The downloadable content on this page is to be used with CAMDEX-DS-II.
For more information, or to purchase a copy of any of the CAMDEX-DS-II books or training pack, click here.
Cancellation task – stimulus 1 (PDF)
Cancellation task – stimulus 2 (PDF)
Circle/square/house/clock drawing page (PDF)
Welcome to the Autistic and Expecting Maternity Passport. Click on the links below for the full passport or an Easy Read version.
To find out more or to buy a copy of the book, please click here.
A ground-breaking handbook exploring the nature of spirituality and its relevance to the mental health and well-being of people coming into contact with health, social care, education and allied support services. Particularly relevant in these covid-19 times, it incorporates the perspectives and experience of over 35 leading academics and practitioners in the field.
Historically, English language teachers have not been trained in how to effectively teach authentic listening. Consequently, they avoid using authentic recordings with their students. In addition, the scripted and graded recordings used to model new language (lexis and grammar) in coursebooks are very different from the spontaneous spoken English students encounter beyond the ELT classroom. We are currently doing our students a huge disservice in not training them to cope with authentic speech. This is what the author seeks to remedy in Integrating Authentic Listening into the Language Classroom.
Creating a methodology book like this, which leads the field in terms of providing the theory behind listening to spoken English in addition to practical guidance and useful examples, means readers will benefit from learning the theory behind using authentic listening and then understand the need to integrate authentic listening in their classrooms. It will equip readers with the knowledge and skills to use authentic recordings in the classroom. This will enable new and experienced teachers to give excellent foolproof listening lessons using authentic recordings. They can motivate their students, equipping them to cope with listening to spontaneous spoken English beyond the classroom.
The book contains 18 easy-to-digest chapters and aims to be accessible for both new and experienced teachers. It contains tried-and-tested decoding and comprehension activities that work in the ELT classroom. The examples and anecdotes given make the activities relatable to a wide range of teaching contexts. It also contains additional transcripts referred to in the main body of the book, a glossary of key terms, references and an index.
This title is part of the Teaching English series, which offers a mixture of methodology and practical ideas for teachers of English as a foreign language.
This practical handbook is designed for language teachers who teach a different language than their first language and want to improve their proficiency in that language. It is also designed for language teachers who teach their first language but lack confidence in their linguistic knowledge and ability to explain it to others. Learning While Teaching offers practical ideas and adaptable activities to help teachers improve their language level autonomously.
Teachers can record the tasks throughout the book to demonstrate their continuous professional development. The tasks should help teachers clearly define their professional strengths and action points. Learning While Teaching is suitable for any in-service language teacher or initial teacher trainee who has a command of English at B1+ level on the Common European Framework of Reference (CEFR). By reading the book, users will inherently find their level and knowledge of English improving.
Part 1 explores how language proficiency and linguistic knowledge impact how teachers are perceived by their students, employers, and themselves. Besides helping teachers to enhance their language proficiency and build confidence, it explores ways of tackling different issues that language teachers face on a day-to-day basis (such as employers’ and students’ bias towards first language teachers). It includes anecdotal evidence from teachers coming from different countries and teaching contexts. This aims to help the readers relate to the subject matter and see it from different perspectives. Throughout Part 1, there are reflection tasks for the teachers to complete, and therefore log and track their development. They can then identify where they are in their career and what areas they still want to keep working on.
Part 2 is more practical. It focuses on how teachers can use lesson preparation, delivery, and the teaching community to enhance their language level. Each of the activities comes with a rationale, clear outcomes and a step-by-step guide. This helps explain how it can be integrated into the teaching process and routine, plus adapted for all teaching contexts. The activities will not require significant time to complete, and will gradually enhance the language level in those areas. At the end of each chapter, there is the opportunity to reflect on their learning, conduct experiential learning and evaluate what impact the activities may have on their future teaching practice and development plan.
Learning While Teaching is part of the Teaching English series, which offers a mixture of methodology and practical ideas for teachers of English as a foreign language.
“When I just started out teaching, I didn’t feel particularly confident about my own level of English and my ability to explain things to the students or answer their questions. This stopped me from applying for jobs and teaching groups and levels I wanted. I felt that there weren’t many opportunities for me to work on and maintain my language proficiency, and that it was either expensive or time-consuming. So, I started looking for more hands-on and practical ways of doing it, which I could do as a part of my teaching process. These activities became the basis of this book.”
“Learning While Teaching broaches that most controversial of topics, native vs non-native speakerism, with a practical no-nonsense handbook aimed to incorporate teacher language development into lesson preparation and activities… As a native speaker who has had the privilege to work with many talented, professional non-native-speaker teachers, I would say that this book does an excellent job in challenging the stigmas that are still prevalent within our industry, whilst offering practical guidance to increase confidence and efficacy in the classroom.” – This review by Charlotte Smith was featured in IATEFL Voices (Issue 286, 2022). Find out more about becoming a member of IATEFL here.
The downloadable content on this page is to be used with The Dementia Care Training Library.
For more information, or to purchase a copy of The Dementia Care Training Library, click here.
Appendix 1
Appendix 2
Appendix 3
Session 1 – Working with Families of People with Dementia
Session 2 – The diversity of experiences of family carers of people with dementia
Session 3 – Working in partnership with family carers of people with dementia
Session 4 – Supporting family carers of people with dementia to live well
Worksheet 1
Worksheet 2
Worksheet 3
Worksheet 4
Worksheet 5
Worksheet 6
Worksheet 7
Worksheet 8
Worksheet 9
Worksheet 10
Worksheet 11
Worksheet 12
Worksheet 13
Worksheet 14
Worksheet 15
Worksheet 16
Worksheet 17
Worksheet 18
Worksheet 19
Appendix 1 – Essential nutrients
Appendix 2- The Healthy Lifestyle Quiz answers
Session 1 – Eating and Drinking Well
Session 2 – An activity-based approach to eating and drinking well
Session 3 – Enabling people with dementia to eat and drink well
Session 4 – Eating and drinking problems and forms of support
Worksheet 1 – Healthy eating and drinking
Worksheet 2 – Essential nutrients
Worksheet 3 – Applying the person-centred approach to eating and drinking well
Worksheet 4 – Health issues that may impact on the nutritional needs of people with dementia
Worksheet 5 – Understanding the impact of neurological impairment on the nutritional needs of people with dementia
Worksheet 6 – Dementia and sensory challenges
Worksheet 7 – The Healthy Lifestyle Quiz
Worksheet 8 – Scenario
Worksheet 9 – Charlie’s story
Worksheet 10 – Diane’s story
Worksheet 11 – Charlie’s story – additional information
Worksheet 12- Diane’s story – additional information
Worksheet 13 – Individualised activity plan for eating and drinking
Worksheet 14 – Positive approaches to enhancing the mealtime experience
Worksheet 15 – Food and fluid monitoring
Worksheet 16 – Specialists involved in supporting people with dementia to eat and drink safely
Worksheet 17 – Mitzi’s story
Appendix 1
Appendix 2
Appendix 3
Appendix 4
Session 1 – Introducing Dementia
Session 2 – Lived Experience
Session 3 – Signs Symptoms
Session 4 – Assessment Diagnosis
Session 5 – Risk Reduction
Worksheet 1
Worksheet 2
Worksheet 3
Worksheet 4
Worksheet 5
Worksheet 6
Worksheet 7
Worksheet 8
Worksheet 9
Worksheet 10
Worksheet 11
Worksheet 12
Worksheet 13
Worksheet 14
Worksheet 15
Worksheet 16
Worksheet 17
Worksheet 18
Worksheet 19
Worksheet 20
Worksheet 21
Worksheet 22
Worksheet 23
Appendix 1
Appendix 2
Appendix 3
Appendix 4
Appendix 5
Session 1 – Communication & Behaviour
Session 2 – Positive Interactions
Session 3 – Supporting People to Live Well
Session 4 – Rethinking Behaviours
Worksheet 1
Worksheet 2
Worksheet 3
Worksheet 4
Worksheet 5
Worksheet 6
Worksheet 7
Worksheet 8
Worksheet 9
Worksheet 10
Worksheet 11
Worksheet 12
Worksheet 13
Worksheet 14
Worksheet 15
Appendix 1
Appendix 2
Appendix 3
Appendix 4
Appendix 5
Appendix 6
Appendix 7
Session 1 – Person Centred Care
Session 2 – Person Centred Care
Session 3 – Person Centred Care
Worksheet 1
Worksheet 2
Worksheet 3
Worksheet 4
Worksheet 5
Worksheet 6
Worksheet 7
Worksheet 8
Worksheet 9
Worksheet 10
Worksheet 11
Worksheet 12
Worksheet 13
Worksheet 14
Worksheet 15
Worksheet 16
Worksheet 17
The downloadable content on this page is to be used with Successful Health Screening through Desensitisation for People with Learning Disabilities.
To find out more or to buy a copy, please click here.
‘Free to be Me’ is a course manual providing the guidance and resources needed to run a course with individuals or groups based on a new model of CBT, Holistic Cognitive Behaviour Therapy (HCBT). Building on the standard CBT model, it can easily be used by those familiar with CBT. Its ‘trans-diagnostic’, person-centred approach means that it can be used as part of the therapy offered in any mental health and related setting, and as a personal development course in faith and community groups. The course consists of 16 weekly sessions and comes with PowerPoint slides, handouts and facilitator guidance, helping participants to develop an affirming view of themselves as unique individuals. The course offers standard CBT techniques alongside a wealth of other creative exercises to change the unhelpful thinking styles and behaviours that may hinder people from accessing their potential. A companion book ‘Holistic Cognitive Behaviour Therapy’ provides a theoretical overview of this approach and its applications.
Those with mental health difficulties can sometimes feel disconnected from their identity and can lose sight of who they are and what they value. Holistic Cognitive Behaviour Therapy (HCBT) is a new model that builds on the standard CBT approach to help people connect with their sense of identity and meaning in life. It has come out of clinical practice with real clients in secondary mental health settings working with complex and severe mental health in London, with many clients coming from ethnic minorities and inner-city contexts. HCBT can be used in any therapeutic or personal development setting and encourages an appreciation of different cultures and different worldviews, particularly relating to spirituality. In addition to being a useful way of offering CBT within different cultural and religious contexts, it would be useful in communities where participants may be reluctant to engage with mental health services due to these services appearing not to recognise their spiritual views or not routinely exploring spirituality within the therapy.
The downloadable content on this page is to be used with the textbook Understanding Teenage Language Learners Online.
For more information, or to purchase a copy of Understanding Teenage Language Learners Online, click here.
Downloadable resource 1 – Teaching hybrid classes (PDF)
Downloadable resource 2 – Ready-made messages (PDF)
(Refers to Chapter 3: Managing your online classroom on page 21.)
Downloadable resource 3 – Webcam exemption request forms (PDF)
(Refers to Chapter 3: Managing your online classroom on page 21.)
Downloadable resource 4 – 30 opening questions to start your lesson (PDF)
(Refers to Chapter 5: Explaining things and getting a response on page 55.)
Downloadable resource 5 – Streamer review criteria (PPTX)
(Refers to Chapter 6: Activities and techniques that work well online on page 83.)
Many teachers are currently teaching teenagers either live online or using hybrid learning. Understanding Teenage Language Learners Online aims to provide ELT teachers, directors of studies and academic managers with advice about making the transition online. It includes practical advice and ideas, methodology, and examples from Chris Roland’s own experience.
The book goes much further than simply telling you what to do and how to do it. It also looks at the why. It explains the deeper rationale for decisions we might make as well as exploring the underlying principles and factors that can make or break a lesson. Throughout the book, the goal is to help make lessons motivating and enjoyable for both teacher and learners. The emphasis is on low-tech, low-prep lessons with maximum results.
In Understanding Teenage Language Learners Online the author examines how a large number of principles of best practice from face-to-face lessons (as covered in Understanding Teenagers in the ELT Classroom) translate to online teaching. The two books complement each other for those teaching in class and online, but can also each be used on their own. In this title, Chris Roland discusses what teachers need to do a little differently when teaching online. He also examines how the new medium allows us to do things that we could not do so easily before.
Understanding Teenage Language Learners Online is part of the Teaching English Online series. This series complements the Teaching English series. It offers a mixture of methodology and practical ideas to get teachers started in an online platform, and to support them in creating and delivering dynamic and creative lessons whether they are teaching solely online or doing a combination of online alongside physical classes, i.e. hybrid teaching. In a similar way to the other titles in the Teaching English and Teaching English Online series, this book can be used for self-study, or as guided reading on more structured training courses.
“In our current situation, I believe that this is a book every teacher should get their hands on, as it provides insights not only into how to teach teenagers more effectively, but also how to stay safe online and how to cope with the challenges of being in front of the screen for a good portion of the day… The main strength of the book is that it doesn’t overlook the problems that are bound to occur while teaching online: instead, it delves into them and puts forward suggestions and alternative ways of solving them… I can confidently say [it] will definitely help me become a better online teacher. It is a book that I can thoroughly recommend.” – William Chaves Gomes, English Teaching professional (Issue 137, November 2021)
“In summary, this is a valuable reference book for anyone passionate about teaching teenagers in an online environment and those who would like to refresh or develop their practice in this area… I congratulate the author for his tremendous work, almost every single line of which resonates with me on one level or another. Whether you are a pedagogical lion or you feel like a fish out of water when it comes to online teaching to groups of teens, this book will guide you in delivering engaging lessons.” – This review by Lyubov Chesnokova was featured in IATEFL YLTSIG’s newsletter TEYLT Worldwide (Issue 1, 2022). Find out more about becoming a member of IATEFL YLTSIG here.
