Documentos disponibles de esta editorial

Doing task-based teaching / Dave Willis (2007)

Público ISBD Título : Doing task-based teaching Tipo de documento: texto impreso Autores: Dave Willis, Autor ; Jane Willis, Autor Editorial: Oxford : Oxford University Press Fecha de publicación: 2007 Colección: Handbooks for Language Teachers Número de páginas: 278 p ISBN/ISSN/DL: 978-0-19-442210-9 Idioma : Inglés (eng) Clasificación: [Palabras claves]LENGUAJE Y LENGUAS-ESTUDIO Y ENSEÑANZA Resumen: There is currently enormous interest in task-based teaching and learning. But some teachers are still unsure of how to put it into practice. This book gives examples of a range of task sequences suitable for all levels of learners, using both written and spoken English. The advice is based firmly in the classroom and includes contributions from teachers from around the world who are enthusiastic about task-based teaching. It takes account of research into language learning, and is ideal for both practising teachers and those on TEFL/TESOL courses. Nota de contenido: Doing Task-based Teaching offers a great way in for teachers who are interested in incorporating task-based activities into their lessons, but also has a lot to offer for those people who are already familiar with, and using task-based teaching. The main strength of this book is the sheer amount of examples; and wherever possible, they have given a whole task-based cycle. Task-based for me has always brought visions of octagons, with pre-task, task, planning, report and language stages; and snippets of staff room conversations on whether this really does count as a task in task-based learning. This book provides help with this task cycle, and shows how easy it is to apply it. The book’s layout is standard for teacher handbooks, with reader activities that engage and help you get the most from what you have read, and good commentaries and sample answers, but what sets it apart is the examples. Drawing from over 30 teachers, scattered around the world in 12 countries, each section or chapter is illustrated with an example that the reader can pick up and use in their environment (I’m looking forward to giving my students the ‘Crumbled paper’ jigsaw reading). It is very easy to read, and the table of contents is well laid out, making it easy to read from cover to cover, but also to dip into as and when you have time or need. The book has 10 chapters, starting with debunking the myths of a task-based approach, and debating if a focus on form or focus on meaning is the way to go (Chapter 1 – The basis of a task based approach), before moving on to what a task-based sequence is (Chapter 2) and gives some good examples to help anybody understand the theory underneath. Chapter 3 moves on to how we can create tasks based around written and spoken texts, before the types of tasks are fleshed out in chapters 4 and 5, starting with a look at what topics have been used for task-based lessons and culminating in a very useful task generator that serves to remind you of your options quickly. All the way through, you get real examples from teachers who have used them; it makes it much easier to get to grips with. Chapters 6 and 7 deal with ‘language focus and form focus’ and ‘the task-based classroom and the real world’ respectively; both help any teacher keep the balance in the classroom, with tips on how to move from your task-based sequence into a focus on form, and how to make sure that your tasks keep relevance outside of the classroom door (showing how much better task-based can be here). Chapter 8 was my favourite, with the all the questions to ask yourself about if your task matches your learners, and the process of thinking to make it work better – all stemming from an easy to read ‘task parameters’ mind map. Chapter 9 offers up some great help for the course designers among us as well, but still has use for all – the section on grading tasks and linking to can do statements make for interesting reading, and give you something good to keep in mind when designing your own tasks. Chapter 10 (Frequently asked questions) is almost worth starting with, as it does a great job of answering all the questions that nag at the back of your mind as you work through the rest of the book, but is best viewed with the knowledge you gain in each chapter. Regardless, it answered all of the questions I had – including a very well written section on ‘tweaking’ activities that is making its way round our staff room. The practical nature of the book, with the wealth of examples and appendixes, and the clear visuals that accompany every aspect are the strengths I keep coming back to. You can benefit from the rational provided to start thinking of how to make your own, but still go and try out theirs the next day. From the post-CELTA teacher just getting started in teaching to the DOS or teacher trainer looking for workshop ideas (they even provide a workshop handout in Appendix 4), this book has plenty of things in it for everyone, and I heartily recommend it. Doing task-based teaching [texto impreso] / Dave Willis, Autor ; Jane Willis, Autor . - Oxford University Press, 2007 . - 278 p. - (Handbooks for Language Teachers) . ISBN : 978-0-19-442210-9 Idioma : Inglés (eng) Clasificación: [Palabras claves]LENGUAJE Y LENGUAS-ESTUDIO Y ENSEÑANZA Resumen: There is currently enormous interest in task-based teaching and learning. But some teachers are still unsure of how to put it into practice. This book gives examples of a range of task sequences suitable for all levels of learners, using both written and spoken English. The advice is based firmly in the classroom and includes contributions from teachers from around the world who are enthusiastic about task-based teaching. It takes account of research into language learning, and is ideal for both practising teachers and those on TEFL/TESOL courses. Nota de contenido: Doing Task-based Teaching offers a great way in for teachers who are interested in incorporating task-based activities into their lessons, but also has a lot to offer for those people who are already familiar with, and using task-based teaching. The main strength of this book is the sheer amount of examples; and wherever possible, they have given a whole task-based cycle. Task-based for me has always brought visions of octagons, with pre-task, task, planning, report and language stages; and snippets of staff room conversations on whether this really does count as a task in task-based learning. This book provides help with this task cycle, and shows how easy it is to apply it. The book’s layout is standard for teacher handbooks, with reader activities that engage and help you get the most from what you have read, and good commentaries and sample answers, but what sets it apart is the examples. Drawing from over 30 teachers, scattered around the world in 12 countries, each section or chapter is illustrated with an example that the reader can pick up and use in their environment (I’m looking forward to giving my students the ‘Crumbled paper’ jigsaw reading). It is very easy to read, and the table of contents is well laid out, making it easy to read from cover to cover, but also to dip into as and when you have time or need. The book has 10 chapters, starting with debunking the myths of a task-based approach, and debating if a focus on form or focus on meaning is the way to go (Chapter 1 – The basis of a task based approach), before moving on to what a task-based sequence is (Chapter 2) and gives some good examples to help anybody understand the theory underneath. Chapter 3 moves on to how we can create tasks based around written and spoken texts, before the types of tasks are fleshed out in chapters 4 and 5, starting with a look at what topics have been used for task-based lessons and culminating in a very useful task generator that serves to remind you of your options quickly. All the way through, you get real examples from teachers who have used them; it makes it much easier to get to grips with. Chapters 6 and 7 deal with ‘language focus and form focus’ and ‘the task-based classroom and the real world’ respectively; both help any teacher keep the balance in the classroom, with tips on how to move from your task-based sequence into a focus on form, and how to make sure that your tasks keep relevance outside of the classroom door (showing how much better task-based can be here). Chapter 8 was my favourite, with the all the questions to ask yourself about if your task matches your learners, and the process of thinking to make it work better – all stemming from an easy to read ‘task parameters’ mind map. Chapter 9 offers up some great help for the course designers among us as well, but still has use for all – the section on grading tasks and linking to can do statements make for interesting reading, and give you something good to keep in mind when designing your own tasks. Chapter 10 (Frequently asked questions) is almost worth starting with, as it does a great job of answering all the questions that nag at the back of your mind as you work through the rest of the book, but is best viewed with the knowledge you gain in each chapter. Regardless, it answered all of the questions I had – including a very well written section on ‘tweaking’ activities that is making its way round our staff room. The practical nature of the book, with the wealth of examples and appendixes, and the clear visuals that accompany every aspect are the strengths I keep coming back to. You can benefit from the rational provided to start thinking of how to make your own, but still go and try out theirs the next day. From the post-CELTA teacher just getting started in teaching to the DOS or teacher trainer looking for workshop ideas (they even provide a workshop handout in Appendix 4), this book has plenty of things in it for everyone, and I heartily recommend it.

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How languages are learned / Patsy M. Lightbown (2006) 

Público ISBD Título : How languages are learned Tipo de documento: texto impreso Autores: Patsy M. Lightbown, Autor ; Nina Spada, Autor Mención de edición: 3a. ed Editorial: Oxford : Oxford University Press Fecha de publicación: 2006 Número de páginas: 233 p ISBN/ISSN/DL: 978019422246 Idioma : Español (spa) Clasificación: [Palabras claves]ADQUISICIÓN DEL LENGUAJE [Palabras claves]LENGUA INGLESA [Palabras claves]LENGUAJE Y LENGUAS-ESTUDIO Y ENSEÑANZA Resumen: An introduction to the main theories of first and second language acquisition (now in a new, updated edition). Unlike many introductions to the field of language acquisition research, How Languages are Learned does not assume that you are already familiar with research methods or theories. This makes it especially suitable if you are a trainee teacher or a practising teacher working independently to develop your professional knowledge. It is written in a clear, readable style without unnecessary technical jargon - this has helped to make it a standard text for trainee teachers throughout the world. There are evaluations and case studies throughout the book so that you can see a practical context for the research ideas you are reading about. Many of these examples are taken directly from real first and second language classrooms. There are also a number of opportunities for you to practise some of the observation and analysis techniques which are used in the research described in the book. The book is organized into seven chapters: Chapter 1: 'Language Learning in early childhood' (Includes a new section on childhood bilingualism.) Chapter 2: 'Explaining second language learning' (Includes new material for the 3rd edition on skill learning, connectionism, and the 'noticing hypothesis'.) Chapter 3: 'Individual differences in second language learning' (Topics covered include: intelligence, aptitude, learning styles, personality, motivation and attitudes, identity and ethic group affiliation, and learner beliefs.) Chapter 4: 'Learner language' (Describes the features and sequence of language development and includes discussion of how second language learning is affected by the student's first language) Chapter 5: 'Observing learning and teaching in the second language' (Looks at different learning environments and then discusses ways of observing and reporting on them.) Chapter 6: 'Second language learning in the classroom' (Contains six practical proposals for classroom teaching based on research findings and insights.) Chapter 7: 'Popular ideas about language learning revisited' (The authors list and give their personal perspective on some commonly held beliefs about language learning.) There is a Glossary to explain new and technical terms used in the book. There is also a list of suggestions for further reading at the end of each chapter, as well as a full bibliography at the end of the book. Nota de contenido: 1. Language learning in early childhood 2. Explaining second language learning 3. Individual differences in second language learning 4. Learner language 5. Observing learning and teaching in the second language 6. Second language learning in the classroom 7. Popular ideas about language learning revisited Bibliography Index En línea: http://es.slideshare.net/yannanadi/how-languages-are-learned-by-lightbown-spada How languages are learned [texto impreso] / Patsy M. Lightbown, Autor ; Nina Spada, Autor  . -  3a. ed . - Oxford : Oxford University Press, 2006 . - 233 p. ISSN : 978019422246 Idioma : Español (spa) Clasificación: [Palabras claves]ADQUISICIÓN DEL LENGUAJE [Palabras claves]LENGUA INGLESA [Palabras claves]LENGUAJE Y LENGUAS-ESTUDIO Y ENSEÑANZA Resumen: An introduction to the main theories of first and second language acquisition (now in a new, updated edition). Unlike many introductions to the field of language acquisition research, How Languages are Learned does not assume that you are already familiar with research methods or theories. This makes it especially suitable if you are a trainee teacher or a practising teacher working independently to develop your professional knowledge. It is written in a clear, readable style without unnecessary technical jargon - this has helped to make it a standard text for trainee teachers throughout the world. There are evaluations and case studies throughout the book so that you can see a practical context for the research ideas you are reading about. Many of these examples are taken directly from real first and second language classrooms. There are also a number of opportunities for you to practise some of the observation and analysis techniques which are used in the research described in the book. The book is organized into seven chapters: Chapter 1: 'Language Learning in early childhood' (Includes a new section on childhood bilingualism.) Chapter 2: 'Explaining second language learning' (Includes new material for the 3rd edition on skill learning, connectionism, and the 'noticing hypothesis'.) Chapter 3: 'Individual differences in second language learning' (Topics covered include: intelligence, aptitude, learning styles, personality, motivation and attitudes, identity and ethic group affiliation, and learner beliefs.) Chapter 4: 'Learner language' (Describes the features and sequence of language development and includes discussion of how second language learning is affected by the student's first language) Chapter 5: 'Observing learning and teaching in the second language' (Looks at different learning environments and then discusses ways of observing and reporting on them.) Chapter 6: 'Second language learning in the classroom' (Contains six practical proposals for classroom teaching based on research findings and insights.) Chapter 7: 'Popular ideas about language learning revisited' (The authors list and give their personal perspective on some commonly held beliefs about language learning.) There is a Glossary to explain new and technical terms used in the book. There is also a list of suggestions for further reading at the end of each chapter, as well as a full bibliography at the end of the book. Nota de contenido: 1. Language learning in early childhood 2. Explaining second language learning 3. Individual differences in second language learning 4. Learner language 5. Observing learning and teaching in the second language 6. Second language learning in the classroom 7. Popular ideas about language learning revisited Bibliography Index En línea: http://es.slideshare.net/yannanadi/how-languages-are-learned-by-lightbown-spada

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Practical english usage / Michael Swan (2009)

Público ISBD Título : Practical english usage Tipo de documento: texto impreso Autores: Michael Swan (1936-), Autor Mención de edición: 3a. ed Editorial: Oxford : Oxford University Press Fecha de publicación: 2009 Número de páginas: 658 p ISBN/ISSN/DL: 978-0-19-442098-3 Idioma : Inglés (eng) Clasificación: [Palabras claves]GRAMÁTICA [Palabras claves]LENGUA INGLESA-LIBRO DE TEXTO PARA EXTRANJEROS [Palabras claves]LENGUAJE Y LENGUAS-ESTUDIO Y ENSEÑANZA Resumen: Over 600 concise articles illustrate points of grammar pronunciation. For this new edition and available. With over one and a half million copies sold worldwide, Practical English Usage is the indispensable reference gook on language problems in English for teachers and higher-level learners. - over 600 entries listed alphabetically - cover all the important problems - Information on grammar, vocabulary, idiom, style, pronunciation, spelling - Clear simple explanations - Examples of everyday usage and common mistakes - British-American differences. Practical english usage [texto impreso] / Michael Swan (1936-), Autor  . -  3a. ed . - Oxford : Oxford University Press, 2009 . - 658 p. ISBN : 978-0-19-442098-3 Idioma : Inglés (eng) Clasificación: [Palabras claves]GRAMÁTICA [Palabras claves]LENGUA INGLESA-LIBRO DE TEXTO PARA EXTRANJEROS [Palabras claves]LENGUAJE Y LENGUAS-ESTUDIO Y ENSEÑANZA Resumen: Over 600 concise articles illustrate points of grammar pronunciation. For this new edition and available. With over one and a half million copies sold worldwide, Practical English Usage is the indispensable reference gook on language problems in English for teachers and higher-level learners. - over 600 entries listed alphabetically - cover all the important problems - Information on grammar, vocabulary, idiom, style, pronunciation, spelling - Clear simple explanations - Examples of everyday usage and common mistakes - British-American differences.

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Second language acquisition / Rod Ellis (1997)

Público ISBD Título : Second language acquisition Tipo de documento: texto impreso Autores: Rod Ellis, Autor Editorial: Oxford : Oxford University Press Fecha de publicación: 1997 Colección: Introductions to Language Study Número de páginas: 147 p ISBN/ISSN/DL: 978-0-19-437212-1 Idioma : Inglés (eng) Clasificación: [Palabras claves]ADQUISICIÓN DE SEGUNDO LENGUAJE [Palabras claves]LENGUA INGLESA [Palabras claves]LENGUAJE Y LENGUAS-ESTUDIO Y ENSEÑANZA Resumen: In the age of the global village and the world wide web, understanding the way in which people learn languages is of ever increasing importance. This book makes the essentials of this rapidly expanding area of study accessible to readers encountering it for the first time. Nota de contenido: 1. Introduction: describing and explaining 2. The nature of learner language 3. Interlanguage 4. Social aspects of interlanguage 5. Discourse aspects of interlanguage 6. Psycholinguistics aspects of interlanguage 7. Linguistic aspects of interlanguage 8. Individual differences in L2 acquisition 9. Instruction and L2 acquisition 10. Conclusion: multiple perspectives in SLA Second language acquisition [texto impreso] / Rod Ellis, Autor . - Oxford University Press, 1997 . - 147 p. - (Introductions to Language Study) . ISBN : 978-0-19-437212-1 Idioma : Inglés (eng) Clasificación: [Palabras claves]ADQUISICIÓN DE SEGUNDO LENGUAJE [Palabras claves]LENGUA INGLESA [Palabras claves]LENGUAJE Y LENGUAS-ESTUDIO Y ENSEÑANZA Resumen: In the age of the global village and the world wide web, understanding the way in which people learn languages is of ever increasing importance. This book makes the essentials of this rapidly expanding area of study accessible to readers encountering it for the first time. Nota de contenido: 1. Introduction: describing and explaining 2. The nature of learner language 3. Interlanguage 4. Social aspects of interlanguage 5. Discourse aspects of interlanguage 6. Psycholinguistics aspects of interlanguage 7. Linguistic aspects of interlanguage 8. Individual differences in L2 acquisition 9. Instruction and L2 acquisition 10. Conclusion: multiple perspectives in SLA

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Headway worbook / John Soars (1998)

Público ISBD Título : Headway worbook : pre-intermediate Tipo de documento: texto impreso Autores: John Soars, Autor ; Liz Soars, Autor Mención de edición: 21a. ed Editorial: Oxford : Oxford University Press Fecha de publicación: 1998 Número de páginas: 79 p. Il.: il ISBN/ISSN/DL: 978-0-19-433998-8 Idioma : Inglés (eng) Clasificación: [Palabras claves]LENGUA INGLESA [Palabras claves]LENGUA INGLESA-LIBRO DE TEXTO PARA EXTRANJEROS [Palabras claves]LENGUAJE Y LENGUAS-ESTUDIO Y ENSEÑANZA Headway worbook : pre-intermediate [texto impreso] / John Soars, Autor ; Liz Soars, Autor  . -  21a. ed . - Oxford : Oxford University Press, 1998 . - 79 p. : il. ISBN : 978-0-19-433998-8 Idioma : Inglés (eng) Clasificación: [Palabras claves]LENGUA INGLESA [Palabras claves]LENGUA INGLESA-LIBRO DE TEXTO PARA EXTRANJEROS [Palabras claves]LENGUAJE Y LENGUAS-ESTUDIO Y ENSEÑANZA

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Headway student's book / John Soars (1998)

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CAE practice tests / Mark Harrison (1999)

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Headway student's book / John Soars (1993)

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