The two CD-ROMs contain a total of 8 units, each of which cover a specific vocabulary area. Words and sentences are presented through games and activities at different levels. The series focuses on the target language in specific settings; The Guard House (numbers), The Home (family relationships), The Paint Factory (colors), The Tailor's Shop (clothing), The Gym (parts of the body), The School (classroom), The Grocery Store (food), and The Theater (feelings). QSteps provides exposure to authentic language in natural contexts by means of an intuitive user interface for young learners.
An American English primary course for students aged 5–12 years. Everybody Up is a seven-level course that motivates children by linking the English classroom to the wider world.
Getting Them Speaking: Classroom Social Factors and Foreign Language Anxiety
This study, which focuses on foreign language anxiety (FLA) experienced by Japanese learners of English in four universities, explores causative agents by looking into the classroom. The research questions aim to explore how FLA is influenced by classroom social factors. The findings of this study show that Japanese EFL learners experience higher levels of FLA as a result of the teacher's age, friendliness, tone of voice, and self-presentation, as evidenced in their dress code. Other FLA predictors for higher anxiety were peer gender, familiarity, laughter, and a quiet class. Language teachers should therefore dress and appear less formal in class to alleviate FLA!
This book provides an overview of current research on a variety of topics related to both large-scale and classroom assessment. First, the purposes, traditions and principles of assessment are considered, with particular attention to those common to all levels of assessment and those more connected with either classroom or large-scale assessment. Assessment design based on sound assessment principles is discussed, differentiating between large-scale and classroom assessment, but also examining how the design principles overlap.
Teaching Children Who Are Hard to Reach: Relationship-Driven Classroom Practice
Create lasting, positive change for our most troubled students! How do you move beyond traditional classroom management to create a learning environment that engages our hardest-to-reach students—students who may be struggling due to emotional disturbances, disabilities, or environmental circumstances? Marlowe and Hayden have the answer: through a relationship-driven classroom. With the help of their book, you will: Gain a meaningful understanding of troubled students and how to reach and teach them; Learn how to change inappropriate behavior rather than just control it; Develop the essential skills for building successful classroom relationships;
