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Ñîöèàëüíûé ïåäàãîã

Ïåäàãîãèêà ñðåäíåãî ñïåöèàëüíîãî îáðàçîâàíèÿ

Íàèìåíîâàíèå: Barriers to Success for English Language Learners. The Story of One US Middle School Àâòîð:   Brenda C. ìÿãêàÿ îáëîæêà 220 ñòðàíèö 2009 ãîä Èçäàòåëüñòâî:   Êíèãà ïî Òðåáîâàíèþ Öåíà: 3212 ðóá îòñóòñâóåò íà ñêëàäå ñïîñîáû äîñòàâêè è îïëàòû Îïèñàíèå: The study also describes how literature was used to build academic skills and raise self-esteem for English language learners in one US middle school. This book describes the academic, social, physical and emotional barriers these students deal with on a regular basis. In addition to the obvious difficulties caused by their language barrier, these students face a number of other frustrations as well. Teachers, administrators, nurses and social workers will benefit from the ethnographic description of this classroom composed of a mix of refugees and immigrants, recent arrivals with students born in the US, and students with a strong educational background joined by students with limited formal schooling. Students for whom English is not their first language is the fastest growing segment of the school population in the United States.

Orthomol Immun Junior Ñèëà èììóíèòåòà íà ñòðàæå Âàøåãî ðåáåíêà 2990 ðóá Áåñïëàòíàÿ äîñòàâêà

Leningrad Shortly after PushkinÁ€™s fall he bumped into a former neighbour, who had witnessed the townÁ€™s takeover before escaping to the city on foot: She told us of awful things. . An ordinary German language teacher at the Pushkin middle school took a Á€˜leading roleÁ€™, volunteering as an interpreter and identifying various Communists, among them sweet Anechka Krasikova from the Palace administration. Anechka often used to drop round Á€” pretty, young, always cheerful. Her little face wasnÁ€™t even spoiled by pince-nez, though they didnÁ€™t really suit her at all. Her husband and five-year-old boy managed to get away in time. But she was put in charge of the palaceÁ€™s air-raid shelters, in which much of the town was hiding, and so missed getting out either by truck or on foot. The fascists shot her and various others on the lawn opposite the parade ground, next to the Monogram Gates, having first made them dig their own graves. An elderly Jewish couple Á€” the Lichters from the right-hand wing Á€” were hanged. (The old lady was so proud of her boy, the tankist!) So were three Jews from the left wing ...»

Êîä äëÿ âñòàâêè êíèãè â áëîã HTML <a href="http://www.booksiti.net.ru/books/14050300" target="_blank"><img src="http://www.booksiti.net.ru/books/14050300.jpg" title="Barriers to Success for English Language Learners. The Story of One US Middle School Brenda C." width=180 border=1 align=left></a> phpBB Barriers to Success for English Language Learners. The Story of One US Middle School Brenda C. [url=http://www.booksiti.net.ru/books/14050300][img]http://www.booksiti.net.ru/books/14050300.jpg[/img][/url] òåêñò Barriers to Success for English Language Learners. The Story of One US Middle School Brenda C. http://www.booksiti.net.ru/books/14050300

Íàñòîëüíàÿ èãðà "Ýðóäèò. Ñèëà ìàãíèòà".
"Ýðóäèò" - èãðà, ïðîâåðåííàÿ âðåìåíåì! Â èãðó Ýðóäèò ñ óäîâîëüñòâèåì è àçàðòîì èãðàþò è âçðîñëûå è äåòè. Íà ïðîòÿæåíèè ìíîãèõ
1076 ðóá
Ðàçäåë: Èãðû íà ìàãíèòàõ

Ãëîáóñ «Äâîéíàÿ êàðòà» ðåëüåôíûé, ñ ïîäñâåòêîé, íà ïîäñòàâêå èç äåðåâà.
Äèàìåòð: 250 ìì. Ìàñøòàá: 1:50 000 000. Ìàòåðèàë ïîäñòàâêè: äåðåâî. Öâåò ïîäñòàâêè: âèøíÿ, îðåõ. Ìîùíîñòü: 220 V, ìîæåò èñïîëüçîâàòüñÿ â
1692 ðóá
Ðàçäåë: Ãëîáóñû

Äîìèê äëÿ êóêîë "Êîòòåäæ Êîíôåòòè".
Èãðóøêà ñîáèðàåòñÿ ðåá¸íêîì ñ ïîìîùüþ âçðîñëîãî è ïðåäíàçíà÷åíà äëÿ èãðû ñ êóêëàìè âûñîòîé äî 30 ñì.  íàáîðå: ñòåíà ñ îêíàìè - 8 øòóê,
4433 ðóá
Ðàçäåë: Äëÿ ìèíè-êóêîë è ìèíè-ïóïñîâ

What Is It REALLY Like Teaching English Language Learners?. Teachers' Perceptions on the Essence of Teaching Early Childhood English Language Learners
The study used purposive, criterion sampling of 4 certified kindergarten and 4 first grade teachers with minimum 5 years experience teaching English language learners.
          2781 ðóá             2009 ãîä          192 ñòð.          ìÿãêàÿ îáëîæêà

Interpreting Learner Autonomy in Chinese Contexts. University Students' Conceptions of Successful English Language Learning
Over the last three decades, concept of learner autonomy has aroused increasing attention and robust debate among scholars in language education.
          3231 ðóá             2010 ãîä          300 ñòð.          ìÿãêàÿ îáëîæêà

The Acculturation Model:. A Case Study of the Recent Adult Sudanese and Somalis English as a Second Language Learners
The study undoubtedly show that contact with the natives shapes the learners? lives, as well as presents opportunities for English language acquisition.
          3231 ðóá             2008 ãîä          320 ñòð.          ìÿãêàÿ îáëîæêà

Cambridge English Young Learners 9 Flyers Student's Book: Authentic Examination Papers from Cambridge English Language Assessment
          968 ðóá             2015 ãîä          80 ñòð.          ìÿãêàÿ îáëîæêà

Audio CD. Cambridge English Young Learners 9 Starters: Authentic Examination Papers from Cambridge English Language Assessment
The CD contains the recorded material for the Cambridge English:
          642 ðóá   

Cambridge English Young Learners 9. Flyers Answer Booklet: Authentic Examination Papers from Cambridge English Language Assessment
The Answer Booklet accompanies Cambridge English:
          173 ðóá             ìÿãêàÿ îáëîæêà

Grammar for English Language Teachers: With exercises and a key - 514 ñ. ISBN 0-521-47797-2 ~91.03.26 051
          777 ðóá             `00 ãîä

Objective IELTS (International English Language Testing System) Advanced Workbook with answers
The course is uniquely informed by the Cambridge Learner Corpus, using analysis of real IELTS candidate papers.
          738 ðóá             2006 ãîä          80 ñòð.          ìÿãêàÿ îáëîæêà

The History of the English Language
Here is a story of invasion and conquest, of exploration and adventure, of poetry and literature, of business and technology.
          226 ðóá             2003 ãîä          62 ñòð.          Ìÿãêàÿ îáëîæêà

Action Plan for IELTS (international English language testing system) Self-study Pack General Training Module (+ Audio CD)
It gives students a last-minute action plan, providing examples, mini practice tasks and strategies to maximise their band score in the test.
          1625 ðóá             2006 ãîä          118 ñòð.          ìÿãêàÿ îáëîæêà

Insight into IELTS (International English Language Testing System) Extra Workbook
          150 ðóá             2003 ãîä          128 ñòð.          ìÿãêàÿ îáëîæêà

Instant IELTS (International English Language Testing System) Pack (+ Audio CD)
This photocopiable resource is packed with a range of ready-to-use IELTS exam practice activities.
          3934 ðóá             2004 ãîä          128 ñòð.          ìÿãêàÿ îáëîæêà

Objective IELTS (International English Language Testing System) Intermediate Student's Book (+ CD-ROM)
Objective IELTS is a 2-level IELTS preparation course providing comprehensive training for both the Academic and General Training modules.
          1622 ðóá             2006 ãîä          144 ñòð.          ìÿãêàÿ îáëîæêà

Step Up to IELTS (International English Language Testing System) Personal Study Book
For students with more time, the pocket-sized Personal Study Book provides extra vocabulary, grammar and writing practice.
          579 ðóá             2004 ãîä          70 ñòð.          ìÿãêàÿ îáëîæêà

Step Up to IELTS (International English Language Testing System) Teacher's Book
This course covers essential exam skills and language for IELTS in approximately sixty hours' teaching time, and familiarises students quickly with the exam. The course covers both the Academic and General Training modules It provides students with invaluable advice on how to maximise their band score in the exam. Shorter, achievable exam-type tasks build students' exam skills, before students try the more challenging tasks at authentic test level.
          776 ðóá             2004 ãîä          80 ñòð.          ìÿãêàÿ îáëîæêà

IELTS (International English Language Testing System) Foundation Study Skills Pack
Ðàçäåëû Listening è Speaking îäèíàêîâû â îáîèõ èçäàíèÿõ.
          643 ðóá             2004 ãîä          160 ñòð.          ìÿãêàÿ îáëîæêà

Fields of Vision 2: Literature in the English language
          1136 ðóá             2003 ãîä          640 ñòð.          ìÿãêàÿ îáëîæêà

Focus on IELTS (International English Language Testing System) Foundation Level Skills (+ Audio CD)
          423 ðóá             2007 ãîä          176 ñòð.          ìÿãêàÿ îáëîæêà

High Impact IELTS (International English Language Testing System) Student's Book
          1163 ðóá             2004 ãîä

IELTS (International English Language Testing System) Practice Tests Plus without key
          2 ðóá             2001 ãîä

A Student’s Grammar of the English Language Workbook
          539 ðóá             1992 ãîä

Mother Tongue: The English Language
With entertaining sections on the oddities of swearing and spelling, spoonerisms and Scrabble, and a consideration of what we mean by ' good English' , Mother Tongue is one of the most stimulating books yet written on this endlessly engrossing subject.
          565 ðóá             1991 ãîä          288 ñòð.          ìÿãêàÿ îáëîæêà

Origin, Progress And Destiny Of The English Language And Literature
Print-on-Demand - ýòî òåõíîëîãèÿ ïå÷àòè êíèã ïî Âàøåìó çàêàçó íà öèôðîâîì òèïîãðàôñêîì îáîðóäîâàíèè.
          1747 ðóá             1879 ãîä          702 ñòð.          ìÿãêàÿ îáëîæêà

A Brief History Of The English Language
          2 ðóá             1896 ãîä          280 ñòð.          ìÿãêàÿ îáëîæêà

Stylistics of the English Language: Fundamentals of the Course
The book focuses upon the key problems of the stylistic of the English language.
          230 ðóá             2008 ãîä          224 ñòð.          ìÿãêàÿ îáëîæêà

Time Travellers. Time Machines in English-language Science Fiction
In this concise study, I intend to outline the history of science fiction, highlighting – due to formal limitations – only major trends and events as well as general topics of the genre.
          1994 ðóá             2009 ãîä          72 ñòð.          ìÿãêàÿ îáëîæêà

Personal Practical Language Teaching Theories. Armenian English Language Teacher Beliefs and Experiences
In recent years language teaching models have shifted to an interpretive perspective that recognizes the value of teachers' beliefs and experiences. This study, based on e-mail and spoken interviews and classroom observations, examines the beliefs and experiences of six Armenian English foreign language teachers. This book should be of interest to language teacher educators and language teachers, particularly those interested in the growing spread of the English language and Western language teaching practices. It looks at various influences on their beliefs and practices, including their Soviet schooling and pedagogical training; their more recent acquaintance with Western methods; their personal attitudes towards language, education, and society; and the continuing impact of political, economic, social, and cultural changes in independent Armenia brought about by the demise of the Soviet Union. Little work, however, has been done on the beliefs and experiences of language teachers beyond the West.
          3231 ðóá             2009 ãîä          332 ñòð.          ìÿãêàÿ îáëîæêà

SUPPORTING ENGLISH LANGUAGE TEACHERS DOING FURTHER DEGREES AT A DISTANCE: A WEB BASED STRATEGY RESEARCHED AN EXPLORATION OF TEACHER KNOWLEDGE.
The outcomes from the research detailed in this book are threefold: 1) A functioning teacher support website (http: // www. philseflsupport. com)that is averaging around 15,000 hits a month. This provides a professional contribution. 2) An expanded model of teacher knowledge development that is based upon five theoretical principles that reflect the ever-expanding cyclical nature of teacher learning. This provides an academic contribution. 3) A series of six statements of advice for developers of teacher support sites. These statements are grounded in the theoretical principles behind the model of teacher knowledge development and incorporate nine keys to effective web facilitation. These provide a forward-looking contribution to the praxis of web- supported teacher education, and thus to the potential dissemination of the research presented in this book. This book succeeds in reducing the proliferation of terminology in teacher knowledge into a succinct model of teacher knowledge development. The model may now be used to further our understanding of how teachers learn and develop as other research builds upon the individual study here.
          3231 ðóá             2009 ãîä          360 ñòð.          ìÿãêàÿ îáëîæêà

Incidental Focus on Form in English Language Teaching. Reactive and Preemptive Focus on Form Practices, and Uptake in EFL Classes
It investigates how teachers in a real EFL context draw attention to form temporarily and incidentally within meaning oriented classes without disrupting the natural flow of communication.
          3231 ðóá             2009 ãîä          288 ñòð.          ìÿãêàÿ îáëîæêà

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