The polite listener In England stares at the speaker attentively and blinks his eyes occasionally as a sign of interest. That eye-blink says nothing to Americans, who expect the listener to nod or to murmur something such as "mm - hmm”. And in some parts of  Far East, it is impolite to look at the other person at all during conversation.It is often argued that, in Teaching foreign languages, culture and language are interwoven in a way that it is not possible to present language without its culture. However, until a new method of Teaching language, called communicative approach, which is sociolinguistically oriented, had not come into existence, this belief was not used to be observed in textbooks and language classes. This method intends to create situations in the classroom in which foreign language can be used as naturally and authentically as the native speakers of target language use it for communicative purposes.The problem of Teaching culture, nevertheless, does not end here. Nowadays, foreign languages are taught with different and varied objectives. Is it necessary for all foreign language learners to get familiar with the culture of foreign language they are supposed to learn? As Schumann (1984) claims, is it true that second language learning is impossible, unless one gives up his/her own native culture and adopts the culture of foreign language community? What are some relevant issues regarding Teaching English in Iran? These are actually some basic questions raised in this article. Whereas definite answers are not necessarily provided in this paper, some areas of research related to culture, and Teaching foreign language are put forward.

2Various researches have shown that Iran's educational system does not pay enough attention to cultural differences and mostly promotes the dominant and official national culture in an engineered way. The focus of these researches has been focused on the inputs of the educational system. The current research, relying on the mixed exploratory method, tried to examine both the inputs and educational processes in order to test the truth of this claim, whether such a claim is consistent with the reality in the educational system. In this way, in the qualitative part, first the teachers' lived experiences of the criteria that were considered for their selection and employment were analyzed (inputs), and then in the quantitative part, the teacher's success in the classroom was analyzed. It was predicted based on the mentioned criteria (processes). The findings of this research showed that scientific identity and ideological identity are valued in the recruitment of teachers, and because of this, criteria such as personal success, special privileges, and religious and moral foundations are put forward. However, it is only the teacher's personal success that can predict his success in the classroom. This shows that the ideological identity is only manifested in the inputs and is practically not institutionalized in the classroom and Teaching processes. In this way, considering Iran's educational system as ideological does not match the realities of the educational system.

Considering every Teaching wouldn’t Lead to learning and traditional Methods often Less resulted in deep Learning, we implemented case–based Teaching method for educational common and practical Infectious diseases courses. Furthermore, diarrheal diseases are common and important and one of mortality causes in developing countries; moreover, their correct management is important, hence, these items were selected. This Interventional study was implemented for one group with 17 students and compared with another group with 21 students of conventional methods. For this comparison, two OSCE and MCQ exams were used. Data was analyzed by SPSS ver.16 software. In OSCE exam for case group with Independent T-Test P=0.026, Mean=12.73, and Standard deviation=2.15 in in comparison to Mean=11.02 and Standard deviation=2.33 in control group were observed. In MCQ exam with Mann-whitney test P=0.039, Mean=2.47, and Standard deviation=0.94 in case group were obtained in comparison with Mean=1.81 and standard deviation=1.03 in control group respectively (a=0.05) that in two exams results were significant. Therefore, we recommended that this model would be helpful for Teaching common and useful issues when time and logistics provided.

The aim of the current research was to identify the characteristics of the four elements in order to provide a problem-oriented curriculum model in the elementary school mathematics course. There were 19 participants and the sampling was done purposefully. The data collection tools are semi-structured interviews and questionnaires. The problem-oriented curriculum template was designed using the characteristics of the elements and with the method of qualitative content analysis in the elementary school mathematics course. The identified features were validated by fuzzy Delphi method and Shannon's entropy method was used for data processing. Based on the results of the analysis, 7 main categories including the characteristics of goals at three levels of cognitive, attitudinal, skill, content, evaluation, Teaching-learning strategy and 46 sub-categories were identified.                                                                                                                                                                In the fuzzy Delphi section, all features were confirmed by obtaining a de-fuzzified value greater than 0.7. The results of Shannon's entropy determined that the characteristics of starting Teaching with a challenging question, creating a suitable educational environment, continuously monitoring the quality of learning strategies and communicating with students' talents have attracted the most attention and obtained the highest ranks and had a higher importance factor than other characteristics

Many books have been written to illustrate the position of the new technologies in Teaching and learning a foreign or second language (L2); nonetheless, most of these books have not been successful. The Handbook of Technology and Second Language Teaching and Learning edited by Caral A. Chapell and Shanon Sauro and published by Wiley Blackwell in 2017, provides a comprehensive overview of the various facets of the use of technology in Teaching and learning an L2. This book has not been translated into Persian and no critical review has been published for it; accordingly, this study sought to both introduce and critically review this book. The current critical review revealed some advantages including comprehensiveness of the whole book, the expertise of the writers, up-to-dateness, content and format integrity, and the use of valid sources. The main criticisms are the exclusion of some of the very recent technologies, perhaps due to the ever-changing and exponentially volatile nature of the technological improvements and expansions, the introduction of too many technologies at the theoretical level without providing information about their practical use. Generally, the book is an invaluable and academically written source for L2 practitioners, postgraduate students, and researchers.

Due to the Coved 19 pandemic and the need to use different e-learning methods for clinical Teaching, this letter was sent to the editor with the aim of introducing the SAID model for clinical Teaching using webside Teaching method.

Course description and study program requires specific educational criteria. The primary criteria are a thorough study plan inclusive of resources available and accessible to the study of that particular course. However, if a study program is solely based upon the level of students and availability of resources, and non- academic parameters, the consequences would be as such: the quality of work would be destroyed and put under question and ultimately would result in a waste of human effort. Thus a curriculum or study program should be accorded to the needs and requirements of the present time as needs and expectations are rapidly changing. Experience gained from the last few Teaching years offers a positive insight to the academic staff to probe critically into the syllabus of undergraduate courses in German language translation and hopefully this will remedy the inborn deficiencies of several courses that have been weak in terms of structure and content.

One of the main functions of the education institution is to socialize students and accelerate their socialization process. It can be said that the most relevant textbooks on socialization are social study books. On the other hand, we should consider the Teaching methods, which are an integral part of the Teaching profession. But it seems that besides all the variables and factors involved, one of the reasons for the ineffectiveness of Teaching educational content in schools, especially social studies Teaching, is the frequent and excessive use of traditional methods (lectures, explanations, etc. ). This paper is written with a qualitative approach and with a descriptive-analytical approach, criticizes traditional Teaching methods (disadvantages such as passivity, inflexibility, teacher activism, etc. ), Two most effective strategies to Teaching of social studies are: 1. "Project Strategy", 2. "Current Events Strategy". This paper analyzes the project strategy, such as the reasons, the necessity and importance of this strategy in Teaching social studies, project segmentation, project outline, how to evaluate projects, various stages of knowledge project design. We learn in analyzing current events strategy of important issues such as the nature of current events strategy, features and coordination of current events, the importance of current events strategy in Teaching social studies, how to use it in social studies education, current events discussion and criteria and so on. Since this article is a kind of applied research, our target population and target audience are educational science students at Farhangian University and elementary school teacher.