本公司訂於7月25日至7月28日(星期一至四) 進行盤點作業 最後收取訂單時間為7月22日(星期五)中午12點前 爾後連續4天的盤點期間，將暫停出貨及收退貨作業 我們將於7月29日(星期五)恢復正常接單作業 期間造成不便之處，請多包涵!
Progress 英語學習成效評量 Assessment for improvement 網站：http://product.pearsonelt.com/progress Progress 是一套專為亞洲英語學習者研發設計的線上評量 忠實記錄個人化的學習歷程和進步狀況 Key Features： 以GSE (Global Scale of English) 為衡量指標，細分為6個級數。 每個帳號包含3次，可供學前、中、後的測驗。 完全線上的適性測驗 (adaptive)，提供最接近學生程度的考題。 龐大的考題資料庫，不需擔心試題重覆。
ISBN：9789574838790 Price：NT$ 450
作者自 2008 年於美國獲得學位歸國後即在台灣北部各公私立大專院校任教．從大學兼任家教到現在，多年的教育經驗讓作著對高中，大學生常犯的文法錯誤，感到疑惑的文法規則，與易混淆的文法觀念有相當程度的瞭解．除了熟知不同學生的學習需求之外，因為撰寫論文的關係，對職場上的英語溝通使用也有一定瞭解．秉持著深入淺出的教學理念，運用表格架構及統整概念的教學方式，讓學習文法不只是死背，而是透過理解加以運用．本書非常適合英文文法基礎不夠紮實，每次都靠“感覺”來用英文的自習者，或於課堂上當教科書使用．
ISBN：9789574838783 Price：NT$ 350
- 全書共10 課，內容編排簡單易學，結合自然發音規則與K.K. 音標。
Simon Brewster / Viviane Kirmeliene / Alastair Lane
Stopwatch is a fast-paced, eye-catching course for secondary students, from true beginners to B1. Our unique, six-level structure allows schools to fine-tune their selections according to the specific needs and abilities of their students. Relevant topics and impactful images will keep students engaged and learning, while the carefully designed curriculum ensures that they can advance and succeed.
Each unit offers a grammar and vocabulary focus with separate sections for skills development, cultural knowledge and projects that can be done using digital or traditional media. The integrated workbook, together with the grammar, vocabulary and reading worksheets, provide ample opportunity for practice. A Stopwatch chronometer app keeps time for game based challenges in the book and offers fun vocabulary practice. A grammar reference at the back of every book consolidateds learning and allows for better exam review.
- Student's Book with Integrated Workbook (print and digital)
- Student's CD
- Stopwatch App
- Teacher's Guide (print and digital)
Teacher's Toolkit, with:
- Class and Test Audio CDs
- Grammar, Vocabulary and Reading Worksheets
- Exam Package (Standard or Test Plus)
- Placement Exams
ISBN & PRICE
|7506009844360||Stopwatch (1) Student’s Book and Workbook with CD/1片||500|
|7506009844377||Stopwatch (2) Student’s Book and Workbook with CD/1片||500|
|7506009844384||Stopwatch (3) Student’s Book and Workbook with CD/1片||500|
Authors：Wen-Chuan Lin, Michael Byram
ISBN：9789574838684 Price：NT$ 650
CONTENTS OF THE BOOK
Of the following twelve chapters, eight are based on doctoral dissertations, supervised by Professor Michael Byram at Durham University in England, and the other four are invited chapters by scholars from Wenzao Ursuline University of Languages in Taiwan, who also base their contributions on their doctoral research. The editors hope to show in this way the relevance of doctoral research and the importance of making it widely known.
The book is divided into four parts. In the first part there are two chapters which contextualize language teaching by historical analysis of the significance of languages in Taiwan. In Chapter 1, (Towards an intercultural citizenship community: monoculturalism or interculturalism?), Mei-Lan Huang presents a historical analysis of the evolution of language education and monoculturalism in Taiwan after 1945. Her chapter analyzes the relationship between the ideology of Chinese monoculturalism and its language education on the one hand, and on the other hand the development of imagined Taiwanese monoculturalism and its efforts in building the concept of a Taiwanese nation through reviving Taiwanese local native languages in present and future language education. It is based on document analysis and interviews with key figures in Taiwan recalling their childhood experience of education.
In Chapter 2, (Identity, education, and language: a case study in Taiwan), Grace Lee analyzes how language attitudes in Taiwan play out in people’s lives, some traces of which are also present in Chapter 1. Here, however, the objective was to look, in a detailed and chronological analysis, at the life history of one Taiwanese woman who lived through three educational systems in Taiwan. Her life story, collected through multiple interviews, is examined for moments and experiences which depict her views on her identity, and analyzed with particular attention to the relationship between identity, language and education.
The second group of chapters brings the focus onto the experiences of learners in the education system today at the crucial moments of transition from one level to the next. In Chapter 3, (Challenging the pedagogical discontinuity in EFL between elementary and junior high schools in Taiwan), Wen-Chuan Lin addresses the need to solve problems of elementary-junior high school transition and ensure continuity in pedagogical practice between the two social settings. His study explores differences in students’ access to EFL learning in four Taiwanese junior high schools and challenges the myth of “the earlier the better in learning foreign languages” when there is no consideration of issues of transition between elementary and junior high. Implications pertaining to elementary-junior high progression in pedagogical practice are discussed which may inform practitioners and policy makers who are concerned with the gap in EFL learning and teaching.
In Chapter 4, (Cultures of learning in English language classrooms in Taiwan during the transition year from elementary to junior high school), Chin-Pin Chen develops further the issue of elementary-junior high school transition with an analysis of discursive patterns which influence and inform the transitional year. This chapter addresses the question of “whole-class teaching, individual testing” and its implications for the transitional process. Despite the apparent similarities in terms of teachers’ design of whole-class teaching activities and conducting of individual tests before and after transition, the meanings of tests are probably different, indicating possible discontinuity of cultures of learning between the two educational phases. Since teachers from both educational phases hardly have opportunity to meet each other, a certain degree of mistrust can arise, and none of this is to the benefit of students moving from one educational phase to the other.
The next group of chapters concentrates even more on learners and learning processes. In Chapter 5, (EFL learners developing critical intercultural awareness through process drama), Wen-ling Irene Chen challenges the role of foreign languages teaching and learning in the reproductive purpose of education systems. Her study addresses the significance and urgency of developing “critical intercultural awareness” (CIA) in Taiwan students’ language learning experience, by describing an action research project that explores how and why CIA can be developed in process drama praxis in the context of Advanced English Learners’ Programs for junior high school students in Taiwan.
In Chapter 6, (A cooperative task-based learning approach to motivating low achieving readers of English in a Taiwanese university), Tsu-Chia Julia Hsu analyzes the problem of some first-year university students in Taiwan who had low English scores in their university entrance examinations, and who did not necessarily perform at their full potential in English language. Her study seeks an effective approach to the teaching of reading, one that will help these students to enhance their confidence and motivation. The approach includes cooperative learning and Task-Based Language Teaching, which encourages frequent interactions and positive involvements that are crucial for reinforcing motivation. A new pedagogy integrating these two methods was thus developed and applied.
In Chapter 7, (A study of translation teaching in a university of science and technology in Taiwan), Hsiu-Tzu Charlene Shen argues that translation studies is seen as a significant facilitator in the nation’s competitiveness in a globalized economy, and has developed as a discipline in the past two decades to answer the call from government for a response to globalization. Given the limited literature about Translation Studies curriculum development in Taiwan and taking into account the students’ interests in a technological university context, her study investigates whether students will learn effectively or perform better when taught with a curriculum which is derived from their needs.
Finally, in this section, Chapter 8, (Promoting the cultural dimension in EFL teaching: a turning point for English education in Taiwan), Yau Tsai argues that the promotion of the cultural dimension in EFL teaching is the key factor which can help students to develop the intercultural communicative competence needed in a global society. Her study explains the characteristics of intercultural communicative competence and the reasons why promoting the cultural dimension in EFL teaching leads to the development of this competence. Through the analysis of group interviews with students, relevant problems impeding the promotion of the cultural dimension in EFL teaching are identified and then suggestions are made for both the Ministry of Education and English teachers in Taiwan.
In the fourth and final group of chapters the focus is on teachers, on their classroom activities and on their professional development. In Chapter 9, (Analyzing EFL team-teaching in Taiwanese elementary English education: an intercultural perspective), Shu-Hsin Chen analyzes “team teaching”, a phenomenon often seen in elementary and/or secondary EFL classrooms in some East Asian countries, including Taiwan, where the fact that cultural differences between local teachers and foreign teachers affect team teaching effectiveness, is receiving increasing attention. Aiming at understanding how teachers of EFL conceptualize their team teaching experience, this ethnographic study elicited interview data from local and foreign teachers of EFL in Taiwan. The intercultural team teaching capacity (ITTC) model provides a useful source for future research and training programme development in the areas of TESOL, ELT, intercultural education, intercultural communication, and multicultural team management.
In Chapter 10, (The journey of sixty adventurers to becoming English language teachers in Taiwan) Wei-Yan Miguel Li evaluates the success of ELT initial teacher education in Taiwan. The effectiveness and practicality of the training contents and the outcomes of different training programmes are investigated. One central concept needs clarifying: what is expected in an able ELT? It is only with a clear idea of an answer to this question that the evaluation of training programs is possible, to establish if they are providing training in accordance with what the trainees need for their future teaching profession. A framework of required professional competencies (FRPC) is developed which characterizes a competent language teacher and is a basis for evaluation of courses.
In Chapter 11, (An online teacher professional development framework for Taiwanese English teachers in supplementary schools: undoing self-marginalization), Pai-Hsien Aiden Yeh argues that Taiwanese English teachers in supplementary schools are often marginalized. This is partially caused by widespread discrimination in Taiwan where people hold a strong misconception that only those with native-speaker-like features can be considered as “true native English speaker teachers”. Her study shows that to become an effective EFL teacher, one must be motivated to gain improvements in professional skills, stay committed to the profession, and keep the passion for teaching and learning burning. Perhaps more importantly, it shows that engaging in continuous teacher professional development can be a form of self-empowerment; improving themselves professionally can boost teachers’ sense of identity as language teachers.
In Chapter 12, (Towards a global citizenship: the intercultural competence development of Taiwanese university teachers through short-term study abroad), I-Jane Janet Weng is concerned with the promotion of intercultural citizenship which favors multiculturalism and equality in preparing students in a global community. Her study seeks to expand the focus of research to report the learning experience of seven Taiwanese university teachers who participated in a short-term overseas tour. She found that an authentic and rich intercultural short study abroad program can serve as an effective way in fostering the intercultural competence of university teachers. The intercultural experience helps them transform personally and professionally to teach with new approaches to promote intercultural citizenship.
Listening for Pleasure
Publisher：New Moon Education
Listening for Pleasure provides a variety of topics and a wide range of useful listening skills to help learners improve their listening skills. Each book provides exciting updated videos, authentic stories, selected to ensure that learners can access and enjoy using the updated information. The texts reflect real English usage in hospitality and tourism. The book can be used to study in the classroom or alone. Key listening skills including listening for gist, listening for specific information and listening for details.
- Student Book
- Teacher’s Manual
- Test Bank
- Presentation Tool
若需要詢問 EnglishCentral 相關資訊，請電洽客服專線 (02) 2311-4027 詢問，謝謝。
ISBN / PRICE
|9789869196697||Listening for Pleasure 1||280|