Skip to main content Accessibility help

We use cookies to distinguish you from other users and to provide you with a better experience on our websites. Close this message to accept cookies or find out how to manage your cookie settings.

Close cookie message
×
Hostname: page-component-84b7d79bbc-rnpqb Total loading time: 0 Render date: 2024-07-30T21:08:41.057Z Has data issue: false hasContentIssue false

Bibliography

Published online by Cambridge University Press:  05 May 2010

Tessa Woodward
Tessa Woodward
Affiliation:
Hilderstone College, Kent
Get access

Summary

A summary is not available for this content so a preview has been provided. Please use the Get access link above for information on how to access this content.
Image of the first page of this content. For PDF version, please use the ‘Save PDF’ preceeding this image.'
Type
Chapter
Information
Planning Lessons and Courses
Designing Sequences of Work for the Language Classroom
 , pp. 243 - 247
Publisher: Cambridge University Press
Print publication year: 2001

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

Agosta, J. (1988) Changing Energies, Canterbury: Pilgrims.Google Scholar
Anderson, G., Boud, D. and Sampson, J. (1996) Learning Contracts, London: Kogan Page.Google Scholar
Appel, J. (1995) Diary of a Language Teacher, Oxford: Heinemann.Google Scholar
Bailey, K. and Nunan, D. (1996) Voices from the Language Classroom, Cambridge: Cambridge University Press.Google Scholar
Bassnett, S. and Grundy, P. (1993) Language through Literature, Harlow: Longman.Google Scholar
Bell, J. (1994) Teaching Multilevel Classes in ESL, Markham, Ontario: Pippin.Google Scholar
Blum, P. (1998) Surviving and Succeeding in Difficult Classrooms, London: Routledge.Google Scholar
Blundell, J., Higgens, J. and Middlemiss, N. (1982) Teaching Functions, Oxford: Oxford University Press.Google Scholar
Boak, G. (1998) A Complete Guide to Learning Contracts, Aldershot: Gower.Google Scholar
Bress, P. (1996) ‘Review circles’ in Woodward, T. ‘Warm ups, breaks and fillers,’ ETAS Newsletter, 13, 2, 43.Google Scholar
Buzan, T. (1995a) The Mind Map Book, London: BBC Publications.Google Scholar
Buzan, T. (1995b) Use Your Head, London: BBC Publications.Google Scholar
Cambridge International Dictionary of English (1995) Cambridge: Cambridge University Press.
Campbell, C. and Kryszewska, H. (1992) Learner-based Teaching, Oxford: Oxford University Press.Google Scholar
Celce-Murcia, M., Brinton, D. and Goodwin, J. (1996) Teaching Pronunciation, Cambridge: Cambridge University Press.Google Scholar
Chapman, B. and Fisher, S. (1995) Conducting tracer studies in adult language and literacy programs, Teacher Resource Series No. 6. NCELTR Sidney: MacQuarie University Press.Google Scholar
Claxton, G. (1998) Hare Brain Tortoise Mind, London: Fourth Estate.Google Scholar
Cohen, L. and Manion, L. (1989) A Guide to Teaching Practice, London: Routledge.Google Scholar
Collie, J. and Slater, S. (1987) Literature in the Language Classroom, Cambridge: Cambridge University Press.Google Scholar
Collins COBUILD English Grammar (1990) London: HarperCollins.
Collins COBUILD English Dictionary (1995) London: HarperCollins.
Concise Oxford Dictionary (1999) Oxford: Oxford University Press.
Cook, G. (1989) Discourse, Oxford: Oxford University Press.Google Scholar
Cross, D. (1995) Large Classes in Action, Hemel Hempstead: Prentice Hall.Google Scholar
Davis, P., Garside, B. and Rinvolucri, M. (1998) Ways of Doing, Cambridge: Cambridge University Press.Google Scholar
Deller, S. (1990) Lessons from the Learner, Harlow: Longman.Google Scholar
Dobbs, J. (forthcoming) The Writing on the Wall, Cambridge: Cambridge University Press.
Douglas Brown, H., Cohen, D. and O'Day, J. (1991) Challenges, New Jersey: Prentice Hall.Google Scholar
Doyé, P. (1999) The Intercultural Dimension of Foreign Language Teaching, Berlin: Cornielsen.Google Scholar
Dufeu, B. (1994) Teaching Myself, Oxford: Oxford University Press.Google Scholar
Ellis, G. and Sinclair, B. (1989) Learning to Learn English, Cambridge: Cambridge University Press.Google Scholar
Estaire, S. and Zanon, J. (1994) Planning Classwork: A Task-Based Approach, Oxford: Heinemann.Google Scholar
Frank, C. and Rinvolucri, M. (1983) Grammar in Action, Oxford: Pergamon.Google Scholar
Gairns, R. and Redman, S. (1986) Working with WordsCambridge: Cambridge University Press.Google Scholar
Gerrickens, P. (1999) The Feedback Game, Aldershot: Gower.Google Scholar
Grange, C. (1993) Play Games with English 1,2,3. Oxford: Heinemann.Google Scholar
Graves, K. (2000) Designing Language Courses, Boston MA: Heinle and Heinle Publishers.Google Scholar
Grinder, M. (1991) Righting the Educational Conveyor Belt, Portland: Metamorphous Press.Google Scholar
Grundy, P. (1989) ‘When will they ever learn?’ The Teacher Trainer, 3, 3, 4–11.Google Scholar
Hadfield, J. (1984) Communication Games, London: Harrap.Google Scholar
Hadfield, J. (1992) Classroom Dynamics, Oxford: Oxford University Press.Google Scholar
Hadfield, J. and Hadfield, C. (1995) Reading games, Walton-on-Thames: Nelson.Google Scholar
Hancock, M. (1995) Pronunciation Games, Cambridge: Cambridge University Press.Google Scholar
Hedge, T. (1988) The Skill of Writing, Oxford: Oxford University Press.Google Scholar
Hess, N. (1998) ‘Voices of TESOL’, TESOL Matters, 8, 4.Google Scholar
Horn, V. (1977) Composition Steps, Rowley, Mass.: Newbury House.Google Scholar
Houston, G. (1984) The Red Book of Groups, London: Gaie Houston.Google Scholar
Jeanrenaud, P. and Woodward, T. (1997) ‘Effective tutorials’, Modern English Teacher 6, 2,58–59.Google Scholar
Johnson, D., Johnson, R. and Holubec, E. (1993) Circles of Learning, Edina: Interaction Book Co.Google Scholar
Johnstone, K. (1981) Impro, London: Methuen.Google Scholar
Jordan, R. (1997) English for Academic Purposes, Cambridge: Cambridge University Press.CrossRefGoogle Scholar
Joyce, B., Calhoun, E. and Hopkins, D. (1997) Models of Learning – Tools for Teaching, Milton Keynes: Open University Press.Google Scholar
Kay, S. (1994, 1995, 1996): Reward Resource Pack: Communicative Activities for Students of English (Pre-intermediate 1994, Intermediate 1995, Upper-intermediate 1996), Oxford: Heinemann.Google Scholar
Kennedy, J. (1995) ‘Getting to the heart of the matter – the marginal teacher’, The Teacher Trainer, 9, 1,10–14.Google Scholar
Kennedy, J. (1999) ‘Using mazes in teacher education’, ELT Journal, 53, 2, 107–113.CrossRefGoogle Scholar
Klippel, F. (1984) Keep Talking, Cambridge: Cambridge University Press.Google Scholar
Kramsch, C. (1993) Context and Culture in Language Teaching, Oxford: Oxford University Press.Google Scholar
Langsch-Brown, B. (1998) ‘Maintaining control through lesson planning’, ETAS Newsletter, 15, 3, 37.Google Scholar
Laroy, C. (1992) Musical Openings, Harlow: Longman.Google Scholar
Laufer, B. and Shmueli, K. (1997) ‘Memorizing new words: does teaching have anything to do with it?’ RELC Journal, 28, 1, 89–108.CrossRefGoogle Scholar
Lewis, M. (1993) The Lexical Approach, Hove: Language Teaching Publications.Google Scholar
Lindstromberg, S. (1990) The Recipe Book, Harlow: Longman.Google Scholar
Lindstromberg, S. (1997) The Standby Book, Cambridge: Cambridge University Press.Google Scholar
Longman Dictionary of English Language and Culture (1992) Harlow: Longman.
Longman Language Activator (1993) Harlow: Longman.
Maclennan, S. (1987) ‘Integrating lesson planning and class management’, ELT Journal, 41, 3, 193–7.CrossRefGoogle Scholar
Malamah-Thomas, A. (1987) Classroom interaction, Oxford: Oxford University Press.Google Scholar
Maley, A. (1995) Short and Sweet, London: Penguin.Google Scholar
Marsland, B. (1998) Lessons From Nothing, Cambridge: Cambridge University Press.CrossRefGoogle Scholar
May, P. (1996) Exam Classes, Oxford: Oxford University Press.Google Scholar
Murphey, T, (1991) Teaching One to One, Harlow: Longman.Google Scholar
Murphey, T. and Woo, L. (1998) ‘Using student feedback for emerging lesson plans’, ETAS Newsletter, 15, 3, 27–29.Google Scholar
Nattinger, J. and Carrico, J. (1992) Lexical Phrases, Oxford: Oxford University Press.Google Scholar
Nolasco, R. and Arthur, L. (1988) Large Classes, London: Macmillan.Google Scholar
Nunan, D. and Lamb, C. (1996) The Self-Directed Teacher, Cambridge: Cambridge University Press.Google Scholar
Nuttall, C. (1996) Teaching Reading Skills in a Foreign Language, Oxford: Heinemann.Google Scholar
Oxford Photo Dictionary (1991) Oxford: Oxford University Press.
Oxford Elementary Learner's Dictionary (1994) Oxford: Oxford University Press.
Peyton, J. K. and Reed, L. (1990) Dialogue Journal Writing and Non-native English Speakers: A Handbook for Teachers, Alexandria: TESOL.Google Scholar
Peyton, J. and Staton, J. (eds.) (1991) Writing Our Lives, New Jersey: Prentice Hall Regents.
Pincas, A. (1982) Writing in English, London: Macmillan.Google Scholar
Porter Ladousse, G. (1983) Speaking Personally, Cambridge: Cambridge University Press.Google Scholar
Prodromou, L. (1992) Mixed Ability Classes, London: MEP Macmillan.Google Scholar
Prodromou, L. (1995) ‘The backwash effect: from testing to teaching’, ELT Journal, 49, 1, 13–25.CrossRefGoogle Scholar
Richard, R. (1994) ‘Dear Norman’ in ‘The Independent Story of the Year 2’, June 1994.
Rinvolucri, M. (1998a) ‘Dancing letters’, English Teaching Professional, 8, 12.Google Scholar
Rinvolucri, M. (1998b) ‘The host family: A major learning resource’, Arena 21, ARELS.
Rost, M. (1991) Listening in Action: Activities for developing listening in language education, Hemel Hempstead: Prentice Hall.Google Scholar
Scharle, A. and Szabo, A. (2000) Learner Autonomy, Cambridge: Cambridge University Press.Google Scholar
Stevick, E. (1980) A Way and Ways, Cambridge, Mass: Newbury House.Google Scholar
Stevick, E. (1986) Images and Options in the Language Classroom, Cambridge: Cambridge University Press.Google Scholar
Stricherz, G. (1982) Before the Bell Rings, New Jersey: Alemany Press, Regents Prentice Hall.Google Scholar
Swan, M. (1995) Practical English Usage, Oxford: Oxford University Press.Google Scholar
Swan, M. and Smith, B. (1987) Learner English, Cambridge: Cambridge University Press.Google Scholar
Tanner, R. and Green, C. (1998) Tasks for Teacher Education, London: Routledge.Google Scholar
Thornbury, S. (1997) ‘Reformulation and reconstruction: tasks that promote “noticing”’, ELT Journal, 5, 4, 326–335.CrossRefGoogle Scholar
Tripp, D. (1993) Critical Incidents in Teaching, London: Routledge.Google Scholar
Trompenaars, F. (1993) Riding the Waves of Culture, London: Nicholas Brealey.Google Scholar
Underhill, A. (1980) Use Your Dictionary, Oxford: Oxford University Press.Google Scholar
Ur, P. (1987) ‘Teaching heterogeneous classes part two’, The Teacher Trainer, 2, 1,10–13.Google Scholar
Ur, P. (1996) A Course in Language Teaching, Cambridge: Cambridge University Press.Google Scholar
Ur, P. and Wright, A. (1992) Five-Minute Activities, Cambridge: Cambridge University Press.Google Scholar
Valdes, J. M. (ed.) (1986) Culture Bound, Cambridge: Cambridge University Press.
Ek, J.A. (1990) The Threshold Level in a European Unit-Credit System for Modern Language Learning by Adults, Strasbourg: Council of Europe.Google Scholar
Vogel, J. (1998) ‘How far ahead do you plan? Instant and constant preparation’, ETAS Newsletter, 15, 3, 30.Google Scholar
Watcyn-Jones, P. (1993) Vocabulary Games and Activities, London: Penguin.Google Scholar
Watcyn-Jones, P. (1995) Grammar Games and Activities, London: Penguin.Google Scholar
Weintraub, E. (1989) ‘An interview with Ephraim Weintraub’, The Teacher Trainer, 3, 1, 1.Google Scholar
Wilberg, P. (1987) One to One, Hove: Language Teaching Publications.Google Scholar
Williams, M. and Burden, R. (1997) Psychology for Language Teachers, Cambridge: Cambridge University Press.Google Scholar
Willis, J. (1994) ‘Preaching what we practise – training what we teach: TBL as an alternative to PPP’, The Teacher Trainer, 8, 1, 17–20.Google Scholar
Woo, L. and Murphey, T. (1999) ‘Metacognition with action logs’, The Language Teacher, May issue.
Woods, D. (1996) Teacher Cognition in Language Teaching, Cambridge: Cambridge University Press.Google Scholar
Woodward, T. (1991) Models and metaphors in language teacher training, Cambridge: Cambridge University Press.Google Scholar
Woodward, T. (1992) Ways of Training, Harlow: Longman.Google Scholar
Woodward, T. (1995) ‘It made me think … about challenging classes’, Modern English Teacher, 4, 2, 66–9.Google Scholar
Woodward, T. and Lindstromberg, S. (1995) Planning from Lesson to Lesson, Harlow: Longman.Google Scholar
Wragg, E. C. (1993) Class Management, London: Routledge.Google Scholar
Yorkey, R. (1970) Study Skills for Students of ESL, New York: McGraw Hill.Google Scholar

Save book to Kindle

To save this book to your Kindle, first ensure coreplatform@cambridge.org is added to your Approved Personal Document E-mail List under your Personal Document Settings on the Manage Your Content and Devices page of your Amazon account. Then enter the ‘name’ part of your Kindle email address below. Find out more about saving to your Kindle.

Note you can select to save to either the @free.kindle.com or @kindle.com variations. ‘@free.kindle.com’ emails are free but can only be saved to your device when it is connected to wi-fi. ‘@kindle.com’ emails can be delivered even when you are not connected to wi-fi, but note that service fees apply.

Find out more about the Kindle Personal Document Service.

  • Bibliography
  • Tessa Woodward, Hilderstone College, Kent
  • Book: Planning Lessons and Courses
  • Online publication: 05 May 2010
  • Chapter DOI: https://doi.org/10.1017/CBO9780511732973.010
Available formats
×

Save book to Dropbox

To save content items to your account, please confirm that you agree to abide by our usage policies. If this is the first time you use this feature, you will be asked to authorise Cambridge Core to connect with your account. Find out more about saving content to Dropbox.

  • Bibliography
  • Tessa Woodward, Hilderstone College, Kent
  • Book: Planning Lessons and Courses
  • Online publication: 05 May 2010
  • Chapter DOI: https://doi.org/10.1017/CBO9780511732973.010
Available formats
×

Save book to Google Drive

To save content items to your account, please confirm that you agree to abide by our usage policies. If this is the first time you use this feature, you will be asked to authorise Cambridge Core to connect with your account. Find out more about saving content to Google Drive.

  • Bibliography
  • Tessa Woodward, Hilderstone College, Kent
  • Book: Planning Lessons and Courses
  • Online publication: 05 May 2010
  • Chapter DOI: https://doi.org/10.1017/CBO9780511732973.010
Available formats
×