Teaching of a specific subject Books

Book SynopsisHypothesis–Experiment Class (Kasetsu) is, in its simplest terms, a class designed so that students can learn 'basic, universal scientific rules and concepts' in an enjoyable way. This method was made by Dr. Kiyonobu Itakura. The first part of this book presents the philosophy behind Kasetsu Hypothesis-Experiment classes and Classbooks (Jugyosho). The second part includes English versions of four of the HEC Classbooks. Teachers are encouraged to find ways of allowing students' own curiosity and thinking to guide their discovery of scientific ideas.Table of Contents Preface Acknowledgements Biography of Dr. Kiyonobu Itakura About the editorial committee members A Collection of Articles and Essays by Kiyonobu Itakura 1 The Process of Establishing Mental Recognition in Science 2 What is the Hypothesis–Experiment Class? History and Classroom Management 3 Hypothesis–Experiment Class as Democratic Education 4 Memorandum Regarding Hypothesis–Experiment Class First Appearances and Research History Further Reading The Kasetsu Class Album Appendices: HEC Classbooks (Jugyosho) 1 Objects and their Weight 2 Force and Motion (1) 3 If You Could See an Atom 4 How Many Legs?

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Book SynopsisNew 2014 updated technology plan. This book is a valuable resource for workplace language training providers as well as corporations and organizations wishing to employ such providers' services. It serves as a guide to promote quality and accountability among providers. This book also offers insights that enable providers and client organizations to develop realistic expectations for their workplace language training programs. The practices outlined in this text are illustrated with useful case studies drawn from successful English language training situations.

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Book SynopsisUsing TESOL's 1997 landmark publication, ESL Standards for Pre-K-12 as a building block, the new 2006 PreK-12 English Language Proficiency Standards expands the scope and breadth of ESL content standards: Connects language to the specific core curriculum content areas of English language arts, mathematics, science, and social studies. Values students' native languages and cultures as the foundation for developing academic language proficiency. Acknowledges the social and intercultural aspects of language development. Provides an organizational structure that is synchronized with US federal legislation. World-Class Instructional Design and Assessment Consortium (WIDA) is a consortium of nine states, formed in 2002 with federal monies, to develop comprehensive English language proficiency standards. This new volume provides extensive matrices elucidating sample performance indicators, organized by the five standards (targetinglanguage in social/intercultural interactions, language arts, mathematics, science, and social studies) and grade-level cluster (PreK-K, 1-3, 4-5, 6-8, and 9-12). The matrices are formed by the interaction of the five language proficiency levels (starting, emerging, developing, expanding, and bridging) with each language domain (listening, speaking, reading, writing).

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Book SynopsisStandards for ESL/EFL Teachers of Adult Learners offers performance indicators, vignettes, and evaluation tools for instructors. These clearly organized components will help instructors identify the qualities and practices to pursue in their teaching.The standards in this book address planning, instructing, and assessing as the basis for effective teaching. These three core standards lead to five additional standards that focus on both the instructor and the instruction: identity and context, language proficiency, learning, content, and commitment and professionalism.Collectively, these eight standards represent the foundation of whatprofessional teachers of ESL and EFL to adult learners should know and be able to do.The eight standards are organized in a useful and concrete format. Each is introduced with a brief description followed by theoretical justification, numbered performance indicators, vignettes of real-life settings using the performance indicators, and a forum for further thought and discussion.The standards can be applied to most settings with adult English as a second language or foreign language learners and can benefit educators and administrators in teacher-training programs, in educational programs, and in achieving professional development both personally and institution-wide.

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Book SynopsisESOL teachers use language games to increase motivation, provide authentic and meaningful language practice, increase student engagement, and infuse the classroom with fun. This volume describes a variety of innovative games used today in language classrooms around the globe, reflecting different contexts and cultures.Chapters in this book demonstrate how both theory and practice inform our teaching approaches. While some of the games focus primarily on the four traditional language skills, reading, writing, listening, and speaking, as well as the supporting areas of vocabulary and grammar, other games clearly have a different emphasis, such as critical thinking and content-based language instruction. Yet other chapters focus on objectives such as getting acquainted, or provide ideas for game templates that teachers can adapt for various purposes and types of content.This book stands apart in that the contributions reflect multiple classroom uses. Themes evident throughout the volume reflect pedagogical goals and practices for language learning such as communicative competence, interaction, authenticity, skills integration, content emphasis, and collaboration.

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Book SynopsisLanguage teachers have long been aware of the devastating effect of learners' grammatically correct, yet situationally inappropriate spoken or written communication. This volume addresses how to raise learner awareness of pragmatic gaffs through research-based, fieldtested activities such as composing e-mail requests, giving advice,making workplace requests, expressing opinions, providing constructive peer-to-peer critical feedback, negotiating refusals, and collaborating through activities enabled by an online tool called Talkpoint. Teachers are given vital support in these activities through extensive worksheets, audio files, transcripts, and answer keys.The chapters in this volume provide information and activities primarily related to the realization of speech acts and the effect of different contexts on their form. The subsequent volume, Pragmatics: Teaching Natural Conversation, focuses on the role of formulas in performing speech acts and on the characteristics of longersequences.

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Book SynopsisThis volume offers teachers in the ESL/EFL classroom some of the first published materials for guiding learners past grammar into authentic-sounding (conventional) utterances and sequences, replacing the scripted unnatural or stilted dialogue provided in textbooks. Teachers will find a range of pedagogical activities to put to immediate use in the classroom, as students learn turn-taking, initiations and responses for formal academic and informal conversation, thanking expressions, apologies, compliments and compliment responses, differences in complimenting behavior between men and women, opening and closing telephone conversations, and use of responders such as oh, uh-huh/ mm-hm, and yeah.Pragmatics: Teaching Natural Conversation, taken together with the previous volume, Pragmatics: Teaching Speech Acts, provides teachers with a comprehensive basis for the theoretically sound and pedagogically effective teaching of this important, but often neglected, area of language.

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Book SynopsisThis second edition of New Ways in Teaching Reading bursts with new activities while retaining many of the features that made the first edition a best seller. The activities chosen for this edition are inspired by state-of-the art trends in teaching reading to English learners. Teachers now find numerous creative, classroom-ready activities in new and expanded categories like the Internet, Fluency, Young Readers, and Extensive Reading.The many activities and exercises come from teachers who have used them in their teaching of reading in ESL and EFL classrooms around the world. It is the best possible type of resource-one that is contributed by ESL and EFLreading teachers for ESL and EFL reading teachers.

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Book SynopsisConnected speech is based on a set of rules used to modify pronunciations so that words connect and flow more smoothly in natural speech (hafta versus have to). Native speakers of English tend to feel that connected speech is friendlier, more natural, more sympathetic, and more personal. Is there any reason why learners of English would prefer to be viewed as unfriendly, unnatural, unsympathetic, and impersonal? The great news is that such rules can (and should) be explained and taught. This book makes available fun and interesting lessons, presented in a systematic way that is directly useful in the ESL/EFL classroom.

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Book SynopsisIn this revised edition in the popular New Ways Series, teachers have once again been given an opportunity to show how they do assessment in their classrooms on an everyday basis. Often feeling helpless when confronted with large-scale standardized testing practices, teachers here offer classroom testing created with the direct aim of helping students learn. Consequently, this collection of teachers' contributions looks more like assessment activities than like tests because they are thoroughly integrated into the language teaching and learning processes. Each activity provides scoring and feedback that enlightens both students and teachers about the effectiveness of the language learning and teaching involved. More than 100 activities offer alternative ways of doing assessment organized around methods, feedback perspectives, task-based assessment, classroom chores, written skills, and oral skills.

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