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Target Spelling 540
by Margaret M. Scarborough Mary F. Brigham Teresa A. MillerThis book is an English Spelling book.
Target Spelling 780
by Margaret M. Scarborough Mary F. Brigham Teresa A. MillerThis is an English Spelling book.
Target: Reading Comprehension (Grade 5) (First Edition) (Common Core Support Coach)
by Triumph Learning Llc.
Targeting Pronunciation: Communicating Clearly in English (Second Edition)
by Sue F. MillerA comprehensive program for providing intermediate and advanced ESL students with the tools they need to communicate clearly in English. Using a communicative and interactive approach, the text provides extensive listening and practice with all aspects of pronunciation. This new edition, while updated, retains all the popular features of the original text. Targeting Pronunciation is organized around eight practical pronunciation goals, or targets. Most of these targets are suprasegmentals (stress, intonation, and speech rhythm). Segmentals (consonants and vowels) are also well covered, both in the text and in appendixes A and B. The targets presented early in the book are recycled throughout the chapters as students gain speaking experience and confidence.
Targets of Opportunity: On the Militarization of Thinking
by Samuel WeberThe title of this book echoes a phrase used by the Washington Post to describethe American attempt to kill Saddam Hussein at the start of the war againstIraq. Its theme is the notion of targeting (skopos) as the name of an intentionalstructure in which the subject tries to confirm its invulnerability by aiming todestroy a target. At the center of the first chapter is Odysseus’s killing of the suitors;the second concerns Carl Schmitt’s Roman Catholicism and Political Form; thethird and fourth treat Freud’s “Thoughts for the Times on War and Death” and“The Man Moses and Monotheistic Religion.” Weber then traces the emergenceof an alternative to targeting, first within military and strategic thinking itself(“Network Centered Warfare”), and then in Walter Benjamin’s readings of“Capitalism as Religion” and “Two Poems of Friedrich Hölderlin.”
Tarjetas de fotos [Grados 1–2] (¡Arriba la Lectura!)
by Houghton Mifflin Harcourt Publishing CompanyNIMAC-sourced textbook
Tarjetas de letras [ Grados 1-2] (¡Arriba la Lectura!)
by Houghton Mifflin Harcourt Publishing CompanyNIMAC-sourced textbook
Tarjetas de palabras [Grados 1 y 2] (¡Arriba la Lectura!)
by Houghton Mifflin Harcourt Publishing CompanyNIMAC-sourced textbook
Tarjetas de vocabulario [Grado 1] (¡Arriba la Lectura!)
by Houghton Mifflin Harcourt Publishing CompanyNIMAC-sourced textbook
Tarjetas de vocabulario [Grado 2] (¡Arriba la Lectura!)
by Houghton Mifflin Harcourt Publishing CompanyNIMAC-sourced textbook
Tarjetas de vocabulario [Grado 4] (¡Arriba la Lectura!)
by Houghton Mifflin Harcourt Publishing CompanyNIMAC-sourced textbook
Tarjetas de vocabulario [Grado 5] (¡Arriba la Lectura!)
by Houghton Mifflin Harcourt Publishing CompanyNIMAC-sourced textbook
Tarjetas del abecedario [Grado K] (¡Arriba la Lectura!)
by Houghton Mifflin Harcourt Publishing CompanyNIMAC-sourced textbook
Task-Based Language Teaching (Elements in Language Teaching)
by Daniel O. JacksonThis Element is a guide to task-based language teaching (TBLT), for language instructors, teacher educators, and other interested parties. The work first provides clear definitions and principles related to communication task design. It then explains how tasks can inform all stages of curriculum development. Diverse, localized cases demonstrate the scope of task-based approaches. Recent research illustrates the impact of task design (complexity, mode) and task implementation (preparation, interaction, repetition) on various second language outcomes. The Element also describes particular challenges and opportunities for teachers using tasks. The epilogue considers the potential of TBLT to transform classrooms, institutions, and society.
Task-Based Language Teaching and Assessment: Contemporary Reflections from Across the World
by N. P. Sudharshana Lina MukhopadhyayThis book provides interdisciplinary perspectives on task-based language teaching (TBLT) and task-based language assessment (TBLA) in English as a second language (ESL) context. It discusses theoretical and experimental insights of TBLT and TBLA from cognitive, cognitive linguistic, and psycholinguistic viewpoints. The chapters, written by leading language teaching specialists in the field, introduce the reader to a comprehensive range of issues related to TBLT and TBLA such as curriculum design, materials development, and classroom teaching & testing. With interdisciplinary appeal, the book is a valuable resource for researchers in task-based language teaching and assessment. It is equally useful for teachers to whom it offers practical suggestions for designing tasks for teaching and testing.
Task-Based Language Teaching: Theory and Practice (Cambridge Applied Linguistics)
by Craig Lambert Rod Ellis Natsuko Shintani Peter Skehan Shaofeng LiTask-based language teaching is an approach which differs from traditional approaches by emphasising the importance of engaging learners' natural abilities for acquiring language incidentally through the performance of tasks that draw learners' attention to form. Drawing on the multiple perspectives and expertise of five leading authorities in the field, this book provides a comprehensive and balanced account of task-based language teaching (TBLT). Split into five sections, the book provides an historical account of the development of TBLT and introduces the key issues facing the area. A number of different theoretical perspectives that have informed TBLT are presented, followed by a discussion on key pedagogic aspects - syllabus design, methodology of a task-based lesson, and task-based assessment. The final sections consider the research that has investigated the effectiveness of TBLT, addresses critiques and suggest directions for future research. Task-based language teaching is now mandated by many educational authorities throughout the world and this book serves as a core source of information for researchers, teachers and students.
Task-based Language Teaching and Beyond: L2 Pragmatics Instruction for Young Learners (Second Language Learning and Teaching)
by Tomasz RógThis book provides a groundbreaking exploration of how task-based language teaching (TBLT) can effectively develop second language (L2) pragmatic competence in young learners. Bridging the gap between TBLT and L2 pragmatics, this volume addresses critical issues in language education, offering insights into teaching key speech acts. Specifically, it compares the outcomes of TBLT with the traditional PPP framework in teaching L2 speech acts to Polish learners of L2 English aged 8 to 9. Chapter 1 deals with pragmatics and pragmatic competence, highlighting its importance in effective communication and language use in social contexts. It addresses L2 pragmatics, the development of L2 pragmatic competence, and the challenges in teaching and assessing this competence. Chapter 2 overviews TBLT, its theoretical foundations, practical implementation, and related empirical research. It discusses the cognitive-interactionist and sociocultural perspectives on L2 acquisition and the effectiveness of tasks. Chapter 3 reviews empirical research on using tasks in teaching L2 pragmatics, especially to young learners. Chapter 4 details the research methodology used in the study, including the context, participants, target speech acts, data elicitation instruments, and analysis procedures. Chapter 5 presents the results of the study. Chapter 6 discusses the findings, their pedagogical implications, and the limitations of the study. Chapter 7 offers conclusions. Rich with pedagogical implications, the volume is an essential resource for researchers and practitioners interested in task-based and task-supported teaching, L2 pragmatics, and innovative approaches to teaching young learners.
Taste and Knowledge in Early Modern England
by Elizabeth L. SwannElizabeth Swann investigates the relationship between the physical sense of taste and taste as a figurative term associated with knowledge and judgment in early modern literature and culture. She argues that - unlike aesthetic taste in the eighteenth century - discriminative taste was entwined with embodied experience in this period. Although taste was tarnished by its associations with Adam and Eve's fall from Eden, it also functioned positively, as a source of useful, and potentially redemptive, literary, spiritual, experimental, and intersubjective knowledge. Taste and Knowledge in Early Modern England juxtaposes canonical literary works by authors such as Shakespeare with a broad range of medical, polemical, theological, philosophical, didactic, and dietetic sources. In doing so, the book reveals the central importance of taste to the experience and articulation of key developments in the literate, religious, and social cultures of the sixteenth and seventeenth centuries.
Taste as Experience: The Philosophy and Aesthetics of Food (Arts and Traditions of the Table: Perspectives on Culinary History)
by Nicola PerulloTaste as Experience puts the pleasure of food at the center of human experience. It shows how the sense of taste informs our preferences for and relationship to nature, pushes us toward ethical practices of consumption, and impresses upon us the importance of aesthetics. Eating is often dismissed as a necessary aspect of survival, and our personal enjoyment of food is considered a quirk. Nicola Perullo sees food as the only portion of the world we take in on a daily basis, constituting our first and most significant encounter with the earth. Perullo has long observed people's food practices and has listened to their food experiences. He draws on years of research to explain the complex meanings behind our food choices and the thinking that accompanies our gustatory actions. He also considers our indifference toward food as a force influencing us as much as engagement. For Perullo, taste is value and wisdom. It cannot be reduced to mere chemical or cultural factors but embodies the quality and quantity of our earthly experience.
Taste: A Book of Small Bites (No Limits)
by Jehanne DubrowTaste is a lyric meditation on one of our five senses, which we often take for granted. Structured as a series of “small bites,” the book considers the ways that we ingest the world, how we come to know ourselves and others through the daily act of tasting.Through flavorful explorations of the sweet, the sour, the salty, the bitter, and umami, Jehanne Dubrow reflects on the nature of taste. In a series of short, interdisciplinary essays, she blends personal experience with analysis of poetry, fiction, music, and the visual arts, as well as religious and philosophical texts. Dubrow considers the science of taste and how taste transforms from a physical sensation into a metaphor for discernment.Taste is organized not so much as a linear dinner served in courses but as a meal consisting of meze, small plates of intensely flavored discourse.
Taste: A Literary History
by Denise GiganteWhile most accounts of aesthetic history avoid the gustatory aspects of taste, this book rewrites standard history to uncover the constitutive and dramatic tension between appetite and aesthetics at the heart of British literary tradition. From Milton through the Romantics, the metaphor of taste serves to mediate aesthetic judgment and consumerism, gusto and snobbery, gastronomes and gluttons, vampires and vegetarians, as well as the philosophy and physiology of food. The author advances a theory of taste based on Milton's model of the human as consumer (and digester) of food, words, and other commodities--a consumer whose tasteful, subliminal self remains haunted by its own corporeality. Radically rereading Wordsworth's feeding mind, Lamb's gastronomical essays, Byron's cannibals and other deviant diners, and Kantian nausea, Taste situates Romanticism as a period that naturally saw the rise of the restaurant and the pleasures of the table as a cultural field for the practice of aesthetics.