This book examines the role of the teacher-advisor and how to develop effective feedback skills. It looks at the processes of giving advice and includes tasks for advisors to reflect on methods to maximize the effectiveness of feedback. The main purpose is to provide an opportunity for those advising teachers, such as supervisors and mentors, to reflect on feedback methods.
This document discusses bringing discourse analysis into the language classroom. It makes three key points:
1) Discourse analysis requires a change in perspective where communication, not just language, is the focus of study. This reflects how language is actually used.
2) There are three premises to consider when bringing discourse analysis to the classroom: a) communicative competence, b) considering context, language variation and real data, and c) the negotiation of intentions and interpretation.
3) Specific concepts from discourse analysis can be introduced to help students reflect on discourse and communication, and guidelines are provided for designing a language syllabus with a discourse-based approach.
This document discusses differing views on language teaching and the need for methods. It summarizes Swan's critique that methods constrain teaching too much and divert attention from the linguistic elements. Swan argues that to be effective, teaching must return to focusing on specific linguistic problems and making better use of existing methodological resources. The document also discusses the post-method condition and Swan's view that it lacks focus on selecting and integrating priority language elements and risks losing sight of the language being taught through an overemphasis on activities.
Author : Adewumi Oluwadiya PhD. Title : Definitions of Writing And Their Ins...Adewumi Oluwadiya
Writing skill in this digital age ,is a survival tool. Those who write well dominate their environments , from class rooms in school to the Corporate board rooms. All children in schools and students at the tertiary levels , deserve to be taught well and given an opportunity to write well and succeed in school and in the work place after school is over. The ultimate resource for teaching well in schools, is a well trained teacher , who gets constant in-service training to keep abreast of knowledge and skills in his/her profession . This article is for teachers of ESL Writing at all levels . A teacher trainer can also use it in, in initial teacher preparation programmes , or at in-service teacher training fora.
Adewumi Oluwadiya PhD. , fwc
Independent Consultant, ESL Writing Pedagogy & Research
Bowie ,Maryland 20721, USA.
This document discusses foreign language teaching methods. It analyzes the Grammar-Translation Method, Structuralist Methods, and the Communicative Approach. It then introduces the Task-Based and Process models as alternatives. Key points made include:
- The Grammar-Translation Method emphasized translating written language and learning grammatical rules, but paid little attention to speaking skills.
- Structuralist Methods focused on language structures but neglected syntax.
- The Communicative Approach aimed to develop communicative competence but had limitations.
- The Task-Based and Process models are presented as more recent approaches that address innovations in education and connections between curriculum, teaching methods, and teacher development.
The document outlines a module on academic language and content support for social policy students. It includes the module objectives, weekly program, assessment, and a revised session plan for the spring term. The session plan was modified based on student feedback to include more specific and measurable learning outcomes, opportunities for written practice and feedback, and reflection on language and content issues. The revisions aimed to better support students' understanding and application of concepts from their social policy courses.
The literary norm in the albanian language verbal MSc. Eneida PemaEneida Pema
The project objective is the literary norm in the Albanian language verbal system and its application in school. The survey targeted the full education cycle, from the first years of education to the last year of secondary general education, through which students are expected to have gained linguistic and literary knowledge and skills.
The document discusses syllabus design for English for Specific Purposes (ESP) courses. It defines a syllabus and outlines different types of syllabi, including grammatical, situational, notional, functional-notional, task-based, and communicative syllabi. It also discusses different approaches to course design, including language-centered, skills-centered, and learning-centered approaches. ESP is described as an important area of English language teaching that focuses on teaching English for specific professional reasons or fields of study.
англ. яз. 10кл. spotlight (английский в фокусе). teachers book (с ответами к ...You DZ
Spotlight 10 is an English course for B2 level students based on the Common European Framework of Reference. It develops all four language skills through communicative tasks and systematically recycles key language items. The course aims to promote active, holistic, and humanistic learning. It consists of eight modules with nine lessons each, covering a variety of topics. Each module ends with exam practice and a progress check. Additional materials include vocabulary, grammar, reading, listening, speaking, and writing exercises to reinforce the material. The course components include a student's book, workbook, audio CDs, teacher's book, and student portfolios to facilitate independent learning.
This document discusses bringing discourse analysis into the language classroom. It makes three key points:
1) Discourse analysis requires a change in perspective where communication, not just language, is the focus of study. This reflects how language is actually used.
2) There are three premises to consider when bringing discourse analysis to the classroom: a) communicative competence, b) considering context, language variation and real data, and c) the negotiation of intentions and interpretation.
3) Specific concepts from discourse analysis can be introduced to help students reflect on discourse and communication, and guidelines are provided for designing a language syllabus with a discourse-based approach.
This document discusses differing views on language teaching and the need for methods. It summarizes Swan's critique that methods constrain teaching too much and divert attention from the linguistic elements. Swan argues that to be effective, teaching must return to focusing on specific linguistic problems and making better use of existing methodological resources. The document also discusses the post-method condition and Swan's view that it lacks focus on selecting and integrating priority language elements and risks losing sight of the language being taught through an overemphasis on activities.
Author : Adewumi Oluwadiya PhD. Title : Definitions of Writing And Their Ins...Adewumi Oluwadiya
Writing skill in this digital age ,is a survival tool. Those who write well dominate their environments , from class rooms in school to the Corporate board rooms. All children in schools and students at the tertiary levels , deserve to be taught well and given an opportunity to write well and succeed in school and in the work place after school is over. The ultimate resource for teaching well in schools, is a well trained teacher , who gets constant in-service training to keep abreast of knowledge and skills in his/her profession . This article is for teachers of ESL Writing at all levels . A teacher trainer can also use it in, in initial teacher preparation programmes , or at in-service teacher training fora.
Adewumi Oluwadiya PhD. , fwc
Independent Consultant, ESL Writing Pedagogy & Research
Bowie ,Maryland 20721, USA.
This document discusses foreign language teaching methods. It analyzes the Grammar-Translation Method, Structuralist Methods, and the Communicative Approach. It then introduces the Task-Based and Process models as alternatives. Key points made include:
- The Grammar-Translation Method emphasized translating written language and learning grammatical rules, but paid little attention to speaking skills.
- Structuralist Methods focused on language structures but neglected syntax.
- The Communicative Approach aimed to develop communicative competence but had limitations.
- The Task-Based and Process models are presented as more recent approaches that address innovations in education and connections between curriculum, teaching methods, and teacher development.
The document outlines a module on academic language and content support for social policy students. It includes the module objectives, weekly program, assessment, and a revised session plan for the spring term. The session plan was modified based on student feedback to include more specific and measurable learning outcomes, opportunities for written practice and feedback, and reflection on language and content issues. The revisions aimed to better support students' understanding and application of concepts from their social policy courses.
The literary norm in the albanian language verbal MSc. Eneida PemaEneida Pema
The project objective is the literary norm in the Albanian language verbal system and its application in school. The survey targeted the full education cycle, from the first years of education to the last year of secondary general education, through which students are expected to have gained linguistic and literary knowledge and skills.
The document discusses syllabus design for English for Specific Purposes (ESP) courses. It defines a syllabus and outlines different types of syllabi, including grammatical, situational, notional, functional-notional, task-based, and communicative syllabi. It also discusses different approaches to course design, including language-centered, skills-centered, and learning-centered approaches. ESP is described as an important area of English language teaching that focuses on teaching English for specific professional reasons or fields of study.
англ. яз. 10кл. spotlight (английский в фокусе). teachers book (с ответами к ...You DZ
Spotlight 10 is an English course for B2 level students based on the Common European Framework of Reference. It develops all four language skills through communicative tasks and systematically recycles key language items. The course aims to promote active, holistic, and humanistic learning. It consists of eight modules with nine lessons each, covering a variety of topics. Each module ends with exam practice and a progress check. Additional materials include vocabulary, grammar, reading, listening, speaking, and writing exercises to reinforce the material. The course components include a student's book, workbook, audio CDs, teacher's book, and student portfolios to facilitate independent learning.
Task-Based Language Teaching, an analytic approach focusing on form, with a task-based syllabus starting with output and putting emphasis on learning outcomes, may have a positive impact on the development of learners’ language proficiency and thinking skills in L2 classrooms. By implementing a TBLT approach which is free from the limitation of synthetic approach focusing on forms and analytic approach focusing on meaning, L2 learners can benefit from its efficiency promoting both in communication competence and linguistic awareness. In addition to the advantage of TBLT approaches, a task-based syllabus, as one of the typical backward design, focusing on output or learning outcomes, are more effective in enhancing learners’ language proficiency than that in other syllabuses focusing on input or process. Moreover, learners’ thinking skills can be achieved in a task-based syllabus integrating language proficiency with thinking skill tasks.
The English department was formed in 2006 with the goal of developing students' English abilities. The department works as a team, setting aside individual interests to accomplish shared goals like making students enthusiastic about English. Good communication and a positive working environment are important for student success. Key concepts in language teaching are also defined, like the communicative approach, fluency vs accuracy, and structural vs functional syllabuses.
The document discusses different perspectives on teaching writing from three authors: Brown, Nunan, and Hyland. Brown's perspective focuses on weaknesses and advice for teachers. Nunan's perspective emphasizes approaches and techniques for students with different learning styles. Hyland argues cultural aspects are important as they influence students' learning styles. The authors present varying emphases, with Brown advising teachers, Nunan outlining student-centered techniques, and Hyland stressing the role of culture.
The aim of the study was to investigate the effect of Task Base Language Teaching (TBLT) on tertiary ESOL learners’ academic writing achievement in tertiary level. Therefore, the experimental research was applied to this study. The control group was taught through Classical Method (CM) while the experiment group was taught through Task Based Language Teaching (TBLT) method. Furthermore, the pre-test and post-test were administered to students in control group and experiment group (30 students in each group). The data were tabulated by employing t-test in Statistical Package for Social Science (SPSS) version 21. Based on the data analysis, the result indicated that the null hypothesis (Ho) was rejected and the alternative hypothesis (Ha) was accepted. It can be concluded that there was a significant effect of Task Based Language Teaching (TBLT) method on tertiary ESOL learners’ writing achievement compared to Classical Method (CM) of teaching.
Here are the steps for developing a description in the whole class based on Picture 1 of an old age home:
1. Put the picture on the board/chart for all students to see.
2. Divide students into small groups of 3-4.
3. Ask questions to elicit the names of people, places, objects seen in the picture. Write student responses on the margin of the board in small letters.
4. Ask questions to elicit actions being done as seen in the picture. Write 8-10 sentences on the board describing the picture.
5. Call groups to the front to read the sentences aloud, one group at a time reading one sentence each.
6. Collect the sentences written
This document discusses 12 different types of syllabuses:
1. Grammatical syllabus which focuses on teaching grammar forms and structures from simple to complex.
2. Lexical syllabus which focuses on vocabulary and word relationships.
3. Grammatical-lexical syllabus which combines grammar and vocabulary.
4. Situational syllabus which uses real or imaginary situations to teach language.
5. Topic-based syllabus which is organized around themes and topics.
6. Notional-functional syllabus which focuses on language functions.
7. Mixed/multi-strand syllabus which combines elements of different syllabuses.
8. Procedural/task-based syllabus which uses
The document provides an overview of the historical evolution of theoretical grammar, covering four main approaches:
1) Traditional grammar focused on prescriptive rules based on Latin grammar and classified words into parts of speech. It described English syntax but was not suitable for describing the language.
2) Structural grammar rejected the mentalistic approach and focused on observable structures like phonemes and morphemes. It emphasized synchronic analysis and descriptive rules.
3) Transformational-generative grammar proposed that sentences are generated from deep structures through transformations. It aimed to distinguish competence from performance and generate all grammatical sentences.
4) Pedagogical grammar examines the implications of different theories for language teaching and learning. The researcher analyzes
1) The document discusses English language teaching (ELT) materials available in Japan, which come from three main sources: materials written overseas, materials written by native English speakers in Japan, and materials written locally for indigenous publishing houses.
2) It provides a table comparing the roles of non-native speaker (NNS) authors versus native speaker (NS) authors in developing materials for different education levels from primary to tertiary.
3) Japanese-produced textbooks are found to be quantifiably different from internationally produced textbooks, even when written by native speakers, so both must be analyzed separately to fully understand materials used in Japan.
The document discusses tasks in language teaching. It defines tasks according to Richards et al. (1985) as activities carried out through language processing or understanding, and may or may not involve language production. Tasks should have a clear objective and require active language use. The document also discusses the differences between task-based language teaching (TBLT) which uses unfocused tasks to provide communication opportunities, and task-supported language teaching (TSLT) which uses a structural syllabus with practice tasks focusing on form rather than meaning. Finally, it describes the presenter's evaluation of tasks in an English textbook unit with a classmate, where they analyzed tasks by type, skill, and placement to understand the pedagogical purpose.
This document discusses different types of syllabus designs for language teaching, including:
1. Structural syllabuses that divide grammar into sequential sections but are biased towards grammar alone.
2. Situational syllabuses that concentrate on language needed for real-life situations like asking directions.
3. Functional-notional syllabuses that address useful language functions like apologizing that can apply to many situations.
4. Skill-based syllabuses that integrate pronunciation, vocabulary, grammar with a focus on language skills for use in context.
5. Process syllabuses that are designed based on student needs and allow flexibility.
6. Task-based syllabuses that use tasks and activities to
The Audio Lingual Method (ALM) was developed in the United States after World War II to teach language skills for military purposes. [1] It is based on behaviorist principles of language learning, viewing it as a process of habit formation through repetition and reinforcement. [2] The ALM focuses on oral skills and teaches grammar inductively through pattern drills without explanation. [3] The teacher leads the class in repetitive drills while students play a reactive role responding to cues.
This document discusses the evolving identity of English for Academic Purposes (EAP) programs from a "crisis of identity" to establishing legitimacy and collaboration with academic departments. It describes how the EAP program at Durham University shifted from being seen primarily as language instruction to being viewed as academic work, through professional development activities that increased engagement with academic scholarship. This transition benefited students by providing a more integrated preparation for academic study and a better understanding of academic practices.
EAP Opportunities in Academic Reading - Some Thoughts for TeachersSteve Kirk
This document provides an overview of opportunities for academic reading in EAP courses. It discusses connecting language skills through an academic process focus, distinguishing EAP approaches that focus on language vs. academic work, exploiting texts for classroom activities, connecting multiple texts, teacher roles in developing reading skills, and ways teachers can further develop their skills in working with academic reading. The key points are that EAP reading instruction should scaffold students' participation in academic practices, engage teachers and students equally in content, and provide feedback to support students' writing and knowledge development from texts.
This document summarizes current trends in teaching listening and speaking skills in English. It discusses how English is now viewed as an international language rather than the property of English-speaking countries. The focus is no longer on achieving a native-like accent but on intelligible pronunciation. It also describes how listening is now seen as an important skill and approaches have shifted from a focus on discrete skills to an emphasis on comprehension, schema, and authentic texts. For speaking, the view has changed from repetitive drills to a focus on meaningful communication and developing communicative competence.
Abstract: This Research paper presents a review of the changing status of the English language situation in our context and the changing perspectives revealed through the curriculum, textbooks and the ELT market. In the light of the growing demand for English, the article suggests the classroom teachers as well as the ELT practitioners to prepare themselves for the challenges they have to face in the present ELT scenario.
This document summarizes a study that evaluated the "New Interchange" English textbook series based on feedback from 35 Iranian EFL teachers. The study found that while teachers generally found the series effective and suitable, it also had some weaknesses. Specifically, most teachers had similar positive opinions about the series' effectiveness, but results showed the series has issues that require teacher awareness and consideration. The study aimed to determine the pedagogical value and suitability of the widely-used New Interchange series from the perspective of Iranian EFL instructors.
This document discusses the debate around using students' first language (L1) in the second language (L2) classroom. It outlines the history of approaches to L1 use over time, from bilingual methods to monolingual ones. While the dominant approach remains monolingual, the document discusses reasons both for and against strategic use of L1. It presents findings on the varying amounts of L1 used in classrooms and considers principles for its appropriate functions. The document raises questions about optimal L1 use and aims to stimulate discussion on balancing L1 and L2 in the multilingual classroom.
Hurst, jeannine teaching writing in pre service teacher education focus ...William Kritsonis
William Allan Kritsonis, PhD - Editor-in-Chief, NATIONAL FORUM JOURNALS (Founded 1982). Article published by NATIONAL FORUM JOURNALS. Dr. William Allan Kritsonis, Professor of Educational Leadership, The University of Texas of the Permian Basin.
This document summarizes key points from an article on teaching grammar. It discusses recommendations such as balancing grammar and communication. It also covers the learning process, noting that students learn through mapping meaning and use rather than just accumulating structures. The teaching process section outlines approaches like PPP and emphasizing form exercises with meaningful feedback. The overall goal is for students to use grammar accurately, meaningfully and appropriately.
The document provides guidelines for inclusive language usage in Ecuadorian educational documents. It states that one of the Ministry of Education's objectives is to promote gender equity in society and education. To achieve this, it recommends using gender-neutral terms like "people" instead of "men" and "teachers" instead of "professors." When neutral terms do not exist, the masculine form should be used generically to refer to both sexes. This practice follows the Real Academia Española's recommendation and is meant to avoid overly wordy expressions while still recognizing both sexes. It is signed by the President and Education Minister of Ecuador.
The document provides guidelines for using inclusive and non-sexist language in educational documents from the Ecuadorian Ministry of Education. It explains that one of the ministry's objectives is to promote gender equity in Ecuadorian society and education. It recommends using gender-neutral words like "people" instead of "men" and "teachers" instead of "professors." When neutral terms do not exist, the masculine form should be used generically to refer to both women and men. This practice follows the recommendations of the Royal Spanish Academy and aims to avoid overly wordy expressions while allowing collective groups to be referred to using masculine grammar. It is signed by the President of Ecuador and the Minister of Education.
Task-Based Language Teaching, an analytic approach focusing on form, with a task-based syllabus starting with output and putting emphasis on learning outcomes, may have a positive impact on the development of learners’ language proficiency and thinking skills in L2 classrooms. By implementing a TBLT approach which is free from the limitation of synthetic approach focusing on forms and analytic approach focusing on meaning, L2 learners can benefit from its efficiency promoting both in communication competence and linguistic awareness. In addition to the advantage of TBLT approaches, a task-based syllabus, as one of the typical backward design, focusing on output or learning outcomes, are more effective in enhancing learners’ language proficiency than that in other syllabuses focusing on input or process. Moreover, learners’ thinking skills can be achieved in a task-based syllabus integrating language proficiency with thinking skill tasks.
The English department was formed in 2006 with the goal of developing students' English abilities. The department works as a team, setting aside individual interests to accomplish shared goals like making students enthusiastic about English. Good communication and a positive working environment are important for student success. Key concepts in language teaching are also defined, like the communicative approach, fluency vs accuracy, and structural vs functional syllabuses.
The document discusses different perspectives on teaching writing from three authors: Brown, Nunan, and Hyland. Brown's perspective focuses on weaknesses and advice for teachers. Nunan's perspective emphasizes approaches and techniques for students with different learning styles. Hyland argues cultural aspects are important as they influence students' learning styles. The authors present varying emphases, with Brown advising teachers, Nunan outlining student-centered techniques, and Hyland stressing the role of culture.
The aim of the study was to investigate the effect of Task Base Language Teaching (TBLT) on tertiary ESOL learners’ academic writing achievement in tertiary level. Therefore, the experimental research was applied to this study. The control group was taught through Classical Method (CM) while the experiment group was taught through Task Based Language Teaching (TBLT) method. Furthermore, the pre-test and post-test were administered to students in control group and experiment group (30 students in each group). The data were tabulated by employing t-test in Statistical Package for Social Science (SPSS) version 21. Based on the data analysis, the result indicated that the null hypothesis (Ho) was rejected and the alternative hypothesis (Ha) was accepted. It can be concluded that there was a significant effect of Task Based Language Teaching (TBLT) method on tertiary ESOL learners’ writing achievement compared to Classical Method (CM) of teaching.
Here are the steps for developing a description in the whole class based on Picture 1 of an old age home:
1. Put the picture on the board/chart for all students to see.
2. Divide students into small groups of 3-4.
3. Ask questions to elicit the names of people, places, objects seen in the picture. Write student responses on the margin of the board in small letters.
4. Ask questions to elicit actions being done as seen in the picture. Write 8-10 sentences on the board describing the picture.
5. Call groups to the front to read the sentences aloud, one group at a time reading one sentence each.
6. Collect the sentences written
This document discusses 12 different types of syllabuses:
1. Grammatical syllabus which focuses on teaching grammar forms and structures from simple to complex.
2. Lexical syllabus which focuses on vocabulary and word relationships.
3. Grammatical-lexical syllabus which combines grammar and vocabulary.
4. Situational syllabus which uses real or imaginary situations to teach language.
5. Topic-based syllabus which is organized around themes and topics.
6. Notional-functional syllabus which focuses on language functions.
7. Mixed/multi-strand syllabus which combines elements of different syllabuses.
8. Procedural/task-based syllabus which uses
The document provides an overview of the historical evolution of theoretical grammar, covering four main approaches:
1) Traditional grammar focused on prescriptive rules based on Latin grammar and classified words into parts of speech. It described English syntax but was not suitable for describing the language.
2) Structural grammar rejected the mentalistic approach and focused on observable structures like phonemes and morphemes. It emphasized synchronic analysis and descriptive rules.
3) Transformational-generative grammar proposed that sentences are generated from deep structures through transformations. It aimed to distinguish competence from performance and generate all grammatical sentences.
4) Pedagogical grammar examines the implications of different theories for language teaching and learning. The researcher analyzes
1) The document discusses English language teaching (ELT) materials available in Japan, which come from three main sources: materials written overseas, materials written by native English speakers in Japan, and materials written locally for indigenous publishing houses.
2) It provides a table comparing the roles of non-native speaker (NNS) authors versus native speaker (NS) authors in developing materials for different education levels from primary to tertiary.
3) Japanese-produced textbooks are found to be quantifiably different from internationally produced textbooks, even when written by native speakers, so both must be analyzed separately to fully understand materials used in Japan.
The document discusses tasks in language teaching. It defines tasks according to Richards et al. (1985) as activities carried out through language processing or understanding, and may or may not involve language production. Tasks should have a clear objective and require active language use. The document also discusses the differences between task-based language teaching (TBLT) which uses unfocused tasks to provide communication opportunities, and task-supported language teaching (TSLT) which uses a structural syllabus with practice tasks focusing on form rather than meaning. Finally, it describes the presenter's evaluation of tasks in an English textbook unit with a classmate, where they analyzed tasks by type, skill, and placement to understand the pedagogical purpose.
This document discusses different types of syllabus designs for language teaching, including:
1. Structural syllabuses that divide grammar into sequential sections but are biased towards grammar alone.
2. Situational syllabuses that concentrate on language needed for real-life situations like asking directions.
3. Functional-notional syllabuses that address useful language functions like apologizing that can apply to many situations.
4. Skill-based syllabuses that integrate pronunciation, vocabulary, grammar with a focus on language skills for use in context.
5. Process syllabuses that are designed based on student needs and allow flexibility.
6. Task-based syllabuses that use tasks and activities to
The Audio Lingual Method (ALM) was developed in the United States after World War II to teach language skills for military purposes. [1] It is based on behaviorist principles of language learning, viewing it as a process of habit formation through repetition and reinforcement. [2] The ALM focuses on oral skills and teaches grammar inductively through pattern drills without explanation. [3] The teacher leads the class in repetitive drills while students play a reactive role responding to cues.
This document discusses the evolving identity of English for Academic Purposes (EAP) programs from a "crisis of identity" to establishing legitimacy and collaboration with academic departments. It describes how the EAP program at Durham University shifted from being seen primarily as language instruction to being viewed as academic work, through professional development activities that increased engagement with academic scholarship. This transition benefited students by providing a more integrated preparation for academic study and a better understanding of academic practices.
EAP Opportunities in Academic Reading - Some Thoughts for TeachersSteve Kirk
This document provides an overview of opportunities for academic reading in EAP courses. It discusses connecting language skills through an academic process focus, distinguishing EAP approaches that focus on language vs. academic work, exploiting texts for classroom activities, connecting multiple texts, teacher roles in developing reading skills, and ways teachers can further develop their skills in working with academic reading. The key points are that EAP reading instruction should scaffold students' participation in academic practices, engage teachers and students equally in content, and provide feedback to support students' writing and knowledge development from texts.
This document summarizes current trends in teaching listening and speaking skills in English. It discusses how English is now viewed as an international language rather than the property of English-speaking countries. The focus is no longer on achieving a native-like accent but on intelligible pronunciation. It also describes how listening is now seen as an important skill and approaches have shifted from a focus on discrete skills to an emphasis on comprehension, schema, and authentic texts. For speaking, the view has changed from repetitive drills to a focus on meaningful communication and developing communicative competence.
Abstract: This Research paper presents a review of the changing status of the English language situation in our context and the changing perspectives revealed through the curriculum, textbooks and the ELT market. In the light of the growing demand for English, the article suggests the classroom teachers as well as the ELT practitioners to prepare themselves for the challenges they have to face in the present ELT scenario.
This document summarizes a study that evaluated the "New Interchange" English textbook series based on feedback from 35 Iranian EFL teachers. The study found that while teachers generally found the series effective and suitable, it also had some weaknesses. Specifically, most teachers had similar positive opinions about the series' effectiveness, but results showed the series has issues that require teacher awareness and consideration. The study aimed to determine the pedagogical value and suitability of the widely-used New Interchange series from the perspective of Iranian EFL instructors.
This document discusses the debate around using students' first language (L1) in the second language (L2) classroom. It outlines the history of approaches to L1 use over time, from bilingual methods to monolingual ones. While the dominant approach remains monolingual, the document discusses reasons both for and against strategic use of L1. It presents findings on the varying amounts of L1 used in classrooms and considers principles for its appropriate functions. The document raises questions about optimal L1 use and aims to stimulate discussion on balancing L1 and L2 in the multilingual classroom.
Hurst, jeannine teaching writing in pre service teacher education focus ...William Kritsonis
William Allan Kritsonis, PhD - Editor-in-Chief, NATIONAL FORUM JOURNALS (Founded 1982). Article published by NATIONAL FORUM JOURNALS. Dr. William Allan Kritsonis, Professor of Educational Leadership, The University of Texas of the Permian Basin.
This document summarizes key points from an article on teaching grammar. It discusses recommendations such as balancing grammar and communication. It also covers the learning process, noting that students learn through mapping meaning and use rather than just accumulating structures. The teaching process section outlines approaches like PPP and emphasizing form exercises with meaningful feedback. The overall goal is for students to use grammar accurately, meaningfully and appropriately.
The document provides guidelines for inclusive language usage in Ecuadorian educational documents. It states that one of the Ministry of Education's objectives is to promote gender equity in society and education. To achieve this, it recommends using gender-neutral terms like "people" instead of "men" and "teachers" instead of "professors." When neutral terms do not exist, the masculine form should be used generically to refer to both sexes. This practice follows the Real Academia Española's recommendation and is meant to avoid overly wordy expressions while still recognizing both sexes. It is signed by the President and Education Minister of Ecuador.
The document provides guidelines for using inclusive and non-sexist language in educational documents from the Ecuadorian Ministry of Education. It explains that one of the ministry's objectives is to promote gender equity in Ecuadorian society and education. It recommends using gender-neutral words like "people" instead of "men" and "teachers" instead of "professors." When neutral terms do not exist, the masculine form should be used generically to refer to both women and men. This practice follows the recommendations of the Royal Spanish Academy and aims to avoid overly wordy expressions while allowing collective groups to be referred to using masculine grammar. It is signed by the President of Ecuador and the Minister of Education.
The importance of morphology and syntax in the formation as teachersPercy Cosme
1) The document discusses the importance of morphology and syntax for language teachers in their everyday classroom practice. It argues that a strong understanding of these linguistic concepts helps teachers develop students' vocabulary, reading, writing, listening and speaking skills.
2) Morphology and syntax are closely interrelated, and both are important for acquiring rules of word and sentence formation. Knowing morphological rules aids vocabulary acquisition, while syntax supports reading comprehension and producing grammatically correct sentences.
3) When teaching grammar, teachers should contextualize concepts and make it engaging for learners, rather than just presenting rules. The goal is for students to use grammar as a tool for meaningful communication.
This document provides an overview of applied linguistics and how knowledge of linguistics can help teachers support English learners. It defines applied linguistics as investigating and addressing language-related problems in both first and second language acquisition. The document outlines key aspects of linguistics including phonology, morphology, syntax, semantics, and pragmatics. It explains that while teachers do not need the same depth of knowledge as applied linguistics experts, they should understand language acquisition theories and how knowledge of linguistics can help them teach English, support communication skills, evaluate students appropriately considering their backgrounds, and socialize students into the school culture.
This document discusses various methods and approaches that have been used in English language teaching over time. It begins by defining methodology, approach, curriculum/syllabus, and techniques. It then outlines several historical approaches including the grammar translation method, direct approach, reading approach, and audio-lingual approach. More recent communicative and task-based approaches are also discussed. The document stresses the importance of considering students' needs, instructional constraints, and individual learner differences when selecting an approach.
Applied linguistics and language teacher education.pdfKarla Long
This document provides an introduction to a book focused on investigating the relationship between applied linguistics and language teacher education. It discusses the need for applied linguists to rigorously investigate their own theories about the knowledge about language that teachers need and how this knowledge impacts teaching practice. The book includes 21 studies from applied linguists examining how their applied linguistics instruction influences teachers' knowledge and practices. The introduction argues this research is important to avoid imposing applied linguistics in unhelpful ways and to better understand the complex relationship between linguistic knowledge and language teaching.
Florendo, melania approaches in teaching language& literatureMelaniaAbajaFlorendo
This document discusses different approaches to using literature with language learners:
1. The language-based approach uses literary texts as a tool to build language skills rather than focusing solely on literary analysis. It provides stimulating language activities that allow students to appreciate literary texts on a deeper level.
2. The stylistic approach involves close analysis of linguistic features in a text to understand how meaning is conveyed and arrive at interpretations. It helps students use their language knowledge to understand literature while expanding their overall language awareness.
3. The paraphrastic approach simplifies texts through paraphrasing, simplifying language, or translation to make the original meaning clearer.
The document also discusses using literature as content to teach about
This document discusses bringing discourse analysis into the language classroom. It makes three main points:
1. Discourse analysis requires a change in perspective from language as an autonomous system to language as a means of communication. This reflects how language is studied in linguistics.
2. There are three premises to consider when bringing discourse analysis to the classroom: a) communicative competence, b) the role of context and language variation, and c) the negotiation of intentions and interpretations in communication.
3. Developing learner awareness of discourse involves reflecting on appropriate language use based on context rather than just form. This requires reexamining traditional teaching methods.
Book review on approaches and methods in language teachingMotaher Hossain
This document provides a summary of the book "Approaches and Methods in Language Teaching" by Jack C. Richards and Theodore S. Rodgers. It discusses the contents of the book including chapters on various language teaching approaches like grammar translation, audiolingualism, communicative language teaching, and the natural approach. It also provides biographies of the authors and evaluates the strengths and weaknesses of the book, comparing it to other texts.
This article discusses an approach to ESL/EFL teaching that aims to help teachers bridge the gap between theoretical knowledge and practical application in the classroom. It proposes integrating an understanding of language variation across communication contexts, using corpus-based descriptive grammar, and incorporating scaffolded language learning activities based on sociocultural theory. This specific approach is intended to address challenges faced by K-12 teachers in connecting theory to practice by providing concrete models of language use.
Here are a few key points about the nature of classroom interaction from the passage:
- Classroom communication is highly complex due to the rapid flow of interaction involving many people.
- Interaction has multiple foci - the language performs several functions simultaneously like seeking information, checking learning, offering advice.
- Classroom interaction is central to all classroom activity.
- Understanding classroom interaction is important for improving teaching and learning.
- The passage provides an overview of typical features of classroom discourse rather than detailed analysis. Specific features will be covered in more detail later.
- The chapter examines the nature, structure and challenges of classroom interaction to set up discussion of how understanding classroom discourse can enhance teaching and learning.
An Evaluation of the New Interchange SeriesAJHSSR Journal
ABSTRACT: In language teaching and learning, textbooks can play a very important role. As Riazi (2002)
stated,textbooks are the second effective factor in every classroom after the teacher. Therefore, choosing an
appropriate textbook for a class has been one of the most essential tasks for teachers and curriculum planners.
Thus, it is clear that evaluating a textbook is of great importance in order to achieve the desired objectives.In
this paper, Littlejohn‟s framework (1998) is employed in this attempt with the aim of evaluating the New
Interchange Serieswritten by Richards, Hull and Proctor (2006). This framework evaluates theselected textbook
regardless of how it is used in the classroom. In sum, the analysis indicated that the New Interchange
Seriesdon‟temploy learners or the teachers as a source for its content; rather, they pay attention mainly on pair
works and meaning. They also encourage students to use the language, andmore importantly they usually
require them to talk and discuss rather than to be a listener.However, there were some parts, including
retrieving, repetition and written extended discourse, that need to be taken into better consideration.
The document discusses the history and evolution of language teaching methodology over the 20th century. It begins by explaining how the concept of systematic language teaching methods emerged. It then defines methodology and distinguishes between methods and approaches. Several influential methods from the mid-20th century are described, including Situational Language Teaching, Audio-Lingualism, and Communicative Language Teaching. The document concludes by speculating about potential future directions for language teaching methodology.
Genre In Three Traditions implication for ESL.pptxloubnabeldjilali
This document provides a summary of an article that examines three traditions of genre theory and their implications for teaching English as a second language: ESP, New Rhetoric, and Australian. The ESP tradition focuses on analyzing genres used in academic and occupational contexts. The New Rhetoric tradition emphasizes understanding the social actions and contexts of genres rather than their forms. The Australian tradition is based on Systemic Functional Linguistics and centered its analysis of genres used in educational settings. Each tradition provides different frameworks and goals for genre-based pedagogy, but all aim to help ESL students succeed as readers and writers by linking genre form and function.
Second Language Accent And Pronunciation Teaching A Research Based Approachenglishonecfl
This document discusses research on second language pronunciation teaching and accent. It argues that empirical research is essential to improving our understanding of accent and informing pronunciation instruction, but that the study of pronunciation has been marginalized in applied linguistics. It calls for more research collaboration between researchers and teachers to enhance knowledge and develop classroom-relevant materials. The document summarizes key findings on factors that influence accents, settings intelligible goals for learners, and identifying pedagogical priorities informed by research.
English for Academic Purposes by Liz Hamp-LyonsParth Bhatt
English for academic purposes (EAP) has grown into a multi-million dollar enterprise over the past 25 years. EAP differs from general English courses by focusing on the specific needs of students using English for academic studies. While individual teachers have addressed academic contexts for some time, EAP emerged as a defined field in the 1970s through organizations like SELMOUS. EAP aims to prepare students for academic genres, registers, and discourse through a focus on skills like academic reading, writing, and study strategies. Needs analysis is fundamental to the EAP approach of designing courses tailored to students' academic situations.
This document is the teacher's guide for the English A1.2 textbook series used in Ecuadorian high schools. It provides an overview of the series' objectives, characteristics, and approach to teaching and learning English. The series is designed to develop students' language skills through topics and activities relevant to their lives. It incorporates principles of multiple intelligences, task-based learning, cooperative work, cross-curricular studies, and intercultural awareness. Individual lessons follow a structure of warm-up, presentation, practice, and application. The guide also describes the components of the series, including the student book, teacher resources, and planned additional materials.
- This document discusses the influence of applied linguistics on English language teaching. It raises questions about how applied linguistics can impact teachers and whether teaching is practical or theoretical.
- The major focuses of applied linguistics in language teaching include teacher training, materials development, testing/assessment, and describing the language itself.
- Linguistics provides descriptions of language that influence teaching approaches, while applied linguistics bridges linguistics and practical teaching activities.
This document discusses the relationship between applied linguistics and language teaching. It defines applied linguistics as the theoretical and empirical investigation of real-world language problems. It explores how applied linguistics can positively impact language teachers by informing areas like teaching methods, materials development, and testing. The document also examines how linguistics, applied linguistics, and language teaching are interrelated and how descriptions of language can improve teaching.
Similar to CIDER's resource center - new book titles (20)
How to Build a Module in Odoo 17 Using the Scaffold MethodCeline George
Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UPRAHUL
This Dissertation explores the particular circumstances of Mirzapur, a region located in the
core of India. Mirzapur, with its varied terrains and abundant biodiversity, offers an optimal
environment for investigating the changes in vegetation cover dynamics. Our study utilizes
advanced technologies such as GIS (Geographic Information Systems) and Remote sensing to
analyze the transformations that have taken place over the course of a decade.
The complex relationship between human activities and the environment has been the focus
of extensive research and worry. As the global community grapples with swift urbanization,
population expansion, and economic progress, the effects on natural ecosystems are becoming
more evident. A crucial element of this impact is the alteration of vegetation cover, which plays a
significant role in maintaining the ecological equilibrium of our planet.Land serves as the foundation for all human activities and provides the necessary materials for
these activities. As the most crucial natural resource, its utilization by humans results in different
'Land uses,' which are determined by both human activities and the physical characteristics of the
land.
The utilization of land is impacted by human needs and environmental factors. In countries
like India, rapid population growth and the emphasis on extensive resource exploitation can lead
to significant land degradation, adversely affecting the region's land cover.
Therefore, human intervention has significantly influenced land use patterns over many
centuries, evolving its structure over time and space. In the present era, these changes have
accelerated due to factors such as agriculture and urbanization. Information regarding land use and
cover is essential for various planning and management tasks related to the Earth's surface,
providing crucial environmental data for scientific, resource management, policy purposes, and
diverse human activities.
Accurate understanding of land use and cover is imperative for the development planning
of any area. Consequently, a wide range of professionals, including earth system scientists, land
and water managers, and urban planners, are interested in obtaining data on land use and cover
changes, conversion trends, and other related patterns. The spatial dimensions of land use and
cover support policymakers and scientists in making well-informed decisions, as alterations in
these patterns indicate shifts in economic and social conditions. Monitoring such changes with the
help of Advanced technologies like Remote Sensing and Geographic Information Systems is
crucial for coordinated efforts across different administrative levels. Advanced technologies like
Remote Sensing and Geographic Information Systems
9
Changes in vegetation cover refer to variations in the distribution, composition, and overall
structure of plant communities across different temporal and spatial scales. These changes can
occur natural.
How to Setup Warehouse & Location in Odoo 17 InventoryCeline George
In this slide, we'll explore how to set up warehouses and locations in Odoo 17 Inventory. This will help us manage our stock effectively, track inventory levels, and streamline warehouse operations.
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
How to Make a Field Mandatory in Odoo 17Celine George
In Odoo, making a field required can be done through both Python code and XML views. When you set the required attribute to True in Python code, it makes the field required across all views where it's used. Conversely, when you set the required attribute in XML views, it makes the field required only in the context of that particular view.
RPMS TEMPLATE FOR SCHOOL YEAR 2023-2024 FOR TEACHER 1 TO TEACHER 3
CIDER's resource center - new book titles
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.