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Textbooks have long been considered a pivotal learning and teaching resource in classrooms. However, there is a paucity of research on how teachers use textbooks in relation to their beliefs, with analytic methods in such studies mainly restrained to content-based thematic analysis. To this end, from the perspectives of Halliday’s (1994) systemic functional linguistics (SFL) and Vygostky’s (1978) socio-cultural theory (SCT), this book explores how a Chinese college English teacher acts upon his beliefs and uses textbooks to mediate his students’ English learning in his classroom. Drawing on constructs of the SFL-based appraisal and speech function as well as interview excerpts, the study reveals that in the textbook-based classroom the Chinese college English teacher acts upon his beliefs that are constructed by diverse contextual factors. Implications of this study include using SFL and SCT to explore educators’ beliefs and practices and also providing effective teacher education for Chinese college English instructors to reshape their beliefs so that they are better prepared to use textbooks in classrooms.

This very practical book covers the most important information that a teacher of English as a foreign language should know. It focuses on practical issues such as how to teach listening, speaking, reading, and writing; how to teach pronunciation, spelling, grammar, vocabulary, and discourse; how to design lessons and courses; and how to solve teaching problems like large classes, a wide range of proficiency in a class, unmotivated students, and misbehaving students. The writer, Paul Nation, has been training teachers of English for over forty years and he has taught in Indonesia, Thailand, the United States, Finland, and Japan. He has written numerous books and articles about the teaching and learning of vocabulary, language teaching methodology, and curriculum design. He is professor emeritus at Victoria University of Wellington, New Zealand. His website contains many free resources for teachers.

This book is best described as a linguistically oriented textbook taking the grammar of English as its subject matter. It is directed to professional teachers of English (ESL and EFL) and their students, as well as those currently training to become teachers of English. It is a book that is also likely to be of interest to interpreters, translators and other English language professionals. It explores selected aspects and problem areas of English from a broadly "functional" linguistic perspective. This perspective has the potential to inspire teachers and students with a genuine enthusiasm for the grammatical features of English and it often enables them to "make sense" of the grammar in a way that all too often other approaches fail to do. An important focus of the book is on understanding grammar as a series of conventionalized patterns rather than a set of rules (which is how grammar has traditionally been presented). Moreover, unlike many other grammar books, this book emphasizes how the grammatical constructions under consideration are employed in various types of communicative situation, attention being given to the importance of discourse context in interpreting the target forms. In line with contemporary linguists generally, the approach adopted is descriptive rather than prescriptive. While the main focus is on English, I offer occasional comments on how the issue under discussion is expressed in languages other than English. Apart from the inherent interest which I hope such comparisons may have for the reader, I take the view that these can be helpful in casting further light on the grammar of English.

Conversation and speaking skills are the key building blocks for much of language learning. This text increases teachers’ awareness about spoken language and suggests ways of applying that knowledge to teaching second-language interaction skills based on insights from Conversation Analysis (CA). Conversation Analysis and Second Language Pedagogy: reviews key CA concepts and findings directly connects findings from CA with second language pedagogy presents a model of interactional practices grounded in CA concepts includes numerous transcripts of actual talk invites readers to complete a variety of tasks to solidify and extend their understandings features a useful collection of practical teaching activities. The time is ripe for a book that blends conversation analysis and applied linguistics. This text takes that important step, extending the reaches of these once separate academic fields. Assuming neither background knowledge of conversation analysis nor its connection to second language teaching, it is designed for courses in TESOL and applied linguistics and as a resource for experienced teachers, material developers, and language assessment specialists seeking to update their knowledge and hone their craft.

This book is best described as a linguistically oriented textbook taking the grammar of English as its subject matter. It is directed to professional teachers of English (ESL and EFL) and their students, as well as those currently training to become teachers of English. It is a book that is also likely to be of interest to interpreters, translators and other English language professionals. It explores selected aspects and problem areas of English from a broadly "functional" linguistic perspective. This perspective has the potential to inspire teachers and students with a genuine enthusiasm for the grammatical features of English and it often enables them to "make sense" of the grammar in a way that all too often other approaches fail to do. An important focus of the book is on understanding grammar as a series of conventionalized patterns rather than a set of rules (which is how grammar has traditionally been presented). Moreover, unlike many other grammar books, this book emphasizes how the grammatical constructions under consideration are employed in various types of communicative situation, attention being given to the importance of discourse context in interpreting the target forms. In line with contemporary linguists generally, the approach adopted is descriptive rather than prescriptive. While the main focus is on English, I offer occasional comments on how the issue under discussion is expressed in languages other than English. Apart from the inherent interest which I hope such comparisons may have for the reader, I take the view that these can be helpful in casting further light on the grammar of English.

Yes! Preschool children can learn to speak English. Be a fun and effective teacher with these adaptable games for preschoolers learning English. Includes bonus chapter on teaching toddlers.You may contact the author for help anytime. Every query is personally answered by Shelley.Would you like to have happy preschoolers who love learning English with you ? Now you can. Be that fun, successful teacher you want to be with ESL Games for Preschool. Preschool children forget things so quickly and have such a short attention span, it might seem unrealistic to be teaching them English as a second or foreign language. Now you can drill your pupils in new vocabulary and grammar for as long as it takes and they won’t be bored, they will love you and your lessons! They will gain confidence in speaking and remember what you teach them.With the help of numerous teachers writing in with feedback over the years, Shelley Ann Vernon has created a fabulous collection of fun, easy ESL games for preschool and kindergarten. This is a great book for the staff room bookshelf, and for any ESL teacher out there who wants get results with preschoolers and prepare fun lessons quickly.What you will get from this book:Easier, faster lesson planningHow to keep your pupils interestedFun language drills for learning new vocabulary and grammarFun ways to have all the children speaking as much as possible during lessonsClassroom management tips and naughty childrenGames for listening and speaking skillsRhymes, finger plays and activities for songsAnd you may even become a more popular teacherIt can be a challenge learning to teach, or changing your teaching style but, using one new game a day, you will soon become the inspirational teacher you really want to be.Getting Your FREE BonusInside this book is access to a bonus chapter on teaching toddlers. All these toddler tips are useful at preschool too. Buy your copy of ESL Games for Preschool by scrolling up and clicking Buy Now With 1-Click.

In this highly acclaimed revision, grammatical descriptions and teaching suggestions are organized into sections dealing with Form, Meaning, and Use. The Grammar Book, 2/e helps teachers and future teachers grasp the linguistic system and details of English grammar, providing more information on how structures are used at the discourse level.

Teaching English as a Lingua Franca is an authoritative analysis of why and how English is used as an international language - and an argument for teaching it differently. It is the result of both academic investigation and practical experience, but, above all, of the conviction that a change is necessary. The authors reformulate EFL (English as a Foreign Language) as ELF (English as a Lingua Franca) - the way language is now used and will be used in the future - hoping to effect a serious shift in our pedagogy and practice. The book aims to: help teachers understand the concept of English as a Lingua Franca; help learners to operate as users of English as a global language; provide opportunities to move towards a new approach to ELT.

Textbooks have long been considered a pivotal learning and teaching resource in classrooms. However, there is a paucity of research on how teachers use textbooks in relation to their beliefs, with analytic methods in such studies mainly restrained to content-based thematic analysis. To this end, from the perspectives of Halliday’s (1994) systemic functional linguistics (SFL) and Vygostky’s (1978) socio-cultural theory (SCT), this book explores how a Chinese college English teacher acts upon his beliefs and uses textbooks to mediate his students’ English learning in his classroom. Drawing on constructs of the SFL-based appraisal and speech function as well as interview excerpts, the study reveals that in the textbook-based classroom the Chinese college English teacher acts upon his beliefs that are constructed by diverse contextual factors. Implications of this study include using SFL and SCT to explore educators’ beliefs and practices and also providing effective teacher education for Chinese college English instructors to reshape their beliefs so that they are better prepared to use textbooks in classrooms.

Buy the print edition of this manual through Amazon and get the Kindlematch book free to project from phone and tablet. Great for refugee/immigrant programs and secondary students with low literacy. Helpful for volunteer and new teachers. The manual provides 1-2 semesters of very basic listening and speaking routines and recommends specific pages in other texts for writing and reading practice. This book will save you lots of work.

*What elements make a speaking activity successful? *Which tasks or activities really help build speaking fluency? *What does the research show regarding speaking activities?*What mistakes do ESL teachers often make in speaking activity design?In this highly accessible and practical resource, Keith S. Folse provides a wealth of information to help ESL/EFL teachers design and use speaking tasks that will actually improve students' speaking fluency. The book presents and discusses the relevant research and assessment issues and includes case studies from twenty different settings and classrooms around the world so that readers learn from others about the problems and successes of using various speaking activities. Teachers will find the chapters on Twenty Successful Activities and Ten Unsuccessful Activities particularly valuable. The successful activities are provided for classroom use and are reproducible. The book also contains five appendixes that explain what teachers need to know about vocabulary, pronunciation, and grammar and how they affect the teaching of speaking. Samples of successful lesson plans and a list of resources useful for teaching speaking are also included.Keith S. Folse, Ph.D., is Coordinator, TESOL Programs, University of Central Florida (Orlando). He is the author of Vocabulary Myths (University of Michigan Press, 2004) and more than 35 second language textbooks, including texts on grammar, reading, speaking, listening, and writing.

100 TESOL Activities is a teacher training manual and activity guide that has been used by teacher training groups from Korea, China, Japan, Iraq, Peru, Mexico and many other parts of the world as part of the popular TESOL Certificate Program: Teach English Now! from Coursera and Arizona State University. Designed to be practical, these techniques support the general need to communicate, interact, and make language come alive in the classroom.The manual is organized into 3 distinct parts.· The first section introduces teachers to some of the most common activities in English language teaching, followed by activities categorized by reading, writing, listening, and speaking.· The second section provides a unique model of lesson planning. This adaptable model helps teachers prepare organized routines to make classes more effective and easier to prepare.· The third section includes photocopiable worksheets for the activities described in the manual.

Buy the print edition of this manual through Amazon and get the Kindlematch book free to project from phone and tablet. Great for refugee/immigrant programs and secondary students with low literacy. Helpful for volunteer and new teachers. The manual provides 1-2 semesters of very basic listening and speaking routines and recommends specific pages in other texts for writing and reading practice. This book will save you lots of work.

Using a framework based on principles of teaching and learning, this guide for teachers and teacher trainees provides a wealth of suggestions for helping learners at all levels of proficiency develop their reading and writing skills and fluency. By following these suggestions, which are organized around four strands – meaning-focused input, meaning-focused output, language-focused learning, and fluency development – teachers will be able to design and present a balanced program for their students. Teaching ESL/EFL Reading and Writing, and its companion text, Teaching ESL/EFL Listening and Speaking, are similar in format and the kinds of topics covered, but do not need to be used together. Drawing on research and theory in applied linguistics, their focus is strongly hands-on, featuring easily applied principles, a large number of useful teaching techniques, and guidelines for testing and monitoring, All Certificate, Diploma, Masters and Doctoral courses for teachers of English as a second or foreign language include a teaching methods component. The texts are designed for and have been field tested in such programs.

First Discussion Starters includes conversation activities that teachers and students have loved in the best-selling Discussion Starters and More DiscussionStarters, this time for lower-level ESL/EFL students.First Discussion Starters contains:*a variety of tasks and exercises based on real situations from all over the world serious discussion topics such as censorship, prison conditions, and cloning *topics that are lighter in nature such as lotteries, pets, and travel *activities that require students to work together in pairs or small groups to reach a conclusion about a topic *several kinds of oral fluency activities such as problem-solving tasks, court cases, "finish the story," "put the story together," and small group presentations *links to related websites for each unit

Gender diversity and the fact that gender is subject to perpetual renegotiations have become part of teachers’ and students’ lives. This volume tackles this issue by showing particularly innovative ways of teaching gender in the EFL classroom. Thus, the contributions include a broad variety of gender realities, such as trans* and cisgender, a cornucopia of texts and other media, a variety of literary genres, graphic novels, films and TV shows. The authors also illustrate cutting-edge approaches to teaching both literature and gender in the contemporary student-centered EFL classroom with different age groups.

First Discussion Starters includes conversation activities that teachers and students have loved in the best-selling Discussion Starters and More DiscussionStarters, this time for lower-level ESL/EFL students.First Discussion Starters contains:*a variety of tasks and exercises based on real situations from all over the world serious discussion topics such as censorship, prison conditions, and cloning *topics that are lighter in nature such as lotteries, pets, and travel *activities that require students to work together in pairs or small groups to reach a conclusion about a topic *several kinds of oral fluency activities such as problem-solving tasks, court cases, "finish the story," "put the story together," and small group presentations *links to related websites for each unit

Gender diversity and the fact that gender is subject to perpetual renegotiations have become part of teachers’ and students’ lives. This volume tackles this issue by showing particularly innovative ways of teaching gender in the EFL classroom. Thus, the contributions include a broad variety of gender realities, such as trans* and cisgender, a cornucopia of texts and other media, a variety of literary genres, graphic novels, films and TV shows. The authors also illustrate cutting-edge approaches to teaching both literature and gender in the contemporary student-centered EFL classroom with different age groups.

Using a framework based on principles of teaching and learning, this guide for teachers and teacher trainees provides a wealth of suggestions for helping learners at all levels of proficiency develop their listening and speaking skills and fluency. By following these suggestions, which are organized around four strands – meaning-focused input, meaning-focused output, language-focused learning, and fluency development – teachers will be able to design and present a balanced program for their students. Teaching ESL/EFL Listening and Speaking, and its companion text, Teaching ESL/EFL Reading and Writing, are similar in format and the kinds of topics covered, but do not need to be used together. Drawing on research and theory in applied linguistics, their focus is strongly hands-on, featuring easily applied principles, a large number of useful teaching techniques, and guidelines for testing and monitoring. All Certificate, Diploma, Masters and Doctoral courses for teachers of English as a second or foreign language include a teaching methods component. The texts are designed for and have been field tested in such programs.

In Focus is a corpus-informed, three-level (pre-intermediate through high intermediate) EFL course aimed at university and college students. It is designed to build vocabulary, reading, discussion, presentation, and critical thinking skills. It is supplemented by a comprehensive range of dedicated digital components, which offer great flexibility and help to speed language acquisition. The Level 3 Teacher's Manual contains full step-by-step teaching notes, unit-by-unit summaries, language notes, tips, expansion activities, options for assessment, and a complete answer key.