Does a word mean what it says? Sometimes - but not always. Everyone thinks that meaning is contained within words - like sardines in a tin, or milk in a bottle. After all, words are nice stable things that you can look up in a dictionary aren't they? But dictionaries only take us so far... If you eavesdropped on a teenage conversation, rushing to a dictionary - with its definitions frozen in time - wouldn't help much. Who's using a word and to whom, in what context, for what purpose - all these influence the meaning of the language we use. The word's origins and history (its 'genetics') also help. Try teaching yourself another language from a phrasebook and you'll soon learn that you can be correct, in the formal sense, but still way behind the times in reality. In this book Wajnryb considers these and other questions to explore how and why our language works the way it does.

Classroom Observation Tasks will help teachers use classroom observation as a learning tool; a place where they may discover more about the processes of teaching and learning, and ultimately, more about their own teaching. The model of teacher development used is that of the teacher as reflective practitioner, where teachers initiate and propel their own professional development. In the past, classroom observation was usually understood in judgment terms--assessment, evaluation, probation. The classroom was a place where a more experienced teacher came and passed judgment on a less experienced teacher. Classroom Observation Tasks looks at observing from outside the realm of assessment, thus removing much of the fear and anxiety from observation. The focus is on discovery, learning, and teacher development. Classroom Observation Tasks is addressed to the teacher, but also may be used by teacher trainees, teacher trainers, and those involved in school-based teacher support. Over thirty-five structured tasks related to classrooms are provided and divided into seven focus areas.

Does a word mean what it says? Sometimes - but not always. Everyone thinks that meaning is contained within words - like sardines in a tin, or milk in a bottle. After all, words are nice stable things that you can look up in a dictionary aren't they? But dictionaries only take us so far... If you eavesdropped on a teenage conversation, rushing to a dictionary - with its definitions frozen in time - wouldn't help much. Who's using a word and to whom, in what context, for what purpose - all these influence the meaning of the language we use. The word's origins and history (its 'genetics') also help. Try teaching yourself another language from a phrasebook and you'll soon learn that you can be correct, in the formal sense, but still way behind the times in reality. In this book Wajnryb considers these and other questions to explore how and why our language works the way it does.

This book enables teachers to explore story-telling as discourse in the language classroom and provides examples of meaningful activities which can be easily used in a range of teaching situations.Stories has three main sections, an introduction which outlines the conceptual framework of narrative, an activities section for use in the classroom and a storybank to support the activities.There is also a useful list of further resources.Outside the language classroom, stories provide an authentic and universal form of communication. Stories are a familiar and reassuring way of acquiring language and therefore can be easily applied to the language classroom. This book will help teachers who are interested in using stories in the classroom, but looking for a place to start. Unlike other books Stories is for teachers of adults, both young and old.

Have we always "sworn like sailors"? Has creative cursing developed because we can't just slug people when they make us angry? And if such verbal aggression is universal, why is it that some languages (Japanese, for instance) supposedly do not contain any nasty words? Throughout the twentieth century there seems to have been a dramatic escalation in the use and acceptance of offensive language in English, both verbally and in print. Today it seems almost commonplace to hear the "f" word in casual conversation, and even on television. Just how have we become such a bunch of cursers and what does it tell us about our language and ourselves?

In "Expletive Deleted, " linguist Ruth Wajnryb offers an entertaining yet thoroughly researched, lighthearted look at this development, seeking to reveal the etymologies of various terms and discover how what was once considered unfit-for-company argot has become standard fare. Wajnryb steps outside the confines of English in her search for answers, exploring whether offensive words in English are mirrored in other languages and examining cultural differences in the usage of dirty words. For instance, why is it that in some languages you can get away with intimating that a person and his camel are more than just good friends, while pouring scorn on a mother's morals guarantees you a seat on the next flight out?

An amusing and idiosyncratic look at the power of words to shock, offend, insult, amuse, exaggerate, let off steam, establish relationships, and communicate deep-felt emotions, "Expletive Deleted" is a must-read for anyone who loves language -- or has ever stubbed a toe.

Classroom Observation Tasks shows how to use observation to learn about language teaching. It does this by providing a range of tasks which guide the user through the process of observing, analysing and reflecting, and which develop the skills of observation. The book contains a bank of 35 structured tasks which are grouped into seven areas of focus: the learner, the language, the learning process, the lesson, teaching skills and strategies, classroom management, and materials and resources. Each task looks at one aspect of a particular area; for example, the language a teacher uses to ask questions, or how the teacher monitors learning, or how people interact in a lesson. Each task provides guidance in how to record observations, and questions to help users interpret the data and relate the experience to their own teaching circumstances and practice. Classroom Observation Tasks:;- is addressed mainly to teachers, but also caters for trainee teachers, teacher trainers and others involved in school-based teacher support, teacher development and trainer training - has a comprehensive introduction to the tasks and a rationale covering the theoretical issues involved - places the responsibility for professional growth in the hands of the teacher