000 06326cam a2200409 i 4500
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008 070515s2007 enka b 001 0 eng d
010 _a 2007001839
011 _aBIB MATCHES WORLDCAT
020 _a0521689511
_qpbk.
020 _a9780521689519
_qpbk.
035 _a(ATU)b11337527
035 _a(OCoLC)79256774
040 _aDLC
_beng
_erda
_cDLC
_dBAKER
_dYDXCP
_dBTCTA
_dUKM
_dC#P
_dVP@
_dATU
050 0 0 _aPE1128.A2
_bB475 2007
082 0 0 _a428.0071
_222
100 1 _aBilbrough, Nick,
_eauthor.
_91067653
245 1 0 _aDialogue activities :
_bexploring spoken interaction in the language class /
_cNick Bilbrough.
246 3 0 _aExploring spoken interaction in the language class
264 1 _aCambridge ;
_aNew York :
_bCambridge University Press,
_c2007.
300 _aix, 244 pages :
_billustrations ;
_c23 cm.
336 _atext
_btxt
_2rdacontent
337 _aunmediated
_bn
_2rdamedia
338 _avolume
_bnc
_2rdacarrier
490 1 _aCambridge handbooks for language teachers
504 _aIncludes bibliographical references (pages 239-240) and index.
505 0 0 _tIntroduction --
_g1.
_tUnderstanding --
_g1.1.
_tUnderstanding dialogues: a basic procedure --
_g1.2.
_tBoard grab --
_g1.3.
_tReading versus listening --
_g1.4.
_tDialogue interpretation worksheets --
_g1.5.
_tJigsaw --
_g1.6.
_tDesigning exam questions --
_g1.7.
_tWhat are they talking about? --
_g1.8.
_tSnippets --
_g1.9.
_tFairy tale tableaux --
_g1.10.
_tLame jokes --
_g1.11.
_tWorking with interviews --
_g1.12.
_tDialogue as a way into a graded reader --
_g1.13.
_tThe bit I like --
_g2.
_tAnalysing --
_g2.1.
_tTricky words --
_g2.2.
_tClosed mouth minimal pairs --
_g2.3.
_tFishermen --
_g2.4.
_tStage directions --
_g2.5.
_tAuthentic versus scripted dialogues --
_g2.6.
_tDialogue scan race --
_g2.7.
_tFilling in --
_g2.8.
_tSpeech acts --
_g2.9.
_tThe teacher does the speaking test --
_g2.10.
_tStudent dialogue reformulation --
_g2.11.
_tBackchannelling --
_g3.
_tReproducing and reconstructing --
_g3.1.
_tJumbled lines --
_g3.2.
_tDialogue rebuilding --
_g3.3.
_tThe ultimate gapfill --
_g3.4.
_tListen again --
_g3.5.
_tJumbled reconstruction --
_g3.6.
_tDialogue pairs --
_g3.7.
_tDialogue retranslation --
_g3.8.
_tRetranslated tapescript --
_g3.9.
_tDubbing --
_g3.10.
_tFrom monologue to dialogue --
_g3.11.
_tTurning news items into dialogue --
_g3.12.
_tShadow dialogues --
_g3.13.
_tMimed dialogues --
_g3.14.
_tModernised voiceovers --
_g3.15.
_tRoughing up and censoring --
_g4.
_tMemorising --
_g4.1.
_tWho said what? --
_g4.2.
_tReduced dialogues --
_g4.3.
_tStory to dialogue --
_g4.4.
_tAdjacency pair turnover cards --
_g4.5.
_tRemembering the questions --
_g4.6.
_tDialogue halves --
_g4.7.
_tLine by line --
_g4.8.
_tPrompts --
_g5.
_tRehearsing and performing --
_g5.1.
_tChanted dialogue --
_g5.2.
_tSounding like a gringo! --
_g5.3.
_tIt's not what you say --
_g5.4.
_tStudents perform the listening material --
_g5.5.
_tImprovising into a scene --
_g5.6.
_tShadowing actors --
_g5.7.
_tDialogues with movement --
_g5.8.
_tWho's next? --
_g5.9.
_tConducted dialogue --
_g5.10.
_tPerformance to writing --
_g5.11.
_tReader's theatre --
_g5.12.
_tDirect speech --
_g5.13.
_tNo way Jose --
_g5.14.
_tLet's have a drink --
_g6.
_tCo-constructing --
_g6.1.
_tBy name and by nature --
_g6.2.
_tHalf a conversation --
_g6.3.
_tDialogue building --
_g6.4.
_tCommunity language learning --
_g6.5.
_tWriting dialogue articles --
_g6.6.
_tFamous last words --
_g6.7.
_tDialogue into song --
_g6.8.
_tConversational involvement --
_g7.
_tCreating and personalising --
_g7.1.
_tWhat did we have to say? --
_g7.2.
_tThe words I'd like to own --
_g7.3.
_tDice dialogues --
_g7.4.
_tSpeech bubbles --
_g7.5.
_tPicture dialogues --
_g7.6.
_tDark secret scenes --
_g7.7.
_tSoundtracks --
_g7.8.
_tConscience alley --
_g7.9.
_tFrom depiction to dialogue --
_g7.10.
_tSemi-planned roleplay --
_g7.11.
_tThe room talks back --
_g7.12.
_tInto the future --
_g8.
_tCommunicating --
_g8.1.
_tVenn diagrams --
_g8.2.
_tSpeed dating --
_g8.3.
_tGibberish scenes --
_g8.4.
_tDialogue warm-ups --
_g8.5.
_tThe status game --
_g8.6.
_tCline debates --
_g8.7.
_tGossip --
_g8.8.
_tPaper talk --
_g8.9.
_tMulti-speak dialogues --
_g8.10.
_tABC dialogues --
_g8.11.
_tOdds versus evens --
_g8.12.
_tThe yes /no game --
_g8.13.
_tRobinson Crusoe Island --
_g8.14.
_tWho's lying? --
_g8.15.
_tInterclass calls --
_g8.16.
_tCelebrity ball --
_g8.17.
_tBoring short stories --
_g8.18.
_tRead, turn and talk --
_g9.
_tDialogue as learning --
_g9.1.
_tThe closed question restaurant --
_g9.2.
_tBuilding a life --
_g9.3.
_tThe dating agency --
_g9.4.
_tTalk and chalk --
_g9.5.
_tNever-ending dialogue --
_g9.6.
_tWould you give your teacher a job? --
_g9.7.
_tThe tourists are coming --
_g9.8.
_tDialogic text building --
_g9.9.
_tCooperative storymaking --
_g9.10.
_tTeacher in role --
_g9.11.
_tInterrupting the tapescript --
_g9.12.
_tDialogue versus internet --
_g9.13.
_tDifficult dialogues --
_gDialogue Bank A.
_tFrom the film Mulholland Drive --
_tDialogue Bank B.
_tAuthentic snippets --
_tDialogue Bank C.
_tSnippets from fairy tales --
_tDialogue Bank D.
_tLame jokes --
_tDialogue Bank E.
_tSituational dialogues --
_tDialogue Bank F.
_t'Dating Agency' from the comedy series Little Britain.
520 _a"Using dialogues in different contexts, this book provides over 100 practical activities for teachers to adapt for their classrooms. These activities encourage learners to look at the English language through dialogues and spoken interaction from coursebooks, literature and media, as well as authentic conversation extracts. The book explores using dialogue to communicate personal meaning effectively. It covers dialogue as both 'product' and 'process' in language teaching and will encourage learners to look beyond conventional communicative strategies and practise spoken language in a fresh contextualised way."--Publisher's website.
588 _aMachine converted from AACR2 source record.
650 0 _aEnglish language
_xStudy and teaching
_xForeign speakers.
_9354176
650 0 _aEnglish language
_xSpoken English
_xStudy and teaching.
830 0 _aCambridge handbooks for language teachers.
_91033334
907 _a.b11337527
_b22-04-21
_c27-10-15
942 _cB
945 _a428.0071 BIL
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_mFri 25 Jun 2021 12:02PM: IN TRANSIT from libdeskn to cmain. Sat 03 Jul 2021: IN TRANSIT TOO LONG
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