulary component of coursebooks.