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Книги издательства «Heinle/Cengage Learn»
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The key features of each book include: six complete practice tests for the revised Cambridge Certificate of Proficiency in English examination; exam technique sections consisting of hints and tips for the student on how to approach each part of the revised exam; extra vocabulary practice of all items covered in each practice test; and, cassettes providing listening practice with a variety of accents. |
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«Active Skills for Communication» is an exciting new three-level series that develops learners' speaking and listening skills. Written by ELT specialists Curtis Kelly and Chuck Sandy, with series consultant Neil J. Anderson, the series uses the ACTIVE approach to help learners become more fluent, confident — and active — speakers of English. Each unit contains easy-to-follow, step-by-step activities that lead toward a major speaking task. The tasks are based on real-life situations and are designed to increase self confidence and foster positive attitudes towards learning English.» |
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«This «Test Booklet» contains five progress tests.» |
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The Fast Track Classics series enables students to experience the pleasure of reading well-known classic novels. These shortened classic novels cater for every taste whether it is the delightful story of Little Women, the gripping adventure of Kidnapped, the compelling and poignant Phantom of the Opera, or the dark and mysterious drama of Jane Eyre. Each book is a manageable size, with short chapters and helpful illustrations. The introduction gives a synopsis of the plot and a short biography of the author. Carefully designed with lexical structures and vocabulary to match the ability of the student, Fast Track Classics still convey the essence of these powerful stories and lose none of their characterisation. |
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Acknowledges the role of culture in the English Language Teaching classroom. This title provides teachers with lesson content which is relevant, useful and engaging for students. |
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Digital Play is a pioneering book on the use of computer games in language teaching, in which the authors share their expertise in training teachers in innovative classroom practice with their excitement for teaching with technology. It offers: guidance on taking on the challenge of the digital revolution; insight into how learners engage with gaming outside the classroom; and advice and activities for effectively bringing the world of gaming inside the classroom. Digital Play contains three distinctive parts which focus in turn on theory, practice and development: Part A examines the role of computer games in society, in education in general and in language teaching in particular, dismissing stereotypes and suggesting ways of implementing games with language learners. Part B consists of a bank of step-by-step activities showing how to use digital play in the classroom. Activities cover different possible classroom scenarios — from no available technology, through one computer and a projector to multiple computers — and they all have the common aim of helping learners improve their knowledge and use of the foreign language, covering all four language skills. Part C shows the teacher how to integrate digital play activities into the wider environment of the syllabus and the school, and suggests ways of developing personally and professionally as teachers of the 21st century. |
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Going Mobile explains, and then demonstrates with practical activities, how to use mobile devices in English Language Teaching in a principled and pedagogically sound way. It is a pioneering book, directed towards teachers — and therefore towards learners — in the age of the digital revolution, and it breaks new ground by offering much-needed support in our 21st-century classrooms. Nicky Hockly and Gavin Dudeney are both prize-winning authors and leaders in the field of the pedagogy of digital technology, bringing their many years of experience and succeeding admirably in motivating teachers and teacher trainers in the following areas: How to take advantage of the hand-held devices now available; How to face the many challenges that stand in the way of success; How to incorporate the technology across our teaching institutions. Going Mobile contains three distinct parts which focus in turn on theory, practice and development: Part A introduces us to teaching with mobile devices, and the apps we can take advantage of. It covers the important questions we often ask, the issues we frequently face and the challenges we invariably encounter. Part B is full of classroom activities spread over five chapters — from a first analytical, yet entertaining, look at the use of mobile devices, to the staged and sensible exploitation of text, image, audio and, finally, video. Part C takes us further, both in our classes — by way of longer activities and projects — and in our institutions — where we are encouraged to incorporate mobile teaching and mobile learning progressively and systematically. |
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Spotlight on Learning Styles focuses on how we learn rather than what we learn. It sheds light on our individual learning preferences and what we can do to learn and to teach more successfully: teachers recognise the characteristics of their own teaching styles; and learners recognise the characteristics of their own learning styles. The book also provides opportunities for us all to step outside our 'comfort zones' and multiply our possibilities for success. Spotlight on Learning Styles contains three distinctive parts which focus in turn on theory, practice and development: part A explains the importance and influence of our preferred learning styles, revealing how, as teachers, we can create a more inclusive classroom — integrating and motivating all our students, each with their individual strengths and weaknesses; part B concentrates on activities we can employ to teach more comprehensively and enable all our students to become successful learners. We discover our own preferred learning styles and those of our students, and activate the Visual, Auditory and Kinaesthetic sensory channels, the Global-Analytic cognitive processes and the Mind Organisation model of perception. Part C introduces further approaches, points to further activities beyond the purely linguistic, and suggests further reading — thus widening the spotlight and providing a springboard for opening up new horizons of discovery and development, of learning and of teaching. |
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Storytelling With Our Students invites you on a fascinating and personal journey in the company of David Heathfield — an experienced teacher and dedicated storyteller. He introduces you to the art of telling an unscripted story, and provides you with the opportunity to bring stories from many cultures to vibrant life in your language teaching. Storytelling builds confidence, develops language skills, encourages speaking and listening fluency, and increases motivation and interaction. Teachers discover the techniques for being successful tellers of tales. Learners discover that they, too, can be storytellers. The book includes stories from around the world — and focuses on the telling techniques that will make all the difference as you tell them. Storytelling With Our Students contains three distinctive parts which focus in turn on theory, practice and development: Part A presents the history of storytelling through ages and cultures, and how it can be integrated into teaching in general and language teaching in particular. Part B presents a wealth of stories, accompanying them all with techniques for their successful telling. The three chapters — The teacher as storyteller, The student as storyteller and Creative ways into and out of a story — indicate that there is much more to classroom storytelling than first meets the eye. Part C presents further possibilities for those of you who venture into the magical world of stories — showing how Storytelling With Our Students can be just the beginning of your own personal journey. |
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Suitable for young learners of English as a Foreign/Second Language, this activity book of primary course helps you prepare for Cambridge Young Learners Movers Test. |
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A pupil's book of primary course for young learners of English as a Foreign/Second Language, preparing for Cambridge Young Learners Movers Test. |
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A teacher's book of primary course for young learners of English as a Foreign/Second Language, preparing for Cambridge Young Learners Movers Test. |
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Dealing with Difficulties looks at the typical classroom and teaching management problems facing teachers and students of English in five main areas: large classes, discipline, mixed-level classes, homework, teaching exam classes. In each category, the authors provide a wide variety of techniques, activities and tips to turn classroom problems into actual learning opportunities. |
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This book gives teachers a wide variety of drama activities, all of which have been designed to maximise student interaction. A range of different, true-to life situations are used, to generate meaningful communication, increase fluency and build up students' confidence. |
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This text contains more than 200 classroom activities for teachers of English to use in a wide range of teaching situations. |
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Teaching Online is a clear, accessible and reassuringly practical book — essential reading for anyone interested in online teaching and course delivery. The authors share their wealth of experience in a fundamental area of interest to language teaching professionals today. It deals comprehensively with: — ways you should approach both online and blended courses; — tools you should know about; — techniques you should use for successful online teaching Teaching Online contains three distinctive parts which focus in turn on theory, practice and development: Part A gets you started and building your own online course, and recommends a route, from course sites to course behaviour, that will take you safely towards successful online teaching. It is accompanied by a wide-ranging list of tools for teaching, from blogs to word clouds. Part B provides a bank of practical activities that cover the four skills, language work and evaluation, with special sections for activities to begin and finish an online course. Additional comments provide insights on how to make your online teaching more effective Part C investigates avenues for your further online development, both professional and personal, with references to Web 2.0 tools that connect you with the worldwide professional community of teachers and an introduction to the concept of the PLN (Personal Learning Network) for your individual development. |
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