Thứ Hai, 27 tháng 11, 2017

Learning to Teach in the Primary School - Routledge

1-Learning to Teach in the Primary School 2nd Edition - Routledge
This second edition of Learning to Teach in the Primary School, fully updated since the introduction of the QTS standards, provides valuable support to trainee teachers during both the taught component and the school placement element of their initial teacher education course.
 
 
It provides an accessible and engaging introduction to teaching and learning that every student teacher needs to acquire in order to gain Qualified Teacher Status, as well as the underlying theory.
 
 
Written by experts in primary school teaching, this edition is divided into 37 units each covering essential concepts and skills, including:
  • approaching planning
  • understanding early years practice NEW
  • assessment for learning
  • e-learning NEW
  • inclusive approaches
  • personalised learning and pupil voice NEW
  • research and further qualifications NEW
  • responding to ethnic diversity and gender differences
  • teaching modern foreign languages NEW
  • the professional standards of teaching
  • working with others.
 
 
Each unit offers a range of learning activities for trainee teachers in the form of tasks. Masters Level challenges – new to this edition – and annotated lists of further reading are provided for those who want to explore topics in more detail.
 
 
This comprehensive textbook is essential reading for all students training to be primary school teachers, including those on undergraduate teacher training courses (BEd, BA with QTS, BSc with QTS), postgraduate teacher training courses (PGCE, SCITT), and employment-based teacher training courses (GTP, RTP, Teach First), plus those studying Education Studies.




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CAMBRIDGE Activate your English Pre-Intermediate

1-CAMBRIDGE Activate your English Pre-Intermediate Coursebook
Activate your English is a short course for adults at pre-intermediate level.
 
 
It will help you:
~ activate the English you have forgotten
~ improve your knowledge of English vocabulary and grammar
~ feel more confident about understanding and using English in real life
~ find out more about how to learn English successfully








































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Twisting Arms Teaching Students How to Write to Persuade by Dawn DiPrince

Twisting Arms is a practical, engaging book of activities that will help your students learn to write much more effectively. Take your students step by step through the process of writing a persuasive paper, using the easy-to-use, easy-to-understand lessons in Twisting Arms.
 
 
 
Twisting Arms is an excellent source for teaching middle school students to write a thesis statement
 
 
A few of the topics included:
  • Fact vs. opinion
  • Avoiding wishy-washy terms
  • Aristotle's three modes of persuasion
  • Plagiarism
  • Using transition words
  • Both traditional and new propaganda techniques
  • Writing and supporting a thesis statement
  • Ways to provide evidence

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The Times Education Series GCSE Advanced Level Series - GCSE Biology

Product Features : 
  • Contains a full course content index
  • Easy to install
  • Contains comprehensive teaching material to cover the National
  • Curriculum Syllabus
  • Retains student interest with high quality animation and graphics
  • Stimulates learning through interactive exercises
  • Supported by technical help phone lines
 
 
Written by practising teachers, The Times Education Series GCSE  is an interactive CD-ROM designed to be both a study aid during the two-year course and a revision top-up when you're preparing for the actual exam.
 
 
It's divided into six chapters and covers Basic Chemistry, the Atomic Model, Uses of Chemistry, Chemical Reactions, Measurements, along with Chemistry and the Earth. Within each chapter you'll find various sub-topics covering the key items in the syllabus including elements compounds and mixtures, gas laws, atomic structure, allotropes, acids and alkalis, the Periodic Table, rates of reaction, titrations, changes to the atmosphere and geological changes.
 
 
What distinguishes this from a printed text book however, is the level of interactivity, especially in the Experiments section where you'll find nine "virtual" experiments you can do on the computer without having to prepare all the equipment and clean up afterwards.
 
 
These include flame and gas tests, evaporation and dissolving, combustion, determining empirical formulas, how temperature affects the rate of reaction and the principle and effect of concentrations. It's very like the real thing. In the flame tests, for example, you'll see eight 3-D bottles on the screen. Pick one and you'll then watch as it's introduced into a Bunsen burner flame--your job is to note the result and then name both the element and its chemical symbol. If you get stuck, you can click the Help button for context sensitive hints and tips.
 
 
Elsewhere the Tests & Achievement section quizzes you on the contents of the course, though rightly points out that the results--which you can review at any time--shouldn't be taken as an accurate guide of how you'll do in the final exam; you're not given marks for showing working out, for example.
 
 
In all, this is an excellent product that will support a motivated student throughout the GCSE Chemistry course. The Experiments section also makes excellent use of the multimedia features of your PC. --Rob Beattie 


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The Spatial Language of Time Metaphor Metonymy and Frames of Reference - Human Cognitive Processing

The Spatial Language of Time presents a crosslinguistically valid state-of-the-art analysis of space-to-time metaphors, using data mostly from English and Wolof (Africa) but additionally from Japanese and other languages. Metaphors are analyzed in terms of their most direct motivation by basic human experiences (Grady 1997a; Lakoff & Johnson 1980).


This motivation explains the crosslinguistic appearance of certain metaphors, but does not say anything about temporal metaphor systems that deviate from the types documented here. Indeed, we observe interesting culture- and language-specific metaphor phenomena.


Refining earlier treatments of temporal metaphor and adapting to temporal experience Levinson’s (2003) idea of frames of reference, the author proposes a contrast between perspective-neutral and perspective-specific frames of reference in temporal metaphor that has important crosslinguistic ramifications for the temporal semantics of FRONT/BEHIND expressions.


This book refines the cognitive-linguistic approach to temporal metaphor by analyzing the extensive temporal structure in what has been considered the source domain of space, and showing how temporal metaphors can be better understood by downplaying the space-time dichotomy and analyzing metaphor structure in terms of conceptual frames. This book is of interest to linguists, psychologists, anthropologists, philosophers, and others who may have wondered about relationships between space and time.


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