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Literatura norteamericana / Peter Conn (1998)

Público ISBD Título : Literatura norteamericana Tipo de documento: texto impreso Autores: Peter Conn, Autor ; Carmen Franci, Traductor Editorial: Madrid [España] : Cambridge University Fecha de publicación: 1998 Número de páginas: 400 p ISBN/ISSN/DL: 978-84-8323-041-1 Idioma : Español (spa) Clasificación: [Palabras claves]LITERATURA NORTEAMERICANA-HISTORIA Y CRITICA Resumen: El objetivo de esta obra es describir los movimientos literarios en un somero marco cronológico, esbozar la relación entre los textos literarios y sus circunstancias históricas, y estudiar la obra de los escritores más representativos como Edward Taylor, Eugene ONeill, Emily Dickinson, T.S. Eliot, Walt Whitman o William Faulkner, entre otros. Peter Conn, profesor de la Universidad de Pensilvania, presenta en esta obra una completa visión de la literatura norteamericana, desde sus inicios en el sigio XVII hasta los últimos años del siglo XX. De forma clara y comprensiva, el autor expone la trayectoria y la producción de los poetas, dramaturgos, novelistas y otros prosistas que han dado forma y constituyen la rica herencia literaria de Estados Unidos. El libro no se limita a exponer, las presenta en el contexto del desarrollo histórico y cultural en que salieron a la luz. Un completo índice al final del libro permite localizar de manera inmediata cualquier título o a cualquier autor de los mencionados en el texto. Nota de contenido: 1. La época colonial 2. La creación de una literatura nacional 3. Horizontes democráticos 4. Una época de iniciativas literarias 5. Modernistas y "buscadores de escándalos" 6. El período de entreguerras 7. Poesía y teatro desde mediados de siglo 8. Narrativa en la segunda mitad del siglo Bibliografía Índice Literatura norteamericana [texto impreso] / Peter Conn, Autor ; Carmen Franci, Traductor . - Madrid (España) : Cambridge University, 1998 . - 400 p. ISBN : 978-84-8323-041-1 Idioma : Español (spa) Clasificación: [Palabras claves]LITERATURA NORTEAMERICANA-HISTORIA Y CRITICA Resumen: El objetivo de esta obra es describir los movimientos literarios en un somero marco cronológico, esbozar la relación entre los textos literarios y sus circunstancias históricas, y estudiar la obra de los escritores más representativos como Edward Taylor, Eugene ONeill, Emily Dickinson, T.S. Eliot, Walt Whitman o William Faulkner, entre otros. Peter Conn, profesor de la Universidad de Pensilvania, presenta en esta obra una completa visión de la literatura norteamericana, desde sus inicios en el sigio XVII hasta los últimos años del siglo XX. De forma clara y comprensiva, el autor expone la trayectoria y la producción de los poetas, dramaturgos, novelistas y otros prosistas que han dado forma y constituyen la rica herencia literaria de Estados Unidos. El libro no se limita a exponer, las presenta en el contexto del desarrollo histórico y cultural en que salieron a la luz. Un completo índice al final del libro permite localizar de manera inmediata cualquier título o a cualquier autor de los mencionados en el texto. Nota de contenido: 1. La época colonial 2. La creación de una literatura nacional 3. Horizontes democráticos 4. Una época de iniciativas literarias 5. Modernistas y "buscadores de escándalos" 6. El período de entreguerras 7. Poesía y teatro desde mediados de siglo 8. Narrativa en la segunda mitad del siglo Bibliografía Índice

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Literature and language teaching : a guide for teachers and trainers / Gillian Lazar (1993)

Público ISBD Título : Literature and language teaching : a guide for teachers and trainers Tipo de documento: texto impreso Autores: Gillian Lazar, Autor Mención de edición: 1st ed. Editorial: Madrid [España] : Cambridge University Fecha de publicación: 1993 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 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  . -  1st ed. . - Madrid (España) : Cambridge University, 1993 . - 268 p. ISBN : 978-0-521-40651-2 Idioma : Inglés (eng) Clasificación: [Palabras claves]LENGUA INGLESA [Palabras claves]LENGUAJE Y LENGUAS-ESTUDIO Y 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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Funtional english grammar : an introduction for second language teachers / Graham Lock (1996)

Público ISBD Título : Funtional english grammar : an introduction for second language teachers Tipo de documento: texto impreso Autores: Graham Lock, Autor Editorial: Madrid [España] : Cambridge University Fecha de publicación: 1996 Colección: Jack C. Richards Número de páginas: 296 p ISBN/ISSN/DL: 978-0-521-4305-9 Idioma : Inglés (eng) Clasificación: [Palabras claves]ENSEÑANZA DE SEGUNDA LENGUA [Palabras claves]GRAMÁTICA [Palabras claves]LENGUA INGLESA [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 Funtional english grammar : an introduction for second language teachers [texto impreso] / Graham Lock, Autor . - Cambridge University, 1996 . - 296 p. - (Jack C. Richards) . ISSN : 978-0-521-4305-9 Idioma : Inglés (eng) Clasificación: [Palabras claves]ENSEÑANZA DE SEGUNDA LENGUA [Palabras claves]GRAMÁTICA [Palabras claves]LENGUA INGLESA [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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From corpus to classroom : language use and language teaching / Anne O'Keeffe (2007)

Público ISBD Título : From corpus to classroom : language use and language teaching Tipo de documento: texto impreso Autores: Anne O'Keeffe, Autor ; Michael McCarthy, Autor ; Ronald Carter, Autor Mención de edición: 1st. ed Editorial: Madrid [España] : Cambridge University Fecha de publicación: 2007 Número de páginas: 315 p ISBN/ISSN/DL: 978-0-521-61686-7 Idioma : Inglés (eng) Clasificación: [Palabras claves]GRAMÁTICA [Palabras claves]LENGUA INGLESA [Palabras claves]LENGUAJE Y LENGUAS-ESTUDIO Y ENSEÑANZA Resumen: From Corpus to Classroom summarises and makes accessible recent work in corpus research, focusing particularly on spoken data. It is based on analysis of corpora such as CANCODE and Cambridge International Corpus, and written with particular reference to the development of corpus-informed pedagogy. The book explains how corpora can be designed and used, and focuses on what they tell us about language teaching. It examines the relevance of corpora to materials writers, course designers and language teachers and considers the needs of the learner in relation to authentic data. It shows how the answers to key questions such as 'Is there a basic, everyday vocabulary for English?', 'How should idioms be taught?' and 'What are the most common spoken language chunks?' are best explored by means of a clearer understanding of the workings of language in context. From corpus to classroom : language use and language teaching [texto impreso] / Anne O'Keeffe, Autor ; Michael McCarthy, Autor ; Ronald Carter, Autor  . -  1st. ed . - Madrid (España) : Cambridge University, 2007 . - 315 p. ISBN : 978-0-521-61686-7 Idioma : Inglés (eng) Clasificación: [Palabras claves]GRAMÁTICA [Palabras claves]LENGUA INGLESA [Palabras claves]LENGUAJE Y LENGUAS-ESTUDIO Y ENSEÑANZA Resumen: From Corpus to Classroom summarises and makes accessible recent work in corpus research, focusing particularly on spoken data. It is based on analysis of corpora such as CANCODE and Cambridge International Corpus, and written with particular reference to the development of corpus-informed pedagogy. The book explains how corpora can be designed and used, and focuses on what they tell us about language teaching. It examines the relevance of corpora to materials writers, course designers and language teachers and considers the needs of the learner in relation to authentic data. It shows how the answers to key questions such as 'Is there a basic, everyday vocabulary for English?', 'How should idioms be taught?' and 'What are the most common spoken language chunks?' are best explored by means of a clearer understanding of the workings of language in context.

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The cambridge guide to teaching english to speakers of other languages / Ronald Carter (2012) 

Público ISBD Título : The cambridge guide to teaching english to speakers of other languages Tipo de documento: texto impreso Autores: Ronald Carter, Editor comercial ; David Nunan, Editor comercial Editorial: Madrid [España] : Cambridge University Fecha de publicación: 2012 Número de páginas: 294 p ISBN/ISSN/DL: 978-0-521-80516-2 Idioma : Inglés (eng) Clasificación: [Palabras claves]ENSEÑANZA DE SEGUNDA LENGUA [Palabras claves]LENGUAJE Y LENGUAS-ESTUDIO Y ENSEÑANZA Resumen: This important book, with 32 chapters by leading figures in the field, is an up-to-date guide to the central areas of applied linguistics and language studies with particular reference to TESOL. It looks at the current state of TESOL as well as at what is likely to happen in the future. En línea: http://ebooks.cambridge.org/ebook.jsf?bid=CBO9780511667206 The cambridge guide to teaching english to speakers of other languages [texto impreso] / Ronald Carter, Editor comercial ; David Nunan, Editor comercial . - Madrid (España) : Cambridge University, 2012 . - 294 p. ISBN : 978-0-521-80516-2 Idioma : Inglés (eng) Clasificación: [Palabras claves]ENSEÑANZA DE SEGUNDA LENGUA [Palabras claves]LENGUAJE Y LENGUAS-ESTUDIO Y ENSEÑANZA Resumen: This important book, with 32 chapters by leading figures in the field, is an up-to-date guide to the central areas of applied linguistics and language studies with particular reference to TESOL. It looks at the current state of TESOL as well as at what is likely to happen in the future. En línea: http://ebooks.cambridge.org/ebook.jsf?bid=CBO9780511667206

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Estado y nación / John A. Hall (2000)

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