This practical resource for teacher trainers and teachers of English and other languages provides task material for training seminars and development groups. The topics are wide-ranging - from the nature and processes of language learning to specific materials and techniques for use by teachers. The Tasks are designed to stimulate meaningful discussion of issues related to language teaching and learning. It contains 40 Tasks, of two types. The Discussion Tasks are designed to allow users to examine general principles and issues in the context of their specific teaching circumstances, and to exchange ideas. The Classroom-based Tasks provide users with a practical framework for small-scale classroom research - testing out ideas, assumptions and hypotheses in the context of their own classes and learners. This is suitable for: - participants in courses leading to formal professional qualifications - teachers involved in institutional in-service training programmes - teachers involved in informal professional development. In cases where it is not possible for each participant to have a copy, the trainer may photocopy relevant pages of Tasks for use by the participants.
This practical resource for teacher trainers and teachers of English and other languages provides task material for training seminars and development groups. The topics are wide-ranging - from the nature and processes of language learning to specific materials and techniques for use by teachers. The Tasks are designed to stimulate meaningful discussion of issues related to language teaching and learning. It contains 40 Tasks, of two types. The Discussion Tasks are designed to allow users to examine general principles and issues in the context of their specific teaching circumstances, and to exchange ideas. The Classroom-based Tasks provide users with a practical framework for small-scale classroom research - testing out ideas, assumptions and hypotheses in the context of their own classes and learners. This is suitable for: - participants in courses leading to formal professional qualifications - teachers involved in institutional in-service training programmes - teachers involved in informal professional development. In cases where it is not possible for each participant to have a copy, the trainer may photocopy relevant pages of Tasks for use by the participants.
This book contains 40 tasks of two types: discussion tasks and classroom-based tasks.
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'The book is impressive in its detail and its rigorous approach. Trainers and trainees alike of both EFL and FL will find much to work on. I look forward to reading and using the other books in the series.' Language Learning Journal, 1994 'It provides a fascinating reminder to experienced teachers of all the vital aspects of teaching and it in incorporates a comprehensive range of tasks to ensure that our teaching practice is enhanced ... I believe that this publication will provide an excellent resource for the classroom teacher.' AMES Bulletin 'It is in the Notes that Tasks for Language Teachers reveals all its depth and careful planning and differs from many other task-based books. The reader-user going through the tasks is never let down: the support is constant and multifarious.' PET, 1994 'working through the tasks ... has taught me a lot and clarified my ideas both as a language teacher and as a teacher trainer. In the space of a single book this is an achievement ... Parrott has a clear overview of the language teaching and learning process and a masterful ability to relate the parts to the whole. The book is clear, modest and consistent; abounds in sensible advice to the trainer, and is illuminated with insights into teacher development.' The Teacher Trainer, 1995 'Buy this if you are about to start a teacher training course, or if the activities you have orgnised for years need fresh life.' VATME Newsletter, 1995 'This book is written at an accessible level, clearly laid out and pleasant to handle. It will provide trainers with some interesting 'ready made' sessions to try out and widen the range of approaches and techniques.' ETAS NL, 1994
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