Mary Jane Horton
- Published in print:
- 2005
- Published Online:
- September 2006
- ISBN:
- 9780195167979
- eISBN:
- 9780199784981
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/019516797X.003.0005
- Subject:
- Religion, World Religions
This chapter discusses teaching religion and in particular, teaching the African American religious experience. Topics covered include how to create a community of learners by establishing class ...
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This chapter discusses teaching religion and in particular, teaching the African American religious experience. Topics covered include how to create a community of learners by establishing class norms, using classroom activities, and introducing womanist thought in class.Less
This chapter discusses teaching religion and in particular, teaching the African American religious experience. Topics covered include how to create a community of learners by establishing class norms, using classroom activities, and introducing womanist thought in class.
Norma López-Burton
- Published in print:
- 2014
- Published Online:
- May 2014
- ISBN:
- 9780300186895
- eISBN:
- 9780300189582
- Item type:
- chapter
- Publisher:
- Yale University Press
- DOI:
- 10.12987/yale/9780300186895.003.0003
- Subject:
- Philosophy, Philosophy of Language
This chapter focuses on the importance of communicative tasks in language learning. A task is an activity with a goal in which students use language to achieve a real outcome. Well-designed tasks ...
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This chapter focuses on the importance of communicative tasks in language learning. A task is an activity with a goal in which students use language to achieve a real outcome. Well-designed tasks simulate scenes requiring true communication and provide many more opportunities for output than in a teacher-centered class. The discussions cover the elements of a communicative task; types of communicative tasks; writing tasks; and reading tasks.Less
This chapter focuses on the importance of communicative tasks in language learning. A task is an activity with a goal in which students use language to achieve a real outcome. Well-designed tasks simulate scenes requiring true communication and provide many more opportunities for output than in a teacher-centered class. The discussions cover the elements of a communicative task; types of communicative tasks; writing tasks; and reading tasks.
Maud Hickey
- Published in print:
- 2012
- Published Online:
- May 2015
- ISBN:
- 9780199826773
- eISBN:
- 9780190268282
- Item type:
- book
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:osobl/9780199826773.001.0001
- Subject:
- Music, Theory, Analysis, Composition
This book is an informative and practical resource for all who are invested in making music composition an integral part of curriculum. The book addresses the practical needs of music educators by ...
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This book is an informative and practical resource for all who are invested in making music composition an integral part of curriculum. The book addresses the practical needs of music educators by offering both a well-grounded justification for teaching music composition and also a compendium of useful instructional ideas and classroom activities. The book begins with a rationale for teachers to begin composition activities in their own classrooms, with a thoughtful argument that demonstrates that all music teachers possess the skills and training needed to take children along the path toward composing satisfying musical compositions even if they themselves have never taken formal composition lessons. It also addresses some of the stickier issues that plague teaching music composition in schools such as assessment, notation, and technology. Most importantly, the book introduces a curricular model for teaching composition, a model which provides an array of composition activities to try in music classrooms and studios. These activities encourage musical and creative growth through music composition; while they are organized in logical units corresponding to existing teaching modules, they also offer jumping off points for music teachers to exercise their own creative thinking and create music composition activities that are customized to their classes and needs.Less
This book is an informative and practical resource for all who are invested in making music composition an integral part of curriculum. The book addresses the practical needs of music educators by offering both a well-grounded justification for teaching music composition and also a compendium of useful instructional ideas and classroom activities. The book begins with a rationale for teachers to begin composition activities in their own classrooms, with a thoughtful argument that demonstrates that all music teachers possess the skills and training needed to take children along the path toward composing satisfying musical compositions even if they themselves have never taken formal composition lessons. It also addresses some of the stickier issues that plague teaching music composition in schools such as assessment, notation, and technology. Most importantly, the book introduces a curricular model for teaching composition, a model which provides an array of composition activities to try in music classrooms and studios. These activities encourage musical and creative growth through music composition; while they are organized in logical units corresponding to existing teaching modules, they also offer jumping off points for music teachers to exercise their own creative thinking and create music composition activities that are customized to their classes and needs.
Janet Zhiqun Xing
- Published in print:
- 1993
- Published Online:
- September 2011
- ISBN:
- 9789622097629
- eISBN:
- 9789882207479
- Item type:
- chapter
- Publisher:
- Hong Kong University Press
- DOI:
- 10.5790/hongkong/9789622097629.003.0006
- Subject:
- Linguistics, Sociolinguistics / Anthropological Linguistics
This chapter discusses Chinese sentences which are regarded as the basic unit for studying a language. In this chapter the different sentences in Mandarin ...
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This chapter discusses Chinese sentences which are regarded as the basic unit for studying a language. In this chapter the different sentences in Mandarin Chinese are discussed and differentiated. These two types of Chinese sentences are largely based on their word order, function, and frequency in communication. These sentences fall into the categories of basic sentence construction and unique sentence construction. In addition to the discussion of Chinese sentence constructions, the chapter also provides a demonstration of the common practices in the teaching and learning of the unique constructions at American colleges and universities. The chapter also provides recommended classroom activities to further understanding of Chinese sentence constructions. Included as well in the chapter are issues on the subordinate clauses of the Chinese language.Less
This chapter discusses Chinese sentences which are regarded as the basic unit for studying a language. In this chapter the different sentences in Mandarin Chinese are discussed and differentiated. These two types of Chinese sentences are largely based on their word order, function, and frequency in communication. These sentences fall into the categories of basic sentence construction and unique sentence construction. In addition to the discussion of Chinese sentence constructions, the chapter also provides a demonstration of the common practices in the teaching and learning of the unique constructions at American colleges and universities. The chapter also provides recommended classroom activities to further understanding of Chinese sentence constructions. Included as well in the chapter are issues on the subordinate clauses of the Chinese language.
