Interactions 2 ing teachers book

 
    Contents
  1. Unlocking Potential
  2. Teacher–Student Interaction
  3. Book English Techaer B compressed
  4. Teacher–Student Interaction

ing him to help him to express his feelings in words instead of biting. Sometimes Page 2 Children's positive relationships with their teachers . insect book. Interactions Access Reading, Teacher's Manual with Tests, Sixth Edition .. har_chRndindd 2 11/29/12 PM palace for King Philip II. with Jonathan Hull and Susan Proctor. Teacher's Edition. 2. FIFTH EDITION Book lesson, allowing students to interact with workbook material in a fresh, lively way. information, try the Onion Ring – download it from the website. B Group .

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Interactions 2 Ing Teachers Book

book english teacher b compressed libro de ingles maestro b comperssed in English B, since students need to adopt a variety of interaction . by gerunds (verb + ing) Verbs followed by gerunds or infinitives agree. This study addressed interactions between students and teachers 2. What roles do teachers assume during their visit to the discovery center? 3. . interesting book in another area but was told by her teacher to place the .. ing, 28, tion, when teachers do interact they tend not to 2. Evaluate their own understanding of the subject matter, and. 3. Learn how to emphasize material ( e.g., write.

The Teacher's Manual provides step-by-step guidance for implementing each activity in the Student Book. The Teacher's Manual also provides expansion activities with photocopiable masters of select expansion activities, identification of activities that support a Best Practice, valuable notes on content, answer keys, audioscripts, end-of-chapter tests, and placement tests. Each chapter in the Teacher's Manual begins with an overview of the content, vocabulary, and teaching goals in that chapter. Each chapter in the Student Book begins with an engaging photo and related discussion questions that strengthen the educational experience and connect students to the topic. Experienced teachers can use the bulleted, step-by step procedural notes as a quick guide and refresher before class, while newer or substitute teachers can use the notes as a more extensive guide to assist them in the classroom. The procedural notes guide teachers through each strategy and activity; describe what materials teachers might need for an activity; and help teachers provide context for the activities. For items that have multiple correct answers, various possible answers are provided. The answer key follows the procedural note for the relevant activity.

The Elementary School Journal , 1 , 3— Haladyna, T. Continuing tensions in standardized testing. Childhood Education , 74 5 , — Hargreaves, L. The effects of changes in class size on teacher-pupilinteraction. International Journal of Educational Research , 29 , — Hughes, J. Authoritative teaching: Tipping the balance in favor of school versus peer effects. Journal of School Psychology , 40 6 , — Ilatov, Z.

Teacher-student class room interactions: The influence of gender, academic dominance, and teacher communication style. Adolescence , 33 , — Johnson, D. Learning together and alone: Cooperative, competitive, and individualistic learning. Allyn and Bacon. Jones, V. Comprehensive classroom management: Creating communities of sup port and solving problems 5th ed.

Kahn, K.

Social learning theory: The role of imitation and modeling in learn ing socially desirable behavior. Education , 1 , 41— Kohn, A. Punished by rewards: The trouble with gold stars, incentive plans, A's, and other bribes. Houghton Mifflin.

Unlocking Potential

What to look for in a classroom. Educational Leadership , 54 1 , 54— Maslow, A. Motivation and personality 2nd ed. Harper and Row. Merrett, F. How do teachers learn to manage classroom behavior? A study of teachers' opinions about their initial training with special reference to classroom behavior manage ment.

Educational Studies , 19 1 , 91— Nichols, S. Collateral damage: How high-stakes testing corrupts America's schools. Cambridge, MA: Harvard Education Press. Ozerk, K. Teacher-student verbal interaction and questioning, class size and bilingual students' academic performance. Scandinavian Journal of Educational Research , 45 4 , — Pomeroy, E.

The teacher-student relationship in secondary school: Insights from excluded stu dents. British Journal of Sociology of Education , 20 4 , — Rathvon, N. The effects of encouragement on off-task behavior and academic productivity.

Elementary School Guidance and Counseling , 24 3 , — Reynolds, A. Less is more: What teachers say about decreasing class size and increasing learning.

Listen to the questions and check the correct answer. Match column A with column B. Column A Column B a. Country Asia b. Age Japanese c. City 12 years old d. Continent Tokyo e. Nationality Japan 3.

Check the correct option to complete the sentences. This is Mary. She American. Hi, I Japanese. Hello, you Susan, right? This isThomas. She 2. Where you from? What your name? Read the profiles. Then, circle and correct the mistakes in the sentences a-f below. Self-Evaluation Now I can Larry Page is a computer scientist. He is Portuguese. Cristiano Ronaldo is Brazilian. He is a soccer player. Martina Garcia is Colombian. She is athletic.

Larry Page is sociable. He is a computer scientist. Cristiano Ronaldo is 32 years old. He is athletic. She is 28 years old. This is Larry Page, the creator of Google. He is from Michigan in the USA. He is 40 years old. He is creative. This is Cristiano Ronaldo. He is 28 years old. He is from Madeira. It is a Portuguese island. This is Martina Garcia. She is an actress.

She is 32 years old. She is Colombian. She is from Bogota. She is sociable. Quiz Time 19 13 T 13 T fuente: Glossary The unit ends with a Glossary and a number of Glossary Activities. References Gardner, H. Frames of Mind. TheTheory of Multiple Intelligences. Basic Books. Kagan, S. Cooperative Learning. San Clemente, CA. Kagan Publishing. Kumaravadivelu, B. Beyond Methods. New Haven. Yale University Press.

E lessons. Glossary A-F acid rain: Acid rain has damaged many buildings in my city. Cartagena has a tropical wet and dry climate. Many Brazilian forests have been affected by deforestation. We live in a healthy environment. Dinosaurs are extinct. Fertilizers give the soil nutrients. G-P global warming: Global warming is a major problem in the 21st century. The use of nuclear energy is very controversial. Oil slicks destroy our oceans. We only download organic fruits and vegetables.

Q-Z recycle: We recycle anything made of paper, glass or metal. Wind, sunlight and rain are renewable resources. Colloquial Expressions Day in and day out: In the long run: Run out: To pay through the nose: To handle: Tune up: Activities on page 95 46 1.

Match column A with column B to complete the sentences. There is hope! We use our imagination when… 1. I have work to do, but I do something else. I procrastinate when… 3. I talk in class. We dream when… 4. People are successful when… 5.

I distract my friends when… 6. Unscramble the words. Then, use them to complete the conversation.

When I meet someone for the first time, I like to get to know their character. I agree. But there are some people who only 3 to meet people with lots of money.

They think that 4 is the mostimportant thing when they meet someone new. I guess everyone has different 7 on this subject. Personally, I think the key to a happy life is to stay in good 8. Yeah, as always, you are right. Fed up 2. For the time being 3. Kick the habit 4. Light at the end of the tunnel. Fidgeting Unit 4 GlossaryActivities 3. Match the colloquial expressions with their meanings. To Our Students The textbook that you have in your hands is a very important tool that will help you learn in the best way possible.

Teacher–Student Interaction

A textbook should not be your only source of study and discovery; however, it will always be a good friend that will allow you to discover for yourself the wonder of learning. The Ministry of Education has made a curricular adjustment with the goal of providing better opportunities for all students in the country as part of a project that promotes full personal development and integration into a society that is guided by the principles of Good Living, democratic participation and harmonious coexistence.

To accompany the launching of this educational initiative, we have prepared several resources according to age and years of schooling. Teachers will receive a CD with songs in order to use music to familiarize students with their first words in English as a complementary material. From then on, until they complete the Bachillerato General Unificado, students will receive textbooks, audio CDs and extra resources that will contribute to the development of their learning in the areas of Science, Social Sciences, Language and Literature, Mathematics and Foreign Language-English.

This resource should be considered a support for the teaching-learning approach that must be guided by teachers and carried out by students in order to achieve its goal. We hope that this adventure of knowledge will be the pathto achieving Good Living.

Ministry of Education 15 T 15 T fuente: Geologists are people. Geology is a profession.

Book English Techaer B compressed

It includes the studying of natural resources. Mining sites are places. Geologists work there. Miners work in mines. There are many natural resources in mines.

Environmentalists are activists. They believe our environment should be protected. Circle the correct verb form to complete the text below. Select both when either the gerund or the infinitive forms can be used. The world we live in is made up of many different types of people with different personalities and ways of expressing their emotions and feelings.

I have always been interested in b. In fact I even considered c. I am really excited about e. Inequality denounce by Nelson Mandela in South Africa. Martin Luther King, Jr. Steve Jobs considered the iPad his most important invention. The iPad consider to be his most important invention by Steve Jobs.

Based on the first sentences, complete the second ones in passive voice with the correct form of the verbs in parentheses. Mining sites are places where geologists work. Miners work in mines where there are many natural resources. Environmentalists are activists who believe our environment should be protected.

Planning Learning Goals Indicators KeyVocabulary and Structures Strategies This lesson offers students the chance to review some of the grammatical structures and key vocabulary learned throughout book 5 of theViewpoints series. Write the following relative pronouns on the board: Ask students if they remember which pronouns are used for people, which are used for places and which are used for things. Highlight the fact that students need to identify the subject which is being repeated in the two sentences —in this case, geologists— and then replace it with the appropriate relative pronoun.

Allow enough time for them to complete the remaining four questions and then tell them to cross-check their answers with a partner. Ask students if they remember that some verbs are only followed by gerunds, some only by infinitives that some can be followed by either. Encourage students, as a class, to classify each of the above as either being followed by a gerund, an infinitive or by both.

Now, instruct students to reread the text and answer questions a-f. Correct as a class by calling on volunteers to read the text to the class with their answers. What do reserved people avoid? What adjective is used to describe someone who likes to be surrounded by people? Will the author of the text study psychology?

Before starting the exercise, ask students what they know about the following people: Start a class discussion by asking questions like: What are these people famous for? Where are they from? Are they all still alive today? Now, encourage students to explain what the difference is between active and Passive Voice: We use the Passive Voice when the focus is on the action instead of the person or thing that performs the action.

Call on a volunteer to read the instruction to the class and then draw their attention to the example answer. Tell them to note how the information stated in both sentences is the same, with the difference being where the focus lies. In the ActiveVoice sentence, the focus is on Nelson Mandela, whereas in the Passive Voice sentence, the focus is on inequality. Another difference is the verb tense.

In Passive Voice we use the auxiliary verb to be plus the past participle of the main verb. UNIT Review 6 fuente: Complete each question with a tag and match it with its corresponding answer. Ask students if they remember how to turn a general statement into a question or how to ask for agreement from a listener by using a tag question.

Draw their attention to the example question and point out how the main part of the sentence is positive, hence the tag is negative. Also highlight that since the auxiliary verb to be is used, we must use the same auxiliary verb in the tag. This applies for all auxiliary and modal verbs.

Now, encourage students to solve the exercise and then correct their answers in groups of five or six. Walk around the class, offering advice when required. Read and listen to the interview and then use reported speech to answer the questions. Start by asking students if any of them have ever been scuba diving. If they have, ask what it was like. If none of them have ever tried it, ask them to imagine what it would be like to be able to breathe under water. Now direct their attention to the dialog written under the instructions.

Play the audio once for them to listen to the pronunciation while reading along. Remind students that when using Reported Speech, they have to be aware of the verb tense and pronoun changes required.

Allow 3 or 4 minutes for students to complete the activity and then discuss the answers as a class. Now listen to the rest of the interview and answer the following questions using reported speech.

Play the remainder of the interview twice for students to listen to. Once again, remind students to answer the questions using the reported speech structure. Ask them if anyone can recall the verb tense changes for reported speech.

Once students have completed the answers, get them into groups of five so they can discuss them. Be prepared to answer any questions they may have and to double check their answers. Track 02 Track 03 7 fuente: So tell us Josh, what is your favorite sport?

I love scuba diving. Why scuba diving? And the aquatic life must be spectacular to see, am I right? You sure are. What did Josh say he loved? Why did Josh say he loved scuba diving? What did Josh say about life under the water? Questions Answers a. He is catching a bus to the coast,? They will travel to India,? Yes, of course. I have seen all the exhibitions. You have visited the Gold Museum,? No, actually he is going to go by plane. No, he will be sleeping at my house. Yes, they really want to see the country.

No, we will do that tomorrow. He said he loved scuba diving. What is the second sport that Josh enjoys? When will Josh be participating in a competition? When did he start training? He said that he really enjoyed mountain biking. He said that he would be participating in a competition next weekend.

He said that he had started training four months ago. Circle the word that best completes each sentence. Answer the questions using the third conditional and then write 2 more questions to ask a partner. If you had won a million dollars last year, what would you have bought?

Where would you have gone last vacation if you had had enough money? Which time period would you have liked to live in if you had been able to choose? Question 1: Question 2: BarackObama was born onAugust 4th, , in Honolulu, Hawaii. Asachild,Obama not live withhisfather;instead, between the ages of 6 and 10 he a. He attended public schools. However, at age 10, he moved back to Honolulu where he b.

Obama has stated that after graduating from high school in , he c. He said that people d. Obama soon moved to NewYork where he e. Ongraduatingin,Obamaenteredthebusinessworldandsoonafterthatstartedhispoliticalcareer,opening the door for him to become the first black President of the United States of America. It is fairly certain that your students will know who Barack Obama is, so start by asking students what they know about his past, before he became the President of the U.

You can be more specific if you like and ask if anyone knows about his childhood or where his parents are from and so forth. Allow enough time for everyone to read through the text and write their answers.

Before correcting, ask students if they have any doubts about word or phrase meaning and then call on various volunteers to read the text to the class so students can correct their own answers. To complete the exercise, verbally ask some comprehension questions like: Where was Obama born?

Where were his parents from? Where did Obama live between ages 6 to 10? American Educational Research Journal, 32 3 , — Google Scholar Baumeister, R. The need to belong: Desire for interpersonal attachments as a fundamental human motivation. Psychological Bulletin, 3 , — Effects of authoritative parental control on child behavior. Child Development, 37 4 , — Current patterns of parental authority.

Developmental Psychology, 4 1 , 99— Teachers' communications of differential expectations for children's classroom performance. Journal of Educational Psychology, 61 5 , — Teacher-student relationships: Causes and consequences. New York: Holt, Rinehard, and Winston. Google Scholar Cordova, D.

Teacher–Student Interaction

Intrinsic motivation and the process of learning: Beneficial effects of contextualization, personalization, and choice.

Journal of Educational Psychology, 88 4 , — Teacher perceptions and teacher-student interaction in integrated class rooms. Journal of Experimental Education, 48 4 , — Google Scholar DeVries, R. Moral classrooms, moral children: Creating a constructivist atmosphere in early education. New York: Teachers College Press.

Google Scholar Dovidio, J. On the nature of contemporary prejudice: The third wave. Journal of Social Issues, 57 4 , — Gender effects in classroom interaction: Data collection, self-analysis and reflection. Evaluation and Research in Education, 16 1 , 34— When avoiding confrontation leads to avoiding content: Disruptive students' impact on curriculum.

Journal of Curriculum and Supervision, 11, — Google Scholar Finn, J. Review of Educational Research, 73 3 , — Designs for cooperative interactions. Google Scholar Goddard, R. A multilevel examination of the distribu tion and effects of teacher trust in students and parents in urban elementary schools. The Elementary School Journal, 1 , 3— Continuing tensions in standardized testing.

Childhood Education, 74 5 , — Google Scholar Hargreaves, L. The effects of changes in class size on teacher-pupilinteraction. International Journal of Educational Research, 29, — Authoritative teaching: Tipping the balance in favor of school versus peer effects.

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