white ron hockley andy laughner melissa s from teacher to manager managing language teaching organizations
White Ron, Hockley Andy, Laughner Melissa S. From Teacher to Manager. Managing Language Teaching Organizations
This is a handbook for managers of language teaching organizations such as Directors and Assistant Directors of Studies, Academic Directors, and School Owners, including those moving into a management role from teaching or administration. It provides an introduction to key concepts required by managers of language teaching organizations, covering topics from strategic and operational financial management, sales and marketing and customer service through to academic and human resource management. This book is also suitable for candidates undertaking the Cambridge ESOL International Diploma in Language Teaching Management (IDLTM). Key features Written in a clear and straightforward style making it easy for busy managers to digest Relates theory to real-life scenarios and case studies, and invites managers to reflect on these in the context of their own work situation . Draws on the experience of leading international specialists in language teaching management. Considers what factors make a language teaching organization effective, and deals with each of these in turn.
9250 Р.
Harmer Jeremy The Practice of English Language Teaching with DVD
The Practice of English Language Teaching is an essential guide for teachers of English. It explains current pedagogy to teachers who want to access the most relevant ELT practices and incorporate them into their lessons. The Practice of English Language Teaching includes: English as a world language Theories of language and language learning Learner characteristics which influence teacher decisions Guidance on managing learning Teaching language systems (grammar, vocabulary and pronunciation) Teaching language skills (speaking, writing, listening and reading) Practical teaching ideas The role of technology (old and new) in the classroom Assessment for language learning in the digital age About the accompanying DVD which runs for 3 hours For the fifth edition of The Practice of English Language Teaching, we decided to take a film crew out to see what English language lessons look like in different places, in different situations and, crucially, with different age groups. And so we asked a number of teachers if they would let us film them at work, doing one of their 'normal' lessons. With that in mind, we went to Ankara in Turkey and filmed two teachers, Asli Nilufer Usluel and Emel Atasoy, working with young learners. In the UK, we filmed at a residential summer school in the city of Oxford. Varinder Unlu and John Duthie taught teenagers from a variety of different countries and different language backgrounds. Back in Turkey, we had the chance to record lessons (taught by Zeynep Buyuktuna and Cigdem OEzen) for adult Turkish students who were getting ready to study at an English-medium university. In Mexico, at a private language school, we had the good fortune to film teachers Juan Pablo Monfon Jimenez, Ricardo Fajardo Cortes and Araceli Menchaca Sanchez with their adult Mexican students. In each case, after the lesson, I was able to interview the teachers on camera so that I could ask them about their lessons and about the issues that came up as a result of their teaching choices.
13015 Р.
Lessons from Good Language Teachers
What makes a good language teacher? This up-to-date, practical book addresses that question from a 'human' perspective, recognising that teachers are not just machines, but have feelings, needs and identities of their own. As the twenty-two topics of the chapters in this volume clearly indicate, language teachers are complex individuals, who are expected to have a range of personal qualities, to be able to satisfy the needs of their students and to have the knowledge and skills to provide instruction in a range of language areas. Not only that, but all of these requirements are constantly changing. The authors present new insights from the real teaching environment that will be an invaluable help to language teachers at all stages of professional development. Combines both theory and empirical studies to characterise the features of good language teachers Describes key concepts in teacher education in simple and accessible language Represents the voices of both native and non-native teachers of English language
5537 Р.
Thornbury Scott The New A–Z of ELT
A new edition of Scott Thornbury’s definitive practical guide to ELT, which teachers and teacher trainers of all levels of experience have found indispensable. Revised and restructured to take the latest developments in language learning into account, The New A–Z of ELT defines and explains essential language teaching concepts and terminology from different fields. The alphabetically-arranged entries provide concise summaries of the major issues in ELT, debates associated with each concept and their practical implications. Key features Covers all the key terms used in ELT, including explanations of common acronyms. Describes language teaching techniques, methods and theories, as well as ways to teach common language points. Includes cross references to interrelated concepts, an index and further reading. The flexible format provides the right amount of support to both new and more experienced teachers, helping them gain a wider-ranging understanding of topics. Mapped to the Eaquals Teacher Training and Development Framework, phases 1-3.
7904 Р.
Ur Penny A Course in English Language Teaching. 2nd Edition
A completely revised and updated edition of A Course in Language Teaching. This book provides a comprehensive introduction to English language teaching, and is suitable for teachers in a variety of educational settings, including compulsory education. It has been completely revised and updated to include essential new topics for the modern English language teacher, including English as an international language, Content and Language Integrated Learning (CLIL) and using digital materials. It is ideal for initial teacher training and as a reference guide for practising teachers. The book combines theory and practice, with each unit containing tasks that encourage reflection and discussion, plus action tasks such as classroom observation and practice.
7407 Р.
Dickens Charles Nicholas Nickleby. Explorers 6
When Nicholas Nickleby's father dies, the family is left with n< Nicholas and his family ask their Uncle Ralph for help. Ralph finds Nicholas a job as a teacher at Dotheboy's Hall, a terrible school in the north of England. There Nicholas has to protect the orphan Smike from the school's evil headmaster. Macmillan English Explorers have been written specifically for young learners of English. They bring first language teaching methods to reading lessons in first foreign language classrooms. Adapted by Gill Munton.
784 Р.
Wisniewska Ingrid Learning One-to-One with CD-ROM
This handbook is designed for all language teachers who are giving one-to-one lessons, either in person or as part of a distance learning programme. It helps teachers take advantage of the opportunities of one-to-one teaching, and also cope with its challenges. Part 1 provides practical guidelines on teaching individual learners, and looks at the roles a one-to-one teacher may have, such as 'conversation partner' or 'observer and listener'. A focus on these roles keeps interactions in lessons varied and offers ways to develop your teaching skills. Part 2 contains easy-to-use activities, through which both teacher and learner can focus on the language the learner wants to learn. Many of the activities include ideas for using technology and online resources, which can help to develop language skills as well as being fun to use. The accompanying CD-ROM provides material which can be printed out and photocopied for use in lessons.
7149 Р.
Cambridge Guide to Blended Learning for Language Teaching
A volume concerned with best practice in blended learning for language teaching. The Cambridge Guide to Blended Learning for Language Teaching makes the case that it is pedagogy, rather than technology, that should underpin the design of blended learning programmes. The book is organised into five sections: Connecting Theories and Blended Learning; Implications for Teaching; Rethinking Learner Interaction; Case Studies; The Future of Blended Learning. With its research-informed and practitioner-focused approach, this book is ideal for language teachers and language centre managers looking to broaden their understanding of pedagogy and blended learning. It will also be of interest to anyone working on blended learning course design or delivering teacher training courses.
10125 Р.
Dellar Hugh, Walkley Andrew Teaching Lexically
Teaching Lexically shows what a lexical view of language looks like, and explores how it differs from a more traditional 'grammar + words' view. It then considers what implications such a view might have for classroom practice. At the heart of Teaching Lexically are three main ideas: Grammar and vocabulary are both taught better in combination. Context is absolutely central. Classrooms need to be input-rich; and input needs to be useful. Teaching Lexically contains three distinctive parts which focus in turn on theory, practice and development. Part A provides a detailed exploration of the core ideas behind lexical teaching. The authors begin with the principles that explain how and why people learn, before presenting two competing views of language - 'grammar + words' (and skills) and a lexical view. They close with an in-depth exploration of how language looks when seen from a lexical perspective. Part B contains a bank of activities that puts into practice the particular principles related to such areas of teaching as vocabulary, grammar, reading, listening, and so on. These activities are designed to be applied to any classroom material, and to help teachers build up their own repertoire of lexically-rooted techniques. Part C addresses some of the issues and implications involved in where and how lexical teaching may be applied. It also considers how teacher training and development can become more lexically-oriented, finally suggesting ways to develop as a lexical materials writer.
3780 Р.
Scrivener Jim Classroom Management Techniques
A complete and essential activity-based guide to ELT classroom management. Overall winner of the 2012 HRH The Duke of Edinburgh ESU English Language Book Award, Classroom Management Techniques offers a huge range of practical techniques to help teachers make the most of their teaching space and get students working in more focused ways. It helps teachers anticipate and avoid problems in the classroom, allowing more time to be devoted to meaningful activities. By analyzing the classroom from three perspectives: the classroom, the teacher and the learners, this book presents a ground-breaking analysis of 14 kinds of teacher intervention, allowing teachers to examine the way they communicate with learners.
3338 Р.
Chadwick Timothy Language Awareness in Teaching
This practical guide is written primarily for subject teachers who teach through English to students whose first language is not English. Produced with Cambridge International Examinations, the Toolkit helps teachers to develop language awareness to support their students with the academic language they need to be successful in subjects taught through English. With reflective questions and activities, it can be used either for self-study or in training modules. Useful for both content and English language teachers, it is aimed primarily at those who teach students for whom English is not their first language - for example as part of a bilingual or CLIL programme or in an international English-medium school. Language Awareness in Teaching: A Toolkit for Content and Language Teachers includes classroom tasks to help content teachers give language support to their students, advice on how content and English language teachers can work together to build language support for students, and language issues that relate directly to Cambridge IGCSE subjects. Language Awareness in Teaching: A Toolkit for Content and Language Teachers is part of The Cambridge Teacher Series, edited by senior colleagues at the University of Cambridge Faculty of Education, which has a longstanding tradition of involvement in high quality, innovative teacher education and continuing professional development.
5310 Р.
Cameron Lynne Teaching Languages to Young Learners
Recent years have seen rapid growth in the numbers of children being taught foreign languages at younger ages. While course books aimed at young learners are appearing on the market, there is scant theoretical reference in the teacher education literature. Teaching Languages to Young Learners is one of the few to develop readers' understanding of what happens in classrooms where children are being taught a foreign language. It will offer teachers and trainers a coherent theoretical framework to structure thinking about children's language learning. It gives practical advice on how to analyse and evaluate classroom activities, language use and language development. Examples from classrooms in Europe and Asia will help bring alive the realities of working with young learners of English.
7841 Р.
Parrott Martin Tasks for Language Teachers. A Resource Book for Training and Development
This practical resource 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. It 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. In course situations where it is not possible for each participant to have a copy, the trainer may photocopy relevant pages for use by the participants.
10475 Р.
Bowen M., Hocking L. English World 2. Teacher s Book (with webcode)
The English World Teacher`s Guide contains step-by-step teaching notes for each lesson. The English World website, which is accessible through a code in the Teacher`s Book will offer up-to-date teacher development and classroom resource materials.
7558 Р.
Bowen M., Hocking L. English World 2. Teacher s Book (with webcode)
The English World Teacher`s Guide contains step-by-step teaching notes for each lesson. The English World website, which is accessible through a code in the Teacher`s Book will offer up-to-date teacher development and classroom resource materials.
7558 Р.
Jiang Liping, Wang Fang, Liu Liping HSK Standard Course 1. Teacher's Book
Authorized by Hanban, HSK Standard Course is developed under the joint efforts of Beijing Language and Culture University Press and Chinese Testing International (CTI). With HSK test papers as its primary source, HSK Standard Course is characterized by a humorous style, familiar topics and a scientific course design. Matching the HSK test in all aspects, from the content, form to the levels, it is a series of new-type course books embodying the idea of "combining testing and teaching, and promoting learning and teaching by testing". It is suitable for the Confucius Institutes in different countries as well as other Chinese teaching institutions and self-taught learners. The whole series is divided into six levels matching the HSK test, with one volume for each of Levels 1-3 and two volumes for each of Levels 4-6, totaling nine volumes. With a textbook, a workbook and a teacher›s book in each volume, there will be altogether 27 books. This is Teacher›s Book 1, with altogether 15 lessons. Each lesson includes a specification of the instructional contents and objectives, an elaboration of teaching steps, and a suggestion about teaching aids as well. It provides teachers with all-round guidance and effective support in regard to how to use the textbook and workbook of the corresponding level.
2309 Р.