RELO Resources
Grammar, Vocabulary and Pronunciation
Last Updated 02/05
English Syntax: A Grammar for English Language Professionals (Call no. O /1516/ 1995)
Roderick A. Jacobs
Oxford University Press 1995
This book presents in a clear and systematic fashion the basic units and processes of English sentence formation. Written for language professionals- teachers, literary critics, speech therapists, translators- and for students, the text incorporates recent advances in theoretical and applied linguistic research.
Explaining English Grammar (Call no. O /1518/ 1998)
George Yule
Oxford University Press 1998
It goes beyond the decontextualized grammar that most grammar books provide and describes how the peculiarities and idiosyncracies of nine difficult areas of English grammar can be explained to students. The areas include articles, tense and aspect, modals, conditionals, prepositions and particles, indirect objects, infinitives and gerunds, relative clauses, and direct and indirect speech. The "Teaching Ideas" section at the end of each chapter connects grammar up with classroom activities, both the usual grammar worksheet type of activity and the interactive-communicative type.
Focus on Grammar (text book) (Call no. L /1205/ 2002)
Irene E. Schoenberg & Jay Maurer
Longman 2002
Focus on Grammar provides context, practice and interaction to teach grammar in a communicative way.
Fundamentals of English Grammar (Call no. L /1206/ 2003)
Betty Schrampfer Azar
Longman 2003
This book a well-organized core of material around which instructors can build classroom activities and a course syllabus. Presents material that is interesting, adult, and realistic in terms of current usages and both needs in and outside the classroom. It also views vocabulary development as integral to the development of structure usage.
Grammar (Call no. O /1521/ 1994)
Rob Batstone
Oxford University Press 1994
This book provides the practicing language teacher with a clear and straightforward overview of the complex subject. It describes the nature of grammar and its role in language learning and language use. The book contains much of relevance to the teacher working within both traditional and innovative syllabuses.
How English Works + Instructor’s Manual (Call no. C /0315/ 1998)
Ann Raimes
Cambridge University Press 1998
This grammar text takes an inductive approach, illustrating grammar points with readings from newspapers, works of nonfiction, and college textbooks. * Engages students with topics that range from artificial intelligence and portable computers to environment and economics * Introduces 27 important principles of English grammar from basic sentence structure, to combining sentences, to written discourse * Provides a real-world context that allows students to see how the English language really does "work"
Learning Vocabulary in Another Language (Call no. C /0319/ 2001)
I. S. P. Nation
Cambridge University Press 2001
Learning Vocabulary in Another Language provides a detailed survey of research and theory on the teaching and learning of vocabulary with the aim of providing pedagogical suggestions for both teachers and learners. It contains descriptions of numerous vocabulary learning strategies that are justified and supported by reference to experimental research, case studies, and teaching experience. The book also describes what vocabulary learners need to know to be effective language users. The book shows that by taking a systematic approach to vocabulary learning, teachers can make the best use of class time and help learners get the best return for their learning effort. This book will quickly establish itself as the point of reference for future vocabulary work for the next decade.
Longman Student Grammar of Spoken and Written English (Call no. P /1602/ 2002)
Douglas Biber, Susan Conrad & Geoffrey Leech
Pearson Education 2002
Accessible and easy to use, this corpus-based grammar is full of fresh insights about the behavior of the English register differences and variation across speech and writing. It will prove equally beneficial for those who already love grammar and want to know more about it as well as those who are aware of the importance of grammar but are still afraid of approaching it.
Longman Student Grammar of Spoken and Written English (Workbook) (Call no. P /1603/ 2002)
Douglas Biber, Susan Conrad & Geoffrey Leech
Pearson Education 2002
Accessible and easy to use, this corpus-based grammar is full of fresh insights about the behavior of the English register differences and variation across speech and writing. It will prove equally beneficial for those who already love grammar and want to know more about it as well as those who are aware of the importance of grammar but are still afraid of approaching it.
New Ways in Teaching Grammar (Call no. T /2028/ 1995)
Martha C. Pennington, (Ed.)
TESOL 1995
The orientation of this volume is quite different from the traditional product-based conception of grammar as something that can be set down between the covers of a book and learned through diligent efforts. These activities present grammar as a dynamic shaping force in the ever-changing context and process of communication. In this view, grammar is more a matter of selection than correction: Students are encouraged to select an appropriate option from a range of possible responses to a given situation.
New Ways in Teaching Vocabulary (Call no. T /2032/ 1994)
Paul Nation, (Ed.)
TESOL 1994
This book will help you to develop the vocabulary component of your language teaching program with more than 100 activities organized to reflect the major elements of a second language course.
Pronunciation (Call no. O /1536/ 1994)
Christiane Dalton & Barbara Seidlhofer
Oxford University Press 1994
The basic principles and terminology of this important, but sometimes neglected, area are explained in this book. Pronunciation helps teachers to understand and evaluate the materials available to them, and so approach the teaching of pronunciation with more confidence. The book includes over 120 classroom projects that readers can use to develop their pronunciation teaching.
Pronunciation (Call no. O /1537/ 1995)
Clement Laroy
Oxford University Press 1995
A new addition to an established and popular practical series for teachers, Pronunciation provides a rich resource of imaginative techniques and ideas for teaching pronunciation. Unlike other books on the subject, this book examines why learners fail to achieve good pronunciation and seeks a solution in building their confidence through a holistic approach. This concentrates on rhythm, stress, and articulatory settings first: if these are mastered, individual sounds should follow naturally.
Pronunciation Pedagogy and Theory (Call no. T /2041/ 1994)
Joan Morely, (Ed.)
TESOL 1994
The seven papers in this volume reflect a new look in pronunciation instruction. As educators try to empower their students to become full participants of the community in which they communicate, they see pronunciation instruction as an integral part of the L2 curriculum, not as a component set apart from the mainstream of instruction.
Teaching American English Pronunciation (Call no. O /1545/ 1992)
Peter Avery & Susan Ehrlich
Oxford University Press 1992
This is a comprehensive introduction to teaching the pronunciation of North American English. It includes an illustrated description of the sound system of English, ideas for overcoming pronunciation problems specific to fifteen different languages, and a variety of approaches and techniques for use in the classroom.
Teaching Language (Call no. H /1810/ 2003)
Diane Larsen-Freeman
HEINLE & HEINLE 2003
Viewing grammar as something which is organic and evolving, this book provides an overview of grammar acquisition and language learning. Theoretical frameworks, voices from the classroom, and reflective tasks engage teachers in an interactive debate about language teaching.
Vocabulary (Call no. O /1549/ 1997)
John Morgan & Mario Rinvolucri
Oxford University Press 1997
The exercises in this book are clearly set out in the form of lesson plans with examples materials and cover all areas of language learning: texts, aural comprehension, written and oral practice. They may be used alone or in conjunction with the teacher’s own materials or textbooks.
Vocabulary (Call no. O /1550/ 1990)
Michael McCarthy
Oxford University Press 1990
How are words and idioms organized in a language? How are they learnt and stored? Vocabulary explains the ways in which the various theories relating to these questions have been applied in both teaching and reference materials. There is a wide range of examples illustrate the text, and will help readers to evaluate and adapt the vocabulary materials they use in their own classrooms.
Structure of English, The: Studies in Form and Function for Language Teaching+
Workbook (Call no. M /1311/ 2000)
Jeanette S. DeCarrico
University of Michigan 2000
Designed for graduate TESOL and certificate programs, as well as the new ESL/EFL teacher, this book takes a descriptive approach to grammar and the structure of English. The text is unique in its focus on grammatical and discourse function as opposed to form (although form is also addressed), reflecting the idea that understanding discourse functions will help teachers to see what is behind grammar and therefore enable them to teach students more effectively.