Digital Tools for Teachers - Trainers' Edition -

The Trainers' Edition of Digital Tools for Teachers has been designed with aspirational teachers in mind. The aim of the book is to enable these teachers to make the transition from teaching to training other teachers how to use technology in the language classroom.

The book does this by providing a range of training tips and step-by-step activities and training tools that they can use to build pre-service or in-service training courses or one-off training sessions.

Using this book any teacher with a reasonable level of technology confidence and a good level of classroom teaching experience can lead the development of other teachers and establish themselves as a competent trainer.

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Interaction Online - Cambridge University Press

Interaction Online is a resource book for language teachers wishing to incorporate online interaction, between and among learners and instructors, into their teaching.

The book contains a clear rationale, guidelines for setting up and managing online interaction, and over 75 practical activities.

Interactions are purposeful and are divided into five categories of interaction: personal, factual, critical, creative and fanciful. The majority of activities can be carried out either synchronously or asynchronously, and contain additional suggestions for adaptation.

Activities require minimal preparation, all have a clear learning focus and are suitable for learners at a range of levels.

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PronPack 1-4 - Mark Hancock

PronPack is a set of four teacher resource books with an accompanying website. Each book takes a different approach to teaching English pronunciation, from workouts to puzzles, pairworks and poems. The books are very clear and attractive in design and are available as print books or ebooks. They contain printable worksheets plus teacher’s notes. The website contains downloadable audio files as well as image files of the worksheets, sound charts and slides for presenting the pronunciation points. The PronPack approach is innovative in its emphasis on increased intelligibility as the objective, and its flexible, non-prescriptive attitude to accent.

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Supporting Learners with Dyslexia in the ELT Classroom - Oxford University Press

Supporting Learners with Dyslexia in the ELT Classroom outlines a methodological framework of reference for how English language teachers can provide appropriate support to learners with dyslexia.

It provides teachers with the necessary theoretical basis, but crucially links this to a multitude of activities and practical tools which are specific to the ELT classroom.

These activities and tools are based on a rigorous analysis of current trends in foreign language research which, over the past 30 years, have increasingly attempted to address to topic of how to ‘reach and teach’ language students with the learning difference of dyslexia.

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Teaching Grammar: from Rules to Reasons - Pavilion Publishing and Media Ltd

Teaching Grammar: From Rules to Reasons is a book which outlines an alternative approach to teaching grammar. It explores what speakers and writers really do with grammar, and demonstrates how language students can be guided to discover what they mean. The book contains lesson materials and procedures, introduces an innovative discovery technique, and suggests communicative activities that can be incorporated into lessons or courses. In short, this book aims to help teachers to develop their knowledge of grammar, provide a source of materials and offer new ways of planning and organizing lessons.

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Teaching Lexically - Delta Publishing

Teaching Lexically shows what a lexical view of language looks like, and explores how it differs from a more traditional ‘grammar + words’ view. It then considers what implications such a view might have for classroom practice.

At the heart of Teaching Lexically are three main ideas:

  • Grammar and vocabulary are both taught better in combination
  • Context is absolutely central.
  • Classrooms need to be input-rich; and input needs to be useful.

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