About language : tasks for teachers of English / Scott Thornbury.

By: Thornbury, Scott, 1950-Material type: Text

TextLanguage: English Series: Cambridge teacher training and developmentPublication details: Cambridge ; New York : Cambridge University Press, 1997. Description: xviii, 269 p. : ill. ; 26 cmISBN: 0521561981 (hardback); 9780521561983 ; 0521427207 (pbk.); 9780521427203Subject(s): English language -- Study and teaching -- Foreign speakers -- Problems, exercises, etc | English teachers -- Training ofDDC classification: 420.76 LOC classification: PE1128.A2 | T465 1997Online resources: Publisher description | Table of contents | Contributor biographical information | WorldCat details

Contents:

TOC Thanks -- Acknowledgements -- Introduction -- -- Tasks -- Introductory Unit -- 1. Language standards and rules -- 2. Language systems and syllabuses -- 3. Forms, functions, notions, texts -- 4. An introduction to phonology -- 5. The consonants -- 6. The vowels -- 7. Stress, rhythm and connected speech -- 8. Intonation -- 9. Word formation, spelling and word stress -- 10. Lexical meaning -- 11. Word classes and phrases -- 12. Sentence structure : the simple sentence -- 13. Sentence structure : the complex sentence -- 14. Negatives and questions -- 15. The verb phrase -- 16. Time and tense -- 17. Progressive aspect -- 18. Perfect aspect -- 19. Modality -- 20. Futurity -- 21. Hypothetical meaning and conditionals -- 22. The noun phrase -- 23. Determiners -- 24. Adjectives and adverbs -- 25. Prepositions and phrasal verbs -- 26. Cohesion -- 27. Texts -- 28. Conversations -- -- Key and Commentary -- Introductory unit -- 1-28 as above -- -- Bibliography -- Index.

Summary: Summary: Teachers of English need not only to have a good productive command of the language; they also need to know a good deal about the way the language works. This book asks: 'What is it that a teacher needs to know about English in order to teach it effectively?' It leads teachers to awareness of the language through a wide range of tasks which involve them in analysing English to discover its underlying system. The book consists of 28 units, each containing around ten tasks, plus a diagnostic introductory unit. Units start at phoneme level and progress through words, phrases and sentences on to complete texts. Task-types include recognition, categorisation, matching, explanation, and application tasks. Throughout the book, the language is illustrated wherever possible from authentic sources, so that the teacher can be sure that the English being studied represents current usage.

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Holdings
Item type	Current library	Collection	Call number	Copy number	Status	Date due	Barcode	Item holds
Text	Dr. S. R. Lasker Library, EWU Reserve Section	Non-fiction	420.076 THA 1997 (Browse shelf(Opens below))	C-1	Not For Loan		6255

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Includes bibliographical references (p. 263-265) and index.

TOC Thanks --
Acknowledgements --
Introduction --
--
Tasks --
Introductory Unit --
1. Language standards and rules --
2. Language systems and syllabuses --
3. Forms, functions, notions, texts --
4. An introduction to phonology --
5. The consonants --
6. The vowels --
7. Stress, rhythm and connected speech --
8. Intonation --
9. Word formation, spelling and word stress --
10. Lexical meaning --
11. Word classes and phrases --
12. Sentence structure : the simple sentence --
13. Sentence structure : the complex sentence --
14. Negatives and questions --
15. The verb phrase --
16. Time and tense --
17. Progressive aspect --
18. Perfect aspect --
19. Modality --
20. Futurity --
21. Hypothetical meaning and conditionals --
22. The noun phrase --
23. Determiners --
24. Adjectives and adverbs --
25. Prepositions and phrasal verbs --
26. Cohesion --
27. Texts --
28. Conversations --
--
Key and Commentary --
Introductory unit --
1-28 as above --
--
Bibliography --
Index.

Summary:
Teachers of English need not only to have a good productive command of the language; they also need to know a good deal about the way the language works. This book asks: 'What is it that a teacher needs to know about English in order to teach it effectively?' It leads teachers to awareness of the language through a wide range of tasks which involve them in analysing English to discover its underlying system. The book consists of 28 units, each containing around ten tasks, plus a diagnostic introductory unit. Units start at phoneme level and progress through words, phrases and sentences on to complete texts. Task-types include recognition, categorisation, matching, explanation, and application tasks. Throughout the book, the language is illustrated wherever possible from authentic sources, so that the teacher can be sure that the English being studied represents current usage.

English

Sagar Shahanawaz

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