Longman Handbooks for Language Teachers Series

The complete reference work for teachers of English as a second or foreign language. Practical as well as theoretical, this comprehensive guide examines the most recent ideas in methodology and language theory.

Book by Byrne, Donn

*Part 1 identifies priorities for working with young learners and suggest strategies for teaching *Part 2 offers guidelines for creating or adapting work programmes and explains how English can be cross-curricular *Includes a Practical Activities section at the end of each part for further exploration

In part one, the book covers, 'Teaching and Learning Pronunciation', 'Intelligibility', 'Building Awareness and Concern for Pronunciation', Extending and Consolidating', 'Sounds and Spelling', and 'Integrated Pronunciation Teaching'. In part two, the book details specific issues different language speakers may have with English pronunciation (Arabic, Chinese, French, German, Greek, Italian, Japanese, Spanish, Turkish)

This book is intended for those who have only limited training or experience in teaching English as as a foreign language and who want a general but practical introduction to the whole subject. Those who wish to do further reading on any aspect will find bibliographies giving details of more specialised books after each chapter. The book is based on material which has been used successfully on teacher training courses at International House in London. -- Back cover

"A Framework for Task-Based Learning is a complete guide to the methodology and practice of task-based language teaching. For those who wish to adopt a genuinely learner-centred approach to their teaching, it offers an alternative framework to the "presentation, practice, production" model. This book is based on sound principles of language learning and combines the best insights from communicative language teaching with a systematic focus on language form. It explains and exemplifies each component in a typical task-based lesson, from setting up a new task, through the task cycle, leading into language focused work. This approach allows the natural integration of all skills and encourages in the learner a concern for both accuracy and fluency."--Jacket

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This study recognizes the importance of developing the listening skills, and aims to guide teachers both at a theoretical and a practical level in how to develop these skills in the classroom. The first chapters distill the relevant theory, providing insights into the process of listening and highlighting problems faced by the non-native speaker. Later chapters focus on the different kinds of listening tasks that can be carried out at the pre-, while- and post-listening stages, and these are illustrated by a variety of examples from published material. Advice is given on the selection of material that is appropriate to the needs of different students and the relative merits of "live" versus recorded material and "authentic" versus "non-authentic" language are discussed, as well as what teachers should look for when choosing a particular recording. This series is aimed at the practising teacher and the teacher in training on PGCE, RSA and other courses and deals with various aspects of methodology

A teacher's resource book providing activities and lesson plans to develop writing skills through the recursive techniques of "process writing", this volume combines theoretical explanations with practical teaching techniques and ideas. The book is divided into six main sections and is designed to allow teachers to create their own writing programme according to the needs of their students. Examples of authentic student writing and sample stimulus material are included. The activities offered are aimed at most levels and interests. The books in this series are concerned with teaching techniques at a practical level. They aim to provide both experienced and inexperienced teachers with guidance and assistance.