Tersedia pada rak Koleksi Lantai 1
| 0001.22201476 |
Tersedia di Perpustakaan Utama UIN Mahmud Yunus Batusangkar
|
| 0001.22201475 |
Tersedia di Perpustakaan Utama UIN Mahmud Yunus Batusangkar
|
| 0001.22201474 |
Tersedia di Perpustakaan Utama UIN Mahmud Yunus Batusangkar
|
| 0001.22201473 |
Tersedia di Perpustakaan Utama UIN Mahmud Yunus Batusangkar
|
Activities for English Language Learners Across the Curriculum is a must-have resource that features activities designed to help students improve English skills. Easy-to-use lessons are provided in each content area and include step-by-step instructions, as well as suggestions for whole and small group instruction and modifications based on students' levels of language proficiency. Definitely an invaluable resource for diverse classrooms, this book also includes background information on language acquisition and language proficiency level. In addition, new Bloom's Taxonomy questions are included to promote oral language development skills.
Definitely an invaluable resource for diverse classrooms, this book also includes background information on language acquisition and language proficiency level.
Resisting the notion that there is a single English language arts curriculum that all schools can or should follow, this book focuses on processes for designing, implementing, and evaluating curriculums suited to the needs of individual schools and students. Part 1 of the book (The English Language Arts Curriculum in the 1990s), provides the theoretical underpinnings for this approach to curriculum. It begins with a historical overview of the evolution of English language arts programs. It then describes the origins of a "new English" that has been emerging over the past 3 decades and outlines its most promising characteristics. Part 2 of the book (Successful Curriculum Development in the English Language Arts), presents current curriculums and patterns of development. One chapter reports a survey of national Centers of Excellence in English in which curriculum makers describe the processes that led to their successful programs. A second chapter presents first-person narratives by four curriculum leaders from around the United States, describing a range of curriculum problems. Part 3 of the book (A Curriculum Developer's Handbook), offers a variety of tasks that individual curriculum developers and curriculum teams can undertake. Chapters discuss an assessment base for English programs, the curriculum framework, development and implementation of an English language arts curriculum, and (re)assessment of the skills and standards of the English language arts program. A postscript discusses the English language arts curriculum of the future. Appendixes include: "The English Coalition Report" by the National Council of Teachers of English (NCTE) and the Modern Language Association (MLA); "Criteria for Planning and Evaluation English Language Arts Curriculum Guides" by the NCTE; "Evaluation Policy" by the Canadian Council of Teachers of English (CCTE); and a list of survey respondents. (SR)
Resisting the notion that there is a single English language arts curriculum that all schools can or should follow, this book focuses on processes for designing, implementing, and evaluating curriculums suited to the needs of individual ...
`I could not help but admire the breadth and scope of this text. This is a book I would recommend to all, no matter what route they take to train as a teacher of English. It is aimed at secondary teachers but would be equally useful for those preparing to teach in further education. Not only does it provide concise and balanced accounts of key pedagogic issues, it also includes a range of interesting and engaging lesson suggestions. This book does cover a lot of ground with excellent chapters on planning, assessment, teaching reading and teaching poetry. This is a text that should accompany every student teacher of English and find its way on to the shelf of all practising teachers. This book excited me. It is written in a style that makes you want to try out activities and take up challenges. This book will encourage the student teacher to embrace the subject of English along with its associated values and debates′ - ESCalate Read the full review as posted on the ESCalate website, the Education Subject Centre for the Higher Education Academy `If I was training to teach English today, this is the book I would want - an extraordinarily professional handbook of good practice. Compiled by a team of university lecturers, it admirably demonstrates the way theory and practice can combine to illuminate the carried demands of being and English Teacher today′ - Geoff Barton, Times Educational Supplement, Teacher Magazine `I was most impressed.... Anyone following the modules as they are would learn a huge amount and benefit so much from them′ - Donna Bryant, Deputy Head, Camborne School and Community College, Cornwall ′The activities were both challenging and rewarding.... These would be useful and would promote self-reflection and the notions of personal progression and goal setting for the student′ - Alan Jones Assistant Headteacher, Simon Langton Boys′ School, Canterbury This is a complete guide to how to become a successful teacher of English in secondary school. The book enables readers to design a tailor-made programme to suit their individual needs as a student teacher. Either the learner or the tutor can select or combine units and activities, and there is no assumption of prior knowledge. This book is based on innovative teaching material developed by four institutions of higher education, which has been used to develop student teachers. Based on proven teaching success, and the authors′ own experiences of teaching English in secondary schools, the book′s key features include: - full coverage of the Revised Standards for Qualified Teacher Status, including creative approaches to delivering the framework for teaching English: years 7, 8 and 9. - the cultural, historical, social and political models which support the English teaching curriculum - English teaching for the development of an on-going working pedagogy, recognizing the need for dialogue and interaction with both theory and practice. - Inclusion, Equal Opportunities, Assessment and ICT included throughout with recognition of the importance of digital literacies. This is an essential book for English student teachers on flexible, graduate registered training schemes and traditional PGCE programmes. It is an essential resource guide for their tutors, for practising English teachers who want to update their skills, and for those doing Continuing Professional Development Diplomas, Masters Level work or PhDs.
`I could not help but admire the breadth and scope of this text. This is a book I would recommend to all, no matter what route they take to train as a teacher of English.
Demonstrates ways to enhance students' language and thinking, providing overviews of various theories regarding literacy education, discussion on related issues, and activities to put theory into practice.
Classroom Strategies for Teachers Susan Jane Tchudi, Stephen Tchudi ... 4 .
focusing on the quality and level of participation in whole - class discussions 5 .
tracking students ' growing independence as they come to rely more on one
another ...
There is virtually no way to complete one's education without encountering a research report. The book that has helped demystify qualitative and quantitative research articles for thousands of readers, from the authors of the best-selling Proposals that Work, has been revised. This edition is completely reorganized to separate quantitative and qualitative research with four new distinct sections (research reports, quantitative research, qualitative research, and research reviews. The authors presume no special background in research, and begin by introducing and framing the notion of reading research within a wider social context. Next they offer insight on when to seek out research, locating and selecting the right reports, and how to help evaluate research for trustworthiness.
This edition is completely reorganized to separate quantitative and qualitative research with four new distinct sections (research reports, quantitative research, qualitative research, and research reviews.
| 0001.22001879 |
Tersedia di Perpustakaan Utama UIN Mahmud Yunus Batusangkar
|
| 0001.22001878 |
Tersedia di Perpustakaan Utama UIN Mahmud Yunus Batusangkar
|
| 0001.22001877 |
Tersedia di Perpustakaan Utama UIN Mahmud Yunus Batusangkar
|
| 0001.22001876 |
Tersedia di Perpustakaan Utama UIN Mahmud Yunus Batusangkar
|
| 0001.22001875 |
Tersedia di Perpustakaan Utama UIN Mahmud Yunus Batusangkar
|
| 0001.22001874 |
Tersedia di Perpustakaan Utama UIN Mahmud Yunus Batusangkar
|
| 0001.22001873 |
Tersedia di Perpustakaan Utama UIN Mahmud Yunus Batusangkar
|
| 0001.22001872 |
Tersedia di Perpustakaan Utama UIN Mahmud Yunus Batusangkar
|
| 0001.21804838 |
Tersedia di Perpustakaan Utama UIN Mahmud Yunus Batusangkar
|
| 0001.21804837 |
Tersedia di Perpustakaan Utama UIN Mahmud Yunus Batusangkar
|
| 0001.21804836 |
Tersedia di Perpustakaan Utama UIN Mahmud Yunus Batusangkar
|
| 0001.21804835 |
Tersedia di Perpustakaan Utama UIN Mahmud Yunus Batusangkar
|
| 0001.21804834 |
Tersedia di Perpustakaan Utama UIN Mahmud Yunus Batusangkar
|
| 0001.21804833 |
Tersedia di Perpustakaan Utama UIN Mahmud Yunus Batusangkar
|
| 0001.21804832 |
Tersedia di Perpustakaan Utama UIN Mahmud Yunus Batusangkar
|
| 0001.21804831 |
Tersedia di Perpustakaan Utama UIN Mahmud Yunus Batusangkar
|
| 0001.21804830 |
Tersedia di Perpustakaan Utama UIN Mahmud Yunus Batusangkar
|
| 0001.21804829 |
Tersedia di Perpustakaan Utama UIN Mahmud Yunus Batusangkar
|
