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Target Grade 5 Writing Aqa Gcse (9-1) German Workbook (PDF)
by Paul ShannonThis workbook: targets key misconceptions and barriers to help your students get back on track addresses areas of underperformance in a systematic way, with a unique approach that builds, develops and extends students' skills gets students ready for the new GCSE (9-1) assessments with exercises focused around exam-style questions provides ready-to-use examples and activities freeing up your time to focus on working directly with students fits around your needs, being flexible as part of an intervention strategy or for independent student work addresses an area of difficulty in each unit with a unique approach, to develop and extend students' skills.
Target Grade 5 Writing Aqa Gcse (9-1) Spanish Workbook (PDF)
by PearsonThis workbook: targets key misconceptions and barriers to help your students get back on track addresses areas of underperformance in a systematic way, with a unique approach that builds, develops and extends students' skills gets students ready for the new GCSE (9-1) assessments with exercises focused around exam-style questions provides ready-to-use examples and activities freeing up your time to focus on working directly with students fits around your needs, being flexible as part of an intervention strategy or for independent student work addresses an area of difficulty in each unit with a unique approach, to develop and extend students' skills.
Target Grade 5 Writing AQA GCSE (9-1) French Workbook (PDF)
by PearsonThis workbook: targets key misconceptions and barriers to help your students get back on track addresses areas of underperformance in a systematic way, with a unique approach that builds, develops and extends students' skills gets students ready for the new GCSE (9-1) assessments with exercises focused around exam-style questions provides ready-to-use examples and activities freeing up your time to focus on working directly with students fits around your needs, being flexible as part of an intervention strategy or for independent student work addresses an area of difficulty in each unit with a unique approach, to develop and extend students' skills.
Target Grade 5 Writing Edexcel GCSE (9-1) French Workbook (PDF)
by PearsonThis workbook: targets key misconceptions and barriers to help your students get back on track addresses areas of underperformance in a systematic way, with a unique approach that builds, develops and extends students' skills gets students ready for the new GCSE (9-1) assessments with exercises focused around exam-style questions provides ready-to-use examples and activities, aligned to the Pearson Progression Map, freeing up your time to focus on working directly with students fits around your needs, being flexible as part of an intervention strategy or for independent student work addresses an area of difficulty in each unit with a unique approach, to develop and extend students' skills. Sample chapter: View Unit 1 - Writing interesting descriptions (DRAFT)
Target Grade 5 Writing Edexcel GCSE (9-1) German Workbook (PDF)
by PearsonThis workbook: targets key misconceptions and barriers to help your students get back on track addresses areas of underperformance in a systematic way, with a unique approach that builds, develops and extends students' skills gets students ready for the new GCSE (9-1) assessments with exercises focused around exam-style questions provides ready-to-use examples and activities, aligned to the Pearson Progression Map, freeing up your time to focus on working directly with students fits around your needs, being flexible as part of an intervention strategy or for independent student work addresses an area of difficulty in each unit with a unique approach, to develop and extend students' skills.
Target Grade 5 Writing Edexcel Gcse (9-1) Spanish Workbook (PDF)
by PearsonThis workbook: targets key misconceptions and barriers to help your students get back on track addresses areas of underperformance in a systematic way, with a unique approach that builds, develops and extends students' skills, gets students ready for the new GCSE (9-1) assessments with exercises focused around exam-style questions provides ready-to-use examples and activities, aligned to the Pearson Progression Map, freeing up your time to focus on working directly with students fits around your needs, being flexible as part of an intervention strategy or for independent student work addresses an area of difficulty in each unit with a unique approach, to develop and extend students' skills.
Target Grade 9 Reading AQA GCSE (Modern Foreign Language Intervention (PDF))
by Harriette LanzerTarget Grade 9 Reading AQA GCSE (9-1) German Workbook
Task-Based Instruction for Teaching Russian as a Foreign Language (Routledge Russian Language Pedagogy and Research)
by Svetlana V. Nuss Wendy Whitehead MartelleTask-Based Instruction for Teaching Russian as a Foreign Language presents the most recent developments in the field of task-based language teaching (TBLT) and highlights impactful research-based instructional practices of applying TBLT for the teaching of Russian. This comprehensive volume extends the current understanding of the nature and role of tasks in course development, authenticity in task design, the role of the instructor in TBLT, teaching culture through TBLT, the intersection of complex morphology and explicit grammar instruction with task-based approaches, collaborative interaction within TBLT, and technology-mediated tasks. This resource focuses on the unique set of factors and challenges that arise when applying TBLT in the instruction of Russian and other morphologically rich languages. This edited volume will be of interest to teachers of Russian as well as researchers in Russian language acquisition, language pedagogy, and Slavic applied linguistics.
Task-Based Instruction for Teaching Russian as a Foreign Language (Routledge Russian Language Pedagogy and Research)
by Svetlana V. Nuss Wendy Whitehead MartelleTask-Based Instruction for Teaching Russian as a Foreign Language presents the most recent developments in the field of task-based language teaching (TBLT) and highlights impactful research-based instructional practices of applying TBLT for the teaching of Russian. This comprehensive volume extends the current understanding of the nature and role of tasks in course development, authenticity in task design, the role of the instructor in TBLT, teaching culture through TBLT, the intersection of complex morphology and explicit grammar instruction with task-based approaches, collaborative interaction within TBLT, and technology-mediated tasks. This resource focuses on the unique set of factors and challenges that arise when applying TBLT in the instruction of Russian and other morphologically rich languages. This edited volume will be of interest to teachers of Russian as well as researchers in Russian language acquisition, language pedagogy, and Slavic applied linguistics.
Task-Based Listening: What Every ESL Teacher Needs to Know
by Steven BrownAre you looking for activities to use in your listening classes beyond asking students to answer comprehension questions? In Task-Based Listening, author Steven Brown defines task-based listening (TBL) and describes how to build a task-based listening program, how to create a task-based listening lesson, ways to activate vocabulary acquisition and improve grammatical knowledge, and the links between listening and pronunciation. In addition, he covers the ways that metacognitive strategies can assist students when listening, the advantages of extensive listening, and the benefits of interactive listening. Readers will find specific tips and suggestions for using these concepts in the classroom.
Task-Based Listening: What Every ESL Teacher Needs to Know
by Steven BrownAre you looking for activities to use in your listening classes beyond asking students to answer comprehension questions? In Task-Based Listening, author Steven Brown defines task-based listening (TBL) and describes how to build a task-based listening program, how to create a task-based listening lesson, ways to activate vocabulary acquisition and improve grammatical knowledge, and the links between listening and pronunciation. In addition, he covers the ways that metacognitive strategies can assist students when listening, the advantages of extensive listening, and the benefits of interactive listening. Readers will find specific tips and suggestions for using these concepts in the classroom.
Teach English as a Foreign Language: Ebook (Teach Yourself)
by David RiddellIs this the right book for me? A course to take you from beginner to confident teacherAre you looking for a complete course in teaching English as a foreign language which takes you effortlessly from beginner to confident teacher? Whether you are starting from scratch, or are just out of practice, Teach English as a Foreign Language will guarantee success! Now fully updated to make your language teaching experience fun and interactive. You can still rely on the benefits of a top language teacher and our years of teaching experience, but now with added features within the course and online.Teach English as a Foreign Language includes:Chapter 1: Being a studentChapter 2: Being a teacherChapter 3: Classroom management and mannerChapter 4: Teaching grammar via a situational presentationChapter 5: Teaching grammar via a text or recordingChapter 6: Teaching grammar via 'test teach test'Chapter 7: Teaching vocabularyChapter 8: Checking understanding of meaningChapter 9: PronunciationChapter 10: Practice activitiesChapter 11: Receptive skills 1 - ReadingChapter 12: Receptive skills 2 - ListeningChapter 13: Productive skills 1 - SpeakingChapter 14: Productive skills 2 - WritingChapter 15: Spoken and written mistakesChapter 16: CorrectionChapter 17: Lesson planning 1 - aimsChapter 18: Lesson planning 2 - writing a lesson planChapter 19: Lesson planning 3 - anticipating problemsChapter 20: Lesson planning 4 - what would you do if...?Chapter 21: Using course books and other materialsChapter 22: Testing studentsChapter 23: Teaching one-to-oneChapter 24: DVDs and other resourcesChapter 25: Professional awareness and developmentChapter 26: Career prospects and job huntingChapter 27: A guide to levelsChapter 28: Language glossaryChapter 29: A glossary of termsChapter 30: Some useful addressesLearn effortlessly with a new easy-to-read page design and interactive features:Not got much time?One, five and ten-minute introductions to key principles to get you started.Author insightsLots of instant help with common problems and quick tips for success, based on the author's many years of experience.Test yourselfTests in the book and online to keep track of your progress.Extend your knowledgeExtra online articles to give you a richer understanding of the subject.Five things to rememberQuick refreshers to help you remember the key facts.Try thisInnovative exercises illustrate what you've learnt and how to use it.
Teach English as a Foreign Language: eBook (Teach Yourself Ser.)
by David RiddellThis new edition of Teach EFL is the ultimate practical reference guide to teaching English as a Foreign Language. 'Riddell's book is a classic - it answers all those questions new language teachers have....covers an amazing amount in a clear accessible way.'David Carr, Director of Teacher TrainingInternational House LondonThis book is packed with information on:-effective teaching techniques.-sound classroom management.-practical lesson planning.-successful job hunting and career development.This is an indispensable book for all new and experienced EFL teachers: a step-by-step guide on what to teach and how to teach it. This edition has been fully revised to include:-up-to-date information on technology as an aid to learning. -comprehensive information on the increasingly popular task-based learning.-invaluable advice on making the transition from learning to teaching.-clear guidance on ongoing professional development.-useful examples of teaching in different international contexts.Rely on Teach Yourself, trusted by learners for over 75 years.
Teach Now! Modern Foreign Languages: Becoming a Great Teacher of Modern Foreign Languages (Teach Now!)
by Sally AllanBeing taught by a great teacher is one of the great privileges of life. Teach Now! is an exciting new series that opens up the secrets of great teachers and, step-by-step, helps trainees to build the skills and confidence they need to become first-rate classroom practitioners. Written by a highly-skilled practitioner, this practical, classroom-focused guide contains all the support you need to become a great modern foreign languages teacher. Combining a grounded, modern rationale for learning and teaching with highly practical training approaches, the book guides you through all the different aspects of MFL teaching offering clear, straightforward advice on classroom practice, lesson planning and working in schools. Teaching and learning, planning, assessment and behaviour management are all covered in detail, with a host of carefully chosen examples used to demonstrate good practice. There are also chapters on the essentials of the MFL curriculum, pedagogical techniques, strategies to engage students in language learning, and how to succeed in observations and interviews. Throughout the book, there is a great selection of ready-to-use activities, approaches and techniques which will help put you on the fast track to success in the classroom. Covering everything you need to know, this book is your essential guide as you start your exciting and rewarding career as an outstanding MFL teacher.
Teach Now! Modern Foreign Languages: Becoming a Great Teacher of Modern Foreign Languages (Teach Now!)
by Sally AllanBeing taught by a great teacher is one of the great privileges of life. Teach Now! is an exciting new series that opens up the secrets of great teachers and, step-by-step, helps trainees to build the skills and confidence they need to become first-rate classroom practitioners. Written by a highly-skilled practitioner, this practical, classroom-focused guide contains all the support you need to become a great modern foreign languages teacher. Combining a grounded, modern rationale for learning and teaching with highly practical training approaches, the book guides you through all the different aspects of MFL teaching offering clear, straightforward advice on classroom practice, lesson planning and working in schools. Teaching and learning, planning, assessment and behaviour management are all covered in detail, with a host of carefully chosen examples used to demonstrate good practice. There are also chapters on the essentials of the MFL curriculum, pedagogical techniques, strategies to engage students in language learning, and how to succeed in observations and interviews. Throughout the book, there is a great selection of ready-to-use activities, approaches and techniques which will help put you on the fast track to success in the classroom. Covering everything you need to know, this book is your essential guide as you start your exciting and rewarding career as an outstanding MFL teacher.
Teacher Agency and Policy Response in English Language Teaching (Routledge Research in Language Education)
by Esther F. Boucher-Yip Patrick C. L. NgThe role of English in the global arena has prompted official language-in-education policy makers to adopt language education policies to enable its citizens to be proficient in English and to access knowledge. Local educational contexts in different countries have implemented English education in their own ways with different pedagogical goals, motivations, features and pedagogies. While much of the research cited in English language planning policy has focused on macro level language policy and planning, there is an increasing interest in micro planning, in particular teacher agency in policy response. Individual teacher agency is a multifaceted amalgam, not only of teachers’ individual histories, professional training, personal values and instructional beliefs, but also of how these interact with local interpretations and appropriations of policy. Teacher Agency and Policy Response in English Language Teaching examines the agency of the teacher in negotiating educational reforms and policy changes at the local and national levels. Chapters in the book include: English language teaching in China: teacher agency in response to curricular innovations Incorporating academic skills into EFL curriculum: teacher agency in response to global mobility challenge Teacher agency, the native/nonnative dichotomy, and "English Classes in English" in Japanese high Schools Teacher-designed high stakes English language testing: washback and impact This book will appeal to researcher across all sectors of education, in particular key stakeholders in curriculum and language planning. Those interested in the latest development of English language teaching will also find this book a valuable resource.
Teacher Agency and Policy Response in English Language Teaching (Routledge Research in Language Education)
by Patrick C. L. Ng Esther F. Boucher-YipThe role of English in the global arena has prompted official language-in-education policy makers to adopt language education policies to enable its citizens to be proficient in English and to access knowledge. Local educational contexts in different countries have implemented English education in their own ways with different pedagogical goals, motivations, features and pedagogies. While much of the research cited in English language planning policy has focused on macro level language policy and planning, there is an increasing interest in micro planning, in particular teacher agency in policy response. Individual teacher agency is a multifaceted amalgam, not only of teachers’ individual histories, professional training, personal values and instructional beliefs, but also of how these interact with local interpretations and appropriations of policy. Teacher Agency and Policy Response in English Language Teaching examines the agency of the teacher in negotiating educational reforms and policy changes at the local and national levels. Chapters in the book include: English language teaching in China: teacher agency in response to curricular innovations Incorporating academic skills into EFL curriculum: teacher agency in response to global mobility challenge Teacher agency, the native/nonnative dichotomy, and "English Classes in English" in Japanese high Schools Teacher-designed high stakes English language testing: washback and impact This book will appeal to researcher across all sectors of education, in particular key stakeholders in curriculum and language planning. Those interested in the latest development of English language teaching will also find this book a valuable resource.
Teacher Education and Professional Development in TESOL: Global Perspectives (Global Research on Teaching and Learning English)
by JoAnn Jodi Crandall And MaryAnn ChristisonAt the forefront of research on English language teacher education and professional development, this volume presents new empirical research situated in different contexts around the world, including Canada, Denmark, Israel, Japan, Korea, Qatar, Sudan, and the U.S. It is framed by the volume editors’ insightful overview and analyses of previous and ongoing work in a variety of related domains and an epilogue by David Nunan. The chapter studies are organized around three themes: teacher identity in ESL/EFL teacher education and professional development programs, second language teacher education programs for diverse contexts, and professional development for diverse contexts. All chapters focus on the applied nature of the research and include a section on implications. To provide balance and a range of views, the volume includes both chapters reporting on empirical research funded by TIRF grant recipients and several from invited authors who are senior scholars in the field. This is the third volume in the Global Research on Teaching and Learning English Series, co-published by Routledge and TIRF.
Teacher Education and Professional Development in TESOL: Global Perspectives (Global Research on Teaching and Learning English)
by JoAnn Crandall MaryAnn ChristisonAt the forefront of research on English language teacher education and professional development, this volume presents new empirical research situated in different contexts around the world, including Canada, Denmark, Israel, Japan, Korea, Qatar, Sudan, and the U.S. It is framed by the volume editors’ insightful overview and analyses of previous and ongoing work in a variety of related domains and an epilogue by David Nunan. The chapter studies are organized around three themes: teacher identity in ESL/EFL teacher education and professional development programs, second language teacher education programs for diverse contexts, and professional development for diverse contexts. All chapters focus on the applied nature of the research and include a section on implications. To provide balance and a range of views, the volume includes both chapters reporting on empirical research funded by TIRF grant recipients and several from invited authors who are senior scholars in the field. This is the third volume in the Global Research on Teaching and Learning English Series, co-published by Routledge and TIRF.
Teacher Education for Inclusive Bilingual Contexts: Collective Reflection to Support Emergent Bilinguals with and without Disabilities (Routledge Research in Teacher Education)
by Patricia Martínez-ÁlvarezThis text demonstrates how collective reflection can function as a central part of effective teacher preparation for work in inclusive bilingual environments. Through analysis of rich qualitative data, Teacher Education for Inclusive Bilingual Contexts shows how group reflection supports pre-service educators to recognize the intersectional challenges faced by students, and understand their identities beyond the confines of disability. This, in turn, engenders reconceptualization of standardized expectations and implicates the educator in developing student agency through individualized use of routine, language, and materials. The author offers Cultural Historical Activity Theory (CHAT) and Disability Studies in Education (DSE) as a basis for dialectal interactions to unearth contradictions and misunderstandings surrounding language acquisition and the learning of emergent bilinguals, and highlight the ways in which educators can disrupt oppressive practices through expansive learning practices. This insightful volume will be of interest to researchers, scholars, and postgraduate students in the fields of inclusive education and disability studies, bilingual and language education, and teacher education.
Teacher Education for Inclusive Bilingual Contexts: Collective Reflection to Support Emergent Bilinguals with and without Disabilities (Routledge Research in Teacher Education)
by Patricia Martínez-ÁlvarezThis text demonstrates how collective reflection can function as a central part of effective teacher preparation for work in inclusive bilingual environments. Through analysis of rich qualitative data, Teacher Education for Inclusive Bilingual Contexts shows how group reflection supports pre-service educators to recognize the intersectional challenges faced by students, and understand their identities beyond the confines of disability. This, in turn, engenders reconceptualization of standardized expectations and implicates the educator in developing student agency through individualized use of routine, language, and materials. The author offers Cultural Historical Activity Theory (CHAT) and Disability Studies in Education (DSE) as a basis for dialectal interactions to unearth contradictions and misunderstandings surrounding language acquisition and the learning of emergent bilinguals, and highlight the ways in which educators can disrupt oppressive practices through expansive learning practices. This insightful volume will be of interest to researchers, scholars, and postgraduate students in the fields of inclusive education and disability studies, bilingual and language education, and teacher education.
Teacher Preparation for Bilingual Student Populations: Educar para Transformar
by Belinda Bustos FloresThe growing number of bilingual students in public schools coupled with a critical shortage of teachers specially prepared to serve this population calls for a critical examination of policies and practices in bilingual and ESL teacher preparation. This volume focuses on understanding the structural, substantive, and contextual elements of preparation programs, and provides transformative guidelines for creating Educar signature programs. Designed to improve the practice of teacher preparation by promoting dialogic conversations and applications of praxis in the preparation of bilingual/ESL teacher candidates, it emphasizes that exemplary teacher preparation requires transformative teacher educators. Simultaneously organizing the scholarship in the field and advancing new understandings, this book is must-have resource for current and future teacher educators. Contributors include Maria Brisk, Sylvia Celédon-Pattichis, Lourdes Diaz-Soto, Eugene García, Virginia Gonzáles, Guillermo Solano-Flores, Maria Torres-Guzman, Carmen Mercado, Bertha Pérez, Mari Riojas-Cortez, Francisco Rios, Concepción Valadez, and Angela Valenzuela.
Teacher Preparation for Bilingual Student Populations: Educar para Transformar
by Belinda Bustos Flores Rosa Hernández Sheets Ellen Riojas ClarkThe growing number of bilingual students in public schools coupled with a critical shortage of teachers specially prepared to serve this population calls for a critical examination of policies and practices in bilingual and ESL teacher preparation. This volume focuses on understanding the structural, substantive, and contextual elements of preparation programs, and provides transformative guidelines for creating Educar signature programs. Designed to improve the practice of teacher preparation by promoting dialogic conversations and applications of praxis in the preparation of bilingual/ESL teacher candidates, it emphasizes that exemplary teacher preparation requires transformative teacher educators. Simultaneously organizing the scholarship in the field and advancing new understandings, this book is must-have resource for current and future teacher educators. Contributors include Maria Brisk, Sylvia Celédon-Pattichis, Lourdes Diaz-Soto, Eugene García, Virginia Gonzáles, Guillermo Solano-Flores, Maria Torres-Guzman, Carmen Mercado, Bertha Pérez, Mari Riojas-Cortez, Francisco Rios, Concepción Valadez, and Angela Valenzuela.
Teacher Preparation for Linguistically Diverse Classrooms: A Resource for Teacher Educators
by Tamara LucasTeacher educators today need knowledge and practical ideas about how to prepare all pre-service and in-service teachers (not just bilingual or ESL specialists) to teach the growing number of students in K-12 classrooms in the United States who speak native languages other than English. This book is at the forefront in focusing exclusively on the preparation of mainstream classroom teachers for this population of students. Part one provides the conceptual and contextual framework for the book, including a comprehensive discussion of relevant demographic trends and an analysis of national and state policies. Part two presents examples of initiatives in different institutional and geographic settings, highlighting three essential elements of teacher preparation: curriculum content, program design, and program coherence. Meeting a pressing need among teacher educators left to figure out, largely by trial and error, how best to prepare non-specialist classroom teachers to work with ELLs, this book both contributes to the research base and provides practical information to help readers envision possibilities they can apply in their own settings.
Teacher Preparation for Linguistically Diverse Classrooms: A Resource for Teacher Educators
by Tamara LucasTeacher educators today need knowledge and practical ideas about how to prepare all pre-service and in-service teachers (not just bilingual or ESL specialists) to teach the growing number of students in K-12 classrooms in the United States who speak native languages other than English. This book is at the forefront in focusing exclusively on the preparation of mainstream classroom teachers for this population of students. Part one provides the conceptual and contextual framework for the book, including a comprehensive discussion of relevant demographic trends and an analysis of national and state policies. Part two presents examples of initiatives in different institutional and geographic settings, highlighting three essential elements of teacher preparation: curriculum content, program design, and program coherence. Meeting a pressing need among teacher educators left to figure out, largely by trial and error, how best to prepare non-specialist classroom teachers to work with ELLs, this book both contributes to the research base and provides practical information to help readers envision possibilities they can apply in their own settings.