|
|
Teaching Gymnastics Through A Movement Education Approach [VHS] $153.75 Two contemporary types of gymnastic activites are currently being taught to elementary school children. Teaching Gymnastic Activities describes the similarities and differences in content and teaching strategies used to teach Educational and Olympic gymnastics. Ideas and suggestions are also provided on how to integrate these two approaches according to the interest and background of the children … |
|
|
A Problem Solving Approach to Mathematics for Elementary School Teachers [VHS] … |
|
|
The Tactical Game: The Tennis Teaching Methods Through The Standard Method (Clear, Basic Approach to the Tactical and Mental Side of Tennis) $45.00 In this program, world famous teaching pro Dennis Van der Meer demonstrates – through the Standard Method – a clear, basic approach to the tactical and mental side of tennis with emphasis on how to develop the winning edge. The tape is divided into “chapters” during which Van der Meer explains, demonstrates, and gives explicit close-up shots to illustrate the various positions, strokes and strate… |
|
|
Fluenz Spanish 1+2+3 (Latin America) with supplemental Audio CDs and Podcasts $378.00 The only interactive language program offering an immersive environment that recreates the best elements of great one-on-one tutoring. A Great Teacher on Your Computer Discover Spanish through the power of a great teacher with the comprehensive 1+2+3 program. The Fluenz custom-made approach guides you in English every step of the way through the challenges of Spanish, while immersing you in the b… |
|
|
Teach Your Child to Read in 100 Easy Lessons $12.73 SRA’s DISTAR is one of the most successful beginning reading programs available to schools. Research has proven that children taught by the DISTAR method outperform their peers. Now, this program has been adapted for use at home. In only 20 minutes a day, this remarkable step-by-step program teaches your child to read–with the love, care, and joy only a parent and child cane share…. |
|
|
The No-Cry Sleep Solution: Gentle Ways to Help Your Baby Sleep Through the Night $6.90 A breakthrough approach that offers hope to exhausted parents looking for gentle ways to help their baby sleep without the heart-wrenching tears. Until now the only two ways to deal with sleepless nights were to let your baby cry herself to sleep or to become a sleep-deprived martyr and tough it out from dusk until dawn. The No-Cry Sleep Solution will show you how it is entirely possible and withi… |
|
|
The Daily Five $18.24 Do you love teaching but feel exhausted from the energy you expend cajoling, disciplining, and directing students on a daily basis? If so, you’ll want to meet “The Sisters”, Gail Boushey and Joan Moser. Based on literacy learning and motivation research, they created a structure called The Daily Five which has been practiced and refined in their own classrooms for ten years, and shared wi… |
|
|
Approaches and Methods in Language Teaching $27.07 This new edition surveys the major approaches and methods in language teaching. |
|
|
Approaches and Methods in Language Teaching By Richards, Jack C./ Rodgers, Theodore S. $49.28 Author: Richards, Jack C./ Rodgers, Theodore S. Series Title: Cambridge Language Teaching Library Subtitle: A Description and Analysis Publication Date: 2001/03/01 Binding Type: Paperback Language: English Depth: 0.75 Width: 6.00 Height: 8.75 |
|
|
Approaches to Teaching Shelleys Poetry $36.09 Series Title: Approaches to Teaching World Literature Publication Date: 1989/12/01 Binding Type: Paperbound Language: English Depth: 0.50 Width: 6.25 Height: 9.25 |
|
|
Corpus-Based Approaches to English Language Teaching $104.53 Corpus-Based Approaches to ELT presents research exploring defferent ways to apply corpus-based and corpus-informed approaches to English language teaching. The book shows how corpora may be used directly in the classroom and how corpus research may be ap |
|
|
Methods of Teaching $10.23 Methods of Teaching |
|
|
Methods for Teaching $96.23 Methods for Teaching |
|
|
Approaches to Teaching Shelley’s Poetry $28 Approaches to Teaching Shelley’s Poetry |
|
|
Approaches to Teaching Boccaccio’s Decameron $25.01 Approaches to Teaching Boccaccio’s Decameron |
|
|
Approaches to Teaching the Songs of Roland $28 Approaches to Teaching the Songs of Roland |
|
|
Approaches to Teaching Woolf’s to the Lighthouse $28 Approaches to Teaching Woolf’s to the Lighthouse |
|
|
Approaches and Research Methods in Psychology $18.63 Approaches and Research Methods in Psychology |
|
|
Working with Teaching Methods : What’s at Stake?, 1st Edition $38.49 Working with Teaching Methods is one volume of the authoritative 13-title TeacherSource series. In examining different methods of language teaching, Earl W. Stevick models a way for teachers to analyze their own teaching by thinking critically about approaches, techniques, and materials. This process of critical examination enables teachers to get at what’s at stake in teaching and being a teacher. |
|
|
Approaches and Methods in Language Teaching, by Richards, 2nd Edition $25.25 This book is in New – Excellent condition |
|
|
Approaches to Teaching Kafka’s Short Fiction $28 Approaches to Teaching Kafka’s Short Fiction |
|
|
Approaches to Teaching Cather’s My Antonia $28 Approaches to Teaching Cather’s My Antonia |
|
|
”We are all becoming teacher/theorists”: Collaborative inquiry into the intellectual, relational, and political work of learning to teach. $49.99 This study is the result of my work as a teacher educator in an English methods course and a member of an inquiry community I formed with eight of my students, all middle and secondary student English teachers at the University of Pennsylvania. I investigate what was at stake for them in learning to teach English in Philadelphia urban schools in the midst of an aggressive reform agenda, including attempts to improve instruction and student performance through the production and dissemination of mandated curricula calibrated to benchmark exams (Useem, 2005). Through this work, I examine my students’ individual and collaborative inquiries into issues of practice (Cochran-Smith & Lytle, 2009), their interrogation of ideas and discourses of urban teaching, and their construction of their own conceptual frameworks and understandings.;This research contributes to the fields of English education, urban teacher education, practitioner research, and literacy, by critically examining deficit-based instruction models in schools and prevailing understandings of student teachers as ‘novices’; both of these notions inadequately account for the rich array of intellectual and experiential resources that students and teachers bring into urban classrooms. I explore alternative conceptions, analyzing student teachers’ use of sociocultural perspectives on literacy as frameworks for thinking differently about English as a content area and their students’ literacy practices. Through their joint inquiries, this community of student teachers constructed counter-narratives about the promise and potential of urban students, cultivated relational approaches to teaching them, and created emic concepts to address feelings of disequilibrium, conflict, and uncertainty in the classroom. In this research, I regard student teachers’ locations as rich sites for constructing expertise from material experience and mutual inquiry. I argue that learning to teach through collaborative inquiry is a |
|
|
A Content-Based Instruction Curriculum By Needs Analysis $64 “What is the most effective way of teaching a language?” There have been debates and research studies on this question throughout the history of language teaching. Through that time,new approaches and methods have been tried and applied as alternatives to the previous ones. From the 1950s to the 1980s, the rise and fall of a number of approaches and methods in language teaching gave the period the name “The Methods Era” and also led to the development of the Communicative Approach. Communicative approaches in language teaching were gradually accepted, in opposition to the ones focusing on structural aspects of language rather than the functional aspects. Among these approaches, Content-Based Instruction (CBI), focusing on the process and outcomes of learning rather than the method, gained importance in the 1990s and got its place in ELT. However, a cooperation between the language teachers and the content area teachers is required if CBI is to be succesful in purposeful program. This book provides Academic English needs of English medium departments from the content area teachers’ point of view for the CBI curriculum being applied in a university program. |
|
|
Academic Writing $149 Writing is crucial to the academic world. It is the main mode of communication among scientists and scholars and also a means for students for obtaining their degrees. The papers in this volume highlight the intercultural, generic and textual complexities of academic writing. Comparisons are made between various traditions of academic writing in different cultures and contexts and the studies combine linguistic analyses with analyses of the social settings in which academic writing takes place and is acquired. The common denominator for the papers is writing in English and attention is given to native-English writers’ and non-native writers’ problems in different disciplines. The articles in the book introduce a variety of methodological approaches for analyses and search for better teaching methods and ways of improving the syllabi of writing curricula. The book as a whole illustrates how linguists strive for new research methods and practical applications in applied linguistics. |
|
|
Academic Writing $180.55 Writing is crucial to the academic world. It is the main mode of communication among scientists and scholars and also a means for students for obtaining their degrees. The papers in this volume highlight the intercultural, generic and textual complexities of academic writing. Comparisons are made between various traditions of academic writing in different cultures and contexts and the studies combine linguistic analyses with analyses of the social settings in which academic writing takes place and is acquired. The common denominator for the papers is writing in English and attention is given to native-English writers’ and non-native writers’ problems in different disciplines. The articles in the book introduce a variety of methodological approaches for analyses and search for better teaching methods and ways of improving the syllabi of writing curricula. The book as a whole illustrates how linguists strive for new research methods and practical applications in applied linguistics. |
|
|
Analysis I: Convergence, Elementary functions $69.95 Functions in R and C, including the theory of Fourier series, Fourier integrals and part of that of holomorphic functions, form the focal topic of these two volumes. Based on a course given by the author to large audiences at Paris VII University for many years, the exposition proceeds somewhat nonlinearly, blending rigorous mathematics skilfully with didactical and historical considerations. It sets out to illustrate the variety of possible approaches to the main results, in order to initiate the reader to methods, the underlying reasoning, and fundamental ideas. It is suitable for both teaching and self-study. In his familiar, personal style, the author emphasizes ideas over calculations and, avoiding the condensed style frequently found in textbooks, explains these ideas without parsimony of words. The French edition in four volumes, published from 1998, has met with resounding success: the first two volumes are now available in English. |
|
|
Analysis II: Differential and Integral Calculus, Fourier Series, Holomorphic Functions $42.22 Functions in R and C, including the theory of Fourier series, Fourier integrals and part of that of holomorphic functions, form the focal topic of these two volumes. Based on a course given by the author to large audiences at Paris VII University for many years, the exposition proceeds somewhat nonlinearly, blending rigorous mathematics skilfully with didactical and historical considerations. It sets out to illustrate the variety of possible approaches to the main results, in order to initiate the reader to methods, the underlying reasoning, and fundamental ideas. It is suitable for both teaching and self-study. In his familiar, personal style, the author emphasizes ideas over calculations and, avoiding the condensed style frequently found in textbooks, explains these ideas without parsimony of words. The French edition in four volumes, published from 1998, has met with resounding success: the first two volumes are now available in English. |
|
|
Authentic Assessment for English Language Learners $46.75 This series for teachers and teacher trainers gives sound, straightforward advice on good teaching methods, and practical suggestions for lessons and activities.This practical resource book will familiarize teachers, staff developers, and administrators with the latest thinking on alternatives to traditional assessment. It will prepare them to implement authentic assessment in the ESL/Bilingual classroom and to incorporate it into instructional planning.Features: — Overview and rationale for authentic assessment– A solid, research-based framework linking assessment to instruction– Specific issues in the assessment of English language learners– Practical approaches for using portfolios, self-assessment, and peer assessment, accompanied by guidelines for grading practices– Practical, effective strategies for assessing oral language proficiency, reading, writing, and the content areas– Reproducible scoring rubrics, checklists, and anecdotal record forms that can be adapted for local assessment needs |
|
|
Beliefs and experiences of Korean pre-service and in-service English teachers about English vocabulary acquisition strategies. $49.99 This study investigates how four current non-native in-service English teachers in Korea and four pre-service non-native English teachers from Korea currently studying in the United States address their own English vocabulary learning and also elicits their opinions about strategies for English vocabulary learning and teaching. This study employs a mixed methods approach. Quantitative data come from two questionnaires regarding the participants' beliefs about and strategies for vocabulary learning. The qualitative component consists of four semi-structured interviews with the participants and data from journal entries the participants kept for over a month. The findings show that there is not much difference in attitude toward and use of English vocabulary acquisition and teaching approaches between the non-native in-service and pre-service EFL teachers. Both in-service and pre-service teachers think conscious vocabulary learning is more efficient for Korean EFL learners because they have to acquire a certain amount of English vocabulary to support further acquisition and that consciously studied vocabulary items should be put to use. All participants showed a high frequency of vocabulary strategy use, including skipping, guessing, dictionary use, note-taking, and memorization. The dictionary is considered the most useful resource by all participants. Because their English proficiency levels are high enough, they alternate between different types of dictionaries: from monolingual to bilingual dictionaries and from paper dictionaries, to electronic dictionaries and on-line dictionaries. The participants disagree about the use of translation and bilingual dictionaries. The pre-service EFL teachers emphasize as much English use as possible to compensate for the deficient English input in Korea. They thus disagree with the use of translation and English-Korean bilingual dictionaries, whereas the in-service EFL teachers think providing translated definitions of |
|
|
Beliefs and experiences of Korean pre-service and in-service English teachers about English vocabulary acquisition strategies. $49.99 This study investigates how four current non-native in-service English teachers in Korea and four pre-service non-native English teachers from Korea currently studying in the United States address their own English vocabulary learning and also elicits their opinions about strategies for English vocabulary learning and teaching. This study employs a mixed methods approach. Quantitative data come from two questionnaires regarding the participants' beliefs about and strategies for vocabulary learning. The qualitative component consists of four semi-structured interviews with the participants and data from journal entries the participants kept for over a month. The findings show that there is not much difference in attitude toward and use of English vocabulary acquisition and teaching approaches between the non-native in-service and pre-service EFL teachers. Both in-service and pre-service teachers think conscious vocabulary learning is more efficient for Korean EFL learners because they have to acquire a certain amount of English vocabulary to support further acquisition and that consciously studied vocabulary items should be put to use. All participants showed a high frequency of vocabulary strategy use, including skipping, guessing, dictionary use, note-taking, and memorization. The dictionary is considered the most useful resource by all participants. Because their English proficiency levels are high enough, they alternate between different types of dictionaries: from monolingual to bilingual dictionaries and from paper dictionaries, to electronic dictionaries and on-line dictionaries. The participants disagree about the use of translation and bilingual dictionaries. The pre-service EFL teachers emphasize as much English use as possible to compensate for the deficient English input in Korea. They thus disagree with the use of translation and English-Korean bilingual dictionaries, whereas the in-service EFL teachers think providing translated definitions of |
|
|
Bridging English $102.4 New – “Bridging English, “fourth edition, is a comprehensive English methods text that is structured on James Moffett’s conception of the “universe of discourse” in the teaching of English: talking and listening, writing and reading. The book combines theory and practice, that is, overarching structures with particular instructional strategies. It provides prospective teachers with a huge array of approaches and activities that are active, constructivist, and student-centered. It mirrors that em |
|
|
Bridging English $139.54 New – “Bridging English, “fourth edition, is a comprehensive English methods text that is structured on James Moffett’s conception of the “universe of discourse” in the teaching of English: talking and listening, writing and reading. The book combines theory and practice, that is, overarching structures with particular instructional strategies. It provides prospective teachers with a huge array of approaches and activities that are active, constructivist, and student-centered. It mirrors that em |
|
|
Bridging English $70.31 New – “Bridging English, “fourth edition, is a comprehensive English methods text that is structured on James Moffett’s conception of the “universe of discourse” in the teaching of English: talking and listening, writing and reading. The book combines theory and practice, that is, overarching structures with particular instructional strategies. It provides prospective teachers with a huge array of approaches and activities that are active, constructivist, and student-centered. It mirrors that em |
|
|
Bridging English $69.85 Used – “Bridging English, “fourth edition, is a comprehensive English methods text that is structured on James Moffett’s conception of the “universe of discourse” in the teaching of English: talking and listening, writing and reading. The book combines theory and practice, that is, overarching structures with particular instructional strategies. It provides prospective teachers with a huge array of approaches and activities that are active, constructivist, and student-centered. It mirrors that e |
|
|
Bridging English $94.18 New – “Bridging English, “fourth edition, is a comprehensive English methods text that is structured on James Moffett’s conception of the “universe of discourse” in the teaching of English: talking and listening, writing and reading. The book combines theory and practice, that is, overarching structures with particular instructional strategies. It provides prospective teachers with a huge array of approaches and activities that are active, constructivist, and student-centered. It mirrors that em |
|
|
Bridging English $46.17 Used – “Bridging English, “fourth edition, is a comprehensive English methods text that is structured on James Moffett’s conception of the “universe of discourse” in the teaching of English: talking and listening, writing and reading. The book combines theory and practice, that is, overarching structures with particular instructional strategies. It provides prospective teachers with a huge array of approaches and activities that are active, constructivist, and student-centered. It mirrors that e |
|
|
Classroom Language: What Sort: Vol. 8 $134.72 New – The acquisition and use of language are just as vital to children’s learning when the newer classroom methods are being employed as ever they were when the more traditional approaches were being used. Child centred learning has increasingly influenced language use and language work in the classroom — mainly in the primary sector, but also in the teaching of English, and indirectly in the teaching of other subject areas including the sciences. Interest in school learning and the special la |
|
|
Classroom Language: What Sort: Vol. 8 $136.63 New – The acquisition and use of language are just as vital to children’s learning when the newer classroom methods are being employed as ever they were when the more traditional approaches were being used. Child centred learning has increasingly influenced language use and language work in the classroom — mainly in the primary sector, but also in the teaching of English, and indirectly in the teaching of other subject areas including the sciences. Interest in school learning and the special la |
|
|
Classroom Language: What Sort: Vol. 8 $81.38 New – The acquisition and use of language are just as vital to children’s learning when the newer classroom methods are being employed as ever they were when the more traditional approaches were being used. Child centred learning has increasingly influenced language use and language work in the classroom — mainly in the primary sector, but also in the teaching of English, and indirectly in the teaching of other subject areas including the sciences. Interest in school learning and the special la |
|
|
Classroom Language: What Sort: Vol. 8 $81.9 New – The acquisition and use of language are just as vital to children’s learning when the newer classroom methods are being employed as ever they were when the more traditional approaches were being used. Child centred learning has increasingly influenced language use and language work in the classroom — mainly in the primary sector, but also in the teaching of English, and indirectly in the teaching of other subject areas including the sciences. Interest in school learning and the special la |
|
|
Communication and Language Learning $44.96 Used – In recent ESL research there has been a move away from grammar-based approaches for teaching students and more focus on content. What is real world are assemblages of people and their environment linked together. In response to the communication vs. language conflict, a study has been done that applies many teaching methods into slideshows for English as a Second Language (ESL) purposes. The study presented here found that the lessons demonstrate a clear contrast between instruction using |
Tags: approaches and methods of teaching english, approaches and methods of teaching english language