This is a handbook for language teachers who would like to develop their own reading materials or who wish to enrich a reading course. It offers a classification and description of exercises aimed at developing different reading skills. While the book is designed primarily for teachers of English as a second language, the exercises are equally appropriate for the teaching of other foreign languages and much of the book is relevant to the teaching of first-language reading skills. The question-types range from the familiar (for example, multiple-choice and open questions) to highly original exercises which require the integration of different skills and an active, creative response from the student. It encourages teachers to introduce variety into the teaching of reading and offers them a great deal of resource material to draw on.
This book is aimed at all those responsible for advising teachers including teaching practice supervisors, mentors, INSET tutors, state education inspectors, directors of studies, and teachers working together as 'critical friends' in informal teacher development.
The Communicative Value of Intonation in English, originally published in 1985 by the English Language Research unit in Birmingham and revised in 1992, sets out David Brazil's description of the system of intonation in English. This model of English intonation takes a discourse-based approach and attempts to assign 'meaning' or a communicative value to the different aspects that make up the system of intonation. Chapters within the book descibe parts of the intonation system which vary according to speaker choice: the tone unit as a whole, prominence, key, pitch and orientation. Three chapters are devoted to tones and their communicative value. This is an important and controversial work, which has influenced scholars in the field and ELT materials writers alike. A cassette containing all the examples of intonation features in the book is available.
This Festschrift brings together 28 invited papers surveying the state of the art in language testing. The papers, by key figures in the field of language testing, cover issues ranging from test construct definition to the design and applications of language tests, including their importance as a means of exploring larger issues in language teaching, language learning and language policy. The volume locates work in language assessment in a context of social, political and ethical issues at a time when testing is increasingly expected to be publicly accountable. It is thus particularly appropriate as a tribute to Alan Davies, whose work in this field since the 1960s has been marked by its conceptual strength and social responsiveness, seeking constantly to clarify and challenge current practice and new trends.
The methodology of English language education has been developed mainly in the English-speaking countries of 'the west' and does not always fit the needs of the rest of the world. Appropriate Methodology and Social Context investigates this state of affairs by looking at the wider social context of what happens between teachers and students. It uses an ethnographic framework to explore the complex and diverse cultures of classrooms, of student groups and teacher communities in different countries and educational environments. It goes on to argue that these factors have to be acknowledged in the design and implementation of appropriate methodologies. Although a major concern is with classroom teaching, the methodologies for curriculum and project management and design are also addressed.
This text provides the practical knowledge and necessary skills for the effective management of teaching and learning in today's classrooms. It focuses on the independent decisions teachers must make in lesson planning, group work, error correction, resource management, and evaluation. A task-based approach is used, and the material presented is well supported by theory and research. Advances in second language teaching methodology, including new emphases on learner centeredness and individualized instruction, have significantly changed the roles teachers play in the classroom and made ever-greater demands on their classroom management skills. This book helps language teachers meet these new demands by providing them with the practical knowledge and skills necessary for the effective management of teaching and learning in today's classrooms.
Basics Semantics va dirigido a aquellas personas interesadas en el estudio del significado en general y del léxico inglés en particular. En una primera parte se introducen los conceptos básicos en los que se apoya el análisis semántico enmarcado en el contexto de las tendencias generales del pensamiento lingüístico contemporáneo. También los estudios semánticos se relacionan con otras disciplinas afines, como la lógica o la inteligencia artificial.
Presenta la enseñanza-aprendizaje del inglés como lengua extranjera (EFL) adaptando la metodología para estudiantes adultos. Los contenidos (Diálogo, Vocabulario, Fonética, Contenidos Gramaticales, Ejercicios sobre el diálogo y Texto narrativo) están organizados en 32 unidades didácticas recogidas en dos volúmenes de 16 unidades cada uno , un solucionario de los ejercicios planteados y un glosario.
Richards explains how effective language teaching involves a network of interactions between curriculum, methodology, teachers, learners, instructional materials. Each chapter discusses and examines the theoretical and practical dimensions of a central issue in language teaching. Topics covered include the nature of effective teaching, self-monitoring in teacher development, language and content, and teaching listening, speaking, reading and writing. Richards presents key issues in an accessible and highly readable style, and shows how teachers and teachers-in-training can be involved in the investigation of classroom teaching and learning. The emphasis is not on prescriptions but rather on developing effective teaching through understanding the various factors that interact in second language learning and in the second language classroom.
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. It is divided into three sections: Part I discusses the questions: Why teach literature? What should we teach? How should we teach it?; Part II outlines and illustrates a wealth of student-centred class and homework activities appropriate to each stage of the study of a literary work. Detailed descriptions of the activities are accompanied by numerous sample worksheets; Part III demonstrates techniques for working with complete texts, and shows how the activities outlined in Part II can be applied to particular novels, plays, short stories and poems. All activities described have been used successfully with a wide range of classes from intermediate level up.
Teachers and writers describe the approaches and techniques they have incorporated into their own teaching. The paperback edition is designed to help classroom teachers make language classes more participatory and communication oriented. A distinguished group of innovative teachers and writers describe, in a collection of essays, the approaches and techniques they have incorporated into their own teaching.
This resource book shows how to use poetry writing as a medium to teach and reinforce structure, parts of speech and punctuation, as well as other grammar and writing conventions. This is a resource book that shows teachers how to use poetry writing as a medium to teach and reinforce structure, vocabulary, parts of speech, and punctuation, as well as other grammar and writing conventions. Appropriate for any age or fluency level, the book can be used by ESL, foreign language, or bilingual teachers as an adjunct to their writing program. It contains 25 easy-to-follow, self-contained lessons, each with poetry models and sample poems written by students of various ages and linguistic backgrounds. The simple patterns in this book will encourage students to express their own ideas creatively and accurately.
This is a handbook for language teachers who would like to develop their own reading materials or who wish to enrich a reading course. It offers a classification and description of exercises aimed at developing different reading skills. While the book is designed primarily for teachers of English as a second language, the exercises are equally appropriate for the teaching of other foreign languages and much of the book is relevant to the teaching of first-language reading skills. The question-types range from the familiar (for example, multiple-choice and open questions) to highly original exercises which require the integration of different skills and an active, creative response from the student. It encourages teachers to introduce variety into the teaching of reading and offers them a great deal of resource material to draw on.
This book is aimed at all those responsible for advising teachers including teaching practice supervisors, mentors, INSET tutors, state education inspectors, directors of studies, and teachers working together as 'critical friends' in informal teacher development.
The Communicative Value of Intonation in English, originally published in 1985 by the English Language Research unit in Birmingham and revised in 1992, sets out David Brazil's description of the system of intonation in English. This model of English intonation takes a discourse-based approach and attempts to assign 'meaning' or a communicative value to the different aspects that make up the system of intonation. Chapters within the book descibe parts of the intonation system which vary according to speaker choice: the tone unit as a whole, prominence, key, pitch and orientation. Three chapters are devoted to tones and their communicative value. This is an important and controversial work, which has influenced scholars in the field and ELT materials writers alike. A cassette containing all the examples of intonation features in the book is available.
This Festschrift brings together 28 invited papers surveying the state of the art in language testing. The papers, by key figures in the field of language testing, cover issues ranging from test construct definition to the design and applications of language tests, including their importance as a means of exploring larger issues in language teaching, language learning and language policy. The volume locates work in language assessment in a context of social, political and ethical issues at a time when testing is increasingly expected to be publicly accountable. It is thus particularly appropriate as a tribute to Alan Davies, whose work in this field since the 1960s has been marked by its conceptual strength and social responsiveness, seeking constantly to clarify and challenge current practice and new trends.
The methodology of English language education has been developed mainly in the English-speaking countries of 'the west' and does not always fit the needs of the rest of the world. Appropriate Methodology and Social Context investigates this state of affairs by looking at the wider social context of what happens between teachers and students. It uses an ethnographic framework to explore the complex and diverse cultures of classrooms, of student groups and teacher communities in different countries and educational environments. It goes on to argue that these factors have to be acknowledged in the design and implementation of appropriate methodologies. Although a major concern is with classroom teaching, the methodologies for curriculum and project management and design are also addressed.
This text provides the practical knowledge and necessary skills for the effective management of teaching and learning in today's classrooms. It focuses on the independent decisions teachers must make in lesson planning, group work, error correction, resource management, and evaluation. A task-based approach is used, and the material presented is well supported by theory and research. Advances in second language teaching methodology, including new emphases on learner centeredness and individualized instruction, have significantly changed the roles teachers play in the classroom and made ever-greater demands on their classroom management skills. This book helps language teachers meet these new demands by providing them with the practical knowledge and skills necessary for the effective management of teaching and learning in today's classrooms.
This book is the most comprehensive and up-to-date treatment of the assessment of reading in a foreign or second language.
Basics Semantics va dirigido a aquellas personas interesadas en el estudio del significado en general y del léxico inglés en particular. En una primera parte se introducen los conceptos básicos en los que se apoya el análisis semántico enmarcado en el contexto de las tendencias generales del pensamiento lingüístico contemporáneo. También los estudios semánticos se relacionan con otras disciplinas afines, como la lógica o la inteligencia artificial.
Presenta la enseñanza-aprendizaje del inglés como lengua extranjera (EFL) adaptando la metodología para estudiantes adultos. Los contenidos (Diálogo, Vocabulario, Fonética, Contenidos Gramaticales, Ejercicios sobre el diálogo y Texto narrativo) están organizados en 32 unidades didácticas recogidas en dos volúmenes de 16 unidades cada uno , un solucionario de los ejercicios planteados y un glosario.
Richards explains how effective language teaching involves a network of interactions between curriculum, methodology, teachers, learners, instructional materials. Each chapter discusses and examines the theoretical and practical dimensions of a central issue in language teaching. Topics covered include the nature of effective teaching, self-monitoring in teacher development, language and content, and teaching listening, speaking, reading and writing. Richards presents key issues in an accessible and highly readable style, and shows how teachers and teachers-in-training can be involved in the investigation of classroom teaching and learning. The emphasis is not on prescriptions but rather on developing effective teaching through understanding the various factors that interact in second language learning and in the second language classroom.
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. It is divided into three sections: Part I discusses the questions: Why teach literature? What should we teach? How should we teach it?; Part II outlines and illustrates a wealth of student-centred class and homework activities appropriate to each stage of the study of a literary work. Detailed descriptions of the activities are accompanied by numerous sample worksheets; Part III demonstrates techniques for working with complete texts, and shows how the activities outlined in Part II can be applied to particular novels, plays, short stories and poems. All activities described have been used successfully with a wide range of classes from intermediate level up.
Teachers and writers describe the approaches and techniques they have incorporated into their own teaching. The paperback edition is designed to help classroom teachers make language classes more participatory and communication oriented. A distinguished group of innovative teachers and writers describe, in a collection of essays, the approaches and techniques they have incorporated into their own teaching.
This resource book shows how to use poetry writing as a medium to teach and reinforce structure, parts of speech and punctuation, as well as other grammar and writing conventions. This is a resource book that shows teachers how to use poetry writing as a medium to teach and reinforce structure, vocabulary, parts of speech, and punctuation, as well as other grammar and writing conventions. Appropriate for any age or fluency level, the book can be used by ESL, foreign language, or bilingual teachers as an adjunct to their writing program. It contains 25 easy-to-follow, self-contained lessons, each with poetry models and sample poems written by students of various ages and linguistic backgrounds. The simple patterns in this book will encourage students to express their own ideas creatively and accurately.