Designing Language Teaching Tasks provides a research-based account of how experienced teachers and task designers prepare activities for use in the language classroom. It gives detailed information on the procedures which designers follow. The book is a description of research and will therefore interest applied linguists and students in the field. It is written in a clear and comprehensible way, and should appeal to all those who want to learn to write good language teaching materials.

Sir E. A. Wallis Budge (1857-1934) was Keeper of the British Museum's department of oriental antiquities from 1894 until his retirement in 1924. Carrying out many missions to Egypt in search of ancient objects, Budge was hugely successful in collecting papyri, statues and other artefacts for the trustees of the British Museum: numbering into the thousands and of great cultural and historical significance. Budge published well over 100 monographs, which shaped the development of future scholarship and are still of great academic value today, dealing with subjects such as Egyptian religion, history and literature. The ancient Egyptians expressed their ideas in writing by means of hieroglyphics, which they used uninterruptedly until the end of the rule of the Ptolemies. Evidence indicates that the hieroglyphic system of writing was brought to Egypt by invaders from north-east or central Asia; they settled somewhere between Memphis on the north and Thebes on the south, and gradually established their civilization, religion and methods of communication. First published in 1910, Egyptian Language provides a simple introduction to the study of Egyptian hieroglyphic inscriptions. Including an account of the decipherment of the hieroglyphic system and the general principles which underlie it, as well as the main facts of ancient Egyptian grammar and illustrative extracts, the book will be of value to students and academics of ancient Egyptian language and culture.

Viewing current developments in materials development through the eyes of developers, users and researchers from all over the world, this book applies principles to practice. It provides a comprehensive coverage of the main aspects and issues in the field as well as critical overviews of recent developments in materials development, and acts as a stimulus for innovation. Now revised and updated to take account of developments over the last decade, this 3rd edition features: - 8 new chapters, covering materials use, blended learning, multimodality, intercultural competence, communicative competence, the practical realisation of theoretical principles in the development of digital materials, the teaching of right to left languages and the commodification of grammar. - Fully updated chapters with contemporary examples and considering teaching second and foreign languages other than English. - New pedagogical resources, with the addition of tasks and further readings for each chapter. - New online resources, 2 new chapters on producing videos on teacher development courses and materials development on teacher training courses and 2 updated chapters on development courses for teachers and simulations in teacher development, alongside a range of additional tasks and further reading suggestions.

This basic bibliography of analogy aims to be a useful tool for linguistic research. The compilers have emphasized the years from 1868 onwards, starting with Scherer s statement, but a few important premonitory works have been included as well."

Albeit modern times bring with it changes in lifestyle preferences, a great deal of people keep their predilection for reading, in this case, poetry. The author started to write verses and rhymes in Spanish at a very young age, adding later on poems in English, but it was not until her retirement that she decided to recompile everything for publication. In that regard, the author has tried to pour out on paper personal experiences on different topics such as the eternal theme of love, as well as nature and distant places, which beauty she accurately describes in verse.

Designed for students who have already developed a basic competence in Russian, this book expands and improves their vocabulary. It is invaluable as a guide to finding the right word for the context because it provides detailed information on groups of Russian words with related meanings, including examples of usage and English glosses. Two indexes allow users to quickly locate words in Russian or English. The book is an essential reference for students as well as teachers of Russian and other professional linguists.

Edexcel GCSE French Foundation Student Book has been written to prepare students for the latest Edexcel GCSE specification. It has been written by an experience team of authors and reviewed by Edexcel examiners. With a strong focus on controlled assessment and exam preparation throughout the course, students can confidently aim for up to grades C. Graded examples and examiner tips in ResultsPlus show students how to aim for the best possible grade through perfecting key language skills.

These Edexcel GCE English Language resources support the new specification and are written by an expert team including senior examiners. Develop students' critical approaches to language in a practical way through stimulating sources and activities, supporting student success in examination and coursework units. Provides a range of engaging extracts allowing students to experience a wide variety of texts, and encouraging them to think more widely about what constitutes a text. Develop students' understanding of key concepts that they will use throughout their course through an essential 'toolkit' for language which is integrated into Unit 1. Clearly explains the assessment requirements for each unit and offers guidance, so students understand how they can achieve their best.

The setting for this play is a Boer potato farm during the apartheid regime. The labourers, including prison workers, rise up against the “Baas” and his induna, an older black man who is in charge of the workforce. The old man’s life changes through what happens as does that of his wife and daughter. The story is told through the conversation of the induna’s wife and the young man who was to have married the daughter. The rebellion on the farm hints at a far larger con flict looming “up north”, as the young man leaves the farm to go and fight for the freedom and dignity of his people. Zakes Mda wrote the play in 1979 when he was in his early twenties.

NihonGO NOW! is a beginning-level courseware package that takes a performed-culture approach to learning Japanese. This innovative approach balances the need for an intellectual understanding of structural elements with multiple opportunities to experience the language within its cultural context. From the outset, learners are presented with samples of authentic language that are context-sensitive and culturally coherent. Instructional time is used primarily to rehearse interactions that learners of Japanese are likely to encounter in the future, whether they involve speaking, listening, writing, or reading. Level 1 comprises two textbooks with accompanying activity books. These four books in combination with audio files allow instructors to adapt a beginning-level course, such as the first year of college Japanese, to their students' needs. They focus on language and modeled behavior, providing opportunities for learners to acquire language through performance templates. Online resources provide additional support for both students and instructors. Audio files, videos, supplementary exercises, and a teachers' manual are available at www.routledge.com/9781138304147. NihonGO NOW! Level 1 Volume 2 Textbook is ideally accompanied by the Level 1 Volume 2 Activity Book, which provides core texts and additional practice for beginning-level students.

Siguiendo su estilo narrativo de los libros Historias de Olmo y Cuaderno de Feldafing, ambos publicados en Siruela, o de su poesa anterior Clculo de lindes (Mxico), aunque esta vez mucho ms cerca de la lnea experimental iniciada por Mallarm, el autor cubano nacido en 1959 publica un libro tal vez minimalista por los pocos versos que surgen en la pgina en blanco, y cuya lectura busca la complicidad de un lector ajeno a una idea tradicional de la poesa en Cuba.

Language in academic settings, also referred to academic language, has gained attention in the field of second language learning owing to new understandings of the complexities of language inherent in learning academic content, and new efforts to assess English learners' language proficiency in the context of school learning. The concept of academic language as distinct from social language has been in the academic literature since the mid-1950s, and surfaced as a major construct in the field of bilingual education in the 1980s. Many readers will be familiar with the ideas of BICS and CALP, first introduced by Jim Cummins in the 1980s. This book presents a critique of academic language as a separable construct from social language, and introduces current research efforts to understand how English learners interact, interpret, and show understanding of language in academic contexts in ways that re-think and go beyond the distinction between social and academic language. The book is organized into three main sections, each with a range of chapters that consider how academic language plays into how children and youth learn academic content as emergent bilingual students in school settings. A Foreward and Afterward offer commentary on the book and its contents. The intended audience for this book is graduate students, teacher educators, and researchers interested in issues of language and content learning for English learners, the new mainstream of schools across the nation. There is something for a wide range of readers and students of second language acquisition in this volume.