Modern English teacher

Lưu vào:
Định dạng: Serial
Ngôn ngữ:English
Xuất bản : London : Modern English, 2004
Chủ đề:
English language > Study and teaching > Foreign speakers > Periodicals
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Ngôn ngữ
Tiếng Anh
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Mục lục:
  • 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
  • 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
  • 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
  • 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
  • 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
  • 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
  • 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
  • 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

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