Practice tests for IGCSE English as a second language : reading and writing book 2.

El libro contiene cuatro tests prácticos completos con formato de examen para el ejercicio 2 de la prueba Cambridge IGCSE (International General Certificate of Secondary Education) de inglés como segundo idioma. Los tests permiten desarrollar las técnicas de examen de los alumnos familiarizándose con el formato de los ejercicios de lectura, compresión y escritura, y con el tipo de temas que pueden encontrar en el examen oficial. El nivel de la prueba es intermedio e intermedio-alto.

Practice tests for IGCSE English as a second language : reading and writing book 2 with key.

El libro contiene cuatro tests prácticos completos con formato de examen para el ejercicio 2 de la prueba Cambridge IGCSE (International General Certificate of Secondary Education) de inglés como segundo idioma. Los tests permiten desarrollar las técnicas de examen de los alumnos familiarizándose con el formato de los ejercicios de lectura, compresión y redacción, y con el tipo de temas y textos que pueden encontrar en el examen oficial. El nivel de la prueba es intermedio e intermedio-alto. Incluye las respuestas de los tests y redacciones de ejemplo.

Making sense social sciences : a student's guide to research and writing.

Libro orientado a servir de guía a los estudiantes universitarios en la redacción de ensayos, exámenes e informes de investigación en el área de las Ciencias Sociales, analizando tanto sus requerimientos específicos como los preceptos generales para una escritura eficaz. Una redacción adecuada en esta área requiere no sólo un buen estilo, sino también una buena comprensión del diseño de la investigación, la teoría, las mediciones, los argumentos y la comunicación. Para ello el libro señala los errores más comunes en las redacciones de los estudiantes e indica cómo evitarlos y corregirlos, y proporciona orientación en métodos de investigación, evaluación de fuentes de información, plagio y cuestiones éticas, programas de presentación de contenidos y bibliografía.

AQA GCSE English Language Unit 3 student workbook: Understanding Spoken and Written Texts and Writing Creatively.

Las dos principales secciones de este cuaderno de ejercicios están diseñadas para ayudar a los estudiantes a adquirir experiencia para el AQA examen de Literatura Inglesa de enseñanza secundaria y así conseguir el GCSE (Certificado General de Educación Secundaria). El cuadernillo contiene material y ejercicios que tienen por objeto mejorar el nivel de habilidades de los estudiantes. Los temas del cuadernillo son: comprensión de textos escritos (escribir ensayos sobre los textos en prosa, caracterización y voz, aspectos de género y forma, muestras: Oliver Twist de Charles Dickens, poemas de Emily Dickinson, el soneto 18 de William Shakespeare), la producción de textos creativos (escritura creativa), el estudio del lenguaje hablado.

Contradictions regarding teaching and writing (or writing to learn) in the disciplines : what we have learned in the USA

Resumen basado en el de la publicaci??n

Women and writing c1340-c1650; the domestication of print culture

The transition from medieval manuscript to early printed book is currently a mmajor topic of academic interest, but has received little attention in relation to women's involvement. The essays in this volume both add female names to the list of those authors who created English Literature, and examine women's responses to older texts. Taking its cue from the advances made by recent work on manuscript culture and book history, this volume also includes studies of material evidence. These reveal women's participation in the making of books, and also the traces they left behind when handling individual volumes. Finally, studies of women's roles in relation to apparently ephemeral texts, such as letters, pamphlets and almanacs, challenge traditional divisions between public and private spheres and between manuscript and print.

Designing Year 12 strategy training in listening and writing: from theory to practice

This article outlines some of the key issues involved in developing a programme of strategy training for learners of French, in listening and in writing. It highlights the theoretical perspectives and research findings on listening and writing that informed the selection of strategies to teach learners and thence the development of appropriate materials. Examples of these materials are given as well as advice regarding their use. The article concludes with suggestions for how strategy training might be incorporated into teachers' own work with learners.

The role of drama in the teaching of speaking and listening as the basis for social capital

This paper explores how the concept of 'social capital' relates to the teaching of speaking and listening. The argument draws on Bourdieu's notion that a common language is an illusion but posits that an understanding of the grammar of speech can be productive in the development of both an understanding of what constitutes effective speech and the development of competence in speaking. It is argued that applying structuralist notions of written grammar is an inadequate approach to understanding speech acts or enhancing the creative use of speech. An analysis is made of how typical features of speech relate to dramatic dialogue and how the meaning of what is said is contingent upon aural and visual signifiers. On this basis a competent speaker is seen as being one who produces expressions appropriate for a range of situations by intentionally employing such signifiers. The paper draws on research into the way drama teachers make explicit reference to and use of semiotics and dramatic effectiveness in order to improve students' performance and by so doing empower them to increase their social capital. Ultimately, it is concluded that helping students identify, analyse and employ the aural, visual and verbal grammar of spoken English is not an adjunct to the subject of drama, but an intrinsic part of understanding the art form. What is called for is a re-appraisal by drama teachers of their own understanding of concepts relating to speech acts in order to enhance this area of their work.

Thinking for speaking and linguistic relativity among bilinguals: towards a new research agenda

This article evaluates how the different papers in this special issue fill a gap in our understanding of cognitive processes that are being activated when second language learners or bilinguals prepare to speak. All papers are framed in Slobin’s (1987) Thinking for Speaking theory, and aim to test whether the conceptualisation patterns that were learned in early childhood can be relearned or restructured in L2 acquisition. In many papers the focus is on identifying constraints on this restructuring process. Among these constraints, the role of typological differences between languages is investigated in great depth. The studies involve different types of learners, language combinations and tasks. As all informants were given verbal rather than non-verbal tasks, the focus is here on the effects of conceptual transfer from one language on another, and not on the effects of language on non-linguistic cognition. The paper also sketches different avenues for further research in this field and proposes that researchers working in this field might want to take up the challenge of investigating whether speakers of different languages perceive motion outside explicitly verbal contexts differently, as this will enable us to gain an understanding of linguistic relativity effects in this domain. Studying which teaching methods can help learners to restructure their conceptualisation patterns may also shed new light on the aspects of discourse organization and motion event construal that are most difficult for learners.