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English for Speakers of Other Languages: ABibliography.British Council, London (England). English-TeachingInformation Centre.Dec 7459p.; For related documents, see ED 093 159, FL 005394, FL 007 089, and FL 007 090hhglish Teaching Information Centre, The BritishCouncil, 10 Spring Gardens, London SW1A 2BN, England(free of charge)

EDRS PRICE MF-$0.76 HC-$3.32 Plus PostageDESCRIPTORS *Annotated Bibliographies; Booklists; Cultural

Background; Dictionaries; *English (Second Language);English for Special Purposes; Grammar; *InstructionalMaterials; *Language Instruction; Language Skills;Language Tests; Literature Reviews; Second LanguageLearning

IDENTIFIERS English History

ABSTRACTThis annotated bibliography lists books useful for

teaching or learning English as a second language. most of the bookswere published since 1965, and the majority were published inEngland. Prices are listed. The contents include sections onreference books and dictionaries; linguistics; grammar of English;vocabulary; language learning and teaching; aids to learning;testing; spoken English; reading; writing; general courses; Englishfor special purposes; literature, and background studies of Englishhistory and sociology. An alphabetical index of authors is included.(CHK)

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L

THE BRITISH COUNCIL

English for Speakersof other Languages

A Bibliography

EnglishTeachingInformationCentre

Lit PAW,,E ..47' HEATHED',( Av04 & OdE LF AREN.17.0^11 ,NS7,7,J,E OF

ED,,,,AT ON

2 December 1974

ESOL Bibliography 1974

CONTENTS

Page

1. Reference Books and Dictionaries 1

2. Linguistics 4

3. Grammar of English

3.1 Reference Books 7

3.2 Practice Books 9

4. Vocabulary 13

5. Language Learning and Teaching 16

6. Aids to Learning 19

7. Testing

7.1 Theory

7.2 Actual Tests

8. Spoken English

8.1 Reference Works on General and EnglishPhonetics

8.2 Pronunciation Practice and AuditoryDiscrimination

8.3 Spoken Language Practice

22

23

25

27

29

9. Reading

9.1 Teaching Methods 33

9.2 Practice Books: Comprehension 33

9.3 Faster Reading 35

10. Writing

10.1 Teaching Methods 36

10.2 Practice Books 37

11. General Courses 40

12. English for Special Purposes 46

13. Literature 48

14. Background Studies 50

ENGLISH FOR SPEAKERS OF OTHER LANGUAGES

1. REFERENCE BOOKS AND DICTIONARIES

BRITISH COUNCILIndex to Twenty-Five Years of English Language Teaching 1946-71British Council English-Teaching Information Centre 1972

86 pages 60p

Covers articles appearing in the journal English Language Teaching, essentialreading for all teachers of English to speakers of other languages. Headings

arranged according to subject: Spoken English; Written English; Reading; TeachingMethods; Materials; Teacher Training; English for Special Purposes; Linguistics;Testing; Literature Teaching; Syllabus and Curriculum Development; Aids; Englishfor Immigrants; Language Learning. An index of authors, with reference accordingto subject-heading number, is appended.

CARVER, D; WALLACE, M; CAMERON, JCollins' English Learner's DictionaryCollins 1974

640 pages 95p

This dictionary for intermediate learners attempts to define some 25,000 words inthe simplest possible language. The emphasis is on modern spoken English ratherthan the literary language. Pronunciation is given in the International PhoneticAlphabet for each headword and for sub-entries where a problem arises.

CENTRE FOR INFORMATION ON LANGUAGE TEACHING AND RESEARCH and ENGLISH-TEACHINGINFORMATION CENTREA Language-Teaching Bibliography2nd editionCambridge University Press 1972

242 pages £3.60

A guide to useful and authoritative books on the theory and practice of foreign-language teaching. The section on English includes annotations on Grammar andStructure; Phonology and Orthography; Vocabulary and Usage; Varieties of English;Contrastive Analysis; and Teaching Methods.

FLOOD, W E; WEST, MAn Elementary Scientific and Technical DictionaryLongman 1962

413 pages £1.00

Attempts to explain over 10,000 terms, using a defining vocabulary of 2,000 words(including 60 technical terms), an example of usage, and pictures and diagrams.

FOWLER, W SDictionary of IdiomsNelson 1972

103 pages 75p

Intended to provide the foreign student of English with a convenient means ofreference to learn or check contemporary idiomatic usage. Entries are glossed and

usually exemplified.

4.

FRISBY, A WLongman First English DictionaryLongman 1968

190 pages cased 70p; paper 50p

Using a defining vocabulary of 1,500 words and over 900 pictures, this dictionaryattempts to explain the meaning and exemplify the usage of over 3,000 words.Special attention is paid to structural words.

HANKS, P (editor)Hamlyn Encyclopedic World DictionaryHamlyn 1971

1,855 pages £4.95

Attempts to provide in one volume an authoritative general dictionary, a technicaldictionary, and an encyclopedia. Of the 150,000 entries, 65,000 are scientificand technical, 11,000 geographical, 7,000 biographical, and 7,000 historical.Partly based on the American New College Dictionary; attempts to list meanings inorder of frequency. The pronunciation is shown in a specially devised trans-cription which is reproduced at the bottom of each righthand page.

HARTMANN, R T K; STORK, F CDictionary of Language and LinguisticsApplied Science Publishers 1972

302 pages

Attempts to explain new terms and relate recent approaches and concepts totraditional familiar terminology for students of linguistics and languageteachers; includes selected terms from specialised theories and schools such asTransformational Grammar, Systemic Grammar and Tagmemics. Typical entriescontain: a general definition; further specification; cross-references to relatedterms; examples to illustrate definitions; and bibliographical references.Appendices include a list of languages and a useful 25-page bibliography.

£6.00

HORNBY, A SThe Advanced Learner's Dictionary of Current English3rd editionOxford University Press 1974

1232 pages £2,00

A new edition of this standard work of reference with over 100,000 entries and1,000 illustrations. Useful features include the use of an IPA transcription toshow pronunciation and stress. The introduction sketches the main verb patternsand the verb entries indicate the syntactic patterns in which the verb can beused. Definitions are admirably simple. Words are labelled as formal or slang,poetic or colloquial, dated or humorous. Those which are not normally printed innewspapers are marked by an exclamation mark inside a triangle.

JONES, DAn English Pronouncing Dictionary13th edition (republished in 1969)Dent 1967

544 pages £2.25

A standard reference work fully revised by A C Gimson. Over 50,000 words arephonetically transcribed according to the Received Pronunciation model. An

introduction provides a description of the criteria and characteristics of RP.

Longman English LarousseLongman 1968

1,350 pages £2.50

Offers in one volume a modern English dictionary and an encyclopedia of worldhistory as well as important concepts in science and geographical information.Pronunciation in the IPA transcription; with parts of speech, origin, definitionand certain collocations. Derived words of regular formation such as nouns endingin '-er' or '-ness' are omitted. Maps, diagrams and illustrations number over1,000.

MACKIN, R (editor)Lexical Studies: A Subject Analysis of the Advanced Learner's Dictionary ofCurrent EnglishVolumes 1-5Oxford University Press 1973 £15 the set

The five volumes provide a subject-oriented analysis of the Advanced Learner'sDictionary (ALDCE) in 28 categories: Art, Languages, History, Religion etc. Theclassification is determined more by reference to syllabuses requiring the studyof special registers of English than by an encyclopedic approach. Thoughintended as a companion to the ALDCE, the analysis, which gives brief definitionsand indicates grammatical and collocational usage, may be used independently.This analysis will be of particular interest to syllabus makers and textbookwriters in the field of English for special purposes.

McARTHUR, T; ATKINS, BDictionary of English Phrasal Verbs and Their IdiomsCollins 1974

256 pages 95p

A dictionary of some 3,000 verb and adverb or preposition constructions. It

contains sentence examples for every entry. Verbs are classified according to anew system into separable or fused according to their grammatical usage, and fieldor style labels indicate the contexts in which they are used.

PARNWELL, E CPictorial English Word-BookOxford University Press 1966

250 pages

A first reference book for learners ofsyllabified, phonetically transcribed,pictures, by illustrative examples andoccasionally, by definition.

50p

English, with nearly 4,000 head-wordsand explained by means of reference toparaphrases, by synonyms and antonyms and,

WEST, MA General Service List of English WordsLongman 1965

588 pages £3.75

Lists the 2,000 words considered most necessary to the learner of English as aforeign language, based on the Carnegie Interim Report on Vocabulary Selectionoriginally published in 1936. For each word the comparative frequency of itsvarious meanings is shown, derived from the figures of the Lorge-ThorndikeSemantic Count. Based on printed materials; tends to undervalue items used morein speech than in writing. With a supplementary wordlist for the writing ofpopular science and technology, by Flood and West.

f;

WINDSOR LEWIS, JA Concise Pronouncing Dictionary of English and American EnglishOxford University Press 1972

233 pages

Designed for non-native speakers of English; attempts to record the fluentspontaneous usage of educated speakers in Britain and America where speech isleast restricted as regards geographical region and social grouping. Phonetictranscriptions, using Gimson's amplification of the IPA alphabet, are given for24,000 words.

£1.40

2. LINGUISTICS

ADAMS, PLanguage in ThinkingPenguin 1972

392 pages 55p

An anthology for the Penguin Modern Psychology series, consisting of 5 sections:on learning without language; on language acquisition; on cognitive dimensions oflanguage; empirical studies; and language and the structure of mind. Contributorsinclude: the Gardners, the McNeills, Malinowski, Piaget, Vygotsky, Chomsky andde Zwart.

ALBROW, K HThe English Writing System: Notes Towards a DescriptionLongman 1972 (for the Schools Council)

52 pages

Describes the polysystemic nature of English orthography. By separating thediscussion of monosyllables and polysyllables, accented and unaccented syllables,grammatical and lexical items, the complexity of the systems is clarified.Intended mainly for teachers of English in British colleges of education andschools, but may prove useful as a work of reference for foreign learners ifcarefully and critically used. With bibliography.

90p

ALLEN, J P B; VAN BUREN, PChomsky: Selected ReadingsOxford University Press 1971

166 pages £1.75; paper £1.25

Attempts to present the main outlines of Chomsky's transformational theory for thenon-specialist. The topics covered include syntax, phonology, semantics, languageacquisition, and implications for language teaching.

BOYLE, D GLanguage and Thinking in Human DevelopmentHutchinson (University Library) 1971

191 pages £2.25; paper 90p

Arranged in 3 parts. Part One is concerned with Language and Imagery and includes

a discussion of linguistic competence. Part Two, Language and Thinking, discussesreasoning and problem solving; intelligence and creativity; conceptualising;genetic epistemology; a summary of Piaget's view of concept formation as arising

not from language but from the coordination of actions, and the role of the brainin language and thinking. Part Three attempts a philosophical perspective anddeals with questions of meaning; explanations of linguistic ability; empiricismand rationalism.

DARBYSHIRE, A EExercises in LinguisticsArnold 1968

122 pages 62p

Designed to introduce methods of linguistics, using English as the language ofexemplification. Reference to the author's A Description of English (see Section3.1) and Strang's Modern English Structure (see also Section 3.1) is advised,though each topic to be investigated is described briefly.

FOWLER, RAn Introduction to Transformational SyntaxRoutledge and Kegan Paul 1071

178 pages £2.25; paper £1.25

Intended as a provisional grammar designed to help students to read bothclassical and contemporary writings in transformational grammar; based on Aspectsof the Theory of Syntax but including a more extensive use of feature analysis insyntax and a new treatment of deixis. A postscript discusses linguisticuniversals and the nature of grammatical descriptions with a brief account ofFillmore's case grammar.

HALLIDAY, M A KExplorations in the Functions of LanguageArnold 1973

142 pages

One of a series (Explorations in Language Study) aimed at giving teachers intraining a linguistic focus on their work. Consists of 5 interrelated papersattempting to explain the value of language functionally, Relevant Models ofLanguage considers the child learning how to mean and describes this in terms ofmastering a set of basic functions. The Functional Basis of Language comparesthe child's models with the adult's and relates the latter to the grammar of theclause. Language in a Social Perspective and Towards a Sociological Semanticsexplore the relationship between social theory (as developed by Bernstein),semantics and grammar. Linguistic Function and Literary Style is concerned withthe relevance of semantics and functional theories of language to the student ofliterature.

£1.00

HARTMANN, R T K; STORK, F CDictionary of Language and LinguisticsSee Section 1.

HERRIOT, PAn Introduction to the Psychology of LanguageMethuen 1970

199 pages £2.10

Includes a critique of the basically rationalistic nature of generative grammarians'theories. For students of psychology.

MINNIS, NLinguistics at LargeGollancz 1971

336 pages £3.00

Sets out to answer the questions: What is the nature of language? and What islinguistics? Introductions to linguistics in general, grammar, phonology andsemantics precede lectures on a wide range of issues: philosophical, literary andanthropological language and animal signals; the linguistic development of children;the neurology of language; language and socialisation; language and the teachingof English; language and extralinguistic corn; Inication; and linguistics, usage andthe user.

OLDFIELD, R L; MARSHALL, T CLanguage: Selected ReadingsPenguin 1968

392 pages 45p

Arranged in 5 sections: acquisition and development; perception and production;psychological aspects of linguistics; quantitative and mathematical aspects;pathology and brain function. An introduction covers the historical background.

PRIDE, J B; HOLMES, JSociolinguistics: Selected ReadingsPenguin 1972

381 pages £1.25

Grouped into 4 sections: Bilingualism and Multilingualism; Standard Language andNational Language; Dialectal and Stylistic Variation; and Acquisition andProficiency. The fourth section contains Hymes's influential paper on Communica-tive Competence.

SCHOOLS COUNCIL PROGRAMME IN LINGUISTICS AND ENGLISH TEACHINGLanguage at WorkLongman 1972

109 pages £1.50

This first volume of a new series contains three papers on how language functions.The Individual and his Development of Language, by Geoffrey Thornton, attempts toshow how children first acquire and use language and relates this to the workingof the brain: the theories of Halliday and Bernstein are much in evidence. Apaper by Birk gives an informal account of the origins of functional theory inMalinowski, Buhler, Firth, the Prague School of Linguistics and Halliday, anddiscusses some applications. Finally R D Hudson attempts an exercise in linguisticdescription in which in order to account for a single utterance, descriptions aregiven of the relevant factors cf the situation and the semantic, grammatical andphonological levels of the utterance, using systemic theory.

STEINBERG, D; JAKOBOVITS, L JSemantics: An Interdisciplinary Reader in Philosophy, Linguistics andPsychologyCambridge University Press 1971

603 pages £7.20

Arranged in 3 sections: Philosophy, Linguistics and Psychology, each sectionprefaced by an overview: the Philosophy Overview traces the concern of analyticalphilosophy with meaning; the Linguistics Overview considers the recent integrationof semantics into linguistic description; the Psychology Overview considersbehaviourist and rationalist approaches to psycholinguistics.

WALLWORK, J FLanguage and Linguistics: An Introduction to the Study Of LanguageHeinemann Educational 1969

184 pages £1.50; paper 75p

Demands no previous knowledge of linguistics; includes a discussion of the natureand functions of language, the difference between the spoken and written forms,phonetics, structure, semantics, language learning and language change.

WILKINSON, AThe Foundations of LanguageOxford University Press 1971

224 pages 50p

Introduces the study of language acquisition. Early chapters examine linguistictheory to provide a terminology. The growth and development of language in theyoung child is then discussed in terms of language, thought and the constructionof reality; the language environment; capabilities in language; and the develop-ment of oracy. The beginnings of reading and the use of certain media and schemesare then considered. A final chapter considers the relationship between oracyand reading.

3. GRAMMAR OF ENGLISH

3.1 Reference Books

CHRISTOPHERSEN, P; SANDVED, A 0An Advanced English GrammarMacmillan 1969

288 pages £1.50; paper 90p

For first-year university students in countries where English is a second language.Part One outlines a theory of classification by inflection and position. Part Twodeals with word-classes - nominals, adjectives, verbals, adverbials, determinersand auxiliaries - and, very simply, with syntactic structures.

CLOSE, R AEnglish as a Foreign Language: Grammar and Syntax for Teachers andAdvanced StudentsAllen and Unwin 1962

177 pages £1.50

Attempts to deal with recurring problems in the teaching of English as a foreignlanguage. Grammar as a system of pairs - with one member unmarked and the othermarked - and the concept of the speaker's point of primary concern are seen asuseful primary distinctions in discussing aspects of quantity, the articles, thetenses, auxiliary and modal verbs, and prepositions and adverbial particles.

CLOSE, R AThe New English GrammarAllen and Unwin 1972

352 pages £2.75

A binding in one volume of the author's Lessons in English as a Foreign Language

,1

Language and More Lessons in English as a Foreign Language, this is a pedagogicgrammar arranged in numbered sections with exercises following exposition. Part

One deals with The System of Pronunciation and Spelling; Part Two with WordsServing Different Purposes and How They are Combined; Parts Three and Four con-centrate on the verb and the various constructions in which the verb is the mainpart. The course is intended for fairly advanced students, including prospectiveand practising teachers needing a reference book or remedial course.

DARBYSHIRE, A EA Description of EnglishArnold 1967

182 pages 90p

Draws on information theory and Firthian linguistics; with an appendix on trans-formational-generative grammar. Arranged in 5 sections: language; technique;dealing with approaches to the study of language; phonology; grammar; and lexis.

HILL, L APrepositions and Adverbial ParticlesOxford University Press 1968

430 pages £1.50

The inventory is arranged in a suggested teaching order and with information aboutsentence patterns. The commoner words are referred to the particles with whichthey can be used by means of a Reference Vocabulary.

HORNBY, A SA Guide to Patterns and Usage in EnglishOxford University Press 1954

261 pages £1.75; paper 80p

An influential description of the syntax of English, especially for the teachingof English as a foreign language. Consists of 5 parts: Verb and Verb Patterns,with the functions of anomalous finites and a descriptive list of 25 verbpatterns; Time and Tense, with ways of indicating time relations; Adjectives,Nouns and Pronouns; Adverbials, with classifications by position and function; andVarious Concepts and How to Express Them, with concepts such as Purpose, Cause,Possibility, Intention and Commands in terms of optional patterns.

LEECH, GMeaning and the English VerbLongman 1971

131 pages 50p

This account of the semantics of the final verbal phrase, with particular emphasison tense, aspect and modality, for teachers and advanced students of English as asecond language consists of chapters on: Simple Present and Past Tenses;Progressive Aspect; The Expression of Past Time; The Expression of Future Time;The Modal Auxiliaries; Indirect Speech; Theoretical and Hypothetical Meaning;presupposes no specialist interest in linguistics; makes use of traditionalgrammatical terminology but attempts to coordinate recent work in semantic theory.

PALMER, F RGrammarPenguin 1971

200 pages

A non-technical introduction with chapters on Grammar and Grammars; Some

2

35p

Traditional Concepts; Structural Linguistics; and Transformational-GenerativeGrammar. The first chapter discusses popular misconceptions and distinguishesbetween prescriptive and descriptive approaches, spoken and written language, and

grammar and semantics. The second deals with: words, inflection and syntax; partsof speech; sentence, clause and phrase; grammatical categories; and concord andgovernment. Chapter Three discusses the theories of Bloomfield and his followersthrough a consideration of morphemes and immediate constituent analysis. Thechapter on transformational-generative grammar deals largely with Chomsky'searliest model as presented in Syntactic Structures in 1957; more recent develop-ments are dealt with briefly.

PALMER, F RA Linguistic Stud of the En lish VerbLongman's Linguistics LibraryLongman 1965

191 pages £1.75

Studies the verbal phrase without reference to other synthetic elements of theclause. The approach is Firthian: theoretical categories are adapted ad hoc toexemplify regularities in the material. An introduction on characteristics of the

verbal forms and the verb phrase precedes chapters on auxiliary verbs, fullverbs, the simple phrase, be, have and do, the complex phrase, and phrasal verbsand prepositional verbs.

QUIRK, R, and othersA Grammar of Contemporary EnglishLongman 1972

1,120 pages £10.00

Attempts a comprehensive description of the educated English in the second half ofthe twentieth century in the world's major English-speaking communities. The

grammatical framework is a compromise between traditional description and variouscontemporary schools. The first chapter deals with the current importance of

English and its major varieties. There are chapters on: the sentence, the verb-phrase; adjectives and adverbs; prepositions and prepositional phrases; the simplesentence; adjuncts, disjuncts, conjuncts; coordination and apposition; sentenceconnection; the complex sentence; the verb and its complementation; the complexnoun-phrase; and a final chapter on focus, theme and emphasis. With appendices on

word-formation, stress, rhythm and intonation, and punctuation; includes abibliography and an index.

3.2 Practice Books

ALLEN, W SLiving English Structure4th editionLongman 1959 80p; key 19p

A standard language practice text first published in 1947. Exercises are gradedelementary, intermediate and advanced, and spoken rather than written structures.

are emphasised.

1.i

BRITISH COUNCILEnglish Language UnitsLongman (for the British Council) 1968 -

Teachers' Books 80p to £1.00 eachStudents' Books llp each

Involves some fifty units, intended as a comprehensive library covering most ofthe major structural problems encountered by the teacher of English as a foreignor second language opera:ing at a level where his students have a command of1,500-2,500 words and acquaintance with most of the important structures. Eachunit consists of a set of drills and dialogues on tape, a teacher's book contain-ing the script and the taped material and method notes, and a student's bookcontaining the script of the dialogues and written work. Unit 1: Contrast ofPresent Simple and Present Continuous Tenses; Unit 2: Contrast of Perfect and PastSimple Tenses; Unit 3: Conditional Clauses of Unreal Condition; Unit 4: Must, Needand Have to; Unit 5: Structures Used with Phrasal Verbs; Unit 6: The Past PerfectTense (including Contrast with Past Simple); Unit 7: Can, Could and Be Able to;Unit 8: The Infinitive of Purpose; Unit 9: The Infinitive without To after CertainVerbs; Unit 10: Tense in Subordinate Clauses of Future Time; Unit 11: Word Orderin Indirect Questions; Unit 12: Contrast of Past Continuous and Past Simple;Unit 13: For, Since, Ago; Unit 14: Elided Forms (Auxiliaries and Anomalous Finites- Affirmative); Unit 15: Elided Negatives (Auxiliaries and Anomalous Finites);Unit 16: Relative Clauses; Uait 17: Question Tags; Unit 18: Determiners; Articles;Unit 19: Adjective + Infinitive; Unit 20: Gerunds and Infinitives (as Objects);Unit 21: Tense Forms after 'Wish', including 'Wish' and 'Hope' in contrast; Unit22: Comparison of Adjectives and Adverbs; Unit 23: Determiners, Quantifiers;Unit 24: 'It' and 'There'; Unit 25: Structural Problems of Regular Tense Forms;Unit 26: 'Used to'; Unit 27: Indirect Statements, Part 1; Unit 28: The Passive,Part 1.

ETHERTON, A R BGraded English Exercises for Secondary SchoolsBooks 1-3Longman 1968

124, 140 and 144 pages

Intended to be used in conjunction with course-books.

GIGGINS, L W; SHOEBRIDGE, D JTense DrillsLongman 1970

163 pages

Consists of elementary,120 units and employing

28p, 30p and 31p

intermediate and advanced practice material arranged inquestion-and-answer, conversion, and completion drills.

75p

HEATON, J BPractice through PicturesLongman 1971 26p; Teacher's Book 45p

Systematic language practice and revision work for pupils with 3 to 4 years'experience of learning English. Thirty-two sections, each containing 2 or 3structural patterns presented in order of difficulty, are arranged so that eachpattern can be drilled in a dozen different visually cued contexts before beingexemplified in a dialogue. An appendix lists the vocabulary required for use withthe drills.

14

HERRINGTON, J 0 AEnglish Patterns and StructuresHeinemann Educational 1969

303 pages

Based on the structure sections of the author's English for First Examinations;aimed at covering West African School Certificate requirements. A set of basicsentence patterns is presented which are later elaborated with the help ofmodifiers, joining words, noun-substitutes and other constructions, to producecomplex and compound sentences. Exercises follow each section of exposition.

HILL, L AExercises on Prepositions and Adverbial ParticlesOxford University Press 1969

86 pages

Intended to provide teachers and students with practice material based on theauthor's Prepositions and Adverbial Particles. A set of 70 narrative passages,graded into elementary, intermediate and advanced sections, are printed withblanks for the student to fill in, using lists given at the beginning of thepieces. The elementary pieces are within a 1,000-word vocabulary and the inter-mediate within a 2,075-word vocabulary. The advanced passages are ungraded.

60p

30p

KENCH, A BAsking QuestionsMacmillan 1970

63 pages 30p

An analysis of question types is presented in note form, with exercises followedby a series of situational dialogues. Each dialogue begins with a contextualisingcartoon or a summary of the situation and characters involved. Question practiceon the background information precedes dialogues in which the student is requiredto supply the questions.

LONGMAN ELEMENTS OF ENGLISH SERIESAbbott, G W: Conditionals 26pByrne, D: The Elements of Indirect Speech 23pByrne, D: The Passive 23pClose, R A: The Future 26p

Close, R A: Prepositions 26pSpencer, D H: Contracted Forms 23pSpencer, D H: Question Words 26pWillis, R; Szkutnik, L L: Helping Verbs 23pLongman 1965

Brief surveys of points of grammar that present special problems for students ofEnglish as a foreign or second language; intended as a guide for teachers and asource of drills and exercises for students.

MACKIN, RExercises in English Patterns and UsageBooks 1-5 (with key)Oxford University Press 1960-68 25p, 25p, 25p, 30p and 30p; key 30p

Intended to consolidate the student's knowledge of structures through oralpreparation and written reinforcement. The exercises are related to A S Hornby'sA Guide to Patterns and Usage in English and to The Advanced Learner's Dictionary

of Current English. Books 1-3 include detailed exercises on verb-patterns,particularly tenses and phrasal verbs; 4 deals with inflection and 5 with derivedand related forms.

MOODY, K W; GIBBS, PTeaching Structures in Situations (British Council English LanguageTeaching Series)African Universities Press 1967

36 pages 25p

Discusses ways of teaching meaning through real, contrived, planned and improvisedsituations in which substitution tables are built up from a bare sentence.Application to various teaching topics, including tenses and conditional sentences.

MORTIMER, CPhrasal Verbs in ConversationLongman 1972

215 pages 6 5p

A book of 432 conversations intended for upper intermediate and advanced studentsof English as a second or foreign language. Each conversation consists of 2 or 3exchanges and attempts both to contextualise use and to aid assimilation throughthe use of rhythm and grammatical patterning. Drills follow each conversation -for pronunciation practice and to fix the idiom. With tapes.

PITTMAN, G AActivating the Use of PrepositionsLongman 1966

182 pages 60p

Attempts to teach the meaning and use of 6 prepositions: at, in, of, on, to andinto. Method notes appear in an introduction together with an outline of thesemantic properties of the prepositions.

PITTMAN, G AThe Use of the Article and Related Linguistic FeaturesLongman 1969

102 pages 32p

A remedial course for foreign students for whom the use of the article in Englishpresents a great problem. Sixty-seven units, each with a specified grammaticalobjective, establish situations for presentation, summary rules and exercises.

SINCLAIR, J McHA Course in Spoken English: GrammarOxford University Press 1972

266 pages £1.80

A descriptive grammar for teachers of advanced students, concentrating on the mostcommon varieties of spoken and written English, with rather more emphasis oninformal spoken English than is usual. The grammar is systemic and concentrateson sentence, clause and group structures. Clause structure, for example, consistsof sections on: Mood; Tags and Responses; Theme; Adjunct Position; and Phrase (orclauses with more than one predicator). With exercises.

1E)

TREGIDGO, P SPractical English Usage for Overseas StudentsLongman 1962

293 pages 55p; key 10p

Deals with nouns and articles; words of quantity; the verb; tense-patterns;auxiliary verbs; infinitives and participles; compound sentences; relative clauses:clauses of concession and purpose; direct speech; punctuation; and repetition;intended as a teaching text and reference grammar for more advanced students.

WARD, J MPractice in Structure and Usage for Intermediate StudentsLongman 1972

88 pages 35p

Consists of exercises designed to revise material used in the years preceding theCambridge Lower Certificate and to prepare students for the new CambridgeStructure and Usage Paper.

4. VOCABULARY

HILL, L A; FIELDEN, R D SVocabulary Texts and Exercises for Overseas StudentsOxford University Press 1962

64 pages 20p

Provides 6 types of test and exercise; picture-clues to alternative words for usein sentences; sentences containing bracketed alternatives; synonyms; antonyms;recognition of words whose definitions only are presented; paraphrases ofsentences requiring an italicised word in one version to appear in a second in adifferent syntactic category.

HINDMARSH, R XExploring with WordsStages 1-2Cambridge University Press 1969-70

110 pages and 31 pages 15p

Attempts to handle vocabulary-learning through exploring the lexical resources ofareas of experience, such as Travel, Nature, Outdoor Sports and Games, rather thanthrough reading extracts. The Cambridge English Course's Preparing for WritingSeries provides supporting exercises. (See also HINDMARSH, R X: The CambridgeEnglish Course for African Schools in Section 11.)

HOWATT, A P RProgrammed Learning and the Language TeacherLongman 1969

244 pages £1.00

Presents programmed learning as practicable in language teaching. The theory ofprogramming is considered. With suggestions for incorporating the programmes intoa teaching operation.

1 7

JOHNSON, F CEnglish as a Second Language: An Individualised ApproachJacaranda Press, Brisbane 1973

438 pages

Systematically describes the relation between theories of second languageacquisition, classroom techniques, and instructional materials. Five key con-cepts concentrate on: individualisation in learning; the use of the peer group inteaching; an emphasis on expression rather than manipulation; the need to basecourse selection on universals of content; and the need for the coordination andintegration of all aspects of second language learning. An appendix explains thebackground of the Jacaranda Individualised Language Arts Programme (JILAP) andpresents samples of JILAP materials.

A$9.95

McARTHUR, TBuilding English WordsCollins 1972

47 pages 30p

Intended to cover some of the most important areas of word-formation and para-phrasing - including the contraction of phrases into compound nouns - for inter-mediate students. Rules for formation, followed by exercises, are exemplified.

McARTHUR, TUsing English Prefixes and SuffixesCollins 1972

48 pages

A workbook for intermediate students whose command of English includes some2,000-plus words of active vocabulary; intended to explain, exemplify and drillsome of the most productive patterns of word-formation.

30p

McGREGOR, G PEnglish in AfricaHeinemann Educational 1971

214 pages £1.50

A guide to the teaching of English as a second language, with particular referenceto the postprimary school stages. Considers: aims and attitudes; vocabularyselection and the grading of teaching materials; basic reading and study skills;organising and teaching reading skills; teaching writing skills; teaching Englishgrammar; teaching English speech; drama and poetry; the school-certificate year.With appendices on audiovisual aids in the teaching of English and English-language testing.

METHOLD, KJunior Dictionary ExercisesLongman 1972

23 pages 30p

Consists of exercises and word-games designed to help children to use a work suchas the Longman Junior English Dictionary ( A W Frisby: Longman 1965).

1 8

QUIRK, R; GREENBAUM, SA University Gramma. of EnglishLongman 1973

484 pages £2.25

A shorter version of A Grammar of Contemporary English, preserving the structureof the original but incorporating revisions and improvements. Chapter headuplafter the introductory chapters remain substantially the same in both grammars.Whereas A Grammar of Contemporary English opens with a chapter on the importanceof English as a native, second and foreign language and the demand for its use inscience and scholarship, A University Grammar opens with a study of the varietiesof English according to subject, medium, and attitude. The detailed analysis ofA University Grammar restricts itself to the 'common core' of the language.Constructions which distinguish spoken from written and formal from informalEnglish are indicated, as are differences between British and American usage.

SCHEURWEGHS, GPresent-Day English Syntax: A Survey of Sentence PatternsLongman 1959

434 pages £2.00

Describes the patterning of parts of speech and positional categories in sentencesdrawn from a large corpus of contemporary written English. With useful appendiceson morphology and on the explanation of the largely conventional terminologyemployed. The index arranges items both according to function and form. Theclaim that students can freely imitate the constructions discussed and analysedpresupposes an advanced level of attainment.

SCHIBSBYE, KA Modern English Grammar2nd editionOxford University Press 1970

390 pages £2.25; paper £1.50

Originally published in Danish and intended for university students; organised ona parts-of-speech basis; with sections on: verbs; nouns; adjectives; adverbs;pronouns and determinatives; particles. With an appendix on semantically relatedprepositions.

STRANG, BModern English Structure2nd editionArnold 1968

264 pages £2.50; paper £1.50

Employs an eclectic approach and largely deals with the surface features ofEnglish for university students. Consists of chapters on: The Nature of Language;The English Language; Phonetics; Phonology; The Structure of Utterances; Phonologyin Grammar; Form Classes Functioning in the Noun Phrase; the Verb Phrase; OtherForm Classes; Grammar; Further Dimensions (a sketch of transformational theory);Lexis.

ZANDVOORT, R WA Handbook of English Grammar6th editionLongman 1972 £1.90

A reference grammar for teachers and advanced students, dealing with verbs, nouns,

19

pronouns, adjectives, adverbs, sentence structure, order of words, concord, con-version and word-formation. The approach is conventional and consists of generalstatements concerning matters of form and function followed by validating examplesof contemporary usage.

5. LANGUAGE LEARNING AND TEACHING

BARNES, DLanguage in the ClassroomA second-level Educational Studies Course: Language and LearningOpen University Press 1973

64 pages £1.00A correspondence text for use as part of a package including radio and televisionprogrammes and the reader Language in Education: A Source Book, edited by Cashdanand Grugeon. Section One, Communication and Thinking, discusses languagefunctions and introduces Vygotsky's notions of inner speech. Section Two, Stylesof Communication and Thinking in the Classroom, discusses teacher attitudes tolanguage and leads in the third section to a consideration of the classroom as acontext for language, particularly in relation to pupils' expectations. SectionFive develops the concept of exploratory talk with reference to problem solvingand other activities in small groups. Other sections deal with pupil participa-tion in teacher-directed full-class discussion, textbook language, and thedevelopment of a public style of writing. A conclilding section exphasises thevalue of an informed awareness of the functions of language for all teachers,particularly in relation to developing the exploratory uses of language amongpupils.

BRIGHT, J A; McGREGOR, G PTeaching English as a Second LanguageLongman 1970

283 pages £1.10

A practical guide to techniques and procedures which have proved successful inAfrican secondary schools and should be of interest elsewhere. With a treatmentof: Vocabulary; Reading; Writing; Speech; Drama; Poetry; and Grammar. There areparticularly valuable sections on vocabulary selection and control and theorganisation of reading programmes.

BYRNE, DEnglish Teaching ExtractsLongman 1969

127 pages 50p

A selection of extracts from books and articles, mostly written in the 1960s,intended both for private study and for group discussion work in pre-service andin-service teacher-training courses. Each extract precedes suggestions for dis-

cussion and references for study. Topics include: language-learning theory;grading; the structural-situational approach; the role of communication; the roleof applied linguistics; teaching pronunciation; grammar drills; translation;reading aloud; the teaching of literature; the use of the blackboard; group work.

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CENTRE FOR INFORMATION ON LANGUAGE TEACHING AND RESEARCHScience and Technology in a Second Language(CILT Reports and Papers: 7)CILT 1971

84 pages 65p

Consists of the revised versions of papers presented at a British Association ofApplied Linguistics seminar on teaching a language expressly for its use in/earning science. Topics include: a review of the global situation with regard toEnglish for special purposes; an analysis of types of textbook in use; a plea forthe need to base courses on rules of rhetoric or communicative competence; adiscussion on sentence connection in science material; an account of an English-for-scientists course at the University of Zambia.

CHRISTOPHERSEN, PSecond Language Learning: Myth and RealityPenguin Education 1973

110 pages 40p

This very readable account of the historical development and current significanceand implication of such terms as 'native language', 'mother tongue', 'foreignlanguage' and various types of bilingualism attempts to reduce the 'undue degreeof subjectivity' attached to such terms. A survey rather than an incursion into a

new field. Useful background reading for the language teacher.

DOUGHTY, P, and othersLanguage in UseArnold 1971

286 pages £1.70

A product of the Nuffield Programme in Linguistics and English Teaching (1964-70),concerned with mother-tongue teaching; consists of 110 individual units, each pro-viding an outline for a sequence of lessons and aiming to develop in pupils andstudents an awareness of what language is and how it is used, as well as extendingtheir competence in handling the language; provides a useful source-book forteachers of English to speakers of other languages concerned with developing acommunicative-competence approach to language learning.

HALLIDAY, M A K, and othersThe Linguistic Sciences and Language TeachingLongman 1964

322 pages £2.00

Studies application of modern linguistics, particularly that derived and developedfrom the work of Firth, to language teaching. The first part, The LinguisticSciences, usefully introduces Halliday's scale-and-category model; the secondpart, The Linguistic Sciences in Relation to Language and Language Learning, islargely concerned with the teaching of English as a second language and containsuseful critiques of pedagogic grammars.

HARRISON, BEnglish as a Second or Foreign LanguageArnold 1973

111 pages £1.00

A readable introduction to the subject, with chapters on English as an internation-al language; criteria for language learning; the teaching of literature; English

9I

for science and technology; the teaching of immigrants in Britain; the languagelaboratory; radio and television; and tests and examinations. One of a new series(Explorations in Language Study) exploring the role of language in teaching andlearning from the standpoint of communicative competence. Learning what to sayis seen as being as much a matter of learning 'how to mean' as of geeting struc-tures right.

HORNBY, A SThe Teaching of Structural Words and Sentence PatternsOxford University Press 1959In 4 stages (Three and Four in one volume)

224, 224 and 382 pages 40p, 40p and 90p

Source-books for teachers, covering items normally taught during a first Englishcourse. Part One of each book presents substitution tables summarising the itemsdealt with in Part Two, which, in turn, gives sentence patterns and detailedpractical suggestions to teachers.

OLLER, J W; RICHARDS, J C (editors)Focus on the Learner: Pragmatic Perspectives for the Language TeacherNewbury House, Rowley, Massachusetts 1973

306 pages $9.95; paper $5.95

A book of readings in 5 parts. Part One considers the relevance of linguisticsand psychology to language learning, with papers by Mackey, Stern and Chomsky anda critique by 011er of the relevance of transformational grammars. Part Two isconcerned with language learning processes. A paper by Macnamara suggests thatlanguage learning is an inductive process whereby present contexts and theirimpact meanings are used as deciding clues. Part Three considers interferencetheory based on contrastive analysis, error analysis which may or may not relyon a contrastive approach, and developmental psycholinguistics. Part Four dealswith aspects of testing. Part Five considers sociocultural and motivationalfactors: it is argued that an adequate theory of second-language learning mustconsider not only the contexts of messages on the content-level but also contextson the relationship level. Part Six discusses alternatives to formal languageinstruction. There is a set of discussion questions for each part.

RIVERS, Wilga M and others (editors)Speaking in Many Tongues: Essays in Foreign Language TeachingNewbury House, Rowley, Massachusetts 1972

148 pages $7.95

These ten articles, written in the period 1968-72, deal with such items as theclash between audio lingualism and cognitive code theory and the need to improvethe relationship between language teaching practice, psychology and linguistics.The opening article Rules, Patterns 4 Creativity deals with inculcating thegrammar of a language at two levels of foreign language learning: the level ofmanipulation of language elements and the level of expression of personalmeaning. The second article distinguishes between skill-getting, represented bycognition and production (or pseudocommunication) and skill-using, which involvesboth reception and expression and is dependent on motivation to communicate.subsequent articles deal with: the role of contrastive linguistics in textbookand classroom; the transition from skill acquisition to language control; motiva-tion through classroom techniques;* the relevance of cognitive psychology;linguistic and psychological factors in speech perception and their implicationsfor teaching materials; and recent developments in foreign language teachingprogrammes in the USA.

9 0

ROWLANDS, D (editor)Group Work in Modern LanguagesMaterials Development Unit, Language Teaching Centre, University of York;1972

95 pages £1.00

A symposium of articles by language-teachers on the roles of group-work inprimary and secondary schools in the teaching of French, German and Russian;largely concerned with language practice methods and materials' improvisation.

WIDDOWSON, H GLanguage Teaching TextsOxford University Press 1971

346 pages £1.10

A collection of 42 passages grouped into sections on: the form of language; thesubstance of language; the use of language; language-teaching preparation;language-teaching presentation. Each passage precedes: notes to elucidate themeaning; comprehension and discussion questions; exercises aimed at giving thereader an opportunity of practically applying theoretical notions; and for someof the passages a programmed summary of the main points of the passage with blanksfor alternatives to help the reader to collaborate in the restatement. With adetailed key to the exercises, conceived as a set of suggested approaches to theproblems rather than as a list of correct answers.

WILKINS, D ALinguistics in Language TeachingArnold 1972

243 pages £2.50

Investigates the role of linguistics in foreign-language teaching. The approachis eclectic and consists of chapters on: Linguistic Attitudes to Language;Phonetics and Phonology; Grammar; Vocabulary; The Social Function of Language;The Psychology of Language; Error and the Mother Tongue; Linguistics and theScientific Study of Language Teaching. In defining the goals of learning,determining the broad methodological approach, assessing the value of particulartechniques, and organising the language content, linguistic insights are seenas particularly valuable. With a useful select and partially annotated biblio-graphy.

6. AIDS TO LEARNING

CABLE, RAudiovisual Handbook3rd editionUniversity of London Press 1970

118 pages

Concisely lists aids, with explanations of their nature and use, and advice on

class management. Practical suggestions cover projection, recordings andelectricity.

65p

CORDER, S PThe Visual Element in Language TeachingLongman 1966

96 pages

Offers a rationale for the use of visual methods in the teaching of language.Consists of chapters on: Language in Learning; Language Teaching and Meaning; TheVisual Element in Language Teaching; Meaning; and The Use of Visual Materials.Situational teaching, sound-film audiovisual courses and television are discussedin the light of a central concern with the teaching of meaning.

75p

CRICHTON, J SBlackboard DrawingNelson 1954

32 pages

Practical help for teachers who find difficulty with blackboard illustration.

35p

DAKIN, JSongs and Rhymes for the Teaching of EnglishLongman 1968

Teacher's Book 64 pages; Pupils' Book 58 pages 70p and 45p

Over 130 rhymes and songs graded and grouped according to difficulty of contentand intended for use from the first year of learning English. The Teacher's Bookcontains suggestions for presentation and practice and sets out in tables rhymeswhich can be used to practise individual sounds, stress and rhythm patterns, in-tonation, vocabulary, grammatical structures and conversational exchanges. With

two discs.

DAKIN, JThe Language Laboratory and Language LearningLongman 1974

172 pages £1.20

Presents the principles of language learning, an analysis of teaching materials incurrent use, and a reassessment of the role and value of the language laboratory.

JOHNSON, F C, and othersStick Figure Drawing for Language TeachersGinn and Jacaranda Press 1971

60 pages 42p

A practical guide for the primary level and for teachers' colleges. Sections deal

with the use of stick figure drawings in speech work, comprehension and composi-tion.

LEE, W RLanguage Teaching Games and ContestsOxford University Press 1965

167 pages 40p

Designed for learners of any age; with an introductory chapter on organisation andchapters on Oral Games, Pronunciation Games, Reading or Writing Games, SpellingGames, and general language practice games. An index enables teachers to locate

games that practise specific points of grammar.

9 4

LEE, W R; COPPEN, MSimple Audio-Visual Aids to Foreign Language Teaching.Oxford University Press 1964

120 pages 40p

Part One outlines the usefulness of audiovisual aids in general and discusses indetail oral work, reading and writing. Part Two deals with the making of aidssuch as pictures, puppets, flannelboards, plastiboards and materials for reading.

SHERRINGTON, RTelevision and Language SkillsOUP

182 pages

Analyses language learning skills and discusses how these might be taught andpractised through the medium of television.

£2.50

STACK, E MThe Language Laboratory and Modern Language TeachingOxford University Press 1966

234 pages cased £3.00; paper £2.00

A practical introduction to the techniques and procedures of language-laboratoryteaching, with particular attention to the beginning and intermediate stages of

instruction. It includes a study of equipment and of organisational andadministrative problems as well as treatment of audiolingual exercises, patterndrills and reading and writing skills.

TURNER, J DIntroduction to the Language LaboratoryUniversity of London Press 1965

110 pages 42ip

A handbook for teachers on the nature and function of language laboratories, witha useful chapter on methods and materials and a discussion of the role of the

language laboratory in the language-teaching programme.

TURNER, J D (editor)Using the Language LaboratoryUniversity of London Press 1968

156 pages £1.20

A collection of evaluative essays on using the language laboratory for foreign-lErtguage learning in the primary school, the secondary school, the university,

industry, and the technical college.

WEST, MUseful F.hymes for Learners of English

Longman 196632 pages 20p

A set of specially written rhymes for beginners, incorporating learning points,such as a7l4ectives of quality and past tenses, and written within vocabulary

limits.

9 r.)

WRIGHT, RVisual Materials for the Language TeacherLongman 1974

£1.20

Analyses the underlying theory of the use of visual aids in the classroom; alsodeals with practical applications. With a section on the preparation of visualmaterials by the teacher himself.

WRIGHT, E; WALLWORK, J FOn Your Own: A Guide to Study MethodLongman 1962

128 pages 40p

An introduction, with exercises, to the techniques of independent study and theuse of English at an advanced level. Consists of progressively graded sections onthe use of the dictionary; comprehension; note-making and note-taking; summarising;and collating and writing up material from notes and sources.

7. TESTING

7.1 Theory

DAVIES, A (editor)Language Testing Symposium: A Psycholinguistic ApproachOxford University Press 1968

214 pages £1.05

Eleven papers dealing with: subjective and objective testing; the linguistics oflanguage testing; the psychology of language testing; attainment and diagnostictesting; language aptitude testing; testing spoken language; the testing of oracy;tests in education; oral English testing in West Africa; intelligibility.

HARRIS, D PTesting English as a Second LanguageMcGraw-Hill 1969 £3.50

151 pages

A concise introductory text intended to enable the ESL teacher both to improve hisown classroom measures and to assess standardised tests he may be asked to select,administer and interpret; covers the purposes and methods of language teaching; thecharacterisation of a good test; testing grammatical structure; testing auditorydiscrimination and comprehension; testing vocabulary; testing reading comprehension;testing writing; testing oral production; constructing the test; administering thetest; interpreting and using test results; and computing some basic test statistics.

McCLAFFERTY, JA Guide to Examinations in English for Foreign StudentsHamish Hamilton and St George's Press 1972

101 pages

A comprehensive account of the recognised examinations in English for foreignstudents, giving practical advice on all aspects of the examinations.

2f

50p

MURPHY, Y JDesigning Multiple-Choice Items for Testing English LanguageAfrican Universities Press (in association with the British Council) 1969

67 pages 40p

An explanatory introduction for the classroom teacher preparing students for suchexaminations as the West African School Certificate, in which lexis and structureare both tested through multiple-choice questions. Chapters on lexis and structureprecede those on comprehension, other uses of multiple-choice questions, andelementary statistics.

OTTER, H SA Functional Language ExaminationOxford University Press 1968

136 pages 75p

Describes the work of the Modern Language Association Examinations Project 1963-66.The emphasis of the UK GCE 0-level examinations on translation is seen asexercising a restrictive influence on the syllabus and methods of foreign-languageteaching. Experimental examinations conducted by the project are discussed and aconcluding chapter suggests an alternative syllabus covering multiple-choice testsof usage, grammar and vocabulary, and the testing of conversation to be based on10 questions from a prepared syllabus of 100 questions.

7.2 Actual Tests

BLOOR, M, and othersObjective Tests in English as a Foreign LanguageMacmillan 1970

Pupils' Books 1-2 200 and 92 pages; Teacher's Book 41 pages40p, 35p and 30p

Tests on English structure and usage, with particular attention to tenses forintermediate-level students. Most of the questions are multiple-choice (onecorrect answer to be selected from 4 offered), but constructed response-testsinvolving sentences or paragraphs requiring a response to a prompt such as aword in brackets or a gap are also included and there are 3 sets of 50 'slashedsentences' testing error recognition.

CAIRNS, J; SCOTT, AMiddle F.= Objective Questions in English LanguageAfrican Universities Press 1967

76 pages 30p

Consists of multiple-choice questions on verbs, adverbials, nominals and adjectives;a miscellany including punctuation, pronunciation and spelling; vocabulary andconjunctions.

ETHERTON, A R BObjective English Tests: Elementary LevelLongman 1972

72 pages 24p

Designed to measure the comparative attainment of individual pupils in such areasas agreement, word order, the use of tenses, the use of articles and prepositions,and aspects of spoken English.

2?

ETHERTON, A R BObjective English Tests: Pre-Intermediate LevelLongman 1972

89 pages 28p

Designed to measure the comparative attainment of individual pupils in such areasas agreement, word order, the use of articles and prepositions, and aspects ofspoken English.

EYNON, JMultiple-Choice Questions in EnglishHamish Hamilton and St George's Press 1970

163 pages 60p

A practice manual intended for students preparing for the Cambridge Lowe': Certifi-cate, consisting of 25 test passages with questions and answers on comprehension,vocabulary and grammar. With summary-work.

GIBBS, P; JOLLEY, MObjective Tests in English Structure and LexisLongman 1972

120 pages

Although written specifically to satisfy the requirements o the West AfricanSchool Certificate in English Language, these texts will be of much interest tothose involved in the preparation of objective tests for learners of English as asecond language elsewhere.

45p

HEATON, J BSelected Tests in ReadingLongman 1965

64 pages

Elementary texts followed by questions on content and language.

17p

HEATON, J B; STOCKS, J PGraded English Test PapersLongman 1965

Junior Book 64 pages; Intermediate Book 64 pages; Senior Book 68 pages23p, 23p and 25p

Intended to give overseas students practice up to the standard required in 0-levelexaminations. As each book contains 60 tests, there is sufficient material forone test a week to be set in the first few years of secondary education and 2 testsa week in the examination year. With an overseas students' companion.

HINDMARSH, RolandPassing in LanguageThe Cambridge English Course for African Secondary Schools, Stage 4

Cambridge University Press 70p

Although written for African students, this handbook will be of considerable valueto teachers elsewhere preparing students for overseas School Certificate, GCEOrdinary level, or equivalent examinations; concerns all the major types ofexamination question, exemplified by specimen questions from the main SchoolCertificate and GCE examinations, with specific training in the necessaryexamination skills.

28

8. SPOKEN ENGLISH

8.1 Reference Works on General and English Phonetics

ABERCROMBIE, DElements on General PhoneticsEdinburgh University Press 1967

203 pages £1.50

An introductory textbook for university students, assuming no phonetics andpresented with a minimum use of diagrams and symbols. Chapters deal with thedistinction between language and medium; the production of speech; the analysisof speech; segments; structure and system; voice quality and voice dynamics;notation; assimilation; stop-consonants; and cardinal vowels.

BROSNAHAN, L F; MALMBERG, BIntroduction to PhoneticsHeffer 1970

243 pages £3.00

Deals with the physics of sound; the speech apparatus; the production of sound inthe vocal tract; the description and classification of speech-sounds; thesegmental sounds; combinations of sounds; prosodic features; hearing and perceptionof speech; the functioning of sounds in language, syntagmatic structures andsegmentation. The examples are mainly from the languages of Europe, with Englishpredominant.

CHRISTOPHERSEN, PAn English Phonetics CourseLongman 1956

216 pages

A manual intended for use in universities and teacher-training colleges,particularly in West Africa. The text is presented in numbered paragraphs withexercises incorporated. Part One deals with the organs of speech and theclassification of sounds. Part Two considers English sounds in isolation andPart Three deals with sounds in connected speech.

CRYSTAL, DProsodic Systems and Intonation in EnglishCambridge University Press 1969

381 pages

85p

£7.90

Attempts to develop a theoretical basis for the intonation within a general theoryof non-segmental phonology. Chapters consist of discussion on: past work onprosodic features; voice quality and sound-attributes in prosodic study; theprosodic features of English; the intonation system of English; the grammar ofintonation; and the semantics of intonation. With an extensive bibliography.

GIMSON, A CAn Introduction to the Pronunciation of English2nd editionArnold 1970

336 pages £2.50; paper £1.50

A comprehensive and authoritative treatment of the phonetics of English, based on

29

the principles developed by Daniel Jones; arranged in 3 parts: Speech and Language(with a treatment of general phonetics, the classification and description of speechsounds, and linguistic principles); Sounds of English (including historical develop -sent and a detailed treatment of vowels and consonants); The Word and ConnectedSpeech (with a treatment of stress, rhythm and intonation and the rules of elision,liaison, juncture and related features).

O'CONNOR, J DBetter English PronunciationCambridge University Press 1970

178 pages £2.60; paper 95p

A systematic introduction written specially for the foreign learner. The openingchapters discuss problems in pronunciation and how the speech organs work inEnglish. These are followed by chapters on: the consonants of English; consonantsequences; the vowels of English; weak fo"ms and rhythm units of speech; andintonation. Each chapter is followed by exercises, and there are conversationalpassages for practice, answers to exercises, predicted difficulties in Englishpronunciation for speakers of Arabic, Cantonese, French, German, Hindi and Spanish;with a list of books and gramophone records. With tapes.

HILL, L AContextualised Vocabulary TestsOxford University Press 1970

Books 1-3 (one in preparation) 30p, 30p and 65p

Intended to provide graded tests of content vocabulary at the levels of: 500 and1,000 headwords in Book One; 1,000-1,500 headwords in Book Two; 1,500-2,075 head-words in Book Three; 2,075-3,275 headwords in Book Four. Each test lists 30 relatedwords that have to be put into the case, number or tense demanded by the situation.Where the vocabulary is concrete the situation is given pictorially.

ROBERTS, J U E; SMITH, L E WTests in English LanguageAfrican Universities Press 1967

142 pages 47ip

A set of exercises for students preparing for the West African General CertificateEnglish Language examination. Each test consists of simulated examinations incontinuous writing, summary and comprehension, essay and lexis, and structure.

TEMPLER, J CListening Comprehension TestsHeinemann Educational 1971

Teacher's Book 40 pages; Students' Book 64 pages 30p and 45p

Twenty-five oral tests based on the listening comprehension test of the CambridgeLower Certificate and concerned with: differentiation between sounds; stress andintonation; sentence completion; and ability to answer questions on a short spokenpassage. With tapes.

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8.2 Pronunciation Practice and Auditory Discrimination

ARNOLD, G; TOOLEY, 0Say It with RhythmBooks 1-3Longman 1970, 1971 and 1972

99, 133 and 119 pages 45p, 57p and 65p

Intended to give practice in pronunciation, stress and intonation through themedium of phonetic notation. Book One is aimed at 12-to-14-year-olds with one or2 years' experience of English; Book Two at 14-to-16-year old learners; Book Threeat learners with a minimum of 5 years' study behind them. The phonetic notationis that of Jones's An English Pronouncing Dictionary. With tapes.

BALL, W JSteps to Fluency in Spoken EnglishLongman 1968

Teacher's Book 126 pages; Pupils' Book 60 pages 16p and 50p

Intended as systematic practice in conversation for pupils in the 11-14-yearrange. Section One deals with basic rhythm patterns and offers some 50 pages ofdrills. Section Two presents 24 conversational sketches with notes on procedure.

BYRNE, D; WALSH, GListening ComprehensionBooks 1, 2, 3Longman

£3.95

Designed for pupils commencing at intermediate level; aims to improve and test thecomprehension of spoken English and to develop oral ability.

COOK, V JActive IntonationLongman 1968

99 pages 75p

Intended for overseas students preparing for the Lower Cambridge or CambridgeProficiency exminations. The book consists of 20 lessons, each with 6 drills:the opening drill is a listen-and-repeat drill practising the intonation patternsto be used; there follow 3 drills contextualised for social relations and emotionalattitudes; finally there are test and revision drills. With tapes.

DICKINSON, L; MACKIN, RVarieties of Spoken EnglishOxford University Press 1969

114 pages 60p

A course for advanced students. Each unit consists of intensive listening andgeneral comprehension work followed by a variety of exerctses dealing with suchfeatures as stress in compound words, question tags, and the distinction betweenquestions and statements in affirmative constructions on the basis of rising and

falling tones. The recorded texts are largely spontaneous and range from light-hearted conversations to seminar discussions. This course complements thewritten work contained in A Higher Course of English Study (1) by Mackin and Carver.

With tapes.

31

GUIERRE, LDrills in English Stress-PatternsLongman 1970

127 pages 55p

Systematic training for intermediate to advanced students of English. Based onthe author's computer analysis of the stress patterns of 40,000 words transcribedin Jones's An English Pronouncing Dictionary and arranged according to endings.The practice is graded and in each section a commentary formulates rules and listsexceptions.

HALLIDAY, M A KA Course in Spoken English: IntonationOxford University Press 1970

134 pages £1,00

A 56-page introduction presents Halliday's theory of intnnation (with numerousexamples reproduced on tape). The rest consists of 40 study units in 4 chapters,providing practice in recognition and production. The first 3 chapters deal withsound-patterns, primary and secondary tones, the fourth chapter illustrating theuse of tones and related features in connected speech of various kinds (conversa-tional styles, poetry and dramatic dialogue). With tapes.

HILL, L ADrills and Tests in English Sounds: Ear and Speech Training of English2nd editionLongman 1967

91 pages

Seventy-one sections dealing with vowel and consonant contrasts; consonantclusters; the addition of semi-vowels and aspirates; syllabic addition. Eachsection contains 4 tests and a drill. With tapes.

38p

MARTIN, M H CExercising Spoken EnglishMacmillan 1970

82 pages 50p

Short remedial exercises for intermediate and advanced learners of English as aforeign language and arranged in 4 sections. Section A provides drills for vowelsand diphthongs; Section B provides tonally stressed verse for practising stress-pattern recognition; Section C provides single-word drills and continuous proseexercises for consonants; Section D presents common intonation patterns marked forjuncture and tonal stress. With tapes.

O'CONNOR, J DPhonetic Drill ReaderCambridge University Press 1973

59 pages 55p

Twenty-five dialogues for practising pronunciation and intonation, designed toaccompany the author's Better English Pronunciation. In traditional orthography,with phonetic transcription on facing pages. With tapes.

PRING, J TColloquial English PronunciationLongman 1959

83 pages 40p

A brief explanatory account interlarded with exercises on individual sounds andgroups of words for intermediate-to-advanced secondary-school students and adultlearners. With records.

SHILLAN, DSpoken EnglishLongman 1966

89 pages 40p

A collection of drills for practising vowels, diphthongs, consonants, semi-vowels,word-stress and intonation. Emphasis on phrasing, indicated by bold type.Intonation is represented only by a single exercise. With tapes.

TRIM, J LEnglish Pronunciation IllustratedCambridge University Press 1965

77 pages 50p

Ear-training and pronunciation-practice material grouped by phonemes and startingin each case with common concrete nouns and proceeding through noun-phrases tosentences. In Jones's phonetic transcription.

8.3 Spoken Language Practice

ALEXANDER, L GFor and AgainstLongman 1968

66 pages 37p

This oral practice book for advanced students contains 30 exercises, each consist-ing of an argumentative essay and notes. The notes list key word and summarisethe argument put forward in the essay; a second set of notes lists key words andftamarises a possible counter-argument. An introduction includes suggestionsfor procedure. With tapes.

ALEXANDER, L GQuestion and Answer: Graded Oral Exercises in EnglishLongman 1967

139 pages

Intended to bring students up to the level required by the Cambridge LowerCertificate examination. Material is arranged in 6 chapters, each containing 10passages followed by graded oral exercises. There is a detailed introduction on

suggested procedures. With tape.

47p

3 3

ARNOLD, G F; GIMSON, A EEnglish Pronunciation PracticeUniversity of London Press 1965

79 pages 40p

Intended for beginning foreign students of English, this practice book consists ofconstrastive vowel and consonant drills followed by 3 lengthy dialogues which havebeen recorded to provide a model for imitation. Both drills and dialogues are setout in phonetic transcription as well as in conventional orthography. With tape.

BLACK, CA Handbook of Free ConversationOxford University Press 1970

40 pages

Seventeen suggested topics for discussion with questions and vocabulary units.

20p

BRITISH BROADCASTING CORPORATIONPeople TalkingBBC 1974

Unscripted Cassettes £7.00

A series of interviews taken from the English by Radio course of the title. It isdesigned for advanced students who are already fluent in English and who wish toacquire the natural turn of phrase of the native speaker.

COLES, M; LORD, BColloquial EnglishOxford University Press 1970

55 pages 40p

Intended for intermediate to advanced students needing practice in the rhythms andliaisons of rapid conversations. Each of the 10 units consists of a main dialogueand drills. The main dialogues feature a European business man in situationsrequiring discussion, argument, requests, casual business, small talk and gossip,friendly argument, and talking to people in various situations. With tapes.

DE FREITAS, J FTo Start You Talking; Enfflish Conversation Practice for Foreign LearnersMacmillan 1970

206 pages 70p

Aural/oral practice for intermediate and advanced students through dialogue andquestions, structural and phonological drills, and topics for discussion. Withtapes.

HAYCRAFT, J; CREED, T SChoosing Your EnglishBBC Publications 1973

342 pages £10.00 (including discs, tapes and cassettes)

There are 40 dialogues (supported by tapes or records) each of which exemplifiesexpressions related to a particular mood or feeling identified in a brief introduc-tion. The situations have been invented to reflect particular social relations,especially those particularly relevant to teenagers and young adults from Europe.Possibly useful for advanced students interested in increasing the range of theirexpressiveness and understanding of conversational English.

34

HICKS, DMeet the Parkers: An Intermediate Course in Spoken EnglishRevised editionBBC Publications 1970

208 pages 50p

Forty conversations, each of which practises a specific construction; arranged inlessons with notes on the main points concerning the constructions, a vocabularylist, and the text of the conversation; based on an original BBC English by Radioseries. With records.

JERROM, M F; SZKUTNIK, L LConversation Exercises in Everyday EnglishBooks 1-2Longman 1965

152 pages each 37p each

Elementary and intermediate practice books following a consistent pattern: 2 setdialogues illustrating a particular construction; a dialogue frame for practice;lists of alternative pairs for use in the dialogue frame. With tapes.

JUPP, T C, and othersTalk English: Conversation Situations and Oral PracticeHeinemann Educational 1970

118 pages 65p

Intended for intermediate students who have completed about 2 years of an Englishcourse; arranged in a dozen units, each of which takes a dramatic situation anddevelops it in 4 dialogues. Specific structures and expressions are embodied inthe dialogues and each dialogue is followed by exercises. Graded. With tapes.

KENCH, A BAsking QuestionsMacmillan 1970

Notes, exercises and dialogues on how to ask questions intended for the post-

elementary student.

LOBB, C ESpeaking English: An IntermediateLongman 1969

93 pages

Oral Practice Book

Contains 35 dialogues, each of which isfor practice in key structures. Graded.

MALEY, A; NEWBERRY, R SBetween You and MeNelson 1974

94 pages

followed by a series of drills designedWith tapes.

30p

55p

75p

Practice in spoken English and in the more important structural features of Englishin conversational contexts, using short exchanges capable of broad generalisation.

t.)

1) r)

MUSMAN, RRead All About It!Longman

Text 35p

A collection of 28 dialogues and passages, exercises, glossaries and photographsbased on contemporary life in Britain.

OCHENDEN, M.Situational Dialogues.Longman 1972

92 pages 35p

Forty-four situations are presented, each in the form of 4 short dialogues soarranged that they can build 256 permutations. Additional structure practice isgiven in the form of drills. The situations covered include: trahsport; food anddrink; hotels and shopping; telephoning; health; greetings; and a variety ofconversational gambits. The level intended is intermediate to advanced. Withtapes.

UNDERWOOD, M.Listen to This!2nd editionOxford University Press 1971

Teacher's Book 142 pages; Students' Book 80 pages £1.00 and 70p

Practice in oral comprehension work for students preparing for the CambridgeLower Certificate in English, based on 20 units of taped conversation representinga variety of British accents and urban situations. With tapes.

WRIGHT, JSpeaking English1. Speech practice materials for intermediate and advanced learners;2. Drills and dialoguesOxford University Press 1973

88 pages and 80 pages 50p each

A refresher course, consisting of classbook and tape companion, for intermediateand advanced students. The classbook covers Jones's version of the IPA, withtranscription and reading practice. With intensive practice and such features assyllable stress, weak forms, consonant clusters, assimilators, noun plurals, andsome of the major intonation patterns. The final section consists of 59 shortpassages, with stress and intonation indicated, for reading aloud. The secondbook, the tape companion, consists of twenty units providing extensive practiceof the pronunciation features covered in the first book, and four revision units.The layout of the tape companion is designed to enable teachers with recordingfacilities to use it as a script for taping.

31;

9. READING

9.1 Teaching Methods

The following works, though intended primarily for teachers of English as afirst language, describe concepts, procedures and techniques relevant to thoseteaching reading to speakers of other languages.

DOWNING, J V; THACKRAY, D VReading ReadinessUniversity of London Press 1971

128 pages

GILLILAND, J; MERRITT, J EReadabilityUniversity of London Press 1972

128 pages

HUGHES, J MAids to ReadingEvans 1970

128 pages

THOMPSON, BLearning to Read: A Guide for Teachers and ParentsSidgwick and Jackson 1970

128 pages

9.2 Practice Books: Comprehension

ALEXANDER, L G (editor)Longman Integrated Comprehension and CompositionSee Section 10.2

BYRNE, DIntermediate Comprehension Passages: With Recall Exercises and Oral

Comprehension Tests2nd editionLongman 1970

128 pages

Intended to provide material for testing written and aural comprehension for

students preparing for the Cambridge Lower Certificate.

75p

80p

£1.00

£1.50

28p

CLOSE, R AThe English We Use: An Anthology of Current Usage with Exercises

Revised editionLongman 1971 65p; key 25p

Fifty-one passages from BBC talks reprinted in The Listener and arranged in units

of oral and written work that range from intermediate to very advanced levels.

3

Each unit is intended to be dealt with in 5 stages: oral presentation; oralelicitation of main facts and arguments; student study of the text; practice ingrammar and vocabulary; oral discussion and written composition. Graded. Withtapes in conjunction with Tapes Handbook (R A Close and J B Heaton)..

COBB, DConstructive ComprehensionLongman 1969

125 pages 37p

Intended for intermediate secondary school and adult students of English with aminimum of 3 years' experience. Section One consists of 30 comprehension passageswith multiple-choice and free-response questions on content, together withexercises on structures and composition work. Section Two contains 15 dictationpassages based on passages in Section One. Section Three offers 15 passages toprovide practice for verbs and their forms used in Section One passages.

GRANT, NRead, Think and Do: More Training in Intensive Reading SkillsLongman 1970142 pages

Intended for the middle forms of secondary schools in Africa and elsewhere.Thirty passages, including 9 school-subject texts and 7 factual are arranged inascending order of difficulty, using multiple-choice and free-response questionswith the aim of continuing the process of training in intensive reading skillsbegin in Munby's Read and Think. With composition work and library referenceprojects.

35p

GREEN, G LRead, Think and AnswerOxford University Press 1969

Teacher's edition (with key) and Students' edition 35p each

Twenty factual passages, within the range of A General Service List of EnglishWords, with free-response and multiple-choice questions. Intended for use at anintermediate level of English such as that of students preparing for the LowerCambridge Certificate.

HILL, L AElementary Comprehension Pieces9th impression, reset and illustrated, of the 1963 editionOxford University Press 1972

64 pages

Consists of 28 structurally graded pieces written within the author's 1,000 -headword range and followed by comprehension questions.

20p

MALONE, R LReading English Objectively: Stage 2Macmillan 1969

172 pages 45p

Thirty test-papers for students preparing for such examinations as the CambridgeLower Certificate. Each paper consists of a passage of approximately 600 words

and 4 types of question: multiple-choice content questions; multiple-choicequestions on structure; rewriting exercises; summary of various explanatoryexercises. The passages are arranged in narrative, descriptive, explanatoryand discursive sections.

MUNBY, JRead and Think: Training in Intensive Reading SkillsLongman 1968

96 pages 25p

An attempt to use multiple-choice questioning techniques to train lower-secondary-school students in intensive reading skills. Twenty-seven passages are provided,two-thirds of them with an African background, and the vocabulary is restricted tothat of A General Service List of English Words. Nine of the texts deal withhistory, geography and science, to cater for students beginning an English-mediumsecondary education. With free-response questions to develop the ability toinvestigate data from the text and the student's own knowledge and experience andto begin the practice of summary-writing.

STONE, LReading English Objectively: Stage 1Macmillan 1969

167 pages 45p

Thirty passages in narrative, descriptive and discursive sets, each followed bymultiple-choice questions on comprehension, lexis and structure, rewritingexercises, and a section on summary work and composition. Intermediate to Lower

Cambridge.

9.3 Faster Reading

BAYLEY, EQuicker ReadingPitman 1957; reprinted in 1966

252 pages £1.25

Based on a course devised for executives at Leyland Motors Limited; attempts toincrease reading speed on relatively easy material and then to change toprogressively more difficult material without loss of speed or comprehension.

CHAPMAN-TAYLOR, Y; BALLARD, B ARead and Enjoy: A Rapid Practice BookNelson 1967

96 pages 35p

Intended as a reading-efficiency programme for junior postprimary students over-

seas. The programme has 18 units, each of which consists of a passage about 900words long, an introduction to the passage, multiple-choice questions, andactivities for the development of deeper understanding. With introductions for

both teacher and student.

39

DE LEEUW, M; DE LEEUW, ERead Better, Read FasterPenguin 1965

250 pages

A self-training manual for improving efficiency in the reading of informativematerial; concentrates on developing a strategy to cope with different purposesand different types of text.

30p

FRY, E BReading Faster: A Drill BookCambridge University Press 1965

67 pages 38p

Consists of a set of passages dealing with public health problems simplified to the2,000-word level and together making up a 10-week course aimed at improving readingspeed. Each passage precedes a set of multiple-choice questions aimed at testingboth matters of fact and powers of reasoning. Each passage is about 500 words long.

FRY, E BTeaching Faster ReadingCambridge University Press 1963

143 pages 90p

To accompany the author's Reading Faster: A Drill Book; and to help teachers ofEnglish as a second language, giving courses on reading improvement at secondary,teacher-training and university levels. Chapters on: The Importance of ReadingFaster; Common Faults and Eye Movements; Comprehension; Units of Meaning; Skimmingand Reading Flexibility; Improvement Patterns; Study Techniques and Factors inMemory; Vision; Phonics; Vocabulary and Continued Reading Progress. Suggestedlecture outline summarises each chapter.

10. WRITING

10.1 Teaching Methods

ALEXANDER, L GGuided Composition in English Language TeachingLongman 1971

27 pages 35p

Examines the problems posed by transfer of training from blank-filling and otherwritten reinforcement exercises to the creation of texts; outlines the solutionoffered in the author's New Concept English, which involves a 6-stage compositionscheme, using multipurpose texts, specially written according to the principlesof cyclical grading. Stage One of the scheme elicits a series of simple sentencesthat constitute both a summary and a composition. Compound sentences, complexsentences, connecting notes, writing notes and joining them together, and freesummary and composition constitute objectives of the remaining 5 stages. For thefirst 3 stages comprehension, summary-writing and composition go hand in hand.During the final 3 stages they develop into separate skills. The scheme can beimplemented after a year's normal study.

.1 0

McCREE,''HFrom Controlled to Creative WritingEnglish Language Teaching series published in association with the BritishCouncilAfrican Universities Press 1969

78 pages £1.00

A personal account of the development of a writing skills syllabus at a post-primary institution in northern Nigeria. Expounds first- and second-year work andof 'explanatory'and 'argument' writing in the third and fourth years in separatechapters; with examples from students' work and summary statements. Appendices

present notes on the West African General Certificate of Education and theirexaminations and on letter writing and offer a bibliography.

10.2 Practice Books

ALEXANDER, L GEssay and Letter WritingLongman 1965

137 pages 40p

A variety of material, providing 2 to 3 years' work, and covering sentence types,narrative and descriptive essays, personal and business letters and elementaryliterary essays, for students preparing for the Cambridge Lower Certificateexamination; and some 2 years' work on short-story writing, the reflective essay,the argumentative essay, and the advanced literary essay, is provided for studentspreparing for the Cambridge Proficiency examination.

ALEXANDER, L GA First Book in Comprehension, Precis and CompositionLongman 1963

121 pages

For postprimary students. Attempts to teach precis and composition throughcomprehension: questions on texts are so arranged that their answers constitutea summary of the passage. With a list of structures the students are expectedto have mastered and a careful grading of vocabulary from 600 to 1,000 words in

the passages presented.

ALEXANDER, L GSixt Ste 's to Precis: A new AStudents2nd editionLongman 1970

135 pages

11 roach to Summar -writin for Overseas

32p

38p

A 3-year course intended to meet the needs of overseas students preparing for theCambridge Lower Certificate and Proficiency examinations. Part One presents graded,

specially written narrative pieces and gives summary-writing exercises a contextof multiple-choice questions on content, structure and lexis, exercises on sentencestructure, and various composition exercises. Part Two introduces extracts from

modern authors.

41

CHAPLEN, FCreative WritingOxford University Press 1970

Teacher's edition 96 pages; Students' edition 80 pages 50p and 30p

Intended for students at an upper-intermediate to advanced level of English;explains paragraph organisation in terms of topic and support sentences but withoutreference to the system of connectors and with little treatment of anaphora. Withwriting assignments graded in difficulty and based on analysis of sample paragraphs,also notes on grammar-and-usage features likely to be involved.

HILL, L AElementary Composition PiecesOxford University Press 1964

64 pages 20p

Twenty-eight passages written within a 1,000-word " ocabulary and containingbracketed options to provide students with an element of choice in their copyingof the compositions.

HILL, L AElementary Stories for ReproductionOxford University Press 1965

64 pages 25p

Fifty-six stories, each about 150 words long, with questions for oral and writtenreproduction work. The stories are written within a 1,000-word vocabulary givenin an appendix.

HILL, L AIntermediate Stories for ReproductionOxford University Press 1965

63 pages 25p

Fifty-four stories, each about 150 words long, with questions for oral and writtencomposition work. The stories are written within a 1,500-word vocabulary given inan appendix.

HILL, L AAdvanced Stories for ReproductionOxford University Press 1965

64 pages 25p

Sixty stories, each between 225 and 350 words long and written within a 2,075-wordvocabulary given in an appendix, are presented, without questions, for oral andwritten reproduction.

HILL, L AFree Composition BookOxford University Press 1966

75 pages 25p

A list of suggested subjects for composition, arranged in order cf presumeddifficulty. Each subject-title precedes a list of questions intended to guidethe imagination and thought of the student. An introduction offers general adviceon needs and methods.

42

HILL, L APicture Composition BookLongman 1960

64 pages (Teacher's Guide 28 pages) 330

Twenty-eight picture stories for students beginning preparation for the CambridgeLower Certificate examination. The Teacher's Guide provides model compositions andlists of suggested questions.

HOWATT, APut It in Writing: A Natural Approach to Writing EnglishOxford University Press 1970

68 pages 40p

Attempts to give composition exercises a subject, purpose and audience by providingstudents with a continuous story about a teenager and his friends and asking themto identify themselves with the characters in writing letters, postcards, telegrams,diaries and articles; intended for students aged 15 to 18; originally published inSweden.

JUPP, T C; MILNE, JGuided Course in English CompositionHeinemann Educational 1968

98 pages (Teacher's Book 63 pages) 60p and 70p

Intended to train students in composition writing by giving practice and guidancewith the language and subject-matter of compositions before they begin writingthem. Structure practice is given through substitution tables and multiplequestions whose content is based exclusively on the subject-matter of the composi-tion. Work on a sample composition demonstrating the deployment of a particularstructure provides further ideas for subject-matter and planning. Leads up to thelevel of school-certificate examinations; designed to follow the authors' GuidedParagraph Writing.

JUPP, T C; MILNE, JGuided Paragraph Writing: A First Course in English Composition: WithStructural PracticeHeinemann Education 1972

105 pages 45p

Intended to lead the learner from simple sentences to the planning and writing ofa complete paragraph on straightforward personal subjects. There are 18 sections,each based on a single subject and giving extensive practice with 3 or 4 particularstructures. The method involves: oral practice; written exercises; rewriting andadapting sample paragraphs; vocabulary study; the student writing his own paragraphwith personal details and local information; consolidation exercises.

SPENCER, D HGuided Composition ExercisesLongman 1967

57 pages 25p

In 3 parts. Part One provides 20 sets of parallel sentences; each set requires agiven sentence pattern to be re-exemplified 5 times. The key vocabulary is given,but students need to exercise care in such questions as verb-forms and tense-formation, concord, and the use of articles, personal pronouns, possessive adject-ives, and prepositions. Part Two provides 50 exercises in completing or rewritingparagraphs. Part Three provides practice in relatively free composition.

4 3

11. GENERAL COURSES

ABBS, B, and othersRealistic EnglishOxford University Press 1969-71

Students' Books 1-3; Teacher's Books 1-3 50p, 75p, 45p; 75p, 75p and 75p

For adults and secondary-school students with 2 years' experience. Concentrateson the spoken form and consists of 30 units of dialogue and structure drill dividedinto 3 parts. Each unit contains about 20 drills and provides about 6 hours' work.With tapes.

ALEXANDER, L GLook, Listen and LearnLongman 1968-71

Pupils' Books 1-3; Students' Book; Teachers' Books 1-3; InitialWorkbook; Workbooks 1, 2A, 2B, 3A, 3B, 4A and 4B; Link Readers 1-4;

Longman Structural Reader at Stages 1-355p, 60p, 60p; 90p; £2.00, £2 .00, £2.50;15p; 25p, 30p, 30p, 25p, 25p ; 15p, 15p,

19p; 24p; 12p, 16p and 21p

A 4-stage course for children starting to learn English as a foreign language at theage of 8 or 9, built upon the principle of diminishing control. The first 2 stagesare predominantly audiovisual, the last 2 increasingly audiolingual. Thus, atStage Four, chorus and group repetition are dropped from the aural/oral proceduresand the meaning of each text is communicated audiolingually through intensivereading. For each stage there is a set of material consisting of Pupils' Books, aStudents' Book, Teacher's Books, Link Readers and tapes, and for the first 2 stagesthere are also filmstrips.

ALEXANDER, L GMainlineLongman 1973

Progress A Students' Book; Progress B Students' Book; ProgressTeacher's Book together with Teacher's Book for Tests and Students'Book for Tests; Skills A Students' Book; Skills B Students' Book;Skills Teacher's Book together with Teacher's Book for Tests andStudents' Book for Tests

70p (Progress A Students' Book; others as yet unpriced)

This audiovisual course is a variant of New Concept English, concentrating on theoral aspects of English used and needed in a wide variety of international situa-tions. Progress A and B constitute a less steeply graded version of New ConceptPractice and Progress, and Skills A and B a less steeply graded version of NewConcept Developing Skills. With crossword puzzles in the written exercises andreferences to Mister Monday and Other Songs for the Teaching of English. A set oftapes, with tapescripts, provides optional material for classroom and language-laboratory reinforcement.

ALEXANDER, L GNew Concept English

First Things First: An Integrated Course for BeginnersPractice and Progress: AnIntegrated Course for Pre-Intermediate StudentsDeveloping Skills: An Integrated Course for Intermediate StudentsFluency In English: An Integrated Course for Advanced Students

44

Longman 1967Students' Book (as one volume); Students' Books 1-2; Teacher's Book;Supplementary Written Exercises 62p; 45p, 45p; £2.00; 25p

An audiovisual course for native and adult students, based on multipurpose textsused as a basis for work on aural comprehension, oral practice, dictation,controlled composition, precis and composition practice, and written grammarexercises in recall. Filmstrips are incorporated in the teaching materials ofFirst Things First and tapes are used throughout (with tapescript). DevelopingSkills takes the student up to the level of the Cambridge Lower Certificate andFluency in English beyond the standard required by the Cambridge Proficiency inEnglish examination. Special editions for Colombia and Mexico.

ALLEN, W SLiving English for the Arab World2nd editionLongman 1966

Pupils' Books 1-4; Teacher's Books 1-430p, 33p, 34p, 35p; 60p, 44p, 44p and 45p

An oral direct-method course claiming to cover all the major structures, with anactive vocabulary of 2,000 words; for Arab primary-school pupils. Reading isintroduced after 9 to 12 weeks of intensive oral work, practice in the mechanicsof writing Roman scripts, and letter-recognition work with flash-cards. Withtapes.

BRINTON, E, and othersActive Context EnglishMacmillan 1971

Books 1-3; Teacher's Books 1-3; Readers 2A and 2B65p, 45p, 55p; 45p, 45p, 45p; 20p and 30p

For adolescent and adult learners, intended to provide approximately 300 hours ofclassroom teaching; structurally based and grammatically graded; follows the dailylife of 2 young people, an English girl and her Canadian cousin living in London.With flip-charts and tapes.

BRITISH COUNCILThe TurnersLongman 1969

Students Book 30p; Teacher's Book £5.00

An audiovisual course for students of English as a foreign language, particularlythose who are already familiar with the written language at an elementary leveland wish to develop their oral ability; provides a brisk review of the majorstructural features of English; develops a vocabulary of 1,500 words. With film-

strips and tapes.

BROUGHTON, G (general editor)Success with English: The Penguin CoursePenguin 1969

Coursebooks 1-3; Teacher's Handbookb 1-3; Objective Test Books 1-3;First Reader; Workbook for Stage 1

50p, 55p, 55p; 75p, 90p, £1.00; 10p, 10p, 10p; 25p and 15p

For the mature beginner. Structurally designed, and emphasising the spoken languagein urban contexts. With wallcharts, tapes and tapescripts.

CANDLIN, E FNew Present Day English for Foreign StudentsRevised series in progressUniversity of London Press 1972

Book 1 45p; Teacher's Book 75p

A comprehensive graded course for students beginning English as a foreign language,based on the author's Present Day English, published in 1963. In 4 students' books(labelled: Elementary; Intermediate; Competence; Proficiency) together with teachers'books, workbooks, language-laboratory drills on tapes with printed tapescripts,graded readers and sets of traditional objective tests for measuring attainment andperformance. Students' Book One is presented in 19 units, each with 2 or 3 newlanguage items presented in sentence patterns in derived situations; a readingpassage and a related dialogue, together with comprehension questions; a list ofnew words with IPA transcriptions; and a set of exercises. Tape-recordings of thereading passages and dialogues, a set of slides for vocabulary extension andstructure drill, and a tape of pronunciation drills are also available in the YearOne passage.

COMMONWEALTH OFFICE OF EDUCATIONSituational EnglishLongman 1966

Students' Books 1-3; Teacher's Books 1-3; Language Picture Series40p, 40p, 60p; 55p, 55p, 80p and £1.50

An adaptation of an Australian course for adult immigrants, consisting of 120teaching units arranged in a 3-year course for adult beginners. Each unit practisesone or more sentence patterns but restricts the exemplification of each pattern tosentences whose meaning can be shown within a created context of situation. Withrecords.

HARRISON, BLiving in EnglandEuropean Schoolbooks Publishing 1972

184 pages £1.00

A post-foundation course for adult learners and the higher classes of secondaryschools, based on a course devised for foreign students at the University ofLeicester School of Education. The course consists of 29 lesson units, each basedon a specific, usually urban, setting, with a dialogue, a series of questions, 2 or3 oral structure drills and 2 or 3 written exercises; also visuals and readingpassages about life and customs in England. Would provide ample material for a30-week year of 3 to 4 periods a week. No attempt at a strict grammatical progres-sion.

HICKS, DFoundations of English2nd editionLongman 1968

Teacher's Books 1-;;; Students' Books 1-350p, £1.50, 45p; 30p, 85p and 60p

For adults and secondary-school students beginning the study of English as a secondor foreign language. Based on a systematic grading of sentence patterns; attemptsto establish each new structure or range of vocabulary by spoken drills and exercisesbefore going on to reading passages and dialogues. Books One and Two aim to givestudents a thorough grasp of the principal structures of English; Book Three providesmore idiomatic work. The teacher's books consist of methcd notes interleaving thetext of the students' edition. With practice pictures and tapes.

4 t;

HINDMARSH, R XThe Cambridge English Course for African Secondary SchoolsCambridge University Press 1969

Stage One: 7 parts; Teacher's Handbook; Stage Two: 7 parts; Teacher'sHandbook; Stage Three: 4 parts; Stage Four: 2 parts

15p each; 40p; 20p each; 20p; 36p each; 70p and 50p each

This complete school course, leading to school certificate, assumes a starting levelof 1,750 words of passive and 700 words of active vocabulary. Stages One and Twocover comprehension, vocabulary, composition, verb-usage, structure, oral work, andvarious practical skills, including spelling, punctuation and lay-out in 7 separatebut interrelated books. Stage Three introduces the study of literature as well ascontinuing comprehension training, developing composition skills and extendingusage. Stage Four, for use during the examination year, consists of 2 books:Passing in Language and Passing in Literature.

HORNBY, A SThe Oxford Progressive English Course2nd editionOxford University Press 1969

Books 1-3; Teacher's Handbook 1-3 30p, 35p, 40p; 35p, 35p and 40p

Originally published in 1954 as Oxford Progressive English for Adult Learners, thisis a 3-year course based on the author's Direct Oral Method, which aims at theformation of direct association between a new concept and the word, phrase,collocation or construction symbolising that concept. After a period of preliminaryoral work the course is organised in terms of reading texts, study sections onstructure and vocabulary, and exercises. The 2,000-word vocabulary is that ofA General Service List of English Words. With tapes.

HORNBY, A S; MACKIN, RThe Oxford Progressive English Alternative CourseOxford University Press 1964

Pupils' Books A, B, C and D; Teacher's Handbooks A, B, C and D30p, 35p, 40p, 45p and 35p each

A 4-year course leading to the Cambridge Lower Certificate, based on the DirectOral Method of Hornby's Oxford Progressive English Course (first published in 1954)but providing a slower progression. A series of oral drills together with workbookshave been designed for use in classroom or language laboratory and are publishedseparately.

HUDSON, N 0; McADAM, BEnglish without ErrorsArnold 1971

240 pages 80p

A year's course for African secondary-school students preparing for the third-yearJunior Certificate examination; is organised into 20 units, each consisting of: acomprehension passage concerned in some way with Africa; a study section dealingwith grammar and lexis difficulties; 5 objective and 5 traditional questions; agrammar component with explanations and exercises; and a section dealing with common

errors.

4 7

IOANNOU, A; PAPADOPOULOS, AEnglish Now: An Intensive Audio-Visual CourseLongman 1968

Picture Book; Reading Book; Workbook 50p, 35p and 35p

A one-year transition course intended for pupils transferring from vernacularprimary to English-medium secondary education or for other classes of non-beginnersneeding remedial work for revision of basic structures; designed for use in alanguage laboratory or in a classroom with a tape-recorder. With tapes.

LEE, W RThe Dolphin English CourseOxford University Press 1970

Teacher's Books 1-4; Reading Books 1-4; Writing Books 1-4; Picture Book;Flashcards 1-80; Wallsheets 1-24

28p, 35p, 45p, 55p;£1.00, £1.00,

20p, 30p, 40p, 55p;£1.00, £1.50;£4.50; £12.50

A comprehensive structurally graded and child-centred course whose initial structuresare easily demonstrated and practised in the classroom and arranged in a sequence ofsteps. The earliest part is exclusively oral and the spoken language takes prece-dence until the middle of the third year. The Teacher's Companion provides a guideto the whole course, introducing principles on which it is based as well as thevarying roles of the materials.

MACKIN, R; CARVER, DA Higher Course of English Study 1-2Oxford University Press 1968

155 and 159 pages 50p and 65p

A comprehension-based course for intermediate and advanced students, consisting ofsets of unsimplified materials. In Book One 30 passages are arranged in 14chapters in such a way that 2 or more passages deal with a similar subject incontrasting styles. The passages are annotated to elucidate lexical and structuraldifficulties and form the basis for exercises on comprehension, vocabulary,pronunciation, grammar and style. Book Two follows the same format, using passagesmarkedly more difficult than those in Book One. With an appendix of poems in eachbook, and tapes.

MOODY, K W, and othersOrganised English 1-3African Universities Press (Lagos) 1970

85p, 60p and 70p

The first 3 years of a 5-year course for African secondary-school pupils, each yearcovered by a pupils' book and a teacher's book. Each book is divided into 16 mainunits organised around a language structure and consisting of a daily oral drill;oral activity backed up by written substitution tables exercises; pre-readingpreparation with a reading passage followed by 2 sets of questions, one oral, onewritten; a writing exercise developing from strictly controlled writing games tofairly free writing exercises; and a follow-up work section. Each pair of unitsprecedes a revision unit. There is also preparation for some of the newer approachesto the School Certificate Examination. The teacher's books provide a step-by-stepguide to the use of the course.

4 8

O'NEILL, R, and othersKernel Lessons IntermediateLongman Eurocentre 1971

152 pages (Teacher's Book: 152 pages; Tests: 38 pages; Teacher's BookTests: 20 pages) 80p (22.10, 25p and 40p)

For adult intermediate students, organised into 25 units, each of which followsthe same pattern. Part A presents a set of structures through visual cues andshort background passages and practises them through question-and-answer techniques.Part B presents pronunciation and grammar work more formally. Part C consists of

an episode from a detective story. Part D consists of further practice andconversation work. Part E summarises the ground covered in the unit and providesexercises in guided composition. Detailed advice on how to conduct the course isprovided in the Teacher's Book. A book of 7 tests contains entry-and-exit testsand 5 progress tests.

O'NEILL, RKernel Lessons PlusLongman 1974

Students' Book; Teacher's Book; Students' Tests; Teacher's Tests80p, £1.00, 35p and 35p

A follow-up course to Kernel Lessons Intermediate, providing more extensive workon the patterns and structures covered in the earlier course and introducingfurther structures required up to and beyond the level of Cambridge Lower (First)certificate. With tapes and tapescript.

SPECIAL CENTRE, NAIROBIThe New Peak Course2nd editionOxford University Press 1966

Coursebooks 1-3; New Link Reader and New Peak Readers 1-4£1.00, 75p, 75p; 17p, 20p, 25p and 25p

Designed for African pupils, covering the first 3 years of English-medium primaryeducation in Kenya; attempts to meet the language needs of infant and early juniorprimary education, integrating work in Language, Writing, Number, PE, Handiwork andArt. It is based on earlier materials designed for English-medium schools for Asianchildren in East Africa. With teacher's notes on the readers, a picture book, andteacher's notes on the picture book.

SPECIAL CENTRE, NAIROBIThe Peak CourseOxford University Press 1961-66

Coursebooks 1-3; Readers 1-3; Teacher's Notes on Readers for Years One,Two and Three (2 books) 80p, 40p, 60p; 19p, 19p, 19p, 25p and 25p

Designed for the first 3 years in English-medium schools for Asian children inEast Africa. Work in English and other subjects is coordinated.

STONE, LCambridge Proficiency EnglishMacmillan 1967

299 pages 70p

For students preparing for the Cambridge Proficiency examination, arranged in 6sections: words, sentences; punctuation; comprehension; form and style; and idiom.

Each section contains explanatory notes, exercises and, often, extensive referencesections.

STONE, LNew Lower Cambridge EnglishMacmillan 1965

268 pages 50p

Deals with the written requirements for the Revised Lower Cambridge Certificateand presented in 2 parts. Part One covering the essential vocabulary, points ofgrammar, and the structure and writing of simple, compound and complex sentences,and Part Two covering composition, comprehension and summary-writing.

STREVENS, P; ENGLISH LANGUAGE SERVICES INCORPORATEDEnglish 901Collier-Macmillan 1968

Books 1-6; Programmed Workbooks 1-6; Teacher's Manual45p each; 30p, 30p, 30p, 30p, 30p, 45p and 75p

For adult students of English as a second language for beginning and intermediatelevels of study. Nine hundred sentences are presented as base-patterns. Thestudent is intended to practise and learn approximately 3,600 variation sentencesin addition to the base-patterns. Typical units contain 15 base-sentences. In-tonation practice, substitution drills, conversation and exercises. Reading-practice sections begin in Book Two and verb-study sections in Book Three. Withgraded readers and tapes.

SUTHERLAND, DSee, Hear and SpeakOxford University Press 1971

Teacher's edition 95 pages; Student's edition 238 pages 75p and £1.50

For adult learners of English, originally devised for adult immigrants to Australia;consists of 60 lessons in which vocabulary and structures are presented in pictorialform and drilled with special attention to sentence rhythm and intonation.

WAKEMAN, AEnglish FastHart-Davis 1967

Students' Texts 1-4; Teacher's Manuals 1-4 75p each and £1.75 each

Consists of graded 3-phase drills designed for reinforcement in the languagelaboratory and classroom. Book One provides 20 unit-hours of practice and BooksTwo to Four provide 12 hours each. Intended for use with any standard generalcourse. Links with certain textbooks are shown in an index. With students' work-books.

12. ENGLISH FOR SPECIAL PURPOSES

ETIC Information Guide No 2, English for Special Purposes, covers books in thisfield as well as articles and research projects.

50

SCOTT, J SCivil EngineeringLongman 1969

108 pages 27p

A supplementary reader for students following advanced technical English courseswho are assumed to be familiar with the General Service List and the 425 words ofthe supplementary scientific and technical vocabulary. The text consists of 27chapters on concrete-technology, soil mechanics, municipal engineering etc. There

are 14 contextualising photographs and 34 diagrams. Questions involving choosingone of 4 possible answers for insertion in the sentences are grouped at the backof the book together with subjects for discussion and a glossary of some 500 terms.

SMITHIES, MAdvanced English Comprehension Texts for Science StudentsCollier - Macmillan 1972

253 pages £1.00

Aimed at developing a close textual reading technique for advanced science studentsof science through the medium of English. Texts are drawn from sources such asThe Lancet, Time and Science and are followed by a battery of objective questions.Correct answers and rejected responses are both accounted for in notes. There are

no visuals.

STREVENS, PSeafaringBook 1 (Special English Series)Collier-Macmillan 1972

115 pages 90p

This text is organised into 10 units, each beginning with continued dialoguescontaining a high ratio of nautical expressions. There are exercises on structuralpractice followed by progressive substitution drills, notes on expressions ofposition, reading passages, content questions and composition practice. There

are abundant contextualising photographs and a number of diagrams. Over 300

technical terms are included in the glossary. With tapes.

SWALES, JWriting Scientific English: A Textbook of English as a Foreign Languagefor Students of Physical and Engineering SciencesNelson 1971

188 pages 80p

Aimed at teaching the language skills necessary for coping with English-mediumscience and technical instruction in universities and technical colleges. Twelve

units deal with topics such as Dimensions and Properties, Definitions, The Passive,Tables and Graphs, offering a wealth of exercises: rewriting; blank-filling;insertion; transformation; true/false labelling; rearrangements; sentence completion

etc. The exercises are graded in difficulty. There are very few visual examples

of information presentation. The materials were tried out in provisional form in

the University of Libya.

51

13. LITERATURE

ALEXANDER, L GPoetry and Prose Appreciation for Overseas StudentsLongman 1963

195 pages 59p

Offers a method for expressing appreciation of poetry and prose for studentssitting for the Cambridge Proficiency in English examination or for GCE (0-level).A section on poetry considers: the general and detailed meanings of poems andpoets' inventions; the structural, sense- and sound-devices employed; the descrip-tive, reflective and narrative types of poetry, and the lyric and sonnet. Thereis a selection of poems given for exercises in literacy appreciation. A sectionon prose considers narrative description and argument in terms of meaning, expressionand appreciation.

GILLIE, CThe Longman Companion to English LiteratureLongman 1972

880 pages £3.50

Arranged in 2 parts: the first consists of essays on philosophical history, societyand the arts, and religion, philosophy and myth, as well as literary forms - in anattempt to point out the connections between literature, life and thought; thesecond consists of an alphabetically arranged reference section covering politics,education and places as well as writers and their work.

HINDMARSH, R XPassing in LiteratureCambridge University Press 1972

168 pages 50p

A handbook for students preparing for examinations in English literature at SchoolCertificate or Ordinary Level in African secondary schools: published as part ofStage Four of the Cambridge English Course for Secondary Schools. The handbookconsists of units which include: studying plot; setting and background; character;short stories, non-fiction, poetry; and more general matters of examination guidance.(See also HINDMARSH, R X: The Cambridge English Course for African Secondary Schoolsin Section 11.)

LUDOWYK, E FUnderstanding ShakespeareCambridge University Press 1962

266 pages £2.95; paper £1.05

A general introduction for the student and non-university-trained teacher aimed atdeveloping an appreciation of Shakespeare as a popular dramatist. Part One intro-duces the Elizabethan period, its world picture, the conventions of the stage, theaudience, and how Shakespeare wrote. Part Two outlines a method of approach andapplies it to Richard III, The Merchant of Venice, Henry V, Julius Caesar,Twelfth Night and Macbeth.

MAY, D J; HILL, L AA New Introduction to English LiteratureBooks 1-15Oxford University Press 1969

115, 126, 144 and 134 pages r 9U r.

30p, 30p, 30p, 35p and 50p

A selection of poems and passages of prose with introductions explaining back-

ground and allusions, with questions designed to guide appreciation. Graded by

reference to Hill's list of 3,275 headwords, and words outside this range being

glossed. The fifth book is forthcoming.

MAYHEAD, RUnderstanding LiteratureCambridge University Press 1965

188 pages £2.90; paper 85p

Introduces the values of literature and the techniques of literary analysis for

advanced students.

MONFRIES, HAn Introduction to Critical Appreciation for Foreign Learners

Macmillan 1970131 pages 60p

A selection of passages of prose and poems for students beginning English studies

at university or preparing for the Cambridge Certificate of Proficiency examina-

tion. Questions follow each selection and for the first prose passage and poem

model answers are provided. Twentieth-century authors appear in most of the

selections.

MOODY, H L BLiterary AppreciationLongman 1968

210 pages 55p

Consists of explanation, demonstration and practice for students of English as a

second language preparing for Advanced Level or Higher Certificate examinations.

An introduction explains the chief elements of technique: lyrical structure; choice

of words; sounds of words; word order; rhythm; simile and metaphor; symbolism;

irony; allusion; and form. Demonstrations of the technique with passages of verse

and prose preceded by passages, without comments, to be used for class or individual

practice. The passages have been selec'ced from a wide range of writing in English,

including the work of African authors. With a glossary and index of technical

terms.

MOODY, H L BSelected Readings in English Literature and Thought

Longman 1967260 pages 80p

Arranged in 3 sections (Fiction, Poetry and Speculation) and presented with a

minimum of editorial comment: questions for discussion and notes on the author

appear at the back of the book. The intention is to provide an introductory

course for English specialists who need to develop a philosophy of their subject

to appreciate the diversity and range of values and concerns of English literature.

MOODY, H L BThe Teaching of LiteratureLongman 1971

112 pages 90p

A practical introduction to method for teachers, including teachers in training,

beginning with a discussion on the nature of literature and its place in the

53

curriculum and on the principles of graded selection. The general approach is seenas working from the twin principles of literature as experience and literature aslanguage, and from these are derived a basic procedure of preliminary assessment,practical decisions, introduction, presentation, discussion and reinforcement(testing). Poetry, prose fiction, drama and occasional literature are considered,and there are chapters on the link with composition and examinations. With auseful appendix giving a graded list for literature in English for secondary schools.

MURPHY, M JUnderstanding Unseens: An Introduction to English Poetry and the EnglishNovel for Overseas StudentsAllen and Unwin 1972

217 pages £1.00

Consists of sections on poetry and prose in which the author explains conventionsand devices likely to cause difficulty to overseas students and teachers. Thesection on poetry analyses and provides exercises on the functioning of rhyme,rhythm and such rhetorical devices as metaphor, personification, alliteration andresonance. The section on prose considers the various types of novel and explainsplot, setting, atmosphere, characterisation, style and symbolism. Each section isfollowed by a set of exercises. The level intended is that of the Cambridgeexaminations and the West African School Certificate.

THORNLEY, G CAn Outline of English LiteratureLongman (Background Books) 1968

207 pages 6 0p

Offers an informative survey of English literature from Beowulf to Golding, usingthe vocabulary of 2,000 words from A General Service List of English Words. Wordsoutside this list are explained in footnotes. Ten of the 18 chapters deal withnineteenth- and twentieth-century writers. Each chapter contains contemporaryillustrations, biographical details and quotations from Poets as well as briefdescriptions and assessments.

14. BACKGROUND STUDIES

BROMHEAD, PLife in Modern Britain: An Introductory Discussion of British Life andInstitutions2nd editionLongman 1971

229 pages 85p

Intended for Cambridge Proficiency in Englishexamination students. Examines thepolitical, economic and social structure of life in Britain. There are chapterson government and politics, law, the courts and the police, work and money, housing,the welfare state, schools and universities, religion, mass-media, Wales, Scotlandand Ireland, and Britain and the world.

DERRY, T KThe United Kingdom Today; A Survey of British Institutions

2nd editionLongman 1970

247 pages £1.25

An attempt to provide a concise description of the framework of our national and

local self-government, including the growth of the welfare state, the changes in

the growth of monarchy, and the altered status of the United Kingdom in relation

to former British territories overseas.

EYRE, A GAn Outline History of EnglandLongman 1971

173 pages 50p

Covers the main aspects of English history from pre-Roman Britain to the present

within the vocabulary of A General Service List of English Words.

FOSTER, BThe Changing English LanguageMacmillan 1968

263 pages £2.50

A popular account of language change during the last 26 years or so. Chapters

discuss the impact of America, and the effect of technological influences from

continental Europe and elsewhere.

HARRISON, BLiving in EnglandSee Section 11.

HOLROYD, SThe English ImaginationLongman 1969

268 pages £1.05

An attempt to explain the character of English civilisation and to trace its

evolution through a comparative study of history and literature with comprehension

questions, discussion points and suggestions for further study at the end of each

chapter.

HOWES, H MPresenting Modern Britain: Her Life and Institutions

Harrap 1966116 pages 40p

Presents a picture of life in Britain through a consideration of population and

industry, education, religion, sport, the arts, the press and broadcasting,

together with chapters on crown and parliament, local government, the law and

the citizen, courts of law, the city as a financial centre, and the Commonwealth.

With a list of suggested topics for discussion and a brief bibliography.

MAGUIRE, PFrom Tree Dwellings to New Towns2nd editionLongman 1968

178 pages 40p

Traces the history of houses from early cave- and tree-dwellings to the developmentof Harlow New Town and the Work of Le Corbusier. With an emphasis on Britishhousing, though wherever possible the author has related the context to conditionsin other countries.

RUST, W BThe Pattern of GovernmentPitman 1969

319 pages £2.00; paper £1.00

Attempts to reveal the principles behind the pattern of government in Britain forstudents engaged in public examinations in Government and Public Administration andfor students of English as a foreign language. Questions and further-reading listsappear at the end of each chapter.

TOYNE, A

An English-Reader's History of EnglandOxford University Press 1971

371 pages £1.50

An outline history companion for the student of English literature, written withina limited vocabulary.

WYMER, NLondon TodayLongman (Background Books) 1971

135 pages

An account of social, economic and cultural aspects of the citypractical information about travel, accommodation, restaurants,day-to-day activities (within a vocabulary of 2,000 words).

45p

, together withshopping, and other

INDEX OF AUTHORS

Abbott, G W, 11Abbs, B, 40Abercrombie, D, 25Adams; P, 4Albrow, K H, 4Alexander, L G, 29, 33, 36-7, 40, 48Allen, J P B, 4Allen, W S, 9, 41Arnold, G F, 27, 30Atkins, B, 3

Ball, W J, 27Ballard, B A, 35Barnes, D, 16Bayley, H, 35Black, C, 30Bloor, M, 23Boyle, D G, 4Bright, J A, 16Brinton, E, 41Bromhead, P, 50Brosnahan, L E, 25Broughton, G, 41Byrne, D, 11, 16, 27, 33

Cable, R, 19Cairns, J, 23Cameron, J, 1Candlin, E F, 42Carver, D, 1, 44Chaplen, F, 38Chapman-Taylor, YChristophersen, PClose, R A, 7, 11Cobb, D, 34Coles, M, 30Cook, V J, 27Coppen, M, 21Corder, S P, 20

Crichton, S, 20Creed, T S, 30Crystal, D, 25

Dakin, J, 20Darbyshire, A E, 5, 8Davies, A, 22De Freitas, J F, 30De Leeuw, E, 36De Leeuw, M, 36Derry, T K, 51Dickinson, L, 27Doughty, P, 17Downing, J V, 33

, 35, 17, 25, 33

Etherton, A R B, 10, 23-4Eynon, J, 24Eyre, A G, 51

58

Fielden, R D S, 13Flood, W E, 1Foster, B, 51Fowler, R, 5Fowler, W S, 1Frisby, A W, 2Fry, E B, 36

Gibbs, P, 12, 24Giggins, L W, 10Gillie, C, 48Gilliland, J, 33Gimson, A C, 25, 30Grant, N, 34Green, G.L, 34Greenbaum, S, 15Guierre, L, 28

Halliday, M A K, 5, 17, 28Hanks, P, 2Harris, D P, 22Harrison, B, 17, 42Hartmann, R T K, 2Hawkey, M, 45Haycraft, J, 30Heaton, J B, 10, 24Herrington, J 0 A, 11Herriot, P, 5Hicks, D, 31, 42Hill, L A, 8, 11, 13, 26, 28, 34, 38-9,

48Hindmarsh, R X, 13, 24, 43, 48Holmes, J, 6Holroyd, S, 51Hornby, A S, 2, 8, 18, 43Howatt, A P R, 13, 39Howes, H M, 51Hudson, N 0, 43Hughes, J M, 33

Ioannou, A, 44

Jakobovits, L J, 6Jerrom, M F, 31Johnson, F C, 14, 20Jolley, M, 24Jones, D, 2Jupp, T C, 31, 39

Kench, A B, 11, 31

Lee, W R, 20-1Leech, G, 8Lobb, C E, 31Lord, B, 30

INDEX OF AUTHORS continued

Lowe, M J B, 43Ludowyk, E F, 48

McAdam, B, 43McArthur, T, 3, 14McClafferty, J, 22McCree, H, 37McGregor, G P, 14, 18Mackin, R, 3, 11, 27, 43-4Maguire, P, 52Maley, A, 31Malmberg, B, 25Malone, R L, 34Marshall, T C, 6Martin, M H C, 28May, D J, 48Mayhead, R, 49Merritt, J E, 33Methold, K, 14Milne, J, 35, 39Minnis, N, 6Monfries, H, 49Moody, H L B, 49Moody, K W, 12, 44Mortimer, C, 12Munby, J, 35

Murphy, M J., 23, 50Musman, R, 32

Newberry, R S, 31

Ockenden, M, 32O'Connor, J D, 26, 28Oldfield, R L, 6011er, J W, 18O'Neill, R, 45Otter, H S, 23

Palmer, F R, 8-9Papadopoulos, A, 44Parnwell, E C, 3Pittman, G A, 12Pride, J B, 6Pring, J T, 29

Quirk, R, 9, 15

Richards, J C, 18Rivers, W M, 18Roberts, J M E, 26Rowlands, D, 19Rust, W D, 52

Sandved, A 0, 7Scheurweghs, G, 15Schibsbye, K, 15Scott, A, 23Scott, J S, 47Sherrington, R, 21Shillan, D, 29Shoebridge, D J, 10Sinclair, J McH, 12Smith, L E W, 26Smithies, M, 47Spencer, D H, 11, 39Stack, E M, 21Steinberg, D, 6Stocks, J P, 24Stone, L, 35, 45-6Stork, F C, 2Strang, B, 15Strevens, P, 46-7Sutherland, D, 46Swales, J, 47Szkutnik, L L, 11, 31

Templer, J C, 26Thackray, D V, 33Thompson, B, 33Thornley, G C, 50Tooley, 0, 27Toyne, A, 52Tregidgo, P S, 13Trim, J L, 29Turner, J D, 21

Underwood, M, 32

Van Buren, P, 4

Wakeman, A, 46Wallace, M, 1Wallwork, J F, 7, 22Walsh, G, 27Ward, J M, 13West, M, 3, 21Widdowson, H G, 19Wilkins, D A, 19Wilkinson, A, 7Willis, R, 11Windsor Lewis, J, 4Wright, E, 22Wright, J, 32Wymer,N, 52

Zandvoort, R W, 15