An Introduction to Foreign Language Learning and Teaching provides an engaging, student-friendly guide to the field of foreign language learning and teaching. Aimed at students with no background in the area and taking a task-based approach, this book: introduces the theoretical and practical aspects of both learning and teaching; provides discussion and workshop activities throughout each chapter of the book, along with further reading and reflection tasks; deals with classroom- and task-based teaching, and covers lesson planning and testing, making the book suitable for use on practical training courses; analyses different learning styles and suggests strategies to improve language acquisition; includes examples from foreign language learning in Russian, French, and German, as well as English; is accompanied by a brand new companion website at www.routledge.com/cw/johnson, which contains additional material, exercises, and weblinks. Written by an experienced teacher and author, An Introduction to Foreign Language Learning and Teaching is essential reading for students beginning their study in the area, as well as teachers in training and those already working in the field.
The top achievers learn the most and apply what they learn; therefore, there is no skill, information, or lesson more vital than learning how to learn. This book is a must-listen for business executives, entrepreneurs, people interested in personal development, trainers, teachers, and students. We live in a world where, more and more, we succeed based on what we know rather than what task we perform. Authors Jim Stovall and Ray Hull, PhD, are lifelong learners and teachers of successful best practices across a wide spectrum of topics including learning and education. Listen to this book to understand more about the ways people learn: Action steps for learning New methods to learn How learning will help you achieve your goals Universal in appeal and highly accessible, this book acts as a spotlight on the truth that there is no one seeking any goal who doesn't need to learn how to learn! 1. Language: English. Narrator: Rich Germaine. Audio sample: http://samples.audible.de/bk/acx0/103855/bk_acx0_103855_sample.mp3. Digital audiobook in aax.
Charles A. Gargano, the man who modernized Times Square in the 1990s and later oversaw the World Trade Center’s reconstruction, reflects on six decades of public service and engineering expertise to provide a map for how, through traditional values-based leadership, we can rebuild America’s crumbling national infrastructure, and lay the foundation for a prosperous future.“Using each major lesson learned during the decade-plus of rebuilding lower Manhattan after 9/11 - each achievement and setback - From the Ground Up offers Americans, for the first time, a comprehensive, practical, and inspiring plan for re-engineering the entire country. It’s about time.” (Governor George Pataki)Confronted with helping to rebuild the ruins of lower Manhattan in the aftermath of September 11, Ambassador Charles A. Gargano spent the next 12 years cleaning up and revitalizing Ground Zero and developing One World Trade Center. The experience was life affirming and provided a signature testament of hope in the shadow of one of the worst events of the 21st century. As a legendary real estate icon, engineer, and Republican strategist who served in the US government for three decades, Gargano has become a thought leader and pioneer in the field of re-engineering. He knows what does and doesn’t work and how to apply that experience to the foundation of America.Gargano’s approach to engineering powerful, beautiful structures and planting seeds of hope in our greatest cities has given him a distinct vantage point and unique voice. Seasoned with authority, his advice is indispensable for rebuilding an America at risk of ruin.Now, facing the most politically divisive moment in generations, Gargano applies his decades of experience in public service toward the task of re-engineering our nation’s political and moral infrastructure From the Ground Up with traditional, values-based leadership.In the words of Gargano, the only perso 1. Language: English. Narrator: George Kuch. Audio sample: http://samples.audible.de/bk/adbl/052271/bk_adbl_052271_sample.mp3. Digital audiobook in aax.
Dr. Clay Sherman: His ideas can put you over the top! Everyone wants to be number one these days, and with good reason. America is a competitive society that is facing unrelenting challenges from foreign competitors. Today's managements are looking for new ideas and new leaders. Innovation is sought and prized. The climate is right for becoming an uncommon leader. And nobody makes the process easier than Clay Sherman. He is the founder of Management House, a consulting firm with a client list that includes hundreds of Fortune 500 companies, as well as powerful, emerging organizations. In The Uncommon Leader you'll learn: Defining Uncommon Leaders: Playing it safe is playing to lose. The five major characteristics common to uncommon leaders. Glimpses of Admiral Halsey Alfred North Whitehead. Developing Managerial Effectiveness: Management defined. The seven functions of management as a bare-bones skeleton. The seven resource Ms. Lessons from Andrew Carnegie and Akio Morita, Sony's founder. Getting Results: Gating. Three key questions. Good delegation skills. Why management isn't perfection... it's improvement. Using People's Strengths: Future focused task orientation and how it pays off. Abe Lincoln's lesson - the one he learned from generals who lost. What to do about weaknesses. Effective Decision Making: What effective decision making is not. Insisting on multiple alternatives. What effective decision makers do and how they do it. Gaining Support: Smart words from Lyndon Johnson. Key strategies for gaining and using power. Attaining visibility. Selling Ideas: Power based on perception. Changing votes, not minds. Group opinions and norms. Building a Winning Team: Clay Sherman's Game, with its six major factors that must be managed well to create a winning team. PLEASE NOTE: Wh 1. Language: English. Narrator: Dr. Clay Sherman. Audio sample: http://samples.audible.de/bk/ntgl/000350/bk_ntgl_000350_sample.mp3. Digital audiobook in aax.
Pupils expect teacher guidance on how to calculate and are less interested in why the task is solved in such a way. If we accede to this way of teaching, our pupils will become users, who will see each part of mathematics as a single entity. They will learn the various procedures by heart and thus will lose the overview of more complex tasks and will not be able to transform the unknown task to a familiar one. The primary objective of teaching mathematics is to develop pupils' thinking. It is to develop and improve pupils' thinking during mathematics lessons and not just burden their memory. If the pupil succeeds in fully developing their thinking by using substitution, he or she gets the upper perspective in solving mathematical tasks. He is aware of the fact that on the basis of the task solution in the maths lesson, he can solve many other tasks with the right approach. Developed substitutional thinking is not just the use of substitution, it is basically a way of thinking, of how to find the ways to a solution of the specified tasks. This way of thinking is based on mathematical freedom.
Social constructivism, known as Vygotskian theory, has been implicated in improving spoken language skills of upper-secondary school students. This qualitative study aims to investigate the perspectives of students regarding the teachers use of humour in ESL lessons both in Italy and Sweden. A secondary aspect of the study assesses the use of humour in second language acquisition related to language learning and communicative competence based on dialogism and interaction. There were indications that humorous dialogic instruction and interaction, as well as non-verbal forms of humour such as gesticulation and facial expression, can dramatically increase focus and interest in lesson content which facilitates better communicative understanding of English. Immediacy was perceived to improve feelings of well-being and harmony within the classroom, improving motivation and self-belief during oral tasks to facilitate an effective, communicative learning climate. The study proposes four factors (teacher, student, subject and task) which affect learning processes, and moderation of humour, the fifth factor, acts as a scaffold to assist in stretching students knowledge within the ZPD.
A Handbook of Basic Writing Skills was written with the intention of making its readers develop their writing skills in all compatible contexts (academic, non-academic and career). The book is a self teaching guide having adequate reading notes, examples and self-check writing activities. In the book, major emphasis was given to three broad areas of writing: constructing sentences, writing paragraphs and composing essays. The author followed a task-based frame for the development of each of the chapters in the book. The assumption is that as one of productive skills, writing needs continuous practice having tasks compatible to each lesson. Thus in each chapter readers can get adequate number of activities to be practiced. Finally, the author strongly believes that this book can make immense contribution for readers who are struggling to improve their writing competence.
This is a textbook on English Language Teaching Methodology which was a task-based, communicative approach to deal with concepts and theories.Deductive learning is essential. First, the teacher gives rules explicitly then the rules are reinforced with examples and exercises. Translation is the way to learn the language. Oral communication is not primarily important. Written language is superior to spoken language. Students also learn the structure of their own native language. Those who study a foreign language become more cultured and intellectual. It is obvious that the learning outcome of an English classroom can be bettered when the teacher employs the aid of many an ELT method of evaluating his/her classroom experiences. Of these methods, observation has been given much prominence in the recent years since it continues to happen not only during the limited hours of actual language teaching but also starts before the lesson in the classroom and even after class. It is common knowledge that in one way or the other almost all teachers engage themselves in observation though it is not well-orchestrated.
Science Pedagogy can be enhance by technological content knowledge. Technology infusion is based on the teachers experience, availability of resources and the nature of the achieve lesson to be delivered. Furthermore there are specific software which can be used for particular task or the teacher can inventively adapt there software's to suit their needs. Learning in a continuous process and networking presents potential areas of growth as education communities of practice. Sharing allows both contribution and feedback by the recipient of what is shared. Research is a rich area to inform practice. This book addresses all those aspect to explore ways of enriching the infusion of technology in science pedagogy. The book is based on practical experiences and it has been used in a 3 weeks science teacher preparation programme. The book can be used for self-study or as a workshop resource in teacher preparation programmes. The use of the book presents skill and knowledge which are potentially transferable in other science subjects. The interactive handbook allows the reader to engage, explore, try out and learn as they delve in the world of technology infusion in science pedagogy.