The Practice of English Language Teaching

e-Book & Magazine. September 30, 2011 by everest555.
The Practice of English Language Teaching

The Practice of English Language Teaching
Publisher: Pearson ESL | 2001 | ISBN: 0582403855 | Pages: 370 | PDF | 10,33 MB

One of the most widely used teaching theory books. Recommended for all TEFL/TESL teachers.

This third edition has been completely rewritten and updated to combine the best of traditional approaches with the latest developments in language teaching theory and methodology.
The Third Edition of this "classic" text incorporates a broader and more detailed analysis of issues relevant to language teachers. "The Practice of English Language Teaching" is full of practical suggestions and samples from actual teaching materials.

- Includes new examples from published coursebooks and reference materials
- Follow-up Tasks' to practise the ideas presented in each chapter
- Suggestions for further reading, and a detailed bibliography

Theoretical insights into teaching English as a second language developed in recent years are brought together in a broad methodological approach called the balanced activities approach. The book aims at providing a theoretical background to the approach as well as detailing practical instructional techniques. The first of the three parts of the book, on theory, outlines the concerns of applied linguistics that have influenced English teaching, including (1) language learning motivation and success factors; (2) the knowledge and skills of a native speaker; (3) the content and varieties of language instruction; and (4) the connections between language learning and language teaching. The second part, on practice, focuses on specific techniques and materials for use within the general methodological approach outlined in the first part: (1) teaching and integrating productive language skills; (2) the what, how, and when of introducing new language in the classroom; (3) oral and written practice; (4) oral and written communicative activites and their evaluation; and (5) principles of teaching receptive skills. The third part, management and planning, presents an approach to classroom procedure that brings together the concerns of the first two parts and considers class management (teacher role, student groupings, and discipline) and planning (class, syllabus, and instructional materials). A section on evaluating instructional materials is appended.

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