|
|
|
Item Details
Title:
|
ENGLISH LANGUAGE KNOWLEDGE FOR SECONDARY TEACHERS
|
By: |
Alison Ross |
Format: |
Electronic book text |
List price:
|
£28.99 |
We believe that this item is permanently unavailable, and so we cannot source
it.
|
|
|
|
|
ISBN 10: |
1136200320 |
ISBN 13: |
9781136200328 |
Publisher: |
TAYLOR & FRANCIS LTD |
Pub. date: |
5 March, 2013 |
Edition: |
2nd New edition |
Pages: |
178 |
Synopsis: |
If teachers are to successfully develop their students' English language skills it is vital that they overcome any existing lack of confidence and training in grammar and language concepts. Language Knowledge for Secondary Teachers is an accessible book aiming to equip secondary teachers with the knowledge they need to teach language effectively. It clearly explains the essential concepts for language study, introduces the terminology needed for `talking about language' and shows how this knowledge can be applied to the skills of reading, writing, speaking and listening. This new edition has been fully updated to take into account changes to the curriculum and developments in digital and new media language. Written by an experienced teacher and consultant the book includes:All the grammar knowledge that a secondary teacher needs; Contemporary language examples to which new teachers can relate; A companion website with a numerous activities for use in the classroom linked to each chapter and supported by detailed commentaries to explain how these work in practice (www.routledge.com/ross). ? By making language teaching a fun and enjoyable experience, this text offers a refreshing resource for any secondary teacher daunted by the prospect of teaching grammar and language.? |
Illustrations: |
Follow first edition; 23 Tables, black and white |
Publication: |
UK |
Imprint: |
Routledge |
Returns: |
Non-returnable |
|
|
|
|
Ramadan and Eid al-Fitr
A celebratory, inclusive and educational exploration of Ramadan and Eid al-Fitr for both children that celebrate and children who want to understand and appreciate their peers who do.
|
|
|
|
|
|
|
|
|
|
|