English teaching professional.
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| Định dạng: | Serial |
|---|---|
| Ngôn ngữ: | English |
| Xuất bản : |
London (The Swan Business Centre, Fishers Lane, Chiswick, London, W4 1RX) :
English Teaching Professional,
2001-
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| Chủ đề: | |
| Thẻ: |
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| 090 | |a 428 |b ENG | ||
| 245 | 0 | 0 | |a English teaching professional. |
| 260 | |a London (The Swan Business Centre, Fishers Lane, Chiswick, London, W4 1RX) : |b English Teaching Professional, |c 2001- | ||
| 300 | |a v. : |b ill.,ports. ; |c 28 cm. | ||
| 310 | |a Quarterly | ||
| 362 | |a Issue 18 (January 2001)- | ||
| 505 | |a 2005, Issue 36/2, January (CA41/00174): Champions cards for learning vocabulary -- Suggests learning strategies for students -- Describes some different approaches to using storybooks -- Demonstrates a needs analysis for students of English for tourism -- Reports on her rewarding experience with CELTA -- Offers some seasonal activities using the internet -- Find a good technique for pronunciation practice -- Dichotomies -- More than just saying goodbye -- Concession -- ICT -- The power of music -- Too much of a good thing | ||
| 505 | |a 2005, Issue 36/1, January (CA41/00174): Examines what your students needs to know about what others are trying to tell them -- Personalises speaking using simple drama techniques -- Presents activities for practicing and revising tenses -- Speaks up for a moment of silence -- Examines another element of the European language Protfolio: the dossier -- Reaffirms the value of rehearsal -- Discusses what learner’s dictionaries can do for learners -- Clarifies classroom roles with learning contracts | ||
| 505 | |a 2001, Issue 18, January (CA41/00158): A matter of time -- Slow, slow, quick, quick, compromise -- Dynamics -- Classroom language -- Personalisation and pairwork -- In the beginning -- English skiing professional -- Spread the word -- Festivals -- Diy Picasso -- Grammar awareness -- Preparing to teach… gerunds -- Managing presentations -- 10 out of 10 -- Planning an action plan -- ICT, the one-computer classroom -- Distinction & dichotomies inside and outside -- Nuts and bolts how do I teach receptive skills? -- Desert island ELT -- Webwatcher, education --- Issue 19, April (CA41/00159): Motivation where does it come from? Where does it go? -- Anecdote activities -- A pint of water weighs a pound and a quarter -- A box of tricks -- Student anxiety -- Word patterns -- An inner journey -- From rhymes to limericks -- Diy Picasso -- The meeting -- Preparing to teach… dynamic & stative verbs -- Making the connection -- Antivating the audience -- New ELT professionals? -- What can writing do for us? -- ICT, you, the author -- Distinctions & dichotomies artificial and authentic -- Nuts and bolts how do I help students read? -- English teaching profile -- Webwatcher --- Issue 20, July (CA41/00160): Search and re-search -- Testing terms -- Putting students to the test -- Urban legends -- Ru tching eenglish 2? -- String toss -- Teaching intelligently -- Making it memorable -- The power of the mask -- Creating class books -- Diy Picasso -- Question time -- Preparing to teach… continuous aspect -- Successful delivery -- Jargon -- From argument to articulation -- Professional development survey -- ICT, problem-free ICT -- Distinctions & dichotomies teaching and testing -- Nuts and bolts how do I organise my students into groups? -- English teaching profile -- Webwatcher | ||
| 505 | |a 2002, Issue 22, January (CA41/00161): In search of a good lesson -- Beating the blank-page blues -- Perpetuum mobile -- Curtain up -- The play’s the thing! -- Setting a good example -- Learner portfolios -- Board organizing -- Simple science -- What a is… -Burst the balloon! -- Active listening -- Linking up with native speakers -- Taming your teacher ego -- Connect with your class -- ICT and very young learners -- Preparing to teach… Would -- English teaching profile - Webwatcher --- Issue 23, April (CA41/00162): Breaking taboos -- Controversial classrooms -- Teaching teenagers -- Cooperative learning -- A brush with art -- Listen and learn -- Metaphorically speaking -- The human classroom -- Translation -- Fun with flashcards -- Successful storytelling -- Preposition snap! -- Mind mapping -- Crossing frontiers -- The people business -- Simple and safe ICT -- Preparing to teach… unreal conditionals --- Issue 24, July (CA41/00163): Perspectives on planning -- The road to autonomy -- The culture question -- The spelling dilemma -- Spelling & vocabulary games -- Collaborative essays -- Correction techniques -- Push or pull? -- Poetry for all -- Who will help me? -- Where am I -- Weather words -- Cut it cut! -- The music metaphor -- Organising events -- ICT and reseach -- Webquests -- Preparing to teach… conditional variations --- Issue 25, October (CA41/00164): A spoken syllabus -- Words don’t come easy -- Breaking the news -- PPP under the microscope -- Talking point -- On reflection -- Mixed-level management -- A way with words -- Ready for readers? -- Authentic appeal -- The search engine maze -- Mixing business with pleasure -- Stimulus-based teaching -- Keep it simple -- Symbiosis and synergy -- ICT and technical problems -- Webwatcher -- Preparing to teach… relative clauses -- English teaching profile | ||
| 505 | |a 2003, Issue 26, July (CA41/00165): The language of the learner -- First-aid phonetics -- Superstitious conditionals -- Identifying intermediate -- Career change, anyone? -- English teaching essentials: listening -- Managing the megamotivated -- From process to structure -- Be my guest -- Knowing when to stop -- I’m hungry! Mining the web -- Materials-free teaching -- The secret of success -- ICT-over to you! -- Website wizardry -- Webwatcher -- Preparing to teach… relative clauses -- Turning point -- English teaching profile --- Issue 27, April (CA41/00166): What’s in a word? -- Idiomaticity -- Which exam? -- Snakes and ladders -- SQ3R+4 NNS -- Proactive pronunciation -- You cheat! -- Spiral dynamics -- Integrating the internet -- Here comes JOHNNY! -- It makes sense -- Homework with a difference -- Collegial self-development - So far, so good -- Webwatcher -- Practical insights: the power of good teaching -- More! Making the most of a reading -- Preparing to teach… infinitive or gerund? -- English teaching profile -- English teaching essentials: extensive reading -- Turning point --- Issue 28, July (CA41/00167): Is younger better? Which exam? -- Talking about racism -- Provocative playful poetry -- Writing and the real world -- Language on the move -- Speaking English with your feet -- Lexical notebooks -- Spiral dynamics 2 -- Maintaining the gain -- Ten points for powerful presentation -- The bigger picture -- Business games -- Classroom organization -- Count on me -- A virtual variation -- Got problems? Congratulations! -- Webwatcher -- Teaching online -- CD rom: past, present and future -- Practical insights: the power of reality -- More! Making the most of a tapescript -- Preparing to teach… indirect speech -- English teaching profile -- English teaching essential: intensive reading | ||
| 505 | |a 2003, Issue 29, October (CA41/00168): The power of the paraconscious-Electrons with parsley -- Paradoxes for change -- Talk to yourself! -- What does the future hold? -- A love story -- Parallel journeys -- Peeling the grapefruit -- New worlds, new words -- Spiral dynamics 3 -- Using video -- Which exam? -- Bingo! -- Past and present -- How to be a creative teacher -- Webwatcher -- Let’s talk technology -- Digital teaching and analogue learners -- Practical insights: the power of fantasy -- More! Making the most of a revision test -- Preparing to teach.... should, ought to and had better -- English teaching profile -- English teaching essentials: literature -- It works in practive | ||
| 505 | |a 2004, Issue 31, March (CA41/00169): Encouraging output -- Choose your words carefully! -- Big words, small grammar -- Assessment for the right reasons -- Dictionaries in use -- Time well spent -- Teaching by numbers -- Put your thinking hat on! -- Testing, testing -- Breaking the ice -- Exams for teachers -- Practise what you preach -- Webwatcher -- The magic of the moving image -- The power of ‘Only the grammar changes’ -- Making the most of a phrasal vers exercise (2) -- See/have someone do/doing -- Vocabulary --- Issue 32, May (CA41/00170): Looks at the impact influence of new technology -- Round up their look at recent changes in the responses to an ETp survey -- Considers how to maximise the role of the language teaching assistant -- Proposes renaming an item of punctuation to help students understand its use -- Uses the development of characters to inspire her students in creative writing classes -- Underlines the importance of positive thinking -- Suggests techniques for maintaining control in the young learner classroom -- Concludes his series of activities for young learners -- Plays a game with business students -- Involves her students in the assignment of tasks -- Explain the setting up of a professional development programme -- Finds more internet quizzes, crosswords and games -- Offers more activities based on video -- The power of observation -- Word stress -- More than just a class for one -- Linking verbs -- Grammar | ||
| 505 | |a 2004, Issue 33, July (CA41/00171): Towards a new methodology: puts the case for making lexis the starting point in teaching -- Here is the news: explains how she uses the TV news to give her students experience of authentic language -- Birmingham, bogota or Bombay?: maintains that native speakers don’t necessarily make the best teachers -- Leave them alone!: discovers that her students take responsibility for their learning when they are left to work on their own -- From paragraph to poem: employs a poetic strategy for getting students to examine language in greater detail -- Cross-curricular projects: finds that projects on other subjects create a high degree of student participation -- Flowing communication: points out that even low-level learners can appear linguistically competent if they employ a few communicative strategies -- Meet the family: focuses on frogs to get her young learners involved in a variety of fun activities -- Pecuniary persuasion: keeps her learners talking in English with the aid of a piggy bank -- What’s it all about: says that taking in an interest in his business student’s fields of expertise can pay personal and professional dividends -- From teacher to teacher trainer: examines the requirements and rewards of moving into teacher training -- What every teacher needs to know…: emphasizes the value of learning how to learn for teachers and students alike -- Choosing call software: provides a framework to help teachers assess and choose computer programs -- Webwatcher: recommends websites with song lyrics and gives some useful ideas on how to use them in class -- English teaching pronunciation: recording your students -- More!: more than just a class for one (2) -- Practical insights: the power of need -- Preparing to teach… the future in the past -- English teaching essentials: free speaking | ||
| 505 | |a 2004, Issue 34, September (CA41/00172): Framing the future: gives an insight into what the common European framework offers teachers and students -- Write what you hear: advocates transcription as a rewarding listening activity -- Speaking spontaneously (1): starts a new series on ‘hands-free’ speaking -- Planter’s punch: offers a whodunit activity, which is also our competition for this issue -- Them and us: looks at how we see and value things both in other cultures and in our own -- A holistic lexical approach: demonstrates how she makes teaching through the medium of English effective in a Japanese context -- Natural language learning (1): begins a new series on different aspects of a natural approach -- An email project: shows how computers can be used effectively in the young learner classroom -- There’s nothing like a good story: argues that even business English students enjoy telling and listening to stories -- Stop complaining!: exhorts us to count our blessings -- Living in a materials world: examines the dilemma of a new teacher in search of something to teach -- An online school magazine: suggests a project to motivate even the most reluctant students -- Webwatcher: shows how to make computer use in the classroom profitable -- English teaching pronunciation: the business English learner -- More than just an image (1) -- Practical insights: the power of attention -- Preparing to teach… likelihood, assumptions and deductions -- English teaching essentials: pairwork and groupwork | ||
| 505 | |a 2004, Issue 35, November (CA41/00173): Writing revalued: considers how to make writing both valued and valuable -- Speaking spontaneously (2): recommends teacher modeling in his series on ‘hands-free’ speaking -- A frame for learing (1): begins an examination of the European language Portfolio with a look at the biography -- The shy speaker: reconciles the conflicting areas of participation and timidity -- The dungeon of despair: offers an exciting photocopiable fantasy roleplay -- Natural language learning (2): suggests that a lexical approach is a natural way to learn grammar -- Get the picture?: shows how young learners can produce their own picture dictionaries -- Never the twain shall meet?: looks at the overlap between general English and business English -- Getting in there first: proposes a proactive response to student feedback -- A spirit of cohesion: considers the positive contribution made by different classroom personalitives -- Magic spell: offers a free online spelling program for students -- Wewatcher: recommends an extensive online resource of videos about life in the UK -- Front and back vowels -- More than just an image (2) -- The power of stress -- The future -- Drama | ||
| 505 | |a 2005, Issue 37/1, March (CA41/00175): Look at what NLP entails and its relevance for ELT -- Introduces some roleplays based on improvisation -- Turns to football for inspiration -- Checks the passport in her examination of the European language Portfolio -- Raises awareness of cultural differences -- Proposes a new way to name the tenses -- Champions the cause of collovations -- Helps her students tackle unfamiliar words -- Has suggestions for how we teach grammar -- And his colleagues try out community language learning | ||
| 505 | |a 2005, Issue 37/2, March (CA41/00175): Demonstrates her storybook approaches with a classic tale -- Offers help for those embarking on teacher training for the first time -- Questions current approaches to teacher observation -- Adapts playground games for large classes -- Puts the spotlight on online dictionaries -- Sound and spelling -- Emphasis -- The power of problem learners -- Authentic communication in the language classroom | ||
| 505 | |a 2005, Issue 38, May (CA41/00176): Offers some key pointers for teaching young learners -- Caters for students in their later years -- Continues his exploration of the way teach tenses -- Advocates class libraries for advanced students -- Presents feedback from teachers -- Suggests some simple storytelling strategies -- Sees benefits in getting students to comment on each other’s work -- Teach articles to students whose own language doen’t have them -- Campaigns for clarity when telling children what to do -- Presents an exciting and effective way to teach presentation skills -- Shares her own experience and makes some recommendations -- Examine the pitfalls and rewards of freelance life -- Offers some thoughts on the difficulties of the modern teaching situation -- Uses teachnology to identify the vocabulary his students need -- Gets more playground games from the internet -- Begins a new column exploring the tide of technology -- Intonation with attitude -- Some, any, every and no -- The power of problem classes -- Authentic responses to authentic materials | ||
| 505 | |a 2005, Issue 39, July (CA41/00177): Demonstrate the needs to motivate and empower teenage students -- Introduces improvised roleplays -- Shows that intonation need not be impossible to teach -- focuses on the forecast to find fun activities -- Encourages her student’s to enjoy extensive reading -- Attempts to overcome students’ problems with listening -- Caters for his students’ different writing styles and needs -- Shows how to set up a self--access centre -- Suggests being a little softer on students’ mistakes -- Uses knowledge of how the brain works to help her students remember new language -- Shows that how you feel affects how you learn -- Offers a survival guide from a conference connoisseur -- Recommends relinquishing control in the classroom -- Demonstrates the benefits of cooperation between native and non--native--speaker teachers -- Finds a simple cassette recorder an invaluable tool for classroom research -- Discovers useful reference material online -- Explores what the internet has to offer for children -- Listening skills and pronunciation -- Praticiple adjectives -- The power of evolution -- Learner journals | ||
| 505 | |a 2005, Issue 40, September (CA41/00178): Ponders the changing face of the language -- Finds truth versus falsehood a fertile source of student activity -- Says that learning how to speak is as important as learning what to say -- Introduces some angles from which to approach intonation -- Arguea that native-speaker models aren’t necessarily best -- Champions language awareness as a foundation for task-based learning -- Shows how adapting local games can make students winners -- Describes how teachers living abroad can exploit their home backgrounds -- Introduces a project that encourages students to read for pleasure -- Sees correct collocation as the key to successful language learning -- Helps his students change into the right grammar for the right occasion -- Recognises the value of action songs when teaching new language to children -- Has an idea for teaching rhythm -- Demonstrtes how a writer matches materials to student needs -- Advocates a rather more rigorous approach to new ideas -- Considers the implications of computers in the young learner classroom -- Announces some useful news websites -- Explores the professional journals and magazines available on the internet -- Pronunciation in coursebooks -- Expressing need and necessity -- The power of good goodbyes -- Keeping control in communicative classrooms | ||
| 505 | |a 2005, Issue 41, November (CA41/00179,184,185): Insists that there is hope for all of us -- Recommends drama activities using real-life situations -- Says that disability should be no barrier to taking exams -- Involves a whole class in a conversation -- Finds that many heads are better that one -- Show that corpora can be used in the classroom easily and cheaply -- Applies pace to pronunciation practice -- Encourages students to reformulate dialogues and sketches to make them their own -- Suggests more classroom activities based on the Japanese game -- Presents a play for the festive season -- Signals the shifts in perceptions of adult students’ wants and needs -- Examines the correlation between textbook material and the real world -- Adopts a new teaching approach -- Revels in the rich resources available on the web -- Tells of websites with stories for children -- Discovers websites for the practice of listening, speaking and pronunciation -- Pronunciation and boardwork -- Present perfect simple and esperience(s) | ||
| 505 | |a 2005, Issue 42, January (CA41/00180,182): Considers whether giving students agency is a question of power, responsibility or impostition -- Hangs up his series with telephone conversations -- Sing the praises of cooperative learning -- Swears that we actually can teach taboo words -- Finds practical applications for the theory -- Takes a holistic approach -- Uses literature as a springboard for creative writing -- Reaches out to the reticent -- Uses hues to teach pronunciation -- Leads her learners from language acquisition to language use -- Sees grammar as a range of alternatives -- Presents a project to encourage participation -- Caters for context when students study technical vocabulary -- Assesses what makes teacher development really effective -- Considers the correct combination of computers and teachers -- Illustrates how internet interviews can be exploited in the classroom -- Board games -- Present perfect simple and just, already, yet --- Issue 43, March (CA41/00181,183): Steers a course through the various methods on offer -- Considers the role of corpora in grammar teaching -- Exploits the exposure her learners get to new lexis -- Engages the services of sting -- Looks at MI in the primary classroom -- Assesses how pronunciation teaching has changed and developed -- Trai their learners in note-taking skills -- Focuses on an important feature of intonation -- Explains why extensive reading is so beneficial -- Prepares for his his learners’ errors before they even make them -- Looks at how language schools can keep up with developments in language learning and teaching brings harmonny to the business classroom -- Sees the teacher as the vital element in motivation -- Powers up his presentation and practice -- Finds help for students entering academia -- Designing an exercise -- Present perfect or past simple | ||
| 650 | 0 | |a English language |x Study and teaching |x Periodicals. | |
| 653 | |a Ngôn ngữ | ||
| 653 | |a Phương pháp giảng dạy | ||
| 653 | |a Phương pháp nghiên cứu | ||
| 653 | |a Tiếng Anh | ||
| 852 | |a British Library |b HMNTS |j ZK.9.a.4984 |z Accompanying software- EC.9.x.186 | ||
| 866 | |a Issue 18 (Jan. 2001)- | ||
| 942 | |c BAO | ||
| 999 | |c 2861 |d 2861 | ||