Explaining english grammar / George Yule (1998)

Público ISBD Ningún comentario para este registro. Título : Explaining english grammar Tipo de documento: texto impreso Autores: George Yule Editorial: Oxford : Oxford University Press Fecha de publicación: 1998 Colección: Oxford Handbook for Language Teachers Número de páginas: 333 p ISBN/ISSN/DL: 978-0-19-437172-8 Clasificación: Educación Etiquetas: MATERIAL DOCENTE  GRAMATICA  TÉCNICAS DE ENSEÑANZA  ENSEÑANZA DE IDIOMA  ACTIVIDADES Clasificación: 371.31=111 Educación. Tipos de enseñanza en general. Lecciones en inglés Resumen: This series is designed to provide reference for both language teachers and fancher trainers. Each title is intended to serve both as a basis for courses and seminars, and as a longer-term reference text for the working teacher's bookshelf. Explaining English Grammar The aim of this book is to provide teachers with a fresh approach to thinking about English grammar. Each chapter focuses on a problematic area, for example 'Articles', 'Conditionals', and 'Direct and indirect speech'. First the basic grammatical form is described, and then the meaning distinctions conveyed by particular forms. The final section of each chapter shows how meaning can be shaped by context and communicative purpose. The book includes exercises, teaching ideas, and a glossary. George Yule has been an English language teacher in Britain, Canada, Jamaica, and Saudi Arabia, and has taught Applied Linguistics at the universities of Edinburgh, Hawaii, Louisiana State, and Minnesota. Link: ./index.php?lvl=notice_display&id=42553 Explaining english grammar [texto impreso] / George Yule . - Oxford : Oxford University Press, 1998 . - 333 p. - (Oxford Handbook for Language Teachers) . ISBN : 978-0-19-437172-8 Clasificación: Educación Etiquetas: MATERIAL DOCENTE  GRAMATICA  TÉCNICAS DE ENSEÑANZA  ENSEÑANZA DE IDIOMA  ACTIVIDADES Clasificación: 371.31=111 Educación. Tipos de enseñanza en general. Lecciones en inglés Resumen: This series is designed to provide reference for both language teachers and fancher trainers. Each title is intended to serve both as a basis for courses and seminars, and as a longer-term reference text for the working teacher's bookshelf. Explaining English Grammar The aim of this book is to provide teachers with a fresh approach to thinking about English grammar. Each chapter focuses on a problematic area, for example 'Articles', 'Conditionals', and 'Direct and indirect speech'. First the basic grammatical form is described, and then the meaning distinctions conveyed by particular forms. The final section of each chapter shows how meaning can be shaped by context and communicative purpose. The book includes exercises, teaching ideas, and a glossary. George Yule has been an English language teacher in Britain, Canada, Jamaica, and Saudi Arabia, and has taught Applied Linguistics at the universities of Edinburgh, Hawaii, Louisiana State, and Minnesota. Link: ./index.php?lvl=notice_display&id=42553

Ejemplares (1)

Código de barras	Signatura	Tipo de medio	Ubicación	Sección	Estado
4409	371.31=111 Y95	Libro	Biblioteca principal	General	Disponible

How to be an effective teacher / Harry Wong (1998)

Público ISBD Ningún comentario para este registro. Título : How to be an effective teacher : the first days of school Tipo de documento: texto impreso Autores: Harry Wong, Autor ; Rosemary Wong, Autor Editorial: California : Harry K. Wong Fecha de publicación: 1998 Número de páginas: 338 p. ISBN/ISSN/DL: 978-0-9629360-2-9 Idioma : Inglés (eng) Clasificación: Educación Etiquetas: LENGUA INGLESA  EDUCACIÓN  ENSEÑANZA ESCOLAR  PEDAGOGÍA Clasificación: 371.31=111 Educación. Tipos de enseñanza en general. Lecciones en inglés Resumen: NEWLY UPDATED SECOND EDITION #I EDUCATIONAL BESTSELLER If you had to buy only one book in education to help you become a successful teacher If you are having trouble with your students and are not getting the results you want If you are a staff developer or an administrator and you want to help your teachers be the best they can be If you are a college professor and you want to help your preservice teachers be the best that they can be The First Days of School is the book you want. Link: ./index.php?lvl=notice_display&id=40808 How to be an effective teacher : the first days of school [texto impreso] / Harry Wong, Autor ; Rosemary Wong, Autor . - California : Harry K. Wong, 1998 . - 338 p. ISBN : 978-0-9629360-2-9 Idioma : Inglés (eng) Clasificación: Educación Etiquetas: LENGUA INGLESA  EDUCACIÓN  ENSEÑANZA ESCOLAR  PEDAGOGÍA Clasificación: 371.31=111 Educación. Tipos de enseñanza en general. Lecciones en inglés Resumen: NEWLY UPDATED SECOND EDITION #I EDUCATIONAL BESTSELLER If you had to buy only one book in education to help you become a successful teacher If you are having trouble with your students and are not getting the results you want If you are a staff developer or an administrator and you want to help your teachers be the best they can be If you are a college professor and you want to help your preservice teachers be the best that they can be The First Days of School is the book you want. Link: ./index.php?lvl=notice_display&id=40808

Ejemplares (1)

Código de barras	Signatura	Tipo de medio	Ubicación	Sección	Estado
2361	371.31=111 W846	Libro	Biblioteca principal	General	Disponible

Language Program Evaluation / Brian K. Lynch (1996)

Público ISBD Ningún comentario para este registro. Título : Language Program Evaluation : Theory and practice Tipo de documento: texto impreso Autores: Brian K. Lynch, Autor Editorial: Cambridge : Cambridge University Press Fecha de publicación: 1996 Número de páginas: 194 p. ISBN/ISSN/DL: 978-0-521-48438-1 Idioma : Inglés (eng) Clasificación: Educación Etiquetas: LENGUA INGLESA  LINGUISTICA  EDUCACION  PEDAGOGIA Clasificación: 371.31=111 Educación. Tipos de enseñanza en general. Lecciones en inglés Resumen: Although much has been written about the testing and evaluation of language students, few books have dealt with the broader issue of measuring the success of language programs. Filling a critical gap in the literature of applied linguistics, Language Program Evaluation provides teachess researchers, and administrators with a complete introduction both qualitative and quantitative approaches to evaluating the effectiveness of their programs. Through a careful blend of theory, research, and practice, Lynch presents an approach that is specifically tailored to the concerns of language education programs and which can be adapted to different contexts and updated as teaching and learning situations evolve. Using examples from language education settings, the book illustrates a number of models for organizing an evaluation and numerous techniques for gathering and analyzing data, It proposes a shift from purely quantitative studies that consider only end-of-program achievement gains to qualitative, naturalistic methods that include an investigation of program process. Brian K. Lynch is Assistant Professor and Director of the Centre for Communication Skills and ESL at The University of Melboume Link: ./index.php?lvl=notice_display&id=39476 Language Program Evaluation : Theory and practice [texto impreso] / Brian K. Lynch, Autor . - Cambridge : Cambridge University Press, 1996 . - 194 p. ISBN : 978-0-521-48438-1 Idioma : Inglés (eng) Clasificación: Educación Etiquetas: LENGUA INGLESA  LINGUISTICA  EDUCACION  PEDAGOGIA Clasificación: 371.31=111 Educación. Tipos de enseñanza en general. Lecciones en inglés Resumen: Although much has been written about the testing and evaluation of language students, few books have dealt with the broader issue of measuring the success of language programs. Filling a critical gap in the literature of applied linguistics, Language Program Evaluation provides teachess researchers, and administrators with a complete introduction both qualitative and quantitative approaches to evaluating the effectiveness of their programs. Through a careful blend of theory, research, and practice, Lynch presents an approach that is specifically tailored to the concerns of language education programs and which can be adapted to different contexts and updated as teaching and learning situations evolve. Using examples from language education settings, the book illustrates a number of models for organizing an evaluation and numerous techniques for gathering and analyzing data, It proposes a shift from purely quantitative studies that consider only end-of-program achievement gains to qualitative, naturalistic methods that include an investigation of program process. Brian K. Lynch is Assistant Professor and Director of the Centre for Communication Skills and ESL at The University of Melboume Link: ./index.php?lvl=notice_display&id=39476

Ejemplares (1)

Código de barras	Signatura	Tipo de medio	Ubicación	Sección	Estado
980	371.31=111 L987	Libro	Biblioteca principal	General	Disponible

Strategic interaction / Robert J. Di Pietro (1987)

Público ISBD Ningún comentario para este registro. Título : Strategic interaction : learning languages through scenarios Tipo de documento: texto impreso Autores: Robert J. Di Pietro, Autor Editorial: Cambridge : Cambridge University Press Fecha de publicación: 1987 Número de páginas: 155 p. ISBN/ISSN/DL: 978-0-521-32425-0 Idioma : Inglés (eng) Clasificación: Educación Etiquetas: LENGUA INGLESA  MANUALES  ESTRATEGIAS PEDAGÓGICAS  PEDAGOGÍA  DIDÁCTICA Clasificación: 371.31=111 Educación. Tipos de enseñanza en general. Lecciones en inglés Resumen: NEW DIRECTIONS IN LANGUAGE TEACHING Editors: Howard B. Altman and Peter Strevens Strategic Interaction Learning Languages through Scenarios Strategic Interaction is an approach to language instruction that calls upon learners to use the target language purposefully and skillfully in communicating with others. The focal activity in the strategic interaction classroom is the scenario, which replicates real-life situations and requires language in order to reach a resolution. Students are assigned roles that oblige them to work out and implement personal game plans through dialogs with other role players. Students are always themselves, and personal agendas will inevitably differ, creating the dramatic tension that makes strategic interaction realistic and involving. Di Pietro explains the rationale behind stratégic interaction and describes in detail how to use the approach in the classroom, from elementary to advanced levels. An excellent resource book for any language teacher. "As a contribution to methodology, 'Strategie baction might be said to herald a veritable revolution in methodologie no other book that makes the whole classroont 'complementary' - with teacher and learner neer hoech theras partners in the common goal of proficiency development. Marcel Danesi, Professor of Italian Linguistics and Professor of Methodology, University of Toronto. Platoning Fknow of classroonthically Robert J. Di Pietro is Professor of Linguistics at the University of Delaware. He has lectured and conducted teacher-training workshops throughout the world. Among his numerous books and articles are Language Structures in Contrast and Linguistics and the Professions. Link: ./index.php?lvl=notice_display&id=41143 Strategic interaction : learning languages through scenarios [texto impreso] / Robert J. Di Pietro, Autor . - Cambridge : Cambridge University Press, 1987 . - 155 p. ISBN : 978-0-521-32425-0 Idioma : Inglés (eng) Clasificación: Educación Etiquetas: LENGUA INGLESA  MANUALES  ESTRATEGIAS PEDAGÓGICAS  PEDAGOGÍA  DIDÁCTICA Clasificación: 371.31=111 Educación. Tipos de enseñanza en general. Lecciones en inglés Resumen: NEW DIRECTIONS IN LANGUAGE TEACHING Editors: Howard B. Altman and Peter Strevens Strategic Interaction Learning Languages through Scenarios Strategic Interaction is an approach to language instruction that calls upon learners to use the target language purposefully and skillfully in communicating with others. The focal activity in the strategic interaction classroom is the scenario, which replicates real-life situations and requires language in order to reach a resolution. Students are assigned roles that oblige them to work out and implement personal game plans through dialogs with other role players. Students are always themselves, and personal agendas will inevitably differ, creating the dramatic tension that makes strategic interaction realistic and involving. Di Pietro explains the rationale behind stratégic interaction and describes in detail how to use the approach in the classroom, from elementary to advanced levels. An excellent resource book for any language teacher. "As a contribution to methodology, 'Strategie baction might be said to herald a veritable revolution in methodologie no other book that makes the whole classroont 'complementary' - with teacher and learner neer hoech theras partners in the common goal of proficiency development. Marcel Danesi, Professor of Italian Linguistics and Professor of Methodology, University of Toronto. Platoning Fknow of classroonthically Robert J. Di Pietro is Professor of Linguistics at the University of Delaware. He has lectured and conducted teacher-training workshops throughout the world. Among his numerous books and articles are Language Structures in Contrast and Linguistics and the Professions. Link: ./index.php?lvl=notice_display&id=41143

Ejemplares (1)

Código de barras	Signatura	Tipo de medio	Ubicación	Sección	Estado
2750	371.31=111 D596	Libro	Biblioteca principal	General	Disponible