Modern English teacher
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| Định dạng: | Serial |
|---|---|
| Ngôn ngữ: | English |
| Xuất bản : |
London :
Modern English,
2004
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| Chủ đề: | |
| Thẻ: |
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| 005 | 20150529105236.0 | ||
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| 035 | |a VNU090114940 | ||
| 041 | |a eng | ||
| 044 | |a GB | ||
| 050 | |a WMLC 93/1271 | ||
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| 090 | |a 428 |b MOD | ||
| 245 | 0 | 0 | |a Modern English teacher |
| 246 | |a MET | ||
| 260 | |a London : |b Modern English, |c 2004 | ||
| 300 | |a v. : |b ill. ; |c 22-28 cm. | ||
| 310 | |a Quarterly | ||
| 362 | |a Vol. 13, no. 2 (April 2004) | ||
| 505 | |a 2004, Vol. 13, no. 2 (CA41/00150): Keynote. Strategies of communication: The power of strategic competence and the need for a focus on form -- About languages. It needn’t come to that!: Introducing poems in the English lesson -- The present perfect: A worry for teachers -- Although…but; Because … so: why can’t they be used together? -- Practical ideas. Teachers as researchers: Adapting research methods to the classroom -- Poems: poetry in the EFL/ESL classroom -- Poetry and brainstorming: writing poetry to brainstorm the elements of a short story narrative -- People and places. Teaching in Albania: From communism to democracy -- Technology matters! Web watch: Student report writing software -- Blogging: Using weblogs to encourage English language learners to write -- Communication pathways: Bulletin boards -- Testing matters! Using corpora in language testing: Research and validation of language tests -- Bringing exams into line: The new city & guilds pitman ESOL awards -- Reviews. A book I’ve used -- BEC vantage masterclass -- Basic English for computing -- A grand day out -- Streaming speech -- Teaching grammar -- Words work! -- Background books. Task-based language learning and teaching -- Controversies in applied linguistics -- Summary of books reviewed -- Regulars. What’s new -- Writing for MET Subscription form | ||
| 505 | |a 2004, Vol. 13, no. 3 (CA41/00151): Keynote. The teaching police: Teachers’ laws and teachers’ lore -- About languages. Is grammar innate? A critique of Chomsky -- Words with attitude 2: Can, could, be able to, etc -- Practical ideas. Teaching practice profiling: Streamlining the feedback you give to trainees -- Ideas and activities for financial English: Teaching in the world of finance -- Exchanging ‘punches’: Narrative jokes in the language classroom -- Teacher as researchers: student journals -- Instruction-giving: Effective procedural instructions -- People and places. Problems, issues and awareness in ELT in Spain: The Spanish secondary school student-Has everything changed so much? -- Technology matters. Webwatch: Learning management systems (LMSes) -- Exploring Africa: An introduction by CALL -- Getting started with elearning: The next step -- Testing matters! Assessing young learners: The Cambridge young learners English tests -- Mixed ability classes: Teaching the YLE tests -- A book I’ve used. In English (starter) -- Telling tales in English -- Primary vocabulary box -- Oxford handbook of commercial correspondence new edition – Study skills for speakers of English as a second language -- Study skills success -- Snap TV british and American lifestyles -- Oxford phrasebuilder genie CD-ROM dictionary, Oxford student’s multimedia CD-ROM dictionary -- Dominoes graded readers -- Background books. Methodology in language teaching: An anthology of current practice -- Summary of books reviewed -- Regulars. What’s new -- Writing for MET Subscription form | ||
| 505 | |a 2004, Vol. 13, no. 4 (CA41/00152): Keynote. Teenagers! Motivating the teenage brain --About languages. It’s possible, minister: The mysteries of modal verbs -- Conjunction and conjunct: When an they go together? -- Practical ideas. Say it and tape it: Community language learning and tape recording with very young learners -- On the move: A moving and thinking information gap activity -- Viva la viva! Towards an oral defence of student-based presentations – Organising free speaking: Encouraging conversation in class -- teachers as researchers: Teacher journals -- It made me think. Form-meaning relationships: A reply to Jeremy Harmer -- Technology matters. Webwatch: Opensource -- The naked word: The sensory dimension of online language learning -- Getting started with elearning: Using page-based tools -- Testing mattes. Portfolio assessment: Advantages, drawbacks and implementation -- Test washback and impact: What do they mean and why do they matter? -- Reviews. A book I’ve used: Tech talk -- Technical English -- Goldilocks and the three bears -- Meaning and metaphors -- Homework – Assessing young learners -- Testing for language teachers -- good word guide -- Background books: Rules, patterns and words -- A book I like. Consciousness and language -- summary of books reviewed -- Regulars. What’s new -- Index to Volume 13, 2004 -- Writing for MET -- Subscription form | ||
| 505 | |a 2005, Vol. 14, no. 1 (CV41/00153): Keynote. The shibboleths of TEFL: Straightening out our thinking -- About languages. Polysyllabicity: Keeping it short and to the point -- The idiot’s guide to big grammar items: An ABC to how the big items work -- Practical ideas. Grammatical consciousness-raising: six steps to language learning -- Why burn the midnight oil? Marking student essays -- Questioning the concept question: Focusing on ALL and ONLY the concept of the target language -- Teachers as researchers: Interviews -- Silent movies: A new approach to using video at low levels -- People and places. Teaching in New York: Life in the classroom in queens -- Technology matters. Wedwatch: Bibliographic software -- The e-Campus experience. A teacher’s perspective: From toddler to super-tot -- Testing mattes! A new test for teachers! Cambridge ESOL teaching knowledge test -- The London tests of English: Promoting positive washback -- Reviews. A book I’ve used: Identity -- Email English -- Double dealing (Intermediate) -- Business focus pre-intermediate -- Natural grammar -- Creative poetry writing -- How to teach writing -- Using authentic video in the language classroom -- Background books. A practicum in TESOL: Professional development through teaching practice -- Regulars. What’s new -- Writing for MET -- Subscription form | ||
| 505 | |a 2005, Vol. 14, no. 2 (CA41/00154): Keynote. The CLT police: Questioning the communicative approach --About languages. Glitches and poetry of non-native English: Celebrate the variations -- The idiots guide to big grammar items 2: An ABC to how the big items work -- Practical ideas. Enabled: Practical ways to help student with special needs -- Academic writing: Teaching source documentation effectively -- Teaching for exams: Another look -- Teachers as Researchers: Focus groups -- Reading and reading skills: Exploiting texts to the full -- Student presentations: Integrating teaching and studying -- Hints and tips. Colourful correction: Marking the good and the bad -- It made me think. Preventing stress and burn-out: Putting the emphasis on forward thinking -- New developments. The common European framework of reference: What’s in it for teachers? -- Interactive whiteboards: ELT’s next big thing? -- In theory. In defence of dogme: Reply to Dr Mick Randall -- Reviews. Survey review: Cambridge certificate of proficiency in English -- A book I’ve used: The Internet and young learners -- Developing intermediate vocabulary -- Word for word -- Clearly speaking -- Background books. Insights from the common European framework -- Regulars. What’s new -- Writing for MET -- Subscription form | ||
| 505 | |a 2005, Vol. 14, no. 3 (CA41/00155): Keynote. Towards a post-communicative approach -- About language. The teacher’s dilemma what to teach and what to consider incorrect -- The idiot’s guide to big grammar items 3 an ABC to how the big items work -- Practical ideas. Ten steps to teaching writing ideas for a course for EAP -- Teachers as researchers life histories -- Testing and teaching how tests can improve our teaching -- “Sometimes the long sentences get in the way as well…” What makes reading in a second language difficult? -- Conversation skills why and how? -- New developments. SPM a new approach to achieving fluency -- Languages for everyone the European language portfolio -- Technology matters!. Webwatch -- Straight from the Chalkface test driving the interactive whiteboard -- The portable electronic dictionary faithful friend or faceless foe? -- Reviews. A book I’ve used -- Story magic -- English in mind (1,2 and 3) -- IELTS foundation (intermediate to upper intermediate) -- Business vocabulary in use (Advanced) -- Longman active study dictionary Cambridge learner’s dictionary Macmillan School Dictionary -- Global issues -- Understanding expertise in teaching: Case studies of ESL teachers -- A history of English language teaching -- Regulars. What’s new -- Writing for MET -- Subscription form | ||
| 505 | |a 2005, Vol. 14, no. 4 (CA41/00156): Keynote. Weblogs: Teaching writing and reading English though a wed-based communicative medium -- About language. Punctuation for tefflees just follow the sings -- If and whether: Logic or language? -- The idiot’s guide to big grammar items the GI’s of EFL -- Practical ideas. Rooting for scrabble: Scrabble and TEFL/TESL -- Playing with sentences: Sentences-level games -- ‘Real’ business English: Using transcripts of authentic business interaction in the classroom -- What makes reading in a second language difficult? The reader -- tell me what you want, what you really, really want! Helping learners to identify their needs in a short business English course -- Panning for gold: Exploiting texts for language work -- It made me think: NLP suits some people extremely well a look at different views of NLP -- Confucius he say: ‘Stress and burn out’ pursued -- Assessment. More to portfolio assessment another view of students’ portfolios -- Reviews. A book I’ve used: English 365 book 2 -- English knowhow 2 -- Longman English interactive (CD-ROM) first certificate gold interactive (CD-ROM) -- Puzzle time series starters and movers -- Talking business in class -- Instant IELTS -- Gateways to academic writing -- Background books. Beyond the sentence: Introducing discourse analysis -- A book I like. Research genres: Explorations and applications -- An intercultural approach to English language teaching -- Regulars. What’s new -- Index to volume 14 2005 -- Writing for MET -- Subscription form | ||
| 505 | |a 2006, Vol. 15, no .1 (CA41/00157): Keynote. Developing the reading brain: Promoting reading -- About language. “Hey buddy, got a dime?” Have, have got and take -- Mastery and command of the English language: Making headway -- The idiot’s guide to big grammar items: Modals and nouns -- Practical ideas. Once upon a story: Storytelling in the EFL classroom -- Integrating nonverbal communication into language classroom activities: adding an extra dimension to language learning -- What makes reading in a second language difficult? The classroom -- Listening skills: What are they and how do you teach them? -- The importance of informal learning in EFL: Learning outside the classroom -- It made me think. CLIL: Content and language integrated learning -- How to write really rotten materials: The best way to get it wrong -- Using the web to save time: Producing worksheets at the click of a button -- First steps with the interactive Whiteboard in ESOL: A daunting learning curve? -- Reviews. A book I’ve used: Face2face -- Pockets 1, 2 and 3 -- Just grammar intermediate Just listening and speaking intermediate Just reading and writing intermediate Just vocabulary intermediate -- Telephoning E-mailing -- Big city 3 video -- Intercultural resource pack -- Practical poetry -- The international student’s guide-studying in English at university -- Sound foundations: Learning and teaching pronunciation -- Regulars. What’s new -- Writing for MET -- Subscription form | ||
| 650 | 0 | |a English language |x Study and teaching |x Foreign speakers |v Periodicals | |
| 653 | |a Giảng dạy | ||
| 653 | |a Ngôn ngữ | ||
| 653 | |a Tiếng Anh | ||
| 942 | |c BAO | ||
| 999 | |c 2860 |d 2860 | ||