MARC details
| 000 -LEADER |
|---|
| fixed length control field |
02060nam a2200217 4500 |
| 008 - FIXED-LENGTH DATA ELEMENTS--GENERAL INFORMATION |
|---|
| fixed length control field |
s1995 us fre u |
| 020 ## - INTERNATIONAL STANDARD BOOK NUMBER |
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| International Standard Book Number |
0939791587 |
| 020 ## - INTERNATIONAL STANDARD BOOK NUMBER |
|---|
| International Standard Book Number |
9780939791583 |
| 040 ## - CATALOGING SOURCE |
|---|
| Original cataloging agency |
LB-BrCRDP |
| 082 1# - DEWEY DECIMAL CLASSIFICATION NUMBER |
|---|
| Classification number |
371.3 |
| Item number |
Nun |
| 100 1# - MAIN ENTRY--PERSONAL NAME |
|---|
| Personal name |
David, Nunan |
| 245 10 - TITLE STATEMENT |
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| Title |
New Ways in Teaching Listening |
| Statement of responsibility, etc. |
David Nunan, Linsday Miller |
| 260 ## - PUBLICATION, DISTRIBUTION, ETC. |
|---|
| Place of publication, distribution, etc. |
Virginia |
| Name of publisher, distributor, etc. |
Teachers of English to Speakers of Other Languages |
| Date of publication, distribution, etc. |
1995 |
| 300 ## - PHYSICAL DESCRIPTION |
|---|
| Extent |
275p |
| 490 0# - SERIES STATEMENT |
|---|
| Series statement |
New Ways in TESOL Series: Innovative Classroom Techniques. |
| 520 ## - SUMMARY, ETC. |
|---|
| Summary, etc. |
This guide is a collection of practical ideas for teaching listening skills to learners of a second language. Most are contributed by teachers of English as a Second Language, but the activities may be appropriate for other languages. Each idea is described briefly, with information given about appropriate proficiency level(s), specific aims, class time requirements, preparation time, needed resources, procedures, and caveats and options. The first section focuses on development of cognitive strategies: listening to the main idea; listening for details; and predicting. Section 2 contains activities that demonstrated the interlinked nature of listening with speaking, pronunciation, and vocabulary. The third section provides ideas for teaching aspects of stress, intonation, and register, particularly as they relate to pronunciation. A subsequent section deals with the use of technology in the listening classroom, and the next with listening for academic purposes, especially at the higher education level, where instruction is often provided in a second language. The final section draws together disparate tasks that deal with affective aspects of the listening process, using songs and relaxation techniques. An addendum includes tasks for dealing with problems in the listening classroom. (MSE) |
| 650 4# - SUBJECT ADDED ENTRY--TOPICAL TERM |
|---|
| Topical term or geographic name entry element |
Demonstrate that listening is a receptive skill that promotes development of spoken language proficiency |
| 700 1# - ADDED ENTRY--PERSONAL NAME |
|---|
| Personal name |
Linsday, Miller |
| 942 ## - ADDED ENTRY ELEMENTS (KOHA) |
|---|
| Koha item type |
Books |
