Working In English is a comprehensive course for Business English learners from Leo Jones, co-author of the successful New International Business English course. The core course comprises 40 one-hour units organised into seven modules. It is supplemented by extra activities from the Teacher's Book to offer maximum flexibility. The units focus on the practical day-to-day activities that all business people — whatever their level or experience — are involved in. The accompanying Video contains specially filmed documentary sequences, made in Europe and the USA, that relate to the themes of the modules and provide authentic input to the course. The pocket-sized Personal Study Book offers useful reference material and fun practice activities to do out of class. It comes with a free audio CD to provide extra self-study listening practice.

Through a range of exciting activities, this book draws on students' world knowledge, beliefs and personal perceptions to teach various aspects of the writing process. The Teacher's Manual contains teaching suggestions, supplementary classroom activities, and answer keys for the Student's Book.

Telecommunications is a title in the new Cambridge Advanced Sciences series. It has been developed specifically for the new specifications for Advanced Level Physics for teaching from September 2000. Telecommunications has been endorsed by OCR for use with the OCR Physics specification A. It provides full coverage of the Physics option module of the same name. In combination with other books in the series it provides full coverage of the Advanced Level specifications. Learning objectives are clearly defined, so that students know exactly what they need to learn. Self-assessment questions (with answers) and exam-style end-of-chapter exercises offer excellent opportunities for independent study. Chapter introductions and summaries provide the basis for structured revision. Full-colour illustration and student-friendly design make the science accessible to all. Series gives comprehensive OCR syllabus coverage, so these are the only books students will need. Each book clearly defines the learning objectives that are covered, so students know exactly what they need to learn. This text is a complete and self contained accompaniment to the optional Advanced Level Physics module of the same name.

This book deals with the kinds of everyday questions working teachers face as they plan lessons and courses. Each chapter contains an analysis of the issue under discussion, as well as practical principles and sample activities.

This series of delightful storybooks is an extremely flexible resource designed to help teachers engage and motivate young learners in the classroom. They are an ideal way to support children in the early stages of learning English. Teacher's Books and Audio Cassettes/CDs make Cambridge Storybooks very easy to use. The Teacher's Books cover the entire level and include step-by-step teaching notes with ideas for classes of different ability, photocopiable worksheets, and 'If you have time' sections suggesting original ideas for games and activities. The Audio Cassettes/CDs feature all the titles in each level read aloud, exposing children to different voices while they have fun listening to the dramatisations. At levels 3 and 4 selected titles are designed to be read as a play. Children love acting out the stories with each other as their confidence in English grows.

The book outlines the major areas of listening research in an accessible manner and provides language teachers with guidelines to design and develop suitable listening tests for their students.

This volume gives an overview of the theory of motivation and applies it to practical skills and strategies, providing new insights into the field of motivational studies and its implications for second-language pedagogy.

Karl Klein's edition of Timon of Athens introduces Shakespeare's play as a complex exploration of a corrupt, moneyed society. Klein sees the protagonist not as a failed tragic hero, but as a rich and philanthropic nobleman, surrounded by greed and sycophancy, who is forced to recognise the inherent destructiveness of the Athenian society from which he retreats in disgust and rage. Klein establishes Timon as one of Shakespeare's late works, arguing, contrary to recent academic views, that evidence for other authors besides Shakespeare is inconclusive. The edition shows that the play is neither tragedy, satire nor comedy, but a subtle and complete drama whose main characters contain elements of all three genres. This edition was near completion at the time of Karl Klein's death, and was prepared for publication by his colleagues and by Brian Gibbons.

Computer Applications in Second Language Acquisition explores computer applications in second language acquisition by reviewing and interpreting research and development in three areas: computer-assisted second language learning, computer-assisted second language assessment, and computer-assisted second language research — addressing issues such as effective use of software in language teaching, values and limitations of computer-assisted testing, and the study of second language development with interactive computer programs. It offers a unique view of the topic by examining computer applications through perspectives from applied linguistics; it identifies cross-disciplinary work relevant to software development, use, and evaluation; and it suggests critical research directions. This is the first single volume on computer applications in the field which includes issues in teaching, assessment, and SLA research, and which treats evaluation extensively.

Recent years have seen rapid growth in the numbers of children being taught foreign languages at younger ages. While course books aimed at young learners are appearing on the market, there is scant theoretical reference in the teacher education literature. Teaching Languages to Young Learners is one of the few to develop readers' understanding of what happens in classrooms where children are being taught a foreign language. It will offer teachers and trainers a coherent theoretical framework to structure thinking about children's language learning. It gives practical advice on how to analyse and evaluate classroom activities, language use and language development. Examples from classrooms in Europe and Asia will help bring alive the realities of working with young learners of English.

The number of non-native students studying in English-medium universities has increased over the past decade. Paralleling this growth is the interest in English for Academic Purposes (EAP). No one research-based volume has yet investigated the theoretical issues and pedagogical concerns of the area. This wide-ranging volume of specially commissioned articles from leading scholars in the field aims to bring to the wider community current research in the field and its implications for pedagogy. It offers a state-of-the-art representation of research in EAP and will help define the field in the coming years.

This important book, with 32 chapters by leading figures in the field, is an up-to-date guide to the central areas of applied linguistics and language studies with particular reference to TESOL. It looks at the current state of TESOL as well as at what is likely to happen in the future.

Learning Vocabulary in Another Language provides a detailed survey of research and theory on the teaching and learning of vocabulary with the aim of providing pedagogical suggestions for both teachers and learners. It contains descriptions of numerous vocabulary learning strategies that are justified and supported by reference to experimental research, case studies, and teaching experience. The book also describes what vocabulary learners need to know to be effective language users. The book shows that by taking a systematic approach to vocabulary learning, teachers can make the best use of class time and help learners get the best return for their learning effort. This book will quickly establish itself as the point of reference for future vocabulary work for the next decade.

What went wrong in Russia's decade-old post-communist transition? A group of leading young scholars answer this question by offering assessments of five crucial political arenas during the Yeltsin era: elections, executive-legislative relations, interactions between the central state and the regions, economic reforms, and civil-military relations. All of the contributors recognize that adverse historical legacies have complicated Russian democratization. They challenge structural explanations that emphasize constraints of the pre-existing system, however, and concentrate instead on the importance of elite decisions and institution-building. The authors agree that elites' failure to develop robust political institutions has been a central problem of Russia's post-communist transition. The weakness of the state and its institutions has contributed to a number of serious problems threatening democratic consolidation. These include the tensions between the executive and the legislature, the frail infrastructure for successful market reform, and the absence of proper civilian control over the armed forces.

Traditionally, the classroom has been seen as a place where language learning takes place in a linear manner on a fairly predictable input-output model. Recent research, however, has portrayed the classroom as a complex environment which is influenced by a wide range of attitudinal and contextual factors. The Dynamics of the Language Classroom seeks to explore the dynamic and frequently unpredictable nature of the language classroom. It does this by examining the various conceptions of language, learning, and of the classroom which influence participants' attitudes and actions. The interaction between methodology and context and the role of local cultures of learning is also examined. It then concludes with a number of recommendations as to how language educators may work constructively with the complex dynamics of classroom teaching and learning.

The Cambridge Companion to Nineteenth-Century American Women's Writing is a specially commissioned collection designed for use by students. Providing an overview of the history of writing by women in the period, it establishes the context in which this writing emerged, and traces the origin of the terms which have traditionally defined the debate. It includes essays on topics of recent concern, such as women and war, erotic violence, the liberating and disciplinary effects of religion, and examines the work of a variety of women writers, including Harriet Beecher Stowe, Rebecca Harding Davis and Louisa May Alcott. The volume plots new directions for the study of American literary history, and provides several valuable tools for students, including a chronology of works and suggestions for further reading.

The Cambridge Companion to Eighteenth-Century Poetry analyzes major premises, preoccupations, and practices of English poets writing from 1700 to the 1790s. These specially-commissioned essays avoid familiar categories and single-author approaches to look at the century afresh. Chapters consider such large poetic themes as nature, the city, political passions, the relation of death to desire and dreams, appeals to an imagined future, and the meanings of 'sensibility'. Other chapters explore historical developments such as the connection between poetic couplets and conversation, the conditions of publication, changing theories of poetry and imagination, growing numbers of women poets and readers, the rise of a self-consciously national tradition, and the place of lyric poetry in thought and practice. The essays are well supported by supplementary material including a chronology of the period and detailed guides to further reading. Altogether the volume provides an invaluable resource for scholars and students.

This resource book shows how to use poetry writing as a medium to teach and reinforce structure, parts of speech and punctuation, as well as other grammar and writing conventions. The paperback edition is a resource book that shows teachers how to use poetry writing as a medium to teach and reinforce structure, vocabulary, parts of speech, and punctuation, as well as other grammar and writing conventions. Appropriate for any age or fluency level, the book can be used by ESL, foreign language, or bilingual teachers as an adjunct to their writing program. The book contains 25 easy-to-follow, self-contained lessons, each with poetry models and sample poems written by students of various ages and linguistic backgrounds. The simple patterns in this book will encourage students to express their own ideas creatively and accurately.

This book recommends that language teachers incorporate an awareness of discourse and pragmatics in their teaching if they truly wish to implement a communicative approach in their classrooms. After two introductory chapters on discourse and pragmatics, the authors show how a discourse perspective can enhance the teaching of traditional areas of linguistic knowledge (pronunciation, grammar, and vocabulary) and the teaching of language processing skills (listening, reading, writing, and speaking). This awareness of discourse is then carried over to curriculum development, assessment, and classroom research. With discussion questions and activities at the end of each chapter, this book can be used in methods courses or in-service training programs.

This book, by one of the leading figures in applied linguists, provides a wide-ranging and comprehensive treatment of the major issues in applied linguistics. Its six chapters take the reader through the major tenets and debates in the field and are essential reading for anyone involved in applied linguistics and language teaching today. It outlines the historical roots of the field and its major developments over the years, and examines current issues such as language modelling and the analysis of discourse. While not neglecting theory, the book takes a practical approach and language teachers, as well as university level students, will find it a useful read.