00831nam0-22003011i-450-99000145848040332120001010000145848FED01000145848(Aleph)000145848FED0100014584820000920d1969----km-y0itay50------baengUSa---a---001yyCatalysis in Chemistry and EnzymologyWilliam P. JencksNew YorkMcGraw Hill1969xvi, 644 p.25 cmMc Graw-Hill Series in Advanced ChemistryChimicaJencks,William P.64029ITUNINARICAUNIMARCBK9900014584804033212 V 714076DBVDBVCatalysis in Chemistry and Enzymology379844UNINA01406nam 2200361 n 450 99639529590331620221108072829.0(CKB)4330000000321734(EEBO)2240867968(UnM)99840740(EXLCZ)99433000000032173419910301d1547 uy |engurbn||||a|bb|A godly and faythfull retractation[electronic resource] made and published at Paules crosse in London, the yeare of oure lorde God 1547. the 15. daye of May, by mayster Richard Smyth Doctor of diuinitye, and reader of the Kynges maiestyes lecture in Oxford. Reuokyng therin certeyn errors and faultes by hym committyd in some of hys bookesLondini [Reynolde Wolfe]Anno Domini M.D.XLVII. [1547][64] pPrinter's name from colophon.At foot of title page: Cum priuilegio ad imprimendum solum.Signatures: A-D⁴.Reproduction of the original in the Bodleian Library.eebo-0014PopesPrimacyEarly works to 1800PopesPrimacySmith Richard1500-1563.1002757Cu-RivESCu-RivESCStRLINWaOLNBOOK996395295903316A godly and faythfull retractation2413532UNISA05611nam 2200685 a 450 991096867080332120250506132704.01-283-42490-8978661342490790-272-8182-310.1075/tblt.3(CKB)2670000000139891(EBL)832306(OCoLC)769927255(SSID)ssj0000832502(PQKBManifestationID)12410557(PQKBTitleCode)TC0000832502(PQKBWorkID)10882013(PQKB)10695054(Au-PeEL)EBL832306(CaPaEBR)ebr10524084(CaONFJC)MIL342490(iGPub)JOBE0002691(DE-B1597)721635(DE-B1597)9789027281821(MiAaPQ)EBC832306(EXLCZ)99267000000013989120110909d2012 uy 0engur|n|---|||||txtccrTask-based language teaching from the teacher's perspective insights from New Zealand /Martin EastAmsterdam ;Philadelphia J. Benjamins Pub. Co.c2012Amsterdam :John Benjamins Publishing Co.,2012.1 online resource (279 pages)Task-based language teaching : issues, research and practice (TBLT),1877-346X ;3Description based upon print version of record.90-272-0721-6 Includes bibliographical references and index.Task-Based Language Teaching from the Teachers' Perspective; Editorial page; Title page; LCC data; Table of contents; Author's preface; Acknowledgments; List of key acronyms; 1. TBLT in foreign language classrooms: Fundamental considerations; Why New Zealand?; Structure of the book; 2. TBLT in New Zealand: Curriculum renewal; Background; Communicative Language Teaching: A paradigm found wanting?; Problems with the guidelines; Problems with assessment; Subject enrolments; The new learning area: Moving away from CLT; Practitioner perspectives; The number one problem - recruitment and retentionCurriculum and assessment requirementsConclusions; 3. TBLT in New Zealand: Curriculum support; Background; The Ellis report: Introduction; The ten principles in theory; The ten principles in practice; Opportunities for professional development and teacher support; The ten principles and Learning Languages; New curriculum support guidelines; Curriculum Support Days; The Teacher Professional Development Languages (TPDL) programme; A new operational framework for FL teaching and learning; Practitioner perspectives; The benefits of formulaic expressionsFormulaic sequences and communicative activitiesThe limitations of formulaic expressions; Conclusions; 4. TBLT and communication; Background; The core communication strand; Tasks and pedagogical practice: Misunderstandings; Defining tasks in theory; Practitioner perspectives; Viewpoints from the advisors; Viewpoints from the teachers; More developed interpretations of task; Tasks for beginners in the language; Tasks at the senior level; Group work tasks as opportunities for co-construction of knowledge; Conclusions; 5. TBLT and language knowledge; BackgroundThe supporting language knowledge strandFormal language knowledge within a TBLT framework; Pedagogical implications; Task selection and target structures: Should teachers make deliberate choices?; Task completion and noticed structures: Should teachers make the rules explicit?; Task follow-up and practice: Can teachers use grammar exercises?; Focus on form in TBLT; Practitioner perspectives; Viewpoints from the advisors; Viewpoints from the teachers; Past and present experiences; Inductive and deductive approaches; Differentiating between the junior and senior yearsTransitioning towards TBLT: The case of SophieConclusions; 6. TBLT and cultural knowledge; Background; The supporting cultural knowledge strand; Communicative competence and intercultural competence; Intercultural communicative competence as a theoretical construct; Intercultural competence and TBLT; Practitioner perspectives; Culture as artefact; Culture embedded within language / language as a mediator of culture; Being intercultural and relating to otherness; Culture and tasks; Conclusions; 7. TBLT and assessment; Background; Assessment paradigmsAssessment for learning - the use of classroom-based tasksTask-based language teaching (TBLT) is being encouraged as part of a major overhaul of the entire school languages curriculum in New Zealand. However, teachers often struggle with understanding what TBLT is, and how to make TBLT work in classrooms. Using the stories that emerged from a series of interviews with teachers (the curriculum implementers) and with advisors (the curriculum leaders), this book highlights the possibilities for TBLT innovation in schools. It also identifies the constraints, and proposes how these might be addressed. The result is a book that, whilst rooted in a particulTask-based language teaching ;v. 3.Language and languagesStudy and teachingNew ZealandLanguage and languagesStudy and teaching418.0071/093East Martin950796MiAaPQMiAaPQMiAaPQBOOK9910968670803321Task-based language teaching from the teacher's perspective4346944UNINA