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This publication is a catalogue of resources addressed specifically to school teachers. The essence of the man-made environment is what man builds--cities, streets, houses, parks, and the spaces that connect them. Thus, the focus of the materials in this sourcebook is on what man builds, why he builds , how he builds, and how he and the environment affect one another. Included are interdisciplinary materials for use in both elementary and secondary schools. Section 1 contains information on reference material for the teacher in developing and conducting a program on the built environment--teacher guides, resource and training centers, and background materials. The second section describes learning resources for use in and out of the classroom. Included are materials that pertain specifically to the built environment and other more comprehensive program which give a thorough treatment of the built environment as an essential component of the total environment. The third section contains descriptions of some current projects on the environment for which no curriculum materials are available but which may provide additional teaching and learning suggestions. (BT)

Effective use of computers in instruction is contingent upon a district-level philosophy and plan. That plan may be based on either a computer literacy course model, a scope and sequence model, or an integrated model. Each of these models involves some combination of five categories of computer-related instruction: (1) teaching about computers as the subject of the instruction; (2) teaching computer science (programing language); (3) teaching productivity software (word processing, databases, and spreadsheets); (4) teaching about social issues related to computers; and (5) teaching with a computer to accomplish other instructional objectives. The first two sections of this guide describe each of the three computer use models and the five computer-related instruction categories in detail. Primary uses of computers in instruction (including the teaching of thinking skills, the teaching of data analysis, and the teaching of the writing/revising process) are outlined and described in the third section. Guidelines for software selection are included. The fourth section presents suggestions for planning inservice programs to train teachers to use computers in the classroom. A structure for a teacher curriculum in instructional computing, containing topical outlines for each of the five categories of computer-related instruction, concludes the document. (GL)

The lessons are intended for teenage and adult students. Focus is on placement of the tongue, jaw, lips, any movements involved, and whether the sound is whispered (voiced) or spoken (voiceless). Consonants are taught in pairs so students realize the distinctions necessary to avoid misunderstandings. Lessons include (1) final consonants, (2) plural markers and third person singular, (3) distinctions between /l/ and /r/, (4) production of /n/, /s/, /sh/, /zh/, /tsh/, /dzh/, /f/, /v/, /w/, voiceless /th/, voiced /th/, /st/, /str/, and (5) vowel overviews. Exercises focus on listening exercises, spelling, and repetition. (JK)

Built environment education, an innovative concept, is not a new subject in educational curricula, but rather an approach to traditional areas of study that can be integrated into existing curricula. The goals of built environment education as outlined and developed in this teachers guide are to develop an awareness of surroundings, senses, feelings, and needs; to encourage an understanding of the functions and the impact of the environment; and to foster the ability to use the environment well and to take action to change it to satisfy the needs that have been defined. The long-range objective is to create better future citizens, capable of making informed environmental decisions to improve the community. Section titles include "Tuning into the Environment,""The Community Where You Live,""People Spaces,""Structure and Space," and "Useful Tools and Techniques." Each chapter provides the teacher with introductory information regarding theme, activities, curricular areas, where the lesson can be conducted, why it is useful, and various extension activities. Following each introduction, a lesson plan outlines the theme to be developed, learning objectives, subject matter, time needed, vocabulary words, materials needed, before-class preparation suggestions, procedures for use during class, and closure after the formal lesson. A bibliography follows each chapter, and an environmental planning vocabulary list is included. (BJD)