New American Streamline Connections Teachers Book Download LINK
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New American Streamline Connections Teachers Book Download
We started thinking about revising Streamline in the mid-1980s. Initially, we planned to revise Streamline English, the British edition, first. During my tours I interviewed many, many teachers about what sort of changes they would like in a new edition. In Japan and Brazil, we gave out questionnaires and asked teachers to rank the 80 units of Departures and Connections from (5) - excellent to (1) would like a replacement. It was found that Deapartures was hardly worth changing! It received high scores almost throughout. Connections scored very high for some units, but there was a core of less popular units. Bernard and I worked on a revised edition of Connections for almost a year, including a new Teacher's Book, but then the project was shelved by OUP (and never since revived).In Spain last year, I spent two hours surrounded by teachers asking the same question: Why don't you revise Streamline English? The answer is that I would like to. I think we should. But it's not my decision! However, American Streamline is a much happier story. A few years later, we met with Roy Gilbert of OUP, New York to discuss revising American Streamline. We decided to avoid all discussion and disagreement on what to change by conducting a comprehensive survey of users. Roy organized this. Teachers had to rank all 80 units of Departures and Connections from (1) - favorite to (80) least favorite! A huge number of teachers agreed to do this. We had already agreed that the bottom ranking units in each book would be changed, regardless of our personal opinions. For example, Departures 12, a favorite of mine scored low. It was changed. All the 'Letters from Mexico' were changed and replaced by units which stimulate conversation in class. We also decided to change some units regardless of their ranking, because we felt they could be improved. An example was Departures unit 50, which achieved a medium-ranking, but none of us liked it especially.
> Improved dialogs For the original version of American Streamline we used an American author to Americanize our dialogs. We have always specialized in simple dialog writing, and often the American versions were longer and lost our direct short sentences. By the time we came to work on New American Streamline I had been involved with adaptations of nine books, eighteen workbooks and nine teacher's books into American English with co-writers. I had traveled extensively in the USA and Canada, and had done training sessions with American teachers all over Japan and Mexico. My degrees are in American Studies (BA) and American Literature (MA). When I started teaching English, after years of American Studies I found American spelling came first, and I was constantly writing 'honor' and 'center' on the board. Nowadays spelling is the least of the problems. All you do is switch your word processor's spellcheck from 'English (UK)' to 'English (US)'. I felt confident that I could do the new version myself with the help of a good editor in New York. Instead of a good editor I got a GREAT editor in Ken Mencz. Nearly every dialog in the series was changed in subtle ways - sometimes getting closer to our original British edition. Other times, it was changed more. For example, one British original dialog had Here you are. This exists in US English so it was transferred to the US first edition. But There you go is vastly more frequent in US English, and whereas adaptors are nervous about changing too much, I was able to change more! In fact, over the last ten years There you go has crossed the Atlantic, and is also more frequent in British English.> Listening Skills Listening exercises have been added to Connections and Destinations. This is an example from the new Connections unit 5, Waiting For A Friend. As well as the new dialog, there is a Listening for Specific Information at the end.Enlarge > Functional unitsIn the first edition, there were a series of lessons called Everyday conversations. These consisted of useful short functional dialogs. In Departures these were not arranged thematically, though in Connections they were grouped into thematic areas. One general change was to introduce thematic groupings in Departures.
Yes. Google Classroom can help teachers streamline summative and formative assessments. For example, you can use the platform to quickly create, distribute, and collect digital exit tickets or auto-graded assessments. Teachers also can pose discussion questions for quick insights into what students are thinking.
The platform has been updated quite a bit since its launch, and Google continues to introduce new features regularly, often based on feedback from teachers. For example, grades, rubrics, and Google Meet integration all are features that were added recently. Another new feature called "originality reports" is essentially a plagiarism-checking tool that checks a student's Google Document against webpages and books readily available on the internet. If the feature is turned on, students can run reports before submitting assignments -- teachers can run them after. Teachers may want to use the originality reports feature as an opportunity to teach the importance of citing sources.
Kate is an educator and aspiring product designer. She has taught and designed curricula in many different schools in Spain and the U.S. and worked with learners of all ages, from 3-year-olds to adults. Often managing a heavy class load, Kate turned to technology to streamline her workflow and to create more engaging, learner-centered activities for her students. Now, she works to help design the tools that teachers and students are using to create thoughtful classroom communities, enrich learning, and have more fun at school.
Sustainability is key driver in the development of an open publication. Educators are tasked with bringing together large groups of authors, and consequently need to ensure clarity and purpose. Therefore, a strong foundation of support is required. The library has provided this through the aforementioned publications, self-directed modules, and the Pressbooks authoring platform. In addition, the library created an open publishing team to reinforce our commitment to open education, streamline the support the library provides, and assign each open textbook project an open publishing team member to provide advice and guidance for a successful outcome. 350c69d7ab