Teaching of a specific subject Books
Heinemann Educational Books Story Matters
£37.88
Heinemann USA Number Talks
Book Synopsis
£85.20
Heinemann Educational Books Teaching Beyond the Timeline
£37.87
Cengage Learning, Inc Student Workbook for Bennetts MediumHeavy Duty
Book SynopsisThe student workbook is designed to help you retain key chapter content. Included within this resource are chapter objective questions; key-term definition queries; and multiple choice, fill-in-the-blank, and true-or-false problems.
£87.91
Cengage Learning Electrical Control for Machines
a huge range and FREE tracked UK delivery on ALL orders.
£120.81
Random House USA Inc Games for Reading Playful Ways to Help Your Child
Book SynopsisHERE ARE OVER SEVENTY GAMES TO HELP YOUR CHILD LEARN TO READ--AND LOVE IT.Peggy Kaye's Games for Reading helps children read by doing just what kids like best: playing games. There is a 'bingo' game that helps children learn vocabulary. There is a rhyming game that helps them hear letter sounds more accurately. There are mazes and puzzles, games that train the eye to see patterns of letters, games that train the ear so a child can sound out words, games that awaken a child's imagination and creativity, and games that provide the right spark to fire a child's enthusiasm for reading. There are games in which your child has to act silly and games--sure to be any child's favorite--in which you do.Easy to follow and easy to play, these games are ideal for busy, working parents. You can read a game in a few minutes and start to play right away. You can play on car trips, while doing the laundry, or while cooking. These games are so much fun for the whole fam
£16.19
Heinemann Educational Books The Art of Teaching Writing
£70.88
Scholastic US Follow the Directions Draw It All by Yourself 25
Book Synopsis
£11.39
Scholastic US Cinderella Outgrows the Glass Slipper and Other
Book Synopsis
£12.34
Scholastic US The New Kindergarten
Book Synopsis
£22.49
Scholastic US Perfect Poems with Strategies for Building
Book Synopsis
£12.34
Scholastic US 12 Fabulously Funny Folktale Plays Boost Fluency
Book Synopsis
£11.39
Scholastic US Compare Contrast Reading Passages That Build
Book Synopsis
£10.99
Scholastic US WeekbyWeek Homework for Building Reading
Book Synopsis
£16.14
Scholastic US Mastering the 5Paragraph Essay
Book Synopsis
£12.34
Teaching Resources 25 Easy Bilingual Nonfiction MiniBooks EasytoRead
Book Synopsis
£11.39
Scholastic US Literacy and the Youngest Learner Best Practices
Book Synopsis
£23.74
Scholastic US 20 Week by Week Word Family Packets
Book Synopsis
£21.59
John Wiley and Sons Ltd Visualizing Elementary Social Studies Methods 11
Book SynopsisA resource for social studies teachers. This book helps them learn about and reflect on their responsibilities in our society. It focuses on classroom based experiences and real world contexts. It examines how social studies is situated within the elementary curriculum to demonstrate the interdisciplinary nature of instruction.Table of Contents1 What Is Social Studies? 2 Defining Social Studies 5 What Is Social Studies? 5 The Nature of Social Studies 6 Social Studies as a School Subject 8 The History of Social Studies 8 Early Purposes of Social Studies 9 SOCIAL AND CULTURAL EXPLORATIONS 10 Approaches to Social Studies 11 Three Approaches to Social Studies 11 IN THE CLASSROOM: TEACHING ABOUT CHRISTOPHER COLUMBUS 12 LESSON: IS DRILLING FOR OIL IN THE AMAZON RIVER BASIN WORTH THE CONSEQUENCES? 16 Interdisciplinary Social Studies in School 18 Social Studies and Content Disciplines 20 History 20 Geography 21 Civics 22 Economics 22 Behavioral Sciences 23 Standards-Based Social Studies 24 2 Reflective Social Studies Teaching 30 What Is Reflection? 32 Reflection in Action 32 Reflection on Action 33 Reflection Prior to Instruction 35 Personal Subject Matter Interests 36 Focusing on Curricular Subject Matter 36 Reflecting on Subject Matter Misunderstandings 36 LESSON: THE ABRAHAMIC RELIGIONS 38 Transforming Subject Matter Into Pedagogy 40 Reflection When Planning for Instruction 41 Reflection During and After Instruction 42 Reflecting During Teaching 42 Reflecting After a Lesson 43 IN THE CLASSROOM: ACCOUNTING FOR STUDENTS’ PRIOR KNOWLEDGE 44 Using Reflection to Increase a Teacher’s Professional Knowledge 45 Professional Development and Reflecting on the Learner 45 Professional Development and Reflecting on Community Needs 46 Professional Development and Reflecting on Curriculum 46 Professional Development and Reflecting on the Purposes of Education 47 Reflection as Inquiry 48 Learning About Teaching from Case Studies 49 IN THE CLASSROOM: A BRIEF CASE STUDY ON TEACHING ABOUT THE CONSTITUTION 50 3 Inquiry in Social Studies 54 Inquiry as Learning 56 What Is Inquiry? 56 Inquiry in Social Studies 60 Emerging Interests: Students Craft the Inquiry Question 61 Clarification: Helping Students Activate Prior Knowledge 62 Examination: Students Work with Authentic Materials 63 Suggested Solution: Students Develop and Propose an Answer 64 SOCIAL AND CULTURAL EXPLORATIONS 65 Designing a Successful Inquiry 66 Managing Time in Inquiry Activities 66 Managing Subject Matter in an Inquiry 66 Prior Knowledge and Inquiry 66 IN THE CLASSROOM: INQUIRING ABOUT THE TELLICO DAM 67 Supporting and Scaffolding Students’ Inquiries 68 LESSON: A GREAT SCIENTIST IN HISTORY 69 Forms of Inquiry 70 Social Science Inquiry 70 Social Inquiry 70 Historical Inquiry 71 Inquiry and the Curriculum 74 Inquiry-Driven Curriculum and Standards 74 Inquiry, Assessment, and Standardized Testing 74 LESSON: “THAT’S NOT FAIR”: AN INQUIRY LESSON INTO THE MEANING OF “FAIR” 76 4 Standards, Curriculum, and Testing 82 Standards and Curriculum 84 Where State Standards Are Born: Professional Organizations and National Standards 85 Standards and Curriculum: The Starting Point for Powerful Teaching 86 IN THE CLASSROOM: A CURRICULUM UNIT ON ANIMALS 88 Two Models of Elementary Social Studies Curriculum 89 Standards and Testing 90 High-Stakes and Low-Stakes Tests 90 Authentic Learning Connected To Testing 93 Teaching Subject Matter In-Depth While “Covering” the Curriculum 94 Creating Detailed Lessons from Broadly Stated Curriculum 94 LESSON: MAP ESSENTIALS 96 Translating Curriculum into Classroom Lessons: The Question of Depth vs. Breadth 98 Making Decisions Based on Instructional Time,Resources, and Meaningful Study 98 SOCIAL AND CULTURAL EXPLORATIONS 99 Authentic Teaching with Standards 100 Adapting Standards and Curriculum to Teacher Circumstances 103 LESSON: GO WITH THE FLOW RESOURCES 104 5 Teaching for Historical Understanding 110 History in the Schools 112 The Need for History in the Elementary Schools 112 What Do Elementary School Children Need to Know About History? 112 History and the Curriculum 113 Constructing Historical Knowledge 114 Historical Thinking and Historical Understanding 114 Encouraging Historical Understanding through Direct Instruction and Explanation 115 IN THE CLASSROOM: USING HISTORICAL ARTIFACTS 116 Four Ways to Think Historically 118 SOCIAL AND CULTURAL EXPLORATIONS 119 Forms of Historical Understanding: Timelines, Stories, and Empathy 121 Historical Understanding as Chronology 121 Historical Understanding as Story 122 Historical Empathy 122 Understanding What Is Significant from the Past 124 Understanding the Relationship between the Past and the Present 125 Three Approaches to Teaching History 126 Direct Learning in History 126 Active Learning in History 126 LESSON: THE FIRST THANKSGIVING 128 Learning in History Using Authentic Resources 130 6 Teaching for Geographic Awareness 138 The Need for Geographic Awareness 140 What Is Geographic Awareness? 140 Geographic Concepts and Ideas for Elementary School Children 141 How Children Relate to Places 144 Geography as the Starting Point for Social Studies 145 Learning How to Use Maps 147 How Children Develop Geographic Awareness 148 Human and Cultural Geographic Awareness 148 IN THE CLASSROOM: UNDERSTANDING PHYSICAL AND CULTURAL PLACE 150 How Children Understand the World around Them 151 SOCIAL AND CULTURAL EXPLORATIONS 152 Elements of Geographic Understanding: Spaces,Places, and Systems 154 Spatial Understanding 154 Places and Regions 155 Human Systems 155 LESSON: POPULATION DENSITY 156 Physical Systems 164 Using Maps to Teach Geographic Awareness 166 Using Maps and Other Geographic Representations 166 Developing Spatial Reasoning Skills 166 Using Geography to Understand the Past 166 7 Teaching for Civic Competence 174 The Need for Civic Competence 176 Why Do We Need a Competent Civic Body? 176 What does it mean to Possess Civic Competence? 177 How Do We Achieve Civic Competence? 178 SOCIAL AND CULTURAL EXPLORATIONS 179 Forms of Civic Awareness 180 Respect for Authority and Respect for Others 180 Patriotism, Good or Bad 182 IN THE CLASSROOM: CIVIC ACTION: SETTING CLASS RULES 183 Knowledge of Social Issues 184 Conversation, Discussion, and Dialogue in a Democracy 186 Elements of Civic Competence 187 Understanding Rights and Responsibilities 187 Understanding the Role and Processes of Government 188 Democratic Reasoning and Multicultural Understanding 188 LESSON: TINKER V. DES MOINES AND THE FEDERAL COURTS 190 Participating and Taking Action in Democratic Communities 192 Promoting Civic Competence 192 Using Stories to Communicate Civic Values 192 IN THE CLASSROOM: THE STORY OF CÉSAR CHÁVEZ 194 Developing Civic Knowledge 195 Engaging in Civic Activity 195 Social Studies Content, Teacher and Student Opinions, and Ideology 196 8 Direct Teaching and Learning 202 Direct Instruction and Teacher-Directed Instruction 204 What Is Direct Instruction? 205 What Is Teacher-Directed Instruction? 205 A Comparison of Direct and Teacher-Directed Instruction 207 IN THE CLASSROOM: TEACHER-DIRECTED INSTRUCTION—LEARNING ABOUT THE PURPOSE AND LEVEL OF GOVERNMENT 208 Factors Influencing Teacher-Directed Instruction 210 Subject Matter and Teacher-Directed Instruction 210 Teacher-Directed Instruction and Active Learning 210 Curriculum: When to Use Teacher-Directed Instruction 212 LESSON: USING TEACHER-DIRECTED INSTRUCTION IN A LESSON ON AN IMPORTANT INVENTION 213 Types of Teacher-Directed Instruction 214 Direct Explanation 214 Storytelling 215 Taking It Apart: Higher-Order Thinking Skills 216 Other Teacher-Directed Activities 216 Whole Class and Independent Teacher-Directed Instruction 218 Whole Class Teacher-Directed Instruction 218 Independent Teacher-Directed Instruction 218 IN THE CLASSROOM: DECISION MAKING 219 LESSON: HOW MUCH SPACE IS ENOUGH? 220 North Carolina South Carolina Florida Georgia Alabama Mississippi Louisiana Texas Alaska Juneau Honolulu Phoenix Sacramento Carson City Santa Fe Austin Oklahoma City Denver Salt Lake City Olympia Salem Helena Bismark Pierre Lincoln St. Paul Des Moines Madison Boise Lansing Cheyenne Topeka Little Rock Jackson Jefferson City Springfield Nashville Montgomery Atlanta Columbia Raleigh Tallahassee Indianapolis Columbus Charleston Richmond Harrisburg Albany Montpelier Augusta Concord Boston Providence Trenton Dover Hartford Annapolis Frankfort Baton Rouge Hawaii Arkansas Tennessee Virginia West Virginia Kentucky Illinois Indiana Michigan Wisconsin Minnesota Iowa Missouri Kansas Nebraska South Dakota North Dakota Montana Washington Idaho Nevada Utah Colorado New Mexico Arizona California Oregon Wyoming Oklahoma Ohio Pennsylvania New York Vermont New Hampshire Massachusetts Rhode Island Connecticut Delaware Maryland New Jersey Maine 9 Interactive Teaching and Learning 226 What Is Interactive Instruction? 228 Defining Interactive Instruction 228 The Structure of Interactive Instruction 229 Assessing Children’s Knowledge When Planning for Interactive Instruction 231 LESSON: INTERACTIVE LESSON ON STATE GEOGRAPHY 232 Characteristics of Interactive Instruction 234 Active and Meaningful Learning during Interactive Instruction 234 IN THE CLASSROOM: LEARNING ABOUT CIVIC LEADERS 235 Dynamic Instruction and Active Learning 236 Interactive Instruction and Challenging Subject Matter 237 Types of Interactive Instruction 238 Solving Problems Together 238 Making Decisions Together 238 Putting Things Together 240 Other Approaches to Interactive Activities 241 Grouping Strategies 243 Why Group Students? 243 How to Group Students 243 Specific Grouping Strategies 243 Interactive Instruction and Learners 248 Collaboration and Interactive Instruction 248 Adapting Interactive Instruction 248 IN THE CLASSROOM: AN INTERACTIVE APPROACH TO LEARNING ABOUT SOCIETAL RULES 250 10 Literacy in Social Studies 256 The Importance of Literacy 258 Defining Literacy 258 Literacy, Society, and Decision Making 259 Reading in Social Studies 262 General Approaches to Reading in Social Studies 262 Reading and Instruction 263 IN THE CLASSROOM: USING LITERARY RESOURCES IN A LESSON ABOUT TRANSPORTATION 264 Specific Approaches to Reading in Social Studies 265 Determining Reading Levels 267 Using Textbooks in Social Studies 268 Three Approaches to Using TextbookS 268 Textbook Structure and Analysis 270 Limitations of the Textbook 270 Using Authentic Texts in Social Studies 271 Authentic Intellectual Work 271 IN THE CLASSROOM: AUTHENTIC LEARNING ABOUT CUSTOMS 272 Authentic Learning Materials 273 Writing in Social Studies 275 Writing for Social Studies 275 Writing for Learning 276 LESSON: USING WRITING SKILLS TO ARGUE ALTERNATIVE ENERGY POWER 278 Literacy and the Social Studies Curriculum 280 Literacy in the Curriculum 280 Literacy, Social Studies, and Language Arts 282 11 Planning for Active Learning 288 Active Learning in Social Studies 290 Goals for Active Instruction 291 Active Learning and Authentic Social Studies 292 Active Learning and Subject Matter 292 LESSON: WEATHER AND THE EARTH’S MOVEMENTS 294 Initial Considerations for Instructional Planning 296 Reorganizing Knowledge: Content to Subject Matter 296 Transforming Subject Matter into Pedagogical Ideas 296 SOCIAL AND CULTURAL EXPLORATIONS 298 Planning Instruction for Active Learning 302 Developing Procedures for Facilitating Students’ Learning 302 Selecting and Using Resources 305 Choosing Meaningful Assessment Techniques 306 Lesson Plans and Reflection 307 Writing Lesson Plans 307 Reflection 309 12 Teaching Social Studies in a Diverse Society 314 Teaching Children in Diverse Environments 316 Forms of Diversity 316 Diversity in School 318 Diversity in Society 319 Diversity in Learning: Intelligences and Learning Styles 320 Cultural Diversity and Social Studies 322 How Does the Social Studies Curriculum Reflect Cultural Diversity? 322 Cultural Diversity and Instruction in Social Studies 324 Culturally Responsive Teaching and Learning 324 IN THE CLASSROOM: TEACHING ABOUT CALENDARS 325 Individual Diversity and Social Studies 326 Diversity and Individual Learning Personalities 326 Accounting for Individual Diversity When Teaching Social Studies 328 IN THE CLASSROOM: DIFFERENTIATING INSTRUCTION IN A LESSON ABOUT PIONEER LIFE IN AMERICA 329 Teaching in Schools with Homogeneous Social and Cultural Characteristics 330 General Considerations for Teaching in Homogeneous Settings 331 SOCIAL AND CULTURAL EXPLORATIONS 332 Curriculum and Homogeneous Cultural Settings 333 13 Assessing Learning 338 Types of Assessment 340 What Is Assessment? 341 Formal and Informal Assessment 341 Formative and Summative Assessment 344 Assessment as a Part of Instruction 346 Assessment in the Teaching Cycle 346 IN THE CLASSROOM: ASSESSMENT AS INSTRUCTION 348 Planning for Assessment 349 Implementing Assessment 349 Using Assessments to Improve Teaching and Learning 351 Assessment Results and Effective Teaching 351 LESSON: THE DEATH OF TUTANKHAMEN 352 IN THE CLASSROOM: A NEW METAPHOR: CHANGING METHODS FOR EXPLANATION DURING A LESSON 354 Reteaching and Remediation 355 Assessment Case Studies 356 IN THE CLASSROOM: AN ASSESSMENT CASE STUDY 357 Designing and Using Rubrics 358 Purpose of Assessment Rubrics 358 Components of Assessment Rubrics 359 Uses of Assessment Rubrics 360 14 Promoting Student Learning with Technology 364 Using Technology in Social Studies 366 What Is Technology? 366 The Why and When of Technology Use 367 Guidelines for Using Technology 368 Developmentally Appropriate Technology 370 Technological Applications 371 Finding and Using Web-Based Resources and Information 371 Technology, Democracy, and the Human Experience 372 Instruction and Technology 376 Planning for Teaching with Technology 376 LESSON: TECHNOLOGY TIMELINE 377 Using Computer-Based Games 378 IN THE CLASSROOM: GAMES AS INSTRUCTION 379 Appendix A 385 Appendix B 401 Glossary 403 References 409 Credits 411 Index 415
£136.55
Michigan ELT Improving Spoken English An Intensive
Book Synopsis
£999.99
The University of Michigan Press Teacher Written Commentary in Second Language
Book Synopsis
£999.99
The University of Michigan Press Understanding Cultural Narratives
Book SynopsisFeatures poems and excerpts from the work of well-known authors - including Isabel Allende, Gloria Anzaldua, Jhumpa Lahiri, V S Naipul, Pablo Neruda, and Zadie Smith - to explore questions and feelings that are part of identity formation in a second culture.
£999.99
The University of Michigan Press The MICASE Handbook
Book SynopsisThe Micase Corpus tracked spoken English in a variety of university settings - lectures, language labs, advising sessions, department meetings, and others. This work contains a set of abstracts of each of the 152 speech events in the original MICASE database. The abstracts provide contextual background on each of the speech events of the corpus.
£999.99
The University of Michigan Press Four Point Reading and Writing 2
Book SynopsisDesigned for English language learners whose primary goal is to succeed in an academic setting, this title covers the four academic skills of reading, writing, listening, and speaking while providing reinforcement and systematic recycling of key vocabulary and further exposure to grammar issues.
£999.99
The University of Michigan Press Evaluating Teacher Effectiveness in ESLEFL
Book SynopsisA practical introduction and guide for teachers, teacher educators, and administrators who wish to implement a coherent, strategic, multiple-measures approach to evaluating teacher effectiveness. It provides an introduction and background information to the establishment of standards for teacher assessment.
£999.99
The University of Michigan Press How Myths about Language Affect Education
Book SynopsisEveryone has heard things about language and language learning that sound good and true but are not. An example would be that you can't learn a second language as an adult. This is a myth. This title debunks common language myths for teachers.
£999.99
The University of Michigan Press Research on ESL in U.S. Community Colleges
Book SynopsisCommunity college mission statements generally feature a strong commitment to meeting local needs. This title offers insights into issues affecting the community colleges. It illustrates the community connections and their social implications.
£999.99
The University of Michigan Press Beneath the Tip of the Iceberg
Book Synopsis
£999.99
The University of Michigan Press Teaching Academic Writing
Book SynopsisOffers an introduction to teaching second language writing. This book explores the questions that instructors may have about academic writing in the second language classroom. It provides a survey of the key issues and ideas that shape the teaching of academic writing to ESL students.
£999.99
The University of Michigan Press Using Corpora in the Language Learning Classroom
Book SynopsisMakes the ideas of corpus linguistics accessible to teachers and, most important, provides ideas, instruction, and opportunities for teachers to use the applications of corpus linguistics in their classrooms. The book is intended for graduate students who are studying applied linguistics or TESOL, for teacher-trainers working with language instructors, and for practicing language teachers.
£999.99
The University of Michigan Press Interrogating Privilege
Book SynopsisFeatures a collection of essays which looks at the way that gender, class, sexual identity, and age affect the teaching and learning experience, especially for second language learners. This title is suitable for teachers and seasoned educators.
£999.99
LUP - University of Michigan Press Finding Family
Book Synopsis
£999.99
LUP - University of Michigan Press What Do International Students Think and Feel
Book Synopsis
£999.99
The University of Michigan Press Journal Writing in Second Language Education
Book Synopsis
£999.99
The University of Michigan Press Listening Myths
Book Synopsis
£999.99
The University of Michigan Press Four Point Reading and Writing Intro
Book Synopsis
£999.99
The University of Michigan Press Teaching U.S.Educated Multilingual Writers
Book SynopsisAddresses the lack of classroom-oriented scholarship regarding US-educated multilingual writers. Unlike prior volumes about US-educated multilinguals, this book focuses solely on pedagogy - from classroom activities and writing assignments to course curricula and pedagogical support programmes outside the immediate classroom.
£999.99
The University of Michigan Press Assessing English Learners in the Content Areas
Book SynopsisThe new edition of Assessing English Learners in the Content Areas: A Research-into-Practice Guide for Educators seeks to provide guidance to classroom teachers, staff developers, and test-item designers who want to improve ESL assessment outcomes, in the content areas of language arts, mathematics, science and social studies.
£999.99
The University of Michigan Press Controversies in Second Language Writing Second
Book SynopsisIn the years since the first edition of Controversies in Second Language Writing was published, the controversies Casanave so accessibly laid out have become far more complex and intertwined with many other 21st century issues. This second edition addresses: What issues if any have been resolved?; and what issues have had lasting power from the past.
£999.99
The University of Michigan Press Vocabulary and Second Language Writing
Book SynopsisAn excellent guide for all college-level writing instructors and help them understand the critical role that vocabulary plays in writing quality. The volume may also be useful for writing center administrators and those who train writing tutors.
£999.99
The University of Michigan Press Is William Martinez Not Our Brother
Book SynopsisDescribes the University of Michigan's Prison Creative Arts Project, a pioneering program that works with the incarcerated youth and adults of Michigan's juvenile facilities and prisons. Alexander recounts the genesis of this pragmatic and original system
£999.99
The University of Michigan Press Is William Martinez Not Our Brother
Book SynopsisDescribes the University of Michigan's Prison Creative Arts Project, a pioneering program that works with the incarcerated youth and adults of Michigan's juvenile facilities and prisons. Alexander recounts the genesis of this pragmatic and original system
£999.99
The University of Michigan Press English Structure Practices
Book SynopsisThis workbook, which may be used independently or in conjunction with English Sentence Structure, contains more than 400 exercises that cover beginning- and intermediate-level grammar points such as tenses, articles, count and noncount nouns, modals, verbals, relative clauses, passive voice, adverbs, and conditional sentences.
£999.99
The University of Michigan Press Words for Students of English Vol. 2
Book SynopsisConsists of 25 units that present basewords with definitions, usage examples, and exercises. Each unit focuses on a specific topic, carefully selected for its relevance to students’ lives, so that students can practice new words in meaningful contexts. The exercises are flexible and easy to use.
£999.99
The University of Michigan Press Discourse Analysis in the Language Classroom v. 1
Book SynopsisCurrent methodological research has found that in order for learners to acquire language that is both linguistically accurate and socially appropriate, their awareness of patterns and of what is systematic about language must be developed. In Discourse Analysis in the Language Classroom, Heidi Riggenbach has compiled activities that will foster this awareness by putting students in the role of discourse analysts and language researchers so that they may learn the patterns and systems for themselves. This book is intended for ESL/EFL teachers who wish to have a better understanding of discourse analysis as it applies to the language classroom and who need to design courses and materials with the goal of developing students' skills as researchers in acquiring their new language. The book includes: an overview of discourse analysis and its relevance to language teachers and learners; background material on the interesting features pertaining to oral language skills; presentation of te
£999.99
The University of Michigan Press Improving Aural Comprehension Workbook
Book Synopsis
£999.99
The University of Michigan Press Critical Academic Writing and Multilingual
Book SynopsisThe critical approach to L2 writing is arguably one of the most significant recent developments in L2 writing pedagogy. A. Suresh Canagarajah provides a thorough discussion of this topic in this volume. This book facilitates teacher self-reflection and enables readers to better understand the motivations and pedagogical implications of a more openly pedagogical approach.
£999.99
LUP - University of Michigan Press Zero In
Book SynopsisThe phrasal verbs selected for inclusion in this text are the most common in everyday conversations and situations, as well as those that routinely appear on the TOEFL. Each lesson introduces three to four phrasal verbs that are semantically linked with definitions and example sentences.
£999.99
