Biblioteca "Prof. Dr. Antonio M. Grompone"
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/ Gillian Lazar (2012)
Título : | Literature and language teaching : a guide for teachers and trainers | Tipo de documento: | texto impreso | Autores: | Gillian Lazar, Autor | Editorial: | New York : Cambridge University | Fecha de publicación: | 2012 | Número de páginas: | 268 p | ISBN/ISSN/DL: | 978-0-521-40651-2 | Idioma : | Inglés (eng) | Clasificación: | [Palabras claves]LENGUA INGLESA [Palabras claves]LENGUAJE Y LENGUAS-ESTUDIO Y ENSEÑANZA [Palabras claves]LITERATURA-ENSEÑANZA
| Resumen: | For teachers and trainers who want to incorporate literature into the language classroom. A resource for trainers working with groups of teachers. Explores different approaches to using literature with learners of all levels.; suggests criteria for selecting and evaluating materials for classroom use; identifies some of the distinctive features of novels, short stories, poems and plays so that these can be Read more... | Nota de contenido: | 1. Using literature in the language classroom: The issues -- 1.1. What is literature? -- 1.3. The reader and the text -- 1.2. What is distinctive about the language of literature? -- 1.4. Literary competence and the language classroom -- 1.5. Why use literature in the language classroom? -- 2. Approaches to using literature with the language learner -- 2.1. An overview -- 2.2. A language-based approach to using literature -- 2.3. Stylistics in the classroom -- 2.4. Literature as content: How far to go? -- 2.5. Literature for personal enrichment: Involving students -- 2.6. The role of metalanguage -- 3. Selecting and evaluating materials -- 3.1. Selecting texts -- 3.2. Evaluating learning materials which make use of literary texts -- 4. Reading literature cross-culturally -- 4.1. Being a student -- 4.2. A consideration of cultural aspects in texts -- 4.3. Strategies for overcoming cultural problems -- 5. Materials design and lesson planning: Novels and short stories -- 5.1. Writing your own story -- 5.2. Distinctive features of a short story -- 5.3. Anticipating student problems when using a short story -- 5.4. Planning a lesson for use with a short story -- 5.5. Further tasks and activities for use with a short story -- 5.6. Designing your own materials for use with a short story -- 5.7. Using novels in the language classroom -- 6. Materials design and lesson planning: Poetry -- 6.1. Putting a poem back together again -- 6.2. What is distinctive about poetry? -- 6.3. Why use poetry with the language learner? -- 6.4. Exploiting unusual language features -- 6.5. Helping students with figurative meanings -- 6.6. Using poetry with lower levels -- 6.7. Using poetry to develop oral skills -- 6.8. Using a poem with students at higher levels -- 6.9. Anticipating student problems -- 6.10. Further tasks and activities -- 7. Materials design and lesson planning: Plays -- 7.1. What is distinctive about plays? -- 7.2. The language of a play -- 7.3. The performance of a play -- 7.4. Why use plays in the language learning classroom? -- 7.5. Using play extracts to think about language in conversation -- 7.6. Using play extracts to improve students' oral skills -- 7.7. Using play extracts with lower levels -- 7.8. Anticipating student problems -- 7.9. Further activities for play extracts -- 7.10. Using a whole play with students -- 8. Reflecting on the literature lesson -- 8.1. Thinking about observation -- 8.2. General observation of the literature lesson -- 8.3. Micro-tasks for reflecting on specific areas of teaching -- 8.4. Observing a student -- 8.5. Other ways of monitoring your teaching -- 9. Literature and self-access -- 9.1. What is a literature self-access centre? -- 9.2. Why have a literature self-access centre? -- 9.3. A simulation: First meeting for planning and setting up a literature self-access centre -- 9.4. Second meeting for setting up a literature self-access -- 9.5. Setting up a literature self-access centre: A case study -- 9.6. Worksheets to guide students in their reading -- Appendix: Eveline by James Joyce |
Literature and language teaching : a guide for teachers and trainers [texto impreso] / Gillian Lazar, Autor . - New York : Cambridge University, 2012 . - 268 p. ISBN : 978-0-521-40651-2 Idioma : Inglés ( eng) Clasificación: | [Palabras claves]LENGUA INGLESA [Palabras claves]LENGUAJE Y LENGUAS-ESTUDIO Y ENSEÑANZA [Palabras claves]LITERATURA-ENSEÑANZA
| Resumen: | For teachers and trainers who want to incorporate literature into the language classroom. A resource for trainers working with groups of teachers. Explores different approaches to using literature with learners of all levels.; suggests criteria for selecting and evaluating materials for classroom use; identifies some of the distinctive features of novels, short stories, poems and plays so that these can be Read more... | Nota de contenido: | 1. Using literature in the language classroom: The issues -- 1.1. What is literature? -- 1.3. The reader and the text -- 1.2. What is distinctive about the language of literature? -- 1.4. Literary competence and the language classroom -- 1.5. Why use literature in the language classroom? -- 2. Approaches to using literature with the language learner -- 2.1. An overview -- 2.2. A language-based approach to using literature -- 2.3. Stylistics in the classroom -- 2.4. Literature as content: How far to go? -- 2.5. Literature for personal enrichment: Involving students -- 2.6. The role of metalanguage -- 3. Selecting and evaluating materials -- 3.1. Selecting texts -- 3.2. Evaluating learning materials which make use of literary texts -- 4. Reading literature cross-culturally -- 4.1. Being a student -- 4.2. A consideration of cultural aspects in texts -- 4.3. Strategies for overcoming cultural problems -- 5. Materials design and lesson planning: Novels and short stories -- 5.1. Writing your own story -- 5.2. Distinctive features of a short story -- 5.3. Anticipating student problems when using a short story -- 5.4. Planning a lesson for use with a short story -- 5.5. Further tasks and activities for use with a short story -- 5.6. Designing your own materials for use with a short story -- 5.7. Using novels in the language classroom -- 6. Materials design and lesson planning: Poetry -- 6.1. Putting a poem back together again -- 6.2. What is distinctive about poetry? -- 6.3. Why use poetry with the language learner? -- 6.4. Exploiting unusual language features -- 6.5. Helping students with figurative meanings -- 6.6. Using poetry with lower levels -- 6.7. Using poetry to develop oral skills -- 6.8. Using a poem with students at higher levels -- 6.9. Anticipating student problems -- 6.10. Further tasks and activities -- 7. Materials design and lesson planning: Plays -- 7.1. What is distinctive about plays? -- 7.2. The language of a play -- 7.3. The performance of a play -- 7.4. Why use plays in the language learning classroom? -- 7.5. Using play extracts to think about language in conversation -- 7.6. Using play extracts to improve students' oral skills -- 7.7. Using play extracts with lower levels -- 7.8. Anticipating student problems -- 7.9. Further activities for play extracts -- 7.10. Using a whole play with students -- 8. Reflecting on the literature lesson -- 8.1. Thinking about observation -- 8.2. General observation of the literature lesson -- 8.3. Micro-tasks for reflecting on specific areas of teaching -- 8.4. Observing a student -- 8.5. Other ways of monitoring your teaching -- 9. Literature and self-access -- 9.1. What is a literature self-access centre? -- 9.2. Why have a literature self-access centre? -- 9.3. A simulation: First meeting for planning and setting up a literature self-access centre -- 9.4. Second meeting for setting up a literature self-access -- 9.5. Setting up a literature self-access centre: A case study -- 9.6. Worksheets to guide students in their reading -- Appendix: Eveline by James Joyce |
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/ Graham Lock (2005)
Título : | Functional English Gramar : an introduction for second language teachers | Tipo de documento: | texto impreso | Autores: | Graham Lock, Autor | Editorial: | New York : Cambridge University | Fecha de publicación: | 2005 | Colección: | Cambridge Language Education | Número de páginas: | 296 p | ISBN/ISSN/DL: | 978-0-521-45305-9 | Idioma : | Inglés (eng) | Clasificación: | [Palabras claves]DIDÁCTICA DE LA LENGUA [Palabras claves]FUNCIONALISMO [Palabras claves]LENGUA INGLESA-ENSEÑANZA [Palabras claves]LENGUAJE Y LENGUAS-ESTUDIO Y ENSEÑANZA
| Resumen: | "Functional English Grammar provides second language teachers with a functional description of English grammar, in which grammar is viewed not as a set of rules but as a communicative resource. It explores ways in which English grammar enables speakers and writers to represent their experience of the world, to interact with one another, and to create coherent messages." "Each chapter includes a focus on areas of difficulty for second language learners, numerous authentic examples, tasks which allow the reader to apply the concepts introduced, and teaching discussion questions. A final chapter discusses issues in the learning and teaching of grammar and reviews methodological options for teaching grammar in the ESL/ELT classroom. The book assumes no previous study of linguistics or English grammar. It is suitable for self-study or as a textbook in teacher education programs."--BOOK JACKET. | Nota de contenido: | 1. Some basic concepts -- 2. Representing things I: Nouns and noun groups -- 3. Representing things II: More on noun groups -- 4. Doing and happening I: The transitivity of action processes -- 5. Doing and happening II: Ergativity, phrasal verbs, and phase -- 6. Seeing, liking, thinking, wanting, and saying: The transitivity of mental and verbal processes -- 7. Being and having: The transitivity of relational and existential processes -- 8. Representing time: Tense and temporal Adjuncts -- 9. Interaction: Speech acts and mood -- 10. Expressing judgments and attitudes: Modal auxiliaries and modality -- 11. Organizing messages: Theme and focus -- 12. Combining messages: Complex sentences -- 13. Issues in the learning and teaching of grammar |
Functional English Gramar : an introduction for second language teachers [texto impreso] / Graham Lock, Autor . - Cambridge University, 2005 . - 296 p. - ( Cambridge Language Education) . ISBN : 978-0-521-45305-9 Idioma : Inglés ( eng) Clasificación: | [Palabras claves]DIDÁCTICA DE LA LENGUA [Palabras claves]FUNCIONALISMO [Palabras claves]LENGUA INGLESA-ENSEÑANZA [Palabras claves]LENGUAJE Y LENGUAS-ESTUDIO Y ENSEÑANZA
| Resumen: | "Functional English Grammar provides second language teachers with a functional description of English grammar, in which grammar is viewed not as a set of rules but as a communicative resource. It explores ways in which English grammar enables speakers and writers to represent their experience of the world, to interact with one another, and to create coherent messages." "Each chapter includes a focus on areas of difficulty for second language learners, numerous authentic examples, tasks which allow the reader to apply the concepts introduced, and teaching discussion questions. A final chapter discusses issues in the learning and teaching of grammar and reviews methodological options for teaching grammar in the ESL/ELT classroom. The book assumes no previous study of linguistics or English grammar. It is suitable for self-study or as a textbook in teacher education programs."--BOOK JACKET. | Nota de contenido: | 1. Some basic concepts -- 2. Representing things I: Nouns and noun groups -- 3. Representing things II: More on noun groups -- 4. Doing and happening I: The transitivity of action processes -- 5. Doing and happening II: Ergativity, phrasal verbs, and phase -- 6. Seeing, liking, thinking, wanting, and saying: The transitivity of mental and verbal processes -- 7. Being and having: The transitivity of relational and existential processes -- 8. Representing time: Tense and temporal Adjuncts -- 9. Interaction: Speech acts and mood -- 10. Expressing judgments and attitudes: Modal auxiliaries and modality -- 11. Organizing messages: Theme and focus -- 12. Combining messages: Complex sentences -- 13. Issues in the learning and teaching of grammar |
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53237 | 428 LOCf c. 3 | 7 días | Colección general | Libros | Domicilio Disponible | |