|
|
||
|
| Note:
At this time, this webpage features the titles below as suggested
reading. The links below will direct you to Amazon books (UK) where
further product and ordering information can be found. |
||||
| Title |
Author |
Publisher |
||||
 |
|
Penny
Ur |
Cambridge
University Press |
|||
| This
important course provides a comprehensive basic introduction to
teaching languages, for use in pre-service or early experience settings.
It can be used by groups of teachers working with a trainer, or
as a self-study resource. |
||||||
 |
|
Penny
Ur |
Cambridge
University Press |
|||
| This
important course provides a comprehensive basic introduction to
teaching languages, for use in pre-service or early experience settings.
It can be used by groups of teachers working with a trainer, or
as a self-study resource. |
||||||
|
Penny
Ur |
Cambridge
University Press |
||||
| For
the teacher who wishes to combine grammar teaching with a broadly
communicative methodology, this book is an invaluable resource.
It contains a collection of imaginative and interesting grammar
practice activities suitable for a wide range of levels and ages.
|
||||||
|
Penny
Ur |
Cambridge
University Press |
||||
| 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. |
||||||
|
Penny
Ur |
Cambridge
University Press |
||||
| How
can you make a discussion really work? What sort of activities produce
genuine and enthusiastic exchanges of ideas? How can you prepare
such exercises quickly and easily? These are some of the questions
that Discussions that Work sets out to answer. The first section
of the book provides some general guidelines on the organisation
of successful task-centred activities. The second section consists
of fifty practical examples which have been tried and found effective
in the classroom. They range from fairly simple to complex and sophisticated,
and can thus be used with a wide range of learners, from elementary
to the most advanced, in both secondary and adult education. |
||||||
|
Penny
Ur, Andrew Wright |
Cambridge
University Press |
||||
| 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. |
||||||
| |
Scott
Thornbury |
Cambridge
University Press |
||||
| This
book asks: What is it that a teacher needs to know about English
in order to teach it effectively? It leads teachers to awareness
of the language through a wide range of tasks which involve them
in analysing English to discover its underlying system. |
||||||
| |
Scott
Thornbury |
Macmillan
ELT |
||||
| What does grammar add that words alone can’t do? Where does grammar come from? How is grammar best acquired? Uncovering Grammar challenges the traditional view of grammar as a ‘thing’ to be learnt, suggesting that it is more like a ‘process’ that emerges. It shows how to create the right conditions for students to ‘uncover’ grammar. Extracts from classroom exchanges, analysis of authentic texts, examination of tasks and exercises are all used to show how students can be encouraged to ‘notice’ the grammar they need. Practical photocopiable activities are included which are ready-to-use in class and additional ideas are given for creating your own ‘awareness-raising’ tasks to help students to acquire grammar. | ||||||
| |
Scott
Thornbury |
Longman
Pearson Education |
||||
| "HOW
to Teach Vocabulary" is a vocabulary teaching guide that provides
you with a detailed look at words: how each word can be learnt effectively,
how to help students build vocabulary in new and interesting ways
and how to help students overcome the most easily confused words.
It traces the history of each word and explains the major developments
of English vocabulary, such as lexical approaches related to a teacher's
needs. An accessible, but content-rich description of the characteristics
of words, how they are learnt, and how to teach them An analysis
of the ‘lexical approach’. The book contains a photocopiable ‘Task
File’ of practical exercises and activities. |
||||||
 |
Scott
Thornbury |
Longman
Pearson Education |
||||
| A guide for teachers on how to develop or enhance their grammar-teaching skills. The early part of the book considers such issues as the nature of grammar and the reasons for teaching it. Subsequent chapters explore both inductive and deductive approaches to grammar. The book also explores ways of practising a variety of grammar topics, methods of dealing with grammatical errors in students' work, and ways of integrating grammar instruction into different general methodologies, such as communicative language learning and task-based learning. Each chapter contains a bank of photocopiable tasks. Readers can work through this "Task File" on their own, or it can be used by a trainer working with trainee teachers. | ||||||
 |
Jeremy
Harmer |
Longman
Pearson Education |
||||
| NEW!
Third Edition! The complete reference work for teachers of English
as a second or foreign language. This third edition of The Practice
of English Language Teaching is a comprehensive, up-to-date account
of the theory and practice of English language teaching. Of great
value to the experienced and inexperienced teacher alike, it outlines
recent developments and established views in the areas of methodology,
theory, and applied linguistics, as well as providing extensive
down-to-earth guidence in classroom practice. The book is divided
into nine parts covering areas such as Language, Learners and Teachers,
Theories, Methods and Techniques, Managing Classes, Focusing in
Language, Receptive and Productive Skills, design and Planning,
Evaluation, and Looking Further. The Practice of English Language
Teaching is a general methodology text for CELTA and DELTA trainee
teachers, and for those studying for English Teaching qualifications
in institutes of higher education. It includes new material on the
role of English in the world today, on pronunciation, differences
between spoken and written grammar, language research, computers
and the Internet in language study, teaching with video and course
design. It is full of practical ideas and samples from current teaching
materials. It contains follow-up tasks for each chapter, a thorough
bibliography, and indexes by subject and author. |
||||||
| |
Alan
Maley |
Macmillan
ELT |
||||
| The voice is a language teacher’s most frequently used and important teaching aid. We use our voices to organize the class, give instructions, create classroom relationships, express our emotions, and establish our personal presence. Explore ways to use your voice to full effect in the classroom, and to help your professional development. The Language Teacher’s Voice includes: - Information on different ways to use your own voice - Activities to do in class with students - Advice on maintaining a healthy and effective voice - Practical activities on how to develop your own voice | ||||||
 |
Adrian
Underhill |
Macmillan
ELT |
||||
| This detailed book on phonology is divided into two main sections; the first shows the reader how sounds are physically made and is followed by the second section which shows how to teach students these sounds. The approach of this book makes learning phonology a physical, visual, auditory and creative experience. | ||||||
 |
Grammar
Games: Cognitive, affective and drama activities for EFL students
|
Mario
Rinvolucri |
Cambridge
University Press |
|||
| Grammar
Games contains over 50 games which practise grammar points in lively
and communicative ways. Many pages of the book may be copied for
use in class. |
||||||
 |
More
Grammar Games: Cognitive,
affective and drama activities for EFL students |
Mario
Rinvolucri |
Cambridge
University Press |
|||
 |
Diane
Larsen-Freeman |
Heinle
& Heinle |
||||
| A
must-read for every language teaching professional, Teaching Language:
From Grammar to Grammaring explores the regular, predictable elements
of language as well as the potential creativity of its underlying
system. By combining a wide range of view points with her own personal
experiences and studies, Diane Larsen-Freeman challenges the static
descriptive ideas of grammar, based on rules, and promotes the more
fluid and dynamic notions of reason-driven grammaring, which she
defines as "the ability to use grammar structures accurately, meaningfully,
and appropriately." The reader is left not with an encyclopedic
set of definitions, but rather with a deeper understanding of the
organic nature of language and its acquisition, and a honed set
of tools with which to approach language in language teaching. |
||||||
|
Diane
Larsen-Freeman |
Oxford
University Press |
||||
| A
fully revised and updated edition of this popular introduction to
language teaching methodology, which describes different methods
and approaches in language teaching. It provides practical, step-by-step
guidance for new teachers and introduces more experienced teachers
to new approaches and teaching ideas. |
||||||
|
Michael
Lewis |
LTP
Publishing |
||||
| The Lexical Approach develops current thinking, synthesising the best insights of previous theory, corpus linguistics, discourse analysis and modern approaches to grammar. The practical implications for methods, materials and teacher training are fully developed. Principles of The Lexical Approach include: The grammar/vocabulary dichotomy is invalid Collocation is used as an organising principle Successful language is a wider concept than accurate language The Observe-Hypothesise-Experiment cycle replaces the Present-Practice-produce paradigm Most importantly, language consists of grammaticalised lexis - not lexicalised grammar | ||||||
|
Michael
Lewis |
LTP
Publishing |
||||
| Implementing the Lexical Approach develops the theoretical position set out in Michael Lewis' highly acclaimed The Lexical Approach . The book adds new theoretical suggestions to enable teachers to take the approach directly into the classroom. Detailed discussion of : the importance of noticing the value of repeating tasks the design of lexical exercises 30 sample exercise types 50 activities with their lexical focus explained classroom reports from teachers already using the approach successfully Although concerned primarily with what to do in class on a day-to-day basis, there is also a discussion of important issues including: different kinds of lexical items stored in the memory as units the role of the learners' mother tongue language areas deserving more attention in courses the importance of spoken language in developing a phrasal lexicon implications for pre- and in- service teacher training Implementing the Lexical Approach shows clearly how lexis, grammar and phonology interact in ways which directly affect how learners store new language. It provides teachers with a comprehensive set of step-by-step changes which combine to ensure more effective teaching and more efficient learning. | ||||||
|
|
Freiderike
Klippel |
Cambridge
University Press |
||||
| 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. |
||||||
|
H.
Douglas Brown |
Longman
Pearson Education |
||||
|
H.
Douglas Brown |
Longman
Pearson Education |
||||
| No
Picture |
David
Nunan |
Longman
Pearson Education |
||||
| Comprising a general ELT methodology for ELT teachers, this work covers the development of listening, speaking, writing and reading skills, as well as grammar, vocabulary and pronunciation. Also discussed are classroom management, materials development and learning strategies. | ||||||
|
Marion
WilliamsRobert L. Burden |
Cambridge
University Press |
||||
| This
book examines the field of educational psychology and considers
various ways in which a deeper understanding of this discipline
can help language teachers. Areas considered in the book include
approaches to learning, motivation, the role of the individual,
attribution, mediation, the teaching of thinking, the cognitive
demands of the tasks and the learning environment. The book is written
in a style that does not assume previous knowledge of psychology.
|
||||||
|
George
Yule |
Cambridge
University Press |
||||
| This
revised and updated edition incorporates many changes that reflect
developments in language study over the past decade. There is an
entirely new chapter on pragmatics, with an expansion of the chapter
on semantics. The explosion of interest in many of the 'applied'
areas of language study is also reflected in additional sections
on speech recognition systems, sign languages, women's and men's
language, input in language learning, and several other topics.
The Study Questions and Discussion Topics have also been thoroughly
revised; and the Further Reading sections have been revised, updated
and expanded. The presentation retains the clear and lively style
which made the first edition a hugely popular introduction to the
study of language. |
||||||
 |
Jim Scrivener |
Macmillan
ELT |
||||
| Learning Teaching can help you to learn to teach in more effective ways. It is also a book about a kind of teaching where the teacher is still learning. It provides a user-friendly guide on everything you need to get into the classroom and start teaching. The book includes tasks which trainees can do and commentaries which readers can compare with their own views. - Practical guidance and inspiration - Develop your unique teaching skills - How to survive your first lesson - A vital toolkit of insights and ideas. | ||||||
 |
Alan
Cunningsworth |
Macmillan
ELT |
||||
| Examines different types of coursebooks. Provides clear criteria for making decisions. Gives advice on adapting or supplementing a coursebook. Includes handy checklists for assessing coursebooks | ||||||
 |
Ron
Carter, David Nunan |
Cambridge
University Press |
||||
| Up
to now, there has been no book which brings together an up-to-date
guide to central areas of applied linguistics and language studies
with particular reference to the teaching of English to speakers
of other languages (TESOL). This important book fills the gap, with
30 chapters by leading figures in the field. It offers a map of
the current state of TESOL, as well as an indication of what is
likely to happen in the future. It is essential reading for students
on undergraduate and postgraduate courses. The book makes an excellent
companion to Methodology in Language Teaching.
|
||||||
|
David
Nunan |
Cambridge
University Press |
||||
| This
book provides a balanced introduction to both the theoretical and
practical aspects of communicative task design, and is aimed at
all second and foreign language teachers who want to develop their
own tasks, or adopt/adapt those of others. The major purpose of
the book is to integrate recent research and practice in language
teaching into a framework for analysing learning tasks. This framework
should help teachers select, adapt or create their own communicative
tasks. The ideas presented are relevant to teachers working in or
preparing for a range of teaching situations with a variety of learner
types. |
||||||
|
David
Nunan |
Cambridge
University Press |
||||
| Traditionally,
the curriculum has been regarded as the statement of what should
be done in a course of study. This book takes as its starting point
what is done by language teachers in their classes. The concept
of a negotiated model is developed, in which the curriculum is arrived
at collaboratively between teachers and learners. The author looks
at the curriculum from the teacher's perspective, and reports on
what teachers focus on in the planning, implementation and evaluation
of language courses. He synthesises theoretical models and recent
empirical studies, and considers the vital part played by curriculum
design in managing the many factors involved in effective learning. |
||||||
|
Cognition
and Second Language Instruction |
Peter
Robinson (Editor) |
Cambridge
University Press |
|||
| In
recent years, the role of cognitive variables such as attention,
short and long term memory, and automaticity of language processing
has grown in importance. This volume of 12 chapters examines the
theoretical and experimental foundations which underlie these cognitive
processes of language and then outlines their application to pedagogy.
Its blend of research from the cognitive sciences and discussion
of its application to SL pedagogy make this proposal a unique contribution
to the field of applied linguistics. |
||||||
|
David
Nunan |
Oxford
University Press |
||||
| Syllabus
Design demonstrates, in a practical way, the principles involved
in planning and designing an effective syllabus. It examines important
concepts such as needs analysis, goal-setting, and content specification,
and serves as an excellent introduction for teachers who want to
gain a better understanding of syllabus design in order to evaluate,
modify, and adapt the syllabuses with which they work.
|
||||||
|
David
Nunan |
Cambridge
University Press |
||||
| Presents a balanced and objective view of a range of methods including formal experiments, introspective methods, interaction and transcript analysis, ethnography, and case studies. | ||||||
|
Jack
C. Richards and David Nunan (Editors) |
Cambridge
University Press |
||||
| A valuable source book on classroom observation, supervision, teacher self-evaluation, and teaching practice. | ||||||
|
Guy
Cook |
Oxford
University Press |
||||
| Discourse
analysis - the study of spoken and written language in its social
and psychological context - can provide important insights for the
language teacher. Discourse explains the relevant theory and applies
it to classroom activities designed to improve students' discourse
skills. The teacher is then shown how these activities may be further
developed in specific teaching situations. |
||||||
|
Jack
C. Richards, Theodore S. Rodgers |
Cambridge
University Press |
||||
| This
new edition is an extensive revision of this successful text. Like
the first edition, the second edition surveys the major approaches
and methods in language teaching, such as Grammar Translation, Audiolingualism,
communicative Language Teaching, and the Natural Approach. The text
examines each approach and method in terms of its theory of language
and language learning, goals, syllabus, teaching activities, teacher
and learner roles, materials, and classroom techniques. In addition
to the approaches and methods covered in the first edition, this
edition contains new chapters on: Whole Language; Multiple Intelligences;
Neurolinguistic Programming; The Lexical Approach; Competency-Based
Language Teaching; Cooperative Language Learning; Content-Based
Instruction;Task-Based Language Teaching; The post-Methods Era.
|
||||||
|
Jack
C. Richards, Charles Lockhart |
Cambridge
University Press |
||||
| Introduces teachers to techniques for exploring their own classroom experiences. | ||||||
|
Jack
C. Richards |
Cambridge
University Press |
||||
| A systematic introduction to the issues involved in planning, developing, managing and evaluating effective language programs. | ||||||
|
Jack
C. Richards |
Cambridge
University Press |
||||
| This thought-provoking book examines the nature of second language teacher development and how teachers' practices are influenced by their beliefs and principles. | ||||||
|
Jack
C. Richards |
Cambridge
University Press |
||||
| Designed for use in courses on language teaching methodology and teacher preparation, and also as a source book for courses on language curriculum development, materials development, and teaching practice. | ||||||
|
|
Jack
C. Richards and David Nunan (Editors) |
Cambridge
University Press |
||||
| This
collection provides a state-of-the-art account of current approaches
to second language teacher education. It is a valuable source book
on classroom observation, supervision, teacher self-evaluation,
and teaching practice. The book reflects the shift in orientation
from teacher training to teacher education, in which teachers are
involved in developing their own theories of teaching, in understanding
the nature of teacher decision making, and in developing strategies
for critical self-awareness and self-evaluation. It is aimed at
teachers, teacher educators, and workshop facilitators involved
in both pre-service and in-service second language teacher education.
|
||||||
|
Arthur
Hughes |
Cambridge
University Press |
||||
| The second edition of this practical guide for teachers who want to have a better understanding of the role of testing in language teaching. | ||||||
|
Tessa
Woodward |
Cambridge
University Press |
||||
| This
book deals with the everyday reality of working teachers as they
plan lessons and courses. Each chapter discusses and analyses real-life
questions, such as: Who are the students? When is the lesson? What
can go into a lesson? How do people learn? How can I teach? What
materials can I choose? How can I get started on planning? What
are my constraints and freedoms? What activities can I use and adapt?
Each chapter contains an analysis of the issue under discussion,
as well as practical principles and sample activities. |
||||||
|
William
Littlewood |
Cambridge
University Press |
||||
| Provides an introduction to communicative language teaching for practising classroom teachers. | ||||||
|
Tricia
Hedge |
Oxford
University Press |
||||
| This
is a comprehensive handbook for teachers wishing to develop and
explore their teaching. It involves teachers in their own professional
development and aims to develop insights into issues, problems,
and possibilities in ELT methodology. It is also useful as a general
reference for the classroom teacher. Each chapter is illustrated
with examples from course materials and includes follow-up activities
and recommended reading. |
||||||
|
Devon
Woods |
Cambridge
University Press |
||||
| An excellent introduction to psycholinguistics. In recent years, the role of cognitive variables such as attention, short and long term memory, and automaticity of language processing has grown in importance. This volume of 12 chapters examines the theoretical and experimental foundations which underlie these cognitive processes of language and then outlines their application to pedagogy. Its blend of research from the cognitive sciences and discussion of its application to SL pedagogy make this proposal a unique contribution to the field of applied linguistics. | ||||||
| |
Peter
Skehan |
Oxford
University Press |
||||
| This
book has two major themes: firstly, it discusses psycholinguistic
and cognitive aspects of language learning, and secondly, it looks
at the contrast between universalist accounts of language learning
and accounts which focus on individual differences between learners.
Interwoven throughout is a focus on practical applications of these
themes in task-based learning and language testing. |
||||||
|
Rod
Ellis |
Oxford
University Press |
||||
| The
first section of this book outlines a general framework for the
study of second language acquisition. Subsequent sections provide
a description of learner language, account for the role of the linguistic
environment, examine the learner's internal mechanisms, explore
individual differences in language learning, and review the expanding
research on classroom second language acquisition. |
||||||
| |
Rod
Ellis |
Oxford
University Press |
||||
| Rod
Ellis provides readers with a comprehensive review of this important
area of applied linguistics. He does not take up a particular stance,
but examines different theories of second language acquisition and
the critical reactions to them. |
||||||
|
Rod
Ellis |
Oxford
University Press |
||||
| This
book presents SLA research as a source of specifications for teachers
to explore in their own classrooms. The author sees the four main
roles of SLA researchers as developing relevant theories, conducting
their own classroom research, making research accessible to teachers,
and facilitating action research. Each chapter addresses a major
issue in the field of SLA and language teaching. |
||||||
|
Richard
Kern |
Oxford
University Press |
||||
| This
book posits literacy as an organizing principle for foreign language
education. Addressing key research findings in cognitive theory,
sociolinguistics, discourse analysis, language acquisition, and
literacy studies, the book attempts to put literary, cultural, linguistic,
and cognitive theory on a productive parity with classroom practice.
Written for teachers as well as language researchers, the book provides
a heuristic framework for teaching reading and writing as highly
interrelated acts of communication, at all levels of language study.
|
||||||
|
Patsy
M. Lightbown, Nina Spada |
Oxford
University Press |
||||
| This
book is a comprehensive and readable introduction to how languages
are learned. It presents the main theories of first and second language
acquisition, and, with the help of activities and questionnaires,
discusses their practical implications for language teaching. |
||||||
|
|
||||||
| Sandra
McKay |
Oxford
University Press |
|||||
| An accessible overview of this increasingly important field. English is the major language of international communication, and everyone wants to learn it. But which English, and how? This book questions the cultural assumptions underlying much English teaching, and suggests classroom aims and teaching methods based on the requirements of an international language. | ||||||
|
Ian
Tudor |
Cambridge
University Press |
||||
| This
book provides a framework of theory, discussion and practical guidelines
to help language teachers implement principles of learner centredness
in a sensitive and flexible manner in response to the specific features
of both their students and of the wider context of learning. It
also examines the implications a learner-centred approach has in
terms of the role and responsibilities of the teacher.
|
||||||
|
Peter
Medgyes |
Cambridge
University Press |
||||
| 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 are 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. The book contains 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. | ||||||
|
Wilga
M. Rivers |
Cambridge
University Press |
||||
| A
collection of articles by one of the leading authorities on English
and other foreign- and second-language teaching. All articles have
been revised for publication, some extensively, to reflect the author's
up-to-date views. |
||||||
|
George
Yule |
Oxford
University Press |
||||
| This
is a book designed to help teachers understand English grammar and
explain it to their students. Each chapter focuses on a problematic
area, for example 'Articles', 'Conditionals', and 'Direct and indirect
speech', and includes exercises for the reader and teaching ideas. |
||||||
 |
J
Kenworthy |
Longman
- Pearson Education |
||||
|
Ruth
Gairns, Stuart Redman |
Cambridge
University Press |
||||
| A practical guide for teachers on how to select, organise and teach vocabulary to all levels of students. | ||||||
|
Heather
McKay, Abigail Tom |
Cambridge
University Press |
||||
| This book addresses the special needs of adults studying English, particularly those who have immigrated to English-speaking countries. | ||||||
|
Seth
Lindstromberg (Editor) |
Cambridge
University Press |
||||
| An anthology of more than 100 language learning activities contributed by 33 teachers. | ||||||
|
Chris
Tribble, Christopher N. Candlin (Editor), H.G. Widdowson (Editor) |
Oxford
University Press |
||||
| Writing
provides an introduction to both traditional and more recent approaches
to the teaching of this skill, and shows how current teaching materials
put these approaches into practice. The reader is encouraged to
think about the reasons for teaching writing, and to see how many
different types of writing - factual or creative, public or personal,
business or academic - can be brought into the language classroom. |
||||||
|
Affect in Language Learning | Jane
Arnold (Editor) |
Cambridge University Press | |||
| The affective domain and the emotional factors which influence language learning and teaching have attracted interest among ELT professionals for a number of years. By proposing a holistic approach to the learning process, this volume takes the position that the language learning experience will be much more effective when both affect and cognition are brought into consideration. | ||||||
 |
John
Morgan, Mario Rinvolucri |
Oxford
University Press |
||||
| 118
classroom activities. Four new sections including new developments
such as collocations, the mother tongue, and lexis as a system.
Favourites from the original edition have been updated with new
texts and examples |
||||||
|
Tricia
Hedge |
Oxford
University Press |
||||
| Discusses
the components of writing ability which skilled writers demonstrate
and how classroom activities can help learners develop these. Presents
a wide range of writing tasks to improve learners' 'authoring' and
'crafting' skills, as well as guidance on student difficulties with
writing. Contains tasks which are designed in relation to a variety
of writing purposes and a range of text types for general purpose
language learners. |
||||||
|
Michael
Swan, Bernard Smith |
Cambridge
University Press |
||||
| This updated edition of the classic title offers even more guidance to teachers who have to deal with the specific language problems of students from different language backgrounds. Learner English Second Edition is a practical reference guide which compares the relevant features of the students' own languages with English, helping teachers to predict and understand the problems their students have. Chapters focusing on major problems of pronunciation, grammar, vocabulary and other errors. New chapters covering Korean, Malay/Indonesian and Polish language backgrounds. A cassette or audio CD with recording of learners illustrating the various accents described in the book. | ||||||
|
Peter
Avery, Susan Ehrlich |
Oxford
University Press |
||||
| This
is a comprehensive introduction to teaching the pronunciation of
North American English. It includes an illustrated description of
the sound system of English, ideas for overcoming pronunciation
problems specific to fifteen different languages, and a variety
of approaches and techniques for use in the classroom. |
||||||
|
Peter
Grundy, Arthur Brookes |
Cambridge
University Press |
||||
| Offers teachers guidance on how to develop writing as a skill in its own right, in addition to using it as a tool for language learning. | ||||||
| |
Steven
Pinker |
Penguin |
||||
|
Steven
Pinker |
Penguin |
||||
|
Janice
Yalden |
Cambridge
University Press |
||||
| |
Edward
De Bono |
Penguin |
||||
|
Edward
De Bono |
Penguin |
||||
 |
Martin
Parrott |
Cambridge
University Press |
||||
| Helps teachers to develop their knowledge and understanding of English grammar. Provides an accessible reference for planning lessons and clarifying learners' problems. Includes a 'Typical difficulties' section in each chapter, which explores learners' problems and mistakes and offers ways of overcoming them. | ||||||
|
Martin
Parrott |
Cambridge
University Press |
||||
| The tasks are designed to stimulate meaningful discussion of issues related to language teaching and learning. The topics range from the nature and processes of language learning to specific materials and techniques for use by teachers. 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. | ||||||
|
Mary
Spratt |
Cambridge
University Press |
||||
| This book is designed to help teachers to improve their language ability for a number of purposes - using English in the classroom, making professional contacts, studying the teaching of English and discussions with colleagues and students. It also provides opportunities for more general professional development by inviting teachers to discuss and reflect on issues in education and different ways of teaching and learning. | ||||||
 |
Graham
Impey, Nic Underhill |
Macmillan
ELT |
||||
| Practical advice on managing a successful language school. | ||||||
|
Zoltan
Dornyei |
Cambridge
University Press |
||||
| This volume gives an overview of the theory and applies it to the practical skills and strategies needed to motivate learners. | ||||||
|
Michael
J. Wallace |
Cambridge
University Press |
||||
| This
practical guide can be used by teachers who wish to develop their
professional expertise by investigating their teaching in a systematic
and organised way. |
||||||
|
Michael
J. Wallace |
Cambridge
University Press |
||||
| Aimed
at anyone in the area of foreign language teaching who is engaged
in designing, running or taking part in teacher education programmes.
|
||||||
|
Roger
Gower, Steve Walters, Diane Phillips |
Macmillan
ELT |
||||
| A reference book for EFL teachers on pre-service training courses. This new edition takes account of changes in teacher training and reflects the Cambridge ESOL/RSA CELTA assessment guidelines. | ||||||
 |
Tim
Bowen, Jonathan Marks |
Macmillan
ELT |
||||
| Inside Teaching helps you take a constructively critical view of your own teaching and of the theories and recommendations of others. Inside Teaching encourages you to become your own expert. It offers guidelines for self-directed action, experiment and creative risk-taking. | ||||||
|
Norbert
Schmitt (Editor), Michael McCarthy (Editor) |
Cambridge
University Press |
||||
| This
volume examines the area of second language vocabulary studies from
three broad perspectives: description, acquisition and pedagogical
context. |
||||||
|
Ron
White, Mervyn Martin, Mike Stimson and Robert Hodge |
Cambridge
University Press |
||||
| Teachers
who are making the transition into management need to gain expertise
in specialist areas such as finance, marketing and personnel. This
is the first book to provide a comprehensive and practical introduction
to these areas written specifically for those working in the field
of English language teaching. Management in English Language Teaching
will be a valuable book for teachers whose career development is
taking them into management positions, as well as for more experienced
managers. |
||||||
 |
Michael
Hoey |
Oxford
University Press |
||||
| Passages
of authentic text are analysed to demonstrate the operations of
patterns of lexis across sentence boundaries and over considerable
distances within and between texts. These insights are related to
a comprehensive theory of language, in which 'lexis' and 'text'
are shown to be important levels of language organization. Implications
for the teaching of reading and writing are also discussed. |
||||||
 |
Guy
Cook |
Oxford
University Press |
||||
| This
book focuses on the ability of literary discourse to refresh and
change the way in which people think and feel about the world. The
author's arguments range across theories of discourse, psychology,
and literature, and the implications of these ideas for literature
teaching are considered. |
||||||
|
P Hubbard, H Jones, B Thornton, R Wheeler |
Oxford
University Press |
||||
| Trainee
and practising teachers will benefit enormously from this practical
handbook. It includes: classroom techniques covering all four skills;
testing; problem classes; phonetics; and syllabus design. All the
topics contain practice material such as exercises, activities,
and discussion points, as well as reference to existing textbooks.
|
||||||
|
Lyle F Bachman |
Oxford
University Press |
||||
| Here
is a clear and authoritative discussion of the basic concerns which
underlie the development and use of language tests, and an up-to-date
synthesis of research on testing. Primarily for students on teacher
education courses, it is also an invaluable resource for all those
professionally involved in designing and administering tests, acting
as a complement to practical 'how to' books. |
||||||
|
Adrian
Doff |
Cambridge
University Press |
||||
| Ideal
for use on pre-service, in-house and refresher courses for teachers
working at secondary level in schools or language institutions.
|
||||||
 |
Adrian
Doff |
Cambridge
University Press |
||||
 |
James Dean Brown and Ted Rodgers |
Oxford
University Press |
||||
| An
accessible introduction to language learning research, which provides
a 'feel' for what research activities are like by engaging the reader
in several roles across a range of research design types, both quantitative
and qualitative. Roles include research subject, research organizer,
data collector, data analyst, and research reporter. The book systematically
explains the characteristics and purposes of various types of research,
including terminology, the logic underlying selection, and the steps
typical of each type of research design. It also offers an introduction
to some classic research studies. |
||||||
 |
| For
website comments or questions please e-mail: |
 |
Advetisements |
|