Winner - British Council Innovation in English Language Teaching Award 2006 This book was written for language teachers by language teachers, with a view to encouraging readers to use more tasks in their lessons, and to explore for themselves various aspects of task-based teaching and learning. It gives insights into ways in which tasks can be designed, adapted and implemented in a range of teaching contexts and illustrates ways in which tasks and task-based learning can be investigated as a research activity. Practising language teachers and student professionals on MA TESOL/Applied Linguistics courses will find this a rich resource of varied experience in the classroom and a stimulus to their own qualitative studies.
This book raises the issue of what a teacher needs to know about English in order to teach it effectively. It leads teachers to awareness of the language through a wide range of tasks which involve them in analysing English to discover its underlying system.
Sun Up! Engaging REAL-WORLD tasks for seventh graders is an integrated skills book which has been developed based on the Costa Rican English new program starting in 2017 for seventh graders. The book is ideal to study over an academic year. Students practice the four skills through communicative activities that follow the Task Based Approach in four stages. To achieve the language competence, this book is divided into six scenarios, each scenario is divided into four themes and an extension section called review and expand. Each theme organizes the tasks into two main components: oral and written comprehension, and oral and written production. The Action Oriented Approach states that students are social agents who use the target language to perform specific actions in real life contexts. To be coherent with this basic principle,the seventh grade English book includes the use of digital technology in the development ofmini-projects and critical thinking by letting students make decisions through problem-solving situations. SUNup! Engaging REAL-WORLD tasks for seventh graders has been designed to consolidate the A1 band, based on the Common European Framework. In the extension activities, students are expected to reinforce grammar and sentence framesas well as reading comprehension. At the end of each scenario, students are expected to check their progress which derive from the linguistic competences “Learner can …” using a Can-do check list. A flexible classroom arrangement is recommended so that students can have opportunities to walk around and work in pairs or individually, which will provide them with the opportunity of developing learners’ meta-cognitive, meta-affective, and meta-social strategies in an organized, purposeful and scaffolded learning experience. Besides the students’ book, teachers have access to the audio- material and the teachers’guide. The F PRIMA Publishing house focuses on supporting English Teachers in the process of understanding and implementing the new English syllabus approved by the Consejo Superior de Educación in the year 2016. Thank you for your commitment to the goal of transforming English Classrooms across CostaRica.
Task Listening aims to develop the listening skills of students who have had little exposure to authentic spoken English. It is suitable for lower-intermediate and also more advanced students whose listening has been developed primarily as a means to a grammatical or structural end. Each of the twenty-six units consists of a short tape recording and related tasks. The recordings are of people speaking at normal speed in everyday situations. Each unit has as its theme a setting or situation in which listening plays a major part, for example, at an airport listening for flight announcements or at a travel agency being told about different means of transport. In each case, having completed the necessary language work, students listen to the tape and extract the information necessary to complete a simple task, such as labelling a picture or filling in a grid. Related reading and writing tasks are provided as a follow-up to each listening task. Task Listening aims to help students to sift out utterances of relevance and ignore redundant features, a skill vital to efficient listening at all levels of language learning. The Teacher's Book contains extensive notes on how to use the material and completed tasks for each unit. The notes give suggestions to prepare students for listening and include the key language for each recording.
SUNup! Engaging REAL-WORLD tasks for eighth graders is an integrated skills book which has been developed based on the Costa Rican English new program starting in 2017 for seventh graders. The book is ideal to study over an academic year. Students practice the four skills through communicative activities that follow the Task Based Approach in four stages. To achieve the language competence, this book is divided into six scenarios, each scenario is divided into four themes and an extension section called review and expand. Each theme organizes the tasks into two main components: oral and written comprehension, and oral and written production. The Action Oriented Approach states that students are social agents who use the target language to perform specific actions in real life contexts. To be coherent with this basic principle, the eighth grade English book includes the use of digital technology in the development of mini-projects and critical thinking by letting students make decisions through problem-solving situations. SUNup! Engaging REAL-WORLD tasks for eighth graders has been designed to consolidate the A2 band, based on the Common European Framework. In the extension activities, students are expected to reinforce grammar and sentence frames as well as reading comprehension. At the end of each scenario, students are expected to check their progress which derive from the linguistic competences “Learner can …” using a Can-do check list. A flexible classroom arrangement is recommended so that students can have opportunities to walk around and work in pairs or individually, which will provide them with the opportunity to develop learners’ meta-cognitive, meta-affective, and meta-social strategies in an organized, purposeful and scaffolded learning experience. Besides the students’ book, teachers have access to the audio- material and the teachers’ guide. The F PRIMA Publishing house focuses on supporting English Teachers in the process of understanding and implementing the new English syllabus approved by the Consejo Superior de Educación in the year 2016. Thank you for your commitment to the goal of transforming English Classrooms across Costa Rica.
Classroom Observation Tasks shows how to use observation to learn about language teaching. It does this by providing a range of tasks which guide the user through the process of observing, analysing and reflecting, and which develop the skills of observation. It contains a bank of 35 structured tasks which are grouped into seven areas of focus: the learner, the language, the learning process, the lesson, teaching skills and strategies, classroom management, and materials and resources. This book is suitable for teachers, trainee teachers, teacher trainers and others involved in school-based teacher support, teacher development and trainer training. It has a comprehensive introduction to the tasks and a rationale covering the theoretical issues involved and places the responsibility for professional growth in the hands of the teacher.
This book explores the relationship between research, teaching, and tasks, and seeks to clarify the issues raised by recent work in this field. The book shows how research and task-based teaching can mutually inform each other and illuminate the areas of task-based course design, methodology, and assessment. The author brings an accessible style and broad scope to an area of contemporary importance to both SLA and language pedagogy.
This forward-looking book combines theory and practice to present a broad introduction to the opportunities and challenges of teaching English in secondary school classrooms. Each chapter explains the background to current debates about teaching the subject and provides tasks, teaching ideas, and further reading to explore issues and ideas in relation to school experience. With reference to new legislation, the chapters suggest a range of approaches to the teaching of reading, writing, speaking and listening, drama, media study, information technology, language study, grammar, poetry, Shakespeare, GNVQ and A Level English Language and Literature. Learning to Teach English in the Secondary School offers principles and practical examples of teaching and learning in the context of the end of the twentieth century when new notions of literacy compete with the demands of national assessment. Taking as its starting point the changing ideologies of English as a subject, the text addresses questions about the nature of teacher education. It raises issues concerning competence-based courses, working with a mentor in school and monitoring the development of a student teacher. Learning to Teach Subjects in the Secondary School series, edited by Sue Capel, Tony Turner and Marilyn Leask.
This volume extends the Task-Based Language Teaching: Issues, Research and Practice books series by deliberately exploring the potential of task-based language teaching (TBLT) in a range of EFL contexts. It is specifically devoted to providing empirical accounts about how TBLT practice is being developed and researched in diverse educational contexts, particularly where English is not the dominant language. By including contributions from settings as varied as Japan, China, Korea, Venezuela, Turkey, Spain, and France, this collection of 13 studies provides strong indications that the research and implementation of TBLT in EFL settings is both on the rise and interestingly diverse, not least because it must respond to the distinct contexts, constraints, and possibilities of foreign language learning. The book will be of interest to SLA researchers and students in applied linguistics and TESOL. It will also be of value to course designers and language teachers who come from a broad range of formal and informal educational settings encompassing a wide range of ages and types of language learners.
A completely revised and updated edition of A Course in Language Teaching. This book provides a comprehensive introduction to English language teaching, and is suitable for teachers in a variety of educational settings, including compulsory education. It has been completely revised and updated to include essential new topics for the modern English language teacher, including English as an international language, Content and Language Integrated Learning (CLIL) and using digital materials. It is ideal for initial teacher training and as a reference guide for practising teachers. The book combines theory and practice, with each unit containing tasks that encourage reflection and discussion, plus action tasks such as classroom observation and practice.
This book presents an ambitious model for how educators can design high-quality, challenging, and supportive learning opportunities for English Learners and other students identified to be in need of language and literacy support. Starting with the premise that conceptual, analytic, and language practices develop simultaneously as students engage in disciplinary learning, the authors argue for instruction that amplifies—rather than simplifies—expectations, concepts, texts, and learning tasks. The authors offer clear guidance for designing lessons and units and provide examples that demonstrate the approach in various subject areas, including math, science, English, and social studies. This practical resource will guide teachers through the coherent design of tasks, lessons, and units of study that invite English Learners (and all students) to engage in productive, meaningful, and intellectually engaging activity. “This book offers the most detailed guide available for designing instruction for students categorized as ELLs. Theoretically grounded and informed by years of implementation and study, this work is without equal in the field. I recommend the book enthusiastically as required reading in all teacher preparation programs.” —Guadalupe Valdés, Bonnie Katz Tenenbaum Professor of Education, Stanford Graduate School of Education “Reflecting its title, this book is an amplification of what it means to provide the best learning opportunities for English Language learners. Drawing on classroom-based research, Amplifying the Curriculum offers many practical examples of intellectually engaging units and tasks. This innovative book belongs on the bookshelves of all teachers.” —Pauline Gibbons, UNSW Sydney “This timely book is a call to educators across the nation to integrate language, literacy, and disciplinary knowledge to improve the education of our new American students.” —Tatyana Kleyn, The City College of New York
This is a course for upper-intermediate and advanced level students who need to understand and talk about the key contecpts in business and economics. Covering the most important areas of management, production, marketing, finance and macroeconomics, it helps students to understand and talk about a wide range of business topics. Reflecting recent changes in the world's business and economic environment, the course now covers subjects like wikinomics, viral marketing, hedge funds, the subprime crisis and energy policy. This student book comes with a teacher's book and two CDs. Suitable for independent study.
Task-based language instruction has proven to be highly effective, but surprisingly underutilized. Theory can only go so far and hands-on experience can greatly speed and enhance the learning of a second language. Nineteen talented instructors who have successfully implemented task-based programs explain the principles behind the programs, discuss how problems were resolved, and share details on class activities and program design. Each chapter takes the reader through the different stages in designing and setting up such programs, adjusting them, and appraising and testing them in normal classroom conditions. This book covers TBI syllabus and program design and is based on actual classroom experience. Any one of the courses or programs discussed can serve as models for others. Many of the contributors are highly respected practitioners who are presenting their programs for the first time, while others are regular participants in today's ongoing dialogue about teaching methods. Full of concrete, adaptable models of task-based language teaching drawn from a number of countries and eleven different languages—including Arabic, Chinese, Czech, English, French, German, Korean, Spanish, and Ukrainian—Task-Based Instruction in Foreign Language Education presents proven, real-world, practical courses and programs; and includes web-based activities. It demonstrates useful and practical ways to engage students far beyond what can be learned from reading textbook dialogue. TBI involves the student directly with the language being taught via cognitively engaging activities that reflect authentic and purposeful use of language, resulting in language-learning experiences that are pleasurable and effective. For all instructors seeking to help their learners enhance their understanding and grasp of the foreign language they are learning, Task-Based Instruction in Foreign Language Education is a rich and rewarding hands-on guide to effective and transformative learning.
The Australian English Course is a two-level course designed for adult and young adult learners who want to learn general English for a range of social and transactional purposes. Level 2 is for low-intermediate to intermediate students. The Australian English Course has a task-based approach to language learning, with an emphasis on classroom activities which encourage learners to use language effectively. Each unit provides material for four or five hours of classroom work and focuses on a topic which will engage and motivate learners. Task-types include learning focus tasks, oral communication tasks, grammar focus, language review at the end of each unit and 'out of class' tasks to help students to apply what they have learned. Developed specifically for the Australian context, it is also suitable for people studying elsewhere.