This text recognizes that there is no simple way to develop literacy. It begins with the central premise that literacy is not simply a cognitive process, but a set of social practices used in socio-cultural contexts, and argues that literacy learners come to school with unique social histories that need to be recognised in the programmes devised to facilitate learning. Cairney claims that literacy is not a unitary social practice and suggests that there are many forms of literacy, each with specific purposes and contexts in which they are used. The author provides a look at the many practical classroom strategies and practices that are necessary to recognize multiple pathways to literacy
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English Teaching Professional issue 76 September 2011
A common concern of teachers in the English-speaking world is that students at all levels often show very little knowledge of grammar. As traditionally taught (if taught at all), grammar is a dry, prescriptive subject and one that students often dislike and therefore do not learn well. In this edited collection, distinguished teachers offer a vibrant alternative by sharing the ways in which they make grammar and writing interesting and exciting to their students. These contributors show how to bring language alive in the classroom.
Учебник рассчитан на школьников и абитуриентов, овладевших азами английского языка и стремящихся к совершенствованию и систематизации накопленных знаний, адаптированию их к современным требованиям, углублению знаний в области истории языка и культуры англоязычных стран.
Matura Repetytorium - Nowa matura ustna - Scenariusze lekcji
A supplementary booklet for Matura Repetytorium. Contains three sample lesson plans based upon exam compendium exercises. The lessons were enriched with comments referring to exam structure and Repetytorium features.