The Teacher’s Grammar of English with Answers

The Teacher’s Grammar of English is a comprehensive resource text designed to help ESL/EFL teachers understand and teach American English grammar. The Teacher’s Grammar of English is a comprehensive resource text designed to help ESL/EFL teachers and teachers-in-training understand and teach American English grammar. In addition to complete, up-to-date coverage on form, meaning, and usage, each chapter includes practical suggestions for teaching, as well as a unique section that analyzes common errors made by learners from different first-language backgrounds, based on current research in second-language acquisition. Review exercises throughout each chapter make the book an ideal text for a course on English grammar. An answer key is included.

Rules, Patterns and Words

Teachers need a clear description of what constitutes grammar and how it can best be taught in the English language classroom. This book illustrates a new way of describing the grammar of spoken and written English and demonstrates how lexical phrases, frames and patterns provide a link between grammar and vocabulary. These processes and techniques are contextualised within a task-based approach to teaching and learning. Numerous interactive tasks are provided to guide readers. Over 40 examples of teaching exercises are included to illustrate techniques which can be applied in the classroom immediately.


Study Skills in English Student’s Book

This is a complete course in study skills for students in further and higher education institutions. Skills taught include: improving reading efficiency; note-taking; preparing for seminars; research techniques; essay organization and presentation; exam preparation. One unit also deals with the social aspects of studying in Britain. The emphasis is on student activity and realistic practical work. To make the course as flexible as possible, suggestions are given in the Tutor’s Book for ‘full-time’ and ‘minimum time’ allocations within each unit. Full-time allocations give about 90 classroom hours; the shorter programme can be completed in about 50 hours. The Tutor’s Book also provides suggestions for further reading and answers to the exercises. Answers are also given in the Student’s Book, so making it possible for most of the course to be used for individual study. The cassette recording contains the lecture material for Unit 3 Taking Notes.


Learning Vocabulary in Another Language

Learning Vocabulary in Another Language provides a detailed survey of research and theory on the teaching and learning of vocabulary with the aim of providing pedagogical suggestions for both teachers and learners. It contains descriptions of numerous vocabulary learning strategies which are justified and supported by reference to experimental research, case studies, and teaching experience. It also describes what vocabulary learners need to know to be effective language users. Learning Vocabulary in Another Language shows that by taking a systematic approach to vocabulary learning, teachers can make the best use of class time and help learners get the best return for their learning effort. It will quickly establish itself as the point of reference for future vocabulary work.


Teaching Pronunciation

This thorough book, drawing on theory and practice, offers a comprehensive treatment of pronunciation pedagogy. Teaching Pronunciation offers current and prospective teachers of English a comprehensive treatment of pronunciation pedagogy, drawing on current theory and practice. An overview of teaching issues from the perspective of different methodologies and second language acquisition research is provided. It has a thorough grounding in the sound system of North American English, and contains insights into how this sound system intersects with listening, morphology, and spelling. It also contains diagnostic tools, assessment measures, and suggestions for syllabus design. Follow-up exercises guide teachers in developing a range of classroom activities within a communicative framework.


Teaching Languages to Young Learners

Recent years have seen rapid growth in the numbers of children being taught foreign languages at younger ages. While course books aimed at young learners are appearing on the market, there is scant theoretical reference in the teacher education literature. Teaching Languages to Young Learners is one of the few to develop readers’ understanding of what happens in classrooms where children are being taught a foreign language. It will offer teachers and trainers a coherent theoretical framework to structure thinking about children’s language learning. It gives practical advice on how to analyse and evaluate classroom activities, language use and language development. Examples from classrooms in Europe and Asia will help bring alive the realities of working with young learners of English.


Foreign and Second Language Learning

In Foreign and Second Language Learning, William Littlewood surveys recent research into how people acquire languages and considers its relevance for language teaching. He describes the most important studies and ideas about first language acquisition, and how these have influenced and developed into studies of second language acquisition. He considers the background of language theories which were current before the present interest in acquisition research, and looks at factors such as learners’ errors, whether learners are predisposed to acquire language in certain sequences, why some people are apparently more successful at learning languages than others, and how learners make use of their new language to communicate. The use of clear examples, the careful explanation and balanced commentary on the research enable the reader to evaluate the evidence and consider the relevance of work in this field to the day to day concerns of teaching and learning languages.


Common European Framework of Reference for Languages

The Common European Framework of Reference for Languages is the result of over ten years’ research by a number of leading applied linguists and pedagogical specialists from the 41 member states of the Council of Europe. Its various drafts have undergone widespread consultation and the end product is a unique contribution to applied linguistics, providing a completely new, detailed model for describing and scaling language use and the different kinds of knowledge and skills required. The Framework is addressed to all professionals in the modern languages field and is intended to stimulate reflection on objectives and methods, to facilitate communication and to provide a common basis for curriculum development, the elaboration of syllabuses, examinations and qualifications, thus contributing to easier international educational and vocational mobility. It is an invaluable tool for those working in teacher education and training, syllabus and test design, and textbook and materials production.


Target Score Teacher’s Book

Target Score Second edition is a preparatory course for the new TOEIC® Test (Test of English for International Communication ®). Fully revised to meet the needs of the new TOEIC® Test, this Second edition also provides effective, classroom-friendly lessons for active, communicative English. Each of the twelve units focuses on one of the principal, recurrent themes of the TOEIC® Test, presenting contextualised language practice and covering the settings and situations that students find in TOEIC® Test questions. The Teacher’s Book provides instructors with a complete hands-on guide to balancing the aims of language teaching with test preparation, as well as a range of photocopiable TOEIC® Test-inspired games and activities. It also contains a description of the new TOEIC® Test.

Cambridge English for Human Resources Student’s Book with Audio CDs (2)

Cambridge English for Human Resources is the definitive course for learners who need to use English in a human resources environment. Cambridge English for Human Resources covers a wide range of topics of concern to Human Resources and Personnel Development, from the essentials of resourcing and outsourcing through to strategic HR. The ten standalone units allow learners to focus on the areas most important to them. As well as teaching the specialist vocabulary and theory of HR, the course develops job-specific skills such as coaching, appraisal systems and managing conflict. The complete listening material is included in the Audio CD. The course requires no specialist Human Resources knowledge on the part of the teacher as free teacher’s notes are available online.