Summit 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 prepares students for academic study through development of word skills, reading and listening skills and strategies, and critical thinking.
This is a perfect bedside book for the literate gardener and makes a terrific gardener's gift book. It is an entertaining survey of 80 plant genera, with a multitude of references to, and extracts from, myth and literature from Shakespeare to the Victorian language of flowers. Based on prodigious research, it includes much literature that has fallen into undeserved obscurity, as well as selections from the great poets. It is a delightful study of the influence of the world's flora on humanity, from the mundane to the mystical.
This book introduces readers to the development of Lesson Study (LS) in the UK, making historical connections to the growth of Lesson Study in Japan, East Asia, the US and Europe. It explains how to conduct LS in schools and educational institutions, providing examples of compelling, externally evaluated impact outcomes for both primary learners and teacher learners, and vivid exemplars of LS in action across age ranges and curricular contexts.
Magazine brings the intelligent, interested ordinary person the latest scientific and technological breakthroughs, while examining the issues that these throw up. It hails from the US and features cutting-edge technology and insightful commentary from scientists, scientific journalists, and other experts at the forefront of scientific study but is always presented in an interesting, vibrant way that breathes life into the subject
There have always been two justifications proposed for the study of learners' errors: the pedagogical justification, namely that a good understanding of the nature of error is necessary before a systematic means of eradicating them could be found, and the theoretical justification, which claims that a study of learners' errors is part of the systematic study of the learners' language which is itself necessary to an understanding of the process of second language acquisition. We need to have such a knowledge if we are to make any well-founded proposals for the development and improvement of the materials and techniques of language teaching.
