English Teaching is common in missions today. However, there has been relatively little discussion on what constitutes effectiveness in English ministries. This book aims to foster such discussion. It first addresses issues of concern in English ministries and then suggests criteria for effectiveness, considerations in teacher preparation, and models for the teaching of English in missions.
Mission 1 and Mission 2 are specifically designed to meet the requirements of the Cambridge First Certificate in English examination or any similar examination. They effectively combine language development and extensive exam training for all five papers (Reading, Writing, Use of English, Listening and Speaking). Mission 1 is intended for intermediate learners and Mission 2 for upper-intermediate learners.
Textbook revision and research have historically been two of the central pillars of the work of the Georg Eckert Institute, and remain so today. The history of the Institute demonstrates just how intertwined they are. Against this backdrop, the development of the Institute is presented and critically examined from different perspectives, using a broad range of source materials. The book pays particular attention to the collection of textbooks for the humanities and social sciences, which has been important from the beginning and is now the largest in the world. The history of the Institute illustrates how academic perspectives, as well as political and financial instruments, related to textbook research and revision have changed as part of the shift from bilateral cooperation to global networks. The Institute has always responded to changing social contexts and its foci have provided important stimuli for economists, education practitioners and policy makers.
"Mission" has become, for many North American Christians, an ambiguous and often uncomfortable term. To many it brings to mind a past in which western culture was identified with the gospel in missionary practice and programs. Distressed with this history and uncertain about how to overcome it, many prefer to ignore the New Testament mandate that the church must be in mission if it is to be the church. Others swing the other way, declaring that everything the church does is mission, depriving the idea of mission of its power to define those specific actions of God which proclaim the gospel and build God's kingdom. "The church exists by missions, just as fire exists by burning." With these words of Emil Brunner, the author reminds us that to be the church is to be in mission. After describing the various "captivities of mission" which plague North American Christianity, the author argues for a robust and engaged practice of mission, beginning in congregations and extending to the broader community.
“Should be in the hands of every history teacher in the country.”— Howard Zinn James Loewen has revised Teaching What Really Happened, the bestselling, go-to resource for social studies and history teachers wishing to break away from standard textbook retellings of the past. In addition to updating the scholarship and anecdotes throughout, the second edition features a timely new chapter entitled "Truth" that addresses how traditional and social media can distort current events and the historical record. Helping students understand what really happened in the past will empower them to use history as a tool to argue for better policies in the present. Our society needs engaged citizens now more than ever, and this book offers teachers concrete ideas for getting students excited about history while also teaching them to read critically. It will specifically help teachers and students tackle important content areas, including Eurocentrism, the American Indian experience, and slavery. Book Features: An up-to-date assessment of the potential and pitfalls of U.S. and world history education. Information to help teachers expect, and get, good performance from students of all racial, ethnic, and socioeconomic backgrounds. Strategies for incorporating project-oriented self-learning, having students conduct online historical research, and teaching historiography. Ideas from teachers across the country who are empowering students by teaching what really happened. Specific chapters dedicated to five content topics usually taught poorly in today’s schools.
A study of the school textbook grounded in historical and comparative perspectives. The approach is broadly chronological, revealing changes in the theory and practice of textbook production and use. The book focuses largely on three associated subjects - geography, history and social studies.
This comprehensive introduction helps students, pastors, and mission committees understand contemporary Christian mission historically, biblically, and theologically. Scott Sunquist, a respected scholar and teacher of world Christianity, recovers missiological thinking from the early church for the twenty-first century. He traces the mission of the church throughout history in order to address the global church and offers a constructive theology and practice for missionary work today. Sunquist views spirituality as the foundation for all mission involvement, for mission practice springs from spiritual formation. He highlights the Holy Spirit in the work of mission and emphasizes its trinitarian nature. Sunquist explores mission from a primarily theological--rather than sociological--perspective, showing that the whole of Christian theology depends on and feeds into mission. Throughout the book, he presents Christian mission as our participation in the suffering and glory of Jesus Christ for the redemption of the nations.
Introduction to English as a Second Language Teacher's Book is part of the series of resources which bring students to a level where they are ready to study Cambridge IGCSE® or equivalent courses and accompanies the Introduction to English as a Second Language Coursebook and Workbook. The series is written by an experienced ESL teacher and trainer, and includes answers to all of the exercises in the Coursebook and Workbook. This book features Top Tips to help teachers with the course and Differentiated Activities to stretch able students while supporting those that need more help.
Building Social Relationships addresses the need for social skills programming for children and adolescents with autism spectrum disorders and other social difficulties by providing a comprehensive model that incorporates the following five steps: assess social functioning, distinguish between skill acquisition and performance deficits, select intervention strategies, implement intervention, and evaluate and monitor progress. The model describes how to organize and make sense of the myriad social skills strategies and resources available to parents and professionals. It is not meant to replace other resources or strategies, but to synthesize them into one comprehensive program.
