Zawiera: General introduction; Section 1: Listening and speaking; Section 2: Reading and writting; Section 3: Vocabulary and grammar; Section 4: Storytelling and drama; Section 5: Games; Section 6: Rhymes, chabts and songs; Section 7: Artt and craft; Section 8: Content based learning; Section 9: ICT and multimedia; Section 10: Learning to learn. Index: Language structures and grammar; Topics and lexical sets; Learning skills and attitudes; Activity titles. Further reading.
Zawiera: Introduction to „Children Learning English”; Ch. 1 Choldren learning English. Children as language learners; Ch. 2 Do you like learning English?. Pupils’ attiudes to learning English; Ch. 3 Are they the same? Children come in all types; Ch. 4 We’ve found our partners, Miss. Managing pupils’ language learning; Ch. 5 Who has some good news for today? Effective teacher-pupil interaction; Ch. 6 Do you need a hand? Supporting children’s language learning; Ch. 7 Can we do „Poker face” again, Miss? Creating, adapting and evaluating activities for language learning; Ch. 8 Why did I do it like this? Planning for children’s language learning; Ch. 9 What’s your topic? Using a cross-curricular approach for organizing language learning; Ch. 10 Can we make a spinner? Involving children in making and using resources; Ch. 11 Learning to see. Assessing learning and teaching; Ch. 12 Howa can I be a better language learner? Learning to learn; Epilouge. Looking forwards.
1. The Communication Process: An Introduction; 2. Organizational Communication; 3. Improving Interpersonal Relationships; 4. Effective Listening; 5. Nonverbal Communication in the Organization; 6. Overcoming Obstacles to Communication in Organizations; 7. Basic Information for All Types of Interviews; The Employment Interview; 9. Small-Group Communication and Problem Solving; 10. Participation and Leadership in Teams; 11. Informative Presentations; 12. Researching, Supporting, and Delivering Your Ideas; 13. Professional Visual Aids; 14. Persuasive Presentations: Individual or Team.
1.Introduction; 2. A historical perspective on ESP; 3. English for Academic Purposes; 4. English for Business Purposes; 5. Language issues in ESP; 6. The skills in EAP and EOP; 7. Needs analysis and evaluation; 8. Course design; 9. The role of materials; 10. Classroom practice and beyond; 11. Assessment: Continuous assessment and testing.
1. Language learning in early childhood, .2 Explaining deconf language learning, 3. Individual differences in second language learning, 4. Learner language, 5. Observing learning and teaching in the second language classroom, Second language learning in the classroom, 7. Popular ideas about language learning revisiteg
1. Written Communications skills: Academic Whiting; Reading law AT universtity; Writing letters, e-mails and international documents; Drafting legal documents for business; Drafting for court; 2. Oral communication skills: Oral presentation skills; Interviewing and advising; Negotiation; Advocacy.
1. Language, Learning, and Teaching, 2. First Language Acquisition, 3. Age and Acquisition, 4. Human Learning, 5. Styles and Strategies, 6. Personality Factors, 7. Sociocultural Factors, 8. Communicative Competence, 9. Cross-Linguistic Influence and learner Language, 10. Toward a Theory od Second language Acquisition
1. Foundations for classroom practice: Getting Started; A "Methodical" History of Language Teaching; The Postmethod Era: Toward Informed Approaches; Teaching by Principles; Intrinsic Motivation in the Classroom; 2. Contexts of learning and teaching: Teaching Across Age Levels; Teaching Across Proficiency Levels; Sociocultural, Political, and Institutional Contexts; 3. Designing and implementing classroom lessons: Curriculum Design; Lesson Planning; Techniques and Materials; Technology in the Classroom; Initiating Interaction in the Classroom; Sustaining Interaction through Group Work; Classroom Management; Strategies-Based Instruction; 4. Teaching language skills: Integrating the "Four Skills"; Teaching Listening; Teaching Speaking; Teaching Reading; Teaching Writing; Form-Focused Instruction; 5. Assessing language skills: Language Assessment: Principles and Issues; Classroom-Based Assessment; 6. Lifelong learning: Teacher Development; Teacher for Social Responsibility.
Zawiera: The Environment and Scope of EIB: 1. EFL, ESP and EIB - 1; 2. EFL, ESP and EIB - 2; 3. The EIB Environment; 4. The Intercultural Scope - 1; 5. The Intercultural Scope - 2; 6. Culture and the Classroom - 1; 7. Culture and the Classroom - 2; 8. Management of Programmes; 9. Marketing the EIB Product; 10. Language, Communication and Culture. Needs, Materials and Course Design: 1. Course Design - 1; Course Design - 2 Needs Analysis; 3. Course Design - 3 Putting it all together; 4. Materials for EIB. Methodology and Classroom Practice: 1. What is Appropriate Methodology; 2. Method, Postmethod of Pragmatism; 3. Teaching by Principles; 4. Balancing Techniques and Teacher Roles; 5. Lesson Planning; 6. Using Simulations and Case Studies; 7. Business Communication Skills; 8. Teaching One-to-One; 9. Learning and Learning Styles; 10. Evaluation and Assessment. Language, Communication and Culture: 1. Language Analysis - Introduction; 2. Language Analysis - Discourse; 3. Language Analysis - Conversation; 4. Language Analysis - Genre; 5. Culture and Business Communication - 1; 6. Culture and Business Communication - 2; 7. Culture and Business Communication - 3; 8. Non-verbal Communication (NVC); 9. Culture and Relationships; 10. Communication in a Virtual World.
Zawiera: Introduction. 1. Early foreign language learning in Europe. 2. Approaches, methods and techniques: 2.1. Planning courses and designing syllabuses; 2.2. Integration of English and the primary curriculum; 2.3. Language development in the school; 2.4. Non-linguistic skills in the language classroom. 3. Lesson planning: 3.1. Lesson aims and objectives; 3.2. Principles of lesson planning; 3.3. Factors influencing what happens in the classroom; 3.4. Planning lessons with different age groups; 3.5. Bank of activities. 4. Language in the classroom. 5. Classroom management: 5.1. Principles of managing YL classes; 5.2.Discipline problems; 5.3. Managing different age groups; 5.4. Bank of activities. 6. Involving parents in the proces of management: 6.1. The role of parents; 6.2. Information for parents; 6.3.Homework; 6.4. Bank of activities. 7. Teaching the language: 7.1. Teaching vocabulary; 7.2. teaching grammar; 7.3. Teaching pronunciation. 8. Oracy development: 8.1. Teaching listening; 8.2. Teaching speaking. 9. Literacy development: 9.1. Teaching reading; 9.2. Teaching writing. 10. Assessment and testing: 10.1. Assessment; 10.2. Self-assessment; 10.3. Portfolio assessment; 10.4. Testing; 10.5. Assessment and testing in differen age groups. 11. Activities and resources: 11.1. Music, songs, chants and rhymes; 11.2. Play and games; 11.3. Storytelling and using readers; 11.4. Drama and puppets; 11.5. Projects with young learners; 11.6. Art and craft activities. 12. Plurilingual education. Appendices. Glossary of terms and definitions. References.
1 Key issues in Second Language Acquisition, 2. The role of the first language, 3. Interlanguage and the 'natural' route of development, 4. Variability in interlanguage, 5. Individual learner differences and Second Language Acquisition, 6. Input, interaction, and Second Language Acquisition, 7. Learner strategies, 8. The Universal Hypothesis and Second Language Acquisition, 9. The role of formal instruction in Second Language Acquisition, 10. Theories of second Language Acquisition