Exam board: Cambridge Assessment International Education Level: IGCSE Subject: English First teaching: September 2018 First exams: Summer 2020 This title is endorsed by Cambridge Assessment International Education for learner support. Reinforce learning and deepen understanding of the key concepts covered in the latest syllabus; an ideal course companion or homework book for use throughout the course. - Develop and strengthen skills and knowledge with a wealth of additional exercises that perfectly supplement the Student's Book. - Build confidence with extra practice for each lesson to ensure that a topic is thoroughly understood before moving on. - Consolidate reading comprehension, analysis and evaluation and improve writing skills with practice using a variety of text types and genres. - Keep track of students' work with ready-to-go write-in exercises. - Save time with all answers available in the Online Teacher's Guide (a subscription to the Teacher Guide is GBP120 for access until 31 August 2023). Available in this series: Student Textbook Fourth edition (ISBN 9781510421318) Workbook (ISBN 9781510421325) Study and Revision Guide (ISBN 9781510421349)

The authors seek to give teachers and those who assist them in primary classrooms the confidence to 'have a go' at telling stories in different contexts, and to create opportunities for children to develop their own storytelling abilities. For children, oral stories are the first introduction to their culture, and oral accounts are the means by which they first shape and communicate their thoughts.

This practical handbook, placing storytelling at the heart of literacy, history, education and cultural identity, shows how it relates to current initiatives to improve literacy levels in young children. Practicing and student teachers and teaching assistants will be encouraged to use storytelling across the primary curriculum, not just to enhance listening, speaking, reading and writing skills.

This book is of great interest to all teachers and student teachers who wish to harness the power of drama and story for the purposes of social and moral education and in support of the National Literacy Strategy. It provides documented schemes of work in the form of lesson plans for each of the primary year groups, with clearly defined objectives and criteria for assessment, a step-by-step guidance through the drama work, clear links with individual objectives specified by the National Literacy Strategy, and further classroom activities to support the objectives of a curriculum for social and moral education.

In proposing an analytical framework for the contribution drama can make to the moral education of children, the author draws upon classroom examples and provides teachers with straightforward guidance to support their own whole-school planning.

The European Union has had an effect on national decision-making and the chain of delegation and accountability in five parliamentary democracies. The country studies here present the most important changes that are taking place as Denmark, Finland and Sweden adapt to EU membership and Iceland and Norway participate in the European Economic Area (EAA). The analyses are based on a principal-agent perspective and the contributors show that a transfer of power from the national level to the supranational level does not necessarily mean that domestic delegation fails or that accountability is lost.

The European Union has had an effect on national decision-making and the chain of delegation and accountability in five parliamentary democracies. The country studies here present the most important changes that are taking place as Denmark, Finland and Sweden adapt to EU membership and Iceland and Norway participate in the European Economic Area (EAA). The analyses are based on a principal-agent perspective and the contributors show that a transfer of power from the national level to the supranational level does not necessarily mean that domestic delegation fails or that accountability is lost.

Die oorspronklike Zackie Mostert-reeks het reeds duisende aanhangers – en nou is daar ook 'n leesreeks, perfek vir beginnerlesers. Elke boek bevat helder volkleurillustrasies en maklik verstaanbare teks wat die prettige stories vir jong lesers toeganklik maak. Zackie se avonture saam met sy hond, Frankenstein, sy beste vriend, Vincent, die moeilikheidmaker Anton en die kwaai buurvrou, mevrou Langenhoven, maak dit hope pret om te leer lees!

Secondary Science Teaching for English Learners: Developing Supportive and Responsive Learning Context for Sense-making and Language Development provides a resource for multiple audiences, including pre- and in-service secondary science teachers, science teacher educators, instructional coaches, curriculum specialists, and administrators, to learn about a research-based approach to teaching science that responds to the growing population of English learners in the United States. The book offers clear definitions of pedagogical practices supported by classroom examples and a cohesive framework for teaching science in linguistically diverse classrooms. The Secondary Science Teaching with English Language and Literacy Acquisition (or SSTELLA) Framework addresses how learning science is enhanced through meaningful and relevant learning experiences that integrate discipline-specific literacy. In particular, four core science teaching practices are described: (1) contextualized science activity, (2) scientific sense-making through scientific and engineering practices, (3) scientific discourse, and (4) English language and disciplinary literacy development. These four core practices are supported by sound theory and research based on unscripted guidelines and flexible modifications of science lessons. Moreover, the four interrelated practices promote students' use of core science ideas while reading, writing, talking, and doing science, thus reflecting principles from Next Generation Science Standards, Common Core State Standards for English Language Arts, and English language proficiency standards. Secondary Science Teaching provides readers with a historical and theoretical basis for integrating language, literacy, and science in multilingual science classrooms, and well as explicit models and guided support teachers in enacting effective teaching practices in the classroom, including comparative vignettes to distinguish between different types of classroom practice.

This fantastic range of fiction for Shared, Guided and Independent reading gives you stories your children will love to read over and over again. Gaelic and Scottish teaching support also accompanies this reading series.

This book examines storymaking processes in K-8 classrooms from a social-semiotic perspective that highlights how participants' discourse influences story construction and interpretation. It is unique in that it invites the reader to actively engage in the analysis of classroom discourse and to consider issues related to storymaking in specific classrooms. Examples of theory in action illustrate important issues regarding text selection and the roles of teachers and students in affecting meaning-making processes. An excellent text for upper-level and graduate courses in language, literacy, and literature education, "Storymaking in Elementary and Middle School Classrooms" includes:
* "Transcripts of teacher-student-text discourse" in kindergarten, and second-, fifth-, seventh-, and eighth-grade classrooms.
* Helpful "overviews" at the beginning of each chapter.
* "Theory-into-practice sections" at the end of each chapter that pose issues to think about related to classroom practice.
* A separate chapter on translating theory into practice in the classroom, with practical suggestions."

Word Aware 3 is a comprehensive, practical and engaging resource that focuses on teaching vocabulary and word learning skills to children aged 6 to 11 years who have vocabulary learning needs. For many children, particularly those with Special Educational Needs and Disabilities (SEND) or those whose home language isn't English (ELL or EAL learners), the vocabulary of the classroom can be a barrier to learning. This book outlines how to best support these children who require extra help, offering concrete, easy-to-implement activities and resources for use in small groups, to maximise the impact on learning and open up access to the curriculum. Word Aware 3: Takes a highly practical, evidence-based and curriculum-focused approach to vocabulary learning that supports a broad range of learners Includes photocopiable and downloadable planning, intervention and evaluation resources Provides staff training resources and an overview video presented by the authors This book can be used as an adjunct to Word Aware 1, or as an intervention on its own. Although it is most suited to children aged 6 to 11 years, it may be adapted for older students with significant learning needs. It is an essential resource for teaching assistants and learning support assistants and will also save time for special educational needs co-ordinators (SENCOs) and speech and language therapists (SaLTs) who are keen to establish effective vocabulary interventions.

Ezra, a 16-year-old surgeon's apprentice is enjoying his tutelage under one of London's top surgeons when he is drawn into a murder mystery. He quickly turns detective in his attempts to discover the connection between the dead bodies that keep turning up. A corpse with a strange tattoo and missing tongue, and a magician who has been poisoned - could there be a connection between the two? As he forms an unlikely alliance with the magician's daughter, the fiery Loveday, they seek to uncover the mystery of the dead men, before more lives are lost. Set against the bustling backdrop of London in the late 1700s, amongst resurrectionists and corrupt surgeons, Ezra must uncover this mystery, but will it cost him his life?

Issues in English Teaching invites primary and secondary teachers of English to engage in debates about key issues in subject teaching.
The issues discussed include:
*the increasingly centralised control of the curriculum, assessment, and pedagogy in the school teaching of English in England and Wales as a result of initiatives such as the National Literacy Strategy
*new technologies which are transforming pupils' lived experience of literacy or literacies
*the accelerating globalisation of English and the independence of other versions of English from English Standard English. A National Curriculum with a nationalist perspective on language, literacy and literature cannot fully accommodate English
*what has become 'naturalised' and 'normalised' in English teaching, and the educational and ideological reasons for this
*hierarchies that have been created in the curriculum and pedagogy, identifying who and what has been given low status, excluded or marginalised in the development of the current model of English.
Issues in English Teaching will stimulate student teachers, NQTs, language and literacy co-ordinators, classroom English teachers and aspiring or practising Heads of English, to reflect on the identity or the subject, the principles and policies which, have determined practice, and those which should influence future practice.

Related link: http://www.routledgefalmer.com/textbooks< /a>

It is impossible to reflect upon children's books without considering the children who read them. Where Texts and Children Meet explores the ways in which children make meaning of the various texts they meet both in and out of school.
Eve Bearne and Victor Watson have brought together chapters on all the major issues and topics in children's literacy including:
*the meaning and relevance of terms such as literature and classic texts
*an analysis of new genres including picture books and CD-ROMs
*moral dilemmas and cultural concerns in children's texts
working with quality texts that children will also adore.
Where Texts and Children Meet shows how the world of children's books is changing and how teachers can build imaginative learning experiences for their pupils from a whole range of published materials.

eBook available with sample pages: HB:0415206626

Fully updated to reflect changes in teacher education and the curriculum, the Fifth Edition of Learning to Teach English in the Secondary School explores the background to debates about teaching the subject, alongside tasks, teaching ideas and further reading to expand upon issues and ideas raised in the book. Including chapters on planning, changes to the assessment system, language teaching, and cross-curricular aspects of secondary teaching, this new edition features: changes in policy and practice, including the most recent GCSE reforms; a new chapter on 'Media literacy in English'; a consideration of modern digital technology and how it underpins good practice in all areas of English teaching and learning; and cross-referencing to guidance on assessment and well-being and resilience in the core text Learning to Teach in the Secondary School. A key text for all student teachers, Learning to Teach English in the Secondary School combines theory and practice to present a comprehensive introduction to the opportunities and challenges of teaching English in the secondary school.

Every secondary school pupil studies modern foreign languages as part of the curriculum, and some do so with considerably more success than others. This book looks firstly at the ways in which languages can be taught,and secondly at case studies that highlight the practical methods that will help teachers get the best results. The case studies included show that the best learners are those who have developed learning strategies that help them succeed. These learning strategies are examined through practical examples carried out in classrooms, and advice is given about ways in which teachers can ensure that all their pupils have the opportunity to develop these skills. Lots of suggestions are made about the various activities teachers can carry out in order to make learning enjoyable and positive. In some cases, the results are shown to be very encouraging and language teachers should be left with a deeper understanding of how to enable learners to reach their full potential.

Every secondary school pupil studies modern foreign languages as part of the curriculum, and some do so with considerably more success than others. This book looks firstly at the ways in which languages can be taught, and secondly at case studies that highlight the practical methods that will help teachers get the best results.
The case studies included show that the best learners are those who have developed learning strategies that help them succeed. These learning strategies are examined through practical examples carried out in classrooms, and advice is given about ways in which teachers can ensure that all their pupils have the opportunity to develop these skills.
Lots of suggestions are made about the various activities teachers can carry out in order to make learning enjoyable and positive. In some cases, the results are shown to be very encouraging and any language teacher should be left with a feeling not only of renewed enthusiasm for their subject area but also a deeper understanding of how to enable learners to reach their full potential.

Vuma – a truly South African reading instruction programme created to inspire a love of reading in children through lively and entertaining stories.

Vuma provides comprehensive teacher support and guidance, making it a complete solution for teaching and assessing reading. Fun, age-appropriate stories centre around a diverse group of loveable characters to whom all South African children can relate.

This finely levelled reading instruction programme has been specifically developed for teaching and assessing reading in the Foundation Phase. Each story has been individually developed around the structure and vocabulary of the language for which it was written. The Vuma Reading Instruction Programme has a number of different resources that work together to offer a comprehensive reading solution. Vuma is currently available for English First Additional Language, and Afrikaans, isiXhosa, isiZulu and Sepedi Home Language.

The core resources are: Finely levelled Readers with stories that will delight boys and girls.; Engaging Workbooks with activities to entrench reading and comprehension skills; and Comprehensive Teacher’s Guides with detailed guidance, lesson plans and assessments.

Informational kinds of reading are crucial in every lesson. This book looks at how we can encourage children from the very beginning to think of themselves as young researchers using skills and strategies for clear purposes. It argues that the creative practitioner nurtures children's sense of wonder and curiosity about the world and all its phenomena.
Packed full of advice on how to use the most stimulating and exciting texts and the liveliest approaches, the book celebrates the good practice of teachers and student teachers in a large number of classroom case studies.
The content includes:
* a summary of the recent developments and a framework of principles to inform good practice in this challenging aspect of literacy
* chapters concentrating on particular age groups - beginning with the nursery and ending with the later primary years - and thus taking up an essentially developmental approach
* an assessment of recent research and how findings can be put to practical and creative use in the classroom.
A central message is that children benefit from collaborating with teachers and peers at every stage of finding out. The spoken language energises informational reading and writing, making the sharing of the fruits of children's research highly enjoyable. This book will inspire you and lead to the very best practice.

eBook available with sample pages: 0203053052

Informational kinds of reading and writing are crucial in every lesson. This book looks at how we can encourage children from the very beginning to think of themselves as young researchers using skills and strategies for clear purposes. It argues that the creative practitioner nurtures children's sense of wonder and curiosity about the world and all its phenomena. Providing advice on how to use the most stimulating and exciting texts and the liveliest approaches, the book celebrates the good practice of teachers and student teachers in a large number of classroom case studies. The content includes: a summary of the recent developments and a framework of principles to inform good practice in this challenging aspect of literacy; chapters concentrating on particular age groups - beginning with the nursery and ending with the later primary years - and thus taking up an essentially developmental approach; and an assessment of recent research and how findings can be put to practical and creative use in the classroom. A central message is that children benefit from collaborating with teachers and peers at every stage of finding out. The spoken language energizes informational reading and

Explores and analyses the ways in which very young children's developing literacy can be supported by their experience of watching TV and videos. This book addresses ways teachers can use children's experience of watching stories on video or TV to feed back into their own story-writing, reading, story-telling and role-play in the classroom. Explores areas specifically highlighted in the National Curriculum for English, and will benefit teachers developing their literacy teaching in light of the government Literacy Hour initiative.

Explores and analyses the ways in which very young children's developing literacy can be supported by their experience of watching TV and videos. This book addresses ways teachers can use children's experience of watching stories on video or TV to feed back into their own story-writing, reading, story-telling and role-play in the classroom. Explores areas specifically highlighted in the National Curriculum for English, and will benefit teachers developing their literacy teaching in light of the government Literacy Hour initiative.

Many African American children make use of African American English (AAE) in their everyday lives, and face academic barriers when introduced to Standard American English (SAE) in the classroom. Research has shown that students who can adapt and use SAE for academic purposes demonstrate significantly better test scores than their less adaptable peers. Accordingly, AAE use and its confirmed inverse relationship to reading achievement have been implicated in the Black-White Test Score Gap, thus becoming the focus of intense research and practical interest. This volume discusses dialectal code-switching from AAE to SAE and stresses the benefits and importance of African American students becoming bi-dialectal. It provides background theory and science supporting the most promising educational approach to date, Contrastive Analysis, a set of longstanding methods drawn from Second Language research and used effectively with students ranging from kindergarten through college. It offers a deeper knowledge of AAE use by students, the critical features of Contrastive Analysis, and detailed information about successful applications which teachers can apply in their own pedagogy.

Originally published in 1980. This book is a collection of language learning activities in the area of drama, mime, roleplay, problem solving, group work, music and song - all classroom tested and ready for use in teaching English, no matter the level. The exercises are designed to promote and stimulate real language communication and to involve teachers and students on a personal level. The authors taught on training courses for ELT teachers and developed these excellent techniques and ideas for educators looking for whole-person learning ways of teaching.

Originally published in 2000. This book provides insights, practical suggestions and clear-cut strategies for integrating media across the K-12 curriculum. This contribution to teaching and curriculum design uses students' own media experiences or media vignettes from students' lives to enter teaching and learning. It provides a road map for teachers longing to reflect and take seriously the knowledge students bring to school from their homes and communities, and to draw upon this background to develop students' critical thinking, viewing and reading of written texts, visuals, and other electronic images and messages.