Guidelines : a periodical for classroom language teachers
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| Định dạng: | Serial |
|---|---|
| Ngôn ngữ: | English |
| Xuất bản : |
Singapore :
SEAMEO Regional Language Centre,
1982-
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| Chủ đề: | |
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| 041 | |a eng | ||
| 044 | |a SG | ||
| 082 | |a 428.0071 |2 14 | ||
| 090 | |a 428 |b GUI | ||
| 245 | 0 | 0 | |a Guidelines : |b a periodical for classroom language teachers |
| 260 | |a Singapore : |b SEAMEO Regional Language Centre, |c 1982- | ||
| 300 | |a v. ; |c 23 cm. | ||
| 310 | |a Semi-annual | ||
| 362 | |a Vol. 4 No. 2 December 1982- | ||
| 505 | |a 1981, No. 6 December (CA41/00077): Approaches to writing -- Contextualized grammar exercises with visual cues -- “But my students don’t have any ideas!” -- Creating ordinary writing -- Writing, vocabulary errors and the dictionary -- Using authentic materials for teaching writing skills -- Free composition and remedial work -- A criterion-based composition grading system -- Writing technical descriptions -- Summary writing -- Writing employment applications -- Discourse models in second language writing | ||
| 505 | |a 1982, Vol. 4 No. 1 June (CA41/00078-79): Study skills for engineering students: An integrated programme at the Hong Kong Polytechnic John Hunt and Peter Jackson -- Study skills: A systems approach to course design and implementation -- Purposive listening for Technical Students David Bonamy -- Teaching note-making from books with the aid of two overhead projectors -- From graphics to connected prose -- Those first lessons in report-writing -- Writing reports in the EFL classroom -- Teaching learners of English critical reading: An essential sub-skill of writing related to study skill tasks -- “You don’t’ need to understand everything” -- The sequential training of listening comprehension -- The role of bilingual dictionaries in ESL/EFL: A positive view -- Preparing for examinations --- Vol. 4 No. 2 December (CA41/00080): Staging group activities in the classroom -- Grouping Why and How? -- Organizing groupwork in large English classes -- The versatile language PACK -- Composition in groups for intermediate and advanced classes -- The production of written and audio magazines: A possible solution to the lack of reinforcement learning and practice -- Oral projects : A group activity -- Language through socializing -- A case in point -- Role-playing with video | ||
| 505 | |a 1983, Vol. 5 No. 2 December (CA41/00081): A roomful of human beings -- Familiarizing foreign language teachers with drama techniques -- Some social interaction activities -- Let’s play the name game – An innovative approach to a dull annual routine -- Creative dramatics in the communication arts classroom --- A dramatic idea: learning by doing -- Role-playing in ESP -- Video and role-play in ESP -- Interviewing skills for computer studies: simulations and other exercise types -- Simulated job interviews -- Oral communication activities | ||
| 505 | |a 1984, Vol. 6 No. 2 December (CA41/00082): Task for practising the oracy/literacy skills in an external English programme at the Upper-Intermediate level -- Should composition always be planned? -- Putting listening into action -- Following instructions: An object lesson in communicative reading -- Asking more appropriate questions in language games -- Chamber theatre in the classroom setting -- The use of newspapers in language learning and language teaching -- Project work -- Is reading a dying art? -- Features of clipped words -- Using translation in ESL composition lessons --- The microcomputer and language teaching: Servant or spoilt brat? | ||
| 505 | |a 1985, Vol. 7 No. 1 June (CA41/00083): Bespoke speaking activities -- Error analysis and composition marking -- Literature across the curriculum -- Bringing “Slice of life” into the English classroom -- Project work in language teaching – Why and How? -- A proposed in-service programme in reading for language teachers in Malaysia -- Composition for the ESL beginner -- A “MAGIC” rationale for ESL material design -- The teaching of composition: Some thoughts and suggestions -- The use of Pop songs in language learning -- Some guidelines for classroom activities: MENDAKI tuition classes --- Vol. 7 No. 2 December (CA41/00084): Learner strategies for discourse comprehension -- The relevance of cohesion to paragraphing -- Using simulations in teaching – A demonstration -- When bill posters is innocent -- How mechanical is your ESP teaching? --- Suffer the students to speak --- Experiments in computer aided language learning --- Improving listening skills: some strategies and materials --- The learning cycle | ||
| 505 | |a 1986, Vol. 8 No. 2 December (CA41/00085): Classroom interaction analysis and the teacher -- Classroom interaction and the second language learner -- Response and feedback in I-R-S classrooms -- Teacher treatment of error -- Problems of intonation in classroom interaction -- Face-saving of HongKong Chinese: Its influence on classroom interaction of second language learners -- Promoting interaction in the classroom -- An interactive approach to reading and writing -- The story of Elvis Presley: Using pair work with written materials to promote listening comprehension -- Ten hurdles to the interactive classroom -- Software review | ||
| 505 | |a 1988, Vol. 10 No. 1 June (CA41/00086-87): Focus on the learner -- Using techniques well: information transfer -- “Yes, but …? ”: Interaction in learner-based video production -- Teaching articles in the context of speech -- Testing adults’ awareness of English paralinguistic features -- Translating Frank Smith’s reading theory into practice: A reading activity for an exam-driven syllabus -- PPRUE(H): A learning device -- A language in education approach to persuasive writing -- Five quick activities to Liven up a language lesson -- The information gap- the role of memory and creativity in the dictagloss method -- A challenge to the exclusive adoption of the comunicative approach in China -- We have ways of making you talk! -- Helping the slow-reader in the primary school classroom -- Eight Cs and a G | ||
| 505 | |a 1989, Vol. 11 No. 1 June (CA41/00088): A process approach to teaching composition: idea generation and planning -- What’s the use of stories? An interview with Dr Catherine Lim -- The use of the Dicto-Comp in form Six -- The importance of variety and pace in lesson planning -- Providing learning opportunities using group reading activities -- Possible aural activities in the listening class -- A typology of exercises based on computer-generated concordance material -- Formal characteristics of business letters -- In defence of classroom video -- Materials as support: materials as constraint --- Vol. 11 No. 2 December (CA41/00089): Reformulation: A technique for providing advanced feedback in writing -- Learning core meanings -- Feedback at the product stage of writing – comments and corrections -- Literature and aurhenticity – Advanced EFL composition -- An English proficiency test for College Freshman students -- Dictation as a device for testing English as a foreign language -- Dictation – A great help in language learning -- EFL cards: Not a bad deal -- Using authentic texts: a study skills module -- Diary studies as a teacher awareness tool -- Teaching all that you can teach: A primer for evaluating time use in the language classroom | ||
| 505 | |a 1990, Vol. 12 No. 1 June (CA41/00090): Self-instruction: A dimension of language learning -- Listening skills -- The word-spider: A technique for academic vocabulary learning in curriculum areas -- The interview as a technique for assessing oral ability: Some guidelines for its use -- Hof off the press: Using today’s Newspaper in the classroom -- The teacher’s toolbox -- “Developing a theme” – An integrated approach using computers and video -- CALL: Tips for intending players -- The class library system in Hong Kong Primary schools | ||
| 505 | |a 1991, Vol. 13 No. 1 June (CA41/00091-92): Managing group discussion: problem-solving tasks -- The formation of small groups in the language classroom -- Managing group work -- Group correction of students’ written assignments -- Groupwork in language classrooms: A pedagogic universal or a partial remedy? -- Language learning in large classes -- Suggestions for large classes -- Designing and managing a seft-access learning system for adult learners -- Techniques of dealing with large English classes | ||
| 653 | |a Giáo viên | ||
| 653 | |a Phương pháp giảng dạy | ||
| 653 | |a Tiếng Anh | ||
| 942 | |c BAO | ||
| 999 | |c 2849 |d 2849 | ||