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01820cam a22003854a 4500 |
| 001 - CONTROL NUMBER |
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2645353 |
| 003 - CONTROL NUMBER IDENTIFIER |
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OSt |
| 005 - DATE AND TIME OF LATEST TRANSACTION |
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20190606154621.0 |
| 008 - FIXED-LENGTH DATA ELEMENTS--GENERAL INFORMATION |
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000302s2000 enka b 001 0 eng |
| 010 ## - LIBRARY OF CONGRESS CONTROL NUMBER |
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| LC control number |
00028901 |
| 020 ## - INTERNATIONAL STANDARD BOOK NUMBER |
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| International Standard Book Number |
052163749X (pbk) |
| 035 ## - SYSTEM CONTROL NUMBER |
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| System control number |
2645353 |
| 040 ## - CATALOGING SOURCE |
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| Original cataloging agency |
DLC |
| Transcribing agency |
DLC |
| Modifying agency |
DLC |
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UtOrBLW |
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JCRC |
| 042 ## - AUTHENTICATION CODE |
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| Authentication code |
pcc |
| 050 00 - LIBRARY OF CONGRESS CALL NUMBER |
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| Classification number |
LB1576 |
| Item number |
.T34 2000 |
| 100 1# - MAIN ENTRY--PERSONAL NAME |
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| Personal name |
Taylor, Eric K. |
| Fuller form of name |
(Kenneth) |
| 245 10 - TITLE STATEMENT |
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| Title |
Using Folktales / |
| Statement of responsibility, etc. |
Eric K. Taylor. |
| 250 ## - EDITION STATEMENT |
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| Edition statement |
1st ed. |
| 260 ## - PUBLICATION, DISTRIBUTION, ETC. |
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| Place of publication, distribution, etc. |
New York : |
| Name of publisher, distributor, etc. |
Cambridge University Press, |
| Date of publication, distribution, etc. |
2000. |
| 300 ## - PHYSICAL DESCRIPTION |
|---|
| Extent |
x, 302 p. : |
| Other physical details |
ill. ; |
| Dimensions |
23 cm. |
| 440 ## - SERIES STATEMENT/ADDED ENTRY--TITLE |
|---|
| Title |
Cambridge Handbooks for Language Teachers |
| 504 ## - BIBLIOGRAPHY, ETC. NOTE |
|---|
| Bibliography, etc. note |
Includes bibliographical references (pages 277-286) and indexes. |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
"Using Folktales shows how to take advantage of the unique characteristics of folktales to promote language learning. It gives practical ideas on using folktales to:<br/> |
| Title |
generate interesting and "fun" listening and reading texts<br/> |
| -- |
develop critical thinking<br/> |
| -- |
stimulate talking and discussion<br/> |
| -- |
produce original writing<br/> |
| -- |
address grammar in context<br/> |
| -- |
explore cultural similarities, differences, and values<br/> |
| -- |
meet the needs of multilevel classes<br/> |
| -- |
build academic skills<br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
In addition to providing over 40 ready-to-use activities and dozens of short stories for all ages and all levels, the book shows you how to adapt the activities to different levels and contexts, and how to create your own activities from scratch. It also guides you to print and Internet sources for additional materials." (Book Cover) |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
CONTENTS:<br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
List of folktales<br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
Preface |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
Part I Theoretical background<br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
1. What makes folktales so good for language teaching?<br/> |
| Title |
Introduction<br/> |
| -- |
Just what is a folktale?<br/> |
| -- |
Characteristics that contribute to easy reading and listening<br/> |
| -- |
Characteristics that contribute to interest and relevance for both adults and children<br/> |
| -- |
Language teaching and the cultural elements of folktales<br/> |
| -- |
Integrating folktales with any language skill<br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
2. Some tips for the classroom<br/> |
| Title |
Copying the activities in this book<br/> |
| -- |
On the levels of the stories in the book<br/> |
| -- |
Building a collection of materials over time<br/> |
| -- |
Differences between reading and telling<br/> |
| -- |
Tips on telling stories orally<br/> |
| -- |
Before you go into the classroom<br/> |
| -- |
Rewriting stories<br/> |
| -- |
Using real objects<br/> |
| -- |
Preparing students for folktales in the classroom<br/> |
| -- |
Sources for material<br/> |
| -- |
Building a bridge from folktales to other types of literature<br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
3. Folktales in the multilevel classroom<br/> |
| Title |
The problem of the multilevel classroom<br/> |
| -- |
Alternative approaches to multilevel teaching<br/> |
| -- |
Responding to the same story with different versions of the same type of activity<br/> |
| -- |
Responding to the same story with extra support for lower-level students<br/> |
| -- |
Responding to the same story with an extra task for higher-level students<br/> |
| -- |
Different levels get different stories but do the same type of activity with other students at their level<br/> |
| -- |
Different levels get different stories (or parts of stories) and work in mixed-level groups to complete a cooperative activity<br/> |
| -- |
Creating self-access materials for the multilevel class<br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Conclusion<br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
Part II The activities<br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
4. Focus on listening<br/> |
| Title |
Discussion of story pictures<br/> |
| -- |
Oral reading with comments on the pictures<br/> |
| -- |
Drawing pictures based on a story<br/> |
| -- |
Picture-sorting listening activity<br/> |
| -- |
Marking a story's events on a map<br/> |
| -- |
Completing a timeline<br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
5. Focus on speaking<br/> |
| Title |
Eliciting stories from students<br/> |
| -- |
Oral retelling by students<br/> |
| -- |
Oral telling with a repeated refrain<br/> |
| -- |
Retellings with cut-out figures<br/> |
| -- |
Discussion activities<br/> |
| -- |
Telling stories from students' own cultures<br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
6. Interactive information gaps<br/> |
| Title |
Strip story<br/> |
| -- |
The ambiguous strip story<br/> |
| -- |
Creating a story from strips<br/> |
| -- |
Jigsaw story reconstruction<br/> |
| -- |
Multiple story scramble<br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
7. Focus on reading<br/> |
| Title |
Individual reading<br/> |
| -- |
Readings with a focus on grammar<br/> |
| -- |
Dealing with unfamiliar vocabulary while reading<br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
8. Focus on writing<br/> |
| Title |
Using pictures to introduce story writing<br/> |
| -- |
Writing stories using a list of items to include<br/> |
| -- |
Writing stories using a stack of item cards<br/> |
| -- |
Finishing existing stories<br/> |
| -- |
Writing original stories<br/> |
| -- |
Writing stories in shifts<br/> |
| -- |
Creating a book of student stories<br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
9. Folktales and language games<br/> |
| Title |
Concentration matching game<br/> |
| -- |
Language Jeopardy<br/> |
| -- |
Crossword puzzles to review vocabulary<br/> |
| -- |
Crossword puzzles to practice description and paraphrasing skills<br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
10. Folktales and drama<br/> |
| Title |
Presenting folktales with drama<br/> |
| -- |
Converting folktales to drama<br/> |
| -- |
Multipart story drama<br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
11. Building awareness of text structure <br/> |
| Title |
Introductions, episodes, and conclusions<br/> |
| -- |
The cyclical story<br/> |
| -- |
Problem/solution stories<br/> |
| -- |
Cause-and-effect stories<br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
12. Developing analytical skills<br/> |
| Title |
Evaluating and summarizing a story<br/> |
| -- |
Comparing two or more variants of a tale<br/> |
| -- |
Support and evaluation activity<br/> |
| -- |
Bibliography |
| -- |
Collections of stories<br/> |
| -- |
Folktale resources intended specifically for ESL students<br/> |
| -- |
Books about storytelling<br/> |
| -- |
Books about folktales<br/> |
| -- |
Sources for folktales on the Internet<br/> |
| -- |
On-line discussion groups<br/> |
| -- |
Some longer children's books to consider<br/> |
| -- |
Research, studies, and other sources<br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Index of stories by culture<br/> |
| Title |
Index of story themes<br/> |
| -- |
General Index |
| 650 #0 - SUBJECT ADDED ENTRY--TOPICAL TERM |
|---|
| Topical term or geographic name entry element |
Language arts (Elementary). |
| 650 #0 - SUBJECT ADDED ENTRY--TOPICAL TERM |
|---|
| Topical term or geographic name entry element |
English language |
| General subdivision |
Study and teaching |
| -- |
Foreign speakers. |
| 650 #0 - SUBJECT ADDED ENTRY--TOPICAL TERM |
|---|
| Topical term or geographic name entry element |
Tales |
| General subdivision |
Study and teaching. |
| 650 #0 - SUBJECT ADDED ENTRY--TOPICAL TERM |
|---|
| Topical term or geographic name entry element |
Tales |
| General subdivision |
Study and teaching |
| -- |
Activity programs. |
| 830 #0 - SERIES ADDED ENTRY--UNIFORM TITLE |
|---|
| Uniform title |
Cambridge handbooks for language teachers. |
| 856 42 - ELECTRONIC LOCATION AND ACCESS |
|---|
| Uniform Resource Identifier |
<a href="https://www.cambridge.org/us/cambridgeenglish/catalog/teacher-training-development-and-research/using-folktales/">https://www.cambridge.org/us/cambridgeenglish/catalog/teacher-training-development-and-research/using-folktales/</a> |
| Public note |
Publisher's Website. |
| 942 ## - ADDED ENTRY ELEMENTS (KOHA) |
|---|
| Source of classification or shelving scheme |
|
| Koha item type |
Livres |
