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Collins International Primary English offers full coverage of the Cambridge Primary English curriculum framework (0058) from 2020 within a six-level, multi-component course, which has been carefully developed to meet the needs of teachers and students in the international market.
Collins International Primary English offers full coverage of the Cambridge Primary English curriculum framework (0058) from 2020 within a six-level, multi-component course, which has been carefully developed to meet the needs of teachers and students in the international market.
Written with a range of international contexts in mind, this highly flexible, 6-level course provides coverage of the Cambridge Primary English as a Second Language syllabus. Consisting of an appealing, magazine style Student Book, extensive Workbook and supportive Teacher's Guide, the course offers progression within and across levels. The Teacher's Guides offer a clear, but differentiated path through the Student's Books by providing comprehensive, easy-to-use teacher and classroom resources, including step-by-step lesson plans, and a varied and extensive Activity Bank. The materials can be tailored to specific local contexts, and can be used alongside other resources to which teachers already have access. Provides support as part of a set of resources for the Cambridge Primary curriculum framework from 2011. This title is endorsed by Cambridge Assessment International Education.
Written with a range of international contexts in mind, this highly flexible, 6-level course provides coverage of the Cambridge Primary English as a Second Language syllabus. Consisting of an appealing, magazine style Student Book, extensive Workbook and supportive Teacher’s Guide, the course offers progression within and across levels.
The teaching of English in the United Arab Emirates is based upon the communicative approach and aims to enable EFL students to employ language skills for communication purposes, as appropriate. Personal experience and the author’s colleagues’ observations, however, reveal that a number of EFL university students fail to achieve adequate communicative competence, which, in turn, does not qualify them to exploit the foreign language of English as required by their curricula as well as by today’s world. Central to university education in the United Arab Emirates is critical thinking. It seems reasonable, then, to assume that EFL university students are well-equipped to tackle a reading text and to handle a writing task, demonstrating through such activities an adequate repertoire of critical thinking skills. Personal experience and the author’s colleagues’ observations, however, indicate that this does not apply to a number of EFL university students studying in the country. Seeking an effective remedy, the author argues that utilising literature in the EFL classroom would be beneficial in terms of many essential aspects. Based on a three-year research project conducted at a private university in Dubai involving a number of EFL students, the book concludes with some suggestions with regards to what criteria to adopt when utilising literary texts. The current book, as such, is expected to be of use and interest to: applied linguists (as the study proposes an approach to integrating the teaching of language, literature, communication and critical thinking, with the ultimate goal of promoting communicative competence and enhancing critical thinking on the part of EFL learners); curricula designers (since the study introduces a course for the enhancement of communicative competence and critical thinking); and EFL instructors (because the study offers instructional material which can be adopted or adapted when teaching EFL university students).
Written with a range of international contexts in mind, this highly flexible, 6-level course provides coverage of the Cambridge Primary English as a Second Language syllabus. Consisting of an appealing, magazine style Student Book, extensive Workbook and supportive Teacher’s Guide, the course offers progression within and across levels.
The International Handbook of Teacher and School Development brings together a collection of research and evidence-based authoritative writings which focus on international teacher and school development. Drawing on research from eighteen countries across seven continents, the forty chapters are grouped into ten themes which represent key aspects of teacher and school development: Issues of Professionalism and Performativity What Being an Effective Teacher Really Means Reason and Emotion in Teaching Schools in Different Circumstances Student Voices in a Global Context Professional Learning and Development Innovative Pedagogies School Effectiveness and Improvement Successful Schools, Successful Leader Professional Communities: their practices, problems & possibilities Each theme expertly adds to the existing knowledge base about teacher and school development internationally. They are individually important in shaping and understanding an appreciation of the underlying conditions which influence teachers and schools, both positively and negatively, and the possibilities for their further development. This essential handbook will be of interest to teacher educators, researchers in the field of teacher education and policy makers.