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Summit 2 : Teacher's Edition - 2nd edition
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Summit 2 : Teacher's Edition - 2nd editionSummit helps the high-intermediate learner continue to grow through a balanced development of both fluency and accuracy.
Summit offers a unique conversational syllabus and extensive opportunities for discussion, debate, presentations, and projects as well as contextualized grammar review, expansion, and practice.

Summit 2 is the second book in the Summit series. It can also be used with the Top Notch course as the final book in a complete six-level series.

Summit 2 introduces competencies from C1 described in the Common European Framework of Reference.

 
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Vocabulary Games and Activities
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Vocabulary Games and ActivitiesVocabulary Games and Activities is an invaluable resource for new and experienced teachers alike. It includes ideas for introducing, practising, expanding and exploring vocabulary, as well as a selection of fun word games, which are perfect for every classroom.
 
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Guidelines for CLIL Implementation in Primary and Pre-primary Education
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Guidelines for CLIL Implementation in Primary and Pre-primary Education“Guidelines for CLIL Implementation in Primary and Pre-primary Education” is the outcome of knowledge and experiences gained by the PROCLIL team over three years (2006-2009) of implementing and researching CLIL in four different European countries.

CLIL (Content and Language Integrated Learning) is the most common term used in the European setting to describe the approach to teaching a curriculum subject through a foreign language, with the dual focus of acquiring more subject knowledge and improving one’s skills and competences in the foreign language.

 
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Enhancing English Vocabulary Learning and Teaching at Primary Level
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Enhancing English Vocabulary Learning and Teaching at Primary LevelA handbook for teachers which provides:
theoretical underpinnings of vocabulary learning and teaching
teaching plans
learning and teaching materials
vocabulary games and activities
useful references on vocabulary learning and teaching
a preamble to the development of the Wordlists for the English Language Curriculum.
 
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General Education and Language Teaching Methodology
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General Education and Language Teaching MethodologyGeneral Education and Language Teaching Methodology

This book presents a selection of papers on teaching English as a foreign language and the role of language education in human development. As thinking skills rely on language, language education should exceed utilitarian and everyday communicative needs and should be the basis for developing other school subjects. The book provides practical suggestions for language teaching, for the development of logical thinking and the understanding of the linguistic relationship between the first and the second languages in a historical perspective.
 
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The Acquisition of Spatial Relations in a Second Language
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The Acquisition of Spatial Relations in a Second LanguageThe Acquisition of Spatial Relations in a Second Language

This book is the third to appear in the SIBIL series based on results from the European Science Foundation's Additional Activity on the second language acquisition of adult immigrants. It analyses from a longitudinal and cross-linguistic perspective the acquisition of the linguistic means to express spatial relations in the target languages English, French and German.
 
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Best Practices for Technology-Enhanced Teaching and Learning: Connecting to Psychology and the Social Sciences
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Best Practices for Technology-Enhanced Teaching and Learning: Connecting to Psychology and the Social SciencesBest Practices for Technology-Enhanced Teaching and Learning: Connecting to Psychology and the Social Sciences

The use of technology and teaching techniques derived from technology is currently a bourgeoning topic in higher education. Teachers at all levels and types of institutions want to know how these new technologies will affect what happens in and outside of the classroom. Many teachers have already embraced some of these technologies but remain uncertain about their educational efficacy. Other teachers have waited because they are reluctant to try tools or techniques that remain unproven or, as is often the case, lack institutional support.
 
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