| 000 -LEADER |
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| fixed length control field |
03489cam a2200421 i 4500 |
| 001 - CONTROL NUMBER |
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| control field |
000063954 |
| 003 - CONTROL NUMBER IDENTIFIER |
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| control field |
CaQMUQ |
| 005 - DATE AND TIME OF LATEST TRANSACTION |
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| control field |
20240819173233.0 |
| 008 - FIXED-LENGTH DATA ELEMENTS--GENERAL INFORMATION |
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| fixed length control field |
020228r20142002enka b 001 0 eng d |
| 015 ## - NATIONAL BIBLIOGRAPHY NUMBER |
|---|
| National bibliography number |
GBA2-17225 |
| 020 ## - INTERNATIONAL STANDARD BOOK NUMBER |
|---|
| International Standard Book Number |
9780582429666 (pbk) |
| 020 ## - INTERNATIONAL STANDARD BOOK NUMBER |
|---|
| International Standard Book Number |
0582429668 (pbk) |
| 040 ## - CATALOGING SOURCE |
|---|
| Original cataloging agency |
UKM |
| Language of cataloging |
fre |
| Description conventions |
rda |
| Transcribing agency |
JCRC |
| 100 1# - MAIN ENTRY--PERSONAL NAME |
|---|
| Personal name |
Thornbury, Scott |
| Dates associated with a name |
1950- |
| 245 10 - TITLE STATEMENT |
|---|
| Title |
How to Teach Vocabulary / |
| Statement of responsibility, etc. |
Scott Thornbury. |
| 250 ## - EDITION STATEMENT |
|---|
| Edition statement |
1st ed. |
| 260 #1 - PUBLICATION, DISTRIBUTION, ETC. |
|---|
| Place of publication, distribution, etc. |
Harlow, UK : |
| Name of publisher, distributor, etc. |
Pearson Longman, |
| Date of publication, distribution, etc. |
2002. |
| 300 ## - PHYSICAL DESCRIPTION |
|---|
| Extent |
vi, 185 p. : |
| Other physical details |
ill. ; |
| Dimensions |
25 cm. |
| 440 ## - SERIES STATEMENT/ADDED ENTRY--TITLE |
|---|
| Title |
How to Teach |
| 504 ## - BIBLIOGRAPHY, ETC. NOTE |
|---|
| Bibliography, etc. note |
Includes index and a further reading section. Also includes a a Task File of photocopiable training tasks. |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
1. What's in a word? -- Introduction -- Identifying words -- Word classes -- Word families -- Word formation -- Multi-word units -- Collocations -- Homonyms -- Polysemes -- Synonyms and antonyms -- Hyponyms -- Lexical fields -- Style and connotation<br/><br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
2. How words are learned -- How important is vocabulary? -- What does it mean to 'know a word'? -- How is our word knowledge organised? -- How is vocabulary learned? -- How many words does a learner need to know? -- How are words remembered? -- Why do we forget words? -- What makes a word difficult? -- What kind of mistakes do learners make? -- What are the implications for teaching? |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
3. Classroom sources of words -- Lists -- Coursebooks -- Vocabulary books -- The teacher -- Other students<br/><br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
4. Texts, dictionaries and corpora -- Short texts -- Books and readers -- Dictionaries -- Corpus data<br/><br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
5. How to present vocabulary -- Presenting vocabulary -- Using translation -- How to illustrate meaning -- How to explain meaning -- How to highlight the form -- How to involve the learners<br/><br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
6. How to put words to work -- Integrating new knowledge into old -- Decision-making tasks -- Production tasks -- Games<br/><br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
7. Teaching word parts and word chunks -- Teaching word formation and word combination -- A lexical approach -- Teaching lexical chunks -- Teaching word grammar -- Teaching phrasal verbs -- Teaching idioms<br/><br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
8. How to test vocabulary -- Why test vocabulary? -- What to test -- Types of test -- Measuring word knowledge -- Assessing vocabulary size -- Doing action research<br/><br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
9. How to train good vocabulary learners -- Learner training -- Using mnemonics -- Word cards -- Guessing from context -- Coping strategies for production -- Using dictionaries -- Spelling rules -- Keeping records -- Motivation<br/><br/> |
| 520 ## - SUMMARY, ETC. |
|---|
| Summary, etc. |
"How To Teach Vocabulary is for teachers at the beginning of their careers and for more experiences teachers. It is for those wanting to develop their skills and to find out more about recent developments, such as language corpora and lexical approaches to teaching." (Back Cover) |
| 521 ## - TARGET AUDIENCE NOTE |
|---|
| Target audience note |
"How To Teach Vocabulary is for teachers at the beginning of their careers and for more experiences teachers." (Book Cover) |
| 650 ## - SUBJECT ADDED ENTRY--TOPICAL TERM |
|---|
| Topical term or geographic name entry element |
Vocabulary |
| General subdivision |
Study and teaching |
| -- |
Foreign speakers. |
| 650 ## - SUBJECT ADDED ENTRY--TOPICAL TERM |
|---|
| Topical term or geographic name entry element |
Anglais (Langue) |
| General subdivision |
Vocabulaire |
| -- |
Étude et enseignement. |
| 856 ## - ELECTRONIC LOCATION AND ACCESS |
|---|
| Uniform Resource Identifier |
<a href="http://pearsonerpi.com/en/elt/methodology/how-to-teach-vocabulary-242966">http://pearsonerpi.com/en/elt/methodology/how-to-teach-vocabulary-242966</a> |
| Public note |
Publisher's Website. |
| 856 ## - ELECTRONIC LOCATION AND ACCESS |
|---|
| Uniform Resource Identifier |
<a href="https://ocul-uo.primo.exlibrisgroup.com/permalink/01OCUL_UO/5lqjs2/alma991003155929705160">https://ocul-uo.primo.exlibrisgroup.com/permalink/01OCUL_UO/5lqjs2/alma991003155929705160</a> |
| Public note |
Check the uOttawa Library catalog. |
| 901 ## - LOCAL DATA ELEMENT A, LDA (RLIN) |
|---|
| a |
25125431 |
| 942 ## - ADDED ENTRY ELEMENTS (KOHA) |
|---|
| Source of classification or shelving scheme |
|
| Koha item type |
Livres |
