 |
|
|
Item Details
| Title:
|
UNLOCKING SPEAKING AND LISTENING
|
| By: |
Deborah Jones (Editor), Pamela Hodson (Editor) |
| Format: |
Paperback |
| List price:
|
£26.99 |
|
We currently do not stock this item, please contact the publisher directly for
further information.
|
|
|
|
|
|
| ISBN 10: |
041560317X |
| ISBN 13: |
9780415603171 |
| Publisher: |
TAYLOR & FRANCIS LTD |
| Pub. date: |
6 October, 2011 |
| Edition: |
2nd Revised edition |
| Series: |
Unlocking Series |
| Pages: |
192 |
| Synopsis: |
Speaking and listening are key elements of the primary English National Curriculum; they are also fundamental to children's language development and learning. The need for teachers to develop children's talk in its own right and also to use talk as a means of learning is central to effective primary practice, yet it is an area in which teachers often have little confidence. Now in a fully revised and updated edition, Unlocking Speaking and Listening aims to address a recognised need by tackling key issues surrounding speaking and listening with rigour, depth and a strong focus on research. The contributors offer creative and practical advice on teaching speaking and listening from the early years through Key Stages 1 and 2, underpinned by theory into the approach. Significant, interrelated and areas covered include: * Drama and storytelling * Working with EAL children * Gifted and talented pupils * Special educational needs * Using ICT.With contributions from experts in the field, this book is a vital resource to help both trainee and practising primary teachers understand and promote the importance of speaking and listening as an effective tool for learning across the primary curriculum. |
| Illustrations: |
8 black & white illustrations, 14 black & white tables |
| Publication: |
UK |
| Imprint: |
Routledge |
| Returns: |
Returnable |
|
|
|
 |
Ramadan and Eid al-Fitr
A celebratory, inclusive and educational exploration of Ramadan and Eid al-Fitr for both children that celebrate and children who want to understand and appreciate their peers who do.
|
|
|
|
|
|
|
|
|
|
|