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Delta Teacher Development: Culture Our Classroom: Teaching Language Through Cultural Content

Culture in our Classrooms acknowledges the role of culture in the English Language Teaching classroom and provides lesson content which is relevant, useful and engaging for students. Over 80 practical and easy-to-use communicative activities will help your students: become aware of the target-culture norms and behaviours understand better their own and other beliefs and values see beyond stereotypes and empathise with other cultures Culture in our Classrooms contains three distinctive parts which focus in turn on theory, practice and development: Part A: Examines definitions of culture. The authors examine the beliefs behind behaviours, and reflect on the inextricable link between culture and language – suggesting that culture as ‘classroom content’ involves students on many levels, enabling them to communicate about something deep, compelling and worthwhile. Part B: Contains a wealth of activities which encourage critical thinking in students and communication between students. They involve students in reacting and reflecting, sharing and comparing – and are grouped into four chapters which foster cultural awareness, focus on the cultural connotations of language, formulate thinking frames for study and, finally, fix their attention on an English-speaking country. Part C: Approaches culture in the context of Teacher Development and provides 16 practical exercises for staffroom sessions. The exercises span four major skill areas for personal and professional improvement – observation, listening, rapport building and empathy.

1369 рублей

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Delta Teacher Development Series: The Pronunciation Book

The Book of Pronunciation is a definitive account of the key role pronunciation plays in teaching and learning, providing a highly authoritative but hugely accessible overview of the essential elements of English pronunciation as well as a wide range of classroom practice.The Book of Pronunciation is accompanied by a CD, which provides models for the teacher and practice for the learners.This book is the definitive resource for language teachers: looking for ways to incorporate pronunciation into their teaching wishing to expand their range of pronunciation activities wanting their learners to use language confidently and intelligiblyThe Book of Pronunciation contains three distinctive parts which focus in turn on theory, practice and development:Part A answers frequently asked questions, reassures teachers on why, when and how teaching pronunciation can be both necessary and beneficial, and gives a comprehensive account of all the elements a successful teacher should know. The CD illustrates the explanations.Part В provides classroom practice through a range of activities spread over six chapters, introducing pronunciation and covering Sounds, Symbols and Spelling, Stress and Connected Speech, Rhythm and Intonation. The CD enhances the procedures.Part С offers more to the teacher who wants more - in the form of quizzes and questionnaires, tasks and checklists - and fascinating further knowledge. For the teacher who wants to go further, The Book of Pronunciation offers the opportunity.

1589 рублей

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DELTA Teacher Development Series: The BusinEssential English Teacher

From the award-winning DELTA TEACHER DEVELOPMENT SERIES. The Business English Teacher is a compendium of good practice for successful business English teaching. It is invaluable both for teachers thinking of moving into business English teaching, and those wishing to further increase their skills and develop their potential. Written by three business English experts with extensive experience in various fields, it offers: an insight into the world of teaching business English learners a detailed guide for both future and current practitioners a bank of activities covering both business and language skills The Business English Teacher contains three distinctive parts which focus in turn on theory, practice and development: Part A analyses the qualities that make a good business English teacher and demonstrates the underlying pedagogy and overriding principles of business English teaching. It looks into who you teach, what you teach, where you teach and, above all, it explains how you can teach confidently and successfully. Part B consists of a wealth of practical guidance and activities for all stages of an efficient business English course from the very beginning. It covers the business skills your learners need to perform and the language skills they need to perform them. Part C looks at how you can develop, highlighting the need for reflecting on your present classroom performance, before finally focusing on the routes for furthering your professional development – in both the business English teaching world and the business world.

1399 рублей

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DELTA Teacher Development Series: Teaching Online

Teaching Online has been shortlisted for the 2011 ELTons UK Award for Innovation. The winners will be announced in London on 23 February 2011. Teaching Online is essential reading for any teacher interested in online teaching and course delivery. It deals comprehensively with both the tools and the techniques necessary for online language instruction. It is a clear, accessible and reassuringly practical book in which the authors share their wealth of experience in teaching both fully online and blended courses. Teaching Online contains three distinctive parts A, B and C which focus in turn on theory, practice and development: A: Getting started and building your own online course The essentials of successful teaching, from course sites to course behaviour A comprehensive list of tools to teach online, from blogs to word clouds B: A bank of practical activities that cover the four skills, language work and evaluation Special sections for activities to begin and finish an online course Comments on how to make your online teaching more effective C: Avenues and references for online teacher development Web 2.0 tools that connect with a worldwide community of teachers The concept of the PLN (personal learning network) for teachers

1369 рублей

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Teacher Professional Development:The Critical Friends Group(CFG) Model

Teachers are learners of language teaching, which is a life-long and on-going process. Every teacher is responsible for her own development. Dedicated teachers learn throughout their careers, actively participating in a culture where they learn more about the content they teach and about the instructional and assessment practices they use with that content. To change their practice, teachers must go through a regular process of self-analysis, inquiry, and reflection. This book consists of a study conducted at a state university in Turkey to encourage professional development of English language instructors. Critical Friends Group (CFG) model was applied to promote teacher collaboration. Through a development-based in-service teacher training (INSET) programme, participant teachers in the School of Foreign Languages were expected to explore their own professional development, as well as to foster peer development by the help of CFG.

4243 рублей

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Culture Bound: Bridging the Cultural Gap in Language Teaching

"Culture Bound: Bridging the Cultural Gap in Language Teaching" is designed to give language teachers a basis for introducing a cultural component into their teaching. The articles give a perspective on how language and culture interact and explore in particular the difference between interacting with another culture and entering it: language students are encouraged to understand the new culture without necessarily embracing it. This selection brings together representative practical and theoretical material written by a variety of scholars and teachers in the field. The essays are organized under three headings: language, thought, and culture; cultural differences and similarities; and classroom applications. The collection as a whole brings both breadth and depth to a topic that has been strangely neglected despite its recognized importance.

1669 рублей

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DEVELOPING CULTURAL ATTITUDES THROUGH CROSS-CULTURAL SERVICE LEARNING

The primary purpose of this study was to determine the impact of an intense cultural classroom experience combined with a cross-cultural service-learning intervention experience on the cultural attitudes of teacher candidates. The research focused specifically on the study of the Lakota Native American culture currently and historically and then quantitatively measured and qualitatively described the cultural intervention and immersion of 13 teacher candidates. The research revealed a significant impact on the cultural attitudes of teacher candidates. The findings indicated that an intense cultural classroom study combined with a holistic cross-cultural community-service learning intervention and classroom field experience can help develop cultural attitudes in teacher candidates. The quantitative data indicated a significant difference from Phase 1 to Phase 2 and from Phase 1 to Phase 3. Qualitative findings indicated that participants looked deeply at themselves to understand differing worldviews, internalized the experience, and believed that the experience would impact their future teaching.

7204 рублей

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A cultural Approach to Teaching English at the Tertiary Level

This research work seeks to explore the place of teaching culture in the Departments of English at the university level. It is based on the conceptual framework that there can be few goals more central to the profession of foreign language teaching than the goal of culture and the development of the learners’ intercultural communicative competence. Therefore, the aim of any foreign language teaching is in the first place to promote learners’ intercultural communicative competence and cross-cultural understanding. Seen from this perspective, this the present work explores an alternate approach to teaching English as a foreign language. This approach is based on the premises that language is part of culture; language is deeply embedded in culture; language and culture are not separable and that teaching English, or any other foreign language, necessarily implies the teaching of its culture.

8023 рублей

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Socio-cultural Environment And Children‘s Learning And Development

The prevailing teaching and learning processes have ignored cultural diversity and encouraged in constructing hierarchy and power relationships among children during the course of their learning and development. In addition, understanding language and culture codes is a challenge to the children from the minority cultural groups, and thus they face difficulty in the classroom. Education and schooling of parents and their concerns towards their children’s schooling also influenced children’s learning and development. There is a need for developing culture specific learning environment in school as well as providing appropriate home and neighborhood environment for children’s learning and development. School, parents and communities need a support in this regard.Teachers and the school management in turn, can support to parents and community. It is also important to bridge the gap between the home culture and the school culture. All interventions, be that from the government or from the school, teacher, community and the concerned agencies, should consider the context of the parents, family and of the society.

4716 рублей

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Towards a More Effective English Language Teacher Education Programme

TTowards a More Effective Initial English Language Teacher Education Programme presents a case for change and proposes innovation in initial English language teacher education (IELTE) programmes of the developing world. It urges through analysis of a programme curriculum that the major problem in most initial teacher education programmes of the developing world which results to in-effectiveness of the programmes as demonstrated by prospective teacher trainees' low proficiency and low teaching competence on graduation is a result of weak programme content and the actual training process: the content lacks some basic courses necessary for effective language teaching, and the training approach does not enhance deep learning and transfer of training-room learning into the real classroom teaching. It then presents the proposed revised programme (content and methodology) as a way forward to an effective initial teacher education programme and discusses the rationale for the changes. It lastly raises and discusses innovation issues and implementation strategies for implementing the proposed innovation.

6201 рублей

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Delta Teacher Development: Developing Teacher: Practical Activities for Professional Development

The Developing Teacher has been awarded the 2009 Duke of Edinburgh/ESU Award for Best Entry for Teachers. The Developing Teacher suggests that teachers themselves are the most powerful agents of change and development in their own professional career. The Developing Teacher is ideal for teachers who wish to take control of their own development, for those people in positions of responsibility for teacher development, and for complementing courses in language teacher education. The Developing Teacher contains three distinctive parts A, B and C which focus in turn on theory, practice and development: A: An examination of different aspects and issues in teacher development. A discussion of how teachers learn and what prevents teachers from learning. A survey of the literature on language teacher development, helpful for those studying MA or Diploma courses on the subject. B: A bank of activities organised into five circles of expanding development, embracing all aspects of the language teacher’s life. Activities that take little time, often adding ‘a developmental twist’ to regular classroom practice Procedures that follow a step-by-step outline, making them easy to understand at a glance – perfect for the busy teacher. C: A view of further teacher development, promoting reflective practice. Longer-term projects – diary, portfolio and teacher development programme. Step-by-step guides to each project, enabling and empowering teachers to commit to their continuing development.

1990 рублей

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A Study of Teachers Perceptions of ICC Teaching in China

This book is an inquiry into teachers’ belief of inter/cultural teaching (IC) in the Chinese English language teaching (ELT) context in which teachers’ understanding is fundamental to any pedagogical practice or reform. Through a questionnaire survey among Chinese English teachers, the author tends to find out the status quo of teachers’ perception on various aspects of IC-oriented ELT context in China, including teacher’s perspective of the objectives of language and culture teaching; teacher’s understanding of ‘culture’; the cultural topics they favored to teach in the classroom; the techniques they use to teach culture; time allocation to cultural teaching and finally their attitudes towards intercultural communicative competence . The results suggest that the Chinese English teachers’ conceptualization of ICC and its relevance to ELT is vague in spite of their perceived goal and desire to develop students’ ICC. Such results indicate the significance of intercultural teacher education and interculturalization of ELT in the Chinese context.

7466 рублей

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Culture and language Teaching

Regarding the importance of English language acquisition as an international language, foreign language learning textbooks play a crucial role in this path. Textbooks have a great deal of influence on developing learners’ intercultural competence, since they are often learners sole source of having hands on experience with target culture community. Although a lot of studies have been conducted in recent years which probe into cultural content of EFL textbooks, little attention has been given to comparing and contrasting the existing textbooks in this regard. This book, therefore, tries to investigate how cultural content of EFL textbooks can be compared and contrasted, in order to single out the most effective textbooks for developing intercultural and communicative competent learners. Moreover, this book provides a great body of literature on cultural content analysis models. This book attempts to shed light on the relationship between EFL textbooks’ cultural content and learners’ intercultural competence.

4550 рублей

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Local Culture and Teaching Foreign Languages

The purpose of the book is to present the extent to which local cultural issues may be integrated in the programmes of teaching and learning French as a foreign language in Uganda. The emphasis of the book is on the secondary schools and tertiary institutions in the country. The stakeholders need to do more to incorporate and bring into play local cultural content in the French language curricula and syllabi in the country. This will lead to an achievement of the major objective of teaching and learning French with reference to the learners values in comparison with the cultural aspects in the teaching materials.

4631 рублей

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Culture Pedagogy

Over last decade, globalization has brought prominent attention to culture and culture pedagogy. This book explores approaches to teaching Chinese culture to adult/tertiary learners with little or no familiarity with Chinese language in Australia. To help those learners develop understanding of Chinese cultural and/or skills for interaction with Chinese people, seventeen specific approaches classified into three types, namely cognitive, experiential and cognitive-experiential mixed, were applied in varied ways in the teaching sessions. Data were collected for evaluation of the appropriateness of using the approaches, the ways they were handled, and other relevant issues. The book is research-based in cultural pedagogy in adult/tertiary teaching. It provides a reference for teaching culture, language and intercultural language education. The author being a bilingual teacher and academic from a native Chinese cultural background, provides reflective teaching and learning models in professional development from a third place.

6201 рублей

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Cross-Cultural Communication in Foreign Language Discourse

The book that Dr. Mohammed Guamguami has completed is impressive in both its scope and its aim. The teaching of English as a foreign language, or any foreign language for that matter, is an especially vexed endeavor. As Dr. Guamguami points out, the need for linking culture to foreign language teaching has been recognized since the 1990s, since language and culture are deeply intertwined, and therefore, teaching a foreign language in a cultural vacuum leaves students with an abstract system of signifiers without an adequate understanding of their signifieds. The difficulty, then, lies in understanding the dynamic of the relationship between language and culture and how to exploit it for teaching foreign language with improved effectiveness. Dr. Guamguami's book investigates this problem and, through extensive research and careful analysis, points to possible solutions. The key to solving this problem, Dr. Guamguami contends, is to recognize the discursive nature of language and culture and to view their interrelatedness in the dialogic sense.

7742 рублей

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Classroom Observation in Language Teaching

During the time of teaching, classroom observation is an important process that allows the teacher to receive effective feedback about the class. Specially the language teachers can be highly benefited as it helps them to understand their progress in teaching language. Through classroom observation, it is also ensured that the class activities promote better learning opportunities for students. Moreover, classroom observation assists the teachers to know whether students are comfortable with their lessons or lessons should be revised according to students' level. Before classroom observation, observers or peers need to know the several stages through which the process should be accomplished. It is also important to know the purposes of the observation i.e. what aspects will be observed in classroom. Although, classroom observation process is one of the most reliable tasks till now in teaching, it has some limitations. Here we take an initiative to explore the process, purpose and limitations of classroom observation.

4631 рублей

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Teaching Writing In ESL Classroom Through Blog

Modern technologies are merely part of our lives and as well as those in ESL classrooms. Through the usage of technologies in convincing those in ESL classrooms to write more in their second language will surely work. This method is more attracting and friendly to use especially once they know about the blog. Blog will be a medium for them to share their lives in written form aside from what we had before such as notebooks and diaries. Blog will be a great 'diaries' for them in mere future.

3274 рублей

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Каталог поможет купить delta teacher development culture our classroom teaching language through cultural content, сначала выбрав лучшие цены. Цена delta teacher development culture our classroom teaching language through cultural content начинается с 1369 рублей и заканчивается 8023 рублей. Данный товар можно выбрать в 1 хороших интернет-магазинах России: ozon.ru. В 2017 средневзвешенная стоимость для delta teacher development culture our classroom teaching language through cultural content на уровне 4119.32 руб, а отгрузка доступна в Екатеринбурге, Новгороде, Краснодаре, Пензе, Ульяновске и Йошкар-Оле.. Отзывы о delta teacher development culture our classroom teaching language through cultural content весьма положительные, а торговую марку нахваливают своим знакомым очень многие респонденты сайта.

The Developing Teacher has been awarded the 2009 Duke of Edinburgh/ESU Award for Best Entry for Teachers. The Developing Teacher suggests that teachers themselves are the most powerful agents of change and development in their own professional career. The Developing Teacher is ideal for teachers who wish to take control of their own development, for those people in positions of responsibility for teacher development, and for complementing courses in language teacher education. The Developing Teacher contains three distinctive parts A, B and C which focus in turn on theory, practice and development: A: An examination of different aspects and issues in teacher development. A discussion of how teachers learn and what prevents teachers from learning. A survey of the literature on language teacher development, helpful for those studying MA or Diploma courses on the subject. B: A bank of activities organised into five circles of expanding development, embracing all aspects of the language teacher’s life. Activities that take little time, often adding ‘a developmental twist’ to regular classroom practice Procedures that follow a step-by-step outline, making them easy to understand at a glance – perfect for the busy teacher. C: A view of further teacher development, promoting reflective practice. Longer-term projects – diary, portfolio and teacher development programme. Step-by-step guides to each project, enabling and empowering teachers to commit to their continuing development.

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