POSTED ON November 23, 2022 10:38 pm
Oxford Project 4 Third Edition Teacher Book Free VERIFIED Download
Oxford Project 4 Third Edition Teacher Book Free Download
2. This article presents and discusses the findings from the PALM study, which focussed on Mandarin-learning kindergartners to get the first steps in Chinese literacy. Despite the numerous studies on this age group (Hobson, & White, 1997; Kress and van IJzendoorn, 1998; Miles et al., 1998), there is relatively little research on the issue of how picture books are used as part of a literacy instruction. In order to gain more knowledge about how picture books are used in Chinese kindergartens, the PALM project decided to use the picture book hegemonic approach, thus hypothesizing that picture books may be used by the teacher as a pedagogic prompt to convey meaning and induce meaning-making for the children (Louv, 2005). The starting point for this study was a theoretical model of the picture book literacy approach, which claims that picture books are used as a pedagogic prompt, as a communicative tool to convey meaning, and as a referent to deepen knowledge and enhance conceptual understanding (Louv, 2005; Louv and Marcus, 1989).
The study explored the hypothesis that picture books, specifically using the hegemonic pedagogic approach (Louv, 2005), are used as a pedagogic prompt to convey meaning and induce meaning-making by the kindergartner to which the book is presented. Two kindergartens from two different provinces of China (Hainan and Beijing) were involved in this study. Ten Chinese kindergarten teachers from these schools participated in the study. The kindergarten teachers were closely involved with their students and were able to observe the children on a regular basis.
his assistance, it is true, has extended to every page, and i am also greatly indebted to mr. john wright, fellow of magdalen college, oxford, who gave me his notes on the translation of the whole text. to these i owe the correction of many slight errors which have crept into the text, but chiefly to him i owe the correction of the important passage on p. 3, l. 38, though his and my opinions do not coincide on every point. i have also to acknowledge the use of the excellent notes of a. h. clough, fellow of st. john s college, oxford. i should add the special thanks of this edition to the entire staff of the clarendon press, whose generous help has ensured its production in time for the beginning of the university term.
the book is organized into six major sections: (1) the teacher’s perspective (2) teaching for academic success (3) teaching esl/efl students (4) teaching world language students (5) teaching multicultural students (6) teaching students with disabilities and special needs.
this book is not appropriate for elementary teachers who are teaching only a single language. i’m sure you will see lots of good ideas for teaching vocabulary in the book, but will most of them be appropriate for your elementary students?
this book is a welcome addition to the corpus of knowledge of language teachers. it is a detailed and comprehensive guide to grammar and active language teaching in secondary english. this book provides the theory and practical advice on the teaching of active language. it is written for english language teachers and other language professionals who are responsible for the language teaching of secondary school students.