This book provides a comprehensive overview of the field of English for Academic Purposes (EAP) for teachers. It not only looks at study skills, but also at other central concerns of EAP, such as needs analysis, syllabus and course design, methodology and materials, learning styles, tests and exams, and academic style and genre analysis. In addition to general EAP, the author also considers subject-specific language and the production of teaching materials. Throughout, the author adopts a user-friendly approach in which theoretical considerations are balanced with practical experience. Issues are discussed and illustrated, but readers are also encouraged to form their own opinions by means of stimulating introspect and discuss sections at the end of each chapter.

State-space methods form the basis of modern control theory. This textbook is devoted to a description of these methods in the analysis of linear multi-input, multi-output dynamic systems. Following a chapter that sets out the basic concepts and definitions, the author discusses state equations of finite dimensional systems and their solution. He then presents the principles of time-domain and frequency-domain analysis, and the properties and applications of the Z-transformation. Separate chapters deal with the controllability, observability, and stability of linear systems. The appendix offers a useful tutorial review of the key results from matrix theory and linear algebra. The book includes several worked examples, and there are problems at the end of each chapter. It will be of great use to advanced undergraduate and graduate students of electrical or mechanical engineering taking courses in linear systems or control systems.

Psychology for Language Teachers examines the field of educational psychology and considers various ways in which a deeper understanding of this discipline can help language teachers. The first part presents an overview of educational psychology, and discusses how different approaches to psychology have influenced language teaching methodology. Following this, four themes are identified: the learner, the teacher, the task and the learning context. Recent psychological developments in each of these domains are discussed and implications are drawn for language teaching. Areas considered include approaches to learning, motivation, the role of the individual, attribution, mediation, the teaching of thinking, the cognitive demands of tasks and the learning environment. Psychology for Language Teachers does not assume previous knowledge of psychology.

Society and the Language Classroom provides a new perspective on classroom research. Through a series of case studies, it examines the ways that learners and teachers behave in English language classrooms in different parts of the world, including Australia, South Africa, Indonesia, Japan, Kenya, China and Pakistan, and at primary, secondary and tertiary level. Thought-provoking issues emerging from the case studies include the possibility that: learners' expectations of what behaviour is appropriate in the classroom may thwart teachers' attempts to bring about change; innovation may have unpredictable consequences unless careful study of classroom behaviour has been carried out. This approach to the interpretation of classroom behaviour has important implications, particularly for teachers, teacher educators and curriculum planners.

This text explores fundamental issues relating to student literacies and instructor roles and practices within academic contexts. The paperback edition explores fundamental issues relating to student literacies and instructor roles and practices within academic contexts. After presenting a brief history of literacy theories, the author argues for socioliterate approaches to teaching and learning in which texts are viewed as primarily socially constructed. Central to socioliteracy are two concepts, genre and discourse community, each of which is presented in some detail. The author then argues for roles for literacy practitioners in which they and their students conduct research and are involved in joint pedagogical endeavors with faculty and students. The final chapters are devoted to outlining how the views presented can be applied to a variety of classroom texts. Core curricular design principles are outlined, and three types of portfolio-based academic literacy classrooms are described.

This book presents ancient Greek tragedy in the context of late-twentieth-century reading, criticism and performance. The twelve chapters, written by seven distinguished scholars, cover tragedy as an institution in the civic life of ancient Athens, a range of approaches to the surviving plays, and changing patterns of reception, adaptation and performance from antiquity to the present.

The Communicative Value of Intonation in English, originally published in 1985 by the English Language Research unit in Birmingham and revised in 1992, sets out David Brazil's description of the system of intonation in English.This model of English intonation takes a discourse-based approach and attempts to assign 'meaning' or a communicative value to the different aspects that make up the system of intonation. Chapters within the book descibe parts of the intonation system which vary according to speaker choice: the tone unit as a whole, prominence, key, pitch and orientation. Three chapters are devoted to tones and their communicative value.This is an important and controversial work, which has influenced scholars in the field and ELT materials writers alike.A cassette containing all the examples of intonation features in the book is available.

This is the most extensively annotated edition of Macbeth currently available, offering a thorough reconsideration of one of Shakespeare's most popular plays. A full and accessible introduction studies the immediate theatrical and political contexts of Macbeth's composition, especially the Gunpowder Plot and the contemporary account of an early performance at the Globe. It treats such celebrated issues as whether the Witches compel Macbeth to murder; whether Lady Macbeth is herself a witch; whether Banquo is Macbeth's accomplice in crime and what criticism is levelled against Macduff. An extensive, well-illustrated account of the play in performance examines several cinematic versions, such as those by Kurosawa and Roman Polanski, and other dramatic adaptations. Several possible new sources are suggested, and the presence of Thomas Middleton's writing in the play is proposed. Appendixes contain additional text and accompanying music.

The wide range of languages and purposes now served by immersion worldwide is illustrated by case studies of thirteen programs. Immersion, a relatively new approach to bilingual education, originated in Canada. It uses the target language as a medium of instruction in order to achieve additive bilingualism — a high level of second language proficiency. The wide range of languages and purposes now served by immersion worldwide is illustrated by case studies of thirteen programs presented and discussed in this paperback edition. The introductory chapter defines immersion education theory and practice and shows how this approach differs from other forms of bilingual education.

This helpful and practical handbook will be an essential resource for all clinicians dealing with problems of subfertility. It provides a comprehensive approach to infertility starting off from the initial history to diagnostic techniques of ultrasound, diagnostic surgery, as well as all forms of therapy, including ovulation induction, infertility surgery, andrology, donor insemination and reproductive technologies. The authorship is made up of experienced members of the Monash University affiliated Reproductive Medicine Clinics; one of the world's pioneering centres in IVF technology. The authors have distilled a wealth of expertise and 'hands on' experience in this area to provide an invaluable guide to all those involved in the treatment of infertility, from gynaecologists to physicians and postgraduate students specialising in reproductive medicine.

Using authentic reading from college textbooks, this book teaches academic reading and study skills and introduces students to psychology. The Student's Book uses authentic readings from college textbooks to teach academic reading skills, and introduces topics such as stress, health, and non-verbal communication. These topics engage students in the subject matter while exposing them to academic discourse. This book contains exercises that develop reading skills such as skimming, reading for the main idea, reading for speed, and understanding vocabulary in context. While completing writing assignments of different lengths, students respond to the readings and incorporate what they have learned. Study skills, such as summarizing, note taking, highlighting key points, and test preparation, are also taught. Topics correspond with those in Academic Listening Encounters: Human Behavior, and these books can be used together as a four-skills course; however, they function equally well as stand-alone texts.

This book helps students listen for gist and specific information, to make inferences and to progress to content-based activities. Expanding Skills for Understanding is the intermediate level of the Active Listening series. By activating students' knowledge of a topic before they listen, the text gives them a frame of reference to make intelligent predictions about what they will hear. The listening activities are content-based, drawing on real information from a variety of sources.

The Cambridge Picture Dictionary is an exciting interactive approach to vocabulary building for young learners. It comprises a full colour picture dictionary with activities and a project book with additional tasks and activities. Specifically designed to engage and motivate young learners and to make English fun, its special features include: twenty-six core topics, presented in alphabetical order, chosen for their high interest value, vocabulary chosen for its immediate relevance to young learners and presented in situational contexts for clarity, fun tasks and projects which actively involve the young learners in personalizing their dictionary, exercises to develop the dictionary skills of word-finding, alphabetical ordering and vocabulary defining, motivating 'Challenge' activities, star rated 1 to 3 for level.

This course for young students is a success story all over the world, winning praise for its innovative approach that really does work. The Teacher's Book is clear and comprehensive and includes an 'A-Z of Methodology' reference section. Videos and tests are also available for all levels of the course. Levels 1 — 4 contain around 80 hours of class work depending on the various options used. The Starter Level provides around 40-60 hours of class work.

This course for young students is a success story all over the world, winning praise for its innovative approach that really does work. The Teacher's Book is clear and comprehensive and includes an 'A-Z of Methodology' reference section. Videos and tests are also available for all levels of the course. Levels 1 — 4 contain around 80 hours of class work depending on the various options used. The Starter Level provides around 40-60 hours of class work.

This course for young students is a success story all over the world, winning praise for its innovative approach that really does work. The Teacher's Book is clear and comprehensive and includes an 'A-Z of Methodology' reference section. Videos and tests are also available for all levels of the course. Levels 1 — 4 contain around 80 hours of class work depending on the various options used. The Starter Level provides around 40-60 hours of class work.

This course for young students is a success story all over the world, winning praise for its innovative approach that really does work. The Teacher's Book is clear and comprehensive and includes an 'A-Z of Methodology' reference section. Videos and tests are also available for all levels of the course. Levels 1 — 4 contain around 80 hours of class work depending on the various options used. The Starter Level provides around 40-60 hours of class work.

This course for young students is a success story all over the world, winning praise for its innovative approach that really does work. The Teacher's Book is clear and comprehensive and includes an 'A-Z of Methodology' reference section. Videos and tests are also available for all levels of the course. Levels 1 — 4 contain around 80 hours of class work depending on the various options used. The Starter Level provides around 40-60 hours of class work.

Cambridge English for Schools offers: — interesting topics that make pupils want to learn — enjoyable activities to encourage students to take part in class — content with strong links across the school curriculum, making the material relevant and helping to build students' confidence — an approach that builds learner independence — a supporting Teacher's Book containing comprehensive notes, and a free accompanying A-Z of Methodology. The course consists of four levels plus a starter level. This photocopiable book of tests provides thorough testing on all Themes, through written progress tests, and also listening and speaking sections. In addition, every Theme contains a quiz in order to test knowledge of the content of the course.

This course enables students from intermediate level upwards to develop the skills needed for English-medium study at post-secondary level. The main features of Study Tasks in English are: A task-based approach. Whenever possible, students learn the skills they need through discovery and induction rather than telling. Study skills and study competence. The course helps students to develop the underlying competence necessary for successful study — eg problem solving, thinking critically and creatively. Awareness-building. Each unit ends with a self-assessment and application section, to help learners actively draw together the skills which they have focused on in the unit. Study Practice in English. The Study Practice section provides four major study simulations to consolidate and give further practice through an integrated study cycle.