English flashcards - Seasons, weather and months.
Nice colourful flashcards for teaching seasons, weather and months to beginners. Following each card with picture there is a card with English word and transcription.
Thứ Sáu, 21 tháng 4, 2017
English Flashcards Months
English flashcards - Seasons, weather and months.
Nice colourful flashcards for teaching seasons, weather and months to beginners. Following each card with picture there is a card with English word and transcription.
Elementary Grammar Worksheets - Andy and Audrey Jackson
These worksheets from the first level of a structural self-access system. They are intended for elementary students of English and deal with most basic grammatical points covered in elementary course books, giving a brief explanation or illustration of each point before providing a practice exercise, with the answers inverted at the bottom of the page.Doing English Guide for Literature Students by Robert Eaglestone
Illustrated with examples from essential texts Doing English examines the evolution of English as a subject and questions the assumptions that lie behind approaches to literature.
The book includes chapters on the history of English, doing criticism, jargon and technical terms, language, English as Heritage and the Canon.Dealing with the exciting new ideas and debates that make up english today this book is a perfect choice.
Travel and Tourism (SAGE Course Companions) by Richard Sharpley
The Sage Course Companion in Travel and Tourism is an accessible introduction to the subject that will help readers extend their understanding of key concepts and enhance their thinking skills in line with course requirements.
It provides support on how to revise for exams, how to present calculations, and how to prepare for and write assessed pieces. Readers are encouraged not only to think like a Travel and Tourism professional but also to think about the subject critically.
Social Research Methods (SAGE Course Companions) by Nicholas Walliman
SAGE Course Companions are an exciting new series from SAGE, offering students an insider's guide into how to make the most of their undergraduate courses and extend their understanding of key concepts covered in their course.
Social Research Methods provides student readers with essential help with their research project, with revising for their course exams, preparing and writing course assessment materials, and enhancing and progressing their knowledge and thinking skills in line with course requirements on Research Methods courses.
Media Law (SAGE Course Companions) by Duncan Bloy
Media Law is an essential and accessible introduction to the subject that will assist media; journalism and law students understand key concepts and aid their revision.
This book, designed to complement existing textbooks will advise readers on how best to utilise the vast and ever growing array of information at their disposal.
The tone and level of this guide makes it easy to follow and should prove invaluable in helping students construct assessed coursework.
Cognitive Psychology (SAGE Course Companions) by Carol Brown
Sage Course Companions are an exciting new series from Sage offering students an insider's guide into how to make the most of their undergraduate courses and extend their understanding of key concepts covered in their course.
Cognitive Psychology provides student readers with essential help with all aspects of their first course in cognitive psychology, including advice on revising for exams, preparing and writing course assessment materials, and enhancing and progressing their knowledge and skills in line with course requirements in cognitive psychology.
Resource Books for Teachers -Translation
The aim of the book is not to teach translation, but to explore the use of translation in the language class, and to provide the teacher with a wide range of translation activities devised specifically for language learners.
All the material is in English, and is drawn from many subject areas. However, no specialist knowledge is required, nor does the teacher or the learner need to have any previous experience of translation. Alan Duff is a freelance writer/translator and lecturer with many years’ experience of teaching language, literature, and translation.
Resource Books for Teachers - The Internet
Although they have been used for teaching since the 1960s, computers only became practical and affordable for language learning in the early 1980s, when relatively inexpensive personal computers first became available.
The first Computer-Assisted Language Learning (CALL) programs were mainly used for manipulating words and sentences, playing games with students, testing them, and giving them feedback on their performance.
Used in this way the computer has often been described as the ‘medium of the second chance’ (because the activities usually let you try more than once to get an answer right) and of risk-taking (because you can make mistakes in your answers without other students knowing). We feel that both descriptions can be applied to activities on the Internet.
In many ways, however, the challenges presented to both students and teachers by the Internet can provide a more interesting, rewarding experience. The Net is a huge, rich resource, much of it as yet unmapped. Even finding useful information requires skill and judgement. The variety of resources is so great that deciding how to exploit resources once you find them can be a challenge in itself. And what of the millions of Net users, connected into a vast communications network? How do you contact them? How can you ensure that your students’ Internet time is productive in terms of language learning? What sort of language-learning activities is the Internet best used for?
This book will help to answer these and other questions by presenting ideas for computer-based language-learning activities using the Internet and the World Wide Web. We feel that the main distinguishing feature of the Internet, which sets it apart from more traditional types of CALL, is that it is a medium of exploration. In our Activities, we try to encourage both you and your students to explore for yourselves the huge potential of this medium, not only as a source of practice texts, but as a way of releasing creativity and imagination, both yours and theirs. Our Activities all have the aim of providing language practice, or of helping students to learn new language, but they also have the additional aim of helping you and your students acquire the skills that you need to make the best use of the Internet in learning or practising language. We would like you to think of this book as a starting point.
Resource Books for Teachers - Self Access
The early days of learner independence were characterized by much terminological debate. What exactly was meant by ‘autonomy5, ‘self-directed learning’, ‘individualization’, etc.? These concerns seem now to have been superseded by the more urgent practical need to develop effective mechanisms for allowing students a degree of choice and for helping them to exercise it.
This book describes one such mechanism: The Self-Access Study Centre. Such centres offer students the opportunity to pursue their learning in their own preferred way and at their own pace. They need, however, to be carefully conceived so as to offer a systematically-designed framework of support for the student.
Thought has also to be given to organizational systems which integrate the work done in the Study Centre with that done in the classroom or elsewhere.This book offers highly practical advice, supported by examples of materials, and thus provides invaluable information for anyone considering setting up a self-access facility, however modest.
Resource Books for Teachers - Letters
Letters demonstrates the rich possibilities of this under-used classroom resource. It contains sections on using authentic letters for language and cultural study, on getting students to write to one another and to their teacher, and on students exchanging letters with people in the world beyond the classroom.
There are several pages of photocopiables, and suggestions of ways in which many of the activities can be adapted for email.
Resource Books for Teachers - Writing
The series is aimed at teachers of secondary and adult learners, and organizers of in-service training courses will find the series useful to demonstrate fresh ideas.
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Resource Books for Teachers - Writing with Children
These range from pre-writing activities, through letters, words, and sentences to the text level. The book recognizes that literacy is not developed overnight, and that time is a crucial ingredient: hence the gradual approach.
It is easy for children to become discouraged when learning to write (and to read).The authors are at pains to make the activities pleasurable, personalized, and meaningful, in a learning atmosphere which values the attempts the children make.
The activities draw on the full range of sensory modalities, and are integrated into the overall framework of language learning. The situations in which children are taught to read English (or any other foreign language) are clearly extremely varied, ranging from those where the children cannot yet read in their own language (and which may have a different script from English), to those where they are already fairly proficient readers in their first language, and share a Latin script.
The activities in the book offer useful ideas for the full range of situations teachers are likely to meet.The information age in which we live, if anything, reinforces the need for literacy skills. This book makes literacy a key element in the overall teaching of the foreign language from an early age. It will be an invaluable support to teachers in helping their learners ‘think literacy’.
Resource Books for Teachers - Very Young Learners
Provides ideas and advice for teachers who are asked to teach English to very young children (3-6 years). Offers a wide variety of activities such as games, songs, drama, stories, and art and craft, all of which follow sound educational principles. Includes numerous photocopiable pages.
Resource Books for Teachers - Teenagers
Do they deserve this reputation? Is it really fair to see teenagers this way? This negative view towards teenagers blinds us to the exciting sides of this age group. The things that can make teenagers difficult are often the very same attributes that can make working with them so enriching.
It is a question of perspective—and a teacher’s attitude towards the teenager will have a huge influence on the quality of their interaction. Tiy and think back to when you were a teenager. Can you remember a teacher or person who made a lasting impression and motivated you?
What characteristics did he or she have? One thing that I have heard from teenagers again and again is that they want to be treated with respect. To be condescending or ‘teach down’ to them is a recipe for disaster. This does not mean you should 'play teenager’ yourself. You are not a teenager! You are still a power figure, representing authority, and you need to keep that distinction clear i f you want to maintain a good relationship with your students. Remember, teenagers have their own culture. This culture has its own icons and even a distinct language. In order to appeal to teenagers, many teachers feel they have to become teenagers themselves.
They tiy really hard to be ‘cool’. Teenagers rarely respect this kind of behavior. They want the teacher to respect their culture, not co-opt it. There is nothing wrong with letting the students know you are familiar with some fads and trends, but do not tiy to dress, talk, or act like them, unless you enjoy being ridiculed.Teenagers can be quite emotional.
Everything is so momentous and all-consuming. When teachers claim that teenagers are lethargic and hard to motivate, I am always surprised. I have never known a student of this age NOT to have had an opinion on a matter, provided the subject was of direct relevance to their lives. If you can set up activities which challenge teenagers to think, you are assured of getting lots of impassioned input.
Resource Books for Teachers - Teaching Other Subjects Through English
Many children are now relatively proficient in general English by the time they reach secondary school age and need something more than a re-hash of what they have already learnt. These trends go hand in hand with the perception of English as the international language of choice for career development, and show no sign of slackening.
The belief underlying CLIL is that teaching subjects through English provides a better preparation for professional life than teaching English as a subject empty of content. There are, too, clear motivational advantages in teaching English for a well-defined purpose which is perceived as relevant by the students.CLIL has recently become something of a cult movement, and there are many articles and even some books which discuss its theoretical foundations.
There is, however, a relative dearth of books offering practical, classroom-tested ideas on ways to implement a CLIL approach. This book aims to go some way towards meeting the need for such a practical resource.
Resource Books for Teachers - Storybuilding
Similarly, there seem to be certain universals about what makes a story work well. Soap operas, stereotype jokes, cult heroes, and the lives o f media personalities, all become part o f the shared language of modem life, just as nursery tales are shared language between parent and child. We are great consumers o f ‘story’, and storytelling is a sub-skill o f social life.
The ‘storytelling circles’ o f ancient tradition exist now as groups o f friends in a cafe sharing jokes, colleagues telling stories about the boss during the coffee break, or a family sitting round the television watching a soap opera.Yet the scope o f story is even broader than this. What is the connection, for example, between the friends sharing confidences about their lives on a mobile phone, and the written stories that we see in bookshop windows, which may win literary prizes and make their authors millionaires?
The first kind o f ‘story’ is informal, spontaneous, and oral; it is developed by two or more people in conversation; and it relates closely to their everyday lives and to shared understandings within it. The second kind o f stoiy, in contrast, is probably structured with great care and formality, has taken months or years to refine, and is the voice o f one specific author made public and accessible to as many readers as possible. Yet both have the same quality.
They make us feel: I am interested in this story; I want to know what happens next. Stories make us read or listen on, because through them we experience suspense or surprise, excitement, fear and its resolution, empathy with main characters, insights into our own lives and beliefs, the fantastic or the impossible. Stories, both oral and literary, have combinations of some or all o f these elements.
Resource Books for Teachers - Pronunciation
A new addition to an established and popular practical series for teachers, Pronunciation provides a rich resource of imaginative techniques and ideas for teaching pronunciation.
Unlike other books on the subject, this book examines why learners fail to achieve good pronunciation and seeks a solution in building their confidence through a holistic approach. This concentrates on rhythm, stress, and articulatory settings first: if these are mastered, individual sounds should follow naturally.
Resource Books for Teachers - Literature
It was, moreover, difficult to justify the use of literary texts in a world where the grading of vocabulary and structures was given so much emphasis. For a time the new functional-notional communicative movement also ignored literature.
The emphasis was on pragmatic, efficient communication with no frills. Literature seemed like an irrelevance. Yet in the last five years or so there has been a remarkable revival of interest in literature as one of the resources available for language learning.This book is an attempt to explore further the use of literary texts as a language teaching resource rather than as an object of literary study as such.
For, if indeed literature is back, it is back wearing different clothing. The twin aims of the activities proposed in this book are to encourage the student to give close and repeated attention to the text and, at the same time, to interact with others about it. Literature should prove of value to teacher trainers, practising teachers, and teachers in training who are interested in regaining access to the rich resource which literary texts offer.
Resource Books for Teachers - Listening
"Listening" looks at what makes a good listener and how teachers can motivate learners to develop confidence and independence in listening.
There are over 70 classroom activities, including raising learners' awareness of individual sounds and intonation patterns, exploiting published materials, radio, and television, 'listening in real life', and listening projects. An Appendix provides advice on making your own listening materials.
Resource Books for Teachers - Ladousse Role Play
Provides guidance on the use of role play to develop fluency and to train students to deal with the unpredictable nature of language.
Offers a focal point in lessons integrating the four skills. Gives experienced teachers fresh ideas, and less experienced teachers lots of practical support.
Resource Books for Teachers - Images 1st Edition
The Resource Books for Teachers series aims to provide practising or trainee teachers with ideas to help extend and diversify their everyday classroom practice.
Images shows how images can be used to support the teaching of productive and receptive language skills, grammar, pronunciation, vocabulary and more.
Images is this year’s new title - the last to join the series.
Resource Books for Teachers - Grammar
The book attempts to grasp this particular nettle. Rather than advocating any single approach, the author’s objective has been to raise teachers’ awareness of the many options open to them for the teaching of this problematic area.
He has made a judicious selection of activities and techniques ranging from highly traditional, form- focused activities, through more personalized, communicative tasks, to activities based on the use of language games. It is hoped that, offered this rich menu of varied activities, teachers will be able to choose those which best suit their particular classroom context, and personal teaching preference.
Perhaps the most innovative feature of the book is its overall organization. The author has chosen to discriminate between three kinds of grammar: word grammar, sentence grammar, and text grammar, and to use this division as the organizing principle for the structure of the book.
The work on computer corpora over the past decade or two has taught us a great deal about the systematic behaviour of words in context. This finely-tuned system operates at the hazy borderline between lexis and grammar, and merits much more attention than it has so far received. Sentence grammar is, of course, the core of most treatments of grammar in foreign language contexts. It is the staple of most textbooks, and many reference works. Clearly, no treatment of grammar could afford to neglect it.
Text grammar has emerged in recent years from work on discourse analysis, as it has become clear that sentences have not only to be ‘correct’ but also to ‘fit’ both the context and co-text in which they occur. A sensitivity to the way sentences function as part of a text is another indispensable aspect of grammatical command. It therefore finds its rightful place in this book.
Teachers will appreciate the author’s clarity of explanation, and the lightness of touch with which he has dealt with this most contentious of subjects. The book will, we hope, prove a valued resource in the teaching of grammar for many years to come
Resource Books for Teachers - Grammar Dictation
Download: http://huyhuu.com/news/17551/Resource-Books-for-Teachers---Grammar-Dictation
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